Thursday, October 31, 2019

Graduate Book Review Assignment Example | Topics and Well Written Essays - 750 words

Graduate Book Review - Assignment Example The cover of the work documents the content of the book and what the author aims at portraying to the readers. With a boldly written title and clear subtitles on the themes inside, the reader can easily search for the information required. The main thesis of the work involves the defining what is required by an individual in terms of business innovation, identifying the problem that may hamper innovation, and then defining a solution. The work also indicates that new ideas can be created from existing ones. Creativity is, therefore, key as far as business innovation is concerned. In the first chapter, for example, Murray explains that the first step of business innovation must involve identifying the existing problem or an issue that is to be solved (31-60). It is in the course of business innovation that Murray indicates that there is need to get similar ideas from similar problems that have been existent before (61-62). This means that the business innovator must collect facts from what has been existent before, and then come up with a solution. The next step in business innovation involves connecting all the borrowed ideas and combining them to make a workable idea. In the next step, Murray explains that there is n eed for patience so that the collected ideas can be given time to come up with solutions (101-139). Patience is, therefore, a requirement in business innovation. The fourth step as Murray recommends is the incubation process that allows for the decisions made to come up with a solution (141-176). Next is coming up with an approach that will evaluate the pluses and the weaknesses of the solutions incubated so as to assess if the decisions made were fruitful or not (178-210). Lastly, enhancing is a major step in the course of business innovation (211-255). This step allows for strengthening the strong points of the business idea and eliminating the weak points. Evidently,

Monday, October 28, 2019

Snooker Essay Example for Free

Snooker Essay Snooker is a kind of billiard sport which is very popular in the UK. It is difficult and challenging to play it. It has a history over two hundred years (http://embassysnooker.net) and it is well developed and popular today. The rise of snooker can be traced back to AD 1875, when it was first invented in India. A British officer Neville Bowes, Chamberlain (Neville Bowes Chamberlain) and his help his comrades, who brought the idea to the UK. Before snooker, billiards already existed, and a variety of people played. Among them, there is something called the â€Å"black ball into the bag (Black Pool) play, Neville Bowes. Chamberlain which was very popular in the army. These games are played with 15 red balls, one black ball and a white ball . Neville Bowes Chamberlain and his comrades â€Å"black ball into the bag,† the game is too easy, make them feel boring, we decided to add the yellow, pink, green three ball up. Then, they make coupled with a blue ball and brown ball. Since then, 22 ball snooker has been popular around the world The ancient Greeks in 776 BC, the introduced the Games (for peace) which was held in Olympia every four years. Games held during the Greek athletes and near the common people gathered in the beautiful town of Olympia in southern Greece scenery. In the first Olympic Games held there in 776 BC, the Dorians Klose 192.27 meters sprint game champions, the International Olympic Committee was awarded a title of a project. Later, the Games of ancient Greece are gradually expanded the scale and change to a display of national spirit of the event.

Saturday, October 26, 2019

Children Transition In Life Children And Young People Essay

Children Transition In Life Children And Young People Essay Bereavement This can be a very traumatic time for a child or young person, bereavement can affect concentration, memory and learning. New sibling A challenging transition for young children, it may affect the childs behavior as they may act out, wanting to gain attention. Parental Separation This can affect children and young people in many different ways and must be dealt with in accordingly in a sensitive manner. Moving Home Moving house can be a big upheaval, it can affect the child or young person because they are being taken out of their safe and familiar environment. Illness or Injury Whether it be the child/young person directly affected or a family member, either way the child may need help dealing with the change of circumstances. Divorce This is a difficult period for a child or young person, they may be affected in many different ways and must have endless emotional support. Taken into the care system This can be a difficult transition where the school and social services must work together to make the process run as smoothly as possible for a young child. Abuse Neglect Abuse and neglect can affect all areas of development. Children and young people are affected by abuse in different ways, outcomes of abuse vary. Moving countries Moving countries can have a negative affect upon children and young people, socially, academically and emotionally. These types of transitions are generally unplanned, or occur with little or no warning and in turn can be damaging if not responded and dealt with in the correct way. These unplanned transitions will also however affect children and young people in different ways. Some children and young people may also experience transitions such as: The introduction of Step Siblings Changing schools Change of carer Pet dying Parental change of partner It is a known fact that all children and young people are faced with transitions, although some may be affected positively and some negatively. When children are faced with planned or unplanned transitions they may experience feelings such as anger, guilt, rejection and sadness. Other ways that children and young people may show the affects made by transition i.e. attention seeking behavior, friendship/peer problems, and becoming withdrawn and quiet or displaying uncharacteristic habits. Children and young people moving from primary to secondary high school may find it hard to adjust to being taught more formally. They are suddenly expected to study a wider variety of subjects, to take on more responsibility and sometimes make a new circle of friendships. Involving changes like learning more and having less free time. For most children and young people going through a transition such as moving school can have an impact on their learning and achievements, sometimes affecting them academically. Suddenly a child is removed from their comfort zone and taken away from a familiar environment, from their friends and teachers etc. The child is completely thrown of track and put into a new environment which can be extremely difficult for a child or young person to adjust too. It can have affects on a childs learning, self esteem and sometimes resulting in them no longer wanting to go to school, although some children and young people do adapt well to this type of transition. For example when I was attending secondary school a young girl moved from her original school due to her parents moving country, when she began attending my secondary school she settled in and adapted very well, proving to be quite popular with her peers. It appeared to have a positive affect on the young girl but then suddenly her peers turned against her, this then resulted in the young girl becoming a victim of torment and bullying. She became unhappy, quiet, withdrawn and reserved. Her parents decided it was in their childs best interests to change schools once again, where she began to regain her self esteem and confidence which was extremely affected by the bullying, changing schools and moving countries. Fortunately the next change of school had a positive affect on the young girls education and learning which dramatically improved. She began making friends, displayed more confidence and began to enjoy attending school again. Moving school can have a negative and/or positive impact on a child or young persons behavior and development. In the beginning a change of school proved to have a negative affect upon the young girl but fortunately the second period of moving school resulted in having a positive affect upon her, improving her behavior and development. Therefore I feel it is important that a childs parents consider their childs happiness before making this choice, due to the positive and negative affects it can have on a child and young person. Although changing schools unfortunately cannot always be prevented due to unforeseen circumstances in life. Parental Change Of Partner A parent introducing their new partner to their child can also be a challenging and difficult time. It can result in affecting a child or young persons behavior and development. For example when I was a teenager my mother introduced me to her new long term partner which at the time felt like a stranger was trying to replace my father, I also felt that her new partner was taking away my mothers attention. Suddenly a new authoritative figure was brought into the family. From my personal experience it had a bad affect on my behavior and development as I began to misbehave, smoke, drink and act out because I was extremely angry inside and wanted to regain my mothers attention which I no longer felt I had. I became an angry, depressed, withdrawn and isolated teenager, clearly displaying signs that I was negatively affected, no longer being my usual bubbly, happy self. My education also began suffering because of this transition as I could no longer concentrate in school. However this does not always have a negative impact on children and young people but it does need to be handled cautiously and sensitively. It can be a very challenging time for the child and young person but also for the parents, family members and anybody else involved.

Thursday, October 24, 2019

Importance of Social Class in Charles Dickenss Great Expectations :: Free Great Expectations Essays

Importance of Social Class in Charles Dickens's Great Expectations       Social class played a major role in the society depicted in Charles Dickens's Great Expectations. Social class determined the manner in which a person was treated and their access to education. Yet, social class did not define the character of the individual.    Many characters were treated differently because of their social class in Great Expectations. Seeing the contrast between how the poor and the rich were treated will give a clearer understanding of how much social class mattered. In chapter 27 when Joe comes to see Pip, he treats Joe in a different manner than before because Joe was now in a lower social class. His feelings about Joe's arrival were "Not with pleasure... I had the sharpest sensitiveness as to his being seen by Drummle." (p. 203). He was afraid that Drummle will look down on him because of Joe's lower class. Not only does Pip treat Joe differently, Joe also treats Pip differently because of their difference in social class. He begins to call Pip "sir" which bothered him because "sir" was the title given to people of higher class. Pip felt that they were still good friends and that they should treat each other as equals. Joe soon leaves and explains his early parting, "Pip, dear old chap, life is made of eve r so many partings welded together, as I may say, and one man's a blacksmith, and one's a whitesmith, and one's a goldsmith, and one's a coppersmith. Diwisions among such must come...." (p. 209). He creates this metaphor than he is a common blacksmith and Pip is a goldsmith. This difference in social class had brought upon their separation. Other characters that were also judged by their social class were Magwitch and Compeyson. They were both on trial for the same crime but Compeyson got off easier than Magwitch because of his higher social class. Magwitch describes Compeyson's defense speech, ."..here you has afore you, side by side, two persons as your eyes can separate wide; one, the younger, well brought up... one; the elder, ill brought up... which is the worst one?" (p. 325). The decision of the trial was solely based upon social class appearance.

Wednesday, October 23, 2019

Leadership and Management

ILM Level 3 Award in Leadership and Management: |Centre Number: |R31609 | |Centre Name: |Leeds Metropolitan Institute of Leadership and Management (ILM) Centre | |Student Name: |Alexandra Hunt | |Leeds Met Student ID: |33251825 | |Student Date of Birth: |15/01/1991 | |Student Email Address: |a. [email  protected] leedsmet. ac. uk | |Gender: |Female | |Assessment Summary | | | |This task requires you to develop and demonstrate your skills or potential skills in leading and building an effective team.In order to gain the ILM 3 | |Award in Leadership and Management you will need to complete and pass a number of questions in this short question test. | | | |Note: To complete the task you will need to draw upon your personal experiences in, for example; a part-time job, voluntary work, other groups (e. g. sports| |teams), and leadership you have observed, are familiar with or have read about. |Understanding Leadership Styles | |Assessment Criteria: |Describe the factors that will infl uence the choice of leadership styles or behaviours in workplace situations | |Question 1: |Describe 2 factors that will influence the choice of leadership styles or behaviours in workplace situations (approximately 100 | | |words) | |If the person is in a situation where a decision needs to be made fast for example a paramedic may use an autocratic leadership style due to being in an | |emergency and needing to work objectively and quickly. | |During my 12 months placement I was working as recruitment consultant, a paternalistic leadership style on reflection was what I used when speaking to | |potential candidates, as it involved me using a lot of enthusiasm and persuasion. I need to use perceptive skills in order to pick up how the candidate was| |reacting and if it was a warm lead or a dead cold call. | | | | |Assessment Criteria: |Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour | |Question 2: |Following on from the previous question, please explain why these leadership styles or behaviours are likely to have a positive or | | |negative effect on individual or group behaviour (approximately 100 words) | |A con of using autocratic leadership style would mean that you may miss good ideas, and does not encourage team work, so often taking on a heavier work | |load yourself as you put the team in a position where they are needing constant supervision and approval from the autocratic leader. |A con of paternalistic leadership is that the selling only lasts as long as you are on the phone or are around for, and some candidates/people are not easy| |selling targets, you also may waste your time persuading them without gaining any commitment – which came across me time and time again when working as a | |recruitment consultant. | | | | | |Assessment Criteria: |Assess own leadership behaviours and potential in the context of a particular leadership model, using feedback from others | |Question 3: |Assess your own leadership behaviours and potential in relation to a leadership model discussed on the programme.Your reflection | | |should be based on what previous team members have fed back to you (approximately 100 words) | |At university currently we are participating in a module called consultancy project, whereby as group we have to write a report, research and offer | |recommendations to a real life client. Over the 4 months we have had 2 peers assessments and my feedback fits into the empowering leadership style, I have | |gained 100% commitment from the client and my team, I have motivated all my team members giving them guidance and reassurance when writing the report and | |they do trust my decisions that I have made. | | |Assessment Criteria: |Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model | |Question 4: |Describe at least 2 appropriate actions to enhance your own leadersh ip behaviour in the context of a leadership model discussed on | | |the programme (approximately 100 words) | |To enhance my leadership skills I think I firstly need to take a more asking approach instead of getting so stressed myself without even consulting the | |other group members. Sometimes I tend to take it all upon myself without building the rest of the teams effort. | |Sometimes also using an autocratic style might be worth it, due to recently working with a team member who does not seem to put as much effort in as the | |others, to improve the group and work on my leadership styles he may respond to getting things done and meet objectives if I set them for him, this is | |something I will take with me and use to improve my group work with. | | | | | | | | |Understanding the Communication Process in the Workplace | |Assessment Criteria: |Explain the importance of effective communication in the workplace | |Question 1: |Explain the importance of effective communication in the workplace (approximately 100 words) | |If communication in the workplace is bad it can have several effects such as decreased productivity, low morale and mistakes made. Communication is the key| |to running a successful business or project, it dismisses the pportunity for any important project to jeopardised (Allen Webster) | |High Productivity: the goal of any business, poor communication causes a breakdown in productivity resulting in profit loss or time loss. | |Morale: Not understanding a task causes low morale, as it makes employees feel confused and question wether they can contribute to the job role or not | |which leads to low self esteem. Tasks must be received in a clear concise manner focusing on the manager or the leaders communicative skills when | |surpassing important information. | |Mistakes: Written communication is essential and when writing emails which are now such a frequent task, you must be careful in choice of wording to ensure| |the email is not mi sunderstood or it can lead to unnecessary mistakes in the workplace. | | |Assessment Criteria: |Describe the stages in the communication cycle | |Question 2: |Describe the stages in the communication cycle (approximately 100 words) | |The basic flow of communication: | |Sender –> Message –> Transmission –> Recipient –> Receiver | | | | | |In this flow the sender sends a message to the receiver and then they can share feedback on the communication process. | | |Assessment Criteria: |Identify possible barriers to communication in the workplace | |Question 3: |Describe two possible barriers to communication in the workplace (approximately 100 words) | |Environmental Barriers: The things that surround us, which prevent us from receiving the speaker’s message for example, other peoples conversation, time | |pressures, the weather, physical discomfort in the room you are sat in. – External barriers. | |Environmental barriers are related to the listener such as how the listener is feeling at the time. |Attitudinal Barriers: The thoughts and feelings going on inside our heads which prevent us from listening, for example boredom, you do not like the person | |who is speaking, – internal barriers. | |Attitudinal Barriers have a lot to do with the mood and beliefs of the listener. | | | |Assessment Criteria: |Explain how to overcome a potential barrier to communication | |Question 4: |Explain how to overcome a potential barrier to communication (approximately 100 words) | |Effective communication requires listening and strong concentration.So it is important when receiving information, to ensure that the conditions are | |conducive to listening. ILM 3 has taught me that when important conversations are taking place and you are not in the right frame of mind due to | |attitudinal barriers be prepared to take them offline. You can also use the 6 steps to hearing attention, to improve your communication when needed m ost. | |For example an improved step I should take is be aware when it is getting to deep for me, and I tend to switch off when it gets to complicated or complex. | |This is something I need to work on to improve my communication skill set and follow through on challenging tasks that I need to complete. | | | | | | |Assessment Criteria: |Describe the main methods of written and oral communication in the workplace and their uses | |Question 5: |Describe the main methods of written and oral communication in the workplace and their uses (approximately 100 words) | |Written Communication: This should be used when needing to provide detailed information, such as figures and facts. Written communication is useful during | |briefs, it is useful when conducting a presentation to send extra written information out, the main use is when needing to refer back to it throughout a | |project or at a later date you can do, without having to ask the same questions again or repeat yourself. | |Or al Communication: This can be used during presentations, over the phone and is main form off communication. It is verbal, vocal and visual. You can | |convey the information you want to surpass on with passion and conviction and can be sure to get your message across clearly without any errors by using | |the tones in your voice. | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of written methods of communication | |Question 6: |Identify the main advantages and disadvantages of written methods of communication (approximately 100 words) | |Advantages: Can store and be used at a later date. | |Easy to provide detailed information such as facts and figures | |Easy to pass on information from a third party. | | | |Disadvantages: Do not know if the information as been received unless a reply is needed. | |Writing skills are often difficult develop | |Poorly written documents can cost money. | | | | | | | | | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of oral communication | |Question 7: |Identify the main advantages and disadvantages of oral communication (approximately 100 words) | |Advantages: Easy and quick | |Can communicate your point without much room for misunderstanding. |Can be given constructive feedback after a presentation from managers or vies versa | | | |Disadvantages: Need effective listening to be active and cannot always predict | | | | | | | |Assessment Criteria: |Explain how non-verbal communication can influence the effectiveness of oral communication | |Question 8: |Explain how non-verbal communication can influence the effectiveness of oral communication (approximately 100 words) | |A mixed message can occur when a persons body maybe ‘talking’, and when people do speak their bodies sometimes can say different things. For example eye | |contact is sign of confidence which much be used when attending interviews. | |At times a persons body maybe talking wh en they are actually sitting in silence. | | |Assessment Criteria: |Explain the value of feedback in ensuring effective communication | |Question 9: |Explain the value of feedback in ensuring effective communication (approximately 100 words) | |Constructive feedback is a positive way to improve somebodies skill set. When feedback is communicated effectively it can keep some goal orientated. When | |feeding back you must focus on specific behaviours rather than making general statements however still aiming to keep it impersonal. Always ask questions | |to ensure the person understands the feedback and make sure they do not feel like that have been attacked in a negative way. The value of constructive | |feedback is the key to improvement. | | | | |Assessment Criteria: |Assess own performance in a frequently used method of communication. Outline actions to improve own performance in communicating | |Question 10: |Assess your own performance (identifying your strengths and weaknes ses) in one frequently used method of communication. Possible | | |methods include; verbal communication, e-mail, telephone etc. Then state two ways in which you could improve your performance as a | | |communicator when using this method. |Written Communication | | | |Strengths – I have managed to establish relationships over email a varied amount of time throughout my 12 month placement, and I have managed to keep a | |professional working relationships with these people, via Linked In, and I feel confident that if I needed there support I would be able to rely upon them | |for advice and support even 12 months later. This shows I have conveyed my personality through email and have managed to be personable and approachable | |through my writing skills. | | |Weaknesses | |My spelling and grammatical errors I something I need to be aware off, I tend to rush many emails, and this cannot look when speaking to a professional | |body as it undermines the content of my email. | |Due to emailing tutors and friends from all over the world, I need to make sure I distinguish the difference between a friendly more informal email to a | |formal email, for example ending an email with Kind Regards and Many thanks, can change the way you want your whole email to come across. So being specific| |with my language is key. | |I have learnt during the ILM course to use the P. O. W. E.R | |Understand How to Establish an Effective Team | |Assessment Criteria: |Explain the benefits of effective working relationships in developing and maintaining the team | |Question 1: |Explain the benefits of effective working relationships in developing and maintaining the team (approximately 100 words) | |Bellman and Ryan define an extraordinary group as on which: | |‘Achieves outstanding results while members experience a profound shift in how they see their world’. | |Extraordinary groups are not only productive as employees, but also develop personally during there p articipation. |Authors suggest that effective team work can exhibit these common factors, | |Full engagement, shared leadership, embracing differences etc | |Assessment Criteria: |Describe behaviours which could develop and maintain trust at work | |Question 2: |Describe behaviours which could develop and maintain trust at work (approximately 100 words) | |During team work you spend many hours in creative and energised environment – you get to know each others strengths and weaknesses and become a small | |support network for each other. This enables the employees to form connections which go deeper than usual work relationships. Through my own experience of | |working in a team this year, it has evolved into a long term friendship on a personal level outside of the group work at university. |Assessment Criteria: |Explain the role of communication in developing effective team working | |Question 3: |Explain the role of communication in developing effective team working (ap proximately 100 words) | |Strong communication during team work can ensure that the team know and understand your visions and goals, and how you see the project going. This can make| |it easier when needing to combine an overall aim and setting various objectives. It means that you can achieve something together with no confusion and a | |mutual agreement. |Communication and personable behaviour can lead to strong support networks around, and creating a more confident and friendly environment to work in. | |Assessment Criteria: |Explain the differences between a group and a team | |Question 4: |Explain the differences between a group and a team (approximately 100 words) | |A team is internally organised, with specific goals and usually specific roles for different members of the team. A group is a collection of people with | |something in common something as simple as being in the same place or having a shared interest. | | | | |Assessment Criteria: |Describe the stages of an esta blished model of group formation | |Question 5: |Describe the stages of Tuckman’s model of group formation (approximately 100 words) | |Tuckman believes that all teams pass through four stages of development, gradually becoming more effective as the dynamics of the team change dramatically | |from periods of inefficiency and uneasiness through to a high period of performance. | |The four stages are as follows. |Forming: Uncertainty about roles, looking outside for guidance. | |Storming: Growing confidence in team, rejecting outside authority | |Norming: Concern about being different, wanting to be part of a team | |Performing: Concern with getting the job done | | | |He believes that a team will not be fully effective unless it reaches he stage of performing. Unless the four stage process is completed teams may | |degenerate too back into storming. | | |Assessment Criteria: |Explain how a manager could benefit from knowing team members’ preferred roles as defined i n an established team role model | |Question 6: |Explain how a manager could benefit from knowing team members’ preferred roles as defined in an established team role model, such as | | |Belbin’s model (approximately 100 words) | |If a manager can determine what roles are preferred by each team member they are able to have a strong insight into what is going on and who to go to for | |certain questions. For example if somebody is strong and enjoy financial analysis it makes it easier for the manager to delegate this to the team rather | |them than having to form together and get to know each other before assigning each other roles. Also if something goes the wrong the manager knows who to | |go to. | | |Belbin believes that new team members should be selected so that there is a balance both in terms of skill sets and team roles – if the manager knows what | |is missing he will be able to make an outside confirmed choice of what is needed in the team. | |Also ea ch role has its weaknesses. Knowing these weaknesses is useful for planning to avoid potential difficulties and for helping individuals develop – I | |personally feel this is the managers role. | | | | | Leadership and management Leadership has been the subject for quite some time now. Management experts have shown how leadership is important for organisations and how leaders emerge. There has been a debate on whether leaders are born or are trained to take on leadership roles. It has also been argued whether leaders are charismatic individuals or those who are highly skilled. Gibbons 1992 discusses how organisational roles shape the nature of leadership. Those in entrepreneurial positions are leaders who are risk takers; where as those who are in the supervisory roles tend to be those who conform to rules. George 1992 however takes the view that personality shapes leadership more than other traits. Leaders have been known to be persuasive, committed and visionary people and examples like Napoleon, Lincoln and Gandhi are often chosen to show how personality matters in Leadership roles. Management on the other hand is the ability to reach defined objectives using resources available. Managerial roles have not been seen as charismatic roles, they are more often than not logistical roles that skilled people occupy to be able to take the organisation toward its defined goals. Alvesson and Sveningsson 2003 examine the role of managers in providing leadership. In the modern context, managers are often asked to bear the responsibility of providing leadership in organisations. Today’s corporate manager is seen as a strategist and not someone who necessarily has all the traditional traits of being a leader. Management and Leadership: Similarities Management today is responsible for all the original roles that leadership played. Ohmae 1999 explains how today’s globalized world places different demands on those in power and occupying strategic roles in organisations. Management is responsible for hiring, training and nurturing talent by way of organising and supporting human resources. The manager is also someone who defines company policy in the context of laws and regulations that exist. Also managers are responsible for a long-term business plan that ensures the organisation keeps growing. In modern firms where a large number of employees work together across the globe, the dividing line between managers and leaders gets blurred and modern technology helps all managers communicate as effectively as leaders would have. Therefore today, the gap between leaderships and management is closing because of these growing similarities. Management and Leadership: Differences However there continue to be differences. Leadership is often a position that is acquired through informal developments that give certain people power. Management gives responsibility and authority. Leadership is what defines the long-term mission of organisations while management ensures that these goals are reached most effectively. Management requires specific skills and tools while leadership requires a set of traits that enable the leader lead from the front and do so in a manner that appeals to the entire team. Management is responsible for team building while leadership ensures that the team stays motivated and passionate about its tasks. Management is responsible largely to the shareholders while leaders must take into consideration all stakeholders. In today’s world where firms face pressure from voters, civil society organisations, the media and consumers, it is critical that top management take on a role where they act as spokespersons and ensure that such pressures do not act detrimentally to the interests of the firm. Leadership is often seen as a trait that is a function of the specific time and place and leaders bring special traits that enable them to operate successfully in the given context. Management however is a science that allows managers to operate efficiently anytime and in the globalized context, at any place where they apply the principles of management to generate efficiency. Leaders necessarily need to be good communicators, writers and speakers. Managers need to be clear in what they articulate not necessarily spectacular. Leaders inspire where as managers report. However any growing organisation today requires both leaders and managers. Those firms where managers take the leadership role find the going easier than others. But there are clear roles that both occupy. For firms to grow, in different markets and ensure that growth is sustainable, there is an active involvement from both managers and leaders in defining and implementing strategy. It is firms that are able to generate leaders and nurture managers who would perform well in the marketplace. Reference: Alvesson M and Sveningsson S, 2003, Managers Doing Leadership: The Extra-Ordinarization of the Mundane, Human Relations Gibbons P T, 1992, Impacts of Organizational Evolution on Leadership Roles and Behaviors, Human Relations J. M. George J M, 1992, The Role of Personality in Organizational Life: Issues and Evidence, Journal of Management Ohmae, K. 1999. ‘The Borderless World: Power and Strategy in the Interlinked Economy’. New York: Harper Business. Leadership and Management There are several subtle differences between the concepts of leadership and management. The functions and actions of each title differ in their foundation, expectation and execution. Those positions which exist under each title also differ – in their expectations, and motivations.   It is my goal, through achieving an MBA to develop a cohesion between these two roles in my work, and career endeavors. Leadership is less like a role, than it is an occasional action. (McCrimmon) It is the intention of a leader to inspire his or her followers to achieve their common goals. The focus of a leader is on the entirety of a project or goal. The followers, under the guides of leadership, assume the responsibility of carrying out the necessary actions required to achieve whatever goal is at hand. (CM) Management, on the other hand, handles the delegation of authority differently. Managers are concerned with all levels in the chain of command. Unlike the leaders, managers have subordinates – which, differing from followers, have much less personal inspiration for the work at hand. Managers have to overcome their subordinates’ personal desires with incentives. â€Å"Management requires efficiency, profitability, and depends on minimal inputs for maximum returns†. (McCrimmon) These two roles share a base theory – achieve a goal through the delegation of authority. It is in the manner and execution of this, in which they differ. The effectiveness of each has been proven, and while certain situations lend themselves to a particular set of expectations, both roles can achieve most any goal. Team work, in the American culture, derives from a centralized leader, and his or her subordinates. In the business setting, this would be the group manager. A properly organized team will consist of members which are chosen for their ability to execute certain aspects of a goal with efficiency. While it can be possible for a single person to be good a multiple tasks, if the situation allows, each person would be serve the group with only one responsibility. Conflict within the group setting can offer incentive to work harder, or, reciprocally, create tension. There are two main types of conflicts: affective and substantive. (Jehn 532) Substantive conflict arises through the competition of a task assigned to the group – and often works out through group communication. Affective conflict is far more disruptive. Affective conflict arises through differences in the members of the group – be it ethnic, cultural or other difference – and can stall group production completely. It is the responsibility of leaders and managers to address and – if possible – end conflict within a group. Without the cooperation within a group, it cannot complete the tasks at hand. Therefore, effective leadership and management must be able to identify and remove the sources of conflict. Through my experience as a manager and team leader in various situations including job responsibilities, and other school functions, and responsibilities in a group (i.e. organizational meetings in which I was a leader) I had to prove myself to others that I was up for the task of being a leader.   In order to manage effectively a certain amount of conflict resolution must be incorporated into any situation. I found that the conflict resolution texts that I have read in the past (centering around Gandhi and other peaceful leaders) gave me a certain edge of understanding when it came to difficult situations.   One particular incident in which I had to utilize my conflict resolution, and leadership skills was when I was working at my first job. Although I did not hold the title of manager yet, I was a well liked fellow employ at the local video shop.   Our goal was complete and total customer satisfaction:   the policy being that the customer is typically always right and that the employee must cater to the customer’s needs.   one day, I was just clocking in for my shift.   I went to the back of the store to ask the manager what station she wanted me on that day. She said to go ahead and go up front and handle customers since she was doing inventory in the back.   I went to the front of the store where a customer was already waiting impatiently for me.   He gave me his movies to rent and I asked for his membership card.   When his account came on my screen I informed him that he owed late fees amounting to over twenty dollars.   He was irate.   He said that he did not owe any late fees, because he turned those movies in on time.   The computer held testament that he was in fact late.   The tirade continued with a slew of swearing and the customer was obviously very upset about this. I knew that in situations like this it is much easier to react harshly, and yell back at the customer because he was definitely out of line with what he was calling me, and the emotions he was displaying.   However, I had to keep my job, and keep my head in this situation.   I took a moment in myself and realized that to react with the same negativity would only incite danger, and that this person was probably upset about something else in their life and was only letting it out on me because I was easy and he didn’t have to pay the consequences of his actions with me. With the utmost strength I had in self-control, and leadership, I asked the man kindly if he would like to take advantage of our promotion which was if a person donated canned goods then they only had to pay half of their late fees.   The man physically took a step back:  Ã‚   he did not expect this reaction I could tell.   I further informed him that if he wanted to leave and come back for the movies he wanted to rent, while getting canned goods I could hold the movies for him until his return. He took me up on the offer and came back with several cans of green beans, and cream corn, rented his movies, and even stuttered over his thank you when he left.   I feel that in this situation I took a leadership role in taking charge of the direction of the conversation and reflecting a cool demeanor without upsetting the customer.   This type of reaction was the necessary course in a business setting.   With an MBA degree I feel that I could enhance my leadership qualities and become a creative, manager utilizing conflict resolution. WORK CITED Jehn, Karen A. â€Å"A Qualitative Analysis of Conflict Types and Dimensions in Organizational  Ã‚  Ã‚  Ã‚   Groups†. Administrative Science Quarterly. Vol. 42, No. 3. September 1997. p. 530-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   557. McCrimmon, Mitch. â€Å"Leaders or Managers†. Leadersdirect.com. Self Renewal Group. 2006.  Ã‚  Ã‚  Ã‚   Date of Access: June 29, 2007. URL:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.leadersdirect.com/mgevslead.html â€Å"Leadership vs. Management†. Changingminds.org. 2006. Date of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Access: July 22, 2006. URL: Leadership and Management ILM Level 3 Award in Leadership and Management: |Centre Number: |R31609 | |Centre Name: |Leeds Metropolitan Institute of Leadership and Management (ILM) Centre | |Student Name: |Alexandra Hunt | |Leeds Met Student ID: |33251825 | |Student Date of Birth: |15/01/1991 | |Student Email Address: |a. [email  protected] leedsmet. ac. uk | |Gender: |Female | |Assessment Summary | | | |This task requires you to develop and demonstrate your skills or potential skills in leading and building an effective team.In order to gain the ILM 3 | |Award in Leadership and Management you will need to complete and pass a number of questions in this short question test. | | | |Note: To complete the task you will need to draw upon your personal experiences in, for example; a part-time job, voluntary work, other groups (e. g. sports| |teams), and leadership you have observed, are familiar with or have read about. |Understanding Leadership Styles | |Assessment Criteria: |Describe the factors that will infl uence the choice of leadership styles or behaviours in workplace situations | |Question 1: |Describe 2 factors that will influence the choice of leadership styles or behaviours in workplace situations (approximately 100 | | |words) | |If the person is in a situation where a decision needs to be made fast for example a paramedic may use an autocratic leadership style due to being in an | |emergency and needing to work objectively and quickly. | |During my 12 months placement I was working as recruitment consultant, a paternalistic leadership style on reflection was what I used when speaking to | |potential candidates, as it involved me using a lot of enthusiasm and persuasion. I need to use perceptive skills in order to pick up how the candidate was| |reacting and if it was a warm lead or a dead cold call. | | | | |Assessment Criteria: |Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour | |Question 2: |Following on from the previous question, please explain why these leadership styles or behaviours are likely to have a positive or | | |negative effect on individual or group behaviour (approximately 100 words) | |A con of using autocratic leadership style would mean that you may miss good ideas, and does not encourage team work, so often taking on a heavier work | |load yourself as you put the team in a position where they are needing constant supervision and approval from the autocratic leader. |A con of paternalistic leadership is that the selling only lasts as long as you are on the phone or are around for, and some candidates/people are not easy| |selling targets, you also may waste your time persuading them without gaining any commitment – which came across me time and time again when working as a | |recruitment consultant. | | | | | |Assessment Criteria: |Assess own leadership behaviours and potential in the context of a particular leadership model, using feedback from others | |Question 3: |Assess your own leadership behaviours and potential in relation to a leadership model discussed on the programme.Your reflection | | |should be based on what previous team members have fed back to you (approximately 100 words) | |At university currently we are participating in a module called consultancy project, whereby as group we have to write a report, research and offer | |recommendations to a real life client. Over the 4 months we have had 2 peers assessments and my feedback fits into the empowering leadership style, I have | |gained 100% commitment from the client and my team, I have motivated all my team members giving them guidance and reassurance when writing the report and | |they do trust my decisions that I have made. | | |Assessment Criteria: |Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model | |Question 4: |Describe at least 2 appropriate actions to enhance your own leadersh ip behaviour in the context of a leadership model discussed on | | |the programme (approximately 100 words) | |To enhance my leadership skills I think I firstly need to take a more asking approach instead of getting so stressed myself without even consulting the | |other group members. Sometimes I tend to take it all upon myself without building the rest of the teams effort. | |Sometimes also using an autocratic style might be worth it, due to recently working with a team member who does not seem to put as much effort in as the | |others, to improve the group and work on my leadership styles he may respond to getting things done and meet objectives if I set them for him, this is | |something I will take with me and use to improve my group work with. | | | | | | | | |Understanding the Communication Process in the Workplace | |Assessment Criteria: |Explain the importance of effective communication in the workplace | |Question 1: |Explain the importance of effective communication in the workplace (approximately 100 words) | |If communication in the workplace is bad it can have several effects such as decreased productivity, low morale and mistakes made. Communication is the key| |to running a successful business or project, it dismisses the pportunity for any important project to jeopardised (Allen Webster) | |High Productivity: the goal of any business, poor communication causes a breakdown in productivity resulting in profit loss or time loss. | |Morale: Not understanding a task causes low morale, as it makes employees feel confused and question wether they can contribute to the job role or not | |which leads to low self esteem. Tasks must be received in a clear concise manner focusing on the manager or the leaders communicative skills when | |surpassing important information. | |Mistakes: Written communication is essential and when writing emails which are now such a frequent task, you must be careful in choice of wording to ensure| |the email is not mi sunderstood or it can lead to unnecessary mistakes in the workplace. | | |Assessment Criteria: |Describe the stages in the communication cycle | |Question 2: |Describe the stages in the communication cycle (approximately 100 words) | |The basic flow of communication: | |Sender –> Message –> Transmission –> Recipient –> Receiver | | | | | |In this flow the sender sends a message to the receiver and then they can share feedback on the communication process. | | |Assessment Criteria: |Identify possible barriers to communication in the workplace | |Question 3: |Describe two possible barriers to communication in the workplace (approximately 100 words) | |Environmental Barriers: The things that surround us, which prevent us from receiving the speaker’s message for example, other peoples conversation, time | |pressures, the weather, physical discomfort in the room you are sat in. – External barriers. | |Environmental barriers are related to the listener such as how the listener is feeling at the time. |Attitudinal Barriers: The thoughts and feelings going on inside our heads which prevent us from listening, for example boredom, you do not like the person | |who is speaking, – internal barriers. | |Attitudinal Barriers have a lot to do with the mood and beliefs of the listener. | | | |Assessment Criteria: |Explain how to overcome a potential barrier to communication | |Question 4: |Explain how to overcome a potential barrier to communication (approximately 100 words) | |Effective communication requires listening and strong concentration.So it is important when receiving information, to ensure that the conditions are | |conducive to listening. ILM 3 has taught me that when important conversations are taking place and you are not in the right frame of mind due to | |attitudinal barriers be prepared to take them offline. You can also use the 6 steps to hearing attention, to improve your communication when needed m ost. | |For example an improved step I should take is be aware when it is getting to deep for me, and I tend to switch off when it gets to complicated or complex. | |This is something I need to work on to improve my communication skill set and follow through on challenging tasks that I need to complete. | | | | | | |Assessment Criteria: |Describe the main methods of written and oral communication in the workplace and their uses | |Question 5: |Describe the main methods of written and oral communication in the workplace and their uses (approximately 100 words) | |Written Communication: This should be used when needing to provide detailed information, such as figures and facts. Written communication is useful during | |briefs, it is useful when conducting a presentation to send extra written information out, the main use is when needing to refer back to it throughout a | |project or at a later date you can do, without having to ask the same questions again or repeat yourself. | |Or al Communication: This can be used during presentations, over the phone and is main form off communication. It is verbal, vocal and visual. You can | |convey the information you want to surpass on with passion and conviction and can be sure to get your message across clearly without any errors by using | |the tones in your voice. | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of written methods of communication | |Question 6: |Identify the main advantages and disadvantages of written methods of communication (approximately 100 words) | |Advantages: Can store and be used at a later date. | |Easy to provide detailed information such as facts and figures | |Easy to pass on information from a third party. | | | |Disadvantages: Do not know if the information as been received unless a reply is needed. | |Writing skills are often difficult develop | |Poorly written documents can cost money. | | | | | | | | | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of oral communication | |Question 7: |Identify the main advantages and disadvantages of oral communication (approximately 100 words) | |Advantages: Easy and quick | |Can communicate your point without much room for misunderstanding. |Can be given constructive feedback after a presentation from managers or vies versa | | | |Disadvantages: Need effective listening to be active and cannot always predict | | | | | | | |Assessment Criteria: |Explain how non-verbal communication can influence the effectiveness of oral communication | |Question 8: |Explain how non-verbal communication can influence the effectiveness of oral communication (approximately 100 words) | |A mixed message can occur when a persons body maybe ‘talking’, and when people do speak their bodies sometimes can say different things. For example eye | |contact is sign of confidence which much be used when attending interviews. | |At times a persons body maybe talking wh en they are actually sitting in silence. | | |Assessment Criteria: |Explain the value of feedback in ensuring effective communication | |Question 9: |Explain the value of feedback in ensuring effective communication (approximately 100 words) | |Constructive feedback is a positive way to improve somebodies skill set. When feedback is communicated effectively it can keep some goal orientated. When | |feeding back you must focus on specific behaviours rather than making general statements however still aiming to keep it impersonal. Always ask questions | |to ensure the person understands the feedback and make sure they do not feel like that have been attacked in a negative way. The value of constructive | |feedback is the key to improvement. | | | | |Assessment Criteria: |Assess own performance in a frequently used method of communication. Outline actions to improve own performance in communicating | |Question 10: |Assess your own performance (identifying your strengths and weaknes ses) in one frequently used method of communication. Possible | | |methods include; verbal communication, e-mail, telephone etc. Then state two ways in which you could improve your performance as a | | |communicator when using this method. |Written Communication | | | |Strengths – I have managed to establish relationships over email a varied amount of time throughout my 12 month placement, and I have managed to keep a | |professional working relationships with these people, via Linked In, and I feel confident that if I needed there support I would be able to rely upon them | |for advice and support even 12 months later. This shows I have conveyed my personality through email and have managed to be personable and approachable | |through my writing skills. | | |Weaknesses | |My spelling and grammatical errors I something I need to be aware off, I tend to rush many emails, and this cannot look when speaking to a professional | |body as it undermines the content of my email. | |Due to emailing tutors and friends from all over the world, I need to make sure I distinguish the difference between a friendly more informal email to a | |formal email, for example ending an email with Kind Regards and Many thanks, can change the way you want your whole email to come across. So being specific| |with my language is key. | |I have learnt during the ILM course to use the P. O. W. E.R | |Understand How to Establish an Effective Team | |Assessment Criteria: |Explain the benefits of effective working relationships in developing and maintaining the team | |Question 1: |Explain the benefits of effective working relationships in developing and maintaining the team (approximately 100 words) | |Bellman and Ryan define an extraordinary group as on which: | |‘Achieves outstanding results while members experience a profound shift in how they see their world’. | |Extraordinary groups are not only productive as employees, but also develop personally during there p articipation. |Authors suggest that effective team work can exhibit these common factors, | |Full engagement, shared leadership, embracing differences etc | |Assessment Criteria: |Describe behaviours which could develop and maintain trust at work | |Question 2: |Describe behaviours which could develop and maintain trust at work (approximately 100 words) | |During team work you spend many hours in creative and energised environment – you get to know each others strengths and weaknesses and become a small | |support network for each other. This enables the employees to form connections which go deeper than usual work relationships. Through my own experience of | |working in a team this year, it has evolved into a long term friendship on a personal level outside of the group work at university. |Assessment Criteria: |Explain the role of communication in developing effective team working | |Question 3: |Explain the role of communication in developing effective team working (ap proximately 100 words) | |Strong communication during team work can ensure that the team know and understand your visions and goals, and how you see the project going. This can make| |it easier when needing to combine an overall aim and setting various objectives. It means that you can achieve something together with no confusion and a | |mutual agreement. |Communication and personable behaviour can lead to strong support networks around, and creating a more confident and friendly environment to work in. | |Assessment Criteria: |Explain the differences between a group and a team | |Question 4: |Explain the differences between a group and a team (approximately 100 words) | |A team is internally organised, with specific goals and usually specific roles for different members of the team. A group is a collection of people with | |something in common something as simple as being in the same place or having a shared interest. | | | | |Assessment Criteria: |Describe the stages of an esta blished model of group formation | |Question 5: |Describe the stages of Tuckman’s model of group formation (approximately 100 words) | |Tuckman believes that all teams pass through four stages of development, gradually becoming more effective as the dynamics of the team change dramatically | |from periods of inefficiency and uneasiness through to a high period of performance. | |The four stages are as follows. |Forming: Uncertainty about roles, looking outside for guidance. | |Storming: Growing confidence in team, rejecting outside authority | |Norming: Concern about being different, wanting to be part of a team | |Performing: Concern with getting the job done | | | |He believes that a team will not be fully effective unless it reaches he stage of performing. Unless the four stage process is completed teams may | |degenerate too back into storming. | | |Assessment Criteria: |Explain how a manager could benefit from knowing team members’ preferred roles as defined i n an established team role model | |Question 6: |Explain how a manager could benefit from knowing team members’ preferred roles as defined in an established team role model, such as | | |Belbin’s model (approximately 100 words) | |If a manager can determine what roles are preferred by each team member they are able to have a strong insight into what is going on and who to go to for | |certain questions. For example if somebody is strong and enjoy financial analysis it makes it easier for the manager to delegate this to the team rather | |them than having to form together and get to know each other before assigning each other roles. Also if something goes the wrong the manager knows who to | |go to. | | |Belbin believes that new team members should be selected so that there is a balance both in terms of skill sets and team roles – if the manager knows what | |is missing he will be able to make an outside confirmed choice of what is needed in the team. | |Also ea ch role has its weaknesses. Knowing these weaknesses is useful for planning to avoid potential difficulties and for helping individuals develop – I | |personally feel this is the managers role. | | | | |

Tuesday, October 22, 2019

The Yellow Wall Paper essays

The Yellow Wall Paper essays The Yellow-Wallpaper as a Social Criticism Traditionally, men have held the power in society. Women have been treated as a second class of citizens with neither the legal rights nor the respect of their male counterparts. Culture has contributed to these gender roles by conditioning to these gender roles by conditioning women to accept their subordinate status while encouraging young men to lead and control. Feminist criticism contends that literature either supports societys patriarchal structure or provides social criticism in order to change this hierarchy. The Yellow Wallpaper, by Charlotte Perkins Gilman, depicts one womens struggle against the traditional female role into which society attempts to force her and the societal reaction to this act. From the beginning of this work, the woman is shown to have gone mad. We are given no insight into the past, and we do not know why she has been driven to the brink of insanity. The beautiful...English place that the woman sees in her m inds eye is the way men have traditionally wanted women to see their role in society. As the woman says, It is quite alone standing well back from the road...It makes me think of English places...for there are hedges and walls and gates that lock, and lots of separate little houses for the gardeners and people. There is a delicious garden! I never saw such a garden-large and shady, full of box-bordered paths, and lined with long grape-covered arbors with seats under them. This lovely English countryside picture that this woman paints to the reader is a shallow view at the real likeness of her prison. The reality of things is that this lovely place is her small living space, and in it she is to function as every other good housewife should. The description of her cell, versus the reality of it, is a very good example of the restriction women had in those days. They were free to see things as they wanted, but th...

Monday, October 21, 2019

History of the Iran-Contra Scandal

History of the Iran-Contra Scandal The Iran-Contra affair was a political scandal that exploded in 1986, during President Ronald Reagans second term, when it came to light that senior administration officials had secretly- and in violation of existing laws- arranged for the sale of arms to Iran in return for Iran’s promise to help secure the release of a group of Americans being held hostage in Lebanon. Proceeds from the arms sales were then secretly, and again illegally, funneled to the Contras, a group of rebels fighting the Marxist Sandinista government of Nicaragua. Iran-Contra Affair Key Takeaways The Iran-Contra affair was a political scandal that played out between 1985 and 1987, during the second term of President Ronald Reagan.The scandal revolved around a plan by Regan administration officials to secretly and illegally sell arms to Iran, with funds from the sales funneled to the Contra rebels fighting to overthrow Nicaragua’s Cuban-controlled, Marxist Sandinista government.In return for the arms sold to them, the Iranian government had vowed to help secure the release of a group of Americans being held hostage in Lebanon by the terrorist group Hezbollah.While several top White House officials, including National Security Council member Colonel Oliver North were convicted due to their participation in the Iran-Contra affair, no evidence that President Reagan had planned or authorized the arms sales was ever revealed. Background The Iran-Contra scandal grew out of President Reagan’s determination to eradicate Communism worldwide. So supportive of the Contra rebels’ struggle to overthrow Nicaragua’s Cuban-backed Sandinista government, Reagan had called them, â€Å"the moral equivalent of our Founding Fathers.† Operating under the so-called â€Å"Reagan Doctrine† of 1985, the U.S. Central Intelligence Agency was already training and assisting the Contras and similar anti-Communist insurgencies in several countries. However, between 1982 and 1984, the U.S. Congress had twice specifically prohibited providing further funding to the Contras. The convoluted path of the Iran-Contra scandal began as a covert operation to free seven American hostages who had been held in Lebanon since the state-sponsored Iranian terrorist group Hezbollah had kidnapped them in 1982. The initial plan was to have America’s ally Israel ship weapons to Iran, thus bypassing an existing U.S. arms embargo against Iran. The United States would then resupply Israel with arms and receive payment from the Israeli government. In return for the weapons, the Iranian government promised to help free the Hezbollah-held American hostages. However, in late 1985, U.S. National Security Council member Lieutenant Colonel Oliver North secretly devised and implemented a revision to the plan whereby a part of the proceeds from the weapons sales to Israel would secretly- and in violation of the congressional ban- be diverted to Nicaragua to help the insurgent Contras. What Was the Reagan Doctrine? The term â€Å"Reagan Doctrine† arose from President Reagan’s 1985 State of the Union address, in which he called on Congress and all Americans to stand up to the Communist-ruled Soviet Union, or as he called it the â€Å"Evil Empire.† He told Congress: â€Å"We must stand by all our democratic allies, and we must not break faith with those who are risking their lives- on every continent, from Afghanistan to Nicaragua- to defy Soviet-supported aggression and secure rights which have been ours from birth.† Scandal Discovered The public first learned of the Iran-Contra arms deal shortly after a transport aircraft carrying 50,000 AK-47 assault rifles and other military weapons was shot down over Nicaragua on November 3, 1986. The aircraft had been operated by Corporate Air Services, a front for Miami, Florida-based Southern Air Transport. One of the plane’s three surviving crew members, Eugene Hasenfus, stated in a press conference held in Nicaragua that he and his two crewmates had been hired by the U.S. Central Intelligence Agency to deliver the arms to the Contras. After the Iranian government confirmed agreeing to the arms deal, President Reagan appeared on national television from the Oval Office on November 13, 1986, stating of the deal: â€Å"My purpose was to send a signal that the United States was prepared to replace the animosity between [the U.S. and Iran] with a new relationship †¦ At the same time we undertook this initiative, we made clear that Iran must oppose all forms of international terrorism as a condition of progress in our relationship. The most significant step which Iran could take, we indicated, would be to use its influence in Lebanon to secure the release of all hostages held there.† Oliver North   The scandal grew worse for the Reagan administration after it became clear that National Security Council member Oliver North had ordered the destruction and concealment of documents related to the Iran and Contra arms sale. In July 1987, North testified before a televised hearing of a special joint congressional committee created to investigate the Iran-Contra scandal. North admitted that he had lied when describing the deal to Congress in 1985, stating that he had viewed the Nicaraguan Contras as â€Å"freedom fighters† engaged in a war against the Communist Sandinista government. Based on his testimony, North was indicted on a series of federal felony charges and ordered to stand trial. Lieutenant Colonel Oliver North Testifies to Senate on Iran-Contra Scandal.   Getty Images Archive During the 1989 trial, North’s secretary Fawn Hall testified that she had helped her boss shred, alter, and remove official United States National Security Council documents from his White House office. North testified that he had ordered the shredding of â€Å"some† documents in order to protect the lives of certain individuals involved in the arms deal. On May 4, 1989, North was convicted of bribery and obstruction of justice and was sentenced to a three-year suspended prison term, two years on probation, $150,000 in fines, and 1,200 hours of community service. However, on July 20, 1990, his conviction was vacated when a federal court of appeals ruled that North’s televised 1987 testimony to Congress may have improperly influenced the testimony of some witnesses at his trial. After taking office in 1989, President George H.W. Bush issued presidential pardons to six other individuals who had been convicted for their involvement in the scandal.   Had Reagan Ordered the Deal? Reagan made no secret of his ideological support of the Contra’s cause. However, the question of whether he ever approved Oliver North’s plan to provide weapons to the rebels remains largely unanswered. The investigation into the exact nature of Reagan’s involvement was hindered by the destruction of related White House correspondence as ordered by Oliver North. In early 1986, the Reagan-appointed Tower Commission, chaired by Republican Texas Senator John Tower, found no evidence that Reagan himself was aware of the details or extent of the operation, and that the initial sale of arms to Iran had not been a criminal act. In a televised address on March 4, 1987, Reagan, however, took responsibility for the scandal, stating that â€Å"what began as a strategic opening to Iran deteriorated, in its implementation, into trading arms for hostages.† President Reagan's television address on the Iran-Contra Affair, 1987. National Archives While his image suffered as a result of the Iran-Contra scandal, Reagan’s popularity recovered, allowing him to complete his second term in 1989 with the highest public approval rating of any president since Franklin D. Roosevelt. Sources and Suggested References Report of the Congressional Committees Investigating the Iran-Contra Affair, United States. Congress. House Select Committee to Investigate Covert Arms Transactions with Iran.Reagan, Ronald. August 12, 1987. Address to the Nation on the Iran Arms and Contra Aid Controversy, The American Presidency ProjectNever Had an Inkling’: Reagan Testifies He Doubts Contragate Ever Happened. Videotape Transcript Released. Los Angeles Times. Associated Press. February 22, 1990.  The Iran-Contra Affair 20 Years On, The National Security Archive (George Washington University), 2006  Tower commission report excerpts, The Tower Commission Report (1986)

Sunday, October 20, 2019

Protein Synthesis Essays

Protein Synthesis Essays Protein Synthesis Essay Protein Synthesis Essay In order to understand 1) protein synthesis, or the production of proteins, it is important to understand RNA and how it is transcribed from DNA. And in order to understand 2) transcription, or the process by which genetic information is copied from DNA to RNA, it is important to understand both the structure and replication of DNA, which is the source of the genetic information that tells cells which proteins to make and when to make them. A DNA molecule is made up of two long chains of nucleotides, which are the basic structural units of nucleic acids. One nucleotide consists of three parts: a sugar molecule, called 3) deoxyribose, a phosphate group, and a 4) nitrogen-containing base. The two nucleotides are covalently bonded together between the deoxyribose and phosphate molecules. A key concept to also understand is that there are four kinds of nitrogen-containing bases. This is important because they bond with each other by means of hydrogen bonds in a way that forms the 5) double helix shape of DNA and the way they pair led to suggestions of how DNA copies itself. The four kinds of nitrogen-containing bases are 6) adenine, 7) guanine, 8) cytosine, and 9) thymine. 10) Base-pairing rules are two rules that describe how these bases: they state that cytosine bonds with guanine and adenine bonds with thymine. These two pairs of bases are known as 11) complementary base pairs. Because protein synthesis requires RNA, and RNA comes from DNA, there must be enough DNA to produce RNA. The process in which DNA is copied is called 12) replication. Replication occurs when the two nucleotide chains of DNA separate by unwinding, and each chain serves as a template for a new chain. During replication, enzymes called 13) helicases separate DNA’s two chains of nucleotides at the 14) replication fork. Other enzymes, called 15) DNA polymerases, bind to the separated chains, and one at a time construct a new complementary chain of nucleotides based on the sequence of the nitrogen-containing bases. When replication is completed, there are two new exact copies of the original DNA molecule, both of which consist of one new nucleotide chain and bonded to a nucleotide chain from the original DNA. On the off chance that there is a slight change in the nucleotide sequence, which is known as a 16) mutation, a cell may have serious effects. The DNA may be damaged, and it would not produce the correct RNA, which would then cause a production of incorrect proteins, or a deficiency of proteins that are needed. However, the number of errors and mutations in DNA replication is reduced proofreading and repairing by certain enzymes. In eukaryotes, the genes directing protein production are in the nucleus, but the building blocks for enzymes and amino acids are located in the cytosol. Ribonucleic acid, or RNA, is responsible for the movement of genetic information from the DNA in the nucleus to the cytosol where protein synthesis occurs. RNA, like DNA, is composed of repeating nucleotides. However, RNA is structurally different from DNA in a few ways. Instead of the sugar molecule a molecule being deoxyribose like it is in DNA, the sugar molecule of RNA is just 17) ribose. Another difference between DNA and RNA is their nitrogen-containing bases. DNA has thymine, but RNA has 18) uracil instead of thymine. A third difference between DNA and RNA is that some forms of RNA are made up of a single nucleotide chain, whereas every DNA molecule consists of two chains of nucleotides. RNA exists in three types: 19) messenger RNA (mRNA), which carries genetic information from the DNA to the cytosol, 20) transfer RNA (tRNA), which binds to certain amino acids, and 21) ribosomal RNA (rRNA), which makes up the ribosomes where proteins are made. RNA must carry the genetic information from DNA to the cytosol through transcription. During transcription, an enzyme called 22) RNA polymerase binds to the 23) promoter of a gene. The promoter marks the beginning of the DNA chain to be transcribed. Then, a complementary copy of that gene’s DNA base sequence is made using RNA nucleotides, thus forming the mRNA. Transcription continues as the RNA polymerase continues adding complementary RNA nucleotides until it reaches the 24) termination signal, where the RNA polymerase releases both the DNA and the new RNA. The transcripts that are produced from transcription are the three types of RNA, all of which are involved in protein synthesis. In protein synthesis, the nucleotide sequence of an mRNA molecule is ranslated into a sequence of amino acids using the 25) genetic code, which correlates between a nucleotide sequence and an amino acid sequence. The genetic information needed to make proteins is encoded in a series of three mRNA nucleotides; each of which is called a 26) codon that codes for a specific amino acid. The 27) start codon and the 28) stop codons, however do not code for specific amino acids. The start codon, AUG, engages a ribosome to start translating an mRNA molecule, and the stop codons cause the ribosome to stop translating an mRNA. 9) Translation, which is the process of assembling polypeptides from information encoded in mRNA, begins when the mRNA exits the nucleus through nuclear pores and migrates to a ribosome in the cytosol. The tRNA molecule transports freely floating amino acids to the ribosomes and adds a specific amino acid to the polypeptide chain as each codon is sequentially paired with its 30) anticodon, a region of tRNA that consists of three bases complementary to the codon of mRNA. The assembly of a polypeptide starts when a ribosome attaches to AUG, the start codon on an mRNA transcript. The pairing of an anticodon with a codon causes the specified amino acid to attach to the previously translated amino acid, and therefore create a growing polypeptide chain. When the ribosome reaches a stop codon, translation is brought to an end and the mRNA is released from the ribosome and the polypeptide is complete. Protein synthesis is important because through carrying out the genetic information encoded in an organism’s DNA, the amount and kind of proteins that are produced in a cell determine the cell’s structure and function.

Saturday, October 19, 2019

Human Resource Strategy and Organizational Vision and Goals Essay - 2

Human Resource Strategy, Organizational Vision, Goals - Essay Example Since employees are the pillar of the organization, the role of human resource management becomes crucial in the employment of its workforce. In the emerging challenges of the changing business equations, when the labour deployment is undergoing quantitative and qualitative transformations, HR strategy needs to be redefined to create versatility and flexibility of the contemporary work environment. The rapid globalization and technological advancement of the recent time have greatly revolutionized the labour processes. With the advent of technology, the collective production has become more complex. There is a significant paradigm shift in the technical division of labour from direct to indirect model that is focused on regulation, administration, improvement and innovation to meet the challenges of the changing time. The human resource being central to the organizational visions and goals, HR leadership initiatives become a crucial factor for creating and organizing an effective workforce that is able to make the valuable contribution of promoting a sense of togetherness and collective responsibility that reflects in the increased output and improved performance outcome of the organizational goals and objectives. Julie Beardwell and Tim Claydon, in their book, have asserted that the theoretical concept of human resource management has become ‘fuzzy concept’ with abstract empiricism and needs to be looked from a wider perspective of providing the invaluable human capital that can meet the challenges of the rapid globalization and advancing technology. (Beardwell, Claydon, 2007). With the global competition becoming increasingly stiff, the specifications of the job are becoming less rigid and changing the overall perspective of job criteria and employment. The compulsions of the present times require versatility in the working force. Individuals and firms must embrace the culture of multi-skilled professionals that are able to meet the challenges with efficiency and unmatched proficiency.  Ã‚  

Friday, October 18, 2019

M&A Essay Example | Topics and Well Written Essays - 1250 words

M&A - Essay Example According to the information, it is known that the company had revenues drastically raisin from $92 million to 127 million, in 2011. This information alone is enough to give me enough reasons to acquire the company. The role of any business is to make profits, or at least break even. Therefore, critical analysis of the statement of financial positions should be done in order to come up with factual information concerning the move. In terms of competition, the company is doing well, to a point of out doing some other better companies. The company is also able to compete favourable with the competitors who directly supply the products to the customers. The other significant information which I want to know is the pricing strategies of the firm. I need to understand the way the company formulates its pricing policies, the way it deals with customers and how it adjusts its prices. One important issue, which is important concerning investment acquisitions, is getting to understand about pricing strategies. If the prevailing price was $10, then the investor cannot come and arbitrarily fix the price at $20 as this will result to loss of customers and the market grip. Looking at the financial statements will furnish me with enough information so that I can make informed decision about the firm. The firm’s historical performance, as shown by the revenues and gross profit margins, is of great help in making valid conclusions. It is also important to analyse the asset base of the company, as this will make me know whether it will be able to produce efficiently. The first way to learn about all this information I have listed is to visit the company’s website. Here, much of the company’s information concerning the financial status is obtained. The information will act as a directive of whether to invest or not. Visiting the company website is also helpful as I am able to get updated information concerning the company, the manager, the objective

Human Resources Assignment Example | Topics and Well Written Essays - 2000 words - 1

Human Resources - Assignment Example rly interested in the jobs they are performing but are only performing those jobs for the sake of getting paid and meeting their basic needs, this often signals a lack of employee motivation and interest. This can be harmful for the company in the long run as human resources are the main asset of a company and substantiate the company’s brainpower. Thus, it is highly in the interest of organizations to keep their employees fully motivated in order to ensure that their main assets are strong (Kishie et al, 2012). Accordingly, there are various factors, which influence employee motivation. Intrinsic motivation and extrinsic motivation are both needed in order to encourage employees to do their best. However, some organizations mainly focus on extrinsic motivation and they are not as much focused upon intrinsically motivating employees. Several motivation theories focus on intrinsic motivating factors that develop interest and a desire to work hard within employees. It has also been seen that without intrinsic motivation, employees are not likely to be properly motivated (Kishie et al, 2012). This paper analyzes the human resource practices regarding employee motivation of a semiconductor intellectual property supplier by the name of ARM. While the company is highly successful in its business and conducts business worldwide, the company can attribute its success to the hard work and high motivation levels of its 2,050-employee workforce all over the world. ARM†s main human resource management strategy is directed towards global learning and development, talent management, and the provision of proper reward systems in order to enhance employee motivation and increase productivity. In order to do this, the company uses several intrinsic motivational tools, such as providing employees with proper training, opportunities to choose and manage their own challenges and assignments, rewarding them with shares and bonuses, and giving them the discretion to act as owners

Thursday, October 17, 2019

Instruction of The Glass Menagerie(it depends on the wirtter) Essay

Instruction of The Glass Menagerie(it depends on the wirtter) - Essay Example The current discourse hereby aims to present a rhetorical analysis of the play, through expounding on the theme, the symbols, as well as the main characters. There could be more than one theme in the play, as evident from the topics of discussion by the characters. For one, there is a theme on deception and lies. Both Laura and Tom hid some inner secrets from their mother, Amanda, in terms of past, current, and future activities. For instance, it was only after six weeks after dropping from Laura’s typing class, that Amanda discovered the incident. As such, Laura painstakingly deceived her mother into apparently attending daily classes; when in fact, she disclosed that she went to the art museum, to the zoo, or walk around the park (Williams). In addition, Tom has always left after dinner, supposedly to attend movies every night. In truth, he had plans to travel as a seaman and used the money earmarked for payment of electric bills to pay for membership dues for joining The Union Merchant Seamen organization. In addition, another theme in the play was the feeling of incarceration and the apparent need to escape. This theme was exemplified in terms of the physical entrapment felt by Tom for being relied upon to support both Amanda and Laura. As such, through making an excuse every night as viewing the movies as a means of escape, Tom actually planned to eventually leave to pursue the same course that their father took. Concurrently, from the point of view of Laura, there is also a persistent feeling of incarceration due to her physical infirmity. As such, her outlet was expressed through the glass menagerie, the glass animals’ collection that seem to be the perfect epitome of her being: fragile, entrapped, isolated, delicate, and detached. The obvious symbol is the glass menagerie. It symbolized the traits that were above mentioned: fragile, entrapped, isolated, delicate, and detached. Traits that were

Cultural diversity Essay Example | Topics and Well Written Essays - 1000 words - 1

Cultural diversity - Essay Example It is anchored not only in these cultural resources, but organizational resources as well. In other words organizational culture is not fully dependent on the culture of the employees alone, but the organizational environment, work or business philosophy, attitude of the management etc can also influence the organizational culture. This paper briefly analyses the role of culture and diversity in organizations. Cartwright & Cooper (2002) have mentioned that there has been much optimism since the "global revolution" about how well an organization will do when it goes "global." Moreover, there has also been much risk in the acquisition and merger of organizations from various cultures to create organizations that are compatible and profitable. The expectation is that these multicultural organizations will appeal to more customers, creating an organization that can get ahead of all the rest (Cartwright & Cooper, 2002). Cross-border mergers have increased by about nine times of what they were just a few years ago. In fact M& A is adopted as a popular business strategy by big organizations in order to expand their wings to different countries and to reduce the competition. But in many cases, the expectations before the M&A have not been fulfilled after the M&A. The integration of the multicultural organizations into a single entity caused more problems than expected. Many of these takeovers and mergers fail because there is actually a production slow down based of the inability of two or more distinct cultures of people unable to work together. Culture is dynamic; everything about the human is immersed in cultural belief. According to Cartwright & Cooper, (2002), culture refers to everything that makes up a way of life including language, which is the oldest institutional medium of expression, thought which is what creates perception of others and understanding of the world, spirituality which is

Comcast Corporation and its Vision Assignment Example | Topics and Well Written Essays - 750 words

Comcast Corporation and its Vision - Assignment Example One of the companies which has formulated and implemented its vision is Comcast Corporation. Comcast Corporation was established in the year 1963. It offers the following services in the broadcasting, pay TV and internet provision: VoIP phone, Cable television, Theme parks, Broadband internet, Sports franchising, Home Security Systems, Radio broadcasting, Motion pictures, Television broadcasting. The vision of this company is ‘As Comcast evolves, we continue to look to the future - seeking out new communications technology, new opportunities, and more choices. We want to continue to provide people with the communications products and services that connect them to what’s important in their lives.’From Brooks Barnesaug’s article ‘Comcast invests by the Billion in Theme Parks, Hogwarts and All’ published it is evidenced that Comcast Corporation not only has a smart vision, but has been implementing it to the latter. The expansionist strategies of the company especially in theme parks clearly shows that it is indeed committed to creating a brighter future, looking for and exploring new opportunities, high-tech innovations as well as choices aimed at exclusively satisfying the diverse needs of its clientele. There are many organizations which, despite having smart visions, do not bother about implementing them in order to optimize their available opportunities. As recounted by Brooks’ in its article, the company has spent a lot of resources to fulfill its vision.

Wednesday, October 16, 2019

Management (Organizational Behavior) Essay Example | Topics and Well Written Essays - 1000 words

Management (Organizational Behavior) - Essay Example In this essay, the most important qualities of a manager to make a positive impression on others and group skills that are needed to manage a team and the leadership roles that have to be played by the manager are discussed. Interpersonal skills such as coaching, counseling, offering supportive communication, exercising influence, motivating others and managing conflicts are very essential for managers to create a favorable impression to the other members of the organization. Of all these interpersonal skills the ability to offer supportive communication is very essential. According to Golen (1990), supportive communication is the communication that seeks to preserve a positive relationship between the communicator and the group while still addressing the problem at hand. It allows the manager to provide negative feedback or to resolve a difficult issue with another person and as a result can strengthen the relationship. Another factor that increases effectiveness of a manger is his enthusiasm. His passion on the job and his belief in the vision makes himself more desirable in the organization. There can also be some psychological barriers in the mind of the manager such as, premature evaluation which is caused by premature judgments made without proper analysis, lack of attention when a message is sent across, undue reliance on the written word and ignoring the value of face to face interactions and distrust of the communicator. The personal barriers to creating a favorable impression include, attitude towards superiors, fear of challenge, red tapism, lack of trust on the subordinates, lack of awareness of role expectations, lack of sensitivity to the environment and ignoring environmental cues. When manager can listen to the team members more carefully, able to manage personal and job stress more effectively, capable of influencing

Tuesday, October 15, 2019

Comcast Corporation and its Vision Assignment Example | Topics and Well Written Essays - 750 words

Comcast Corporation and its Vision - Assignment Example One of the companies which has formulated and implemented its vision is Comcast Corporation. Comcast Corporation was established in the year 1963. It offers the following services in the broadcasting, pay TV and internet provision: VoIP phone, Cable television, Theme parks, Broadband internet, Sports franchising, Home Security Systems, Radio broadcasting, Motion pictures, Television broadcasting. The vision of this company is ‘As Comcast evolves, we continue to look to the future - seeking out new communications technology, new opportunities, and more choices. We want to continue to provide people with the communications products and services that connect them to what’s important in their lives.’From Brooks Barnesaug’s article ‘Comcast invests by the Billion in Theme Parks, Hogwarts and All’ published it is evidenced that Comcast Corporation not only has a smart vision, but has been implementing it to the latter. The expansionist strategies of the company especially in theme parks clearly shows that it is indeed committed to creating a brighter future, looking for and exploring new opportunities, high-tech innovations as well as choices aimed at exclusively satisfying the diverse needs of its clientele. There are many organizations which, despite having smart visions, do not bother about implementing them in order to optimize their available opportunities. As recounted by Brooks’ in its article, the company has spent a lot of resources to fulfill its vision.

Transcendentalism Quotes Essay Example for Free

Transcendentalism Quotes Essay It looks poorest when you are richest. I: People who have enthusiasm in material possession usually can not suppress their endless desire of chasing wealth and fame, however, it shows the extreme poor inside of their spirit. They only pay attention on external possessions but never realize that the depth of thoughts and independence of lives reflect the real rich. The suitable simplicity is spirituality. Do not trouble yourself much to get new things, whether clothes or friends. Turn the old; return to them. I: Complexity bleeds only dissatisfaction. When people want more than they get, their desire will never be fulfilled and develop into greed. Get back to the original of the nature and life, have the simplicity of everything whatever friendship or possession, always remember the best is the original. Envy is ignorance; imitation is suicide. I: Individual is unique in the world, everyone has his own way to go and can’t be duplicated. Envy only brings hatred and ignorance of inherent talent through comparison. Others’ ways are broad road to them but thorny path to different person. Blind imitation likes putting a lotus into the desert; it never works and leads to death. Wise people trust themselves, choose their way and walk carefully step by step and realize their dreams. Whose would be a man must be nonconformist. I: Society is a framework that limits individual’s ability. To discover the inner capacity we should trust ourselves, jump out of the conformity and express the real thoughts. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. I:You will never know the result unless you try it. Everything begins with trying so trust yourself and just do it. Where there is a desire you should get up and try. If you have the courage to try that undoubtfully you can continue finishing it. Man is born to try, a step, a drink and a touch. The individual has always had to struggle to keep from being overwhelmed, If you  try it, you will be lonely often, and sometimes frightened. But no price is too high to pay for the privilege of believing yourself.

Monday, October 14, 2019

Disabled Non-disabled Differences

Disabled Non-disabled Differences Evaluate the social model of disability as an adequate account of the ‘differences between disabled and non disabled people It has been said that the differences between disabled people and non-disabled people in western society is based on the ideology of ‘normality, implying that disabled people are ‘abnormal. Morris statesthat â€Å"disabled people are not normal in the eyes of non-disabled people.†(1991: 16) Two different models have been coined to explain how society judges disabled people. Historically, the ‘individual or medical model was composed, which implies that it is the individual who is disabled, thus it is the individual who needs to change and adapt to society through medical methods, such as surgery or rehabilitation. Critics of this model such as Oliver (1990), conclude that it was not an adequate model, as it is society who has created disability, rather than a medical condition or physical attribute. Since the ‘international disability movement in the late 1960s this ‘traditional paradigm (Watson, 2002) of disability therefore became archaic, as society has evolved into modernity, and it was seen as an inadequate account of understanding disabled people, and why they are excluded from mainstream society. Therefore expanding on the critique of the ‘individual model; a new model, based on the Marxist foundation was shaped, known as the ‘social model, which stated that it is society who imposes the disability, by creating social barriers for people with impairment. Developing on this idea that we should be able to distinguish oppression that impaired people experience and the impairments they have, thus rather than defining disability as an impairment, it is seen as a ‘social expression. (Shakespeare, 2002) The social models key element, is that it ‘distinguishes between impairment and disability; implying that an impairment is part of the individuals identity it is â€Å"nothing less than a description of the physical body† (Oliver, 1996:35) but disability is something which is socially constructed : â€Å"It tends to relocate the ‘problem from the individual to society. Disability can then be viewed as a social problem caused by social processes.† (Priestley, 2003:13) This became an adequate account because disabled people stopped viewing themselves as ‘the problem†. It has been noted that the main progression in the research for the social model supports the idea that there is no ‘causal relationship between impairment and disability (Crow, 1992). The social model states that the primary cause of ‘disabled peoples marginalisation (Barnes, 1999: 2) is the cultural and environmental structures of society. However as Crow (1992) and Shakespeare(1993) have argued that even if social barriers are removed, the impairment still remains an important aspect of disabled people lives and identities and if we fail to recognise this then we are failing to recognise the ‘subjective reality of disability. The social model has avoided the issue of impairment because: â€Å"†¦it is much better to say people are disabled by society but not their bodies, than to say people are disabled by society and their bodies† (Shakespeare, 2002) Nevertheless the social model has had some positive outcomes, it has been one of the â€Å"major catalyst for the increasing politicization of large numbers of disabled people and their allies throughout the world† (Barnes, 1999: 4). Thus giving disabled people a stance in the world of politics, with this brought about many disability movements that aided towards equality within society. Supporting this model helped society dismantle many social barriers and introduce the ‘Disability Discrimination Act (1995) to gain equality and consequently protect people with accredited impairments from unfair treatment. Barnes (1999) saw this social change a solution to eradicate discrimination and prejudices against disability. It helped explain disablement in terms of ‘social oppression, similar to that of other concepts within society: sexism and racism. This led to less exploitation and more inclusion; a noticeable difference took place in the workplace and educational system. Schemes were set up, under Blairs reign, such ‘welfare to work scheme. Introducing less demeaning benefits, this was the result of the ‘administrative model of disability, which contained a rigid definition of disability affecting the benefits that were received meaning that: â€Å"†¦it would not be uncommon for a severely disabled person being denied benefits because their impairment or disability did not fit the criteria† (French, 1994: 6). This supports the sceptical view that societys response to disability is understood through the medical model, ‘a cure or care theory. Similar to the reaction that created the 1995 Disability Discrimination Act, using the medical model of disability to create its policies, in other words Society has accepted that it was the individual who had the problem, rather than a non-accommodating environment. French (1994) further argued that it was a ‘depressing fact that structural obstacles still remained a prominent part of a disabled person daily routine; ‘built environment, transportation and the communication system. This is reiterating the theory that ‘social barriers result in ‘social oppression. â€Å"Thus it is not ‘disability that non-disabled people fear but impairment, as ‘disabled people remind non-disabled people of their own mortality† (Barton, 1997:11) This gives evidence that oppression is not only a constant struggle with the built environment, but also a relentless struggle to gain inclusion within mainstream society. Due to discrimination and prejudices that have been formed, in large part due to the medical model, it has resulted in the ‘personal tragedy theory, which gives the notion the non-disabled people feel those with impairment should be ‘pitied as they have not got a ‘fulfilling life. It is important to note here that the ‘social oppression stance does not believe that disability is the result of limitation caused by chronic illness, impairment or trauma, but the way in which we as a society categorise individuals into such groups (Barnes, 1996). A debated argument states that the difference between disabled people and non disabled people is not that we are impaired, but that we are a minority oppressed by a disabling society. (Shakespeare, 2002) The ‘labelling theory, or ‘social reaction theory as it is sometimes known (1960), is closely linked as it stated that as a society we ‘categorise individuals into certain groups and treat them accordingly. Therefore as a result to these labels, disabled people will self-prophesise to the non-disabled peoples prejudices and it will become part of their identity. This was an important issue for disabled people, as a main obstacle for both disabled and non-disabled people is ‘inclusion within society. Our society Barnes (1996) states, seems ‘pre-occupied with peoples abilities, and thus we tend to segregate both disabled and non-disabled people. This theory has a massive impact on disabled peoples life, as it has appeared to be the case that historically they are excluded from the workplace and education. With the ‘disabled peoples movement, emerged the independent living era. Normality is linked with the perception of independence and thus binary to this, abnormality must be connected to dependence (Barnes, 1999). However Barnes (1999) continues to state that even by basic necessities we are all interdependent, that is we need to rely on each other in some form, for our society to function positively. â€Å"There is no qualitative difference between disabled and non-disabled people with respect to basic human needs† (Barnes, 1999: 20). The ‘social model was widely accepted amongst disabled people as an adequate account that identified the differences between disabled and non-disabled people. Using the ‘social model, Finkelstein, 1981 argued that if non-disabled people were to be confronted with ‘social barriers then they would become ‘equally disabled, as society is not accommodating to their needs. Plus another view of this is that it is impractical to remove of social barriers from society to accommodate all, as removing obstacles for certain impairment may create more obstacles for others. Furthermore it is not possible to dismantle all barriers created, as some of them are ‘inextricable aspects of impairments and thus were not constructed by the environment. A question asked by Tom Shakespeare â€Å"if someone has an impairment which causes constant pain, how can the social environment be implicated?† (2002) An issue that has been raised is even if we take away the social obstacles to disability, the impairment and the pain still remains dominant as the social model â€Å"does not attempt to deal with the personal restrictions of impairment but the social barriers of disability† (Oliver, 1996: 39).Crow (1996) explained how the model lacks the personal experience of pain which is intrinsic with certain types of impairments. Thus from this stance society, and the environment cannot be blamed for imposing difficulties on all impaired people, because some impairment contain difficulties in their own right and these should not be ignored. For if they are, it may in fact, do more harm than good, and cause more problems for the individual. This critique of the social model does not make it an inadequate account or invalidate the paradigm, but simple states that there is need for improvement. It is not possible for our society to ignore impairments, the same as we should not be causing more problems through social barriers; Crow (1992) debates that full integration of ‘experiences of impairment, with the experiences of disability is the way forward for the social model. The fact that the model did not address the issue of ‘multiple oppression was also as a critique of the ‘social model, other social groups such as feminist have argued that the ‘social model does not take in to account other forms of oppression; sexism or racism, and thus cannot be generalised, as it does not reflect the experiences of all disabled people. Cashling (1993) seems to think that postmodernist thinkers will explain the concept of oppression within disability simply as a manifestation of societys hatred; however this ha s yet to be seen. Some sociologist has explained that the social model needs to be refined, noting that both social disability and medical impairments coexist; thus noting that people are disabled by both social barriers and their bodies. Oliver â€Å"has argued that an adequate social theory model of disability must contain a theory of impairment† (Oliver. 1996: 42) Others have stated that the ‘British social model is outdated and is no longer useful within our society and instead of redeveloping the idea â€Å"supplying alternatives to compensate for the inadequacies of the social model† (Shakespeare, 2002) it should be abolished creating space to begin again. The reason for this radical approach Shakespeare (2002) continues to state that the social model is causing more problems than it is solving and he wishes to construct a â€Å"more adequate approach to disability politics, based on materialist ontology of embodiment† (Shakespeare, 2002) . By more adequate it meant that it needs to take into account every aspect of a disabled person to truly understand and begin to eradicate discrimination and oppression, which is still an important issue for society in all aspects of social categories. For this to happen as Crow (1992) has previously stated, an understanding of pain needs to be produced and not ignored; considering tha t physical attributes of impairment and social construction of disability can coexist and that for the fight towards equality to be successful it needs to be explain that â€Å"normality† should not be classified as the majority. In conclusion it has been noted that the social model of disability has increased awareness and introduced many positive aspects to society. Such as the explanation of oppression for disabled people, giving them a stance within the political society, enabling them to create policies which help ease the problems of certain issues that have been social constructed, through previous models such as the medical model. However neither the medical nor social model creates a complete adequate account of the differences between disabled and non-disabled people because they both have flaws. Thus it would not be a positive direction for society to abolish both models, it would be more successful if they conjoined the important aspects of both models, to form a model that is able to evaluate and explain disability, impairment, and oppression in terms of discrimination, prejudices and structural characteristics of society. Creating a model that makes it possible and plausible to eliminate as much inequality for disabled people as possible. However as Shakespeare (2002) states it is evermore difficult to achieve a complete model of disability, mainly because there is no clear cut definition of disability. Shakespeare (2002) argues that we should focus more on the relationship between impairment and embodiment, rather than the ‘definitional link between impairment and disability. Therefore our main focus for the future should be to eradicate the dichotomies, and encourage more integration within society through changing architecture or benefits. It is an illusion to imply that in post modernity the possibility for all impairments to be ‘barrier free, however if we take the view that no one can do everything, everyone, even non-disabled people have flaws, but if we take into account all impairments and try to eradicate as many barriers as possible, both economically and socially, then we will be heading in the right direction for an equal society, and thus will be able to create an adequate account of disability. References: Barnes, C (1999). ‘Disability at Work in the 21st Century. In journal of ‘Critical Social Policy (Vol 20, No. 4: Pp 441-457) Barton, L and Oliver, M (eds.) (1997). ‘Disability Studies: Past Present and Future. (Pp 3-24). London: Fulton Crow, L (1996). ‘Renewing the Social Model of Disability. In Barnes, C and Mercer, G (eds) ‘Exploring the Divide.(Pp 55-72). Leeds: Disability Press Darring, T, et al (1981). ‘A life Together: The distribution of Attitudes around the Disabled. London: Tavistock French, S (1983). ‘Disability, Impairment or something In-between?. In Swain, J; Finelstein, V; French, S and Oliver, M (eds) ‘Disabling Barriers: Enabling Environments (Ch 1.2). London: Sage French, S (1991). ‘What is Disability? In French, S (ed), ‘On Equal Terms: Working with Disabled People(Ch: 1). Oxford: Butterworth-Heinemann Finkelstein, V (1981). ‘To Deny or not to Deny Disability. In Brechin, A; Liddiard, P and Swan, J (eds), ‘Handicap in a Social World. Sevenoaks: Hodder and Stoughton Morris, J (1991). ‘Pride against Prejudice: Transforming Attitudes to Disability. London: Womens Press Oliver, M (1996). ‘Understanding Disability: from Theory to Practice. London: Macmillan Oliver, M (1996). ‘Defining Impairment and Disability: Issues and Stake . In Barnes, C and Mercer, G (eds) ‘Exploring the Divide (Ch 3, Pp 29-54). Leeds: Disability Press Priestly, M (2003). ‘Disability: a life course approach. Cornwall: Blackwell Silburn, L (1983). ‘A social model in a medical world: the development of the integrated living team as part of the strategy for younger physically disabled people in North Derbyshire. In Swain, J; Finelstein, V; French, S and Oliver, M (eds) ‘Disabling Barriers: Enabling Environments (Ch 1.2). London: Sage Shakespeare, T(2002). ‘The social model of disability: an outdated ideology?. In journal of ‘‘Research in Social Science andDisability.(Vol 2: pp. 9-28) Stone, D (1984). ‘The Disabling State. London: Temple