Tetanus Essays (483 words) - Tetanus, Clostridium Tetani, Antitoxin

Tetanus Tetanus Tetanus is a serious, sometimes fatal, disease caused by the infection of a puncture wound in the skin by spores containing the bacterium, Clostridium tetani. These bacterial spores are commonly found in soil, animal excrement, house dust, operating rooms, contaminated heroin, and most surprisingly the human colon. The bacteria that causes tetanus cannot grow in the presence of oxygen. That is why the bacteria do not grow in shallow or wide wounds exposed to air. The way these spores enter your body is through a wound that penetrates the skin and extends deeper than oxygen can reach. The spores then produce a nerve toxin as they multiply and enter the bloodstream. The newly produced nerve toxin causes spasms and convulsions by interfering with the nerves that control muscles. The toxin moves inward towards the spine at about 10 inches a day. Once tetanus has spread, the mortality rate is approximately 40%. The tetanus bacteria commonly live in the intestines of both animals and humans. As mentioned earlier, tetanus is found in soil, animal excrement, house dust, operating rooms, contaminated heroin, and the human colon, but the most prevalent way of communication is through animal bites. Wild animals are perfect carriers for tetanus, and with nature's constant unpredictability there is always a chance of infection. There is also many unknown ways of infection that you may never have thought were possible for tetanus; such as stomach ulcers and infected umbilical cords. Symptoms are extensive and painful, some of which include uncontrollable spasms, stiff jaw and neck muscles, difficulty swallowing, slight fever, headache, chills, involuntary contraction of muscles, and irritability. Typically the first symptoms are felt eight to twelve days after infection. In severe infections it takes only a minor stimulus to trigger s seizure. If muscle spasms develop early, chances of recovery are poor. Some of the most common risk factors occur in people who have not had recent booster vaccinations against the disease. Fortunately there are only about 50 cases a year that are reported in this country. Of those 50 about three quarters are elderly people or people who have never been immunized. Though an estimated one million infants die of tetanus in developing countries each year because of poor hygiene. If tetanus ever develops in your body you must seek medical attention immediately. You may receive a course of antibiotics and an injection of tetanus antitoxin. Other treatments include medications such as chlorpromazine, diazepam, and you may even require the aid of an artificial respirator or other life support measures during the first couple weeks. Prevention is of the most importance since tetanus is often fatal, even with expert treatment. The two major means of prevention are immunization and wound care. Immunizations should be given at least every 10 years and possibly sooner. When you have a wound, even a tiny scratch there is always a possibility of contracting tetanus. You can never be too careful, so take every precaution and take care of yourself. You never know when you could have tetanus. Bibliography Works Cited 1.)http://www.metrokc.gov/health/prevcont/tetanus.htm 2.)http://www.health-net.com/tetanus.htm 3.)http://www.onhealth.com/home/resource/conditions/fulltext/item ,670.asp Medicine and Health Care

Dialogue Definition, Examples and Observations

Dialogue Definition, Examples and Observations (1) Dialogue is a verbal exchange between two or more people. (Compare with monologue.) Also spelled dialog. (2) Dialogue also refers to a  conversation reported in a drama or narrative. Adjective: dialogic. When quoting dialogue, put the words of each speaker inside quotation marks, and (as a general rule) indicate changes in speaker by starting a new paragraph. EtymologyFrom the Greek, conversation Examples and Observations Annina: Monsieur Rick, what kind of a man is Captain Renault?Rick: Oh, hes just like any other man, only more so.(Joy Page and Humphrey Bogart in Casablanca, 1942)How are you? I said.As you see, old Hernandez said, and he pushed his cap back on his forehead and smiled, alive.(Martha Gellhorn, The Third Winter, 1938) Eudora Welty on the Multiple Functions of Dialogue In its beginning, dialogues the easiest thing in the world to write when you have a good ear, which I think I have. But as it goes on, its the most difficult, because it has so many ways to function. Sometimes I needed a speech do three or four or five things at once- reveal what the character said but also what he thought he said, what he hid, what others were going to think he meant, and what they misunderstood, and so forth- all in his single speech. (Eudora Welty, interviewed by Linda Kuehl. The Paris Review, Fall 1972) Dialogue vs. Talk [T]he dialogue is selectivefinely polished, and arranged to convey the greatest possible amount of meaning with the least use of words. . . . [Dialogue] is not a phonographic reproduction of the way people actually talk. It’s the way they would talk if they had time to get down to it and refine what they wanted to say. (Robertson Davies, The Art of Fiction No. 107. The Paris Review, Spring 1989)Talk is repetitive, full of rambling, incomplete, or run-on sentences, and usually contains a lot of unnecessary words. Most answers contain echoes of the question. Our speech is full of such echoes. Dialogue, contrary to popular view, is not a recording of actual speech; it is a semblance of speech, an invented language of exchanges that build in tempo or content toward climaxes. Some people mistakenly believe that all a writer has to do is turn on a tape recorder to capture dialogue. What hed be capturing is the same boring speech patterns the poor court reporter has to record verbati m. Learning the new language of dialogue is as complex as learning any new language. (Sol Stein, Stein on Writing. St. Martins Griffin, 1995) Once captured, words have to be dealt with. You have to trim and straighten them to make them transliterate from the fuzziness of speech to the clarity of print. Speech and print are not the same, and a slavish presentation of recorded speech may not be as representative of a speaker as dialogue that has been trimmed and straightened. Please understand: you trim and straighten but you do not make it up. (John McPhee, Elicitation. The New Yorker, April 7, 2014) Harold Pinter on Writing Out Loud Mel Gussow: Do you read or talk your dialogue out loud when youre writing it? Harold Pinter: I never stop. If you were in my room, you would find me chattering away. . . . I always test it, yes, not necessarily at the very moment of writing but just a couple of minutes later. MG: And you laugh if its funny? HP: I laugh like hell.(Mel Gussows interview with playwright Harold Pinter, October 1989. Conversations With Pinter, by Mel Gussow. Nick Hern Books, 1994) Advice on Writing Dialogue There are a number of things that help when you sit down to write dialogue. First of all, sound your wordsread them out loud. . . . This is something you have to practice, doing it over and over and over. Then when youre out in the worldthat is, not at your deskand you hear people talking, youll find yourself editing their dialogue, playing with it, seeing in your minds eye what it would look like on the page. You listen to how people really talk, and then learn little by little to take someones five-minute speech and make it one sentence, without losing anything. (Anne Lamott, Bird by Bird: Some Instructions on Writing and Life. Random House, 1994)[A]lways get to the dialogue as soon as possible. I always feel the thing to go for is speed. Nothing puts the reader off more than a big slab of prose at the start. (P.G. Wodehouse, Paris Review Interview, 1975)Just as in fiction, in nonfiction dialogue- voices talking out loud on the page- accomplishes several important dramatic effects: It reveals personality, provides tension, moves the story along from one point to another, and breaks the monotony of the narrators voice by interjecting other voices that speak in contrasting tones, using different vocabularies and cadences. Good dialogue lends texture to a story, the sense that it is not all one slick surface. This is especially important in a blatantly first-person narrative, since it offers the reader relief from a single, narrow viewpoint. The voices in dialogue can enhance or contradict the narrators voice and contribute irony, often through humor. (Philip Gerard, Creative Nonfiction: Researching and Crafting Stories of Real Life. Story Press, 1996) Pronunciation: DI-e-log Also Known As: dialogism, sermocinatio

Effective leadership Research Paper Example | Topics and Well Written Essays - 2500 words

Effective leadership - Research Paper Example Scoring is based on the same evaluation and results are investigated with possible suggestion on team improvement. Introduction Structure of the paper The paper analyses a team performance based on theoretical frameworks right from its formation till the very end. It begins by identifying the team and the components within it and then discusses the process by which a team is formed. The team here is identified as a group created to stage a drama in 31 days time. The group identifies its various departments and operates for 30 days. In these 30 days, the group functioning is analysed based on few theoretical frameworks on group behaviour. The next stage discusses the role of individual participation and contribution towards the group and how personal and interpersonal skills were utilised. The paper concludes in evaluating the team’s performance on the team effectiveness critique and exploring the results thereof. The Team The team under study is a small one of 15 people coming together to stage a drama designated to the task of providing a good theatre experience to its audience. The team has 15 members who are divided into various divisions of the work unit. Each member on the team has a level of competency that is desired by the theatre event and the department under which the team member operates. Each team member works towards the common objective of giving a good performance on the day of the event. Team members are equally competitive and capable in delivering high levels of performance. Each individual has a separate set of skills that are necessary for achieving divisional and common organizational goals. The group is divided between actors (6), technicians (3), scriptwriters (2), director (2), marketers and organizers (2). The director has all necessary information regarding the drama event and shall act as the team leader. The Project To stage the drama, the team has a time period of 30 days to stage the drama. They have to present the show on the 31st day of the task being assigned. The team decided to meet 15 alternate days to put together the entire drama in place. The meetings were held on day 1, 2, 5, 9, 12, 15, 17, 19, 21, 23, 25, 26, 27, 28, 29 and 30 from the day it was decided to stage a drama. Team Development Building an effective and efficient teamwork is important in today’s scenario. It is observed that team building is an onerous task. New teams do not start functioning exceptionally well at the very onset. Their formation takes time, efforts and a pattern that follow stages that can be easily classified into four general categories. A group of strangers becomes a team with common goal once they undergo the following stages (Mindtools, 2013). Forming The first stage is characterized by coming together of individuals to form a part of the group. Here individuals act in a very polite and positive manner primarily because they want to be accepted by the other members. The team leader has an advantage at this stage because the roles and responsibilities of other members are unclear. People are engaged primarily in deciding tasks and gather impression and information about other members of the group. This stage usually lasts very long, may be one single meeting and is devoid of any major conflict or controversy. The team under study identifies the roles and responsibilities of each participating in creating the entire drama. The behavior was formal and polite where individuals got acquainted with

Inter-relationship between Farm Level Agriculture and Global Warming Research Paper

Inter-relationship between Farm Level Agriculture and Global Warming - Research Paper Example A significant cultural issue facing the world in the present day is the connection between â€Å"global warming and economic policy† (Callan & Thomas, 2007, p.254). Scientists and economists have different views and opinions on this issue, where some give little importance to the complexities relating to the effects; others view the problem with serious concern reflecting consequences of disaster in the near future. Several proposals have been worked on to deal with greenhouse gases; proposals including â€Å"imposing taxes on fuels in proportion to their carbon dioxide content, emissions trading, and aggressive policy towards the development of clean technologies†. Agriculture is that part of the economy that is very susceptible to climate change and hence to global warming. Many countries have started importing regions of agriculture that they might need, a policy that has made the Gross Domestic Product (GDP) of such countries to be less at risk to climate change. Ho wever, if climate change drastically agitates the agriculture, all countries are expected to experience the effect, even if their GDP is not dependent on agriculture. The policy of congregating agriculture in certain global regions has created greater concerns as the â€Å"lack of diversity† with small climate changes may actually affect the entire world as a whole (Grant, n.d.). In view of the economic growth and reserves of fossil fuels, estimations indicate that â€Å"global emissions† might show a rise from 6 billion tons of carbon to 20 billion tons till the year 2100 and 50 billion tons by the late 23rd century. According to different studies conducted, if this happens, the atmospheric absorptions of carbon could develop at much higher levels. The temperatures would increase worldwide. Effects of carbon fertilization which implies stimulation of plant growth by higher levels of carbon dioxide are sometimes believed to reduce the effect or

15 - 20 Discussion Essay Example | Topics and Well Written Essays - 1250 words

15 - 20 Discussion - Essay Example t has said that, death penalty is imposed â€Å"not upon those who commit the worst kind of crimes but upon those who have the misfortune of to be assigned the worst lawyers†.  (Bedau and Cassell, 2005, p. 209). Bright believes that poor people who are accused of capital crimes are often assisted by lawyers who are not well skilled and hence not in a position to defend his client from the death penalty. In Bright’s opinion money gains a prime importance in the courts of America. In the courts the one who lacks adequate wealth has to go through the ordeal of death penalty because the accused is not able to afford a proper lawyer for the case. The wealthy on the other hand can afford a lawyer who will take their case seriously and help them to achieve desired ends. Not only that Bright has also said that the courts sometimes do not even bother to look into the case carefully if a poor person is involved and gives a judgment of death penalty to the poor. Therefore accord ing to Bright death penalties take place in America on the basis of wealth and are not based on the merit of the case and so it is better that death penalty is altogether abolished so that the poor do not suffer merely based on the fact that they are poor. (Recinella, 2004, pp.230-235). Louis P. Pojman on the other hand supports death penalty. Pojman believes that those who commit gruesome crimes deserve to get adequate punishment and death is the most proper punishment for them. He has said that it is the duty of the society to give death penalty to those who deserve it. Pojman also holds the opinion that death penalty is required as a deterrence to fight the crimes of the society. He is also well aware of the fact that abolition of death penalty does not help to civilize a society. He says in spite of the fact that in America death penalty is discriminatory in nature it does not mean that the society has to do away with death penalty. He says that if a criminal commits crimes like murder he should

Food Purchasing Cost Control

Food Purchasing Cost Control In the hospitality industry, purchasing may be defined as a function concerned with the search, selection, purchase, receipt, storage, and final use of a commodity in accordance with the catering policy of the establishment. (Davis and Kotas, 1986:47) Davis and Kotas (1986) suggest that purchasing is a fundamental function in the beverage control cycle. If this function is managed efficiently, then any hotel can attain quality beverage products at the minimum cost possible according to the companys financial objectives. The objective of beverage purchasing is to procure the best quality of items, at the lowest price for a specific purpose. It is a must to give considerable attention to the beverage cost control since beverages will normally throw in more profits than food. Fewer staff is required to process beverage into a finished item for consumption by the customers compares to food. (Davis et al, 2008) 3.2 The Purchasing Personnel Staff members that are responsible for the beverage purchases vary depending on the type and size of the establishment. (Davis and Kotas, 1986) The purchasing manager is responsible for the beverage purchasing function in Hotels One and Two. In Hotel-Three the purchasing manager and the food and beverage manager are responsible for the beverage purchasing function whereas in Hotel-Four the purchasing manager and the cost controller are accountable for this function. In Hotel-Two when there is a special theme night, the food and beverage manager will join the purchasing manager for such occasions. The purchasing function is centralised as hotel purchasing for Hotels One and Four. On the other hand the purchasing function is centralised as a group purchasing for Hotels Two and Three. It was agreed by all the interviewed personnel that the purchasing personnel have to be experienced and knowledgeable about the products that they have to order. In fact the purchasing manager in Hotel-Three has over thirty years of experience in this function. In the case of Hotel-Two it was mentioned that although experience and knowledge are vital for the purchasing function, most items in Malta are standard. Additionally it was also pointed out that the purchasing function depends on the demand of other departments. There have to be cross functional teams (that is team effort) and strong communication among all the hotel departments. Standards for beverage purchasing are developed for all the four hotels interviewed. Quality is given primary priority in all the hotels interviewed apart from for Hotel-Two where the first preference is on the price. In the case of Hotel-One, the products have to satisfy the bar manager and afterwards the purchasing personnel will deal for the best price for the pre-established quality. They will try to obtain the best price at the best quality. In Hotel-Three the purchasing personnel will try to attain a balance between price and quality however Quality is on top of the agenda. It is essential to consider the purchase of some of beverage items of each outlet separately. For example the wines offered at the pool bar will be at a lower quality and at a lower price when compared to the main bar. Each product can have a good quality, very good quality or best quality. The purchasing personnel have to choose the quality that is adequate for the specific outlet. In Hotel-Four both qualit y and price are given right of way however quality will always win. In Hotel-Two price is given precedence in the sense that, when choosing between two products with similar quality but different prices, the purchasing personnel will go for the cheaper product. The quantities of beverages to be ordered are determined by the storekeeper with the skilled assistance of the purchasing manager using a par stock level. When required in Hotel-One the cost controller will help out to determine the quantities to be ordered. In Hotel-Three the food and beverage manager will assist when needed to determine such quantities. 3.3 The Selection of Suppliers The suppliers selected can be either existing suppliers or potential suppliers. The advantage of the existing suppliers is that the quality of the goods received, the price and the service offered would all be already known. According to Dopsen, Hayes and Miller (2007) when dealing with new suppliers it is vital to exercise prudence and to get the subsequent information as a minimum: Full details of the firm and the range of items it is selling; Copies of recent price lists; Details of trading terms; Details of other customers they deal with; Samples of products. Ideally there should be a visit to any potential supplier to enhance knowledge about the size of the company; the range of the products; the size of processing and storage facilities and to meet members of the management team. All these factors facilitate a sustainable long-term business relationship. (Dopsen, Hayes and Miller, 2007) Suppliers can be chosen on the basis of their reputation in the market, upon an investigation of a supplier and on the basis of their performance. The best supplier is the one who provides the firm with the most efficient service with regard to quantity, quality, price and delivery performance. (Davis and Kotas, 1986:53) In all the hotels except for Hotel-Four there is a list of agreed suppliers from whom products are bought. Hotel-One has a list of preferred suppliers from whom the purchasing personnel will buy continually. It is a preferred suppliers list rather than an approved suppliers list. The advantage of having a preferred rather than an approved list is that if any particular supplier will give you a hard time (not reliable towards the hotel), then this supplier can be immediately replaced. Hotel-Two has an approved supplier when it comes to soft drinks and beers. When it comes to spirits, the suppliers are preferred rather than approved. Hotel-Three has contracts with the suppliers containing pre-agreed prices and pre-agreed quality of the listed products, however if something will not vary for example the quality will deteriorate, the purchasing personnel will alter the supplier if the problems will not be tackled. Although there is a contract, it is not a fixed contact that is the hotel personnel are not obliged to buy the beverage products from the specific supplier. Hotel-Four does not have any suppliers list. In this hotel the suppliers are chosen according to the quality of the products, the type of brands required and the services that the supplier will offer to the hotel. When selecting the suppliers, the criteria evaluated by Hotel-One are credit term, quality and prices. The credit term period is given top priority. According to Hotel-One it is useless to go for the best quality and the best price if the credit terms period is short. In Hotel-Two price is given top priority when selecting suppliers while quality and lead time are also analysed to make the right decision. In the other two hotels quality is the most influential factor used to determine the suppliers to be chosen for the beverage products. Dopsen, Hayes and Miller (2007) explained that the supplier performance can be evaluated using the rating system which usually includes: price, quality and delivery performance. Potential suppliers performance is only evaluated by Hotel-Three. Every now and then the purchasing manager will pick some items and verify if there is a better product in the market than the one that the hotel is currently using. The purchasing manager without involving employees in operation will pick up different products and will make a blind presentation and tasting of the product. The purchasing department will decant the product that will be identifiable (delete the tag and the supplier name) and the food and beverage manager will rate the product using a rating sheet including quality, yields among other factors. The person rating the product will not know who the supplier is. Although the decision taken will not be based on price, the food and beverage personnel will know the price to be able to match the product being tasted with its price accordingly. There have to be a balance between quality and price. It can be that the product quality is superior compared to the hotel standard thus the product will not be affordable. Then the rating sheet is filled out. Hotel-One pointed out that the suppliers evaluation and performance is not prepared because this does not add any value on the hotel sales. The cheapest item is not automatically the best to buy since low-cost products can lead to low quality. Normally the responsible persons go for the supplier on the basis of the quality required and then negotiate the best price for it. There is always a trade-off between quality and price. 3.4 The Purchasing Procedure According to Dopsen, Hayes and Miller (2007) the various steps in the purchasing procedure are: The initiation of a request to purchase beverages by an authorised employee such as the head of department or restaurant manager; The selection of the source of supply from which the goods are to be purchased, and the price to be paid; Entering into a contract with the supplier by telephone, electronically or in writing; Obtaining a satisfactory delivery performance from the supplier with regard to time, date and place of delivery; The acceptance of goods ordered and the transfer to the ordering department or to the stores. Purchasing is not a separate activity. What, how and when you buy must always reflect the overall goals of your establishment. Trends change so must you, the purchaser. (Brown, 2005:396) Dopsen, Hayes and Miller (2007) recommend that the procedure should reflect the type of the establishment and the market where it operates. Those responsible should consider: the location of the establishment in relation to its suppliers; the size of the storage facilities of the hotel; the shelf life of the beverage product; and the companys purchasing power. Whatever the establishment is, it is crucial to have a sound purchasing policy so that satisfactory standards will be achieved. 3.5 Purchasing Orders In every hotel it is vital to have purchasing policies and procedures which are planned to allow business transactions to take place smoothly between supplier and receiver. Documentary evidence should confirm that the procedures are actually being followed. In Hotel-One purchase orders are authorised by the purchasing officer and the financial controller while in Hotel-Two these are authorised by the group purchasing manager. In Hotel-Three the purchase orders are authorised by the cost controller or the general manager while in Hotel-Four these are authorised by the head of department and the latter will also communicate with the financial controller and the general manager, if deemed necessary. In all the hotels those authorising purchase orders are independent from those responsible for issuing requisitions. This prevents certain abuses that can be carried out when the same person will be responsible for both authorising purchase orders and for issuing requisitions. In Hotel-Two the persons issuing requisitions are the head of departments or the supervisors. Then the storekeeper will deliver the items that were previously ordered and the cost controller will verify that every order is in its perspective. In Hotel-Four the purchase orders are prepared by the head of departments while for the other three hotels, the purchase orders are prepared by the purchasing manager. Every hotel has a system of par stock level. In Hotel-One the cost controller will work to create a par stock level which will depend on the period of the year, the type of functions that the hotel has, and the type of clients that the hotel has. The aim of these par stock levels is to have some items of every stock with a limited quantity since excessive stock means cash put down the drain. Additionally useless stock will lead to negative cash flows. In Hotel-Two it was remarked that the par stock level used is an informal one that will be adapted according to the company needs. A point to note is that in Malta, hoteliers work a lot on a last minute purchases. This can be used since distances are short and so if there is a stock item missing, you can phone the supplier and the latter will bring the item in a few hours. In Hotel-Three the cost controller is responsible to ensure that stocks in the stores are kept lowest as possible as these will represent idle money. The information contained in the purchase orders of each hotel is nearly identical to each other. Hotels One and Three does not have the terms of payments listed in the purchase orders. The purchase order of Hotel-Three contained a disclaimer that declares that if the supplier (who will receive the purchase order) will not agree with the purchase order in terms of quantity or price or he does not have the pre-agreed brand, the supplier shall inform the purchasing manager before the delivery. In Hotel-Four the type of brand is not listed in the purchase orders. All the hotels have sequentially pre-numbered purchase orders. Normally a copy of the purchase order is being received by the supplier. The goods received clerk/storekeeper will also receive the purchase order and the same copy will go to the cost controller who will attach it with the invoice and passes it through his system and then the cost controller will give the purchase order to the accounts clerk who will pass it through the accounting system. On receipt of an authorised requisition form, it is vital to check the economic quantity to be purchased by checking the existing stocks and the sales volume forecast. After establishing the purchase requirements, a formal written purchase order is prepared. This serves as the basis for ordering. Written records lessen misunderstandings so it is better to maintain some written record of purchases, preferably on a purchase order, to verify the accuracy of deliveries received. (Dopsen, Hayes and Miller, 2007) 3.6 Concluding Remark Think of purchasing as a cycle, not a one-time activity. Purchasing is not just a matter of phoning or emailing another order. You dont want to run out, nor do you want to overstock. (Brown, 2005:395)

Case Analysis Study

Case Study Analysis Paper Prepare a 1,400 to 1,750-word case study analysis paper based on the University of Phoenix Material, â€Å"Case Study for Student Analysis,† located in Week Two of the COMM/215 [pic] page. Below is a detailed description explaining how to prepare a case study analysis paper. ____________________________________________________________ _________________ Typically written in narrative form, a case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. Placing the reader at the scene of the action, the real events presented provide an opportunity to help evaluate alternative courses of action. Case analysis is used in academics to help you demonstrate your ability to evaluate situations critically, to apply concepts you have learned in a class, to solve problems, and to communicate your findings and conclusions. The purpose of this exercise is to introduce you to case studies and the analysis process, and to a proper format for writing the case study analysis report. Try not to worry about trying to find the â€Å"right answer† to a case. Usually, there is no single right answer. Most cases are intentionally ambiguous and can be viewed from many different perspectives. Several feasible solutions are usually available to any give case. The best solution is the one you can best support with thoughtful analysis, logical arguments, and substantiating evidence from your research or your own experience. Your goal in analyzing a case is to provide an effective solution to the situation outlined and to support that solution with solid and persuasive evidence. Overview Analyzing a case study can take several forms, and you should check with your instructor on the specific approach or point of view that he or she recommends. For example, you might analyze the case from the perspective that you are the central character of the narrative and must provide a report of what you would do in the situation. On the other hand, you might play the role of an outside consultant hired to evaluate the situation for which you provide a report. Make sure you allow enough time for the various tasks you must perform. These tasks are listed below and explained in more detail in the following sections. (Note: When writing a case analysis as an exercise in a writing class, there will be no content-related course concepts (e. g. management or health care theories) that apply directly to the case. The objective of the assignment will be to produce a well-written analysis. You should check with your instructor to determine the expectations of content and the amount of research required. Analyzing the Case 1. Read and study the case thoroughly. 2. Define the problem(s). 3. Select a focus for your analysis by identifying key issu es and their causes. 4. Identify and apply course concepts in order to identify possible solutions. 5. Evaluate alternative solutions and choose the solution you believe is best. Writing the Case Analysis 1. Determine how you want to present your views and structure your paper. 6. Produce a first draft of your case analysis. 7. Revise and edit the draft. 8. Format and proofread the final report. Analyzing the Case 1. Read and study the case thoroughly. Read the case once for familiarity with the overall situation, background, and characters involved, noting issues that you think may be important. Read the case again, and highlight all relevant facts. Make sure you understand the situation and have all the facts. Make notes about issues, symptoms of problems, root problems, unresolved issues, and the roles of key players. Watch for indications of issues beneath the surface. 9. Define the problem(s). Identify the key problems or issues in the case. Case studies often contain an overabundance of information about a particular situation, not all of which may be relevant. Do not try to analyze every fact and issue. Part of the skill of good case analysis is in determining which facts are relevant. 10. Select a focus for your analysis by identifying the key issues and their causes. Determine how to focus your analysis. Narrow the problem(s) you have identified to between two and five key issues. Do not try to examine every possible aspect of the case. Identify the most important issues that relate to the concepts you have been studying in the course (if applicable). Once you have focused on one or two key issues, try to gain a fuller understanding of their causes. Why do these problem(s) exist? What caused them? What is the effect of the problem(s) on the organization or the relationships among individuals in the organization? Who is responsible for or affected by the problem(s)? 11. Identify and apply course concepts in order to identify possible solutions. (See previous note regarding writing a case analysis as an exercise in a writing class. This section is included so that you become familiar with the application of case studies in context of applying content-related course concepts. ) a. Identify and apply one or more concepts discussed in class, covered in your readings, or learned from your own experience that would apply to the case and provide some insight or guidance in solving the problem(s). b. Review your notes from c lass discussions and your texts and other readings in the course, conduct outside research, and use your own knowledge and experience to decide what concepts, theories, or ideas could be relevant. 2. Evaluate alternative solutions and choose the solution you believe best reflects the findings from your analysis. Make certain you can support the solution you choose with solid evidence from your case analysis. Weigh the pros and cons of each alternative. Which solution is the most feasible? Make certain you can defend that solution. Now you are ready to proceed to the next step—determining how to present your ideas and structure your paper. Writing the Case Analysis Written case analyses are short, structured reports. Usually, the instructor will ask for between two and ten typed pages, depending upon the complexity of the case. Some case studies are assigned as individual efforts; others are group projects. Still others may be a partial group effort, with the group collaborating in the analysis and each individual student being asked to prepare a separate written analysis. Your task, in writing your case analysis, is to combine aspects of the case and key issues with your perceptions and supported opinions. You must then examine alternatives, choose the most viable solution, and provide evidence to support your views. You obtain this evidence from class discussions, your text readings, outside research, and your personal experiences. 1. Determine how you want to present your views and structure your paper. Most case studies follow a prescribed format and structure and can vary depending upon the course in which it is used, such as those discussed next. Check with your instructor regarding his or her preference as to the sections of the case study analysis report. Case study analyses are written as reports with headings, not as essays. The report should clearly identify the relevant sections for the reader. . Title page Use standard APA format to develop a title page. b. Introduction Determine a thesis. Summarize, in one sentence, the principal outcome of your analysis. This is the thesis for your report and should be clearly stated in the first few paragraphs. The introduction identifies the central problem. c. Background Take the central problem, and place it in a context for the reader providing background information about the case. Do not reiterate or rehash the facts stated in the case. Rather, place the case in a research context. The background section demonstrates to the reader that you have conducted research, either academically or in the field, regarding the types of problems that the case study describes. Be sure that your written presentation focuses your diagnosis of the problems on the most important issues. d. Key Problems This is where you identify your thoughts about the problems that exist. It is considered a very important part of the report. Start with the â€Å"who-when-where-what-why-how† typical questions (Gerson & Gerson, 2002). Ask yourself here as you ponder the situation: â€Å"What are the problems at this company? There certainly is usually more than one problem. Identify the ones you see as being instrumental to the success of the company or its project. e. Alternatives Now that you have conducted research and placed the problem(s) into a context, you will have informed choices about the alternative solutions to the problem(s). You are not expected to analyze all possible alter natives. However, you should have considered several alternatives when you formed your opinion about the case. Discuss these alternatives and why you rejected them in determining your solution to the case. Why are these viable alternatives? What are the constraints (e. g. money, time, personnel, resources) imposed and the reason that you do not recommend the alternative at this time? f. Proposed Solution Discuss your proposed solution providing support with solid evidence. Generally, you should only provide one proposed solution. Keep in mind that in the context of the case study, the characters or company can only start on one solution at a time. Which one do you propose and why? Justify why this solution is the best option through a logical argument supported by research. The proposed solution should be specific and realistic. g. Recommendations If appropriate, you may conclude your written analysis with a discussion of the implications of the problems you identified on the functioning of the organization or on the relationship among individuals in the case. You may also want to make recommendations for further action that might be taken to resolve some of these issues. Be specific about what should be done and who should do it. This section discusses specific strategies that the individuals in the case can do to accomplish the proposed solution. Check with your instructor as to whether this section should be included in your case analysis report. 13. Produce a first draft of your case analysis. 14. Revise and edit the draft. 15. Format and proofread the final report. Case study reports are written in a structured format, not as essays. Case study reports usually contain an Executive Summary that contains brief summaries of the Introduction, Background, and Proposed Solution sections of your report. The Executive Summary provides a quick, easy-to-read summary of these three main parts of the case study. Check with your instructor to see if he or she requires an Executive Summary to be included with your report. ) Tips for formatting the final report: a. If an Executive Summary is to be included, it should be single-spaced with relevant headings identifying the sections. The Executive Summary should summarize those sections of the report, and not contain any information not discussed by the report. b. The case study analysis s hould be written as a structured report, with relevant headings. The case study analysis is not an essay. 16. Include any relevant appendices and references in a proper APA format.

Contemporary Social Work Theory and Issues Essay

Assignment Title To what extent can social work be adequately conceptually understood in terms of a position at the interface between social exclusion and social inclusion? To what extent can social work be adequately conceptually understood in terms of a position at the interface between social exclusion and social inclusion? According to the International Federation of Social Workers (IFSW) the social work profession ‘promotes the empowerment and liberation of people to enhance wellbeing. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments’ (IFSW, 2000). However the social work role is questioned, in both its operational approach, and in terms of where it is positioned at the interface of individuals that are excluded and included within today’s society. This essay will aim, using relevant theories and concepts, to provide the opinion of the author, regarding their notion of how the social work role is delivered, and moreover, grasp an understanding of where this role is located, either working with the socially excluded or leaning towards the concept of inclusion. The term social exclusion was coined in France by Rene Lenoir in 1974, (Gore, 1995, Silver, 1995, Haan, 1998, cited in Islam, 2005: 4) and, in his opinion, referred to people who were omitted from employment-based social security systems. His reference to the excluded consisted of the ‘mentally and physically handicapped, suicidal people, aged individuals, abused children, drug addicts, delinquents, single parents, multi-problem households, marginal asocial persons and other social misfits’ (Silver, 1994-95: 532). Social exclusion did not replace poverty as a concept but referred to the ‘broader process of social disintegration – an increasing rupture of the bond between the individual and society’ (Islam, 2005: 4). As Lenoir suggests, social exclusion transpires in many forms; race, poverty and deprivation, employment, and class, and retains varied definitions. According to Sheppard (2006), the best definition that provides an understanding of all the dimensions of social exclusion was submitted by the Child Poverty Action Group (Walker and Walker, 1997, cited in Sheppard, 2006) ‘social exclusion refers to the dynamic process of being shut out, fully or partially, from any of the social, economic, political and cultural systems which determine the social integration of society’. However, the model of ‘social exclusion’ has only been in use in the UK for a relatively short time, and its extensive practice could indicate that it ‘describes a phenomenon that already existed, but lacked a suitable name’ (Page 2000: 4). Marx, for example, refers to the ‘underclasses in contemporary capitalist society. According to Marx members of the proletariat are compelled to sell their labour power to the bourgeoisie in order to ‘attain for themselves the means to their own subsistence’ (Ashley and Or enstein, 1998). Marx was aware of the growth of the middle classes, situated at the interface of proletariat on the one side and the bourgeoisie on the other, thus increasing the security and power of the upper class. Subsequently this produced a different division of the working class, Marx’s ‘lumpenproletariat’, for example; the migrant population, the indigents, the unemployed and those in poverty and deprivation, individuals that today would be the termed ‘socially excluded’. According to Marx, class structures are primary in determining the main social classes, the focal forms of struggle within societies, and the life experiences of people in these classes. However, secondary forms of inequality and oppression occur within each class, and these may take the form of racial and ethnic inequalities, or gender inequalities. Marxist feminists argue that, ‘within any class, women are less advantaged than men in their access to material goods, power, status, and possibilities for self-actualisation and the causes of this inequality lie in the organisation of capitalism itself’ (Ritzier, 1992: 468-9). , However, as Marxist theory distillates on class division, and is concentrated on the macro level only, this view of Social Work’s position at the interface of exclusion and inclusion is not conclusive. The Social Worker would be seen as working more in line with the ‘lumpenproletariat’ and not providing services to the ‘proletariat’ and certainly not the ‘bourgeoisie’, therefore places social work at the heart of the excluded and not the included. Moreover as social work from the Marxist perspective, is placed firmly within the macro level, the individualism and person centred approach that the social worker aims to provide the client cannot be fulfilled, as to do so would mean to be working at the micro level which the Marxist view discounts. The Functionalist stance referencing the concept of social exclusion is to describe a group, or groups, of people who are excluded from the normal activities of their society in multiple ways, thu s deviating from their societies ‘norms’ of behaviour (Sheppard, 2006). A functionalist perspective of social exclusion is, therefore, focussed upon the excluded persons being deviant and non- conforming to social norms. However, unlike the Marxist perspective, the Functionalist would concentrate on the social worker operational on the macro and the micro level, working with the individual, and also taking the clients wider social systems in to account, for example; family, friends, school and working environment. Emile Durkheim (1858-1917), and later Talcott Parsons (1951), suggests that societies were social ‘systems’, made up of interrelated social elements, and that these systems were ‘moral’ entities. Durkheim and Parsons argue that all human associations give rise to expectations in patterns of conduct, therefore producing restrictions on how a person should or shouldn’t behave. Hence emerges ‘collective consciousness’ which, in turn, constrains an individual and obliges them to act in particular ways ( Cuff, Sharrock and Francis, 1992). One way is that norms ‘effectively discipline individuals above all through their moral authority, relatively independent of any instrumentally significant consequences of conformity with them’ (Parsons 1951, p. 37). The other is that there is a tendency for individuals to ‘develop and maintain attachment to the same integrated system of norms and to find solidarity in the pursuit of shared goals’ (Parsons 1934: 295, Peacock 1976: 265). The Functionalist, therefore, would suggest that social work is very much concerned with the deviants in society, the individuals that do not conform to society’s norms. However this notion too could be contested, as, if the social work profession concerns itself with the deviants of society, the client could be at risk from labelling and of being further excluded by the social worker themselves. Sheppard (2006), asserts that social work is, in fact, exclusionary and that social workers ‘cannot engage in integration and inclusion because its innate functions involve labelling and marginalising people’ ( Sheppard, 2006). Functionalism also neglects the negative functions of an event, such as divorce, and does not encourage people to take an active role in changing their social environment, even when such change may benefit them. Conflict Theory also sees society as a social system, but unlike Functionalism who perceives society held together by social consensus or cohesion, Conflict Theory interprets society as held together through conflict and coercion. From this perspective, society is made up by competing interest groups, some more powerful than others (Andersen and Taylor, 2008). When Conflict Theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. Randall Collins (1941) su ggests that power and status are fundamental relational dimensions at the micro level of social interaction and perhaps at the macro level as well. Collins concludes that coercion and the ability to force others to behave a certain way are the primary basis of conflict in society (Turner, 2000). Therefore in the conflict view, the elite members of the dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities, thus generating social division, and creating social exclusion, at the macro and the micro levels of society. In contrast to the conflict perspective, the strengths approach concentrates on building clients strong points in order for them to become empowered and initiate social change. Cowger and Snively (2001) favour the empowerment perspective as ‘central to social work practice, and see client strengths as providing the fuel and energy for that empowerment’ (Miley et al, 2004:91). Empowerment can be defined as ‘a construct that links individual strengths and competencies, natural helping systems, and proactive behaviours to social policy and social change’ (Rappaport, 1981, cited in Zimmerman, 1995: 569). However if the social worker is operational more within the context of empowering the socially excluded, rather than the included, what of the power and authority that a social worker holds over the client as an agent of social control? Moreover, if a social workers role involves empowering the client to take control of their own lives, how does the power transfer from the authoritative figure of the social worker, to the deprived, socially excluded client? Indeed, would the client want to be empowered, or be able to hold rational thought, capacity, to be open to empowerment? Rojek (1989) argues that empowering clients to focus on capacity building and not in making changes directly to the oppressive social structures affecting the client, places responsibility on the client to change whilst still facing social obstacles. Therefore, for the social worker to effectively practice empowerment, the client is presumed to have adequate rational capacity, and have only one risk factor influencing their lives. This is difficult, as, from researching this essay, it has become apparent, that the socially excluded individuals that social work operates with, has more than one disadvantage, problem, or need that they require support to cope with. Perhaps the term enablement would be more fitting than the harsh, power/powerless concept of empowerment and subsequently, that the social workers role should concentrate on maintaining the client According to Davies (1994: 58) ‘the social worker is contributing to the maintenance of society, by exercising control over deviant members, whilst allocating resources according to policies laid down by the state, on an individual basis’. This consensus approach ‘analyses structural inequalities in society and the role of social work in relation to such inequ alities’ (Lishman, 2005: 70). Davies idea of maintenance of the individual, and, therefore society, is simplistic, and, by using the term ‘maintain’ rather than ‘change’, dominates a proper conception of social work’ (Sheppard, 2006). However the radical social worker would discount Davies notion of maintenance as they perceive the state as serving particular dominant interests and therefore cannot play a neutral, humanitarian role in respect to vulnerable, disadvantaged, socially excluded people. They would argue that social workers using the maintenance role, with respect to state policies, will perpetrate inequality and its associated oppressions, disadvantages and stigma. Radicalists distinguish that social workers need to understand the nature of state power, and the role of social work as an element of state control and oppression (Lishman, 2005). If this is the case, and the social worker is operational in the form of an agent of social control, whilst holding the power and control over the client, may actually be alienating them further from society. Additionally, as the radical perspective, alongside Marxism, focusses on the class differences in society, it fails to take into account the multiple and varying oppression and disadvantage which operate in British Contemporary Society. According to Langham and Lee (1989: 9) radical social work texts and practice led to the failure to ‘recognise the systematic denial of power to women and black people and failed to recognise inequality arising from sexuality, disability or age’. There is much debate and confusion in reference to the definition of social work, and even more deliberation concerning the role of the social worker and of its operational position in today’s society. Taking into account, views from the Marxist, Radical and Functionalist perspectives, it has been the focus of this essay to decide upon the position of social work at the interface of social exclusion and social inclusion. It is of the author’s opinion, that social work should perform a maintenance role, working with socially excluded individuals. The notion of being an agent of social control is not very appealing, as it makes the social worker an authority figure, which clients would find oppressive. It doesn’t matter if the client is deviant or a conformist, the social worker should remain non-judgemental and focus on enabling and maintaining them to gain independence and improve their lives. References Andersen, M. Taylor, H. (2008), Sociology, Understanding a Diverse Society, 4th edn. USA: Thomson Higher Education. Ashley, D. Orenstein, D. (1998), Sociological Theory, Classical Statements. 4th edn. USA: Allyn and Bacon. Cuff, E. Sharrock, W. Francis, D. (1992), Perspectives in Sociology, 4th edn. London: Routledge. Davies, M. (1994), the Essential Social Worker, 3rd edn. Aldershot: Ashgate Publishing Ltd. International Federation of Social Workers, 2000, Definition of Social Work, [Online] Available at http://www.ifsw.org/f38000138.html (Accessed on 19/12/2011). Islam, A, (2005), ‘Sociology of Poverty: Quest for a New Horizon’, Bangladesh e-Journal of Sociology. 2, pp. 1. Lisman, J. (2005), Handbook of theory for practice teachers in social work, 10th edn. London: Jessica Kingsley Publishers. Miley, K. DuBois, B. (2004), Social work: an empowering profession, 5th edn. Boston: Pearson Publishers. Page, D. (2000), Communities in Balance, the reality of social exclusion on housing estates, York: Joseph Rowntree Foundation. Parsons, T. (1934), ‘the Place of Ultimate Values in Sociological Theory’, International Journal of Ethics, 45(3), pp. 282-316. Parsons, T. (1951), the Social System, New York: Free Press. Ritzier, G, (1992), Sociological Theory, 3rd edn. New York: McGraw-Hill. Rojek, C. Peacock, G. Collins, S. (1989) Social Work and Received Ideas, London: Routledge. Sheppard, M. (2006), Social Work and Social Exclusion, the Idea of Practice, Hampshire: Ashgate Publishing Ltd. Silver, H. (1994-95), ‘Social Exclusion and Social Solidarity: Three Paradigms’, International Labour Review, (133), pp. 531-578. Turner, J. (2000), Handbook of Sociological Theory, USA: Spring er Press. Zimmerman, M. Perkins, D. (1995), ‘Empowerment Theory Research and Application’, American Journal of Community Psychology, 23(5), pp. 569– 579.

Sailmaker essays

Sailmaker essays Sailmaker by Alan Spence was written with a strong theme. Spence conveys effectively the theme of hope turning to disillusionment. He does this with sensitive characterisation, an effective structure and powerful symbolism. The story is set in Glasgow around the 1960s when the ship building industry was declining. It is about a boy who lives wit his parents in a tenement flat. His dad is a tic man but used to be a sailmaker. The boy finds a small old yacht in the bed recess in their small home. He asks his dad to fix the yacht up because it has no sails but his father keeps on delaying this. The boys uncle paints it for him without delaying but the father never put sails on it. So eventually the boy forgets about it and the yacht goes back to where it came from, the glory hole. In the second part of the story, time has moved on. It is a few years later and the family is not doing well because the mother has died and the father is out of a job, spending most of his time drinking or at the betting shop. Soon the boy and his father become desperate and start burning their belongings in the fire. They find the fathers old tools and the boat, and burn them also. The fathers tools and the yacht are the main symbols in the story. Alan Spence uses them as symbols of loosing hope. The tools were tools that the father used when he was a sailmaker. They are a symbol of part of his life and his pride in his craft, therefore they are important to him. When he puts them into the fire this shows his desperation because he needs to sacrifice these important possessions. Earlier on in the story there is another symbol of hope fading. The torch that the father used when he became a tic man is a pathetic substitute for his sailmaking tools. It emphasises the contrast between the two jobs. The small boat is an ongoing symbol all the way through the story. From w...

Groups, We All Participate in Them †Pyschology Essay

Groups, We All Participate in Them – Pyschology Essay Free Online Research Papers Groups, We All Participate in Them Pyschology Class Essay Everyone at some point has or will be in a group of some type. Your basketball team, the cub scouts, being a college student, being an employee, and even your own family are examples of groups. Some groups are good and some are bad. An example of a being apart of a good group is being a law abiding citizen. On the contrary, an example of a bad group would be being an inmate in a penitentiary. Your family group can be both good and bad. But, is it really the group that is bad or good, or is it the actions of the group that decides? One can argue that the single most important aspect of a group is their communication. No matter how good a group and their intentions are if the communication is bad the group will overall be a bad group. Think of your job and your co-workers is vital to produce a successful business. â€Å"The widespread use of decision-making teams in American businesses suggests that organizational leaders believe that groups generally will perform better than individuals when solving problems and making decisions† (Propp, 1). If you and your co-workers are trying to solve a problem or just simple communicate with one another and you both have different views and beliefs it is very hard to make a good group if neither of you are willing to budge. The Catholic Church is the perfect example. It is seen as a good group, but as times have changed many views have changed as well. The older Catholics might not agree with a lot of the newer changes, but because the younger Catholics are able to communicate well with their elders the church is seen as a good group. Communication will make or break any group during problem solving. Bruce Tuckman and Aubrey Fisher both have their models on how a group operates in problem solving. Both Tuchman’s and Fisher’s models seemed too simple for a design of how a group operates in problem solving for one man. Marshall Scott Poole felt that there was something more to problem solving. Moving on this feeling he developed his multiple-sequence model. He believed that he had an answer to how a group works in problem solving. He believed that a group develops in problem solving on three different tracks that work together as one. So, did Poole have the right answer? What made his model different from prior models? He felt that his three tracks were much more complex than what Tuckman and Fisher had believed. TASK â€Å"The process of drawing together ideas from individual group members into one list serves important functions across many group activities, including problem solving, decision making, negotiation, planning, and innovation† (Jackson, 1). Poole believed that groups worked on ways to complete their tasks by presenting problems and create possible solutions during their initial discussions. Poole knew that there were many problems that could rise during this part of problem solving. â€Å"It is often difficult to coordinate input from several group participants especially as the group size increases† (Corbitt, 1). This problem can be simplified if every member of the group speaks only about the task at hand, does not interrupt other group members while they are speaking, and stay open minded to other group members’ ideas. If the group is able to discuss their task at hand and evaluate possible problems and solutions they will be able to work together on the same page on their task. â€Å"Hidden profiles exist when group members individually hold information favoring a low-quality decision but collectively hold information favoring a high-quality decision† (Cruz, 2). If everyone goes into the discussion pulling in different directions and having hidden agendas the task at had will not be completed. Task was the first track on Poole’s problem solving railroad. TOPIC If the group is able to come to an agreement on the task stage then the group will move forward to the topic stage. Here, groups are able to move from one topic to another and back again because they are now working together. Group members are now able to work together creating a main topic and various sub-topics. Members become very motivated towards their topics. â€Å"Motivated behaviors are the fundamental elements around which we construct a framework for thinking about group process† (Brett, 3). The motivated group members begin to rise to the top and are able to allow other members to create sub-topics, but are able to make sure that these sub-topics do not stray far from the main topic. These members help with allowing the group the ability to jump from topic to topic in the problem solving process. Poole felt that if a group is strong enough in the topic part of his problem solving model then they could move onto the next track of his problem solving railroad. RELATION As the task and topic trains are both heading towards the same destination there is a third train that is running side-by-side with them. The third track in Poole’s problem solving model (multiple-sequence model) is relation. Here, group members are concerned with relational problems and trying to solve any tensions and conflicts that are in the group. This stage requires patience and understanding. The group members put their trust in other members to the test. â€Å"A person’s trust is explained as a function of his or her tendency to trust† (Poole, 3). If a group member does not trust another group member then it creates some tension and conflict in the relation of the group. If the group is able to solve their relational problems then all three trains arrive at their destination: â€Å"The Problem Solved Station† (patient pending!). WHAT WAS POOLE THINKING!? Many researchers had previously come to the same conclusions on problem solving in groups. These researchers believed that the problem solving in a group goes in a certain sequence. There belief was that it was a sequence that worked like a set of dominos. The sequence was that one stage would follow another. They concluded that the sequence was simply 1,2,3,4,5. Poole did not think that it was that simple. Poole’s main problem with prior theories was that he believed that there were no stages, but that there were tracks that worked all together in problem solving for a group. He knew that could be set stages, but for the most part that all of the â€Å"stages† described by prior theorists were inner twined together a lot more than what was prior believed. He knew that there might be primary tensions during orientation, conflicts do arise, decisions will emerge, and good groups do end up reinforcing fellow group members like the models described by Tuckman and Fisher, but the tracks that a group take in problem solving is not always as predictable. He knew that every group was different and every group’s tracks or stages are different as well. Poole did not necessarily believe in conflict, but he saw these problems as minor break points. While Tuckman and Fisher provided different stages for each conflict that goes on during problem solving in groups, Poole believed that there would be moments that would disrupt the progress of the group and could possible cause the group to repeat earlier tracks rather than having a predetermined time and place for each conflict in problem solving in groups. â€Å"Normative, as opposed to informational influence, can have a detrimental effect on decision-making groups† (Hennignsen, 1). Poole believed that by using his tracks could create group members who influence a desire to make better decisions (informational influence) while other models would influence a group member to simple want to maintain harmony in the group or simple agree with everything the group decides because they are wanting the group members to like them (normative influence). Simple put, Poole did not believe that the pre-determined process of problem solving put forth by Tuckman and Fisher where correct. He believed that group members are affected by various social structures like group norms and peer pressure. Yet, in a some what of a contradiction to his own model, he believed that there may never be a set theory that can predict how a group will operate during their problem solving process. That is why he is very basic with having three tracks that could happen at anytime while being complex by saying that they could happen at anytime during a group’s problem solving process. Poole’s theory is very different compared to previously stated theories on problem solving in a group. CAN YOU QUESTION POOLE’S ATHORITY? 1. How does your problem solving process work in your groups? The next time that you are at work and you are presented with a problem that needs to be solved by you and your co0workers write down how you were able to work with or not work with your fellow employees at solving the problem. When put under pressure at work of an immediate deadline to solve a problem, you will be able to see that everything is not as simple and predetermined like Tuckman and Fisher believed. It may not end up exactly like Poole’s model, but it will be very close. 2. What role does communication play in problem solving in your groups? â€Å"There is less consensus, however, on the proper way to assess the role of communication† (Jarboe, 1). Many theorists have tried to determine the exact role that communication plays in problem solving. Some believe that it is the most important part, while others believe that leadership or group cohesiveness play the biggest role. Try to figure out how much communication plays into problem solving in your own groups. 3. Is it more important to have a set leader or just equally powerful group members when trying to solve a problem? A leader can provide a specific set of rules and give out specific jobs to each member. They can provide a final answer to a question. Equal power can allow every member the chance to have a voice and use their positives to help the group. Having equal power can cut down on tyrants and having members hold grudges because they feel that the leader is doing things wrong. 4. In what ways can you cut down on conflicts that arise when your group has to solve a problem with an immediate deadline? Try and think of anything that you can do to get a speedy and great answer to the problem. The key could very well be the small and simple things. If you can go into a situation where your group has an immediate deadline on solving a problem and you already have set up a couple of ways to help your group then your group and the answer it creates will be much better. Conflict is going to happen no matter what. The ones who can control and cut down on the conflict will be able to make things easier. 5. How do you judge the problems that you are presented in your groups? Which ones are hard and which ones are easy? Try to make a scale for you to help judge which problems in your groups are the hardest and will require the most time spent on them. If you are able to take on the harder problems first then it should make it easier when you transfer to the easier problems. Everyone’s scale of hardest to easiest problems is going to be different. Take into account that your easy may be someone’s hard. If you are able to understand this it will help expose each member’s strengths and weaknesses. Your group will be able to attack the problems head on with the best from each member. If you wanted to continue with your study on group problem solving there are a couple of places you could look. If you want to see how groups go about making decisions under extreme distress then you could read The Structure of Communication Behavior in Simulated and Actual Crisis Negotiations by Paul J. Taylor and Ian Donald. It explains some of the harder situations that involve group problem solving. Do you want to learn how to better control conflict in group problem solving? If so, read Do Conflict Management Styles Affect Group Decision Making? by Tim Kuhn and Marshall Scott Poole. Every wonder if it is better to have a group attack a problem or individuals? Charles Pavitt addresses the debate in Colloquy: Do Interacting Groups Perform Better Than Aggregates of Individuals? Why We Have to be Reductionists About Group Memory. The paper talks about how groups are able to help remember things that will help later on when they have to solve a problem. What is the most common group ? Family. Keith Sanford wrote Expectancies and Communication behavior in marriage: Distinguishing proximal-level effects from distal-level effects which talks about how married couple will problem solve in an entirely different way than any other group. The world is evolving as we speak. The world of tomorrow is going to involve a lot of technology. If you were wanting to know how to relate problem solving in technology Eun-Ju Lee and Clifford Nass wrote Experimental Tests of Normative Group Influence and Representation Effects in Computer-Mediate Communication When Interacting Via Computers Differs From Interacting With Computers. All of these suggested readings will aid with your quest to gain more knowledge on how problem solving in groups works. Research Papers on Groups, We All Participate in Them - Pyschology EssayThe Relationship Between Delinquency and Drug UseResearch Process Part OneWhere Wild and West MeetEffects of Television Violence on ChildrenMoral and Ethical Issues in Hiring New EmployeesQuebec and CanadaThe Effects of Illegal ImmigrationIncorporating Risk and Uncertainty Factor in CapitalStandardized Testing19 Century Society: A Deeply Divided Era

Tax Accounting Article Research and Synopsis Writing Essay

Tax Accounting Article Research and Synopsis Writing - Essay Example The authors are concerned with the tendency to pay extremely low salaries to shareholder-employees. The IRS sternly educated S corporations on the proper levels of compensation, and the distinguished tax law as applied to S corporations vs. partnerships. The courts tended to rule in favor of raising shareholder-employee wages. When S corporations are found guilty of shirking salary payments, the IRS may subsequently collect recovered FICA and FUTA taxes, interest, failure to file penalties, late deposit penalties, and negligence penalties for failing to try hard enough to adhere to the Tax Code. The point of contention in these cases hinges upon how the term 'wages' is defined. Taxpayers have give themselves too much latitude in this area. When discussing these cases, the courts felt a duty to examine their financial "substancerather than their legal form." Fellows and Jewell emphasized that deviations from equitable salary payments to S corporation shareholder-employees will no longer be tolerated. Although the Revenue Reconciliation Act provided an amended approach to tax calculation, Cash and Dickens point out that its repercussions are not all favorable to corporations. This tax amendment required that beginning in 1990, the Alternative Minimum Tax (AMT) would be figured from adjusted current earnings, rather than regular taxable income. Further, taxpayers must figure Adjusted Current Earnings (ACE) each year as a prerequisite to applying the AMT. Deductions to Adjusted Current Earnings that decrease profits and earnings, such as federal taxes and dividends, are disallowed because they are not subtracted when AMTI is calculated. An alternative minimum tax depreciation calculation depends on several factors, such as when a particular item was first used. Two methods used are the 150% declining balance technique and the double declining technique. Cash and Dickens emphasize that depreciation is the most important "special rule" in figuring Adjusted Current Earnings. The Alternative Depreciation System (ADS) is used for all three of "regular tax purposes," Adjusted Current Earnings and Alternative minimum Tax. Choosing the Alternative Depreciation System can be a boon to corporations who are required to pay the Alternative Minimum Tax every year. ADS is also helpful to those companies who do not possess the time or money to make complex alternate calculations. Deferring taxes and accelerating deductions are both desirable privileges for corporate taxpayers, for obvious reasons. It seems counterintuitive, but the authors suggest reversing these behaviors. Income should be declared in years qualifying for a 20% tax rate, and deductions put off until the corporation reaches a 38% tax rate. On the whole,

Comparing between iPhone and Blackberry Essay Example | Topics and Well Written Essays - 500 words

Comparing between iPhone and Blackberry - Essay Example The different features of the Blackberry make it an exceptional tool for office tasks and work. It has new features that allow for corporate leaders to make conference calls using the handheld devices. The iPhone is somewhat limited in this application. In terms of e-mail, it can help in office management by allowing for office managers to communicate to their subordinates. It is also reliable and efficient when it comes to its security features (Dann & Dann, 2011). When it comes to work related issues, the Blackberry is the device for the job. This is because; its security and support for Microsoft tools are exceptional. This makes it a device that protects information that needs protecting when it comes to company issues. In terms of voice recognition, the Blackberry is limited in this capability, unlike the iPhone. The introduction of the iPhone is creating challenges for the Blackberry, and this competition is nothing like what the Blackberry has ever seen in the industry. The iPhone is offering the Blackberry competition in terms of the features it has that capture a wider audience than just the corporate individuals. It is changing the manner in which people use their handheld devices. Some of the features it has include its applications, entertainment, its usability, and typing capabilities. These are what most people need to watch out for in the iPhone. However, some of these features are also in the Blackberry device, and it is the most preferred device by corporate, business people (Dann & Dann, 2011). In terms of applications, the iPhone offers more than what the Blackberry does. Many applications on the iPhone are the easiest to make. This makes it one of the simplest devices to make applications for, thus; the worldwide acceptance. Corporate heads are the target market for the Blackberry. It, therefore, has less