The reason why roman republic collapsed

The reason why roman republic collapsed Roman republic began with the over throw of the roman monarchy and its replacement by a government headed by two consuls, elect annually by the citizens and advised by senate. During the first two centuries of its existence the Roman republic expanded rapidly through a combination of conquest and alliance, from central Italy to the entire Italian peninsula. Then republic continues to conquest new land such as North Africa, Greece, Southern France and Spain. For about 500 years, the Roman republic exists and has many significant achievements in many fields.However, the republic finally collapsed and reformed as participate. Octavian becomes the first Augustus which was the first Roman emperor. There are some reasons why republic collapsed and reformed to empire. In this project, I'm going to discuss what reason leads to the collapse of republic from the internal view and external point of view. The problem within the government system is one int ernal weakness of roman republic. The government od Roman republic had three major supports, which offset and balanced on another. (textbook 91) The supreme civil and ilitary offices were two men called consuls.In later the Romans appointed a man as dictator, whose authority surpassed that of the consuls, but dictator cannot hold their office more six months. The second part was an advisory body of elder stateman, the senate. The last part of government system were assemblies that included all adult male citizens. In their government system, province is one of causes that Roman republic collapsed. Roman republic is a history of conquest. As Roman republic expanding, they conquer and captured a lot of new land. Now they need to manage hose lands.Province is the method they manage the lands. Province means to denote the various regions that they acquired through conquest in Latin word. The senate choose the governors for the various provinces and often give then the title proconsul(in place of consul). These governors had absolute power to rule their provinces. The only thing they can't do is violate Roman law or act illegally against Roman citizen. (textbook 102) This is a good way to manage the lands that they conquered. From roman view, the advantage of the system was its efficiency:Rebellions were not common, and troops stationed in the provinces could maintain control without resorting massacres. However, as Roman republic conquered more land, they have so many provinces that need to govern. Some provincial governors ruled fairly, but others were notorious for their corruption. In addition, Roman republic combined Macedonia and Greece in to a province. But the domination came at a price. Without the need for unity against outside enemies, roman society began to lose its cohesiveness. (Textbook 100)This in turn led to the decline of the republic.Another weakness that led Roman republic collapses also come from conquest. There is the social change that happen ed in Italy. The cause is the war that call Hannibal's legacy. For the ravages of years of fighting up and down, Italy had brought many farmers to the point of ruin. There had been a great increase in the slave population on Italian soil from prisoners of war, and these slaves depressed the wages paid to private works. (Textbook 102) Wealthy citizens had enriched themselves with booty land or willing to sell it to these newly wealthy men.They have no choice to Join the ranks of permanently unemployed. Those people who still have some money to buy their armor could be drafted into the army. For those who could no longer find work lost the spirit of cohesion and loyalty to their society. They become prey to demagogues and many become supporters of that warlord. This cause a unstable in Roman republic society. The gap between upper classes and lower class has significant increased. One other weakness is the power of warlords. In Roman republic, generals have strong power. They have arm y and these army more like a rivate army.These army usually fght enemies far away from Rome. They all support their general. Some powerful generals can even use army to seize political power. (Textbook 104) The one first general to do so was Gaius Marius. Marius gained much reputation by winning a war and defeated an invasion by some Germanic tribes. Marius abolished the old requirement that a soldier had to own at least a modest amount of property, and he also accepted volunteers instead of Just drafting men for service Finally he converted the army in to an instrument for ambitious commanders uring the remaining years of the republic.For Sulla the dictator, he is and later general. He invaded the city of Rome with his supports. Sulla did have some political program to re shape the Roman republic. He enforce the dictator ship and reduce the power of senate. He forced a law that blocked tribune from holding any other office, they also had to wait ten years to be reelected. These dis courage those ambitious politicians from seeking this office. (Textbook 104)And even for the later Caesar, he did a series of rapid reforms in many areas of Roman life.He reduce the power of Senate by raising the membership of the Senate to about nine hundred, picking it with many of his veteran offices. He even make dictator for his whole life. However, he showed too little respect for the Senate and republican from once he become dictator, and for this he paid with his life. Many people think about the death of Caesar ends Roman republic. However, the collapse of Roman Republic is the accumulation the weakness. Whether Caesar dead or not, what he done rose to the absolute summit of roman politics and destroy Roman republic.

Report On the Interview With Mtcp Participant Essay

Last Wednesday, 23 July 20003, I had an interview with one of the MTCP participants from Zimbabwe. We started our conversation at 9.21 pm. The conversation took about 2 hours to finish and it was held at 7th Block where all the participants reside. Firstly, I did some ice-breaking session with him. I introduced myself to him and after telling him the reasons why I need to interview him, he started to introduce himself. His name is Mr. Bernard , and his surname is Sitete. He came from Zimbabwe, South Africa. He work as an English lecturer at Nyadire Teachers College, Zimbabwe. He was married with one wife and two children. His wife work as a teacher at one of the secondary schools there. Zimbabwe has two ethnic group. The majority ethnic is Shona which consist 80% of the population. The other ethnic group is Ndebele which came from South Africa to Zimbabwe. Their official language is Shona , but there are some dialect that were used by people in certain area. Their official religion is Christian, but they prefer to use their own religion called Traditional African Religion. Traditional African Religion is quit the same with Christian. But, there are certain parts that show the major different with Christian. For Christian, they believe in Jesus Christ but for Traditional African Religion, they do not use Jesus Christ asking for something and to get to god . They use their own ancestors to ask for and to get to god. The religion belief in one god. For them to get to god, they must go through their ancestors. In their society, ancestors play big roles. To get through their ancestors, they have to do some ceremony as their way of praying. In the ceremony, they have to do hand-in-hand beer (made from traditional crops) drinking, dancing with certain steps, play drums, and so on. This ceremony was done to ensure their continuous contact with their ancestors. They do have their traditional costumes called Nhembe. They wear head dress, like a hat which made with feather and animal skins. Their body clothing was made with animal skins such as leopard, lion, tiger, cheetah, and so on. They do not wear any shoes. But now, they only use the traditional costumes when doing some traditional dance, festivals and ceremony. Nowadays, they use modern clothing like T-shirt, Jeans and so on. They also have their own taboos. They can’t have sex with their own mother, daughter, sister and anybody who have blood relationship. They also cannot beat their parents at all. If they do so, when their parents died, their soul will haunt them until all of their family died. The same case happened when they killed any human. It is because, they believe that when one person died, their soul will stay alive and will haunt the person who killed him or her. They also must respect the graves. They cannot show finger to the grave cause it will cause the soul of the graves will get angry and they will be cursed. They cannot marry in October cause this is the ‘dead month’. If they get married in this month, their marriage will not last and they will get misfortune. They also cannot have a bath in certain area where they believed that there are mermaids. The mermaids will take the persons. He also told me about the marriage customs. When they turned to 13 years old, they reach their maturity. So, they can get married. The woman has to go to the man’s family to ask them to propose her. After that, the man’s family will propose the woman and do some agreements about the marriage and also the Lobola ; also known as Dowry. The lobola can be some cash money or goats or sheep or anything else that was agreed by both families. The reasons of marriage are to connect two families. So, they do not mind if they cannot pay much for the lobola. The man also can borrow from the woman. But after marriage, the man has to pay the debt. If the debt cannot be paid until his wife die, the corpse cannot be buried. So he has to pay the debt first. In the society, they were allowed to polygamy, but the law banned polygamy. They have to register their marriage at the court but they also can get married traditionally. As in other ethnic culture, they also have their festivals. As a Christian follower, the celebrate Easter and Christmas. Their way of celebration is the same with any other place in the world. They also have their Rain Making Ceremony to ask for rain. They must do a dance to ask for the rain with their ancestors. They also have their own kind of Harvest Celebration. The celebration must be done in the kitchen. It symbolized their grateful to their ancestors for giving good harvest to them. Their traditional food is Sadza. Sadza is a maize meal. It cooked like porridge until it become quite thick. They eat Sadza with some curry and so on. They also eat rice. But they eat it in special occasions such as wedding, birthday and so on. Lastly, he told me that he like Malaysia. Malaysia is a nice country . It is very clean with many interesting buildings such as Petronas Twin Tower, Kuala Lumpur Tower, Telekom Tower and many more. This country also has many places of interest. For him, the weather here is too hot, but he likes it. The conversation ended after two hours. Before I left, we shared our address in order to keep in touch with him.

Pirates: Piracy and Golden Age

Josh Davis FYE 102 Paper 1 9/28/2012 Golden Age Pirates vs. Modern Day Pirates Piracy has been around before the time of the pyramids. Once merchant ship began to deliver goods to other countries, others realized the financial gain that could be made by stealing those goods and selling them themselves. Pirates have ruled the seas at different times. Once Europeans settled in the American colonies, pirates plundered towns along the coast and attacked almost every ship they came in contact with. During the 18th century, wars gave rise to privateering; a legal form of piracy.But, after the War of 1812, this was no longer tolerated. Government put an end to most piracy but, today there are still pirates. By comparing the pirates of the Golden Age with the pirates we have today, we can gain knowledge of how piracy has evolved and changed. Execution was and still is an honored method of dealing with pirates. Merchant ships have always found themselves victim to pirates. In November 1998, p irates hijacked a ship off the Chinese coast. Its name was the Cheung Son. After binding and gagging all the crew members, the pirates killed them and threw their bodies overboard.This ship and its cargo were never seen again. Police eventually discovered pictures of pirates celebrating onboard the Cheung Son. They arrested all thirty-eight pirates. A court found all guilty. Thirteen were sentenced to death, one to life in prison, and the rest were sentenced to twelve years. During the Golden Age, many pirates were hung or executed in some way. After Captain William Kid was hung, his body was tarred and placed in an iron cage. The government put it on display as a warning to other pirates. Likewise, another pirate, named Edward Teach, had his decapitated head put on display as a warning also.Punishment was and is a rarity for pirates. Often, pirates escape with their â€Å"treasure†. Golden Age pirates and Modern day pirates share three requirements to flourish. Both need a p lace to sail where the rewards are substantial. During the Golden Age, the only way to transport goods was by ship. This gave pirates access to an unlimited amount of goods and treasures. Today, small high-speed vessels can easily catch up to larger vessels. The plunder is equally rewarding, but easier to convert into cash. Both generations of pirates need hunting grounds where the risk of detection is small.Golden Age pirates patrolled near Africa, the American and European coast, and as far north as the Caribbean. Today’s pirates thrive off the coasts of Africa and South China. Finally, they both need a safe haven. Port Royal offered a safe place for Golden Age pirates to stay. Many of Indonesia’s islands provide a safe haven for today’s pirates. Weaponry and Technology are very different today than three hundred years ago. Swords and muskets were the weapons of choice for Golden Age pirates. Today, pirates wield automatic rifles and modern communication techn ology.Past pirates used wooden ships with large crews and used cannons to defend their ships. Today’s pirates used small fast boats with small crews. Golden Age pirates attacked any ship that crossed their path, â€Å"crime of opportunity†. Today’s pirates plan their attacks and select victims before they even leave shore. â€Å"The truth is that modern piracy is a violent, bloody, ruthless practice†¦ made the more fearsome by the knowledge on the part of the victims that they are on their own and absolutely defenseless and that no help is waiting round the corner† Captain Jayant Abhyankar, Deputy Director of the International Maritime Bureau 1999.This statement still held true during the Golden Age. Efforts to end piracy began during ancient times. This Island of Rhodes was the first to include piracy in their maritime laws. In the Golden Age almost every nation had established maritime laws. Sir Charles Hedges, a judge of the British Admiralty Cour t during the late 1600’s, says â€Å"pirates are thieves who seize a ship and/or its cargo through violent means upon the sea†. Despite many legal attempts to stop piracy an international definition of piracy did not exist till 1958.Article 15, 1958 Geneva Convention of the High Seas and Article 101, 1982 UN Convention on the Law of the Sea defines piracy as â€Å"a violent seizure on the high seas of a private ship or the illegal detainment of persons property aboard said ship for the purpose of private gain, nor can a government commit an act of piracy†. Piracy in the Golden Age devastated the trade economy. Hundreds of ships carrying numerous amounts of goods were plundered. Today, piracy hardly dents the two trillion dollar a year shipping industry. In 1997 losses amounted to â€Å"$. 32 for every $10,000† J.Gottschalk. This leaves little financial incentive for companies to deal with the problem. Violence was and is still very common amongst pirates. No one knows for sure show many people were murdered by Golden Age Pirates but, its number was staggering. Modern day pirates have left a dent themselves. During a five year period the UN High Commissioner said that an estimated 2,283 women were raped and 592 people were kidnaped. This was in Vietnamese alone. In 2000 there were 182 ships that were attacked. Almost half were in the South China Seas according to the Worldwide Maritime Piracy.Captain Abhyankar wrote in An overview of Piracy Problems; â€Å"A total of 202 incidents were reported in 1998. The majority of these attacks were violent. At least 79 persons have been killed and 35 injured during piracy†. Clearly piracy is still a problem. Piracy is as much of a problem today as it was years ago. Pirates of the golden age and pirates of today are more similar than not, but, they do have differences. We have seen that pirates need three common requirements to thrive and their differences in weapons and technology.Piracy has been around for too long and needs to end. Work Cited Abidi, Shahkar. â€Å"Piracy puts trade in choppy waters,† DNA 12 April 2012 Baldwin, James. â€Å"Dodging Pirates in Southeast Asia,† SailNet, 1 March 2002 â€Å"Drop in Piracy Incidents,† Portsworld. com Malaysia, 25 July 2005 Ellis, Eric. â€Å"Singapore’s New Straits: Piracy on the High Seas is on the Rise in Southeast Asia,† Fortune International (Asia Edition), 148:6 (29 September 2003), p. 24 www. cindyvallar. com. â€Å"Pirates and Privateers the History of Maritime Piracy†, 2006

The Process of Product Analysis Essay Example | Topics and Well Written Essays - 1000 words

The Process of Product Analysis - Essay Example Watermelon is a nutritional fruit known to have originated from West Africa. Popular belief has it that watermelons are generally made up of water and sugar. However, studies have shown that it is a nutrient-dense fruit. Watermelons have high amounts of vitamins, antioxidants, and minerals. It is generally a low-calorie fruit which explains the high consumption rates in the US. The nutritional values are beneficial in curing various diseases like high blood pressure, cancers, asthma, hydration, and inflammations. Watermelons are readily available in the US as they are easily grown and don’t require lots of input. Most Americans grow them in their backyard. They generally thrive in hot and dry weather. A ripe watermelon is more sweat compared to those that are less mature. The popularity of the fruit is more during the summer and picnics due to their sweetness and their aid in combating the heat. There are different types of watermelons: seedless, yellow, orange, seeded and min i which is also known as personal. Seeded watermelons are the most popular type in the US. They are fairly cheap ranging between $2 and $4 per watermelon. Watermelons can take up to a week if well stored. The perishability of them is higher compared to other fruits like oranges and passion fruits. Watermelons are popular in the restaurants as they provide a good dessert. Restaurants offer watermelons in their menus in various forms. Watermelon can be blended to make juice and smoothies.

Code of Ethics Assignment Example | Topics and Well Written Essays - 1500 words

Code of Ethics - Assignment Example The purpose of the code of ethics is to compel the members of the company to respect the society in which it operates. By virtue of operating in a certain society, the company should make sure that it respects the values of the people in the areas in which it operates. This is aimed at creating mutual trust among the community members so that the company can operate viably. The other aim of the code is to provide a framework that will guide the operations of the employees in their day to day activities. The objectives of the company can be achieved through the efforts of the employees hence the code is specifically meant to ensure that the workers operate within the expected standards. This will also help the company to gain credibility from the members of the society if its operations do not violet the values of the community members. Core values †¢ The company strives to promote the well-being of individual person, communities and the environment. Every person is important to the company and it shall strive to treat all people as equal. The other core value of the company is to promote the well-being of the environment. This can be achieved through engaging in green practices that do not cause harm to the environment. †¢ Act responsibly in the community. The company is concerned about issues such as responsibility and accountability in its operations. In order to operate effectively, the company strives to be accountable for its actions so that they do not negatively impact on the other people. Promote community health and safety. This is the other core value of the company since it intends to promote good healthy among all the citizens involved. Essentially, the company will try to make an effort to engage all community members in its operations so that they can share the same vision with it. This will help it to improve its operations. Strive to meet the present needs of people without compromising the future generations to enjoy the same needs. The element of sustainability is a virtue in the operations of the company. The company’s main aim is to protect the environment so that future generations

Tim Hortons Research Paper Example | Topics and Well Written Essays - 1500 words

Tim Hortons - Research Paper Example From the research it can be comprehended that Tim Hortons’ brand portfolio, which consists of premium range of coffee, cold drinks, and sandwiches are valuable resources of the company. These resources enhance the overall competitive strength of the company Tim Hortons is presently the largest casual food restaurant chain in Canada. This has given a global recognition to the restaurant chain. Apart from their primary operations, the company also sells Christmas hampers, coffee packets, and coffee machines through its online website and grocery stores. The brand’s strong presence across various geographic areas in Canada has helped to increase the domestic growth as well as the international demand. The strength of Hortons’ brand portfolio is rare. The company is known for providing the finest quality of Arabian coffee which is rare and unaffordable by most of its counterparts. The brand differentiates itself by giving a greater emphasis on healthier and tradition al home cooked foods rather than giving emphasis on burgers and other fast food products. The brand has created an opportunity for their customers that is inimitable to a competitor. The business competes in a sector which is highly competitive and falls into a quick service restaurant segment. As the brand produces low cost fast food, it competes with big fast food chains such as McDonalds and Subway. The products from the fast food retail chain are priced lower than competitors’ brands. ... Apart from their primary operations, the company also sells Christmas hampers, coffee packets, and coffee machines through its online website and grocery stores. The brand’s strong presence across various geographic areas in Canada has helped to increase the domestic growth as well as the international demand. The strength of Hortons’ brand portfolio is rare. The company is known for providing the finest quality of Arabian coffee which is rare and unaffordable by most of its counterparts. The brand differentiates itself by giving a greater emphasis on healthier and traditional home cooked foods rather than giving emphasis on burgers and other fast food products. The brand has created an opportunity for their customers that is inimitable to a competitor. The business competes in a sector which is highly competitive and falls into a quick service restaurant segment. As the brand produces low cost fast food, it competes with big fast food chains such as McDonalds and Subwa y. The products from the fast food retail chain are priced lower than competitors’ brands. The culture and offerings provided by the fast food brand has given a fulfilling experience to its customers. These services communicate their continuous brand images and committed values. The organization disperses the value of its brand by creating an extraordinary experience, committing passion, aligning corporate responsibility, continuous innovation of products and services, and creating inspiration. The company also strives to provide the highest customer service by utilizing its efficient human resources. As an emerging corporation, the company is seeking opportunities in emerging markets and is currently ready to expand its markets into international boundaries. This

Philosophy argumentive paper Essay Example | Topics and Well Written Essays - 1500 words

Philosophy argumentive paper - Essay Example The Romans and Babylonians are also some of the ancient societies, which embraced death penalty as an unforgiving way of administrating justice in the society, as early as 1760 BC (Horne 11). However, the growth of democracy and human rights in the contemporary society has led to the challenging of death penalty as a tool for administrating justice. This paper is a critical evaluation of capital punishment as an effective way of apprehending criminals in an effort to reduce occurrence and reoccurrence of capital offenses. Capital punishment is the most effective way of punishing capital offenses. To begin with, it is important to note that the aim of punishing crimes is to protect the society from perpetrators and also to ensure that victims are facilitated with consolation and retribution, necessary in assisting them to move on with their lives (Hugo & Casey 37). Murderers, for example, deserve an equal punishment owing to the fact that locking them in prison may not help to compensate the pain their victims go through, not withstanding the fact that there are possibilities of such criminals finding their way out, through parole, before their prison terms are over. This may be hurting for the victim’s family and friends, who would have to tolerate watching such a criminal walk in freedom whereas their own is already dead. In addition, this would subject witnesses in the case to unnecessary fear that the criminal may attack them as a way of avenging himself for the time he has spent in prison as a result of their testimony. Imprisonment of convicted criminals does not always guarantee successful rehabilitation and therefore, there is always a high possibility of reoffending. As opposed to incarceration of criminals, capital punishment ensures that criminals are removed permanently from the society, thus making it difficult for them to engage in crime. Numerous cases of murder have

Paul Gauguins illusion In The Paint Where Do We Come From What Are We Essay

Paul Gauguins illusion In The Paint Where Do We Come From What Are We Where Are We Going - Essay Example Paul Gauguin had presumably referred to this soul. In his painting â€Å"WE† does not refer to material world that are unreal and that which our mind personifies.This paper is trying to establish intellectual and philosophical aspect of gauguin’s painting on this ground. The Ramakrishna Mission Institute of Culture in it’s publication â€Å"Aspects of Vedanta† has said: Sankara is not alone in drawing our attention to the illusory nature of empirical life. Plato, Kant, and Hegel adopt the same view, and in recent times, Bergson, equipped with all the knowledge of modern science, arrives at the same conclusion. The intellect,he says, disguises reality, misrepresents it, and presents to us a static world, †¦ The painting of our topic very much reflects this illusion suffered by the artist, though, it seems, he very much understood that â€Å"real† is different from this illusion. Also, Paul Gauguin relflects the illusion suffered by this world. Ingo F Walther in his book â€Å"Paul Gauguin 1848-1903 The Primitive Sophisticate† has mentioned: The spectrum of human activity encompassed by the painting spans all of life, from birth to death, in all its wondruous diversity. The new-born child lying in the grass, seeing the light of day for the first time, marks one boundary of Gauguin's stage, and the careworn old woman who looks so downcast as she meditates upon the past marks the other. Between the two lies the copious adult world of fears and joys. The exotic idol in the background, and the two people walking (possibly lovers), are there for atmospheric effect, and bridge gap between Man and the natural setting. Gauguin reveals considerable ambition in the way in which he placed some favourite subjects in his panorama - the relaxed reclining nude, the figures sitting lost in the thought, the cult statute. The figures are there to evoke associative meanings, rather to explain or illustrate. Gauguin was not concerned with being understood: rather, he was interpreting life as a great mystery. The world's lack of understanding, which was pushing him towards suicide, was obliquely expressed in his emphasis of the impenetrable and incomprehensible.# Footnotes: **Page 45 and 46 in "Aspects of Vedanta" #Page 80 in "Paul Gauguin 1848-1903 The Primitive Sophisticate" By Ingo F Walther The painting by depicting the various stages of life, in effect has carried the message that life is full of changes and life is nothing but an illusion. Even the animals and birds found in tha painting undergo the changes of life which is an illusion. The blue sky found in the painting is also an illusion. The painting depicts the convulsions of his mind and his yearning to show the world the difference between the 'real' and 'unreal'. The other side of illusion But, interestingly, illusion is having another side. Swami Lokeswarananda in his translation of Mandukya Upanisad has said: Even to

3 English Assignments Assignment Example | Topics and Well Written Essays - 1500 words

3 English Assignments - Assignment Example Below examples of all five definitions, this will hopefully help everyone understand vectors. Scalars are quantities that can only be measured. Temperature and time are examples of a scalar. Examples of time being measured would be a child’s word per minute (wpm). Supposes Child X reads 118 wpm. The equation for this example would be: This equation states velocity equals 17 meters per second. That is the measurement of velocity, but velocity has another part. Velocity also has direction. To correctly state velocity one must state an object is travelling 17m/s South. The measurement of velocity is called speed. Thus velocity is made up of direction and speed. Velocity is a quantity that can be defined as a vector. Directions as defined in relation to vectors are as seen on a compass; North, South, West, and East. In order to be considered a vector, the object must be going a direction that can be seen on the compass. If an individual is unsure if a quantity qualifies as a scalar or vector, just question if the quantity is heading a direction that can be mapped on a compass like the one below. The compass is separated into 360 °. Right angles are between each direction (N,S,E,W). North and South are separated by 180 °. Thus vectors are given a specific direction. Examples can be written two ways: The easiest way to explain this concept is the 30 ° North of East is 30 ° of the arrow from the East sign to the North sign or 60 ° North to the East side. The directions are 90 ° for each four sections of the compass. Vectors are quantities that have measure and direction. A bicycle, ball, car, and other objects can be measured and follow a compass direction. Vectors are symbolized as arrows and points. Below is an example of a vector. Vectors are simply something that can be measured with direction that can be tracked on the compass. Vectors are extremely important in physics. Vectors can be â€Å"acceleration, force,

Dynamics of Hospitality Industry Management assignment

Dynamics of Hospitality Industry Management - Assignment Example The study further concludes recommending few noteworthy measures which shall be beneficial for both the organisations in obtaining adequate competencies when aiming at sustainability through effective Corporate Social Responsibility (CSR) practices. Table of Contents 1 Executive Summary 2 1.0Introduction 4 2.0 Brief Background 5 2.1 Westin Hotel Macau 5 2.2 Mission Statement 5 3.0Brief Background 6 3.1 Hilton Hotel 6 3.2 Mission Statement 6 4.0 Comparative Analysis on Environmental Aspects and Sustainable Business Practices 7 4.1 Water Wage Management 7 4.2 Food Wastage Management 8 4.3 Recycling Process as well as Initiatives 9 5.0 Identification of Gaps 10 5.1 Gap in Cultural Aspects 10 5.2 Gap in Terms of Resources 11 5.3 Gap in Mission as Well as Objective 11 5.4 Gap in Utilisation of Country Resources 12 7.0 Recommendations 13 Reference List 14 Bibliography 17 1.0 Introduction In the modern day context, the hospitality industry has emerged as a major economic dimension in the gl obal platform being directly related with the tourism and the transportation sectors. Subsequently, with the rising complexities in the various dimensions of hospitality industry, the management approach adopted in this context has also become quite challenging in the current era (Clayton W. Barrows and Tom Powers 2008 ) Among the identified challenges in this context, Corporate Social Responsibility (CSR) can be illustrated as one of the significant issues witnessed by hotel when practicing hospitality management, apart from being influences by rising environmental concerns and competitive forces. CSR can be defined as the notion focused on accomplishing mercantile success through ethical values as well as respecting the people, communities as well as natural surroundings which constitute of company stakeholders. In this particular juncture there has been no universally accepted definition, but overall it can be defined that doing business ethically imposes positive impacts on the society as well as on the environment which is the core social responsibility of any organisation (William Smith Clark 2006). Emphasising on these aspects, the discussion henceforth intends to perform a comparative analysis of two globally renowned hospitality companies, i.e. the Westin Hotel Macau and Hilton Hotels, in the context of the strategies applied by these organisations towards sustainable development of the society and to create a better world taking special concern on communities as well as environment through the effective implementation of CSR strategies. 2.0 Brief Background 2.1 Westin Hotel Macau The Westin Hotel Macau is a part of Starwood Hotels Group (SHG) which comprises a chain of 185 Westin Hotels as well as resorts globally. Westin Hotel Macau is one of the leading luxury resorts situated in Greater China since 1985. The 208 rooms comprising hotel is positioned within a picturesque site to give the visitors long lasting and memorable experiences. To differenti ate its services, the hotel has been providing a lavish variety of amenities as well as services, such as individually controlled air conditioned accommodation, satellite and cable programs, restaurants and bars, frivolous and sports facilities that includes swimming pools, ocean driving assortment, aqua aerobics, child care room and book library among others. In addition,

MGT 511 session long project MODULE 4 Employee and Industrial Essay

MGT 511 session long project MODULE 4 Employee and Industrial Relations (walmart) - Essay Example This can clearly be said as the company focuses on selecting individuals based on their performance as well as on the induction period performance. Here the company focuses on completion of computer based learning and also on the job training for the employees. However, based on several reviews of present as well as past employees and keeping in mind the several law suits that the company has faced, the employee relations clearly are not very healthy. The company has over the years stepped over numerous employees and workers to come to their current position (Cram). In order to overcome these issues and to improve the overall employee relations it is crucial that WalMart focuses on improving the relations with the employees. Here in order to achieve this, it is important to increase and improvise on the current policies of the company. Also, action needs to be taken against managers who have been accused of any form of discrimination (Friedman). The only way that the company can effe ctively ensure that the employees are given the rightful respect and attention is by ensuring the management follows the policies. The policies of the company need to be revamped in every aspect, including the pay and the discrimination against women.

P.E training program- fitness Essay Example for Free

P.E training program- fitness Essay General fitness- Speed is the ability to perform a movement or cover a distance in a short period of time. A mid fielder needs speed to out run other players or to catch on to a loose ball. Muscular endurance- is the ability of the muscles to work for a long period of time without tiring. In football you need it to be able to run around the football pitch for the whole 90 minutes. Flexibility- you lose flexibility as you get older. It is important to warm up and cool down before and after a match. In football most players in the team need to be flexible, for example to header the ball, but also the goalkeeper has to be very flexible to be able to make difficult saves. Cardiovascular endurance- requires the heart and blood vessels to supply the working muscles with oxygen for long periods of time without tiring too much. This is needed in football because you run around a lot and you need our heart and lungs to cope with the activity for the whole 90 minutes. Strength- is normally measured by the amount of weight the muscles can lift, or applying a force against a resistance. This is used in football when we tackle or are being marked and your shoulder to shoulder you need strength to hold others off. Skill related fitness- Balance- is the ability to keep up right while you are standing still or moving, this is needed in football when kicking the ball because you are balancing on one leg. Co-ordination- is the ablity to use different senses and body parts together in football this is needed between eye and foot, so you kick the ball and not miss especially volleying. Speed of reaction- is needed on the pitch so when an over ball is played your on-side and make your run perfectly to lose the defender. Timing- is needed in football to kick the ball at the right time to get the perfect touch. Agility- is the ability to change direction of the body in football we use this to help loose a defender by turning at speed, it can also help when your in the box for the corner to lose a defender so you can get up for a header. Physical skills- Kicking- is very important because the game is using your feet and you need to kick the ball to get the ball round the pitch. Shooting- is necessary to be able to shoot as in order to win the game you need to score and in order to score you need to SHOOT to ball into the goal past the keeper. Tackling- is very important to stop opponents from scoring but some times players timings are not quiet right and cause a dangerous tackle resulting in another players injury. Marking- is necessary to hold off opponents attacks and not ‘losing’ the person your defending. Heading- is important to either score from a high ball crossed in or clear the ball away from a opponent in the air. Dribbling- is very important to get the ball closer to your opponents goal. There is 2 types of dribbling: *Firstly when your jogging and keeping the ball closer to your feet. *Secondly when you knock the ball ahead of you a couple of metres and sprint to catch up with it, this is used to knock the ball past the defender. Other attributes- Concentration- is extremely important because if you’re a goalkeeper and you don’t have anything to do for 30minutes you might ‘switch off’ and let in a shot which if you were concentrating you would have saved. Motivation- is very important because if you want to win but go a goal down if you and your team are motivated enough you will be trying to score 2 goals and keep fighting. Confidence- is needed so you have the confidence in your self so you trust your ability and get ‘stuck in.’ Most important skills and techniques in football. Speed is essential in football; it is used throughout the game whether you are an attacker or a defender. For example if you are an attacker and you need to out run a defender to get the ball, to get past a defender and have a attack on goal or if your defending and there is a break you need to run as fast as possible with the ball (or in support) to the oppositions half to make an attack before their defenders catch up with you. Muscular endurance is needed 100% in football because if you are running around for 90 minutes your no use to your team if after 60 minutes you have a stitch and need to be substituted. Muscular endurance can be improved over time with a training program. Cardiovascular endurance is essential so that you can last the whole 90 minutes. If somebody’s cardiovascular endurance was not very good and they ran around for 90 minutes it could cause them to pass out because there heart and lungs can not take the strain. Smoking will also effect your cardiovascular endurance because if your trying to take in more oxygen the tar built up around your hearts arteries makes the oxygen’s gap smaller letting oxygen though slower then needed causing short of breath quicker. Balance is essential because in order to kick the ball you must stand on one leg, if you don’t have good balance you may fall over before your foot reaches the ball. Balance can not be improved, your either have good balance or you don’t. Co-ordination is important; football players need co-ordination between their eye and foot so they make contact with the ball. Skills on the ball are only preformed if the player has good co-ordination otherwise tricks become unsuccessful.

Interpreting Literature By Means Of Psychoanalysis English Literature Essay

Interpreting Literature By Means Of Psychoanalysis English Literature Essay Psychological criticism is a way of interpreting literature by means of psychoanalysis, a form of interpretation developed by Dr. Sigmund Freud. In the practice of psychoanalysis, Freud attempted to understand the interaction of the conscious and unconscious mind. He believed that repressed conflicts and fears could be uncovered by having the patient speak freely and openly so that the listener may decipher hidden meanings and motives the patient might be unaware of. Much of his most famous hypotheses focus on the realm of the unconscious mind and how it goes about manifesting itself. Similarly, the role of psychological criticism is to attempt to analyze and draw conclusions from suppressed desires, conflicts, and fears within the realm of the unconscious of the characters, author, or even the reader of the piece of literature. This form of criticism can easily be applied to William Faulkners A Rose for Emily, a short story about the decaying life of Miss Emily Grierson as seen thro ugh the perspective of the town she lives in. Devastated by the loss of her father, Emily keeps herself isolated from everyone in the community except for Homer Barron, whom she later kills and holds on to in a last act of holding on to the past. To better understand Emily Griersons isolation from a psychological perspective, we must take a look at the underlying motivations within her character. Such motivations, can be discovered from many aspects of the story such as the setting and the relationship that Emily has between her late father and the entire community. Emilys isolation can also be seen in her behavior of avoidance and denial. The shot story  ¿Ã‚ ½A Rose for Emily ¿Ã‚ ½ takes place in a small town in the deep south shortly after the Civil War. Miss Emily came from the Grierson family, a noble, upper-class family from the time. She  ¿Ã‚ ½had been a tradition, a duty, a care; a sort of hereditary obligation upon the town ¿Ã‚ ½ showing that she had noblesse oblige and she intended to keep it that way. The neighborhood that she lived in was quickly changing, where  ¿Ã‚ ½only Miss Emilys house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps ¿Ã‚ ½an eyesore among eyesores. ¿Ã‚ ½ While the town had progressed and modernized as most towns at the time did due to the change in ideals from the old generation to the new one, Miss Emily stagnated. In fact, she refused to change her ways at all.  ¿Ã‚ ½When the town got free postal delivery Miss Emily alone refused to let them fasten metal numbers above her door and attach a mailbox to it. She would not l isten to them. ¿Ã‚ ½ The house she lives in is old and run-down, and is a displacement for the state Miss Emily is in. It has stayed the same for many years, and so has she, which is the way she wants it. However, by doing so she separates herself from the community. This is our first glimpse, as the reader, of Emilys isolation. At this point in the story, the reader is left unaware why Miss Emily chooses update and modernize her house. It quickly becomes apparent that it must have something to do with her relationship with her father. Emily and her father have a relationship that is only briefly mentioned, but there is an obvious complication that later manifests itself throughout the rest of Emilys life. Even though Emily is described as being very beautiful when she was younger, her father would drive away any suitor who came to court his daughter. This, in a way, shows a sort of revers oedipal conflict where the father is trying to compete against possible husbands for Emilys love and attention. A possible clue for her fathers actions is that the mother is not there and ,in fact, is never mentioned in the story at all which leads the reader to assume that young Emily is the only woman in his life. The narrator of the story, that is, the people of the community, paint a description of their father-daughte r relationship; Miss Emily a slender figure in white in the background and her father a spraddled silhouette in the foreground, his back to her and clutching a horsewhip.This description displays the idea that Emily is just a back drop to her father and his unconscious motive to keep his daughter close to him and him only. Her being in the back shows that she is being protected from suitors that are unworthy in her fathers eye. Also the whip that is holding may be interpreted as a phallic symbol signifying that he is the patriarch and will fight off anyone that wants to change that. Even so, Emily does not put up a fight but, rather, is submissive to her fathers wishes. She actually enjoys her fathers chasing away of men because, in a way, it brings her closer to her father and strengthens their relationship. This can be explained psychoanalytically as females can only gain identities in stories if they identify with a father figure. Even though young Emily is desperately trying to gain an identity, she is ignorant to the fact that by doing so she is creating a lifestyle of isolation that could only be made worse with the passing of Mr. Grierson. After her fathers death and without any other close family, Emily quickly realizes that she is now alone and isolated. She could not cope with this grim fact and instead turned to denial. When the ladies of the town came to offer their condolences,  ¿Ã‚ ½Miss Emily met them at the door , dressed as usual and with no trace of grief on her face. She told them that her father was not dead. ¿Ã‚ ½ She could not grasp the fact that with the loss of her father came the loss of her female identity and instead represses the idea as she stayed barricaded in her house for a  ¿Ã‚ ½long time ¿Ã‚ ½. The next time she is seen  ¿Ã‚ ½her hair was cut short, making her look like a girl ¿Ã‚ ½. Its quite obvious that at this point she is trying to live in the past to cope with her isolation. The cutting of her hair shows that she is unconsciously trying to go back to a place in her mind where her father is still alive and she is still a girl living under his rule. Shortly after, however, she is seen with Homer Barron,  ¿Ã‚ ½a Yankee ¿Ã‚ ½a big, dark, ready man ¿Ã‚ ½. Her infatuation with Homer was not that of romance as the townspeople thought, rather she was only displacing the idea of her father onto Homer. The only way she could have her father back and for everything to be how it was, Miss Emily must marry Homer; or at least that is what she believed. Her relationship with Homer was not meant to be because Homer was actually a homosexual. The story alludes to this with phallic symbols such as,  ¿Ã‚ ½his hat cocked and a cigar in his teeth ¿Ã‚ ½. When Emily discovers this fact she, again, is in denial. Her last chance of living in the past rushes away in an instant. So instead of letting go of Homer, she again tries to hold on to the past, more successfully this time, by poisoning Homer Barron and holding on to his body, a final act of desperation to save herself from isolation. With Homers body in her possession, she is no longer isolated in her mind. She has her displaced father back but it is different this time; now she is the provider of the duo, or in other words, she has now taken the role of the father. Because of this new found identity her character actually begins to drastically change.  ¿Ã‚ ½She had grown fat and her hair was [ ¿Ã‚ ½] that vigorous iron-gray, like the hair of an active man. ¿Ã‚ ½ This physical change in her appearance signifies that she has now become patriarch of the so-called family. But she is still incomplete in her role because Homer, who has now been dead for some time, cannot ever identify with Miss Emily. So once again, Emily is left isolated by her own accord and she remains this way until the day she dies. In conclusion, by using a psychoanalytic approach to analyze William Faulkners A Rose for Emily, many overlooked details paint an overall theme of isolation in the short story. Her old deteriorating house is a stand in for Emilys mental condition and unwillingness to change. Father daughter issues are prevalent in the story and end up determining the fate of Miss Emily. Devastated over the discovery that her displaced father figure, Homer Barron, is a homosexual she poisons him and denies his death while she holds on to his body, much like she did with her father, in an attempt to live in the past. In the end of her life, Miss Emily is isolated in world of her own creation where she lives in the past and desperately tries to hold on to the present.

Psychological Theories in Business and Organisations

Psychological Theories in Business and Organisations Leadership and the Multiplier Effect There is strong evidence that leader behavior is related to employee happiness. For example, charismatic leadership is strongly related to subordinate job satisfaction (DeGroot et al. 2000), and leader-member relationships is also strongly related to job satisfaction and organizational commitment (Gerstner and Day 1997). Likewise, trust in the leader is a strong predictor of satisfaction and commitment (Dirks and Ferrin 2002) as is the appropriate level of autonomy displayed by leaders (Baard et al. 2004). According to research by Sy et al (2005) positive managers are more accurate and careful in decision making as well as being more personally effective and imbuing those around them with greater positivity too. Crucially, Kopelman et al (2006) suggest the positive leaders create upward emotional spirals which help colleagues cope better with change. Thus, if there was one thing an organisation could do to foster engagement it would be to have flourishing leaders. Stated in the opposite way, the point seems more stark; if it is the leaders who are disengaged then the organisation is very unlikely to flourish. Flourishing: the source In its simplest form, positive psychology is about accruing a body of knowledge that is useful to people who want to live a good, happy and long life. Reflecting on the entirety of this study, it could be stated that positive psychology comprises much more than ‘positive thinking’ but that it perhaps starts with positive thinking. Further, just as an individual’s personal experience of being at their best reveals their potential, so the study of flourishing in an organisation reveals the highest potential of the whole organisation. Cameron et al (2003) suggest that excellence always exists, even in the most dysfunctional organisations. The ‘secret’ lies in tapping into the source – the positive core, the people resulting in higher levels of engagement, motivation and productivity. This opens up a deeper line of enquiry – how does the organisation tap into this positive core? The debate between the sources of eudemonia and hedonism is, arguably, unnecessary. The research literature is rife with examples of where the two entwine. Indeed, pairing pleasurable emotions in the ‘here and now’ (hedonic) with adaptive activities that will sustain future happiness (eudemonic) is evolution’s way of ensuring that humans engage in the behaviours necessary for our survival (deWall, 1996). Perhaps therefore, the distinction between the two should be about their roots. Flourishing at work is an umbrella concept that includes a large number of constructs ranging from transient moods and emotions at the person level to aggregate attitudes at the unit level. In the workplace, happiness is influenced by both short-lived events and conditions inherent in the task, job and organization. It is further complicated by influences at individual level such as personality and the fit between what the job/organization provides and the individuals expectations, needs and preferences. Understanding these contributors to happiness, together with recent research on volitional actions to improve happiness, offer some potential levers for improving happiness at work. Flourishing People Create Flourishing Organisations Masten (2001) describes flourishing as ‘ordinary magic’, suggesting that it is available to everyone. It is important to note that the benefits of feeling good are not because such feelings allow individuals to play down, ignore of distort negative information. Rather positive affect leads people to be able to consider many aspects of a situation simultaneously, make evaluations and choose behaviours responsive to the situation. Gaffney (2011) suggests there are four elements of flourishing: challenge, connectivity, autonomy and using one’s valued competencies. Further, Gaffney suggests these core components are enhanced by what is termed a ‘mental life’, an alignment of an individual’s thinking and feeling that are on the same wavelength. Gaffney’s point is that it is easy to explain goals, purpose and values in a cognitive way. In many organisations, values posters adorn the walls. In my role as a trainer, I have had rather too many di scussions with exasperated managers, paraphrased along the lines of ‘They [the employees] don’t get it! They are not living by the values on the posters!’ And herein lies the point; to function at one’s best one needs to feel a connection and however positive the organisational environment, however interesting the work and however transformational the leadership style, these will merely increase the odds of engagement. True and long lasting engagement has an internal source which lies within an array of attitudinal choices and mental constructs created by the individual. It is hoped that most staff will have experienced feelings of engagement. For some staff, these feelings arise circumstantially; they are effectively waiting for the right conditions in which to engage. The flourishing employees are less inclined to wait. Instead, they tap into a set of intentional strategies which allow them to take personal responsibility for feeling good. Further, these within person strategies, when written down, appear to be simple and straight-forward. One suspects that the biggest single factor highlighted by this study, that of consciously and deliberately choosing to be positive, stands out as common sense. However this research has uncovered that such strategies are by no means common practice. It may be that one can become psychologically disconnected from one’s best self. The busyness agenda and impediments of modern life (discussed in chapter 1) have resulted in a reactive approach to life rather than an introspective (inside-out) approach that is conducive to flourishing. Just as the key to individual flourishing is to understand and put effort into function at our best, so it is with organisations. The traditional organisational focus has been on deficit management, eliminating weaknesses and solving problems. This is important, but flourishing organisations must go further and, according to Cameron (2013), they must focus on what is ‘positively deviant’, i.e., what is ‘outstanding’, what is already working and what is world class. In line with Cooperrider’s (2005) work on Appreciative Inquiry, this provides a dramatic shift of focus. The Cult of Happiness What exactly is ‘organisational culture’? Cameron (2013) suggests it refers to taken for granted values, expectations, collective memories and implicit meanings that define an organisation’s core identity and behaviour. Thus, ‘culture’ reflects the prevailing ideology that people carry inside their heads. It provides unwritten and usually unspoken guidelines for what is acceptable and what is not. The wider point of creating an organisational culture conducive to flourishing is that an organisation cannot ‘force’ an employee to be engaged. Thus, by implication, the suggestion is that the organisation alone cannot create a culture of engagement because ‘engagement’ is partly an internal concept. Therefore if push motives such as ‘forcing’ are out, it may be that pull motives such as ‘allowing’ or ‘encouraging’ are in. Being religious is associated with elevated happiness. In a survey of 163,000 people in 14 European countries, 84% of church goers rated as ‘very satisfied’ with life compared with 77% of non-church goers (Inglehart, 1990). The suggestion is that religion provides a framework of meaning as well as a collective identity and a reliable social network for people with like-minded views and values. Thus, ultimately, it is the strong social connections that provide happiness in a religious context. The result is the rather powerful effect whereby individuals give up their weekends to attend their place of workshop, for free. While religion was not born out as a major factor in happiness in this study, there exists a wider analogy. It may be that the challenge for organisational designers is to create a similar cohesiveness, akin to a ‘spiritual home’ where, instead of religion, employees are bonded by a common purpose and/or pervading sense of ‘why?’ The organisation creates a sense of community where high quality connections are the norm and where individual employees are playing to their strengths. In short, the challenge is to create a culture in which employees want to be part of something worthwhile and where engagement is not forced, but rather, it flows. Continuing the religious metaphor, it may be that this sense of higher purpose and internal buy-in is, indeed, a more enlightened way to create flourishing organisations. ‘Neuroplasticity’ The relatively stable basic affective state of happiness refers to the momentary level of happiness that an individual typically experiences the individual’s ‘set point’ (Williams Thompson, 1993). The implication is that this component ensures that different individuals may experience different levels of happiness when all other factors are held constant. Although all individuals can experience a range of emotions at different intensities, there is a tendency for these to return to their idiosyncratic ‘set point’ (Diener et al., 2006). Diener et al (2006) argue that one’s happiness set point is determined by the individual’s sense of identity which is in turn determined by their psychology. In short, most people think like the person they perceive themselves to be (e.g., victims get stuck in ‘learned helplessness’, winners have a winning mentality, confident people behave confidently, etc.) The question therefore arises, is it possible to change one’s mental habits and/or one’s sense of personal identity? The concept of neuro-plasticity (Goleman, et al, 2003) suggests the brain is always learning. Siegel (2007) states that â€Å"Where attention goes, neurons fire. And where neurons fire, they can re-wire† (p. 291). This capacity for the brain to be reconfigured opens up the possibility for genuine and permanent personal change If one’s brain has an element of neuroplasticity it may be that the ‘set point’ is nothing more than a ‘familiar point’. It raises the possibility that with some mental dexterity and a little effort, one may be able to alter one’s ‘normal’ or ‘familiar’ level of happiness. In terms of this study, the NonH+ mean happiness is 6.77 (sd = 1.41, std error mean = 0.07) and the H+ mean is 8.29 (sd = 0.51, std error mean = 0.75). Thus, inquiring into the mental strategies of the H+ group and applying them to the NonH+ group could conceivably result in an increase in the ‘set point’ of 22.5%. As argued in earlier chapters, the knock-on behavioural effects of such an increase would achieve significant business results. Beliefs This comment, taken from an H+ respondent, provides a succinct account of the main findings of the difference between the H+ and NonH+ respondents: â€Å"I see the world differently to them.† (male, organisation W) Thus if reality depends, at least in part, on how one views it, it becomes less of a surprise that external circumstances account for only 10% of total happiness (Lyubomirsky, Sheldon Schade 2005). Indeed, Lyubormirsky (2007) prefers the phrase â€Å"creation or construction of happiness† to the more popular â€Å"pursuit of happiness† â€Å"since research shows that it’s in our power to fashion it for ourselves.† (p. 15) Further, if ‘reality’ is linked to mind-set and self-identity, then Dweck’s (2006) work on fixed and growth mind-sets becomes more salient. Dweck purports that those of fixed mind-set believe their capabilities are already set whereas a growth mind-set is conducive to self-improvement through effort. Dweck suggests that a growth mind-set is not dismissive of innate abilities, recognising that â€Å"although people may differ in every which way – in their initial talents and aptitudes, interests or temperaments – everyone can change and grow through application and experience† (p. 12). Further, Dweck purports that those with fixed mind-sets often miss opportunities for improvement and consistently underperform while those with a growth mind-set watch their abilities move ever upward. Cultivating Organisational ‘Games-Makers’ Organisational culture is one of the most important predictors of high levels of performance over time (Cameron et al, 2011) and for ‘culture’ one should read ‘people’. Organisations that flourish have developed a ‘culture of abundance’ (Cameron 2013) which builds the collective capabilities of all members. It is characterized by the presence of numerous positive energisers throughout the system, including embedded virtuous practices, adaptive learning, meaningfulness, profound purpose, engaged members and positive leadership. Various studies point to abundance culture and organisational success (Cameron, Mora, Leutscher Calaro 2011; Cameron Plews 2012) Achor (2013) uses the term ‘franchising success’; identify something that is simple and easy to copy. Achor uses the example of the ‘10/5 principle’, supplanted from the Ritz-Carlton hotel chain to an American hospital. This simple notion of smiling at anyone who comes within 10 feet and making eye contact and giving a positive greeting to anyone within 5 feet is cited as an example of ‘franchising success’. And while sceptics might point to the 10/5 principle is cosmetic, false or, indeed, overly American in tone, Achor reports a different reality. When the behaviour becomes contagious it changes the reality and the feeling of the hospital. Achor reports that staff were smiling and this was ‘franchised’ to patients and visitors. Crucially, this new behaviour became normalised, embedded in the hospital’s culture. It is difficult to find British examples. Although not examined academically, anecdotal evidence exists within the London 2012 Olympic games-makers. Volunteering to give up their own time, with a clear vision to make London 2012 the best ever games, they are perhaps the outstanding British example of franchising positive affect. Positive Psychology: The right science for the wrong reasons? Reflecting on 5 years of study and taking the learning in the round, it is difficult not to have a nagging doubt about the upsurge of interest in the science of positive psychology. The business imperative is strong and this may be the source of my doubt. It could be that positive psychology is the right philosophy but for the wrong reasons. Organisational behaviourists are using the science of happiness and well-being to create workplaces that are engaging and fun, where people can experience a sense of meaning and value. The underlying public sector mantra that lies behind the science is that by creating these conditions, employees will therefore work harder. In austere times, maintaining levels of service with fewer staff is the cost-efficient Utopia of squeezing ‘more from less’. And while this makes perfect sense at one level, treating people well because it is good for the bottom line is, perhaps, the wrong reason for treating them well. In the recommendations, I spoke of a more enlightened way of conducting organisational behaviour. Enlightened organisations may be the ones who take a leap of faith and conspire to treat employees well because that is absolutely the right thing to do. This research points to happiness being a conflux of genetics, circumstances and internal strategies. According to Lyubormirsky (2007), the ‘circumstances’ element of the happiness pie is a rather insignificant 10%. Therefore, tweaking the structure, altering the appraisal system, or providing gym membership and a dress-down Friday, are all having a tiny effect on individual happiness. Much more salient are the mental habits that employees choose (or do not choose) to bring to work. This points to organisational culture spreading in a more viral way, because happiness and its contagion is about sustaining new thinking and behaviours, rather than processes. Rather than command and control, this is more about influencing people to want to change. Statistical analysis suggests the data for this study is reliable. Thus, I can confidently state that a sense of personal choice stands as a central tenet of flourishing. The organisation may well engender this sense of personal choice if it is seen to be doing things for the right reasons. Therefore, the focus naturally shifts towards ‘meaning’. The H+ community feels a very strong sense of meaning and purpose which is reflected in flourishing behaviours. The hyper-dyadic nature of affective contagion means that other employees will ‘catch’ the new feelings and behaviours. This points towards a paradigm shift away from culture change being a ‘top down’ or even a ‘bottom up’ process, towards an ‘inside-out’ phenomenon. Trying Times There is a dichotomy at the heart of positive psychology. The science is both supremely complex and effortlessly simple. The pig iron quotation that heralded the start of this chapter seems somewhat disingenuous towards the pig-iron worker. It is perfectly possible to couch the subject in such academic terms so as to lose the average worker. Yet, at its heart, the constituent parts of happiness remain simple enough for everyone to understand. The concept of ‘consciously choosing a positive attitude’ and ‘making an effort to do so’ seem simple enough. It may be the lack of cognisance that a choice is available or the subsequent effort involved in sustaining an H+ attitude that is more problematic. It may well be that some occupations are inherently more purposeful and carry greater meaning. However, this report suggests that if the aforementioned pig iron worker chooses to be positive and engages in positive mental strategies, if s/he can find meaning in their work and have challenging tasks, stretching personal goals and, moreover, if handling pig iron plays to their strengths, then engagement is more likely. In terms of context, this research project was almost cancelled on the grounds of ‘right research, wrong time’. The head of organisation B1, who turned out to be a strong champion of this research, stated somewhat sardonically, in a meeting prior to phase 1; â€Å"This is an interesting time to be measuring motivation.† Her point was that the challenges of the 2008 banking crisis and the subsequent knock-on effects of austerity would make happiness and engagement more challenging than ever. Bearing in mind the finding that H+ employees deploy more strategies and work those strategies harder it could be that conducting this research in such challenging circumstances was exactly the right time. It could be that in trying times the key to flourishing is to try even harder.

Overcoming the Giant :: Art Arts Films Film Movies Essays

Overcoming the Giant "And he slung it and struck the Philistine in his forehead . . . and he fell on his face to the earth" (1 Samuel 17:49b). The Biblical account of David and Goliath is the most famous incident of the underdog defeating the giant. Since this event, history has seen giant after giant overcome by a seemingly insignificant underdog. Alexander the Great, before he was given his title, defeated a supposedly unconquerable Persian army, led by King Xerxes. In the 1960s, Joe Namath, quarterback of the New York Jets, predicted and delivered a shocking victory over the heavily favored Baltimore Colts. Even in fairy tales, the theme lives on in "Jack and the Beanstalk." And, today, in the heart of San Jose, another David-and-Goliath scenario has arisen between the Camera Theaters and the mainstream Cinemas. But this time, the hurdle is daunting. Can the Camera Theaters overcome this giant, or are the challenges too numerous and too great? There is, of course, one main obstacle for the Camera Theaters to overcome if they are to survive: they must draw more teens. Why are teenagers so important to the movie industry? When it comes to making money in the movie industry, it is statistically proven that the largest profit contributors are 16-20 year old males. While the art films in downtown San Jose draw educated, sophisticated 35 year-old audiences, they have not drawn the young moviegoers. This, in a nutshell, is the challenge the Camera Theaters must break in order to survive the tightening grip of the merciless cinemas. However, we must recognize the multiple pieces that makeup the nutshell before we can crack it. To determine what the Camera Theaters need to do in order to overcome the lack of teenagers it draws, the writer took an unofficial poll that has laid out the biggest reasons for the lack of interest among teenagers. The poll taken showed that 60% of Prospect High School students have never been to either of the Camera Theaters, thus confirming the hypothesis that the theaters need to draw teens through their doors. But the poll went further: it also showed that 40% of students had never even heard of the Camera Theaters. Therein lies problem number one in drawing teens: lack of publicity. For the Camera Theaters to survive they must find a way to gain publicity. In 1993, when it seemed like the Cameras were going to close, twelve art film theater owners wrote letters of support and thirteen newspaper editorials were written on the situation.

The Death of Communism Essay -- Exploratory Essays Research Papers

The Death of Communism The United States longest and bloodiest war was the Vietnam War, which was fought from 1959 until 1975.(Communist Manifesto 1) In this war 57,685 Americans were killed, and their were over 2 million Vietnamese deaths.(Communist Manifesto 3) One of the main causes of the war was a commonly held American belief called the Domino Theory. This theory stated that if the U.S. allowed one country to fall to communism, those around it would fall, and then those around it, eventually taking over the whole world. However, the fall of the Soviet Union in 1991 allows to approach communism in a new light. The Communist Manifesto has three sections. The first is an outline of the history of the bourgeois and the proletariat, and a explanation on how the bourgeoisà ­ will bring about their defeat. The second section shows the framework of the communist goals, and their long range plan to abolish private property. The last section criticizes other socialist attempts at the time, calling all workers to unite under communism. The bourgeois Marx speaks of in the manifesto is simply the capitalist of the time. The proletariat are the workers of the world, people who, according to Marx, have "[become] an appendage of the machine."(Marx 3) Marx speaks of their horrible fate saying "they are daily and hourly enslaved by the machine, by the overlooker, and, above all, by the individual bourgeois manufacturer himself."(Marx 3) Marx documents the stages of the proletariatà ­s struggle with the bourgeois: "at first the contest is carried on by individual laborers, then by the workpeople of a factory, then the operatives of one trade, in one locality, against the bourgeois that directly exploits them."(Marx 4) Marx tells ho... ...e Vietnam war rages on. Bloodshed and military advances ground to a halt decades ago, but the real battle lies in creating a Vietnam that can lift itself out of poverty. The war succeeded more in pushing the country deeper into communism than pulling it out. But the outcome is a forgone conclusion: an ideology that no longer fits with the times will not stand. Ask Mother Russia. Works Cited "Communist Manifesto," MicrosoftÆ EncartaÆ 96 Encyclopedia. (c) 1993-1995 Microsoft Corporation. All rights reserved. (c) Funk & Wagnalls Corporation. All rights reserved. Karl Marx and Frederick Engels. "The Communist Manifesto." http: //leftside.uwc.ac.za/Archives/1848-CM/cm.html (25 June 1997). "Vietnam War," MicrosoftÆ EncartaÆ 96 Encyclopedia. (c) 1993-1995 Microsoft Corporation. All rights reserved. (c) Funk & Wagnalls Corporation. All rights reserved.

Legislations that affect school work Essay

Identify and summarise five pieces of legislation (to include codes of practice) which schools have to follow. Explain how each of these affect work in schools. Legislation refers to the actual law enacted by a governing or legislative body at national or local level. There are legislations for more or less all aspects of life but we are particularly going to discuss the ones that affect schools. These laws are produced and implemented in order to protect children and the people who work with children. Legislations ensure their safety and make sure their rights are respected. Code of practice is a practical guide that provides ways on how to effectively work under legislation. The Code of Practice is not a legislation itself that is why schools are not legally bound to follow them. Examples include: †¢Special Educational Needs Code of Practice for Wales. †¢Safeguarding Children: Working Together Under the Children Act 2004. Let us now look at five different legislations and how they affect work in schools. 1. The Data Protection Act 1998: The Data Protection Act means that schools need to make sure that all the information they hold is kept securely on site. If its paper storage it should be locked in filing cabinets. If the information is electronic it should be on password-protected computers. This legislation bounds schools to use this information only for the purpose it was collected and not share it with unauthorised people. It affects schools and staff in many ways e.gs as a teaching assistant it puts a responsibility on us to make sure that pupil information is confidential and if it needs to be shared with adults working with a particular pupil (like a speech therapist), we have the parental consent to do it. 2. The UN Convention on Rights of Child 1989: The UN Convention on Rights of Child 1989 was ratified in the UK in 1991 and adopted by the Welsh Government in 2004. It is made up of 54 articles covering rights to survival, protection, and development of children. It can be summarized by saying it protects children from any form of discrimination. Children have a right to know and access the relevant information about themselves. They have the freedom to practice their own beliefs and come together and enjoy as groups. It states that all children  have an equal right to education and a right to privacy. They have the right to express their views and feelings. Children with disabilities have a right to lead full and independent lives and they have a say in the decisions that affect them. This legislation has a major impact on schools as it bounds the staff and teachers to listen to what the child has to say. E.g. a teacher cannot just make a decision about a child on their own just because he/she is an adult. They have to respect the wishes of the child. This law gives children a voice and control over their lives. It empowers children and brings in confidence but at the same time it can be used by a child in a negative way and teachers may find it hard to discipline a child and to deal with a behaviour problem. That is where the Code of Practice comes in as a useful tool and tells what to do in a particular situation. 3. The Education and Inspections Act 2006: The Education and Inspections Act 2006 is intended to represent a major step in ensuring that all children in all schools get the education they need to enable them to fulfil their potential. The Act provides greater freedoms to schools, including the possibility of owning their own assets, employing their own staff, setting their own admissions arrangements etc. This gives local authorities more responsibility for managing schools. This law gives staff a clear statutory right to discipline students. By law, all state (not private) schools must have a behaviour policy in place that includes measures to prevent all forms of bullying among pupils. This policy is decided by the school. All teachers, pupils and parents must be told what it is. School staff needs to be well aware of the policy. Although these legislations must be followed but the Children Act overrides all other laws when it comes to safeguarding children. 4. Children Act 2004: Children Act 2004 is an updated version of the Children Act 1989. The Children Act 1989 allocated duties to local authorities, courts, parents and other agencies to ensure children are safeguarded and their welfare is promoted. (Wikipedia.org ‘Children Act 1989’). It centres on the idea that a child’s welfare is paramount and comes before everything else. Wherever possible, children must be cared for by their own families and that adequate  support is available for parents and children in need. The law suggests that professionals should work in partnerships with parents at every stage. The Children Act 2004 introduces multi agency approach to safeguarding children. Detailed information is available for people in the ‘Working Together Document’. The idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children. The 2004 Act also specifically provided for including and affecting disabled children. This Act promotes the achievement of the five outcomes of ‘Every Child Matters’ framework, that are: †¢Stay safe. †¢Be healthy. †¢Enjoy and achieve. †¢Make a positive contribution. †¢Achieve economic well-being. This legislation has a huge impact on schools and on the way they address issues of care, welfare and discipline. Teachers and the support staff’s work has been affected directly by the act and they need to have training or guidance in its implementation. 5. The Equality Act 2010. On 1 October 2010, the Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It protects the children and staff from being discriminated. It also extends protection to pupil who are pregnant, have recently given birth or who are undergoing gender reassignment. In Wales the Act applies to all maintained and independent schools, including Academies, and special schools. The Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil in relation to admissions, in the way it provides education, in the way it provides pupils access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. Teachers now have to make sure that children with disabilities or additional needs are also included in and have access to all activities so there is no form of discrimination. (gov.uk ‘Equality Act 2010’)

Lexington and Concord: Who Fired First? Essay

The purpose of this Essay is to investigate and state my opinion on who fired first at the Battle of Lexington and Concord. As for every story, there are two sides to this important timepiece. There are many sources of information for this subject. Many provided for me were affidavits, or accounts, of key people in the conflict. Some are more credible than others. As for the affidavit of John Parker, it seems believable. On the other hand, it lacks detail. His account is very short and simple. Not many details are present compared to others. In this legal document, he states he ordered them to disperse and to not fire upon the enemy (British Troops). According to him, the British troops approached and rushed with fury and fired without any previous provocations. In my opinion, this may seem like a good source, but when compared to others it is not the greatest. I believe that the affidavit of Edward Thoroton Gould is the second to the last most credible group of statements of the six pieces of evidence/ information that were given to me. He testified that on April 18th of 1775, he embarked with the light infantry and grenadiers of the line commanded by Colonel Smith, proceeding to Lexington. â€Å"On our arrival at that place, we saw a Body of provincial troops armed, to the number of about sixty or seventy Men; on our approach, they dispersed, and soon after firing began, but which party fired first, i cannot exactly say, as our troops rush’d on shouting , and huzzaing, previous to the firing, which was continued by our troops, so long as any of the provincials were to be seen.† As you can see, Edward Thoroton Gould is very clear and detailed in his description. He seems to know what he is talking about, and has no doubts that it happened that way. Simon Winship of Lexington speaks for the opposing side of Edward Thoroton Gou ld. They are both clear and detailed, and have well-written descriptions. He was passing the public road in Lexington, peaceably and unarmed, when he was met by a Body of the Kings regular  Troops. Also being asked to dismount, he was forced after asking why. Ordered to march in the midst of the Body, he was being examined as to whether he was or was going to warn the Minute Men. He came within about an eighth of a mile of the meeting-house, when he saw an officer commanding his troops to halt, prime and load their firearms. They marched a little further, within a few rods of Captain Parkers Company , when Winship â€Å"observed an Officer at the head of said troops, flourishing his sword, and with a loud voice, giving the word fire!† If Winship is honest, this is the most believable story. He even has the details of the word â€Å"Fire!’† being said. He declares in the most solemn manner that there was no discharge of arms until the word fire was given by the British Officer. In the diary of British Officer Lt. John Barker, he makes the most detailed description of what happened ikn his eyes. Since this is a diary/primary source, this may be the most credible for me to believe. According to him at 2 o’clock they began marching through a very long ford up to their middles, where they took 3 or 4 people who were going to give intelligience. â€Å"About 5 miles on this side of a town called Lexington, which lay in our road, we heard there were some hundreds of people collected together intending to oppose us and stop our going on. At 5 o’clock we arrived there and saw a number of people, I believe 2 and 3 hundred, formed on a common in the middle of the town; we still continued advancing, keeping prepared against an attack tho’ without intending to attack them, but on our coming near them they fired one or two shots, upon which our men without any orders rushed in upon them, fired and put ‘em to flight.† Their missioon was to destroy a magazine of stores collected in Concord. Of all the legal documents, the diary entry of British Officer Lt. John Barker is the most credible. Bits and pieces of all the affidavits could be true, but as a whole piece the diary entry in my belief is the best. The reason for this is because it is a actual written entry, and has the greatest of details. The colonial troops fired first, in my opinion. Only someone who experienced it firsthand and documented it could have given that credible piece of evidence. He even stated that were actually a few people trying to sneak intelligience, otherwise stated by Simon Winship. This is my opinion of who fired first at The Battle of Lexington and Concord.

Wall Street: Money Never Sleeps

The movie response that will be covered in this essay will be on the film â€Å"Wall Street Money Never Sleeps †. It was directed by Oliver Stone, released during 2010 and is the sequel to the 1987 film â€Å"Wall Street†. The film starts with the release from jail of Michael Douglas' Gordon Gekko before cutting to a rather elaborate plot involving Shia LaBeouf as the young trader with (some) scruples, who's rising in a world that just happens to be collapsing at the same time, as investment banks run by the likes of Frank Langella and Josh Brolin teeter under the weight of the 2008 financial crisis. The story then carefully weaves in more and more to Gekko (who, conveniently, also happens to be LaBeouf's future father-in-law, a dad to LaBeouf's on-screen fiancee, Carey Mulligan) (Zeitchik, 2010). Greed seems to be Wall Street: Money Never Sleeps theme, reckless and over the top risky behaviour has lead to the bubble in the housing prices to burst due to the actions of Wall Street firms. Shia Labouf played by Jake Moore works for the Lehman Brothers-esque Keller Zabel and is mentored by managing director Lewis Zabel. He receives a bonus of $1,450,000, before a late-night treasury meeting, which reveals that Keller Zabel is on the verge of collapse. This brings up an important ethical issue on how much bankers and traders receive in bonuses, irrelevant of the financial climate. After the collapse of several large banks during the financial crises of 2008, many are still paying their employees substantial bonuses. Many argue that the UK government have pumped billions of pounds into the banking sector, and has bailed out both Royal Bank of Scotland and Loyds Banking Group. As a result they should have greater say in how much the banks pay out in bonuses, however the banks argue that they cannot dramatically reduce bonuses without the risk of losing top staff to banks based overseas, which are under less pressure to cut payments. Even if bonuses are cut, salaries have risen significantly to compensate, by up to 40% in some cases. This is one of the many flaws, which has been allowed to occur within the banking industry, to the point where it has become the norm (Peston, 2011). One of the most prominent ethical issues presented in this movie is the idea of insider trading, which is the trading of stock with hidden information that the general publics is not informed about. It began with rumours being spread on â€Å"Zabel† by Bretton James who runs the rival bank Churchill Schwartz, which caused the rumours to become true, and Keller Zabel to be on the verge of collapse. Bretton James then insults Lewis Zabel by offering him $3/share when the firm was trading the previous week at $75/share. Zabel claims that this was revenge for letting Jame’s company go under eight years ago. These series of events causes Zabel to commit suicide by throwing himself under a subway. To avenge his mentor Shia Labouf releases rumours on Churchil Shwartz, which caused their shares to drop down 8% in pre market trading costing them $120million. Insider trading can be a very powerful tool within the financial sector; it can be used to make large profits as well as destroying others. As illustrated in the movie, Lewis Zabel took his life due to the results of Insider trading. It’s a criminal offence in most countries, however as Shia Labouf said it’s â€Å"hard to prove†, this is due to the difficulty of trying to prove what a person has heard via word of mouth. Because Insider trading is illegal, insiders who wish to exploit price sensitive information collaborate with other traders to make it harder to trace the trades back to the person who is known to have access to the information. This is called an Insider Ring. The term â€Å"moral hazard† is mentioned several times throughout Wall Street: Money Never Sleeps. It’s first mentioned during the treasury meeting, when they are deciding whether to bail out Keller Zabel, if they bail them out what’s to say it wont occur again. Moral hazard is the idea that an individual can alter their behaviour if they know they are insured against some of the outcomes, for example if a car is not insured you would take more care than if it was. The reason moral hazard comes up several times throughout the movie is because it’s often used within the context of banks and sub prime mortgages. This is due to the fact that before the 2008 financial crises sub prime mortgage lenders were making reckless lending decisions, they lent many mortgages to people who were unlikely to be able to pay them back. This led to large-scale mortgage defaulting, which caused many banks to go under and cause the economy to suffer. However many banks were bailed out by governments in order to reduce the economy suffering further, which is effectively rewarding them for bad economic decisions (What is Moral Hazard, 2007). The issue of lack of corporate governance is apparent in the movie, its connected to the reasons why Keller Zabel and the other banks began to fail. A definition of Corporate Governance is a â€Å"set of relationships between a company’s directors, its shareholders and other stakeholders. It also provides a structure through which the objectives of a company are set, and the means of achieving those objectives and monitoring performance, are determined† (OECD). Events such as soaring pay packages for top bank executives which are often driven by extraordinary risk taking rather than real sustainable profits, weaknesses in risk management, board oversight, understatement of bad loans can all be linked to poor corporate governance (Corporate Governance failure to blame for banking crises, 2009). Money laundering is another un-ethical issue, which Wall Street brings about. Gordon Gekko reveals to Shia LaBeouf that he has $100million in a Swiss account under his daughter’s name, which she will be entitled to when she turns 25. Gordon suggests that him and his daughter travel to Switzerland sign the account over to LaBeouf’s name and he in return gives Gordon the money so that he brings it to the States in order to avoid the RAS getting involved, which is Money Laundering. To conclude there are many ethical layers within Wall Street: Money Never Sleeps, such as unjustified salaries, poor corporate governance, insider trading, moral hazard and money laundering. These issues are very real, and still go on in our daily lives. We continue to inflate these â€Å"bubbles† until eventually they will burst, and repeat the process. Albert Einstein said, â€Å"The definition of insanity is doing the same thing over and over again and expecting different results†. This seems to be very true of the banking industry and the lack of thought of the consequences to their actions. Gordon Gekko presented us with a question, â€Å"Is Greed Good? † I believe Greed can never be good.Bibliography †¢ Corporate Governance failure to blame for banking crises. (2009, 02 24). Retrieved 05 2011 from Professional Pensions: http://www.professionalpensions.com/professional-pensions/news/1441283/corporate-governance-failure-blame-banking-crisis †¢ DREA. (2010, 10 30). Movie Review of Wall Street: Money Never Sleeps. Retrieved 05 2011 from Businesspundit: http://www.businesspundit.com/movie-review-of-wall-street-money-never-sleeps/ †¢ Insider Trading. (n.d.). Retrieved 05 2011 from Moneyterms: http://moneyterms.co.uk/insider-trading/ †¢ Kenny, J. (2009, 02 25). Corporate governance failure driving banking crises. Retrieved 05 2011 from FTadviser: http://www.ftadviser.com/InvestmentAdviser/Investments/AssetClass/Equities/News/article/20090225/2d2a7d74-034c-11de-a6db-00144f2af8e8/Corporate-governance-failure-driving-banking-crisis.jsp †¢ Peston, R. (2011, 01 07). Bank bonuses ‘to run to billions in 2011†². Retrieved 05 2011 from BBC NEWS: http://www.bbc.co.uk/news/business-12131092 †¢ What is Moral Hazard. (2007, 12 11). Retrieved 05 2011 from Economicshelp: http://www.economicshelp.org/blog/economics/what-is-moral-hazard/ †¢ Zeitchik, S. (2010, 05 14). Cannes 2010: â€Å"Wall Street: Money Never Sleeps' issues its wake-up call. Retrieved 05 2011 from Los Angelese Times: http://latimesblogs.latimes.com/movies/2010/05/wall-street-money-never-sleeps-cannes-oliver-stone.html

Health in Comminities

# 2008 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria CMH2602/1/2009 ±2011 98316532 (iii) __________________________________ __________________________________ Contents WELCOME AND INTRODUCTION (vii) PART 1: THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 1 LEARNING UNIT 1: 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 1. 9 CONCEPTS AND THEORIES/MODELS IN COMMUNITY HEALTH Introduction Theoretical thinking as a language Choosing a theory/model to apply to community health The dimensions model of community health nursing Orem's self-care deficit theory of nursingNeuman's systems model/theory Pender's health promotion model Gordon's functional health pattern framework Conclusion 2 2 3 4 5 8 9 10 11 PART 2: THE INDIVIDUAL AND FAMILY AS CLIENT 13 LEARNING UNIT 2: 14 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 Introduction Defining the concept of family Structure of the family Types of families Stages of family d evelopment The family as social system Cultural values in the family Family functions Roles of the family Conclusion LEARNING UNIT 3: 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 3. 8 3. 9 3. 10 3. 11 THE FAMILY AS CLIENT ASSESSING FAMILY HEALTH IntroductionAssessment of the family The biophysical dimension The psychological considerations The physical environmental considerations The socio-cultural dimension The behavioural considerations The health system considerations Diagnostic reasoning and the family as a client Planning, implementation and evaluation Conclusion 14 14 15 16 17 19 20 21 21 21 23 23 23 25 25 27 28 30 31 31 31 32 (iv) LEARNING UNIT 4: INFANTS FROM BIRTH TO 18 MONTHS 4. 1 Introduction 4. 2 Definition of child health 4. 3 Growth and development during infancy 4. 4 Developmental tasks 4. 5 Infant nutrition 4. 6 Cognitive-perceptual patterns . 7 Child abuse 4. 8 Stress in infancy 4. 9 Pathological processes 4. 10 Immunisation 4. 11 Conclusion 34 34 34 34 35 36 37 37 38 38 38 41 LEARNING UNIT 5: THE TODDLER (18 ±36 MONTHS) 5. 1 Introduction 5. 2 Age and physical changes 5. 3 Nutrition in toddlers 5. 4 Elimination and exercise patterns 5. 5 Sleep and rest pattern 5. 6 Cognitive-perceptual pattern 5. 7 Self-perception-self-concept pattern, roles-relationships pattern, child abuse, sexuality-reproductive pattern, coping with stress, and values and beliefs 5. 8 Pathological processes 5. 9 Social processes 5. 10 Conclusion 43 43 43 44 44 44 45LEARNING UNIT 6: THE PRE-SCHOOL CHILD 6. 1 Introduction 6. 2 Age and physical changes 6. 3 Cognitive-perceptual patterns 6. 4 Self-perception-self-concept pattern, roles-relationships pattern, sexuality-reproductive pattern, coping-stress pattern and values-beliefs pattern 6. 5 Pathological processes 6. 6 Social processes 6. 7 Conclusion 48 48 48 49 LEARNING UNIT 7: THE SCHOOL-AGE CHILD 7. 1 Introduction 7. 2 Age and physical changes 7. 3 Cognitive-perceptual pattern 7. 4 Self-perception-self-concept pattern, roles-rel ationships pattern, sexuality-reproductive pattern, coping-stress pattern and values-beliefs pattern 7. Pathological processes and social processes 7. 6 Conclusion 52 52 52 53 LEARNING UNIT 8: THE ADOLESCENT 8. 1 Introduction 8. 2 Age and physical changes: Gordon's functional health patterns 8. 3 Gordon's functional health patterns in adolescents 8. 4 Pathological processes in the adolescent 8. 5 Social processes 8. 6 Conclusion 56 56 56 57 58 59 59 45 46 46 46 49 50 50 51 54 55 55 (v) LEARNING UNIT 9: GENDER HEALTH 9. 1 9. 2 9. 3 9. 4 9. 5 9. 6 9. 7 Introduction The status of women Women's health status The lesbian/gay, bisexual and transgender (LGBT) client Men's health statusThe epidemiology of health for gay, bisexual and transgender men Conclusion LEARNING UNIT 10: CARE OF THE CLIENT IN THE WORK SETTING 10. 1 10. 2 10. 3 10. 4 10. 5 Introduction The objectives of occupational health The occupational health nurse's scope of practice Nursing care of working populations Conclusion LEARNING UNIT 11: THE OLDER ADULT 11. 1 11. 2 11. 3 11. 4 11. 5 11. 6 11. 7 11. 8 11. 9 11. 10 11. 11 11. 12 11. 13 11. 14 11. 15 11. 16 Introduction Age and physical changes Goals of health promotion Pattern of health perception-health management Nutritional metabolic patternElimination pattern Activity-exercise pattern Sleep-rest pattern Cognitive-perceptual pattern Self-perception-self-concept pattern Roles-relationships pattern Sexuality-reproductive pattern Coping-stress tolerance pattern and values-beliefs pattern Pathological processes Social processes Conclusion 60 60 61 62 63 63 64 64 65 65 66 66 66 67 68 68 69 70 70 70 70 70 70 71 71 71 71 71 71 72 72 PART 3: THE COMMUNITY AS CLIENT 75 LEARNING UNIT 12: HEALTH PROMOTION IN THE COMMUNITY 76 12. 1 12. 2 12. 3 12. 4 12. 5 12. 6 12. 7 12. 8 12. 9 12. 10 12. 11 12. 12 Introduction Definition of a communityDefining the term community health The community as a client Goals of community-oriented practice Strategies for improving community health Community partnerships Community-focused nursing process Planning Implementation Evaluation Conclusion 76 76 77 77 77 79 79 79 80 81 83 83 (vi) LEARNING UNIT 13: INTERVENTIONS FOR HEALTH PROMOTION IN THE FAMILY 13. 1 13. 2 13. 3 13. 4 13. 5 13. 6 13. 7 13. 8 13. 9 Introduction Definitions of health promotion Interventions for health promotion The purpose of health education The health educator Principles for health education Implementation of the educational planEvaluation of the educational process Conclusion LEARNING UNIT 14: ISSUES IN COMMUNITY HEALTH 14. 1 14. 2 14. 3 14. 4 14. 5 14. 6 14. 7 14. 8 Introduction Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (Aids) Tuberculosis (TB) Poverty Homelessness Violence Community resources Conclusion 84 84 84 85 85 86 88 89 89 90 92 92 92 93 94 94 95 95 97 BIBLIOGRAPHY 98 ANNEXURE A: FEEDBACK FOR SCENARIO IN LEARNING UNIT 3 ? LEARNING UNITS 4 ±12 99 ANNEXURE B: FACTS ABOUT IMMUNISATION 106 ANNEXUR E C: THE REVISED EXPANDED PROGRAMME ON IMMUNISATION IN SOUTH AFRICA (EPI-SA) SCHEDULE 08 ANNEXURE D: PLANS TO ADD TWO NEW VACCINES TO PREVENT PNEUMONIA AND DIARRHOEA IN BABIES 110 ANNEXURE E: PRIVATE VACCINES SCHEDULE 111 (vii) Welcome and ____________________________ introduction ____________________________ Welcome to this second-level module on health in communities. You will learn about the concepts and theories/models involved in community health to equip you with a theoretical foundation for this module. The aim of this module is to equip you with knowledge about the life span of the individual in order to give you skills to work with families in the community.You will also gain a holistic approach towards critical issues in the community. You should grow and develop into a competent and skilful practitioner who can identify needs and problems relating to family health and respond to them in an innovative way. Working through this module will enrich your life not only professi onally, but also personally. The nature of this study guide This study guide has been designed in an interactive way with the aim of guiding you through two prescribed books. As you work through this study guide you should integrate the information in the study guide with the information in your prescribed books.The Internet has a wealth of information and you are advised to use the Internet as often as possible to broaden your knowledge on certain topics. Prescribed books You are expected to purchase the following prescribed books for this module: Clark, MJ. 2008. Community health nursing: advocacy for population health. 5th edition. Englewood Cliffs, NJ: Prentice-Hall. Edelman, CL & Mandle, CL. 2006. Health promotion through the lifespan. 5th edition. St Louis: Mosby. Edelman and Mandle (2006) has very valuable information on health promotion and covers the entire life span, from birth to death.In addition to your study guide, this book is very important: you will find a wealth of information. Clark (2008) is a book on community health nursing that emphasises the dimensions model of community health nursing right through. This is a very valuable model which will help you to gain a holistic and systematic approach towards the individual, family and community. (viii) The information in these two books is complementary. Together with the study guide it will help you to gain the knowledge and skills you will need to supply health care to individuals, families and communities.Activities The activities are planned to either reinforce content, to guide you to tackle upcoming content, or to motivate you to think about issues. You will note that in part 2 of the study guide there is only one activity at the end of each learning unit: here we want you to apply the dimensions model of community health to a member of the family. Feedback on all these activities will be given in annexure A. This CMH2602 module runs parallel with the practice module for Community Health, CMH2126. The theory cannot be separated from the practice. IconsYou will find a series of icons in the text to guide you as you progress with your studies. Activity When you see this icon, you will know that you must complete an activity. We may ask you to read a specific section in the prescribed literature, apply given information, think about topics that have not been introduced, find your own information or ask other people for information. Please read the instructions carefully. Assessment criteria This icon indicates the questions that you can use to assess your own understanding of the work. These questions are adapted from the outcomes.You are told what you should do to prove that you have met the learning outcomes. Prescribed reading When you see this icon, study or read the prescribed book as indicated, before continuing with the next section. Learning outcome This icon tells you how you will benefit in the field of practice if you know the content of the specific learning unit. The outcomes tell you what you will be able to do after you have studied the work. h Feedback This icon tells you what was expected from you when you did the activity. It will not necessarily give you all the facts but will give you guidelines on how to answer the question.Not all of the activities will have feedback because many of the answers are given in your prescribed books. (ix) Conclusion This module is designed to enable you to work with families in the community. It is based on the needs and problems of the family. It covers individuals who are part of the family and the family as part of the community. After completion of this module, together with the practice module, you will be able to take responsibility for practising as an independent community nurse in any community setting. PART 1 THEORETICAL FOUNDATIONS IN COMMUNITY HEALTH 2 Learning unit 1Concepts and theories/ models in community health Outcomes Since theories/models provide you with the knowledge you nee d to practise community health in a scientific way, it is essential for you to be familiar with the various theories/models in the field to be able to apply them to community health. When you have worked through this learning unit you will be able to: * * * * 1. 1 describe various concepts in theoretical thinking explain selected theories/models in detail describe the key concepts and themes of the selected theories/models apply the theories/models to community healthIntroduction While we will discuss theories/models in general in this learning unit, we will also deal with several selected theories in more depth in order to indicate how they can be applied to community health. It is currently accepted that theories form the basis of community health. Since theories provide us with the knowledge we need to practise community health in a scientific way, it is essential for the community nurse to be familiar with the various theories/models in the field and to be able to apply them to community health. 1. 2 Theoretical thinking as a languageThe terms theory, model, conceptual framework, conceptual model are often used synonymously in literature. The literature reflects various conflicting opinions about the terms, their usage and meaning. According to Polit and Beck (2008:141) a conceptual model or a conceptual framework represents a more informal mechanism for organising and discussing phenomena or concepts, while theories are more formal in nature. Conceptual theories, frameworks and models are composed of concepts or constructs. These concepts or constructs are interdependent because they systematically demonstrate the relationship between variables.A model is a symbolic representation of concepts or variables with an interrelationship. A phenomenon is the abstract concept under study, often 3 used by qualitative researchers, while a concept is a description of the objects or events that form the basis of a theory. Both models and theories can describe and pre dict the relationship between phenomena. Models and theories are terms that are often used interchangeably in literature. The term theory is often used to refer to the subject content that student nurses must be taught in the lecture room to acquire the information they need to perform the nursing tasks in practice.Researchers such as Polit and Beck (2008:768) define theory as â€Å"an abstract generalisation that presents a systematic explanation about the relationships among phenomena†. Theories include principles for explaining, predicting and controlling phenomena. In all disciplines theories serve the same purpose. This purpose is to make scientific findings meaningful, and to make it possible to generalise. A theory is composed of concepts and constructs that are systematically related and that are also goal-oriented (Stanhope & Lancaster 2006:196). Types of traditional theories include grand theories and middle-range theories.Grand theories describe and explain large s egments of the human experience which are very broad. Middle-range theories explain more specific phenomena such as stress, self-care, health promotion and infant attachment. Metatheory is a term used to label theory about the theoretical process and theory development (Polit & Beck 2008:141). Metaparadigm refers to the main concepts that identify the phenomena or ideas of interest to a discipline, in this case the discipline of nursing. They provide the boundaries for the subject matter of the discipline.The metaparadigm concepts for nursing include person, environment, health and nursing (Clark 2008:67). However, current literature suggests that a four-concept metaparadigm for the discipline of nursing is too limited and suggests additional concepts such as transitions, interaction, nursing process, nursing therapeutics, self-care, adaptation, interpersonal relationships, goal attainment, caring, energy fields, human becoming and other concepts. The best-known and most used concep ts are however the first four: person, environment, health and nursing. 1. 3 Choosing a theory/model to apply to community ealth Choosing a suitable theory or model is not always an easy task ? especially when most theories are geared towards the care of individuals and were never designed to apply to groups or communities. The theory or model that is chosen must be flexible enough to be adapted to the community health situation and its aim must be to provide guidance for those who practise community health. The importance of the family or community network and the social network must both be clearly reflected, and the theory or model must be realistic and simple enough to understand and apply.In addition, the theory/model should harmonise with the community nurse's views about the individual, the environment, personal health and community health. You may find that the theory that is chosen may not always fulfil all your expectations and that it may also not be applicable to all cir cumstances. You may often be required to make adjustments or to develop your own personal model on the basis of existing theories. 4 Activity Explain why community health nursing should be based on a model or theory. h Feedback You should have considered the following points: * * * * * 1. 4A systematic approach is needed. Theories/models assist community nurses to evaluate health status and to plan, implement and evaluate effective nursing care. The model/theory used directs attention to relevant aspects of the client situation and to appropriate interventions. Epidemiologic models help in examining factors that influence health and illness. Nursing models suggest interventions to protect, improve and restore health. The dimensions model of community health nursing Clark's (2008:69) dimensions model of community health nursing is one of the few models designed for community health.This model is described in detail in your prescribed book (Clark 2008) and will therefore only be summa rised here. This model is a revision of the previously titled Epidemiologic Prevention Process Model. The dimensions model incorporates the nursing process and the levels of prevention as well as an epidemiologic perspective on the factors influencing health and illness. The dimensions model consists of three elements: the dimensions of health, the dimensions of health care and the dimensions of nursing. The dimensions of health include: * * * * * * the the the the the he biophysical dimension psychological dimension physical environmental dimension socio-cultural dimension behavioural dimension health system dimension The dimensions of health care include: * * * primary prevention secondary prevention tertiary prevention The dimensions of nursing include: * * * * cognitive dimension interpersonal dimension ethical dimension skills dimension 5 * * process dimension reflective dimension You should study this model to enable you to assess the health status of individuals, families or communities and to guide your nursing interventions.Prescribed book Study chapter 4 in Clark (2008, or later editions), on the dimensions model of community health nursing. Activity (1) Name the three elements of the dimensions model of community health nursing. (2) List the dimensions included in each element. (3) Give an example related to the dimensions in each element that addresses the health of a population group. 1. 5 Orem's self-care deficit theory of nursing Orem proposes a general theory of nursing which she calls the theory of self-care deficit. Orem's theory focuses on people's ability to practise self-care.The dominant theme of her philosophy of health is that people should be empowered and encouraged to practise their own self-care by means of their own efforts or with the help of significant others. Orem's self-care deficit theory of nursing consists of three interrelated theories: the theory of selfcare, the theory of self-care deficit and the theory of nursing syste ms. This theory is consistent with community health, based on the following premises: * * * Individuals and groups must accept responsibility for their own health and consequently care for themselves.The community nurse should provide the necessary training and support that will enable individuals or communities to do this. The community nurse should intervene only when a deficit or need arises in the selfcare framework. The World Health Organization (WHO) also strongly emphasises that self-care and selfresponsibility play an important role in achieving the goal of optimal health. 1. 5. 1 Theory of self-care In order to understand the theory of self-care, one must first understand the concepts of self-care, self-care agency, basic conditioning factors and therapeutic self-care demand.Self-care include those activities and decisions which a person undertakes in order to maintain life, health and well-being. These activities are acquired by learning, and they contribute to the mainten ance of human development and functioning. 6 Self-care agency refers to the ability of a person to exercise self-care in daily life. The ability to care for oneself is affected by basic conditioning factors: age, gender, developmental state, health state, socio-cultural factors, health care system factors, family system factors, patterns of living, environmental factors and resource adequacy and availability.Therapeutic self-care demand is the sum total of the measures which are called for at a particular time for the promotion and maintenance of health, development and general well-being. In the case of self-care, purposeful actions and steps are taken. Although selfcare should benefit an individual's health, his or her perception of self-care may not always promote good health, as is the case with a person who smokes in the belief that it reduces his or her stress levels. Self-care requisites refer to the reasons for which self-care is undertaken.The three categories of self-care requisites include universal, developmental, and health deviation. Universal self-care requirements include those processes which are essential for the normal functioning and maintenance of health and life, such as the following processes: * * * * * * having and maintaining sufficient fresh air/oxygen, water and food intake finding the balance between exercise and rest, and having social interaction avoiding dangers and obstacles that can compromise human functioning and well-being promoting human functioning and development in a group roviding care associated with elimination processes and personal hygiene keeping a balance between being alone and social interaction Developmental self-care requisites are divided into two categories: * * The first concerns the maintenance of those conditions which are favourable to a person's normal growth and development. The second is concerned with the prevention of those negative conditions, forces, influences and factors which can hinder and ob struct normal development. Awareness of such requirements reflects a person's level of development and his or her general capacity for self-care.Health deviation self-care is necessary for preventing illness, injury and retardation. It involves taking whatever steps are necessary for preventing or treating illness or disability effectively. The requisites for health deviation self-care include: * * * * * * seeking and securing appropriate medical assistance being conscious of and attending to the effects and results of pathologic conditions conducting medically prescribed diagnostic, therapeutic and rehabilitative measures attending to or controlling the negative effects of prescribed medical treatment effectively ccepting oneself as being in a specific state of health and in need of particular forms of health care developing and sustaining health-optimising lifestyles 1. 5. 2 Theory of self-care deficit The theory of self-care deficit forms the core of Orem's general theory of nurs ing. According to this theory, an adult who is unable to practise self-care requires dependent care; this refers to an adult who does not have the ability to meet his or her own needs or 7 only has partial ability to take care of himself or herself. This may happen or example when a person falls ill and this illness generates new demands, requiring the implementation of complex measures and specialised knowledge. Orem cites the following examples of support or help which can be offered in such circumstances: * * * * * acting on behalf of a person or undertaking certain activities for this person until he or she can once again care for himself or herself more independently providing guidance and direction in the new situation providing physical and psychological support creating and maintaining a new environment which supports personal development providing appropriate relevant instructionsA self-care deficit occurs where there is a discrepancy between the need for self-care and the ability to manage this self-care. In such circumstances the individual needs to be assisted and educated to administer whatever self-care he or she may need. In short, a self-care deficit occurs when a person is unable to practise appropriate self-care on his or her own or without external assistance. 1. 5. 3 Theory of nursing systems The theory of nursing systems consists of two components: the nursing agency, and nursing systems.The nursing agency refers to the characteristics of people who are trained as nurses that enable them to act, to know and to help others meet their therapeutic self-care demands by developing their own self-care agency. Nursing systems are created when nurses use their knowledge and skills to plan and implement nursing care where there are deficiencies in self-care. The aim of intervention by the nurse is to compensate for the self-care activities which the individual, family or community cannot maintain at an optimal level. These compensatory activities a re classified into: * * *The wholly compensatory system where the community nurse becomes the self-care agent to compensate for the client's inability to maintain his or her own self-care. The community nurse cares for and supports the client wholly. For example, this would happen where a person is in a coma and cannot consciously look after himself or herself. The partly compensatory system where the client is capable of certain self-care measures but only to a limited degree. The aim of health care intervention is to lend support and carry out certain activities on behalf of the client until he or she is able to resume them again.The supportive/educational system where the client can manage self-care but needs the support and guidance of the community nurse. The community nurse regulates the selfcare agent's performance and development so that he or she can function more independently (George 2002:126). Activity (1) Describe the different components of the self-care deficit theory of nursing. 8 (2) Explain what is meant by a self-care deficit. (3) A mother and her two-month-old baby visit your clinic. The baby is not gaining sufficient weight and the mother appears tired and stressed. Identify the self-care deficit in this particular case. h FeedbackYou should have covered the following points in your answer: (1) The mother is not able to care for herself with the demands of a new baby. (2) She therefore needs health education and advice on how to handle the situation. 1. 6 Neuman's systems model/theory According to Neuman, her personal philosophy of helping each other live contributed to development of the holistic systems perspective of the her systems model. Neuman's theory is based on: * * the two main components of stress and the individual or his or her body's reaction to that stress the community's reaction to certain stress factors (stressors) in the environmentNeuman based her systems model on a general systems theory and regards the client as an op en system which reacts to stressors in the environment. Stressors may be intra-personal, inter-personal or extra-personal. Intra-personal stressors occur within the client system boundary and correlate with the internal environment (eg feelings such as anxiety or anger within a person). Inter-personal stressors occur outside the client system boundary and have an impact on the system (eg stimuli between people such as role expectations). Extrapersonal stressors also occur outside the ystem boundaries, but are further away from the system than the inter-personal stressors (eg work or finances). Environment includes all the external and internal influences that surround the client system. The external environment exists outside the client system and the internal environment exists within the client system: * * * * The client system contains a basic structure or core construct (individual, family community) which is protected by lines of resistance. The basic structure includes system variables such as physiological, psychological, socio-cultural, developmental and spiritual variables.Penetration of the basic structure results in death. The normal level of health is identified as the normal line of defence which refers to the client's usual state of wellness and represents stability over time. When the normal line of defence is invaded or penetrated, the client system reacts, for example with symptoms of illness. The flexible line of defence prevents stressors from invading the system and is a dynamic state of wellness that changes over time. It can for example be altered in a relatively short period of time by factors such as inadequate sleep or food.The lines of resistance protect the basic structure and become activated when the normal line of defence is penetrated by environmental stressors. If sufficient energy is 9 * available, the normal line of defence is restored; but if the lines of resistance are not effective, death may follow. Reconstitution involves stabilisation of the system and movement backwards to the normal line of defence. Health care intervention takes place in the prevention modalities, that is the primary, secondary and tertiary levels of prevention. (Clark (2008:67)) Prescribed reading Study Neuman's model in Clark (2008, or later editions).Activity (1) (2) (3) (4) Explain what Neuman means by client variables. Describe the concepts of line of resistance and normal line of defence. Describe Neuman's view on health. Define the term stressor. This theory/model can also be applied to community health because a preventive approach is followed and because of its flexibility. 1. 7 Pender's health promotion model Pender described a model which is applicable to community health in particular. This model is based on principles of health promotion and, to a certain extent, corresponds with the Health Belief Model.Pender's health promotion model comprises three basic concepts, namely individual perceptions, variables which can influence healthy behaviour and the probability that actions will be taken to promote health: * * * Individual perceptions include factors such as how important health is seen to be, perceptions on control and effectiveness, the definition of health, the state of health, the advantages inherent in preventive measures, and possible obstacles. Variables include factors such as demography, income, literacy, culture and family health patterns.The probability that action will take place includes matters such as ? ? ? ? how highly the person rates or values action any previous experience with health personnel the availability and affordability of preventive services the threat that the condition holds for the individual or family Prescribed reading Study Clark (2008, or later editions), the section on Pender's health promotion model. 10 Activity (1) Name the variables which can affect the preventive actions that a family and a community may take. (2) Write short notes on individual perce ptions and indicate how they can influence health-promoting actions.Pender's model is applicable to community health because the promotion of health is taken as the starting point and factors which influence the measures for promoting health are defined and emphasised. The model can guide and lead the community health nurse in promoting health. On the grounds of the variables and perceptions that are identified, she/he can make decisions on the degree of intervention that is necessary. For example a degree of knowledge and motivation may seem necessary to allow the community to take certain promotive actions, or to decide whether or not the available options are acceptable.The community health nurse's task could then be to give the community the necessary information or to influence them to modify perceptions that are detrimental to their health. Depending on the specific problems or behaviour that deviates from a healthy living pattern, the culture of the community, the level of li teracy and so on, the community health nurse can plan a programme or develop his or her own model based on Pender's promotive model. (Clark 2008:257) 1. 8 Gordon's functional health pattern frameworkHistorically, conceptual models in nursing have employed Gordon's health-related behaviours and developed them into an assessment model with 11 functional health patterns. Your prescribed book (Edelman & Mandle 2006) uses this framework throughout in the assessment of each developmental stage. The 11 functional health patterns include: * * * * * * * * * * * pattern of health perception-health management nutritional-metabolic pattern elimination pattern activity-exercise pattern sleep-rest pattern cognitive-perceptual pattern self-perception-self-concept pattern roles-relationships pattern sexuality-reproductive pattern oping-stress tolerance pattern values-beliefs pattern (Edelman & Mandle 2006:131) Read Edelman and Mandle (2006 or later edition), the section on functional health pattern s: assessment of the individual. 11 1. 9 Conclusion Various theories/models applicable to community health were discussed in this learning unit. It is very important that you as a community health nurse have an understanding of these theories/models and how they could be applied to community health. Assessment criteria (1) Define the following terms: ? ? ? ? ? theory model conceptual framework phenomenon concept (2) (3) (4) (5) 6) Define the different constructs of Orem's theory. Explain the defence mechanism in Neuman's theory. Describe the principles on which Pender's promotion of health model are based. Name the three elements of the dimensions model of community health nursing. Name the dimensions of the dimension of health in the dimensions model of community health nursing. (7) List the functional health patterns in Gordon's functional health pattern framework. Note: Application of selected models/theories will be assessed in part 2 of the study guide. 12 PART 2 THE INDIVIDUAL AND FAMILY AS CLIENT 14 Learning unit 2The family as client Outcomes When you have worked through this learning unit you will be able to: * * * * * * * 2. 1 describe the concept of family describe the structure of the family describe different family types and their characteristic features describe the stages of family development discuss family functions describe the family as a social system discuss cultural values in the family Introduction The family is the basic social unit in any community. Family members usually share living arrangements, responsibilities, goals, the continuity of generations, and a sense of belonging and affection.How well a family works together and meets any crisis depends on the composition of the family (the structure), the activities or roles performed by family members (the functioning) and how well the family is able to organise itself against potential threats. 2. 2 Describing the concept of family Clark (2008:318) states: â€Å"A family is a compo sed of two or more persons who are joined by bonds of sharing and emotional closeness and who identify themselves as being part of the family. Unlike those of other social systems, family relationships are characterized by intimacy, emotional intensity, and persistence over time. ‘ Santrock (2006:216) states: â€Å"[The family is] a social system, a constellation of subsystems defined in terms of generation, gender and role. Divisions of labour among family members define particular sub-units, and attachments define others. Each family member is a participant in several subsystems. Some are dyadic (involving two people) some polyadic (involving more than two people). † Stanhope and Lancaster (2006:322) refer to the following definition: â€Å"A family refers to two or more individuals who depend on one another for emotional, physical, and/or financial support.The members of the family are self-defined. † 15 Activity Ask different members of the multi-disciplinary health team to define family. Analyse the responses for similarities and differences. 2. 3 Structure of the family Family structure is the organised pattern or hierarchy of members that determines how they interact. Components of a family structure include the role of each family member and how they complement each other, the family's value system, communication patterns and power hierarchy. The family structure influences the way that a family functions. Allender & Spradley 2005:526) The genogram shows family information graphically in order to view complex family patterns over a period of time, usually three generations or more. d. 1956 Heart Peg 71 Housewife Al 72 Grocer Sue Housewife John Steelworker d. 1982 Cancer Mark 37 Engineer Jan 36 Housewife Jim 9 Jack 46 Mechanic Mary 16 Pat 41 Waitress Married 1979 Steve 18 Clerk Earl 17 Student Detroit Fig 2. 1 Genogram Source: Allender & Spradley (2005:528) Nan 4 Married 1977 Divorced 1979 Joe 45 Teacher Sam 20 Student Lou 13 Los Ang eles Married 1983 Ann 39 Nurse Pam 11 16 ActivityDraw a genogram of your own family. 2. 4 Types of families There are many family types and a family type may change over time as it is affected by birth, work, death, divorce and the growth of family members. * * * * * * * The nuclear conjugal family. The traditional nuclear family structure consists of a husband, wife and children. Most young people move away from their parents when they marry and form nuclear families (no grandparents, aunts or uncles live in the home). The nuclear family is found in all ethnic and socio-economic groups, and is accepted by most religions.Today the number of nuclear families is declining as a result of the increase in divorce, single parenthood and remarriage, the acceptance of alternative lifestyles, and greater disparity. The extended (multi-generational) family. The extended family includes the nuclear family as well as other family members such as grandmothers, grandfathers, aunts, uncles, cousin s and grandchildren. The advantage of such a family is that it means more people may serve as resources during crises and also provides more role models for behaviour and learning values. The single parent family.Single parent families consist of an adult woman or man and a child or children. Single parent families result from divorce, out-of-wedlock pregnancies, absence or death of a spouse, or adoption by a single person. A health problem in a single parent family is almost always a serious matter, because there is no backup person for childcare when the parent is ill. The blended family. The term blended family refers to a remarriage or a reconstituted family, where a divorced or widowed person with children marries someone who also has children of his or her own.Children of blended families are exposed to different ways of living and also have increased security and resources. They may become more adaptable to new situations. However, rivalry may arise among the children for the attention of a parent or there may be competition with the step-parent for the love of the biological parent. The communal family. The communal family is made up of groups of people who have chosen to live together as an extended family group. Their relationships with each other are motivated by social values or interests rather than by kinship.Because of the number of people present, members may have few set traditional family roles. The values of commune members are often religiously or spiritually based and may be more oriented to freedom and free choice than those of a traditional family structure. The cohabitation family. The cohabiting family consists of two persons who are living together, but remain unmarried. They may be heterosexual or homosexual. Some such relationships are temporary but others are long-lasting. Reasons for cohabitation include the desire for a trial marriage, the increased safety that results from living together and financial factors.The single allianc e family. Many single young adults live together in shared apartments, dormitories or homes for companionship and financial security. Although these relationships are often temporary, they have the same characteristics as cohabitation families. 17 * * The homosexual family. The homosexual family is a form of cohabitation where a same sex couple live together and share a sexual relationship. Such a relationship offers support in times of crisis that is comparable with that offered by a traditional nuclear or cohabitation family. The foster family. Children whose parents are unable to care for them are laced in a foster home by a child protection agency. Foster parents usually receive remuneration for their care. Foster families may also include the parents' own biological or adopted children. Foster care is theoretically temporary until children can be returned to their own parents (Clark 2008:318). Prescribed reading Read Clark (2008, or later edition), types of families. 2. 5 Stage s of family development Stage 1: Beginning family During this first stage of family development, members work to accomplish three specific tasks: * * * to establish a mutually satisfying relationship to learn to relate well to their families of origin f applicable, to engage in reproductive life planning The first stage of family life is a tenuous one, as evidenced by the high rate of divorce or separation of partners at this stage. The time frame for this stage extends from marriage to the birth of the first child. Stage 2: The early child-bearing family The birth or adoption of a first child is usually an exciting yet stressful event in a family. It requires economic and social role changes. The duration of this stage is from the birth or adoption of the first child to 30 months after this date. The following developmental tasks are usually accomplished during this stage: * * * he establishment of a stable family unit the reconciliation of conflict regarding developmental tasks fa cilitating developmental tasks of family members Stage 3: The family with pre-school children A family with pre-school children is a busy family as children at this age demand a great deal of time related to growth and developmental needs and safety: accidents are a major health concern at this stage. The time frame for this stage is when the oldest child is two to five years of age. Developmental tasks during this stage include: * * * integration of second or third child socialisation of children beginning of separation from children 18Stage 4: The family with school-age children Parents of school-age children have the major responsibility of preparing their children to be able to function in a complex world. At the same time they have to maintain their own satisfying marriage relationship ? this can be a difficult time for a family. Many families need the support of tertiary services such as friends, church organisations or counselling. The time frame for the family with school-ag e children is when the oldest child is 6 to 13 years old. Developmental tasks during this stage include: * * * separation from children to a greater degree fostering education and socialisation aintenance of marriage Stage 5: The family with teenage/adolescent children The primary goal for parents with teenagers differs considerably from that of the previous developmental stages. Family ties must now be loosened to allow adolescents more freedom and prepare them for life on their own. Rapid technological advances have increased the gap between generations ? this can make stage 5 a trying time for both parents and children. Violence, accidents, homicide and suicide are the major causes of death in adolescents ? and death rates from HIV are growing. This places a still greater responsibility on the family.The time frame for this stage is when the eldest child is 13 to 20 years of age. Developmental tasks of this stage include the following: * * * maintenance of marriage development of new communication channels maintenance of standards Stage 6: The launching centre family For many parents this stage when children leave to establish their own households is the most difficult. It appears as though the family is breaking up and parental roles change from those of mother and father to guideposts. The parents may experience a loss of self-esteem as they feel themselves replaced by other people.For the first time they may start feeling old and less able to cope with responsibilities. The time frame for this stage is from the time the first child leaves home to the time the last child leaves home. The following developmental tasks should be accomplished during stage 6: * * * * * promotion of independence integration of in-law children restoring of marital relationship developing of outside interests assisting own aging parents Stage 7: The family of middle years At this stage a family returns to a two-partner nuclear family, as before childbearing.Some partners see thi s stage as the prime time of their lives with the opportunity to do things they never had time or finances for, such as travelling and hobbies. Others may experience this time as a period of gradual decline without the constant activity and stimulation of children in the home and may experience the â€Å"empty nest† syndrome. Support people may 19 also not be as plentiful as earlier in the parents' lives. The time frame for this stage is from the time the last child leaves to retirement. Developmental tasks for this stage include: * * * developing leisure activities provision of a healthy environment ustaining a satisfying relationship with children and grandchildren Stage 8: The family in retirement or older age The number of families of retirement age is increasing rapidly, with people living longer as a result of advanced technology, medical research and increasing health consciousness. Family members of this group are, however, more apt to suffer from chronic and disablin g conditions than people in the younger age groups. The time frame for this stage lasts from retirement to death. Developmental tasks include the following (Clark 2008:323): * * * maintaining satisfying living arrangements adjusting to reduced income djusting to loss of spouse Prescribed reading Study Duvall's and Carter and McGoldrick's stages of family development in Clark (2008, or later editions). 2. 6 The family as social system All families share certain characteristics. Every family is a social system with its own cultural values, specific roles, functions and structure and each family moves through recognisable developmental stages. A social system consists of a group of people who share common characteristics and who are mutually dependent. What affects one member affects the whole family, and vice versa. Families have certain features that differ from other social systems: * * * Families last longer than many other social systems. Families are inter-generational social sys tems consisting of three or sometimes four generations. Family systems include both biological and affinal relationships (relationships created by law or interest). Biological aspects of family relationships create links to a larger kin group that are not found in other social systems. A social network support map gives a detailed display of the quality and quantity of social connections. The community nurse can use this to help the family understand its support systems and to form a basis for nursing interventions. 20 Fig 2. Social network support map Source: Allender & Spradley (2005:528) 2. 7 Cultural values in the family The cultural values in a family can have a major influence on how a family views health and health care systems. Each new generation takes on the values of the previous generation, passing traditions and cultures from generation to generation. A family's cultural values and behaviours can either facilitate or impede the promotion of health and prevention of dise ase. Prescribed reading Read Clark (2008, or later editions), the chapter on the cultural context. Activity (1) Apply the four principles of cultural assessment to the family. 2) Discuss culturally competent care. h Feedback Note the following points: 21 (1) You needed to view the culture in the context in which it developed, examine the underlying premise of culturally determined behaviour and the meaning of behaviour in the cultural context. There is a need to recognise intercultural variation. (2) You needed to define cultural competence, consider the characteristics and challenges of cultural competence and the modes of culturally competent care. 2. 8 Family functions Family functions are the activities that a family performs to meet the needs of its members.These needs include basic needs such as food, clothes, housing, emotional support and guidance. All families ? regardless of the type of family ? have in common these basic needs that require a family to function in certain ways to ensure family survival. As the social system changes, the family system has to adapt if it is to meet individual needs and equip its members to participate in the social system. The family is a hierarchical system which is usually built on kinship, power, status and privileged relationships that may be related to age, gender, personality and health. All family functions can be reduced to two basic ones: * *