Consumer medicine information ( CMI ) in pharmacy Essay

Consumer medicine information ( CMI ) in pharmacy - Essay Example Complementary medicine also includes herbal medicines, traditional medicines, vitamins, minerals, nutritional supplements, homeopathic remedies, and aromatherapy products. Complementary medicines are under the regulation of non-prescription drugs; they also include both registered and listed therapeutic goods. Complementary medicines are different from (OTC) drugs in terms of their use. Complementary drugs often do not rely on evidence of efficacy, and one of these complementary drugs – herbal medicines are based on traditional knowledge. Under the Therapeutic Goods Administration (TGA), complementary medicines must be scientifically evaluated to become listed or registered as therapeutic goods (Australia Government, 2007). And in order to be listed as complementary medicines, they must be essentially safe in the form they are presented. Efficacy of the medicines may or may not also be established through clinical trials. The dose and form of the active ingredients may vary and the sponsor may then provide an effective dose for therapeutic purposes. An â€Å"AUST L† number is assigned by the TGA and is later indicated in the label. This would mean that it is a listed product. Careful reading is essential for the imposition of effective doses especially considering the range of plant parts used and the method of processing of the drug. If the product indicates increased reports for treatment of serious illnesses, it must then be approved as a registered product and be given an â€Å"AUS R† number on the label. Evidence for safety and efficacy will rely on the possible adverse effects of the drug during its use. All products must be labelled in English and indicate the active ingredients, recommended dosage, indication and such other information (Australian Government, 2007). This is because â€Å"the quality standards for therapeutic goods in Australia are delivered through good manufacturing practice (GMP).

Training and Development in Tesco Assignment Example | Topics and Well Written Essays - 1000 words

Training and Development in Tesco - Assignment Example This is aimed at the analysis of instilling a sense of inclusiveness in the workers as well as their commitment. Since Leahy’s resignation announcement, drastic changes were witnessed in its stock market, which witnessed a sharp drop in the value of Tesco’s shares. From the above, it was evident that Tesco needed to instill confidence in its customers and the public hence there was a re-engineered customer service mechanism in operation for sustenance of Leahy’s transformational leadership style that saw Tesco’s unprecedented rise in the last one and a half decade (Bass,1990) . Tesco has further undertaken transformational change in its organization so as to become the carbon-zero company. This change has been through reducing energy usage and then getting the rest of the energy it uses from renewable sources. In the last few years, a Tesco has developed a supermarket that is zero carbon in its operation, but not its build. Tesco has extended its effort to both its supply chain and its customers’ carbon footprint. Tesco also wants to make it easy for staff to understand how they can change the way they work to promote carbon reduction. More so over the last three years Tesco has committed huge resource in its training and development programme. It has made progress toward achieving this by being the first supermarket to have its apprenticeship training programme accredited. This has been eating achievement for the company. This is in line with its strategy of improving its workforce and getting the best out of it. Tesco further introduced Tesco club card which is a kind of customer loyalty card.  

Introduction To Sex Education Children And Young People Essay

Introduction To Sex Education Children And Young People Essay Have you ever made some questions like What are the differences between a boy and a girl. or Why you have special feelings when seeing a very hot girl, boy. For sure, not all of you ask yourself something like that? And I still remember how shy my primary teacher was when I asked her how I had been born. These above questions seem so simple but not everyone can answer it because of the shortage of sexual knowledge. In fact, sex education in Vietnam has not been a key point in social education. That is also the reason why the rate of adults who have trouble with sex and love are increasing. Sex is a sensitive issue in Vietnam nowadays. Most of Vietnamese people are too shy to mention to sex; however, there is a deviation in sexual awareness among Vietnamese young. As the results, sex education should be approved to teach at Vietnam High schools in attempt to curb problems such as teenager pregnancy or abortion. II/ Body: According to Avert Organization, Sex education, which is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices.. It is also said that sex education is a book-guide closing to humans sexual activities like reproduction, emotion, birth control à ¢Ã¢â€š ¬Ã‚ ¦ Providing this one is the way we dedicate to teenagers the right information about matters which have an enormous impact on their. From modernly Western to mysteriously Oriental, sex education had been mentioned in many forms: direct or indirect, official or in-official, all of it demonstrated that our ancestor initiated sex education like an essential subject not only for teenagers but also for adults as well. Because of the fact that Western countries preceded one step on this issue, they have had an open point of view for this one. On contrast, both Asia area and Vietnam, sex education is something new and strange as the cultural conception. From this result, it is definitely that this topic is rarely appeared on mass media or newspaper, even more being ignored. This viewpoint was backward, and not had the good fit for present with so many changes. On my opinion, sex education will be the key to handle some issues on young people. In generally, sex education provides the embrace knowledge on safe sex or birth control. Implementing Sex Education pointed that sometimes, people mistakenly believe sex education refers only to sexual behavior (e.g., sexual intercourse) and not the full array of topics that comprise sexuality. These include information and concerns about abstinence, body image, contraception, gender, human growth and development, human reproduction, pregnancy, relationships, safer sex (prevention of sexually transmitted infections), sexual attitudes and values, sexual anatomy and physiology, sexual behavior, sexual health, sexual orientation, and sexual pleasure (Anonymous1,n.d). It is necessary to understand about our sexuality, accomplish sexual health, and identify accurately like a part of our person. However, this receiving knowledge process will take a long time from being born to grow up. Parents and primary teachers take responsible as the first educators to provide the youth a progress and developmentally appropriate sexuality education. Ideally, sex education in school is an integrated education process that builds upon itself year after year, is initiated in kindergarten, and is provided through grade 12. For example, a 2004 study carried out by National Public Radio demonstrated that more than 90 percent of parents give sex education at schools. It also proved that the significantly of parents detected that sex education subject in their childrens school were either very helpful or somewhat adapt to their child in cope with sex (Anonymous1,n.d). As many reasons this concept has not been focused because people thought children better need to concentrate on study than this issue, and the impact of one is not relevant to their life. This backward thought drive to the popular fact: almost children do not see exactly about their body or their physiology and sometimes they can act by rationally natural. Danger to life, even more get to seriously wound appears at lots of case. Therefore helping children on sexuality play an important role on sex education. Well-educated from guardians make children more confident and control their attitude better. Sex education prevents the high rate of HIV, STDs inflection by intercourse neither. According to the statistics from PPFA (2012), teens are more sexually active now than before twenty-five percent of all girls and thirty-three percent of all boys have had sex by the age of fifteen. This is a very young age, and by age seventeen the statistics have grown to seventy-five percent of all girls and eighty-six percent of all boys (Anonymous, 2012). The same unbelievable information was researched by Institution of Population and Family pointed that the abortion rate at young women (from the age of 15 to 19) approximately 30 percent on overall, ranked 5th on the world (Già ¡Ã‚ ºÃ‚ ­t mà ¬nh và ¡Ã‚ »Ã¢â‚¬ ºi tà ¡Ã‚ »Ã¢â‚¬ ° là ¡Ã‚ »Ã¢â‚¬ ¡ nà ¡Ã‚ ºÃ‚ ¡o, phà ¡ thai cà ¡Ã‚ »a hà ¡Ã‚ »Ã‚ c sinh, sinh vià ªn, 2012). Potentially, schools provide a key opportunity to reach large numbers of you ng people with sex, relationships and HIV education in ways that are replicable and sustainable in resource-poor settings. In many countries, young people will become sexually active while they are still attending school, making the setting even more important as an opportunity for the delivery of sex, relationships and HIV education. There are currently nearly 12 million young people in the world living with HIV. More than half of these young people are female. There are an estimated 2.3 million children (below the age of 15) living with HIV worldwide. With access to treatment, HIV-positive children can expect to develop into healthy adults who, at some point, will start having sexual relationships. For an HIV-positive young person who has never bene ¬Ã‚ ted from education programs about sex, relationships and HIV, these kinds of programs which assume all students are HIV-negative will not suf ¬Ã‚ ce. Furthermore, the implicit and pervasive assumption that all students are HIV-negative can render invisible those who are living with HIV or AIDS. It may also inadvertently increase stigma through the creation of an us and them mentality (UNESCO, 2007). Finally, approved sex education at high school is the way we protect our future generation. Some opposition view argued that teaching sex education is somehow we bring grist to childrens hands. However, psychologist Hong Ngoc Do said that the misunderstanding of our education system is passive-psychological and to entrust for school and scare of being naughty. We get better of giving instruction to have right path than let them mislead (Hoai Nam, 2012). III/ Conclusion: It was hard to decide on what argument I am going to write about for this essay. There are many interesting arguments I have searched. After thinking about it, sex education might be a good topic. Teenage pregnancy and sexually transmitted diseases is very rampant in Vietnam. IV/ References: 1/ Anonyous(n.d). Implementing Sex Education. Retrived from: 2/ Anonymous. (2012). Sex Education: A Necessity in Public Schools Today. Retrieved from: http://www.123helpme.com/view.asp?id=10246. 3/ Hausauer, J. (n.d).The Sex Talk: What Parents are Saying To Their Children about Sex. Retrieved from: https://docs.google.com/viewer?a=vq=cache:D1RfxKYxhTcJ:web.mnstate.edu/vigilant/The%2520Sex%2520Talk.doc+hl=vigl=vnpid=blsrcid=ADGEESiQMHNqpQSFolTNzqh3V7Uvg-8jiZdO171eoQoIP842Nrcu2q-A5sLDsuO2T2T4z7f3rUNI56X-E5zsHsIqbr9sCNvEvqUukbiaRbsDm14r0ivRtZKxH-MbnMOvrfRee-58A2XOsig=AHIEtbTzkz81PA7u9MU-GlkLoM_Yn3OSKA. 4/ Nam, H. (June,2012). Dan Tri. Ä Ãƒâ€ Ã‚ °Ãƒ ¡Ã‚ »Ã‚ £c già ¡o dà ¡Ã‚ »Ã‚ ¥c già ¡Ã‚ »Ã¢â‚¬ º ità ­nh sà ¡Ã‚ »Ã¢â‚¬ ºm, trà ¡Ã‚ ºÃ‚ » sà ¡Ã‚ ºÃ‚ ½ bià ¡Ã‚ ºÃ‚ ¿t tà ¡Ã‚ »Ã‚ ± bà ¡Ã‚ ºÃ‚ £o và ¡Ã‚ »Ã¢â‚¬ ¡ mà ¬nh. Retrieved from: http://dantri.com.vn/c25/s25-603793/duoc-giao-duc-gioi-tinh-som-tre-se-biet-tu-bao-ve-minh.htm. 5/ Anomyous. (n.d). Sex Education that Works. Retrieved From: http://www.avert.org/sex-education.htm http://www.plannedparenthood.org/resources/implementing-sex-education-23516.htm

Commentary on the Satiric Nature of George Orwell’s 1984 Essay

It goes without saying that every work in literature is unique. The way that certain novels, novellas, or poems go about accentuating certain themes or points, whether of grand nature or of little consequence to society, is certainly achieved through a concoction of literary styles. The most enduring and effective works of literature exhibit an artful combination of literary device and aforementioned technique. Without a doubt, George Orwell’s Nineteen Eighty-Four exhibits such a blend of style through characteristics of a dystopian novel and satire. Orwell lived in a time when the spread of communism, mostly unbeknownst to his audience, posed an unimaginable threat to freedom. Therefore, though his novel, he attempted to emphasize the fallacies that would exist in a totalitarian nation-state if people were to accept its lure of equality. However, many argue about how exactly Orwell goes about achieving this; the line of argument divided between satire and a dystopian fictio n. Yet, it’s impossible to be dogmatic when considering this aspect of literature since, as stated above, any piece of literature, most especially works such as Nineteen Eighty-Four, exhibit a mix of literary elements. Upon close inspection though, it becomes possible to understand Orwell’s Nineteen Eighty-Four as a novel with strong satiric elements. By analyzing the presence of novelistic rudiments, such as dystopian plot, characterization, theme, and symbolism, compared to satiric essentials of humor, irony, and subtle criticism, it becomes evident that the effectiveness of Nineteen Eighty-Four derives from the fact that it adheres strongly as a novel with strong satiric elements compared to satire with novelistic elements. It’s important to emphasis tha... ...symbolism employs, it becomes possible to understand Nineteen Eighty-Four as a novel with strong satiric elements. There are different degrees of satire, and this particular work of Orwell the satire, perhaps compared to more blatant criticisms of political theories such as his Animal Farm, is much more subtle. The criticism is less obvious compared to the more foreboding warning presented through the implementation of novelistic elements. Still, some may argue that the exaggerated nature of the work is itself satiric, but one can’t necessarily draw a distinction between that and warning. Thus lies the murkiness that makes works such as Nineteen Eighty-Four effective. Prevalent novelistic elements combined with subtle jabs of satire, in the form of dark humor, criticism, and irony; make this particular work everlasting and truly applicable to any temporal period.

Funny Games Movie Analysis

The preferred reading from director Michael Haneke gives a lot of insight to why the audience felt the way they did. Haneke’s intended message of the film was irony. â€Å"All the rules that usually make the viewer go home happy and contented are broken in my film,† (Haneke). This is why the film makes audiences so uncomfortable; it takes them out of their standard beliefs of what a film should have in it. Haneke breaks these rules several times to give the audience increased feelings of anxiousness. â€Å"There’s this unspoken rule that you can’t harm animals. What do I do? I kill the dog first thing. The same thing with the boy. You’re not supposed to break the illusion. What do I do? I break the illusion. It’s the principle of the whole film. It’s a very ironic film,† (Haneke) Haneke also displays the irony through the music, â€Å"Just like the film is a parody of a classical thriller, John Zorn is a parody of classical heavy metal. The classical music is not a soundtrack in this movie. All my music is not meant as a soundtrack—is part of the action, part of the story. The other music, the John Zorn music, is under the titles, and it’s the ironic colon. OK, now we go to a thriller,† (Haneke) Haneke’s second message is manipulation, â€Å"I wanted to show the audience how much they can be manipulated,† (Haneke). He purposefully toys with the audience, bringing them to unfamiliar territory. â€Å"First they think it’s all an illusion, just a film, then I do this rewinding and suddenly you go back. I look at the viewer directly, I talk to him, I wink at him. I do this again and again to show how much one can manipulate. In view of this overriding illusion in movies, it’s a good idea to create a little bit of mistrust in the verite, in the truth of moving pictures. † As for Peter and Paul being gay that interpretation was not intended. â€Å"We heard it before, but I’m very surprised actually. First of all, the actors aren’t gay, but that would be beside the point. I don’t know why people think that—because they are handsome, or have white clothes on, I don’t know,† (Haneke). Overall Haneke wanted the audience to feel a, â€Å"Slap in the face,† and it definitely worked. The negotiated reading for Funny Games describes the movie as, â€Å"Horror that really scared, devastated, and stayed with me long after the final scene was over,† (Galina 1). I feel that this is close to what I was thinking after the film and also to many others in the class. The nonchalant nature of Paul and Peter really sticks to you and the infamous George, â€Å"Why are you doing this to us? † Paul, â€Å"Why not? † is absolutely chilling. This is scary to most people because the audience is used to a killer that has a direct motive and a back story. Funny Games leaves you with none of that and because this is very uncommon our lack of gap-fill is shocking. â€Å"I can't easily recall another movie that made me go through the same emotions as the innocent victims in the movie did, to feel the same helplessness, hopelessness, despair, humiliation, and horror,† (Galina 1). All of these emotions build up to a realization that the good guys won’t win. Most of the time movies punish evil and let the good prevail but when this doesn’t happen audiences are shocked because our gap-fill between good and evil comforted us that there was a chance for the good. After the awareness that evil has won a sense of â€Å"They are among us, they are nice and polite, well read, shy and ironic, they have the names from the new Testament, Paul and Peter, they talk with the soft refined voices but they are monsters nevertheless who have no regard for a human life and who want to play their sadistic funny games to the extreme,† sets in (Galina 1). This reception of the movie Funny Games is what I feel most viewers felt.

How Does Hosseini Tell the Story in Chapter 2 Essay

During this early stage of the novel, narrative is fundamental in forming the basis and definition of Amir, the protagonist and teller of the story. As well as this, several expectations for the novel are also established, particularly in terms of characterization and plot. Whilst the book as a whole can be described as a psychological exploration into the complexities of guilt and jealousy, this chapter differs in the sense that the narration deliberately refrains from discussing any thoughts or emotions of Amir. Founded on factual knowledge such as dates, times, births, deaths, and directly quoted dialogue, the formal tone may reflect the writer’s attitude to the material being discussed; perhaps he is ashamed and wants, during this chapter, to distance himself from emotional implications and accountability? Instead, we are introduced to the voices of other characters, such as Baba, Ali and Sanaubar. This begins to embed the idea that the plot will revolve around a delicate web of interpersonal relationships. Furthermore, Hosseini’s first-person narrator makes the larger story of Afghanistan’s troubles seem very personal, as Amir’s tale of personal abuse, betrayal, and redemption, mirrors the tale of Afghanistan itself. Hosseini uses contrast to illustrate the inverse lives of Amir and Hassan. Endless description of infinite luxury, marble surfaces, the warmth of fire, and curved walls steering through one room after another, is followed by a single sentence, almost as an afterthought, mentioning Hassan and Ali’s humble mud hut at the bottom of the garden. The choice of sentence structure is reflective of their positions in society; their respective lifestyles are the culmination of ethnic tensions and intolerances. However, a degree of similarity remains, a similarity that is irrelevant of society. Both Hassan and Amir have lost their mothers, and as a consequence, only have their fathers and each other. They are closer than regular friends, or more like brothers. Their relationship plays a central role in the book, and it figures in another theme that is introduced in this chapter: standing up for what is right. But despite this undeniable connection, Amir cannot call Hassan a friend, in the same way that Baba never refers to Ali as a friend either. The looming division of religious beliefs is further intensified by the blasphemous language used by the soldiers in reference to Hassan’s mother, which gives an impression of the control and sadistic ways associated with the treatment of Hazaras by the Pashtuns. The significance of setting becomes increasingly apparent as the book goes on, and in this chapter we are introduced to the pastoral environment that sets the scene for the childhood that Amir and Hassan shared. Hosseini crafts a typical landscape in descriptive detail of the Afghanistan that once was, of sunlight, trees, fruit, and autumn colours. This imagery is recurrent in passages of retrospective throughout the novel, and is part of a structural plan to effectively shock the reader in later chapters when Amir returns to Afghanistan.