Learning Teaching And Assessing

Learning Teaching And Assessing The author will discuss issues relating to assessment in the clinical area including areas for development and improvement. The assessment under consideration is A Safeguarding Children Induction Handbook (Nottinghamshire Community Health 2009). This is a competency based induction framework and is designed to be undertaken by all new staff who will have regular contact with children and families (appendix 3). It is the responsibility of managers to ensure that staff will have the opportunity to achieve and maintain the competencies. The Primary Care Trust (PCT ) intends that use of this framework will meet statutory requirements to safeguard children (Nottinghamshire Community Health 2009). . Practice teachers were directed to facilitate this programme for Specialist community public health nursing (SCPHN) students. Assessment is the means by which learners are graded, failed or passed fit for practice (Quinn and Hughes 2007). Assessment in practice provides the grounding to ascertain if a learner is ready to move on or can demonstrate competence. This is needed in order to protect the public. Nursing and Midwifery Council (NMC) directs that SCPHN courses are balanced with 50% of learning in practice. Practice teachers are responsible for assessing students in public health practice. The portfolio is used to show evidence of achievement in practice. NMC (2008) advises portfolios are a method of evaluation suitable to collect information about a students competence to practice. Portfolios can demonstrate learning, by experience, reflection, personal and professional development and the students must cross reference all work to demonstrate achievement of NMC Standards of proficiency for SCPH nurses. Portfolio marking can be subjective and experience suggests students are not always clear what is n eeded to compile them. Calman et al (2002) suggested clinical assessment has relied on one practitioner observing and reporting on another which runs the risk of bias. As a student practice teacher the author has found this trying. There have been difficulties in achieving supervision due to a demanding caseload. A practice teacher mentor located at some distance has added to the challenge. The student and student practice teacher have benefited from time with university tutorial staff. In order to maintain good assessment processes careful allocation of mentors would be beneficial in future. Price (2007) and Gopee et al (2004) suggest that heavy workload of mentors and practice teachers may hinder learning; however teaching frameworks such as this one can help. Price (2007) suggests that knowing and being able to demonstrate knowledge are not enough to define fitness for practice. Practitioners should be assessed on consistency of accomplishments. Thus placements which take place o ver a long period are well set to meet those needs .The SCPHN student takes place over one academic year with a one to one practice teacher and student relationship. The author as a new practice teacher has found this very rewarding but also a fine balance between meeting the demands of student, clients and her own studies. Duffy (2004) in a report concerning mentors failing to fail students made recommendations. In order to identify any weaknesses in clinical practice mentors should work closely and habitually with students in order to make precise and honest assessments. As a trainee practice teacher the author has felt poorly prepared for assessment of students and though previous mentorship experience has proved useful it was very different. Closer work with a practice teacher mentor would be beneficial and the author has taken steps to address this. Peer support has proved invaluable and shared experience has been a reassuring factor. It is envisaged that the safeguarding induction programme will be part of portfolio evidence for student and practice teacher (appendix 3). It is the responsibility of the managers to evaluate which level of competency should be achieved. A problem based learning approach was considered to provide formative assessment. The NMC (2006) acknowledges that while the practice teacher will make summative assessments there is value in other mentors being involved in formative assessment. In practice other mentors have not been available due to staff sickness. Ousey (2003) found that problem based methods may promote learning as students felt involved and learn knowledge in context. Unfortunately the group identified to take part in this were not able to commit to regular meetings .Student anxiety about working with an unknown group was also a factor. The practice teacher was able to reassure the student that formative assessment was to provide the student with information about progress and tailor teaching to her needs (Quinn and Hughes 2007). Issues of equity and diversity were addressed as the course was tailored to meet an individuals needs. It seemed realistic to assume that the SCPHN student should achieve level 4 competencies, (can teach others) by the end of her course. When participating in an information evening and later first level interviews for potential CCPHN students the clear message was that the PCT intends that nurses with this level of qualification will be team leaders (Nottinghamshire Community Health 2008). Problem based learning can be a very supportive process and has the value of shared expertise (Price 1999). With future students and new starters better preparation should make this possible The safeguarding handbook does not make clear if there is a time limit set to achieve outcomes however they are based on recommendations from a national intercollegiate report (Royal College of Paediatrics and Child Health 2006). Competency based assessment such as these rely on the assessor having the skills and knowledge to effectively monitor learning. The competency framework in question was delegated to new practice teachers with little preparatory training and this has resulted in needing to seek guidance form safeguarding nurses. This could have been avoided with better preparation. Use of the safeguarding induction handbook has proved useful tool to direct specific learning. This however was fixed by the needs of the PCT in order to meet national safeguarding directives. Its content is clearly and carefully designed but like all competency based assessment it relies on the assessors objectivity. It is described as an induction framework which implies it is for new starters only. This is confused by guidance notes which imply it is to be used to maintain staff competence. There are no clear timescales for achievement, that and the level to be achieved relies on individual managers. This may cause problems with equity of competence. Evaluation suggests this is a work in progress .The author recommends that new practice teachers and managers should have further training and feed back should be given to the development group for the annual review.

Violence in The Crusades :: essays research papers

The Crusades were a bloody time period. They were a military campaign by the pope and the Roman Catholic Church to take back Jerusalem from the Muslims. They lasted from the 11th- 13th century. They were catastrophic and left Europe in ruins. Although the Crusades were such a violent period of time, they had a positive impact in history because of their role in the renaissance and exposing the Western world to the Eastern. The Crusades were an outlet for the intense religious tension between the Muslims and the church which rose up in the late 11th century. This all started because the church and the Catholics wanted the Holy Lands back from the Muslims. Around this time the church was the biggest institute and people were god-fearing. Pope Gregory VII wanted to control more lands and wanted to get back the lands that they had lost to the Muslims (Medieval Europe). So in order to get back these lands he launched The Crusades which he insisted to the peasants was a holy war instead. A major part of the fighters in the crusades were untrained and unqualified peasants who went out to get back the holy lands for the church from the ?evil Muslims? (Medieval Europe 164-167). This was called the Peasants Crusade. In order to get these peasants, who knew no better, to go and fight the church told them that if they were to go and fight these ?horrible Muslims? then they would automatically get admission into heaven. Of course this automatically appealed to the peasants being that they were so god-fearing. They thought that if they helped the church then they would go to heaven and so they jumped at such an opportunity to get a get-into-heaven-free card. These people in all their religious glory went in and attacked the city of Nicaea (TWW, 104), and got killed. The city of Nicaea was a well fortified city controlled by Seljuk Turks. The peasants went in and attacked and literally got slaughtered. Only 2000 peasants survived their hasty attack. Unfortunately mo st of the crusades went this way(TWW) The goal of the Crusades was to regain the Holy Lands in the name of the church and drive the Muslims out of Jerusalem. Violence in The Crusades :: essays research papers The Crusades were a bloody time period. They were a military campaign by the pope and the Roman Catholic Church to take back Jerusalem from the Muslims. They lasted from the 11th- 13th century. They were catastrophic and left Europe in ruins. Although the Crusades were such a violent period of time, they had a positive impact in history because of their role in the renaissance and exposing the Western world to the Eastern. The Crusades were an outlet for the intense religious tension between the Muslims and the church which rose up in the late 11th century. This all started because the church and the Catholics wanted the Holy Lands back from the Muslims. Around this time the church was the biggest institute and people were god-fearing. Pope Gregory VII wanted to control more lands and wanted to get back the lands that they had lost to the Muslims (Medieval Europe). So in order to get back these lands he launched The Crusades which he insisted to the peasants was a holy war instead. A major part of the fighters in the crusades were untrained and unqualified peasants who went out to get back the holy lands for the church from the ?evil Muslims? (Medieval Europe 164-167). This was called the Peasants Crusade. In order to get these peasants, who knew no better, to go and fight the church told them that if they were to go and fight these ?horrible Muslims? then they would automatically get admission into heaven. Of course this automatically appealed to the peasants being that they were so god-fearing. They thought that if they helped the church then they would go to heaven and so they jumped at such an opportunity to get a get-into-heaven-free card. These people in all their religious glory went in and attacked the city of Nicaea (TWW, 104), and got killed. The city of Nicaea was a well fortified city controlled by Seljuk Turks. The peasants went in and attacked and literally got slaughtered. Only 2000 peasants survived their hasty attack. Unfortunately mo st of the crusades went this way(TWW) The goal of the Crusades was to regain the Holy Lands in the name of the church and drive the Muslims out of Jerusalem.

Primary Sourse

Erin Gaudette AP Prep History Block 2 Primary Sources ‘Governor Berkeley Reports,’ American Spirit, pages 33-34 (#A2) LAST QUESTION & ANSWER ONLY (#23) ‘A Contract for Indentured Service,’ American Spirit, pages 62-63 (#A1) ‘A Servant Girl Pays the Wages of Sin,’ American Spirit, page 69 (#A4) In the late 1600s Virginia was governed by Sir William Berkeley. In 1671, London asked Berkeley a series of questions including a question about the teachings of Christianity.He responded by saying, â€Å"our ministers are well paid, and by my consent should be better if they would pray more often and preach less. † Governor Berkeley also believed that children ought to be taught religion by their parents. He said, â€Å"But, I thank God, there are neither free schools nor printing, and I hope we shall not have these hundred years. For learning has brought disobedience, and heresy. † I don’t agree with what Governor Berkeley believed. He contradicted his own beliefs. He talked about how he was against new ways of thinking or new ideas.He wanted everyone to believe in the Christian religion. If Berkeley wanted everyone to stay with traditional ideas, why would he have wanted individual families to teach religion? Wouldn’t it be less likely to create free thinkers if one minister taught the children the religion instead of individual families? Berkeley wants to prevent any form of heresy, yet he is provoking it. Indentured servants were often lower class people in England who would work for a number of years and would then be set free.In return for their work they would be given free passage to America by their owner. In 1635 a list of requirements were written for the servant and owner to follow. The form included orders for the owner to provide the servant with food, drink, clothing, shelter, free passage to the new world, and after their years of work are over to provide them with corn for a year and 0 ac res of land, In my opinion, I think this contract is pretty fair. The contract makes the indentured servants seem like employees for a job. The indentured servants aren’t being forced to work; they are making the ecision to. Also, in return for their work they’re being repaid by their owners. The contract seems to give both parties a reasonable payment which makes the contract fair. Although I agree with the methods and payments of indentured servants, I don’t agree with the punishments some servants received. I do think some of the servants behaviors should be looked down upon, but I also think the punishment they faced was a bit harsh. Charles City County Court in Virginia has a record that shows how harsh the punishments got.Elizabeth Hatcher owned servant Anne Parke. When Anne Parke had a child her years of work were doubled. Every indentured servant and their owner had a contract for the amount of years they worked. Therefore, when Anne Parke’s contr act was doubled, it was violating her rights. I personally think the system created for indentured servants was fair, but since the agreement was not always followed it wasn’t carried out equally. The system could have been successful if both the owners and servants had followed it properly.

Explain the epidemiology of Alcoholism - Free Essay Example

Sample details Pages: 8 Words: 2466 Downloads: 9 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Level High school Did you like this example? Introduction According to Alcohol Concern Organisation (2015) more than 9 million people in England consume alcoholic beverages more than the recommended daily limits. In relation to this, the National Health Service (2015) actually recommends no more than 3 to 4 units of alcohol a day for men and 2 to 3 units a day for women. The large number of people consuming alcohol more than the recommended limits, highlights the reality that alcoholism is a major health concern in the UK which can lead to a multitude of serious health problems. Don’t waste time! Our writers will create an original "Explain the epidemiology of Alcoholism" essay for you Create order Moss (2013) states that alcoholism and chronic use of alcohol are linked to various medical, psychiatric, social and family problems. To add to this, the Health and Social Care Information Centre (2014) reported that between 2012 and 2013, a total of 1,008,850 admissions related to alcohol consumption where an alcohol-related disease, injury or condition was the primary cause for hospital admission or a secondary diagnosis. This shows the detrimental impact of alcoholism on the health and overall wellbeing of millions of people in the UK. It is therefore vital to examine the aetiology of alcoholism in order to understand why so many people end up consuming excessive alcohol. The National Institute on Alcohol Abuse and Alcoholism (NIAAA) (n.d.) supports this by stating that learning the natural history of a disorder will provide information essential for assessment and intervention and for the development of effective preventive measures. This essay will also look into the different p ublic health policies that address the problem of alcoholism in the UK. A brief description of what alcoholism is will first be provided. What is Alcoholism? It is safe to declare that alcoholism is a lay term that simply means excessive intake of alcohol. It can be divided into two forms namely; alcohol misuse or abuse and alcohol dependence. Alcohol misuse simply means excessive intake of alcohol more than the recommended limits (National Health Service Choices 2013). A good example of this is binge drinking. Alcohol dependence is worse because according to the National Institute for Health and Care Excellence (2011, n.p.) it indicates craving, tolerance, a preoccupation with alcohol and continued drinking regardless of harmful consequences (e.g. liver disease). Under the Diagnostic Statistical Manual of Mental Disorders (DSM)- 5, these two have been joined as one disorder called alcohol use disorder or AUD with mild, moderate and severe sub-classifications (NIAAA 2015). Genetic Aetiologic Factor of Alcoholism Alcoholism is a complex disorder with several factors leading to its development (NIAAA 2005). Genetics and other biological aspects can be considered as one factor involved in the development of alcohol abuse and dependence (NIAAA 2005). Other factors include cognitive, behavioural, temperament, psychological and sociocultural (NIAAA 2005). According to Goodwin (1985) as far as the era of Aristotle and the Bible, alcoholism was believed to run in the families and thus could be inherited. To some extent, there is some basis that supports this ancient belief because in reality, alcoholic parents have about four to five times higher probability of having alcoholic children (Goodwin 1985). Today, this belief seems to lack substantially clear and direct research-based evidence. On the other hand, studies also do not deny the role of genetics in alcoholism. With this view, it is therefore safe to argue that genetics is considered still as an important aetiologic factor in alcoholism. The current consensus simply indicates that there is more to a simple gene or two that triggers the predisposition of an individual to become an alcoholic. Scutti (2014) reports that although scientists have known for some time that genetics take an active role in alcoholism, they also propose that an individuals inclination to be dependent on alcohol is more complicated than the simple presence or absence of any one gene. The National Institute on Alcohol Abuse and Alcoholism (2008) states that there is no one single gene that fully controls a persons predisposition to alcoholism rather multiple genes play different roles in a persons susceptibility in becoming an alcoholic. The NIAAA (2005) further claims that the evidence for a genetic factor in alcoholism lies mainly with studies that involve extended pedigree, those that involve identical and fraternal twins and those that include adopted individuals raised apart from their alcoholic parents. For pedigree studies, it is believed that the risk of suffering from alcoholism is increased four to seven fold among first-degree relatives of an alcoholic (Cotton 1979; Merikangas 1990 cited in NIAAA, 2005.). First degree relatives naturally refer to parent-child relationships; hence, a child is therefore four to seven times at higher risk of becoming an alcoholic, if one or both of their parents are alcoholics. Moss (2013) supports this by stating that children whose parents are alcoholic are at higher risk of becoming alcoholics themselves when compared to children whose parents are non-alcoholics. A study conducted by McGue, Pickens and Svikis (1992 cited in NIAAA 2005) revealed that identical twins generally have a higher concordance rate of alcoholism compared to fraternal twins or non-twin siblings. This basically means that a person who has an alcoholic identical twin, will have a higher risk of becoming an alcoholic himself when compared to if his alcoholic twin is merely a fraternal twin or a non -twin sibling. This study further proves the role of genetics in alcoholism because identical twins are genetically the same; hence, if one is alcoholic, the other must therefore also carry the alcoholic gene. The genetic factor in alcoholism is further bolstered by studies conducted by Cloninger, Bohman and Sigvardsson 1981 cited in NIAAA 2005 and Cadoret, Cain and Grove (1980 cited in NIAAA 2005) involving adopted children wherein the aim was to separate the genetic factor from the environmental factor of alcoholism. In these studies, children of alcoholic parents were adopted and raised away from their alcoholic parents but despite this, some of these children still develop alcoholism as adults at a higher rate than those adopted children who did not have an alcoholic biological parent (Cloninger et al., 1981 cited in NIAAA 2005 and Cadoret et al., 1980 cited in NIAAA 2005). One interesting fact about aetiologic genetic factor is that although there are genes that indeed in crease the risk of alcoholism, there are also genes that protect an individual from becoming an alcoholic (NIAAA 2008). For example, some people of Asian ancestry carry a gene that modifies their rate of alcohol metabolism which causes them to manifest symptoms such as flushing, nausea and tachycardia and these generally lead them to avoid alcohol; thus, it can be said that this gene actually helps protect those who possess it from becoming alcoholic (NIAAA 2008). Environment as an Aetiologic Factor of Alcoholism Another clearly identifiable factor is environment, which involves the way an individual is raised and his or her exposure to different kinds of activities and opportunities. The National Institute on Alcohol Abuse and Alcoholism (2005) relates that the genetic factor and the environmental factor have a close relationship in triggering alcoholism in an individual. This can be explained by the simple fact that even if an individual is genetically predisposed to becoming an alcoholic, if he is not exposed to a particular kind of environment which triggers activities that lead to alcohol intake, the likelihood of his becoming an alcoholic will be remote. There are certain aspects within the environment that makes it an important aetiologic factor. According to Alcohol Policy MD (2005) these aspects include acceptance by society, availability and public policies and enforcement. Acceptance in this case refers to the idea that drinking alcoholic drinks even those that should be de emed excessive is somewhat encouraged through mass media, peer attitudes and behaviours, role models, and the overall view of society. Television series, films and music videos glorify drinking sprees and even drunken behaviour (Alcohol Policy MD 2005). TV and film actors and sports figures, peers and local role models also encourage a positive attitude towards alcohol consumption which overshadows the reality of what alcohol drinking can lead to (Alcohol Policy MD 2005). In relation to this, a review of different studies conducted by Grube (2004) revealed that mass media in the form of television shows for instance has an immense influence on the youth (age 11 to 18) when it comes to alcohol consumption. In films, portrayals regarding the negative impact of alcohol drinking are rare and often highlight the idea that alcohol drinking has no negative impact on a persons overall wellbeing (Grube 2004). In support of these findings, a systematic review of longitudinal studies conducted by Anderson et al. (2009) revealed that the constant alcohol advertising in mass media can lead adolescents to start drinking or to increase their consumption for those who are already into it. Availability of alcoholic drinks is another important environmental aetiologic factor of alcoholism simply because of the reality that no matter how predisposed an individual is to become an alcoholic, the risk for alcoholism will still be low if alcoholic drinks are not available. On the other hand, if alcoholic beverages are readily available as often are today, then the risk for alcoholism is increased not only for those who are genetically predisposed to alcoholism but even for those who do not carry the alcoholic genes. The more licensed liquor stores in an area, the more likely people are to drink (Alcohol Policy MD 2005). The cheaper its price, the more affordable it is for people to buy and consume it in excess (Alcohol Policy MD 2005). Another crucial environmental aetiologic factor is the presence or absence of policies that regulate alcohol consumption and its strict or lax enforcement. It includes restricting alcohol consumption in specified areas, enacting stricter statutes concerning drunk driving and providing for penalties for those who sell to, buy for or serve to underage individuals (Alcohol Policy MD 2005). It is worthy to point out that in the UK, the drinking age is 18 and a person can be stopped, fined or even arrested by police if he or she is below this age and is seen drinking alcohol in public (Government UK 2015a). It is also against the law for someone to sell alcohol to an individual below 18; however, an individual age 16 or 17 when accompanied by an adult can actually drink but not buy alcohol in a pub or drink beer, wine or cider with a meal (Government UK 2015a). Policies to Combat Alcoholism One public health policy that can help address the problem on alcoholism is the mandatory code of practice for alcohol retailers which banned irresponsible alcohol promotions and competitions, and obliged retailers to provide free drinking water, compelled them to offer smaller measures and required them to have proof of age protocol. It can be argued that this policy addresses the problem of alcoholism by restricting the acceptance, availability and advertising of alcohol (Royal College of Nursing 2012). Another is the Police Reform and Social Responsibility Act 2011 which is a statute that enables local authorities to take a tougher stance on establishments which break licensing rules about alcohol sale (Royal Collage of Nursing 2012). There is also the policy paper on harmful drinking which provides different strategies in addressing the problem of alcoholism. One such strategy is the advancement of the Change4Life campaign which promotes healthy lifestyle and therefore empha sises the recommended daily limit of alcohol intake for men and women (Government UK 2015b). Another strategy within this policy is the alcohol risk assessment as part of the NHS health check for adults ages 40 to 75 (Government UK 2015b). This policy aims to prevent rather than cure alcoholism which seems to be logical for after all, an ounce of prevention is better than a pound of cure. Conclusion Alcoholism which includes both alcohol misuse and alcohol dependence is a serious health problem which affects millions in the UK. Its aetiology is actually a combination of different factors. One vital factor is genetics wherein it can be argued that some people are predisposed to becoming an alcoholic. For example, an individual is at higher risk of becoming an alcoholic if he or she has a parent who is also alcoholic. When coupled with environmental factors, the risk of suffering from alcoholism becomes even greater. Environment refers to the acceptability and availability of alcohol and the presence or absence of policies that regulate alcohol sale and consumption. Vital health policies such as Harmful Drinking Policy Paper advocated by the government, are important preventive measures in reducing the incidence and prevalence of alcoholism in the UK. References Alcohol Concern Organisation (2015). Statistics on alcohol. [online]. Available from: https://www.alcoholconcern.org.uk/help-and-advice/statistics-on-alcohol/ [Accessed on 28 September 2015]. Alcohol Policy MD (2005). The effects of environmental factors on alcohol use and abuse. [online]. Available from: https://www.alcoholpolicymd.com/alcohol_and_health/study_env.htm[Accessed on 28 September 2015]. Anderson, P., de Brujin, A., Angus, K., Gordon, R. and Hastings, G. (2009). Impact of alcohol advertising and media exposure on adolescent alcohol use: A systematic review of longitudinal studies. Alcohol and Alcoholism. 44(3):229-243. Goodwin, D. (1985). Alcoholism and genetics: The sins of the fathers. JAMA Psychiatry. 42(2):171-174. Government UK (2015a). Alcohol and young people. [online]. Available from: https://www.gov.uk/alcohol-young-people-law [Accessed on 28 September 2015]. Government UK (2015b). policy paper 2010 to 2015 government policy: Harmful drinking. [ online]. Available from: https://www.gov.uk/government/publications/2010-to-2015-government-policy-harmful-drinking/2010-to-2015-government-policy-harmful-drinking [Accessed on 28 September 2015]. Grube, J. (2004). Alcohol in the media: Drinking portrayals, alcohol advertising, and alcohol consumption among youth. [online]. Available from:https://www.ncbi.nlm.nih.gov/books/NBK37586/ [Accessed on 28 September 2015]. Health and Social Care Information Centre (2014). Statistics on alcohol England, 2014. [online]. Available from: https://www.hscic.gov.uk/catalogue/PUB14184/alc-eng-2014-rep.pdf [Accessed on 28 September 2015]. Moss, H.B. (2013). The impact of alcohol on society: A brief overview. Social Work in Public Health. 28(3-4):175-177. National Health Service (2015). Alcohol units. [online]. Available from: https://www.nhs.uk/Livewell/alcohol/Pages/alcohol-units.aspx [Accessed on 28 September 2015]. National Health Services Choices (2013). Alcohol misuse. [online]. Available from: https://www.nhs.uk/conditions/alcohol-misuse/pages/introduction.aspx [Accessed on 28 September 2015]. National Institute on Alcohol Abuse and Alcoholism (2015). Alcohol use disorder: A comparison between DSM-IV and DSM-5. [online]. Available from: https://pubs.niaaa.nih.gov/publications/dsmfactsheet/dsmfact.pdf [Accessed on 28 September 2015]. National Institute on Alcohol Abuse and Alcoholism (2008). Genetics of alcohol use disorder. [online]. Available from: https://www.niaaa.nih.gov/alcohol-health/overview-alcohol-consumption/alcohol-use-disorders/genetics-alcohol-use-disorders [Accessed on 28 September 2015]. National Institute on Alcohol Abuse and Alcoholism (2005). Module 2: Etiology and natural history of alcoholism. [online]. Available from: https://pubs.niaaa.nih.gov/publications/Social/Module2EtiologyNaturalHistory/Module2.html [Accessed on 28 September 2015]. National Institute for Health and Care Excellence (2011). Alcohol-use disorders: Diagn osis, assessment and management of harmful drinking and alcohol dependence. [online]. Available from: https://www.nice.org.uk/guidance/CG115/chapter/Introduction [Accessed on 28 September 2015]. Royal College of Nursing (2012). Alcohol: policies to reduce alcohol-related harm in England. [online]. Available from: https://www.rcn.org.uk/__data/assets/pdf_file/0005/438368/05.12_Alcohol_Short_Briefing_Feb2012.pdf [Accessed on 28 September 2015. Scutti, S. (2014). Is alcoholism genetic? Scientists discover link to a network of genes in the brain. [online]. Available from: https://www.medicaldaily.com/alcoholism-genetic-scientists-discover-link-network-genes-brain-312668 [Accessed on 28 September 2015].