Ecomonics Assignment - Questions Example | Topics and Well Written Essays - 1500 words

Ecomonics - Questions - Assignment Example C) Zero opportunity cost. D) Constant opportunity cost. E) Infinite opportunity cost. 3) Which one of the following would lead to an increase in the demand for hamburgers? A) a rise in the price of French fries, a complement of hamburgers B) a decrease in consumer income if hamburgers are a normal good C) a news report that hamburgers can cause skin diseases D) a decrease in population size E) a new fad hamburger diet 4) The marginal cost (MC) curve intersects the   A) AVC and AFC curves at their minimum points.   B) TC and TVC curves at their minimum points.   C) ATC and AFC curves at their minimum points.   D) ATC, AVC, and AFC curves at their minimum points.   E) ATC and AVC curves at their minimum points. 5) Total cost is $20 at 4 units of output and $36 at 6 units of output. Between 4 and 6 units of output, marginal cost A) Equals average total cost.   B) Is less than average total cost.   C) is greater than average total cost.   D) Equals to average variable cos t.   E) Equals average fixed cost. 6) Marginal cost ________. A) Increases at low outputs until it reaches its maximum value, then remains constant B) decreases at low outputs and increases at high outputs C) is constantly decreasing, but as output increases it decreases by smaller and smaller amounts D) is constantly increasing, but as output increases it increases by smaller and smaller amounts E) decreases at low outputs until it reaches its minimum value, then remains constant 7) A consumer choosing between apples and oranges is at her best affordable point. Then the price of apples decreases. If both apples and oranges are normal goods, which one of the following statements is true about her new best affordable point? She will consume more apples and fewer oranges.   B) She will consume more apples, and we cannot tell whether she will consume more or less oranges.   C) She will consume fewer apples and fewer oranges.   D) She will consume fewer apples and more oranges.à ‚   E) She will consume more apples and more oranges. 8) If income decreases, the budget line   A) becomes flatter.   B) Shifts leftward and parallel to the original budget line.   C) becomes steeper.   D) Shifts rightward and parallel to the original budget line.   E) Shifts parallel either leftward or rightward depending on whether the goods measured on the axes are normal or inferior. 9) A consumer's best affordable point occurs   A) at a point that cannot be determined.   B) Inside the budget line.   C) Outside the budget line.   D) On the budget line.   E) At a corner on the budget line, with only one good consumed. 10) Larry consumes only beer (B) and chips (C). If beer is measured on the vertical axis, the relative price of chips in terms of beer is all of the following except: A) the magnitude of the slope of the budget line B) equal to the opportunity cost of 1 bag of chips C) the real income in terms of beer D) PC/PB E) the inverse of the relative price of beer in terms of chips 11) When the price elasticity of demand is ________, demand for the good is elastic.   A) greater than 1 B) between 1 and zero C) equal to infinity D) equal to zero

INTERPERSONAL INFLUENCE Assignment Example | Topics and Well Written Essays - 500 words

INTERPERSONAL INFLUENCE - Assignment Example My house was a mess: my toilet is leaking, renovations were in order, and my husband was painting the place, an electrician was replacing the old wiring systems, the old furniture had been auctioned, and a plumber was taking care of the plumbing system. Simply put, the house was not in a good condition to host my friends. The party was scheduled for the weekend and some of my husband’s friends would really want to watch football, which was going to be a problem since we had no cable connection that month. My neighbor happens to have a good home-theater and reliable cable connection; this would really come in handy. Therefore, I began by enticing my neighbor with muffins two weeks before the party. She liked them so much that she came over for some lessons on baking. I remember she even baked some for one of her friends who had a birthday a few days later. I comfortably let her use my oven because I knew that she would feel obliged to reciprocate the favor by agreeing to let me use her house for my get-together. I offered to help her make the muffins just in case she got stuck, and even prepared extra niceties (cookies) for her to present to her friend. She was very pleased with my being nice to her. We had not known each other for long, and she did not know many of the friends on my guest list . I had planned for fifteen people, and I was not sure she would agree to accommodate fifteen strangers in her house. However, I needed a place that was close to mine for the sake of cooking and coordination just in case people needed to sleep over or put their belongings. One day after coming from her friend’s party, I went over to her place, asked her about the party and whether her friend liked the muffins. I told her about my party and that she was invited since we had formed a good friendship. She was a bit surprised when I dropped the bombshell on her about hosting fifteen people at her house. However, she

A View from the Bridge Essay Example for Free

A View from the Bridge Essay Pride plays a great role in the play, â€Å"A View from the Bridge†. The biggest victim of pride is Eddie, who loses both his pride and respect throughout the play. And this gradual loss heavily affects the characters’ behaviors. However pride does not seem to be the only factor that dictates the progress of the play. In the beginning of the play, Eddie is full of pride. He is respected by both Marco and Rodolfo as well as the community. The quote, â€Å"I want to tell you now Eddie – when you say go, we will go,† shows that Marco and Rodolfo respect Eddie. The quote in other words means that Marco and Rodolfo will be doing whatever Eddie tells them to do. The fact that this is Marco’s first significant line in the play shows how important Marco thinks of Eddie. Also the hyphen in the middle of the sentence gives effect, which emphasizes the message Marco is trying to send to Eddie. The pride Marco and Rodolfo give Eddie in the family allows Eddie to lower his guard and gives him a chance to respect Marco as well. This perspective can be seen from the following line. Eddie says, â€Å"You’re welcome, Marco, we got plenty of room here. † He addresses Marco, which shows that Eddie is in favor of him. Then the second part of the line, â€Å"we got plenty of room here. †, not only shows the Eddie is welcoming Marco, but it also shows that Eddie has given Marco his respect. A â€Å"Room† in their house symbolizes respect. At first, Eddie and Marco both have each other’s trust and respect, giving them both pride which brings the two to a peaceful relationship. Later as the play progresses Eddie begins to lose his pride. Marco says, â€Å"Here. (the chair raised like a weapon over Eddie’s head – and he transforms what might appear like a glare of warning into a smile of triumph)† The simplicity of the sentence emphasizes Marco’s loss of respect for Eddie. The stage direction, â€Å"Over Eddie’s head† also symbolizes how Marco has overcome Eddie. Also the â€Å"glare of warning† shows that Marco no longer thinks of Eddie as someone he should respect. The story continues as Eddie loses his pride. Pride is very important to Eddie. He says â€Å"Yeah Marco! Eddie Carbone. Eddie Carbone. Eddie Carbone. † His name symbolizes his pride and the repetition of it shows the importance of his name in Eddie’s heart. Also he does not just say his first name but also his last name, which also emphasizes his name – his pride. The community’s reaction is another event that comes from pride. â€Å"(Lipari and wife exits†¦ Louis barely turns, then walks off the stage and exits down right with Mike. )† is a stage direction that shows the community’s reaction to what Eddie had done to Marco and Rodolfo. Lipari and his wife, Louis, and Mike represent the community. The fact that they have â€Å"walked off† and â€Å"exited† indicates that the whole community has turned their backs on Eddie. From there, we can see that Eddie has lost his pride in his community as well as his family. Although pride is a main factor behind the progression of the play, loyalty and family relationships, also play a very important role. Family relationships play a very important role. This could be seen from Beatrice’s line, â€Å"Eddie, listen to me. Who could give you your name? Listen to me, I love you, I’m talking to you. I love you. † The short sentences make the sentence feel real and have a real impact, as if Beatrice is really trying to talk to Eddie. Furthermore, the repetition of the phrases, â€Å"listen to me† and â€Å"I love you† emphasizes how much Beatrice really cares about Eddie. Pride and family relationships play a huge rule in the progression of the play.

Growth Factors in Periodontal Regeneration

Growth Factors in Periodontal Regeneration GROWTH FACTORS IN PERIODONTAL REGENERATION ABSTRACT : Periodontitis and all periodontal diseases are bacterial infections that destroy the attachment fibers and supporting bone. Left untreated, these diseases can lead to tooth loss. The main cause of periodontal disease is a bacterial plaque, many options are available to treat this disease including non-surgical,surgical,and recent regenerative materials. GFs are natural biological mediators that regulate key cellular events that are part of the process of tissue repair and regeneration. Recent advances in the areas of cellular and molecular biology allowed better understanding of the functions of GFs and their participation in the different phases of wound healing. In vitro and in vivo studies have confirmed that GFs can enhance the capacity of tissues to regenerate by regulating cell chemo attraction, differentiation and proliferation. This review focuses on five growth factor families that have potential for inducing periodontal regeneration based on their ability to stimulate osteo blast and periodontal ligament cells in vivo and vitro. Key words: platelet-derived growth factor, insulin-like growth factor, transforming growth factor-beta, fibroblast growth factor, and bone morphogenetic protein. INTRODUCTION : Periodontitis is a widely prevalent inflammatory disease of the tissues supporting the teeth, characterized by a progressive loss of bone and attachment. The ultimate goal of periodontal therapy is the regeneration of periodontal tissues, which consists in stimulating new cementum formation, new alveolar bone apposition, and a functionally-oriented periodontal ligament reconstruction. Conventional treatment procedures may be ineffective in achieving bone regeneration, leaving both the clinician and the patient dissatisfied with the outcome. Growth factors (GFs) have long been believed to have the potential to accelerate the healing process and, therefore, enhance tissue regeneration in challenging clinical scenarios.1 MODE OF ACTION OF GROWTH FACTORS: To evoke a biologic effect, a growth factor must be synthesized by an originating cell, travel to its target receptor, interact with target receptor, or binding protein, and activate second messengers or terminal effectors.2,3 Local mode of action is more associated with the term growth factor and involves Paracrine, Autocrine, Juxtacrine, and Intracrine modes. Autocrine mode of action – Growth factors synthesized by one cell, secreted in a soluble form outside the cell and then bind to surface receptors on the same cell to evoke an effect is autocrine mode of action. Example includes: TGF ÃŽ ², which are produced and act on epithelial cells, and BMP’s, which are produced and act on osteoblastic cells. (fig 1) Intracrine mode of action–Growth factors produced by one cell and not secreted, but acts intracellularly to facilitate its effects is intracrine mode of action. (fig 2) Paracrine mode Growth factorsproduced by one cell, with receptors present on another cell in the local micro environment is the paracrine mode of action. Here the mediators are secreted in soluble form and binds to its receptors on the target cell to evoke its effect. (fig 3) Juxtacrine mode It is similar to paracrine effects except that the factor produced by the cell of origin is cell surface bound and requires cell contact by the target cell to evoke a response. (fig 4) RECEPTORS FOR GROWTH FACTORS:4,5 For a growth factor to exert an effect, its designated receptor must be present in sufficient quantity, orientation, and functional activity to transmit appropriate stimuli. Growth factor receptors can be divided into 2 broad categories: Cell surface receptors Intracellular receptors The most common prototype growth factor receptor is the cell surface receptor, which can be further divided into three main categories: G- protein linked Receptor tyrosine kinases Serine threonine receptor kinases POTENTIAL ROLES OF GROWTH FACTORS IN PERIODONTAL REGENERATION: To stimulate cell proliferation. E.g. Platelet derived growth factor (PDGF). To enhance function of cells and cell differentiation. E.g. Bone morphogenetic protein (BMP). To stimulate matrix synthesis. E.g. Transforming growth factor- ÃŽ ² (TGF- ÃŽ ²). To act as co-factors for gene expression. DISADVANTAGES OF GROWTH FACTORS: They were intended to be made by cells, stored than used locally. They have short half-lives i.e., when used as drug, doses must be greater than actual in vivo concentrations. They affect various cells in individual ways i.e., cells growing in high concentrations of growth factor had an increased susceptibility to cell death upon growth factor withdrawal. They need a delivery system for sustained or, controlled release (in low concentration) of a biologically active growth factor or, cocktail of growth factors. POLYPEPTIDE GROWTH FACTORS : Polypeptide growth factors are a diverse group of hormone-like agents that regulate growth and differentiation through cell surface receptors. They are generally represented by homologous families containing several members with distinct overlapping receptor interactions and hence, responsive tissue specificities. Similarly, their receptors are also clustered in family groups of sequence-related proteins. COMMON FEATURES OF POLYPEPTIDE GROWTH FACTORS :6 Natural cell products: Growth factors are natural cell products that are released or activated when cell division is needed.This action typically occurs during such events as wound healing or, tissue regeneration. Local actions: With few exceptions,growth factors are locally acting. Receptor activity: Because growth factors cannot diffuse across the cell membrane, growth factors must exert their activity by first binding to high-affinity cell membrane receptors.The capacity of a cell to respond to a given factor is therefore dependent on the presence of these receptors. Regulation: The production of polypeptide growth factors is tightly regulated in normal cells. In contrast, unregulated production of growth factor is thought to be an important component of proliferative disorders, such as fibrotic disease and cancers. Multifunctional activities: Polypeptide growth factors are multifunctional, meaning that they may stimulate a wide variety of cellular activities, which include growth, migration, differentiation and production of extracellular matrix proteins. Mechanism of action: In some cases, growth factors can stimulate the same cell that synthesizes the molecule (autocrine stimulation) or can affect nearby cells (paracrine stimulation). Regeneration: Tissue regeneration in vivo probably reflects the combined effect of several different growth factors. GROWTH FACTOR APPLICATIONS FOR ORAL AND PERIODONTAL TISSUE ENGINEERING : Therapeutic application of growth factors to restore damaged tissues aims at regeneration through biomimetic processes, or mimicking the processes that occur during embryonic and post-natal development.7 The complexity of these events suggests that creating an optimal regenerative environment requires the combination of different growth factors as found in natural reparative processes. The use of a single recombinant growth factor may also induce several molecular, biochemical and morphological cascades that will result in tissue regeneration.8 The most studied growth factors for periodontal regeneration have been PDGF, IGF, FGF-2, TGF-ÃŽ ² and different BMPs. SI. NO GROWTH FACTOR ALTERNATIVE NAMES SOURCE 1 Platelet-derived growth factor Fibroblast-derived growth factor. Glioma-derived growth factor Degranulating platelets Endothelial cells Smooth muscles Macrophages- Fibroblasts 2 Insulin-like growth factor Erythropoetic factor Growth-promoting activity for vascular endothelial cells Macrophages- Osteoblasts- Plasma stored in bone 3 Transforming growth factor-ÃŽ ² Epithelial cell specific growth inhibitor Tumour-inducing factor-1 Platelet ÃŽ ± granules 4 Fibroblast growth factor family Heparin binding growth factor Macrophage and osteoblasts stored in bone. PLATELET DERIEVED GROWTH FACTOR: The PDGFs are a family of dimeric disulfide – bound growth factors that exert their biologic effects by activating 2 structurally related tyrosine kinase receptors, the PDGF- ÃŽ ± and PDGF – ÃŽ ² receptors. PDGF was the first growth factor to be evaluated in preclinical periodontal and peri-implant regenerative studies. Proliferation, migration and matrix synthesis were observed on cultures of periodontal cells stimulated by PDGF, including gingival and PDL fibroblasts, cementoblasts, preosteo-blasts and osteoblastic cells [9-14]. These effects were shown to be time- and dose dependent 14. The PDGF family is composed of four growth factors: PDGF- A, -B, and the most recently discovered PDGF-C and -D 15. All of these participate in the wound-healing process, but, until now, only the three isoforms PDGF-AA, BB and AB were evaluated in periodontal therapy. PDGF-BB is the most effective on PDL cell mitogenesis and matrix biosynthesis 16,17. INSULIN LIKE GROWTH FACTOR: These are a family of single chain serum proteins that share 49% homology in sequence with pro- insulin. IGF-1 and IGF- 2 are two polypeptides from this group. IGF-1 acts as progression factor, also stimulates bone formation and have an effect on periodontal ligament cells. IGF-I is also important for bone remodeling and maintenance of skeletal mass and plays significant role in age-related osteoporosis. IGF-1 is capable of preventing apoptosis in fibroblasts by activation of multiple signal transduction pathways. IGF-1 has also been shown to regulate DNA and protein synthesis in periodontal ligament fibroblasts in vitro and to enhance soft tissue wound healing in vivo. Furthermore, studies have suggested variable responses of periodontal tissues to IGF-1 depending upon anatomical sites and a differential involvement of IGF-1 in periodontal wound healing and regeneration.18 FIBROBLAST GROWTH FACTOR: The angiogenic and fibroblast stimulatory properties of FGF-2 during wound healing and its chemotactic and proliferative effects on PDL cells suggest its use for periodontal regenerative therapeutic approaches19,20. In preclinical studies, this growth factor was evaluated for the treatment of different types of periodontal bone defects, in dogs and non-human primates. Despite different concentrations of FGF-2 and different delivery systems used in the studies, all showed an improvement in the periodontal tissue regeneration, compared with control groups. Studies that evaluated more than one concentration of FGF-2 suggested that its effects are dose dependent.21,22 TRANSFORMING GROWTH FACTOR ÃŽ ²: It is a member of a large family of biologically active protein hormones that are structurally related but differ markedly in their function. TGF ÃŽ ² consists of 2 subunits held together by covalent bonds. Five different genes are identified that encodes TGF- ÃŽ ² polypeptide TGF-ÃŽ ² has 5 closely related isoforms in vertebrates, out of which 3 are found in mammals (TGF-ÃŽ ²1, TGF-ÃŽ ²2, TGF-ÃŽ ²3). The three major activities of TGF-ßinclude inhibition of cell proliferation, enhancement of extracellular matrix deposition and the exhibition of complex immune regulatory properties. It is a major regulator of cell replication and differentiation. It can stimulate or inhibit cell growth. It can also modulate other growth factors like PDGF, EGF and FGF. It inhibits epithelial cell proliferation and stimulates mesenchymal cells. TGF-ÃŽ ²1, the most abundant isoform of the TGF-ÃŽ ² family and found primarily in the platelets and osseous tissue, has been used for this application.It has a role in recruiting and stimulating osteoprogenitor cells to proliferate and suggests to support periodontal wound healing and regeneration.23 BONE MORPHOGENETIC PROTEINS: The name Bone Morphogenetic Protein was given in 1965 by Urist .Bone morphogenetic proteins (BMPs) are a group of regulatory glycoproteins that are members of the transforming growth factor-beta superfamily.24They stimulate angiogenesis and migration, proliferation and differentiation of mesenchymal stem cells into cartilage and bone forming cells. More than 20 BMP-related proteins have been identified, several of which induce bone formation.25 In the field of periodontal regeneration, much of the research interest has focused on BMP-2, BMP-3 (osteogenin), and BMP-7. Recent studies have utilized recombinant human BMP to determine their potential for correcting intrabony, supra-alveolar, furcation, and fenestration defects. BMPs also show much promise in promoting dental implant wound healing.24 GROWTH FACTOR DELIVERY SYSTEMS: Several matrices and delivery systems have been used and evaluated for their efficacy and biocompatibility as carrier for growth factors. Two common types of polymeric materials used in growth factor delivery strategies are natural collagen-derived materials and synthetic polymers of lactic and glycolic acid (i.e., Poly [lactide-co-glycolide]). Extracellular matrix-derived macromolecules such as collagen have been used for many years in biomaterial application, and it is now possible to create artificial analogues of extracellular matrix proteins using recombinant DNA technology.1 Carriers can be of different types such as solids, gels or combinations.25A variety of new injectable materials such as hydrogels are also being developed for growth factor delivery applications and have been of special interest. These injectables are especially attractive because, in clinical application, they can allow for minimally invasive delivery of inductive molecules.1 CONCLUSION: Growth factors may regulate the repair and/or regenerative process which are impaired in presence of bacteria and their products in periodontal disease. Thus, the objective of growth factors administration in the treatment of periodontitis is to mimic the normal developmental process enhance normal wound healing response to promote complete regeneration of all attachment structures. Basic and clinical research is in progress to evaluate the role of growth factors in periodontal wound healing. BIBLIOGRAPHY: DARNELL KAIGLER, GUSTAVO AVILA, LESLIE WISNER-LYNCH, MARC L. NEVINS, MYRON NEVINS, GIULIO RASPERINI. Platelet-Derived Growth Factor Applications in Periodontal and Peri-Implant Bone Regeneration .Expert OpinBiolTher. 2011 March ; 11(3): 375–385 RIPAMONTI U, HERBST NN, RAMOSHEBI LN. Bone morphogenetic proteins in craniofacial and periodontal tissue engineering: experimental studies in the non-human primate Papioursinus. Cytokine Growth Factor Rev 2005;16(3):357–368. ANUSAKSATHIEN O, GIANNOBILE WV. Growth factor delivery to re-engineer periodontal tissues. Curr. Pharm. Biotechnol 2002;3(2):129–139. FRECHETTE JP, MARTINEAU I, GAGNON G.Platelet-rich plasmas: growth factor content and roles in wound healing. J Dent Res 2005; 84(5): 434-439. LAURIE K. MC CAULEY MARTHA J. Somerman. Biologic modifiers in periodontal regeneration. Dent Clin N Am , Advances in Periodontics, part I 1998; 43(2): 361-387. GARRY R. GROTENDORST. Connective tissue growth factor : A mediator of TGF- ÃŽ ² action on fibroblasts. Mini Review. Cytokine and growth factor reviews 1997, 8(3); 171 – 179. SCHILEPHAKE H. Bone growth factors in maxillofacial skeletal reconstruction. Int. J. Oral Maxillofac. Surg 2002;31(5):469–484. RIPAMONTI U, HERBST NN, RAMOSHEBI LN. Bone morphogenetic proteins in craniofacial and periodontal tissue engineering: experimental studies in the non-human primate Papioursinus. Cytokine Growth Factor Rev 2005;16(3):357–368. NISHIMURA F, TERRANOVA VP. Comparative study of the chemotactic responses of periodontal ligament cells and gingival fibroblasts to polypeptide growth factors. J. Dent. Res 1996;75(4):986–992. SAYGIN NE, TOKIYASU Y, GIANNOBILE WV, SOMERMAN MJ. Growth factors regulate expression of mineral associated genes in cementoblasts. J. Periodontol 2000;71(10):1591–1600. STRAYHORN CL, GARRETT JS, DUNN RL, BENEDICT JJ, SOMERMAN MJ. Growth factors regulate expression of osteoblast-associated genes. J. Periodontol 1999;70(11):1345–1354. CANALIS E. Effect of platelet-derived growth factor on DNA and protein synthesis in cultured rat calvaria. Metabolism 1981;30(10):970–975. BARTOLD PM, RABEN A. Growth factor modulation of fibroblasts in simulated wound healing. J.Periodontal Res 1996;31(3):205–216. OJIMA Y, MIZUNO M, KUBOKI Y, KOMORI T. In vitro effect of platelet-derived growth factor-BB on collagen synthesis and proliferation of human periodontal ligament cells. Oral Dis 2003;9(3): 144–151. REIGSTAD LJ, VARHAUG JE, LILLEHAUG JR. Structural and functional specificities of PDGFC and PDGF-D, the novel members of the platelet-derived growth factors family. FEBS J 2005;272 (22):5723–5741. BOYAN LA, BHARGAVA G, NISHIMURA F, et al. Mitogenic and chemotactic responses of human periodontal ligament cells to the different isoforms of platelet-derived growth factor. J. Dent. Res 1994;73(10):1593–1600. MATSUDA N, LIN WL, KUMAR NM, CHO MI, GENCO RJ. Mitogenic, chemotactic, and synthetic responses of rat periodontal ligament fibroblastic cells to polypeptide growth factors in vitro. J.Periodontol 1992;63(6):515–525. XIAOZHE HAN AND SALOMON AMAR. Role of Insulin-Like Growth Factor-1 Signaling in Dental Fibroblast Apoptosis. J Periodontol 2003;74:1176-1182. TAKAYAMA S, MURAKAMI S, MIKI Y, et al. Effects of basic fibroblast growth factor on human periodontal ligament cells. J. Periodontal Res 1997;32(8):667–675. TERRANOVA VP, ODZIEMIEC C, TWEDEN KS, SPADONE DP. Repopulation of dentin surfaces by periodontal ligament cells and endothelial cells. Effect of basic fibroblast growth factor. J. Periodontol 1989;60(6):293–301. ROSSA C JR. MARCANTONIO E Jr, CIRELLI JA, et al. Regeneration of class III furcation defects with basic fibroblast growth factor (b-FGF) associated with GTR. A descriptive and histometric study in dogs. J. Periodontol 2000;71(5):775–784. TAKAYAMA S, MURAKAMI S, SHIMABUKURO Y, KITAMURA M, OKADA H. Periodontal regeneration by FGF-2 (bFGF) in primate models. J. Dent. Res 2001;80(12):2075–2079. KI-TAE KOO,CRISTIANO SUSIN, ULF M.E. WIKESJOÂ ¨, SEONG-HO CHOI, AND CHONG-KWAN KIMI. Transforming Growth Factor-b1 Accelerates Resorption of a Calcium Carbonate Biomaterial in Periodontal Defects. J Periodontol 2007;78:723-729. KARUPPANAN P. SASIKUMAR, SUGUMARI ELAVARASU, AND JAYAPRAKASH S. GADAGI. The application of bone morphogenetic proteins to periodontal and peri-implant tissue regeneration: A literature review. J Pharm Bioallied Sci. Aug 2012; 4(Suppl 2): S427–S430. SUBRAMANIAM M RAO, GAURI M UGALE, AND SHIVARAJ B WARAD. Bone Morphogenetic Proteins: Periodontal Regeneration. N Am J Med Sci. Mar 2013; 5(3): 161–168.

Immigration Case Study :: Immigration Immigrant Essays Papers

Immigration Case Study Four hours a week, discussing the issues of immigration, combined with a mountain of reading on the topic will eventually have an effect on a person's every day outlook. I discovered as much during my last semester at University. The absence of thought was more than made up for in the ensuing semester, as the ideas we discussed in class oozed into my daydreams, my personal time, and my personal associations. And if all that hadn?t happened, I never would have met Rosa. I came down the stairs in the hotel reservation center where I work and slid down the worn, but very clean tiles towards the employee?s break room. As had become a habit in the past few weeks, I was thinking over the most recent reading from SOC 331. This one was by Jo Ann Koltyk?New Pioneers in the Heartland, Hmong Life in Wisconsin. It told the story of several Hmong refugees who were carving out a new life for themselves in Wisconsin. It was filled with statistics and numbers, but what always came back to me when I least expected it was the people, and the faces that I dreamed up for them. Sometimes I would try to see out from inside those faces and watch how folks reacted to me, wondering if they wanted me to leave and go back ?home.? But, of course, being a white boy from Utah, I was one of the least qualified for that little piece of introspection. Rosa was mopping the otherwise empty break room. I didn?t know her name at that point. In fact I had never given her more than a friendly smile before side-stepping her custodian cart, and heading back to the time clock. I had heard her speaking in Spanish to the few other janitors, all of whom worked the late shift like me on the weekends. I worked poor hours because I was relatively new in my department. They worked them, I assumed because no one wanted to see floors being mopped during the day. As I stepped into the room this time, I looked at the woman who was cleaning the tiles for me and discovered that I was impressed. Immigration Case Study :: Immigration Immigrant Essays Papers Immigration Case Study Four hours a week, discussing the issues of immigration, combined with a mountain of reading on the topic will eventually have an effect on a person's every day outlook. I discovered as much during my last semester at University. The absence of thought was more than made up for in the ensuing semester, as the ideas we discussed in class oozed into my daydreams, my personal time, and my personal associations. And if all that hadn?t happened, I never would have met Rosa. I came down the stairs in the hotel reservation center where I work and slid down the worn, but very clean tiles towards the employee?s break room. As had become a habit in the past few weeks, I was thinking over the most recent reading from SOC 331. This one was by Jo Ann Koltyk?New Pioneers in the Heartland, Hmong Life in Wisconsin. It told the story of several Hmong refugees who were carving out a new life for themselves in Wisconsin. It was filled with statistics and numbers, but what always came back to me when I least expected it was the people, and the faces that I dreamed up for them. Sometimes I would try to see out from inside those faces and watch how folks reacted to me, wondering if they wanted me to leave and go back ?home.? But, of course, being a white boy from Utah, I was one of the least qualified for that little piece of introspection. Rosa was mopping the otherwise empty break room. I didn?t know her name at that point. In fact I had never given her more than a friendly smile before side-stepping her custodian cart, and heading back to the time clock. I had heard her speaking in Spanish to the few other janitors, all of whom worked the late shift like me on the weekends. I worked poor hours because I was relatively new in my department. They worked them, I assumed because no one wanted to see floors being mopped during the day. As I stepped into the room this time, I looked at the woman who was cleaning the tiles for me and discovered that I was impressed.

Latin America Essay -- essays research papers

Hisotry of Latin America History of the region from the pre-Columbian period and including colonization by the Spanish and Portuguese beginning in the 15th century, the 19th-century wars of independence, and developments to the end of World War II.Latin America is generally understood to consist of the entire continent of South America in addition to Mexico, Central America, and the islands of the Caribbean whose inhabitants speak a Romance language. The peoples of this large area shared the experience of conquest and colonization by the Spaniards and Portuguese from the late 15th through the 18th centuries as well as movements of independence from Spain and Portugal in the early 19th century. Even since independence, many of the various nations have experienced similar trends, and they have some awareness of a common heritage. However, there are also enormous differences between them. Not only do the people live in a large number of independent units, but the geography and climate of their countries vary im mensely, and their social and cultural characteristics differ according to the different constitution of the inhabitants before the Iberian conquest and the different timing and nature of European occupation. Since the Spanish and Portuguese element looms so large in the history region, it is sometimes proposed that Iberoamerica would be a better term than of the Latin America. Latin seems to suggest an equal importance of the French and Italian contributions, which is far from being the case. Nevertheless, usage has fastened on Latin America, and it is retained here. The independence of Latin America After three centuries of colonial rule, independence came rather suddenly to most of Spanish and Portuguese America. Between 1808 and 1826 all of Latin America except the Spanish colonies of Cuba and Puerto Rico slipped out of the hands of the Iberian powers who had ruled the region since the conquest. The rapidity and timing of that dramatic change were the result of a combination of long-building tensions in colonial rule and a series of external events. The reforms imposed by the Spanish Bourbons in the 18th century provoked great instability in the relations between the rulers and their colonial subjects in the Americas. Many Creoles (those of Spanish parentage but who were born in America) felt Bourbon policy to be an unfair attack on their wealth, po... ...ts was slow to appear in Latin America. Brazil was the most successful, selling automobiles and automotive parts mainly to other developing countries but at times even to the industrialized world. A slightly less satisfactory alternative was the setting up of plants to assemble imported parts into consumer goods that were immediately exported, thus taking advantage of Latin America's low labour costs. Such plants proliferated along Mexico's northern border (where they were known as maquiladoras) but sprang up also in Central America and around the Caribbean. In other instances Latin Americans tried to develop new ("nontraditional") primary commodity exports. Colombian cut flowers were a highly successful example of the latter, promoted from the late 1960s through special incentives such as tax rebates; Colombia became the world's second leading flower exporter. It also assumed a leading role in the illicit narcotics trade. It enjoyed a brief boom of marijuana exports in the 1970s and in the following decade became the world's leading supplier of cocaine, which was processed in clandestine Colombian laboratories from coca leaf paste mostly originating in Bolivia and Peru.

Crash Essay

Crash Racism has been a big issue since the beginning of time. We have dealt with racism for as long as I can remember. In the movie crash, they deal with racism conflicts. In the beginning of the movie, two white cops pulls over a couple and once the cop saw they were an African American couple, he tells them to step out of the car even though they did nothing wrong. The cop in the movie took his anger out on the couple because earlier he was having issues with the insurance company and the guy who helped him was black. He felt that he was mistreated by the guy at the insurance company and decided to take his anger out on the African American couple. He should have not taken his anger out on this couple because he felt he was mistreated by a black male. He could have pulled them over and ask to see the driver license and insurance, instead of telling them to step out of the car immediately like they had done something wrong. Racism is the biggest issue our society faces today. Racism is not about just one race, all different cultures and Individuals deals with racism. He had no right to tell them to step out of the car because they were black. He could have a done the proper procedure by asking them to let him see some Identification and ran it through the system to check for warrants or to see if the driver was wanted. He also sexually assaulted the woman and blackmailed them. He thought for sure these two Individuals were criminals, because of their skin color. No one should ever judge someone because of their skin color is different from theirs. These two Individuals were treated very unfair because they were black. This particular scene happens to a lot of individuals in the world. Not everyone is black that this happens too, because this could happen to any race in America. This movie was based on eight different characters that live in the city of Los Angles. Their stories are all intertwined with one another. They all come from different backgrounds and deal with issues dealing with racism. This movie definitely deals with stereotyping and how each of them deals with certain situations. In the movie a couple hires a locksmith to work on the locks but as soon as the woman sees him she automatically thinks he is a gangbanger because he has tattoos and because his clothes were baggy. Her first impression is obviously stereotyping because she thinks he is a gangbanger just from his tattoos and baggy clothes. Not everyone who wears baggy clothes and has tattoos. She thinks the worse of this man, when really he is just a hard worker who wants his daughter to grow up in a nice environment. What could have been done differently in this situation is that she could have gotten to know him by communicating, instead of judging because of his tattoos and baggy clothes. Sometimes when people come to our homes we communicate with them and get to know them, only if it was for a short period of time. We should not judge someone from what they are wearing or what tattoos are on their body. We do however, judge people without getting to know them first. If we take the time out and talk to someone we may get to know something about that person and get an impression from that. Judging is not always fair to that individual because they may be mistaken for something they are not. Racism is everywhere we go and every corner we turn. I do feel that racism has gotten better then when it was going on during segregation. No matter where we live we will always face racism, no matter the skin color. Whether it is Chinese, black, white, Latino, or Persian we will always face racist situations. Racism is the biggest issue we face today and should be dealt with in a manner we all can overcome. No one should be judged because of their skin color, we can’t help the color we were born.

How the Medical Model of Psychopathology

TABLE OF CONTENTS INTRODUCTION DEFINITION OF SCHIZOPHRENIA THE MEDICAL MODEL * POSSIBLE MEDICAL CAUSES FOR SCHIZOPHRENIA * SYMPTOMS OF SCHIZOPHRENIA * DISCUSSION OF THE DSM-IV-TR THE FAMILY SYSTEMS PERSPECTIVE CONCLUSION INTRODUCTION In this assignment I will show how the medical model of Psychopathology and the family systems model reflect linear and circular causality respectively by referring to the causes of Schizophrenia. SCHIZOPHRENIA Schizophrenia is characterised by a broad spectrum of cognitive and emotional dysfunctions that include delusions and hallucinations, disorganized speech and behaviour and inappropriate emotions.It disrupts social, occupational and recreational functioning and almost every other aspect of daily functioning. It is usually chronic with a high relapse rate and recovery from Schizophrenia is rare. MEDICAL MODEL The DSM-IV-TR is based on the medical model. The basic assumption is that psychological disorders are diseases and are treated as such. In his definition of the medical model, Blaney (1975) stated that mental disorders are in fact organic diseases. He further explained that the visible evidences of disorders are merely manifestations of an underlying condition.According to him, the individual has no responsibility for his/her behaviour. The medical/biological model reflects a linear view of the causes of Psychopathology. Linear causality means that a particular cause (or more than one cause in combination) leads to a specific effect (e. g. a virus causes an illness). Thus, from this perspective, event A causes event B (A -> B) in a linear (unidirectional) fashion. In this linear way of thinking, our reality is considered to be separate from us. We are thus seen as reacting to our reality rather than creating it (Becvar, 2003). Possible medical causes for Schizophrenia: Genetic influences – Inherited tendency (multiple genes) are responsible for making some individuals vulnerable to Schizophrenia * Neurotransmitter imbalances – This refers to brain chemistry such as abnormalities in the dopamine and glutamate systems * Developmental disruptions such as prenatal / birth complications – A viral infection during pregnancy or a birth injury can affect a child’s brain cells. * Brain structure – Research by Eve Johnstone (Johnstone et al, 1976) showed, by using computed tomography (CT), that there is an enlargement of the lateral ventricles in some patients with chronic Schizophrenia. Psychological stressors have also been named as a possible medical cause. Symptoms of Schizophrenia Positive symptoms: Delusions are false personal beliefs that are firmly and consistently held despite disconfirming evidence or logic, for instance: delusions of grandeur or persecution. Perceptual distortions (hallucinations) e. g. hearing voices, seeing people or objects and smelling peculiar odours. It is important to remember when diagnosing a patient that hallucinations aren’t path ognomonic. Disorganized thought and speech as a symptom comes through when communicating with the Schizophrenic person.The individual may jump from topic to topic, talk illogically or reply tangentially to questions. Disorganized motor disturbances such as extreme activity levels, strange gestures and grimaces, catatonic immobility, waxy flexibility and peculiar body movements and posture. More examples of behavioural problems are bad personal hygiene, inappropriate dress and affect. Negative symptoms would be to not show emotional expression (flat affect), avolition (an inability to become goal-orientated or to take action) and alogia (a lack of meaningful speech).DSM-IV-TR DSM-IV-TR recommends that clinicians examine and evaluate the individual’s mental state with regard to five factors (axes). Axes I, II and III addresses the individual’s present mental and medical condition. Axes IV and V provide additional information about the person’s life situation and f unctioning. The DSM-IV-TR is based on a prototypical approach. Axis I – Clinical syndromes and other conditions that may be a focus of clinical attention Axis II – Personality disorders and Mental retardation Axis III – General Medical conditionsAxis IV – Psychosocial and Environmental problems Axis V – Global Assessment of Functioning When using the medical model, the focus is always on the individual. If an individual has a possible psychological disorder, they need to be assessed clinically. This is done by systematically evaluating and measuring the individual’s psychological, biological and social factors. This can be done by interviewing the individual and taking an informal mental status exam of the ‘patient’. This can be followed by psychological tests, personality inventories and neuropsychological testing.Before a diagnosis can be made and before one can classify anything on Axis I, it is imperative to determine that t he above factors (psychological, biological and social factors) meet all the criteria for a specific psychological disorder. The DSM-IV-TR distinguishes 5 types of Schizophrenia – paranoid, disorganised, catatonic, undifferentiated and residual Schizophrenia. The DSM-IV-TR criteria for Schizophrenia needs to be met before one can diagnose an individual as Schizophrenic on Axis I. Taken from Sue et al (2006) the DSM-IV-TR criteria for Schizophrenia are as follows: A.At least two of the following symptoms lasting for at least one month in the active phase: delusions; hallucinations; disorganized speech; grossly disorganized or catatonic behaviour; negative symptoms (exception: only one symptom if it involves bizarre delusions or if hallucinations involve a running commentary on the person or two or more voices talking with each other). B. During the course of the disturbance, functioning in one or more areas such as work, social relations and self-care has deteriorated markedly from premorbid levels. C. Signs of the disorder must be present for at least 6 months. D.Schizoaffective and mood disorders with psychotic features must be ruled out. E. The disturbance is not substance-induced or caused by organic factors. The medical model subscribes to linear causality. It is thus based on a cause-effect relationship as mentioned previously. Schizophrenia as a disorder can be used to illustrate linear causality within the medical model. One or more of the causes of Schizophrenia (i. e. genes) causes the individual to become schizophrenic (cause) and then the individual is diagnosed as Schizophrenic because he/she displays certain symptoms (effect) such as hallucinations, voices talking etc.Thus, cause-effect (A causes B) = linear causality. Let’s say our ‘patient’ meets the DSM-IV-TR criteria to be classified on Axis I as Schizophrenic. As a Schizophrenic, the individual will probably show certain behaviour such as difficulty in maintaining s ocial relationships which could lead to social isolation, experiencing problems with his/her primary support group, education, occupation, housing, health care and economic problems. These problems will be indicated on Axis IV of the DSM-IV-TR as they are psychosocial and environmental problems.These problems will most probably affect the individual’s psychological, social and occupational functioning. The patient will be given a rating for the level of functioning at the time of the evaluation. This rating is displayed on Axis V of the DSM-IV-TR – the Global Assessment of Functioning which is used to report the clinician’s judgement of the individual’s overall level of functioning and carrying out activities of daily living. This information is useful in planning treatment and measuring its impact, and in predicting outcome.A 100-point scale is used for the rating in which 1 indicates severe impairment in functioning and 100 indicates superior functionin g with no symptoms. FAMILY SYSTEMS PERSPECTIVE The family systems model is based on cybernetics (circular thinking). Circular causality places emphasis on reciprocity, recursion and shared responsibility. A and B exist in the context of a relationship in which each influences the other and both are equally cause and effect of each others’ behaviour (Becvar et al, 2003).Thus, circular causality means that two or more elements reciprocally cause each other (A causes B and B causes A). So where the medical model makes use of linear causality, the language of systems theory is based on the notion of circularity (A and B mutually influence each other). The contrast between linear and circular causality has to do with the direction of cause. Linear causality = A -> B. Circular causality = A B. Example of circular causality: A teenager (A) with Schizophrenia begins to withdraw socially as she has difficulty forming relationships.Her sister (B) starts mocking her because she has no f riends and isn’t popular. Because her sister (B) mocks her and breaks her self-confidence even more, the teenager (A) withdraws even more and becomes even more isolated (even within her own family system because her sister is ‘against’ her as well). A loop forms (circular causality) where A causes B and B causes A and so on. Thus, the one ‘feeds’ the other. There are a few systems concepts that are important to the systems theory. Boundaries are formed by a system’s rules and it is these rules that distinguish a system from other systems.These boundaries (rules) are invisible but do exist and are inferred from the repeated patterns of behaviour of a system, it is what makes each family unique. It delineates individuals and subsystems and also defines the amount and kind of contact allowable between members of a family. The ideal boundaries for a family to have are clear boundaries as they are firm yet flexible. Feedback occurs in systems theor y and also emphasis the circular causality in the theory. Feedback is the process whereby information about past behaviours is fed back into the system in a circular manner.There is positive and negative feedback, but it must be understood that both processes may refer to something that is good and/ or bad. Positive feedback acknowledges that a change has occurred and has been accepted by the system (error-activated process). Negative feedback indicates that the status quo is being maintained (stability). When working with a Schizophrenic patient, systems theorists see the Schizophrenia as symptomatic of family disturbance. Thus, the symptom of Schizophrenia is not abnormal in a dysfunctional context.Actually, the maintenance of a system is associated with complex reciprocal feedback mechanisms with and between systems (Becvar 2003). So, every symptom has a function in the system. In a Schizophrenic person’s family system, his Schizophrenia (the symptom) helps maintain the sy stem, as all the blame for the dysfunction of the family falls to the Schizophrenic family member. The other members do not look to their own dysfunctions and issues. It is clear then that the dysfunctional pattern the family is carrying out, is maintained by the Schizophrenic family member who is targeted as the only problem or reason for the problems in the system.This way of doing things gives the family a dysfunctional homeostasis, which refers to the tendency of the family to regulate its internal environment. CONCLUSION I believe that both the medical model and the family systems perspective can contribute towards an accurate and successful diagnosis and treatment process for the Schizophrenic individual. REFERENCES * Barlow, D. H. , & Durand, V. M. (2005). Abnormal Psychology: An integrated approach. (4th ed. ). Belmont: Wadsworth/Thomson Learning * Becvar, D. S. & Becvar, R. J. (2003). Family therapy: A systemic integration. (5th ed. ). Boston: Allyn & Bacon. * Blaney, P. H. (1975). Implications of the medical model and its alternatives. American Journal of Psychiatry, 132, p. 911-914. * Johnstone, E. C. , Crow, T. J. , Frith, C. D. , Hurhard, J. & Kreel, L. (1976). Cerebral ventricular size and cognitive impairment in schizophrenia. Lancet, ii, p. 924-926. * Sue, D. , Sue, D. , & Sue, S. (2006). Understanding abnormal behaviour. (8th ed. ). Boston: Houghton Mifflin.

Inclusive Practice

Inclusive Practice Inclusive practice in education moves us away from ‘integration' and ‘mainstreaming' of learners, which was mainly concerned with separating those with a disability or ‘special educational needs' until they had reached the required standard for mainstream education. Inclusion is about the learner's right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights.From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn together without discrimination. Some key reports that have changed the face of education over the last decade and a half are: â€Å"Inclusive Learning† (1996) a report by John Tomlinson, was the result of a three-year enquiry into the ed ucational needs of and provision for adults with disabilities and/ or learning difficulties in England.It arose from the requirement of an Act of Parliament, in 1992 and states that; the new national funding council for further education should ‘have regard' for such students in all its work of funding, development and evaluation. ITSELF ? Learning for Teaching We believe that learning can only be fully effective if it is inclusive' ? Tomlinson 1996, case. Org. UK â€Å"Learning Works† the report of the Further Education Funding Council's committee on widening participation in Further Education Noun 1997), chaired by Baroness Helena Kennedy of the Shaw. The Learning Age† (Feb. 1998), the government consultation paper on lifelong learning, and the formal response to the National Committee of Inquiry into Higher Education's report Higher Education in the Learning Society. Key points being; more assessable learning opportunities, removing barriers I. E. Financial, di sability, investing in 16 + learners and improve quality.The Wolf report March 2011) Key points being; motivate young people to take the most valuable vocational qualifications pre-16, introducing study programmer for post-16 to ensure they are gaining skills which will lead to progression into a variety of Jobs or further learning, especially those who haven't done so well in English and mathematics to continue to study those subjects. To ensure apprenticeships deliver the right skills for the workplace, restructuring of the Qualification, Credit Framework (SCOFF) and enabling FEE lecturers and professionals to teach in schools, ensuring young people are being taught by those best suited to do so. education. Gob. UK Unfortunately with the changes in political power come changes in legislation. This on low income. Although only EYE per week, this could mean the difference between being able to afford to go to college or not. With the increases in University charges and the prospect of post graduates being left with huge debts to pay, or being told by bob centers they are ‘over qualified ‘ so no Jobs for them, it seems as though there has been a u turn in all the progress that had been made in the last decade and a half.Only time will tell what impact this will have on students and how many will want or be able to continue with their studies and what divide may be caused between those who can and can't afford to do this. In recent years, with the poor economic climate, many businesses have collapsed making people redundant. Faced with life changing decisions of having to change their career path and learning new kills; as the competition for Jobs with the skills they have may be too great, some of these individuals haven't been in the education system for many years and are faced in some circumstances with a frightening prospect of starting all over again.If they have had bad experiences in the past this will magnify the fear tenfold. I believe the refore it is even more important that teachers have experience in different skills and occupations as more learners may need to go directly into the work force and acquire work based training, with the employer supporting their learning. These are all barriers that have an impact on inclusive practice in the classroom as I can often have a group of learners with ages ranging from eighteen to sixty plus, from various backgrounds and experience.On one occasion I had a group of fifteen learners consisting of school leavers with no experience, some with varying amounts of experience in residential homes and hospitals. Some were returning to work Mums and others who had previously worked in Jobs such as, shop and office workers. There was one who had been a registered manager of a care home but had been dad redundant, with no vacancies in his area of expertise he decided to become a care worker, only a few weeks before he had been managing a workforce of twenty care workers, seniors and administration staff.It can be extremely difficult to accommodate such a wide cross section of individuals and sometimes to bridge the generation gap. Nears Care has policies in place to give individuals equal opportunities in training and employment (see appendix 1) From the introductions at the beginning of the session to the final goodbyes at the end of training I ensure that very learner is shown to be valued by all, showing interest in their opinions and what they have to say, valuing also their own experiences, which they bring into the room for all to share.No matter what their age, race, religion, disability, sexuality, and gender maybe, it is their opinions, work and life experience which is important for everyone to share and learn from. On 1st October 2010, the main provisions of the Equality Act 2010 came into force. It is a major simplification of discrimination legislation that makes the law easier to understand and comply with and delivers significant benefits for bus iness, public dies and individuals.It provides a new legislative framework to protect the rights of individuals and equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a will be brought in and likewise over the next year other provisions will be discussed and brought in; provisions relating to auxiliary aids in schools, to name one.The Special Educational Needs and Disability Act 2001 (SENDS) introduces the right for kissable students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies', including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments' to ensure that disabled students aren't discri minated against.Making reasonable adjustments could include; changes to practices or procedures, physical features, how learners are assessed and providing extra support and aids (such as peccaries teachers or equipment) The obligation for schools to provide extra support such as specialist teachers or equipment will be introduced at a later date – direct. Gob. UK 2011 1 have had many learners over the eight years I have been teaching, with many (SEEN) Dyslexia, color blindness, discalced (which I have learned about and identified during this course).I have had learners with sensory disabilities where I have had to make reasonable adjustments by restructure of the sessions, layout or materials and used others, from outside agencies to sign or give support one to one. For one learner, who was working towards their NV level 2 in care, I used a tape recording of accounts as she found it difficult to write reflective accounts due to having dyslexia.Sometime though it is difficult to make adjustments for one learner when it could be to the detriment of the rest of the class so it is not always possible to be completely inclusive, where possible I would try to meet their needs in a one to one session. Although I try to maintain inclusive practice within my sessions, it can be very difficult when talking about sensitive issues like abuse, some f the subject matter can cause distress to some individuals and so I ensure to warn them before the start of any subject that could cause distress or offense, that they may leave the room of ask to talk to me, or another in private.There are numerous legislations we are bound by in our work, some cover all individuals and industries and some are more specific to your chosen area. Health and Safety at Work Act 1974, Data Protection 1998, Human Rights Act 1998 are some of the acts that effect all of us and impact on our personal lives as well as at work. Some of the legislations that are pacific to my work and the area I t each are: Every Child Matters (2003), the title of three government paper leading to The Children's Act 2004. (ECMA) cover children and young adults up to 19 years old and 24 years old for those with disabilities.It was partly produced as a response to the death of Victoria Climb. The main aims of ECMA are; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We also take guidance from Children's Workforce Development Council. Safeguarding of Adults – (review of ‘No Secrets 2000' in 2008). Working with both of these vulnerable groups requires an enhanced CRAB (Criminal Records Bureau; a police check) to ensure the safety of the individual and the suitability of the worker, working with them.Misuse of Drugs Act 1971, Misuse of Drugs Regulations 2001 and Medicines Act 1968 & 1971; because our staff have the responsibility of assisting and administering medication. They also need to know how to safely assist with moving and positioning of an individual, the Manual this area. Everything that is done in care, health or mental health is regulated and inspected by the Care Quality Commission (ICQ) formally (SIC). This is not an exhaustive list but does highlight some of the diverse and complex regulations that have to be taken into account when carrying out my role as a training and development manager.It is important to be aware and take into account all of the above when planning sessions to be inclusive to the learners. When training my learners to be care assistants I have to prepare them for many situations that could arise in their daily work, so I need to ensure they have basic literacy and innumeracy which is established prior to induction training, if they didn't have the right level of understanding this would create a huge barrier to their learning and would really be setting them up to fail.If they don't reach the minimum requirements then we can send them to a local college or Learn Direc t and on completion of literacy, innumeracy or both they can come back and try again. If a learner informs us if they have any special requirements when asked at interview (initial assessment) we will meet with them and see how we can meet those needs, whether it be sitting closer to the front of the class and larger print on all materials or a signer for sensory difficulties, eddying up and or smaller groups, one to one or extra sessions for those who find it hard to work in larger groups.Offering staggered start and finish times, changing break times and length of breaks for child care responsibilities, medical condition, nutritional or religious requirements. If there were learners with existing conditions from prior injuries, for example; a back condition, I would see if there was a more comfortable or adapted chair, if they needed to get up and walk around would be acceptable and maybe I would get all the learners to move around to different groups o as not to single that indiv idual out.Wherever possible I remind all learners that what they are learning are life skills and not Just a work skill, I encourage learning from real life and not Just scenario based. At the end of each session we ask all the learners to complete a feedback form asking; what they thought about the whole experience, what they got out of it, what they most enjoyed, what they didn't enjoy, how was the environment, refreshments and breaks, could anything be improved and any comments on the teacher.They are anonymous, I get to read them and I use hem to reflect on the session and make any improvements. I keep them on file with attendance registers for local authority and ICQ inspectors as evidence of training when they conduct inspections. Nears send random feedback forms to a percentage of learners that are collated by Quality Assurance for internal audits. The statistics of these are given at training and standardization meetings that are held regularly around the country.At these me etings all trainers/teachers talk about their experiences what has worked for them and what hasn't, they talk about good and bad practice and anything new that has been developed. I have registered myself with groups such as ICQ, Community Care, Dignity, ICE, MacMillan, TEST, and elf and receive regular email keeping me up to date with anything new, I also watch documentaries pertaining to my work and attend training sessions to refresh and expand my knowledge.I spend a lot of time surfing the internet, research different things and am a member of the NW London Skills for Care sub-committee which also ensures I am up to date with legislative requirements and have an active part in the the privilege of helping the company achieve Investors in People (â€Å"P) over the last fifteen years and every three years to re-qualify for continual status. In both PIP and ICQ inspections' training has always been praised for its quality and support. Appendix 1 Some facts and achievements of Near s Care Ltd.The fact that Nears has been accredited by Investors in People (â€Å"P) since 1994 is one of the achievements of which we can all be most proud. During this period Nears has grown from 350 employees to over 13,000, PIP accreditation requires organizations to consistently operate in a way that develops employees and to actively engage with them to look for ways to improve the running of the company. It is also important that the organization is socially responsible and that people are committed to its' success.Nears may be a larger organization now but our commitment to staff development will never change. In 2011 you will see new efforts to increase our apprenticeships, support management development, launch our new Graduate programmer and continue to develop all our staff in Health and Safety. I would like to thank all staff for their individual contribution to our continuing success David Miles CEO EQUALITY AND DIVERSITY Nears Group PL and its subsidiaries are Equal O pportunities Employers.Our aim is to ensure that no Job applicant or employee receives less favorable treatment on the grounds of gender, race, disability, color, nationality, ethnic or national origin, marital status, sexuality, responsibility for defendants, religion, trade union activity and age (up to 65). Selection criteria and procedures are kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees will be given equality of opportunity within the company's service and will be encouraged to progress within the organization.To ensure that direct or indirect discrimination is not occurring, recruitment and other employment decisions are regularly monitored in conjunction with equal opportunities data concerning new and existing staff. The Nears Ethos is one of respect for people and we are fully committed to ensuring accessible services and opportunities to all. Our policies, procedures and w orking practices are designed to exceed government legislation and best practice in this area and to ensure that no discrimination either direct or indirect is tolerated throughout the group.We are all different. We look different, like different things, worship to different elisions and have different outlooks on life. Diversity is a term that values peoples' differences and supports the belief that these differences benefit a successful business or community. Committed to local employment. To the local contract, support economic and social regeneration, but also that our workforce reflects the community it serves. Staff who live locally and understand their communities help us to respond to and respect local culture.We recruit between 85% and 100% of local staff from the community To achieve this we ensure all vacancies are advertised on our website and with the local Job centre. When necessary we advertise in local newspapers and radio to maximize local awareness and interest. Ne ars support for local community projects also helps to make people aware of what we do and creates a positive impression of our business from prospective employees [pick] AGE POSITIVE Nears is very proud to be an Age Positive organization, an accreditation that we received in 2006.We are committed to promoting a diverse workforce and recognize the contribution more experienced employees offer to the business. We currently employ 31 people above the normal retirement age (2010). Case Studies Administrator 19 Years I Joined Nears North as an Office Junior in 2005 with basic office experience and an NV Level 2 qualification in Business Administration. In my role as Office Junior I worked closely with all the departments in Head Office and assisted the Office Manager with weekly payroll.Within a few months, I was given the opportunity to take responsibility for the processing of weekly payroll and promoted to Administrator in the finance department. I also achieved NV Level 3 in Busines s Administration and was awarded Apprentice of the Year 2005 by Recordable Training Association. Regional HER Advisor 58 Years â€Å"Prior to Joining Nears I worked for 34 years for an Electrical Engineering company in Newcastle. I started as a Commercial Apprentice and gained a BAA (Hon.) in Business Studies.I held various positions in HER starting as an assistant to the Personnel Officer and ending as a Regional HER Manager. In October 2004 1 took a voluntary redundancy package and decided to retire, but soon decided that I was far too young to retire. I knew that I had a lot to offer a new employer with over 30 years HER experience but the difficulty I then had was getting to the interview stage. Nears approach to recruitment for the Newcastle contract offered me a walk-in interview branches and was soon given two additional branches and the title of Regional HER Advisor.It's extremely exciting and challenging being part of a company growing so quickly and there is a very positi ve buzz about the place†. Joiner 63 years â€Å"I have always worked in construction but only Joined Nears in 2005. I consider my greatest achievement while working for the company has been coaching and supporting our trainees. The apprentices we employ have not all come through the usual channels and many have issues and difficult backgrounds. I aim to be patient and thoughtful, showing the apprentices how to do things the correct way! Inclusive Practice Inclusive Practice Inclusive practice in education moves us away from ‘integration' and ‘mainstreaming' of learners, which was mainly concerned with separating those with a disability or ‘special educational needs' until they had reached the required standard for mainstream education. Inclusion is about the learner's right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights.From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn together without discrimination. Some key reports that have changed the face of education over the last decade and a half are: â€Å"Inclusive Learning† (1996) a report by John Tomlinson, was the result of a three-year enquiry into the ed ucational needs of and provision for adults with disabilities and/ or learning difficulties in England.It arose from the requirement of an Act of Parliament, in 1992 and states that; the new national funding council for further education should ‘have regard' for such students in all its work of funding, development and evaluation. ITSELF ? Learning for Teaching We believe that learning can only be fully effective if it is inclusive' ? Tomlinson 1996, case. Org. UK â€Å"Learning Works† the report of the Further Education Funding Council's committee on widening participation in Further Education Noun 1997), chaired by Baroness Helena Kennedy of the Shaw. The Learning Age† (Feb. 1998), the government consultation paper on lifelong learning, and the formal response to the National Committee of Inquiry into Higher Education's report Higher Education in the Learning Society. Key points being; more assessable learning opportunities, removing barriers I. E. Financial, di sability, investing in 16 + learners and improve quality.The Wolf report March 2011) Key points being; motivate young people to take the most valuable vocational qualifications pre-16, introducing study programmer for post-16 to ensure they are gaining skills which will lead to progression into a variety of Jobs or further learning, especially those who haven't done so well in English and mathematics to continue to study those subjects. To ensure apprenticeships deliver the right skills for the workplace, restructuring of the Qualification, Credit Framework (SCOFF) and enabling FEE lecturers and professionals to teach in schools, ensuring young people are being taught by those best suited to do so. education. Gob. UK Unfortunately with the changes in political power come changes in legislation. This on low income. Although only EYE per week, this could mean the difference between being able to afford to go to college or not. With the increases in University charges and the prospect of post graduates being left with huge debts to pay, or being told by bob centers they are ‘over qualified ‘ so no Jobs for them, it seems as though there has been a u turn in all the progress that had been made in the last decade and a half.Only time will tell what impact this will have on students and how many will want or be able to continue with their studies and what divide may be caused between those who can and can't afford to do this. In recent years, with the poor economic climate, many businesses have collapsed making people redundant. Faced with life changing decisions of having to change their career path and learning new kills; as the competition for Jobs with the skills they have may be too great, some of these individuals haven't been in the education system for many years and are faced in some circumstances with a frightening prospect of starting all over again.If they have had bad experiences in the past this will magnify the fear tenfold. I believe the refore it is even more important that teachers have experience in different skills and occupations as more learners may need to go directly into the work force and acquire work based training, with the employer supporting their learning. These are all barriers that have an impact on inclusive practice in the classroom as I can often have a group of learners with ages ranging from eighteen to sixty plus, from various backgrounds and experience.On one occasion I had a group of fifteen learners consisting of school leavers with no experience, some with varying amounts of experience in residential homes and hospitals. Some were returning to work Mums and others who had previously worked in Jobs such as, shop and office workers. There was one who had been a registered manager of a care home but had been dad redundant, with no vacancies in his area of expertise he decided to become a care worker, only a few weeks before he had been managing a workforce of twenty care workers, seniors and administration staff.It can be extremely difficult to accommodate such a wide cross section of individuals and sometimes to bridge the generation gap. Nears Care has policies in place to give individuals equal opportunities in training and employment (see appendix 1) From the introductions at the beginning of the session to the final goodbyes at the end of training I ensure that very learner is shown to be valued by all, showing interest in their opinions and what they have to say, valuing also their own experiences, which they bring into the room for all to share.No matter what their age, race, religion, disability, sexuality, and gender maybe, it is their opinions, work and life experience which is important for everyone to share and learn from. On 1st October 2010, the main provisions of the Equality Act 2010 came into force. It is a major simplification of discrimination legislation that makes the law easier to understand and comply with and delivers significant benefits for bus iness, public dies and individuals.It provides a new legislative framework to protect the rights of individuals and equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a will be brought in and likewise over the next year other provisions will be discussed and brought in; provisions relating to auxiliary aids in schools, to name one.The Special Educational Needs and Disability Act 2001 (SENDS) introduces the right for kissable students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies', including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments' to ensure that disabled students aren't discri minated against.Making reasonable adjustments could include; changes to practices or procedures, physical features, how learners are assessed and providing extra support and aids (such as peccaries teachers or equipment) The obligation for schools to provide extra support such as specialist teachers or equipment will be introduced at a later date – direct. Gob. UK 2011 1 have had many learners over the eight years I have been teaching, with many (SEEN) Dyslexia, color blindness, discalced (which I have learned about and identified during this course).I have had learners with sensory disabilities where I have had to make reasonable adjustments by restructure of the sessions, layout or materials and used others, from outside agencies to sign or give support one to one. For one learner, who was working towards their NV level 2 in care, I used a tape recording of accounts as she found it difficult to write reflective accounts due to having dyslexia.Sometime though it is difficult to make adjustments for one learner when it could be to the detriment of the rest of the class so it is not always possible to be completely inclusive, where possible I would try to meet their needs in a one to one session. Although I try to maintain inclusive practice within my sessions, it can be very difficult when talking about sensitive issues like abuse, some f the subject matter can cause distress to some individuals and so I ensure to warn them before the start of any subject that could cause distress or offense, that they may leave the room of ask to talk to me, or another in private.There are numerous legislations we are bound by in our work, some cover all individuals and industries and some are more specific to your chosen area. Health and Safety at Work Act 1974, Data Protection 1998, Human Rights Act 1998 are some of the acts that effect all of us and impact on our personal lives as well as at work. Some of the legislations that are pacific to my work and the area I t each are: Every Child Matters (2003), the title of three government paper leading to The Children's Act 2004. (ECMA) cover children and young adults up to 19 years old and 24 years old for those with disabilities.It was partly produced as a response to the death of Victoria Climb. The main aims of ECMA are; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We also take guidance from Children's Workforce Development Council. Safeguarding of Adults – (review of ‘No Secrets 2000' in 2008). Working with both of these vulnerable groups requires an enhanced CRAB (Criminal Records Bureau; a police check) to ensure the safety of the individual and the suitability of the worker, working with them.Misuse of Drugs Act 1971, Misuse of Drugs Regulations 2001 and Medicines Act 1968 & 1971; because our staff have the responsibility of assisting and administering medication. They also need to know how to safely assist with moving and positioning of an individual, the Manual this area. Everything that is done in care, health or mental health is regulated and inspected by the Care Quality Commission (ICQ) formally (SIC). This is not an exhaustive list but does highlight some of the diverse and complex regulations that have to be taken into account when carrying out my role as a training and development manager.It is important to be aware and take into account all of the above when planning sessions to be inclusive to the learners. When training my learners to be care assistants I have to prepare them for many situations that could arise in their daily work, so I need to ensure they have basic literacy and innumeracy which is established prior to induction training, if they didn't have the right level of understanding this would create a huge barrier to their learning and would really be setting them up to fail.If they don't reach the minimum requirements then we can send them to a local college or Learn Direc t and on completion of literacy, innumeracy or both they can come back and try again. If a learner informs us if they have any special requirements when asked at interview (initial assessment) we will meet with them and see how we can meet those needs, whether it be sitting closer to the front of the class and larger print on all materials or a signer for sensory difficulties, eddying up and or smaller groups, one to one or extra sessions for those who find it hard to work in larger groups.Offering staggered start and finish times, changing break times and length of breaks for child care responsibilities, medical condition, nutritional or religious requirements. If there were learners with existing conditions from prior injuries, for example; a back condition, I would see if there was a more comfortable or adapted chair, if they needed to get up and walk around would be acceptable and maybe I would get all the learners to move around to different groups o as not to single that indiv idual out.Wherever possible I remind all learners that what they are learning are life skills and not Just a work skill, I encourage learning from real life and not Just scenario based. At the end of each session we ask all the learners to complete a feedback form asking; what they thought about the whole experience, what they got out of it, what they most enjoyed, what they didn't enjoy, how was the environment, refreshments and breaks, could anything be improved and any comments on the teacher.They are anonymous, I get to read them and I use hem to reflect on the session and make any improvements. I keep them on file with attendance registers for local authority and ICQ inspectors as evidence of training when they conduct inspections. Nears send random feedback forms to a percentage of learners that are collated by Quality Assurance for internal audits. The statistics of these are given at training and standardization meetings that are held regularly around the country.At these me etings all trainers/teachers talk about their experiences what has worked for them and what hasn't, they talk about good and bad practice and anything new that has been developed. I have registered myself with groups such as ICQ, Community Care, Dignity, ICE, MacMillan, TEST, and elf and receive regular email keeping me up to date with anything new, I also watch documentaries pertaining to my work and attend training sessions to refresh and expand my knowledge.I spend a lot of time surfing the internet, research different things and am a member of the NW London Skills for Care sub-committee which also ensures I am up to date with legislative requirements and have an active part in the the privilege of helping the company achieve Investors in People (â€Å"P) over the last fifteen years and every three years to re-qualify for continual status. In both PIP and ICQ inspections' training has always been praised for its quality and support. Appendix 1 Some facts and achievements of Near s Care Ltd.The fact that Nears has been accredited by Investors in People (â€Å"P) since 1994 is one of the achievements of which we can all be most proud. During this period Nears has grown from 350 employees to over 13,000, PIP accreditation requires organizations to consistently operate in a way that develops employees and to actively engage with them to look for ways to improve the running of the company. It is also important that the organization is socially responsible and that people are committed to its' success.Nears may be a larger organization now but our commitment to staff development will never change. In 2011 you will see new efforts to increase our apprenticeships, support management development, launch our new Graduate programmer and continue to develop all our staff in Health and Safety. I would like to thank all staff for their individual contribution to our continuing success David Miles CEO EQUALITY AND DIVERSITY Nears Group PL and its subsidiaries are Equal O pportunities Employers.Our aim is to ensure that no Job applicant or employee receives less favorable treatment on the grounds of gender, race, disability, color, nationality, ethnic or national origin, marital status, sexuality, responsibility for defendants, religion, trade union activity and age (up to 65). Selection criteria and procedures are kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees will be given equality of opportunity within the company's service and will be encouraged to progress within the organization.To ensure that direct or indirect discrimination is not occurring, recruitment and other employment decisions are regularly monitored in conjunction with equal opportunities data concerning new and existing staff. The Nears Ethos is one of respect for people and we are fully committed to ensuring accessible services and opportunities to all. Our policies, procedures and w orking practices are designed to exceed government legislation and best practice in this area and to ensure that no discrimination either direct or indirect is tolerated throughout the group.We are all different. We look different, like different things, worship to different elisions and have different outlooks on life. Diversity is a term that values peoples' differences and supports the belief that these differences benefit a successful business or community. Committed to local employment. To the local contract, support economic and social regeneration, but also that our workforce reflects the community it serves. Staff who live locally and understand their communities help us to respond to and respect local culture.We recruit between 85% and 100% of local staff from the community To achieve this we ensure all vacancies are advertised on our website and with the local Job centre. When necessary we advertise in local newspapers and radio to maximize local awareness and interest. Ne ars support for local community projects also helps to make people aware of what we do and creates a positive impression of our business from prospective employees [pick] AGE POSITIVE Nears is very proud to be an Age Positive organization, an accreditation that we received in 2006.We are committed to promoting a diverse workforce and recognize the contribution more experienced employees offer to the business. We currently employ 31 people above the normal retirement age (2010). Case Studies Administrator 19 Years I Joined Nears North as an Office Junior in 2005 with basic office experience and an NV Level 2 qualification in Business Administration. In my role as Office Junior I worked closely with all the departments in Head Office and assisted the Office Manager with weekly payroll.Within a few months, I was given the opportunity to take responsibility for the processing of weekly payroll and promoted to Administrator in the finance department. I also achieved NV Level 3 in Busines s Administration and was awarded Apprentice of the Year 2005 by Recordable Training Association. Regional HER Advisor 58 Years â€Å"Prior to Joining Nears I worked for 34 years for an Electrical Engineering company in Newcastle. I started as a Commercial Apprentice and gained a BAA (Hon.) in Business Studies.I held various positions in HER starting as an assistant to the Personnel Officer and ending as a Regional HER Manager. In October 2004 1 took a voluntary redundancy package and decided to retire, but soon decided that I was far too young to retire. I knew that I had a lot to offer a new employer with over 30 years HER experience but the difficulty I then had was getting to the interview stage. Nears approach to recruitment for the Newcastle contract offered me a walk-in interview branches and was soon given two additional branches and the title of Regional HER Advisor.It's extremely exciting and challenging being part of a company growing so quickly and there is a very positi ve buzz about the place†. Joiner 63 years â€Å"I have always worked in construction but only Joined Nears in 2005. I consider my greatest achievement while working for the company has been coaching and supporting our trainees. The apprentices we employ have not all come through the usual channels and many have issues and difficult backgrounds. I aim to be patient and thoughtful, showing the apprentices how to do things the correct way!

Emotional Intelligence Essay

?When it comes to the five elements of Emotional Intelligence, I can relate to Self-Regulation the most which is my best aspect. In general, I am a pretty easy going type of guy. Even when someone bad mouths me or attacks me verbally, I tend to keep my cool and analyze the situation before responding back. When it comes to my job as a police officer and dealing with people, we deal with all types of emotions. Some personalities can be distressed, combative, and anxious or anger. Whatever the situation may be, I always tend to self regulate my emotions so that I can best deal with the situation. One example is during an interrogation, another officer and I will play the roles of God Cop Bad Cop, with me being the Good Cop. I am always the Good Cop because I can restrain myself when the suspect tends to be argumentative or angry. I tend to regulate my emotions and not respond in the same manner. The worst aspect of Emotional Intelligence for me would be Social Skills. This is something I am constantly struggling with. When it comes to conflicts, I tend to either avoid it or eliminated the easiest way to avoid more conflict. I know it is easier said than done, but with learning how to deal with can make me a better leader at earning respect and loyalty. I also tend to lack on praising others outwardly. For example, when I see a good arrest from a co-worker based on his observations skills, I know he did a good job and I praise him for it, but I usually don’t say it to him. Not because I do not want to but because I am not comfortable saying it outwardly. I know I can improve on praising others because it is important for your co-workers or subordinates to feel important and appreciated. It tends to bring the best out of them. When it comes to conflict resolution, I will work on reaching a solution through common techniques like negotiations or compromises.

Communication with shareholders and stakeholders through financial report Essay Example

Communication with shareholders and stakeholders through financial report Essay Example Communication with shareholders and stakeholders through financial report Essay Communication with shareholders and stakeholders through financial report Essay The company chiefly communicates with its stockholders and other stakeholders through its fiscal study. Therefore the chief aim of a fiscal study is to offer information which is utile to current and possible investors for determination devising ( FASB ) . Fiscal statements entirely can non give a balanced and apprehensible position of the company s place and chances. Therefore a assortment of narrative studies have been included in the Group one-year study, which provides extra information that are non- fiscal on the company s stance, public presentation and chances ( ORegan, 2001 ) . This narrative subdivision is non audited by hearers as the fiscal subdivision, but still many users rely on this to measure the place of the company. Therefore, the company would frequently utilize artworks and other distraction methods to pull strings the fiscal figures in order to do the study look more attractive to the current and possible investors ( Penrose J.M. , 2008 ) . Use of coloring material and artworks The in writing interior decorator of the one-year study can pull strings the perceptual experience of the informations in a graph ( Penrose.J. 2008 ) . As mentioned in the debut, houses tend to utilize distraction methods so as to do the narrative study look more attractive. Pennon Group is no different than the others. There seem to be several efforts made in order to deflect the reader. A really obvious case is the use of cardinal public presentation indexs at the top of the page. On most pages KPI s are given as high spots, frequently out of context in really attractive artworks. This would decidedly deflect the several reader from reading the long paragraphs. Another method used by the Group is the use of graphs largely on the left page of the study. This distracts readers because it is frequently the first thing they would see. In other cases when two graphs are provided for comparing frequently the axis of both graphs are non the same, which can misdirect readers. Furthermore gridlines are non available in these graphs, doing readers to presume the figures. The study besides seems to hold used a batch of colorss and attractive artworks in most pages. Often about a one-fourth of the pages are full of artworks. Because the artworks look attractive, the readers might presume that the company had delivered a strong public presentation financially during the twelvemonth. The Canadian Institute of Charted Accountants ( 2008 ) points that utilizing graphs would assist concentrate involvement, attract, aid understand and salvage clip in analyzing informations. The narrative subdivision of Pennon Group consists of many types of artworks. Column charts and pie charts appear be the most common out of the remainder. Besides a broad scope of images, designs and colorss are used to foreground other points. The graphs provided are rather easy to construe. Often Different colorss are used to separate between clip periods. Furthermore the usage of blue and green to separate between the two subordinates proves to be rather effectual. The artworks provided are besides rather dependable, as the information it represents agrees with the underlying information. However most of these artworks are irrelevant to the informations it represents. For case alternatively of utilizing a column chart to stand for turnover, it would hold been more appropriate to utilize a line chart, as shown below. The current and possible investors will hold really small problem in measuring the public presentation, as the artworks are comparable between two pieces of information. Previous twelvemonth s figures are given along with the current twelvemonth s figures, doing comparing effortless. The use of artworks bypasses the linguistic communication barrier, and hence enabling non-English talking investors to grok better. Because frequently the inclusion of proficient footings would confound most readers. In similar cases these graphs make certain to convey the intended message. Use of Language Pennon Group has worded sentences carefully when covering with bad intelligence that would upset investors. One such case is when the president references that one of the subordinates of the Group, Viridor Limited had delivered a strong fiscal public presentation in a really ambitious environment . By utilizing the words ambitious environment Pennon Group tries to do Viridor Limited expression better in the eyes of the investors. This would besides connote that Viridor Limited had performed moderately good during the twelvemonth. There are besides cases where the words unsure planetary economic background had been used in the narrative study to depict low or worsening public presentations. Besides on one juncture the study references that operating net income has increased despite the lessening in demand . By adverting that the operating net income has increased , the fact that the demand has really decreased will non be highlighted. What they say . The several users of the studies may non be interested in all those information that have been presented in narrative studies and would instead stress merely on relevant information they may necessitate to help their determination devising. Therefore the Pennon Group s narrative study shows two cardinal features as illustrated in the FASB exposure bill of exchange, relevance and faithful representation. The information presented in Pennon Group s one-year study 2009 seems relevant to bing and possible investors. Adequate utile inside informations about the public presentation and the fiscal place of the Group during the current twelvemonth have been given. Besides a drumhead which includes many cardinal public presentation indexs ( KPI s ) is provided. These were besides presented rather accurately, and are the same as in the fiscal statements, and were non misdirecting. This besides saves the problem of tossing through the whole study looking for information. However, the above two cardinal features would non do in the reading of informations. Different users may hold different involvements in these studies. Therefore it is indispensable to heighten these cardinal qualitative features to be of more usage to the users. The FASB exposure bill of exchange of May 2008 identifies four more features that could heighten the utility of the narrative studies, viz. , Comparability, Verifiability, Timeliness and Understandability. 2.1.2 Comparison FASB exposure bill of exchange of May 2008 points that comparison enables users to place similarities and differences and measure the Group moderately accurately. The information given in the Pennon Group s narrative study was reasonably easy to compare with figures of the past. Any addition or lessening during the twelvemonth was explained with comparing to old old ages. Besides due to the fact that Pennon Group prepares their histories harmonizing to relevant accounting criterions it makes it reasonably directly frontward to compare with other similar companies in the industry and acquire an overall thought about how the Group is executing. 2.1.3 Verifiability John. M. Penrose exemplifies that narrative studies are non capable to be audited. Although it is non audited the information provided by Pennon Group appears to be presented in a dependable mode, and the information agrees with the underlying informations. 2.1.4 Seasonableness Pennon Group has merely presented information in the narrative study that is utile for the users and that will most likely act upon their determination. Irrelevant information about old old ages was non highlighted in the narrative study. Although it would hold been of aid to the users of the study if a line chart was included which would demo the gradual addition in gross during the past old ages. 2.1.5 Comprehensibility The information provided in the narrative study was rather straightforward. The information is given in simple English with really small proficient footings. Besides the fact that information is categorized under relevant subheadings makes it even easier to construe. The usage of colors was besides used to separate between the two chief subordinates. The frequent usage of paragraphs to foreground different points was really utile to users when looking for specific inside informations. Besides the inclusion of numerical figures to back up the information given increases the degree of comprehensibility. What they do nt state . The narrative subdivision of Pennon Group provides a huge sum of information to assorted users. However at that place appears to be certain critical points which were non highlighted within the study. The narrative study has emphasized on the net income before revenue enhancement, but has failed to foreground the fact that net income after revenue enhancement has been on a diminution. This is shown in the fiscal study, but non in the narrative study. Another critical piece of information withheld from the readers, is the fact that the addition in Earnings per portion by 6 % every twelvemonth is in fact a company policy merely till 2010. With the reduction net income after revenue enhancement it is difficult to vouch such an addition after 2010. Potential and current investors reading the study might acquire a incorrect feeling and this may overcast their opinion. Drumhead In brief, the intent of a narrative study is to supply extra information to investors to help them in their determination devising. The narrative subdivision of Pennon Group was able to accomplish this by supplying information which was utile from a stockholders point of position. The information provided shows features of lucidity, comprehensibility and effectivity which can be interpreted by a current or possible investor even with a minimal accounting cognition. Furthermore, the information seldom varies from the truth giving a just and balanced position on the company s stance. To sum up, it can be accurately concluded that the information provided in the narrative statement makes certain it provides the user of the study the intended message, with minimal divergences.