The Pro's of Umbilical Cord Care (Triple Dye & alcohol) Research Paper

The Pro's of Umbilical Cord Care (Triple Dye & alcohol) - Research Paper Example Some of the methods were unsterile ad resulted in serious infections such as neonatal tetanus. Current umbilical care practices vary across different regions but have limited neonatal complications. Triple dye plus alcohol is one of the modern umbilical care treatments with several pros. The Pros of Umbilical Cord Care Using Triple Dye and Alcohol Regimen The kind of neonatal care given to newborn babies has great impact on the baby. Umbilical treatments aim at preventing infections during the cord separation. Umbilical cord is the cord that connects the baby with the placenta. It is mainly made up of blood vessels and acts as the connection between the mother and the foetus. After birth, the cord separates from the placenta, the cord stump dries and eventually falls, and the wound heals eventually. During the cord separation process, substances may collect and accumulate at the point of connection leading to infections. The cord takes about 5-15 days to separate. The umbilical stump provides a possible entry for bacteria. Therefore, there is need for use of appropriate treatment to aid the separation process, drying, and healing of the wound without infections. Antimicrobials are used to treat the umbilicus to fasten the cord separation and prevent bacterial colonization and other related complications of nursery infections as well as omphalitis. However, different antimicrobial work differently and may determine the time taken for cord to separate. Additionally, they may regulate the probability occurrence of any infections. Use of triple dye together with alcohol for treatment of umbilical cord is becoming a popular treatment for umbilical cord. The objective of this paper is to investigate the pros of Umbilical Cord Care using Triple Dye & alcohol. This analysis provides insights on how umbilical care impacts on nursing care. The paper will entail critical analysis of recent and relevant research related to the pros of using triple dye and alcohol in umbili cal cord care and make a conclusion regarding this method of nursing care. Triple dye is considered one of the most effective regimens for treatment of umbilical cord. A single application of the dye has been proved to prevent infections. However, the results are even better when triple dye is used together with alcohol. Studies have demonstrated that 90% alcohol is better in enhancing umbilical cord drying than other regimens such as povidone-iodine and Chinese herbs. Additionally, it has been proved that different regimen work differently in regions with different climatic conditions. However, some studies have shown that separation and healing occurs faster when Triple Dye is used together with alcohol. Discussion: Pro of Using Triple Dye Together with Alcohol for Cord Treatment    Umbilical cord care is one of the most important aspects of neonatal nursing care. This is because it greatly determines the health condition of the infant in the early stages after birth. Additional ly, the effectiveness of the care determines the survival rate of infants. The time taken for cord separation is greatly determined by the regime used for the care. Several studies have been done to establish the effectiveness of different regimes in determining the time taken for the cord to separate and the rate of infections following cord separation. The studies have established that the kind of regime used

Noncoercive paraphillias Essay Example | Topics and Well Written Essays - 500 words

Noncoercive paraphillias - Essay Example When the item is not present it likely leads to erectile dysfunction. This must be causing distress in the individual’s life to be diagnosed. This disorder tends to start in adolescence and is usually chronic (DSM, 2000). This disorder involves cross dressing. Usually it is a male dressing in women’s clothing. While dressed as a woman he usually masturbates imagining himself as both partners in the sex act. This is not to be confused with a gender identity disorder. These individual prefer heterosexual relationships when they are not cross dressing. Generally the desire to cross dress diminishes with age or it may turn into gender dysphoria (2000). Sexual Masochism involved an individual being humiliated, beaten, bound or made to suffer in some while during sexual intercourse or masturbation. This is all done to the paraphiliac either by himself or by having a partner help perform the acts. One very dangerous behavior involved in this is hypoxyphilia which is depriving them self of oxygen with can and has caused death (2000) Sadism is when the paraphiliac derives sexual excitement form the psychological or physical suffering of a victim. Some individual with paraphilia are bothered by their sadistic fantasies which may happen during sexual activities but they do not act upon. These fantasies generally involve having complete control over their victim. At times a masochist and a sadist may join in consenting behaviors. Some can, however, perpetrate these fantasies upon others and when that happens they generally do not stop until caught (Weinstein & Rosen, 2004). It is thought that this behavior is related to childhood experience. It may also be related to a neruopsychosociological need for heightened arousal. It may be an escape from rigidly controlled everyday roles, a punishment for sexual activity or guilt relief. Domination in known to relieve feelings of inadequacy

Being a Stepmother Essay Example | Topics and Well Written Essays - 750 words

Being a Stepmother - Essay Example In the year 2001, my husband was in the process of getting sole custody of his two daughters and thus, since I had gotten married to him recently, I was going to be a part of a ‘package deal’. Today those two children are like a blessing in my life, they have helped me a great deal in learning a lot of things about life and gaining experiences. Sometimes however, I do wish that I was their real mother because it is a tough task to watch these children grow up with a ‘friend’ rather than with a mother or a guiding light in the true sense. Despite these adversities however, being a stepmother is a very difficult thing to do and to accomplish this task over time is an even tougher aspect of life. It was extremely sad to know that their mother abandoned them because no child wants to grow up to question why their mother left them; these children still have a void in their life which I have been trying to fill every single day. In the beginning, it was difficult for me to converse with them knowing that I would have to be their mother for the rest of their life and that it was their choice whether or not to accept me as the same. It is not easy for young girls, especially ones whose dad was in the army and they had thus grown up against the backdrop of a hard life, to be able to accept someone into their hearts so easily. Knowing this, I plunged into the situation trying to become their friend rather than their mother because I knew that the only way I could teach them and help them along their journey of life was by letting them know that I would be there as a friend first and that I was not trying to replace their mother in any way. Even though their mother abandoned them, the children were not furious about the situation; had they been so, they would have been extremely reluctant to accept another mother in their life for fear of losing out on her as well. However, they took me in as a big sister or a friend first and slowly with time ha ve come to terms with the fact that I am to play the role of the mother in their lives. A stepmother has a wicked stereotype in today’s world, and even though it is easy for children to accept stepfathers today, being a stepmother is hard because of the immense number of stories that a child hears these days about bad stepmothers. Since both the daughters were at a young stage in their lives, scared and vulnerable with respect to their emotions and feelings, it was indeed very difficult for me to sort out my feelings with respect to them and adopt them as my own. For me as well, I wanted to give birth to children rather than to have them already blossoming into young girls, however today I have realised the importance of raising a child; it does not matter what the child’s age is but how the child responds to their parents and what kind of a human being the child has been shaped into by the parents, from whichever age onwards it might be. I was extremely scared to be r ejected by my daughters initially as well, however, with love from both sides, we were able to make each other’s understand that this change that was going to be taking place in all our lives would be a significant and successful one with lots of love and affection as well as understanding being delivered on a mutual basis. Today, I am extremely close to the children since my husband is in the military and thus we get to spend

Noncoercive paraphillias Essay Example | Topics and Well Written Essays - 500 words

Noncoercive paraphillias - Essay Example When the item is not present it likely leads to erectile dysfunction. This must be causing distress in the individual’s life to be diagnosed. This disorder tends to start in adolescence and is usually chronic (DSM, 2000). This disorder involves cross dressing. Usually it is a male dressing in women’s clothing. While dressed as a woman he usually masturbates imagining himself as both partners in the sex act. This is not to be confused with a gender identity disorder. These individual prefer heterosexual relationships when they are not cross dressing. Generally the desire to cross dress diminishes with age or it may turn into gender dysphoria (2000). Sexual Masochism involved an individual being humiliated, beaten, bound or made to suffer in some while during sexual intercourse or masturbation. This is all done to the paraphiliac either by himself or by having a partner help perform the acts. One very dangerous behavior involved in this is hypoxyphilia which is depriving them self of oxygen with can and has caused death (2000) Sadism is when the paraphiliac derives sexual excitement form the psychological or physical suffering of a victim. Some individual with paraphilia are bothered by their sadistic fantasies which may happen during sexual activities but they do not act upon. These fantasies generally involve having complete control over their victim. At times a masochist and a sadist may join in consenting behaviors. Some can, however, perpetrate these fantasies upon others and when that happens they generally do not stop until caught (Weinstein & Rosen, 2004). It is thought that this behavior is related to childhood experience. It may also be related to a neruopsychosociological need for heightened arousal. It may be an escape from rigidly controlled everyday roles, a punishment for sexual activity or guilt relief. Domination in known to relieve feelings of inadequacy

Age of the Image Essay Example | Topics and Well Written Essays - 750 words

Age of the Image - Essay Example This paper analyzes the image Omayra Sanchez by Frank Fournier. Omayra Sanchez was a 13-year-old girl was one of the victims of the 1985 Nevado del Ruiz volcano that took place in Columbia. The analysis will show the tremendous impact of the image in defining Omayra Sanchez, the Columbian government, and the photographer (BBC 1). The Nevado del Ruiz volcano is a living stratovolcano that generates deadly volcanic mudflows in Colombia (The Famous Pictures Collection 1). In November 13, 1985, the Nevado del Ruiz volcano erupted leading to a blanket of ash that covered the town of Armero and buried villages with mud (The Famous Pictures Collection 1). The image relates to the Age of the Image that defines the transformation of literacy through the ages leading to the interaction between words and images in modern culture (Apkon and Martin 1). Indeed, upon publication, the "Agony of Omayra SÃ ¡nchez" had tremendous impact due to the controversy and information it derived about the Colom bia government, humanitarian organizations, Omayra SÃ ¡nchez, and Frank Fournier (Obviousmag 1). The photographer’s role and the Colombian government’s inaction were aspects that dominated the publication of the "Agony of Omayra SÃ ¡nchez." Buried up to her waist in concrete debris from her own home and submerged up to her neck in freezing water, the 13-year girl manifested profound courage and dignity as she agonized for about 60 hours (BBC 1). The photo depicted her pasty-white shriveled hands and bloodshot eyes.

Cyber Security Research Paper Essay Example for Free

Cyber Security Research Paper Essay 1. Preface This security profile of the Department of Veterans Affairs (VA) is based on two documents of public record. The first is the published VA Handbook 6500 (VAH 6500) which defined policy and procedures for systems within the purview of the VA (Department of Veterans Affairs, 2007). The second document is the Federal Information Security Management Act Assessment for FY 20011 commissioned by the VA Office of Inspector General (OIG) and performed by Ernst Young in accordance with Federal Information Security Management Act (FISMA) guidelines (VA Office of Inspector General, 2012, p. i). 2. Identification of Controls This security profile presents one control function from three primary policy and procedure controls. These controls are â€Å"System/New Technology Development Life Cycle† from Management Controls, â€Å"Security Training, Education, and Awareness† from Operational Controls, and â€Å"Remote Access† from Technical Controls. These controls are selected based on the lack of resolution based on information provided fiscal year 2006, 2010 (VA Office of Inspector General, 2011) and 2011 (VA Office of Inspector General, 2012) FISMA audits. 3. Management Controls The protection of systems via risk mitigation techniques are referred to as management controls. Management controls are designed to minimize risk associated with development process and systems implementation. 4.1. VAH6500 Section 6.a.(7) System/New Technology Development Life Cycle VAH6500 requires that any new technology undergo a systems development life cycle (SDLC) specific to the VA. The cycle consists of Initiation, Development / Acquisition, Implementation, Operation / Maintenance and Disposal. Systems must be able to encrypt/decrypt data. Systems not capable of this must receive a waiver from the OIG. 4.2. Implementation Assessment The SDLC program provided does not provide the necessary information for an effective program. No supporting material or references to NIST SP 800-64 Rev2 Security Considerations in the System Development Life Cycle or VAH 6500.5 Incorporating Security and Privacy into the System Development Life Cycle is made. 4.3. Implementation Impact The OIG 2011 FISAM Assessment indicates that â€Å"FISMA Section 3544 requires establishing policies and procedures to ensure information security is addressed throughout the life cycle of each agency information system† (VA Office of Inspector General, 2012, p. 9). Based on the lack of consistency in use of SDLC and change control, major security risks may go unnoticed. 4. Operational Controls Operational controls focus on techniques and procedures put in place by Information Technology staff or systems managers. The purpose is to increase security and provide deterrence via system controls. 5.4. VAH6500 Section 6.b.(11) Security Training, Education, and Awareness VAH6500 provides a concise policy which states any individuals that access sensitive information or systems must complete annual security training. Key persons with â€Å"significant† roles must attend additional training. All training is monitored for completeness. Policy indicates before employees can use systems security training must be completed. 5.5. Implementation Assessment Policy indicates that fourteen key pieces of information must be covered before an individual is allowed to begin work. This training must also be refreshed annually. The tracking of this information is the responsibility of the local ISO (Department of Veterans Affairs, 2007, p. 57). 5.6. Implementation Impact The distributed manner of training management is not conducive to consistent security training. The OIG 2011 FISAM Assessment findings indicate a centrally managed training database be used to ensure personnel receive the proper training needed for their job function (VA Office of Inspector General, 2012, p. 15). 5. Technical Controls The technical control area focuses on minimizing and/or preventing access to a system(s) by unauthorized individuals via technical measures. The measures are designed to ensure the confidentiality, integrity and availability of a system(s) (VA Office of Inspector General, 2012, p. 54). 6.7. VAH6500 Section 6.c.(3) Remote Access Control VAH6500 relies on nineteen policy requirements to enforce technical control. VA policy states that no sensitive information may be transmitted via internet or intranet without proper security mechanisms that meet NIST FIPS 140-2 criteria (Department of Veterans Affairs, 2007, p. 61). Each department within the Agency is responsible for monitoring remote access and privilege functions. Access can be revoked by a supervisor or superior at any time. The remaining requirements cover contractor access, PKI certificate distribution and termination of accounts. System protection is the responsibility of the ISO for each area of access. 6.8. Implementation Assessment VAH6500 does not utilize NIST SP 800-46 Guide to Enterprise Telework and Remote Access Security. The OIG 2011 FISAM Assessment also indicates some remote access systems do not provide Network Access Control (NAC) to block systems that do not meet predefined security requirements (VA Office of Inspector General, 2012, p. 6). 6.9. Implementation Impact The diversity of ISO management practices coupled with a lack of specific procedures for management, auditing and access creates opportunity for security breaches. 6. Summary The three controls outlined in this document show the disparity between written policy, procedure, and implementation. In order for the VA to be successful in meeting the standards of future FISMA assessments, a fundamental change in operations within the VA is required. 7. Comments The multifaceted nature of operations within the VA requires guidelines that meet the needs of multiple departments within the Agency. All three controls discussed in this document have very broad definitions to accommodate the extensive variety of services the VA provides. This flexibility coupled with a drop in training acceptance, legacy systems (VA Office of Inspector General, 2012, p. 7) and the lack of an â€Å"implemented components of its agency-wide information security risk management program† (VA Office of Inspector General, 2012, p. 3) will continue to limit future progress. These delay factors provide an understanding of why twelve recommendations from prior FISAM assessments remain open. Of the twelve recommendations listed in the VA FISMA FY 2011 report, only three have been closed, while three other recommendations have been superseded by new recommendations (VA Office of Inspector General, 2012, p. 19). The recent announcement of the Continuous, Readiness in Information Security Program (CRISP) seems to indicate a fundamental shift in the way the VA views security issues (United States Department of Veterans Affairs). In order for this program to be successful, this message must be understood and acted upon by all persons under the VA umbrella. 8.References Department of Veterans Affairs. (2007). VA Handbook 6500. Washington, DC: US Government Printing Office. Retrieved February 20, 2013, from http://www.va.gov/vapubs/viewPublication.asp?Pub_ID=56 Department of Veterans Affairs. (2010). Strategic Plan FY 2010-2014. Washington, DC: US Government Printing Office. Retrieved February 20, 2013, from http://www.va.gov/op3/Docs/StrategicPlanning/VA_2010_2014_Strategic_Plan.pdf National Institute of Standards and Technology. (2010). Guide for Assessing the Security Controls in Federal Information System (NIST 800-53a). Washington, D.C.: US Government Printing Office. http://csrc.nist.gov/publications/nistpubs/800-53-Rev3/sp800-53-rev3-final_updated-errata_05-01-2010.pdf United States Department of Veterans Affairs. (n.d.). CRISP. Retrieved February 21, 2013, from United States Department of Veterans Affairs: http://www.saltlakecity.va.gov/features/CRISP.asp VA Office of Inspector General. (2011). Department of Veterans Affairs Federal Informati on Security Management Act Assessment for FY 2010 (10-01916-165). Washington, D.C.: US Government Publishing Office. Retrieved from http://www.va.gov/oig/52/reports/2011/VAOIG-10-01916-165.pdf VA Office of Inspector General. (2012). Department of Veterans Affairs Federal Information Security Management Act Assessment for FY 2011 (11-00320-138). Washington, D.C.: US Government Printing Office. Retrieved February 20, 2013,from http://www.va.gov/oig/pubs/VAOIG-11-00320-138.pdf

Fear Of Failure Among College Athletes Psychology Essay

Fear Of Failure Among College Athletes Psychology Essay In sport, motivation and fear of failure are among the vital determinants of an athletes performance. The current study aims to study the role of gender on the type of motivation and the level of fear of failure among college athletes. The sample would be athletes between the ages of 18 25 and who are a part of their college sports team. The Sports Motivation Scale and The Performance Failure Appraisal Inventory would be used to assess the type of motivation and the level of fear of failure respectively, among the participants. Results of the present study will aid in widening the scope of sports psychology and add to the field of psychology as a whole. Further, it will aid in giving an understanding into whether gender differences exist among athletes of Indian origin playing at the university level. Both counselors and coaches will have an insight into how better to ensure that sportspersons are reaching their full potential. INTRODUCTION With the growth of sports psychology, there has been an increased interest in the possible gender differences that exist with regard to sport participation and achievement (Branta, Painter Keiger 1987). The statement Participation in sport is primarily a masculine activity in American society (Czisma, Wittig, and Schurr, 1988) was stated owing to the number of males over females participating in sport. With regard to the Olympic Games, it was seen that in the year 1908, male athletes outnumbered females 53 to 1. In 1948, the ratio had decreased to 10 to 1. More recently, in 2012, this male female ratio compared to the past may be considered to have reached parity (Laine 2012). For the first time Saudi Arabia sent in two female athletes to compete at the games and statistics reveal that the number of females in the U.S team outnumbered the males by 269 women to 261 men. Even with regard to the medal count of the American contingent, the women won almost twice as many medals as the me n: 100 total medals as opposed to 59 for the men (Chappell 2012). One cannot ignore that socio cultural disparities exist across the world and in a country like India it is often considered that playing sport is not something that women do. Show of muscular strength is considered unladylike or masculine and this may keep girls from playing sports (Shakti 2005). Thereby, the question arises, to what extent do gender differences still exist with regard to sport? It is known that males comprise greater physical strength than women, this is largely on account of males having larger muscle mass ratio than females (Maughan R J, Watson J S, Weir J 1983). However, do males and females differ on internal factors such as the type of motivation and level of fear of failure? The current study seeks to investigate into this proposed question. Motivation Motivation may be understood as a combination of an internal drive that stems from within us and external factors that seek to influence it. The internal drive stemming from within is better known as intrinsic motivation, and may be defined engaging in an activity purely for the pleasure and satisfaction derived from doing the activity (Deci, 1975). A person who is intrinsically motivated, will engage in an activity irrespective of the presence of external materialistic rewards (Deci Ryan, 1985). Most researchers hold the view that intrinsic motivation may be looked upon as a global construct, Deci, 1975 and White, 1959 however came about with the ideology that intrinsic motivation may be subdivided into three categories 1) intrinsic motivation to know and understand here the primary reason for individuals to participate in an activity is to try something new or to learn a novel technique 2) Intrinsic motivation towards accomplishments here the main intention behind an individuals participation in an activity is for the individual to acquire mastery over a new technique or the accomplishment of goals set by themselves. 3) Intrinsic motivation to experience stimulation the focus here is sensory pleasure and excitement derived during the course of engaging in the activity. Peak experiences or aesthetic stimulating experiences are a part of this form of intrinsic motivation. Contrary to intrinsic motivation Deci, 1975 defined extrinsic motivation as those behaviors that are engaged in as a means to an end and not for their own sake. Originally it was thought that this form of motivation could only be influenced by external sources such as rewards. Deci, Ryan, Connell, Grolnick, in 1990 however felt that extrinsic motivation like intrinsic motivation could also be sub divided into the following forms 1) External regulation this refers to behaviours that are controlled by external rewards. 2) Introjections under this condition, external sources of motivation have been internalized, and internal forces such as guilt or shame serve to act as the drive. 3) Identification Under this condition the individual recognizes his/her behavior as worthy and of considerable value. Thus, the behavior engaged in is for external reasons but controlled internally by the individual. The last form of motivation, also known as Amotivation, is similar to learned helplessness (Abramson, Seligman, Teasdale, 1978). Amotivated individuals do not recognize a link between their actions and the outcomes, instead they undergo feelings of incompetence and lack of control (Deci,and Rayan 1985). In the case of Amotivation, neither intrinsic motivation nor extrinsic motivation is experienced and the end result may be that the individual ceases to participate in the given activity altogether. The link between internal and external forms of motivation may be seen in the cognitive evaluation theory formulated by Deci in 1975. This theory talks about the effects of external consequences on internal motivation. The cognitive evaluation theory talks about individuals motivation differing on account of their own perceptions of their ability to meet the desired goal, and the corresponding drive to do so. High levels of competence and self determination, results in increased intrinsic motivation and identification. On the other hand, it is seen that low levels of competence and self determination, results in a decrease in introjection, external regulation and amotivation (Deci Ryan, 1985, 1991). The cognitive evaluative theory is a sub theory of the self determination theory (SDT), which talks about the factors that drive individuals other than extrinsic rewards or reinforcement. It deals largely with psychological needs and conditions for individual growth which serve to be mo tivating factors. The extent to which a person is self-motivated or self-determined serves as the basis of this theory (Deci, Ryan, 2002). Thus, research has indicated a presence of both internal and external motivating factors that serve to be responsible of the extent to which a person immerses himself or herself in a given task. Further, it is based on these factors that the individual places value on task performance. Fear of failure Fear and anxiety are often misinterpreted for one another. Anxiety is generalized and the source is often hard to pinpoint. Fear on the other hand is a subjective emotion that triggers physiological changes (e.g., increased heart rate, muscle tension) and that has antecedents in the environment, leading to certain causal consequences in behavior (Gray, 1987). Fear results in an individual engaging in avoidance behaviours on account of an understanding that avoiding the situation at hand will prevent the unpleasant outcome that is feared from occurring (Barlow, 2002; Field Lawson, 2003; Gray, 1987). Theorists believe that fear as a construct exists from early childhood to adulthood (Field Lawson, 2003; Lawson, Banerjee, Field, 2007; Morris Kratochwill,1998). Fears serve an adaptive role during childhood towards real or imagined threat. They warn the individual of dangers that are lurking and motivate the individual to engage in escape or avoidance behaviours. However, on becoming excessive, intense, and persistent over time, fears may result in being extremely distressful thus act as a block towards academic and social progression (Field Lawson, 2003; Gullone, 1999). Three main forms of fear have been identified among children and adolescents, included are those of performance anxiety, social anxiety, and school phobia (King et al., 1998). The current study has its roots in performance anxiety and deals primarily with a fear of failure. Failure is known as the state or condition of not meeting a desirable or intended objective, and may be viewed as the opposite of success. As human beings, we all have an innate driven to achieve mastery in all spheres of life. Erick Erickson talked about a series of stages, each aimed at achieving mastery over specific domains. Mastery or success at each stage may be attained through repeated trial and error. It is only when failure is experienced and the individual overcomes it that success is arrived at. In todays society where cut throat competition is largely prevalent, individuals seek to go from one win to another. Loss or failure is something that is looked down upon and individuals begin to fear it even at a young age. A mild form of this fear may serve to be motivating but often it gets blown out of proportion resulting in a fear of failure. Athletes too, it is seen may generate a fear of failure when they worry about not getting what they want and have worked hard to obtain. On account of the growing nature of sports psychology, there has been an increased interest in the gender differences that may exist with regard to sport and sport related play. This study seeks to explain the gender differences specifically in relation to the type of motivation and levels of fear of failure that influence athletic performance. REVIEW OF LITERATURE Motivation and gender differences Considerable research has been done in the field of motivation and sport. Research has found that motivation has a direct influence on an individuals performance, persistence and learning (Duda, 1989; Vallerand, Deci, Ryan, 1987). It thereby, seeks to be a crucial factor in determining the extent to which athletes initiate, maintain and seek to grow in the field of sport. Further, focusing on the gender differences in types of motivation (intrinsic or extrinsic motivation), several studies have been done on the effect of scholarship and its relation to performance in sport. Ryan (1980) did a study on a sample of male football players and female athletes on scholarship. Results displayed that scholarship or an extrinsic stimulus, served to have a greater influence on the performance of male athletes than female athletes. Male athletes were thus found to have lower levels of intrinsic motivation on account of the impact of scholarship. In another study it was found that female athletes reported higher levels of intrinsic motivation than male athletes irrespective of the presence of scholarship (Fortier, Vallerand, Guay, 1995). Reed Cox, (2003) in a study titled The Effects of Athletic Scholarships on Motivation in Sport took a sample of 70 non-scholarship and 46 scholarship basketball players and assessed present and future levels of motivation. Results indicated that male scholarship athletes displayed higher levels of introjected regulation than female non-scholarship athletes, and higher levels of external regulation as compared to female scholarship athletes and all non-scholarship athletes. The current study was based solely in the country of Canada and the sample was taken from the sport of Basketball. Thereby this difference in the type of motivation among males and females cannot be generalized to other cultures or to sports that are played on an individual basis where team cohesion does not play a contributory role. Kingston et al., (2006) stated otherwise, and proved thorough a replication of a study conducted by Amorose and Hom, (2000) that regardless of gender, athletes on scholarship displayed higher levels of intrinsic motivation than non scholarship athletes. This indicates that external stimuli such as scholarship have a similar effect on the motivation of both males and females. Further, Kingston (2006) looked into aspects of extrinsic motivation, and found that collegiate male athletes demonstrated significantly higher levels of extrinsic motivation, specifically external regulation as compared to females. In a study aimed at measuring if gender and motivation type were related to athletes perceptions of team cohesion. Halbrook,. Blom, Hurley, Bell, Holden collected a sample of 253 male and female collegiate athletes. On administering the Sports Motivation Scale (SMS; Pelletier et al, 1995) and the Group Environment Questionnaire (EQ; Carrà ³n et al., 1985), results revealed significant positive correlations between perceptions of task and social cohesion with each of the three intrinsic motivation types and two extrinsic motivation types (i.e integrated regulation and identified regulation). Negative relationships were found to exist between amotivation and task and social cohesion. This study indicates that the Sports motivation scale is a good predictor of measuring the type of motivation among sports persons. Fear of failure and gender differences Fear of failure is also another crucial factor in determining an athletes involvement in sport. Unlike motivation that serves to be a driving force, fear of failure serves as a mar towards progression. H. A Murray (1938) was the person behind the conceptualization of dispositional achievement motivation as the combination of an individuals need for achievement which serves to be the approach motive and his/her fear of failure which acts as the avoidance motive. Both the avoidance motive and the achievement motive are characteristic of being stable in nature and are considered to have been socialized early in childhood (Birney et al., 1969; Conroy, 2003; Elliot Reis, 2003; Elliot Thrash, 2004; Hermans, ter Laak, Maes, 1972; McClelland et al., 1953; Teevan McGhee, 1972). This may in turn serve to be a contributory factor of gender differences that exist later in life. As stated above, classical achievement motivation theorists talked about the need for individuals to avoid failure and thus they thereby act or behave in ways that prevent the likelihood of experiencing the failure itself (McClelland, Atkinson, Clark, and Lowell, 1953). These early achievement motivation theories (Atkinson, 1964; McClelland, Atkinson, Clark, Lowell, 1958) defined fear of failure as the motive to avoid failure because one feels shame and humiliation upon failure. Thus, fear of failure is prominent under conditions where individuals feel their ability is being judged and where there is a high chance of failure to occur, resulting in the person to seek escape or avoidance of the situation (Atkinson Feather, 1966; Birney, Burdick, Teevan, 1969). Sports related research on fear of failure has associated it with youth drop out rates and barriers to sport participation (Orlick, 1974). Failure and negative social evaluation are predominant sources of worry among many young athletes. Young elite athletes worries were related to primarily to the fear of failure, fear of negative evaluation, feelings of inadequacy, and external control or guilt (Gould, Horn, Spreemann, 1983). Research done on samples of youth wrestlers (Gould et al., 1983; Scanlan Lewthwaite, 1984) and runners (Feltz Albrecht, 1986) indicated that the major source of their fears revolved around making mistakes, not performing to their ability, not improving on their performance, not participating in championship events, and losing. Winning and losing are a part and parcel of every sport and from a very young age winning is something that individuals strive towards, loosing on the other is something that they learn to dread. A win serves to be a standard of succ ess while a loss becomes a threat and is considered as failure (Scanlan Lewthwaite, 1988). Pressure to be the best and achieve high standards of sporting performances, can bring with it increased levels of fear of failure among athletes (Hosek Man, 1989). A multidimensional and hierarchical model of fear of failure has been developed that incorporates previous findings on fear of failure. This model has been based on the cognitive-motivational-relational theory of emotion (Lazarus, 1991). This theory talks about fear of failure being a result of the activation of cognitive schemas attached to situations that are fear provoking, on account of possible failure in those situations. Further, this theory states that individuals make evaluations of events and experience an associated anxiety on account of the meaning they attach to those situations. Thereby, an aversive interpretation of the consequences of failure leads individuals to fear failure itself (Birney, Burdick, Teevan, 1969; Conroy et al., 2001; Conroy et al., 2002). Conroy, Poczwardowski, and Henschen, (2001) used inductive content analysis to narrow down into five broad categories the aversive consequences of failure that individuals fear (a) experiencing shame and embarrassment, (b) devaluing ones self-estimate, (c) having an uncertain future, (d) important others losing interest, and (e) upsetting important others (Conroy, 2001; Conroy, Metzler, and Hofer, 2003; Conroy, Willow, and Metzler, 2002). In sum, it is seen that fear of failure is linked to maladaptive results in the undertaking of any given activity. In the year 2009, Sagar; Lavallee and Spray did a study titled Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes. Interviews were conducted on a one to one basis with nine young elite athletes (5 males, 4 females; ages 14-17 years) and revealed that fear of failure affected the athletes well-being, interpersonal behavior, sport performance, and schoolwork. This qualitative study indicates that there is a need for further research in the field of fear of failure with older athletes and how it may impact other related areas such as motivation. In addition, a quantitative study may serve to enhance the ability to generalize the results. Sagar, Boardley, and Kavussanu, (2011) found that male students reported higher levels of fear of significant others losing interest and a threat to their social standing.   Females on the other hand were more concerned with a fear of devaluing ones self-estimate, which in turn is said to be related to relatively lower competence levels in females as compared to males. In a study done by Elison, and Jeff, (2012) results revealed that females report fear of shame and embarrassment to a greater degree than males and fear of devaluing ones self estimate to a greater degree than males. Females also report need for approval and rumination to a larger extent than males. Thus, females tend to exhibit modestly greater fear of failure and perfectionism. The above studies indicate that there is a considerable need to make a contemporary research with regard to the prevalence of gender differences in the fear of failure of individuals within the sporting domain. Relationship between motivation, fear of failure and the role of gender Motivation it is seen may serve the role of approach or of avoidance. Contemporary goal theorists talk about the presence of two types of approach motivation, namely, mastery and performance goals. Mastery approach goals are found to correspond to high levels of intrinsic motivation while performance approach goals are found to correspond to high levels of extrinsic motivation (Elliot Church, 1997; Smith et al., 2002). Avoidance goals are said to correspond to the presence of Amotivation in individuals. Past research has repeatedly shown that need for achievement involves the taking up of mastery-approach and performance-approach goals, while fear of failure leads to the implementation of avoidance goals (mastery and performance) as well as performance-approach goals (Conroy, 2004; Conroy Elliot, 2004; Elliot Church, 1997; Elliot McGregor, 1999; Elliot McGregor, 2001; Elliot Sheldon, 1997; Schmalt, 2005; Thrash Elliot, 2002; Van Yperen, 2006). Another study done by Conroy and Elliot (2003) on 356 college students, revealed that fear of failure was positively related to mastery-avoidance, performance-approach and performance-avoidance achievement goals. Though this study has been done in the academic setting, it would be of interest to find individuals displayed similar mannerisms in the context of sport. Nien Duda, (2008) did do a study on 450 British male and female athletes. The study was aimed at identify revealing gender differences in the multiple achievement goal measurement model. Questionnaires assessing approach and avoidance achievement goals, perceived sport competence, fear of failure, and motivation regulations, were administered to the athletes. Only partial invariance was supported with respect to the antecedents achievement goals-consequences model. Further, gender differences were not revealed amidst the paths between fear of failure to mastery-avoidance goal, mastery-approach goal to intrinsic motivation, and performance-approach goal to extrinsic motivation. In a country like India, where gender differences are so apparent across several domains, it is important that we research into the extent to which gender may play a role in the field of sport. Further, this study revealed that both the Sports Motivation Scale (SMS; Pelletier et al., 1995) and The Performance Failure Appraisal Inventory by David E. Conroy are can be used to measure the type of motivation and levels of fear of failure among athletes. Indian Studies A study done by Rathee and Singh, (2011) measured the levels of achievement motivation, emotional and social adjustment among international and national players of various team sports. For this purpose, 240 Indian players were selected from the sports of basketball, hockey and handball. The achievement motivation test was administered to the athletes and results indicated that international players had higher levels of achievement motivation, and were better adjusted than national players. Further, gender studies indicated that there were little or no differences among the players at that level. The current study focused primarily on achievement motivation and did not consider gender differences with regard to the type of motivation (intrinsic or extrinsic) and the possible effect it may have on levels of fear of failure. Sporting participation of individuals at lower levels of competition such as inter college competitions has not be studied in the above case and there is need to d o so for national and international players come into the category of elite sportsmen and they thereby may have different factors influencing their participation. METHEDOLOGY Rationale for this study Psychology is a rapidly growing field and sport psychology in particular has found to be crucial in the churning out of ace class athletes around the world. In India, where gender differences are apparent across various domains, it is crucial that it be taken into consideration while dealing with persons in the counseling setting. Motivation and fear of failure serve to act as push and a pull factors for individuals indulging in any given activity. It is thereby essential that we investigate into these two variables and whether gender has a role to play in the field of sport. This will serve to add to the limited research done in the field of motivation and fear of failure, especially so with regard to the Indian context. Scope of this study The present study will aid in creating awareness in relation to the influence of gender in the type of motivation and the level of fear of failure that Indian athletes at the college level may experience. It will further aid in counselors and coaches to be more sensitive to the needs of athletes with regard to aspects of motivation and fear of failure. Operational definitions In the following is an understanding of the operational and constitutive definitions of the various variables under study: Gender: The state of being male or female (typically used with reference to social and cultural differences rather than biological ones). (Oxford dictionary) Motivation: Motivation may be understood as a combination of an internal drive that stems from within us and external factors that seek to influence it. (Deci 1975) Intrinsic motivation: intrinsic motivation refers to engaging in an activity purely for the pleasure and Satisfaction derived from doing the activity (Deci, 1975). Extrinsic motivation: extrinsic motivation pertains to a wide variety of behaviors that are engaged in as a means to an end and not for their own sake (Deci, 1975). Amotivation: experiencing feelings of incompetence and lack of control (Deci Ryan, 1985) Fear of failure: An association between a specific stimuli and threat triggers fear response and avoidance behaviour Because such behaviour is believed to prevent the unpleasant outcome that is feared (Barlow, 2002; Field Lawson, 2003; Gray, 1987). Indian: a native or inhabitant of India, or a person of Indian descent (Oxford dictionary) Colligate athletes: a term encompassing college and university level competitive sports personnel. Aim To study the effect of gender on the type of motivation and the level of fear of failure among colligate athletes. Objectives To measure the effect of gender on the type of motivation among athletes. To measure the effect of gender on the level of fear of failure of among athletes. To study the correlation between the type of motivation and the level of fear of failure among athletes. Research design The questionnaire method will be employed for the purpose of research. Here a certain sample of male and female participants will be studied in relation to the variables of motivation and the fear of failure using a single -point questionnaire assessment. Hypothesis In the following are the various hypotheses that were formulated: The motivation subscales of intrinsic motivation to learn and know, to experience stimulation, and toward accomplishments, as well as integrated regulation would have negative relationships with fear of failure. The motivation subscales of identified regulation, introjected regulation, external regulation, and amotivation would have positive relationships with fear of failure. There would be an interaction between gender and motivation type as well as gender and fear of failure. Sample The sample would consist of students aged 18 25. All individuals who are currently on the college team will be contacted from sports played on an individual basis such as tennis, table tennis, badminton and athletics. The participants will be from universities situated in the city of Bangalore. A minimum sample size of 60, including 30 men and 30 women is to be sought. Inclusion Criteria- Aged 18 25 Individuals who are currently of the college team. Individuals who are of Indian nationality or Indian decent. Exclusion Criteria- Individuals who do not have at least one parent who is Indian and is of nationality other than Indian. Individuals who are not of the college team. Tools: A Socio-Demographic Data Sheet was formulated for the purpose of obtaining information regarding the participants gender, age, ethnicity, form of sport, year of joining university, no years of having played sport and level of competition. To assess the participants type of motivation Sport Motivation Scale (SMS 28) by Pelletier et al., (1995) will be employed. It assess individuals on the type of motivation 1) Intrinsic motivation which includes intrinsic motivation to know and understand, intrinsic motivation towards accomplishments and intrinsic motivation to experience stimulation, 2) Extrinsic motivation which includes integrated regulation, identified regulation, introjected regulation and external regulation and lastly is that of Amotivation. Pelletier et al (1995) sampled 593 university athletes and found adequate internal consistency among seven of the eight subscales, with Cronbachs alpha ranging from .74 to .80. All subscales were found to have a high positive correlation between one another, with the correlation weakening only between amotivation and intrinsic motivation, which makes theoretical sense. This reliability was also verified in another study by Kingston et al., (2006) with collegiate studen t athletes; the mean Cronbachs alpha score for the subscales was at least .80, except for the identification subscale which was below .70. In addition, the SMS has shown strong logical validity and adequate content validity (Li Harmer, 1996; Pelletier et al., 1995). To assess the level of fear of failure of the participants The Performance Failure Appraisal Inventory by David E. Conroy is to be employed. Normative data of 440 males and females may be obtained. Initial research has found the subscales to exhibit acceptable internal consistency and has provided evidence supporting the factorial and external validity of the measure (Conroy et al., 2003). Previous research has proved that both these scales are appropriate for measuring the type of motivation and fear of failure of athletes playing at the university level. Procedure Pilot phase As part of the pilot phase, the head of the sports department of colleges in Bangalore will be contacted. Further, on obtaining permission to carry out the research, team captains of the various existing individual sports will be contacted and meetings set up with their entire team for the purpose of administration of the questionnaires. Main phase The sample would be collected from sports played on an individual basis. Post setting up meetings with the team, male and female participants are to be briefed in a group regarding the nature of the research. The participants are permitted to withdraw from the research if they wished to. Those who volunteer to be a part of the study would be each given an envelope containing two copies of the consent form, a demographics questionnaire, the sports motivation scale and the fear of failure appraisal inventory. Further, they would be first asked to fill up the consent form and the demographic questionnaire. A copy of the consent form is to be given to the participants for future reference. The instructions for the two scales (SMS and The Performance Failure Appraisal Inventory) were given separately and the respondents were asked to not skip any question or to think too much before giving an answer. On the completion of the questionnaires, the participants were to enclose it in self sea led envelopes and hand it over to the researcher. Analysis of data The data will be coded using Statistical Package for Social Sciences. Means and Standard deviations are to be independently calculated or male and female participants on their scores on the SMS and Performance Failure Appraisal Inventory. T-tests will be used to examine gender differences in the variables of motivation and fear of failure. Correlation analysis is to be made use of to analyze the association between the variables studied. Ethical considerations: The setting for administration was done in a comfortable arena that had good ventilation and illumination. A general outline of the study was explained to all the participants contacted for th