Theatre Review Mamma Mia free essay sample

First one is to add up more feature to the stage plan, play content, etc†¦ simply by adding up something new to discover to the audience. The other one is to perform a new reviewed scenario with more visual content. We have decided that fisrt solution is much more appropriate for this masterpiece. Rather reviewing the whole scenario and corrupt its origins, adding up some small but modern details, like integration of the play with augmented reality and social media will be a very good idea. If Mamma Mia can enable an online experience of Mamma Mia during the play it would receive much more attention than the original version. Since the attention is considered as the new curreny, these increased attention rates will result in as an increase in the cash flow. IF think about a performance play while you can actually interact with the play real-time that would be the next level for entertainment and stage performance industry. We will write a custom essay sample on Theatre Review: Mamma Mia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With the help of hashtags and QR codes audience can experience more about the play, a counter argument may be put on this measure of change like what if the new adaptations will ruin the uniqueness of the play. This could be right to some extent but offering something new to the audience is mostly perceived as an update, something more advanced by the people. Enhancing the play with various utilities of modern technology or a screenplay it can enrich the whole experience of Mamma Mia Mama Mia Case Questions 1. Can the performing arts be considered â€Å"an industry†? WE can say that its an emerging industry all exclusive for 1st world countires due to importance given to art amp; entertainment rather than stability of economy. It is not hard to see that this is becoming an industry slowly and gradually in the United States of America. We can definitely say that they are creating a momentum in the sub-categories of daily consumption.. People who came to see the shows spend their money on activities, local products, services, and employees, etc†¦ these momentum created by viewers also creates a cash flow within its range. In USA where performing arts are spread widely and happens on a large scale and therefore ends up contributing a whole lot to the overall economy. According to the Broadway statistics it is estimated as per the years 2006-2012 that the estimated direct spending, indirect spending and related audience spending in total amounts to be more than 1 billion dollars per year, which happens to be a huge amount in this industry.. Even Mama Mia ended up brining a large sum of million dollars since 2003, contributing to the economy. ttp://broadwayworld. com/grossesshowenlarge. cfm? show=MAMMA-MIA! In conclusion we can say that its still premature to call that as an industry however there are a lot of potential, as resulted from statistics its growing and reaching huge numbers not just only revenue scale but also the magnifiying effect of side-expenditures, created job opportunities, promised increase of audience life quality and maybe the more important aspect. Inspiration created by these mast erpieces to posterity of society. 2. From an entrepreneurship perspective, highlight the issues that must be considered when dealing with creations in the performing arts that have cultural or classical roots. The most important issue of the cultural root is the audiovisual content of the show. The story and the songs must be familiar to the culture of the audience of the region where the show is first debuted. However, it is not likely to success in the industry by only considering cultural requirements of the show since art is still art and it is widely criticized about its artistic value. There should be a perfect balance between what the audience can find familiar to their lives in the show and what takes artists breath away in details and in the framework. Also from an entrepreneur’s perpective there are some key indicators that should not be forgotten, evaluation of different alternatives while only the one having potential is further finalized ,does not always mean the results of natural selection is succesfull. An entrepreneur must watch over whole process from beginning concept stage to commercialization. , he must constantly evaluate the idea throughout the processes to successfully finalize the project. Fresh ideas are the hardest ones to evaluate on their value so first challenge is this one to cope up with the newness of the idea, thinking like an entrepreneur is no easy task. 3. Are there special conditions or conflicts of interest, which apply, in the quasi-public sector of the performing arts to businesses such as Mamma Mia? Yes there are actually there are numerous conflicts of interests between a quasi-public sector of performing arts and a regular business, as a quasi-public sector which is backed by the government causes different margin rates than the regular business since they are not strict as regular business element of retention rate is higher and much more flexible. The first conflict arises from distribution of benefits, for quasi-public organizations which is the cost of provision of goods is not proportional to the number of people who benefit from it, as it is typical in the regular business. The more the cost is involved by means of investment, the more is value added in the product and therefore it can reach more people. However, its not like when an organization is backed up by the government. as they have a mandated activities to be performed by a particular number of people which they can afford as they are backed by the government. On the contrary in regular business, people who did not pay for the good are being excluded from the provision of goods or services which is not the case in government based products or services, since they have regulated and mandated activities and audience. As we can conclude from this , the quasi-public organization or activities have a advantage over the regular business activities due to the backing of government in case of any kind of crisis or unexpected situation. Slight losses are easily recovered by the services as opposed by annual funding which regular businesses cannot support these situations so in case of a loss this may take up to years to recover properly. 4. What do you think of the Mamma Mia! Show? Is it entrepreneurship? Definitely. The â€Å"Mamma Mia! show is considered nothing new but the story of it reveals a great success of a determined entrepreneur. The show comes to life as a result of the hard work of Judy Cramer who for a decade pursued her dream to come true. Years of development and carefully selected staff made nothing new into something huge. It is not undone, yes, but entrepreneurship cannot be considered as a concept where at the something new has been done. Accomplishing something marvelous from and o ld idea is a typically not fit for the definition of entretpreurship however the idea itself is a way of entrepreneurship. Only this kind of way of thinking can redefine old tastes and turn them into something new to experience. Conclusion: Developing amazing ideas does not mean that they had to be brand new ideas. Some amazing projects such as Mamma Mia is a combination of quality and new tech, only an entrepreneur can combine the past with present. It is one of the most successful plays of the world and a lot people making a living out of it so stage performances can be considered as an industry up to some extent

Niels Bohr essays

Niels Bohr essays Niels Hendrik David Bohr was one of the foremost scientists of the 20th century. The Nobel prizewinning physicist was known for his development of the theory of atomic fission that led to the development of the atomic bomb. He was born on Oct. 7, 1885, in Copenhagen, Denmark. His father, Christian, was a professor at the University of Copenhagen and his brother, Harold, was a great mathematician. He entered the university in 1903. In 1907, he earned his PhD went to England to study with J.J. Thomson and Ernest Rutherfurd. He returned to Copenhagen in 1916 as a professor at the university. He became the director of the university's Institute for Theoretical Physics in 1920, to which he attracted many world-renowned physicist. In 1922, he won the Nobel Prize for his work on the atomic structure. When he visited the United States in 1939, he brought the knowledge that the German scientists were successful in splitting the uranium atom. In the winter of 1939, Bohr worked at Princeton Uni versity, were he developed the theory of atomic fission that led to the first atomic bomb, and then returned to Denmark in 1940. In 1943, he was still in Copenhagen when the Nazis occupied his country. He left Copenhagen, because of his Jewish background, and went to Los Alamos, North Mexico, were he helped scientist who were working on the first atomic bomb. Before he left, he dissolved his golden Nobel medal in acid. In 1945, after the war was over, he returned to his country, and precipitated the gold from acid and recast the medal. Bohr worked very hard on the peaceful uses of atomic energy and organized the first Atoms for Peace Conference in Geneva in 1955. He was awarded the first Atomic Peace award. He died on November 18, 1962 in Copenhagen, Denmark. ...

Look at the directions I uploaded Term Paper Example | Topics and Well Written Essays - 1750 words

Look at the directions I uploaded - Term Paper Example A manager would be effective in his respective roles when he understand the strategic, technical and operational responsibilities he holds within the workplace (â€Å"Henry Mintzberg’s Managerial,† n.d.). What are specific roles this first category consists? These set of roles are associated on how a manager will interact to his employees and the entire workforce in general. These are the first three roles out of the 10 roles of management by Henry Mintzberg – figurehead, leader and liaison (Burgaz, 1997, p. 15). The first is a symbolic head. A manager is expected to perform routine duties legally and socially. He is like a father. The father is the head of the family. He is expected to initiate actions for the welfare of his family. In the same manner, if the organization needs resources to complete certain projects, he would initiate actions to provide these resources to ensure productivity. In a social gathering within the organization, a manager may send soli citation letter to sister companies and other organizations requesting them to participate and donate to the said event. He is also the leader of the workforce, which is the second crucial role of a manager. Mr. A, for example, is responsible to motivate his employees. He is responsible to initiate and conduct training to enhance the skills of his subordinates. He is also in charge to fill vacant positions and activate the workforce to perform the tasks and duties as defined in their respective job descriptions. As a leader, he must learn how to follow the rules and protocols of the company or organization. As a leader, he must portray the right attitude in the workforce to become an ideal person and to strengthen his authority with his employees. Authority is not enough for a manager to become effective with his roles – he needs respect and he must learn to gain it from his employees. Mr. A. acts as the liaison officer – that is the manager’s third role. He sha ll facilitate communications between organizations (â€Å"Roles and Responsibilities†, 2012). He maintains a self-developed contact to the outsiders and other companies for the benefit of the organization (Burgaz, 1997, p. 15). Mr. A. needs to know the news outside which can affect his operation and decision-making factors. These outside contacts are expected to provide favors and important data to help him activate the workforce efficiently. In order to build a self-developed network between outsiders, he needs to build a strong relationship to these outside parties for them to entrust him with unbiased details. What are informational roles? Mr. A. is expected to monitor, disseminate and transmit information for the benefit of the entire organization. He seeks and receives different information that would help him develop an effective techniques and strategies to make the entire workforce productive. Mr. A. would monitor his subordinates’ performance and measures it p roductivity. He must exert extra effort to gather information from the outside – e.g. examining the competitors techniques. Most of the times, people reinvent ideas rather than building something from scratch. Competitors are spending millions of cash to enhance their management techniques and approaches – a wise manager can make use of these data and information as important resources to develop an approach suited for his management. Disseminating information to the organization is

McGregor's Theories and Maslow's Hierarchy of Needs Essay

McGregor's Theories and Maslow's Hierarchy of Needs - Essay Example The same principle is valid for non-business organisations: their success also depends on the management's ability to effectively implement the right solutions to improve motivation and enhance performance of employees. Improving the effectiveness of marine management has recently turned into one of the most intensively debated topic in the UK. The debate mainly covers strategic issues concerning the effectiveness of the management of the marine environment to maximize sustainable benefits from our marine resources while ensuring proper protection. The effectiveness of marine management also depends greatly on the different values, expectations and other essential factors that people bring to their involvement with the sea. The statutory and institutional practices that apply to modern marine management in the UK and the relationship between government and community represent another aspect of the debate. Involvement of many overlapping and sometimes conflicting agencies, processes, legislations, and other factors has forced the Government to propose introducing a Marine Management Organisation (MMO) to act as the key force for the integrated management of marine resources. Evidently, creation of such organisation is associated with numerous difficulties associated with legislation, planning, coordination, licensing, and many others. Unfortunately, these serious difficulties should not overshadow another very important aspect of such organisation's functioning, namely effective management of human resources. The field of HRM is exceptionally complex and multilateral due to highly specific unpredictable nature of human being. As a result, there are many different theories and views on the nature, methods, and techniques of management found in the existing organisational literature. Although the type of organisation proposed by the Government is absolutely new the applicability of universal HRM concepts and theories to managing people even in such a specific organisation can hardly be questioned. However, the choice of correct practices from the general pool is the key factor to make the HRM element contribute effectively to the overall effectiveness and sustainability of the new organisation. Since the emergence of organizational science in the late XIX - early XX century, the scholars have been sharing two dominant views on organizational culture. Apologists of one paradigm led by Frederick Taylor and Harrington Emerson (School of Scientific Management) believed that organizational culture was just one of the tools to ensure greater control over employees. Representatives of another approach such as Elton Mayo, Abraham Maslow, and Douglas McGregor (Human relations school) postulated that organizational culture was supposed to develop and motivate the employees without excessively rigid control (Schultz, 2002). Which of these approaches better fits the specifics of modern marine management is a very interesting question. Main Body Abraham Maslow is one of the brightest representatives of humanistic

Greenwich Peninsula Essay Example | Topics and Well Written Essays - 2500 words

Greenwich Peninsula - Essay Example It is important to understand the aspect of cultural heritage in the landscape. At the core of this discussion is the question of how landscapes may be characterized, especially the non-visual features of the landscape. Interpretations of the landscape may be different from the perspective of different assessors, depending on their knowledge and experience. Therefore, the question of restoration becomes even more difficult to resolve especially when the authentic landscape - against which to measure success and the very legitimacy of the restoration - itself are in a hiatus. Humanities and the natural sciences appear to be in conflict in the interpretation of landscapes. Cosgrove (2003) compares landscape concepts and points to an approach that could harmonize the two perspectives, ecological and semiotic, closer. Another way is to increase interdisciplinary approaches in landscape studies. The concept of the landscape already implies an interdisciplinary appreciation; its study rarely achieves levels of theoretical integration (Tress et al. 2003). A group exercise was undertaken to examine Greenwich peninsula regeneration project with this inter-disciplinary approach and to critique the work carried out on this development. The findings of the group have been condensed into a 'group presentation' which is enclosed for reference. This essay represents an individual assessment of the Greenwich project as viewed by this writer. Choice of the Regeneration Project The group considered a number of regeneration projects currently under implementation in the UK, including the Glasshouses project, Kent coalfields, Spitalfields Market, Limestone House Education, and heritage center. Greenwich Peninsula regeneration project was selected for study, for a host of reasons, the prominent among them being: The reconstruction and regeneration of an area in the urban milieu was of special attraction to the members, especially because of the large variety and (voice) presence of the resident communities; The art and cultural background of the area; The challenge of regeneration in an area that has existed for centuries and has its own and special 'landscape'; and The proximity of the area. Description of the Development work In 1997, English Partnerships purchased a 300-acre site on the Greenwich peninsula and has invested 225 million to develop the site as a 'first-millennium' community promising homes to 28,000 people and deliver over 25,000 jobs. In all a quality of life that meets the expectations and challenges of the 21st century. The Greenwich Peninsula is being developed by Lend Lease and Quintain Estates and Development PLC in the joint venture under the name and style of Meridian Delta Limited, chosen by English Partnerships and the UK government to lead London's single largest regeneration scheme. The area has a rich history and has many listed buildings, monuments and places of historical interest.  

Personal Constructs Theory (PCT) Analysis

Personal Constructs Theory (PCT) Analysis Personal Constructs Theory – A Systematic Study Title/Abstract In this study we aim to provide an analysis of a subject’s problems using the Personal Constructs Theory (PCT) suggested by Kelly. The subject is a 35 year old female full time employee working in the same company as the researcher and has shown no barriers to construing. The subject’s problems with her relationships have been determined using the Repertory grid interview and we discuss results and provide an analysis of the findings following the interview and data collection. The interview was done to identify elements within the client’s relationships and all interview limitations have been considered for the study. We provide an analysis of Personal Constructs Theory in general giving a brief overview of its main premises and principles and then move on to its applications including the Grid interview technique on our client. We discuss the results and analyse the findings accordingly. Introduction George Kelly’s Personal Construct Theory (PCT) emphasises that the world is ‘perceived’ by a person according to the meaning the person applies to it and the person has the freedom to choose a meaning according to what he or she wants (Kelly, 1955). Thus a person has the freedom to choose a meaning in terms of which he perceives the world and can apply alternative constructions or meanings to his past, present and future events. Thus a person is not a victim of his events but can liberate himself from unpleasant events by reinterpreting and redefining them. According to Kelly (1955) PCT attempts to explain why a man does what he does and is a theory about ‘how the human process flows, how it strives in new directions as well as in old, and how it may dare for the first time to reach into the depths of newly perceived dimensions’ Kelly states that a ‘persons processes are psychologically channelized by the ways in which he anticipate the events’(1955). Here, the subject is the process and the individual is a behaving organism who may need an external force to initiate an event. The processes include those of self-definition and relationships with others, and how we interpret events around us as well as the events we perceive and tasks at hand (Kelly 1955). Kelly based his theory of PCT on ‘man as the scientist’ model and the basic points were as follows: the individual creates his or her own ways of seeing the world and interprets events according to how he perceive them the individual builds percepts and constructs; these constructs are organized into systems, or group of constructs which embody relationships; two or more systems may contain the same events, yet the events are separate from any of the systems; any individual’s systems have a definite foci The term construct is a concept that represents the view a person has constructed about the world as he experiences it. Constructs also represent the way a person is likely to construe the world and the construct system as a whole represents the history and predisposition to perceive the world in a particular way. Kelly also distinguished between social reality, individual reality and communality. Individuality denotes that every individual differ from each other in how they construct or perceive the world, communality refers to the underlying similarities or common elements in perception and how the construction of experience in one person is similar to that of another (Kelly, 1955). Social reality is perception of how one person construes the construction processes of another person and how they are involved in a social role. Personal construct theory has been used in several sociological and scientific disciplines and it has been emphasised that social reality and communality should be considered along with the individual or personal reality and both have to be considered together in developing an understanding of the psychological processes (Dalton, 1992). The theory of Personal Constructs, points out that it is our personal psychological constructs that make the world predictable. We use construct systems to help in perception of the world and respond to all situations according to these perceptions. Our construct systems help us to make sense of the world, to make it predictable, to draw conclusions about causes and effects and we learn from experiences and adjust our behaviour accordingly (Fransella, 1995). Kelly wrote that the construct systems influence our expectations and perceptions and reflect our past experiences according to which we shape our future expectations. For example since we known from our past experiences that winters are cold, we would take adequate measures of protection during winter because we expect winters to be cold. However according to Kelly, our construct systems grow and change and are not static and are either confirmed or challenged when we are conscious. We adapt and immunise our constructs according to the situation and alter our feelings according to our experiences. We also tend to think and react according to our construct systems and some constructs represent values and key relationships which are difficult to change and fixed whereas some other constructs are less complex and more flexible and adaptive. The truth about the world as understood and experienced determines the nature of the construct system. Construct systems are not generally judged according to any objective truth and depend on an individual’s personal feelings, perceptions and choices (Dalton, 1992). One individual’s construct system may be different from another’s and when there is a general disagreement in constructs, it is generally denoted by prejudice or preconception. Although conflicts and differences of opinions are unpleasant, these events help us to understand differences in people and help us to learn how other people perceive things (Stevens, 1996). However construct systems change and may not be altogether internally consistent. People may react or perceive things differently even in similar circumstances and this is normal as there is a certain degree of internal inconsistency in perception of events. Distortions of judgement due to internal inconsistency of personal constructs can be harmful for a person as he may suffer from personal distress. The extent to which one person can appreciate and react to another person’s constructs is a measure of empathy or how one perceives another (Banister, 1985). One person’s construct system may be markedly different from another person’s constructs yet one should be able to infer the other person’s construct in order to empathise and develop a sense of social oneness and responsibility. Kellyâ €™s theory is one of the most effective theories in social research and helps to provide a psychological explanation of social similarities and differences. The applications of Kelly’s theory of Personal constructs are wide and varied as it helps to provide mathematical representations of constructs systems. Construct systems are multidimensional mathematical models and a person’s language is used to classify his or her experiences. Kelly developed a number of mathematical models and representations of construct systems and tested hypotheses that followed from basic personal construct theory (Fransella and Bannister, 1977). To understand people’s personal construct systems the repertory Grid Interview technique was developed, also known as the Role Construct Repertory Test. The repertoire of constructs that a person develops represents some form of perception, judgement or evaluation and is always comparative. Thus judgement of anything good is in comparison with the concept of bad. Thus in using a Grid interview three elements are considered and then two are paired in contrast with a third. The theory of personal co nstructs can be applied to personal experiences and relationships and so parents, relations, friends, colleagues and the individual are largely responsible for the formation of constructs (Smith et al, 1995; Kalekin-Fishman et al, 1996). Kelly elicited a patient’s constructs, rated the different elements on the constructs and used the resultant grid to point out to the client what his primary problems or concerns were. This helped to decide which therapy would be important and helped to determine the progress and effectiveness of therapy. For example one could find the two elements in a personal relationship of a patient and his mother and use this technique to find out differences between a patient’s perception of himself and what his mother would like him to be. The patient would then be encouraged to provide a self description and work through means of making his relationship with his mother more pleasant and productive. If there are paranoid elements recognised in a patient’s perception of himself or his relationships, appropriate therapeutic interventions are suggested. The Repertory Grid interviewing technique was developed by Kelly to overcome some of the methodological limitations of the interview method. The main steps of the Grid technique include Selecting a set of elements – this could be anything from relationships to issues and the elements could be people involved in these relationships with the client. The elements are taken in groups of three and the client is asked to pair two of them separating the third according to a special characteristic (Adams-Webber, 1983). Thus here the differentiation is done according to constructs determined by the client and is done on a bipolar scale with the interviewer setting up the question but the client determining the content (Anderson, 1987). The constructs are examined in some detail and after the interview the constructs are made into scales of 1-5 and the interviewee is expected to rate every element for every construct on this scale. The result is a matrix and this is then analysed statistically to show the client his problems and how they can be tackled. The statistical analysis helps to give measurements of individual people characteristics and compares people’s perceptions before and after the interview. The Grid is thus a statistical, and content free process and although the interviewer initiates its functions, it is the patient who drives it allowing him to come out with his own perceptions thus giving the process a freedom from any interviewer bias and allows complete transparency(Anderson, 1987). Since it is also a standardised interviewing technique any interviewer can read the interview and understand its implications. Russell and Cox (2003) and Morrison (1991) have stressed on the importance of repertory grid in the analysis of individual perceptions. Considering Kelly’s constructivist alternativism, we can assume that all our present perceptions of the world could be subject to changes and revisions and accordingly our perceptions of people and subsequently our interpersonal relationships could also be changed according to this principle. Method A 35 year old female colleague, Marie Oliver was selected for the interview process. The client was having some relationship problems, especially with her work colleagues and has been showing maladjustment along with problems of anxiety, depression and lack of productivity at work. The participant was apprised of the purpose of the interviewing and was asked to participate suggesting that participation in the interview would help her in overcoming her personal problems. A Repertory Grid Interview was done and the first step was identifying elements or grid components. For this all the possible elements including people in relationships were identified. Thus elements are work colleagues known to the participant and to the researcher, and the participant used triad method with the elements to create constructs around any one chosen topic. Elements were then compared by asking participant to take 3 elements and ascertain where 2 are similar and 1 is different, and the participant was en couraged to continue until all possible combinations were exhausted of 3 elements from the set of 10. The instruction given in this case was , ‘choose any three of these known people and group two of them together separating a possible third to show why two of them are similar and how they differ from the third person.’ This process was used to identify similarities and differences of individuals until the participant ran out of constructs. Several mini-grids were developed in advance to ensure that the participant was comfortable with the process of grid construction. Then the Participant followed the process, generated the first grid, to ascertain whether each element is more like the similarity pole or difference pole by marking with ‘x’ or ‘o’ respectively. The participant then generated a second grid to rate each element on each of the 10 constructs using 1-5 point scale, but presented the grid to experimenter without ratings, experimenter then created the final grid as the participant. The main aim and purpose of the interview was agreed with the participant and views about other work colleagues were thus taken. The participant was fully informed from outset regarding the possibility that the revelations from the Grid Interview could be unsettling for her. However for these purposes, participant’s consent form was also signed in advance and the constructs were then set up on the grid allowing to be revealed. In the process of the interview, the researcher made notes on participant behaviour and perceptions as verbally revealed. In this case, the participant Marie was asked to identify the elements in her workplace that could be considered in her relationships with colleagues. Marie identified 10 colleagues at her workplace and separated two of them as distinct from a third. The common points and the differences were noted. Each of the 10 constructs chosen were rated on a 1-5 scale and the grids were created with similarity and difference poles marked by x or an o. This was done in case of determining constructs and relationships with work colleagues. After the formation of a grid, an analysis was drawn up. Findings/Analysis The two assumptions of the Grid Interview by Kelly were as follows: 1. If we can identify an individuals construct map there is a strong possibility we can predict that individuals behaviour. 2. We may be able to modify an individuals map, and therefore behaviour, by some form of training. The two aspects of the Repertory Grid are 1. Elements which are the objects of an individuals thinking and to which they relate their concepts or values. These elements may be people with qualities like effective, unprofessional, etc or they may be objects or abstract, concrete concepts like the interview or a test 2. Constructs are the qualities used to describe the elements in our personal, individual relationships thus a person is effective because he has a pleasant relationship with his staff which reflects personal construct as applied to the element of an effective individual The main elements in an analysis when a grid is applied to an individual are: 1. The results relate to that individual alone 2. Only one grid has to be analysed for an individual’s report. 3. A grid scoring form is used to perform the analysis The Findings and Analysis help us to probe the following questions: To what extent was the study helpful in understanding the participant’s view of the topic of examination? Identification and justification of apparent areas of understanding and lack of understanding Is a pattern of understanding evident? How does the analysis link with the notes made prior to completing grids on expected areas of degree of understanding? What is the meaning revealed by the participant’s choice of elements and constructs? Do the elements and constructs reveal a similar or different view of the topic of analysis chosen? What does the degree of the match imply? Was the study any more helpful when conversation elaboration was also used as an extended method? Is some analysis of new understandings reached during feedback conversation helpful for the process? What do the notes and quotes as revealed by the client suggest? The findings are given as follows: (Mostly worked together with these individuals) Close agreement on 4, 5, 6 – elements Less agreement on 9 – element (Mostly worked separately with these individuals) Little agreement on 1,2,3,7,8,10- elements with different negative personal experiences working with E7 and E8 on particular projects. Close agreement on 6 – constructs (professional conduct). Upon discussion, views were similar regarding the meaning of professional conduct and who could be trusted. Less agreement on 1,3,4,5,7,9 – constructs. Upon discussion, researcher and client shared similar/same definitions of each construct. Little agreement on 2,8,10 constructs. Upon discussion, our definitions were different, hence our measurement of each element came from a different understanding of constructs. The elements identified by Marie were individuals at the workplace and Marie revealed that she worked closely with elements 4, 5 and 6 although had less agreement with element or colleague 9. Marie revealed that she has worked separately and had negative personal experiences with colleagues identified as elements 1, 2, 3, 7, 8 and 10 although she said she was working on the same project with two of these negatively perceived colleagues 7 and 8. Mari suggested a close agreement with 6 on professional conduct and said that her views with 6 were similar regarding professional conduct, friendships and trust issues as to who in the office should or should not be trusted. Marie suggested that her constructs were either in contrast to or were not compatible with those of 1, 3, 4, 5, 7 and 9 elements or colleagues identified. Marie and the researcher had some discussions on the nature and definition of particular perceptions and constructs and the general definition of these identified by th e researcher were similar to that of the subject. The subject’s perceptions, feedback and opinions on the constructs were noted separately. Marie identified that two of the colleagues were friendly and amicable and compared with the other person who in contrast has been described as unfriendly and not easy to get along with. The Repertory Grid Scoring sheet is drawn as follows: The process of producing the Repertory Grid can be broken down into the following steps: Step One The participant Marie identifies ten colleagues whom she knows well. Among these ten colleagues Marie should go along well with at least two of them ideally. Step Two – Marie is given six pieces of card or paper on which she is asked to write the names of the people she has identified. These are the elements described. A number can also be added to the card/paper to signify description and added at the head of column on the scoring sheet. Alternatively, the name itself of the element identified can be entered on the scoring sheet as well. Step Three – Three cards are selected, for example 1, 2 and 3, and Marie is asked to identify some aspect related to these colleagues’ behaviour which makes two of the three people selected different from the third. The construct word or phrase is written in the top left side of the vertical columns. In the top right side of the vertical columns is written the description of the person one who is different from the other two. This process of obtaining constructs from the three people is continued until no further constructs or perceived characteristics could be elicited from the participant. Step Four – Once the constructs have been completely elicited and entered on the scoresheet, the cards are returned. Each element person is then given a score on a scale of 1 to 5. A score of 1 or 2 is allocated to those who are suited to the description in the left-hand column, the column with the description of the pair. Scores of 5 or 4 are allocated to those who match with the description in the right-hand column, the description of the odd person out Step Five – A different set of three cards is then selected, cards 4, 5 and 6 and the process in steps 3 and 4 is repeated, ensuring that the description of pairs is recorded in the left-hand column and a score of 1 or 2 relates to the pairs similarity and score points of 4 and 5 relate to the description of the single person. A score of 3 is average score. A score of at least one 1 and one 5 is helpful when allocated usually from the set of three people for whom the constructs are being elicited. Step Six – Step five is repeated and the various combinations of the elements are aimed to be covered until the participants run out of perceived characteristics or constructs that could be entered on the card. After the grid consideration, the grid scoring sheet is used to record the views of the participant for each element against each construct which has been offered. The data collected is then subject to analysis. A manual analysis can generate and extract considerable information from the grid and all the constructs are related to the personal characteristics of each work colleague considered in the study by Marie. Step Seven – In this case study we consider the behavioural aspects of work colleagues of Marie which is related to their overall friendliness, therefore at the end of the grid Marie is asked to rate the elements in a single, given construct over a scale of friendly to unfriendly. The scoring for friendliness is then compared with other individual aspects to highlight differences and to provide indicators for friendliness. Step Eight – The scores for each construct are obtained by marking the difference for each element against the general friendliness figure. Step Nine – In this phase, we analyse the various constructs on the basis that if the score is low the aspect measured is significant in the ranking for friendliness It is the duty of interviewer to remain without any bias and to refrain from giving any suggestion to the participant on what constructs should be drawn. Forming the constructs is entirely dependent on the participant and the researcher has no role in its formation. They must be according to the thoughts and perceptions of the individual who is being interviewed in this case, Marie although the constructs must be clear, meaningful. Here the analyst has helped her in one or two cases when she couldn’t describe the construct and sought help of the analyst to come out with the right word. After the constructs are listed against the elements, the grid results are scored and are ready to be used for analysis. From the example used in this study -the aspects which go towards the behavioural skills of colleague at work, are identified as follows: Has empathy with other colleagues Has a proper work culture and attitude Has an ethical sense Is friendly and amicable Is knowledgeable and professional Always has a good style and appearance Is a team oriented person Is a leader in the group Comes out with fresh new ideas Is helpful and cooperative Discussion In this study we selected Marie Oliver, a 35 year old colleague who was suffering from some initial maladjustment in the workplace. Marie was asked to participate in the Repertory Grid Interview process to identify the reasons of her problems, categorise them and come out with possible suggestions. The approach taken was qualitative analysis by using the Personal Constructs theory developed by Kelly and a final analysis using scoring sheet and identifying elements through the Repertory Grid Interview technique. Marie was asked to select characteristics and constructs of persons in her workplace. She identified the most desirable and friendly characteristics in her colleagues against the least desirable ones. The notes taken during conversation with Marie reveal that Marie felt she got along only with a few colleagues only three as mentioned. There were basic differences in professional ethic and conduct with at least two colleagues she was working in collaboration with. The behaviour al skills Marie identified as important in defining her good relationship with the colleagues are empathic characteristics in others; any concept of an ideal colleague is also associated with being able to follow a proper work culture and having a proper attitude. Having an ethical sense, a sense of justice and being knowledgeable, professional with a good sense of humour are also identified as important characteristics in a proper friendly colleague. Marie indicated that being friendly, amicable and with good style and appearance has been noted in at least two of her colleagues and this is stark contrast to a third colleague she identified and with whom she doesn’t seem to get along. If we consider Kelly’s perspective of constructive alternativism, it is possible to have alternative perceptions as our perceptions of the world depend completely on our personal constructs. Marie also identified leadership skills, helpfulness and cooperativeness, being able to come out with fresh ideas and following a proper work culture as important aspects of professional behaviour and gave high scores on these aspects to at least two of her colleagues. Overall, a Repertory Grid Interview on Marie showed that she has good and easygoing relations with two of her colleagues but doesn’t seem to go well with many of them. The negative implications of the findings which suggest why Marie did not get along with most of her colleagues and seem to show anxiety and depression symptoms as well as dissatisfaction with her workplace were revealed in her perception of constructs on most of her colleagues. Marie suggested that some of her colleagues were low on cooperativeness and helpfulness, friendliness and proper professional attitude making the atmosphere competitive and hostile. The dynamics of Marie’s actual relations with her colleagues were thus revealed usin g this Grid interviewing procedure and Marie’s own perception of her work situation, perception of her situation and role in the office, and perception of her relations with her colleagues and her job were also revealed through this study. As Morrison (1991) used the repertory grid technique to understand nurses’ perception of care and their evaluation of caring attitudes in nursing, Marie’s perception of her work culture could easily reveal her ideal understanding of a workplace and what she sought in her colleagues. Her inner constructs, precepts and how she saw the world as an individual were revealed and so were her expectations in the future. Considering Marie’s perceptions, some psychological counselling to improve her working and professional relationships was recommended. Limitations: The methodological limitations and concerns of interview as a means of knowing people’s construct system were many, as noted by Kelly. These are: Interview Bias – sometimes the interviewer and the school he belongs to whether behaviourist or psychoanalytic could determine the way the session goes and this undermines the objectivity and validity of the study Dependence on the interviewer – the role of the therapist should be minimal and the therapist should just be a tool to facilitate self perception according to Kelly. Most individuals have the capacity to understand his or her problems and any overdependence on the researcher should be avoided. There may be problems with measuring and predicting individual or group characteristics. Although psychology seeks to understand laws of human behaviour, large scale studies showing correlations of different behaviour may not be helpful for study of personal constructs which is based on the understanding of individuals or a small group of people. These methodological limitations have been kept in mind while conducting the interview and interviewer bias and any dependence on the interviewer has been kept to a minimum. Interviewer intervention has also been minimal. Conclusion: In this discussion, we set out with an overview of the Personal Constructs Theory proposed by Kelly (1955). We discussed the different tenets of the constructs theory, the inconsistency of personal constructs and how constructs tend to vary in different people or in same people in different situations. Thus situational factors seem important in constructs and perceptions on other people. Individual constructs form the construct systems and Kelly established the grid method to determine the different elements in a social situation that can be considered as responsible for an individual’s disturbed social relationships. In our study of Marie Oliver, a 35 year old employee, her social relationships and possible disturbances were studied using the Repertory Grid Interview technique and her analysis of good and bad characteristics of ten of her colleagues were indicated on the card given to her. The scores were drawn up and according to the analysis the desirable characteristics th at Marie perceived in some of her workmates and not in others, were found out. Marie’s behavioural problems and her unique relationships with her colleagues are then analysed suggesting whether Marie needed any further psychological help for her anxiety, depression and other work related maladjustments. Bibliography Kelly, George Alexander The psych

Mrsa Research Paper

MRSA Prevention in American Hospitals: A Review of the Literature Jenny Niemann AP Language and Composition Mrs. Cook November 4, 2010 Abstract Methicillin-resistant Staphylococcus aureus (MRSA) is a harmful and virulent antibiotic resistant bacterium that is a major concern in most American hospitals. Modern scientists are aiming to discover effective prevention methods for MRSA in hospitals, so productive prevention guidelines can be created. Clinical microbiologists such as K. Nguyen, J. Cepeda, and M. Struelens all conducted clinical trials in separate American hospitals.They employed different MRSA inhibition techniques, such as hand hygiene, isolation, and MRSA screenings, which were tested on a wide range of patients. The analyzed results revealed that despite controversies, methods exist that could be successful in preventing and controlling MRSA infections. Final Outline I. Introduction A. Methicillin-resistant Staphylococcus aureus (MRSA) is the most commonly identified and perhaps the most lethal antimicrobial-resistant pathogen in the world and the rates of this infection are steadily increasing globally B. (Bryce, 2009, 627). C.Current studies present numerous safety measures that could provide an effective regiment for preventing MRSA infections in hospitals. II. Body A. Kim Nguyen’s clinical study has perhaps gained the most media attention for its promise to show how simple, inexpensive measures, like hand hygiene, can reduce MRSA infection rates. 1. Study of hang hygiene program 2. Results of study 3. Evaluation of hand hygiene in prevention B. In the clinical trial conducted by Jorge Cepeda (2005), infective disease control professor at the University College London Hospitals, another preventative technique was investigated. . Description of isolation trials 2. Results of trials 3. Analysis of possible uses C. The evidence provided from another article indicates that screening for MRSA can also protect patients and reduce infection rate s. 1. Clinical trials of screening 2. Results of trials 3. Potential flaws described III. Conclusion A. In attempt to protect the safety of people in hospitals and in the community, there are numerous prevention methods that could be implemented to create a successful MRSA prevention regiment. B.All in all, MRSA is and extremely deadly and virulent bacterium, but with the use of newfound prevention methods, everyone can be protected. MRSA Prevention in American Hospitals: A Review of the Literature Methicillin-resistant Staphylococcus aureus (MRSA) is the most commonly identified and perhaps the most lethal antimicrobial-resistant pathogen in the world and the rates of this infection are steadily increasing globally (Bryce, 2009, p. 627). According to an article by clinical microbiologist, Jason Surg (2008) concurred, â€Å"Recently, in American hospitals, the rate of MRSA infections was 31. per 100,000 persons admitted per year† (p. 642). It is recorded that there are more t han 100,000 cases related to MRSA per annum in the United States alone, adding up to an estimated health-care bill of over 5 billion dollars (Bryce, 2009, p. 627). Today many scientists believe because of MRSA’s ability to quickly evolve into separate strains that there is no way to halt the spread of the bacterium (Bryce, 2009, p. 628). However, microbiology teams across the world have seen enormous success in reventing MRSA transmissions in hospitals with simple measures. For example Kim Nguyen (2009), Jorge Cepeda (2005), and M. Strulens (2010), all conducted clinical trials, performing different successful prevention tactics. Current studies present numerous safety measures that in combination could provide an effective regiment for preventing MRSA infections in hospitals. Kim Nguyen’s clinical study has perhaps gained the most media attention for its promise to show how simple, inexpensive measures, like hand hygiene, can reduce MRSA infection rates.During the stu dy conducted by Nguyen and her team in the Urology ward at the Texas Medical Center in Houston, Texas, more than 2377 patients were admitted and assessed throughout the two section study (20008, p. 1298). The first section served as the indicator for baseline occurrences of MRSA in the ward, while during the second section the hand hygiene program was initiated. Nguyen (2008) explains the hand hygiene program by stating: The hand hygiene program consisted of a 1h training program to all staff on the Urology ward and daily intervention to train relatives and reinforce hand hygiene in all staff.Posters demonstrating hand hygiene were put up throughout the ward and bottles of SoftaMan hand hygiene lotion were mounted at patients’ bed ends. (p. 1299) The number of MRSA infections was then recorded for both sections of the study, and the data was analyzed. The ratio of infected patients compared to the number of admitted patients during each section resulted in a 13. 1% infection rate in the baseline study, and a 2. 1% infection rate after the hand hygiene program was implemented (Nguyen, 2008, p. 298). Nguyen also recorded the estimated personal costs of the experiment, calculating that the SoftaMan antibacterial lotion cost about $0. 60 per patient, translating into a significantly lower cost than MRSA infection treatment (Nguyen, 2008, p. 1298). Contrary to popular belief that simple and inexpensive antiseptic hand hygiene programs do not significantly reduce infections in hospitals, the infection percent rates in this study were decreased by 84% (Nguyen, 2008, p. 1298).With limited MRSA transmissions in the health care field, it could lead to better patient outcomes and safer hospital environments for patients and staff (Nguyen 2008, p. 1299). In the clinical trial conducted by Jorge Cepeda (2005), infective disease control professor at the University College London Hospitals, another MRSA inhibition technique was investigated. Isolating MRSA colonized p atients was the technique Cepeda and his team studied. The prospective trial was conducted in two general medical-surgical intensive-care units of two American teaching hospitals for 1 year (Cepeda, 2005, p. 95). All 21,840 entering patients were swabbed and tested for MRSA, and MRSA-positive patients were moved to a single cohort isolation room. While a patient was in the isolation room, policies for hygiene remained constant. 6 months into the study the practice of isolation was abandoned, and the rates of MRSA infection were once again recorded. The crude (unadjusted) Cox proportional-hazards model showed evidence of increased transmission during the latter non-isolation phase in both hospitals (Cepeda, 2005, p. 96). The evidence represented up to a 62. 2% decrease in the proportional-infection transmission rates when isolation was used (Cepeda, 2005, p. 295). Cepeda then concluded, â€Å"Moving MRSA-positive patients into single rooms or cohorted bays reduces cross infectionâ⠂¬  (Cepeda, 2005, p. 297). However, Cepeda also reported possible flaws stating that, â€Å"Despite lower transmission severity scores, isolated patients are visited half as often as are non-isolated patients (5 ·3 vs 10 ·9 visits per h)† (Cepeda, 2005, p. 296).Because transfer and isolation of critically ill patients in single rooms carries potential risks, the findings suggest a variant of isolation could be used in intensive-care units where MRSA is endemic. Although isolation was successful in reducing MRSA, it was not a risk free technique, leading to the investigations of other innocuous prevention methods. The evidence provided from another article indicates that screening for MRSA can also protect patients and reduce infection rates. M. Struelens (2009), a member of the U. S. epartment of clinical microbiology, describes in his article that, â€Å"Active surveillance (or screening) for MRSA carriers is the systematic use of microbiological tests able to detect mucocutaneous carriage of MRSA by individuals without clinical infection† (2009, p. 113). This strategy is regarded as highly effective because of its direct search-and-destroy nature. Screening is generally accomplished by swabbing areas such as the throat or nose, with recent technology allowing the cultures to be processed in less than 20 hours, with a 95% sensitivity rate (Struelens, 2009, p. 16). By identifying a carrier of the MRSA disease, the transfer of infection can be immediately stopped by treating the source with certain antibiotics. This elimination of MRSA colonies not only prevents the spread of infection in hospitals, but the entire community (Bryce, 2009, p. 627). Struelens does mention MRSA screening flaws in his conclusion reporting that, â€Å"There is an urgent need for health care professionals and diagnostic companies to assess the cost-effectiveness of these tools.In addition, greater harmonization of surveillance and typing schemes is needed to facil itate cooperation in an effort to control the MRSA pandemic† (2009, p. 116). Besides minimal flaws, Struelens expresses hope for the future of MRSA surveillance due to its success and reliability in multiple different trials (2009, p. 117). In attempt to protect the safety of people in hospitals and in the community, there are numerous prevention methods that should be implemented to create a successful MRSA prevention regiment.The various techniques in MRSA prevention, which include hygiene programs, isolation, and surveillance, have all been clinically tested and proven successful. However, there is further research that can be conducted to determine the cost-effectiveness of these methods, as well as to establish the most successful approach to combining the prevention techniques. All in all, MRSA is and extremely deadly and virulent bacterium, but with the use of newfound prevention methods, everyone can be protected. References Bryce, E. (2009).Hospital infection control strategies for methicillin-resistant staphylococcus aureus and clostridium difficile. American Medical Association Journel, 180 (6), 628-631. Retrieved from www. ebscohost. com Cepeda, J. , Whitehouse, T. , Cooper, B. , Hails, J. , Jones, K. , Kwaku, F. , et al. (2005). Isolation of patients in single rooms or cohorts to reduce spread of MRSA in intensive-care units: prospective two-centre study. Lancet, 365(9456), 295-304. Retrieved from www. ebscohost. com Nguyen, K. (2008). Effectiveness of an alcohol-based hand hygiene programme in educing nosocomial infections in the Urology Ward of Texas Medical Institute, Texas. Tropical Medicine & International Health,  13(10), 1297-1302. doi:10. 1111/j. 1365-3156. 2008. 02141. x Struelens, M. (2009). Laboratory tools and strategies for methicillin-resistant staphylococcus aureus screening, surveillance and typing: state of the art and unmet needs. Clinical Microbiology & Infection,  15(2), 112-119. doi:10. 1111/j. 1469-0691. 2009. 02698 . x Surg, J. (2008). Methicillin-resistant staphylococcus aureus in hospitals. Clinical Microbiology and Infection, 13(8), 642-643. doi:10. 1111/j. 1445- 2197. 2008. 04605. x

“A Separate Peace” by John Knowles Essay

One of the major themes in A Separate Peace is the coming of age. The theme of maturity can be viewed as a growing realization of the war in the school (in which the students realize that they have to enlist into the war â€Å"as men†), or the private and interior crisis one goes through (such as Gene discovering his identity as the novel progresses). The training and the sudden labors that the Devon students engage in attempt to prepare the boys for their future at the war; this can be seen as the external view of maturity in the novel, whereas the â€Å"internal† view of maturity can be seen in Gene’s thoughts as he searches for his personal identity. Throughout the novel, both Gene and Finny experience important yet damaging issues in their life where they realize the need to face the reality of it or become lost forever. As Gene discovers in the end, true identity can only be reached through maturity. Gene and the students of Devon experience a sense of maturity through the sudden change in their once peaceful and war-shunning environment of the summer. In the beginning of the novel, we can see that Devon is like a â€Å"Garden of Eden†; it resembles a paradise in the center of all the wars and deaths that are happening outside Devon’s barriers. Devon is seen as a milieu within a larger milieu (the rest of America at war). It seems that the students have lived their summer in a peaceful bubble of â€Å"Eden† in contrast with the background of World War II in the rest of the world. The summer of 1942 at Devon can be symbolized as the time of freedom and the exposure of youth; this is a moment in the novel where the students can get away with breaking rules and skipping classes. Therefore, the carefree summer of 1942 represents a time of paradise, where everyone is at peace and simply enjoying life at its fullest. However, Finny’s symbolic â€Å"fall† seems to have brought an end to this delight at Devon and brings in the winter session, where there is labour, orders, discipline, darkness, and despair. This is the moment when the teachers of Devon realize that the students are just on their way of serving the army. The students begin to participate in drills and trips to the railroad and orchard to help out in every way they can. In contrast to the summer of Devon, the winter represents the burdens of maturity and adulthood, and a  time where preparation of the war replaces the joyful atmosphere that was present in the summer. The boys of Devon suddenly feel that they must be responsible and â€Å"established† in order to face whatever their future brings them in the war. They all realize that they must smarten up and become men, because it is time to face the reality of what is going on behind Devon’s peaceful barriers. The phrase â€Å"Innocence must be killed to give birth to experience† says a lot about this time in the novel. Though the teachers had given the students more freedom during the summer and allowed several rule-breakings to take place, they understand that in order for the students to be ready and prepared for the coming conflicts in the army they must stop acting like children and sacrifice their state of immaturity to gain knowledge as adults. They understand that children cannot survive in wars, but men can. Later, the students realize that they must enlist themselves to serve for the army within a short period of time. Most of them become excited about becoming a solider for army, but then the novel takes an ironic twist with the students’ beliefs of the war because they do not yet know the real dangers and certainties of the outside of the barriers of Devon (regarding the world war). An example of such â€Å"blind thinking† was Leper becoming the first to join the war, thinking that he will gain more time in the forest afterwards, but returns devastated and emotionally shattered. His confrontation with Gene proves that there is a war out there and it is horrible as well. Gene, after realizing that he may also suffer from the same mental state as Leper if he enlisted, runs away screaming, â€Å"Shut up; it has nothing to do with me so shut up!†. Here we can see that Gene realizes some truth about the war, and no matter how much he tries to deny the horrible details and evidences that Leper brings back from the outside of Devon he gains new insight and wisdom. It is in this sense as well that Gene matures through the pressures of the war in the background, and that he cannot run from it because it is reality and he has to face it when it is his turn to enlist. The presence of the war, in a sense, also serves as a background for the  emotional development of the students at Devon; the world war actually triggers the buried emotions of the boys. Gene, Finny, and Brinker (for example) become competitive in their own ways; Gene compares his academic standards with Finny’s natural talents for sports, Finny shows a â€Å"win-win† competitive nature towards Gene in the games that they have played together (though he is out of the â€Å"war† mentally)), and Brinker feels insecure about his popularity due to Finny. Each character feels unconfident and is therefore â€Å"at war† with himself. In this novel, the ability to fix these inner conflicts seems to sadly result in either death (like Finny), or insanity (like Leper). For Finny, since he is unable to face certain feelings, he ends up becoming upset at the mock trial and dies in the second accident. Leper, on the other hand, believed that by enlisting first would b ring him out from his loneliness, yet returns from the war in a far worse shape. Gene, however, goes through a more painful process by remaining in Devon to fight for salvation within himself. Because the view of maturity in an emotional development is mostly seen in Gene (as narrator, we could see his thought-process as the novel progresses), I will use his private conflicts as an example to further support my thesis. In the beginning of the book, Gene develops a close relationship with Finny, his roommate. However, Gene begins to feel a bit envious of Finny, and sees his way of thinking as the truth. This then lead to an inner conflict in Gene, in which he begins to compare himself with Finny in a â€Å"Win-Lose† way of thinking. As his thinking of â€Å"competition† continues, Gene begins to see certain â€Å"flaws† within himself that leads to his insecurity, though these â€Å"missing traits† are not really flaws. He does tend to â€Å"hold himself back† several times by repeatedly telling himself how lucky he is to have Finny as a best friend, but this excuse soon shatters because he remains selfish. This selfishness of him reveals itself in chapter three, where Finny practically saves Gene from falling, but Gene tries to protect his beliefs of â€Å"Finny being the enemy† by telling himself that it was Finny’s fault for getting him into the me ss in the first place. At the same time, Gene’s admiration for Finny’s personality prevents him from refusing to go out with  Finny; it is in this state that Gene is actually a confused young man, who does not know the true value of friendship, and cannot correct the jealousy that he feels for Finny. The jealousy continues to grow, and soon enough Gene jounces the limb in chapter five, resulting in Finny’s fall. As I have said before, Gene is then forced to review what he has done to Finny and take a good look at himself; his mind, feeling extremely guilty for his actions, pressures him so much about the accident that he is forced to grow up. We see the final stage of maturity in Gene when he realizes near the end of the novel that he needs to become a grown-up and confront his personal war face-to-face once and for all; he confesses to Finny about his part in the accident, and finally gains Finny’s forgiveness and a sense of salvation. It was in this confession that Gene is f orced to see his stupidity and selfishness behind some of his actions. His act of courage to go to Finny and confess is evidence that he has finally grown. The conflict that he feels inside (regarding his relationship with Finny) becomes the source of his final emotional development; because of the â€Å"accident† the he had committed against Finny’s fall, Gene is forced to examine his own feelings over and over again throughout the novel. This repeated painful examination of his feelings and guilt results in growth; by really looking in himself, Gene realizes that he has to be responsible for his actions. It is when Gene finally reaches his peak of maturity that he begins to see his true identity in the end of the novel. Gene has emerged from a sort of shyness into a more confident attitude; he was influenced by Finny to learn about people, events, and life in a way that he had never before. In short, Gene needed Finny in order to realize himself. And sadly, Finny’s death leads to the eulogy that Gene makes in the last chapter, where he remembers the lessons that he was taught during his personal war at Devon. The theme of maturity in A Separate Peace can be reflected from the pressures that Gene (and the others students) endures during the drills, labors, and strict rules at Devon; this can be categorized as the â€Å"external† features of the theme, as well as the background of the novel. However, the theme of coming to age can also be seen in Gene’s heart, as he participates in an emotional struggle within himself prior to Finny’s character. We can see that Gene becomes jealous and envious of Finny, but then there seems to be a development in his character as he slowly begins to realize the truth. In a sense, Gene reaches maturity and becomes an adult after Finny dies, as he realizes that his own enemy was not Finny but his ignorant heart. Both the external and internal features of maturity in this novel gives meaning to the phrase, â€Å"Innocence must be killed to give birth to experience†; the students had to leave their peaceful state in the summer of 1942 and began to get used to the rigors of war and labor to fully understand the realities of war; at the same time, if Finny had not suffered and eventually died in the end, Gene would not have reflected on himself and grow from his experiences in the past. As Gene discovered in the end, true identity can only be reached through a state of maturity. â€Å"A Separate Peace† By John Knowles Essay In â€Å"A Separate Peace† by John Knowles, it is evident that Finny and Leper undergo the most traumatic experiences from the Class of 1943. Through these experiences, both characters lose much of their innocence and naivety. Finny, upon learning of the existence of the war and Gene’s moment of hatred, learns to accept realities and perceive the world as it is, not as the perfect childlike image he wants it to be. However, when Leper enlists in the army, he quickly begins to have hallucinations because the reality is too much for him to handle. Nevertheless, he eventually overcomes his insanity and seems to be fairly mentally stable by the end of the novel. Although Finny and Leper’s traumas are the source of a major loss of purity and childhood, they are also the cause of post-tramautic growth and a necessary increase in maturity. Finny goes through several perception-changing events during the course of the novel, but the event that cements his departure from childhood is the acceptance that Gene deliberately shook Finny off the tree. This shock was caused by his own inability to accept the truth in the first place. Despite the ease of denying unwanted information and living in a dream world, it is mentally unhealthy for Finny because of the shock caused upon finally believing the truth. Immediately after Gene’s confession of jouncing the limb, Gene remarks that Finny looked â€Å"older than I had ever seen him† (62). Finny, however, does not yet comprehend feelings of jealousy and betrayal, as he has hardly had any himself and finds it difficult to think of another’s point of view; the information registers on his face, but before he has time to process it and mature he rejects the idea entirely. Gene states â€Å"it occurred to me that this could be an even deeper injury than what I ha d done before† (62). The reality of adult themes such as jealousy, betrayal, and hate is what hurts Finny most, not the crippling injury itself. Another reality that takes away from Finny’s nescience is the war (when he finally believes in its existence). The most dramatic and stunning war in recent history, World War II had a huge impact on millions of lives worldwide. Yet Phineas refused to believe in the war, and instead created a fantasy in which he was the one of the only people who knew that it was all a hoax. When Gene, in disbelief from Finny’s opinion, questions Finny on why he is the only person who is aware of the â€Å"stuffed shirts'† (107) plot to  suppress happiness, Finny emotionally bursts out it is because he has â€Å"suffered† (108). Apparently, Finny has visualized this hoax to shield himself from the disadvantages of his disability, such as enlisting. Nevertheless, Finny quickly accepts the truth of the war after seeing Leper in a mentally disturbed state of mind. The image of what the war did to someone who used to be close to him shook him out of his dream world and spurred his emotional growth. When Finny, at the end of the novel, learned to accept the realities and avoid using denial to cope with shock, he lost the last of his childhood innocence. Leper is easily one of the most naive and innocent characters during the Summer Session. His good-naturedness and passive fascination with nature is such an ideal image of innocence that it seems almost depressing to see him in the traumatized state of mind after enlisting. Even while everyone is volunteering to shovel snow to aid the war effort and discussing their plans for which division to enlist in, Leper is only concerned with the beauty of nature and skis to a beaver dam to watch the beavers develop and build their dam. He is moved to join the army not for vain images of glory and glamor like the other students, but rather for the beauty of skiing down a mountain. Obviously, he soon finds that the army is too much for him, and while absent from the ongoings at Devon he loses every shred of innocence and guilelessness that previously surrounded his character. When Gene meets him, his psyche is obviously changed to such a point that he has hallucinations and other symptoms of sc hizophrenia, caused by his rapid ascension into adult matters. He does not accept reality nearly as well as Finny does because his character was far more innocuous at the start of the novel. So many of his images of the world are shattered that it can be seen that he feels like he has little familiarity to hold onto. He grasps to every gleam of regularity and unchangeable function, which explains his preference for spending time in the dining room of his house simply because he knows that three daily meals will be served there on a consistent basis. However, his time at home seems to have given him time to cope with the images of adulthood. Upon his return to Devon, he seems mentally well and a much more decisive authority than ever before. He accurately and forcefully convicts Gene of jouncing the limb in â€Å"his new, confident†¦ voice† (166).  Gene describes Leper during the trial as â€Å"all energy† (165). Evidently, Leper has dealt with the loss of innocence caused by his abrupt initiation into adulthood and has becom e a more confident, self-assured person in spite of it. Knowles makes it apparent throughout A Separate Peace that while the loss of innocence may often seem to be a sad or tragic event, it is necessary to pave the way for maturation and a transition into adulthood. Had Finny never accepted the truth of the tragedy that occurred to him, he would have never matured beyond his carefree summer days. And had Leper kept living in his own world of vivid imaginations, he would have never developed into the sanguine individual he becomes at the end of the novel. While the loss of innocence is partly a lugubrious experience, John Knowles portrays it as a necessity – a part of maturation and growth that leads to adulthood and self-fulfillment.

Free Essays on Women of Ancient Greece

In today’s society, rights between men and women are as close to equal as they have ever been. The roles of men and women in society have become intermingled in every aspect. Through work, leisure, family, political, and religious issues, both men and women take part. This equality was a difficult and timely journey for women, and it is gut wrenching to consider women’s non-existent rights of ancient times. However, a possible alteration to the common view of women’s lives in ancient Greece may be disproved according to an article by Christine Mitchell Havelock. The evidence brought forth is strong and relevant to the argument, but the overall impact on the conception of a woman’s life in ancient Greece is hardly altered. Women of ancient Greece may not have been as detested and rigorously forbidden in the way that ancient male-dominated â€Å"literary and legal sources† suggest. The argument could perhaps be more specifically defined by saying that the woman played a significant role in many parts of the funerary services of deceased loved ones, as well as an active part in the domestic affairs of the home. This argument is successfully supported by Havelock’s evidence found in a series of Greek funerary vases: Funerary ceremonies were extremely important to the ancient Greek. Ritualistic activities such as processions of mourning filled the streets in times of death. The mourners were both male and female. Both sexes were active in the mourning, but as a duty women were to be emotional. Men held one hand in the air to show the grieving while women characteristically held both hands in the air. This evidence is crucially supportive, showing that women were involved in these burial ceremonies. (Havelock 50) A scene of major significance can be seen on a vase presently in a museum in New York. The vase gives great detail in showing a dead male body surrounded by his immediate family. His wife is to the left sea... Free Essays on Women of Ancient Greece Free Essays on Women of Ancient Greece In today’s society, rights between men and women are as close to equal as they have ever been. The roles of men and women in society have become intermingled in every aspect. Through work, leisure, family, political, and religious issues, both men and women take part. This equality was a difficult and timely journey for women, and it is gut wrenching to consider women’s non-existent rights of ancient times. However, a possible alteration to the common view of women’s lives in ancient Greece may be disproved according to an article by Christine Mitchell Havelock. The evidence brought forth is strong and relevant to the argument, but the overall impact on the conception of a woman’s life in ancient Greece is hardly altered. Women of ancient Greece may not have been as detested and rigorously forbidden in the way that ancient male-dominated â€Å"literary and legal sources† suggest. The argument could perhaps be more specifically defined by saying that the woman played a significant role in many parts of the funerary services of deceased loved ones, as well as an active part in the domestic affairs of the home. This argument is successfully supported by Havelock’s evidence found in a series of Greek funerary vases: Funerary ceremonies were extremely important to the ancient Greek. Ritualistic activities such as processions of mourning filled the streets in times of death. The mourners were both male and female. Both sexes were active in the mourning, but as a duty women were to be emotional. Men held one hand in the air to show the grieving while women characteristically held both hands in the air. This evidence is crucially supportive, showing that women were involved in these burial ceremonies. (Havelock 50) A scene of major significance can be seen on a vase presently in a museum in New York. The vase gives great detail in showing a dead male body surrounded by his immediate family. His wife is to the left sea...

The Super Easy Guide How to Negotiate a Raise and Promotion

The Super Easy Guide How to Negotiate a Raise and Promotion You’ve put in your time at Company X. You don’t just do the bare basics  like showing up on time, not abusing your lunch and break privileges, and keeping the Twitter scrolling to a minimum–you go above and beyond, day in and day out.  You know how hard you work and what value you bring to the company, and now you’d like to see that in the form of a new title and a salary increase. So what now? How do you go about negotiating a raise and promotion? We’ve compiled some of our best advice on how to negotiate a raise and  a) whether or not the timing is right to ask, b) how to go about making your dreams a reality, and c) what to do if you fail.How to Design a Plan of Attack for Approaching Your BossFirst thing’s first. Are you ready to ask for a raise? And if so, where do you begin? Here are some great places to start if you’re early on in the process:How to Ask Your Boss for a RaiseHow to Get a Raise at Work6 Scientific Tips for G etting a Pay RaiseFirst, you need to be honest with yourself: do you want a raise, or do you deserve a raise? We all want more money and a more prestigious title. But in order to get these bumps, you’re going to have to prove (with concrete examples, with written lists, with references from people you’ve helped, etc.) you’ve earned them. No manager, no matter how cool, is handing out raises like free candy. It’s a big deal that involves a lot of signoffs from people at all levels. So before you go in, ask yourself: Do I really deserve this? And, if so, start planning on how you’re going to prove it.Create a Pitch Your Boss Can’t DenyAs you continue to plan your pitch, you’ll really need to figure out how to articulate your awesomeness in terms that your manager and any other higher-ups can understand. You’ll also have to be ready for all sorts of situations–your ideal might not happen, but they might offer an alternative you’d never considered. What then?6 Strategies to Prove You Deserve a Raise4 Things We’ve Learned From a Redditor’s Quest for Getting a RaiseA Google HR Chief Shares The Secret to Getting Promoted3 Strategies for Getting a PromotionAs easy as it would be, and as much as you know you deserve it, you  can’t just walk in and declare: â€Å"I’d like to make more money,† or â€Å"I think it’s time for a title change.† You need to approach your request with a well-thought-out strategy. And before you go in, think of any and all responses you might get†¦and how you’ll respond to each. Preparation is  key. You deserve it; now prove it.You’re Going to Have to Ask for What You WantJust because, in your mind, of  course everyone knows what a good job your do and of  course if an opportunity were to open up, it would be yours does not make it true! Offices are big places with lots of stuff going on. Your interna l monologue is not real life.5 Myths Stopping You From Getting PromotedAs in real life, in an office everyone is more preoccupied with themselves than what you’re doing. Oh, you stepped in and finished up something that technically wasn’t your gig? That’s awesome and kind, but most people will just be relieved they didn’t have to do it and move on with their lives. Keep a running list of these â€Å"above and beyonds† so you can share it when the time is right. Waiting for someone from higher up to magically bestow you with the promotion you deserve? Likely not gonna happen. You did all the hard work, and how you’re going to have to do the harder work of asking for what you want and proving it beyond a shadow of a doubt.What to do When the Best-Laid Plans FailOf course, things don’t always go as planned. If getting a raise or a promotion were easy, we’d all be rich CEOs. Or, you know, retired. Read the below, dust yourself off, and try again.When You Get Promoted Without A RaiseWhat to Do If You Didn’t Get the PromotionYou’re (hopefully, since you’re a good worker) not going to slack now that you didn’t get what you wanted. Either you’ll put your head down, continue to do the work, and ask again later†¦or put your head down, continue to do the work, and look for a job elsewhere that might appreciate you more or have the funds to give you what you want. If elsewhere is where you want to go, try signing up with TheJobNetwork  to get matched with an ideal job for you and your career path.Just remember–always stay classy and work hard, and your reputation will follow you wherever you go.

The various aspects of the functions of management which are Research Paper

The various aspects of the functions of management which are beneficial for managerial decision making - Research Paper Example The researcher states that management is regarded as a social process involving responsibility for effective and economic planning and regulation of operation of an organization in the fulfillment of the tasks and objectives. The functions of management would include allocation of resources, job design and enhancement of product development. It also enables monitoring which is an important aspect of control and design of well laid plans, activities. These functions are very important at each and every level or status. According to George &Terry there are usually four fundamental functions of management which includes planning, organizing, actuating and controlling. According to Henry Fayol to manage is to forecast, plan, organize, command and control. These four functions of function play pivotal role in determining the strategic process and completion of goals and objectives. These functions help in determining and setting goals and objectives and also developing accurate budgeting procedure. In theory the functions of management would be convenient and would not be separable from each other. The various functions of management would be inseparable from each other and affect the performance of each other. Management functions exist for a particular purpose and that includes manufacturing a product or service, responsibility for a mission accomplishment requires central figure and also to coordinate the primary activities. (Chruden & Sherman, 1980). The main objective of the functions of management would be as follows: Strategic High conceptual and low technical High human relations Tactical Moderately conceptual and technical High human relations Operational Low conceptual and high technical High human relations Planning: It is a systematic process in which the management makes managerial decisions about the future activities and the key goals that would be easily pursuable. It deals with designing of future course of action for the accomplishment of predeterm ined tasks. This deals with the understanding of the manager and contexts in which they operate and this activity starts with the commencement of planning process by examining the company’s operation (Drucker, 1972). Organizing: It shares with similar bonds and other management functions. Organizing helps in perfect job design and outlining the job description activities (Gomez-Mejia, Balkin & Cardy, 2005).Organizing is a process of bringing together resources and people to create products and services. Staffing: This function would enable modifications as new management functions necessitate and evolve. The achievement of the organizational goals through effective and efficient deployment of people is regarded as staffing. This includes filling of several organizational posts by hiring the required and qualified personnel. Controlling: It is regarded as the process of evaluation of the performance of the employees against the established goals. It is also regarded as a creat ion of methods appropriate to take corrective actions for the improvement in the overall performance of the organization. Effective control system are applied and implemented at every departments, functional area and individual levels. This helps in

Stock Market Assignment Part II--Retirement Plan Requirements Research Paper

Stock Market Assignment Part II--Retirement Plan Requirements - Research Paper Example I will live off 25 years depends on my retirement account. Average age of living of my past family members is 85 years and for this reason I have estimated this time duration of living for my life. Now, I am 25 years old and I have started earning from this year only. I want to cover the basic cost of living of my total family so that the children do not need to concentrate on savings. So, with this post retirement regular annual income I will cover the annual cost of my family. After retirement my cost of living will be minim um in terms of the essentials and regular expenses like the EMI of house loan and car loan will not be needed at that time. Apart from these regular expenses education will also be not needed at that time because children will become established and will be the earning family members when I will be retire from my job. So, I am expecting to get an annual post retirement withdrawal amount of at least 25% of the last annual income. I need this amount to be increased every year because of possibility of the increase of the inflation rate. This will result to increase in cost of living. So as the pre retirement income increases every year, the post retirement annual withdrawal amount will need to be increased. For getting 25% of the last annual of income after the 60 years of my age I need to save 20% of my total annual income. Rate of saving need I will increase at rate of increase in the annual income and for th8is purpose I am also cons idering the average inflation rate and the average percentage increase based on the past five years growth rate. I do not want a fixed amount after my retirement and for this reason I want a regular income from my savings and also this income from needs to be increasing in order each year so that I can withdraw increasing amount each year after my retirement. For this amount of withdrawal I have to save 20% of savings each year with increase rate of savings of 1.5% due to the