`` Invictus `` By William Earnest Henley - 1361 Words

â€Å"I am the master of my fate: I am the captain of my soul.† These wise words come from the poem â€Å"Invictus† by William Earnest Henley. Basically, this means that you control your fate, and that things don’t happen by chance, they happen because of the choices you make. You control where you go in life and how you treat others. In the film Invictus, Nelson Mandela joins forces with the South Africa rugby team in order to unite their nation, which was still racially divided due to apartheid. This inspiring film develops the theme that change is inspired by leaders who exhibit traits such as determination, selflessness, and humility. Some of the characters who demonstrate those admirable traits include Jason, Francois and Nelson Mandela. Throughout the film â€Å"Invictus,† there were several leaders who demonstrated substantial determination. For instance, Nelson Mandela was determined to unite the nation of South Africa through rugby. South Africa was going to be hosting the Rugby World Cup in one years time, and Mandela knew that winning the world cup would be the perfect way to unite the nation. When he attended a Springboks game, Mandela could not have been more supportive of the team. When he walked onto the field, he was getting booed by many people in the crowd, yet he still smiled and waved to them. Before the game, he shook every players hand and personally wished them good luck. When the game was finished, he took some time to interact with the crowd. He was doing all heShow MoreRelatedAn Analysis Of Invictus, By William Earnest Henley1525 Words   |  7 Pagesâ€Å"Invictus† by William Earnest Henley is a short poem about being courageous through hardships, and holding on to your pride desp ite life trying to take it away. William Earnest Henley wrote this poem at a young age while struggling with a severe deadly disease. The theme, speaker, and symbolism all create a powerful message that is summed up in one word: Invictus, the Latin word for â€Å"unconquerable.† The main theme of this poem is staying strong through hardships, and to hold on to your pride despiteRead MoreNelson Mandela and Leadership Essay847 Words   |  4 Pagesremoves fear. That is why it is such a powerful weapon.† (Movie, Invictus, 2009) To find this better approach, Mandela ‘studied’ his white guards, and literature by white South Africans to understand their points of view. â€Å"Education is the most powerful weapon which you can use to change the world.† He also studied constantly in prison and received the degree of Bachelor of Laws. The famous poem ‘Invictus’ (William Earnest Henley, 1888) also empowered him with the message of self-mastery. â€Å"OutRead MoreOedipus Rex As Tragedy : The Philosopher Must Be Crazy845 Words   |  4 Pageswanted to thrust me out of the road by force. This is very like the modern concept of road rage and, when seen through that lens, paints the hero as rather unheroic. In addition, the tendency of modern man to embrace the concept of invictus, (as William Earnest Henley so elegantly wrote, ...it matters not how strait the gate, how charged with punishments the scroll, I am the master of my fate: I am the captain of my soul.) negates much of the sympathy Oedipus might have earned due to his victimizationRead MoreDoes God Answer Prayer?922 Words   |  4 Pagesquote attributed to Oliver J. Hart we read, â€Å"Give us the fortitude to endure the things which cannot be changed, and the courage to change the things which should be changed, and the wisdom to know one from the other.† In his poem â€Å"Invictus,† William Earnest Henley wrote: Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chanceRead MoreNelson Mandela Spiritual Biography2263 Words   |  10 Pagesdefiance, that even though they locked him up he still perused his goal of ending apartheid which he found to be best served by furthering his education and gaining a law degree. Mandela also read poetry growing very fond of a poem by William Earnest Henley called Invictus. These beautiful words inspired him to not be revengeful towards the whites who put him in prison but rather to seek unity. Mandela was eventually released from jail on February 2, 1990 after he made a deal with President F. W. deRead MoreNelson Mandelas Leadership4907 Words   |  20 Pages.....................................19 Page 4 NELOSN MANDELA’S LEADERSHIP June 6, 2012 ABSTRACT TOPIC: Nelson Mandela’s Leadership REASON OF CHOICE: Reason and inspiration of choosing him as a worthy leader, has become the movie ,,Invictus† OUR PURPOSE: Present Nelson Mandela’s diverse characteristics, styles, tactics through analysis that explains him as successful leader. WHAT HAVE BEEN DONE? - For our purpose we have provided: ï‚ · Theoretical studies; ï‚ · Data collection from:

Bad things Free Essays

With a increasingly sexualities society (Mulligan, 1994; Kumar, 2013) and the influence the media has over young people (Slough, 1995), it mess pertinent to ask the question why as a nation, are we not more clued up in preventing rather than recovering from such tragedies? A noted aim of Sex and Relationship Education (SERE) is to teach about awareness, knowledge and correct actions related to sexual abuse (Lobber et al, 2010) to ensure the learner has the best chance of societal integration and healthy sex life (Lobber et al, 2010). Herein lies the concern, differing societies engage differently, leading SERE to assume many guises (Lobber et al, 2010; Fontanne et al, 2012). The dichotomy for policy makers and Laotians concerned is that relevant and appropriate content has to be offset against the fear of public outcry (Consoled, 2012; Chou, 2012). We will write a custom essay sample on Bad things or any similar topic only for you Order Now Sex and the surrounding paraphernalia is still seen by some, especially parents or those involved in the education of children, as taboo (Former, 2011). It is a subject that evokes an unusually deep emotional response in a wide demographic of people (Vassar, 2011), perhaps because sex and relationships are something we all feel a connection to. Perhaps then surrounding such controversy it is little surprise that there is elegance to update national policy (Evans and Trip, 2006; Confined, 2012), indeed there has been no major update to any government guidelines concerning SERE in 13 years (Evans and Trip, 2006; Holly, 2012; Sex Education Forum, 2013). Invariably this has led to schools and educators hesitant to deliver any form of SERE (Former, 2011) explaining the comment of the Sex Education Forum’s claiming a one in three reply of ‘poor’ or Very poor’ amongst respondents concerning their experience of SERE (Sex Education Forum, 2013, p. 4). Initially this echoes the contention we know surrounds SERE, however the Sex Education Forum is an independent body, even advising government policy, adding validity to such statements. The previous two and the current government have come under criticism (Evans and Trip, 2006; Former, 2011; Holly, 2012, Sex Education Forum, 2013) about failing to enact meaningful change in support of schools in this clearly vital area of education (Lobber et al, 2010; Fontanne et al, 2012). There is an assumption that governments would wish to enact decisive and lasting policy change after weighty social change is promised, yet Evans and Trip (2006) have suggested that more radical policy is necessary than has been thus implemented. Such policies may even go as far as introducing pornography within the classroom (Holly, 2012). Marled (2012) suggests the current Coalition Government has already hastened and strengthened reforms and guidelines in the wake of recent abuse tragedies such as those in Recordable and Exosphere (Marled, 2012; BBC News, 2013; Burke, 2013). One must be wary to believe such rhetoric in light of these circumstances, as it is common practice for such vague press releases to appear, simply to soothe public fear and discontent. This may be cynicism on the writer’s part though and the current Coalition does intend to release a new curriculum for schools in 2014 (Great Britain, Department for Education, 2013). It was hoped by pupils in particular that SERE would feature strongly within the revision (Former, 2011) yet it seems that the trend of ambivalence towards SERE continues. Even with an extended consultation period on the curriculum, both pupils (Former, 2011) and advisory councils (Sex Education Forum, 2013) feel that their views or recommendations have been ignored. The position of SERE within the curriculum was meeting all parties wanted to see reinforced with the Sex Education Forum calling for SERE in the form of Personal, Social and Health Education (SHE) or better, standalone to be made statutory (2013, p. ). The proposal curriculum (Great Britain, Department for Education, 2013; Sex Education Forum, 2013) will not however, be making this so. This course of action is analyses by Even and Trip (2006) as predictable, claiming that despite valid and objective support, orthodoxy persists in education. Perhaps disappointing as if there can be a shift in orthodoxy regarding SERE, pro found social and demographic benefits may be seen. Sweden has had a strong form of SERE embedded in practice for over fifty years (Lobber et al, 2010) and enjoys a high standard of social stability and new from the current Coalition Government (Analysis: Cameraman’s Swede Dreams, 2012). It is dangerous to make broad sweeping statements from limited sources, especially of those with a distinctive demographic difference to the I-J. It is usually agreed though that SERE should learn from those with best practice globally (Livingston and Haddam, 2009; Chou, 2012), perhaps lessons may also be learnt from the Finnish model. Having had tooth statutory and non-statutory shapes of SERE, Lobber et al (2010) surmises that it is the statutory model that returns the cohesion and essential improvements to sexual health political leaders crave (Evans and Trip, 2006). Instead of taking the opportunity to make SERE statutory content, this Coalition Government has drafted a proposal that has elements of SERE embedded within the new science curriculum (Great Britain, Department for Education, 2013). Science by nature is objective and if for this reason SERE was amalgamated then it is commendable, combating bigotry and misunderstanding (Chou, 2012). As Lombardi (2012) helpfully reminds us, humans the world over reproduce in the same way and so taking a scientific approach follows. These laudable reasons for merging SERE within a broader science curriculum appear not to be the motive though. Nearly twenty years ago Slough (1995) instructs how children should be aware of basic reproduction biology and yet this is not stipulated for today’s learners. It would appear SERE is once more regressing to a state of UN-objective and UN-founded content (Hess, 2010; Former, 2011; Lombardi, 2012; Sex Education Forum, 2013). It is difficult to tell if this slide is uh to bad advice or simply to be purposefully uncontroversial (Vassar, 2011; Confined, 2012). It is unlikely that poor advice is the primary reason as there were both lengthy consultation periods on the draft curriculum (Great Britain, Department for Education, 2013) and extensive data from numerous reputable studies (Evans and Trip, 2006; Livingston and Haddam, 2009; Lobber et al, 2010; BC Council for Families, 2011; Former, 2011; Channel 4, 2013; Sex Education Forum, 2013). These aversions to objective SERE is unhelpful to learners who are understandably worried about hangers happening during puberty (Former, 2011; Sex Education Forum, 2013) and have a right to know (Mulligan, 1994). These learner responses are supported by More (2012) who asserts learners are inquisitive for biological reasons. Questioners do not simply stop questioning Just because they are ignored (Lobber et al, 2010). Instead they seek answers from other sources (Slough, 1995; Holly, 2012) with Hess (2010) commenting that these sources should be UN-ambivalent as possible to reduce over simplicity. It is crucial that correct answers are given as The Framework for Sexual Health (Great Britain, Department of Health, 2013, p. 2) states that an average of ten sexual partners is common in men today. The theory is that if quality SERE sessions are in place, with appropriate answers available, then wider social and sexual health risks can be avoided (Mulligan, 1994; Holly, 2012; Sex Education Forum, 2013) and some, such as the curtailing of the uneasy truth that the I-J has the highest rate of unwanted teenage pregnancy in Europe. This alarming fugue only worsens when realizing that the I-J is second only to the United States of America in terms of developed nations (Evans and Trip, 2006). This should be qualified however tit the Framework for Sexual Health (Great Britain, Department of Health, 2013, p. 2) and other parties (Holly, 2012; Sex Education Forum) quick to point out that these pregnancy levels are at a multi-generational low here. Ignorance is another principal reason for high quality SERE to be delivered in schools. A Sex Education survey of over 2000 young people, one of the largest of its kind in this country, found that seventy four of sexually active fourteen to seventeen year olds had sexual experiences under the age of consent and that twenty percent of these had these experiences under the GE of thirteen (Channel 4, 2013) It is easy to let emotion override at this point and this is a danger faced at policy level too (Combo, 2012; Holly, 2012). Instead compare these fugues with the six percent from the survey (Channel 4, 2013) who said they would wait until marriage before engaging in sexual experiences. On a personal note, regarding ignorance, the author was surprised to see that ‘Setting (Combo, 2012, p. 28) carried a custodial sentence of up to four years (Crown Prosecution Service, 2012) for the creation and distribution of such images. This is because often those reading are underage and although (hopefully) unaware of it, they are distributing ‘Indecent Images of Children’ (Crown Prosecution Service, 2012; Holly, 2012). Evans and Trip (2006) warn that once experimenting in sexual experiences under the age of sixteen (consensual age in the I-J) becomes the norm, it is far harder to prevent unwanted sexual health related issues. This a common counter to allowing overt SERE within education today, as parents, educators and wider societies believe exposure to SERE automatically correlates to a rise in sexual experimentation (Mulligan, 1994; Fontanne et al, 2012; Chou, 2012). The results from the Sex Education survey (Channel 4, 2013) counter this however, showing that the mean age for first consensual experiences is seventeen in both male and females. Certainly, wider evidence from across Northern Europe, a good comparison to make with the UK due to similar socio- economic patterns, show that the greater the liberality with engaging children in SERE, the lower the risks (Evans and Trip, 2006; Lobber et al, 2010). There is a third dimension to the debate of SERE, that of abstinence. Abstainers argue that it is the only scientific method that is proven to completely eliminate all forms of sexual health risks (Hess, 2010) such as those outlined by Fontanne et al (2012). Lombardi (2012) argues that this is in fact counter productive as it provides a dichotomy to learners to choose either protection or abstinence, leading to a drop in quality of SERE. The abstinence method does carry weight and is enjoying increasing support globally (Confined, 2012), in terms of the benefits of sex in good relationships. Alongside having the worst sexual health in teenagers in Europe, the I-J also boasts a higher bevel of marital breakdown and single parent families than found on the continental mainland (Evans and Trip, 2006). It is argued that by teaching sex as something to be enjoyed once firm commitments have been made to one another, the bond between couples is stronger thereby reducing breakdowns (Hess, 2010; Bloom, 2012). It is also worth noting that Hess (2010) and Bloom (2012) acknowledge the abstinence approach has much ground to cover in terms of accessibility to those who do not see or desire a loving marriage as standard (Evans and Trip, 2006; Comb’, 2012). Lobber t al (2010) and Milkshakes (2011) both produce a damming testimony of the abstinence approach. This is not surprising as SERE as a topic does carry strong emotions (Former, 2011). By providing historical contexts and citations in both counters it does however help to remove the personal emotive element often seen in this area of discussion. Such emotions are very apparent in both Hess’ (2010) article and the demonstrations reported by Vassar (2011). A final thought for the abstinence methodology is that of the inclusion of Lesbian, Gay, Bisexual and Transgender (LIGHT) learners. The Sex Education Forum (2013, p. Rightfully highlight that these people are equal in need to heterosexual learners and the dangers an evasive traditional hetero marriage’ approach to sex and reproduction may have on their education and sexual health. By looking to educational theory, we may hope to provide a consensus for SERE. Evans and Trip (2006) note the link to quality SERE with social learning theories. The Social Cognitive Theory (ACTS) established by Bandeau (1986) is a respected and time-tested model to use. Linked to the findings of the Sex Education survey (Channel 4, 2013) and the findings of other noted projects Livingston and Haddam, 2009; Former, 2011; Sex Education Forum, 2013), the ACTS model requires an understanding of current trends of the behavior of society in conjunction with the goal that society is hoping to achieve. The abstinence approach would argue that to achieve the goal of a society having minimal unwanted teenage pregnancies and a majority of stable relationships, it is the attitude of young people that needs to change. This is not the simple fix that may have been hoped for though. The Framework for Sexual Health (Great Britain, Department of Health, 2013, p. 9) tresses that currently around eighty five thousand females are the victims of rape or assault by penetration annually. It is very difficult for even die-hard abstainers to argue that if these victims had different attitudes, they wouldn’t have been assaulted. Indeed, the attitudes of young people and parents are reflected in Livingston and Hadrons report (2009, p. 6) showing that twenty percent were worried about viewing inappropriate sexual content. Using the ACTS, it would seem then that it would be beneficial to more learners if quality and objective SERE sessions were available. This old allow the continuing motivation of society to reduce the spiraling sexual health issues (Evans and Trip, 2006; Great Britain, Department of Health, 2013) whilst simultaneously progressing education appropriate to the young people. It is clear tha t young people want answers (Former, 2011; Sex Education Forum, 2013). By providing them through quality SERE, it reduces the risk of obtaining spurious answers such as questions regarding genital size and shape (Channel 4, 2013) from dubious sources such as pornography. The same survey (Channel 4, 2013) found that more than a third questioned rely on pornography for their information. For the educators then, it is clear that emotion and embarrassment needs to be laid aside once more in favor of providing better sources (Barker, 2012; Comb’, 2012). It is pertinent then to question who takes on the role of the educator, parents or the school. With the draft curriculum (Great Britain, Department for Education, 2013) it is obvious that some responsibility does lie with schools. Fontanne et al (2012) would support this decision, finding that with experienced educators schools provide ideal environments for SERE as they can reach the majority of children instantly. Former (2011, p. 166) does end a counter, suggesting that from his research, sixty seven percent of SERE sessions are not taught by classroom teachers. Fontanne et al (2012) retorts with the idea that this is not a bad thing as often teachers resort to passive learning in SERE and not memorable experiences, provided by external sources, something which Former (2011) agrees is more effective. Chou (2012) comments that teachers should not be expected to deliver high quality SERE as it could involve topics of anatomy and physiology knowledge beyond that of most teachers, yet it is arguable that most parents would fall under this category also. Chou (2012) counters himself too, commenting that in Chinese society, sex is not a topic of conversation traversed by most parents, leaving the question of responsibility unanswered. A common reason for teachers reluctance is being stigmatize as Holly, a leading expert in SERE, found herself (Robbins, 2011) or finding themselves in compromising situations (Knows, 2012; Vaughan, 2012). In actuality the most common reasons cited for hesitance or refraining from delivering high quality SERE is actually identical between parents and teachers (Livingston and Haddam, 2009; Hess, 2010; Former, 2011; Chou, 2012). Lobber et al (2010) does offer consolation to this conundrum, stating that with training, teachers’ attitudes reversed dramatically. It is vital that this happens as it necessary that some sort of service is available outside of the home (Livingston and Haddam, 2009; BC council for Families, 2011; Barker, 2012; Children, 2012). As with many quality strategies in education, it has been proved that the most successful SERE occurs when schools and parents cooperate fully (Baldwin and Abrasions, 1990; Evans and Trip, 2006; Barker, 2012; Fontanne et al, 2012; Marled, 2012). With the continuation of findings as outlined in the Framework for Sexual Health (Great Britain, Department of Health; 2013) and truly shocking reports across the UK (summers, 2007; Marled, 2012; BBC News, 2013;) and beyond (Burke, 2013), it must be seen as vital from schools, parents and politicians that the issue of SERE needs addressing. From these brief research findings it is clear that no universal solution has yet been tailored to fit all needs. How to cite Bad things, Papers

Childhood Education Play Based Learning

Question: Discuss about theChildhood Education for Play Based Learning. Answer: Introduction Playing is an essential part of students activities that they enjoy to their hearts content. Although many teachers and parents consider this activity to a negative aspect that results in wasting of crucial time but the reality is different. It helps in the childs social, physical, emotional as well as cognitive development. it also allows them to test ideas, explore interactions in a social context, work through varieties of uncertainties and also develops sense of the world around them (Maher Smith, 2017). Learning through play based methods does not set up a predetermined outcome or limit and cannot considered as an end product. It should be considered as exploration of ideas which are important for cognitive development. Inquiry-Based Learning: Inquiry based learning helps the teacher in triggering the inquiry among the children so that they can develop the knowledge by learning new materials. This type of learning helps in engaging the student in an interactive session where the teacher gives the scope to the student to inquire about any new topic that the student is curious about. This is an innovative method and helps in students learning new topics without the conventional continuous knowledge delivery teaching style of the student (Pedaste et al., 2015). Many teachers prefer this method as they believe that it is more important in triggering the excitement and curiosity among the students than mere information delivery making the student grasp it and remember their learning for longer. Discovery Learning: This type of learning is based on a theory that depends on constructivist and inquiry based learning. It usually helps the learner to participate in problem solving situations where he would draw his own experiences and also different knowledge that he had gathered. These help the learner in discovering new facts as well as relationships and also help the learner to learn new facts. This method helps the students to learn by manipulating and exploring new objects, wrestling with different inquiries and also by performing experiments (Costelo, 2017). Guided Leaning: Guided learning helps the teachers to make the students learn through collaborative approach usually by providing feedback to each other. Learners are expected to contribute as well as build others ideas taking the help of subject terminologies. It helps the learner to expand as well as explain ideas clearly. It refers to the classroom practices that basically promotes leaning of students through independent investigation of questions and also for problems for which there would be no single answer (Kuhlthau, Maniotes Caspari, 2015) This helps in the promotion of skill thinking as well as nurtures curiosity, risk taking and initiative. Differentiated Instruction: Not all students have the capability to learn at the same pace and therefore have different grasping power. Hence it becomes extremely important for the teachers to follow a framework or philosophy so that each and every student can develop the best teaching methods to such students (Dixon et al., 2014). Therefore the teacher needs to provide different avenues of learning to different students so that they can grasp the most part of it. It is done by acquiring content and processing them. This would be fulfilled by constructing and making sense of ideas. It also includes development of teaching materials as well as assessment measures in order to make sure that all the students in the classroom can learn effectively regardless of their capability to understand and grasp new topics. From early childhood, children develop skills that help them engage in science, technology as well as math. This is evident from their plays of building blocks, push pull magnets and others. According to Piaget, learning cannot be the result of assimilation of acquired knowledge but is actually a dynamic process containing successive stages of adaption to reality. During this the learner would construct knowledge actively. The various principles that it follows are discovery learning, sensitivity to readiness of children and also acceptance of individual differences. By this it is meant that learners should create knowledge within them and should not be forced into. It has been found that faster the teachers guide such children; the children will be more able to identify opportunities that will help them in developing skill in the domains mentioned. The teacher in this case should be extremely careful that the learning interventions that she applies are the correct ones so that it do es not become difficult for the children to grasp them. Rather than providing them just with theoretical classes, they should be engaged in interactive games where scientific facts would be revealed, numbers counting can be taught and similar others. Vygotsy has stated that every function of the child during his development in culture is mainly due to social level at first and ten by individual level. It should fisrt ponder upon the interpsychological and then intrapsychological. Therefore Vygotsy had advised teachers to look over voluntary attention, logical memory and then the formation of concepts. Researchers have suggested that the age of five is just apt for the teaching of math and science due to the rapid development of brain. This helps in critical thinking and reasoning in the early years (Charlesworth, 2015) Four important steps can be taken by the teachers. First would be the introduction of math through interactive session like cutting of fruits into halves, counting co lors of rainbows and others. Second is that the student should make sure that the children engage in purposeful play to support and participate in advanced learning. The teacher should support the development of counting beyond rote counting and also provide mathematically rich environments before schooling. References: Charlesworth, R. (2015).Math and science for young children. Cengage Learning Costello, M. (2017). The benefits of active learning: Applying Brunner's discovery theory to the classroom: Teaching clinical decision-making to senior nursing students.Teaching and Learning in Nursing. Dixon, F. A., Yssel, N., McConnell, J. M., Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy.Journal for the Education of the Gifted,37(2), 111-127. Kuhlthau, C. C., Maniotes, L. K., Caspari, A. K. (2015).Guided Inquiry: Learning in the 21st Century: Learning in the 21st Century. ABC-CLIO. Maher, M., Smith, S. (2017). The Power of Play-Based Learning: A Pedagogy of Hope for Potentially At-Risk Children. InMultidisciplinary Perspectives on Play from Birth and Beyond(pp. 181-203). Springer Singapore. Pedaste, M., Meots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.Educational research review,14, 47-61.

Prison Gangs Essays - Prison Gangs In The United States,

Prison Gangs Prison Gangs The fight for survival within the United State's prison system has created a subculture the breeds racism, hate, and violence. About two and a half years ago, a young man named William King was sentenced to death by lethal injection for his participation in the murder of James Byrd Jr. James, a middle aged black man from Jasper County, Texas, was bound at the ankles and dragged behind a truck for three miles. His body was ripped to shreds as a gruesome display of the effects of prison subculture. What caused William King and his partners Shawn Berry and Lawrence Brewer to commit such a horrific crime? Was their behavior a result of innate nature or was it learned? Many agree that it was the time spent in prison that caused William King to brutally murder James Byrd Jr. Friends and family claim that William was a pleasant and quiet boy before he left for prison to serve a couple years for burglary. When he was released, his personality seemed irrational and violent and he was covered in racist tattoos. Friends say he frequently spoke about white supremacy and was anxious to develop his own splinter white supremacist gang. King's defense attorney explained that it was the high rate of violence in Texas's Beto 1 Unit that caused William to turn toward gang activity as a means of protection and security. Racist attitudes develop from poor treatment from other inmates and a need to strengthen a common bond among gang members. William, the defense attorney argued, was merely a victim of the depleting prison system in this country (). The reality of prison gangs cannot be ignored. Victor Hassine wrote a book entitles Life Without Parole, in which he describes the horrific reality of life behind bars. He writes, Once inside, I was walked through a quantlet of desperate men. Their hot smell in the muggy corridor was as foul as their appearance. None of them seemed to have a full set of front teeth. Many bore prominently displayed tattoos of skulls or demons. One could argue whether it was the look of these men that led them to prison or whether it was the prison that gave them their look. Just looking at them made me fear my life (Hassine, 7). While the actions of William King cannot be excused or rationalized, his story sheds insight on the problems that face our correctional facilities. Prison gangs are everywhere, and effect every inmate. When a new convict is admitted he is viewed as fresh meat among the prison gang members and victimized to no end. Prison gangs are a convicts means of survival in an environment so starved of morals that violence, rap, and murder are just a daily reality. While it is impossible to know the impact of prison gangs on our street, experts dispute over the control and communication between street and prison gangs. Some argue that there is little connection between street and prison gangs and that operations of prison gangs remain behind prison walls. Drug trafficking does exist within prisons; it is usually made possible through inmate's friends and/or girlfriends (Huff 248). Still others feel quite different, and see prison gang control reach far beyond an inmates cell. Some speculate that a large percentage of drug dealing in East Los Angeles is controlled from within prison walls by the Mexican Mafia. Joe ?Pegleg? Morgan was in prison for forty years, beginning with a conviction of murder at the age sixteen. He manage to gain so much power and control of drug trafficking, street crimes, violence and money laundering that he rose to serve as the Mexican Mafia's Godfather in the later half of his life (Barker, 311). Prison gangs tend to display a distinct hierarchical structure. A single inmate who best embodies the gang's value (Territo, 580) assumes the role of the leader. A leader time in control is normally short, partially due to the prison system's ability to relocate inmates. It is usually the strongest remaining gang member that assumes leadership or the gang's elite counsels a decision. A member's degree of influence flows down a criterion of ranks, with the recruits having no say in any

Enhancing Performance

Enhancing Performance Ethical issues that have circulated in the world of sports have been around for years, ranging from the use of performance enhancing drugs to holding athletes on a higher pedestal than the rest of society. With more endorsement deals and how professional sports as a business is growing and changing, the more issues arise. One of the biggest concerns that have been pondered for years in sports is the implementation of random drug testing. It has never been recognized in any professional sport to this day. Even though there can been random in many other professions, it seems that athletes once again are being held to a different set of standards than that of the rest of us. If other jobs are subject to random drug screenings, that why should professional sports be any different?There is a multitude of stakeholders in this type of situation. Ranging from the athletes, they themselves get tested, to the fans that purchase the tickets to see them play.Any Lab Test Drug Testing LabFrom the athlete's standpoint, they see it as an infringement on their personal rights as human beings. Their case is such that they see random drug testing, or even scheduled drug testing, a violation of their personal privacy. In other such cases, when an athlete has tried to take the situation to court after being tested positive for illegal substances, they blame the handlers and testers of the samples for the tests results being positive."Despite the attention paid to quality control, doping cases are often taken to court by the athlete concerned in an attempt to find weak points in the testing process and thusinvalidate the results. Usually the focus is on administrative aspects related to sample collection, sealing and transportation. However, concerns about the analytical work carried out in the...

Anglo Saxon Culture as Reflected in Beowulf

Cultures usually have distinct figures that reflect their culture as a whole. The importance of religion, values, and heroes are reflected a great deal in the epic poem of Beowulf accurately showing the Anglo Saxon culture as a whole. Men dominated the Anglo Saxon society and the people loved a great hero like that of Beowulf. They believed a hero should be a keeper of his promises, be boastful and produce great physical strength. Also Beowulf was an outstanding fighter and loyal to everyone he met. He believed no one was greater than anyone else; Beowulf showed great respect even to his enemies by fighting them one on one (â€Å"Anglo Saxons† 48). Even when Beowulf knows fate is against him and he is going to die; he continues to keep fighting; â€Å"†¦No prince so mild, no man so open to his people, so deserving of praise† (Beowulf 60). Beowulf’s boastful self-confidence, his overpowering strength, and his victories in battle make him a classic legendary hero and a model for the Anglo Saxon culture. A very important element in the society of the Anglo Saxons was the mead hall. The mead hall was essentially a meeting place for dinners, story telling and the party for victories (Bjork 89). The mead hall symbolizes security, fellowship, and all that is good in the world (Bjork 90). The mead hall was thought to be the safest place in the entire Kingdom. In Beowulf the mead hall was described as â€Å"the foremost of halls under heaven† (Orchard 77). This mead hall was called Herot serving as a palace for King Hrothgar. This is where Beowulf dismantled Grendel in an epic battle. Beowulf preferred to fight with his bare hands. The typical Anglo Saxon warrior was not blessed with the great talents Beowulf was blessed with so they used various weapons like: the spear, sword, shield, seaxe, and bow and sling. The spear was the most common weapon of choice and could be used as a missile or used in hand-to-hand combat. The sword was not a common weapon used at all because it was very expensive to produce. The sword was usually given to a great warrior who has demonstrated courageous acts in battle. All warriors had a shield that was made of wood and usually lined together by metal. A seaxe was a single bladed knife that was carried on the belt on the warrior and was used more as a tool than an actual weapon (Beowulf 112-113). Anglo-Saxons valued religion very highly. There is much controversy over Beowulf in dealing with pagan and Christian beliefs because historians believe both were integrated although Christianity seems to be more prevalent. Religion was the center of people’s life at this time and is demonstrated in Beowulf when Beowulf calling for God exclaims †¦ â€Å"the almighty the maker of the earth†. Up until the 6th century it is back and forth between Christianity and Paganism. The greatest sources of information on the pagan period of religion are from the 7th to 8th century testimonies, such as Beowulf (Orchard 25). Paganism dealt with the worshiping of many gods. The celebration of glory has such emphasis in Beowulf because human praise is the highest goal of the pagan characters. Anglo Saxon warriors wore helmets for battle with a pagan god on them named Freyr. Those who grew up praying to Thor to protect them with their shield and helmet before they went to battle were involved in the pagan religion (Orchard 33). Paganism seemed to be the religion of choice for many Anglo- Saxon warriors while Christianity did not evolve as quick in warriors (â€Å"Saxons Culture†). Margaret E. Goldsmith who wrote â€Å"The Christian Theme of Beowulf† exclaimed the teaching of St. Augustine and St.  Gregory are incorporated in Hrothgar’s sermon. Goldsmith said Beowulf was sort of a Christian historical novel, with selected bits of paganism purposely laid on as â€Å"local color† such as the references to fate or Wyrd (Bloom 127). All considered Beowulf shows religion, expresses values of everyday life and explains what a true hero in all about in Anglo Saxon times. The Anglo Saxons express their cultures through wonderful literature such as Beowulf, which is a record of heroic deeds. The Anglo Saxon society believes in great men such as Beowulf that have good morals and exemplify devotion to their country. Beowulf derives its main plot from folk tales; and as W. P. Ker has said, â€Å" it is difficult to give individuality or epic dignity to commonplaces of this sort (Bloom 14). The author of Beowulf recognized the obligation of giving his hero emotional and ethical value through association with events the Anglo Saxon people would recognize as hero-like. It was not enough that Beowulf should display unequaled strength and courage in his victories over gargantuan monsters but the value of these exploits must be enhanced by Beowulf’s deep and emotionally justified concern for those he fought (Bloom 14). The physical power of Beowulf does not give him the moral dimensions and the title of an epic hero. The loyalty and unselfishness Beowulf displays makes him the ultimate Anglo Saxon hero and the great epic of Beowulf will never be forgotten because there is no greater idol than Beowulf. Anglo Saxon Culture as Reflected in Beowulf Cultures usually have distinct figures that reflect their culture as a whole. The importance of religion, values, and heroes are reflected a great deal in the epic poem of Beowulf accurately showing the Anglo Saxon culture as a whole. Men dominated the Anglo Saxon society and the people loved a great hero like that of Beowulf. They believed a hero should be a keeper of his promises, be boastful and produce great physical strength. Also Beowulf was an outstanding fighter and loyal to everyone he met. He believed no one was greater than anyone else; Beowulf showed great respect even to his enemies by fighting them one on one (â€Å"Anglo Saxons† 48). Even when Beowulf knows fate is against him and he is going to die; he continues to keep fighting; â€Å"†¦No prince so mild, no man so open to his people, so deserving of praise† (Beowulf 60). Beowulf’s boastful self-confidence, his overpowering strength, and his victories in battle make him a classic legendary hero and a model for the Anglo Saxon culture. A very important element in the society of the Anglo Saxons was the mead hall. The mead hall was essentially a meeting place for dinners, story telling and the party for victories (Bjork 89). The mead hall symbolizes security, fellowship, and all that is good in the world (Bjork 90). The mead hall was thought to be the safest place in the entire Kingdom. In Beowulf the mead hall was described as â€Å"the foremost of halls under heaven† (Orchard 77). This mead hall was called Herot serving as a palace for King Hrothgar. This is where Beowulf dismantled Grendel in an epic battle. Beowulf preferred to fight with his bare hands. The typical Anglo Saxon warrior was not blessed with the great talents Beowulf was blessed with so they used various weapons like: the spear, sword, shield, seaxe, and bow and sling. The spear was the most common weapon of choice and could be used as a missile or used in hand-to-hand combat. The sword was not a common weapon used at all because it was very expensive to produce. The sword was usually given to a great warrior who has demonstrated courageous acts in battle. All warriors had a shield that was made of wood and usually lined together by metal. A seaxe was a single bladed knife that was carried on the belt on the warrior and was used more as a tool than an actual weapon (Beowulf 112-113). Anglo-Saxons valued religion very highly. There is much controversy over Beowulf in dealing with pagan and Christian beliefs because historians believe both were integrated although Christianity seems to be more prevalent. Religion was the center of people’s life at this time and is demonstrated in Beowulf when Beowulf calling for God exclaims †¦ â€Å"the almighty the maker of the earth†. Up until the 6th century it is back and forth between Christianity and Paganism. The greatest sources of information on the pagan period of religion are from the 7th to 8th century testimonies, such as Beowulf (Orchard 25). Paganism dealt with the worshiping of many gods. The celebration of glory has such emphasis in Beowulf because human praise is the highest goal of the pagan characters. Anglo Saxon warriors wore helmets for battle with a pagan god on them named Freyr. Those who grew up praying to Thor to protect them with their shield and helmet before they went to battle were involved in the pagan religion (Orchard 33). Paganism seemed to be the religion of choice for many Anglo- Saxon warriors while Christianity did not evolve as quick in warriors (â€Å"Saxons Culture†). Margaret E. Goldsmith who wrote â€Å"The Christian Theme of Beowulf† exclaimed the teaching of St. Augustine and St.  Gregory are incorporated in Hrothgar’s sermon. Goldsmith said Beowulf was sort of a Christian historical novel, with selected bits of paganism purposely laid on as â€Å"local color† such as the references to fate or Wyrd (Bloom 127). All considered Beowulf shows religion, expresses values of everyday life and explains what a true hero in all about in Anglo Saxon times. The Anglo Saxons express their cultures through wonderful literature such as Beowulf, which is a record of heroic deeds. The Anglo Saxon society believes in great men such as Beowulf that have good morals and exemplify devotion to their country. Beowulf derives its main plot from folk tales; and as W. P. Ker has said, â€Å" it is difficult to give individuality or epic dignity to commonplaces of this sort (Bloom 14). The author of Beowulf recognized the obligation of giving his hero emotional and ethical value through association with events the Anglo Saxon people would recognize as hero-like. It was not enough that Beowulf should display unequaled strength and courage in his victories over gargantuan monsters but the value of these exploits must be enhanced by Beowulf’s deep and emotionally justified concern for those he fought (Bloom 14). The physical power of Beowulf does not give him the moral dimensions and the title of an epic hero. The loyalty and unselfishness Beowulf displays makes him the ultimate Anglo Saxon hero and the great epic of Beowulf will never be forgotten because there is no greater idol than Beowulf.

The Effect of Democracy on FDI (Foreign Direct Investmant) Term Paper

The Effect of Democracy on FDI (Foreign Direct Investmant) - Term Paper Example There are a number of concerns that are made when considering the effects of democracy on foreign direct investment. Theoretical perspectives have consistently linked foreign direct investment to government policy. The pervading logic behind these investments is not a matter of great complexity. In these regards, investors have been understood to remain more apt to invest long-term companies and corporate interests based on the host country’s ability to create policy measures that are most conducive to such investment. The complexity emerges as theorists attempt to determine the appropriate government climate for such investments. Currently the United States receives the most foreign direct investments, leading economists to prominently link FDI to the democratic governmental structure (‘greyhill’). Within the confines of the democratic political structure there are a number of specific policy considerations that have been established. One of the most prominent th eoretical perspectives on this matter is that foreign direct investment is directly responsive to changing economic situations. Jensen notes, â€Å"Elected politicians can no longer manipulate monetary policy, but monetary policy does remain responsive to changing economic conditions† (Jensen, pg. 2). In this context of understanding, the nature of the democratic election process itself does not necessarily benefit foreign direct investment, but creates a governmental structure that is highly conducive to developing policies that aid FDI. The main notion is that the encouragement of foreign direct investment must be accomplished in a dynamic context and that the democratic governmental structure is most conducive to this dynamism. In addition to the importance of a dynamic government policy to foreign direct investment, there is a number of other of elements positive linking democracy to FDI in terms of stability. In these regards, pervasive notions of democratic governments having more stability are one of the primary contributors to an increase in FDI (Jensen). While such perspectives on the democratic political structure have been proven erroneous in specific contexts, one considers the current economic fallout in Greece as a primary example; it is oftentimes the perception that drives the reality. Another predominant link between democracy and FDI in terms of stability occurs as a result of the democratic process of checks and balances. Jensen notes, â€Å"The institutional checks and balances associated with democratic systems decrease the likelihood of policy reversal, providing multinationals with a de facto commitment to policy stability† (Jensen, pg. 4). With the stability afforded by these checks and balances, corporations are able to more accurately forecast future returns. Ultimately, it is this stability that greatly While there are considerable arguments for the linkage of democracy to foreign direct investment, counter-arguments ex ist to this proposition. The main notion is that the nature of governmental policy and foreign direct investment is not as multi-varied as some would contest. This perspective contends that the overwhelming link between foreign investments in a host country is the level of taxation. Jensen notes, â€Å"Conventional wisdom holds that nations woo multinationals by

The Mental and Physical Effects on Incarcerated Children and Their Research Proposal

The Mental and Physical Effects on Incarcerated Children and Their Parents - Research Proposal Example The researcher intends to carry out a qualitative research on the mental and physical effects on incarcerated children and their parents. In this regard, the proposal includes specific aims and objectives of the proposed research that focus on the recognition of different effects of incarceration on children, as well as their parents globally, specifically in context of the United States. The proposal includes brief literature review relating different existing perspectives on the impact of child incarceration. The researcher will be utilizing secondary research methodology as basis of the proposed research while benefiting from primary research method to validate analysis of secondary method. It is anticipation of the researcher to complete the study in a period of nineteen weeks. Introduction The number of youth offenders in the United States has risen greatly in the last few decades, which in turn has been extremely detrimental to the lives of these youth’s families. There is no doubt that a person who breaks the law deserves punishment, as the only fair solution. However, research shows that child imprisonment is not an effective punishment for these juvenile delinquents, and does not decrease the incidence of youth crime. Instead, historical data indicates that this youth crime rate has actually risen as the rate of youth imprisonment increased. Thus, the proposed research aims to analyze several dimensions of youth incarceration, focusing on how it affects both the children and their parents.... While authorities work tirelessly on finding an alternative and effective ways of preventing these youths from this dangerous downfall, it seems that only the strategy of youth imprisonment is actually applicable in real life, despite its negative effects. Research Statement In this manner, the researcher will focus on the following research statement to acquire the aims and objectives of the proposed research: â€Å"To identify and analyze the mental and physical effects on incarcerated children and their parents† Objectives This research has several objectives, which the researcher finds essential to the purpose of this topic. First, the researcher aims to delve into the numerous mental and physical effects that youth imprisonment has on children, and the effect of the same on the parents of these children. The propose research also aims to conduct further analysis on the long term impacts this incarceration will have on the lives of these children in the parents in the futu re. Finally, the study also plans to study whether the mental and physical effects of youth imprisonment yields an overall positive outcome or not. Significance This topic holds major significance across the globe, as one can come across thousands of families that would have affected by this problem. The findings of this study will also be successful in directing the government to designing more effective and beneficial strategies to deal with youth crime, in the US as well as the rest of the world. Literature Review Brief analysis of the literature (Pattillo, 2006) has indicated that incarcerated children and their parents confront huge number of difficulties. Many have undergone the shock of unexpected separation from their only caregiver, and

Avocado Leaf Plasticity Essay Example for Free

Avocado Leaf Plasticity Essay INTRODUCTION: Phenotypic plasticity, or differing phenotypes from one genotype in different environmental conditions, is a way for sessile organisms to adapt to changing environmental conditions (Valladares et al., 2007). Plasticity was expected to be abundant, however, it did not occur as often in nature due to resource limitations and environmental stress (Valladares et al., 2007). An experiment by Matos tested the phenotypic plasticity to light availability in shade and sun leaves of coffee trees (Matos et al. , 2009). Their research indicated that compared [to] sun leaves, shade leaves had a lower stomatal density, a thinner palisade mesophyll, a higher specific leaf area, and improved light capture†¦ (Matos et al., 2009). The sun leaves were described as generally thicker with an enhanced quantity of palisade mesophyll (Matos et al., 2009). Our objective was the presence of phenotypic plasticity in avocado trees based on the differences in the morphology of shade and sun leaves. In our study, we asked whether there is a difference in surface area, length-to-width ratio, mass, specific leaf mass, and color between shade leaves and sun leaves in avocado trees. We hypothesized that there would be no significant differences in surface area, length-to-width ratio, mass, specific leaf mass, and color between shade leaves and sun leaves. METHODS: We collected our seventy samples of avocado tree (Persea americana) leaves, in equal amounts of sun and shade leaves, at an avocado tree grove located north of Building 3 and University Drive at Cal Poly Pomona on Thursday, October 24, 2013 at 9:00 am. They were randomly and interspersedly collected throughout the grove. We split the grove into five areas, split into five teams of two, and was assigned to one of the five areas. Each team picked a number for the trees in their region and a random number was selected from a random number table to select a tree corresponding to that number. A random number table was used to pick the corresponding quadrant, branch, and leaf.  This process was done twice on each tree in the understory for shade leaves, and in the canopy for sun leaves. Each leaf was measured for its surface area, length-to-width ratio, mass, specific leaf mass, and color. Surface area was measured by a leaf area meter in squared centimeters. Length-to-width ratio was measured by measuring the length (vertically along the bridge of the leaf) and the width (horizontally on the widest part of the leaf) with a ruler in centimeters, and dividing the length by the width. Mass was calculated by a balance in grams. Specific leaf mass (thickness) was measured by dividing the mass by its surface area in grams per squared centimeter. Color was measured by having three reference leaves provided by the instructor, indicating light (L), medium (M), and dark (D) leaves and compared our collected leaves. After recording all of the data, these data were then input into a statistical program called StatCat to determine normality through a normality test. The data for surface area, length-to-width ratio, mass, and specific leaf mass for sun and shade leaves were both normal, therefore, we chose a paired sample t-test for all of them. A normality test was not needed for color for sun and shade leaves due to it being a nominal scale data. The number of light, medium, and dark shade leaves were tallied up according to color, and the same was done for the sun leaves. A contingency table was made in Excel, and used in StatCat to test our hypothesis. The paired sample t-tests were also done through StatCat, which then gave us the appropriate results to test our hypotheses. RESULTS: Shade leaves had a significantly larger surface area than sun leaves (t = -3.7313, P = 0.00069; Table 1). Shade leaves had a significantly larger length-to-width ratio than sun leaves (t = -2.7162, P = 0.01031). Shade leaves had no significant difference in mass than sun leaves (t = -1.4871, P = 0.1462). Shade leaves had a significantly smaller specific leaf mass than sun leaves (t = 5.82093, P = 1.5Ãâ€"10-6). Shade leaves were significantly darker than sun leaves (X2 = 18.417, P = 0.0001).

Baldwins Perspective in Notes of a Native Son Essay -- James Baldwin

James Baldwin Born in Harlem in 1924, James Baldwin grew to be a complex man with many aspects. As an avid reader as a child, Baldwin soon developed the skills to become one of the most talented and strong writers of his time. His first novel was written in 1953 and was called â€Å"Go Tell it On the Mountain† and received critical acclaim. More great work from this novelist, essayist, and playwright were to come, one of which was â€Å"Notes of a Native Son,† which was first published in Harper’s Magazine in 1955 and was also first known as â€Å"Me and My House.† In â€Å"Notes of a Native Son,† Baldwin exercises his many talents as an essayist in how he manages to weave narratives and arguments throughout the essay. He is also able to use many of his experiences to prove his points. Baldwin effectively interlaces his narratives, arguments, and experiences so as to reach his central idea and to advocate the overall moral that he has learned to his a udience. This is what makes Baldwin so unique in his work: his ability to successfully moralize all people he comes in contact with. â€Å"Notes of a Native Son† is faceted with many ideas and arguments. The essay begins with Baldwin recounting July 29, 1943. The day his father died and his mother bore her last child (63). Baldwin shares his fathers’ past and of the hate and bitterness that filled him and how Baldwin realizes that it may soon fill him also. Baldwin spends the rest of the essay mostly analyzing his experiences and the behavior and mentality of his father, of whom he seemed to dislike. He comes to the conclusion that one must hold true two ideas: â€Å". . . acceptance, totally without rancor, of life as it is and men as they are: in light of this idea... injustice is... ...w had been laid to my charge to keep my own heart free of hatred and despair. This intimation made my heart heavy†¦Ã¢â‚¬  (84). Now that his father is gone, he wonders how strong he will remain. How will he maintain his strength? His father gave him what he needed to break free from hatred and to be strong, but now Baldwin desires that his father was still there with him to keep giving him what he needs. To keep giving him all the answers, so as not to lose all of the strength that keeps the rage in his blood from overflowing. To keep him away from the disease that ultimately brought down his father, and if he loses that strength, he will ultimately bring down himself into his own destruction. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

History of Minority Populations in the Child Welfare System

The child welfare system was created as the need to address the basic needs and provisions of poor children was more and more evident throughout the 19th century. Through the passing decades, the need to provide supportive services for these children's families was also a concern. Among the agencies responsible for providing these services are state and county child protective services as well as adoption agencies and foster homes. The main goal of these agencies is the protection of children who have experienced abuse from those who are responsible for their care such as parents or guardians. The ultimate goal is to have abused children reunited with their biological parents -when possible- once the danger of repeated abuse has been curbed. The decision to place children up for adoption is a measure of last resort. However, it is evident that children of minority groups are the ones most represented within the national child welfare system. The Relevant History of the Minority Populations Minority populations within the United States have always been at a significant disadvantage socially and economically. The roots of these disadvantages among minorities go back to the initial colonization and subsequent expansion of this country. For example, the African American and Native American populations were once the target of systematic, institutionalized racism. The literal and cultural destruction of Native Americans and the racially biased laws passed by federal, state and local governments against the African American population have subsequently resulted in a socio-economic breakdown within these groups (Martin, 2007). These disadvantages have caused a social stagnation among subsequent generations within these groups. Undeniably, the stresses of disadvantaged families trying to reach self-sufficiency have caused many to experience behavioral and emotional issues of which the result is many times the abuse of their children or children in their care. However, there has been a response to these issues within the Human Services community especially from the child welfare practice. The U. S. Child Welfare Response The resulting awareness that there is in fact a need to concentrate efforts in helping improve the quality of life among minorities and their children has caused the Human Services community to implement more comprehensive actions towards the social assistance of these children. In recent decades the preservation of the family unit has been the ultimate goal when a child protective services agency interferes. But other preventative measures have also been implemented many of which have seen positive results. Contemporary Efforts to Intervene With Child and Family Services Respecting Cultural Diversity The necessary interference from child protective services mostly results in temporary placement of abused or allegedly abused children in foster homes. As previously mentioned, the goal is eventual reunification of the child with his or her family but not until there is clear evidence that there have been efforts made by the biological parents to make behavioral improvements within their families to prevent any future abuses of their children. Programs available to parents of abused children range from counseling, parenting classes, treatment for substance abuse, anger management, employment services and housing services (Martin, 2007). Preventative measures have also been taken by social service agencies in the form of early intervention and prevention programs. These services can include family counseling, parenting training, household budgeting, stress management, and in some cases cash assistance (Martin, 2007). There is however another area of focus among the child welfare system in regards to the methods of providing services for children of American subcultures. Methods of Cultural Competent Practice in Child and Family Service Settings Cultural competencies are the methods developed for Human Services professionals that are designed to increase cultural awareness and sensitivity. The application of the principles learned with their application allow the child welfare worker to better serve minority children and their families. As the child welfare professional applies what he or she learns regarding the culture of the child and his or her parents, the worker will achieve the ability to respect the dignity of all people regardless of race, gender, age or sexual orientation (Martin, 2007)

Comparing the Fall of Han China and Roman Empire Essay

Han China and Rome were two of the most powerful and popular empires of their time, but they fell like any other empire before them. Han China and Rome’s Empires had the same causes for their declines, but their effects are different. The major reasons for the fall of Rome are truly those that have to do with Rome’s political and economic state. One of the Rome’s problems prior to its fall was the lack of respect for authority, among the citizens and military forces. All the attacks from the barbarians caused problems in the military. This basically led to a lot of political turmoil because of all the chaos that was born, and it started to make the military crumble as well. Rome’s economy started to go downhill too, after a long period of time, especially because of the gold. The Romans started using gold (coins) and because of that the trade shortage of the eastern regions of the Empire served to block the growth of wealth in the west. The major reasons for Han China Empire’s fall were also because of their economic and political problems, but the effects are different. One of Han China’s problems was the uprising of desperate and hungry peasants. Another problem was their lack of authority to the Han government, which caused the economic problem. The Han Empire was being invaded by nomads, which were also known as barbarians. These barbarians kept invading the empire and made them have to keep fighting, and provide military forces. This worsened the economy and Han finances. Han government had to hire foreign soldiers who only wanted to be paid for their services which made the economy even worse.

Free Essays on Keeping The Basics But Changing For Society

Keeping the Basics but Changing for Society Throughout cinematic history, despite all advancements and mutations, comedy has remained the most untouched of all genres. While the early Godzilla films had to endure a modern remake in order to regain the earlier fear factor and movies like Gone With the Wind (1939) have given way to sappy love songs and pretty faces in order to keep modern movie-goers interested, slapstick humor, as seen in Charlie Chaplin’s timeless comedies and again, years later, in the stupid-humor films like the Farrelly Brother’s, Dumb and Dumber (1994) has remained the most untouched form of entertainment. Someone falling down a flight of stairs or hit by a pie is always funny – whether done in black and white or watched in a surround sound multi-screen theater. What technology and time have done for comedy, however, was to introduce the â€Å"talkies† and make â€Å"bathroom humor† a socially acceptable form of entertainment. In Stanley Kubrick’s dark comedy, Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb (1964), few laughs were injury-induced but instead were results of absentminded authority, sexual innuendoes and impeccable comedic timing. The names alone suggest so much of this film, their sexual connotations or preposterous resonance give that same simplistic flare that ached the sides of Farrelly’s viewers and made Chaplin’s audiences laugh generations earlier. Dr. Strangelove may have a more elaborate plot than the other films, but the many of the same comedic elements still apply. For example, a character in Dr. Strangelove, named General Jack D. Ripper who is an obvious parody of the prostitute-killing, â€Å"Jack the Ripper,† is overwhelmed by fear of Communist conspi racy. He insanely orders a fleet of military bombers to attack, out of extreme lunacy. His nervous jumpiness represents the same physical humor that Chaplin thrived off and that made Dumb and Dumber successfu... Free Essays on Keeping The Basics But Changing For Society Free Essays on Keeping The Basics But Changing For Society Keeping the Basics but Changing for Society Throughout cinematic history, despite all advancements and mutations, comedy has remained the most untouched of all genres. While the early Godzilla films had to endure a modern remake in order to regain the earlier fear factor and movies like Gone With the Wind (1939) have given way to sappy love songs and pretty faces in order to keep modern movie-goers interested, slapstick humor, as seen in Charlie Chaplin’s timeless comedies and again, years later, in the stupid-humor films like the Farrelly Brother’s, Dumb and Dumber (1994) has remained the most untouched form of entertainment. Someone falling down a flight of stairs or hit by a pie is always funny – whether done in black and white or watched in a surround sound multi-screen theater. What technology and time have done for comedy, however, was to introduce the â€Å"talkies† and make â€Å"bathroom humor† a socially acceptable form of entertainment. In Stanley Kubrick’s dark comedy, Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb (1964), few laughs were injury-induced but instead were results of absentminded authority, sexual innuendoes and impeccable comedic timing. The names alone suggest so much of this film, their sexual connotations or preposterous resonance give that same simplistic flare that ached the sides of Farrelly’s viewers and made Chaplin’s audiences laugh generations earlier. Dr. Strangelove may have a more elaborate plot than the other films, but the many of the same comedic elements still apply. For example, a character in Dr. Strangelove, named General Jack D. Ripper who is an obvious parody of the prostitute-killing, â€Å"Jack the Ripper,† is overwhelmed by fear of Communist conspi racy. He insanely orders a fleet of military bombers to attack, out of extreme lunacy. His nervous jumpiness represents the same physical humor that Chaplin thrived off and that made Dumb and Dumber successfu...

NURSING THE PERSON WITH AN ACUTE PYSIOLOGICAL DISTURBANCE. PART A- Essay

NURSING THE PERSON WITH AN ACUTE PYSIOLOGICAL DISTURBANCE. PART A- IDENTIFY WITH REASON, THOSE GROUPS OF PEOPLE WHO ARE PREDISPOSED TO DEVELOPING DEEP VEIN THRO - Essay Example 05), elderly individuals, obesity, prior history of DVT, venous stasis, local compression on the veins, and acute factors like severe dehydration (Guirguis, 2000). DVT also can occur from iatrogenic injury of the femoral veins (Wood, 2000; Joynt, 2000), malignancy (pancreas, lung, ovary, testes, urinary tract, breast and stomach), after major surgery (orthopedic, thoracic, abdominal and genitourinary procedures), following trauma (fractures of spine, pelvis, femur, tibia and spinal cord), burns, pregnancy and the postpartum period, estrogen use, hypercoagulable states (deficiencies of protein C, protein S, fibrinogen, factor V, factor VIII, factor IX, factor XI, prothrombin, and antiphospholipid antibodies), venulitis (thromboangitis obliterans, Behcets disease, and homocystinuria) (Creager & Dzau, 1998), end-stage renal disease and congestive cardiac failure (Casserly, 2000). Thrombogenesis is a finely balanced process between coagulation and fibrinolytic pathways. The interaction between plasminogen activators (e.g. tissue plasminogen activator) and inhibitors that modulate this activity (e.g. plasminogen activator inhibitor, PAI-1) influences the fibrinolytic system. Plasma fibrinogen determines plasma viscosity, blood flow, affects platelet aggregation, blood viscosity, interacts with plasminogen binding and along with thrombi, mediates the final steps in clot formation. The levels of fibrinogen associates directly with age, obesity, smoking, diabetes and LDL-C and inversely with HDL-C, alcohol use, physical activity and exercise level. Increased fibrinogen is also associated with many different forms of vascular and inflammatory disease. Impaired fibrinolysis, as demonstrated by the elevated levels of plasminogen activator, is seen in obese patients, and explains the increased risk of thrombosis and other vascular disease in the obese (Chung & Lip, 2004). Virchow’s classical triad of factors that lead to the development of thrombosis (thrombogenesis)

Scenario Analysis - Filling you toolbox Essay Example | Topics and Well Written Essays - 1000 words

Scenario Analysis - Filling you toolbox - Essay Example In the workplace worries scenario illustrated in this paper, I can use the problem solving tool as discussed by Hicks (2010). Hicks discusses that there are seven steps in resolving issues in the workplace. The first step is on identifying the issues – to clearly identify what the problem is, while noting that different people may have different views on what the actual issues are (Hicks, 2010). In applying this step to the current issue, I need to identify the actual issue in this scenario. The way I see it, the issue is about the uneven distribution in workload. The low pay and the heavy workload in the nursing profession is already an identified given in the current health care practice. My role as a manager would now be geared towards using the tools I currently have in order to ensure the effective running of the paediatric care unit. Short of increasing the salary of the nurses and addressing the nationwide nursing shortage problem, the only means left in my arsenal are the solutions which are within my power and authority to effectively and realistically implement. By identifying the problem as improper work distribution in the paediatric unit, I am able to set it apart from the other problems which nurses perceive as their issues. The next step in the problem-solving process is to understand everyone’s interests. These interests are the needs which I would like to satisfy based on any given solution; in some cases, we often get do not take notice of our genuine interests because we have become obsessed or fixated with one particular solution (Hicks, 2010). It is important to note that the best solution which can be applied is one which would satisfy everyone’s individual interests and in order to come up with the best solution, the manager and the subordinates need to actively listen to each other, to put aside their differences, and to find a common ground which would satisfy all their needs (Hicks, 2010). In this case, my

Airport Growth Data Research Paper Example | Topics and Well Written Essays - 250 words

Airport Growth Data - Research Paper Example When compared with international or regional trends, one finds that these have been starkly drawn up with passenger traffic and the volume of flights coming in and going out of an airport. This is the reason why much success is indeed linked up with how airports grow over a period of time and showcase the real basis of national and international traffic (Teck & Wai, 2002). The growth has been consistent because airliners have come up; fleets expanded and overall productivity is being seen across the ranks. This is the reason why many airports are now bringing in more luxuries and facilities for their passengers on a constant basis. Planning essentially plays a very quintessential role at suggesting how successful initiatives are being drawn up within the ranks of the airports in the time and age of today (Pitt & Brown, 2001). This is the reason why many airports are doing their best to accommodate as many passengers and flights as

Your Brain on fiction and The Mighty Mathematician Youve Never Heard Essay

Your Brain on fiction and The Mighty Mathematician Youve Never Heard Of - Essay Example This paper illustrates that Annie Murphy Paul wrote the first article and it was published on 17 March 2012. It was entitled Your Brain on fiction. Despite, the evolution of digital devices, the fiction that is derived from reading novels is not completely dead. There is a group of individuals who have completely devoted themselves to the understanding of fiction through neuroscience. Annie writes that they have developed brain scans that reveal what happens in the brain when people read detailed information in the books or even articles in the newspaper, evocative character or an emotional exchange between characters in a movie or a book or even a magazine interview. Stories have affected the way people act or even the way they view certain situations in life. It was discovered that some of these stories stimulate the brain in a manner that directs the brain to do certain things in accordance to what it was stimulated to do. Researchers and scientists have always known the Brocaâ₠¬â„¢s area and Wernicke’s area as the regions of the brain responsible for interpreting motor speech and written data respectively. However, it has been noted over the past few years that other brain parts are also stimulated when one reads a book, by so doing making the experience of reading feel very real in the eyes of the reader. According to scientists, there are words such as lavender, perfume or cinnamon that may stimulate the parts of the brain responsible for smelling.... udy, a cognitive scientist Veronique Boulanger, claims that the use of sentences such as â€Å"Terry grasped the object† or â€Å"Peter kicked the ball† stimulated the motor cortex which is responsible for the coordination of the bodily movements. What’s more, the brain seems not to differentiate the experience it gets through reading and real life, this is because the same neurological regions are stimulated in each case. A University Professor of Psychology at the University of Toronto stated that the reading produces stimulation of reality. These fictional stories and novels are just are essential in describing life’s social and emotional situation (Dwight 65). Most importantly, Annie wanted to bring out the idea that most of these stimulations that the brain receives have been evident by reading about them in books that have good descriptions of the movements, smells and actions of characters in the books or articles. Another article is The Mighty Math ematician You’ve Never Heard Of, which was written by Natalie Angier and published by the New York Times on March 26, 2012. This article talks about a mathematician who has been almost anonymous for over a decade for a theory that explains so many other theories in physics. Einstein also described her as the most significant and creative female of all time. She invented a theory that unites two very common theories in physics, which include the Theory of symmetry in nature and that of the Universal laws of conservation. Noethers’s theory has been classified as important as that of by Einstein (Theory of relativity). Despite the significance of her works, she has remained unknown to the people. A physicist in Drexel University has carried a research and written about her works. He did a poll that he noted many

Informal Groups within an Organisation

Informal Groups within an Organisation Abstract Organisations contain formal groups which have been put into place by the organisational management to perform specific tasks in order to further the aims of the organisation. In addition to the formal groups, there are informal groups which can assume an existence in organisations as a result of the mutually shared interests of the individuals who are a part of the organisation. Informal groups exist purely because of mutual interests and have no formal mandate from the organisation. The membership of the informal groups seeks to satisfy some need by belonging to these groups. These needs may include needs for security, knowledge acquisition, informal attempts to shape organisational policy, family, social interaction etc. Leadership position in such groups is freely accorded by the group membership based on qualities that are considered to be critical for the satisfaction of the needs of the moment, with changing needs resulting in changes of leadership. Informal groups in formal o rganisations can be powerful and important because they have the capability of supporting or opposing organisational aims. Organisational managers should attempt to acquaint themselves with the informal groups in their areas of jurisdiction so that informal discussions with these groups may be possible and attempts may be made to change their norms if they prove to be contrary to the organisational aims. Informal groups can be found in any organisational setting including clubs, schools, health care units, industries etc. The motives behind their formation are a part of human nature and it should not be necessary to excessively interfere in the activities of informal groups unless they are proving to be destructive. In this essay, an attempt has been made to take a look at informal groups in organisations with a special emphasis on the informal groups to be found in a hospital ward. 1.1 Introduction Organisations exist in order to perform useful functions or tasks which will generate revenues or provide a service. In order to achieve organisational missions, teams may be established within the organisation which are organised around a set of objectives. A team or a group is, therefore, considered to be a number of people who have been brought together as a result of a desire to perform some function or accomplish a set of objectives. Groups and teams are formally created in order to provide a remedy for the dysfunction of bureaucratic structures that may be present in an organisation. Segmentation in organisations results in large problems being cut into sub – problems which are then cut into even smaller problems. These problems are then allocated to sub – units or components of sub-units which offer inputs to the problems or tasks and the solution to the whole consists of these inputs. Specially created groups within organisations may horizontally cut across exis ting boundaries and functions existing within organisations in an attempt to take advantage of lateral linkages. A management team or group with lateral linkages can therefore be created by the corporate management in order to better manage the organisation. Such groups which have been created as a result of the design choices and the development processes in an organisation are different from the informal groups which almost always come into existence in organisations if opportunities exist. The informal groups which can come into being within organisations can come about as a result of common interests, desire to learn and share knowledge and achieve specific objectives. These groups can also act to counter organisational function and the imposed standards of management. Standards of the informal groups are the standards of the group members which have not been imposed on them by anyone and certainly not by the organisational management. The leaders of the informal groups in organ isations will have power within the groups which can oppose the formal directives of the organisation or the organisational managers. Hence, it is important to realise that informal groups do exist within organisations and that they have an implicit code of ethics or an unspoken set of standards. In order to positively harness the power of the informal groups, it is important to understand group dynamics and to bring about changes in the informal group norms so as to support the formal organisation. [Arndt 1997]; [Onepine.Info 2005] The terms groups and teams are often used interchangeably and are important concepts in management literature. Groups can be found almost anywhere including schools, work organisations, families, and hospitals as well as in sports clubs. As opposed to a group, a team is expected to have some positive attributes to it. A team will have cohesion, cooperation and teamwork and groups are expected to develop into teams. A team is, therefore, a special type of group which has became sufficiently organised in order to fulfil a mission or a purpose. A group can consist of more then one individuals capable of interacting with each other who are aware of their membership within a group as well as their positive interdependence as they strive to achieve mutual goals. Although members of the group are most likely to have face-to-face interactions most of the time, they can also have interactions over the internet or other media once the group has been formed and members are known to each other. Informal groups will have communication processes which are smoother and less cumbersome then those of the formal organisation. Leadership status is mostly afforded to members who have access to information vital to the functioning of the group or the ability to distribute this information. Whereas formal groups come into existence as a result of organisation design, task allocation and decision making which result in communications and team learning, informal groups are formed as a result of mutually shared interests and are led by members with a strong commitment to the cause. Informal groups can provide a sense of belonging with friendship, support and affiliation along with a sense of identity as well as self esteem for its members. Informal groups can also serve as defence mechanisms for forces that can be too great for a single individual to resist and may also serve as a platform to develop a consensus amongst members about issues which can also be related to the organisation and which may have been regarded as being controversial. The members in an informal group can feel more secure, less anxious and more capable of facing threats such as the cruel behaviour of a supervisor. The leadership of the informal group mostly belongs to the member who is most capable of satisfying the needs of the group and this leadership changes with changing requirements and the ability to cater for the requirements of other members. Because the informal leader does not possess formal powers, therefore, the informal leader can be deposed if this leader cannot adequately satisfy the requirements of the members. Because the cohesiveness of the informal groups can be enhanced in the face of external threats, attempts to force a group to conform to organisational norms can backfire and it may be better to try and neutralise the group leader or to conduct reasonable dialogue. Informal groups can have norms, values and unspoken rules which may be necessary to perpetuate the exis tence of the group and in some groups violations of these rules or norms can carry severe penalties. Although informal groups become important and noticeable because they start to challenge the formal organisation, it must however, be realised that not all informal groups in organisations are harmful and some may in fact be serving a useful purpose such as knowledge sharing, helping members cope, generating ideas or pursuing hobbies. Apart from the work floor, informal groups can also exist as ‘communities of practice’ amongst professionals who are informally sharing knowledge, pursuing design excellence or in other ways controlling and generating knowledge or skills in an organisation. [Accel-Team.com 2005]; [Rupert 2004]; [Fiona 2004] Informal groups in organisations arise as a result of the interpersonal relationships of the members of a formal organisation and there are formal leaders who have authority because of the existence of a formal organisation as well as informal leaders who may be given deference by the employees because they have been able to assist in the satisfaction of some of their needs. Some of the leaders of informal groups or the ‘workers of influence’ can hold rather ordinary positions in the formal organisations but can be a force to be reckoned with because of their leadership of the informal organisation even though this leadership may be temporary or in transition. Without any formal mandate, leadership in the informal group may be based on knowledge, past services, seniority, personality attribute and the art of inducing compliance, a power relationship, the desire for the achievement of a goal or the emerging result of group interactions. Generally, groups do not act becaus e there are leaders but they acquire leaders to help them act. In a fee environment, the leader of the informal group will be the individual who will have a reciprocally rewarding relationship with the rest of the group. However, just like any other leader, the leader of the informal group will have a guiding vision, enthusiasm and a passion for action, integrity, maturity, knowledge, candour, trust, curiosity and daring. The reason why an informal group leader may not have succeeded in the organisation’s formal management structure could be due to a lack of formal qualifications or money and they may be perceived to be belonging to a different ‘class’ which is distinct from the formal managerial core. Power in the informal groups is vested by the peers and informal group leadership has influence over their members as well as the capability to exert an influence over managerial decision making. Hence, an informal organisation exists in parallel to the formal orga nisation and there is informal status that can be conferred on members of the organisation as distinct from the formal status in an organisation [Sandra 2004]; [Onepine.Info 2005] The development of formal as well as informal groups can be described in terms of Tuckman’s five-stage model consisting of the stages of forming or the process of group formation, storming in which individual search and conflicts occur, norming or the normalising of relationships between group members, performing during which peak group activity takes place and adjourning a stage when group members leave and are replaced by others. At the informal group level, where personal relationships are more significant, factors related to sociometry or the science within psychodrama may influence the informal relations between actors apart from considerations related to gain or protection from threats. The basic notion behind sociometry is the flow of feelings which can attract or repel individuals to each other and this is used to explain the inner structures of groups which also have an outer structure. The outer structure of a group may not fulfil the needs of the group members altho ugh such a structure will reflect the decision and responsibility structure of the group and attention should also be placed on relationships of attraction between members without which a group can loose its creative life. In a hospital ward, for instance, the formal structures consist of the nursing supervisors who are in charge of the ward and the doctors, but there is an element of interaction between the patients who are all in the ward because they have a need to get well and be looked after while they try to achieve this aim. There are no formal groups which have been put in place by the administration in a ward, but patients will tend to form informal groups because of their likes and dislikes as well as a need to cope with and survive their experience of ill health and get better. These informal groups will lend support to the members, help them when they need assistance, guide new members and may also take a stand against the formal administration of the ward consisting of the nurses and the doctors on duty if the interests of their members are threatened. [Diana 1996]; [Arndt 1997]; [Nathan 2004] In this essay, an attempt has been made to take a look at perspectives associated with informal groups within organisations and to consider the dynamics of such informal groups. An emphasis has been placed on attempting to understand the dynamics of informal groups by considering the situation in a hospital ward in which patients have been placed because of a joint need to get well and informal groups are formed in order to satisfy the needs of members. 2.1 The Development of Informal Groups in Organisations When creating formal groups in organisations, attempts are, or should be made to bring together individuals who are capable of harmoniously interacting with each other so that the group which has been created to accomplish a task can work at peak efficiency. In informal groups which are created spontaneously and not by an organisational dictate, the self interest of the individual members and a likeness for each other is what keeps the group together. Jacob L. Moreno (1892 – 1974) was the first to attempt to analyse group interactions using psychodrama and sociodrama, which are role playing techniques, in an attempt to analyse interpersonal relations. Members of the group will interact with each other and the behaviour of the group will have a tendency to modify the behaviour of the individual members, as was observed by Kurt Lewin (1890-1947). Most informal groups are controlled through leadership and the group discipline is maintained through internal pressure. In most infor mal groups, there is a respect for the individual and all members can participate in deciding things which are affecting them. However, once rules have been made, disobedience in certain groups can carry heavy penalties. Prison gangs are also a form of a group in which force and terror is used by the informal prison organisation to make members join and the penalty for disobedience can be very heavy. Hence, it is important for formal authorities to ensure that informal groups operating in an organisation are operating in a healthy and constructive manner with any conflict with the established authority lying within manageable and legal limits. Extreme behaviour in a group should be of concern to the law enforcement authorities and the group can no longer be described as an informal group. The humanist philosophy of Abraham Maslow (1908 – 1970) suggests that individuals are motivated by a dynamic hierarchy of needs including psychological, safety, love, esteem and self-actuali zation, with individuals moving up or down the ladder in order to satisfy their needs as best as possible. These needs of individuals are what keep informal groups together and in a hospital ward situation, the patients form informal groups in order to satisfy these wants. Responsibility, recognition and opportunities for growth along with opportunities for self actualization which cannot be satisfied in the formal organisation because of the specialisation of labour and command / obey directives as well as the control of activities are amongst the reasons why individuals in an organisation may want to join informal groups. According to Douglas McGregor (1906 -64), the average individual does not dislike work and has an acute interest in attempting to present solutions for organisational problems which can also motivate individuals to form informal groups. The strict division of labour in a formal organisation without the participation of the organisational members and the resulting dissatisfaction can also lead to the creation of informal groups in which members can participate and which have the capability to provide stronger inputs to the formal organisational hierarchies. There are many other evolving needs such as those involved with safeguarding the family, the community and the self in a hostile or alien ambiance which can cause individuals to form informal groups. Examples of such tendencies may include groups formed by expatriate workers or their spouses in foreign lands. [Arndt 1997]; [Malcolm 2000]; [Tim 2001]; [Betty 1997] In formal groups, there is a greater emphasis on task or goal-oriented activities which aim to get the job done rather then the maintenance-oriented activities which involve creating a good atmosphere, creating social-relationships and the general happiness as well as a state of well being for the members. The emphasis on task-oriented activities rather then the maintenance-oriented activities, however, does not mean that the maintenance-oriented activities are irrelevant. In fact every group tries to find a balance between the two and in a formal group, neglecting the maintenance-oriented activities can mean that the overall group starts to malfunction or a member who may be quite proficient at doing the job is not much of a success any longer. In an informal group, maintenance-oriented activities can be more important then they are in a formal group, although informal groups do have broad aims behind their creation. [Arndt 1997]; [Thomas 2004] All groups including informal groups exhibit a state of dynamism with new members arriving, getting accepted into the group, coming to terms with their status within the group, contributing and then leaving because they have found new places to go to or have developed new interests. Members must, however, have a reason to become a part of an informal group and most often the reason is that they have to be in the organisation to satisfy their economic wants or have been put into a situation or a place in which joining the local group can be beneficial. As new members of an organisation arrive on the scene, they are exploring and finding meanings in the new environment. Initial social contacts are limited and mostly existing members of the informal group will sound out the new arrivals, offer clarifications and provide support. In the forming stage of the group, dependency is rather high and the group leadership may want to exploit the situation in order to induct new members. In the s torming stage, the new individual member will start to exert their individuality and begin to come to terms with other members of the group and the group’s values as well as mode of operation. Personal conflicts can occur as differences in the roles and personalities of members are resolved. There can be competitions over status and positions as well as roles and responsibilities. A hostile environment can develop with members coming to term with reality. The position and the role of the informal group leaders and hierarchy may be questioned by the new arrivals but a realisation may sink in that there are benefits to be attained by the individual as well as the group because the members cannot all leave immediately. Dialogue, facilitation, coaching as well as discovery may take place as the group moves towards normalcy. In the norming stage, a level of understanding between members will develop after the new information and facts have been processed with an acceptance of the differences. Cooperative patterns will start to emerge in the group which are broadly acceptable and members will start discussing issues and making decisions on consensus. Tensions which had existed will start to disappear as group cohesion grows, although feelings of disenchantment may occur as a reaction towards authority of the formal organisation and the group leadership. The group members will try to become independent and adjust the norms of the group to be broadly suited to all and there may be a tendency to attack the group leadership in order to bring in greater democracy. [Arndt 1997]; [Robert 2002] The group will tend to move towards performing in line with its broad aims after the process of normalisation and will carry on with its day to day existence. The group members will have settled into their roles and will be valued for their talents and the contributions that they may be able to make to the group. Ways of improving the situation and enhancing the levels of happiness for all may be pondered on and implemented along with ways to neutralise any threats. Individual members may move towards building up better relationships with others in the group that they like. Excitement may once again enter into the group as a result of new members joining and some old members leaving because they have to move to new places that are located far from the place where a group is functioning. Adjournments from the group may be marked with rituals such as a dinner, a drink or a last conversation, with some members looking back while others looking towards their future. Departure of old memb ers and the induction of new members can move the group into an earlier stage in its dynamics with members coming to terms with new realities, roles and changes in the group composition. Loss of some departed members may be deeply felt and certain new members can be very refreshing, bringing in new ideas and to challenges to the group norms. [Onepine.Info 2005]; [Arndt 1997] 3.1 Sociometry at Work in Informal Group Interactions Interpersonal relationships in a group are important because they enable individuals in a group to perform their function and contribute to the objective of the group. Poor relationships in any group can cause a gulf to develop between the members or the group leaders and between members resulting in poor performance. Members may leave groups in which there are poor interpersonal relations or they may want to keep away from the activities of such groups. In formal groups, absenteeism, sick leave and poor work attitude may be the result of poor interpersonal relationships while an informal group can disintegrate in such a situation. Tele or the two-way flow of feeling, as distinct from empathy or transference which are one-way flow of feelings is the basis of individuals forming relationships and coming together to pursue common aims. Individuals are drawn together spontaneously by common motives in order to achieve certain aims. The forces of mutual attraction can be constantly chang ing within a group with individuals coming closer on the basis of various criteria. Hence, there are likely to be a number of constantly changing sub-groups within a group, with the group being kept together by a stronger common goal. The forces of tele may determine who may be found sitting to whom, the person whose advice is sought on problems and the member who is seen to be providing the leadership in a group. Members in a group may have relationships based on dependency, mutual respect and pairing or indecisive fight or flight type relations with a group’s leadership. The identity of an individual within a group will contain identities from many other groups including identities related to family, profession and place of residence, previous affiliations related to education, employment or membership of clubs as well as any special experiences including those related to culture. Individuals who are thinking of forming stronger affiliations with a group will be asking them selves questions related to inclusion as well as identity, control, influence, power and acceptance as well as intimacy. Attempts will be made to determine what an individual can become in a group, how much influence or control an individual may be able to exercise and if the individual will be liked and respected. Based on the answers to these questions and the alternatives that are likely to be available, the individual will form a relationship with a group. If a member’s expectations related to the group are responded to positively then greater energy is likely to result, alternatively anxiety and preoccupation with the self and a lack of interest may be the result of thwarted expectations. Strong group cohesion is likely if individuals are drawn to each other as a result of more then one factors of common interest which are enduring and not of transitory nature. Cohesion is demonstrated by spontaneity, sincerity and enthusiasm. Observing and analysing the affection, trust and advice networks in a group can assist in the determination of what is going on in a group and who is likely to be able to influence group behaviour and values. Such knowledge can be useful if the formal organisation wants to change the behaviour patterns of an informal group to be less damaging or supportive of the aims of the formal organisation. [Diana 1996]; [Robert 2002]; [John 1998] In a formal organisation, it is the informal networks of working relationships and the informal groups which can have a bearing on productivity and resistance to change. Managers must, therefore, try to keep the informal organisation in mind when implementing change and making decisions. It is important to know the key members of informal groups and have some sort of a dialogue and channels of communication open with them so that discussions based on reason may be initiated if there is a need to change some behaviour patterns. Misunderstandings, a lack of communication and dissatisfaction with some decisions of the formal organisational managers and their way of working can result in the informal network attempting to work in a manner that is contrary to the interests of the formal management and the organisation. Indications that this is happening may manifest itself in the form of apathy, a lack of interest in work and communications with the formal managers. Members of the informa l groups may try to conduct secret discussions in order to try and find a solution and there can be a sense of disillusionment with the organisation. Such wars are usually not healthy either for the organisation or the workers and the formal organisation can try to conduct a dialogue with the informal organisation in order to discus and explain matters which may improve the situation. [Cristiano 2004]; [Diana 1996]; [David 2001]; [John 1998] Some informal groups in an organisation may not have aims which are contrary to the interest of the organisation. Informal groups of professionals who may want to enhance their knowledge, knowledge workers, managers, sports and hobby groups etc can actually greatly benefit the organisational capabilities as well as prestige. Such groups can also assist the organisation by furthering their skills and using these skills to assist organisational aims such as those related to product design, management, marketing, sales etc. The formal organisation may choose to assist such groups within the resources that are available to the organisation. [Kristina 1999]; [Andrew 2004]; [John 1998] In the next section, an attempt is made to study the dynamics of informal groups in a hospital ward. Such a study can be instructive because a hospital ward is likely to be a place where the most idealised informal group formation is possible with there being a possibility of far fewer harsh forces at work in the hospital ward as compared to other settings. 4.1 Informal Groups in a Hospital Ward Treating and caring for the ill can be a challenging occupation and depending on the nature of the ward being considered, there can be a certain level of tension between the hospital staff and the patients. The nurses in the ward are more directly involved with the patients and come in contact with them far more often. The doctors are the senior managers of the formal hierarchy and remain relatively distant from the action whereas the patients and informal groups made up by the patients is the informal organisation. A children’s ward is the place where there is a minimal level of tension between the formal organisation and informal organisation consisting of the relatives of the sick kids. The kids themselves are too young to be making rational informal groups. Caring for the mentally ill or for adult patients in a depraved economic environment can result in serious frictions being generated between the ward staff and the groups formed by patients. Mentally ill patients can be very demanding while the adult patients may not be receiving the proper care in a depraved hospital because of a lack of resources. The circumstances presented in the novel Cancer Ward by Alexander Solzhenitsyn are instructive in this regard. [Valerie 2000]; [Harborne 1996]; [Sandford 1990]; [Ann 2004] In most hospitals, however, a genuine attempt is made to care for the patients and depending on the formal culture which has been cultivated as a result of the policies of the senior medical staff of the hospital, the relationship between the formal ward organisation and the patients tend to be friendly and cooperative. Informal groups consisting of patients, however, do spring up because there is a need to be helpful and be helped, pass time, converse and help each other to face the common enemy, the illness, as well as any other threats which may present themselves including the attitude of the ward staff. [Harborne 1996]; [Sandford 1990]; [Ann 2004] The arrival of a new patient generates an interest amongst the existing members of the ward and as the new arrival is investigated by the ward patients, the process of the forming of a new group starts. The newly arrived patient in the ward will initially be assisted by the formal ward staff or the nurses and will slowly get to know the other patients. The leaders of the informal patient groups may also express an interest and assist in the resettlement of the newly arrived, gathering information and making an assessment of the new patient. The formal ward administration will know much more about the patient because they will have their particulars and medical records Any factors in common between two patients in the ward including similar medical conditions, close neighbourhoods, cultural experiences or professional background etc will lead to an attraction or tele between two individuals which can assist in the formation of an informal group. An attraction or tele can also exist be tween a patient and a member of the formal organisation such as a nurse if there are any common backgrounds or interests. Norming of the ward takes place when the newly arrived patient starts to fit into the new environment and slowly gets to know the other members. In the storming phase, there may be personality clashes or debates about ward regulations and perhaps attempts to deliberately flout any regulations of the ward such as restrictions on smoking or meeting with others as a result of the attempts by the new members to personalise the ward space. The performing stage occurs with ward members settling down and helping each other while trying to get better. Sub-groups will be constantly formed and re-formed as the process of discovery continues and mutual interests shift. A member who has been through trying times, undergone a painful procedure or an operation may be given extra attention by the group as a whole and especially by those who have a strong attraction or tele with this member. The nursing staff, doctors, the senior medical staff as well as the administrators can judiciously intervene by conducting a dialogue and reasoning to keep the situation in the ward under control in order to maintain healthy relationships amongst the patients as well as between the patients and the ward staff. The ward group is adjourned with the departure of a patient and ritual farewell meetings or exchange of gifts may take place for those who have recovered, while some ritual mourning and remembrance will be present for those who may not have recovered. Informal groups in a ward can act in a protective manner towards their members, the patients, while collectively standing up against threats or the unreasonable behaviour of the ward staff. Occasionally, an informal group of patients may threaten the discipline of the ward and the formal medical staff will have to find ways to bring this group in greater harmony with the aims of the hospital and the ward. [Valerie 2 000]; [John