What was the ultimate importance of the Sino-Soviet split in the Essay

What was the ultimate importance of the Sino-Soviet split in the context of the broader Cold War . . . How may the Cold War have played out had this split not occurred - Essay Example t can be posited that had the split not occurred, the Cold War could have gone on for much longer, as the two big socialist countries could have presented a united front against their counterpart democratic, free-capitalist countries like the United States of America, Great Britain, France, and all the other countries belonging to the free world. Some historians assert the real cause of the split was the transfer of nuclear technology (Khoo 19) as Russia feared a nuclear-armed China, unsure what China will do with such a capability. The ultimate importance, significance, and also benefit of the split was an earlier end to the proxy wars between the communist and democratic countries, made the world probably a safer place as it allowed the two sides to reduce their nuclear arsenals. The split could have contributed to the bankruptcy and eventual collapse of the Soviet Union while it also allowed China to pursue another ideological alternative when it concerns its economic policies, which is now capitalist and enabled China to become an economic superpower itself. China is now the worlds second-largest economy with the biggest foreign currency reserves. If the split did not happen, the world could be still in Cold War uncertainties. The split made for a warmer and improved relationship between China and America possible (Arnold & Wiener

Ethical And Social Issues Of The Healthcare Assignment

Ethical And Social Issues Of The Healthcare - Assignment Example From an ethics perspective, there are many in global society that adheres to the principles of deontology, an ideology that states it is the primary obligation of society members to sustain respect and commitment for others while working to effectively promote the well-being of humans (Mack, 1998). Additionally, Hume (2002) offers that it should be a guiding principle, abound of duty, that society should seek to maximize the utility of others, or the pursuit of maximizing one’s satisfaction and the fulfillment of their needs (Roberts, 2011). Furthermore, the United Nations has defined as inalienable protections from degrading or cruel treatment and the right to avoid exploitation by society or government. Individuals in the society that do not have adequate resources to receive adequate healthcare are exposed to cruelty as they are denied treatment and illness prevention services which have implications for sustaining their well-being and even social status. Healthcare should not be limited to individuals who have ample financial capital, which is the primary definition of privilege. Healthcare is a right because, without it, it exploits an individual, leaves a person in a degrading social position, and does not improve their personal utility which is a fundamental obligation of an ethical society. The United Nations, an organization consisting of 193 different member nations, has established a charter indicating a set of universal human rights that should ensure no individual in global society be exploited by society or government (Fomerand, 2009). Individuals who are denied health care are absolutely being exploited, oppressed by capitalistic systems in which the value of money outweighs the value of human life. With the majority of the world adopting the ideology of capitalism, a system in which capital goods and services (namely healthcare) are exchanged for the price (Degen, 2008), many individuals in society are compared to pricing mechanisms which forbid access to important services as a result of sustaining minimal resources.

Source Of Errors In Learning English Language Essay

Source Of Errors In Learning English Language Essay Introduction Errors are integral part of language acquisition. The phenomenon of error has long interested SLA researchers. In a traditional second language teaching situation, they are regarded as the linguistic phenomena deviant from the language rules and standard usages, reflecting learners deficiency in language competence and acquisition device. Many teachers simply correct individual errors as they occur, with little attempt to see patterns of errors or to seek causes in anything other than learner ignorance. Presently, however, with the development of linguistics, applied linguists, psychology and other relevant subjects, peoples attitude toward errors changed greatly. Instead of being problem to be overcome or evils to be eradicated, errors are believed to be evidence of the learners stages in their target language (TL) development. It is through analyzing learner errors that errors are elevated from the statue of undesirability to that of a guide to the inner working of the language lea rning process (Ellis, 1985,p 53) In the field of SLA, there have been three influential approaches to errors with a general movement from approaches emphasizing the product, the error itself, to approaches focusing on the underlying process under which the errors are made. The analysis of error sources has been regarded as a central aspect in the study of learner errors. Researchers believe that the clearer the understanding of the sources of learners errors, the better second language teachers will be able to detect the process of L2 learning. Error Making errors is the most natural thing in the world and it is evidently attached to the human beings. But, how do we define error? There are different definitions of the word as Ellis explains learners make errors in both comprehension and production, the first being rather scantly investigated. All learners make errors which have a different name according to the group committing the error. Childrens errors have been seen as transitional forms, the native speakers ones are called slips of the tongue and the second language errors are considered unwanted forms (George 1972). We use the term error to refer to a systematic deviation from a selected norm or set of norms. According to Lennon (1991) an error is a linguistic form or combination of forms which in the same context and under similar conditions of production would, in all likelihood, not be produced by the speakers native speakers counterparts. On one hand, it was considered to be a sign of inadequacy of the teaching techniques, something negative which must be avoided, and on the other hand it was seen as a natural result of the fact that since by nature we cant avoid making errors, we should accept the reality and try to deal with them. The error-as-progress conception is based on the Chomskys idea that a child generates language through innate universal structures. So, using this symbolic code, one can have access to different pieces of knowledge not as something mechanically learned but as mentally constructed through try and error. The idea is now that the second language learners form hypotheses about the rules to be formed in the target language and then test them out against input data and modify them accordingly. There is an approach which concerns error as being the result of social-cognitive interaction. This means that the error implicitly carries a social norm as well as cognitive process. The error also carries a social and cultural component which makes it different in different societies. Cultural differences in the error Previous research has shown that cultural differences exist in the susceptibility of making fundamental attribution error: people from individualistic cultures are prone to the error while people from collectivistic cultures commit less of it (Miller, 1984). It has been found that there is a differential attention to social factors between independent peoples and interdependent peoples in both social and nonsocial contexts: Masuda and his colleagues (2004) in their cartoon figure presentation experiment showed that Japaneses judgments on the target characters facial expression are more influenced by surrounding faces than those of the Americans; whereas Masuda and Nisbett (2001) concluded from their underwater scenes animated cartoon experiment that Americans are also more likely than Japanese participants to mark references to focal objects (i.e. fish) instead of contexts (i.e. rocks and plants). These discrepancies in the salience of different factors to people from different cultu res suggest that Asians tend to attribute behavior to situation while Westerners attribute the same behavior to the actor. Consistently, Morris Peng (1994) found from their fish behavior attribution experiment that more American than Chinese participants perceive the behavior (e.g. an individual fish swimming in front of a group of fish) as internally rather than externally caused. One explanation for this difference in attribution lies in the way people of different cultural orientation perceive themselves in the environment. Particularly, Markus and Kitayama (1991) mentioned how (individualistic) Westerners tend to see themselves as independent agents and therefore prone themselves to individual objects rather than contextual details. in the second language teaching/ learning process the error has always been regarded as one of the most generally known approaches concerning the error throughout human history is to consider it a negative effect or result, even worth to be punished. According to Corder (1967): A learners errors then, provide evidence of the system of the language that he is using. They are significant in three different ways: first to the teacher, in that they tell him is he undertakes a systematic analysis, how far towards the goal the learner has progressed. Second, they provide the researchers with evidence of how language is learned or acquired. Third they are indispensible to the learner himself because he can regard the making of errors as a device used in order to learn. The sources of error might be psycholinguistic, sociolinguistic, epistemic or residing in the discourse structures. Richards(1971),when trying to identify the causes of competence errors he came up with three types of errors: interference errors, which reflect the use of elements from one language to the other, intralingual errors, subdivided into errors due to overgeneralization, or to ignorance of rules restriction, which is incomplete application of the rules, or finally due to the false concept hypothesis, which demonstrate the general characteristics of rule learning and third developmental errors when the learner builds hypothesis about the target language based on limited experience. Assuming a term hierarchy of errors, Burt and Kiparasky (1974) suggest that there is a difference between global and local errors. They say: Global mistakes are those that violate rules involving the overall structure of a sentence, the relations among constituent clauses, or, in a simple sentence, the relations among major constituents. Local mistakes cause trouble in a particular constituent, or in clause of a complex sentence. They claim that global errors are more serious and rank higher in the error hierarchy than local ones, and they should be corrected prior to all others in language classrooms. Accordingly, errors in tense and aspect are regarded as local errors. They may be minor errors, for they may not cause grave breakdowns in communication. However, they are extremely common mistakes among second language learners of English and very much worth investigating since tense and aspect represent one of the most essential parts of English grammar. Corder (1967) goes a step further to propose different terminologies for these two kinds of errors and stresses that we must make a clear distinction between mistakes and errors; the former refers to non-systematic performance errors of chance circumstances, whereas the latter can be defined as the systematic errors of the learner from which we are able to reconstruct his knowledge of the language to date. In the following discussion, the analysis focuses on competence errors: There are two major approaches to analyzing errors committed by a target language learner. Contrastive Analysis (CA), Error Analysis (EA). Theoretical base of CA lies in Behaviorist Learning Theory; while the EA is closely related with the emergence of Interlanguage Theory (Ellis, 2005) Behaviorist learning theory accounts of errors: The behaviorist learning theory illustrates the TL learning is a mechanical process of habit formation. Habits entail over-learning, which ensures that learning of new habits as a result of proactive inhibition. Thus, the challenge facing the L2 learner is to overcome the interference of L1 habits. Basing on the habit formation, contrastive analysis sought to identify the features of the L2 that differed from those of the L1 so that learners could be helped to form the new habits of the L2 by practicing them intensively. Most errors made by L2 learners were the result of differences between L1 and L2 structure. (Martin 1996) Interference, the CA insists, is the result of unfamiliarity with the rules of a TL and psychological causes, such as inadequate learning (Swan, 2001). Transfer can be positive or negative: linguistic features of the L1 that are similar to those of the TL will facilitate learning (positive transfer); those aspects of the L1 that are different to the TL grammatical and phonological system will hinder SLA and cause the learner to make numerous production errors(negative transfer). Thus difference between the L1 and L2 create learning difficulty which results in errors, while the similarities between them facilitate rapid and easy learning (Ellis, 1985 cited Corder). According to behaviorist learning theory, both types of transfer are the outcome of automatic and subconscious use of old habits in new learning situations (Dulay, Burt Krashen) Rod Ellis (1985) assesses, errors, according to the theory, were the result of non-learning, rather than wrong learning. By comparing the L1 with TL, differences could be identified and used to predict areas of potential errors. The idea of the error as an effect to be avoided has been especially supported by behaviorism, being considered an obstacle to language learning. To them error has been a symptom of ineffective teaching or as evidence of failure and they believed that when they occur they are to be remedied by provision of correct forms; that is to say, use of intensive drilling and over-teaching. It was also believed that interference takes place whenever there is a difference between native mother tongue and the target language. A hypothesis based on Lados suggestion in linguistic across cultures where he states in comparison between native and foreign language lies the key to ease all difficulties in foreign language learning (Lado, 1957) 2. Interlanguage (IL) theory accounts of errors (i) Selinker (1972) coined the term interlanguage to refer to the systematic knowledge of an L2 which is independent of both these learners L1 and the target language. The term has come to be used with different but related meanings: To refer to the series of interlocking systems which characterize acquisition To refer to the system that is observed at a single stage of development To refer to particular L1, L2 combinations. Other terms that refer to the same basic idea are approximate system and transitional competence. (ii) Interlanguage is the type of language produced by second and foreign language learners who are in the process of learning a language, whose errors are caused by several different processes. These include: Borrowing patterns from the mother tongue. Extending patterns from the target language Expressing meanings using the words and grammar which are already known from Richards, Jack et al (1992). (iii)Interlanguage refers to the separateness of a second language learners system, a system that has a structurally intermediate status between the native and target language. Interlanguage is neither the system of target language nor the system of the native language, but instead falls between the two; it is a system based upon the best attempt of learners to provide order and structure to the linguistic stimuli surrounding them. By gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the language. (iv)Rod Ellis (2005, 54) views Error Analysis as being based on emergence of IL theory, that is known to be used to explain effectively the errors committed in SLA processes. Slinker (1972) tried to find a way to explain the errors that some students make, have nothing to do with their foreign language; for example a Spanish speaker, an Arabic speaker and a Japanese speaker might all make the same mistake in English which was not related to their respective languages. According to Slinker, L2 learners go through a process of making and testing hypotheses about the target language. They begin with knowledge about language in general, gained from their native language, and move toward the target language. Bit by bit, they readjust their mental model of the new language, improving their communicative competency in that language. Successful hypotheses become mental constructions that correspond to the rules of the new language. Brown(1993) viewed ,truly successful students make the journ ey to a high level of competency in the target language, while less successful students become fossilized somewhere along the IL continuum. For around 35 years Selinker has viewed learners errors as evidence of positive efforts by the learner to learn a new language. This view of language learning allowed for the possibilities of learners making deliberate attempts to control their own learning and, along with theories of cognitive processes in language learning. Errors are indispensable to learners since the making of errors can be regarded as a device the learner uses in order to learn. A modern definition of language transfer is provided by Slinker (1992): language transfer is best thought of as a cover term for a whole class of behaviors, processes and constraints, each of which has to do with CLI (Cross Linguistic Influence), the influence and use of prior linguistic knowledge, usually but exclusively native language knowledge. Selinker (1992) pointed two highly significant con tributions that Corder made: that the errors of a learner, whether adult or child, are not random, but are in fact systematic and are not negative or interfering in any way with learning a TL but are, on the contrary, a necessary positive factor, indicative of testing hypothesis. In 1994 Gass and Slinker defined errors as red flags that provide evidence of the learners knowledge of the second language. The learners developing knowledge of second language may have characteristics of the learners native language, characteristics of the second language, and some characteristics which seem to be very general and tend to occur in all or most interlanguage systems. Interlanguages are systematic, but they are also dynamic, continually evolving as learners receive more input and revise their hypotheses about the second language.L2 learners process through an interlanguage, which is an independent knowledge of L1 and L2 system. Interlanguage Is systematic, because the learner selects the rul es systematically, learners bases plans on the rule system, in the same way as the native speaker bases on the internalized knowledge of L1 system. (iv)One of the crucial contributions of IL was its underlying assumption that the learners knowledge is integrated and systematically reorganized with previous knowledge of the native language. By a gradual process of trial-and-error or hypothesis testing, learners slowly and tediously succeed in establishing closer approximations to the system used by the native speaker of the language. The characteristics of IL are described by many researchers as follows: Permeable, in the sense that rules that constitute the learners knowledge at any one stage are not fixed, but are open to amendment(Ellis1985:50) Dynamic, in the sense that L2 learner slowly revises their variable interim systems to accommodate new hypothesis about the TL system. Systematic, in that L2 learners IL is rule-governed, that is, the learner bases his performance plans on his existing rule system much the same way as the native speaker bases his plans on his internalized knowledge of the L1 system. The variable shape of interlanguage The concept of interlanguage has had a major impact on the field of second language acquisition, studies on interlanguage focus on the linguistic and psychological aspects of second language acquisition research. I will first outline how the interlanguage assumption developed .since the interlanguage concept is not only important for the development of the students grammar system; I will then explore how it applies to other components of language. I will also focus on the consequences of the concept for the teacher and his work in the classroom. Before the 1960s language was not considered to be a mental phenomenon. Like other forms of human behavior language is learnt by processes of habit formation. A child learns his mother tongue by imitating the sounds and patterns he hears around him. By approval or disapproval, adults reinforce the childs attempts and lead the efforts to the correct forms. Under the influence of cognitive linguists this explanation of first language acquisitio n was criticized. Language cant be verbal behavior only since children are able to produce an infinite number of utterances that have never heard before. This creativity is only possible because a child develops a system of rules. A large number of studies have shown that children actually do construct their own rule system, which develops gradually until it corresponds to the system of the adults. There is also evidence that they pass through similar stages acquiring grammatical rules. Through the influence of cognitive linguists and first language acquisition research the notion developed that second language learners, too, could be viewed as actively constructing rules from the data they encounter and that they gradually adapt these rules in the direction of the target language. However wrong and inappropriate learners own language system, they are grammatical in their own terms, since they are a product of the learners own language system. This system gradually develops toward t he rule-system of the target language. The various shapes of the learners language competence are called interlanguage. This draws to the fact that the learners language system is neither that of his mother tongue nor that of the second language, but contains elements of both. Therefore, errors need not be seen as signs of failure only, but as evidence of the learners developing system. While the behaviorist approach led to teaching methods which use drills and consider errors as signs of failure, the concept of interlanguage liberated language teaching and paved the way for communicative teaching methods. Since errors are considered a reflection of the students temporary language system and therefore a natural part of the learning process, teachers could now use teaching activities which did not call for constant supervision of the students language. Group work and pair work became suitable means for language learning. A brief review of approaches to analyses of errors Contrastive Analysis (CA) Contrastive analysis is an approach generated from behaviorist learning theory. Through CA applied linguists sought to use the formal distinctions between the learners first and second languages to predict errors. The basic concept behind CA was that a structural picture of any language could be constructed which might then be used in direct comparison with the structural picture of another language. Through a process of mapping one system onto another, similarities and differences could be identified. Identifying the differences would lead to a better understanding of the problems that a learner of the particular L2 would face. (Corder , 1983). CA stresses the influence of mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that L2 would be affected by L1. Here, language is taken as a set of habits and learning as the establishment of new habits, a view sprung from behaviorism, under which langu age is essentially a system of habits. In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastively, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2 and learners would transfer inappropriate properties of L1. CA places the environment as the predominant factor in SLA, while learners are believed to play only a passive role in accepting the impositions of the environment. We must not forget that there are numbers of errors made by language learners seem to be unrelated to the learners na tive language. According to SLA researchers non-interference errors were more pervasive in learner performance than CA were ready to recognize. Dulay and Burt (1973) studied the errors made by Spanish-speaking children learning English as an L2 and claimed that all of the learners errors had collected, 85% were developmental (non-interference), 12% were unique and only 3% were results of L1 interference. Primary tenets of CA are: Prime cause of difficulty and error in foreign language learning is interference coming from the learners native language. Difficulties are chiefly due to differences between the two languages The greater the difference s, the more acute the learning difficulties will be The results of a comparison between the two languages are needed to predict th e difficulties and errors which will occur in learning the target language What needs to be taught is discovered by comparing the languages and subtracting what is common to them. (Corder, 1981) 3. Error analysis (EA) It is defined as the study of linguistics ignorance, the investigation of what people do not know and how they attempt to cope with their ignorance, by James (2001).Error analysis was first introduced by Fries (1945) and Lado (1957) who have claimed that foreign or second language learners errors could be predicted on the basis of the differences between the learners native and second languages. They have also suggested that where the aspects of the target language are similar to those of the learners native language, learning will be easy; otherwise, it will be difficult and second language learners are expected to make errors .The field of error analysis in SLA was established in the 1970s by S. P. Corder and colleagues. A widely-available survey can be found in chapter 8 of Brown (2000). Error analysis was an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions between the learners first an d second languages to predict errors. Error analysis showed that contrastive analysis was unable to predict a great majority of errors, although its more valuable aspects have been incorporated into the study of language transfer. A key finding of error analysis has been that many learner errors are produced by learners making faulty inferences about the rules of the new language. This is the examination of those errors committed by students in both the spoken and written medium. Corder, who has contributed enormously to EA, writes this: The study of error is part of the investigation of the process of language learning. In this respect it resembles methodologically the study of the acquisition of the mother tongue. It provides us with a picture of the linguistic development of a learner and may give us indications as the learning process. Error analysts distinguish between errors, which are systematic, and mistakes, which are not. Corder(1967) made use of Chomskys the competence versus performance distinction by associating errors with failures in competence and mistakes with failures in performance. In his view, a mistake occurs as the results of processing limitations rather than lack of competence. It signifies L2 learners failure of utilizing their knowledge of a TL rule. They often seek to develop a typology of errors. Error can be classified according to basic type: omissive, additive, substitutive or related to word order. They can be classified by how apparent they are: overt errors such as I angry are obvious even out of context, whereas covert errors are evident only in context. Closely related to this is the classification according to domain, the breadth of context which the analyst must examine, and extent, the breadth of the utterance which must be changed in order to fix the error. Errors may also be cl assified according to the level of language: phonological errors, vocabulary or lexical errors, syntactic errors, and so on. They may be assessed according to the degree to which they interfere with communication: global errors make an utterance difficult to understand, while local errors do not. In the above example, I angry would be a local error, since the meaning is apparent. From the beginning, error analysis was beset with methodological problems. In particular, the above typologies are problematic: from linguistic data alone, it is often impossible to reliably determine what kind of error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and writing) and not with learner reception (listening and reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which learners simply do not use a form with which they are uncomfortable. For these reasons, although error analysis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage. Error analysis is closely related to the study of error treatment in language teaching. Today, the study of errors is particularly relevant for focus on form teaching methodology. EA emphasizes on the significance of errors in learners IL system, Brown (1994) may be, carried out directly for pedagogic purposes. Carl James (1998) viewed, EA developed out of the belief that errors indicate the learners stage of language learning and acquisition.th learner is seen as an active participant in the development of hypotheses regarding the rules of the target language just as a young child learning the first language. Errors are considered to be evidence of the learners strategy as he or she builds competence in the target language. These errors are defined as global which inhibit understanding and local which do not interfere with communication. Error analysis has been criticized as being an inefficient tool for studying the way second language learners develop their target language. It is argued that error analysis deals with the learners productive competence rather than the receptive one, and it is also an imperfect instrument for categorizing errors and explaining them. In the book Error and Interlanguage written by Pit Corder, he stated that various classifications of these error systems have been developed by error analysis researchers, three of which can be helpful for the teacher and are as follows. Pre-systematic; errors occur before the language learner has realized any system for classifying items being learned; the learner can neither correct nor explain this type of error. Systematic; errors occur after the learner has noticed a system and error consistently occurs; learner can explain but not correct the error. This classification relies on three major groups: (1) interference errors; (2) intralingual errors; (3)development errors. Interference errors are caused by the influence of the native language, in presumably those areas where the languages differ markedly. Intralingual errors originate with the structure to TL itself. The complexity of language encourages over-generalization, incomplete application of rules, and the failure to learn conditions for rule application. Development errors reflect the students attempt to make hypotheses about the language from the native language. Post-systematic; errors occur when learner is consistent in his or her recognition of systems; can explain and correct the error. The following steps are distinguished in conducting an EA: collection of a sample of learner language; identification of errors; explanation of errors; error evaluation (Ellis cited in 2005) Richards (1971) focused on the intralingual and developmental errors observed in the acquisition of English as a second language and further classified them into four categories: (i) Overgeneralization; covering instances where the learners create a deviant structure on the basis of his experience of other structure of the TL. (ii)Ignorance of the rule restriction, occurring as a result of failure to observe the restrictions or existing structures (iii) Incomplete application of rules, arising when the learners fail to fully develop a certain structure required to produce acceptable sentences (iv) False concepts hypothesized, deriving from faulty comprehension of distinctions in the TL. from the analyses of errors to the practice of error correction We know that in traditional classroom instruction is laid on accuracy, errors frequently corrected because the teacher thinks the error as a thorn in his/her flesh. Yet with the understanding of IL theory, the role of error correction has changed. Errors are considered natural products in language learning and in fact reflect the modes of learners developing system. What are the sources and causes of Errors? The following factors are identified as the source and causes of Errors Mother tongue interference Wilkins (1972) observes: When learning a foreign language an individual already knows his mother tongue, and it is this which he attempts to transfer. The transfer may prove to be justified because the structure of the two languages is similar-in that case we get positive transfer or facilitation- or may prove unjustified because the structure of the two languages are different- in that case we get negative transfer- or interference. Loan Words

Alcohol :: Free Essays

Alcohol Alcohol is a drug which is used by any age and any ethnic background, it can have serious effects but not many of us realize this. Some people drink a lot and become addicted to it, the alcohol effects part of the brain which controls all the decision making, the outcome of this is loss of inhibitions. It affects the physical side which causes blurred vision and loss of balance. Drinking large amounts of alcohol at once is known as binge drinking, this has serious effects such as unconsciousness, coma and death. As you may realize by now alcohol can be a very dangerous drug but only if you take more than the recommended amount which is: Men - should drink no more than 21 units of alcohol per week and no more than four units in any one day. Women - should drink no more than 14 units of alcohol per week and no more than three units in any one day. If you take more than the recommended amount and drink every so often this will lead to physical damage, the effects of this are, increasing the possibility of catching diseases and making other diseases worse. Excessive drinking is related with loss of brain cells, liver failure, stomach ulcers, certain types of cancer, nerve damage, heart failure and epilepsy. Even though alcohol is used to make people feel relaxed, excessive drinking over a long period of time increases anxiety and causes depression. It also affects problems with sleeping, mood swings, violence and suicide. If you personally drink a lot and would like to stop, it may help if you keep a diary which records how much alcohol you drink every day, also if you could set yourself a target of how much you are allowed to

Compare and contrast 2 treatments of crime. (TEP’s and AMP’s Token economy program and anger management program. Essay

Token economy programmes are a form of behaviour modification based on the principles of operant conditioning. They are used in prisons to encourage the reduction of anti-social behaviour and criminal behaviour; they involve awarding tokens to offenders if a desired behaviour is performed. The tokens may then be exchanged for various rewards. The aim is for the desired behaviour to be repeated. As a treatment it involves setting out a range of desirable behaviours and reinforcing the offender whenever the behaviour is displayed. This behaviour would focus upon non-aggressive, these behaviours are expected that the behaviour will become learned and automatic. Positive reinforces come in the shape of tokens—a secondary reinforcement, which can be exchanged for primary reinforcement. Negative reinforcement comes with the threat of removal of tokens and prisoners change their behaviour to avoid this consequence. A token economy system uses operant conditioning to gradually changing behaviour through primary and secondary renforcements. Anger management is another treatment aimed to prevent crime. It is used in prisons, and participants may participate voluntarily or as part of their sentence. This is used identify triggers which may cause there aggression. By preventing aggression, the likelihood of crimes being committed is reduced. The treatment usually takes place in group settings and occurs about twice a week. A trained person runs the group. They are usually asked what factors make them feel angry and thus trigger aggression. Once this trigger has been identified, strategies can be taught which to condole and reduce the anger they experiences. An anger management programme will be based around 3 key stages; cognitive preparation (analysing past aggression and discovering patterns, and the offender also looks at the consequences of aggression), skills acquisition (where they are taught techniques that help them to manage their response to triggers in a more productive way.) and application practice (the offender to test their skills in a range of situations). Token economy works because the behaviour of the offender is being constantly monitored and recorded in order to award the tokens, and then becomes habit. However it is limited to institutions like a prison for this token economy to work because they will not get such awards in the ‘real world’ but it is the plan that due to what is shown by operant conditioning these desired  behaviours may/can become a habit and thus behaviour is repeated. Anger management can also have a similar problem, it may be easier to control your anger and follow the program while in the group but in the ‘real world’ it may be harder to follow or perform the behaviours that are learnt from the program. Even though this may happen for anger management there is still very effective, the offenders take part voluntarily. This increases the programme’s effectiveness, as offenders who take part voluntarily are usually more committed to the programme’s success. This is in contrast to other treatments, such as token economy, which are often enforced over an entire prison system meaning that it may not be successful in all cases. But not all anger management is voluntary some people have to take part as part of their sentence. This provides an ulterior motive and although the offender may appear to have made progress, this could be false and the issue of anger is not actually being addressed (demand characteristics). This means that anger management like token economy may not be effective for everyone. Another problem you may find in anger management is by doing the course they may be singled out (especially in prisons) and by singling out prisoners to show they are doing this program may cause prisoners not to take it seriously or may not consider taking it voluntary, or may take it for other motives e.g. some times taking the course can help your bid to get erlyer or longer parole periods. Token economy on the other hand dose not single out specific prisoners as all prisoners have to take part in the programme, no single prisoner can have an ulterior motive for participating. However anger management is supported by Ireland (2000). They compared 50 young offenders on an anger management programme with 37 on the waiting list for anger management. Before and after treatment scores were taken on level of aggression shown (as reported by prison officers and by the prisoners themselves through self-report). 92% of the treatment group showed some drop in aggression with 48% showing major decreases. 8% showed deterioration. This evidence shows strong support of anger management programmes as a way to control aggression in prison. Hobbs and Holt (1976) measured the effect of token economy on a sample of young delinquents across 3 institutions  (with one other institution being used as a comparison[control group]). Tokens were awarded to those in the experimental groups whenever target behaviour was displayed. These were swapped for primary reinforces. There was a significant (28%) increase in the target behaviours in the experimental groups compared to the controls. This shows that the token economy was an effective and cost effective (less than $8 per month per boy) way to control the behaviour of criminals whilst in prison. By comparing the results it would seem that anger management may be more effective as a way to treat crime but the numbers of people who participated was far less so Hobbs and Holt may have less success rate due to the larger groups meaning that the result may be more valid due to it being easer to apply to the prison population.

Anatomy and Physiology for Health and Social Care Essay

Task2: The main tissue types of the body and the role these play in two named organs of the body. P2: Outline the structure of the main tissues of the body There are many different types of cells in the human body. These cells would not be able to function on their own, they are all part of a large organism that is called – you. The two named organs that I have chosen for this assignment are the intestines and the heart. Tissues All cells group together within the body to form tissue, a collection of similar cells group together to perform a specialized function. There are four primary tissue types in the human body – epithelium, connective tissue, nervous and the muscle tissue. Epithelial tissue- This tissue is specialised to cover the whole part of the body lining of all of the internal and external body surfaces, they are packed tightly together to form continuous layers that serve as linings in different parts of the body. Epithelial tissue serves as membranes lining organs and helping to keep the body’s organs separate, in place and protected. Some examples of epithelial tissue are the outer layer of the skin, the inside of the mouth and stomach, and the tissue surrounding the body’s organs. These kinds of tissues can be divided into two groups depending on the number of layers that it has. An Epithelial tissue which is only one cell thick is known as Simple epithelia, if it consists of several layers then it is known as Compound Epithelia. Epithelial tissue In the Intestines- The apical surface of epithelial cells usually have tiny projections called microvilli. These function to increase the surface area. For example, microvilli on intestinal cells increase the surface area open for absorption. Absorption is an important function of epithelial tissue within the intestines. The surface of the small intestine is lined with simple columnar epithelium. This type of epithelium appears as a single layer of tall, column-shaped cells with oblong nuclei. The primary function of this type of epithelium is absorption of nutrients, secretion of digestive juices as well as secretion of mucus by goblet cells. The surface area of the small intestine is increased by outward finger-like extension sand inward indentations, as villi and crypts. Both of these structures are lined with simple columnar epithelium. In the heart- The epithelial tissue protects the heart from becoming damaged from the lobes that are in the heart against the lungs; it provides an extra barrier of protection from injuries. Epithelial tissues line all the ducts and glands within the heart and protect it with an exterior membrane. P2: Outline the structure of the main tissues of the body The Intestine P2: Outline the structure of the main tissues of the body The Heart Connective tissue- There are many types of connective tissue that are widely distributed throughout the body that lie beneath the epithelial tissue. This type of tissue does not contain many cells, as they are separated from each other by an intercellular ground substance, (matrix), they are hidden by the cells. It is made up of either liquid, solid, or connective tissue, within the matrix there are many types of connecting fibres, such as collagen and elastic fibres. The function of the connective tissue is to support, bind, cover, protect and give structure to the body. Most types of connective tissue contain fibrous strands of the protein collagen that add strength to connective tissue. Some examples of connective tissue include the inner layers of skin, tendons, ligaments, cartilage, areolar, adipose bone and fat tissue. In addition to these more recognizable forms of connective tissue, blood is also considered a form of connective tissue. Cartilage tissue is a smooth, firm substance that protects ends of the bones from friction during movement and they can be found at the end of our bones in mobile joints, the front ends of the ribs, also in parts of our nose and ears. Our bone tissues are made of a much harder substance than the cartilage, but they can be worn away by friction. They are tough on the outside, but on the inside they have a sponge-like design that helps to reduce the weight while retaining strength. They are designed to maintain the body’s structure and support the body’s movement and are used to protect weaker tissues, such as the brain,  lungs and heart. P2: Outline the structure of the main tissues of the body Blood is a specialized bodily fluid in human’s that delivers necessary substances such as, nutrients and oxygen to the cells and transports metabolic waste products away from those same cells. Bones have a rigid structure that constitutes part of the endoskeleton of vertebrates. They support, and protect the various organs of the body, produce red and white blood cells and store minerals. Bone tissue is a dense type of connective tissue. Cartilage is a flexible connective tissue found in many areas in the body including the joints between bones, the rib cage, the ear, the nose, the elbow, the knee, the ankle, the bronchial tubes and the intervertebral discs. It is not as hard and rigid as bone but is stiffer and less flexible than muscle. Areolar tissue is a common type of connective tissue, also referred to as ‘loose connective tissue’. It is strong enough to bind different tissue types together, yet soft enough to provide flexibility and cushioning. Adipose tissue (fatty tissue) it provides insulation and protection of organs, muscle fibres, nerves, and supports blood vessels. It protects us from excessive heat loss or heat increase and also acts as a shock absorber to protect against injury. In the intestine- The lumen is the cavity where digested food passes through and from where nutrients are absorbed. Both intestines share a general structure with the whole gut, and are composed of several layers. Going from inside the lumen radially outwards, one passes the mucosa (glandular epithelium and muscularis mucosa), submucosa, muscularis externa (made up of inner circular and outer longitudinal), and lastly serosa. Serosa is made up of loose connective tissue and coated in mucus to prevent friction damage from the intestine rubbing against other tissue. Holding all this in place are the mesenteries which suspend the intestine in the abdominal cavity and stop it being disturbed when a person is physically active. In the heart- Connective tissue provides the final pathway for diffusion of nutrients, oxygen, waste and metabolites to and from the cells of the body. All blood vessels are embedded in connective tissue. The only cells which receive their sustenance directly from the blood are the endothelial cells lining the vessels themselves. All of the other cells are supplied via diffusion through intermediary connective tissue. The transport functions of blood and connective tissue cannot be separated. The heart and circulatory system simply facilitate the movement of this travelling tissue. The valves in the heart are also made from connective tissues, they control the amount of blood that is passed through the heart and into the blood stream, and it also helps to reduce the flow back to the heart. Nervous tissue- The nervous tissue includes the brain, spinal cord and the nerves throughout the organism, it contains two types of cell they are the neurons and glial cells. Nerve tissue has the ability to generate and conduct electrical signals in the body. These electrical messages are managed by nerve tissue in the brain and transmitted down the spinal cord to the body. The nervous tissue, main function is to carry messages throughout the body, gathering and feeding back information via electronic impulses along specialised cells called neurons. It is like an information speedway, it directs the drive force of the nervous system by sending messages, to ensure that all of the systems are able to work together within the body, this is to maintain that the internal conditions are needed to enable the body to respond to motivation. In the heart- The nervous tissue in the heart controls the heart’s main functions. It is controlled by specialised nerves called nodes. A node is a specialised type of tissue that behaves as both muscle and nervous tissue. When nodal tissue contracts (like muscle tissue) it generates nerve impulses (like nervous tissue) that travel throughout the heart wall. The heart has two nodes that are instrumental in cardiac conduction, which is the electrical system that powers the cardiac cycle. These two nodes are the sinoatrial (SA) node and the atrio-ventricular (AV) node. The sinoatrial node, is also referred to as the pacemaker of the heart, it coordinates the heart contractions. It is located in the upper wall of the right atrium, it generates nerve impulses that travel throughout the heart wall causing both of the atria to contract. The atrio-ventricular node lies on the right side of the partition that divides the atria, near the bottom of the right atrium. When the impulses generated by the SA node reach the AV node, they are delayed for about a tenth of a second. This delay allows the atria to contract, thereby emptying blood into the ventricles. The AV node then sends the impulses down the atrio-ventricular bundle. This bundle of fibres branches off into two bundles and the impulses are carried down the centre of the heart to the left and right ventricles. Btec Level: 3 in Health and Social Care Nervous Tissue In the intestine In order to propel the food into the small intestine, a small electrical impulse is passed down the nerve into the lower part of the stomach to grind the food and it is expelled little by little. Then in order for digested food to pass through the intestine and the electrical impulses tract messages to the brain pass through the spinal cord to the nervous tissue within the intestines which then stimulates the muscle to contract causing the digested food to be passed down through to the rectum to the be excreted. Muscle tissue- Muscle tissue is a specialized tissue that is able to conduct electrical impulses and to contract. Muscle tissue contains the specialized proteins actin and myosin that slide past one another to allow movement. Examples of muscle tissue are contained in the muscles throughout your body. There are three types of muscles, they are known as: Striated (also called voluntary or skeletal muscle), produces movement and maintains posture, contract and relax, applies force to joints and bones, is under voluntary control. Non-striated (also called involuntary, plain or smooth), it protects, controls movement of substance along tubes, not under voluntary control, found in stomach, intestines, bladder, uterus and the eyes. The cardiac muscle (also called involuntary, has four chambers), can only be found in the heart, shares similarities to skeletal muscle, and cannot be controlled. Cardiac muscles are only found in theheart. They are self-contracting, autonomically regulated and continue to contract in rhythmic fashion for the whole life of the organism. Some of the cardiac muscle cells contract without any nervous stimulation. P2: Outline the structure of the main tissues of the body Muscle Tissue P2: Outline the structure of the main tissues of the body In the heart- The cardiac muscle has several different unique features. The muscle’s that are present in the cardiac are intercalated discs, which are connected between two adjacent cardiac cells. Intercalated discs help multiple cardiac muscle cells to contract rapidly as a unit. This is important for the heart to function properly. The cardiac muscle can also contract more powerfully when it is stretched slightly. When the ventricles are filled, they are stretched beyond their normal resting capacity. The result is a more powerful contraction, ensuring that the maximum amount of blood can be forced from the ventricles and into the arteries with each stroke. This is most noticeable during exercise, when the heart beats rapidly. This pumps blood around to all the cells in the body, to help to retrieve it and re-oxygenate it and pump it back around. In the intestine- The smooth muscle is found in the walls of hollow organs like your intestines and stomach. The muscular walls of the intestines contract to push food through your body and help to break it up, this is an involuntary function. Resources Books Stretch B.and Whitehouse M., (2014), Health & Social Care, level 3, 1st edition. Edinburgh Gate, Harlow and Essex. College notes and hand-outs Ms Mansell,, Guernsey College FE, unpublished. Websites www.en.wikipedia.org www.technion.ac.il www.kentsimmons.uwinnipeg.ca www.uoguelph.ca