Public health Essay

The difference in the roles of the public health nurse and the community health nurse lie not in the types of care offered but in the level at which this care is offered to patients. The public health nurse provides care to individuals or to the members of a family. The community health nurse, on the other hand, provides on-going care and tips to a wider base of persons within a community. The goal of the public health nurse is to promote the wellness of the persons that reside within a community, so this role is often confused with that of the community health nurse. In fact, in many regions and countries, the terms are used interchangeably. However, while the role of the public health nurse is to identify and deal with distinct illnesses being faced by persons at a given time, community health is concerned with the identifying issues in the physical and social environment that may affect the etiology of disease. The community health nurse works to educate the public regarding any such issues found to be of medical concern rather than merely to treat specific people with specific illnesses (Lundy & James, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is often the case, however, that the role of public health nursing is contained within that of community health nursing. One particular definition of community health nursing gives its role as promoting and preserving health within a given population through education and the integration â€Å"of skills relevant to both nursing and public health† (Lundy & James, 2001, p. 874). Another definition demonstrating this integration of public health nurse’s role into that of the community health nurse is found in a journal by the ACHNE. It states that â€Å"Community health nursing is a synthesis of nursing theory and public health theory applied to promoting and preserving the health of populations† (qtd. in 2001, p. 874). It can therefore be seen that community health nursing extends beyond simply promoting prevention and good health practices; it also includes some measures taken by nurses toward ameliorating the effects of diseases being suffered by individuals in a given instance. This incorporates the role of the public health nurse. Therefore, the main difference between the two still appears to be the level at which the care is offered to the members of a population. Reference Lundy, K. S. & S. James. (2001). Community health nursing: caring for the public’s health.   Ã‚  Ã‚  Ã‚   Sudbury: Jones & Bartlett.

Young Love and Relationships

Young Love and Relationships Everybody feels love at one time or another, be it a love for a family member or a friend. Some people fall in and out of love on a regular basis while others take time to find just the right one. Everyone experiences this differently. Love between two people is distinct and exceptional. Although being in love with someone is easy and free, love is still a powerful emotion that can build and destroy. Since majority of the youth in our society start with their first love and relationship at the age of thirteen, many are also fooled.Many confuse true love with infatuation. Although this is not entirely a bad thing, still many are often caught in sticky situations. (i. e. Pre-marital Sex, Teenage Pregnancy, Heartbreak, Suicide) Objectively, Webster says that the meaning of true love is a  sweetheart or  a  truly  loving  or  loved  person. Furthermore more, Webster also defines relationships as an emotional and sexual association between two pe ople. As for me, I believe that true love and relationships are the ones that God continuously give us. In 1 Corinthians 13: 4-7 (NIV), it is said that â€Å"Love is patient; love is kind.It does not envy; it does not boast; it is not proud. It is not rude; it is not self-seeking; it is not easily angered; it keeps no record of wrongs. Love does not delight on evil but rejoices with the truth. It always protects; always trusts; always hopes; always perseveres. † True love is often confused with romantic love (infatuation) since both are all consuming and overwhelming, and if teenagers are not guided well, things can spiral out of hand. But when guided and founded with the will of God, years would go by as love develops into a real and secure emotional.The verse stated above shows what true love is really about. True love never asks for anything in return; it never gets tired of giving. But amidst all these, giving still has its boundaries. That is why everybody, mainly teens should know that unconditional love has nothing to do with sex, exploitation or subjugation. Right now, teenage girls around the world are getting pregnant because they thought having sex with their boyfriend proves love. But what did they get? Being left behind, an ounce of heartbreak and a baby to take care of at such a young age.Was getting their lives destroyed worth the few hours of pleasure in bed? I believe not. However, some are pressured into marriage as a sense of responsibility, but statistics show that although things may start like a fairytale, ninety percent of the teens that get married due to unplanned pregnancy get divorced or separated within a span of six years. You see, there is a right time for everything, for real love waits for that. Love never fails to forgive and it sacrifices for the other, but these sacrifices should have its limits – one that would ensure that no one gets hurt.Shakespeare, one of the greatest playwright and love advocate, compared romantic love to being intoxicated in his play â€Å"The Tempest†. Romantic love often clouds a person's judgment causing him to be confused on what the right decisions should be. It is like drug or alcohol that it takes over all the person's senses, somehow causing him to make many big decisions with all the wrong motives. Most of the time, lovers base their decisions on each other considering how they can be of help to each other. Together, they continuously grow emotionally and spiritually.Now, don't get me wrong. There is a big difference between depending on each other for the better and not being able to live without the other. The latter is a mere infatuation or romantic love. For example, a person in a long term and serious relationship gets offered his dream job, but the job requires him to move to another country, thus leaving his partner behind. The person being left behind would probably force the other to stay and because romantic love can be really selfless, he would stay. And what if he chooses to leave? What would you do?Would you stop living your life just because the other chose to live his dreams? In real love, both should be encouraging each other to fulfill their dreams whether or not they do it side by side or far away from each other. Love can wait. If two people are meant for each other God will make a way because the will of God can never be broken. He will be the One opening doors for the two persons to meet. Arnel Pineda once sang a song with the lyrics â€Å"too much love can kill you†, and indeed it can. In a relationship, be it just a fling or a serious one, we can never be sure if that relationship would last.We are never sure if the person we are with right now is the person we are going to be with in the next ten or twenty years. And when we love someone too much, we believe that we cannot live life without him. That is why losing him may cause us to stop living our lives. This is not real love. Just like an old s aying being passed around for centuries, â€Å"Too much of anything is bad. † This proves that truly loving someone should never be too much because true love does not cause harm, but instead brings harmony. Furthermore, True love is selfless; infatuation is too much.Since romantic love is extremely selfless, a person may sacrifice everything and simply live his life for the other. This is wrong because any relationship is not exceptional from conflicts. And to top it all, we don't know for sure if this person we are having a relationship with, is the one we would last with. That is why a relationship should have a strong foundation with God. It has to continuously grow according to God's commands and laws. We also have to be able to have something in our personal life to back us up. Something that would keep us busy if anything goes wrong with the relationship. i. e. Spiritual Lives, Family and Friends, School Organizations, Work)Loving and having relationships is really har d to understand. When our heart unites with another, we feel a strong connection being formed. But when the connection is cut without understanding, the results can be disastrous. (i. e. Suicide) These kinds of incidents can be avoided if we take time to reflect and slowly grow as wisdom and understanding comes. In our generation today, teens often rush into relationships without building a strong foundation to be able handle them.A heart without enough strength to handle the trials of a relationship is like standing on thin ice forcing it not to break. But no matter how hard we try to stop it from breaking, it will crack. That is why, love and relationships should not be rushed because there are many trials and situations that only time can face and overcome. Therefore, losing someone we love should not stop us from living because there is someone better, destined by the will of God, to be with us. Love comes with a lot of perks, but at the same time comes with great responsibility and understanding.There are numerous kinds of things a misguided love or relationship can cause, be it suicide, murder or pregnancy. These points must be taken into serious considerations to prevent people from committing the same mistakes over and over again. This is also for the youth to be more guided when it comes to loving and relationships because many young lives are at risk when it comes to an unguided relationship. That is why the youth should always be guided and must know all these responsibilities in order to have a good relationship, and of course, one that will develop to grow and last.Moreover, love is one of the most amazing feelings a person can feel if used in the right way. And in the end, love will always be a powerful force. Whether we let it work its magic or try to repress it, love is still and always will be an inevitable force that binds us all. Source: Dictionary meaning of true love. Retrieved from: http://www. merriam-webster. com/ Bible Verse. Retrieved from: http://www. biblegateway. com/ (2013). Marriage. Retrieved from: http://www. pregnancyoutreach. org/articles/marriage

The Settings of Dracula

With castles, hidden streets, waterways, recurring rainy weather, interesting European architecture, and mystique, London is the perfect location for Bram Stoker's Dracula. London: The capital of Great Britain, and the center of attention in the nineteenth century, due to the many incidents that were going on at the time. The novel includes many daunting scenes, such as when Dracula heaves a sack withholding a deceased child before three female vampires. It is no surprise why he choose London to be the setting of his novel. London is â€Å"exotic† and unknown. Stoker is obviously inspired by London's castles, hidden streets, and church yards. Because of all of these points, London is the perfect gothic setting for Stoker's â€Å"Dracula. † London is recognized for its grand castles. Stoker may have been motivated to use these in his novel describing Dracula's estate in London, â€Å"Carfax† and also his castle in Transylvania. This is illustrated when Mr. Harker arrives at Dracula's home â€Å"up a great winding stair, and along another great passage great passage, on whose stone floor our steps rang heavily. At the end of this he threw open a heavy door, and I rejoiced to see within a well-lit room in which a table was spread for supper and whose mighty hearth a great fire of logs, freshly replenished, flamed and flared. † (Stoker,13). High small windows, arched ceilings, and solid stone walls are also typical for the gothic architecture. These characteristics make the building cold, dark, and forbidding. For example, the text says about the castle in Transylvania that â€Å"The Count halted, putting down my bags, closed the door, and crossing the room, opened another door, which led into a small octagonal room lit by a single lamp, and seemingly without a window of any sort† (13) and . â€Å".. a vast ruined castle, from those tall black windows came no ray of light and whose broken battlements showed a jagged line against the moonlight sky† (11). Everything is difficult to see. For example, dimming lights and dark thick walls are characteristics of this type of architecture. Overall the count's castle looks like the cathedrals in the thirteenth century. It is a copy of a medieval building. London is also a perfect location for this novel not only because of its buildings, but also because of its weather and its scenery. London (or Great Britain in general) is an island, therefore, it is surrounded by water. This makes it â€Å"isolated† from the main land. It makes it problematic to reach. This is why Dracula has to go by ship when he leaves Transylvania to go to London. People often connect harbors with something frightening and you can see harbors in many horror movies. Because of the surrounding water and the rough European climate, there is a lot fog and rain. These are the ideal conditions for Dracula to follow through with his killings. He can â€Å"call† for the fog and the rain. In the nineteenth century, London streets were very small and hidden with little lighting. This helps to create the fearsome setting for the novel. Smoke is created by enormous factories making a creepy backdrop for the terrible things to come. Numerous churches and cathedrals also create a fear-provoking â€Å"flair. These churches are built in gothic â€Å"dark† style. For example, the â€Å"Salisbury Cathedral from the Meadows†, is built in this medieval manner. London also includes a considerable amount of beautiful, but creepy, churchyards. Ffor example, in the part when Lucy is constantly sleepwalking and Mina finds her in the churchyard talking about â€Å"his red eyes†, . â€Å".. from where I was I ran on to the entrance of the ch urchyard†¦ † (79). Of course these churchyards are used as a scary setting, like in many horror books or movies. The House of Commons was non-democratically elected. The Bill, caused by the temperance movement, didn't create a democracy in England, but it did enfranchise the British’s middle class. The Temperance movement was typical for the Victorian era. It surround the idea that the middle-class should have self-control and self-denial. These values were shaped both by Evangelicalism and by Utilitarianism. There were also contemporary views on the Reform Act in 1832. So the Reform Bill and the issues on the Reform Act got everybody's attention, what makes London even more interesting. In 1854 there were also several law for women passed. This could be the reason for Mina Harker and her friend, Lucy, to play such an important role in Stoker's book. In this time era, women believed that they should always be protected by the strong men. Because of this, Bram Stoker maybe wanted to draw the attention on the women. The marriage of Mina Harker and Jonathan Harker could may have been a result of the Chancellor Cranworth's Marriage and Divorce Bill passed in 1955. Another point of attention was also the Peterloo Massacre in 1899. A public meeting took place at Westminster on March 28th and in June. Another important piece of information is that London became a massive place with book-keepers, authors, and clerks. This is why many newspaper presses came to London. Stoker could have been stimulated by this and wrote the part, where Mina did research about this article, where the mysterious ship came into the harbor (how already mentioned above). Or it could have been the growth of shipping, caused by the famous clippers, which made it possible to import tea from China to the Thames. The whole story of Dracula could have been also been caused by the widespread poverty and crime in this time. Because of all these facts about London, the castles, the hidden streets, the waterways, the recurring raining weather, the interesting European architecture, and the mystique surrounding this city, Bram Stoker chose this special and fascinating city as the setting for his novel. London is just like made for settings in scary novels or even movies. Especially in the nineteenth century, with all the gothic buildings and all its frightening churchyards. Of course, everybody in this time knew London for this. London was not only well known because of these aspects, but also because London was the capital of its whole empire. So Bram Stoker could not have selected a better gothic setting for his disturbing novel â€Å"Dracula. † Works cited: -Wolffg. , John. â€Å"Gothic† 2002. Online. 5-20-03 www. clc. edu/~wolffg/gateway/gothic. html -Roumpou, Eleni. Is Dracula a gothic novel? † 9-19-00. Online. 5-20-02. www. hausarbeiten. de/faecher/hausarbeit/anl/1106. html -Jackson, Lee. â€Å"Victorian London-Architecture-Victorian Architecture† 2000. Online. 5-20-03 www. victorianlondon. org -Halsall, Paul. â€Å"19th Century Britain† 1-30-99. Online. 5-21-03. www. fordham. edu/halsaall/mod/modsbook20. html -Johnson, Jane. â€Å"19th Cent ury London† 2001. Online. 5-21-03. www. Britannia. com -Smith, Rebecca. â€Å"The Temperance Movement and class struggle in Victorian England† 1993. Online. 5-21-03. www. loyno. edu/~history/journal/1992-3/smith. html

La Vie Boheme Essay Example | Topics and Well Written Essays - 750 words

La Vie Boheme - Essay Example Popular consumption of music has long been influenced by the stage – but perhaps not more so than in the modern era of super-popular Broadway musicals. It is in some ways easy to dismiss such musicals as somewhat venal entertainment, more akin to Hollywood than Mozart, but their immense popularity demands that they receive some attention. Perhaps no musical has been as widely popular as Jonathan Larson’s magnum opus, Rent, and perhaps no song is more indicative of both that musical and the feelings that it inspires in its viewer than â€Å"La Vie Bohà ¨me,† an homage to Giacomo Puccini's opera  La Bohà ¨me, on which Rent was based. Songs in popular musicals often struggle with the blending of text and music; the text is often so important that music takes a back seat, or else an emotional moment of music is required, and text is written just to have something happening during that moment. I would argue, however, that â€Å"La Vie Bohà ¨me† effortlessl y combines both musical and textual elements to create a pleasing cocophony that relates intrinsically to the philosophical underpinnings of a Bohemian lifestyle. In short, it represents the certainty of death, the chaos of life, and Bohemianism as a response to simply having too little time on earth. Life and death are the central themes to this work, both textually and musically. The song begins with a character explaining that he had had â€Å"a death in the family,† his dog, â€Å"Evita† had died. He then goes on to explain how beautifully the neighborhood would change if people would give up their bohemian lifestyle. During this period the music is light, delicate, ordered and lively, with a high, major key melody played on a piano. He closes by telling the other characters that â€Å"Bohemia is dead.† This moment represents the first change between life and death that occurs in the work. The music then launches into a funeral dirge, with the character of M ark launching into a funeral sermon regarding the death of Bohemia. While he speaks, an interesting musical and textual event happens during the background. Two basses begin singing what sounds like a traditional funerary chant in Latin, which sounds almost like a Gregorian chant. A closer analysis of this chant will come later, but for the moment it serves to especially emphasize the deathly nature of the beginning of this song. As the sermon goes on, however, its mood shifts, the organ music finishes playing a minor key dirge, and opens into a major key melody. As this transition occurs, Mark almost seamlessly stops talking about death, and begins talking about birth, the birth of Christ. This transition wholly encapsulates one of the fundmanental aspects of Bohemian behavior – the recognition of death. Bohemians live with constant awareness of death – it is an awareness that spurs them on to live as fast and hard as they possibly can, to extract every ounce possible of experience out of life before it ends. The song then launches into a chaotic manifesto in defense of Bohemianism. While the opening clearly pushes one Bohemian theme, awareness of death as a cause for living in a Bohemian way, it also pushes another theme: conscious rejection of authority. The chant, which appeared to be Latin at first glance, helps develops these themes more fully. On a close inspection, only the first line, â€Å"Dies irae! Dies illa† or â€Å"Days of wrath and doom are coming† are Latin. Traditional words of death. The pair of basses then launch into a new language, Greek, keeping the same Gregorian style, â€Å"Kyrie, eleison† or, â€Å"Lord of have mercy† before closing in a final different language, but the same Gregorian style â€Å"Yitgadal v’yitkadash,† Hebrew meaning magnificent and sanctified. Firstly, using three languages demonstrates an awareness and expression of value of diversity – a theme that is more fully developed later in the song. But more importantly, the song thus smoothly connects Latin, Greek and Hebrew liturgy into a neat package, and

Worldview Essay Example | Topics and Well Written Essays - 1000 words

Worldview - Essay Example A worldview is the opinion that every individual holds toward the existence or purpose of something. In this case, the naturalist worldview is that there is no God that maintains or sustains all life in the universe. Theism is the belief that at least one god exists. However, the liberal view held by most is that it is not our task to prove that there is no God, rather; the task of a believer to prove that a god does exist. This paper will examine the naturalist worldview about the existence of God, and the impact such a view has on the lives of naturalists. The worldview on God is that He is a Supernatural Being that individuals and believers pray to in order to find a higher purpose with/in their lives. It is the naturalist’s view that there is no presence of such a Supernatural Being that sustains life in the universe. Naturalism brings forth the understanding that nature is the ultimate reality, and that no deity is involved in its maintenance. It is this view that brings focus to the thought that nothing, beyond nature itself, has any effect upon the world individuals dwell or exist. Some of the characteristics of God are that He tends to be jealous when individuals pay homage to anything apart from Him (Adams, 1993). This is evident in the texts that exist that describe Him as a jealous God. The Holy Book includes commandments that He gave to mankind so that they could live in harmony with Him, and fellow mankind (Adams, 1993). Another characteristic is that He is omnipresent. This means that He was there from the beginning, and will be there till the end. From a naturalist’s point of view, it may be next to impossible for the existence of life for such a long time. There is the beginning of life, but then, there is also the end of life. Human beings came about as a result of evolution. The beginning of mankind is a cause, and was as a result of a cause. It is the naturalist worldview that we are caused creatures, and that all factors involv ed give man the power and control over all that surrounds them. By comprehending the fact that mankind is materially based, it is only fair that this point of view connects man to the physical world, hence; enabling man to be at home in the physical state of the world (Adams, 1993). After death, there is the biological aspect of nature, which is summarized as decomposition. There are no souls that continue on after death because man is purely physical in nature. It is this worldview that mankind gives back to the physical state of the universe. It is considered nature’s way of sustaining existing life, and giving rise to new beings. The nature of the universe is self-sustenance. It is only through evolution, not supernatural or religious understanding, that the universe is brought together. This is under a common objective of sustaining all life on earth. Naturalism focuses the attention of mankind on what works, increasing an individual’s efficiency toward the natural environment. Mankind is, therefore; better placed to create social policies that aim at increasing the togetherness of the social, political, and environmental scene (Carrier, 2010). Through the creation of different factors, for example; compassion and empathy, the universe assists mankind to reduce the chances of self-righteousness, superiority with regards to morality, guilt, and ultimately shame. It is through these factors that individuals know what they know. Through the introduction and advancement in science, individuals are engaging in thoughts about the nature and characteristics of life. Just as Christian believers choose to believe the existence of a Supreme Being,

Abnormal Psychology and Therapy Paper Essay Example | Topics and Well Written Essays - 1250 words

Abnormal Psychology and Therapy Paper - Essay Example Modern world is living in a world of stress and is going through a lot of psychological disorders due to so many factors. Some of them may be individual while the others may come from the family or the society. The modern financial crunch in world economy has increased the fears more. The abnormal psychic nature has led to so many unhealthy incidents in the modern era. There are a lot of incidents in which even the members of the family killing each other without any serious reasons. Studies showed that the number of patients with psychological disorders goes on increasing day by day. There are few schools of psychology which are dealing with psychic disorders. Functional psychology, Structural psychology, Associationism, Behaviorism, Gestalt psychology, and Psycho analysis etc. are some of the common schools of psychology. The method of approach to psychological disorders will be different by different schools of psychology. â€Å"Abnormal psychology can be described as an area of psychology that studies people who are consistently unable to adapt and function effectively in a variety of conditions† (http://en.wikipedia.org/wiki/Abnormal_psychology.) A person with abnormal psychic nature will feel, think, speak and behave differently. The classification of normal and abnormal psychology is sometimes difficult. As per the old traditional parents of some countries, the children should be punished by beating them if they make any mistakes. It is considered as normal. But now it is considered as abnormal by certain psychologists. â€Å"Theories of abnormal psychology describe mental illnesses, suggest possible causes of these illnesses, and propose certain methods of treating them. These theories can be divided into four main groups or schools: (1) biophysical, (2) intrapsychic, (3) existential, and (4) behavioural.†( http://www.a2zpsychology.com/articles/abnormal.htm) Physical causes lead

Observation Essay Example | Topics and Well Written Essays - 1000 words - 2

Observation - Essay Example From the past, working together as a community has been made to go through some definite orientation bestowed by a struggle, tension with a definite concern to all the necessary aspects, which depends on socio-economical and political impacts of working together as a community. That is why it was considered by Greetz that anybody who has ever been to Bali, the length of time used is while doing little job together as a community is much significant in enabling identification of a person as relevant to the community as compared go instances where there is no sense of coordination and togetherness (Dundes 94). Communal work practice is basically concerned with how to improve satisfaction of the societal members based on economics Cultural and social contexts, which make the community, feel as a single society. The possibility for this to be moderated is of high existence because it is based on working together as members of one community in order to satisfy the desire for each other and to ensure that each and every person is committed for the well being of another person (Dundes 94). Greetz stated that, men who are considered to be working towards each other are probably considered to more pompous than a tailless cork. more or less this much similar to a spectacular desperate man who only makes last irrational effort or extricate himself away from hard situations and even similar to a dying cork who makes last movement when subjected to a common situation. Group of persons who share common ideas of professionalism has the capability of evolving under natural situations as basically because they peruse some common goal and are bounded by some specific norms. Such groups or members of the society would stop at nothing but simply work very hard to achieving facts which are only important to the development of all members of the society. Through sharing of knowledge and norms, which govern such

Application of the Scientific Method Assignment Example | Topics and Well Written Essays - 750 words

Application of the Scientific Method - Assignment Example Which is the best detergent to use when cleaning dirty clothes? Many detergents exist all for the purpose of cleaning. Some have the best advertisements and are thus popular; others have the chemicals that clean clothes without much effort, while others have negative effects on the user’s skin when frequently used. Some detergents are also used not only because of the effectiveness in cleaning but because they have fair prices and are cheaply available to many. Liquid detergent cleans clothes faster and more thorough than powder detergent. To prove this hypothesis, both types of detergents have to be used on the same type of cloth containing an equal amount of dirt or stains and under the same environmental conditions in terms of temperature of water used and also the type of the water itself, whether soft or hard. Such conditions ensure that the detergents are tested on fairgrounds and that the results obtained can be reliable when it comes to making conclusions on the best detergent. Testing this hypothesis is important in making comprehensive conclusions. To test the hypothesis, a piece of clothing of a reasonable size, say one square meter, could be dirtied with mud, oil, food spills and colored fluids. These should be evenly distributed on the piece of clothing to ensure that every part gets an equal share of dirt. The clothing could then be cut into two pieces, each of equal size. Water from the same source should be put in two different buckets. The powder detergent could be dissolved in one bucket and the liquid detergent in the other. The two dirty pieces of cloth should be soaked into the two buckets for the same amount of time. The amount of dirt removed from the pieces of cloth by soaking should be compared. The pieces of cloth could then be hand washed in the detergent and the amount of time and effort taken to clean each noted.

How the current labour market conditions have impacted on resourcing Dissertation

How the current labour market conditions have impacted on resourcing and talent management activities - Dissertation Example This essay discusses that with the passage of time human resource of the organisations has gained important place in the organisation. The human resource is now viewed as important strategic partner of the overall organisation. For this purpose, organisations are working hard in order to come up with effective and efficient human resource management strategies and policies. Organisations are coming up with appropriate human resource management strategies in order to use the human resource as a source of competitive edge over other competitors in the industry. One of the important elements of the human resource management is of human resource planning, which allows the organisation to carefully plan the elements related to human resource. With the help of human resource planning and employee resourcing the organisations work to match the demand of the labours with supply of the labours. However, it is important to notice that there are several external and macroeconomic factors which directly influence the process of human resource planning and employee resourcing. There have been several research studies conducted in order to understand the impact of the external factors on the human resource policies of the organisation. Hence, it is important to consider these external factors while devising the human resource policies. Some of these factors include: conditions of the labour market, economic conditions, etc. Because of all these changing factors the human resource policies and strategies of the organisations should be flexible and should incorporate all important elements. 1.3. Significance of the Research Study: The research study is of high importance for the human resource professional and analysts along with the organisation who are striving to devise effective and efficient human resource management policies and strategies. The research study will explore the impact of the changing labour market conditions on the activities related with the employee reso urcing and human resource planning. It is important to acknowledge here that the human resource policy of any organisation cannot be formulated in isolation and organisations should also consider the external factors. One of the main factors in this regard is of the labour market. The conditions in the labour market directly influence the supply of the human resource which in turn affects the human resource planning strategies and activities. Apart from this labour rules and regulations also influence the human resource policies of the organisations. The management of organisation ensure that the human resource management policies are according to the regulations imposed by the government. Another important macro environment factor in this regard is of the economic conditions. The economic conditions impact the labour market and in turn also impact the human resource policies. 1.4. Rationale of the Research Study: The main motivation behind the research study is to understand the im pact of the labour market conditions on the employee resourcing and the human resource planning activities of the organisation. The labour market c

Biblical World View about the Euthanasia, Suicide, and Capital Punishment Essay Example for Free

Biblical World View about the Euthanasia, Suicide, and Capital Punishment Essay Euthanasia: To put a patient to death by withdrawing the life-sustaining medications or using medical act when the patient has little probability to revive from the disease or the unconsciousness is called euthanasia. After I read the chapter ten from The Right to Die and the Right to Kill, I comprehend that euthanasia is legal in some specific circumstance. In biblical way, the euthanasia should be prohibited because it is consider murder. But as the article says sometimes the euthanasia is reasonable. In my point of view, if a patient may ask for euthanasia to death, as a Christian, I will try to encourage the patient to live strong. I believe God do not give something that more than we could bear. Miracles happen every day, several true stories I heard that some patients with some lethal diseases survived from death by the cheer of their family and bless of God. But it does not means euthanasia is a bad thing. For instance, if the modern medical knowledge can no longer avoid the death and when the death is excruciating for the patient, with the permit of the patient the euthanasia is passable. In some circumstance, as a patient has been constantly unconscious, the family members of patient can choose to use the Euthanasia. Also I deem that euthanasia could apply to the capital punishment. To sum up, euthanasia is an acceptable means, but it should be done legally. Suicide: The definition of suicide as I learn from the article is that suicide is a self conflict, a severe sin of self-murder which is a selfishness or hopelessness act. The statistic shows us that suicide is a momentous social issue that the number people who committed suicide every year more likely higher than the number of people who dead in battle field. Commit suicide The reason why I have the negative view of suicide, it was a sore challenge to some one physically and mentally, and would also remain adverse impact to all the people who are related to him. Commit suicide is very disrespectful behavior to their family, friend, society. There are various types of suicide, but there usually two cause, people who suicide may motive by meaningful purposes or by emotion. People who committed suicide for further purpose are satisfactory. And a confident person will probably conquer the emotional suicide. Christians do not easily attempt to suicide, because God do not give something that more than man could bear. The saved people will have the eternal life in the heaven. It signifies the suicide is forgiving. But we should not easily think about suicide by some meaningless emotion. God is the only one who is to come to a decision how and when people should die. In my view, when I need to face the suicide, I believe the best way to do is read the scriptures and pray for God. Walt Ye Capital Punishment For all who draw the sword will die by the sword. Matthew 26:52, I believe this one of the best testimony of the capital punishment. The mentions of capital punishment in the scripture occur many times. It reveals the significance demand, because it shows the righteous of the society. A Christian commit murder is possible, but he should really need to think his or her salvation. Because Bible teaches us to love your enemies, the murder is unforgivable behave for a true Christian. God will forgive the sin, but the murderer should accept their civil law punishment. Sometimes, the investigation is very important, because the government may out the wrong person to death. In my personal perspective, the capital punishment is very necessary and an efficient tool of reduce the crime which could ensure the safety of our society.

Analysis of the Organisation and Leadership of Unilever

Analysis of the Organisation and Leadership of Unilever 1- Introduction This report offers an analysis of the current organisational structure and management approach of the senior management team at Unilever, a multi-national organisation that produces and distributes many well-known consumer products. Recent years have seen the organisation undergo massive transformation, and they have reduced their workforce by some 41% over the last ten years (Unilever, 2010). They are dual-listed in the Netherlands and the UK, but operate as a single-entity with the same board and senior team. This structure offers them flexibility and adaptability across the globe, and also efficiency in production and distribution. It will draw on the theories of eminent scholars such as Taylor (1999) who proposed the theories of increased organisational efficiency by utilising an appropriate management structure, and also highlight how the internal structure of the organisation is influenced by external environment and organisational structure. This report will consider some of t he recent changes and challenges, which have faced Unilever, and provide and analysis of the likely future challenges facing the organisation. 2- Organisational History Unilever is one of the largest businesses in the world, with an annual turnover of nearly  £40 billion and in excess of 179,000 employees globally (Unilever, 2010). It was formed in 1930 as the amalgamation of the UK soap company Lever Brothers, and the Dutch margarine company Margarine Unie. The main driver for the merger was collaboration, as both companies relied heavily on palm oil as a major ingredient for their products and by sharing resources they were able to import and distribute to their factories far more cost effectively (Unilever, 2010). Indeed, palm oil remains a major ingredient for many products toady, and their continued commitment to sustainability and efficient distribution is one of Unilevers core corporate strategies (Dhillion, 2007). The growth of Unilever has been characterised by mergers and strategic acquisitions, not all of which have been friendly (Polsson, 2008), and their brand portfolio exceeds 400 and includes a wide range of consumer goods, ranging from foods and beverages to personal care products and cleaning products. They are listed on both the UK FTSE 100 and the Dutch equivalent the AXE, and they have 13 brands which generate revenue of over à ¢Ã¢â‚¬Å¡Ã‚ ¬1 billion per year. The portfolio includes such well-known brand names as Walls, Ben and Jerrys, Dove, Lipton and Flora, and as can be seen from the few names mentioned, they are both diverse and equally powerful brands and market niches. They are also the largest ice-cream manufacturer in the world, controlling some 73% of the worlds ice cream production and generating revenue of à ¢Ã¢â‚¬Å¡Ã‚ ¬5 billion per year alone from ice cream sales in Europe. Unilever have been able to make sales particularly profitable and efficient through centralisat ion of their brand under the heart logo, meaning that they were able to manufacture and distribute under the same brand across Europe with minimum customisation for local regions (Unilever, 2010). Unilever has also built strong links with its subsidiary businesses around the world for its teas and coffees, as much of the raw material required for food stuffs is sourced from African and Latin American countries, such as cocoa, vanilla, palm oil and coffee beans. To reach the size and level of diversity that they now control, Unilever have sought to acquire a further brand or manufacturing interest at the rate of approximately one per year for the last ten years. Such significant activity in terms of corporate diversity and consolidation makes for an interesting topic of study. (Full timeline of activities available in appendix 1). 3- Organisational Structure Considering the size and scope of the organisation it is understandable that they must operate within a defined framework, and as noted by Cummings and Worley (2005:136-138) the sheer size of the company can expose them to the risk of paralysis and stagnation as they are too large to respond flexibly to external challenges. Therefore Unilever have explicitly set out to create a management structure, which is capable of making faster decisions and responding more flexibly to external stimulus. Accordingly Unilever has created a four-tier hierarchical structure, which helps to funnel information into the business, and allows the senior team to make appropriate decisions based on available data (Unilever, 2010b). The structure of the executive team is set out in the diagram below:- Figure 1:- Corporate Structure of Unilever, adapted from Unilever (2010b) According to Unilever, they believe that this structure gives them suitable balance between corporate governance and organisational flexibility. Each level within the hierarchy serves a different function allowing the other levels of the organisation to concentrate on their core roles. Therefore the two executive directors; Paul Polman (Chief Executive Officer) and Jean-Marc Huà «t (Chief Financial Officer) serve as figureheads for the company. Their leadership styles and approaches will be discussed in more depth below. The ten non-executive directors serve as the independent element in Unilevers governance (Unilever, 2010a) and are drawn from a wide range of backgrounds all having huge experience and expertise in their respective areas. They are both internal and external to the organisation to help provide check and balance in their operational views and it is interesting to note that the board is very rare in having such a relatively high proportion of female NEDs at 30% (Black, 2003:236-238). The Unilever Executive (UEx) is responsible for managing profit and loss, and delivering growth across our regions, categories and functions (Unilever, 2010a). It comprises ten operational and executive directors all of whom have exceptional qualifications and experience in the fields of science, technology and business. Unilever has also taken care to ensure that the full cross-section of their multi-disciplinary functions and multi-national breadth are represented on the board, with several nationalities being represented. Finally, the three senior corporate officers are responsible for ensuring that the board of Unilever (both executive and non-executive) have all the necessary information to make prudent and timely corporate decisions on both an operational and strategic basis. The senior corporate officers are tasked with ensuring that the structure and framework of Unilever is returning suitable management information on which to base critical decisions (Unilever, 2010a). 4- Organisational Culture Organisational Culture has been defined as the specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with stakeholders outside the organization, (Hill and Jones, 2001:27). This definition also helps us to understand the values of the organisation and how they seek to lead and develop their business. Organisational culture is complex, and can be influenced by a huge variety of factors as noted by Hofstede (1980) who identified the influenced and effects of multi-cultural workforces within multi-national environments. He proposed a theory of cultural dimensions which he used to help explain how multi-cultural influences act upon an organisation with regard to strategic application as discussed by De Wit and Meyer; Hofstedes (1993) theory of cultural dimensions implies that although not all the individuals within a countrys population will have exactly the same characteristics, the cultural dimensions will colour the institutional and administrative arrangements that are made within the country, and will set the norms for behaviour. Hofstede, G. (1993) Cultural constraints in management theories, in De Wit, B. and Meyer, R. (2004) Strategy Process, Content, Context, 3rd Edition, Thomson, London pp206. This is strongly evidenced at Unilever where the culture of the organisation is derived from its own multi-national background. This has influenced the process of strategic decision making at Unilever under the systemic approach advocated by Whittington in his work What is strategy and does it matter? (2000). Whittington proposed that organisations in the same circumstances as Unilever would do well to adopt what he described as a systemic approach. In this model the organisation should seek to create a hybrid of processual or delineated strategy on the basis of organisational objective, but that the approach should be tailored or tempered by a respect for cultural differences. Whittington observed that organisational culture is governed by the social structures created by management level, social class and interest groups, and that trying to cut across these groups in certain localised areas was likely to create excessive tension and achieve very little (Whittington, 2000:185-189). It is therefore interesting to observe the influence and effect of Paul Polman as the first external candidate to take the role the Chief Executive Officer. Paul is a Dutch national and has held the role since October 2008. His background and experience in the commercial goods and manufacturing sectors make him an ideal candidate for the role, as he is both financially astute and commercially aware. From the analysis of the company and its operating ethos and mission it can also be implied that his management style is European-influenced and therefore likely to be reflective of an inclusive culture and style in that it is both democratic and laissez-faire (Morgeson, 2005:497-508). Alternatively under the Tannenbaum and Schmidt continuum (1957) it can be suggested that Paul Polman allows freedom of his subordinates to pursue suitable corporate strategies on the basis of their capability and the application of democratic decision-making. Paul Polman succeeded Patrick Cescau as the Chief Executive Officer of Unilever. Patrick Cescau was the former CEO of Unilever and the first group CEO for the company. He is a French national with numerous accreditations to his name and an extremely successful history at Unilever. As reported in the Telegraph (2008), Unilever searched long and hard for a suitable successor to the position and eventually felt that Paul Polman would be a suitable candidate given his own background, capabilities and skills. This was a departure for the Anglo-Dutch company as they had never previously taken an external candidate for the position, preferring to recruit internally. Although Patrick Cescau formally stepped down from his role following his 60th birthday (the main reason for him to leave the post), he has continued to play an active role in corporate life and now serves as a non-executive director to another large multi-national firm. Patrick Cescau was known across the world for his work in regard to sustainability and business growth, and he has proved a hard act to follow (Insead, 2010). 5- Specific Issues It is useful to compare and contrast specific issues at Unilever and the various approaches which the board of directors have taken when addressing these situations, particularly with regard to the work of Patrick Cescau and his approach to corporate sustainability and social responsibility. Indeed he is quoted as having said that There is no dichotomy between doing business well and doing good; and, in fact, the two go hand in hand. (Insead, 2010). Thus, this element will consider some of the current issues facing Unilever and how they will seek to address them. 5.1- Approaches to Corporate Social Responsibility As noted on the corporate website (Unilever, 2010c), Unilever have a strong commitment corporate social responsibility and sustainability and they have adopted a specific and targeted set of measures and key performance indicators to benchmark their own sustainability performance. It is recognised by scholars such as Atkinson et al (2007:66-68) that there is currently no uniform approach to sustainability or any codified measures of best operational practice. This is despite increasingly stringent legislation which seeks to set out minimum performance standards and has been applied on very few occasions save for flagrant breaches which have resulted in catastrophic consequences (Constanza et al, 2007:203-210). Unilever state that their approaches to Corporate Social Responsibility incorporate business benefits as well as ethical principles (Unilever, 2010c). By this they mean that they have continued the work started by Patrick Cescau seeking to align business activity and ethical ac tivity. They have chosen to apply sustainable principles to as many areas of possible in their business on the simple premise that sustainability makes good business sense. Therefore they have engaged some of the most innovative principles in research and development, agriculture, packaging and manufacturing as they believe that sustainability helps [them] win (Unilever, 2010c). The Unilever website offers several examples of successful case studies where sustainability has proved to be of great business benefit amongst both internal and external stakeholders, and the board of Unilever also recognise that this can only be achieve by impeccable business performance and adherence to best principles in their own right. 5.2- Reputation Management and Diversity Contrastingly it is also useful to consider some of the more controversial activities, which have been undertaken by Unilever in their recent history. Unilever have been accused of causing deforestation by campaigners such as Greenpeace because of the use of palm oil, a major ingredient in many products. In consequence Unilever have committed to sourcing all of their palm oil requirements sustainably by 2015 (Unilever, 2010d). This principle has also been applied with regard to their requirements for tea leaves for their Lipton and PG Tips brands (Unilever, 2010c). Unilever recognise that because of their level of consumption of these raw materials and their need to invest in sustainable practices they will need to work closely with bodies such as the Rainforest Alliance to form synergies, which are beneficial to all stakeholders. However Unilever have a strong commitment to positive diversity as evidenced by their localised products and marketing campaigns, which are specifically aimed to meet the needs of consumers at a localised level. This includes specific beauty products for various nations in response to consumer demand. Examples of such positive diversity can be found in Indian advertising for skin creams (Telegraph, 2007). Although there was some adverse reaction to the advertisement it is also recognised that the product met a considerable demand in India and there was also some evident confusion at a localised level as to why the product might not be required. When compared to the Dove brand real beauty campaign which Unilever have managed since 2007 (Dove, 2010) it can be seen that there is a strong demand for localised product management and positive diversity, which Unilever have responded to. This has helped their own reputational and brand management and has enabled them to react rapidly to con sumer demand, which has served to strengthen their corporate and market position. 6- Management and Leadership Approaches at Unilever Netherlands There are several theories, which can be used to help understand the relationship between managers and employees within an organisation. This element of the report will consider three of the main theories put forward by leading academics in the subject, via Taylor (1999) Maslow (1992) and Fayol (1999). Each of these theories addresses a different aspect of the employee management relationship as will be discussed. 6.1- Taylor and Scientific Management Taylor (1999 cited in Matteson and Ivancevich), identified that to achieve maximum efficiency and effectiveness within an organisation it is necessary to synthesize workflows (1999:12-15) to ensure that there is alignment between resource availability and organisational requirements. Taylor suggested that by measuring and monitoring these objectives and setting out clear processes and procedures for employees to follow, it is possible to significantly increase labour productivity and effectiveness. The cornerstone of Taylors theory was centred on adhering to best practice processes to minimise waste and maximise productivity. Taylors theories were developed whilst observing car production plants, and there are close analogies with regard to the production flows of manufacturing in the Unilever plants. As each of the manufacturing plants owned and operated by Unilever produces products and foodstuff, which their consumers will either ingest or use for personal care, the manufacturing must be of the highest standards and quality, with rigorous safety and quality checks at every stage of the process. Unilever have therefore developed and implemented a robust series of controls, which enables them to manage and monitor every part of the production process, and also standardise it across their estate. Such is the level of control exerted by Unilever, that in theory it should be possible to take an employee from a UK manufacturing site and exchange them for an employee from a Dutch manufacturing site, and they should each be capable of performing the necessary roles and functions (Unilever, 2010). Critics of Ta ylors approach such as Daft et al (2010:26), argue that the forced level of direction engendered by the Taylorist approach de-skills and de-motivates employees who effectively become machines who are dehumanised. This is a particularly so on production line, as there is a requirement for absolute conformity as opposed to creativity and individualism. It is a perpetual challenge for Unilever to maintain the interest and enthusiasm of employees who perform repetitive jobs such as those that will be required for a significant proportion of the Unilever workforce. This is something, which was acknowledged and addressed by Maslow (1999, cited in Strage), who noted that employees require more than simple fiscal reward to remain motivated. This has been noted and observed by the management team at Unilever, and when their management approach and corporate culture is applied to the Tannenbaum and Schmidt continuum, as cited in Matteson and Ivancevich, (1999), it can be seen that although so me level of authority must be applied to ensure consistency of process, many of the Unilever employees have a far greater level of freedom and creativity to offer innovative suggestions for product and process improvement. 6.2- Maslow and the Hierarchy of Needs In contrast to Taylor, the Maslow school of thought discusses tools and techniques to help managers to motivate and empower employees to perform to the best of their ability. Maslow (1999, cited in Strage) discusses the hierarchy of needs model, whereby he identified that it was not simply money that motivated employees to work, but many other factors contributed to the desire of employees to perform to the best of their ability. The diagram below outlines what Maslow has identified, in that as each level of need is satisfied, the individual moves up the pyramid to satisfy the next need in the ranking. Figure 1: Maslows Hierarchy of Needs (1999). As Maslows theory suggests, once the basic needs of financial reward for work have been satisfied sufficient to meet the demands of paying bills, then an employee looks for other motivations to come to work, such as feeling valued by their employer, and having their work and achievements recognised. It would seem given that there have been no recent publicised disputes between employees and leaders at Unilever that employees are satisfied with the both the pay and recognition which they receive from the management team. As Maslow noted, once the basic needs have been satisfied, the need to be accepted and to belong is a powerful human motivator. This is closely linked with reward and recognition for work that has been done well or is particularly innovative. Some theorists such as Hackman and Wageman (2005:269) refer to this as celebrating success. They suggest that if major achievements which have been made possible by the co-operative work of the team are celebrated and recognised, this will go on to motivate and encourage employees to continue to perform. Unilever have recently won awards for innovation and environmental achievement (Unilever, 2010), which they were keen to share with the rest of the business, as the entire firm will benefit from such a positive approach (Morden, 1996; McGovern et al, 2008). 6.3- Fayol A third perspective on matters of management and leadership approach is that put forward by Fayol (1999 cited in Matteson and Ivancevich), who similarly to Taylor subscribed to a scientific theory of management. He proposed a general theory of management, suggesting that managers had six primary functions and fourteen further principles of management. In contrast to Taylor, Fayol proposed a far more interactive approach to management techniques, which suggested that process controls were in fact best designed by those people who performed the work every day (ie, the workforce). Fayol argued that if management interacted closely with the workforce and understood their needs and concerns, they would be far better placed to gather feedback about systems and processes and make the necessary efficiency changes. It would seem from the success and growth of Unilever as a multi-national conglomerate that they have been particularly successful and following these principles and instilling a c ollaborative approach which harnesses the power and knowledge of the workforce and uses it to further the growth and development of the business (Fayol, ibid). Examples of this include working with employees to indentify and implement efficiency savings, and also generating a culture of continuous improvement, which builds a self-perpetuating cycle of success (Judge et al, 2002:770-775). When considering these findings in the light of the Blake and Moulton Leadership grid (1964), it can clearly be seen that the leaders at Unilever are at the inclusive and collaborative point on the scale as termed the sound style (previously known as tem style). At this point they have equal concern for both production and people as they recognise that to deliver consistently excellent products they must have committed and motivated employees. According to Blake and Moulton (ibid), this leadership style relies on managers recognising that employees must feel as if they are a highly valued part of the organisation, a theory that is closely aligned with that of Maslow who observed that those employees who produced the best work felt that they were suitably rewarded for their efforts. Moreover, as increasing numbers of organisations recognise the benefits of adopting a collaborative and co-operative approach to achieving organisational excellence, current management theory would indicat e that the days of dictatorial mangers are on the decline (Den Hartog and Koopman cited in Anderson et al, 2002:166-168). This also seems particularly likely given the increasing legislation to prevent employers from bullying their employees and behaving in an inappropriate manner (Miner, 2009). Application of the Hersey and Blanchards situational theory model (1999, cited in Gabriel et al, 1999) further underlines that the Unilever management style is one of participating and delegating as opposed to telling employees what to do. Unilever is characterised by open channels of communication, and there are points which against the Hersey and Blanchard model the leadership style could be regarded as selling, this is more to do with the differing levels of maturity in various parts of the business, and particularly in those parts which have been recently acquired. It is interesting to set the Hersey and Blanchard model against the backdrop of situational leadership, as it seems that the characteristics of Unilever are a mature and confident group of leaders who are happy to delegate tasks and responsibility, and thus leverage the best from their employees (Den Hartog and Koopman, ibid). Remembering that the board of Unilever has been secure and stable for some time, it is of lit tle surprise that they are able to adopt and react flexibly to change. Moreover, their considerable experience of acquisition allows them to rapidly assimilate and absorb new businesses into the estate, and embraces the culture changes, which must necessarily follow (Simons and Billing, 1995; Spillane, 2004). Despite the size of Unilever, it is remarkable that they are able to adapt so readily to change at both an internal and external level, and across global boundaries. In some ways their sheer size has enabled them to cushion themselves from some of the worst effects of the recession, coupled with the fact that their diverse portfolio requires them to be adaptive and flexible to consumer trends a style which is reflected in both their culture and leadership. 7- Recommendations to Enhance Management Practices As can be seen from the preceding discussions, the senior management team at Unilever have faced some serious internal and external challenges, both at a local level and a global level. Some of these challenges are outside of their control, however in order to ensure that they remain one of the leading conglomerates in the world they must adapt and respond flexibly to both internal and external challenges. This section of the report considers some recommendations to continue to improve employee motivation and engagement by enhancing and improving management practices, and also offer suggestions based on relevant theory as to how the necessary changes can be embedded. 7.1- Recommendations for Strategic Change and Effective Management Practices Although there are few current difficulties with employee relationships, it is apparent that some significant changes still need to be made in order to secure the future of Unilever in the current turbulent economic environment. Whilst they are far from bankruptcy, recent years have seen considerable expenditure and challenge for Unilever, which has centred on the considerable number if divestments and acquisitions in order to strengthen and consolidate their global brand portfolio (Morden, 1996:458-496). The theories of Taylor, Maslow and Fayol all offer suggestions as to how to engage with employees in times of significant change and challenge. Application of the Tannenbaum and Schmidt continuum (cited in Matteson and Ivancevich, 1999) indicates that the collaborative style of leadership has helped Unilever in managing and instilling change, and it is clear that under modern management practices that for them to continue to be successful they must continue to engage and motivate em ployees, especially those who are new to the culture of Unilever and have joined them through acquisition (Hassard and Parker, 1993:43-45). Furthermore, Gergen (1995) concurs with Hassard and Parker (ibid), in those organisations, which operate in a post-modernist world, should take care to adopt appropriate management styles and techniques, or get left behind their competitors in a rapidly changing world. Taking all of these factors into consideration, and with reference to all of the theories which have been discussed and applied, it is apparent that there is a self-perpetuating cycle and culture of success which is supporting the leaders at Unilever to behave in a manner which is highly likely to assist them in developing a robust business which is fit to operate in current times. The collaborative and communicative style of the leaders should be upheld and gently moulded in newer acquisitions to one which is collaborative and co-operative in approach, drawing on the theories of Maslow to help motivate and engage employees in such a way that they provide constructive criticism and feedback on how best to help Unilever develop in the current challenging environment. Whilst it is appreciated that management culture and organisational culture is not something that can be changed overnight, as reliance on technology increases and organisations must become more adaptable to survive, it i s likely that the current culture will be fit to see Unilever through into the future. References Atkinson, G., Dietz, S. Neumayer, E. (2007). Handbook of Sustainable Development. Cheltenham: Edward Elgar. BBC News. 22 May 2010 http://news.bbc.co.uk/1/hi/business/8633455.stm. Retrieved 18th Nov 2010 Blake, R.; Mouton, J. (1964). The Managerial Grid: The Key to Leadership Excellence. Houston: Gulf Publishing Co. Black, Richard J. (2003) Organizational Culture: Creating the Influence Needed for Strategic Success, London UK. Cohan, William D., (2009) House of Cards: A Tale of Hubris and Wretched Excess on Wall Street, [a novel]. New York, Doubleday. Costanza, R., Graumlich, L.J. Steffen, W. (eds), (2007). Sustainability or Collapse? An Integrated History and Future of People on Earth. Cambridge, MA.: MIT Press. Cummings, Thomas G. Worley, Christopher G. (2005), Organization Development and Change, 8th Ed., Thomson South-Western, USA Copenhagen Climate Change (2009) http://www.copenhagenclimatecouncil.com/about-us/councillors.html (retrieved 5th Nov, 2010). Den Hartog, D. N., Koopman, P. L. (2002). Leadership in organizations. In N. Anderson, D. S. Ones, H. K. Sinangil C. Viswesvaran (Eds.), Handbook of industrial, work and organizational psychology, Volume 2: Organizational psychology. (pp.  166-187): Sage Publications, Inc. DfT (2010) Road Freight drops 24% in first quarter of 2010 available online at http://www.aricia.ltd.uk/articles.aspx. (retrieved 5th Nov, 2010). Dhillon, Amrit (2007-07-01). Indias hue and cry over paler skin. The Daily Telegraph (London). http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2007/07/01/wskin101.xml. Retrieved 9th Nov 2010. Dove (2010) Campaign for Real Beauty available online at http://www.dove.us/#/cfrb/ retrieved 13th Dec 2010 Fayol, H. (1999) Planning in M.T. Matteson and J.M. Ivancevich (eds), Management and Organisational Behaviour Classics. 7th ed., London: Irwin, McGraw-Hill, pp.12-15. Gabriel, Y. Fineman, S. Sims, D. (2000) Organizing and Organisations. 2nd Ed. London, Sage. Gergen, K.J. (1995) The Limits of Pure Critique in H.W. Simons, H.W. and Billig, M. (1995) After Postmodernism: Reconstructing Ideology Critique. London, Sage. Greenpeace (2007) Unilever admits toxic dumping: will clean up but not come clean http://www.greenpeace.org.uk/contentlookup.cfm?CFID=6864301CFTOKEN=96874361ucidparam=20010620124942MenuPoint=G-A.Retrieved 9th Nov 2010 Hackman, J. R., Wageman, R. (2005). A Theory of Team Coaching. Academy of Management Review, 30(2), 269-287 Hill, C and Jones, G (2001) Strategic Management. Houghton Mifflin pp 27 Hofstede, G. (1980) Cultures Consequences: International Differences in Work Related Values, Beverly Hills, CA, Sage Publications Indian Resource Centre (14th May 2003) Monsanto, Unilever use of Child Labour in India http://www.indiaresource.org/issues/agbiotech/2003/monsantounilever.html retrieved 18th Nov 2010 Insead (2010) Top 50 Alumni Who Changed the World available online at http://50.insead.edu/alumni/patrick-cescau retrieved 13th Dec 2010 Maslow, A.H. (1992) A Theory of Human Motivation, Chapter 10 in Henry M. Strage,1992, Milestones in Management: An Essential Reader. Oxford, Blackwell Business. Miner, J. B. (2009). Organizational Behavior: Behavior 1: Essential Theories of Motivation and Leadership. Armonk: M.

Hobbes Lockes And Rousseaus Imagination Of Social Contract Philosophy Essay

Hobbes Lockes And Rousseaus Imagination Of Social Contract Philosophy Essay Social Contract Theory, is one of the oldest philosophical theories on the origin of state .The original inspiration for this notion is said to have derived from the bible, covenant between God and Abraham and later by the Sophists in Greece, but it is mostly brought up by the writings of Thomas Hobbes, John Locke, and Jean-Jacques Rousseau. The social contract is moral and/or political obligation dependent upon a contract or agreement between the people to form society. The social contract theory has three main stages of progression, namely- state of nature, contract or covenant and civil society. These three stages provide the basic differences between the theories of Thomas Hobbes, John Locke, and Jean-Jacques Rousseau. THOMAS HOBBES THEORY OF THE SOCIAL CONTRACT Thomas Hobbes (1588-1679) was an English philosopher and political thinker. The English civil war became the back drop for all his writings. In the context of a number of overlapping conflicts Hobbes wrote various versions of his political theory, begning with The elements of Law (1630s),De Cive(1642),and Leviathan (1651).  [1]   According to Hobbes, the state of nature represented the interactions of human beings with each other in the absence of any kind of relations of political authority. In other words the state of nature represented a state of war. Hobbes believed that the human beings in the state of nature were concerned only with their desires  [2]  . The human nature here was selfish. No person was superior over the other. Hobbes further said that the desire to acquire power never ended and thus it aggravated the state of war where everyone was trying to ensure that no one will stop them from fulfilling their desires of glory. Thus creating a situation favorable for long-term projects, like farming, industry, etc. became impossible. It was a situation of continuous fear and violence. In such condition there is no place for industry, because the fruit thereof is uncertain: and consequently no culture of the earth; no navigation, nor use of commodities that may be imported by sea; no commodious building; no instruments of moving and removing such things as require much force; no knowledge of the face of the earth; no account of time; no arts; no letters; no society; and which is worst of all, continual fear, and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short. -Leviathan Such a state called for some laws to be enforced. Hence the need arose to have an authority that would enforce the laws of nature and help man to fulfill his desires in a more efficient way. This led to the signing of the Social Contract between men leading to the formation of a state as well as a sovereign. In such a state or commonwealth, as stated by Hobbes, men authorized a particular individual or a group of individuals to perform all actions. Moreover men also gave up certain rights on a condition that such rights were also given up by the entire multitude. A commonwealth is said to be instituted, when a multitude of men do Agree, and Covenant, every one, with every one, that to whatsoever Man, or Assembly of Men, shall be given by the major part, the Right to Present the Person of them all (that is to say, to be their Representative); every one, as well he that Voted for it, as he that Voted against it, shall Authorize all the Actions and Judgments , of that Man, or Assembly of Men, in the same manner, as if they were his own, to the end, to live peaceably amongst themselves, and be protected against other men. -Leviathan Hobbes sovereign had absolute authority. His judgments and actions could not be questioned as this sovereign was not a part of the social contract. Opposing this sovereign meant opposing oneself as this sovereign represented the people itself. The only right that men had against this sovereign was the right to life or self-preservation. JOHN LOCKES THEORY OF THE SOCIAL CONTRACT Initially, although John Locke (1632-1704) believed in the absolute power of the monarchy and religious uniformity, his stance changed drastically later. His changed stance is best put forward in the work Two Treatises of Government. Unlike, Hobbes for whom the state of nature is a state of war, Lockes state of the nature is the state of peace, Good Will, Mutual Assistance, and Preservation.  [3]  His theory brings out that man is a wise, sociable being who can judge the ill effects of going to war with men. It can be noted that Lockes has positive view of the state of nature and of human beings. Locke brings in the concept of private property which in all probability leads to inequalities of wealth. In order to ensure the security of the natural laws, and the inequality of wealth, man to enter into a community governed by a set of laws and the government. Locke disbelieves in censorship by the state, and says that state must exist and function separately from the people. The main goal of state is to ensure personal safety and protection of personal property rights. If it fails so he empowered people to revolt against the state, and, to go for a revolution if it abuses its authority. Hence unlike Hobbes, Lockes government is not absolute. Its powers are limited to an extent where it starts encroaching on public good. JEAN JACQUES ROUSSEAUS THEORY OF THE SOCIAL CONTRACT Jean Jacques Rousseau (1712-1778) remains one of the first thinkers to offer us a strong critique of modern social and political institutions in the name of the modern values of equality, liberty and democracy.  [4]   Rousseaus theory on the state of nature shows in progressive stages how men, from behaving like animals, transform themselves into a society. This society, according to Rousseau, is not civil at all as it gives rise to more corruption and negative feelings in Mans mind. Thus Rousseaus view point differs from Hobbes or Locke who believe in the transformation of men from the state of nature to a more civil society. Rousseau in his theory favours men in the state of nature in which they only have natural differences rather than having political, social or economic differences. But however we have no moral liberty in the state of nature, because we have not yet developed a moral sense. This moral sense can only be born in society, and we need to establish a society in which, not only do we preserve the liberty of the state of nature, but also provide the conditions for us to achieve moral freedom.  [5]  So in order to solve this problem men enter into a social contract. The new polit ical entity which is formed as a result of this contract reflects and works for the general will. This general will leads to the protection of individual liberty which as a corollary leads to the removal of economic, social and political inequality. Thus; Rousseau says; that it is only because of this general will that the sovereign is indivisible, inalienable and infallible.  [6]  Because of this people are ready to lay down even their right to self-preservation. This concept, as clearly seen, is a stark contrast to Hobbes and Lockes theory. In this way one sees that all three Hobbes, Locke and Rousseau differ in their theories of the Social Contract. All three of them start off by describing the state of nature and mans progression into civil society. But, however, the reasons which force man into such a society differ from one author to the other. This, in turn, leads them to have a contrasting view point on the powers and duties of the sovereign as well the state. Despite the differences in their viewpoints, their theories have one common thread running through them which reflects that The Social Contract is the best way to maintain peace and order. Though this end propagated by them is the same, the means and prerequisite conditions differ.

Power of Discrimination Exposed in Call It Blindness Essay -- Call It

Power of Discrimination Exposed in Call It Blindness    The fear of the unknown causes people to inflict pain and hatred rather than try to understand.   They discriminate or prejudge others on the basis of their ethnicity, race, sex or handicap.   This treatment often results in victims being ostracized from society.   It is assumed that such hardship can make people bitter and full of resentment.   However, Georgina Kleege disproves this in her essay "Call It Blindness."   She shows that her personal struggle against discrimination has made her better, because it pushes her to open people's narrow-minded views, break down societal stereotypes, and inspire those with similar challenges.    As a handicap, there are extra struggles that Kleege must face while trying to broaden the narrow-mindedness of people in today's society.   When people have a handicap, they are seen as weak and inferior.   The blind must try to escape the negative stereotypes that are often associated with them.   Kleege acknowledges that people believe, "Blind means darkness, dependence, destitution, despair.   Blind means the beggar in the subway station" (395).   She tries to help others understand that her condition is not one of despair but one of hope, as   "blindness does not in itself constitute helplessness.   You will be as resourceful, capable, and intelligent as you ever were" (403).   Kleege tries to make clear to others that her condition is not the end of her life, but the start of one with more difficulty.   There are also stereotypes of uncleanliness and unawareness of those without vision, as well as an idea that the blind are less intelligent.   Ev en though there are many who do fall into the stereotype, there are also in... ...r way.      Ã‚  Ã‚  Ã‚  Ã‚   Throughout history, there have been many images of bravery and strength.   However, there is none more admirable than the bravery and strength of people like Georgina Kleege.   They continue to fight, even when their triumphs go unnoticed by most.   As a result, their actions have had a larger impact on society than any famous hero.   With their patience and perseverance, they have helped change and mold society's negative view of the disabled into a positive one.   Without people with perseverance like Kleege, members of today's society would never try to open their eyes and learn to accept and respect those who are different.            Work Cited Kleege, Georgina.   "Call It Blindness."   The Presence of Others.  Ã‚   3rd ed. Ed. Andrea A.     Ã‚  Ã‚  Ã‚  Ã‚   Lunsford and John J. Ruszkiewicz.   New York: Bedford, 2000.   389-407.   

Bad Apples Essay -- English Literature Essays

Bad Apples "A Poison Tree" by William Blake is a short poem about life in general. The poem teaches its readers a valuable lesson about anger. Anger has power over ones’ mind and actions. If a person holds in their feelings, especially anger, it can pull that person down emotionally as evident in the poem "A Poison Tree". This poem written by William Blake describes the darker emotions such as anger, hatred and Schadenfreude. The poem refers to "apple bright" in the garden which may lead readers to infer a Biblical reference to the fruit from the Tree of Knowledge of Good and Evil. Man, inflicting death upon his foe, is more cruel than the God of Genesis who banished the sinners from paradise. Paradise is a place that God created for Adam and Eve at the beginning of time. The fruit mentioned in the Bible is that of a forbidden tree whose mortal taste brought death into the world and all our woe. The poem mainly deals with anger. The beginning of the poem begins by depicting a scenario in which a man told his friend he was angry with him, yet they were able to work out their differences and resolve the issue. His anger dissipated shortly afterwards, and the friendship continued to grow like a seedling soon becomes a tree with strong roots. Blake was also angry at his enemy, but Blake could not do the same as he did with his friend. He keeps his anger secret from his enemy. Blake made a mistake by not allowing his anger to escape. His anger grew both day and night. H...

Opium As A Chinese Saga Essay

The Lure That Was China Amidst it all, she withstood the grandeur of her civilization and past, her legacy and mystique, her people and culture: China is the ever yearned for prize of colonization; of commercialism; of travelers of yore and hitherto – for she has everything to be proud of in any given time. She has achievements, inventions, products, people, craft, art, inert knowledge, philosophies, grace – so with her natural resources. Up until the end of the 17th century, China and her people and their life was as they preferred it to be. Then the West was utterly impetuous to indulge China to comprehensive trade. China has most exquisite exportable products: porcelain, silk, tea. The West love to have them. However, there is nothing much that the Chinese need from the West – nor find of any use. Specifically Great Britian, Europe could not allow an imbalance trade. So, in 1793, Britain sent a diplomat and successfully was given an Imperial audience. The array of European products presented was wonderful and would be suitable for the balancing of trade that must be established between Europe, between Britain and China. It was a disappointment. The Emperor wrote King George: â€Å". . . As your Ambassador can see for himself, we possess all things. I set no value on objects strange or ingenious, and have no use for your country’s manufactures. . . Our Celestial Empire possesses all things in prolific abundance and lacks no product within its own borders. There was therefore no need to import the manufactures of outside barbarians in exchange for our own produce. But as the tea, silk and porcelain which the Celestial Empire produces, are absolute necessities to European nations and to yourselves, we have permitted, as a signal mark of favour, that foreign hongs [merchant firms] should be established at Canton, so that your wants might be supplied and your country thus participate in our beneficence. † (Historywiz, 1999-2005) And the problem began. China Sets A Foothold As the West expressed its agitation about such imbalance of trade, China thenon closed its doors from trade. It isolated itself. It allowed selective foreign trade only via the City of Canton (now Guangzhou). The Europeans could not do away with the Chinese goods. So their gold and silver paid for what they want. It never flowed back to Europe because there was nothing that the Chinese want from Europe. What drove China to distance itself from Europe is because of the haughtiness the Europeans pursued with regards to trade. To this the Chinese is unaffected. For the Chinese, they are sufficient to themselves. Their confidence is a sense of superiority in their race. Their domestic trade is immensely rich on their own. China is a country, a nation, a people that is very big, very fruitful, very rich, very diversified in natural resources. Furthermore, as China’s interaction with the foreigners from that time made them wary. They felt intimidated and therefore became protective of itself. Thus, the isolation. Then, particularly the British, drew the gambit: Opium. Benign Was Opium Supposed To Be Opium has been in China and its use for as far back as 12 centuries ago. The purpose was medicinal. It cured diarrhea. Up and until 17th century it was sparingly mixed with tobacco as a means of relaxation. It was said to have been introduced by the Arabs, then the Portuguese, the Dutch. It is one of the lesser portion of trade that China indulges in but placed under control. This is what the British saw to balance things out with China. But â€Å"in 1729, when the foreign import was 200 chests, the Emperor Yung Ching issued the first anti-opium edict, enacting severe penalties on the sale of opium and the opening of opium-smoking divans. The importation, however, continued to increase, and by 1790 it amounted to over 4,000 chests annually. In 1796 opium smoking was again prohibited, and in 1800 the importation of foreign opium was again declared illegal. Opium was now contraband, but the fact had no effect on the quantity introduced into the country, which rose to 5,000 chests in 1820; 16,000 chests in 1830; 20,000 chests in 1838, and 70,000 chests in 1858. † (La Motte) China therefore was alarmed with the increasing use of opium by its people. It decreed a complete prohibition of its trade. Yet, the addiction that the Chinese evolved into towards the drug, encourage Western traders to penetrate China. On top of this the Chinese empire is facing corruption and fraud in its government. Bureaucracy is becoming inefficient and weak emperors are no longer qualified to face the problems. No matter what laws and penalties are imposed on the trade and use of opium, it fell on deaf ears. The profits were too much for underground Chinese traders not to connive with Western exporting traders. The balance of trade is deteriorating and China was awakening to the scourge. â€Å"In 1839 the Emperor ordered Commissioner Lin Tse-Hsu to put a stop to the opium trade. Lin wrote to Queen Victoria, appealing to the British sense of justice and compassion: ‘We have heard that in your own country opium is prohibited with the utmost strictness and severity:—this is a strong proof that you know full well how hurtful it is to mankind. Since then you do not permit it to injure your own country, you ought not to have the injurious drug transferred to another country, and above all others, how much less to the Inner Land! Of the products which China exports to your foreign countries, there is not one which is not beneficial to mankind in some shape or other. There are those which serve for food, those which are useful, and those which are calculated for re-sale; but all are beneficial. Has China (we should like to ask) ever yet sent forth a noxious article from its soil? ’ He received no reply.  Left on his own to solve the problem, Lin ordered the destruction of a large supply of opium stored on Chinese soil. † (HistoryWiz, 1999-2005) Then, the two opium wars ensued. China lost. Effects of Loss Moral Effects All because of misunderstanding and obstinacy about how to balance trade, China had to experience a loss not just in terms of economics more importantly the destruction of their moral fibre. The imbalance is not only in trade but waging conflict towards strengths and weaknesses, superiority and pride. The unknowing Chinese at the end was the one who paid the bigger price because of an addiction he likewise unknowingly developed. Because of the lure of the profits, even the Chinese himself pitted against his own countryman’s destruction of his morality. After so many years of demoralization due to the tremendous addiction of the Chinese and the usurping profiteering of the scrupulous Chinese and foreign businessmen, China for once and for all to work itself unanimously to kick the habit. The emperor ordered that in ten years no more opium traffic will be allowed. No matter that China has tremendous distances as a vast land; no matter that have no viable means of telecommunication; no matter that they have very few learned people – they all decided to get rid of opium. The West agreed to cooperate with China to lift them from their moral bondage of drug addiction. Economic Effects As a turning point in the life of China as a nation and a people, its loss counted likewise the diminishing territorial rights it holds. China then had to sign the treaties of Nanjing and Tietsin in surrender and allowed its doors again to international trade. As foreign trade was pursued, Western merchants bought silk and tea from China, increasing the volume remarkably as years went by. Because of this, Chinese farmers opted to abandon producing food stuff and concentrated on silk and tea. Thus food prices skyrocketed. With five more ports opened, the former boatmen who worked in Canton ports met with unemployment. Aggravated by rising food prices, the unemployed became more miserable. It is not all glory with increased trade. The instant resurgence of trade volumes caused a shortage in Spanish silver dollars. It has to be abolished due to its uncontrollable appreciation and was replaced by the Mexican dollars. There are also imbalances in the local currencies. Copper cash depreciated because of inadequate supply of copper and the inefficient government. This is a total destruction of the financial systems of China and they were left with the introduction of paper money in 1853. Another commercial activity affected after the loss to the opium war was the textile industry. Cloths are produced by hand in China. The West brought in cheap machine made cloths. That killed local production. And then there is the basic agriculture and home grown industries that were affected by the changes in other commercial activities. Capitalism surged into China’s consciousness and yet China was not ready for the big time game of capitalism. They were not that knowledgeable about managing profit and loss. Sociological Effects With the shameful loss from the opium war, the Chinese lost faith in the superiority of their race. They came to recognize the superiority of the Westerns. They decided to get to know them and their ways. The Chinese decided to discover the political, social and technological know-how of the Western culture. Thus, they came to know and open up to what diplomacy and foreign relations are all about. Political Effects: Since the loss of China was due to the superiority of the Western armaments, China looked into the advancement of their military and armory. They opened modern factories for modern weapons to be produced. The factories were set not to make money but for purposes of the development of Chinese military. The opium war likewise revealed the ineffectiveness of the feudal system. Its Manchu government became incapable of protecting and governing the citizenry. Poverty prevailed; petty revolution ensued; the economy collapsed. The Chinese intellectuals rose up to the occasion and likewise looked into re-organizing its government an dpolitics. Conclusion: China’s quagmire in opium was not a show of the total weakness on the part of its people, but rather insufficiency of appropriate support. For not knowing any better, they indulged because it was available. The inherent cultural perspective and philosophies are quite strong yet it was limited to the features of their time. Modern circumstances that come along their way are not something they are really prepared for. Education and information was not present at that time. Coupled with this shortcoming of the pertinent period of time, the West was incessant in its colonization and commercial and capitalist activities. At that period of time, the West sees itself as the lord and master of the whole world. What they occupy and spread must be taken hook, line and sinker. The trade objectives of the West were very encompassing, so with the rest of their occupation strategies. If the West was morally short sighted in instigating addiction among the Chinese people and the infiltration and condoning of underground Chinese business man with the lure of profit in the opium trade – then the Opium War is something that it is not a laurel to have won. And on the part of China, the opium war and rising above its ashes might have been a blessing in disguise. For what China is now in this 21st century is a result of lessons learned.

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 Promote children and young people’s positive behaviour 1. 1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are †¢ Behaviour policy †¢ Code of conduct †¢ Rewards and sanctions †¢ Dealing with conflict and inappropriate behaviour †¢ Anti-Bullying †¢ Attendance Behaviour policy A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they understand how they should behave and what is expected of them. It is important that the children are reminded of the code of conduct so that it becomes their routine and they fully understand it. It is essential that positive behaviour is always promoted, praised and used as children notice when adults behaviour is out of character, if positive and professional behaviour is continually used it is more likely that the pupils will also behave in that way. . Providing a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, there is a policy with set procedures to create a calm, secure and happy working environment for all. There are, however, occasions when individual children exhibit behaviour that is unacceptable. As part of the Discipline Policy of rewards and sanctions, all staff use behaviour modification strategies to change an individual child’s behaviour. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focusing on positive achievements. By using a positive system of rewards we reinforce good behaviour, we believe that setting high standards and expectations, and focussing on positive achievements. All members of the school community should respect one another. Primary School expects children to be well-behaved, well-mannered and attentive. Children should walk (not run) within the school. All children should respect their own and other people’s property and take care of books and equipment. All children should show regard for their fellow pupils. If a child has a grievance against another child, it should be reported to a member of staff, who will take appropriate action. Children should wear the correct school uniform. Jewellery and trainers should not be worn. Children should not bring sharp or dangerous instruments to school. . Foul or abusive language should never be used Chewing Gum is banned Mobile Phones are not allowed Rewards and Sanctions Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to a managed moved which means the student will be transferred to another school. Although good behaviour is encouraged in schools, children will still behave inappropriate at times. Consequences for bad behaviour†¢ Name on the board (sad face) †¢ Miss time out from golden time, break or lunch play. †¢ Be sent to the head of year/deputy head †¢ Be sent to the head teacher and a meeting arranged with parents Continuous bad behaviour, the student is put on report these reports are filled in by the teacher in every lesson on the day, saying whether the student has behaved in class, the student can be on report for a week or longer depending on the response of the student producing good behaviour. My response to inappropriate behaviour on a daily basis within the classroom. Examples continuous disruption to a lesson, I would ask the student to come outside of the classroom where I would speak to the student in a stern but positive voice, reminding them of the consequences of their behaviour, and in some cases I would take them their team leader, if the student wasn’t responding . Good Behaviour When promoting positive behaviour in schools there are policies and procedures that all staff needs to be aware of. The main policies relating to behaviour will be the behaviour policies but other policies will also have an impact for example the health and safety policies, child protection policies and anti-bullying policies. All adults in school are expected to act as good role models and to behave in a consistent manner. We make sure that good behaviour is recognised and praised as well as praising children for good work, effort and achievement. Recognitions for good behaviour can be any of the following. A smile and a compliment and verbal praise Phone calls home to parents to give praise about how well their child has done. Post cards can be sent home relating to how well their child is doing. Vivo can be given; children can save these up and buy things from our vivo shop like pens pencils chocolate etc. When they save a lot of vivo then can then buy more expensive item like iPods, mobile top-ups and a whole range of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like sport performing arts and in all other aspects of school work. 1. 2 Evaluate how the policies and procedures of the settings support children and young people to: Feel safe Make a positive contribution Develop social and emotional and skills Understand expectations and limits When planning indoor and outdoor activities, there are many factors of health and safety that we have to take into account for example: Age, you have to make sure that the activity and equipment is suitable for the children's age group. Abilities & individual needs: you have to assess to see if each individual child is able to do it and if their personal needs are met. Risk & Hazards: before you plan the activity you must do a risk assessment and reduce any risk involved and make sure the area is suitable and large enough for the activity. Making a child or young person feel safe is essential for their well-being; every practise is aimed at safety and security for students and staff. Within school we have a security person who checks in and around school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their attendance, having respect for others, wearing the correct uniform and through their behaviour. Students develop social and emotional skills by knowing how to communicate in a correct manner towards other students, teachers and outside staff that may come in time to time always showing respect. Students show empathy by respecting someone’s misfortune or sadness by showing emotions that they are capable of showing they care that a person is unhappy or sad from a situation that may have happened. Expectations of students are that they follow rules and regulation that they know are in place to help protect them within school, also that they respect each other and they know their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the olicies and procedures of the setting. It is important for all staff to communicate with each other to evaluate student’s progress, emotionally and physically, and set fair boundaries for students who don’t get it right. Teachers and all staff work together to ensure fair rules are set to ensure the learning environment isn’t disrupted, minimi sing loss of quality learning. All children have the right to be educated to be treated equally in a classroom. There are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met there are consequences’. Detentions can be set for students, or they could lose their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour Please refer to the above 1. 1 2. 2 Demonstrate ways of establishing good ground rules with children and young people which underpin appropriate behaviour and respect others. Ground rules are important in a learning environment as they help to establish what is expected from the learner in terms of behaviour and mutual respect for each other, as well as identifying what is considered to be good manners in class. I would encourage the learners to word the rules in a positive way, for example, do turn up to class on time, rather than in a negative way, as in don’t be late to classes. Examples of ground rules would be Respect each member of the class when they are talking, always put your hand up if you want to speak not just shouting out. Ground rules set the boundaries within which the students must work; they enable everyone to have an equal opportunity to carry out their study whilst in the classroom. An ideal way to do this would be to put the class into 2 groups and asking them to discuss in a team, and write down things they think a classroom rules should be, then each group should read out their ideas. This enables a neutral ground for discussion giving the students a feeling of teamwork and achievement. When reviewing the lists you have to have a fair and balanced view to all points identified, your objective is to do much more than lay down a few rules. In negotiating with the students you give them a sense of worth, this helps you gain their trust. Any rules agreed upon within the group are more likely to be adhered to by the students, if broken, peer pressure will hopefully prevail and the student in question will respond. This is much more constructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting. Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, consistent and supportive responses to children’s and young people’s behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting Being a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a daily basic is a basis to earn respect back. As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are willing to listen and let them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel comfortable with you, it also shows them the difference between what’s right and what’s wrong. Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people Some strategies used to minimise disruption and inappropriate behaviour are for children and young people to firstly abide by the rules and regulation that are in place within school and within the classroom. Using simple verbal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. â€Å"Stop talking and work on the task set for you please†) Give praise to the entire class as frequently as possible telling them how well they have worked. Students who continually show unacceptable behaviour: E. g. Always out of their seat and walking round. Talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes a few minutes out of lesson is enough for them to calm down and they are ready to return to the classroom and do their work On a more serious situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Within a classroom when a student isn’t doing it right but at the same time is not being disruptive, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a teaching assistant I would also walk around the room frequently, to avert potential behaviour problem s. Students can be put on report, on these reports there is a comment written on the report explaining why they are on it. Every lesson they are in, their behaviour is monitored and at the end of the lesson the teacher signs the report and adds a comment saying how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report until their behaviour has improved to the standard of acceptance. If a student is being extremely disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasions depending on the nature of the behaviour a student will be put in what we call the study room. When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could be in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often done to let parents know that their child isn’t doing it right in school and detentions are set, with the approval of the parents. 3. 3 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people. Please refer to 1. 3 above 3. 4 Provide support for colleagues to deal with inappropriate behaviour of children and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is acting in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the urgency of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next classroom. On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on task and continue working silently until the teacher comes back in. Other support could be taking the student out myself and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would along with the teacher fill out an incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred Behaviour that should be referred to others is behaviour that: Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying Inappropriate conversations that could suggest child abuse Signs of neglect Concerns about a child’s or young person’s home environment Most of the problems listed above would be reported to our child protection officer Jenny Clarke who is situated in school. Please refer to unit 334- section 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points Depression, restlessness, aggression and attention deficit disorder can all contribute to classroom disruption in some form or another whether its lateness, disengagement, rudeness boredom etc. Disengagement† is the major reasons for behaviour problems in the classroom. Each learner has a defined attention span and teachers must try to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique. Using praise rather than focusing on the misbehaving learners, praises the learners near them who behaving more appropriately. It is hoped that the misbehaving students will then model that appropriate behaviour. Recognising body language can show some signs of disagreement, and must be acted upon straight away, stopping quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and try resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * Brushing hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * Playing with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the opportunity to look round a nd walk round the class, sometimes being the eyes and ears for the teacher when students seem restless. As well as supporting the students, if they take the choice of not doing work and are causing disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T. As should be confident and professional so that children in turn become self confident and express positive behaviour. Leading by example they should express encouraging words, be approachable, understanding and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for dealing with challenging behaviour according to the policies and procedures of the setting. The Education and Inspections Act 2006 brought in new clear-cut legal powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Equality of opportunity is about providing equality and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community – pupils, staff, governors, parents and community members. Every child matters. Everyone is equally important, equally valued and given equal opportunities. Our school community provides a happy, secure, stimulating learning environment. Everyone is encouraged to work together to develop self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leading to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour management throughout the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour. We will lead by example in the way that we treat each other and the children in our care. If as adults we behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are aware of appropriate behaviour in all situations, and we must be aware of all children's behaviour in class and around the school, dealing with every incident appropriately, giving mutual support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sanctions taking into account each child's individual needs, age and ability. We will ensure each child has work appropriate to their level of ability achievements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealing with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If necessary we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural difficulties. To achieve our aims pupils should follow the school rules, co-operate with all school staff and be responsible for their actions. Parents should support the school's rewards and sanctions, and help children understand the rules and the need for them in an ordered society. They should work in partnership with the school to promote high standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions include 1, Warning 2, Reminder of rules 3, Time away from group 4, Loss of Golden Time , Sent to Deputy Head 6, Head Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are further sanctions. If a child is involved in continual minor incidents such as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanctio n will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property. A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to comply will be placed on daily progress monitoring and have a 'cause for concern' book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a meeting taking place with the parents and the child being kept under review. If there is no improvement in a child's behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion. If a child has a series of exclusions a Pastoral Support Plan meeting will take place. If there are still no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situations in which you should always refer to others for support. These situations include; .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation alone. .When you are not in control of a situation because pupils are not carrying out your instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support offered within the school and outside of the school. Additional support within the school setting includes; The SENCO/BECO for first point of contact for behaviour support. .Senior management team – Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes; .Behaviour Unit – will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist – visit all schools to support children and the Adults who work with them regularly. They are involved in the assessment of children, and offer help and advice. .Rewards include Vivos Star of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement certificates Parent/teacher consultations – positive comments and report on target sheet – recognising good behaviour and attitude to school. Rewarding children for their good behaviour is important in maintaining their motivation and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people. By consistently responding to and dealing with inappropriate and challenging behaviour, and applying clear and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading to a positive impact on their behaviour. Children will also be able to engage in decision-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young people's behaviour in accordance with the policies and procedures of the school. Children need to have boundaries that they can understand and which are regularly reinforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know how to behave next time. All children will test boundaries for behaviour; if they are met with the same response each time they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is speaking to them about their behaviour. It is important that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language used should make the expectations of the adult clear. It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe children's behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This knowledge of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed. These records will enable staff to refer to individual children's behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individual’s behaviour, children may undergo an assessment and a behaviour plan will be put in place. Teaching assistants will work alongside teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. Young children are not always aware of dangerous situations or risks, so when speaking to them about their behaviour we should always point out the consequences involved. If a child is becoming distressed within a situation, it may be necessary to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be necessary to discuss individual children’s behaviour with the schools SENCO, and if necessary involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the effectiveness of rewards and sanctions. Opportunities to discuss attendance, bullying and behaviour and the effectiveness of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well. If I was involved in a review with a pupil I would remain sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have done and the impact their behaviour has had on their learning and achievement, and the consequences of their actions for others. A review will involve other members of staff and at times the child's parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations regarding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school. By monitoring and recording the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a support teacher gives us the advantage to notice things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets. Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potential as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respect that you would expect back as an adult, also letting them know it’s their own responsibility to realise that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. Giving students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more. It is therefore the student’s responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is happening within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson. Sometimes inappropriate behaviour is hiding learning difficulties when a student misbehaves it’s their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a sympathetic ear and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they aren’t missing their own education. If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to complete the task set. I have done this on occasions and it does work. Giving them praise for doing the right thing making the student feel good about themselves promoting self- belief. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard sent home, and giving vivo rewards. Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student. If I had concerns about a student’s attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative behaviour. Keeping students engaged it is keeping them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and easily understood. Giving feedback to teachers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.