Modernism in The Metamorphosis

Modernism in The Metamorphosis The scientific and industrial revolution that affected Europe and the rest of the world in the nineteenth century was further developed with the arrival of the twentieth century. This century was marked with significant progress in sectors such as the sciences, philosophy, social theory, and the arts. However no other field has in my opinion seen such drastic changes as the literary field. Breaking away from literary movements of the other centuries such as romanticism or realism, authors of the modernism borrow from new ideas in anthropology, psychology, philosophy, political theory, psychoanalysis, and physics to create their works. In this essay we will study the impact of any of the above fields in creating a sense of disillusionment, fragmentation, or isolation in the particular work of Kafka called The Metamorphosis. The metamorphosis, as mentioned above, is a work of fiction written by Franz Kafka. After reading this story I can easily see why it has become so popular. Not only is it a great story, but it also stands out because of it use of philosophy and psychology as a way to explain certain human behaviors. The most of obvious concept that influenced Kafka in writing The Metamorphosis is Existentialism. Existentialism is a theory that became very popular during the nineteenth century and that asserts that any given choice will govern the later course of a persons life, and that the person has ultimate will over making choices. In the case of Kafka story, this translates first into solitude and alienation. The isolation and despair that Gregor experienced is obvious from the start. From the very first sentence of the story we notice this solitude. Gregor is lying on his bed in a shape of a gigantic insect and there is nobody around to help him. This theme of isolation is even more present in the rest of the story as we see that Gregor cant depend on anyone for support. He locks himself in his room when he is at home or on the road for business and doesnt go out to meet people. He doesnt have a girlfriend nor does he has friends to rely on in times of need. Instead he isolated himself from society. Another example of this alienation becomes apparent in his relationship with his family. Although he doesnt realize it, his relationship with them is not very good. By being the breadwinner of the family, Gregor leaves no room for his father to be the provider and the responsible one. At the same time he is trying to save money so he can send his sister to a conservatory where she can play violin but fails to discuss that idea with her. In his mind he think that the family is proud and happy with him, however the reality is different and the only thing he accomplishes is to alienate himself from them. Even though he takes care of them, they are still unhappy with him. Furthermore, the theme of isolation and alienation is present with the metaphor of the insect. I think that the reason why Kafka transform his main character into a this bug is to show us how helpless Gregor feels. His life as an insect is no different than his life as a human. Trying to communicate with his family as an insect is impossible and frustrating because all they hear are bug noises that scare them. They dont want him around because his appearance is shameful and they dont want to take care of him as he becomes more and more a liability to them. Throughout the whole story, Gregor is a stranger to everybody. His contact with society is minimal, and his alienation from his family becomes total with his transformation as an insect. The influence of existentialism on Kafkas metamorphosis doesnt only stop to the concept of alienation. The Metamorphosis is also about disillusionment. Besides being isolated, Gregor starts viewing the life as somehow absurd and futile. He cant seem to understand why things like this happen to a good human being like him. All he is trying to do is to make his family happy. He works at a job that he despises so that he can support his family that is having hard times. We can quote him saying: If I didnt have my parents to think about Id have given in my notice a long time ago, Id have gone up to the boss and told him just what I think, tell him everything I would, let him know just what I feel. Despite all this good he is doing, the tragedy of the metamorphosis befalls him and his family abandons him. As time passes by, Gregors disillusion grows bigger. His body falls into a state of despair due to abuse neglect and sickness. He carried threads, hairs, and remains of food about on his back and sides. He spent his days fantasizing about being normal and wondering why this was happening to him. One thing that really shows the influence of the Existentialist philosophy on Kafka is that he doesnt want us to feel bad for Gregor. Instead, the impression I get from reading this is that Kafka wants Gregor to find a meaning to his life even though he is in a bad situation. He should have stopped being depressed because of his family and his job and started living life for him first. If we follow Kafkas reasoning, we can assume that Gregors death is due more to the fact that he was disillusioned and depressed than to the fact that his physical health was deteriorating. To sum up, one can say that the Modernism movement brought forth new ideas to the world of literature and the Metamorphosis is a good example of that. As the world around them was evolving, author like Kafka and Camus looked for other sciences for inspiration and to explain some of the human behaviors. Existentialism provided them with a mean to convey their feelings, especially in regards to isolation, alienation, and the meaning of life in general. Nowadays, because of the quality of their works, they became household names not only in literature but also in other fields such as psychology.

Loa Loa Essay

Loa Loa â€Å"African Eye worm† [pic] [pic] Loa Loa By Amanda Green Microbiology 210 Loa Loa is a parasite known more commonly as the â€Å"African Eye Worm†. This may be one of the most feared of the parasites. They are classified as filarial worms, meaning they thrive in human tissues. Before the 1920’s , Loa Loa infections occurred more frequently in the United States now it is more commonly found in West Africa and equatorial Sudan. It prefers areas with hot, wet climates, like swamps and rainforests. They are cylindrical and have a cuticle with three main outer layers. This protects the nematodes (larvae) so they can invade the digestive tracts of animals. The outer layers are non cellular. The adult Loa Loa is a thin small worms ranging in length from 20 – 70 mm long and 350 – 430 mm wide. Males are smaller than the females. Loa Loa was first described in 1770 by a French surgeon, Mongin. He was the first surgeon to try to remove a worm from the eye of a woman in Santa Domingo. He was unsuccessful. Another observation came form a French ships surgeon, who observed an eye worm in slaves being taken to the West Indies from Africa in 1778. The first person to identify the microfilaria of Loa Loa in 1890 was Dr. Patrick Mason when he was invited to examine blood smears with Dr. Stephen Mackenzie. This person was thought to have â€Å"sleeping sickness of the Congo. † To reproduce the female produces a pheromone to attract males. After mating the female produces large numbers of active embryos called microfilaria. These microfilaria find their way to the blood stream where they can be transmitted through a bite to the next host. Loa Loa is an obligate endoparasite that feeds on fluids in the tissues of humans. The parasite contains pharyngeal glands and intestinal epithelium that produce digestive enzymes that enable them to feed on the hosts’ body fluids. Extracellular digestion begins within the lumen and is finished intracellularly. The adult parasite has been known to live up to 15 years. A human infected by Loa loa is termed Loiasis. People become infected by the transmission by deerflies. Once the deerfly lands on the host and bites, the larvae then drops into the opening of the skin and burrows into the subcutaneous tissues. The larvae then migrate through the body, commonly to the eye. They congregate in the lungs at night. Damage can be done to the eyes as it crawls through the cornea and conjunctive tissues. It can easily be seen and felt in the eye up to an hour. When they are deeper into the body they can cause encephalitis, if they reach the brain, which can lead to death. Joint pain can occur from swelling if the parasite stays near a joint for a period of time. The larva can remain unnoticed for months or years before becoming an adult, mating, and producing offspring. They continuously travel through deep and connective tissues, often even without the person feeling any sensation other than occasional itching. A person may feel the greatest discomfort when the worm slows or reaches a sensitive spot. It is then that the immune reaction starts, with localized redness and swelling called Calabar. This type of reaction is thought to be caused by a type of allergic reaction to dead worms and their byproducts. Skin eruptions and muscle pain may be evident. Once the worm dies the surrounding tissues may abscess. An accumulation of serous fluid in a sacculated cavity called hydrocele is a less common symptom. Colonic lesions, fibroblastic endocarditis, membranous glomerulonephritis, retinopathy, arthritis, and peripheral neuropathy can occur but are less common in people native to endemic areas. To diagnose Loasis, physicians look for Calabar swelling and the presence of worms in the conjunctiva. Those are the main tests used to diagnose an infestation. Some laboratory tests can help with the diagnosing including, C – reactive protein, elevated eosinophils (called eosinophilia), and IgE quantification. Identification of microfilariae by microscopic examination is the most practical diagnostic test. The collection of the blood specimen is extremely important with the known periodicity of the microfilariae. The smear is stained with Giemsa or hematoxylin and eosin. Concentration techniques can be used for increased sensitivity, including centrifugation of the blood sample hemolyzed in 2% formalin. Checking for microfilaria in the blood on a newly suspected case is not recommended because it can take may years for them appear. Loa Loa is endemic only to parts of West Africa. A study done by S. Wanji at the University of Boea in Cameroon found that in 16 rural villages in southern Cameroon 2. 2% to 19. 23% of people were infected. It also showed that males are almost twice as likely to become infested as females. The level of infection increases from the ages of 15 to 65 years old and then drops. The treatment’s side effects for Loa Loa are more life-threatening than the actual infestation. Two of the most common treatments are diethylcarbamazine and ivermectin. Both of thes e treatments can cause encephalitis, coma, or death in people with high microfilaria loads. These drugs kill the microfilaria but not the adult worms. Other treatments include chemotherapy and surgical removal.

The Impacts of Homophobia - Free Essay Example

Sample details Pages: 10 Words: 2868 Downloads: 2 Date added: 2019/07/29 Category Psychology Essay Level High school Topics: Phobia Essay Did you like this example? Heterosexism and homophobia in the school environment. In the United States, the Gay, Lesbian, and Straight Education Network (GLSEN) publishes the results of the National School Climate Survey every two years on the school experiences of lesbian, gay, bisexual and transgender (LGBT) students. It shows that the manifestations of homophobia in schools are plural and take sometimes the appearance of a physical violence (jostling, blows, unwanted sexual touching), sometimes those of a less direct denigration (rumors, setting to the gap, cyberbullying). Don’t waste time! Our writers will create an original "The Impacts of Homophobia" essay for you Create order 40.1% of 7261 students surveyed in the 2009 school year reported having been physically abused because of their sexual orientation, and 27.2% because of gender non-compliance3 (Kosciw et al. , 2010). Respondents also report the popularity of insults and homosexual remarks in school to minimize an individual, a thing or an event (thats so gay). Canadian studies at the local, provincial or national level confirm these findings. Non-heterosexual students in the greater Montreal area report living in a homophobic school environment that is intolerant of sexual diversity (?†°mond and Bastien-Charlebois, 2007). According to the BC Adolescent Health Survey, LGB adolescents are more likely than heterosexuals of the same age to report being victimized, excluded from school activities, or physically attacked at school in the year preceding the survey (Saewyc et al., 2007). The First National Climate Survey on Homophobia in Canadian Schools outlines the importance of the role that gender nonconformity can play in school-based discrimination. More than half of LGBTQ4 students (57%) and one-quarter (25.5%) of heterosexual students report having been verbally harassed at school because of their gender nonconformity. For example, a heterosexual adolescent may be subject to homophobic violence because his overly feminine appearance u nites him in spite of sexual diversity (Taylor and Peter, 2011). The construction of sexual norms and that of the masculine and feminine genres are closely related processes. Studies have shown that homophobic intolerance is also applicable to any individual whose characteristics or behavior diverge from models of masculinity and femininity, regardless of their sexual orientation (Chamberland et al., 2007 ). For several authors(Thiers-Vidal, 2010, Bastien-Charlebois, 2011, Calasanti, 2003), homophobia is a means of imposing hegemonic masculinity within the group of men.Hegemonic masculinity refers to the dominant type of masculinity in the cultural representations of a given society.Homophobia can also play a role in the construction of female identity. In fact, whether they target men or women, homophobic practices are rooted in the same socio-political system that produces the differentiated positions of men and women in the social relations of sex. Homophobia directed against men can be used to punish those who jeopardize what the privileged po sition of men and the subordinate position of women rest. According to Hamilton (2007), women who adopt homophobic behaviors against other women can do so to assert in their own eyes and those of others a female identity that receives the approval of men. Homophobic practices, which can be described as lesbophobic when directed towards women, are intended to reassign lesbians and women who adopt attitudes that do not conform to normative expectations related to their gender, the womens category (Chamberland and Lebreton, 2012). THE IMPACTS OF HOMOPHOBIA The documented impacts of episodes of homophobia are numerous and affect both academic achievement and the mental health of youth who are victims (Saewyc, 2011, Goodenow et al., 2006). According to a review of the effects of bullying, many of the immediate consequences of victimization (insomnia, isolation, nervousness, etc.) can have a major impact on the performance of victimized students and on their ability to continue their academic progress (or perseverance). (Warwick et al., 2004). For LGBTQ students, anxiety about negotiating their visibility or anticipating peer taunts would also have a negative impact on their sense of safety and belonging to the school (Taylor and Peter, 2011). According to GLSEN data, a significant proportion of these students report not feeling safe at school. Many would miss classes or absent for a full day for this reason (Kosciw et al., 2010). They are also more likely than their heterosexual peers not to want to finish high school or not to go to uni versity. These data were collected from young people attending school and do not include those who have already left the ranks. School pathways are influenced by several psychosocial, family, institutional, socio-economic and cultural variables, the effects of which are twisted and grow over time. However, absenteeism, perceived insecurity, a low sense of belonging to the school and limited educational aspirations are all indicators of increased risk of dropping out of school, or of less academic perseverance (DeBlois and Lamothe , 2005). The impacts of homophobia in schools differ little from those of other types of peer discrimination (Murdock Bolch, 2005). However, we know little about the potential disparities in the effects of homophobia on school perseverance based on the self-identification of the students who are victims of homophobia, or the way in which these effects decline according to the frequency of victimization episodes. Three research questions will mark this article. How can homophobic violence reported in high school vary according to the profile of the students who are victimized (particularly with respect to sex and self-reported sexual orientation)? Are the impacts of homophobia on school perseverance the same for heterosexual or non-heterosexual students? Do these impacts worsen when victimization is more frequent? Methodology As part of the research The Impact of Homophobia and Homophobic Violence on Student Persistence and Success (Chamberland et al., 2010), 2,747 students in the 3rd and Secondary 56 of 30 public schools, spread across Quebec, completed a self-administered questionnaire between February and June 2009.7 Sampling was done in two stages: first by selecting institutions, taking into account their size, location and language of instruction (French or English), then by selecting classes where all students were invited to respond. The response rate obtained was high, considering that 90% of the number of questionnaires initially targeted were actually completed. Our survey is therefore representative of Quebec as a whole, which contributes to the durability and reliability of the data and facilitates more detailed statistical analyzes, while respecting the criteria for their application Socio-demographic, 47.4% (n = 1301) of respondents are male and 52.6% (n = 1444) are female. Almost all of them are between the ages of 14 and 17 inclusive (95.7%, n = 2612) and for the entire sample, the average age is 15.8 years. Respondents come from schools spread geographically across Quebec. Finally92.0% (n = 2453) self-identified as heterosexual, while 8.0% of respondents (n = 213) identified themselves as gay or lesbian, bisexual, queer or questioning their sexual orientation (now LGBT). Measures of homophobic victimization and school perseverance. The questionnaire focused on perceptions of school climate related to sexual diversity and homophobia, and the possible impacts of homophobic victimized heterosexuals, non-victimized LGBTs and victimized LGBTs. This variable was named Class of Students. Finally, a Victimization Score was created by adding the victimized heterosexuals, non-victimized LGBQs and victimized LGBTs. This variable was values †¹Ã¢â‚¬ ¹obtained to estimate the frequency of victimization. So, a student who has never lived whoever would have all experienced them several times a week would get a score of 36 (9 X 4). whereas a student exclusion of non-victimized students after one or the other of the proposed types of incidents obtains a victimization score of 0,. This score whoever would have all experienced them several times a week would get a score of 36 (9 X 4). After measures the frequency of incidents, not their severity. So,weak OR WELL h e or she got hustled, hit, kicked less than once, a score of 4 may mean that a student has been insulted, teasing badly many times by times a week and has been the subject of gossip in order to damage his reputation . School perseverance was measured using four variables. The first, absenteeism start of this school year, have you ever missed school days because you did not want to due to a feeling of insecurity in school? The second variable, having changed or wanted to change schools, start of this school year, have you ever missed school days because you did not feel well? Have you ever changed OR wanted to change high school because you not safe? The third, referring to achieve.ment. The responses were divided between the stated desire to pursue educational aspirations : What is the highest level of education that you expect to achieve? The fourth variable, Composed of sense of belonging to the school environment, was assessed through the Psychological Sense of 18 items, it hel ps determine how much the students feel personally School Membership (Goodenow, 1993), a standardized psychometric scale. Composed of accepted, respected, understood and supported by others (students, teachers) in their school. The 18 items, it helps determine how much the students feel personally The pupils were asked to indicate their level of agreement on a five-point Likert-type scale, ranging from accepted, respected, understood and supported by others (students, teachers) in their school. The 1 (Strongly disagree) to 5 (Totally agree). By adding the answers for each to indicate their level of agreement on a five-point Likert scale ation on school perseverance. To measure homophobic victimization, we asked the following question followed by a list of nine types of incidents: Since the beginning of the school year, how often have you personally experienced the following situations because you think that you are gay, lesbian or bisexual OR because you are gay, lesbian or bisexual ? 9 A numerical value has been assigned to each answer: 0 = never; 1 = less than once a month; 2 = less than once a week; 3 = about once a week; 4 = several times a week. Subsequently, we divided our participants into four distinct groups based on sexual orientation and whether or not they had at least one homophobic incident: non-victimized heterosexuals. Statistical analyzes Our statistical analyzes are presented in two stages, starting with the data on the student identification (heterosexual versus LGBT) and gender. Then we meet the prevalence of victimization for the nine types of homophobic incidents, according to the each of our variables to assess school perseverance with the variables Category student identification (heterosexual versus LGBT) and gender. Then we meet students and Victimization Score . The Chi-square statistical test allows us, in most each of our variables to assess school perseverance with the variables Category cases, to decide whether the differences observed are significant (maximum error risk retained: 5%). students and Victimization Score .in cases where averages are involved, either for the sense of belonging to the middle modalities of the same variable, we compare their mean score using the ANOVA test. Eta is the association measure presented and the maximum unrealized risk which remains 5%. Analyzing and discussing Compared to our first objective of comparing the prevalence of homophobic incidents according to the student profile, our most interesting result is certainly the fact that students self-identifying as heterosexuals also report being victims of homophobia by their peers.Just over a third of them report having experienced such an incident at least once during the last 6 to 8 months. This can be explained by the fact that they may be the target, while as much as their LGBT peers, of violence penalizing gender nonconformity, or denigrating a person by associating it with the opposite sex. Frequent use of insults or referring expressions pejorative to homosexuality in school is probably not unrelated to this result. In any case, this tends to reinforce the idea that the derogation from the expectations standards assigned to each gender can be sanctioned by peers, for example boys who have a gesture or activities that are considered feminine (musical tastes, hobbies, style clothing) (Pasc oe, 2007, Bastien-Charlebois, 2011). These results corroborate those obtained by Taylor and Peter (2011), particularly in terms of verbal harassment. If studies on school climate and homophobia are leaning usually on the experiences of LGBT students, they would be better off including those of students heterosexuals. Non-compliance with dominant gender models seems to make young people all sexual orientations vulnerable to homophobic victimization. It is important to keep in mind that proportionally speaking, LGBT students are almost twice as likely to live homophobic incidents (69.0%) than those identifying as heterosexual (35.4%) With regard to sex differences, in general, among young people heterosexual, boys are more often victims than girls of verbal abuse (insults, taunts) and physical (shoving, threats). This difference is not observed statistically at LGBT youth. Girls of all sexual orientations undergo more sexual advances insistent and unwanted touching. Among young heterosexuals, girls report more serious sexual incidents than boys, while this gap is fading among LGBs. These observations raise the question of the nature of peer pressure for sanctions for breaches of sexual and gender norms, depending on whether they are by boys or girls and, more broadly, the gendered nature of the processes inculcation of these standards (Hamilton, 2007). Finally, girls in general are more often victims cyberbullying, a finding that joins the results of a survey of education in Quebec (Allaire, 2011). These results are to be interpreted with caution given limited enrollment on the LGBT youth side. As for the impact of homophobia on school perseverance, we wondered if varied by sexual orientation of students, both victimized and non-victimized, and increased with the frequency of homophobic incidents. We can say that LGBT students victims, proportionally, are the most likely to have been absent from school because of insecurity, followed by victimized heterosexuals and non-victimized LGBQs. These results suggest that school absenteeism due to perceived insecurity would not be so much a function of sexual orientation as of victimization homophobic. Moreover, as much for LGBT students as for heterosexual students, indicates a significant increase in absenteeism as victimization frequency. We can also confirm that homophobia is associated with having already changed or wanted to change school. Nearly half of victimized LGBT respondents said that this is / has already been the case because of the bullying and harassment experienced. The proportions are similar for victimized heterosexuals and non-victimized LGBTs, about 20%. This last data can indicate a perceived discomfort with the LGBT school environment, even in the absence of victimization, or to refer to older victimization experiences, the wording of the question does not specify a temporal reference. Anyway, the higher the victimization Homophobic is common, the proportion of students who have changed or wished to change schools is high. This is true for victimized heterosexual students, and even more so for students LGBT victimized. LGBT students, victimized or not, more likely to report academic aspirations limited to secondary level. In addition, regardless of student self-identification, obtaining a high score of victimization clearly has an impact on educational aspirations. Finally, by the sense of belonging to the school community, victimized LGBTs show the lowest score on the Goodenow scale, while non-victimized heterosexual students display the highest score. Victimized heterosexual students and non-victimized LGBT students get a similar average score. Again, students who experience very frequent victimization (especially LGBTs) have the lowest score on the membership scale. In sum, the consequences of homophobia are more marked among LGBQ students than among students heterosexuals. Moreover, there is a worsening of these consequences as the Homophobic victimization is more common. Compared to differences by sex, the only ones observed are absenteeism more marked in heterosexual girls victimized, as well as expressed or realized desire to change school, more common among victimized girls of all sexual orientations. In students non-victimized heterosexuals but not in other groups, girls show stronger sense of belonging to the school and are proportionally more numerous than boys to aspire to higher education. These data refer to the differences already observed between boys and girls in terms of perseverance in high school, notwithstanding any victimization. Tracks explanations for such differences relate, on the one hand, to social and family background, on the other hand to the relationship between academic achievement and adherence to gender stereotypes, including girls would be more free, hence their better academic performance and an increase in their aspirations (MELS 2005, Bouchard and St-Amant 1996). Our results indicate that victimization seems to have the effect of nullifying this benefit, which benefits girls and calls for more the complex relationship to school culture that takes into account gender, class social orientation, sexual orientation and victimization experiences. Conclusion Homophobia episodes at school target self-identifying students LGBT, but also those who claim to be heterosexual, suggesting that it is not the homosexual or bisexual orientation that these episodes punish, but the derogation any one of the implicit norms of masculinity or femininity. Moreover, it seems that equal victimization, the effects on school perseverance are more pronounced among students LGBT only among their heterosexual peers. It can be concluded that LGBT youth more likely to internalize the negative perceptions of homosexuality conveyed by their peers and less able to distance themselves cognitively. Also, we can assume that they are less likely than victimized heterosexuals to be able to rely on the support of their friends or family members, to the extent that denouncing homophobia could bring them to disclose their orientation in spite of themselves. These results inform several lines of intervention to counter homophobia in schools and to minimize the impact on the perseverance of young people who are victims. Firstly, they raise the need to put an end to the trivialization of certain forms of homophobia to encourage a global concerted and coherent intervention led by all the actors in the field school. These actions should be based on an explicit policy against. Homophobia in school. In addition, our results support the importance for schools of set up parallel support measures for LGBT students who are victims of homophobia school.

Essay on Drug Testing Creating a Better Work Environment

In 1986, drug testing was enforced for Federal work places by the Reagan Administration. The administration felt that federal work institutions should maintain a â€Å"Drug Free† environment. Hoping to keep workplaces drug free led to the Drug Free Workplace Act of 1988. The act mandated that creation of drug policies was mandatory in federal contracts (Presley, 27). The Drug Free Workplace Act resulted in a â€Å"widespread implementation of drug testing programs across a broad spectrum of workplaces.† The business’s goal was to combat drug use (Macdonald, 408). Today, â€Å"80% of top Fortune 1000 companies† have a drug testing program in effect (409). It has been twenty-five years since the Drug Free Workplace Act was initiated and the quality†¦show more content†¦Illegal drugs are responsible for these deaths because drug abuse leads to more work errors. For example, an addict is more likely to ignore safety guidelines while under the i nfluence. Also, the employee will not be as cautious when handling equipment (Current, 76). Research proves that people who use Cannabis have a tougher time maneuvering a vehicle (Macdonald, 410). Drug users may even be indifferent to coworkers. Reports confirm that 80% of those injured in â€Å"serious drug related accidents are innocent coworkers† (Current, 76). After employers began requiring drug tests, workplace injuries dropped (Macdonald, 410). A prime example of drug testing increasing job safety is the Southern Pacific Railroad study. Once drug testing was required, accidents declined from 2234 pre-drug testing to 322 in the first half of after-drug testing. This means there was a â€Å"71.2 percent decrease in accidents† (Current, 76). Drug abuse in the workplace not only results in more work mishaps, but also in more absenteeism, decreased productivity, low morale, and harmful effects in the community (Roberts, 6). Drug addicts are more inclined to sk ip work. There is also a significant increase in consistent absences. Studies found that employees who took drugs were more likely to miss â€Å"Mondays, days after holidays, and pay days† than drug-free employees. Research also indicates that drug abusers take advantage of sick days. They have a higher rate of â€Å"unexplained tardiness,Show MoreRelatedDrug Abuse On The Workplace Essay1704 Words   |  7 PagesDrug Abuse in the Workplace: The human resource topic I chose to write my research paper on is â€Å"Drug Abuse in the Workplace†. Drug abuse in the workplace is something very common that many of us will encounter at some point. Alcohol and drug abuse has a major effect on employee absence and lost productively that leaves a negative working environment. It is important a company addresses the right guidelines to keep a drug free workplace. Establishing a clear and fair substanceRead MoreTypes of Testing and the Impacts on Employers and Employees Essay example1633 Words   |  7 PagesTypes of Testing and the Impact on Employers and Employees The modern businesses entities operate in an environment that is highly competitive and dynamic. In this respect, organizations are always on the alert looking to attract the most suitable and capable personnel. Despite the fact that job seekers could have exceptional academic qualifications; employers put employees through vigorous and thorough assessments so as to assess the suitability, credibility, and the skills of the individualsRead MoreHuman Interactions And Its Effects On The Ecosystem1405 Words   |  6 Pageswild that can have medicinal uses (Westbrook). More than half of major prescribed drugs have components found in the wild. For example, over 300 million people in the world have diabetes (Diabetes Australia 2013) and this is always increasing. It was found that, in the saliva of the Gila monster (Heloderma suspectum), when blood sugar is too high, induces the production of insulin in the body, allowing people to better control their blood sugar content. The Gila mon ster is a lizard whose habitat wasRead MorePerformance Enhancing Drugs Should Be Legal1384 Words   |  6 PagesPerformance enhancing drugs must be made legal in professional sports. Professional athletes would not be given free reign of all the PEDs available in the world, but rather a new set of rules would be issued. The rules would allow athletes to meet or exceed their maximum abilities as humans while making it safer than the modern state. If made legal the potential results of PEDs would be tested and altered appropriately to create the safest, most impactful drugs; however, in the current situationRead MoreMy Reflections on Developing a Drug Allergy Testing Leaflet1439 Words   |  6 PagesMy reflection on work based learning task will include an explanation of why I chose to develop drug allergy testing leaflet; the source of the leaflet information; an analysis on the design of the leaflet including overall readability of the information; an evaluation of the information content contained in the leaflet based on target audience; the relevance and impact of this leaflet in promoting patient understanding; and lastly an overview of the assignment with reference to application to futureRead MoreJob Analysis1190 Words   |  5 Pagesresources team is also in charge of creating and planning the career path for positions within the company or organization. According to the reading without an understanding of the jobs available and how they relate to other jobs, creating a career path is impossible. Human resources have to make sure the company is in compliance with the ADA and EEOC. This is important when creating different jobs writing the description. â€Å"A job description clarifies work functions and reporting relationshipsRead MoreEssay on New Hire Orientation: A Case Study1740 Words   |  7 Pagesthe present aspects of the program should be evaluated and corrected prior to implementation. The following elements of the program require investigation: * Shortened time frame * Incomplete applications * Completion of mandatory drug testing prior to orientation * Lack of training space Shortened Time Frame for Completion The program will be prepared to start on time. The employees are scheduled. The date for orientation has been set. There is approximately two weeks to prepareRead MoreAmerican s Receiving Welfare Uses Drugs1206 Words   |  5 Pagesrundown living situation and a drug habit is brought to mind. How true is this image? How many American’s receiving welfare uses drugs? People receiving government assistance should be required to submit a drug test to receive benefits because it will save taxpayers’ money, provide help where it is truly needed, and potentially help the economy by getting recipients back into the workforce. People receiving government assistance should be required to submit a drug test for benefits, because it wouldRead More Against Animal Experimentation Essay1700 Words   |  7 Pagesimpossible that these drugs could be unavailable to humans, but they would not be attainable had scientists not tested these drugs on non-animal subjects. Contrary to what many people believe, testing drugs on animals often give defective results. â€Å"More than 205,000 new drugs are marketed worldwide every year, most undergo the most archaic and unreliable testing methods still in use: animal studies† (PETA 1). Although animals may seem the like ideal specimens for testing new drugs, the experiments areRead MoreAnimals Should Not Be Bred1585 Words   |  7 Pagesno veterinary cave, climate control, or protection for the animal from weather. So basically these animals are starving and dying slowly just for the profit of the seller when instead these animals should be bred properly and live in a healthy environment and be given love and affection. Almost all pet store animals come from puppy mills, and at time of purchase, consumers are given incorrect lineage about the dog s’ health, breed, and breeder. With limited or no regulations or enforcement, puppy