Personal training free essay sample

I have a passion for action sports, physical fitness and wellbeing. There is no better feeling in the world than being healthy. Along with being healthy, comes physical fitness and athleticism. But accomplishing these goals is no easy task. Athletes don’t wake up every day physically in top shape and able to perform their best athletically without hours on top of hours of hard work and proper dieting. Not many athletes know the ins and outs of proper training and dieting, which is why they refer to a personal trainer for the tips and advice they need to succeed. A major in Kinesiology is an excellent way to gain the proper knowledge to help athletes get to where they need to be. As a personal trainer, you have many duties related to your job. Trainers are responsible for providing various personal training services that help members maximize their workout efficiency. We will write a custom essay sample on Personal training or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And to also improve physical fitness and wellbeing. Personal trainers demonstrate exercises. These vary, depending on his or her client’s level of fitness capability, age and weight. These demonstrated exercises could be as simple as a squat or as advanced as a power clean. It is important as a trainer to get to know your client. Such as their level of fitness, what they’re physically capable of performing. Personal trainer need to be able to determine what exercises can benefit their client or potentially harm them (California). Trainers are also responsible for creating a healthy diet plan for their client to follow, in order to help accomplish their fitness or health goals. This part of personal training is the most difficult. Diet plans can be very difficult for the average person to follow and keep track of. Just like the physical part of personal training, a diet plan very depending on client’s fitness goals, age and weight. For example, if a middle aged man is looking to lose a significant amount of weight, he would need to do a few things. First, in order to lose weight your body need to burn carbohydrates that have been consumed in the past twenty-four hours. Once your body has depleted all unused carbohydrates, it can now access your body’s stored fat source and start to burn it off. But in order to burn carbohydrates in the first place, he must engage in high intense exercises, which min in their late thirties usually don’t do. So what needs to happen is he must alter his diet to eat six times a day. The content of his diet would be low carbs and proteins. The reason for him to eat six times a day is to keep his metabolism running so he can burn fat during his daily routine. Along with a diet, comes exercise with his personal trainer. His workouts would consist of very low weight, with a high number of repetition. The reason for low weight workouts is because he would be low on carbs which would highly effect his strength. The high amount of reps will cause his muscles to fire quicker, causing him to burn carbohydrates then start burning stored fat (United). Trainers can work in many different places. For example, if a trainer has a group workout in urban areas, he could meet his clients at a local park or running trail. The most common place would be the gym, where a personal trainer can train one or more individuals. Trainers even go to clients homes for personal workouts. That’s usually the case for elderly people who would have a hard time leaving their home. Qualified trainers travel to hospitals to train rehabilitated patients who may have been injured in an accident and is in need to re-train their muscles (United). To become a trainer is not very difficult. A degree is not needed, but would be very beneficial. My personal trainer, Brodie Priestley recommended a degree in kinesiology and nutrition. Also having a background in sports and powerlifting benefit me. Even though a degree in not required, sources indicate it would do nothing but help (United States). During my interview I asked my trainer Priestley what made him choose kinesiology as his profession. â€Å"It was simple† Priestley replied. â€Å"My father was a world class power lifter, benching over five-hundred pounds as a senior in high school. So like every kid, I wanted to be just like my father. I fell in love with lifting weights and play sports. The more I lifted weights, the more results I saw and I began to feel better about myself,† Priestley explained. â€Å"I quickly got addicted to lifting weights and wanted to keep progressing. I began to educate myself more on lifting weights and ways to get bigger and stronger. My obsession with lifting weights and muscles development got to the point where I stopped playing sports to focus on powerlifting. † Priestley’s hard work was paying off as he took first place in numerous powerlifting events. â€Å"I wasn’t just winning, I was blowing my competition out of the water,† Priestley explained. Priestley worked his way up to become the number three power lifter in the nation, and later broke the world record in bench press for his weight class. â€Å"It was obvious that I was good at what I did, so I wanted to help others accomplish their physical fitness goals. So I began Personal training at a local gym. I quickly fell in love with helping others and seeing them progress. It’s a cool feeling, I couldn’t be happier with what I’m doing† Priestley explained to me. I asked Priestley what he though was the toughest part about being a personal trainer. Priestley’s response was simple, he told me that â€Å"as long as you’re doing something you love, it doesn’t really matter what you do to get there. But I guess the hardest part of being a personal trainer would be getting some clients to trust you and to buy into your system. † Priestley continued on saying that some people who may have been out of shape most of their life have a hard time believing that they can lose weight and get in shape by following my weight loss program, which makes it difficult to train that individual. Next I asked Priestley what he liked most about his job. Priestley responded by saying â€Å"The best part of my job is seeing true results in my clients. There is no better feeling as a trainer knowing that you helped someone get healthy and physically fit. In most cases that is a life changing event for people who used to be highly over weight and unhealthy. That person can now walk around proud of their appearance and have all the confidence in the world, all because of my help. To me there is no better feeling. † Even though I learned that an education is not need to become a trainer, I asked Priestley what steps he took in school to get where he is today. Priestley told me that getting his master’s degree in kinesiology, and minor degree in nutrition was the smartest thing he has ever done. â€Å"My degree helped me in every way possible, I now have an edge on a lot of trainers that might not have a degree. But not only am I more educated but my degree gets me more business which is awesome! † Researching my career choice has reassured me that becoming a personal trainer is who I am going to become. My trainer has had the biggest impact on my decision. He has helped me so much and I’ve also seen him help many others. I learned that what you get out of training someone is the ultimate prize. In conclusion kinesiology is what I have chosen as my career choice.

Corporate Financial Management Tertiary Sector

Questions: 1.What are the important factors that should be considered by tertiary sector employees when they are deciding whether to place their superannuation contributions in the Defined Benefit Plan or the Investment Choice Plan? What issues relating to the concept of the time value of money may be important in this decision-making process? 2.If the efficient-market hypothesis is true, the pension fund manager might as well select a portfolio with a pin. Explain why this is not the case? Answers: 1. Tertiary sector employees are those employees which are involved in providing services i.e. main employment area is of service. There are three types of sector and tertiary sector or service sector; employees are required to make their own superannuation funds as they are not working under any employer. In terms of maintaining superannuation funds for employees, there are two major plans that employee can select for their superannuation contribution and they are defined benefit plan or investment choice plan. There are various factors that shall be considered while selecting superannuation plan between defined benefit plan and investment choice plan. In order to understand different factors, first we need to understand these two plans and then decision of selection of plan will be taken. Defined benefit plan: Under defined benefit plan what amount is required to be received by employee is defined at the initial stage or at the starting of the defined benefit plan. Defined benefit plan is based onrequirement of employee in terms of amount that employee wants to receive at the age of superannuation or at the time of retirement. In defined benefit plan, both employee and employer contribute specified amount of contribution. This contribution is based onemployees earning (salary), age of employee, tenure of service in terms of no of years served by employee in the service or will be serving. Ddefined benefit plan can be used by employers as tool for increment of employees pay or cost to company (Basu, and Drew, 2010). Final salary plan in defined benefit plan is the most common plan for superannuation which calculates pension of employees by using three important variables and they are as follows: Pensionable service i.e. no of years of which pension is required to be paid to employee Pensionable earnings i.e. this is the estimation of salary that employee will be drawing at time of retirement or superannuation Accrual rate i.e. this is the portion of the earning that employee will be receiving at the year end under the selected scheme (Stockton, 2017). Therefore following is the formula of calculating pension income of employee under defined benefit plan: Number of years worked * Salary at the time of retirement or superannuation * Accrual rate It can be analysed that pension fund or funds that employee in tertiary sector will be getting largely depends on salary, no of years of service and accrual rate that employee belongs to (Defined-benefit plan inside a 401(k), 2012). But in this type of superannuation fund, employees are able to set their contribution in the fund and will get pension at the time of superannuation accordingly. Benefits available to employees from the plan can be available at the time of creating this plan. There are some tax incentives also available on this plan therefore this plan can suit tertiary sector employees (Schreiber, 2016). Unfunded defined benefit plan: While selecting defined benefit plan, employees are required to select one plan out of funded defined benefit plan or unfunded defined benefit plan. In case of unfunded defined benefit plan, there is no asset or investment is created for investing in the same. On the other hand, in case of funded defined benefit plan, there is one or two asset or investment created. All contributions of employee and employer shall be invested in that asset or assets (Most and Wadia, 2015). At the time of payment of pension or other retirement benefits i.e. superannuation time, asset or investment created will be sell-off and funds will be transferred to employee. Major drawback of funded defined benefit plan is that; amount that will be received at the time of maturity is not known in advance. Investment choice plan Under investment choice plan of superannuation plan, individual investment account will be opened with the investment company and these investments can range from any amount. In case of investment choice plan, employer contribution and employee contribution and any gain or interest or units earned during the year or period will be invested altogether in the single or multiple investments. In case of investment choice plan, employees have the power or option of changing their investment in any form of option based on some factors. Major advantage of investment choice plan is that employee will be able to manage their superannuation funds. In other words under investment choice plan, employees cam make choice of funds that they want to investment into. Another advantage of investment choice plan is that employee in of tertiary sector can make portfolio of investment or assets that they want to invest in. There are some strategies that employee can adopt for the purpose of using investm ent choice plan. Secured fund, shares fund, trustees selection fund, stable fund and many other finds are some example of investment choice funds. Factors that should be considered by tertiary sector employees for deciding superannuation contributions in the Defined Benefit Plan or the Investment Choice Plan are as follows Risk profile: Major consideration that employees of tertiary sector shall consider is of level of risk that they are willing to take. Both the superannuation funds and contribution is different from each other. Defined benefit plan is less risky as compared to investment choice plan. Defined benefit plan is not linked with market; therefore there is less risk in this plan. On the other hand, investment choice plan there are large no of investments or options there. Some of them can be equity or market linked (Building super on a fair foundation: Reform of the taxation of superannuation contributions, 2012). Therefore risk is the major factor that tertiary sector employees shall consider. Inflation rate: Inflation is the rate at which dearness or cost living increases as the inflation rate increases and vice-versa. In order to take decision related to deciding superannuation contributions shall be considered. In case of defined benefit plan, inflation rate plays very important role as this is long term plan. Under defined benefit plan, investments are for longer period and in this case value of money decreases year by year. Therefore this requires more contribution from employees (Modelling the macroeconomic effects of an increase in superannuation contributions, 2016). Time frame of investment: Time frame of investment plays vital role in selecting superannuation contribution plan. It shall be considered by employee whether he / she wants to invest for the longer period of time or for shorter period. Investment choice plan can provide better results in short term also. But defined benefit plan will only provide higher benefits in long terms and age of employee shall less. Therefore time frame of investment or superannuation funds shall be considered before deciding (Awad, 2009). Financial goals: Financial goal can vary individual to individual. There are some financial consideration that individual considers before deciding the superannuation to invest in. If financial goal of individual or tertiary sector employees is to gain higher profit and ready to take higher level of risk then he / she will select investment choice plan (Ingles and Richardson, , 2010). On the hand, individuals requires moderate level of pension income and at stable rate then tertiary sector employees can select defined benefit plan. Issues relating to the concept of the time value of money Time value of money is the concept which analysis or undertaken the concept of diminishing value of money as the time passes or in future period. Time value of money has the role to play in selecting or deciding superannuation contribution fund. Both defined benefit plan and investment choice plan has different treatment and mitigation procedure in terms of managing time value of money. Time value of money concept is used in the decision making process of deciding superannuation funds. For analysing present value of superannuation contribution and pension amount that will be received after the superannuation or retirement, time value of money concept is used (Brown, Gallery, Gallery and Guest, 2004). Inflation rate prevailing in the market and unpredictable market conditions are some factors that support use of time value of money concept in decision making. In this concept, net present value of the superannuation contributions and pension amount that will be received at superannuation will be calculated. Present value of contributions and amount to be received amount will be adjusted with inflation rate and thus are in real values. Therefore issue of real cash flows (inflow and outflow) of superannuation contribution and desired amount at the time of superannuation has been considered by time value of money concept (Jefferson, 2012). Recommendations: From the above definitions and explanations of defined benefit plan and investment choice plan it can be concluded that investment choice plan is highly customised superannuation plan. In order to provide, maximum flexibility in terms of designing and developing superannuation plan and cash outflows (contributions) and cash inflows (pension amount), investment choice plan shall be recommended. Another reason for selecting investment choice plan is that in defined benefit plan future or superannuation amount is certain i.e. it cannot be increased. But in case of investment choice plan, future plan can be increased according to the requirement or market situation. 2. Efficient market hypothesis Efficient-market hypothesis is the market situation in which price of commodity or stock or asset is the reflection of all available information about the business organisation. In other words, efficient-market hypothesis is the situation under which price of entitys stock or shares have been determined by incorporating all information about the company. Efficient-market hypothesis implies that asset price or stock price is already at fair value i.e. no investor can gain or loss in the stock market (Narayan, Narayan, Popp and Ali, 2015). Efficient-market hypothesis theory or situation has been opposed on the basis that there are various factors that all together made assets price. Therefore in this situation, stock or shares for the purpose of investing can be picked very easily or without applying any skills (Denis, Zoran and Velimir, 2012). In the market situation of efficient-market hypothesis, since there is no consideration of past information, trend analysis, market information , market condition and no other consideration has been put to value stock or asset price. In this situation, price of stock or asset does not move or change because of market changes or conditions. Role of pension fund managers in portfolio management Therefore in this market, role of manager or portfolio manager becomes very easy. It is possible that need of portfolio manager may comes to an end as no consideration is required to be put to any circumstances. Role of fund manager in portfolio management will also get hampered and role and importance of pension fund manager will get diluted (Jovanovic and Schinckus, 2016). As in case of efficient-market hypothesis, there is no consideration of past information and market happenings therefore role of pension fund manager will not be required any more. Pension fund manager, especially in investment choice plan, has to keep updating plan or portfolio of employee. Therefore in the situation of efficient-market hypothesis, no consideration is required. Therefore in this situation, pension fund manager will be able to manage portfolio with ease (Superannuation: How to deduct superannuation contributions by passive investment trusts, 2013). But it can be analysed that, this situation does not exists in the market or will never exists in the market as there are various factors that are to be kept in mind before making investment or select funds for superannuation contribution. Efficient-market hypothesis can never be the case in any form of market, as market forces are very strong and interaction and integration of these forces will impact value of share or asset (superannuation fund or contribution). Along with this, in case of efficient-market hypothesis, it is suggested that no investor will be able to gain higher than other. In this situation, all investors will be gaining same amount of profits therefore there is no question to hire pension fund manager for the portfolio management (Darst and Ebrary, 2013) Therefore, it can be concluded that efficient-market hypothesis is not the case, which can be exist in the market or at investment market because of its vague and unproved basis. References Awad, A. (2009, January 29). Expanding your insurance options with super. Money Management, p. 25. Basu, Drew. (2010). The appropriateness of default investment options in defined contribution plans: Australian evidence. Pacific-Basin Finance Journal, vol 18, n0 3, pp 290-305. Brown, Kerry, Gallery, Gerry, Gallery, Natalie, Guest, Ross. (2004). Employees' Choice of Superannuation Plan: Effects of Risk Transfer Costs. Journal of Industrial Relations, vol 46, no 1, pp 1-20. Building super on a fair foundation: Reform of the taxation of superannuation contributions. (2012). Building Super on a Fair Foundation: Reform of the Taxation of Superannuation Contributions, p 21. Darst, D., Ebrary, Inc Content Provider., 2013, Portfolio Investment Opportunities in China (Wiley RealTime Finance). Hoboken: Wiley. Defined-benefit plan inside a 401(k). (2012). Best's Review, vol 113, no 1, p 51. Denis Alajbeg, Zoran Buba, Velimir onje. (2012). The efficient market hypothesis: Problems with interpretations of empirical tests. Financial Theory and Practice, vol 36, no 1, pp 53-72. Ingles, David, Richardson, David. (2010). Boosting Superannuation Contributions. Dissent, vol 32, pp 42-44. Jefferson, Therese. (2012). Private retirement savings in Australia: Current policy initiatives and gender equity implications.(Contributed Article)(Report). Australian Bulletin of Labour, vol 38, no 3, pp 234-250. Jovanovic, Andreadakis, Schinckus. (2016). Efficient market hypothesis and fraud on the market theory a new perspective for class actions. Research in International Business and Finance, vol 38, pp 177-190. Modelling the macroeconomic effects of an increase in superannuation contributions. (2016). JASSA, vol 2, pp 72-82. Most, W., Wadia, Z. (2015). Longevity plans: An answer to the decline of the defined benefit plan. Benefits Law Journal, vol 28, no 1, p 23. Narayan, Paresh Kumar, Narayan, Seema, Popp, Stephan, Ali Ahmed, Huson. (2015). Is the efficient market hypothesis day-of-the-week dependent? Evidence from the banking sector. Applied Economics, pp 1-20. Schreiber, S. (2016). Defined benefit plan participants can receive lump sum and annuity under new rules. Journal of Accountancy, vol 222, no 6, p 68. Stockton, K. (2017). Survey of defined benefit plan sponsors. Pension Benefits, vol 26, no 1, pp 7-8. Superannuation: How to deduct superannuation contributions by passive investment trusts. (2013). Taxation in Australia, vol 48, n0 5, pp 279-280.

Barn Burning And Sonny free essay sample

# 8217 ; s Blues Essay, Research Paper In the narrative Barn Burning by William Faulkner, it was obvious that the character of immature Colonel Sartoris Snopes, or Sarty, would stop up either running off from place to get away his male parent, or remain and go the same type of adult male that his farther was. In many ways, he was more mature and grown up than his male parent, who may hold been mentally sick, enduring from depression. Depression derived from being considered white rubbish and the intensions that go along with that rubric. In the courtroom scene at the beginning of the narrative, we see that while Sarty is really proud of his male parent, he besides feels protective of him as if their functions were reversed. This includes lying to a justice in a tribunal of jurisprudence as seen in the following idea of Sarty, He aims for me to lie # 8230 ; , and I will hold to make hit. We will write a custom essay sample on Barn Burning And Sonny or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sarty is willing to set his ain honestness on the line to assist his male parent Abner. It is non until the Snopes leave the country that the audience is made cognizant of Sarty s antipathy of his male parent s actions. Soon though, when the test is over and the household is on the waggon go forthing the town from which they had been banished, Sarty says to himself, Possibly he s done satisfied now, now that he has # 8230 ; He now begins to see that possibly his male parent is non so perfect and merely, and begins to oppugn his male parent and his foolish actions. When the household arrives at the doors to their following place, Sarty is really optimistic about their new state of affairs and thinks of his male parent, Possibly he will experience it excessively. Maybe it will even alter him now from what possibly he couldn t aid but be. Now, instead than experiencing proud of his male parent for what he is, Sarty shows that he wants Abner to alter. Sarty possibly event commiserations his male parent for non being able to command himself, much as a parent would make with a contrary boy. Despite all the feelings Sarty has of his male parent and the errors, Sarty still obeys him. This is apparent when Sarty is acquiring the oil for his male parent, and inquiries what he is making. He thinks to himself as he is running to the stable, I could maintain on # 8230 ; I could run on and on and neer look back, neer need to see his face once more. Merely I can t. I can t. That was the turning point for Sarty ; it was the concluding clip he shows any regard for his male parent. In add-on, it was the first clip he contemplates flying from his male parent. In the concluding scene of the narrative, after he gets off from his female parent, he runs to warn Major de Spain of the at hand day of reckoning, therefore traversing his male parent and screening that he has lost all regard for him. It besides shows how much he himself has changed, and how much he disapproves of the undue torching of yet another barn. With the last torching Sarty decides to run. Merely when two shootings are heard in the distance, does Sarty intermission to briefly to shout out for his lost male parent. He so begins on his manner for a new life, one without the fright of his male parent and menace of incendiarism, and without cognizing the result of his household s destiny. If so his male parent was enduring from a mental status such as depression, ( and if this narrative had been set in the present twenty-four hours 1930 s when it was written ) , so there might hold been another possible stoping. However to give the narrative a happy stoping by holding the male parent repent and go a theoretical account citizen would hold been rip offing the reader, and the writer. It is dubious that we the audience would still be reading this narrative some 62 old ages after it was written if the stoping were a happy one. Another narrative affecting disaffection is Sonny s Blues, by James Baldwin. This is a narrative about the past and present lives of two brothers. Sonny s brother, whose name is neer mentioned, tells the narrative in first individual. The storyteller begins with the event of his brother being caught in a foray for utilizing diacetylmorphine. The significance of this event triggers many memories and emotions for the storyteller and his brother. The storyteller tells many narratives from, the topographic point they grew up, the decease of their parents, and how they parted which explains a small of why they didn # 8217 ; t communicate so good. Through these glances at the past, I was able to see the subject of the narrative. The storyteller described the two brothers siting in a cab to take Sonny to his place. He says, it came to me that what we both were seeking through our separate cab Windowss was that portion of ourselves which had been left behind # 8221 ; . I think that the narrative revolves around this idea because both of these characters want to recover some of their yesteryear to maybe assist them get by with what has happened in their lives and seek to happen a manner to travel on. At the terminal of the narrative, they seem to happen a common bond through Sonny # 8217 ; s music. This is a spot dry because neer earlier did Sonny # 8217 ; s brother of all time have an involvement for his music. At this last event all the pieces come together or both of them. For one, through the music all the hurting that they had felt like the decease of Grace and Sonny # 8217 ; s dependence, came out. For one time, the storyteller truly gets into Sonny # 8217 ; s universe and in return, Sonny # 8217 ; s brother comes to an apprehension. Through Sonny playing the blues, the storyteller comes to an apprehension of what has happened in Sonny # 8217 ; s life and his ain. The storyteller in Sonny # 8217 ; s Blues feels that if he does non do certain that Sonny has a good life and gets an instruction, that he has failed his female parent wants in some manner. Sonny does non ever see things the same manner his older brother does and he uses his music as a agency of endurance and success whereas his older brother thinks that holding a more traditional occupation ( like as a instructor ) and taking attention of his household is the manner to take a more successful life. I think what Baldwin is seeking to state here is that we all have the same feelings in life ( felicity, unhappiness, ) but the manner that we look at those feelings are what make us different from each other. We want to be heard and understood and accepted by our household. This is the battle that is ongoing throughout the narrative, where the storyteller is trying to understand, which he eventually does in the terminal through the very thing that Sonny loves, his music.

Quality Management in Education

Quality Management in Education Introduction Improving the quality of education around the world has become an important activity as many institutions of higher education (colleges and universities) struggle to create better educational opportunities for their current and prospective students. According to various stakeholders in the education sector, quality management has become one of the fundamental components of higher education in the 21st century.Advertising We will write a custom term paper sample on Quality Management in Education specifically for you for only $16.05 $11/page Learn More The access to education is no longer an important fundamental component of education as quality education continues to gain centre stage in many educational institutions. Basic education is now deemed insufficient or incomplete if it is not accompanied by quality management in teaching and learning strategies. Quality education has gained a lot of importance as it is used in the development of exce llence, knowledge and expertise which are vital aspects in the growth of an economy (Ali Shastri, 2009). Many educational institutions around the world have developed strategies that will be used in the establishment of higher education to ensure that there is quality in education provision. This has mostly been possible as a result of the increasing importance and value placed on leadership and leadership skills within organizations. Gaining good leaders to be established in the world is only possible when there are developed systems of higher education that will ensure efficiency and effectiveness remain as the sole criteria of evaluating performance (Ali Shastri, 2009). The purpose of this study will be to determine what institutions of higher learning have to do so as to achieve quality in their educational objectives, missions, visions, goals and strategies. The study will first discuss the aspect of quality and quality management in a general sense and then focus on how qual ity management is applied in educational institutions. Quality Management Quality management is part of the management strategies that are aimed at achieving quality goals within organizations through the execution of organizational activities such as planning, monitoring, control and quality assurance to ensure quality has been achieved in the business processes and operations of an organization.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Quality management is based on principles such as customer focus, cost leadership, product/service development and the continual improvement of a company’s operations so as to achieve a competitive edge in the market. The most commonly used quality management technique in organizations is the total quality management (TQM) approach which aims at improving the total quality of business operations within an organization (Cua et al, 2001). O ther approaches that are used in quality management include ISO performance improvement standards (ISO certification), quality management systems, quality function deployment and the six-sigma quality management technique. The main objectives of all these quality management approaches are to organize the efforts of employees within organizations so that their work performance produces outputs that are of a high quality and standard (Anand et al, 2010). The main component of quality management is quality which is defined as the degree to which a certain group of intrinsic properties satisfy certain requirements. The term intrinsic properties refer to the innate or permanent properties that exist in certain aspects, matters or situations where these properties meet the expectations of outlined standards or requirements (Dahlgaard et al, 2002). Quality applies to products, services, business operations, organizational systems and interdependent processes that exist within an organizati on. Quality within organizations ensures that the products or services developed by organizations have met the requirements set by the organization’s managers or by the ISO standards that are used to determine the quality of an organization’s products (Cummings Worley, 2008). The concept of quality is based on positive and dynamic ideas that involve achieving the design of meaningful investments rather than negative aspects that lead to product or service defects. Because quality is both a dynamic and positive idea, it has the ability to continuously evolve making the concept an endless journey that has a deliberate purpose which is that of improving the standards of an organization.Advertising We will write a custom term paper sample on Quality Management in Education specifically for you for only $16.05 $11/page Learn More Quality and quality management are both customer-focused approaches that are meant to improve the processes of an organ ization through the use of interdependent systems such as planning, evaluation, control and quality assurance (Mukhopadhyay, 2005). The current view of quality management in today’s modern organization is that it is a system made up of interdependent processes that have been linked in a lateral way meant to create a network of internal and external collaboration between suppliers and customers. These interdependent processes have been connected to represent the company’s mission and purpose so that it can be able to achieve its objectives and goals (Bilen, 2010). Another view of quality management is that the people (employees or workers) of an organization are the tools that give organizations a competitive edge over their rivals. It enables employees to contribute to the overall growth and success of the organization by allowing them to participate in leadership activities, creativity and intelligence building as well as managerial capacity building (Daft Marcic, 20 08). Quality Management in Education Quality management in education is a fairly new concept as the main focus of education in the past has been on ensuring that there is a general accessibility to education by all. This focus has however shifted as more and more educational institutions focus on ensuring that there is accessibility to education that is of a high quality. According to Simin and Xuqing (2005), there are two views that exist on education quality with the first one stating that the quality in educational activities is usually reflected by the quality of students an institution of higher learning is able to churn out to the job market after it has measured their performance against the institutions objectives and goals. The second view of quality education is based on whether the products offered by educational institutions are able to fully maximize the potential and ability of students so that they can be contributing members of the society. These views propose the id ea that education is based on the transformation of students so that they can be contributing members of the society (Sallis, 2002). Quality in the education sector is therefore measured on the type of input and output processes that take place in educational institutions. The input in education according to Ming and Hualin (2011) refers to teaching and learning strategies that are used to instill various concepts and methodologies to students while output refers to students who have actively been transformed through teaching and learning strategies.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The transformation of students does not only depend on the amount of teaching, training or research they have been given but also on their level of active involvement in the transformation process. This means that the same instructors or teachers working for the same educational institution cannot be able to produce the same cadre of students once the transformational process is over. Also, the active involvement of students in the transformation process varied in nature as every student has their own individual expectations of the learning exercise and also the type of outcomes that will be gained from once they have undergone educational transformation. Quality in education therefore refers to the type of educational activities that will be used to satisfy the requirements of the society by building and nurturing the intellectual capacity of students (Ming Hualin, 2011). Tribus (2010) developed quality principles based on the works of Edwards Deming to reflect quality in educatio n. According to Tribus, the first principle in quality education refers to the redefinition of education where the role of faculty advisors, deans, lecturers and student advisors is translated to reflect quality provision of educational services. This principle discusses how various educational providers work within a system similar to that of an organization. The job of the faculty head or vice chancellor of the institution is to work on the system so as to constantly improve it continuously with other members of staff. Constant improvement refers to finding better ways of improving the quality of education with institutions of higher learning (Tribus, 2010). The second principle of quality in education according to Tribus (2010) is that quality improvement is the answer to any educational problem that might be experienced within the educational institution. This principle involves determining the customer’s perceptions of quality and using this perception to develop educati onal programs that will meet their expectation. According to Pfeifer (2002), the quality of any process is usually defined by the type of customers included in the transformation process. Quality management views the customer as the person who is next in line to receive a service or purchase a product and quality will therefore depend on the type of process that is used to meet the expectations of the customer. This according to Tribus (2010) gives rise to an internal customer which in the education context refers to students who are customers of course instructors. The third principle proposed by Tribus (2010) in explaining quality in education is the process over product principle where attention is placed on the process that is used to develop or improve the product. In the educational context, this principle can be translated to mean that if the student’s performance is to be improved, attention needs to be focused on the teaching or learning process and not on the passin g of examinations. This means that the individual potential of students needs to be discovered so that the level of development in the student can be used to develop suitable learning or teaching strategies. Attention is therefore not focused on evaluating and defining the potential of the student but on developing learning techniques that will be used to develop problem-solving abilities. The application of this principle in the quality management of education in higher education institutions involves both the teacher and the learner working together to improve the educational process of the student (Tribus, 2010). The fourth principle of quality in education is the perversity principle which involves improving the performance of a system of people, processes, procedures and practices where goals and objectives are developed for the individual parts of the system. The most commonly used quality management technique in implementing this principle is the management by objectives (MBO ) approach where the manager and subordinate agree on what the subordinate needs to accomplish so as to meet organizational targets. In the educational context, the course instructor and student agree on the course objectives that the student needs to achieve for them to be able to excel and meet their educational requirements (Tribus, 2010). These principles demonstrate quality management in education is depicted in terms of its impact on the students who are targeted by educational programs. Quality management in education targets the improvement of teaching and learning processes so as to transform students during the learning process. Quality management is therefore an inevitable factor that will be used by institutions of higher education to shape their teaching processes so that they can be able to satisfy the various expectations of stakeholders such as parents, students and the society at large. Quality management will ensure that educational goals and objectives developed b y academic institutions have been met and satisfied (Sahney et al, 2004). Application of Quality Management in Universities The basic roles and functions of higher education include seeking and cultivating new knowledge that will enable students to engage in the vigorous pursuit of information, providing the right kind of leadership skills that will help individual learners to develop their potential, equip society with competent individuals who will be trained in various professions and also promote equality or social justice to reduce any instances of social and cultural differences that might arise without any form of education. Higher education in universities and other institutions of learning also seeks to foster teacher student relationships that will instill certain attitudes and values that are needed to develop individuals as well as bring universities/colleges closer to the society at large through the extension of knowledge (Ali Shastri, 2009). Quality management in hig her education is made up of dimensions such as consistency where the education process seeks to provide quality that is consistent in nature, fitness to purpose where quality meets the customer’s specifications, value for money where students pay for course programs in return for efficiency and effectiveness and transformative educational dimensions where education is viewed as an ongoing process that is meant to transform and empower students. Quality management in education therefore seeks to incorporate the above-mentioned dimensions to ensure that there is quality higher education (Becket Brookes, 2008). To be able to achieve total quality management in higher education, universities and colleges need to first create an awareness of the need for quality improvement in their educational programs. This will involve identifying the various segments of teaching or learning programs that are in need of improvement and then informing the relevant actors of the need for change or improvements. Once this is done, goals need to be developed and set to ensure that there is a continuous improvement of the educational programs within the institutions of learning. Once the goals have been set, the next step will involve building organizational frameworks and institutions that will be used to achieve the set out goals (Borahan Ziarati, 2002). These frameworks will include establishing quality councils and selecting project teams for these councils that will be used to achieve quality goals. These frameworks will then be used for quality training where course instructors and lecturers will be trained on how to provide quality education to students. The progress made in quality educational improvement will be monitored to note if there are any inconsistencies in the improvement exercise and also any successes in the programs will be recorded for future developments and improvements. Such strategies and steps can be used by institutions of higher learning to impro ve the quality of education so that students can be able to achieve excellence in their studies (Bogue Bingham, 2003). When it comes to determining how these strategies can be used to improve the quality of education, certain aspects need to be considered for quality management to be successful. These aspects include the inputs, processes and outputs that make up the educational system where inputs include the transformational processes used to in part knowledge to students. Inputs are used within the transformation process to be transformed into outputs that are released back into the external environment. In the context of education, inputs are the human, physical and financial resources needed to make higher educational courses successful and they include students, faculty members and administrators (Hodson Thomas, 2003). Processes on the other hand refer to various operations or actions that are used to transform the inputs into outputs that can be measured against set out goa ls and objectives. The educational process involves a series of actions that are used to train, teach and transform students through educational programs, courses and classroom sessions. The transformational process within an institution of higher learning involves activities that are meant to disseminate knowledge while at the same time conduct research which will be beneficial to the learning process. Outputs are the tangible outcomes of the transformational process and they can either be value addition outcomes which include student employment, examination results and earnings or intangible outcomes which include educated people, contributing members of the society and contributing members of research work (Koslowski, 2006). These three aspects need to be considered when designing quality management systems that will be used to improve education in higher institutions. Once the suitable frameworks have been identified for improving inputs, processes and outputs, extension activit ies will be developed to apply these frameworks in the real educational context. Since the educational system does not operate in isolation, the extensional activities have to incorporate certain factors that exist in the external environment such as socio-cultural factors, economic factors, technological and political factors. These factors need to be considered as quality education ensures that the various problems within society can be solved. Extensional activities will therefore ensure that quality management in education has been directed towards promoting the development of the local community (Pratasavitskaya Stensaker, 2010). Conclusion The purpose of this study has been to assess the concept of quality management in higher educational institutions and also what strategies can be used to achieve quality management in educational programs. The discussion has focused on the aspect of quality in the general context and also in the education setting by identifying the various aspects that are used to improve organizational operations and processes. Quality in organizations involves ensuring the goods, services and processes used within organizations have met certain requirements or standards such as the ISO quality standards. Quality in education on the other hand involves transformational processes that will be used to improve the outputs of the learning process. The study has propagated various techniques and steps that educational institutions can use to improve the delivery of educational content to their students. References Ali, M., Shastri, R.J., (2009). Implementation of total quality management in higher education. Asian Journal of Business Management, 2 (1): 9 -16 Anand, G., Ward, P.T., Tatikonda, M.V., (2010). Role of explicit and tacit knowledge in six sigma projects: an empirical examination of differential project success.  Journal of Operations Management, 28(4): 303- 315 Becket, N., Brookes, M., (2008). Quality management practice in higher education: what quality are we actually enhancing? Journal of Hospitality, Leisure, Sport and  Tourism Education, 7(1): 40-54 Bilen, C., (2010). Total quality management in higher education institutions: challenges and future directions. International Journal of Productivity and Quality  Management. 5(4): 473-492 Bogue, E.G., Bingham, H. K., (2003). Quality and accountability in higher education. Cincinnati: Praeger Publishers Borahan, N.G., Ziarati, R., (2002). Developing quality criteria for application in higher education sector in Turkey. Total Quality Management, 13(7): 913-926 Cummings, T.G., Worley, C.G., (2008). Organization development and change. Mason, Ohio: Cengage Learning Cua, K.O., McKone, K.E., Schroeder, R.G., (2001). Relationships between implementation of TQM, JIT and TPM and manufacturing performance. Journal  of Operations Management, 19(6): 675-694 Daft, R.L., Marcic, D., (2008). Understanding management. Mason, Ohio: South Western Cengage Le arning Dahlgaard, J.J., Kristensen, K., Kanji, G.K., (2002). Fundamentals of total quality  management: process analysis and improvement. London, UK: Taylor and Francis Hodson, P., Thomas, H., (2003). Quality assurance in higher education: fit for new millennium or simply year 200 compliant. Higher Education, 45(3): 375-387 Koslowski, A.F., (2006). Quality and assessment in context: a brief review. Quality  Assurance in Education, 14(3): 277-288 Ming, L., Hualin, Z., (2011). Research and discussion on the education quality  construction for colleges and universities. Zhengzhou, China: Zhengzhou Institute of Aeronautical Industry Management Mukhopadhyay, M., (2005). Total quality management in education. New Delhi, India: Sage Publications Limited. Pfeifer, T., (2002). Quality management. Munchen, Germany: Hanser Verlag Pratasavitskaya, H., Stensaker, B., (2010). Quality management in higher education:towards a better understanding of an emerging field. Quality in Higher Ed ucation, 16(1); 37-50 Sallis, E., (2002). Total quality management in education. London, UK: Kogan Page Limited Sahney, S., Banwet, D.K., Karunes, S., (2004). Conceptualizing total quality management in higher education. The TQM Magazine, 16(2): 145- 159 Simin, W., Xuqing, Z., (2005). Educational quality and control modes of mass storage of higher education. Journal of Technology College Education. 10: 105-106 Tribus, M., (2011) Quality management in education. California: Exergy Incorporated

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Erosive Potential of Fruit Juices on Primary Teeth

Erosive Potential of Fruit Juices on Primary Teeth In Vitro evaluation of erosive potential of frozen and unfrozen fruit juices on primary teeth ABSTRACT: Dental erosion has gained importance now as a steadily growing public health problem world wide. Fruit juices are an important etiological factor, especially consumption in frozen forms, like fruit lollies and stick. Since this dietary habit is more prevalent among children, primary teeth were selected for this study. AIMS: To evaluate pH and titratable acidity of four fruit juices in frozen and unfrozen forms. Calcium dissolution and pattern of etching of enamel by these juices in frozen and unfrozen forms were also determined. DESIGN: pH of four different juices apple, orange, musumbi and grapes were determined using a digital pH meter. The titratable acidity of these in frozen and unfrozen forms were determined by adding 0.5 ml of 1N NaOH to these, till a pH=five and pH = seven were reached. Forty eight caries free deciduous anterior teeth specimens were prepared to study the etching pattern by scanning electron microscope [SEM] and calcium dissolution by atomic absorption spectrophotometer.STATISTICAL ANALYSIS: One-Way Repeated Measures ANOVA and pair wise multiple comparison with Bonferroni correction. RESULTS: Increase in titratable acidity, irregular pattern of etching and calcium dissolution were found to be significantly more in the initial thawed frozen fruit juices. Grape juice recorded the lowest pH and more titratable acidity when compared to other juices. CONCLUSION: This study highlights the detrimental effect on teeth by the frequent consumption of fruit juices and their frozen products. Th e study concluded that sucking on the frozen fruit juice products were more harmful than consuming in unfrozen state because more of erosion occurs in frozen state. Key words: Frozen fruit juices, pH, titratable acidity, erosion, etching, SEM. Introduction: â€Å"HEALTHY LIVING â€Å"the key to survival has been emphasized by health professionals upon the old and young alike. The â€Å"DIETARY FACTOR† is gaining much accolade and health drinks in the form of fruit juices have gained tremendous popularity in this category. Parents regard these as being healthy and nutritious and a good source of Vitamin C.[1]. Experiments conducted on the animals to evaluate the erosive potential of fruit juices showed that these juices were ten times more destructive to the teeth than the whole fruit.[2] Most fruit juices have a low pH and acids which can decalcify the teeth.[3] Hence, the frequent consumption of these fruit drinks is directly related to dental morbidity, especially erosio n.[4]Dental erosion has been defined as superficial loss of dental hard tissue by a chemical process not involving bacteria.[5] The aetiopathogenesis can be varied (intrinsic and extrinsic factors),most important are dietary acids.[6] A modern habit among consumers is to freeze and suck out fruit lolly and candies.Sucking on frozen fruit juices has a greater risk for erosion due to slow consumption and longer time required to neutralize it[7].Sucking of the melting juices from the frozen product is a pleasurable experience along with increase in the initial acidity and buffering capacity.[8]Hence the frequent use of these could produce damaging effects on the teeth. Primary teeth were included in this study,because children are frequently involved in the consumption of frozen fruit juices and deciduous teeth are more susceptible to erosion than permanent teeth due to less mineralisation and immature enamel surface[9] The study was performed to evaluate the pH of four fruit juices in a frozen and unfrozen form. The titratable acidity of these fruit juices to be checked. The total amount of calcium dissolved in fruit juices from the teeth and to study the pattern of etched enamel on teeth. MATERIALS AND METHODS: Preparation of juices: Two and half litres of four different fresh fruit juices namely apple, orange, grape and musumbi each were prepared with no added sugars or preservatives. These were allowed to equilibrate to room temperature. Specimen preparation: Fourty eight freshly extracted caries free deciduous anterior teeth were collected and were used in the study. Extracted teeth were completely coated with nail polish with the exception of a window on the enamel of the labial surface of approximately 2mm X 2mm in diameter. Method: Two and half litres of apple juice were shaken for 15sec and this was divided into four samples of 600ml each. First sample (600ml) of this was taken and calcium concentration was assessed. From this, 100 ml was separated, pH and titratable acidity were determined.Then another 100 ml was taken and a prepared tooth specimen was dipped in it for two hrs.(For assessment of calcium etching pattern at room temp). Remaining 400ml was taken in a bottle, sealed and placed in a recorded (-200c) deep freezer for 24 hrs. The bottle was taken and allowed to defrost. From this, initial 100ml was taken, pH and titratable acidity were determined. Then another 100 ml was taken and a prepared tooth was dipped in it for two hrs( For assessment of calcium etching pattern immediately after defrosting). Remaining 200 ml was defrosted for two hours. Then 100 ml of this was taken and pH and titratable acidity were determined. Another 100 ml was taken and a prepared tooth was dipped in it for two hrs (For assessment of calcium etching pattern two hrs after defrosting). This was repeated for remaining three samples (600ml each) of apple juice. The same procedure was done for the other three juices musumbi, orange and grape juice and the values recorded [Table1,2,3] Determination of pH and titratable acidity: pH was determined by using a pH meter (digital pH meter model –EQ-612). After determining the pH, the juice was titrated against 1N( Na OH )Sodium hydroxide by adding 0.5ml of the same to the juice, mixed well and this were repeated until pH=five and pH=seven were reached to determine their titratable acidity. Assessment of calcium content: The teeth were carefully lifted out of the juices and the juices were centrifuged at 3500 rpm for five min. With the help of micropipette [superfit] 200ÃŽ ¼l of each of these samples of fruit juices were pipetted into the polypropylene tubes. Then 40ÃŽ ¼l distilled water were rinsed into the polypropylene tubes with the fruit juices. Then concentrated nitric acid (120ÃŽ ¼l) were added, the lid of the polypropylene tube sealed and the contents of the tube were wet washed, by leaving it at 600c for 12hrs. After cooling, 50ÃŽ ¼l of one mol/L KCl solution (an ionization suppressant) and 680ÃŽ ¼l of distilled water were added. Then samples were shaken and the calcium concentrations were determined by the use of a flame (nitrous oxide/acetylene) atomic absorption spectrophotometer. To obtain calcium content of the fruit juices (without teeth), 200 ÃŽ ¼l of the fruit juices were wet ashed and atomized exactly as mentioned above. Determination of etching pattern: The teeth specimens were prepared for SEM observation by dehydration followed by sputter coating of 20 nm of gold (JEOL,JFC 1100 E-JAPAN) and examined under a scanning electron microscope (JEOL,JSM-840A-JAPAN).Instant photomicrographs were made at X850,X1000 magnifications. Subsequently the X1000 magnification pictures were selected to compare the pattern of etched enamel surfaces. Statistical analysis: The data obtained were subjected to statistical analysis by using One-Way Repeated Measures ANOVA and Pair wise multiple comparison with Bonferroni correction RESULTS: RECORDED pH VALUES OF FOUR FRUIT JUICES (Table 1) Based on the results obtained in Table 1, the pH values of all the juices were less than 5.5, which is the critical pH, below which enamel dissolves. Grape juice recorded the lowest pH of 2.2 among the juices. TITRATABLE ACIDITY VALUES OF FOUR FRUIT JUICES (Table 2) For all the four fruit juices tested, the volume of 0.5 ml 1N NaOH needed to reach pH=five and pH= seven were more for immediate defrosted( initial thawed )juices than the juices at room temperature and that defrosted for two hrs. Hence, the immediate defrosted juices had more titratable acidity compared to the juices tested at other temperatures. Among the juices, grape juice had more titratable acidity. CALCIUM CONCENTRATION IN FOUR SAMPLES OF FRUIT JUICES MEASURED BY ATOMIC ABSORPTION SPECTROPHOTOMETER ( Table 3) The amount of calcium dissolution in the juices from the teeth were found to be significantly more in the immediate defrosted juices than the room temperature juices and that defrosted for two hours. Evaluation of SEM Images : Representative SEM photomicrographs at magnification X1000. For teeth immersed in juices at room temperature, relatively smooth and slightly etched enamel surfaces were seen.[Figures 1- 4] Teeth dipped in juices immediately after defrosting, showed maximal erosion. Among these, apple showed eroded surface with enhanced porosity[figure5],a honeycomb enamel prism pattern noted in musumbi similar to that seen in acid etched enamel[figure 6].Teeth in orange and grapes showed more erosion resembling type II acid etching pattern [figures 7,8]. In case of teeth kept in juices two hrs after defrosting, the changes were similar to those seen at room temperature [figures 9-12]. DISCUSSION: The awareness of the population about health has lead to an increased consumption of natural food products, especially fruits and fruit juices. But fruit juices contain substantial acids(eg: citric acid in citrus fruits, malic acid in apples, tartaric acid in grapes)[10]which have the potential to cause loss of tooth tissue.[11][12] Various extrinsic and intrinsic factors contribute to dental erosion like diet, medicaments, occupation, sports, GERD, peptic ulcer, uremia etc.[13][14]But most significant among these are dietary acids .[3][4][15] Dental erosion due to dietary acids are influenced by a variety of factors like pH, titratable acidity, temperature, concentration, frequency, and exposure time[16].Many host factors also modify erosion, most important is saliva[17].Reduced salivary flow rate leads to inadequate oral clearance of dietary acids. Consumption of juices at night increases the erosive potential as salivary flow rate is diminished during this period. [18].Also different studies on salivary flow rate indicated that young children have lower flow rate, resulting in defective oral clearance. [19]. Intake of dietary acids decreases pH of the oral environment. Gregory-Head B et al[20] suggested that the pH of the oral cavity affected the solubility of the dental tissues. The critical pH at which the chemical dissolution of enamel occurs is accepted to be 5.5 ±0.3.[4][21]In this study, all the four fruit juices namely in the order of grape, orange, musumbi and apple showed a pH below five, thus enhancing the enamel dissolution capacity.[22] Titratable acidity which denotes the hydrogen ion availability has been acknowledged as a true indicator of erosive potential rather than pH value alone[23].Studies conducted by Touyz etal[8] have shown that fruit juices have a high intrinsic buffering capacity.Modifying the form in which the fruit drinks are taken (sweets or frozen lollies) is expected to increase erosion[24][25]. Sucking frozen fruit juices could be more erosive than unfrozen fruit juices because of increase in buffering capacity of initial thawed juice[8][26].. The acidity increases on freezing, as the physical state of the residual juice changes. When juice is frozen, water alone is solidified to ice without the solute. The solutes accumulates undiluted (concentrated). When juice is defrosted, the initial(concentrated) melt is more acidic with increased buffering capacity Thus sucking on these could cause a greater fall in oral pH and requires more buffering action to normalize the oral environment pH .As the remaining ice melts and dilutes the solution back to pre-freezed state, the buffering capacity diminishes.[8] The calcium dissolution potential of these fruit juices was analyzed. It was found to be more in the initial thawed fruit juices than juices tested at other temperatures. This is in accordance with the findings of M.Silove [8][26] who suggested that sucking frozen fruit juices can lead to more calcium dissolution than unfrozen juices. Also in our study, lowest calcium concentration was found in grape juice which is in accordance with studies stating that the erosive potential of drinks are associated with low calcium concentration[27] SEM was done to qualitatively estimate enamel surface alterations. Irregular and pitted enamel surface were observed in teeth exposed to frozen juices than at room temperature and after two hours of defrosting. Different etching patterns as described earlier were observed. [28-30] Similar studies were done on commercially available fruit juices and they are found to be 6-8 times more erosive than homemade juices. [31-33]The significance of this study was that, it was done in pure fruit juices, in frozen and unfrozen forms and multiple parameters were analyzed. The results showed that even pure fruit juices had erosive potential, especially in frozen forms. This study was done in vitro conditions, the results cannot be completely extrapolated to in vivo process, as interplay of various oral factors like salivary buffering capacity and flow rate to counteract erosion were not included in the study. [17] Recommendations: Although fruit juices are good for health, the frequency, method of drinking and the form in which they are consumed are important factors in dental erosion. Since children are frequently involved in the sucking of frozen fruit juice products, pediatric dentists should strongly discourage them from practicing this form of habit. Advise them to avoid fruit juices at bedtime and always rinse mouth with water after consumption of juices. Another point to consider is the use of additives which alter the pH and titratable acidity, thereby reducing the erosive potential of fruit juices. This requires further study. References: 1. Touyz L.Z.G . The Vitamin C contents of foods. J DASA 1982;37:444-48 2. Miller C.D.Enamel erosive properties of fruits and fruit juices.J Nutr 1950;41:63-67. 3. Touyz L.Z.G,Glassman R.M. Citrus acids and teeth. J DASA 1981;36:195-201 4. Eccles J.D,Jenkins W.G. Dental erosion and diet. J Dent 1974;2:153-159 5. R.Rajendran, author. Shafer’s textbook of Oral Pathology,5th Edition. Elsevier India 6. Lussi A,Jaeggi T,Zero D.The role of diet in the etiology of dental erosion.Caries Res 2004;38 suppl 1;34-44. 7. Kevin H-K Yip,Roger J Smales,John A Kaidonis.The diagnosis and control of extrinsic acid erosion of tooth substance.General dentistry 2003;350-353. 8. Touyz L.Z, Silove M. Increased acidity in frozen fruit juices and dental implications.ASDC J Dent child 1993;60:223-225. 9. Johansson AK,Sorvari R,Birkhed D,Meurman JH.Dental erosion in deciduous teeth-an in vivo and in vitro study.J Dent 2001;29:333-40. 10. Eccles J.D. Erosion affecting the palatal surfaces of upper anterior teeth in young people.Br Dent J.1982;152:375-378 11. Touyz L.Z.G. Apples, acids and teeth. S.A.J Sci 1980;76:200-201. 12. Grobler S.R,Aalbers J and Vander Horst G. The pH, calcium, potassium and phosphorus content in South African fruit juices. J. Dieteics Home Econ 1983;11:95-98 13.Jarvinen VK,Rytomaa II,Heinonen OP.Risk factors in dental erosion.J Dent Res 1991;70:942-947 14.Zero DT.Etiology of dental erosion-Extrinsic factors.Eur J Oral Sc 1996;104:162-177 15. Asher C,Read MJF. Early enamel erosion in children associated with the excessive consumption of citric acid. Br Dent J 1987;162:384-387 16. WestNX, Hughes JA, Addy M.Erosion of dentine and enamel in vitro by dietary acids:the effect of temperature,acid character,concentration and exposure time.J Oral Rehabil 2000;27:875-880. 17. Piangprach T,Hengtrakool C,Kukiattrakoon B,Kedjarune-Leggat U.The effect of salivary factors on dental erosion in various age groups and tooth surfaces.J Am Dent Assoc 2009 Sept;140(9):1137-43. 18.Millward A,Shaw L,Smith AJ,Rippin JW,Harrington E.The distribution and severity of tooth wear and relationship between erosion and dietary constituents in a group of children.Int J Pediatr Dent 1994;4:152-157 19.Crossner CG.Salivary flow rate in children and adolescents.Swed Dent J 1984;8:271-6 20. Gregory Head B, Curtis D. Erosion caused by gastro esophageal reflux :diagnostic considerations. J Prosthodont 1997;6:278-285 21.Jenkins,G.N.The physiology and biochemistry of the mouth.4th edition.Oxford, Blackwell,1978, pp 360-413. 22. Jenkins G.N. The influence of environmental fluids on enamel solubility.J Dent Res 1966;45:662-669. 23. Owens BM.The potential effects of pH and buffering capacity on dental erosion.Gen Dent 2007 Nov-Dec; 55(6):527-31. 24. M.J Larsen B.Nyvad. Enamel erosion by some soft drinks and orange juices relative to their pH buffering effect and contents of calcium phosphate. Caries Res 1999;33(Supplement 1):81-87 25. Holloway P.J , Mellanby M. and Stewart R.J.Fruit drinks and tooth erosion.Br Dent.J 1958;104:305-9 26. Louis LZ,G Touyz.The acidity and buffering capacity of Canadian fruit juices and dental implications. Scientific Journal 1994;60:454-48 27. West NX,Hughes JA, ParkerDM, Newcombe RG,Addy M.Development and evaluation of a low erosive black currant juice drink.2.Comparison with a conventional black currant juice drink and orange juice.J Dent1999 ;27:341-344 28. Imfeld T:Dental erosion.Definition,Classification and links.Eur J Oral Sci 1996;104: 151-155 29.Mannerberg F.Changes in the enamel surface in case of erosion.A replica study.Arch Oral Biol 1961;4:59-62 30.Silverstone,Saxton,Dogon. Variations in the pattern of acid etching of human enamel examined by SEM. Caries Res 1975;9:373. 31. Albert Schuurs.Pathology of the hard dental tissues.Ist edition.Wiley-Blackwell;2013. pp158-159 32. Shaw L,Smith A.Erosion in children:An increasing clinical problem?Dent Update 1994;21:103-106. 33. Tahmassebi JF, Duggal MS, Malik-Kotru G,Curzon MEJ.Soft drinks and dental health:a review of the current literature.J Dent 2006;34:2-11