Mechanical Barriers to Communication

Mechanical Barriers to Communication Any act by which one person gives to or receives from another person information about that persons needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional; it may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes. Organisations cannot operate without communication. Communication can take various forms but all forms involve the transfer of information from one party to the other. In order for the transfer of information to qualify as communication, the recipient must understand the meaning of the information transferred to them. If the recipient does not understand the meaning of the information conveyed to them, communication has not taken place. Communication is the life source of organisations because organisations involve people. People cannot interact with each other without communication. In the absence of communication, everything would grind to a halt. For example; the workers in an organisation would not know the organisations objectives so they would not strive to achieve the organisations objectives. The workers in an organisation would not know what their roles and responsibilities were, so they would not be able to carry out their daily tasks and duties. The managers would not be able to train their workers reports so the workers would not possess the skills they needed to carry out their jobs. The managers would not be able to inform workers of changes The organisation would not be aware of their competitors activities On the whole people are able to communicate with each other as this is a basic human function. However successful organisations strive not only for communication but effective communication. Interpersonal Communication This is defined as communication between two or more people and involves the transfer of information (or message) from one person to the other(s). The person transferring the information is called the sender or transmitter. The people receiving the message are known as receivers. The transmitter will need to send the information in a format that the receiver(s) will understand. Converting the information into a format that the receivers will understand is known as Encoding. Messages can be encoded into a variety of formats oral, written or visual. After encoding the message is transferred via a medium called a channel, for example a letter, fax, phone call, or e-mail. After transference the information will need to be interpreted by the receiver. This process of interpretation is known as decoding. Finally the receiver will send a message back to the transmitter confirming whether the information sent has been understood. This back check is known as feedback. The communication process involves seven key elements as illustrated in the diagram below. Why you need to get your message across Effective communication is all about conveying your messages to other people clearly and unambiguously. Its also about receiving information that others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender of the message and the receiver. And its a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isnt detected, it can cause tremendous confusion, wasted effort and missed opportunity. In fact, communication is only successful when both the sender and the receiver understand the same information as a result of the communication. By successfully getting your message across, you convey your thoughts and ideas effectively. When not successful, the thoughts and ideas that you actually send do not necessarily reflect what you think, causing a communications breakdown and creating roadblocks that stand in the way of your goals both personally and professionally. In a recent survey of recruiters from companies with more than 50,000 employees, communication skills were cited as the single more important decisive factor in choosing managers. The survey, conducted by the University of Pittsburghs Katz Business School, points out that communication skills, including written and oral presentations, as well as an ability to work with others, are the main factor contributing to job success. In spite of the increasing importance placed on communication skills, many individuals continue to struggle, unable to communicate their thoughts and ideas effectively whether in verbal or written format. This inability makes it nearly impossible for them to compete effectively in the workplace, and stands in the way of career progression. Being able to communicate effectively is therefore essential if you want to build a successful career. To do this, you must understand what your message is, what audience you are sending it to, and how it will be perceived. You must also weigh-in the circumstances surrounding your communications, such as situational and cultural context. The Communications Process To be an effective communicator and to get your point across without misunderstanding and confusion, your goal should be to lessen the frequency of problems at each stage of this process, with clear, concise, accurate, well-planned communications. We follow the process through below: Source As the source of the message, you need to be clear about why youre communicating, and what you want to communicate. You also need to be confident that the information youre communicating is useful and accurate. Message The message is the information that you want to communicate. Encoding This is the process of transferring the information you want to communicate into a form that can be sent and correctly decoded at the other end. Your success in encoding depends partly on your ability to convey information clearly and simply, but also on your ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing information.) A key part of this knows your audience: Failure to understand who you are communicating with will result in delivering messages that are misunderstood. Channel Messages are conveyed through channels, with verbal channels including face-to-face meetings, telephone and videoconferencing; and written channels including letters, emails, memos and reports. Different channels have different strengths and weaknesses. For example, its not particularly effective to give a long list of directions verbally, while youll quickly cause problems if you give someone negative feedback using email. Decoding Just as successful encoding is a skill, so is successful decoding (involving, for example, taking the time to read a message carefully, or listen actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesnt have enough knowledge to understand the message. Receiver Your message is delivered to individual members of your audience. No doubt, you have in mind the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a successful communicator, you should consider these before delivering your message, and act appropriately. Feedback Your audience will provide you with feedback, as verbal and nonverbal reactions to your communicated message. Pay close attention to this feedback, as it is the only thing that can give you confidence that your audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second time. Context The situation in which your message is delivered is the context. This may include the surrounding environment or broader culture (corporate culture, international cultures, and so on). Barriers of Communication 1. Physical barriers Physical barriers in the workplace include: Marked out territories, empires and fiefdoms into which strangers are not allowed Closed office doors, barrier screens, separate areas for people of different status Large working areas or working in one unit that is physically separate from others. Research shows that one of the most important factors in building cohesive teams is proximity. As long as people still have a personal space that they can call their own, nearness to others aids communication because it helps us get to know one another. 2. Perceptual barriers The problem with communicating with others is that we all see the world differently. If we didnt, we would have no need to communicate: something like extrasensory perception would take its place. The following anecdote is a reminder of how our thoughts, assumptions and perceptions shape our own realities: A traveller was walking down a road when he met a man from the next town. Excuse me, he said. I am hoping to stay in the next town tonight. Can you tell me what the townspeople are like? Well, said the townsman, how did you find the people in the last town you visited? Oh, they were an irascible bunch. Kept to themselves. Took me for a fool. Over-charged me for what I got. Gave me very poor service. Well, then, said the townsman, youll find them pretty much the same  here. 3. Emotional barriers One of the chief barriers to open and free communications is the emotional barrier. It is comprised mainly of fear, mistrust and suspicion. The roots of our emotional mistrust of others lie in our childhood and infancy when we were taught to be careful what we said to others. Mind your Ps and Qs; Dont speak until youre spoken to; Children should be seen and not heard. As a result many people hold back from communicating their thoughts and feelings to others. They feel vulnerable. While some caution may be wise in certain relationships, excessive fear of what others might think of us can stunt our development as effective communicators and our ability to form meaningful relationships. 4. Cultural barriers When we join a group and wish to remain in it, sooner or later we need to adopt the behaviour patterns of the group. These are the behaviours that the group accept as signs of belonging. The group rewards such behaviour through acts of recognition, approval and inclusion. In groups which are happy to accept you, and where you are happy to conform, there is a mutuality of interest and a high level of win-win contact. Where, however, there are barriers to your membership of a group, a high level of game-playing replaces good communication. 5. Language barriers Language that describes what we want to say in our terms may present barriers to others who are not familiar with our expressions, buzz-words and jargon. When we couch our communication in such language, it is a way of excluding others. In a global market place the greatest compliment we can pay another person is to talk in their language. One of the more chilling memories of the Cold War was the threat by the Soviet leader Nikita Khruschev saying to the Americans at the United Nations: We will bury you! This was taken to mean a threat of nuclear annihilation. However, a more accurate reading of Khruschevs words would have been: We will overtake you! meaning economic superiority. It was not just the language, but the fear and suspicion that the West had of the Soviet Union that led to the more alarmist and sinister interpretation. 6. Gender barriers There are distinct differences between the speech patterns in a man and those in a woman. A woman speaks between 22,000 and 25,000 words a day whereas a man speaks between 7,000 and 10,000. In childhood, girls speak earlier than boys and at the age of three, have a vocabulary twice that of boys. The reason for this lies in the wiring of a mans and womans brains. When a man talks, his speech is located in the left side of the brain but in no specific area. When a woman talks, the speech is located in both hemispheres and in two specific locations. This means that a man talks in a linear, logical and compartmentalised way, features of left-brain thinking; whereas a woman talks more freely mixing logic and emotion, features of both sides of the brain. It also explains why women talk for much longer than men each day. Removing Barriers at All These Stages To deliver your messages effectively, you must commit to breaking down the barriers that exist within each of these stages of the communication process. Lets begin with the message itself. If your message is too lengthy, disorganized, or contains errors, you can expect the message to be misunderstood and misinterpreted. Use of poor verbal and body language can also confuse the message. Barriers in context tend to stem from senders offering too much information too fast. When in doubt here, less is oftentimes more. It is best to be mindful of the demands on other peoples time, especially in todays ultra-busy society. Once you understand this, you need to work to understand your audiences culture, making sure you can converse and deliver your message to people of different backgrounds and cultures within your own organization, in your country and even abroad. Barrier refers to something non physical that keeps apart or prevents activity, movement so on. à ¢Ã¢â€š ¬Ã‚ ¡ Types of Barriers Physical mechanical barriers Language or Semantic barriers Socio-psychological barriers Organisational barriers Personal barriers 1- Physical Mechanical Barriers Noise It is the disruption or interference in communication process anywhere along the way. à ¢Ã¢â€š ¬Ã‚ ¡ Noise though of varying degree, disturbs or interferes with communication. Whatever that distracts the receivers attention causes communication breakdown. Noise can be physical psychological. Physical distractions or disturbances such as loud speakers, gossip etc., draw the attention of the receiver. à ¢Ã¢â€š ¬Ã‚ ¡ Psychological noise is related to mental disturbances like ego clash, pre occupied thoughts, hang over, anxiety. DISTANCE Long distances between the sender the receivers can also obstruct effective communication TIME Time refers to the reaching of message. If an important message reaches late it is sure to affect communication. INFORMATION OVERLOAD It refers to excessive transmission of information. Much more information than what the receiver can process is transmitted to him/her. The receiver can ·t understand , digest, analyze act upon information overload that is beyond mental capacity. MECHANICAL BARRIERS Outdated machines equipment may produce excessive noise leading to physical barriers in communication. Distraction like background noise, poor lighting., affect the morale of the employees also obstruct effective communication. 2- SEMANTIC OR LANGUAGE BARRIER UNCLEAR MESSAGE Lack of clarity in message makes it badly expressed. poorly chosen empty word , phrases, inadequate vocabulary, failure to clarify implications etc., are some common faults found. FAULTY TRANSLATION The message that every manager receives from his superiors, peers, subordinates must be translated into language suitable for the respective person( for whom the information is destined). SPECIALISTS LANGUAGE It is often found that technical personnel special groups tend to develop a special, peculiar technical language of their own. It hinders their communication with persons not in their specialty, because of the receivers ignorance of that type of language. 3- SOCIO-PSYCHOLOGICAL BARRIERS DIFFERENCES IN PERCEPTION Perceptual barriers may arise due to differences between individuals in the way they perceive, organize understand their environment. DIFFERENCES IN ATTITUDE People differ with regard to attitudes opinions which often interfere with communication. If the message is consistent with our attitudes opinions we receive it favorably. INATTENTION Communication has no impact on those who are unable or unwilling to listen. If people do not pay the required degree of attention to listening understanding the messages they are supposed to receive. PREMATURE EVALUATION Some people form a judgment before receiving the complete message. Such premature evaluation prevents effective communication. à ¢Ã¢â€š ¬Ã‚ ¡ RESISTANCE TO CHANGE when new ideas are being communicated, the listening apparatus may act as a filter in rejecting new ideas. Thus resistance to change is an important obstacle to effective communication. CULTURAL DIFFERENCE Cultural refers to values, beliefs, norms, attitudes perceptions of people of different nations or regions. Symbols, words, colors, gestures, language must be carefully selected when senders of information are dealing with people of different nations regions. 4- ORGANISATIONAL BARRIERS STATUS RELATIONSHIP ONE WAY FLOW ORGANISATION STRUCTURE RULES REGULATIONS 5- PERSONAL BARRIERS ATTITUDE OF SUPERIOR- the attitude of superiors towards communication affects the flow of messages in different directions. LACK OF CONFIDENCE IN SUBORDINATES LACK OF TIME MESSAGE OVERLOAD Barriers to effective Communication (leaky bucket) At each stage in the process encoding, transference, and decoding there is the possibility of interference which may hinder the communication process. This interference is known as noise. Often a comparison is made between communication and a leaky bucket. If you use a leaky bucket to carry water, water will be lost at various points in your journey from the water tap to your destination. It is not possible to stop losing water because the bucket contains holes. The amount of water you will lose will be determined by the number of holes in the bucket, the size of the holes, the route you take to your final destination and length of time it takes you to get to your destination. There may also be other events that occur during your journey which increase the amount of water lost. Similarly when information is transferred from the transmitter to the receiver not all of the information may be received by the receiver because of holes called noise. Each of the noise may be affect the amou nt of information transferred. Just as in a leaky bucket, more holes decrease the amount of water, more noise decreases the amount of correct information received. Language issues and Cultural Differences The receiver(s) may not (fully) understand the language used by the transmitter. This may occur if the transmitters language is foreign to the receiver. There may also be language problems (that the communication process) if the message contains technical information and the receivers is not familiar with the technical terms used. Cultural differences created by an individuals background and experience affect their perception of the world. Such cultural differences may affect the interpretation (decoding) of the message sent. Environmental issues If the environment that the transmitter or receiver are in, is noisy and full of sound, the sounds may prevent the message being fully understood. Background noise is often created by colleagues or machinery. Channel issues If the channel used to transfer the information is poor it may prevent all or some of the information being transferred. Examples include a faulty fax machine, a crackling phone, handwriting that cannot be read or in the case of oral messages incorrect facial gestures. Receivers Attitude and behavior If the receiver(s) is not interested in the message (or unable to give their full attention to decoding) this may reduce the amount of information received or the accuracy of the information transmitted to them. Similarly the receiver(s) may misinterpret the message by jumping to conclusions or reading the message in a manner that suits their own interests/objectives and distort the true meaning of the message. Transmission journey i.e. steps in the message, If the message is complicated or there are lots of steps taken to transfer the message it may affect the accuracy or interpretation. Comparing with the leaky bucket if the leaky bucket has to carry water over a longer distance more water will probably lost than if the journey was shorter. Internal / Organisational Communication This is communication that takes place within (or across) an organisation. In addition to the usual face to face, telephone, fax or mail; modern organisations may use technology to communicate internally. Technology may be used for e-mails or a linked internal communication system such as the intranet which is an internet system designed solely for use by those working for the organisation. External Communications Conversely external communication is communication between the organisation and those outside the organisation. Modern organisations may design technological systems so that they can communicate with customers and undertake e-Commerce. Alternatively they communicate with other businesses through the internet or similar systems and undertake e-Business. Functions of Internal and External Communications Technology has rapidly expanded the types of internal and external communication available to organisations. The diagram illustrates the vast array of internal and external communication available. Combined together internal and external types of communications allow various sectors of the local, national and international community to interact, liaise and conduct business. Formal and Informal Communications Formal communication is defined as communication which occurs through the official organisational channels or is undertaken by an employee to do their job. For example official meetings, letters and a manager asking an employee to carry out a particular task. Conversely informal communication is that which occurs outside the recognised communication networks such as talking in the lunchroom or hallways between employees. Informal communication can be productive or negative. It has the potential to build teams, improve working relationships and generate ideas as employees are in a relaxed environment. Upward and Downward Communications Downward communication is communication created by directors and managers and passed down the hierarchy of workers in the organisation. In traditional organisations this is the preferred method of communication ie Managers decide what the systems, rules and procedures will be and then they pass these down to employees they manage and supervise. Downward Communication can increase efficiency by synchronising organisational procedures and can ensure that everybody is working towards the same overall aims and objectives. Types of downward communication include job descriptions, appraisals/evaluations, organisational policy, and organisational systems. Although there are advantages to downward communication organisations have began to encourage upward communication. This is communication which originates at the lower level of the employment hierarchy and is then communicated up through the line. Organisations encouraging upward communication believe that everybody is capable of generating thoughts and ideas which may help the organisation to progress, particularly when they are working closely in the area that the idea applies to. Upward communication may increase motivation and make employees feel valued and respected whilst enabling managers to understand how employees are feeling. Furthermore if problems occur at they are more likely to be identified earlier by those working closely in the area that they occur. Types of upward communications include suggestion schemes, feedback forums/surveys, grievance procedures and employee-manager discussions. Lateral Communication This is communication that occurs between employees on the same level in the organisation. As this can involve decision making it can create efficiency as employees do not have to wait for managerial approval. On the other hand if the manager is not kept informed or if the manager fails to set boundaries there is potential for conflict. Diagonal Communication This occurs when communication occurs between workers in a different section of the organisation and where one of the workers involved is on a higher level in the organisation. For example in a bank diagonal communication will occur when a department manager in head office converses with a cashier in a branch of the bank based on the high street. TELECOMMUNICATIONS GLOSSARY Term Definition Telecommunication Communication between parties based in different locations by using a cable, telephone, broadcast or a telegraph. Networking Linking to or more computers together so that information and facilities can be shared. Computers in the same room may be linked together or the organisation may decide to link, computers in different parts of the world together. Local Area Network (LAN) Computers linked by a network without the use of telecommunications. Often the computers linked are based in the same location, group of buildings or site. Wide Area Network (WAN)    Computers linked by a network using telecommunications. Often the computers linked are based in different locations. Teleconferencing    Through the use of telecommunication devices such as video link participants based in different locations communicating is known as teleconferencing. Electronic Data Interchange (EDI) Computer networks used to exchange standard business transaction documents between organisations. QUESTION 3 How might a manager use the GRAPEVINE to his or her advantage? First of all the definition of grapevine is that it is the unofficial way that communication takes place within the organization. It is neither supported nor authorized by the organization. It can also be called gossip. As we know many gossips have no factual bases at all; most of them however do. A manager can use grapevine to his or her advantage if it is an organization where people are used to get their information from these sources. And of course it would be a lie to say that most of us dont gossip, or listen to them at least occasionally, especially if it involves us. Bad information spreads a lot faster than good news, so the information gets to employees real fast. It can happen by a word of mouth, or recently more frequently by electronic means. If an organization is based on honesty, these grapevine information can be a lot more accurate than in an organization that is based on an authoritative culture. Usually there is always some truth to it however. Rumours about major lay-offs, plant closings, and the like may be filled with accurate information regarding who will be affected and when it may occur. This truth component is what a manager can use to his or her benefit. Most employees know that if there is any kind of grapevine information circling in the company, whatever its about can be true. If a manager for example wants to influence employees to work harder, or put more effort into it, he or she can simply start a new gossip, or encourage an existing one about lay-offs that might involve their department. Im not saying this is a nice way to do this, but if nothing else works, why not. This is however not the sign of the good manager, because he or she should be able to use other methods of motivation. A good leader needs to be able to exert high level of effort from his or her employees by motivating them in different ways. Another way of looking grapevine information is its usefulness in supplementing formal information channels. It provides a way for employees to communicate their imaginations and inputs to a certain issue. If management is not really doing a good job with communicating with employees about what is going on in an organization, then grapevine can satisfy these natural needs for information. Grapevine is a healthy human desire to communicate. It is the informal communication channel within the organization. Managers have to acknowledge this fact, and try to use it to their own advantage. Managers interested in creating good communication within the organization will use grapevine as a mean to improve it. The real value of grapevine should be to management is that it reveals issues that generate from those whom interested in or effected by it. Managers can also participate in grapevine. They can be filters, who monitor the information and forward to upper management only the valuable and important components. Grapevine usually pops up during times of uncertain times; therefore management has to make sure that it is providing enough information about important issues. The longer the rumour goes around, the hardest it is to control, so management had to intervene quickly if it wants to avoid its damaging effects. The fact is that grapevine is exists within organizations, and they always have a truth component to them. Management therefore can use them to their own benefits, as a compliment to the official and formal channels of information. How to use the Grapevine effectively in business organizations? Grapevine is an informal channel of business communication. It is called so because it stretches throughout the organization in all directions irrespective of the authority levels. The management can use grapevine to supplement the formal channels of communication. Though it carries some degree of error and distortion, efforts can be made to correct it. Ignoring the grapevine is nothing but to ignore a valuable source of communication. The management can eliminate its negative consequences and, at the same time, it can nourish its positive benefits. The managers have to learn to manage and control it. 1. The management can open up all the channels of organizational communication to present the facts positively before the employees and ther

Congestive Cardiac Failure (CCF) Case Study

Congestive Cardiac Failure (CCF) Case Study Student Name: Shinderpal Kaur Unit of Competence: Analyse Health information Assessment Title: Analyse Health Information Case Study Mr. Wright Q1:- Mr. Wright’s admission states that he has CCF (congestive cardiac failure). Clearly define CCF. What organs and which body systems are affected by this disorder? Heart failure, also known as congestive heart failure (CHF), occurs when your heart muscle doesnt pump blood as well as it should. Conditions such as narrowed arteries in your heart (coronary artery disease) or high blood pressure gradually leave your heart too weak or stiff to fill and pump efficiently. Heart failureis condition in which thehearthaslosttheabilitytopumpenoughbloodtothebodystissues. The organs and other tissues do not receive enough oxygen and nutrients to function properly. The major affected organs are Brain, Kidneys and Lungs. The systems affected by this disorder:- The cardiovascular system Urinary system Digestive system Respiratory system Nervous System Q2:- Give a brief overview of the function of the body systems affected by this disorder. Respiratory System The respiratory system brings air into the body and removes carbon dioxide. It includes the nose, trachea, and lungs. When you breathe in, air enters your nose or mouth and goes down a long tube called the trachea. The trachea branches into two bronchial tubes, or primary bronchi, which go to the lungs. The primary bronchi branch off into even smaller bronchial tubes, or bronchioles. The bronchioles end in the alveoli, or air sacs. Oxygen follows this path and passes through the walls of the air sacs and blood vessels and enters the blood stream. At the same time, carbon dioxide passes into the lungs and is exhaled. Nervous System The nervous system is made up of the brain, the spinal cord, and nerves. One of the most important systems in your body, the nervous system is your bodys control system. It sends, receives, and processes nerve impulses throughout the body. These nerve impulses tell your muscles and organs what to do and how to respond to the environment. There are three parts of your nervous system that work together: the central nervous system, the peripheral nervous system, and the autonomic nervous system. Thecentral nervous systemconsists of the brain and spinal cord. It sends out nerve impulses and analyzes information from the sense organs, which tell your brain about things you see, hear, smell, taste and feel. Theperipheral nervous systemincludes the craniospinal nerves that branch off from the brain and the spinal cord. It carries the nerve impulses from the central nervous system to the muscles and glands. Theautonomic nervous systemregulates involuntary action, such as heart beat and digestion. Digestive System The digestive system is made up of organs that break down food into protein, vitamins, minerals, carbohydrates, and fats, which the body needs for energy, growth, and repair. After food is chewed and swallowed, it goes down the esophagus and enters the stomach, where it is further broken down by powerful stomach acids. From the stomach the food travels into the small intestine. This is where your food is broken down into nutrients that can enter the bloodstream through tiny hair-like projections. The excess food that the body doesnt need or cant digest is turned into waste and is eliminated from the body. The circulatory system It is the bodys transport system. It is made up of a group of organs that transport blood throughout the body. The heart pumps the blood and thearteriesandveinstransport it. Oxygen-rich blood leaves the left side of the heart and enters the biggest artery, called theaorta. The aorta branches into smaller arteries which then branch into even smaller vessels that travel all over the body. When blood enters the smallest blood vessels, which are calledcapillaries, and are found in body tissue, it gives nutrients and oxygen to the cells and takes in carbon dioxide, water, and waste. The blood, which no longer contains oxygen and nutrients, then goes back to the heart through veins. Veins carry waste products away from cells and bring blood back to the heart, which pumps it to the lungs to pick up oxygen and eliminate waste carbon dioxide. Urinary System The urinary system eliminates waste from the body, in the form of urine. The kidneys remove waste from the blood. The waste combines with water to form urine. From the kidneys, urine travels down two thin tubes called ureters to the bladder. When the bladder is full, urine is discharged through the urethra. Q3:- Define the signs and symptoms of CCF, and explain why these signs and symptoms occur. Increased heart rate:- The heart beats faster to â€Å"make up for† the loss in pumping function Tiredness, fatigue:-Heart can’t pump enough blood to meet needs of body’s tissues Oedema:-Decreased blood flow out of the weak heart Blood returning to the heart from the veins â€Å"backs up† causing fluid to build up in tissues Lack of appetite:-The digestive system receives less blood causing problems with digestion Muscle weakness:-due to insufficient blood supply and oxygen to the muscles. Chronic cough or wheezing:-due to the fluid in the lungs and the lungs need to work harder. Swelling in ankles, feet, hands or abdomen:-due to the veins filling up with excess fluid. Confusion:-Changing levels of substances in the blood ( sodium) can cause confusion weight gain :-because of fluid in the body and kidneys are not working properly Sleep apnoea.The inability to breathe properly at night results in low blood oxygen levels and increased risk of abnormal heart rhythms. Shortness of breath: Blood â€Å"backs up† in the pulmonary veins because the heart can’t keep up with the supply an fluid leaks into the lungs Lung congestion:-The lungs may become congested with fluid (pulmonary oedema) Nausea and vomiting:-as peristalsis slows and bile and fluid back up in the stomach Infarct:- may be cause of decreased cardiac output Decreased urine output:- kidneys are not working properly because not getting enough blood for filtration Skin pale or cyanotic :-Because of insufficient oxygen in the blood Heart enlargement:-Heart pumps the blood with more force than usual, which puts the strain on the heart muscles and the heart muscles become enlarged. Increased urination at night:-When you lie down at night time, the fluid that is build up in your legs can move up into your bloodstream and is taken to your kidneys to be eliminated as waste urine. Cool extremities:-because of poor circulation in the body and heart is trying to send more blood to the major organs of the body such as brain. Orthopnea:-In general, shortness of breath is a common symptom of congestiveheart failure. This is because increased fluid in thelungs can interfere with the exchange of oxygen, resulting in not enough oxygen reaching the tissues, this is most typically noticed during exercise, but it can also occur when a person is lying down. Exercise intolerance:- A person may be unable to tolerate exercise or even mild physical exertion that he or she may have been able to do before. The body needs oxygen and other nutrients during physical activity. A failing heart cannot pump enough blood to provide these nutrients to the body. The ability to exercise, or even to walk at a normal pace, may be limited by feeling tired and having shortness of breath. Q4:- List the information taken on his admission that demonstrates these signs and symptoms. Temperature-35.8C Pulse 124 Respiration – 32 Hypotension – 90/40 Cyanosis – lack of oxygen SaO2 – 87% on room air Dyspnoea Confusion Age (77) Constipation Loss of appetite Smoking Q5:- Do you think his diabetes is related to his leg ulcer and amputated left toe? Explain People with diabetes are prone to having foot problems, often because of two complications of diabetes: nerve damage (neuropathy) and poor circulation. Neuropathy causes loss of feeling in your leg, taking away your ability to feel pain and discomfort, so you may not detect an injury or irritation. Poor circulation in your feet reduces your ability to heal, making it hard for even a tiny cut to resist infection. Tissue in the leg will die due to lack of oxygen and nutrients, which leads to infection and gangrene. Q6:-One of the medications he is taking is Lasix. What is the action of Lasix? Which body systems are affected by it? Explain why you think Mr Wright is ordered Lasix. (Your answer need only be brief.) Lasix is also known as Furosemide. It is a potent diuretic (water pill) that is used to eliminate water and salt from the body. In the kidneys, salt (composed of sodium and chloride), water, and other small molecules normally are filtered out of the blood and into the tubules of the kidney. The filtered fluid ultimately becomes urine. Most of the sodium, chloride and water that are filtered out of the blood are reabsorbed into the blood before the filtered fluid becomes urine and is eliminated from the body. Furosemide works by blocking the absorption of sodium, chloride, and water from the filtered fluid in the kidney tubules, causing a profound increase in the output of urine (diuresis).Mr. Wright is ordered Lasix because of oedema. The body systems are affected by it:- Urinary system Digestive system Nervous system Cardiovascular system Respiratory system Integumentary system Special senses Q7:-List three conditions in Mr. Wright’s relevant medical history that are commonly associated with ageing. Arthritis: Osteoarthritis (OA), at one time called degenerative joint disease, is the most common type of arthritis in older people. Symptoms can range from stiffness and mild pain that comes and goes to severe joint pain and even disability. Glaucoma: Glaucoma is a term describing a group of ocular disorders with multi-factorial etiology united by a clinically characteristic intraocular pressure-associated optic neuropathy. Also, people over the age of 60 years have a higher risk of developing the glaucoma disease. Diabetes type 2: Diabetes mellitus type 2 (formerly noninsulin-dependent diabetes mellitus (NIDDM) or adult-onset diabetes) is a metabolic disorder that is characterized by high blood glucose in the context of insulin resistance and relative insulin deficiency Q8:- Using Mr. Wright’s admission history and assessment, lists the factors that may impact on his safety whilst in hospital and when he returns home. Mobility–.Diabetes type 2 increase the risk of falls when Mr. Wright returns home as people with type 2 diabetes mellitus may rarely present with nonketotic hyperosmolar coma (a condition of very high blood sugar associated with a decreased level of consciousness and low blood pressure). Asthma: Mr. Wright may feel very difficult to breathe when he returns home as asthma symptoms includes shortness of breath and struggling to breathe. Arthritis: arthritis can decrease Mr. Wright mobility and increase the risk of falls when he returns home. It is because the symptoms of arthritis are pain, stiffness and inflammation (heat and swelling) in the joints. Hypotension: abnormally low blood pressure Decreased appetite: Lack of appetiteis the feeling that you are not hungry. When he returns home may be he wouldn’t eat much because he is not feeling hungry, it can effect on his health. Vision impairment: – risk for falls, unable to read medication labels properly Low SaO2: lack of oxygen can make him dizziness. Mental Confusion Unable to understand that how and when to take the medicine. Q9:-What other health professionals will be involved in his care and what services can they provide for Mr. Wright. Dietician: Dieticians are professionals with qualification and skill to provide expert nutrition and dietary advice. So Dietician can provide information and dietary needs for his diabetes. Support workers: They are supporting people to complete everyday tasks that they are unable to complete on their own due to illness, disability. Psychiatrists:-A psychiatrist who specialized in the diagnosis, treatment and prevention of mental health and emotional problems. So psychiatrist can help Mr.wright to decrease his anxiety level. Local GP: is amedical practitionerwho treatsacuteandchronic illnessesand providespreventive careandhealth educationto patients. He can assist with medication refills and refer to specialist if needed. Physiotherapist: help with some exercises that can improve his mobility. Q10:-List the nursing documentation you would be expect to be used in the care of Mr Wright. Fluid Intake and output chart Pain assessment chart Wound chart Mobility assessment chart Bowel chart Observation chart Food chart Admission forms Allergy tags Weight chart Medication chart Progress notes Nursing notes Care plan References:- http://www.factmonster.com/ipka/A0774536.html http://www.foothealthfacts.org/footankleinfo/diabetic-amputations.htm http://www.medicinenet.com/furosemide/article.htm http://www.netdoctor.co.uk/heart-and-blood/medicines/lasix.html http://www.abc.net.au/health/consumerguides/stories/2005/10/15/1836929.htm http://www.rightdiagnosis.com/h/heart_failure/intro.htm http://www.emedicinehealth.com/congestive_heart_failure/page4_em.htm Shinderpal Kaur ID:-000208825Page 1

How I Would Teach The House On Mango Street Essay example -- Teaching

The House on Mango Street is a very interesting book about a young Latino girl and her daily life. It is a look through a child’s eyes of the world around her. The story is written in short chapters, explaining different aspects of life from a child’s point of view. The story confronts poverty, physical abuse, discrimination and other issues that we’d never want our children to deal with. The House on Mango Street is truly a worthwhile book for children to read. It helps the reader understand what it’s like growing up in a rundown and harsh neighborhood, such as Mango Street. The House on Mango Street is the story about the life of Esperanza Cordero. She tells, in her own words, what the neighborhood is like around her and talks about the people she is close to. The first people she talks about are her family. You meet her family by the description of their hair. You learn a little about each family member by her description. For example, her mother’s hair smells like bread and makes her feel safe. The main characters you learn about are the two sisters, Lucy and Rachel. Lucy and Rachel ask Esperanza to chip in to buy a bike. The girls become friends and after meeting them, most of Esperanza’s experiences in the neighborhood are with the two sisters. Then, you meet characters with a smaller influence, such as Marin, Louie, Darius, and many more. The story starts out with the narrator, Esperanza Cordero, talking about her house and how she got there. Esperanza explains that she hasn’t always lived on Mango Street. She lived in many apartments before getting her house, although she is not happy with her house. It wasn’t what she imagined at all. Her parents say the house is only temporary, but Esperanza knows the truth. She knows she will be there a long time and she doesn’t want to be there. Esperanza feels out of place in her neighborhood and this theme continues throughout the book. She is ashamed of where she lives, but she’ll ride it out until she is old enough to get out. It is very obvious in the end of the book when Alicia tells Esperanza that the house of Mango Street is always her house. "No this isn’t my house," Esperanza says and shake my head as if shaking could undo the year I’ve lived here. "I don’t belong. I don’t ever want to come from here." At the end o f the story, you hear about the house of her dreams and her promise to get out of ... ...ed to their culture. Then, I’d have the children read the story. After they were done with the story, I’d have the class paint a mural of Esperanza’s neighborhood. Each child would then pick a character, draw a picture of them, and write a short description of the person under the picture. Then, when the mural and character drawings were finished, I would place the pictures of the characters on the mural of Mango Street. I would put each picture near the spot on the mural where the character lived. I think this would be a fun project for the class that will show to me that they know the material in the book. In conclusion, The House on Mango Street is both an educational and fun book to read. It helps the reader see into a different culture and perspective, while adding humor to keep the reader entertained. The story confronts disturbing issues, but through the eyes of an innocent child. Overall, this book is about growing up. This book does a great job of making the reader see what it’s like to grow up in a place like Mango Street. The House on Mango Street really makes the reader aware of the world around them and that their experience growing up was not like everyone else’s.

The Times of the Spanish Inquisition Essay -- essays research papers

Known for the terror it caused the inhabitants of the Iberian Peninsula, The Spanish Inquisition was one of the most deadly inquisitions in history. Used for both political and religious reasons, the time period between the 1400’s and the 1800’s belonged to the Catholic Roman Empire (Encyclopedia Britannica, 1994). In order to better understand the Inquisition, the reasons behind it, and the phenomenal worldwide effect, it is indispensable to examine its preceding events. In 14th century Spain, Jewish people are often associated with wealth, being a epidemic to the general public. When Aragon united with Castille in the marriage of Ferdinand V and Isabella, Spain was on the verge of becoming one of the wealthiest nations of the period. A large part of that prosperity was due to the Jewish community. Archdeacon Martinez of Seville continually tried to motivate the people to cleanse themselves of the Jewish citizens, finally succeeding on Ash Wednesday (March 15), 1391. Mobs flogged and beat the Jewish civilians to renounce their religion and become Christian. The victims of that day amount to hundreds, if not thousands, of unsuspecting people (C. Roth, The Spanish Inquisition, 1964). Although the Jews had become Christian to avoid persecution, they still celebrated their beliefs in secrecy. In 1487, their behavior was discovered during Jewish Passover, which was the same week as the Holy Week for the Catholic Church. Thus, the Spanish Inquisition was f ounded to sanitize the ...

Rogers Diffusion and Adoption Research Essay -- Research Papers Techn

Rogers' Diffusion and Adoption Research Why do technology initiatives fail despite their promises and boundless possibilities? From integrating technology in education to introducing technological innovation in agriculture, users acceptance presents a complex set of challenges to innovation diffusion. According to Everett Rogers, one reason why there is so much interest in the diffusion of innovations is because "getting a new idea adopted, even when it has obvious advantages, is very difficult" (Rogers, 1995, p. 1). In the instructional technology field, the rapid advances in information technology urges on the educational reform. This reform created a need for more research in the educational application of technology as well as in the adoption and diffusion of instructional technology. According to Surry (1995), there are three reasons why the study of diffusion theory is beneficial to the field of instructional technology. First, most instructional technologists lack the knowledge of why their products are or are not adopted. Surry (1995) believes a study of diffusion theory could rectify this situation. Second, the field of instructional technology is often associated with the concept of innovations. Surry (1995) suggested that if instructional technologists understand the adoption and diffusion of innovation theory, they will be more prepared to work effectively with potential adopters. Third, Surry (1995) concluded the studies of the diffusion theory could result in developing a system atic model of adoption and diffusion for the instructional technology field. As instructional technologists, not only do we need to create well-designed products, we need to ensure the adoption of these produc... ... instructional technology. In G.J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited. Lefebvre, E. & Lefebvre, L. (1996). Information and telecommunication technologies: The impact of their adoption on small and medium-sized enterprises. Retrieved July 4, 1999 from the World Wide Web: http://www.idrc.ca/books/focus/807/807.html Rogers, E.M. (1995). Diffusion of innovations (4th ed.) New York: The Free Press. Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited. Surry, D.W. (1997). Diffusion theory and instructional technology. Retrieved July 6, 1999 from the World Wide Web: http://www.gsu.edu/~wwwitr/diffusion/index.html

Characteristic of an Effective Teacher Essay

1. A ‘Calling’ for the profession This is supposed to be the most important. And this is what is causing me the most headache at the moment. To accept the fact that someone might be doing this job as a job for the perks and the advantages without a real commitment is a real hindrance in achieving my aim of helping teachers become better professionals. How do you train teachers to develop a calling for the profession? Is this something I can possibly aim at? 2. Professional knowledge I tend to feel that a lot of what is considered professional knowledge is in easy-to-assess tests, like TKT or CELTA. Does he know the different kinds of assessments, and the present perfect? Yes, great, then he’s good. Professional knowledge is a matter of pride among teachers. Local teachers make a lot of effort to speak better English and expect ‘native teachers’ to explain random weird ideas they learnt 30-40 years before. I personally attribute little importance to this aspect. Long gone are the days when a clever teacher taught a stupid child about the big-big world. 3. Personal qualities Yeah, yeah. Here we go again: the teacher as the frustrated (failed) actor, the clown, the village idiot†¦ Well actually no, I think there are much more important personal qualities we tend to ignore these days and we shouldn’t: honesty, emotions, intelligence, reliability, enthusiasm, curiosity. These are all characteristics we use to define effective learners, but the more these qualities are shared by their teachers, the more likely it is that they get what they want. It’s always going to be more entertaining to watch Friends, or whatever it is teenagers watch these days, than to attend an English class. So, why compete? Establishing an efficient and mutually beneficial working environment is much more helpful I believe†¦. 4. With-it-ness (McEwan, E K 2002. How to survive and strive in the first three weeks of school) This is an exciting addition to the list. The essential skill of being able to envisage possible classroom and curriculum events. Planning with an awareness of the objectives and the conditions. This is definitely an acquired skill that you can get better with every new year, school and group. This is why every employer should be wary of teachers who do a year or so and then move on regularly. They will not have this understanding of their actions within the bigger picture. It’s arguable of course how important this is, but if we see education – especially public schools – as a continuum with precise expectations, it is important to have teachers who understand them. This is especially true if we want to liberate teachers from prescribed teaching materials and expect them to develop customised tasks for their students. 5. Instructional Effectiveness To be an effective teacher you have to teach well. Hard to argue. The interesting thing about this is that this demands again a very high level of flexibility and a wide range of expertise from the teacher, since something that may be a piece of cake with one group of students can prove to be an absolute nightmare with another. Even if I planned the same lesson for two different groups, they could and they should never be the same. So, this is again a hunch, not more. This seems to work with this group so let’s go with it, but heaven forbid I would try it with the other group. 6. Good communicator Well, this is pretty obvious, and necessary not only with students, but with teachers, managers and parents. Communication is not always direct, which is difficult. Other teachers and management hear about you from students and parents. It’s all a vicious circle, and to communicate your message well in all directions is a bit of a juggling act. 7. Street smart Know about who you teach. This is sometimes perceived as the great advantage of having local teachers or teachers who come from the same-similar context. While I admit that this has its advantages, I think it has just as many disadvantages. There is a false sense of mutuality between the local teachers and students against the foreign teacher in the school. All those dismissive nods from the colleagues and students are the same, really. Sometimes blowing up a little bit of a bomb with a completely innocent face can be very helpful. I’ll never forget the conversation I had with my students about respecting women and giving them rights and me doing the cooking and the washing up. I loved it. In many situations you are expected to be the foreigner. Embracing your foreignness is one way of being successful. You are not expected to be one of them. Why try? Clearly, you don’t want to be rude or hurt anyone but there are several stages between the extremes. Don’t do any thing that would offend you if it was the other way round but don’t expect them to eat the goulash as you serve it, what’s more, they can even be allowed not to like goulash. 8. Willing to go the extra mile This is closely linked to the first one. If you follow a calling, you will go the extra mile. Otherwise you won’t. There is no way of making someone do more than what they are paid to. 9. Lifelong learner The excitement of Amazon delivering yet another book about ELT, Russell Tarr recommending another mindboggingly good link. A conference near you, a conference on the web, all the tweets from last night. If you are still excited about any of these things, we’re talking about you. If you watch a movie and 2 minutes into the film you start thinking about how you could use this in class, this is about you. Most teachers start forgetting what they learn when they start their education, and will have forgotten why they are standing in front of a class by the time they have finished. They are the life-long forgetters. Heaven save students from them. This is not about the ‘best method’ the ‘best book’ ’the greatest author’, ‘the best publisher’, it’s about you and where you are in the wonderful process of your professional development 10 Life outside the classroom Your life outside the classroom is the bread and butter you bring to your students and re-contextalise to feed their learning appetite.

Why Do People Use Drugs?

PSY215: DRUGS AND DEPENDENCY ESSAY ONE WHY DO PEOPLE USE DRUGS? LACHLAN SLOAN 30790798 Throughout history, people have used different kinds of drugs to alter the way they feel or experience consciousness. Ritualistic use of drugs has been commonly practiced by various cultures such as the mushroom induced trance state utilised by Native American Indians to commune with the Great Spirit. Pacific Islanders drink Kava as a means of connecting with the supernatural, healing illness and welcoming guests to the community.Whilst Indians referred to being consciously high as the state of ‘Shiva’ and associated this process with the worship of one of their prime deities, Shiva. Over time the ritualistic use of drugs has integrated as a part of modern society which can be observed in celebrations such as weddings and birthdays where alcohol is commonly consumed. As there is such a vast range of drugs and influences available with many established uses and categorisations the proce ss of determining why people use drugs becomes intricate very rapidly.Norman E Zinberg developed a theory on drug use which is a widely accepted public health model. The basis of this theory argues that it is not possible to understand drug use, the effects or the outcomes of the drug experience unless you take into account the interrelationship of factors between: the drug, the environment and the individual (Zinberg, 1986). For the purpose of this analysis various aspects of influence have been categorised based on Zinberg’s theory to coherently convey why people use drugs.The categorizations are as follows: Individual (cognition, genetics, and physical/psychological state), drug (perceived functions of drug use in society/specific purpose for using a particular substance, drug related expectancies and compulsive use) and environment (social/contextual level). Boys et al (2001) recorded among a study of 364 participants that had used cannabis over the past year that, the tw o most popular reasons for using the drug were to ‘just get really stoned or intoxicated’ (90. 7%) and ‘help you to relax’ (96. 8%). People using drugs often state that they use them to feel ‘good’.What makes these people feel ‘good’ is the way in which the chemicals in these drugs influence cognition. This state of feeling ‘good’ and or being high is attained because most drugs act on the limbic system in the brain, referred to as the ‘pleasure centre’. The presynaptic terminal releases the neurotransmitters Dopamine, Noradrenaline and Serotonin via nerves located at the terminal. These neurotransmitters are released and travel to the post synaptic terminal where specific receptor sites are located on the nerve cell for each neurotransmitter.Here nerve action potential is developed via neurotransmitter action on the receptor site. Prevalent drugs act by blocking, mimicking or stimulating the release of ne urotransmitters via the presynaptic terminal. When Dopamine levels are increased, mimicked or reuptake is permitted (blocked) the reward pathway in the brain is affected which when stimulated creates feelings of pleasure and euphoria (pleasure is associated with reward). The ingested drug is hence associated with pleasure and reward and the person is influenced to continue using the particular drug.Current cognitive-motivational theories of addiction assert that prioritising appetitive, reward-related information plays an inherent role in the development and continuation of substance abuse (Field & Cox, 2008; Franken, 2003; Wiers et al 2007). A study focused on reward-related attentional processes among 682 young adolescents (mean age= 16. 14) had participants complete a motivated game in the format of a spatial orienting task as a behavioural index of appetitive-related attentional processes and a questionnaire to index substance (alcohol, tobacco, and cannabis) use.Correlational a nalysis showed a positive relationship between substance use and enhanced attentional engagement, with cues that predicted potential reward and non- punishment (Ostafin et al, 2013). Research since the mid 1960’s has established that genetics play a modest (yet relevant) role in the development of drug use problems in some individuals (Pickens, 1988; Farrell & Strang, 1992; Hill, 1993). It has been conveyed by Mcgue (1994) that genetics have an influence on a person’s disposition to use drugs.After a review of literature on genetics research in relation to alcoholism, Mcgue established that genetic factors exert a moderate influence on male and female risk for alcoholism. It has been suggested by Hansler (2001) that mental illness motivates sufferers to take drugs (prescription and recreational), this process can cause drug problems (when a person takes drugs in the hope of escaping their symptoms or becomes dependent on a prescription drug). Examples include a person suffering from social anxiety ingesting cocaine in order to temperamentally enhance their sociability when going out with friends.Most of the evidence, however, seems to indicate that these factors can lead to problems; that is, biological, social and/or environmental factors predispose a person to have both a mental health and a substance abuse problem. Aesthetics and physicality are also motivators for drug use. A person will ingest substances to alter the physical nature of their body, primarily due to the fact that they are not satisfied with a particular aspect of their physical self. Examples include; performance enhancing drugs (steroids), Viagra and antibiotics.In beginning the process of analysing the perceived functions of drug use/specific purpose for using a particular substance, psychoactive drugs are the first place to start as due to the broad range of this category. The classification of psychoactive drugs is sub divided into three categories (with some drugs falling into more than one category); Depressants, Stimulants and Hallucinogens. Depressants work by inhibiting the activity of the CNS (Central Nervous System), which slows down various bodily functions such as heart rate and breathing.This classification of drugs has with it a reputation inherent within society as having a calming effect (popularised primarily due to alcohol its acceptance and availability). People generally take this type of drug to relax, another primary function and motivation of the use of depressants is to combat the effects of stress and anxiety (reduces nerves and relaxes muscle). These drugs are typically easy to obtain being available illegally and legally. Examples include acquiring a depressant legally via a doctor’s prescription or benzodiazepines to treat anxiety and purchasing marijuana from a local drug dealer in order to alleviate stress from work. Stimulants work by stimulating the CNS (increasing brain activity) which causes the body to become mo re aroused and responsive. Hence stimulants elevate the mood, create excitement and even induce a state of euphoria. Due to the nature of stimulants improving responsiveness this category of drug is associated with increasing people’s energy levels as brain activity is dramatically increased.Stimulants are widely available legally and illegally with the most common being caffeine, which is the most widely used drug in the world (Julien, 2001). Hallucinogens are a class of drug that alter perceptual functions; sight, hearing, smell, taste or physical touch. Hallucinogens disrupt how the nerve cells and the neurotransmitter serotonin interact with the CNS. By altering the natural levels of serotonin in the body, hallucinogens alter the way in which your brain processes information relevant to perceptual functions.The inhibition of the user’s perceptual functions allows for the body to generate an intense high. Hence many users of hallucinogens utilise this type of drug t o experience the intensity of the high and/or to escape reality. Examples of hallucinogens include; magic mushrooms, marijuana and LSD. A web based survey of 96 (50 female, 46 male) regular drinking college students over a ten week period) reported on their previous week alcohol use and experience of 24 alcohol-related consequences, including their subjective evaluations of those consequences.Most notably of the results, hierarchical linear model tests revealed that students drank less and experienced fewer consequences following weeks in which they rated their consequences as more negative (relative to their own typical subjective evaluations), suggesting that viewing one’s recent consequences as aversive prompts self-initiated behaviour change. It was conveyed by Boys et al (1999) that significant relationships between perceived functions and both the persons intentions to use the drug again in the future and the recent use of a particular drug.Data was collected from a cro ss sectional survey of one hundred participants aged 16 – 21 years of age. Higher scores on a five item social/contextual function scale (Eg. using a drug to help you feel more confident in a social situation) were associated with a greater frequency of recent cannabis use. Drug expectancy is a psychoactive process that occurs as a response to an individual’s expectation that a drug induced effect will occur. Drug expectancy divulges the nature of a person desire to experience the effects from a particular drug(s).The effect occurs from a person’s own experience with a drug, education, feedback from peers/family and media influence. Once acquired via direct experience with a drug, the memory network of positive expectancies can be primed by internal or external drug associated cues. Primed expectancies are thought to guide subsequent drug use (Hersen, 2013). Self-reports from 704 college students were content analysed and used to develop the Marijuana Effect Exp ectancy Questionnaire. Responses were examined using exploratory and confirmatory principle components analysis.Six marijuana expectancies (34. 6% of variance) were identified: (a) cognitive and behavioural impairment, (b) relaxation and tension reduction, (c) social and sexual facilitation, (d) perceptual and cognitive enhancement, (e) global negative effects, and (f) craving and physical effects (Schafer & Brown, 1991). When a person begins using a drug on a regular basis they begin to become dependent on the drug. As tolerance towards the drug grows in the person they become more dependent on the drug in order to achieve the same effect they attained from their first usage.Drug dependency can manifest in both physical/psychological forms. This can be classified in the sense that the body requires the drug to function properly relating to either form of classification. When a person abstains from retaining the normal level of the abused drug in their blood withdrawal symptoms begi n to act. Those with a physiological dependency experience physical discomfort, shaking, nausea and vomiting as withdrawal symptoms. People with a Psychological dependence feel depressive, anxious, aggressive and irritated.Research supports the belief that the negative nature of withdrawal symptoms is associated with drug users continued abuse of a certain drug (Rogers, 2002). Social/contextual level influences have a massive level of governance over a person’s rationalising to use drugs. College students say they utilise alcohol and drugs in order to lessen depression, increase sociability, satisfy curiosity, heighten sexual pleasure, alleviate physical discomfort and expand consciousness (Robbins et al. , 1970). Association with peers tilising drugs is one of the strongest predictors of adolescent drug use (Fergusson et al, 1995; Brook et al, 1990). If other members of the group begin using drugs, some people are influenced to trade sobriety for use in order to fit in and a dapt to the group. Motivation for this exists in the individual wanting to conform to the dynamics of the group paired with fear of rejection from the group. An example of this is conveyed by Hohman et al (2013) via a study of data obtained from the National Survey of Parents and Youth (N= 1,604).Two hierarchical multiple regression models were developed examining the association between ambivalent attitudes, intentions and later marijuana use. The hierarchical models consisted of; an analysis of the moderating effect of ambivalence on the persons intent to use marijuana and the testing of the moderation of ambivalence on literal marijuana use a year later. Results from both hierarchical analyses propose that ambivalence moderated the association of friend norms and subsequent adolescent marijuana use: friend norms were better predictors of marijuana intentions (? 0. 151, t = 2. 29, p = 0. 02) and subsequent use when adolescents were attitudinally ambivalent about marijuana use (? = 0. 071, t = 2. 76, p = 0. 006). The environment of a person greatly influences their susceptibility to drug use. Not only does the social context of a person influence drug use but the environment itself plays a very influential role. A study undertaken in Zinberg’s ‘Drug, Set, And Setting: The Basis For Controlled Intoxicant Use’, analysed a group of American soldiers who began using and became addicted to heroin during the Vietnam war.After the war effort, usage â€Å"virtually ceased†, with only 12% of the soldiers remaining addicted after returning back to the United States. It is evident that these American soldiers were utilising heroin as a form of escapism, a way to disassociate themselves from the harsh reality they were situated in. Hence it can be expected that a person’s socioeconomic status would affect their use of drugs. People living in a negative environment and/or of a lower socio economic status would be more likely to turn to dr ug use as a means of dealing with and escaping their predicament.In the process of determining why people use drugs a diverse range of conclusions have been reached via a model representative of Zinberg’s theory. We began by stating the ritual usages practiced for thousands of years which have transcended into society after society. We begin with Zinberg’s notion of the individual and diverge into the way in which human cognition is affected by drugs. As this topic is explored it is conveyed just how susceptible our brains are to drug use and why we enjoy the temperamental effects drugs create.Genetics, physical and psychological disposition are also conveyed as influencing reasoning for drug use. Drugs are addressed via the perceived functions of illegal and legal drugs by an analysis of drug categorisations where perceived functions and reasons for use are conveyed. Drug expectancy and tolerance is explained and the reasoning for continued use and addiction is commun icated via a study by Schafer & Brown (1991). The social/contextual level of influence is analysed via various studies by Zinberg (1986) and Hohman (2013) conveying environmental and social influences.People ingest a diversity of different drugs for a variety of different reasons; socialisation, environmental factors, perceived norms, to relax, pleasure, to conform, genetics, addiction, out of boredom or curiosity or to escape their problems. Reference List Boys, A. , Marsden, J. , Fountain, J. , Griffiths, P. , Stillwell, G. , & Strang, J. (1999). What influences young people's use of drugs? A qualitative study of decision-making. Drugs: Education, Prevention and Policy,  6,  373–389. Boys, A. , Marsden, J. , ; Strang, J. 2001) Understanding reasons for drug use amongst young people: a functional perspective. Health Education Research, 16  (4), 457-469. DOI:  10. 1093/her/16. 4. 457. Field, M. , ; Cox, W. M. (2008). Attentional bias in addictive behaviours: a review of its development, causes, and consequences. American Journal of Psychology, 84, 349 – 358 DOI: 10. 1016/j. drugalcdep. 2008. 03. 030. Franken, I. H. (2003). Drug craving and addiction: integrating psychological and neuropsychopharmacological approaches, 4, 563 – 79. Hansler, V. (2001).The Inherent Disposition to Drug Abuse, 9, 32 – 47, New York: Worth Publishers. Hersen, M. (2013). Principles of Addiction: Comprehensive Addictive Behaviours and Disorders, 1, 426 – 429 Hill, W. G. (1993). Variation in genetic composition in back crossing programs, 84, 212-213. Hohman, Z. , Crano, W. , Siegel, J. , ; Alvaro E. (2013). Attitude ambivalence, friend norms, and adolescent drug use. Prevention Science, Germany: Springer, DOI: 10. 1007/s11121-013-0368-8. Julien, R. M. (2001). A Primer of Drug Action, 4, 88-105, New York: Worth Publishers.Mcgue, M. (1994). Genes, environment and the etiology of Alcoholism. The development of alcohol problems, exploring the biops ychosocial matrix of risk, 26, 1 – 40. Merrill, J. E. , Jennifer, P. , ; Barnett, N. P. (2013). The Way One Thinks Affects the Way One Drinks: Subjective Evaluations of Alcohol Consequences Predict Subsequent Change in Drinking Behaviour,  Psychology of Addictive Behaviours,  27, 42-51. Robbins L. , Edwin, S. , William, A. , Stern, F. , ; Stern M. (1970). College Student Drug Use. American Journal of Psychiatry 126, 12, 1743 – 1751.Rogers, D. (2002). Substance Dependency: Consequences and the Path to Recovery, 8, 78 – 81. Schafer, J. , ; Brown, S. A. (1991). Marijuana and cocaine expectancies and drug use patterns, Journal of Consulting and Clinical Psychology, 59, 558 – 565. Schuster, C. , ; Pickens, R. (1988). AIDS and Intravenous Drug Abuse, Problems of drug dependence 1988, 7, 241 – 252. Strang, J. , ; Farrell, M. (1992). Harm Minimisation for Drug Misusers, 3, 1127–1128, London: Sage Van Hemel-Ruiter, M. E. , DeJong, P. J. , Alberti ne, J. , ; Brian D. Ostafin. 2013). Reward- Related Attentional Biases and Adolescent Substance use: The TRAILS Study. Psychology of Addictive Behaviours, 27, 142-150. Wiers, R. W. , Bartholow, B. D. , Van Den-Wildenberg, E. , Thush, C. , Engels, R. , Sher, K. J. , Grenard, J. , Ames, S. L. , ; Stacy, A. W. (2007). Automatic and controlled processes and the development of addictive behaviors in adolescents: a review and a model. Pharmacol Biochem Behaviour, 86, 263–283. Zinberg, N (1986). Drug, Set, and Setting: The Basis For Controlled Intoxicant Use, 10-11, Yale University Press.