Theodore Roosevelt Essay Example For Students

Theodore Roosevelt Essay Franklin Delano Roosevelt, (1882-1945), 32nd of the United States. Roosevelt became president in March 1933 at the profundity of the Great Depression, was reappointed for an exceptional three additional terms, and kicked the bucket in office in April 1945, not exactly a month prior to the acquiescence of Germany in World War II. Regardless of an assault of poliomyelitis, which incapacitated his legs in 1921, he was a magnetic confident person whose certainty continued the American individuals during the strains of monetary emergency and universal war. He was one of Americas most questionable pioneers. Traditionalists guaranteed that he sabotaged states rights and individual freedom. Despite the fact that Roosevelt toiled hard to end the Depression, he had restricted achievement. It was not until 1939 and 1940, with the beginning of substantial guard spending before World War II, that success returned. Roosevelt likewise showed constraints in his treatment of international strategy. During the 1930s he was delayed to caution against the threat of despotism, and during the war he depended too vigorously on his appeal and character in the direct of strategy. We will compose a custom exposition on Theodore Roosevelt explicitly for you for just $16.38 $13.9/page Request now All things considered, Roosevelts recorded notoriety is deservedly high. In assaulting the Great Depression he did a lot to build up a halfway government assistance state in the United States and to make the government an operator of social and financial change. His organization by implication supported the ascent of composed work and incredibly strengthened the . His international strategies, while once in a while underhanded, were sufficiently wise to support household solidarity and the united alliance in World War II. Roosevelt was a leader of height. The future president was conceived on Jan. 30, 1882, at the family home in Hyde Park, N.Y. His dad, James (1828-1900), was slipped from Nicholas Roosevelt, whose father had emigrated from Holland to New Amsterdam during the 1640s. One of Nicholas two children, Johannes, fathered the line that eventually created President Theodore Roosevelt. The other child, Jacobus, was James extraordinary incredible granddad. James moved on from Union College (1847) and Harvard Law School, wedded, had a child, and assumed control over his familys broad possessions in coal and transportation. Regardless of considerable misfortunes in theoretical endeavors, he stayed well off enough to travel by private railroad vehicle, to live generous on his Hudson River bequest at Hyde Park, and to travel widely. Four years after his first spouse kicked the bucket in 1876, James met and wedded Sara Delano, a 6th cousin. She, as well, was an individual from the Hudson River nobility. Her dad, one of James business partners, had made and lost fortunes in the China exchange before settling with his significant other and 11 youngsters on the west bank of the Hudson. Sara had cruised to China as a young lady, went to class abroad, and moved in high groups of friends in London and Paris. Despite the fact that lone a large portion of her spouses age of 52 at the hour of her marriage in 1880, she settled in joyfully at Hyde Park. Their marriage was quiet until broken by James demise in 1900. His record at Harvard, which he went to somewhere in the range of 1900 and 1904, was just somewhat progressively great. Because of his brilliant readiness at Groton, he had the option to finish his course of study for his B.A. in 1903, in just three years. During his fourth year he filled in as supervisor of the Crimson, the school paper. Be that as it may, he was not acknowledged for Porcellian, Harvards most lofty social club, and he didn't get a lot of incitement in the homeroom. As at Groton, his evaluations were average, and he demonstrated no energy about his investigations. Now governmental issues gave him a feeling of direction. The Democratic association in Dutchess district, the region around Hyde Park, required a possibility for the New York state Senate in 1910. Gathering pioneers perceived that despite the fact that Roosevelt had no political experience he had resources as a competitor: the riches to fund a battle, and the most popular political name in the United States. Roosevelt filled in as at no other time during the crusade. Obtaining a vehicle, he befuddled the region as he continued looking for help. He indicated ability at making himself pleasant to voters and an eagerness to tune in to the exhortation of political veterans. As at Groton and Harvard, during his political vocation he demonstrated open and versatile. For every one of these reasons Roosevelt won stunningly in the normally Republican locale. Roosevelt had a prompt effect in the administrative meeting of 1911. Around then U. S. congresspersons from New York were chosen by the legislature,not by well known vote. The Democrats, with larger parts in the two houses, arranged to choose William F. Sheehan, a transportation and utilities head honcho who was the decision of Tammany Hall, New York Citys amazing political machine. A couple of Democrats recoiled from the decision. Roosevelt went along with them and turned into their pioneer. However, Roosevelt and his partners took some comfort in having constrained the withdrawal of Sheehan and in pulling in across the country consideration. It was a favorable beginning to a vocation in legislative issues. As aide secretary (1913-1920), Franklin Roosevelt helped numerous individuals to remember TR. He upheld a major Navy, readiness, a solid administration, and a functioning international strategy. In 1917 he energetically bolstered war against Germany, and in 1918 he enjoyed visiting the front in Europe. At times he conflicted with Daniels, a dynamic with conservative leanings. In any case, Daniels was open minded of his subordinate. The secretary acknowledged Roosevelts capable treatment of chief naval officers, departmental representatives, and worker's guilds, which were dynamic in maritime yards, and his resistance to the deceitful offering and value fixing rehearsed by barrier temporary workers. FDRs long stretches of administration as aide secretary gave him authoritative experience and a large group of contacts in Washington and the Democratic party. In 1928, Roosevelt vaulted out of nowhere to national unmistakable quality. In the wake of helping Smith get the presidential selection, he set off for Warm Springs, where he anticipated a long time of treatment. Be that as it may, Smith critically required a solid gubernatorial up-and-comer on the Democratic ticket in New York, and he compelled Roosevelt into running. Smith lost the political decision to Herbert , the Republican presidential up-and-comer, who conveyed New York by 100,000 votes. Roosevelt, more mainstream upstate than Smith, effectively connected the urban-provincial hole in the Democratic party and beat his adversary, state Attorney General Albert Ottinger, by 25,000 votes. It was a striking triumph in an in any case Republican year. During his two terms, Governor Roosevelt combat a Republican lawmaking body for some dynamic measures. These included reforestation, state-upheld mature age annuities and joblessness protection, enactment directing working hours for ladies and youngsters, and open advancement of electric force. He named talented individuals to significant positions, including James Farley, a New York City temporary worker, as administrator of the state Democratic Committee; Frances Perkins, a social specialist, as state mechanical official; and Samuel Rosenman, a capable youthful legal counselor, as his speech specialist and insight. All became significant associates during Roosevelts administration. In 1931, when the Depression was not kidding, Roosevelt turned into the principal senator to set up a viable state help organization. Harry Hopkins, a social specialist who later filled in as his nearest guide in Washington, guided it. In a progression of fireside talks Governor Roosevelt additionally demonstrated a powerful speaker over the new vehicle of radio. He was reappointed in 1930 by 750,000 votes, the biggest edge in state history. By March 4, 1933, when Roosevelt was initiated at 51 years old, the financial circumstance was frantic. Somewhere in the range of 13 and 15 million Americans were jobless. Of these, somewhere in the range of 1 and 2 million people were meandering about the nation searching for employments. Many thousands hunched down in tents or shaky homes in Hoovervilles, improvised towns on the edges of urban communities. Terrified individuals wanting to save their stores had constrained 38 states to close their banks. .udf80d8a6e7e5596686b663ecf4e9086f , .udf80d8a6e7e5596686b663ecf4e9086f .postImageUrl , .udf80d8a6e7e5596686b663ecf4e9086f .focused content region { min-tallness: 80px; position: relative; } .udf80d8a6e7e5596686b663ecf4e9086f , .udf80d8a6e7e5596686b663ecf4e9086f:hover , .udf80d8a6e7e5596686b663ecf4e9086f:visited , .udf80d8a6e7e5596686b663ecf4e9086f:active { border:0!important; } .udf80d8a6e7e5596686b663ecf4e9086f .clearfix:after { content: ; show: table; clear: both; } .udf80d8a6e7e5596686b663ecf4e9086f { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; progress: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .udf80d8a6e7e5596686b663ecf4e9086f:active , .udf80d8a6e7e5596686b663ecf4e9086f:hover { mistiness: 1; progress: haziness 250ms; webkit-change: murkiness 250ms; foundation shading: #2C3E50; } .udf80d8a6e7e5596686b663ecf4e9086f .focused content zone { width: 100%; position: relati ve; } .udf80d8a6e7e5596686b663ecf4e9086f .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-adornment: underline; } .udf80d8a6e7e5596686b663ecf4e9086f .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .udf80d8a6e7e5596686b663ecf4e9086f .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe span: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-design: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .udf80d8a6e7e5596686b663ecf4e9086f:hover .ctaButton { foundation shading: #344

The Impact Of Innovation

The Impact Of Innovation In this task, the significance of advancement and the effect that it has in fruitful organizations will be examined. Hypotheses and instances of development will be appeared just as significant data about apples history and nitty gritty item data. Likewise it will be discussed the significance that Innovation have had in Apple organization. A SWOT examination of Apple will be introduced as extra data. Themes as Leadership and Change the board are incorporated because of its high relationship with the presentation of an organization and its bearing in a long haul, for this situation is Apple the picked organization. Writing audit 1. Presentation Since forever the idea of development has been discussed. Since the hour of old style financial analysts this issue has been available, even in the present age. Likewise significant creators have featured advancement as basic for the financial that is the reason it is pertinent to contemplate this marvel. Advancement is one of the key components for organizations that need to contend in an inexorably universal and worldwide market. However, to fit the bill for that limit, organizations must put resources into information, structure, examine and a decent methodology to empower them to choose, from the earliest starting point, who they need to turn into. There are numerous definitions about the term development and various hypothetical commitments around this marvel. The term develop originates from the Latin historical background innovare that mean change or modify things by presenting new highlights (Medina Salgado Espindola and Espinosa 1994). Advancement is the creation, digestion and fruitful misuse of oddity in the monetary and social condition 1.2 DEFINITIONS OF INNOVATION Advancement is the way toward incorporating existing innovation and developments to make or improve an item, a procedure or a framework. Advancement in a financial sense is the union of another item, procedure or framework improvement (Freeman, C., 1982) Advancement is the particular instrument of business visionaries (Peter Drucker 1985) The demonstration that supplies assets with another ability to make riches (Peter Drucker 1985). Advancement recognizes a pioneer and a devotee (Steve Jobs 2005) Joseph Schumpeter characterized advancement from a general perspective, considered various instances of progress to be considered as a development. These are: the market presentation of another great or new class of merchandise, the utilization of another wellspring of crude materials (both item advancement), the fuse of another creation strategy not experienced in a specific part or another method of managing economically another item (process development), or market development which is the foundation of another market structure (Joseph Schumpeter 1935) 2. Sorts OF INNOVATION There are three primary kinds of advancement Item Innovation It is the market presentation of another innovation item (whose mechanical qualities contrast altogether from past items) or fundamentally improved (already existing whose presentation has been improved or significantly improved) Procedure Innovation Is the appropriation of new creation strategies or essentially improved. Can be use to create or convey innovatively new or improved items, which can't be delivered or conveyed utilizing ordinary techniques for creation, additionally it could increment fundamentally the proficiency of creation. Hierarchical Innovation It is the presentation of changes in the types of the executives of the foundation. There are new changes in the association and the board procedure, joining new authoritative structures 2.1 INNOVATION MODELS There are a few development models, which 4 of them are normal and applicable Straight model The straight model of development is a translation of the demonstration of advancement, obsolete however is as yet applied much of the time. This model is a method of hypothesizing the consistent grouping of the procedure that outcomes in advancement. Succession is too unbending to even think about describing a procedure that depends not just on science/innovation or market to instate the age of developments. The severe partition between creation, advancement and showcasing doesn't precisely speak to the elements of development today. The straight model is an original model, and just considers the push of science/innovation or market pull (ideas 50-60-70 years) as a way to start the procedure of development Open model Open model Innovation is another development system where organizations get advancement that originates from outside the companys interior limits. This term was instituted by Henry Chesbrough, who in his book Open Innovation, proposes to open the inventive procedures of development, so as to get creative thoughts from any source, regardless of whether inner or outside to the organization, and not just from the territories devoted to the business action Open Innovation implies joining inner information with outer expert collaboration. Accordingly, examine focuses just as colleges, specialists and different organizations offer answers for organizations of what is known as aggregate knowledge. This will kick off something new, contacts, openings, where creative thoughts stream uninhibitedly from any source Teece model Teece proposes a model that considers two factors that are critical to benefit from development: simplicity of impersonation (imitability) and reciprocal resources. The imitability can happen to licensed innovation, security of innovation or the way that imitators have no forces to mirror the innovation. Correlative resources are past the capacities innovation that the firm needs to misuse (producing, advertising, redistribution channels, administration, notoriety, brand and reciprocal advances) Blue sea The creator centers around the need to set aside ruinous rivalry between organizations in the event that you need to be a champ later on, growing the skylines of the market and make an incentive through development. the creator separates two most normal serious circumstances in any industry: blue seas and red seas. Red seas speak to all the enterprises that exist today, while blues represent business thoughts at present obscure. In red seas businesses limits are all around characterized and are acknowledged as they seem to be. The more contenders there are, the advantages and development openings reduce, items are normalized to the most extreme and rivalry turns out to be ridiculous. By differentiate blue seas are portrayed by the formation of business sectors in zones that are not as of now misused, and that make open doors for continued productive development and long haul 3. Creative COMPANIES This are a few instances of fruitful organizations Huawei The Chinese organization situated in Shenzhen has arrived at the second situation as a supplier of media communications hardware, in front of Alcatel Lucent and Nokia. He as of late vanquished by Nokia Siemens and Ericsson 4G framework agreement in Norway. This year has arrived at its worldwide piece of the overall industry to 20%. Apple Apple organization has won the honor in the classes of contraptions and music. In under two years, their App Store and sells in excess of 140,000 applications, and clients have downloaded 3 billion to them. He has additionally kept on building up its iTunes music unit with natural development and acquisitions as Lala. He has likewise had the option to control an undeniably fiercer appropriation channels Google Google has come out triumphant in the portable class (with a 86% portion of searches) and video (where YouTube is the top server). Google has been an exelent organization to dispatch new items, as Smartphone Nexus One, Android, works the biggest computerized library advertise . First Solar For quite a long time, the race of the worldwide photovoltaic industry has been to limit the expense of vitality creation so as to contend with other vitality sources. First Solar was the principal organization to bring down the hindrance to a dollar for each watt, and before the finish of 2009 was $ 0.85 Novartis The Swiss medication producer is a consistent generator of thoughts, in the wake of centering its R D in uncommon ailments and immunization improvement. The Food and Drug Administration has affirmed no under nine new medications a year ago. refeeeeeeeeeeeeeeeeeeeeeeeeeeeeee natural impact it tends to be characterize the authoritative condition as all the components that essentially impact the day by day activities of the organization, isolating them into two: small scale condition and full scale condition. Microenvironment This comprises in genuine individuals and associations with whom they collaborate with the organization. Among the primary ones include: à ¢Ã¢â€š ¬Ã¢ ¢ Customers: comprised by gatherings of people or foundations who purchase the merchandise and utilize the administrations of the association. à ¢Ã¢â€š ¬Ã¢ ¢ Providers: Providers are organization explicit, both data and subsidizing, as the crude material that the organization needs to work. à ¢Ã¢â€š ¬Ã¢ ¢ Competition: explicit organizations that offer products and ventures indistinguishable or like similar gatherings of clients or customers. à ¢Ã¢â€š ¬Ã¢ ¢ controllers: who are the organizations and government agents at the neighborhood, state and national laws that rebuff and guidelines influencing business tasks inside a given nation. macroenvironment: comprehend the social powers that influence the entire microenvironment and incorporates segment powers, monetary, normal, innovative, political, social and serious. Serious condition, each organization must consider its size and position in the business as for its rivals. To endure, an organization must address the issues and wants of shoppers better than does the opposition. Monetary condition: includes factors influencing buying force and spending examples of shoppers. Buying power relies upon salary, costs, investment funds and credit existing apart from everything else Mechanical condition: the most emotional power that shapes our fate is innovation. World of politics: comprises of laws, government offices and weight bunches that impact and breaking point the exercises of different associations and people in the public arena. Cultura

Two important reminders

Two important reminders First, from the College Board: The last two registration deadlines for this school years final SAT administration on Saturday, June 4, are fast approaching. Today, Friday, April 29, is the regular deadline to sign up for the exam, while Wednesday, May 11, will be the final deadline for U.S. students to sign up. Remember that we require, in addition to the SAT or ACT, 3 SAT IIs: one in math, one in science, and a third SAT II of your choosing. For you juniors and sophomores, I highly recommend the June administration of the SAT IIs, if for no other reason than a science course being complete and fresh in your mind. And since you can take 3 SAT IIs in one sitting, and since this is only a small additional cost, I recommend taking three SAT IIs in June. I encourage you to consider the June SAT IIs. And from us: Monday, May 2, is the deadline for admitted students to postmark their decision reply forms. For Sarah and any others whose decisions are mostly financial at this point, remember that you may request from our office an extension for financial aid-related reasons by calling our office on Monday. Most other schools will also allow extensions while financial matters are being worked out. Ultimately, my sincere hope is that everyone can end up at the school that is the best match for them, with financial concerns being worked out, peer/family/societal pressures assuaged, stereotypes thrown out the window. We do our best to help with these issues so that everyone can make their best choice. Please let us know if we can help any further!

White Matter and Your Brain

The brains white matter is situated under the surface gray matter or cerebral cortex of the brain. White matter is composed of nerve cell axons, which extend from the neuron cell bodies of gray matter. These axon fibers form connections between nerve cells. White matter nerve fibers serve to connect the cerebrum with different areas of the brain and spinal cord. White matter contains nerve fibers that are wrapped with nervous tissue cells known as neuroglia. Neuroglia called oligodendrocytes form an insulating coat or myelin sheath that wraps around neuronal axons. The myelin sheath is composed of lipids and proteins and functions to speed up nerve impulses. White brain matter appears white due to its high composition of myelinated nerve fibers. It is the lack of myelin in the neuronal cell bodies of the cerebral cortex that makes this tissue appear gray. Most of the subcortical region of the brain is composed of white matter with masses of gray matter dispersed throughout. Conglomerates of gray matter that are located below the cortex include the basal ganglia, cranial nerve nuclei, and midbrain structures such as the red nucleus and substantia nigra. Key Takeaways: What Is White Matter? White matter of the brain is situated beneath the outer cortex layer, also known as gray matter. Most of the brain is composed of white matter.White brain matter appears white because of myelin that is wrapped around the nerve axons of white matter. Myelin helps to facilitate nerve impulse transmission.White matter nerve fibers connect the cerebrum with the spinal cord and other areas of the brain.There are three main types of white matter nerve fiber tracts: commissural fibers, association fibers, and projection fibers.Commissural fibers connect corresponding regions of the left and right hemispheres of the brain.Association fibers connect brain regions within the same hemisphere.Projection fibers connect the cerebral cortex to the brainstem and spinal cord. White Matter Fiber Tracts The primary function of the brains white matter is to provide a pathway for connecting the different areas of the brain. Should this brain matter become damaged, the brain can rewire itself and establish new nerve connections between gray and white matter. White matter axon bundles of the cerebrum are composed of three main types of nerve fiber tracts: commissural fibers, association fibers, and projection fibers. This is a colored 3-dimensional magnetic resonance imaging (MRI) scan of the white matter pathways of the brain, side view. White matter is composed of myelin-coated nerve cell fibers. Tom Barrick, Chris Clark, SGHMS/ Science Photo Library / Getty Images Plus Commissural Fibers Commissural fibers connect corresponding regions of the left and right brain hemispheres. Corpus Callosum - thick bundle of fibers located within the medial longitudinal fissure (separates the brain hemispheres). The corpus callosum connects the left and right frontal lobes, temporal lobes, and occipital lobes.Anterior Commissure - small fiber bundles that make connections between the temporal lobes, olfactory bulbs, and amygdalae. The anterior commissure forms the anterior wall of the third ventricle and is thought to be involved in pain sensation.Posterior Commissure - white matter fibers that cross the upper region of the cerebral aqueduct and interconnect the pretectal nuclei. These nuclei are involved in pupillary light reflex and control the diameter of the pupils in response to intense changes in light.Fornix - an arching band of nerve fibers that connect the hippocampus in each brain hemisphere. The fornix also connects the hippocampus to the mamillary body of the hypothalamus and projects to the anterior nuclei of thalamus. It is a structure of the limbic system and is important to the transfer of information between the hemispheres of the brain.Habenular Commissure - band of nerve fibers located in the diencephalon that are positioned in front of the pineal gland and connect the habenular nucleus of each brain hemisphere. Habenular nuclei are nerve cells of the epithalamus and a component of the limbic system. Association Fibers Association fibers connect cortex regions within the same hemisphere. There are two types of association fibers: short and long fibers. Short association fibers can be found just below the cortex and deep within white matter. These fibers connect brain gyri. Long association fibers connect cerebral lobes within brain regions. Cingulum - band of fibers located within the cingulate gyrus that connect the cingulate gyrus and frontal lobes with the gyri of the hippocampus (also called parahippocampal gyri).Arcuate Fasciculus - long association fiber tracts that connect frontal lobe gyri with the temporal lobe.Dorsal Longitudinal Fasciculus - thin fiber tracts that connect the hypothalamus with portions of the midbrain.Medial Longitudinal Fasciculus - fiber tracts that connect areas of the mesencephalon with cranial nerves that control eye muscles (oculomotor, trochlear, and abducent cranial nerves) and with spinal cord nuclei in the neck.Superior Longitudinal Fasciculus - long association fiber tracts that connect the temporal, frontal, and occipital lobes.Inferior Longitudinal Fasciculus - long association fiber tracts that connect the occipital and temporal lobes.Occipitofrontal Fasciculus - association fibers that branch into superior and inferior tracts that connect the occipital and frontal lobes.Uncinat e Fasciculus - long association fibers that connect the frontal and temporal lobes of the cortex. Projection Fibers Projection fibers connect the cerebral cortex to the brainstem and spinal cord. These fiber tracts help to relay motor and sensory signals between the central nervous system and peripheral nervous system. White Matter Disorders In multiple sclerosis or MS, the nerves of the brain and spinal cord are damaged by ones own immune system. Damage to myelin disrupts nerve signal transmission. ttsz / iStock / Getty Images Plus White matter brain disorders typically result from abnormalities related to the myelin sheath. A lack or loss of myelin disrupts nerve transmissions and causes neurological problems. A number of diseases can affect white matter including multiple sclerosis, dementia, and leukodystrophies (genetic disorders that result in abnormal development or destruction of white matter). Destruction of myelin or demyelination can also result from inflammation, blood vessel problems, immune disorders, nutritional deficiencies, stroke, poisons, and certain drugs. Sources   Fields, R. D. Change in the Brains White Matter. Science, vol. 330, no. 6005, 2010, pp. 768769., doi:10.1126/science.1199139.

Book Report On Cover Up Essay - 2031 Words

Cover-Up nbsp;nbsp;nbsp;nbsp;nbsp;The assassination of John Fitzgerald Kennedy Jr. was a very emotional time in our nations history. This horrifying incident occurred on November 22, 1963, in a motorcade procession in Dallas, Texas. At 12:30 in the afternoon the procession was going down Elm Street in Dealy Plaza, when shots were fired. One struck President Kennedy in the throat and moments later a bullet tore apart his head. At 1:00 p.m., President JFK was pronounced dead. That same afternoon, Lee Harvey Oswald was arrested as a suspect of murder. Oswald however, pleaded his innocence by stating, quot; Im just a patsy.quot; This caused many suspicions and questions. Was he a lone assassin? Was he innocent? Was there a†¦show more content†¦Of all the interviewed doctors who attended the autopsy, and saw the photographs, some claim they do not show a large wound in the right rear portion of the skull. There is a missing piece somewhere in this investigation, but this is only the first . nbsp;nbsp;nbsp;nbsp;nbsp;After watching the Zapruder films, the investigation was faced with another problem. President JKF was shot in the throat, Governor Connolly was shot in the back, a missed shot, and the fatal shot to the presidents head. Four shots with the Mannlicher-Carcano, the supposed assassination weapon, in that time span was impossible. Olympic champion, Hubert Hammerer said that he doubted he could duplicate Oswalds actions. How is it possible for Oswald to be a better shot than an Olympic Champion? The Commission was faced with yet another contradiction to their theory. So they resolved it by saying that the bullet that struck the Presidents throat also hit Governor Connolly. Although the wounds do not line up, the Warren Commission still stated it as the truth. The bullet that struck JFKs throat was only slightly deformed, but when a bullet was shot through a cadavers wrist, it was bent greatly, so this too was aShow MoreRelatedThe President s Men, The Amazing Repo rting Effort By Bob Woodward1102 Words   |  5 Pagespolitically correct. In All the President’s Men, the amazing reporting effort by Bob Woodward and Carl Bernstein show how the Watergate scandal brought divisions and distrust throughout America. This nonfiction book documents the work of two men who put aside their differences to report on one of the biggest scandals surrounding the White House to date. On June 17, 1972, this reporting journey began. Woodward is the one who originally got the call about the burglary of the Democratic HeadquartersRead MoreDivision of Commerce: Information Management991 Words   |  4 Pages | 4. 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Group Working Positivity Free Essays

Group Work Participating in Group Work Participating in group work is an important skill to develop as it is something you will do in your student life and in your working career. Job advertisements often highlight ‘good team worker’ as a crucial skill for potential recruits. These may involve a group presentation or a group report followed by a reflective piece of writing and/or an individual assignment. We will write a custom essay sample on Group Working Positivity or any similar topic only for you Order Now Take notes or record your lecturer’s assignment briefing. Module Handbooks usually includes the assessment criteria (see Appendix 1) so it is important that you work well together to achieve success. It will be quite obvious to your lecturer whether you have worked well as a team and whether you prepared your assignment as a group. Groups formed by students to discuss case studies or discuss an assignment can help improve your grades and make the task more manageable. Keep a journal and record your progress, hindrances, issues and successes, plus any pitfalls to avoid next time! Working in a TEAM? Together Everyone Achieves More Successful group work will involve: †¢ Clear, shared goals. †¢ Good communication amongst members of the group. †¢ Agreed ways of working towards the group goals. Support and cooperation, rather than competitiveness. †¢ Listening to one another. †¢ Autonomous team working. †¢ Arrangements for monitoring progress and taking corrective action, if necessary. †¢ Keep to deadlines – it is unfair to let others down who are depending on you, in order for the whole group to succeed. †¢ High levels of motivation. â₠¬ ¢ Plan – do – review. Why work in groups? Team building is vital to any organisation and by working in groups you can: †¢ Share resources. †¢ Share ideas and information. †¢ Share abilities. †¢ Learn from and help each other. Stimulate creativity and innovation. †¢ Increase motivation. †¢ Solve complex problems. †¢ Can help you get better grades. You will need to identify your strengths, which you can contribute to the group. You will also identify your weaknesses, and ideally the group will support and help you work on turning these weaknesses into strengths. IH have some useful DVDs on group work that may be helpful to watch (Assert yourself: learning to be assertive; Building the perfect team: Belbin’s team-role theory in action; Does the team work? Improving effectiveness through teamwork; It’s a deal! Win-win negotiation deals; Team leading: how to become an effective team leader; The great communicator: communication skills for all). Getting started †¢ It is up to the members of the group to make the first contact with one another. Exchange telephone numbers and email addresses so the group can meet. †¢ An icebreaker task is a good way to make each member feel comfortable with others that s/he does not know (see Appendix 2). †¢ Ensure you understand the instructions in the assignment. Each group member should have read the assignment brief and prepare to discuss it at the first meeting. Break the assignment into practicable chunks. Agree deadlines to complete each part. †¢ The group needs to compile and agree set ground rules (see Appendix 3). These rules can be reviewed and renegotiated from time to time – keeping useful rules in practice, amending or creating new ones as solutions to unanticipated problems that arise. †¢ Set realistic aims and ta rgets within a given timeframe that all members understand and agree with. †¢ Negotiate roles and tasks: Who will be the leader? Who will do what? When? With what resources? Allocate tasks according to the experience, expertise or strength of each member. However, task allocation can also be allocated to build on a student’s inexperience and areas of weakness. †¢ Establish a regular programme of meetings to review task progress and group process. The group should keep in regular contact so plan where you will meet. Will it be at the University, will you alternate between group members’ homes, will you set up a site in ‘Your Groups’ in StudyNet or a group in Facebook or any other social networking site? †¢ Agree to keep good records (Group Log of meetings etc. see Appendix 4). You might also want to keep a blog, for self reflection of group work. It is compulsory at Level 5 and Level 6 to keep records of group work. Each member of the group needs good personal management skills and good time management skills to complete their part of the task, including taking corrective action. This means being honest with the rest o f the group – let them know if there is a problem, seek help from the group, share information with others. The group needs to make a contract based on the above points and stick to it so ground rules are obeyed. Establish Group Roles In order for the group to function successfully to achieve their goal and to maximise the group’s time in meetings, roles have to be taken on by each member of the group. Belbin (1981 1993, cited in Blundel, 2004) and others have identified numerous roles within a team, usually in keeping with individual personality and strengths. Many university student groups have five or six people, and their suggested roles are below. These roles may be rotated amongst members or a member holds onto his/her role for the duration of the assignment. Whatever the size of your group, ensure that someone carries out the following: |Team role |Contribution | |Project/team leader/ Chair |Organises rooms, agendas and chairs meetings, co-ordinates and keeps the group focused and involved. Stops the group from | |person |going off at a tangent. Initiates, leads and drives the group towards achieving their task. | |Innovator /or Evaluator |Creates novel ideas and solutions to support the task. | |Assesses ideas and proposals. | |Investigator/ Info. gatherer |Collects information and resources to support the task and the group takes up and develops his/her contributions. | |Team worker/ harmoniser |Encourages others, fosters team morale and reduces negativity. | |Record keeper |Keeps records, shares information. Provides facts, ideas, feedback, and/or alternative proposals to finish the task. | | |Summarises what has been done. Lists what else needs to be done to complete the task. |Completer |Keeps track on objectives meeting deadlines m aking sure the group is on target to complete the task and achieve the goals | | |set. Judging whether the task is being completed successfully and efficiently | Group dynamics All group work consists of both task and process elements. Attention is often focused on the task, i. e. a report or presentation, and the process is neglected (how you get the task done, i. e. working in groups), which can be a major reason for ineffective group working. Individuals need to focus on the group needs rather than their own personal needs. Encourage and support others and try to facilitate harmony. Self-seeking roles to avoid are: dominator, cynic, clown, aggressor, blocker, group humourist, recognition seeker, avoider, politician, etc. (based on Benne Sheats, 1948 cited in Barker et al, 1991). Keep to the responsibilities you were given – do what you said you would do. Ensure there is co-operation between members, if the team is to succeed. Listen to one another and acknowledge one another’s ideas and suggestions. Listen actively and you will hear. Buzan (2000) states that listening is a top management skill. So improve your listening skills now and you’ll be more prepared for any job interview! Listen and DON’T: Pretend to pay attention – do so! Do other things at the same time. Decide it’s uninteresting. Have your mobile on in meetings. Hogg the conversation – be aware of others’ need to talk. Be distracted by someone’s way of speech or mannerism. Get over-involved and so lose the thread of conversation. Let emotion filled words arouse personal anger, antagonism, etc. Focus on distractions instead of what’s said. Take linear one colour notes (instead, use different coloured pens, draw diagrams, mind maps, lists, tables). Just listen for facts (also consider the speaker’s emotions, feelings, body language). Turn off when it is complex or difficult. Plan what you’re going to say next. All group members need to agree any changes, e. g. to meetings, content of the assignment, etc. if the group is to be successful. Keep to the deadlines given. If you cannot manage your time well, be aware that you are letting others down. Meet and keep in contact regularly, where progress and any changes are tracked. Cohesiveness, good communication, commitment and cooperation are essential. Misconduct, unethical behaviour, rule breaking, must be avoided. At times the group will be affected by pressures of deadlines, absence of an influential member, a traumatic experience, or a new member joining. Disperse any cliques that may form. There should be no ‘outsiders’ involved in the group or have input in the group. Antagonistic or contentious individuals need to be dealt with by the group early on, so conflict is avoided. Consensus in decision making helps make all group members feel they have a say. Try the questionnaire ‘Are We a Team? in Appendix 5 to assess the extent to which your group is cohesive and how well you work together, at some stage in the second half of the process. Groups can access a small room for their meetings, by booking a study room. Virtual meetings may form part of your plan and if so, you need to make sure that everyone has suitable access. An agenda ha s to be agreed by the group for each meeting, otherwise the group may waste valuable time during the meeting by chatting or straying from discussing the issues. Decide how long you will spend discussing each item. Respect one another’s opinion – everyone is entitled to their say. A ‘talking stick’ could be used during meetings, where the person holding the stick gets to speak. Others must listen until another person gets to hold the stick, and has his/her say. Another useful idea for effective discussion at meetings is to follow de Bono’s Six Hats Model (1985). See Appendix 6 for the full details. The ‘6 Thinking Hats’ helps generate critical thinking, to brainstorm or reflect, as these six ‘hats’ are metaphors for thinking about different aspects of a task/experience, at different times. Break down your thinking into 6 areas; use all six hats, to explore effectively and thoroughly with less confusion. De Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. He says this parallel thinking method allows the subject to be explored fully by considering one view at a time and accepting that they can be viewed as parallel, not necessary contradictory. It can be used constructively by all cultures. It allows you to find positive or constructive elements in negative or difficult situations and so helps to create a sense of perspective about it. A variant of this technique is to look at problems from the point of view of different professionals, or roles, or customers. Evaluate your progress as you go and keep a record of the meetings, which will be useful later when you have to carry out reflective writing based on the group work. If a group member is going to be absent (with good reason), let the group know beforehand. Ask questions of the other group members in order for you to proceed with your task or to clarify an issue. Be honest with peers – if you do not know something, say so or if you are not on target with your work, tell the group. The group will not function if everyone is not working openly, together towards the same goal. Behaviours serving task needs: †¢ Clarifying objectives †¢ Seeking information from group members †¢ Giving relevant information †¢ Proposing ideas and building on ideas or proposals contributed by others †¢ Summarising progress so far †¢ Evaluating progress against group objectives †¢ Time keeping †¢ Identifying a group member to take responsibility to ensure agreed actions are taken †¢ Setting up a way of reviewing progress after the meeting Behaviours serving group needs: Encourage members to contribute and value all contributions. †¢ Check that you have understood a point by summarising that understanding, before giving reasons for disagreeing †¢ Help to resolve conflict without making others feel rejected †¢ Change your view in light of arguments or information given by others †¢ Help to control those who talk too much â € ¢ Praising group progress towards objectives †¢ Dissuading group members from negative behaviour Behaviours interfering with task or group needs: †¢ Not preparing for the meeting/not doing your job Talking too much and/or focusing your attention on yourself †¢ Reacting emotionally to points made †¢ Attacking others points by ridicule or unreasoned comments †¢ Not listening to others †¢ Interrupting others and/or talking at the same time as them †¢ Introducing a completely different point of view while productive discussion of something else is taking place †¢ Chatting to others privately during the meeting †¢ Using humour to excess †¢ Withdrawing from the group and/or refusing to participate †¢ Being late for meetings/not turning up at all/leaving early Cameron (2005) Brainstorming Brainstorming is a useful way of generating ideas as well as problem-solving. A ‘facilitator’ needs to be appointed for the session. S/he will write everyone’s ideas down and encourage all members to participate. Then, collect ideas from all members of the group. Ideas or opinions should not be criticised or rejected at this stage. Acknowledge and record all ideas and suggestions. Once the brainstorming has been exhausted, move on to link ideas and themes, and synthesise them. The group should then agree on which ideas should remain and which should be discarded. Using Post-its and Flip Charts Putting things down on paper is an essential part of keeping the group going. †¢ Brainstorming session: one member of the group puts ideas on the flipchart OR individuals note their ideas on post-its and these are collected and examined. Ideas are easily prioritised using post-its as they are easily re-arranged. †¢ Resolve conflict: each member notes their opinion on a post-it and posts it on the board. The group can examine and consider the points made by the group. †¢ Equal opportunities: all members have a ‘say’ by writing down their ideas and suggestions, rather than a dominant vocal member ‘taking over’ the session. Virtual Group Work It is not always easy for groups to meet regularly; however, an arrangement must be made to keep in regular contact. There is no excuse if students cannot meet face-to-face, because they can meet virtually. There are a number of ways they can do this: You could chose email updates, a which anyone can set up through ‘Your Groups’ in the top black menu. For instructions to set up a group discussion forum, see Appendix 7. The wiki facility in ‘Your Groups’ could be a useful way of developing your work in such a way that all members have access to it. See YouTube – Wikis in Plain English for a quick demonstration of a wiki in use for a collaborative group task. Or you could all agree to use a social networking site, such as Facebook, to work on. Lecturers sometimes monitor and assess the level of communication that occurs in these groups. E-mails can be sent to group members, with files attached to share your part of the task with the other group members. Note: Virtual group work should NOT replace regular face-to-face meetings; rather it should be used in addition to it and as a way of keeping in contact between meetings to support one another. Group Diversity Be aware that some people initiate ideas, motivate, co-ordinate, maintain standards, seek opinions, and keep the group working towards their goal. Personality clashes, cross-cultural differences, discrimination, bullying and blocking people out can be issues that arise in groups. Difficult team members can be aggressive, try to be the centre of attention, waste time joking around, compete with other members, reject ideas without good reason, be ‘hard done by’. Cross-cultural differences can sometimes cause conflict. Hofstede (1991) and Morrison et al, (1994, cited in Levin, 2005: 89-91) identify cultural traits that may cause conflict: |Individualism Vs Collectivism | |People brought up in individualist cultures see themselves as individuals, taking it for granted that they can say what they think, take decisions on | |their own and confront others with their view. | |People brought up in a collectivist culture view themselves as members of a family and/or wider group. To them, the preservation of harmony within the | |group is very important. Decisions are made by consensus within the group and confrontation is avoided. | |Tolerance of Uncertainty | |In some cultures there are authority figures to whom everyone else defers, everyone knows their place and rote learning is the method of education. | |People from this culture would feel uncomfortable in situations of uncertainty, or when they do not know where their place is and what the rules and | |regulations are, and where there is no ‘right answer’. |On the other hand, there are cultures where authority comes under challenge, and independent and critical thinking are encouraged. People do not have a| |clearly defined place in society, rules and expectations of a ‘right answer’ are absent but this is seen as an opportunity and a challenge. | |Issues of Embarrassment and ‘loss of face’ | |Embarrassment and loss of face are to be found in all cultures. However, the reasons for embarrassment vary. People from some cultures may find it hard| |to admit they are unable to perform a particular task whereas a person from another culture would not be embarrassed by this. Revealing emotion may be | |unnatural; to express disagreement; to refuse something; to be able to understand something said to you more than once; to be discovered to have lied; | |and/or to renegotiate an agreement in the hope of getting a better deal. |In some cultures losing face happens when you feel challenged, when your contribution to a discussion is not acknowledged, if someone makes a joke at | |your expense or if you suffer a public-let-down. What one person feels as teasing, another might feel it as insulting. | |Gender Issues | |In every culture roles and places are assigned to men and women. People from different cultures have different assumptions, expectations and habits | |towards men and women. Some men may find it difficult to deal with assertive women and some women may find it difficult to be assertive. Often people | |feel more comfortable in same gender groups where they can say what they think and feel. | |Codes of Behaviour | |There are codes of behaviour in all cultures. Certain behaviour is seen as acceptable in one culture but unacceptable behaviour in another and is | |viewed as rude, immodest, lacking respect, etc. Some examples are: | |Standing very close to someone you are talking to | |Gesturing a lot when talking (moving your hands and head) | |Expressing impatience | |Confrontational behaviour, especially outright disagreement | |Interrupting someone who is speaking | |Boasting | |Silence during a conversation. Failure to respond immediately may cause discomfort or may imply agreement or disagreement. | |Failure to make eye contact with someone who is speaking or listening. This could be mistaken for insincerity or lack of attentiveness, whereas it is | |intended to show deference. |Lack of punctuality | Other differences may be how a person is treated according to their age, social status, occupation and/or educational background. Working with people of other cultures and ethnic backgrounds is a great opportunity to learn about others, and indeed learn about yourself. Make ‘understanding group members’ backgrounds and points of view’ an explicit group objective. Care will have to be taken with group rules (ways of operating) where less assertive students will have their say, and regular checks on how members feel about other members’ responses to their contributions. Addressing Conflict Due to groups involving people of different personalities, cultures, gender, etc. it is quite common for conflict to occur. Problems should be discussed in the group, i. e. a group member not working, non-attending group member, etc. and decisions on how to proceed should be considered in light of the ground rules set in the first meeting. This needs to be resolved without creating bad feeling amongst group members. Resolution is achieved by addressing the issues through discussion amongst the whole group. Do not leave problems to fester and grow. It is important that the group tries to address this conflict themselves before involving a third party, i. e. your lecturer or an ASU adviser. Here are some steps to try to resolve the conflict within the group, before seeking a negotiator: †¢ Set a rule of how disagreement will be resolved, i. e. if someone is not participating, if someone misses meetings, if there is a personality clash, etc. †¢ Encourage an environment of openness and honesty – say if you are unhappy/write it in the group site. Be honest about where you are at with your task. †¢ Agree for all members to participate fully – always put your view forward. Consider other members’ feelings. †¢ Agree to put group needs before personal needs. Others are depending on you to provide your input and complete your task. †¢ You do not have to like people to work with them – however, you have to learn to work with them in the group. This will help you to develop good interpersonal skills. †¢ Develop and practice listening skills – everyone deserves to be heard, even if you disagree with their point-of-view. †¢ Keep to deadlines – others are depending on you. †¢ Keep track of progress, so things do not fall behind and thus putting the group under pressure. †¢ Establish the nature of the disagreement. Do members perceive facts differently? Do they disagree about ways of working? Are members operating with different values? By exploring the cause of the disagreement, the group may be able to come to a better understanding of the task and its context. Solutions can then be suggested by the group. In dealing with conflict you need to use your talking, listening, assertiveness and interpersonal skills to reach a resolution. Try not to give up until you have resolved the issue(s) as a group. If you are unable to resolve the conflict, then you MUST speak to your lecturer about it. Do NOT put it off until your report is due in or until the day of presentation. Group Presentations It is important that the group present themselves as a team. This can be done in the following way: †¢ Prepare the slides using the same format and ensure the presentation is well structured. The team will need to meet regularly to ensure this occurs. †¢ Practice the presentation together so you can ensure your presentation is completed within the time limit. By practicing regularly as a group, the presentation should be coherent, polished and well executed on the day. †¢ Have a back up plan incase one of the group is absent on the day; is unable to present their section or takes too long presenting their section of the talk. †¢ The first presenter should introduce the whole group and say what they will talk about. †¢ Be supportive to other students in your group while they are presenting by looking interested; using positive non-verbal communication, i. e. nod; help with using visual aids. You should not sit down after your section has been done. †¢ At the hand-over stage, the current speaker must introduce the next presenter and what they will say. The next person to speak should thank the previous speaker before beginning his/her part of the presentation. Group Reports †¢ Advice given above on group roles, meetings, etc. applies when preparing your report. †¢ You need to meet regularly to assess progress and to put the tasks together. †¢ The report must be compiled as one piece of work, rather than having obvious separate parts of different font styles and writing style. At the end†¦ Ensure the group meet before presenting/submitting their work to check that the work is well structured, clear and coherent and shows that you worked closely as a group. Submit on time. Reflection on Group Work You may be asked to reflect on what happened, your role within the group, what you have learned from it and what you need to work on in the future. Ensure you have clarified with the lecturer what is expected of you and what the assessment criteria is. Complete the reflection by considering the following questions: †¢ What went well? Why? †¢ What went wrong? Why? †¢ How did you solve it? †¢ What would you do differently next time? †¢ What contribution did you make? †¢ What did you learn from others? †¢ What did the other members learn from you? †¢ What strengths did you identify? Did the group utilise your strengths? †¢ What weaknesses did you identify? How did you and the group address them? Did you improve on your weaknesses to turn them into strengths? †¢ What do you plan to do about the weaknesses you have identified? †¢ How does this link to the theories on successful group work? Who did what, when, problems or difficulties encountered, etc. Analyse the group activities: (What was the group trying to achieve? What were the different views? Who said what? What was left unsaid? How were decisions made? How did you feel about this? How did the others feel? What was the energy levels and motivation like? Did anything unexpected happen? ). Action planning: Identify what you contributed to the group, difficulties you experienced, and from this assess your strengths, weaknesses and action points. Focus on critical incidences – which were turning points for the group or which demonstrate particular difficulties / successes. Use the checklist in Appendix 9 at the end of each meeting to reflect on strengths and weaknesses. Avoid Academic Misconduct When participating in group work, you must avoid any academic misconduct, i. e. you must not plagiarise (use another’s work as your own by not acknowledging it by making reference to the author’s work in your assignment) or you are not accused of collusion (you work it not your own individual work but rather it has been undertaken jointly with another students, where you shared ideas or your material with another student and their work (or any part of it) is a replica of yours). Academic misconduct is identified when your coursework is passed a software programme that detects and identifies cheating. Such misconduct can occur when you ‘share’ your work with another student, where you may send him/her an electronic version of your work, share materials or you do your write-up together. References Barker, L. , Wahlers, K. , Watson, K. Kibler, R. (1991) Groups in Process. 4th edn. New Jersey: Prentice Hall. Belbin, R. M. (1993) Team Roles at Work. Oxford: Butterworth-Heinemann. Belbin, R. M. (1981) Management Teams: why they succeed or fail. Oxford: Butterworth-Heinemann. Benne, K. D. Sheats, P. (1948) ‘Functional Roles of group Members. ’ Journal of Social Issues. 4. pp. 41-49. Blundel, R. 2004) Effective Organisational Communication. 2nd edn. Harlow: Pearson Education Limited. Buzan, T (2000) Use Your Head. London: BBC Active Cameron, S. (2005) The Business Student’s Handbook. 3rd edn. Harlow: Pearson Education Limited. De B ono, E (1985) Six Thinking Hats. Harmondsworth: Viking Elluminate (2010) Window Descriptions. Available at: http://www. elluminate. com [Accessed: 18 October, 2010] Hofstede, G. (1991) Cultures and Organisations: Software of the Mind. London: McGrawHill. Levin, P. (2005) Successful Teamwork! London: Open University Press. Morrison, T. , Conaway, W. A. , Borden, G. A. (1994) Kiss, Bow or Shake Hands: How to do Business in Sixty Countries. Adams Media. Race, P. (2000) 500 Tips on Group Learning. London: Kogan Page. Stuart, R. , (1998) Team Developmental Games for Trainers. Gower Publishing Limited. In Levin, P. (2005) Successful Teamwork! London: Open University Press. Appendix 1 – Assessment of Group Work Group work is not always formally assessed. However, in some modules at the overall assessment of a group report or group presentation may include an assessment of the process of preparation. This may include the following considerations: †¢ Progress of preparation (e. g. meeting of milestones; numbers of meetings; progress of preparation) †¢ Relative inputs of members of the group (e. g. ocumentation of input; peer assessment of input) †¢ Roles of group members in preparation (e. g. project manager; reporter, etc) †¢ Resolution of conflict situations †¢ The level of team building Appendix 2 – Icebreakers The following icebreakers are a quick way of helping members of a group get to know one another a little better. †¢ What’s you name? Members of a group tell what their name is and provide the group with a little background of why they were given that name. †¢ What I like and what I hate – Members of the group introduce themselves and share a like and a dislike they have, i. e. I love coffee but I hate people who talk too much, I love jazz music but I hate queuing, etc. †¢ What’s your hidden secret? Each member of the group introduces themselves and tells the group one thing not many people know about them, i. e. I met Madonna, I play the piano, I dived in the Red Sea, I walked the Great Wall of China, I ate frogs legs once, etc. †¢ Triumphs, traumas and trivia* – Each member of the group identifies a triumph, a trauma and a trivia about themselves, which they will share with the group, i. e. I won a gold medal for running at school, I was in a car accident when I was 12, I do crosswords; I won ? 10 in the lotto last year, I lost my suitcases when I came to the UK, I tell terrible jokes; etc. *Note: Care needs to be taken with this activity as deep feelings can emerge about traumas suffered. Interview your neighbour* – Group splits into pairs and one member of each pair spends about three minutes listening to the other tell some of the above mentioned information, as well as the person’s background information. Notes should be taken. Swap roles for next three minutes. Then each person feeds back to the group some information about their neighbour. * Note: Care needs to be taken not to ask questions that may intrude on an individual’s privacy and the amount of information s/he wishes to divulge about themselves to the group. †¢ What do you already know about the topic? Members of the group jot down the most important thing they know about the topic on a Post-it and put it on a flipchart. Members can read what they know about the topic or the group can read it from the flipchart. This is a useful starting point for the task. Adapted from: Race (2000:37-39) Appendix 3 – Ground Rules Here are some suggested rules to be set by a group – these are by no means the only rules a group can adopt. Honesty and truthfulness is fostered in the group. †¢ You do not have to like someone to work with them. Members have to work together despite their personal feelings about individuals in the group. Affirm collective responsibility. Once issues have been raised, aired, and solutions provided, the group lives with the decisions made by the group. †¢ Everyone listens while someone speaks and everyone has a say. Members are entitled to their opinions, which should not be ignored, put down or belittled by others. Full participation is required. All members need to participate in discussion, complete their tasks, etc. †¢ Fair share – everyone participates equally in the task. †¢ Meet deadlines. †¢ Agree and set up a regular programme of meetings. †¢ Keep records. Record prog ress and milestones reached, minutes, agendas, self reflective logs. †¢ Flexibility in meeting members’ needs. Sometimes a member’s personal needs may interfere with the group working – allowances must be made. Dealing with conflicts in the group. Appendix 4 – Group Work Log Module: _______________________________________________________________________________________________________________ Assessment Aim: _______________________________________________________________________________________________________ Group Objectives set: 1. ________________________________________________________________________________ 2. _____________________________________________________________________________ ____ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________ The group should agree roles for each of the members at the beginning of the task and this group log should be complete by the end of the task. |Member’s Name |Role/s |Assigned Tasks |Deadline date |Deadline met |No of meetings attended |Individual comments | |1 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |2 | | |- | | | | | | | | |- | | | | | | | | |- | | | | |3 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |4 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |5 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | Details of all group meetings |Meeting Date |Discussion topic/s |Actions deadlines agreed |Attendees signatures/date | |1. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |2. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |3. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |4. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |5. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |6. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | Appendix 5 – Questionnaire: Are We a Team? First, each individual member of the group fills in the questionnaire below. Then the sheets are collected and the scores collated to the table below. = never; 2 = rarely; 3 = sometimes; 4 = mostly; 5 = always 1) We all show equal commitment to our objective1 2 3 4 5 2) We all take part in deciding how the work s hould be allocated1 2 3 4 5 3) We are committed to helping each other learn1 2 3 4 5 4) We acknowledge good contributions from group members1 2 3 4 5 5) We handle disagreements and conflict constructively within the group1 2 3 4 5 6) We are able to give constructive criticism to one another and accept it1 2 3 4 5 7) We all turn up to meetings and stay to the end1 2 3 4 5 8) We are good at making sure everyone knows what is going on1 2 3 4 5 9) When one of us is under pressure, others offer to help them1 2 3 4 5 10) We trust each other1 2 3 4 5 11) We remain united even when we disagree1 2 3 4 5 12) We feel comfortable and relaxed with one another1 2 3 4 5 13) We refer to our ground rules and review them when necessary1 2 3 4 5 Stuart (1998, cited in Levin, 2005) |1 |2 |3 |4 |5 |TOTAL | |1. We all show equal commitment to our objective | | | | | | | |2. We all take part in deciding how the work should be allocated | | | | | | | |3. We are committed to helping each other learn | | | | | | | |4. We acknowledge good contributions from group members | | | | | | | |5. We handle disagreements conflict constructively within the group | | | | | | | |6. We are able to give constructive criticism accept it | | | | | | | |7. We all turn up to meetings and stay to the end | | | | | | | |8. We are good at making sure everyone knows what is going on | | | | | | | |9. When one of us is under pressure, others offer to help them | | | | | | | |10. We trust each other | | | | | | | |11. We remain united even when we disagree | | | | | | | |12. We feel comfortable and relaxed with one another | | | | | | | |13. We refer to our ground rules and review them when necessary | | | | | | | Action planning can occur as a result of the findings. Appendix 6 – De Bono’s (1985) ‘6 Thinking Hats’ Model Edward de Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. White Hat:[pic]Facts, figures, laws, information, neutral, objective†¦ With this thinking you focus on the data available and are non-judgmental. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and identify what you need to get or take account of. You consider past trends and historical data. You may consider philosophical aspects such as whose truth it is, whose fact is it? Data may need to be supported by evidence. Red Hat: [pic]Feelings, emotions, hunches, intuition about †¦ Wearing this hat, you consider the issues using intuition, gut reaction, and emotion. This may be feedback about your feelings and preferences but also consider how other people might react emotionally. Try to understand the responses of other people who do not have the same information or understanding as you. Black Hat: [pic]Negative, drawbacks, disadvantages, careful, cautious, defensive†¦ This highlights the weak points in a situation or plan. By identifying them, it allows you to eliminate or alter them, or prepare contingency plans to counter them. Consider why something might not work (give reasons, consider past evidence). Black Hat thinking may play ‘devil’s advocate’. It helps you to plan carefully, be prepared and more resilient. This way of thinking helps spot fatal flaws by considering safety and risks before embarking on a course of action. (Some successful people get so used to thinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties. ) Yellow Hat: [pic] Positive, speculative, advantages, benefits, savings of†¦ Consider what is right, why it is good and be constructive. Even in a very difficult or stressful situation find positives, e. g. learning will have taken place. It is an optimistic, sunny viewpoint that is often speculative. It helps you to see the benefits of a situation/decision and the value in it. Yellow Hat thinking is supportive when things seem gloomy and difficult. It finds reasons and logical support, and often links to creativity. Green Hat: [pic] Creativity, ideas, innovation, growth, exploration, alternatives†¦ Green Hat thinking is developing creative solutions to a problem. It may generate completely new ideas and developments or consider possible changes to a situation. It is a freewheeling, non-judgmental way of thinking. Blue Hat: [pic] Organise, control, plan (process, people, agendas)†¦ This hat is often the view of a director or the chair at meetings. They often choose the order or process, summarise the situation and offer conclusions which can be put into practice in the future. This way of thinking is generally cool and considered. When others’ ideas cease, Blue Hat thinking may direct activity to other hats! For new ideas Blue may pass to Green Hat or when contingency plans are needed Black Hat thinking will be engaged, etc. | | Appendix 9: Group Work Check List (to be used after every meeting) Please reflect on the group meeting and check/cross the boxes as appropriate, in order to identify strengths and weaknesses: ? Each member was present at the meeting ? Everyone turned up on time Every member did their part of the work brought it along ? Every member took a role in the meeting ? Each member in the group had a turn to speak ? Each member in the group participated ? The group members respected and appreciated one another’s contributions ? Members of the group were polite to one another ? Disagreement / conf lict in the group was resolved during the meeting ? Everyone was clear what they had to do next ? Everyone was clear what they had to bring / present at the next meeting ? It was clear how members could communicate with one another between meetings ? The next meeting date, time and venue was agreed by all members How to cite Group Working Positivity, Papers

Anne Frank Remembered Essay Example For Students

Anne Frank Remembered Essay Gies, Miep., Gold, Allison. Anne Frank Remembered Essay. New York: Simon and Schuster Inc., 1987. 220pp. Anne Frank Remembered is the autobiography of Miep Gies, the woman who helped the Frank family survive during their two years in hiding. Her book is a primary source or first hand account of the persecution of Jewish people in Nazi occupied Holland during the second world war. It is also the first hand account of the hiding of Jews such as the Frank family, the Van Daan family, and Dr. Albert Dussel during this time. In regard to the books autobiographical format, the author, Miep Gies, does not present the reader with a clear thesis statement. Instead, throughout the book the author discusses her main views toward the actions of the Nazis and their oppression of the Jewish people. Her disapproval of German Nazi actions is evident in the following quotation, when she was asked to join the Nazi Girls Club: How can I join such a club? I icily asked. Look at what the Germans are doing to the Jews in Germany. Let her take a good look at me and see with her own eyes that some Aryan woman was not to be swept in by the Nazis. (Gies, p. 41, 1987). The main source of background to the authors viewpoint is her own story. In order to further discuss her main points and views, a summary of her story must be given. The book began with a brief history of the childhood of Miep Gies. She was born in Vienna, Austria in 1909, where she lived with her parents until the age eleven year. She was then sent to Amsterdam by a program in the aid of undernourished and sick children and was to be adopted by a Dutch family. She became used to the Dutch way of life as she grew older and soon she began to consider herself Dutch, not Viennese. Her association with the Frank family began when she was given a job with the Pectacon Company, owned and operated by Mr. Otto Frank. His company made and sold pectin, which was used for making jam. Mieps first part of the job was to make jam with different formulas of pectin. After becoming an expert jam maker, she was placed at a desk in the office to do office work. She became very close to the Frank family and was invited to their home regularly for meals. She also began a relationship with a man named Jan, whom she later married. Throughout her book, Miep incorporated much information on Hitlers Nazi movement in both the Netherlands and the rest of Europe. She described the slow persecution of the Jews and the various restrictions placed upon them. In July of 1942, Miep and her husband helped the Frank family move into a hiding place named the secret annex, located in secret rooms of the Pectacon company building. It had become too dangerous for the Frank family to live as Jews in Amsterdam. An order came for the Pectacon company to be liquidated as a Jewish business, so Mr. Frank turned it over in the names of his trusted, Christian business associates: Mr. Kraler and Mr. Koophuis. Although legally Mr. Frank had no ties with the business, it was still secretly directed by him with the means of clandestine meetings between the three men. Miep described her responsibilities in shopping for the family and providing them with the necessities of life. She and her husband came up with plans to get extra ration cards in order to feed the Franks, the Van Daans, Dr. Dussel, and themselves. All of the things she did for the families put a risk on her own life; even providing them with her companionship was illegal. .u4490a9042f8d16f5027a83b231650ab3 , .u4490a9042f8d16f5027a83b231650ab3 .postImageUrl , .u4490a9042f8d16f5027a83b231650ab3 .centered-text-area { min-height: 80px; position: relative; } .u4490a9042f8d16f5027a83b231650ab3 , .u4490a9042f8d16f5027a83b231650ab3:hover , .u4490a9042f8d16f5027a83b231650ab3:visited , .u4490a9042f8d16f5027a83b231650ab3:active { border:0!important; } .u4490a9042f8d16f5027a83b231650ab3 .clearfix:after { content: ""; display: table; clear: both; } .u4490a9042f8d16f5027a83b231650ab3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4490a9042f8d16f5027a83b231650ab3:active , .u4490a9042f8d16f5027a83b231650ab3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4490a9042f8d16f5027a83b231650ab3 .centered-text-area { width: 100%; position: relative ; } .u4490a9042f8d16f5027a83b231650ab3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4490a9042f8d16f5027a83b231650ab3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4490a9042f8d16f5027a83b231650ab3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4490a9042f8d16f5027a83b231650ab3:hover .ctaButton { background-color: #34495E!important; } .u4490a9042f8d16f5027a83b231650ab3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4490a9042f8d16f5027a83b231650ab3 .u4490a9042f8d16f5027a83b231650ab3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4490a9042f8d16f5027a83b231650ab3:after { content: ""; display: block; clear: both; } READ: Sir Gawain and the Green Knight Essay However, Miep and her husband became one of the only links the families in hiding had to the outside world. On the morning of August 4, 1944, the efforts of Miep and the families failed when their hiding place was raided by Nazi officials. The families were arrested and sent to prison camps. The only thing left for Miep to do was retrieve some of their belongings. During her quick surveyance of the .

Social Work and Charity Organization Society free essay sample

If you were a friendly visitor in a charity organization society, you would most likely access public funds for families in distress b. Act as a model of moral character believe that charity represented respectful support for families d. Not be concerned about investigations and scientific procedures 2. Which prominent Charity Organization Society leader wrote what is Social Casework? Jane Addams Mary Richmond Grace Abbott d. Sophias Befriending 3. Is an early pioneer in the Settlement House Movement. Harriet Bartlett Florence Hollies 4.The first Black settlement house in the Ignited States was founded by Jeanie Porter Barrett Luggage Burns Hop Sarah Ferdinand Mary Elise Church Terrible 5. Was a policy maker who was instrumental in drafting the Social Security Act of 1 935 Harry Hopkins Whitney Young Grace Coyly Eduardo Lineman 6. Who is well known for long-standing leadership in the Urban League? Sarah F-errands Lester Granger Frances Perkins 7. The phrase person in his situation was coined by 8. We will write a custom essay sample on Social Work and Charity Organization Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The asses was significant for social work because of the War on Poverty the New Deal the Charity Organization SocietyFreudian psychoanalysis 9. Delivered at the Baltimore Conference on Charities, Feelers 191 5 speech applauded the professional Status Of social work characterized social work as having a method common numerous fields of practice c. Recognized a specific aim for social work leading to a highly specialized education d. Generated activities so social work could meet the stated criteria of a profession.

Art Fakes and Forgeries Essay Example

Art Fakes and Forgeries Essay Example Art Fakes and Forgeries Paper Art Fakes and Forgeries Paper Essay Topic: F for Fake The two essays, â€Å"What is Wrong with a Forgery,† by Alfred Lessing and â€Å"Artistic Crimes,† by Denis Dutton, explore the different reasons that they give negative connotation to the concept of an artistic forgery. Each author concludes that a forgery is indeed wrongful, however their reasons for this conclusion differ in several distinct ways. This essay will summarize both authors’ main points and compare and contrast the fundamental differences of their arguments. Lessing begins â€Å"What is Wrong with a Forgery† by establishing that forgeries are not void of aesthetic value. In fact, he states that a clear distinction must be made between the qualities that make a piece of art aesthetically pleasing and the non-aesthetic qualities that art critics consider when analyzing a piece. The concept of a forgery, he says, is purely non-aesthetic and should not be used to describe the beauty of a piece. To further illustrate this point and later points in his essay, Lessing introduces the case of the Johannes Vermeer fakes done by Hans van Meegeren. The painting The Disciples was thought to be a Vermeer masterpiece for 7 years until van Meegeren revealed that he had actually done the painting and misrepresented it as Vermeer’s. Lessing says, â€Å"The fact that The Disciples is a forgery is just that, a fact. It is a fact about the painting which stands entirely apart from it as an object for aesthetic contemplation. The knowledge of this fact can neither add anything to nor subtract anything from the aesthetic experience. Here Lessing establishes that his problem with the forgery does not lie within the aesthetic value of the art, so he introduces what he believes to be the real problem with a forgery: that it is an offense against what he calls â€Å"the spirit of the art,† and he contends that a forgery, such as The Disciples, â€Å"lacks artistic integrity. † To further illustrate this he considers that the concept of forgery cannot be applied to the performing arts, a concept which Dutton refuses to ac cept in his essay, which we will explore later. Lessing uses this concept to draw a distinction between creativity or originality and reproduction or technique. Technique, he says is public, it is something anyone can possess or learn, while originality or creativity is a deeper concept to explore. Both qualities in perfect balance, he asserts, are necessary to create a great work of art. Lessing says forgery is in the concept of originality and not technique stating, â€Å"forgery is a concept that can be made meaningful only by reference to the concept of originality, and hence only to art viewed as a creative, not as a reproductive or technical, activity. The element of performance or technique in art cannot be an object for forgery because technique is not the kind of thing that can be forged. Technique is, as it were, public. † In the Vermeer case, it is not the technique that was forged but his discovery of it; his originality in its use. Lessing further defines his view of artistic originality and its importance. He contends that true artistic originality comes from the impact on the history and progression of art. Vermeer, he says was a great artist because he brought new and original technique and style to the artistic community and profoundly impacted art history. The ability to produce aesthetically beautiful pieces of art is not all that makes a great artist, but it is this originality or â€Å"the fact that [Vermeer] painted certain pictures in a certain manner at a certain time in the history and development of art. † Van Meegeren did not possess this, he only had the technique to reproduce Vermeer’s originality. Lessing concludes with the assertion that since van Meegeren’s painting is aesthetically beautiful it is actually shows what a great artist Vermeer was. It is a testament to the original genius of Vermeer’s style and technique brought about in the 17th century. In Dutton’s essay, â€Å"Artistic Crimes† he, like Lessing, agrees that the intrinsic aesthetic properties of a work of art are not changed by the revelation that the piece is actually a forgery. Dutton’s stance on the issue of why a forgery is wrong differs most from Lessing’s in that he argues that there can be no distinction between creative and performing art. In Dutton’s opinion, every work of art involves some element of performance. The difference is whether we perceive the moment of performance or if we only see the end product of the performance. Regardless, this performance must be considered in appreciating a work of art. A performance he says represents a sense of accomplishment or achievement. Dutton states, â€Å"As performances, works of art represent the ways in which artists solve problems, overcome obstacles, make do with available materials. † This is an aspect of a piece that cannot be ignored when fully appreciating its artistic value. Dutton’s main problem with forgery then is not the lack of originality that Lessing speaks of, but that a forgery misrepresents achievement. In the van Meegeren case, for example, the problem is in that it was a much greater achievement for Vermeer to paint his masterpieces during the 17th century with the resources and technology at that time, than it is for van Meegeren to paint the same way in the 20th century with many more resources available. Another difference between Lessing and Dutton’s argument is that Dutton believes that a forgery does have originality and this is not its problem. Lessing believes that this lack of originality is the fundamental problem with the forgery, but Dutton states, â€Å"even forgeries – those putative paradigm cases of unoriginal effort – can have strikingly original aspects. † He goes on further to say that the van Meegerens are actually original van Meegerens, an original performance by van Meegeren was misrepresented as a Vermeer performance. Here, he asserts, is the misrepresentation of achievement that is the problem with a forgery. Dutton reiterates that the knowledge of the origin of a work and the artistic achievement that the piece represents is crucial to appreciating a work of art. The â€Å"aesthetic experience† that Lessing speaks of in his essay, Dutton discredits stating, â€Å"The encounter with a work of art does not consist in merely hearing a succession of pretty sounds or seeing an assemblage of pleasing shapes and colors. † The artistic experience he asserts is much more complex than that and when the performance that led to a piece of art is misrepresented the achievement that the art represents is misrepresented. To learn this fact changes the entire artistic experience when appreciating all aspects of the piece including the performance that led to its existence. Both Lessing and Dutton agree that the aesthetics of a piece are not altered by the acquired knowledge that it is a forgery. Where the two authors differ is in their concept of experiencing art. Dutton discredits Lessing’s belief in a purely aesthetic experience, believing that there are many more aspects involved in the artistic experience than pure aesthetics. The authors’ other key disagreement is in Lessing’s distinction between performing and creative art, saying that a forgery only exists in the creative aspect and the lack of originality in style and technique is where the forgery is wrong. However, Dutton disagrees, asserting that every piece of art involves a performance and this misrepresented performance misrepresents achievement. This is Lessing’s problem with a forgery because the achievement of the artist must be considered during any artistic experience.

Critically access the advantages and disadvantages of international Essay

Critically access the advantages and disadvantages of international co-production in 'world cinema'. Illustrate your answer with specific examples - Essay Example World cinema addresses themes that are generally not explored or known to traditional western and Hollywood film makers. In this way, world cinema offers interesting perspectives on the issues of diverse communities across the globe. World cinema needs to be distinguished from terms such as second and third cinema which describe films produced on alternative or post-colonial themes (Fraunhar, 2005). World cinema does not profess such ambitions and strives for creating diversity and a distinct identity in global cinema. The popularity of world cinema has increased with the success of international world film festivals such as those hosted at Cannes, Berlin, Venice and other destinations. This popularity has led to international co-productions in world cinema where production teams from two or more countries collaborate on producing a film addressing issues that connect the different cultures. McFadyen, Hoskins & Finn (1998) have identified several important advantages and disadvantages of such international co-production. This paper analyzes these advantages and disadvantages in the light of critical research using specific examples of world cinema. One of the significant advantages of international co-production in world cinema is gaining access to a common financial resource for the countries involved in the co-production. When analyzed from a critical perspective, this is an important advantage and may even be beneficial to promoting the development and growth of world cinema. Often times, cinema from non-English speaking countries may be deprived of a global or international audience because of limited financial resources at the disposal of the film producers. This is also disadvantageous to the global film industry because it is deprived of unique alternative narratives and storytelling techniques. Therefore, international co-production makes financial resources accessible to production companies operating in smaller local film

Risk Management among Older People Essay Example | Topics and Well Written Essays - 4500 words

Risk Management among Older People - Essay Example The intention of this study is the concept of risk. McDonald argues that risk is quite a serious societal issue as demonstrated by more emphasis being placed in distribution of risks than in distribution of wealth. McDonald then explores several perspectives of the definition/concept of risk in the society as it relates to social work, beginning with the widely accepted legal view that risk is the likelihood of an event occurring and the existence of a duty of care that is owed to those who might be affected (in this case the elderly) by reasonably foreseeable consequences of another party’s actions. Another perspective of risk is the actuarial notion, where it is the probability of occurrence of certain events based on statistical analyses of whole populations or subgroups, where in this case we have the older people sub-group. McDonald also discusses the social constructivist aspect of risk, where certain risks have been granted cultural acceptance based on different societa l dynamics. An example concerning older people is where certain risk-taking behaviours are out of question in a manner different to young people who may not be limited by such events. For instance, although the risk of injury from engaging in sport is present for all sub-groups, older people are more constrained from it differently from young people. Across all these concepts of risk, it is discernible that the shared characteristic is in the probability of an event occurring, and for the purposes of social work, an opportunity to pre-empt the event from occurring which forms a vital dimension of social work. The functional definition is that risk involves calculation of probability of and description of the likelihood of a future event given certain conditions, while at the same time recognising duty of care. Risk assessment is an issue related to the probabilistic aspect of the social workers knowledge base; hence it involves balancing out the outcomes for the service user in ques tion (Hawkes 2003, p. 6). The role of the social worker here is to assess the probability of significant harm occurring, or assess that which has already occurred in a bid to prevent further/future harm from occurring. Assessment of risk occupies a pivotal position in social work since it occurs at the initial point of contact between the service user and the social worker, and hence the effectiveness of intervention mechanisms depends to a large extent on the outcomes of the risk assessment. Social Worker Duty, Reasons for Risk Assessment and Obsession with Risk Assessment The reasons behind the obsession of social work with risk assessment can be traced from the trends in the wider society. McLauglin (2008, pp. 3-6) first establishes that there is an ongoing preoccupation with risk in the society and its minimisation, with the primary concern of the contemporary society shifting from being after something good to instead preventing the worst (tendency towards self-limitation as op posed to pursuing self realisation). This shift is being driven by a shift from natural hazards to man-made ones especially in the developed world, where for example an older person