Management Essay Example | Topics and Well Written Essays - 2000 words - 3

Management - Essay Example The human resources available to an organization have a key strategic role in acquiring, implementing and maintaining a competitive strategy. Supervisors, trainers and developers play a pivotal role in improving the transfer of training by communicating their support for potential learning. The attitude and responses of supervisors, peers and trainers to the trainee can either hurt or help the whole process. The action taken by these partners before, during and after the training directly affects the likelihood that transfer will occur properly. Although organizations spend a lot of time and money on employees’ training annually, there exists no significant relationship between learning and actual job performance. However, when the learned skills are successfully transferred into effective performance, organizations can surely produce better outcomes. As the technological, economic, social and political environment is in a state of continual flux, it is critical for learning o rganizations to adjust and adapt to the dynamic market trends. Over the last decade, the role of trainers and developers has changed in an increasingly integrated world where phones, internet and improvements in infrastructure have progressively changed relationships. The pace of development is so rapid that even trained experts are unable to regulate, monitor and control its impacts properly. What may be regarded as a cultural shift in many organizations, trainers and developers need to adopt a different attitude towards their own involvement in organizations. Such prevailing market conditions also make it imperative that trainers and developers play a more active role in communicating the benefits of training and dealing with the performance problems. This paper attempts to investigate as to how and why has the role of trainers and developers changed in the last ten years. The study will also suggest future developments in the changing role of trainers and developers. Finally, the conclusion will analyze factors influencing the change and suggest effective measures for further improvements. Theory For decades, training and development of human resources is believed to have key strategic importance in determining the organization’s overall performance. As a field, training and development is considered to have evolved during the industrial revolution in America. In the present era of globalization, technological expansions have diversified the traditional role played by trainers and developers. According to a survey, a trainer these days assumes the job of a â€Å"corporate trainer, performance practitioner, lecturer, OD specialist, performance analyst, training leader, employee development specialist, operations improvement coordinator, leadership training associate, training sergeant, and continuous learning and improvement coach at the same time† (ASTD, 1996). From 2000 onwards, the role has become even more versatile with the industrial inte gration and advent of various technological aids. As the term suggests, human resource development is itself â€Å"the process of moving from one place to another, a process that we normally count as ‘change’

Class distinctions and dating Essay Example for Free

Class distinctions and dating Essay Willie Mossop started off at the beginning of this play as a shoemaker, in Hobsons Cellar. He was of a low class and had great potential but little ambition. His first step was when Mrs Hepworth said that she only wants her shoes to be made by Willie. The next step towards his final personality was when Maggie proposed to marry him. He then went off with Maggie and started off his own business and then, not only did he stand up to Hobson, his former master, but he also stood up to Maggie, his own wife. In this coursework I intend to explore the play from the perspective of Willie Mossops development. The shop windows and entrance from street occupy the left side. Facing the audience is the counter  The play starts off with a rather long description of the settings in the shop. This is because Harold Brighouse is making sure that the play should be in an entirely realistic scenery.  The first impression that we get of the family relationship is that the three daughters are quite friendly towards each other but together they all are against their father, Hobson. Maggie is the eldest of the children, all of whom are not yet married. Maggie has a stubborn nature and acts like a mother to the other two girls. She is strict, confident and she is very persuasive especially when she manages to get Albert out of the shop when it was very obvious in her mind that he wanted to speak to Alice. Hobson is fifty-five, successful, coarse, florid   When Hobson enters then for the first time we see the first time we see the whole family together. We can instantly tell that it is the girls that do the work in the shop and Hobson does nothing. His intention was to go to the Moonrakers which he usually spends most of the day, rather than working in the shop or being at home. He then feels very concerned about his family name, and about the daughters uppishness and bumptiousness so he doesnt go to the Moonrakers.  We see the three daughters dressed in nice clothes during the play. I find it hard to believe that Hobson actually cares about his daughters but rather he thinks that it is good for the business for the workers to wear nice clothes. When Hobson laughs at the thought of Maggie getting married and refers to her as being shelved, it is probable that she has been so busy looking after Hobson and her sisters that she did not have the time to get married.  The start of Willies success was when Mrs Hepworth comes in and instructs that her shoes are only going to be made by Willie. She then instructs further that she wants Willie to tell her if he is to ever move shops. During this episode Hobson manages to make a fool out of himself on numerous occasions. Firstly he tries to take the credit on himself, and then thinking the shoes were faulty made a further idiot out of himself. She then turns to Maggie ignoring Hobson and succeeds in getting an answer out of her. From this we see Mrs Hepworth as an upper class women and a well-respected customer in the Hobson shop. It is interesting to note that contrary to the belief of the times (that the husband was supposed to be in charge) Brighouse shows Maggie to champion the female sex and have total control over her husband. He cleverly reverses the commanding role from Willie to Maggie and represents her as the master of the house. Right from the beginning we see that Maggie has a very commanding and persuasive personality and as we move through the play we see Maggies persuasive nature winning. As she moves from minor things such as convincing Albert Prosser that he needed a new pair of boots to the outrageous act of marrying Willie and dismissing Ada Figgins whilst he was tokened to her. MAGGIE: Will Mossop, you take orders from me in this shop. Ive told you youll wed me.  WILLIE: Seems like theres no escape.  This was an innovative concept for those ages, for the daughter of a middle class bootmaker to marry a working class craftsman employed by her father. The social tradition was to marry into your own class or higher but certainly not into a lower class.  Another matter equally radical was her betrothal conflicting with her fathers views. It was particularly unusual in that period to marry without the consent and approval of ones parents. Here however Maggie exercises her views and would like to marry Willie Mossop ignoring all the social customs concerning class distinctions and dating. ALICE: I know, and if youre afraid to speak your thoughts, Im not. Look here, Maggie, what you do touches us and youre mistaken if you think Ill own Willie Mossop for my brother-in-law.MAGGIE: Is there supposed to be some disgrace in him?  ALICE: You ask father if theres disgrace. And look at me I had hopes of Albert Prosser till this happened.  MAGGIE: Youll marry Albert Prosser when hes able and that will be when he starts spending less on laundry bills and hair cream. Here we see her strong views concerning the elitists of the upper class. She strongly believes that they shouldnt be treated especially well because they have money, power and influence, unlike her sisters who grow into and marry upper class members. Maggie has clearly displayed her view on the stupidity of spending large sums of money on hair cream and laundry bills. The lower classes were unaccustomed to spending extensive amounts on these luxuries. She displays the honesty of her opinion by marring Willie, to the disgust of her relatives and succeeding to succeed over her father.

Stop the Killing: Pass Gun Control Legislation Now Essay -- Argumentat

A study by the Center for Disease Control (CDC) found that the rate of firearm death of children 14 and under is nearly twelve times higher in the U.S. than in 25 other industrialized nations. When comparing the high U.S. gun murder rate to that of other nations, it is vital to realize that the U.S. is also unique in one other relevant way: lax gun ownership restrictions. Almost all industrialized nations have more stringent regulations on weapons possession than the United States, and not surprisingly, all of them have a lower murder rate. Many people are finally beginning to recognize the rather significant correlation between high firearm murder rates and high accessibility of guns. Although an overwhelming majority of Americans recognize the need for stricter gun control laws (including 80 percent polled in New Jersey this year), conflict still exists, especially in the world of politics. Many politicians still insist that gun control is not the answer to gun violence, echoing th e sentiments of Republican Presidential frontrunner George W. Bush, who blames recent firearm-related deaths not on guns but on "a wave of evil passing through America." What they must realize is that while there may be some "evil" involved, malevolent intentions are harmless in the absence of the sufficient means to execute them. Guns provide these means, and the results are unfortunately instantaneous and irreversible. Fact: In 1997 alone, 32,436 Americans were killed with firearms.   This is about 1,000 fewer than the number of Americans killed in the Korean War and more than half the number killed in Vietnam. Fact: In 1997, over 11 children and teens (ages 19 and under) were killed with guns each and every day in the U.S. Fact: Guns kept... ...antage of this opportunity have been few and weak, immeasurably affected by the money and lobbying of the socially irresponsible NRA. If Congresspersons either refused to submit to NRA pressures or passed stricter campaign finance rules, there is no limit to the progress that could be made. Background checks at gun shows would be only the beginning of the beginning. There could be a licensing system for all gun owners. There could be even stricter limits on who can own a gun. After all, 90 percent of adult murderers have a previous adult criminal record; how about preventing anyone with a criminal record from owning a gun? There is no limit to what can be done, but as for now, we are at a standstill. There are still many kinds of assault weapons for legal sale. It is up to us to do everything we can to force Congress to do what it was meant to do: serve the people.

The Seven Principles For Making a Marriage Work :: essays research papers

The Seven Principles For Making a Marriage Work   Ã‚  Ã‚  Ã‚  Ã‚  In The Seven Principles For Making Marriage Work there are seven myths and seven real truths about marriage. The first myth is that neuroses or personality problems will ruin a marriage. The truth about that myth is that we all have our crazy buttons or issues we’re not totally rational about, but they don't necessarily interfere with marriage. The key to a happy marriage isn't having a "normal" personality, but finding someone with whom you get along with. The second myth is that common interests keep you together. The truth is that it is a plus to have common interests with someone, but is all depends on how you interact with the other person while pursuing those interests. The third myth is the saying "You scratch my back and .....". The real truth about this myth is that it is only a truly unhappy marriage where this quid pro quo operates, where each partner feels the need to tally up things the other partner did. Married couples should just do things f or one another because it feels positive to them and their spouse. If you keep score in marriage it shows there is an area of tension in your marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Another myth that is shown to us in this book would be that avoiding conflict in a relationship will ruin your marriage. The truth about this myth is that couples simply have different styles of conflict. Some avoid fighting with their spouses at all costs, some couples fight a lot, and some can find a compromise with out ever having to raise their voices. No one of these styles is better for the other it's just a matter of which style works for both spouses. The fifth myth that is portrayed is that affairs are the root cause of divorce. The truth is that problems in marriage which send couples on a path to divorce also tends to lead to one or both of the partners resort to an intimate relationship outside of marriage. Eighty percent of divorced men and women said their marriage broke up because they gradually grew apart and lost a sense of closeness, or because they did not feel loved or appreciated. The sixth myth that is talked about is that men are not biologi cally "built" for marriage. The truth is that among humans the frequency of extramarital affairs does not depend on the gender so much as the opportunity.

Psychology For Social Care Practice Essay

This essay will demonstrate my understanding of developments which occur at each stage of an individual’s life cycle. I will relate these developments to two relevant psychological theories and discuss how an individual’s needs must be met to enable them to develop. The human life cycle can be broken down into 5 basic stages (Bingham et al. 2009); Infancy – 0-2 years Childhood – 2-12 years Adolescence – 12-21 years Adulthood – 21-65 years Older Adulthood – 65+ years During each stage of the life cycle, different physical, emotional, cognitive, social and cultural developments occur; In infancy, physical changes include learning to sit up, crawl and walk independently. At this stage, the infant will begin to look for attention from others and seek affection and love. Infants are able to interact with others by smiling/laughing and crying, and begin to form attachments to main care givers such as family members from around 6 months. Fine motor skills and communication skills (understanding and formation of words) develop rapidly in infancy and individuals will become used to the routines and norms of those around them. In childhood, physical development extends to skills in balance and control over the body. Emotionally, the child will continue to strengthen bonds with primary care givers and social development will move on to interactive play and forming friendships. Language and expression develop further and the child shows a capacity to learn new information and skills as well as learning about and conforming to social and cultural â€Å"norms†. The body begins to change significantly in adolescence; the individual will go through puberty. An adolescent will be more self aware than in childhood and will become detached from primary care givers, instead preferring to form closer relationships with friends and peers. The individual will form stronger affiliations to certain cultural and sub-cultural norms and will express these through personal appearance, partaking in activities and choosing certain peer groups. In early adulthood, the individual will reach a peak of physical fitness which they will thereafter have to â€Å"work at† to maintain. More physical demands are made on the body such as childbearing, work and aging. Emotionally, a person  in adulthood will have established a â€Å"role† possibly in their place of work, or at home as a parent- how effectively they fill their â€Å"role† can effect self esteem. Social development can become limited to those with similar careers or interests and c an be hindered by other responsibilities such as work and family commitments. Older adults may experience a decline in physical fitness – eyesight may deteriorate and the body may become weaker. Some individuals may remain fairly fit well into older adulthood and some may find that physical fitness can deteriorate rapidly. Older adulthood can be isolating and one’s self image can be altered through changing of roles eg. retirement. Socially, some find a sense of freedom in being able to leave work behind and â€Å"live†, others lose a sense of purpose and find that their world may become smaller and more family focused. Older adults will have a well established perception of themselves and what they find acceptable as part of their culture. For this essay I have used Mrs. Oswald as a case study. Mrs. Oswald is a resident at Thorneycroft residential care home for older people. She has been a resident at Thorneycroft for six months and at ninety-five years old, is in the final stage of development as detailed in the life cycle breakdown above. Mrs. Oswald is relatively able bodied, she is able to bathe herself but requires help getting in and out of the bath. She is able to move around independently, she does have a tripod to help her with this but she doesn’t tend to use it. She is prone to falling over and has fallen fifteen times since moving to Thorneycroft, this is not helped by her insomnia which leaves her restless at night so she ends up wandering around unattended. Mrs. Oswald is hard of hearing and requires a hearing aid but her eyesight is good when wearing her glasses. She has a good level of personal hygiene and takes pride in her appearance. Before coming to Thorneycroft she had home help who assisted her with household tasks such as cooking and housework and helped her with medication for her cellulitis. Mrs. Oswald was a midwife for fifty years, she is well educated and enjoys sharing her knowledge and talking about her career. She keeps her mind active by reading the newspaper, doing crossword puzzles and playing dominoes when she goes to the day centre but it is possible that these activities are not stimulating e nough for her. She is a little confused at times about her roles; she behaves as though Thorneycroft staff are her employees and adopts a matron-like attitude with them, which probably  crosses over from her role in her career as a midwife. She can be forgetful but does not have dementia and before moving to Thorneycroft was quite vulnerable as she sees the best in people and was being exploited by people doing odd jobs and coming in and out of her home. Mrs. Oswald appears to be content on the surface, she has started to accept death and talks about it openly. Her remaining family all live some distance away in England but she looks forward to a phonecall from her cousin each evening and seems to take comfort in speaking to him, appearing more settled after their conversations. She has outlived her close family – husband and daughters and appears lonely. Mrs. Oswald doesn’t talk much about her husband an daughters the way she does about her career, it is possible that talking about them makes her feel sad. As before, Mrs. Oswald has not made friends with other residents of Thorneycroft, though she has made a few friends at the daycentre. She likes to talk and could be encouraged to mix more which would he lp with her feelings of loneliness, she never had friends or visitors at home before she came to Thorneycroft as her family all live far away and only visit to attend review meetings every six months. She has not formed close relationships with staff at Thorneycroft, instead, as mentioned before she treats them as her employees. Mrs. Oswald is an articulate and well spoken individual who has come from a middle class background. She appears to be well educated and has had a successful career as a midwife spanning fifty years. She had her daughters when she was young and out of wedlock, as a result they were brought up by her mother and Mrs. Oswald left at sixteen to begin her training as a midwife. Her career was important to her and she concentrated on this, not having any more children and marrying late in life. Her middle class upbringing has followed her through life, and she still takes pride in her appearance and has a strong sense of what she believes to be â€Å"proper†. Her husband and her enjoyed going on cruises and she is well- travelled. She does not attend church services or appear to be religious at all. In order for them to progress successfully through each stage in the life cycle, an individual’s needs at each stage must be met. For example, our most basic physical needs are shelter and nourishment, if these needs are not met in the infant stage, potential for development and progression into childhood will be threatened. For each aspect of development, certain needs must be met; Physical – The body must be kept fit and healthy through nourishment, shelter from the elements and the cold, excercise and rest. Emotional – The need to be loved and to feel love for others. Good self esteem can be established from feeling loved and wanted by others. Social – Being able to interact and build relationships with people around you. Cognitive – The need for opportunities to learn and develop knowledge and keep the mind active. Cultural – Having your values, religion, diet, language etc.(norms) as part of your daily life. In order for me to understand the needs of Mrs. Oswald and to what extent her needs have been met throughout her life, I examined Erik Erikson’s theory of eight â€Å"psychosocial† stages. Erikson believed that humans develop through eight predetermined stages (a detailed table of these can be found in appendix 1) and in order to progress successfully through life, we must â€Å"successfully negotiate ea ch stage† and that failure to do so results in â€Å"mental deficiencies such as lack of trust, which will remain with us throughout life† (Collin et al., p. 273). Each stage has one positive outcome and one negative outcome, and individuals progress through each life stage with a mixture of both, the differences between positive and negative being a result of the environment the individual is developing in. Mrs. Oswald, as an adolescent, would have experienced role confusion. She was from a middle class background but fell pregnant at a young age, resulting in her being hidden away and her mother raising her children as her own. It would have gone against Mrs. Oswald’s role as a respectable young girl to have children at such a young age. She went off to train as a midwife at sixteen and left her family and her daughters behind. She concentrated on her career and appeared not to have any intimacy throughout young adulthood. This was resolved in mature adulthood when Mrs. Oswald got married and enjoyed the intimacy which she had missed out on in young adulthood. She never had any more children but her husband nd her appeared to have a ha ppy life and they enjoyed travelling together. Mrs. Oswald is now in maturity and has begun to talk about death in an accepting way. Her needs may not have been met in the early stages of her life where she did not conform to her role in society and her life lacked intimacy, but later in life she had a successful and satisfying career and a happy marriage. I have used Abraham Maslow’s Hierarchy of Needs (see appendix 2) to assess how  Mrs. Oswald’s needs are being met now. â€Å"Maslow’s Hierarchy of Needs starts at the basic physiological needs we need just to stay alive. Once these are made we have a need for safety, then we want love and affection. Within our group we want to have self esteem. Finally we have a need of satisfying our full potential that Maslow calls Self Actualization† (Deeper Mind). Maslow believed that one’s needs had to be met at each stage of the hierarchy before the needs at the next stage could be attended to. The first category in Maslow’s hierarchy refers to physiological needs. I believe that most of Mrs. Oswald’s needs are being met a t this level. She has plenty to eat and drink and since she is mobile she has some level of excercise. She can have fresh air and she has warmth and shelter. However, Mrs. Oswald’s need for sleep is not being met at Thorneycroft. She suffers from insomnia which is not helped by the fact that her bed is too small and therefore uncomfortable for her to sleep in. This has resulted in her being reluctant to settle in bed at night at all, so she is losing out on sleep. As a result of all her physiological needs not being met, all of Mrs. Oswald’s safety needs are not being met either. Although she has shelter and security at Thorneycroft, the fact that she does not sleep has compromised her safety as she has a tendency to wander around at night time and is prone to falling as her mobility is not great. Mrs. Oswald appears sad that she has outlived her close family and her husband and doesn’t speak about them much. She does have some distant family whom she speaks with on the phone every night which brings her some comfort, but she remains distant with others and reluctant to form close relationships with staff or fellow residents. Her need for love and belonging has not been satisfied. In order for Mrs. Oswald to progress and reach self actualisation the care staff at Thorneycroft must work on the needs which are not being met. Getting her a bed which is comfortable for her to sleep in may help her to settle at night and reduce the risk of a fall. She could be encouraged to mix more with fellow residents and form closer relationships with them as well as staff. This will help with Mrs. Oswald’s sense of love and belonging and boost her self-esteem which will help her to reach self actualisation. References BBC (2014) BBC News Magazine. [Online] Available from: http://www.bbc.co.uk/news/magazine-23902918 [Accessed 13/11/2014] BINGHAM, E. et al (2009) HNC Social Care for Scotland. 12th Ed. Essex: Heinemann. COLLIN, C. et al (2012) The Psychology Book. London: DK London. MACLEOD, S. (2011) Simply Psychology. [Online] Available form :http://www.simplypsychology.org/Erik-Erikson.html [Accessed 11/11/2014]. NORWOOD, G. (2014) Deeper Mind. [Online] Available from: http://www.deepermind.com/20maslow.htm [Accessed 11/11/2014]

Imitation - Definition and Examples in Rhetoric

Imitation s in Rhetoric Definition In rhetoric and composition, imitation is an exercise in which students read, copy, analyze, and paraphrase the text of a major author. Also known (in Latin) as  imitatio. It is a universal rule of life, says Quintilian in the Institutes of Oratory (95), that we should wish to copy what we approve in others. Etymology From the Latin, imitate Examples and Observations Never hesitate to imitate another writer. Imitation is part of the creative process for anyone learning an art or a craft. . . . Find the best writers in the field that interests you and read their work aloud. Get their voice and their taste into your eartheir attitude toward language. Dont worry that by imitating them youll lose your own voice and your own identity. Soon enough you will shed those skins and become who you are supposed to become.(William Zinsser, On Writing Well. Collins, 2006)The writers we absorb when were young bind us to them, sometimes lightly, sometimes with iron. In time, the bonds fall away, but if you look very closely you can sometimes make out the pale white groove of a faded scar, or the telltale chalky red of old rust.(Daniel Mendelsohn, The American Boy. The New Yorker January 7, 2013) Red Smith on Imitation When I was very young as a sportswriter I knowingly and unashamedly imitated others. I had a series of heroes who would delight me for a while . . . Damon Runyon, Westbrook Pegler, Joe Williams . . .. I think you pick up something from this guy and something from that. . . . I deliberately imitated those three guys, one by one, never together. Id read one daily, faithfully, and be delighted by him and imitate him. Then someone else would catch my fancy. Thats a shameful admission. But slowly, by what process I have no idea, your own writing tends to crystallize, to take shape. Yet you have learned some moves from all these guys and they are somehow incorporated into your own style. Pretty soon youre not imitating any longer. (Red Smith, in No Cheering in the Press Box, ed. by Jerome Holtzman, 1974) Imitation in Classical Rhetoric The three processes by which a classical or medieval or Renaissance man acquired his knowledge of rhetoric or anything else were traditionally Art, Imitation, Exercise (Ad Herennium, I.2.3). The art is here represented by the whole system of rhetoric, so carefully memorized; Exercise by such schemes as the theme, the declamation or the progymnasmata. The hinge between the two poles of study and personal creation is the imitation of the best extant models, by means of which the pupil corrects faults and learns to develop his own voice. (Brian Vickers, Classical Rhetoric in English Poetry. Southern Illinois University Press, 1970) The Sequence of Imitation Exercises in Roman Rhetoric The genius of Roman rhetoric resides in the use of imitation throughout the school course to create sensitivity to language and versatility in its use. . . . Imitation, for the Romans, was not copying and not simply using the language structures of others. On the contrary, imitation involved a series of steps . . .. At the outset, a written text was read aloud by a teacher of rhetoric . . .. Next, a phase of analysis was used. The teacher would take the text apart in minute detail. The structure, word choice, grammar, rhetorical strategy, phrasing, elegance, and so forth, would be explained, described, and illustrated for the students. . . . Next, students were required to memorize good models. . . . Students were then expected to paraphrase models. . . . Then students recast the ideas in the text under consideration. . . . This recasting involved both writing as well as speaking . . .. As part of imitation, students would then read aloud a paraphrase or a recasting of ones own text for the teacher and his classmates before moving on to the final phase, which involved correction by the teacher. (Donovan J. Ochs, Imitation. Encyclopedia of Rhetoric and Composition, ed. by Theresa Enos. Taylor Francis, 1996) Imitation and Originality All of these [ancient rhetorical] exercises required students to copy the work of some admired author or to elaborate on a set theme. Ancient dependence upon material composed by others may seem strange to modern students, who have been taught that their work should be original. But ancient teachers and students would have found the notion of originality quite strange; they assumed that real skill lay in being able to imitate or to improve on something written by others. (Sharon Crowley and Debra Hawhee, Ancient Rhetorics for Contemporary Students. Pearson, 2004) Also See Sentence ImitationMimesisCommonplace BookCopiaDissoi LogoiImitating the Style of the  Spectator, by Benjamin FranklinPasticheProse Sentence-Imitation Exercises Sentence-Imitation Exercise: Complex SentencesSentence-Imitation Exercise: Compound SentencesSentence-Imitation Exercise: Creating Sentences With CommasSentence-Imitation Exercise: Creating Sentences With Semicolons, Colons, and Dashes

The Danger of Long-Term Exposure with Crystal Meth Essays

The Danger of Long-Term Exposure with Crystal Meth Essays The Danger of Long-Term Exposure with Crystal Meth Paper The Danger of Long-Term Exposure with Crystal Meth Paper Methamphetamine, more famously recognized in its street name as â€Å"Crystal Meth†, is a silent killer among long-term users. The effects vary widely and depend on the amount taken, time of exposure with the drug, methods of consumption, user’s weight, age, and lifestyle. It is a powerful stimulant that even small doses can have an immediate effect and last longer in the brain than most of the common street drugs. In 2006, 1. 9 million Americans age 12 and older had abused the drug at least once (National Institute on Drug Abuse, 2008). Instead of creating a rush in sensation, Crystal Meth provides a longer-lasting high of up to 12 hours just from an initial intake. This sudden high is believed to have resulted from high-level of neurotransmitter dopamine exposure. Dopamine is responsible for the pleasurable sensations in the brain that creates a â€Å"sense of well being†. Aside from the high, users also experience increased alertness, rapid talking, and eye wiggles. Long-term Crystal Meth abuse produces permanent and damaging effects, both physically and psychologically. Addiction is the most documented psychological side-effect of prolonged methamphetamine usage. It is a continual, degenerating disease, described by compulsive drug-seeking and drug abuse. It is triggered by the functional and molecular changes in the brain. Tolerance on the drug will only heighten the addiction level because users will need larger dosage to achieve the same desired effects. Chronic abuse can lead to psychotic behavior, characterized by intense paranoia, mood disorders brought by visual and auditory hallucinations, out of control rages illustrated by a sudden burst of anger and shouting. Interviews from patients in rehabilitation areas around Toronto showed that they continue to feel a tingling sensation of insects creeping on their skin. This irritating feeling made them scratch and pick at their skin that results to open sores and infection. These psychological effects are intensified when the user suddenly stops taking the drug. Temporary physiological effects include hyperactivity, decrease in appetite, increase in stamina and energy, involuntary body movements, nausea, skin irritations and headaches. There is also a problem known as â€Å"Meth mouth† where users have rotting teeth because of reduced blood flow. Cardiovascular problems found are increase in heart rate, irregular heartbeat, and irreversible, stroke-producing damage to small blood vessels that will eventually lead to stroke and heart failures. Extended dependency or overdose effects can include a change in the sleeping pattern, restlessness, gastrointestinal narrowing from lengthened eating disorders, tremor and weakened immunity. Prolonged use of up to several years can lead to erectile dysfunction, liver, kidney and lung damage. Scientific studies on animals with long-term methamphetamine exposure have confirmed that it has toxic effects on the dopamine-containing areas of the brain. The toxic effect of the drug has been the leading cause of death in Honolulu, Hawaii. According to Chief Medical Examiner Dr. Kanthi De Alwis, this deadly drug could be the liable for 80 fatalities in the region within the year. An increase in stroke, bronchial asthma and heart attacks can point to Crystal Meth dependency. Even only on the early month of August, 44 deaths have been listed as methamphetamine-related. It has been alarming for her to discover that these natural deaths like stroke can now be caused by using Crystal Meth on a long-term basis (Gordon, 2004). Stopping the danger of overdose and long-exposure from methamphetamines may already be too late for those patients that have received permanent damage. Proper awareness from the effects of this drug can save thousands of lives in the United States alone. Contacting a medical professional is advisable. Institutions like the Center for Addiction and Mental Health in Toronto can give advice to those family members who want to rehabilitate their love ones who are Crystal Meth dependent. Reference Methamphetamine – NIDA Drugs of Abuse and Related Topics (2008). Retrieved September 29, 2008, from nida. nih. gov/DrugPages/Methamphetamine. html Information About Crytsal Meth. (2006). Center for Addiction and Mental Health. Toronto. Retrieved September 29, 2008, from camh. net/About_Addiction_ Mental_Health/Drug_and_Addiction_Information/crystal_meth_information. html Gordon, Mike. (2004). Crytsal Meth Kills in Unexpected Ways. Retrieved September 29, 2008, from http://the. honoluluadvertiser. com/article/2004/Sep/05/ln/ln03a. html