Analyzing The Financial Statements Personal Development Essay

Analyzing The Financial Statements Personal Development Essay My Goals: I want to excel in my MBA in financial services by getting A grade. What do I want/need to learn? What will I do to achieve this? What resources or support will I need? What will my success criteria be? Target dates for review and completion. How have I chosen these dates? Communication skills: Become a good listener. Understanding verbal and non-verbal ( body language, eye contact, gestures etc) Listing is one of the most important tools in communication. I scored 39 in a quiz which was by Dr Guffey which so good but I can still improve my listing skills. By listening other people, documentary, news etc I can improve my listing skills. Books on how to become a good listener by authors like Kratz (1995), Pramila Ahuja GC Ahuja (2007) and Lisa J Downs (2008). By understanding the body language, eye contact etc I can improve my skills. I can take feedbacks from the people to whom I talk and ask them about my weather am I a good listener or not. Giving attention on my body language while communicating with others with this I can know that I have become a good listener or not. Communication is most important tool even in personal or professional life. Without effective listening it is difficult to collect all information. Hence it is very important so to improve this is set a target date of 28th march 2011 the end of my second semester. Quantitative Analysis skills: For understanding financial data both graphs and numeric terms. Analysis and application of accounting principles For making, analyzing the financial statements. Analysis and concentration on financial figures of these selected companies: Reliance Industries ltd., Maruti Suzuki, B.M.W., and Sony. By observing and critical analyzing and comparing the past financial performances of different selected companies. Follow the stock exchange for getting knowledge about the share value and position of these companies. Using online recourses: FAME, GMID, Mintel, Financial Times etc. Reading of business newspapers and magazines. Using media like news channels and documentary of different scholars. I also refer many financial accounting books like Clyde P Stickney (2009). For getting and understanding full knowledge about financial terms, and getting good scores in my finance module. Understanding the financial structure of the economy. Understanding different financial ratios and balance sheets, cash flow statement, spread sheets etc. Long target date: 15th September 2010. As I am doing Global Finance for my M.B.A. I have to keep my eye on analyzing these key terms which help me in making my finance assignments. Time management skills: Differentiating the priorities of my tasks. Planning Manage interruptions. Listing tasks as par their priorities like urgent, important, deadline etc. Using time table for the work which is to be done. I can start doing meditation so that I have better Concentration to do the work so that I can avoid distractions. Using technology like using reminders on mobile phones. By making time table and charts for the plans. Maintain daily dairy and planners for keeping eye on the progress of task. Punctual and on time completion of task easily. Finishing the work or assignments easily and before time as I can review it. Not getting panic till the deadline of submissions of assignments. Time management is a very important and tool for an individual to complete the task without distracted by unnecessary activities so I decided my target date is 28th of march when my second quadmester finishes. Presentation skills: Writing the report Delivery of speech Body language Organizing the data Doing rehearsals for the presentation. Presenting and collecting feedback from friends and colleagues. Use of technology for understanding my weak points and body language by making video. Watching the speech of scholars for understanding body language. Using internet for making my presentation more impressive. By using and making myself comfortable with the technology like using of internet and computers effectively. Reading different books and articles by the business tycoons. By studying the mandatory course books for my module ESSENTIAL GUIDE. Convey the accurate and desired message effectively. Keeping the audience attentive when I present my topic. Making myself efficient in communicating with others. Target date: 30th June,2010 In the end of my 3rd quadmester I want to make myself confident and efficient in delivering presentations. I will analyze my different videos of presentations and learn through my past experiences and doing discussion with group and friends on my skills. Learning Styles: Visual learning Reading/writing I go through a VARK quiz which tells about which learning style a person has where I scored less in visual learning and listening. It is quite difficult as I learn always from reading and writing from my childhood but they need to be improved. Reading books of different authors like Chetan Bhagat, and newspapers and novels during travelling also helps me in improving my skill. To develop my visual learning skill I will use internet and different documentaries videos. Reading books and magazines which are matches to my interest can be helpful to me in my improvement. To improve my writing skills I can take suggestions and guidance from my tutor who helps me in writing my essay or reports. Going easy and getting good grades in Essay or report writing which I have to do in my course. Learning with concentration to listen to my tutor during my lecture with the presentation that helps me in growth of both listing and visual learning styles. In my MBA course to write the assignments we need to read a lot. So it might take time to improve this skill but it is quite important to develop as to get good grades in course. My target date will be 30th of June when my third quadmester finishes. Introduction: Every individual has a unique learning style. Understanding of learning style helps an individual in improvement in his achievements in every aspect like academic, career, creativity. Learning style is a composition of different characteristics which includes cognitive, physiological and affective factors that acts as an indicator of how a learner perceives, interacts with others and responds to the learning environment (Messick, 1976). It also indicates the method which shows how a person deals with the information given to him. An individual has their own ability which mainly consist of their own styles and performance but learning style helps in understand that how a person remember things, his thinking ability or even his way of solving problem. Background: In this essay I will discuss about the different learning styles and also the factors that influences learning styles and the areas I need to develop as a learner which helps me in my academics. I will discuss my current academic skills and the skills I need to develop to do well in my MBA and to achieve my goal of getting good grades in my all assignments. Finally I will discuss about the growth of mindset which I need as a learner. As solving the questionnaire of VARK learning style I came to know that I can learn best by hearing or by read/write. This learning style is good for me in my course as in my lectures I need hear and understands what my tutor says and so learning while hearing is very important for me. Even reading and writing are very important learning styles for me in my course as I have to write a lot of reports and essays which requires a lot of research and for that read different sources. As from my tutor feedbacks from my leadership essay assignment I need to read and understand the aspects in broader way and with the help of those feedbacks I discovered few ways which helps me in developing this particular skill which are: Use of dictionary to improve my vocabulary. Reading text books and making notes. Reading newspapers or novels while travelling. Listing documentaries. Writing daily dairy. According to me with these steps I can more improve my learning style on reading and writing more. However, according to Kolb learning cycle; learning is continuous in nature it doesnt have any end. Learners need to learn different aspects from their experiences and the environment. According to Kolbs cycle reflection and internalising are the two main stages of learning and according to Honey and Mumford learning style activist, reflectors, theorist and pragmatist are the four types of learner and I think I am a pragmatist which means I learn by linking the subject matter with the problems. Pragmatist acts quickly and confidently on ideas and get straight to the point and like to get feedback and guidance and I believe feedback helps me a lot in improving my skills. Skills to be developed and improved: Apart from the learning styles there are some skills which are needed to improve academically. After understanding my course I have discovered some academic skills appropriate for the programme of the study. The following narration explains the analysis of how I found out my strengths and weakness and the resources which are required to improve and develop them within a chosen period of time Communication Skill: It is needed by any person to do well academically and it is also one of my strengths. I believe as per Birvenu (1987) communication is a process of transmitting ideas, feelings, attitudes and belief between living beings and thats why for a n effective team work communication skill is very important. According to the statement from Walter and Scott (1979) describes that I can listen well what I want to. From the feedback from my tutor my communication skills are good enough she scored me 2 out of 3 but also said me to improve my listening skills which is an important part of communication. After solving the quiz on communication of Dr. Guffey in got a feedback of good communication skills but an improvement in listening skills. It is important also as I need to work with teams in my course and if I do not listen to them properly I may not able to understand their point of view which leads to hamper on my assignments. To improve my this skill I started reading books by authors like P ramila Ahuja GC Ahuja (2007) which have a practical approach to listen effectively especially and from the book of Lisa J Downs (2008) where she discussed about the importance of self awareness in being a good listener. Time Management Skills: Art of time management is important to do the work effectively and efficiently. By a quiz on this I come to know that I am good in time management but there are some interruptions which I should manage and even I think it is my one of the biggest weaknesses. Time management plays a very important role in my academics because if I miss my classes then I may lose many of the information given by my tutor and the discussions between my group members. By doing my SWOT analysis I felt that time management can be one of my strength if I grip my interruptions well. An example from book Managing Time (2007) which is when a salesman gets interruption by his phone call during his work which leads in discontinuation of work, it happens same with me like phone ring, message beep etc interrupts my mind during my work. To manage this I need to improve my concentration level by doing some meditation and yoga exercises. Team Work: In this era to do your work you need to work in teams. As with me in my first assignment of the course I need to do a presentation with my team which consist of people of different cultures. To do well in academics I have to develop my skills of working as a team member and I do not do well than it will effect on my academics. To improve this I start getting feedbacks from my team members where I found that sometimes I am not able to understand their point of view and I do not want that my this weakness hamper my studies so I start reading books on how to work effectively in team by David Clutter buck (2007) and Michel A West (1997). In performing leadership roles an individual must be an effective team player. By doing a questionnaire of Kurt Lewin I found myself as a participative and delegative leader which is very important to lead a team, even I lead a team in my first assignment of sustainable strategy. Quantitative Analysis skills: It is deals with estimating results and computational operations. It reflects the ability of analytic skills. I consider as accountancy is one of my weaknesses and I want develop this skill quickly before it effects my studies negatively. As my course is financial services I need is to have a vast and deep knowledge about the finance. I should understand the charts and numbers which are there in the module. To enhance my skills I think I should watch business channels or news channels like BBC and reading magazines like business today, and newspaper like financial times etc. with this help I can update myself with the financial market and able to understand the quantitative terms. Books like L.S. Porwal (2001) Clyde P Stickney, Kathrin Schipper; Roman L Wei (2009) also helped me a lot in improving my knowledge about balance sheet and cash flows. During the assignments of finance I analyse the financial data of Tesco PLC and Lloyds TSB Bank. This also helps in improving my finance ski lls. Presentation skills: Presentation skills are required for effective communication in both speech and written format. For this skill I need to improve my delivery of speech, body language and organising and writing of data. I planned to do rehearsals and collecting feedbacks from my mentors and group members. Even watching different speeches and documentaries of scholars on internet website like YouTube etc also helped me effectively to improve my skills. A good presenter must keep the attention of the audience towards himself and to gain this ability I think I should do time to time rehearsals before my final presentation. Using of technology by watching my video of giving presentation also helps me in identifying my weak points. Conclusion: After evaluating my core skills and by doing questionnaires and getting feedback from both the tutors and team members I can conclude that my strength lays in motivation powers either self or others. I manage my time effectively and I am a kinaesthetic leader and to do well in my studies I should attend classes and discussions. I should take advantage of my skill of participative and delegative leader in leading a team by delegate appropriate work to each member and by taking participate in their work. However, I also need to learn accounting principles and rules and ways of effective presentation and listing others and others point of view with managing interruptions and taking feedbacks which helps me in achieving my goal of becoming an MBA in global financial services with A grade. APPENDIX: LEARNING JOURNAL Date What I did Why I did it What I learned How or where I could apply it Any improvement or development required 14.10.10 I had an introduction with my group and learn the habits of learning. Assess my core skills like cognitive, communication, problem solving, learning etc. I did it for further interaction with group members. To learn what skills I have and what I have to improve. I did SWOT Analysis on myself. I learn how to represent ourselves in the group and also learned about my best learning way. I come to know about my core skills which I had. I learned about my own weak points and plus points. I can polish my learning habits by reading in the best way in which I understand more. I can apply these skills in every part of my life. I need to improve my different core skills like communication, lake of confidence, critical thinking etc. I need to involve more with individuals in both formal and informal way. 21.10.10 I come to learn about the learning styles and took a self test on my skills. I access my academic skills and analyse the ways to develop it. As a part of my module I analyse my style of learning, which can help in my studies and discover the areas which I need to improve. By self-evaluation on my skills I come to know about my weakness and strengths. I come to know that my best leasing style is reflector by HONEY AND MUMFORDS LEARNING STYLE. I learn best when I listen or watch. I reflect or review the situation and carefully analyse them. In my lifelong learning and in my other modules I can apply it. For some detail research and in exchanging of ideas with others. I am very slow in decision making and very cautious about the things. I am lacking in small talks with other. I have to improve my lateral thinking for my decisions and planning. 28.10.10 I learn to manage my studies based on FAYOLS 5 FORCES. Took a self active listening test with group mates. I identify my study goal and discover my own management style with an organised time management and learning technologies and colleagues. For active listening I had a group discussion on my own experience and asking questions about the previous experiences. I learned how to plan my resources and time Carefully and flexibly. To create balance between the demands of family and friends. Use of relaxed body language and efficient communication skills. It will help me best in corporate sector as there I have to prove my management skills. For a communication with others active listening skills are very useful. I have to improve my listening skills and actively participate in group activity. To manage time and group in my family business with my management skills. 28.10.10 Critical reading analysis and deep learning with the help of note taking. I had an activity on time management. I know about my critical reading skills and how they have an effect on my studies in a good manner. I learned how time management helps in my studies and regular routine. I come to know that my reading skills are not that much good, I am a deep learner but some boring readings made me surface learner. I did evaluation of different models and learned how they make my decision effective. I learn how I do my studies and what the barriers are which affect my studies other things. I can apply this in my studies and reading of different articles and executive brief and books. After this activity I can apply this in my work and regular routine I need to clear the concept and the assumption which the author is making and need to learn more deeply. I have to focus mainly on the purpose and context of the book. I have to improve my time management skills by making my schedule and some key techniques for it. 05.11.10 I did a presentation on Google in China. It was an assignment for my strategy module. I was the leader of my group and assign the work to my group members. I learn more about my presentation skills and still need to improve my time management skills. I learn how to delegate work to others and how to lead a group. I can use these skills in other presentation and communicate the others more effectively. I can apply this in my job as this helps me in prove myself at my work place. I have to improve my critical thinking and time management. I can improve my skills by doing planning and rehearsals. 14.11.10 I wrote an essay on my leadership skills. It was my module assignment for leading in changing world. I give feedback to my group members. I learn what the leadership skills required and different models of leadership. I learn that how to give feedback and motivate the group members on their leadership skills. I can use these skills in leading a group in other modules and corporate sector. I can use my leadership skills in giving feedback to others who are working with me. I found that my communication skill is quite weak and I have to work on my long visionary thinking also. I have to improve my motivation skill also to impress others. 21.11.10 I analysis on my motivation point. I discover my own self management model by studying different theories of motivation like GOAL THEORY. I learn about the how to put objective SMART and how I inspire myself to achieve my goals. I can apply this in motivating myself and in achieving my goal of both in professional and personal. I am very bounded with my esteem needs and for that I have to face many different situations. 05.12.10 I learnt how emotionally intelligence affects work and social formats. I did it to understand the emotions and employ them in thinking and creating work. I learned that how emotions differentiate the individuals objective and how to use the emotions in communicating feeling. I can use this skill in understanding individuals. I can manage the team of different culture people by using this unique skill. I am not so good in communicating feelings with others. I cant critically analysis their different approach or thinking towards the work which is to be done. 12.12.10 I discuss with factor influencing successful studies and academic skills and need of Growth mindset as a learner. As an activity taken by the tutor and to know in what why I can enhance my academic skills. I learned about the team core skills and how to manage and recognise emotions. I can apply this in my group work. As different culture people work together it becomes easy for me to understand them. I need to improve my skills in understanding the relations and emotions of different culture. 16.12.10 I did an exercise of BRAIN STROM which was on the benefits of completing internships and dissertation. I want to know that which option will give benefit to me and in which area I need more improvement. I share my ideas and points on this and able to know what I have to do in my internship programme. I learnt the different required standards and students activity which are mandatory for the programme. I learn about the employability skills that current UK employers need. I can apply this learning in my future plans regarding this programme of internship or dissertation. I can apply my learning in workplace or in corporate world. I think I need to improve my employability skills like team work, application of information, self management etc. Core Skills Self Assessment and SWOT Core Skill Skill Rating (1-10) Low =1 High = 10 Evidence Insert an example to support your rating Cognitive skills: critical thinking, analysis and synthesis 5 In group discussion and in using different models I realized that I am not a good critical thinker. I feel difficulties in the application of models and different concepts. Problem solving and decision making: using quantitative and qualitative data 8 As I am a leader of my group I realized that I can solve the problems related to assignments and work easily but some time I feel panic in taking quick decisions which I have to improve more. Research and investigative skills: as part of individual and team assignments 5 In my assignments I feel difficulty in doing research and collecting data I take more time in application and analyzing the data. Even I take long time in getting up with new idea. Information and communications technology skills: using a range of business applications 7 I have efficient ability in using the technology in business. I am good in using internet and having a good body language for my communication skills. Numeracy and quantitative skills: data analysis, interpretation and extrapolation 4 I feel difficulty in data analysis, I understanding graphs and numeric terms and accounting principles. Using online resource for data on FAME, GMID etc makes me confused and puzzled. I have to improve skills. Communication skills: oral and written English, using a range of media 7 As I consider my communication skills I think I am good in convey my message and expressing my feelings. My written English also good as I have a lot of practice in writing reports and articles in my previous studies. Interpersonal skills: talking, listening and negotiation 9 This is my strength I am very good in interacting with others. Even my friends and group member also appreciate for my listening skills and I am always ready to cooperate my group members. Team-working skills: leadership, team-building, influencing others 8 I worked as a leader for my group and I think I am good in motivating others and even for my group reports my teammates we all work together on different presentations. Through my skills I influence others as they listen to my views and gave their acceptance on my views. Personal management skills: time management and planning, motivating yourself, using initiative 4 My time management skills is poor I work till the end of time, that makes me panic and confused. I make planes for my work but I am not able to track them always. I also feel a bit difficult in taking initiative and but I am good in motivating myself and others. Learning skills: reflective, adaptive and collaborative 7 My learning skills are also good but I need a lot of improvement in it. As my previous studies pattern is totally different but I adapt this new one easily, I like to learn different ways of learning things which makes me efficient in grasping new things. Self-awareness: sensitivity and openness to others who are different to you, emotional intelligence 8 I am very reserve kind of nature. But I like to interact others but after getting global exposure I got confidence and able to learn the emotions of different cultures. SWOT (Strengths, Weaknesses, Opportunities and Threats) for my current study and future career plans MY STRENGTHS PROBLEM SOLVING AND DICISION MAKING: using quantitative and qualitative data. INTERPERSONAL SKILLS: taking and interacting with others and active listing. TEAM-WORKING SKILS: leadership skills, team-building ability and motivation and influence others. SELF AWARENESS: Understanding emotions and openness to others who are different in culture and having different thinking. MY WEAKNESSES COGNITIVE SKILLS: critical analysis, decision making ability, mapping of ideas. QUANTITATIVE ANALYSIS SKILLS: understanding financial data both graphs and numbers, analysis on accounting principles. TIME MANAGEMENT SKILLS: dividing the task as par priorities, planning for achieving goals, tracking the progress of my tasks. PRESENTATION SKILLS: writing the report, speech delivery, body language, organizing the data MY OPPORUNITIES Cognitive skills: critical thinking and analysis and application in real things. Learning skills: reflective and active learning in which I can learn more. RESARCH AND INVESTIGATIVE SKILLS: research for the assignments for individuals and group assignments. MY THREATS Numeracy and quantitative skills: data analysis, financial analysis, understanding balance sheets and strategy of the industry. Expressing my emotions and understanding different cultured people.

Bureaucracy and Democracy

Bureaucracy and Democracy Assuming that the court's interpretation of the law was accurate, do you believe that the state's power to regulate in these matters should outweigh the federal government's right to do so? What, if anything, should be done? No I do not think the state's power to regulate in these matters should outweigh the federal government. Independent Agencies help execute policy or provide special services.Independent Agencies also exist outside of the departments of the executive branch and have three separate branches: Executive – President of the United States, esponsible for administering and enforcing the laws of government Legislative – Congress responsible for the creation of law Judicial – Supreme Court responsible for administering Justice, resolving disputes, and interpreting the law.This system establishes a strong central government, while insuring a balance of power. Agencies can be characterized as being either executive agencies or i ndependent agencies. How do they differ and, from your standpoint, which is preferable in terms of maintaining agency focus and controlling the actions of the agency? Independent agencies are those that exist outside of the departments of the executive branch, executive agencies are not

In the current time people can’t imagine their life...

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Angel In the story â€Å"A Very Old Man With Enormous Wings† by Gabriel Garcia Marquez a man named Pelayo is taking crabs to throw into the sea when returning he finds a man with wings. He then runs to tell his wife of this and in turn they both tell their neighbor who â€Å"knew everything about life and death†(Marquez 84). It was not until the neighbor came that the thought of this man being an angel was even introduced into the story. The thought that this thing was an angel is inconclusive since the only evidence given for this conclusion is that it had wings. The fact of whether or not this creature is an angel is never really stated in the story. From what I gathered from the text I am not sure myself. The part that makes this so hard to†¦show more content†¦Pelayo locking the man in the chicken coop is the major problematic point in the story, it sets up all of the events that happens to the family and the man after the initial meeting. After the â€Å"angel† is locked up word of him spreads like wild fire and soon everyone in town was coming to see the man. This flocking of people coming to see the man included Father Gonzaga the local priest. When Father Gonzaga arrived he enters the chicken coop in order to examine the specimen more closely. As he entered the coop he said good morning to the angel in â€Å"Latin, the language of God,†(Marquez 86) when the angel made no response is when the first suspicions that he really was not an angel but merle some strange man were brought into play. The story then presents more evidence to this fact in that the angel has too many humanlike qualities such as an unbearable smell of the out doors and he was also covered in parasites. On the other hand this is also the point in the story where I feel that the strongest argument for the creature being an angel can be made. Though it is not as an angel of death but as a guardian angel because it says almost immediately after he is locked up that the boy recovers from his ailment. Then later when the family makes money off of people coming to see the angel this is something that helps the family by making them able to buy netting and keep out the crabs. This was truly a blessing for them because in the text it isShow MoreRelatedRalph Lauren2639 Words   |  11 PagesRalph Lauren is Americans leading designer in the classic tradition, who has stayed true to his own point of view, despite the seasonal vagaries of fashion. Mr. Lauren has always believed that fashion is function of lifestyle. He believes that clothed should be natural, comfortable and elegant, for the way people live today. His clothes have timeless grace and become more personal and special age. 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The Treatment Of Eating Disorders Health And Social Care Essay Free Essays

Eating upsets are characterized by forms of perturbations in eating behavior frequently accompanied by feelings of hurt and/or concern about organic structure weight or form. Anorexia Nervosa ( AN ) , Bulimia Nervosa ( BN ) , Eating Disorders-Not Otherwise Specified ( ED-NOS ) are three classs by which eating upsets identified. The American Psychiatric Association ( APA ) ( 1994 ) foremost identified Binge Eating Disorder ( BED ) as a probationary feeding upset diagnosing in the DSM-IV. We will write a custom essay sample on The Treatment Of Eating Disorders Health And Social Care Essay or any similar topic only for you Order Now BED is frequently classified under the â€Å" catch all † of the ED-NOS diagnosing. The DSM-IV-TR ( APA, 2000 ) standard for AN, BN, and BED are listed in Table 1. Eating upsets have frequently been noted as one of the most hard psychiatric conditions to handle and hold been associated with increased mortality and self-destruction rates ( Crow et al. , 2009 ) . Other physical and psychosocial wellness effects include but are non limited to limb and joint hurting, concern, GI jobs, catamenial jobs, shortness of breath, thorax hurting, anxiousness, depressive symptoms, and substance maltreatment ( Johnson, Spitzer, Williams, 2001 ) . Despite legion co-morbid conditions, effectual behavioral and pharmacological interventions for eating upsets have been established. For illustration, family-based therapy ( i.e. , Maudsley Approach ) is deriving acknowledgment as an evidenced-based intervention for striplings with AN ( Wilson, Grilo, A ; Vitousek, 2007 ) in both joint household Sessionss ( Lock, Agras, Bryson, A ; Kraemer, 2005 ) and in â€Å" detached † format where person with AN and her household attend separate Sessionss ( Eisler et al. , 2000 ) . Additionally, cognitive-behavior therapy ( CBT ; Hay, Bacaltchuk, A ; Stefano, 2009 ) , dialectical-behavior therapy ( DBT ; Chen et al. , 2008 ) , and interpersonal therapy ( IPT ; Fairburn, 1997 ) have been successful in the intervention of BN. Research tends to back up CBT as the intervention of pick for both BN and BED ( Hay, Bacaltchuk, Stefano, 2004 ) . Table 1. DSM-IV-TR diagnostic standards for AN, BN, BED. Anorexia Nervosa Refusal to keep organic structure weight at or above what is normal weight for age and tallness ( i.e. , gt ; 85 % of what is expected ) . Intense fright of deriving weight or going fat, even though scraggy. Perturbation in the manner in which 1 ‘s organic structure weight or form is experienced, undue influence of organic structure weight or form on self-evaluation, or denial of the earnestness of the current low organic structure weight. In postmenarcheal female, amenorrhoea ( i.e. , absence of 3 back-to-back catamenial rhythms ) . Specify Type: Restricting Type – During current episode of AN, person does non regularly engage in binge-eating or purging behaviour. Binge-Eating/Purging Type – During current episode of AN, the individual has on a regular basis engaged in binge-eating or purging behaviour. Bulimia Nervosa Perennial orgy eating episodes. Characterized by: 1 ) feeding, in a distinct period of clip ( e.g. , within a 2-hour period ) , an sum of nutrient that is larger than most would eat in a similar period of clip under similar fortunes and 2 ) a sense of deficiency of control over eating during the episode ( e.g. , a feeling that one can non halt eating or command what or how much one is eating ) . Recurrent purging/compensatory weight loss steps in order to forestall weight addition. Binge feeding and purging/compensatory behaviours present at least 2 times a hebdomad for 3 months. Self-image inexcusably influenced by organic structure weight and form. Absence of Anorexia Nervosa. Specify Type: Purging Type – During current episode of BN, the person has engaged in self-induced emesis or the abuse of laxatives, water pills, or clyster. Nonpurging Type – During the current episode of BN, the individual has used other inappropriate compensatory behaviours, such as fasting or inordinate exercising, but has non engaged in self-induced emesis or the abuse of laxatives, water pills, or clyster. Binge Eating Disorder Recuring orgy eating episodes. Characterized by: 1 ) feeding, in a distinct period of clip ( e.g. , within a 2-hour period ) , an sum of nutrient that is larger than most would eat in a similar period of clip under similar fortunes and 2 ) a sense of deficiency of control over eating during the episode ( e.g. , a feeling that one can non halt eating or command what or how much one is eating ) . The binge-eating episodes are associated with 3 or more of the followers: 1 ) eating more quickly than normal, 2 ) feeding until experiencing uncomfortably full, 3 ) eating big sums of nutrient when non physically hungry, 4 ) eating entirely because of being embarrassed by how much one is eating, 5 ) feeling disgusted with oneself, depressed, or really guilty after gorging. Marked hurt environing orgy feeding. The orgy feeding occurs, on norm, at least 2 yearss a hebdomad for 6 months. The orgy feeding is non associated with the regular usage of inappropriate compensatory behaviours ( e.g. , purge, fasting, inordinate exercising ) and does non happen entirely during the class of ANor BN. Pharmacological interventions have been used in concurrence with behavioural intervention or entirely ( Zhu A ; Walsh, 2002 ) in the intervention of eating upsets. Research supports pharmacological intervention for persons with BN and BED ( Bacaltchuck, 2000 ) . Specifically, antidepressants have been found to hold short-run benefit in the decrease of binging and purge behaviours ( Walsh et al, 2000 ; McElroy et Al, 2003 ) . Unfortunately, pharmacological intervention tends to hold high disobedience rates and backsliding is frequently frequent ( Becker, 2003 ) . Presently, there is no empirical support for the usage of antidepressants among persons with AN ( Wilson, Grilo, Vitousek, 2007 ) . Behavioral and pharmacological interventions are most frequently used in combination with another in handling eating upsets due to legion co-morbid conditions. Unfortunately, the aforesaid behavioural interventions have a figure of restrictions when delivered outside a forte scene ( e.g. , outpatient mental wellness clinic, inpatient eating upset centre ) . For illustration, the bringing of family-based therapy for AN requires 10-20 hour- long household Sessionss over a 6-12 month period ( Lock, le Grange, Agras, A ; Dare, 2001 ) , and manualized CBT for BN requires 15-20 Sessionss over five months ( Fairburn, 1989 ; 1993 ) . Treatments for AN and BN are non merely drawn-out and dearly-won, but eating upset forte suppliers are limited, and persons with feeding upsets are frequently immune to specialty attention ( Fairburn A ; Carter, 1996 ) . Additionally, merely a little part of persons with feeding upsets are treated in mental health care ( Hoek A ; van Hoeken, 2003 ) and are more likely to show with feeding disordered symptoms in a primary attention puting ( Hoek, 2006 ) . While primary attention doctors frequently recommend forte int ervention on claim signifiers, there is small follow- through with referrals ( Hach et al. , 2005 ; 2003 ) . Therefore, the primary attention scene is frequently the chief intervention installation for those with a life-time eating upset diagnosing ( Hudson, Hiripi, Pope, A ; Kessler, 2007 ) . Due to the fast-paced nature of a primary attention scene, interventions need to be brief, cost-efficient, and executable in application for bing staff. Therefore, development and designation of brief, effectual intercessions for eating upsets are necessary. A figure of surveies have tested the efficaciousness of specific brief intercessions for AN, BN, and BED outside of primary attention environment. Fichter, Cebulla, Quadflieg, A ; Naab ( 2008 ) implemented a self-help constituent ( i.e. , self-help CBT manual ) to the pretreatment stage of forte attention for persons with AN giving significantly shorter inpatient attention. For intervention of persons with BN and BED, a stepped-care attack has gained support ( Laessle, 1991 ; Treasure, 1996 ; Carter, 1998 ) . This attack may suit good with the construction of primary attention, since persons with BN are offered brief intercessions and so reevaluated. Brief intercessions for BN are often in the signifier of abridged CBT frequently accompanied by a self-help constituent ( Treasure, 1996 ; Cooper, Coker, A ; Fleming, 1994 ) . A figure of self-help CBT books have been published aimed at assisting persons with binging and purge ( e.g. , Cooper, 1995 ; Fairburn, 1995 ) . Brief execution of CBT ( Leonard et al. , 1997 ) , self-help CBT ( Sysko A ; Walsh, 2008 ) , telephone counsel ( Palmer, Birchall, McGrain, A ; Sullivan, 2002 ) , internet bringing ( Pretorius et al, 2009 ) , and motivational sweetening ( Schmidt, 1997 ; Vitousek, 1998 ) are all illustrations of promising brief intercessions explored for the intervention of binging and purge symptoms. While primary attention has been identified as an ideal puting for handling BN and BED, few effectivity surveies using brief intercessions for eating disordered symptoms have been conducted in the primary attention scene. A figure of eating upset intervention guidelines for primary attention suppliers have been published ( e.g. , Carter A ; Fairburn, 1995 ; Gurney A ; Halmi, 2001 ; Pritts A ; Susman, 2003 ; Williams, Goodie, Motsinger, 2008 ) . However, there is limited information about the effectivity or deductions of behavioural intercessions for eating upsets delivered in the primary attention puting. Therefore, the purposes of the current survey are to 1 ) place all surveies presenting a behavioural constituent for AN, BN or BED in a primary attention scene, 2 ) examine the features and intervention results of surveies identified, and 3 ) supply intervention deductions every bit good as waies for future research. Methods Literature Review The reappraisal of the literature involved multiple computing machine hunts and reappraisal of old reappraisal documents every bit good as surveies cited within these documents. Search databases included CINAHL, EMBASE, PsycARTICLES, PsychInfo, and PubMed utilizing the hunt footings â€Å" binge-eating syndrome nervosa † OR â€Å" orgy eating upset † OR â€Å" anorexia nervosa † AND â€Å" primary attention. † Figure 1 outlines the literature hunt and shows 314 abstracts of articles reviewed for inclusion every bit good as mentions cited in five eating upset intervention reappraisal documents ( i.e. , Berkman et al. , 2006 ; Hay, Bacaltchuk, Stefano, A ; Kashyap, 2009 ; Kondo A ; Sokol, 2006 ; Williams, Goodie, A ; Motsinger, 2008 ; Wilson, Grilo, A ; Vitousek, 2007 ) . If deficient information was provided in an abstract the first writer obtained the full article for reappraisal. Inclusion and Exclusion Criteria Primary care-based intercession surveies aiming AN, BN, and BED, were identified based on the undermentioned inclusion and exclusion standards. Inclusion standards included: 1 ) the survey incorporated a behavioural constituent to the intercession for persons with AN, BN, or BED ; 2 ) the intercession was conducted in a primary attention puting ( or the intercession was implemented in a scene explicitly intended to emulate primary attention, as stated in the survey ‘s â€Å" methods subdivision † ) ; 3 ) the survey was a ) published in 2009 or earlier, B ) in English, degree Celsius ) and included empirical informations ; therefore, qualitative and instance surveies were excluded. Exclusion standards included: 1 ) intercessions in scenes other than primary attention puting ( or non explicitly saying an purpose to imitate a primary attention puting ) ; 2 ) non-intervention surveies ( e.g. , surveies conducted in primary attention with ends of obtaining epidemiological inf ormations ) ; 3 ) intercession surveies concentrating on weight loss or including an obesity-oriented attack ; 4 ) non-behavioral intercessions ( i.e. , entirely medicative intercessions ) . International and domestic surveies were included in this reappraisal. Given the limited literature, surveies were non excluded on the footing of whether or non participants were randomized to intervention, type of behavioural intercession, sample size, continuance of intervention, or participant features ( e.g. , gender ) . A sum of five surveies met standards for the current reappraisal. All surveies included were on the intervention of BN and BED. No surveies were found on AN. 314* abstracts/full-text articles reviewed: CINAHL ( 45 ) Embase ( 83 ) PsychArticles ( 0 ) PsychInfo ( 86 ) PubMed ( 100 ) Mentions cited in 5 eating upset intervention reappraisal documents: Berkman et Al. ( 2006 ) Hay et Al. ( 2009 ) Kondo A ; Sokol ( 2006 ) Williams et Al. ( 2008 ) Wilson et Al. ( 2007 ) 3 original surveies identified 2 original surveies identified 4 primary care-based intercession ( 3 randomized, 1 non-randomized ) 1 designed-for-primary attention intercession ( randomized ) Entire: 5 original surveies Figure 1. Flow chart showing designation procedure of selected primary attention articles. *Note: Overlap nowadays among articles showing in multiple databases. Consequences Features of the Studies Reviewed Of the five surveies that met inclusion standards, four of the surveies were randomized ( i.e. , Banasiak, Paxton, Hay, 2005 ; Carter and Fairburn, 1998 ; Durand and King, 2003 ; Walsh et al. , 2004 ) . Among randomised surveies, none of the surveies fulfilled all of the standards of the Consolidated Standards of Reporting Trials ( CONSORT ) , a criterion and minimal set of guidelines for describing randomized-controlled tests. All surveies included were self-described as effectiveness surveies. Therefore, feasibleness of intercession was paramount to the survey. Merely two of the five surveies recruited participants in the primary attention puting ( Durand A ; King, 2003 ; Waller et al. , 1996 ) . The figure of participants in the five surveies ranged from 11 to 109 ( M = 70.2, SD = 36.9 ) . Primary attention suppliers ( PCPs ) were the exclusive supplier of the behavioural intercession in two of the five surveies ( i.e. , Banasiak et al. , 2005 ; Durand A ; King, 2003 ) , and PCP s delivered behavioural intercessions in concurrence with nurses in two other of the five surveies ( i.e. , Waller et al. , 1996 ; Walsh et al. , 2004 ) . Minimally trained facilitators ( i.e. , former concert dance terpsichorean, medical secretary, and group leader ) delivered the behavioural intercession in the 1 survey ( Carter A ; Fairburn, 1998 ) . Three of the five surveies provided at least 2-6 hours of preparation for doctors and/or nurses transporting out the intercession ( i.e. , Banasiak, Paxton, Hay, 2005 ; Waller et al. , 1994 ; Walsh et al. , 2004 ) . Two of the surveies did non supply separate preparation for those transporting out the intercession, but instead gave facilitators the same educational stuffs distributed to the participants ( i.e. , Carter A ; Fairburn, 1998 ; Durand A ; King, 2003 ) . One survey incorporated both behavioural and pharmacological intervention attacks ( Walsh et al. , 2004 ) . See Table 2 for extra survey features. Table 2. Features of surveies reviewed. Survey Participants A ; Criteria Recruitment Randomized/ Non-randomized Delivery of Intervention/ Training Intervention Duration Banasiak et al. , 2005 N=109 ( full or sub-threshold BN â€Å" modified † DSM-IV standards ) Community Ads: Newspaper: 61.4 % Primary Care: 21.1 % Community centre: 12 % ED centre referral: 5.5 % Randomized aˆ?16 PCPs aˆ?given manual A ; attended a half-day workshop GSH utilizing Bulimia Nervosa and Binge feeding: A usher to recovery vs. delayed intervention control 17 weeks/1 30-60 minute initial contact A ; 9 20-30 minute intervention Sessionss. Carter A ; Fairburn, 1998 N=72 ( full BED DSM-IV standards, but non run intoing full BN standards ) Newspaper Ads Randomized aˆ?3 facilitators: Former concert dance terpsichorean Medical secretary Group leader aˆ?given manual A ; intervention of 2-3 pilot participants. PSH vs. GSH utilizing Overcoming Binge Eating V. Wait list control 12 weeks/ 6-8 25-minute Sessionss. Durand A ; King, 2003 N=68 ( BN symptoms ) Primary attention physician referral Randomized aˆ?32 PCPs aˆ?given manual, guidelines, A ; phone no. for particular concerns GSH via Bulimia Nervosa: A usher to recovery vs. forte clinic intervention Duration of intervention varied GSH: ~ 5 visits with PCP Waller et al. , 1996 N=11 ( full BN DSM-IV standards ) Back-to-back series of primary Care patients Non-randomized aˆ? 4 Health professionals 1 nurse aˆ? 2 three-hour preparation workshops Abridged CBT lt ; 8 20-minute Sessionss in hebdomadal intervals. Walsh et al. , 2004 N= 91 ( BN symptoms ) Newspaper advertizements and referrals Randomized aˆ? 7 Health professionals 8 nurses aˆ? brief 2-hour preparation A ; intervention of a sum of 6 pilot patients aˆ? GSH + placebo vs. GSH + Fluoxetine vs. placebo-only vs. Fluoxetine-only. aˆ? GSH used Overcoming Binge Eating. 6-8 30-minute Sessionss over 4-5 months. Note: PCP – Primary Care Physician, GSH – Guided Self-Help, PSH – Pure Self-Help, ED – Eating Disorder Interventions Overall, this current reappraisal identified two chief attacks to handling BN and BED in primary attention. The first was for practicians to supply behavioural reding themselves, with an augmentation ( i.e. , self-help manual ) . The 2nd option used a collaborative attack in which a non-physician ( e.g. , nurse ) served as the primary intervention supplier with the doctor in a encouraging function with or without an augmentation ( i.e. , self-help manual, psychopharmacological medicine ) . A PCP was the exclusive supplier of the intercession in two surveies ( Banasiak et al. , 2005 ; Durand A ; King, 2003 ) and a non-physician ( i.e. , nurse ) in two surveies ( Waller et al. , 1996 ; Walsh et al. , 2004 ) . A fifth survey used facilitators ( i.e. , concert dance terpsichorean, medical secretary, and a group leader ) to emulate primary attention suppliers ( Carter and Fairburn, 1998 ) . Guided Self-help versus Pure Self-help Among all surveies examined, four surveies implemented cognitive behavioural self-help in the intercession and incorporated the usage of a self-help manual ( i.e. , Banasiak, Paxton, Hay, 2005 ; Carter and Fairburn, 1998 ; Durand and King, 2003 ; Walsh et al. , 2004 ) . Get the better ofing Binge Eating ( Fairburn, 1995 ) , Bulimia Nervosa and Binge-Eating: A Guide to Recovery ( Cooper, 1995 ) , and Bulimia Nervosa: A Guide to Recovery ( Cooper, 1993 ) were the three manuals used. The add-on of the self-help manual came in two signifiers: 1 ) guided self-help and 2 ) pure self-help. Guided self-help pattern included a doctor or other supplier ‘guiding ‘ and directing the participants through the manual during scheduled visits and delegating specific reading in the manual to the participant. Pure self-help involved the supplier providing a manual to the participant and the instructions to read the manual over the class of the intercession. Treatment Results Three of the four surveies utilizing self-help found self-help methods to be good in relieving orgy eating episodes ( Banasiak, Paxton, A ; Hay, 2005 ; Carter A ; Fairburn, 1998 ; Durand A ; King, 2003 ) . One survey comparing guided self-help and Prozac found no benefits of guided self-help used entirely or used in concurrence with the medicine ( Walsh et al. , 2004 ) . However, medicative benefits of diminishing bulimic symptoms were important. These consequences should be interpreted with cautiousness, since this survey yielded a 69 % abrasion rate. Another survey comparing the benefits of guided self-help, pure self-help, and wait-list control found those who received guided self-help and pure-self aid to hold significantly fewer binge-eating episodes at station intervention and three month followup ( Carter A ; Fairburn, 1998 ) . While no important differences were obtained between guided self-help and pure self-help intervention groups at the terminal of intervention, the g uided self-help group attained significance over the pure self-help group across post-treatment clip points ( i.e. , 3 months and 6 months ) ( Carter A ; Fairburn, 1998 ) . Waller et Al. ( 1996 ) was the lone survey non using a self-help constituent, but instead an abridged CBT intervention. This intervention yielded a 55 % betterment rate in bulimic symptoms. See Table 3 for result informations on each survey. Table 3. Outcome information on examined surveies. Survey Result Effect Size Restrictions Abrasion Banasiak et al. , 2005 60 % decrease in nonsubjective orgy eating in GSH vs. 6 % decrease in DTC. 61 % decrease of purging behaviour in GSH vs. 10 % decrease in DTC. GSH V DTC: Gorging – Einsteinium: 1.96 Purging – Einsteinium: 1.47 aˆ? PCPs delivering intervention had involvement in eating upsets prior to analyze aˆ? Not all participants recruited from Personal computer 33 % dropped out Carter A ; Fairburn, 1998 Decrease in frequence of orgy eating episodes important in both PSH A ; GSH. GSH significantly lower in dietetic restraint than PSH at posttreatment A ; 3-month followup. GSH V PSH in dietetic restraint posttreatment: *ES: -.71 3-month followup: *ES: -.66 aˆ?34 % decrease of orgy feeding in wait list control aˆ? deficiency of weight alteration aˆ? conformity poorer in PSH vs. GSH aˆ? Participants non recruited from Personal computer aˆ? survey simulated PC office 12 % dropped out Durand A ; King, 2003 No clinical significance between self-help and forte clinic intervention result. Both self-help and forte attention yielded important betterment in bulimic symptoms indicated by BITE. Self-help at baseline V 6 month followup on BITE: *ES: .56 Forte at 6 month followup on BITE: *ES: .67 aˆ?Small sample aˆ?Outcome informations based on self-report graduated table aˆ?lack of specificity in magnitude of difference b/w intervention attention aˆ?23 % dropped out in GSH group aˆ?17 % dropped out in forte attention Waller et al. , 1996 55 % improved well, 45 % did non profit Not able to cipher ; Insufficient informations aˆ?Small sample aˆ?long preparation aˆ?inefficient intercession 18 % dropped out Walsh et al. , 2004 GSH had no important consequence on the decrease of bulimic symptoms compared to Fluoxetine. Fluoxetine had important decrease in bulimic symptoms. GSH vs. Fluoxetine: *ES: -.06 Fluoxetine V Fluoxetine w/GSH: *ES: .02 aˆ? Disobedience aˆ? 8 participants were reassigned conditions aˆ? Recruitment non in Personal computer. aˆ? No public-service corporation for GSH detected. 69 % dropped out Note: GSH – Guided Self-Help, PSH – Pure Self-Help, DTC – Delayed Treatment Control, PCPs – Primary Care Physicians, Personal computer – Primary Care, BITE – Bulimic Investigatory Test Edinburgh *Effect sizes ( ES ) calculated by article ‘s first writer utilizing the undermentioned computation: vitamin D = M1 – M2 / i?-iˆ [ ( i1A? +iˆ iiˆ iˆ?A? ) / 2 ] . vitamin D = M1 – M2 / i whereiˆ i = i?- [ iiˆ ( X – M ) A? / N ] . Discussion Persons with eating upsets have some of the highest mortality rates of all psychiatric conditions ( Crow et al, 2008 ) coupled with high physical and psychological co-morbid conditions. Because of these co-morbid conditions, persons with feeding upsets are likely to show in primary attention puting with co-morbid ailments ( CITE ) . PCPs and staff are in a alone place to supply early sensing and intervention. Due to clip restraints, primary attention suppliers frequently lack the experience and preparation to implement intercessions for persons with feeding upsets. Therefore, brief, evidenced-based intercessions with minimum required preparation are paramount to the acceptance and airing of eating upset intervention. Consequences of this reappraisal expose the limited sum of research that has been conducted on the intervention of AN, BN, and BED in a primary attention puting. The current reappraisal identified five surveies – four on BN, one on BED, and no surveies were found on the intervention of AN in a primary attention puting. Of the five surveies that met standards for inclusion, four were randomized-controlled tests ( RCTs ) , which are often recognized as the gilded criterion in efficaciousness research. Among the RCTs, none of the surveies fulfilled all of the suggested CONSORT criterions. Four of the five surveies reviewed enforced CBT self-help in the signifier of a manual with educational constituents aiming binging and purge behaviours. Three of the four surveies utilizing self-help intervention found the intervention to be good ( i.e. , Banasiak, Paxton, A ; Hay, 2005 ; Carter A ; Fairburn, 1998 ; Durand A ; King, 2003 ) . Therefore, self-help intervention may be a good intervention for some patients showing in primary attention. Among surveies describing benefits, guided self-help proved to be more good than pure self-help ; nevertheless, pure self-help was still found to hold benefit ( Carter A ; Fairburn, 1998 ) . In a scene comparing survey, guided self-help CBT intervention was deemed every bit effectual as forte clinic intervention ( Durand A ; King, 2003 ) . Effectiveness and Feasibility While all surveies were conducted in a primary attention puting or in a scene that explicitly simulated a primary attention scene, merely two surveies recruited participants from this scene ( Durand A ; King, 2003 ; Waller et Al. 1996 ) . The enlisting context may restrict the effectivity of the interventions examined given studies of persons showing in primary attention exhibit higher rates of somatization, mental unwellness, and chronic conditions ( Jyvasjarvi et al. , 2001 ; Toft et al. , 2005 ) . Besides, given this survey was an international reappraisal, primary attention scenes differ across wellness attention systems ; hence, non merely may community samples differ from primary attention samples, but primary attention samples may differ from state to state ( Bailer et al. , 2004 ) . Similarly, PCPs in different states may hold changing clip restraints with respects to preparation and intervention bringing. However, minimum preparation and bringing efficiency are of import features for PCPs ( CITE ) . In this reappraisal, two surveies required less than an hr of preparation for the primary attention suppliers presenting the intercession ( Durand A ; King, 2003 ; Carter A ; Fairburn, 1998 ) . Given PCPs clip restraints, developing necessitating more than an hr may non be executable for the typical supplier. Another restriction to generalising intervention to the primary attention scene is the continuance of intervention in the surveies examined. Duration of intercession ranged from 5-10 visits at 20-30 proceedingss per visit. The length of intervention could explicate the high rates of abrasion ( i.e. , 12-69 % ) found in the surveies reviewed. However, Waller et Al. ( 1996 ) noted the indicated intervention may non take every bit long as the prescribed interven tion, since participants dropping out prior to completion of intervention still benefitted. The long-run effects and backsliding rates of brief intercession interventions in this scene is unknown, since the none of the surveies collected follow-up informations six months post intervention. Deductions for Practice Brief intercessions may merely be effectual for a subset of patients with bulimia nervosa and orgy feeding inclinations. Most surveies reviewed excluded participants with co-morbid upsets. Therefore, findings may non be generalizable to the typical primary attention population. Identifying the subset of persons in which brief intercessions will be most effectual remains disputing. While evidenced-based, brief intercessions are considered the first line of intervention for persons showing in primary attention ( NICE, 2004 ) , it is ill-defined how patients neglecting to react to these intercessions should be treated. PCPs electing non to supply behavioural intervention to patients with BN or orgy feeding must still play a important function in measuring and handling the physical symptomatology of eating upsets. With the outgrowth of incorporate attention, psychologists and mental wellness suppliers are going more present in the primary attention puting. Therefore, persons with BN and orgy eating inclinations may be treated holistically in the primary attention scene. Directions for Future Research Future research should concentrate on honing self-help CBT intervention in the primary attention puting and including participants with co-morbid features. Expanding bringing of intervention beyond primary attention doctors to other suppliers, such as nurses, dieticians, societal workers, and staff workers, may let for more trim intervention for the single presenting with feeding disordered behaviour. How to cite The Treatment Of Eating Disorders Health And Social Care Essay, Essay examples

Accountability sensitive items free essay sample

?I have been tasked with writing this 1000 word essay on the importance of accountability of sensitive items within the military. The reason I have been assigned to do this task is due to my failure of being attentive that cause me to wash and utterly destroy my meal card on the night of 07MAR2014 at approximately 2350 hours. I had just came back from playing some playing billiards and having some drinks with some friends (no I did not drive). After checking to see if any washing units were available, I then proceeded to my room in order to sort my articles of clothing. While being preoccupied with thoughts of a blonde female type one each and a redhead female type one each I failed to thoroughly check and double check every pocket of the uniform I had worn that day. My preoccupation and oversight caused me to lose accountability of my meal card, which resulted in its washing/drying. We will write a custom essay sample on Accountability sensitive items or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also possibly allowing it to fall into the hands of someone wishing to gain access to the dining facility and eat off the Army’s money. Also the lack of this type of diligence in the future could cause me to lose other types of sensitive items i. e. identification card, nods, important documents, TA-50 etc. Which if lost could pose a greater threat to combat readiness and mission effectiveness. In losing accountability of my meal card, I have shown a general disregard for the Army Values of Duty and Respect, as well as violated several points of the Soldier’s Creed. In the Army Values, Duty is defined as a soldier’s ability and devotion to â€Å"fulfill your obligations† and resisting the temptations to take â€Å"shortcuts† that might undermine the final product. Sensitive items can include all of your protective gears, lists of things to do, or maps. Securing these sensitive items comes down to maintaining operational security which in turn increases each individual soldiers overall readiness and also mission success. Exercising the habit of maintaining accountability and security of sensitive items of a soldier allows each team to operate at peak performance, especially when the threat of opposing adversaries accessing these sensitive items is lessened. The best method to keep a sensitive item secure is to always have it one your person. The problem with this is it’s not always possible. Toting around everything of value would be a very tedious and inefficient process. That’s where secondary measures come in to play. When sensitive items are not on your person or out of your sight they should always be kept under lock and key. They should be left in a place where security is in place to guard those items. The level of security usually depends on how sensitive the item is. It all comes down to Operational Security which is everyone’s responsibility. Each individual soldier must play an active role in keeping sensitive items out of the enemies grasp. An excerpt from Army Regulation 530-1 chapter 2, it says the following; â€Å"Operations security is everyone’s responsibility. Failure to properly implement OPSEC measures can result in serious injury or death to our personnel, damage to weapons systems, equipment and facilities, loss of sensitive technologies and mission failure. OPSEC is a continuous process and an inherent part of military culture and as such, must be fully integrated into the execution of all Army operations and supporting activities. †