Alcohol And The Effects On Behavior Essays - Alcohol Abuse

Alcohol And The Effects On Behavior Essays - Alcohol Abuse Alcohol And The Effects On Behavior Alcohol and The Effects on Behavior The articles in which I reviewed dealt with alcoholism and the many different effects it has on behavior. The purpose for each experiment differs, but they all deal whit alcohol and the effects of its behavior. In each of the articles used to complete this research a comparison was mead between people who had been affected by alcoholism to people who had not. The reason for this was to see if alcohol had any effect on an individuals behavior. In the first study which was done by Wright et. Al, they tested to see if non-adult children of alcoholics (ACAs) who were college students differ from nonclinical ACA college students on problem solving appraisal, perceived social support, suicidal indeation, or substance abuse. They hypothesized that there was no difference between the two (Wright et. al, 1992). Another testby Cooper et. al was given to see if individual therapy in short-term groups would help to improve test scores (Cooper et. al, 1992). Members of ACA support group and ACA college students were compared by Lashubeck et. al, to see if there were a difference in psychological distress, social support, and hardness among ACAs. From the comparison it was predicted that there would be some difference. Also there was a research conducted by hall et. al, ACAs and traumatic experience (TE) groups. They compared the ACA and traumatic experience (TE) groups. They compared the ACA and the TE groups with a control group ( the control group were people who have been helped with their problem.) The test also concentrated on the differences in grade point averages (GPAs) and adults who had been exposed to traumatic events during childhood. It was hypothesized that adults with childhood traumatic experience were more likely to encounter difficulties during childhood as well as later in life. There was no difference between the GPAs and the hypothesis tested was true (Hall et.al, 1994) In order to compare the parental drinking among adolescents and adults, a test was given by Cornelius et.al, to show who of the two had the highest drinking rate. Rates of binge drinking and heavy drinking were highest among the teenage group. When tested, adults had a significantly higher average daily volume of alcohol prior to pregnancy that adolescents, but the teenagers held the highest rate once they become pregnant ( Cornelius et.al, 1994). Chassin et.al conducted a study that examined the role of alcohol expectancies and parental alcoholism in prospectively predicting alcohol consumption and consequences among early adolescents. They examined whether personal effects expectancies would predict problems. However, there was no consistent support for the hypothesis that personal and social effect expectancies predicted different types of drinking outcomes ( Chassin et. al, 1992). Winokur et.al conducted a survey, of college students during their first and second year of college in order to examine the development of alcohol use behavior in college. When the survey was completed it suggest that every student who used alcohol during the first year continued to do so during the second year. Wschsler et al., ( 1991) also hypothesized that students who drink more heavily in high school were more likely to be binge drinkers in college. This hypothesis was proven to be true. The result suggest that heavy alcohol use is not a predominant behavior that is learned in college and that programs that address alcohol use among college students need to focus on early detection and intervention rather that primary intervention. In each one of these articles presented in this analysis the researchers used a different variety of tests and surveys either to prove or disprove their hypothesis. The hypothesis given the articles were all supportive except the ones given by Cornelius et al., and Winokur et al., The subjects which were used in the experiments were ACAs, ACAs college students. One the basis of the information given in these articles, alcohol does effect you in some way. The purpose of this survey is to see if having a predisposition to alcohol has a greater or lesser effect on students mathematics and grammar skills. The hypothesis is that one glass of alcohol will have a lesser effect on those students from families

God father essays

God father essays Managing any organization is a complex issue. That complexity increases when this organization is involved in illegal activities. Vito and Michael Corleone were leaders of their organization in two distinct times, environments and culture. Analysis of their methods of planning, organizing, leading and controlling increases the understanding of how these two men led their organization with distinct managing styles as depicted in the motion picture The Godfather Part II. Planning is the management function concerned with defining goals for future organizational performance. Once these goals and objectives are determined, management can decide which tasks and resources will be needed to attain them. Vito Corleone started his organization from scratch. In doing so, his planning style was very centralized and in many ways, very traditional. He, along with his closest associates, such as his consiglieri, made all the planning for the organization. Although Michael started using the same me thod of planning, further into his tenure as the leader, he slowly changed the paradigm of planning for his organization. As an illustration of this, let us examine his venture in the gaming business. First, he started with a strong mission. Critics agree that in The Godfather, the protagonist, Michael Corleone (Mikey) changes from a person with moral principles and a legitimate role in society to a cold-blooded mobster. In the beginning of the movie, Mikey shows his reluctance to involve himself in the Mafia when he tells his girlfriend, Kaye, about his fathers (Vito Corleone) business methods of coercion and says he will never be like his family. However, as Mikeys involvement with the family business increases his violent tende Francis Ford Coppolas edition of The Godfather is the most highly acclaimed American film this side of Citizen Kane by Orson Welles. Michael Corleone (Al Pacino), as a descendant from an Ital ...

Analysis of the Migration in UK, France and Germany Research Paper

Analysis of the Migration in UK, France and Germany - Research Paper Example The European Union developed from a series of inter-state relationships that were developed after World War II that were designed to assure that such a war could never occur again within Europe and to provide bonds between countries by providing for the free movement of goods, services and eventually people. The founding members of the European Union, the central fifteen states, have diverse economies and cultures, but they held in common the fact that they were advanced, rich countries with educated populations and high GDPs. The recent admittance of the EU-10 countries on May 1, 2005, has led to a growing concern regarding migration, but this may be seen as merely exasperating trends that were already occurring (Migration, 2005). The fact is that there has been a discrepancy between the avowed aims of the EU: to enable the four freedoms of movement of foods, capital, workers, and services across national borders and the often individual policies of some of the founding, and richer countries. Thus France and Germany have instituted policies, both on a public and private level, that reflect their worry about so-called "wage or social dumping" (Migration, 2005). The perceived "problem" arises from the fact that many German, Dutch, French and British firms have established employee leasing firms in lower-wage members of the EU such as Poland and Portugal. The employees hired by these countries are then often sent to the richer countries where they are paid at rates equivalent to their home countries rather than the ones that they are now working in. Thus there are many Portuguese laborers on English construction sites, and in turn, Ukrainian workers are found on Portuguese construction sites.Changes in employment practices within certain industries have been quite startling because of this movement of workers. Thus leasing firms have replaced about 50% of the c. 60,000 workers in the German slaughterhouse industry with Polish workers. While Germany has no minimum wage laws, it has attempted to regulate this movement through, among other policies trying to extend its mid-1990's law mandating union-agreed wages for all workers in the construct ion industry to other sectors of the economy.These individual country laws are often at odds with the wider push of the EU towards greater freedom. In this case "freedom" is argued to be the need for competition and lowers wages/prices in countries such as France and Germany. But these countries do not want the lower wages and what is perceived as the lower standards of living and quality of life that will occur. In an economic sense, there is a deep suspicion of the new EU countries and pus to tighten national laws, but it is one that will inevitably come up against a shifting balance of power with Europe.

Does business have a responsibility to provide employees with more Essay

Does business have a responsibility to provide employees with more satisfying work lives Or to better accommodate their family needs - Essay Example Employees need to work and associated with a place that lack the irritants, inconveniences and also frustrations within their productive workplaces (Adler, 2012). The business need create the office as a welcoming communal area for talented employees to come up with big ideas and also deliver excellence. Happiness should never be shunned at the place of work, it should never be the objective of the business. This is the actual quality of a work setting that can assist the employees to find satisfaction and meaning in their work place and develop a sustainable productivity. Rather than focusing on the subjective needs, management need to develop a tone for the culture of the company and to make sure that the workplace and business fully focusses on the hope, drive, and also dream for the employees (Adler, 2012). For this reason, satisfaction for the work lives need to be the main area of the office

HUM1000 - Introduction to the Humanities Essay Example | Topics and Well Written Essays - 1250 words

HUM1000 - Introduction to the Humanities - Essay Example I married, climbed the ladder of success and then wham; just when I thought it was all coming together nicely, there was my epiphany moment. How sad to have spent my entire life merely existing when my soul was dying to live! Such is life; full of surprises and lessons to learn. It’s amazing to see how fragile and unpredictable life is, full of twists and turns in the unexpected. We think we are living our lives in the utmost way, yet we’ve not begun to live at all. Existence carries a heavy price for everyone. There is the life we didn’t live, and all the joy missed along the way, as well as the life we endured, with all the misery and suffering like â€Å"a stone falling downward with increasing velocity.† I really didn’t know much about bringing my family close to me; most people were respectful and polite in families when I grew up. Honestly, I thought that’s how it was done. I was a good man, a good provider; I always tried to do the right thing at the right time, a proper life I lived. Isn’t that what good men do? Yet, I see â€Å"my life was not real at all but a terrible and huge deception which had hidden both life and death.† To live a lie is not to have lived at all. I would give anything to be able to go back and embrace my family; to be close to them, to really know them and have them know me. If only I could hold my children one more time, I would bring them close and tell them to love with all your heart, make each day the best day of your life, and most of all, choose people over things. Don’t worry so much about the things that don’t matter, the petty things that don’t really add quality to your life; those silly, small things will take care of themselves. The real world is the world of right now, today is all there is. Live your life on purpose, making each day a real part of your dream. Don’t wait until tomorrow

Finite and Non-Finite Verb

Finite and Non-Finite Verb Finite and Non-Finite Verb   Learning Objectives I will learn : how to distinguish between Finite and Non-Finite Verbs Infinitives, Participles and Gerunds Introduction Read the sentences given below: I am writing. You are writing. They were writing The verbs are different in the three sentences. This is because the verb is controlled by the number, person and tense of the subject. Therefore they are finite verbs. A finite verb is controlled by the number of the subject. If the subject is singular, the verb is singular. If the subject is plural the verb is plural Example : The boy runs fast. (subject is singular) The boys run fast. (subject is plural) A finite verb is controlled by the person. Example : I go to the gymnasium on Sunday. (I First Person) He goes to the gymnasium on Sunday. (He Third Person) A finite verb is controlled by the tense. It can be in the past, present or future tense. Example : She lives in Kolkata (Present Tense) She lived in Kolkata (Past Tense) Try Your Hand 1( H3) Pick out the finite verbs in the following sentences: She kept the plates in the sink. Looking at both sides, he crossed the street. The curtain is flying in the wind. Many of us will sign the petition. They are eager to join our club. It was raining heavily when I left. Rolling stones gather no moss. I have requested him to come. I enjoy reading books. Alighting from the aircraft she switched her mobile phone on. Now read the sentences given below: I enjoy listening to music. You enjoy listening to music. They enjoy listening to music. The verb 'listening' is not controlled by the number, person and tense of the subject. Therefore it is a non-finite verb. Take a look at a few more sentences: I like to swim every evening. He likes to swim every evening They liked to swim every evening. The verb 'swim' remains unchanged whatever be the person, number and tense of the subject. On reading these sentences we see that some non-finite verbs end with -ing and some have to before them. Try Your Hand 2 (H3) Read the sentences given below and state whether the highlighted verbs are finite or non-finite: He was drawing a picture in his notebook. He wanted to draw a cartoon. Keeping her bag on the floor, she ran out. They wanted to meet the head teacher. I polish the silver ear-rings regularly. The weeping woman appealed for help. She had spoken the truth, but we had found it hard to believe her. Non -finite verbs are of three kinds : 1 Infinitives 2.Participles 3. Gerunds In this lesson we shall take up the Infinitive. Read the given sentences: I like to sing She tried to help the old man. 'To sing' and 'to find' are infinitives. The infinitive is the base form of the verb and it often has 'to' before it. Try Your Hand 3 (H3) Pick out the infinitives in the given sentences: To find fault is easy. I did not want to scare him. The best course of action would be to take leave. She phoned to speak to my father. In order to get a job he left college. He had no choice but to travel to Chennai. The young man rose to address the gathering. After certain verbs, such as bid, let, make, need, dare, see, hear, the infinitive is used without 'to' Example : Let us go for a picnic. She saw her brother win the race. He makes me read the lesson aloud. Try Your Hand 4 (H3) Pick out the infinitives in the given sentences: They need not cook today. He bid me sing a song. Let them draw whatever they want. The children saw her buy food. She is making him revise the lesson. They heard her speak to the policeman on duty. I dared not look into the room. Infinitives can be used to join sentences. Look at the examples given below. Ravi spoke the truth. He was not afraid to do so. These two sentences can be combined to form one sentence: Ravi was not afraid to speak the truth. We see that one of the main verbs 'spoke' is changed into the infinitive 'to speak' and used to combine the sentences. Take a look at another example. He remained inside the burning house. He wanted to rescue all the children. This pair of sentences will change to : He remained inside the burning house to rescue all the children. We see that an infinitive 'to rescue' which was already present in one of the sentences has been used to combine the sentences. Try Your Hand 5 (H3) Combine each pair of sentences by using an infinitive. We started running. We wanted to reach the station on time. Every school has a Principal. He decides how the school will function. The old man gave his servant one thousand rupees. He wanted to reward him for his faithful service. He is determined to attain a high post. He works day and night for that purpose. She collects old cook books from various parts of India. This is her hobby. They must write a letter of apology. That is the only way to avoid punishment. She goes to the hospital every day. She is always willing to look after needy patients. Quick Recap Finite verbs are controlled by the number, person and tense of the subject. Non-finite verbs are not controlled by the number, person and tense of the subject There are three kinds of non-finite verbs : Infinitives, Participles and Gerunds. Participles and Gerunds may be similar in form as both end with ing. Infinitives are usually preceded by 'to'. However there are infinitives that are not preceded by 'to'. Infinitives can be used to combine sentences Brush Up Your Grammar (H2) Revision 1(H3) In the following sentences pick out the finite verbs and the non-finite words. The first sentence has been done for you : Hearing the knock on the door, she ran to open it. Non- finite : Hearing Finite: ran I want you to keep the keys in the drawer. She saw the fishermen casting their nets. Rina stopped at the shop to buy something. They enjoy performing in front of a live audience. She read the instructions on how to bake a cake. I heard the man give instructions to the taxi driver. Her sparkling eyes revealed her excitement. He kept himself busy by teaching children. Please permit me to order the rest of the books Revision 2 (H3) Fill in the blanks with appropriate non-finite verbs: I decided _____ out of the hotel and take a walk. Suddenly a number of monkeys surrounded me and began ____ my purse away. ____ here and there for help, I spotted a banana seller who was setting up his stall. I waved to him and bade him _____ towards me. _____ about two dozen bananas he hurried forwards. I saw him ____ the bananas on the ground. Then he began ____ their attention by making clicking sounds. _________ my bag the monkeys rushed towards him. I made my escape but came back later______ him and ______ for the bananas. Revision 3 (H3) Work in pairs. One of you will ask the question the other will give the answer with the help of the clues in brackets. The first one has been done for you : Why did you go out? (buy some fruits) I went out to buy some fruits Why are you standing here? (greet the Chief Guest) Why will Rajni go to Chennai? (visit her aunt) Why did you sell your car? (buy a car) Why did you travel by plane? (save time) Why did you go to the bazaar? (buy grocery) Why did you spend an extra hour in school? (practise football) Why are you going to College Street? (buy second hand books) Revision 4(H3) Complete the sentences using the correct non-finite form of the verb given in brackets: I am sorry for ________ (speak) rudely to you. It gives me great pleasure ________ (inform) you that you have been selected. I want to start now _______ (complete) the project on time. I shall continue ______ (run) early in the morning. It was rude of him ______ (scream) at his mother. I must stop ______ (give) advice to every one. I almost came under the wheels of the _____ (speed) bus Try This 1 Make a list of 4 things that you enjoy doing Looking at the starry sky __________________ _________________- _________________ _________________ Now, make a list of things you must remember to do in the coming week To cover my text books __________ __________ __________ __________ Try This 2 Use non-finites to write a dialogue between two friends about a three day camping trip that both will be going for. You could begin like this : Seema : I am going for the school camping trip. Wendy : So will I. In fact I saw you write your name on the list. Seema : I have decided to take my transistor. Carrying it will be no problem.

Diversity: Individual Behavior Impact Essay -- Work Diverse Behavior

Diversity: Individual Behavior Impact   Ã‚  Ã‚  Ã‚  Ã‚  Individual behavior is the pattern of behavior, thought, and emotion, unique to an individual, and the ways he or she interact to help or hinder the adjustment of a person to other people and situations (The Columbia Encyclopedia, 2001). Within organizations, diversity can positively or negatively impact the behavior of individuals. Organizations are responsible and held accountable for making the overall work environment conducive for all within the diversified setting. Diversity is shaped and informed by a variety of characteristics including age, ethnicity, gender, disability, language, religion beliefs, life stages, education, career responsibilities, sexual orientation, personality traits, and marital status. Workplace diversity is about acknowledging differences and adapting work practices to create an inclusive environment in which one?s diverse skills, perspectives, and backgrounds, are valued (Workplace Diversity Strategy, 2003). There are many diversity issues within the workplace however, age, gender, personality traits, and religion highly impacts individual behaviors within an organization. Age   Ã‚  Ã‚  Ã‚  Ã‚  ?The Age Discrimination in Employment Act of 1967 (ADEA)?, states the unlawfulness of discriminating against a person because of his or her age with respect to any term, condition, or privilege of employment; including, but not limited to, hiring, firing, promotion, layoff, compensation, benefits, job assignments, and training (Age Diversity, 1997). Age diversity at work means employing people of all ages, and not discriminating against someone because of how old he or she is. Age discrimination can take place as a result of the organization or from the different generational differences that make-up the organization. Generational differences can have many diverse impacts on individual behavior with regard to age differences. These differences can become a big distraction, hurt morale, and teamwork, unless managers learn how to accommodate the uniqueness of each group (Gomolski, 2001). Typically older persons tend to take his or her work related responsibilities very serious unlike their younger counterparts. Older employees take pride in doing a job well whereas younger employees want to just get the job done and move on to the next assignment. Although each person is working toward the same organ... ...997). Age Diversity: Facts about Age Discrimination. Retrieved from www.eeoc.gov/policy/adea.html on August 4, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Author unknown (2005). The Workplace Religion Freedom Act. Your Gateway to the Jewish Internet, 2005. Retrieved from www.ou.org on August 7, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Author unknown (date). Workplace Diversity Strategy (2003-2005). Retrieved from www.dewr.gov.au/publications on August 4, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  BSR Staff (1999). Religion in the Workplace. Business for Social Responsibility. 2001-2005.   Ã‚  Ã‚  Ã‚  Ã‚  Gomoliski, B. (2001). Managing age diversity in the workplace. Computerworld Inc., 2005. Retrieved from www.computerworld.com on August 6, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Hahn, S., Litwin, A. (1995). Women and Men Understanding and Respecting Gender Differences in the Workplace. Anne Litwin & Associates, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  McInnes, R. (1999). Workforce Diversity: Changing the Way You Do Business. Diversity World, 1999-2005. Retrieved from www.diversityworld.com August 4, 2005.   Ã‚  Ã‚  Ã‚  Ã‚  The Columbia Encyclopedia, Sixth Edition (2001). Columbia University Press, 2001-2005.   Ã‚  Ã‚  Ã‚  Ã‚  William, S. (2005). Appreciating Personality Diversity. Retrieved from www.wright.edu/~scott.williams on August 4, 2005.