Harriet Beecher Stowe`s Uncle Tom`s Cabin Essay

In 1851-52 Harriet Beecher Stowe’s Uncle Tom’s Cabin appears. Her manuscript was first published serially in the Washington National Era, an antislavery paper, before appearing in book form in 1852. Today, in America, Uncle Tom’s Cabin is still one of the books in greatest demand at the counters of our Public Libraries. The narrator, as well as the characters, express the moral indignation that interracial, woman-centered abolitionist discourse made possible. This expression, however, is always in tension with gendered codes of middle-class respectability (Brown 102). Although women succeed in claiming righteous anger as a female right by the outbreak of the Civil War, in the public imagination, and even in the consciousness of some activist women, it remained a â€Å"manly† right and a masculine expressive mode. Later tradition described the novel as an accident produced by an amateur, but in fact Stowe was a professional writer who had been publishing for more than a decade when Uncle Tom’s Cabin began its serial run in an abolitionist journal. Republished in book form in 1852, it combined all the elements of fiction that American critics of the age were looking for: a diverse group of memorable characters, some hateful, some lovable; a tremendously exciting story; scenes of great pathos and scenes of humor; meticulous depiction of the customs, manners, and scenery of various regions in the country on a scale unequaled by any American work of fiction to that date. In addition, the book defined writing in general, and the novel form in particular, as a kind of visionary and prophetic mode, thus making women authors equal to the highest literary tasks. And beyond this, it dealt with an inflammatory political issue in a highly partisan spirit. The vision of Uncle Tom’s Cabin is deeply religious; Stowe was the daughter of one of the age’s most famous (and one of the last) orthodox Calvinist preachers, Lyman Beecher, and all five of her brothers became ministers in their turn, including another generation’s most famous, Henry Ward Beecher. The whole family was immersed in theological speculation; and Stowe came over time to reject the stern Old Testament God of wrath in favor of the New Testament God of love. Her opposition to slavery carries a particular theological charge, as she chronicles the defeat of charity by secular greed. We are to read Tom’s decision not to run away when he is sold downriver, and his eventual martyrdom standing up to Simon Legree, not as submission to the secular world, but as triumph over it. As well as â€Å"Christian† in this broad sense, Stowe’s book is â€Å"matriarchal† in the particular values it espouses – emotive over rational, relational over individualistic – and the repeated crises at its core: the breakup of families and the separation of mothers and children form the repeated matter of its suspenseful efforts. It does not, however, parcel out its good and bad qualities according to gender: the book is full of good men, and in Marie St. Clair it creates a memorably vicious woman. Moreover, beyond its Christian or proto-feminist protest, Uncle Tom’s Cabin mounts an attack on American capitalism, north and south: slavery is the ultimate expression of a culture dedicated to buying, selling, and accumulation. Stowe’s moving tale featured a loyal slave named Tom, an angelic young girl named Little Eva, and a wicked overseer named Simon Legree and included the melodramatic tale of the slave mother Eliza clutching her baby as she crossed an icy river, with dogs and slave catchers hot on her trail, literally leaping for her freedom. Stowe argued that her fictional story was culled from real stories she had learned from fugitives making their way to freedom along the Underground Railroad. This authenticity as well as its sentimental tone made Stowe’s novel a bestseller, with sales of over a quarter million copies in less than a year. Uncle Tom’s Cabin depicted slavery’s most brutal aspects for thousands of readers innocent of the cruelties slavery might impose. The accessibility and alleged â€Å"eyewitness† quality the book projected fueled grassroots support for the flagging abolitionist movement during the 1850s. Abraham Lincoln, when he met Stowe many years later, credited her with â€Å"starting the war. † Certainly the white South harbored special venom for Stowe, banning her book and charging her with â€Å"crimes against the South. † This work catapulted Stowe into literary celebrity, and she subsequently published A Key to Uncle Tom’s Cabin (1853) and another antislavery novel, Dred: A Tale of the Great Dismal Swamp (1856). In Harriet Beecher Stowe’s Uncle Tom’s Cabin, two unforgettably evil black slave drivers named Sambo and Quimbo personified the axiom which held that â€Å"the slave is always a tyrant, if he can get a chance to be one. † Trained in savagery and brutality by cotton planter Simon Legree, Sambo and Quimbo hated each other and in turn were feared and despised by the rest of the slaves. Ably illustrating Stowe’s contention that â€Å"brutal men are lower even than animals,† the demonic duo participated in orgies of drunken debauchery with their master, treated the slave women as sexual playthings, and gloated with â€Å"fiendish exultation† at the whippings that they meted out to errant field hands and house servants. In this manner, a northern reformist writer popularized the notion that black personality could be perverted or destroyed by white oppression. According to Stowe, African-Americans could be â€Å"unman’d† and turned into â€Å"things† through the normal operation of the slave regime (Stowe 56). When the novel was put on stage, a hush fell on the audience at the National Theatre in New York as Eliza escaped from her pursuers and reached the northern side of the river (Brown 18). An observer who turned to look was astonished to see that the entire audience, from the gentlemen and ladies in the balconies to the roughshirted men in the galleries, was in tears (Duvall 65). Stowe knew that if she could evoke this response on behalf of â€Å"property,† if she could bring her readers to see the heroism of a slave, she had begun a revolution in sentiment. Many things about this scene were tailored for her white audience: Eliza is so light-skinned she can pass for white. Like a true woman, Eliza runs away not because she desires freedom for herself, but to save her child. But the very ambiguity of her skin tone and Stowe’s inclusion of a black woman in the cult of true womanhood worked to break down the racial categories that contained moral feeling. The effect of Uncle Tom’s Cabin on American literature was, to foreign observers striking. In a public meeting held in Stowe’s honor in Scotland, one of the testimonial speakers credited Stowe with having revolutionized the British view of American literature: We have long been accustomed to despise American literature – I mean as compared with our own. I have heard eminent litterateurs say, â€Å"Pshaw! the Americans have no national literature. † It was thought that they lived entirely on plunder – the plunder of poor slaves, and of poor British authors. Their own works, when they came among us, were treated either with contempt or with patronizing wonderyes, the â€Å"Sketch Book† was a very good book to be an American’s. Let us hear no more of the poverty of American brains, or the barrenness of American literature. Had it produced only Uncle Tom’s Cabin, it had evaded contempt just as certainly as Don Quixote, had there been no other product of the Spanish mind, would have rendered it forever illustrious (Duvall 45). In a similar vein, Charles Kingsley (1852) called the book â€Å"a really healthy indigenous growth, autochthonous, & free from all that hapless second & third-hand Germanism, & Italianism, & all other unreal-isms which make me sigh over almost every American book I open. † Kingsley quoted a critic who found Uncle Tom â€Å"the greatest novel ever written,† reminiscent â€Å"in a lower sphere† of Shakespeare â€Å"in that marvellous clearness of insight and outsight, which makes it seemingly impossible for her to see any one of her characters without shewing him or her at once as a distinct individual man or woman, different from all others.† The British saw that the originality of the book sprang from Stowe’s grasp of the nationality of her material: an epic theme – republican ideals in conflict with a feudal institution – was enshrined in a narrative bristling with regional types. Stowe’s attribution of deeper feeling to African Americans â€Å"as a race† was consistent with what George Fredrickson has called â€Å"romantic racialism,† a blend of philanthropic and paternalistic attitudes (Wiegman 30). One of the earliest formulators of this ideology was Alexander Kinmont, who, in his 1837-1838 lectures in Cincinnati, proclaimed the moral superiority of African Americans: â€Å"All the sweeter graces of the Christian religion appear almost too tropical and tender plants to grow in the Caucasian mind; they require a character of human nature which you can see in the rude lineaments of the Ethiopian. † It is highly likely that Harriet Beecher Stowe, living in Cincinnati at the time Kinmont delivered his lectures, was exposed to his ideas. Such romantic racialism was widespread by 1851 (Duvall 98). The complexity and contradiction of Stowe’s novel lie in her use of a common theory of racial difference to effect a revolution in sentiment about the institution of slavery. In foregrounding sentiment as the most crucial and revolutionary political capital, Uncle Tom’s Cabin significantly questions the popular equation in nineteenth-century discourses between blackness and inhumanity, allowing the slave a psychic reality that challenges paternalistic views of the peculiar institution as protection for those unable to survive the rigors and responsibilities of civic society (and civilization itself) (Berzon 45). That the method for signifying the slave’s humanity is contingent on her tearful identification with the pain of enslavement, demonstrates, of course, the political limit embedded in the sentimental form (Stepto 65). For while Uncle Tom’s Cabin tries to forge a political alliance between slaves and white women by figuring subjectivities irreducible to the determinations of bodies in modernity, the transformatory hope attached to the analogizing function fractures under the inescapable priority accorded to white racial being. The political asymmetries attending the differences between the slave’s humanity and the white woman’s social subjectivity – and the novel’s attempt to both signify and rectify these disproportions – demonstrates at one level the very problem of the political in both nineteenth and twentieth-century American life. Take, for instance, the novel’s central figure, Uncle Tom. On one hand, Stowe depicts him in language that evokes a kind of noble masculine corporeality, as â€Å"a large, broad-chested, powerfully-made man,† but immediately she undercuts such characterization by alleviating its potentially threatening edge, referring instead to his â€Å"humble simplicity† and to a face of â€Å"grave and steady good sense, united with much kindliness and benevolence†. Interiority and exteriority are in this way conflicted, as Stowe seeks for Uncle Tom the characteristics of femininity that the corporeal delineations of a black masculinity might otherwise deny. In this she claims for him a â€Å"gentle, domestic heart†, marking his interiority within the discourse of the sentimental feminine that the novel most strenuously avow (Ammons 140). As Leslie Fiedler has aptly described him, Uncle Tom is a suffering heroine, masked by blackface and drag. In Uncle Tom’s Cabin, George Harris makes several statements comparing his own struggle for freedom with that of the nation’s founders. Uncle Tom’s Cabin had a huge following and sold over 300,000 copies in this country during the first year after it was published in book form by J.  P. Jewett in 1852. Once dismissed as a sentimental novel of domestic fiction, contemporary critics universally agree that Uncle Tom’s Cabin, despite defects, remains an enduring and powerful literary creation, a symbol of its age. For Stowe, the political necessity lies precisely here: in finding a means both for Anglo-Americans to identify with a political project that challenges their own interests and for white women in particular to translate their racial privileges into a form or method for the slave’s freedom.

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†

Dear COMM 107 Letter and Response Essay Example | Topics and Well Written Essays - 1250 words

Dear COMM 107 Letter and Response - Essay Example Third, she mentioned that she met a co-worker who is an extrovert like her and who brings her to fun places. She stressed that they do not have romantic relations, and that she continues to love her boyfriend. She found her platonic relationship with her co-worker as a win-win situation because she could satisfy her extrovert needs without losing her loved one. Fifth, she stated that she and her boyfriend are having more arguments because he is jealous of her male friend. The paper assumes that the couple wants to preserve their relationship. The main problem is the rise of differentiating practices during the integrating stage of their relationship, while the resolution is to apply several relational maintenance strategies to continue integrating as a couple without losing individual autonomy and identity. Knapp’s Staircase Model of Relational Development (the Model) can help analyze the concepts operating in the woman’s romantic relationship issue because it captures the stages of coming together and coming apart that are appearing in her relationship. The Model asserts that communication is fundamental to developing and maintaining relationships (Guerrero, Andersen, & Afifi, 2014, p. 115; McCornack, 2013, p. 293). It also uses the staircase as a metaphor for a relationship, wherein the coming-together stages refer to movements upward a staircase, while the coming-apart stages pertain to movement downwards it (McCornack, 2013, p. 293). The five stages of coming together are initiating, experimenting, intensifying, integrating, and bonding, while the five stages of coming apart are differentiating, circumscribing, stagnating, avoiding, and terminating. At present, the woman’s relationship overlaps the integrating and differentiating stages. The woman’s romantic relationship is in the integrating stage because she and her boyfriend see themselves as a couple and practice self-disclosure. They present themselves to the

The Use or Threat of Violence Essay Example | Topics and Well Written Essays - 500 words

The Use or Threat of Violence - Essay Example The public expects the use of violence from police if a situation requires a necessary force. If this they do not show this power, the public may display an intolerable arrogance that may result in disorder. Police brutality is necessary for people who have no disregard for human life, such as violent inmates. Necessary force ensures that such people do not influence others or cause unnecessary damage. Law enforcers risk their lives in the line of duty and should do anything possible to ensure they are safe and safeguard their lives. If a suspect hits a police officer with a stone and inflicts serious injury, the necessary response is the use of a baton or a gun. Although laws in the Constitution protect it, there is no proper definition of excessive force, and it characterizes reacting to the situation at hand to achieve a legitimate goal. Law enforcers need all the necessary permission to handle situations, most of which are not outlined in the Constitution. Individuals are differe nt, and the actions of one criminal are not comparable to another. Similarly, threats and violence are not applicable in similar measure to different criminals, hence it cannot be restricted or outlined on how to go about it. The law enforcing system may be failing to some extent, and there is the need for some police to ensure they perform their duties to their capability, even if it means introducing excessive and necessary force. There is the need to use necessary force to subdue a person in case one resists arrest.

Entrepreneurship Essay Example | Topics and Well Written Essays - 2000 words - 2

Entrepreneurship - Essay Example About London Eye London Eye is a hotel and restaurant that will operate in London. The main reason for opening this hotel is that London has always been one of the most attractive tourist destinations for visitors in the United Kingdom. There are several places that attract the attention of tourists, such as Big Ben, Buckingham Palace, Madame Tussauds and many more. The hotel will be easily affordable to every type of visitor irrespective of their purpose, such as individual tourists, tourists in groups and visitors on business purposes. The hotel will have five floors with ten rooms in each. It will also provide restaurant facilities where not only hotel guests but also outside visitors can come in order to dine. The hotel will have conference halls for official meetings, conferences and seminars, as well as banquet halls for parties, marriage ceremonies and other family functions. The hotel will also have its own swimming pool, shopping mall, gym and other entertainment amenities f or kids. This total project is expected to incur a cost of ?2 million. Mission of London Eye The main aim of the hotel is to provide their customers with a warm and friendly ambience where they can enjoy alone or with their family. It is a place where the customers can expect to get everything of an optimum quality and at affordable prices. The hotel will attract its customers with its warm, soothing tone and elegant decor. The rooms, along with the restaurant, will have comfortable furnishing. The warm and friendly behaviour of employees as well as the environment of the hotel are expected to offer a pleasant and memorable experience to the customers. Overview of the Whole Plan The construction of the hotel will begin in March 2014. For building the hotel, a renowned construction company has been hired and deals have been finalised. It has prior experience in constructing resorts and shopping malls, and has assured to use quality raw material, advanced technology and skilled labour with sufficient expertise in this field. Its architect has designed the outlay of the hotel considering the preferences and favours of both local and international customers. For the interior of London Eye, professional designers have been hired with prior experiences in designing interiors of hotels of international standards. The hotel will have different categories of rooms for different types of customers. Business suites are rooms with one bed, especially for customers on business trips. Family suites are specially designed for large families who are generally on vacation, mainly consisting of large size beds and special facilities for kids. Honeymoon suites are designed for honeymoon couples with facilities such as a candle light dinner, which is offered to them free of cost for a day. Apart from this, the hotel will have other facilities such as conference rooms, a bowling alley, banquet halls, a swimming pool and a restaurant. The interiors will be designed keeping the purp ose of the room in mind. All sorts of modern amenities will be installed for the comfort and pleasure of the customers. The restaurant of London Eye will comprise cuisines of various countries. This is made in order to ensure that international customers visiting the hotel are able to choose from a variety of dishes as per their tastes. This will provide customers with lot of choices under one roof from where they

GENDER DIFFERENCES Essay Example | Topics and Well Written Essays - 1000 words

GENDER DIFFERENCES - Essay Example Nature vs. Nurture has been seen as one of the reasons why the actions of boys and girls are so conflicting and different from each other. According to Alan Dix, there is not a very significant difference between the average general IQ scores of men and women. However; when it comes to spatial and linguistic skills, the differences do exist. As research suggests, females have greater linguistic skills while their male counter parts are better when it comes to visual-spatial skills. (Dix 2002) Both, genetics and environment, play an important role in the formation of personalities but it gets extremely difficult to analyze and differentiate between them. One cannot determine the effects between inborn genetic talents and family influenced development. According to Woo Moo Hurh, it is almost impossible for human beings to survive and exist without nature as well as nurture. He also raises a question about whether men and women act differently because of biological differences or because of culturally specified gender-roles that have been assigned to them. (Woo Moo Hurh 2000) There were higher rates of bipolar disorder and neurosis amongst women whereas the rates of personality or character disorder were higher amongst men, regardless of time or place. This means that men are more likely to behave anti-socially and get into drug and alcohol addiction and while women are more prone to suffer from neurosis and manic depression. (Woo Moo Hurh 2000) Is it very evident that boys and girls function differently and this can be considered as one of the main reasons why scientists have been researching for years to find out why these differences exist? A study shows that boys and girls use different strategies to explain and solve mathematical problems. This difference in strategic thinking can be seen in children when they are only in first grade. People might argue that this difference exists because of genetics but in reality, it is more than

The Nursing profession Essay Example | Topics and Well Written Essays - 2500 words

The Nursing profession - Essay Example The care should not be confined to the physical aliment but also the psychological and spiritual needs. Thus, patient care should have a patient centered approach considering the patients as still active dignified individuals, who can plan, manage and create some meaning out of their end life situation. Understanding of these facts helps in better nursing care. The patients seem to know better (than the past) about health care and they demand more knowledge on their end of life options today. Most of the patients want to discuss their treatment options and have a Right to refuse as per existing laws in UK. Problems pertaining to 'End-of -life' care and care for the aged are on the rise especially when concepts of euthanasia and physician assisted death are trying to find legitimate positions in the society. The present case study is that of an eighty-year-old Mr.X in a care home in London. He is dependant on the staff for most of his daily activities. He has complaints of constant pa in and it has been becoming increasingly difficult to move this man as his bones have become very contracted although he is being made to sit on his chair as often as possible. He is also encouraged to eat with the other residents in the dinning room in spite of his spine becoming so twisted that eating at the table is difficult. Patient X is a Retired School Master, widowed with 7 children all off whom visit him on a regular basis and although he is confused at times his Religion and faith are very important to him and still attends Mass every day in the care home. He has a medical history of Myocardial infarction, chronic heart failure, pacemaker, Paget's disease, depression and Type 2 diabetes. He is a classic example of an aged individual with multiple complications. Any further development in these complications will result in the patient being shifted to Intensive care with the possible outcome of death. Thus, it is an excellent case of a patient where managing patient care is vital rather than just assessment and interventions. The Nurse care for the case study should be based on Roper Logan and Tierney model of nursing (1980) which is a care model based on activities of daily living. Unlike Virginia Henderson (1966) model, which recognizes 14 activities, Roper model recognizes only 12 activities. This includes, maintaining a safe environment, communication, breathing, eating/drinking, elimination, washing/dressing, thermoregulation, mobility, work/play, sexual expressions, sleep and dying. Three problems in nurse care for Mr.X: 1.Chronic pain: Chronic pain of the bones is an unpleasant sensory and emotional experience in the patients with Paget's disease and Mr.X has been diagnosed with Paget's disease. Pain management in patients with Paget's disease helps in the improvement of quality of the patient care. Understanding pain needs specific communication skills based on perception. This is true because many of the terminally ill patients may not be able to verbally communicate their pain. Chronic pain is a pain, which lasts for more than six months. Chronic pain is further classified based on its etiology as 'non-malignant' and 'malignant pain'. Non - malignant is non-cancer related pain and malignant pain is cancer related. Chronic pain depresses, debilates and affects the quality of life (Cole, 2002) .A study by Green et.al (2002) on chronic pain management has revealed a need for further educational insights of physicians. A recent study

Analysis Samsung Electronics Case Study Example | Topics and Well Written Essays - 500 words - 2

Analysis Samsung Electronics - Case Study Example The company became known for its relatively low-cost quality innovative product lines and was able to give stiff competition to electronic majors like Sony, Nokia, Phillips etc. by continuously coming up with ever new features in all its products. There were many factors that contributed towards company’s continued leadership position in the world market. The foremost was its business model that relied on speed based innovative products. The company focused on its strategy of developing research and engineering skills so that it could improve and improvise innovatively on the electrical and digital products of Sony, Phillips, Matsushita, and Nokia. Samsung’s ability to launch its own products with added features with a great speed was a huge success with the target population. Samsung had geared its teams of professionals to keep a strict watch on the people’s pulse and was, therefore, able to anticipate their demands and used to come up with new products and features that were envied by its rivals. Another vital feature of its business strategy was its focused approach towards R&D and utilizing his human resource as capital investment. His team was able to develop huge range within the same product because they were able to customize new products around their core design. He also introduced the concept of competing for product development teams which were located at diverse locations, thus promoting competition with the group for innovation. The merit-based promotion within the group ensured that the best got their dues. High potential employees were encouraged to MBA and Ph.D. in the foreign country on company’s expenses so that expert team could be indigenously developed and fostered for improved business performance.

Major Theoretical Perspectives Assignment Example | Topics and Well Written Essays - 1250 words

Major Theoretical Perspectives - Assignment Example The main question which is put forward by functionalist sociologists is that how is a society kept close together at all times and how is its order maintained? To begin with functionalists concentrate upon two ideas that are closely related to their idea of how societies are held together. Firstly, how is order maintained in our society, and secondly, what are the major reasons behind the stability which exists in our society. Functionalists do not focus upon the differences found in different parts of the society. They in fact focus on how the shared norms, values and mores help create social solidarity and cohesion. (Browne, 2006) The ideas of functionalists are based on the concept of organic analogy. These ideas were initially discussed by patron sociologists like Auguste Comte and Emile Durkheim. They explained that the society was like a human body. If there was pain in one part of the body it will affect the functioning of the whole society. Therefore, it was necessary for the society to be in equilibrium. Durkheim ("The Rules of Sociological Method", 1895) emphasizes on two concepts. The first concept is of social solidarity. Solidarity is based upon such things as common culture, socialization, basic values and norms. It is these common ideas which bring about social cohesion in the society thereby, giving it the form of a human body. The second concept is that of collective conscience - the "external expression" of the collective will of people living in a society. This represents the social forces that help bind people together (to integrate them into the collective behavior that is society). It can be likened to the "will" of society. The most popular functionalist of America, Talcott Parsons (1951), focused on the behavior of the people while under the influence of social institutions. For Parsons, the key to the survival of the society was the shared norms and values held by its individual members. Deviation from those norms leads to

To What Extent Did The X Factor Alter The Distribution of Popular Coursework

To What Extent Did The X Factor Alter The Distribution of Popular Music - Coursework Example Over the last decade, reality shows have been the most popular programs on television. This phenomenon is not restricted to the United States or the UK, but is a universal phenomenon. There seems to be a correlation between the emergence of reality TV as a force, and the universal uptake of the internet (Butje, 2005). The X-Factor provides an interesting case study relating to the impact of reality TV on the lifestyle of people across the world. The show started in the UK and then spread to other countries. There are various franchises of the show in different countries across the world. The goal of this paper is to examine the impact of the X-Factor on the distribution of popular music. The best records relating to the show come from the UK since this is where the show has been running for the longest time. The other significant market for the show is the United States. This paper will focus on the impact of the show on distribution of music in the UK. ... In both shows, the participants undergo a series of auditions before reaching the screening stages where the finalists come up for intensive training and competition during the show. The basic idea behind the naming of the program and its whole gist is the discovery of the â€Å"X factor† that makes a musician tick. The show aims at discovering this intangible and indescribable factor in the contestants. b. Production Stages The show progresses through five stages. In the first stage, the producers carry out the primary auditions and gives contestants who will meet senior producers a â€Å"golden ticket†. The senior producers further identify contestants who proceed to the second stage. At the second stage, the judges audition the participants and classify them into three – the good ones who proceed to the next stage, the bad ones who are poor at singing, and the bizarre ones. This last category refers to those who stand out in some way that is neither good nor b ad. The successful contestants go through further processing at the â€Å"boot camp† and then at the judges houses where the judges get an opportunity to mentor them. Those who pass these two stages successfully proceed to the final stage that forms the main part of the TV show. It is at the end of this final stage that the show picks its winner. c. Key Players The most influential person in the X-Factor show is Simon Cowell. Cowell was part of the team that produced Pop Idol in America. He left the Pop Idol production team in order to start the X-Factor in the UK. Cowell is currently part of the inaugural team of judges in X-Factor USA. The other key personalities in X-Factor are the judges. Each season has a set of judges to take the show through. This makes them very influential

The Love Song of J. Alfred Prufrock by T. S. Eliot Essay Example for Free

The Love Song of J. Alfred Prufrock by T. S. Eliot Essay The Love Song of J. Alfred Prufrock (or simply Prufrock) is T. S. Eliot’s most popular poem and it is the one responsible for the launch of his career as one of the 20th century’ leading and influential poet. The poem takes the form of a dramatic monologue and it is considered as one of the most anthologized poem in the 20th century.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prufrock is a poem which made use of lots of literary devices such as similes, personifications, repetitions, allusions, imageries and the like, all of which contributed a great deal to the tone of the poem which is miserable and unhappy, it also helped contribute to the theme of indecision (which led to lots of missed opportunities), sexuality, and paralysis. For one the use of simile is clear in the following line, â€Å"when the evening is spread out against the sky like a patient etherized upon a table† (Eliot, 1917) and it skillfully illustrates the solemn outdoor setting in contrast to the party setting which would later on take place in the poem.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Repetition is one of the most essential tools used by Eliot in the poem. For one, in the following stanza â€Å"In the room women come and go talking of Michaelangelo† (Eliot, 1917), Eliot brings the audience to the place Prufrock himself finds himself tied into, and this particular repetition contributed a lot in setting the tone of the poem as it shows the readers how Prufrock muses on how he wants to tell a woman how he truly feels and yet for some melancholic reason, he cannot.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Upon reading the poem one could envision that Prufrock is not really that old, he is probably a middle-aged man who is trying to examine what went wrong with his life, or trying to look back to the choices he made at the course of his life. Among the things he constantly look upon is the things he did not do, his regrets for acting the way he did, for his indecisions, and most of all he is looking back on his failure with regards to women thus one could then on say that one of the primary tones of the poem is that of a tired, ironic self-criticism. The character of Prufrock made many references on his going bald, most notably was a scene with a reaper who is holding his coat for him so that he could then on leave this material world. Prufrock tried to make himself feel what it is like to be young again one notable example was when he tried to dress and fashion his hair the way young men does. However, in spite of this particular endeavor he knows deep inside that it is no use since he would no longer be young again and this particular fear of approaching old age contributed a great deal to his paralysis which is the primary theme of this poem.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the title of the poem alone one could have an idea that Prufrock is no ordinary or traditional love poem. Prufrock then is a ludicrous name and the author wants the subconscious implication of a prude in a frock. The original title of the poem is actually Prufrock Among Women and this particular emasculation added a certain depth to the themes the author would delve into which rotates around the notion of paralysis and heroism. As was mentioned earlier this poem takes the form of a dramatic monologue in which the speaker unconsciously reveals a part of himself to the silent readers. The poem shows a great deal of Prufrock’s inability to commit and express himself to women or to love, or to other individuals for that matter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The 2st stanza of the poem hints that Profruck and a companion are out for an evening walk. Most of the themes and tone of Profruck illustrates profound melancholy and lack of communication or inability to express himself. The city discussed in the poem appears gloomy, it seems to portray the city in a half dead, desolate, and lonely feel. The streets seems to curve to a particular conclusion or question and it seems to ask if the protagonist should dare to assert himself or to reach out and try to communicate with other people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The fourth stanza of the poem implies to life’s triviality as could be seen on the following line â€Å"hundred indecisions†¦before the taking of toast and tea†. The readers could then envision Prufrock worrying himself over life’s trivialities such as what tie to wear at the party and what words he should use to strike up a conversation (presumably with a woman) at the party. The women the protagonist is about to meet at the party are belittled in that their primary use is to serve as some kind of a decoration and keep shallow conversation going all throughout the party as could be seen on the following line â€Å"that lift and drop a question on your plate† (Eliot, 1917).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the sixth stanza of the poem one could envision the protagonist hesitating on whether he should continue to climb the stairs which would take him to the place where the party is being held, he keep on worrying on whether he should â€Å"dare† communicate or try to reach out to these people. In the seventh stanza the protagonist was pondering about the things he did or the trivialities he did in his life and it also shows that he knows what kinds of people would be present at the party. He knows that those people are full of life’s superficiality. These particular people were further singled out in the 9th stanza as women of women on which the protagonist seems to posit an attitude synonymous to sour-graping.   Upon close observation the readers would then on see that these elegant women have hairy arms, however, in spite of that these women still have some kind of an effect to the protagonist of the poem as could be seen when he was not able to organize his thoughts which is being diverted by the smell of the perfume of these women. It is important in this line to notice that Prufrock does not treat these women as a whole people but rather merely as part of their physicalities which attracts and mislead other people as could be seen on the following lines, â€Å"eyes that fix you in a formulated phrase†, â€Å"faces that you meet†, voices dying with a dying fall† (Eliot, 1917) and the like.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On stanzas 79-80 the protagonist was once again pondering on whether given lots of empty times should he try to assert his personality and try to reach out to other individuals. Mainly because the protagonist talked a great deal about women on his earlier stanzas one could then assume that the line â€Å"force the moment to its crisis† (Eliot, 1917) have an innuendo of sexuality because whereas the inability to communicate himself appears to be the primary theme of the poem, the protagonist incapacity to have sexual relationship is taken care of in a more specific manner. If someone is incapable of having sexual relationship with another individual, he is cut off from the some things considered worth while in life and the protagonist is portrayed as someone who is incapable of making a move on a woman (he could not even reach out to converse to any people, much less a woman) because of his fear to look ludicrous in front of them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The protagonist inability to make use of the time or opportunities given him is signified by the past tense found in the twelfth stanza. In this stanza the readers would be able to see that if the protagonist indeed tries to reach out to people particularly to the woman he likes he would only appear preposterous and these people would not even be able to understand him. In stanzas 95-97 the protagonist made an implication that he ever approach or make any kind of insinuation to a woman â€Å"roll†¦strength and all..sweetness up into one ball, and tearing†¦pleasures with rough strife † (Eliot, 1917) there is a huge chance that he would be misunderstood and worst they would be disgusted with him and put him off. All of these reasons among many others seem to answer the earlier question on whether he should dare to assert himself. The protagonist states â€Å"No!† because he sees himself as insignificant, he is so full of self-consciousness and because of that he is unworthy of â€Å"disturb(ing) the universe† (Eliot, 1917).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Now that the fundamental question of him asserting himself has finally been answered the protagonist is once again seen to be looking at what his life would be like (he would grow old and bald) and he would also wonder if he has the guts to eat a peach â€Å"do I dare to eat a peach† (Eliot, 1917). This particular line could be viewed in different manners one of which is that fresh fruit because of digestive problems however, the peach could also be seen to have an underlying sexual connotation. Fruits in general have a sexual connotation as the ripened ovary of a plant and peach in particular holds more sexual connotation because of its flesh like color, its soft texture and its downiness. The peach’s shape and texture symbolizes the female genitalia thus one could see in the line mentioned above that the protagonist is wondering that if he is unable to sexually assert himself to a woman while he was still in the prime of his life, how else would he be able to sexually assert himself when he becomes an old man. Peach also have other meanings. Peach is the Chinese symbol for marriage and immortality, both of which the protagonist so want to have in his life. As could be seen then, the protagonist pondering on whether he would dare eat a peach has got something to do with his sexual ineptness. As the poem ends, the protagonist was imagining mermaids, oe men’s ideal dream of women sitting on the beach, however, in spite of the fact that it only happened on his imagination, the mermaids still did not sing for him. When the protagonist was awakened from his dream by a human voice one could then conclude that even in dreams, the protagonist is still paralyzed and non-active. This particular paralysis, the protagonist’s inability to act and to grab at the opportunities given to him by life is the primary theme ever present in The Love Song of J. Alfred Prufrock. Works Cited Dempsey, Jough. â€Å"The Love Song of J. Alfred Prufrock by T. S. Eliot.† (1997).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   February 28, 2008 http://articles.poetryx.com/7/. Eliot, T. S. â€Å"The Love Song of J. Alfred Prufrock† (1917). February 27, 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.bartleby.com/198/1.html. Moody, David. The Cambridge Companion to T. S. Eliot. Cambridge UP, 1994. Scofield, Martin. T. S. Eliot: The Poems. Cambridge UP, 1988. Uncgrad. â€Å"The Love Song of J. Alfred Prufrock.† (2007). February 28, 2008   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.associatedcontent.com/article/113548/the_love_song_of_j_alfred_ prufrock.html.

Concepts of Abnormality and Mental Health

Concepts of Abnormality and Mental Health Sevgi Gulbahce Psychology Access to Nursing Definition Example Abnormality It is behaving in ways which the majority of people do not behave in, or not acting in the ways the majority of people behave in. It can be anything that is not considered as normal. Abnormal behaviour can be affected by numerous factors e.g. social norm, the ambiguity of the break point between abnormal/normal and bias and fundamental attribution errors. And one thing that may be abnormal in the UK maybe seen as normal in another country etc. An individual can be said to be abnormal if they are unable to cope with the demands of everyday life e.g. interact with others, self-care and make themselves understood to others. Rosenhan Seligman (1989) believed the following characteristics describe failure to function adequately are: Vividness unconventionality, unpredictable loss of control, Irrationality/incomprehensibility, Violates moral/social standards and Causes observer discomfort. Normality The meaning of normal can vary from person, culture, place, situation and time. Normal can change with societal standards and norm. Normal behaviour can be subjective and can be recognised when compared to what is not normal or abnormal. A person carrying out normal behaviour can show empathy, can relate its thoughts to others. They understand their actions, they are aware of all actions and can act sanely. They can show the correct emotions when necessary, and are capable of understanding others etc. Definitions Explanation Evaluation Statistical infrequency It is used to find out the norm of a society. It can be used to categorise people in to normal, frequent, typical or atypical. It is not accounted for social acceptability or behaviour type e.g. a very intelligent person may be seen as abnormal because it is uncommon and odd behaviour that is uncommon but may be accepted as abnormal Deviation from social norms It is going against a societies accepted behaviour codes Social norms can be can change depending on the society and standards may change e.g. in our society it was seen as abnormal to be an unmarried mother before than it is now Failure to function adequately When a person has difficulty maintaining a social relationship or staying in a job Other than social dysfunction, it is also being in a disabling state of distress. Problems can be that certain mental disorders may not cause distress and that it may sometimes be normal to be distressed. Deviation from ideal mental health When a person does not have all the criteria’s required for a normal healthy functioning The criteria’s for the ideal mental health may be difficult to measure and so demanding that some people fail to meet them TAQ 2 Define Explain DSM IV Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition is a manual published by the American psychiatric association and it used to diagnose and categorize mental disorders Psychiatrics diagnoses are categorised by the diagnostic and statistical manual of mental disorders. It includes all mental health disorders for both adults and children. It lists all the causes of these disorders, age at onset, statistics in terms of gender and prognosis. They use this manual when working with patients to help better understand their illnesses and the potential treatment and also to help the third party payers such as insurer’s. The DSM is divided into five sections and the fourth section is used to asses: the events in a person’s life such as death of a loved one, unemployment and starting a new job etc. ICD The International Classification of Disease tenth revision is a system of coding created by the World Health Organization. It notes the medical records of the diseases, symptoms, findings and causes of injury. The ICD-10-classification for mental disorders is made of 10 main groups: F0 Organic, including symptomatic, mental disorders F1 Mental and behavioural disorders due to use of psychoactive substances F2 Schizophrenia, schizotypal and delusional disorders F3 Mood [affective] disorders F4 Neurotic, stress-related and somatoform disorders F5 Behavioural syndromes associated with physiological disturbances and physical factors F6 Disorders of personality and behaviour in adult persons F7 Mental retardation F8 Disorders of psychological development F9 Behavioural and emotional disorders with onset usually occurring in childhood and adolescence. (web 4 health, 2003) TAQ 3 Evaluate the biological (medical approach) and behaviourist approach to abnormality In psychology there are different approaches when examining both normal and abnormal behaviour. The four main are: biological, behavioural, cognitive and psychodynamic. We will be evaluating biological and behavioural in this essay. The biological approach to abnormal behaviour concentrates on medical issues that causes the mental illnesses. It can involve damage to the brain, physical illness, or chemical imbalances. The medical approach believes that it can be caused by any of the following four physical causes: genetic, biochemistry, Neuroanatomy and infections. Usually the mental illness is inherited from the parents. It can run in the family or if a certain gene is seen to be responsible for the illness. There are various chemicals in the brain to help with communication and these are called neurotransmitters. Examples of neurotransmitters are serotonin, dopamine and adrenalin. If an imbalance in these chemicals occur it can cause psychological disorders, this is called biochemistry. Neuroanatomy believes the abnormal behaviour is caused by a problem in the structure of the brain. It is found that the syphilis bacterium can cause disorders known as general paresis which can cause forgetfulness and delusions. Also there are research to suggest that influenza in a pregnant woman can cause schizophrenia in a child in the later ages. There are many different treatment types depending on the illness cause. If the is the problem is caused by physical problem then a physical procedure is carried out. If the problem is with the brain structure then surgery might be necessary and lastly if the problem caused is chemically then drugs are given to address the problem. Antipsychotics are prescribed to patients suffering from schizophrenia. Chlorpromazine can also be prescribed to help block some of the dopamine receptors stopping the brain to become less sensitive. If a patient experience suicidal thoughts Clozapine can be prescribed which acts on serotonin and dopamine pathways. Anti-depressants are prescribed to patients to help with preventing reabsorption or by blocking the enzymes. When drugs have little or no effect or in most extreme cases surgery might be carried out. These include cutting or removing certain parts of the brain. Frontal lobotomies are used in the UK to calm men that are violent. Deep brain stimul ation can also be used and is successfully used to treat patients with Parkinson’s, depression and anorexia. The behaviourist model believes that all behaviour is learned which also includes abnormal behaviour. The behaviour can also be forgotten which is the method used for treatment. There are three different ways in which behaviour is learned: classical conditioning, operant conditioning and observational learning. Classical conditioning was discovered by a Russian physiologist called Ivan Pavlov. It is a learning method that happens through relations between an environmental stimulus and a stimulus that is occurring naturally. Watson and Rayner did a research on an eleven month old little boy called Albert. He was shown a white rat which he had no fear of, (natural stimulus). Afterwards the rat was shown again to Albert but every time a metal bar was struck with a hammer behinds Albert’s head producing a loud sound. Every time the metal bar was struck he would start crying. This was done a several times and they had seen that Albert had developed a fear towards the rat. (Revision with Richie, 2015) Operant Conditioning was found by a behaviourist called B.F. Skinner. It is a method of learning that happens through rewards or punishment for behaviour. An association can be made between a behaviour and the consequences for that behaviour. E.g. when a lab rat presses on the blue button he will receive a rewards which is a food pallet however when he presses the red button he will receive mild electric shock. He eventually learns to press the blue button for a rewards and avoids the red button. (Simply Psychology, 2015) Observation learning is found by psychologist Albert Banbura. It is known as social learning, it can occur from retaining, observing and copying behaviour in other people, and it can happen at any stage of life, but is most important during childhood. Albert Banbura (1965) demonstrated an experiment called the Bobo doll. Children were seeing adults hit a doll and either be rewarded, punished or neither. After seeing this the children had learned aggressive behaviour. If a person is rewarded for its actions they are more likely to repeat the behaviour. Behaviour therapies are used to treat phobias and involve the patient learning to associate their phobic stimulus with relaxation. SD is an effective therapy used on patients struggling with more serious disorders. It is slower process, however the longer the technique takes the more it can be effective. Aversion method that teaches a person to associate their unwanted behaviour with something unpleasant. E.g. teaching an alcoholic person to associate their preferred drink with being violently ill. Token economy is a method used in psychiatric prisons and hospitals. If a person behaves in a wanted way they are rewarded with tokens which can be used to buy something they like. Modelling is another treatment method and can be used to treat phobias. The patient watches a person coping well with the phobic situation, and then the patient may feel comfortable in doing the same. Bibliography Education portal, 2003, what is Abnormal Psychology? Definition and Common Disorders Studied, (online) available at: http://education-portal.com/academy/lesson/what-is-abnormal-psychology-definition-and-common-disorders-studied.html (accessed: 13 February 2015) Prezi, 2015, Abnormal IB Psychology, (online) available at: https://prezi.com/yqvdodv4jrll/abnormal-ib-psychology/ (accessed: 13 February 2015) Intropsych, 2007, Defining abnormal behaviour, (online) available at: http://www.intropsych.com/ch12_abnormal/defining_abnormal_behavior.html (accessed: 13 February 2015) Alley dog, 1998, Abnormal, (online) available at: http://www.alleydog.com/glossary/definition.php?term=Abnormal (accessed: 14 February 2015) Simply Psychology, 2015, Abnormal psychology, (online) available at: http://www.simplypsychology.org/abnormal-psychology.html (accessed: 14 February 2015) American psychiatric association, 2014, DSM, (online) available at: http://www.psychiatry.org/practice/dsm (accessed: 13 February 2015) As psychology, 2014, defining abnormality, (online) available at: http://as-psychology.pbworks.com/w/page/9174252/DefiningAbnormality (accessed: 14 February 2015) Web 4 health, 2003, Mental Disorders and classification of mental disorders (ICD-10, DSM-IV) (online) available at: http://web4health.info/fi/psy-icddsm-what.htm (accessed: 14 February 2015) Revision with Richie, 2015, the Behaviourist Model of Abnormality (online) available at:http://revisewithrachie.com/revision-sheets/abnormality/the-behaviourist-model-of-abnormality/ (accessed: 15 February 2015) Simply Psychology, 2015, Skinner-Operant Conditioning (online) available at: http://www.simplypsychology.org/operant-conditioning.html (accessed: 15 February 2015)

The origins of social welfare

The origins of social welfare Historically, it is hard to trace the origins of social welfare or social policy in Britain. There is a debate when exactly the foundations of the welfare state were laid. Slack suggested that the welfare state was established by the end of the eighteenth century. On the other hand Roberts argued that the basis of the welfare state was laid between 1833 and 1854. However, most commentators incline to associate the term Welfare State with the start of the modern welfare state of Britain in 1945 (Harris 2004, p.15).Contrary to this conception, in my view, the origins of welfare state could go back as the earliest medieval Poor Law which came into existence in 1349. Not to forget to mention, the idea of welfare emerged thousands of years ago in many societies and civilisations. Voluntary and charitable help was provided through individuals, the state and religious organisations (Day 2000). The Poor Laws were introduced as a mechanism to tackle poverty amongst the poor by giving those help. Those poor people who are getting help including the sick and elderly were known as paupers. According to Oxford English Dictionary 2009 a pauper is A recipient of relief under the provisions of the Poor Law or of public charity. Now hist. (http://www.oed.com/).The main criticism to the poor law was it paid more attention to the maintenance of public order rather than the relief of poverty. This raised a question, whether the start of the welfare system for the poor was an act of mercy and compassion or the fear that homeless people will involve in unlawful activities. Based on the historical facts, the poor laws were divided into the Old Poor Law and the New Poor Law. The 1834 Poor Law Amendment Act was regarded as the start of a new era of Poor Laws referred to as the New Poor Law. (http://www.workhouses.org.uk/) The New Poor Law revolutionised the local and central governments relations. The Commissioners Report 1834 was the core of the 1834 Poor Law Amendment Act. The 1834 Poor Law Amendment Act known also as PLAA had taken the administrative power from the local authority (parishes) to the central government authorities. It also reformed the Old Poor Law which was in place. Furthermore, the act dealt with the flaws of the Old Poor Law due to the bad administration of the local parishes. However, the act faced criticism from the local parishes opposing the idea of the central control, which will put limitation on their powers. Another criticism that the act restricted the relief to the poor and the conditions inside the workhouses were harsh and repulsive.( http://www.workhouses.org.uk/) . The commissioners report had also recommended the building of workhouses as a vital strategy to discourage claimants of the outdoor relief. However, many Northern Local Authorities opposed the building of warehouses, because they saw it as an expensive solution for the problem of unemployment (Harris 2004). According to (www.workhouses.org) 2009, The Oxford Dictionarys first record of the word workhouse dates back to 1652 in Exeter The said house to bee converted for a workhouse for the poore of this cittye and also a house of correction for the vagrant and disorderly people within this cittye. However, workhouses were around even before that in 1631 the Mayor of Abingdon reported that wee haue erected wthn our borough a workehouse to sett poore people to worke Under the New Poor Law (The Poor Law Amendment Act 1834) the workhouse unions acted as a deterrent for the able-bodied to claim outdoor relief. However , the law also introduced the outdoor labour test premised the distribution of outdoor relief to able-bodied men in return for a task of work .The initial plan of the workhouses to build different workhouses to accommodate different types of need such as children ,women and elderly . But later the plans had changed in favour mixed workhouses to accommodate all paupers. Apart from deterring able-bodied men from claiming relief, the workhouses were also intended to be institutional accommodation to accommodate various sections of the population who cannot look after themselves in their homes or in community. However during 1830s and the 1840s many cases of abuse and neglect inside the workhouses were reported in the media. The editor of The Times published more than a hundred cases of cruelty inside the workhouses in that period (Harris 2004, p.49 -52). Although the workhouses were not a prison, people inside were called inmates. The situation inside the workhouses was tough, the food was basic, and they had to wear rough uniform and to sleep in common dormitories. The able-bodied were given hard work such as stone breaking and picking old ropes apart called oakum (www.workhouses.org). During the 1800s the notion of charity in response to the needy spread rapidly throughout the world. As a result this led to the emergence of Charity Organisation Society. The Charity Organisation Society shared the same values as the Poor Law and they complemented each other. There was a debate whether the charities made the poor more dependent on the help they receiving, which might discourage them from seeking work. Later, the Charity Organisation Society spread to the USA which was helped by the lack of consistent state support to the poor (Payne 2005, p.34-8). From the origins of social work in the Victorian Charity Organisation Society (COS) The idea of settlement houses was to bridge the gap between social classes, In order to achieve that, it was suggested that the rich and educated should spend time and live amongst the poor. According to Payne settlements emerged as a movement to educate the working class and to maintain the moral Christian social behaviour in poor neighbourhoods in the new cities. Those students involved would use their education and moral beliefs in activities which (Payne 2005) The Seebohm Report was regarded as a landmark in the development of social work. Initially the Seebohm committee was set to find ways to reform local authority personal social services. The committee recommended the merge of local authority into social services department .As a result social work moved to be more generic, whereas before social work was specialised such as childcare and psychiatric social work . The object was to utilise resources. Consequently, the social work was modernised social work as it brought together the separate department offering social services to different client group into a single social services departments (James 2004) .Subsequently, social work in Britain reached its peak and saw massive state social work expansion by 1970 with the implementation of the Local Authority Personal Social Services Act 1970 which was an outcome of Seebohm Report. Additionally, this period saw the birth of British Association of Social Workers in April 1970 after the mer ging of 8 associations (Payne 2005). However, towards the 1980s there been a move back towards specialisation especially in mental health and childcare. As the Mental Health Act 1983 made a condition that only approved social workers should be allowed to deal with mental health cases. Also, as a result of the rise in child abuse cases child protection teams became the norm within Local Authorities. Additionally in 1989 the government put  £10 million pounds towards child protection training programme (Johnson 1990, p. 161-2). The Beveridge Report 1942 was regarded as the foundation for the modern welfare state in Britain. Lowne R states that, Despite its somewhat unglamorous title (and author) , the Beveridge report on Social Insurance and Allied services immediately acquired immense popularity , both at home and aboard , as a practical programme for the elimination of poverty , and it has subsequently come to be regarded as a blueprint for the welfare state. (Lowne 1999, p. 130) Beveridge stressed in his report the need to eradicate the five evils: Want, Disease, Idleness, Squalor and Ignorance. Furthermore, he suggested measures to be implemented by the government to tackle to issues. However, the Beveridge report was not fully implemented by the various governments and was abandoned by the conservatives. The conservatives criticised Beverdige for suggesting a flat rate contribution. Following his report, the National Health Service (NHS) was born on 5th July 1948 . In my opinion, this was one of the most important outcomes of the Beveridge Report and a major event in the history of modern welfare state in Britain. However, some social policy commentators had different view. Glennerster stated that Beveridge is often credited with the founding of the National Health Service, which definitely he did not do. And goes on, he is more possibly credited with the founding of post war system of social security, the subject of his great report, yet in many ways this is also a mistake. Although he acknowledge the report had a great impact at the time (Glennerster 2000, p. 18). Payne (2005, p. 31) suggests that social work in Britain evolved from three different sources : the Poor Law , charity organisation and the settlement movement. When Margaret Thatcher came to power in 1979, social work started to decline. Different factors contributed to the deterioration of social work. There was a service failure especially in child protection. Social work was seen as a soft police. Thatcher government increased control over public expenditure. After the child care scandals, social work got a negative image in the media and the public. Then social work was seen as the problem rather than the solution. One of the huge dilemmas for social workers in the 21th century, the shift in social work culture. Nowadays, on the managerial level, more importance being put on budgets and targets. Social workers had massive caseloads to deal with, topped with numerous paperwork to fill, which somehow hinder the process of service delivery to the service user. The rise in the workload for social workers led to divert the focus from the quality to the quantity. It became the quantity rather than the quality.

Meet Me in St. Louis & Raging Bull :: essays research papers

The 1940’s were a time when most were living with the effects of war every day. Whether it be stomaching the violence of war or trying to deal with the absence of male family members in the family unit, everyone was shaken by World War II. Therefore it is easy to see how a movie such as Meet Me in St. Louis was born. It takes us back to a time that is associated with wholesome family values and a world with less major problems before war had directly affected Americans of modern times. A film of a different nature, Raging Bull, takes place in these violent times displaying to us not what the people of the 1940’s longed for, rather showing some of what society lived with back then. These two movies seem as different as night and day when viewed together, yet they simply show different sides of the spectrum of the same themes. The source that led to the desire to produce such movies is one and the same, violence.   Ã‚  Ã‚  Ã‚  Ã‚  Although I am yet to know serious effects of war, I know what it is like to want to escape from something and to find that escape in watching a movie. For many people in the 1940’s watching Meet Me in St. Louis was they’re escape from violence in society at that time. It makes perfect sense that a movie in which the biggest conflict is whether or not a family leaves their home together would be a success in a time when family unity was not as easy to come by. Vincente Minnelli directed it and provided the audience with singing and dancing, themes of love and romance, and overall a great deal of good values. His film represents the importance of family and relationship and he is able to show us this very well on screen.   Ã‚  Ã‚  Ã‚  Ã‚  Mise-en-scene was one method Minnelli used in displaying this sense of family unity and value. It is apparent in scenes of family interaction, whether it is conversation in the kitchen, celebrating holidays together, or sharing a family dinner together at the table. Behavior in this movie revolves around being loving considerate family members no matter what the action. Any smiles or excitement not motivated by direction were utilized and helped keep with the movies themes. When Mr. Smith brings about the conflict of the family having to move despite their wish to stay, almost immediately the family members disperse and leave him to himself.

Essay --

Has anyone ever told your child "This is what you need to be focusing on," or "This is more important than what is outside that window"? If yes is your answer to this question, your child might have with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). Children who have ADD or ADHD are often more imaginative and outgoing without their prescribed medication. However, the medication does allow them to focus and decreases their tendency to be troublesome. Naturally, a permanent cure without having to take medication is what most sufferers of ADD would prefer. These children are smart, but they can be a gigantic distraction to other children. This disease has effected over seven million Americans alone and while doctors find it in few girls because the diseases mainly affect boys. Some of the children think they are immune to ADHD, but truthfully we need to obtain a cure for them. There are multiple reasons that might be the reason that people get ADHD, such as, parents having ADHD, or the possibility of brain injuries when they were a young child. Three other likely causes are exposure to a toxic substance as a child, too much lead in their blood when they were born or pre-birth are. There will, more than likely, have to be multiple cures for ADHD because there are numerous ways to get the disease. However, I am sure that American doctors are fully capable of inventing a cure that will finally stop the disease in no time. But for right now, with the current medications and treatments, we can merely temporarily stop the symptoms. There are rumors of a neurological cure which could be an everlasting cure for most cases of ADD and ADHD. This means that children with ADHD are failing and being disrup... ...de-effects that come with the disease include difficulty focusing, especially an adult who has ADD to organize tasks, finish work within a time limit, and remember information and that makes it perplexing to find a job. Ultimately ADD and ADHD are both diseases that will make focusing harder for anybody who has either of them. ADHD could, although not likely, ruin the USA and possibly the world. People need to figure out a cure for ADD and ADHD, and soon, because it affects myriad people across America, and is causing a ton of problems. Children are having an exhausting time focusing in classrooms and adults who have ADD straining themselvs to driving. Who knows, maybe the future cure will help them pay attention and allow them to keep their creativity. So in conclusion we talked about how children get ADD or ADHD, how it affects children, and how it affects adults.

Attending a Lecture on Brown vs. Board of Education by Julian Bond :: Lectures Julian Bond Race Segregation

Broken Promise of Brown I attended a lecture entitled the Broken Promise of Brown which was given by Julian Bond. This took place at Smith Memorial Hall on April 2 at 7:30 p.m. As I entered the building and made my way to the main entrance of the auditorium, I noticed that this CAS/MillerComm lecture was more formal than the usual CAS/MillerComm lectures. CAS/MillerComm was the sponsor of this event and also sponsors an entire lecture series free to the public. As I entered the auditorium there were a cameraman and interviewer asking people as they walked in what they knew about the Brown vs. Board decision. Or at least that was one of the questions I overheard as I snuck past them in to the auditorium. As I walked down the aisle I wanted to try to get good a seat near the front. I made it all the way to the fourth row and asked some old white ladies if the seat on the end was taken. It was, but the fourth seat from the aisle was not. So I squeezed past them and sat down. At this time I opened my notebook and began taking notes on some of my observations. As I looked around, I noticed that most of the people at this particular lecture were black or white. And it seemed that there was a good mix of older students, middle aged people and older folks, all seemingly either black or white. Most of the older folks sat in the front, probably for sight reasons, and most of the older students sat in the back, probably just to attend the lecture and leave. As I was sitting waiting for the lecture to begin I looked at some of those around me. I sat on the left side of the auditorium in the fourth row, fourth seat. To my immediate right were two white old ladies and one white old man. To my left were an open seat and then sat three black men clad in black suits, most likely in their later twenties. In front of me, were three black women in what appeared to be their thirties, how accurate my gauge of age is I am not too sure, and also a younger black man.

Red Bull versus Coca Cola Sport Sponsorship from a Sponsor’s Perspective Essay

Involved in this money is planning the sponsorship deal, carrying it out and last but not least evaluating the whole process and engagement (Hermanns 2003). So according to this the strategic planning process is crucial in order to communicate effectively and achieve the desired outcome. It has become more professional and the amount of money and time spent on this process has increased over the last years. Furthermore, Buhler and Nufer (2010) see mutual understanding, a long-term perspective and trust as important to satisfy the needs of both parties. Hence there are a lot of different perspectives that need to be considered during the strategic planning of a sponsorship deal and different types of strategies can be followed. The comparative case study of Coca-Cola and Red Bull’ sport sponsorship strategy relies on extensive secondary data, from newspaper coverage and official websites from Abstract In 2010, 18. 2 billion US-$ were spent on sponsoring in North America of which 68 per cent are spent on sport sponsoring, by far the leading form of sponsoring (Streng 2010). The area of Sport Sponsorship is immensely important in the sport business. In the major sport leagues sponsorship makes up at least a third of the overall turnover (Ludwig and Schneider 2010). However, the way in which sport sponsorship is dealt with has changed dramatically in recent years. The time where a sponsor just kindly signed a contract to support the local club is gone, especially when it comes to global operating organizations. On the one hand companies are willing to spend more on sport sponsorship. On the other hand they want to gain more in return. In 2010, 63. 7 per cent of the companies have a written strategic and operational planning before starting the sponsorship (Hermanns and Buschner 2010). The question that occurs is therefore how companies strategically plan their sponsorship activities. To respond to this question, this paper analyses the sponsorship strategy of two major sponsors from the beverage industry, Coca Cola and Red Bull. Coca Cola is the best known brand in the world and was one of the first sponsors in sport in the early 20th century. Red Bull is a new company which is highly involved in sport sponsorship. Their approaches however are different. While Coca-Cola is investing huge amounts to sponsors majors events with a global reach, such as the Olympic Games or the FIFA World Cup, Red Bull initially invested in lesser known extreme sports with a very specific target audience. Moreover, contrarily to Coca-Cola, Red Bull does not limit itself to buying sponsorship rights. In most cases, it also took over the control of the sponsee. Red Bull runs competitions in extreme sports, organizes events, and owns its own Formula 1 team and three football clubs (Salzburg, Leipzig and New-york). Red Bull’s strategy, now the fourth biggest sport sponsor in the world, is thus different to other global sponsors. In literature it is argued that implementing and using the gained rights costs the sponsor three times the money that they have spend on both the sponsors and their sponsees. To gain an additional insight, interviews with the sport sponsorship department of both organizations are planned to better apprehend their strategy and see what their plans are/were and what actually was achieves. These interviews will explore their target group(s), reason for this target segment, activities, general understanding of sponsorship, importance of sponsorship within the company etc. Preliminary results show that there are big differences in the sponsorship strategy of Red Bull and Coca Cola. While Coca Cola seems to be a partner of the sponsee, Red Bull is using a more aggressive style of sponsorship. Red Bull tends to take control of the whole situation in order to ensure the success and the direction of the event. The whole Red Bull company has implemented its sponsorship activities. An example is Red Bull TV, the company owned TV channel, which further broadcast the sponsees. Sponsorship is part of the company philosophy and irrigates its whole marketing strategy. The core product and the sponsorship area are closely linked. Though different, these two cases both demonstrate that strategic planning is getting more important in global companies. There are certain patterns which can be found as well as differences which are due to the different approaches and culture of the company. The implications for the future are more professionalism and concentrating on the own culture rather than trying to copy the strategy from another company. Strategies need to be unique and specifically created for the organisation.

Project Time Management Essay

As project manager, you are actively leading the Green Computing Research Project team in developing a schedule. You and Ben found three internal people and one new hire to fill the positions on the project team as follows: Matt was a senior technical specialist in the corporate IT department located in the building next to yours and Ben’s. He is an expert in collaboration technologies and volunteers in his community helping to organize ways for residents to dispose of computers, printers, and cell phones. Teresa was a senior systems analyst in the IT department in a city 500 miles away from your office. She just finished an analysis of virtualization of server resources for her office, which has responsibility for the company’s data center. James was a senior consultant in the strategic research department in a city 1,000 miles away from your office. He has a great reputation as being a font of knowledge and excellent presenter. Although he is over 60, he has a lot of energy. Le was a new hire and former colleague of Ben’s. She was working in Malaysia, but she planned to move to your location, starting work about four weeks after the project started. Le has a lot of theoretical knowledge in green computing, and her doctoral thesis was on that topic. While waiting for everyone to start working on your project, you talked to several people working on other projects under the Environmental Technologies Program and did some research on green computing. You can use a fair amount of the work already done on telecommuting, and you have the name of a consulting firm to help with that part of your project, if needed. Ito and Ben both suggested that you get up to speed on available collaboration tools since much of your project work will be done virtually. They knew that Matt would be a tremendous asset for your team in that area. You have also contacted other IT staff to get detailed information on your company’s needs and plans in other areas of green computing. You also found out that there is a big program meeting in England next month that you and one or two of your team members should attend. It is a three-day meeting, plus travel. Recall that the Green Computing Research Project is expected to be completed in six months, and you and your four team members are assigned full-time to this project. Your project sponsor, Ben, has made it clear that delivering a good product is most important, but he also thinks you should have no problem meeting  your schedule goal. He can authorize additional funds, if needed. You have decided to hire a part-time editor/consultant, Deb, whom you know from a past job to help your team produce the final reports and project proposals. Your team has agreed to add a one-week buffer at the end of the project to ensure that you finish on time or early. Tasks 1. Review the WBS and Gantt chart you created for Tasks 5 and 6 in Part 2. Propose three to five additional activities you think should be added to help you estimate resources and durations. Write a one-page paper describing these new activities. 2. Identify at least four milestones for this project. Write a one-page paper describing each milestone using the SMART criteria. 3. Using the Gantt chart created for Task 6 in Part 2, and the new activities and milestones you proposed in Tasks 1 and 2 above, estimate the task durations and enter dependencies as appropriate. Remember that your schedule goal for the project is six months. Print the Gantt chart and network diagram. 4. Write a one-page paper summarizing how you would assign people to each activity. Include a table or matrix listing how many hours each person would work on each task. These resource assignments should make sense given the duration estimates made in Task 3 above. 5. Assume that your project team starts falling behind schedule. In several cases, it is difficult to find detailed information on some of the green computing technologies, especially financial data. You know that it is important to meet or beat the six-month schedule goal, but quality is most important. Describe contingency strategies for making up lost time and avoiding schedule slips in the future. After reviewing the work breakdown structure (WBS) and Gantt chart, three additional activities are being proposed. The addition of these activities will assist with estimating resources and durations. This project will benefit from the identification of four milestones throughout the project. Using these milestones as markers for time, budget, and personnel resources, the project will be kept on track. These milestones will be developed using the SMART criteria outlined in the text (Schwalbe, 2014). The identification of these milestones is the first added activity. The second activity to be  added is the contingency plan. The contingency plan will outline strategies for making up lost time and remaining on schedule for the remainder of the project.