Administrative Management Theory Advantages and Disadvantages

STRENGTH 1. It is the most comprehensive administrative management theory Henri Fayol's theory is extremely comprehensive as a way to deal with management techniques. It is also the most used because it has been proven  to work. It’s being comprehensive as it covers just  about anything  one might need to do in a management position to ensure success. WEAKNESSES 1. It is still based on human  application The weaknesses to the theory are that it is still based on humans.As humans we are naturally going to make  mistakes. The theory  works on  the basis of having harmony among people in which unity forms to create a strong management team. However, when  mistakes  are made it can undermine the entire strength of the team. Furthermore, if a person is found to be false and will not  admit  it, more problems can ensue. This is the same weaknesses of any system that relies on humans to be in control given various factors like personality and that  mistakes  can be made.2. Reliance on experience Many of the writers in the management developed their ideas on the basis of their experiences as managers or consultants with only certain types of organizations. For instance, Fayol's work came primarily from his experiences with large manufacturing firms that were experiencing stable environments. It may be unwise to general ize from those situations to others especially to young, high-technology firms of today that are confronted daily with changes in their competitors' products.3. Untested assumptions Many of the assumptions made by classical writers were based not on scientific tests but on value judgments that expressed what they believed to be proper life-styles, moral codes, and attitudes toward success. For instance, the classical approaches seem to view the life of a worker as beginning and ending at the plant door. Their basic assumption is that workers are primarily motivated by money and that they work only for more money.They also assume that productivity is the best measure of how well a firm is performing. These assumptions fail to recognize that employees may have wants and needs unrelated to the workplace or may view their jobs only as a necessary evil4. Unintended consequences Administrative management approaches aim at achieving high productivity, at making behaviors predictable, and a t achieving fairness among workers and between managers and workers, yet they fail to recognize that several unintended consequences can occur in practice.For instance, a heavy emphasis on rules and regulations may cause people to obey rules blindly without remembering their original intent. Oftentimes, since rules establish a minimum level of performance expected of employees, a minimum level is all they achieve. Perhaps much more could be achieved if the rules were not so explicit.My take is that when he talks about â€Å"advantages and disadvantages of administrative management† he is talking very specifically about administrative rule making authority.Most administrative agencies have little or no rule making authority (FBI, DOJ, BATF), these exercise purely executive power. Some have been given tightly constrained rule making authority.A few, such as the EPA have been given fairly broad rule making authority. That can be come a problem.â€Å"Again, the complexities of m odern life that gave rise to the Los Angeles smog problem are well documented. The EPA and its regulations made my air healthier. I'd say that was being â€Å"reasonable†.†Yes, they were being reasonable back then. The stopped being reasonable some time around the mid 1990s. The problem is when their manager's salaries are determined by their budget and number of employees, how do you get them to recognize when it's time to stop? How do you get them to admit that while yes, continuing to enforce the existing rules is important, there is, as with all things, a point of diminishing returns where each new rule does more harm than good.REFERENCES1. http://www.vectorstudy.com/management_schools/classical_school.htm2. http://www.vectorstudy.com/management_gurus/henri_fayol.htm3.http://www.vectorstudy.com/management_schools/classical_school.htm

Henry Ford’s Evolution of Automobiles

â€Å"It is doubtful if any mechanical invention in the history of the world has influenced in the same length of time the lives of so many people in an important way as the motor car. † So writes an American historian, thinking of the automobile alone. But it does not stand-alone. It was the automobile factory that introduced mass production, a process that has changed the lineaments of our economic and social life more profoundly than any other single element in the recent history of civilization. Nearly everyone has heard of this process, yet few have any detailed or exact knowledge of its inception and development. Enter Henry Ford. The true answers of what inspired this Michigan farmer to develop a production process that was so simple, effective and efficient it changed the entire course of history. In this report, we will present a brief history of the era in which Henry Ford lived, the background from which he came, and important management trends he followed. It is hard to summarize the era in which Henry Ford lived. Chiefly because he changed the entire tone of the era in which he lived, making his career a transitional period. We will begin with the world before Ford. In the mid-latter part of the eighteen hundreds (c. 860-c. 1895), the United States was still tending its wounds from the aftermath of the civil war. It was a time of rebuilding, reorganizing and a time to accept change. The country†s figureheads were also changing. When the most respected of men were generals, soldiers, presidents, and war painted warriors, combat bravery was a greatly revered trait. However when the dust and smoke of war cleared, the public†s attention naturally shifted back to home life. The transition occurred when the position of bravery in the public eye changed from a warrior†s bravery, to an entrepreneur†s type of bravery. An undeniable part of home life and living is what tools are used to make a home or farm function. This is where the gaze shifted toward men like Edison for inventing the light bulb and standardizing the use of electricity. Well over one hundred years later, what home is complete without electricity? And (back to our focus) what home is complete without an automobile? Naturally many inventors influenced this time in history. Take for example three boys who grew up on several of the farms in Worcester County, Massachusetts. At thirteen, Tom Blanchard invents an apple-parer; at eighteen he works in a tack factory, and is soon inventing a tack-counting machine, then a tack-making machine. Before long he is one of the masters of the Springfield Arsenal. Elias Howe liked to tinker with the grain mill on his father†s farm, an occupation fitting his rural life. At sixteen he became an apprentice in a Lowell factory for making textile machinery – his sewing machine lay just ahead. Eli Whitney combines farm chores and forge work; restlessly ambitious, he saves money to attend Yale – with what result we all know. The farm is a sound teacher of ingenuity and elementary mechanical skills. Before long however its lessons are ended, and the youth whose imagination is fired by railroads, steamboats, cotton mills, machine shops, and gun factories looks to a larger sphere. † 2 Henry Ford was born on July 30, 1863 in the Detroit, Michigan area. He was the oldest of six children born to William and Mary Litogot O†Hern Ford, and the grandson of Irish immigrants who had arrived in America in 1847. The entire family worked on the family farm and Ford was raised with intentions of taking over the family farm when he grew up. He had an intelligent, inquisitive nature and was energized by the huge growth of industry occurring in the Detroit area. † 3He was also an avid experimenter. At age nine, in one of his first experiments, he theorized the power of steam. To prove the nature of this phenomenon, he plugged the spout of one of his mother†s delicate teapots, and set it to a boil. And to the great joy of the young, giggly theorist (and dismay of his mother), the explosion sent pieces of glass and boiling water crashing around the kitchen! Miraculously the young observer was left untouched! This result is eerily reminiscent of the effect Ford would have on the industrial revolution in times to come. As he grew up his father allowed him to â€Å"tinker† with many of the tools on the farm. Ford†s mother called him a â€Å"born mechanic† and provided him with darning needles and corset stays to make into tools for his watch repair work. Probably the most dramatic event in Henry Ford†s life happened in 1876 at age thirteen. While riding with his father in a wagon, they saw a steam engine travelling along the road under its own power. Ford jumped off the wagon and excitedly began to question the driver about this remarkable engine. Used for stationary purposes such as sawing wood, the engine had been mounted on wheels to propel itself. The engineer explained all about the machine and even let Ford fire the engine and run it. â€Å"Ford later said, ‘That showed me that I was by instinct an engineer. â€Å"†4 The seed was planted that there could be a self-propelled vehicle and that thought would haunt his imagination for years. Although he yearned to go to Detroit and work in the machine shops, Ford stayed on the farm helping his family until he was seventeen. Then, with his father†s blessing, he moved to Detroit and started working at the Michigan Car Company for $1. 0 a day. He was fired shortly thereafter after angering the older employees by making repairs in a ? hour instead of the usual five hours. By 1882 Ford had left Detroit and used the family farm as his address as he traveled around from job to job. In 1885, at a party, he met Clara Jane Bryant. They married April 11, 1888 and their only child, Edsel, named after his boyhood friend Edsel Ruddiman, was born November 6, 1893. Ford had never given up his dream of a â€Å"horseless carriage. † Whenever he had a spare moment he read about gas engines and experimented in his own workshop. By 1891 he and Clara had moved back to Detroit and Ford began working for Detroit Edison Illuminating Company. Ford†s Quadricycle (his first automobile) was ready for a try-out in 1896. It frightened the horses and caused many a protest, but it ran. It was through working at the Detroit Edison Illuminating Company that Ford met Thomas Edison. â€Å"At a convention Ford was introduced to Edison as ‘The young fellow who†s made a gas car. â€Å"†5 After discussing his ideas with the great inventor, Ford was glad to hear that Edison thought his ideas had merit. Edison told him, ‘Young man, you have it, a self-contained unit carrying its own fuel. Keep at it! â€Å"†6 The meeting with Thomas Edison gave Henry Ford fresh inspiration and his spirit was renewed by the famous inventor†s words of encouragement. By 1899 Ford had produced an operable car that was written up in the Detroit Journals. Ford was described as a â€Å"mechanical engineer. † Eventually his work developing automobiles conflicted with his position at the Detroit Edison Illuminating Company. Even though the company was well pleased with his work and offered him the General Superintendent position, they asked him to make a choice. Could he give up his â€Å"hobby† of automobile building and devote himself to the company? Ford made the decision. He wanted to make automobiles. After some false starts, on June 16, 1903, with ten investors plus Ford†s patents, knowledge and engine, Henry Ford incorporated the Ford Motor Company. After years of hard, pioneering work, Ford Motor Company produced its ninth and most successful-thus-far automobile, the world famous Model T. It was first marketed in October 1908 and the company dominated sales for the next eighteen years. Because of his development of the assembly line used to mass-produce automobiles, Ford sold more than one half of the cars in the industry in 1918-1919 and 1921-1925. The Model T, or Tin Lizzie, was a hard working, sturdy, commonplace car. Ford†s dream had come true. â€Å"I will build a motor car for the great multitude†¦ constructed of the best materials, by the best men to be hired, after the simplest designs that modern engineering can devise†¦ so low in price that no man making a good salary will be unable to own one and enjoy with his family the blessing of hours of pleasure in God†s great open spaces. Henry Ford and Thomas Edison had become the best of friends. They admired and respected each other. In 1916 Henry Ford purchased Mangoes, the home next door to his friend Edison†s Seminole Lodge, so that he and Clara could vacation there while the Edisons were down. The two families enjoyed their time away from it all in the tropical serenity of Fort Myers, Florida. Camping expeditions into the Everglades, with Harvey Firestone and his family, plus naturalist John Burroughs, became a special treat. Henry Ford died April 7, 1947. Editorial tributes were favorable to Henry Ford. He was praised as a patriot, philanthropist, philosopher, reformer, economist, and teacher and depicted as a symbol of individualism and productive genius. â€Å"8 During his career, particularly in the early 1900†³s, Ford methods of management were seen as being very innovative. â€Å"He was a student of the modern management methods that were emerging at the time. For example, he was familiar with the work of Frederick Taylor, the driving force behind the new principles of scientific management and the use of time and motion studies to increase job efficiency. † 9Frederick Taylor truly used a scientific approach to management. He took each element of management and production and examined it under great scrutiny. He also observed how each portion of the entire production process worked together as a team. His purpose was to refine each element and bring them together under the least amount of functional friction. â€Å"For example, Taylor took aside the worker element and discovered that most of them were soldiering. Soldiering is deliberately working at less than full capacity. â€Å"10 Upon resolving this problem, the worker element now has less functional friction will perform better for the team. More relevant to Ford†s case was Taylor†s time-and-motion study. This study sharply examined how a worker performed a task. It followed each motion that the worker went through to accomplish a task and then tried to simplify each task by removing steps and/or refining them so that the job could be done faster and with less effort. This proved to be the most revealing of Frederick†s studies as it allowed work to be done at a much faster rate and in some cases quadrupled production! Ford strongly believed in Taylor†s scientific approach and custom fit his production team to perform at the greatest capacity. Having taken influence from Taylor†s time-and-motion study, Ford devised his true masterpiece, the assembly line. This, being the most vital part of production for any mass-produced product, could more than quadruple output with far less labor, and much less skill required for each job. Ford immediately recognized the potential for output of his new company, and upon the earnings its first profits, the company began to expand. This expansion of the Ford Motor Company, accredited to Ford†s innovative management approach, would set a trend that swept the world for many years to come. Being the first company to adopt the method of mass production gave Ford Motor Company such a powerful head start that it dominated the automobile industry for the next twenty years. As far as Henry Ford†s role in his company he was both a figurehead and a liaison. Following his massive success in the auto-industry, Henry Ford began to take part in politics. He also began to donate money to charitable organizations and became a familiar face at important dedication ceremonies around the country. His 1918 run for senate and his dedication ceremonies, i. . (1929 Edison Institute of Technology) identify him as a figurehead for the Ford Motor Company. However, Ford always kept an eye and an ear on other rising companies and other changing trends in industry. This greatly aided him in staying on top of the automobile industry for so long. This would make Ford also a liaison in his company. Ford however did not deal with his workforce directly. â€Å"He hired Harry Bennett as head of the infamous Ford Service Department to maintain control over his rapidly expanding following of workers. 11 Ford†s indirect management of his workers would therefore disqualify him from the leader role in his company, making him a figurehead/liaison type manager. Henry Ford†s life falls into a very small category of lives known as revolutionaries. He was not simply and inevitable product of his time. He was original and revolutionary. He defied precedent and never once allowed the impossibilities of the past to limit the possibilities of the future. And above all he was a true patriot to the growth of the human race.

Professional Solder

What does being a professional solder mean to me? Professionalism as a solider is exemplified by the constant display of knowledge of what it means to be a soldier and showing that in your everyday duty. As a professional solider you should constantly have situational awareness, knowing how to address your superior and subordinates, maintaining your military bearing and how to do your job efficiently are the cornerstones of being a true professional solider..For instincts being a professional solder means to serve our country from foren or domestic enemies so that all the people of the United States of America can live a happy and free lives . being part of that one percent that decided to join the armed services. Having young and older generations look up to you for being who you are. It also means living up to your seven key army values. Many people know what the words are and what they mean loyalty- Bear true faith and allegiance to the U. S. Constitution, the Army, your unit and other Soldiers, duty Fulfill your obligations.doing your duty means more than carrying out your assigned tasks; Duty means being able to accomplish tasks as part of a team, respect- Treat people as they should be treated. In the Soldier’s Code, we pledge to â€Å"treat others with dignity and respect while expecting others to do the same, selfless service-Put the welfare of the nation, the Army and your subordinates before your own. Selfless service is larger than just one person, honor-Live up to Army values, integrity-do what’s right, legally and morally.Integrity is a quality you develop by adhering to moral principles. It requires that you do and say nothing that deceives others, personal courage Face fear, danger or adversity (physical or moral). But how often do you see someone actually live up to them? Being a professional solder I have to live by them values on a everyday bases. As a professional solder you also need to live by the army creed, I am an American Soldier. I am a warrior and a member of a team. I serve the people of the United States, and live the Army Values.I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I am disciplined, physically and mentally tough, trained and proficient in my warrior tasks and drills. I always maintain my arms, my equipment and myself. I am an expert and I am a professional. I stand ready to deploy, engage, and destroy, the enemies of the United States of America in close combat. I am a guardian of freedom and the American way of life. I am an American Soldier.The main thing we pull out of all that and keep to heart it the worrier ethos, I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I the army we have a long and strong tradition of military structure that demands that those of lower ranks refer to their superiors in certain ways. If you do not know how to properly address superior officers, you can find yourself being reprimanded or, even worse, â€Å"smoked† (put through vigorous physical punishment).

Hinduism Essay Example | Topics and Well Written Essays - 500 words

Hinduism - Essay Example Therefore, those that do bad deeds, such as rob or steel, are polluting their karma, which will lead to unfortunate events and vice versa for good deeds. It is also important in the concept of reincarnation, as how good your karma is will determine what an individual is reincarnated as. This is especially important because a person must have very good karma in order to escape the cycle of reincarnation in order to achieve a higher state of enlightenment known as moksha. An avatar is a manifestation of a Hindu deity on Earth. Each sect of Hinduism has a different view regarding these types of manifestations. The manifestation does not have to occur solely as a human, but can be in the form of an animal or any other sort of creature. They appear as a source of divine influence and often speak to people offering sage’s advice. In addition, each avatar has unique qualities, which separate them from one another. Each sect of Hinduism acknowledges the existence of a different number of avatars. In the basics of Hinduism for someone who is unfamiliar to the religion, it would sound unique in comparison to its Christian counterpart.

Competitive Position of Thorntons Essay Example | Topics and Well Written Essays - 1000 words

Competitive Position of Thorntons - Essay Example In case of Thorntons, their competitive nature is indeed numerical and the company can generate and withstand different levels of income in reference to its structure. The competition nature of Thorntons is advantageous since the company operates on seasonal bases. Therefore, business becomes partial as government influences rising cost of energy by use of economic factors that may influence positive results on cost of production as well on total sustainability cost. Furthermore, microenvironment is another Thorntons position of competition. Performance indicators like level of growth, volume of sales, and price of shares reveal that this company has a higher competition position. This is prevalent due to amount of revenue collected in 2010 shrunk to 0.1 percent because of challenges the company underwent. Additionally, Thorntons witnessed significant loss of share price in the beginning of 2012. What caused this, according to Thorntorns, is the passing typical situation of its sales and the taking over of Cadbury by Kraft. However, Kraft’s take over of Cadbury affected Thorntons since the overall chocolate industry has grown by four percent which is a total of 3.6 billion a margin Thorntons cannot reach hence they cannot compete. Despite the huge potential Thorntons have, their competitive position continue to dwindle since its profit earnings dropped by 0.1 percent at the fiscal end of June in 2010 compared to revenue earnings of 2009. As a result, the company’s operating cost increased thereby crippling its strategic operations. Thorntons level of competition is high since the company has clean reputation of over a hundred years in market. This serves it as a marketing tool. It is also multi-generational, as many people in Great Britain perceive the idea of chocolates is synonymous with the Thorntons. Due to franchise dollars that help the company bring in fiscal earnings over time, the level of competition continue to build and portray signifi cance sense of market growth. In relation to Porter’s five forces model, if Thornton’s wish to survive the current stiff market competition, it must put into consideration the following industrial contexts in order to help itself surpass this agony. First, they should evaluate the power of their suppliers. In spite of the advantage that they run their own stores, there is still deteriorating performance within its operations. Therefore, they should better their understanding of profits by differentiating the impact of inputs on cost, providing presence of substitute inputs in case of changes in market trends, and confirm their relative cost to total purchases (Hill & Jones, 2009:54). This will in turn reduce their operating costs hence achieve maximum benefits. In order for Thorntons to solve their relative issues, they should consider exploring other markets and produce other products as opposed to their niche commodities. Then using buyer power, which is one of Porte r’s five forces model, they should seek to provide variety of other products to increase buyer’s volume of purchase. They should also consider offering incentives to their prospective clients as part of enticing them, making them repeat customers thus fostering market expansion. It is clear that the management is striving to transform the operating length of the company into annual bases. However, the effort put is not adequate. Thereby,

The Side Effects of Cancer Treatment Drugs Assignment

The Side Effects of Cancer Treatment Drugs - Assignment Example If the child is worried about her appearance, the parents can advise her to try different styles of hair and makeup. She can wear wigs, use scarves or even come up with a cool bald-shaven look. Additionally, to maintain the quality of the remaining hair, she should use gentle hair products and use gentle brushes when combing. Dyes and hair-straighteners should be avoided as they only lead to more hair loss. She should also desist from constantly massaging her head as this can aid in hair loss. When sleeping, she should wear a soft night cap to prevent waking up with hair all over the bed which can lead to further emotional distress. Above all, the child should be informed that the situation will get better with time as she adapts to the treatment. Antineoplastic drugs or chemotherapy agents have several side effects on patients some of which are severe and life-threatening. If a patient is quiet and listless, it may be due to general fatigue or anemia caused by the drugs as they inhibit the growth of new white and red blood cells. Additionally, this may be due to a condition is known as peripheral neuropathy which makes it difficult to walk/balance and pick things up. The patient can be encouraged to engage in fun activities and also take some energy drinks to improve his/her mood. The most common adverse side effects of Antineoplastic drugs include; Anemia and Fatigue Nerve problems Reproductive side effects such as irregular periods, hot flashes and decrease in sexual interests. Peripheral edema Hair Loss

Global Environmental Issues Essay Example | Topics and Well Written Essays - 750 words

Global Environmental Issues - Essay Example US Company such as Exide Technologies export used batteries to Mexico for secondary melting. These batteries mostly contain lead. Through recycling, lead is useful. Unfortunately, lead exposure has severe effects to the health of the workers as well as the environment (Pistoia, Wiaux and Wolsky, 2014). The Exide Technologies exports lead to Mexico due to the low cost of recycling. These prompts many companies to export lead to Mexico. This brings many environmental issues. There is a difference in the regulations between US and Mexico. This leads to the question if US companies are acting in a socially and ethical way. Five environmental issues arise in these scenarios. It is unethical for US companies pollute the environment and the surrounding in order to save money (Mitchell, 2009). Ethical dilemma arises due the inferior environmental regulations in the host nations as compared to the home nation. Global climate change is an issue affecting all the nations. Resources held common by all, owned by no one are sustainable to degradation. Degradation comes by nations moving productions to low cost areas and pumping pollutants into the environment, this harms global commons. The question here is whether it is legal or ethical to carry out these activities. Lead is a poisonous gas, which is hazardous to the environment. This perspective of the US being unethical can probably say that U.S. companies should follow proper safety procedures regardless of whether they are mandated by law. Consequently, there should be an agreement between the two countries that will commit both nations to equivalent environmental regulations to avoid development of polluta nts harmful to the environment. Furthermore, a regulatory framework can be established in Mexico to close the gap in the environment performance and accurate data on performance be made available to the public, this data can include air

War on Terrorism and Popular Culture on Media Essay

War on Terrorism and Popular Culture on Media - Essay Example Various media platforms have been exploded with context more or less associated with the war on terrorism, 9/11 incident giving an added hype to the issue. Also, owing much to the hype about war on terrorism, Middle East has become the interest of many authors and producers alike to engage the audience into unveiling perspectives of terrorism, generating interest of the people into the media products. The paper aims at discussing various media forums, i.e. books, TV (Prime time) and even Hollywood to analyze the popular culture on media in the aftermath of 9/11 attacks and in the wake on the war on terrorism. Prior to the extensive engagements of the great powers of the world into war against terrorism, the media platforms depicted a completely distinct picture of the world around us. The cold war period for instance contributed towards the popularity of media products revolving around this subject, also pop culture hit the media platforms back in 1960`s. However, once terrorism beca me the most pressing issue of the time, media products started focusing on these aspects as the audience was looking for answers to their queries regarding the subjects. A lot of contradictions and conspiracy theories surrounded mass audience due to which the media products focusing on the war on terrorism gained immense popularity, and the companies conceiving such products generated high amounts of revenues (Birkenstein, Anna & Karen 2010). Thus, to come up with valid conclusions it is crucial to analyze all mediums one-by-one and comment on them separately to draw pattern regarding media popular culture in reference to the war on terrorism. Starting off with the discussion over the influence of the war on terrorism over literature, the books are filled with various perspectives over the war on terrorism. In addition to the various textbooks, other social sciences literature was also focused immensely on this topic, relating terrorism to social aspects of life, journalism, anthrop ological accounts etc. The research over politics was also merely driven by the war on terrorism, as every student of politics was interested in studying about the impact of the war over politics. Since religion was associated with terrorism, books after books started being published on Islam, for instance â€Å"Suicide Bombers: Allah`s new Martyrs† by Farhad was one of the bestsellers of that time (Birkenstein, Anna & Karen 2010).. Similarly, other similar texts include Fundamentalism: the search of its meanings, Bad Faith: The Danger of Religious Extremism etc. Samuel P. Huntington`s clash of civilizations was however the most impactful publication which went viral throughout the world. The war on terrorism which led towards further segregation of the civilization owing to the cultures and religions was reflected in this publication circulated worldwide. Also, since Middle East became the subject of sole significance especially after the Iraq war, most of the literature was now focusing on this region. Since the impact of publications is restricted and the influence is not as widespread as that of broadcast media, the focus should now be shifted towards television. The prime time television also saw a shift towards content regarding the war on terrorism (Birkenstein, Anna & Karen 2010).. For instance, the first impact of the declaration of war on terrorism required loyalty and high regard for

Unruly Spider Case Study Example | Topics and Well Written Essays - 500 words

Unruly Spider - Case Study Example The major problems lay in the fact that the subcontracted company worked with inadequate drawings and inadequate tools. There was not a clear order from the engineer and this should have been communicated more effectively. The 1 1/8-inch-diameter holes had a rough finish on the bore. The magnaflux mark was not clearly legible. The inspection department rejected it. Extra money must now be spent by Mr. Speed to get the right tools and additional labor to finish the job right. If he does not raise the price on each unit he could lose money. A. The gears that were rough cannot be repaired but they could possibly be recycled and the money received from that could go to furnishing new equipment to make the grinding operation more efficient. B. Mr. Speed could raise his price to compensate for his expenditures of over $25,000 in repairing the tooling and redo with order with finished bores. C. The old gears can be recycled to decrease the extra costs and Mr. Speed should raise his prices to compensate for the difference. D. The advantages of recycling the gears are that it will offset some of the cost and the disadvantage of this would be that the costs will not meet the total expenditures. Mr. Speed raising his price per unit could result in extinguishing his output and making him a profit. The disadvantage of this would be that the price per unit may not be economical for the customer. The best choice would be for Mr. Speed to raise his price per unit and receive his profit on the back end. The process of salvaging the rough bores is not economical because it would require the operation of expensive chrome plating. It is best to raise the price and get the necessary equipment needed to complete all future jobs efficiently.

REGULATION AND MANAGEMENT IN THE GLOBAL COMMUNITY Essay - 1

REGULATION AND MANAGEMENT IN THE GLOBAL COMMUNITY - Essay Example This implies that most people in the corporate cultures tend to thrive long within the industry by becoming emotionless. For instance, most corporates have manifested this personality when those individuals managing the corporates have failed to maintain the ethical standards. This has often benefited a few individuals who become rich while those at the bottom end up being thrown on the streets when the corporates begin a downward spiral. The corporate governance is in dire need of regulation if the rights of the citizenry, as well as the integrity of the state are to be maintained. This is particularly important due to the fact that psychopaths have a tendency to taint nearly all the circles that they come into when establishing a contact. This implies that psychopaths can taint the state too, which is charged with the responsibility of establishing the extent of ethical and legal limits of the corporate behavior. This contamination of the state may occur in myriad ways. For instance, the intense corporate lobbying, in addition to the financial donations that corporates tend to extend to the state among other spheres of social influence, they may sometimes influence those in charge of making and overseeing the implementation of the law. To fully understand the link that likens corporate governance to a psychopath, Ullman (2004) provides diagnostic criteria for the same. To begin with, he points out that just like a psychopath; corporates tend to fail to conform to the set social norms and regulations that pertain to the practicing lawful behavior. This is commonly indicated by their repeated acts that pose clear grounds of arrest. This is mainly manifested through the ability of corrupt corporations to find their ways into powerful and key areas of the state using ways that go beyond the social norms. Some of these ways include seeking loopholes in the law to establish their claims, stock shares manipulation

How can Facebook influence people psychologically Research Paper

How can Facebook influence people psychologically - Research Paper Example Among the activities in social networks include exchange of news items, events, messages, videos and photos. But on the other side, I noted that researchers like Bowman, Westerman and Claus (2301) observed that social media would not have any impact on computer skills of the user, hence important for me to find out how else this affects humans. Facebook being the most common of these social networking platforms would be analyzed on how it affects its users psychologically. Megen (57) appreciates Facebook as the most popular social media platform. Since its launch in 2004, it has hit a membership of 800 million users, with half this number visiting the site daily. This platform allows users to post status updates, videos and photos and links which would be viewed by their friends or anyone else on the Internet. Products, brands and organizations have pages where liking them, just as would apply on photos, status and videos posted on a user’s wall, expresses agreement with the content. Facebook requires that users identify themselves with their real names thus allowing friends to search friends on the platform using their names, email addresses, workplace or school attended among other aspects. This platform could be accessed from both a computer and a mobile interface with Internet access. Studies by Pempek, Yermolayeva and Calvert (228) enlightened me on the time spent on Facebook with the researchers observing that on average, US college stude nts spent between 10 and 30 minutes daily on Facebook. The current environment dictates that I have to join Facebook so that I interact effectively and regularly with my peers. More so, I have seen many organizations opening their Facebook pages implying that employees operating such accounts have to be equipped with the skills of using the media. On my side, it would mean that for me to benefit from the opportunities that such organizations offer through their fan pages on Facebook, then, I

Phychology paper on cognitive developmental stages Essay Example for Free

Phychology paper on cognitive developmental stages Essay During Piaget’s stages of cognitive development, he introduces four different stages that children go through all the way up to adolescents. Piaget states that none of these stages can be skipped. These stages show how a child’s mind is intellectually developing over time as they grow. Their cognitive abilities progress and they begin to have a better understanding of the world around them. Throughout this paper I will explain the four stages of cognitive development; sensorimotor, preoperational, concrete operational and formal operational. The first stage of cognitive development that Piaget states is the sensorimotor stage. This stage is initiated at birth and lasts normally through when the child is 18 months. Everything in this stage is learned from the child exploring different things the best way they know how, whether by putting things in their mouth, or learning how to make the toys move on their play mat. Also, early language development occurs during the early part of this stage such as â€Å"coo-ing†. Then language progresses into words towards the later part of this stage where the child starts forming actual words such as â€Å"No†, and â€Å"Mine†. The second stage of cognitive development is the preoperational stage. This stage starts around 18 months, and lasts until about the age of 7. Children start being able to grasp symbols. For example, they can draw a series of squares with a triangle on top to represent a house. They also start to learn the alphabet, which is, of course, the set of symbols we use to read and write. On the other hand, they don’t understand abstract concepts like amounts, speed, or weight. In one of Piaget’s most famous experiments, he showed that children at this stage can’t comprehend that if you pour liquid from a short, wide glass into a tall, narrow glass, it’s still the same amount. The third stage of cognitive development is the concrete operational stage. This stage starts around 7, and lasts until 12 years old. In this stage children comprehend ideas like weight, amount, and speed, and can understand that the amount of liquid in the two glasses is the same. For example, a younger child in this stage would explain what would happen if you hit a glass with a feather based on what he knows about feathers, whereas the older child reasons from the previous statement and answers according to the logic proposed. They can also understand causal relationships; though not necessarily explain the reasoning behind them. The last stage of cognitive development is the formal operational stage. This  stage starts after about the age of 12. At this stage children begin to understand abstract concepts and reason logically. If you ask them what â€Å"justice† means, they can explain it. In this stage formal operational thinking is being illustrated.

Reflection on growth of competency in Clinical Skill

Reflection on growth of competency in Clinical Skill For this essay I am going to reflect upon a clinical skill I have become competent in during my training. I will use a reflective model to discuss how I undertook the skill. I will also discuss the rational and research behind the skill. The model of reflection I have chosen is Gibbs (Siviter, 2004). The Gibbs model of reflection allows the skill to be critically analysed. This is achieved by using the following sub headings; description, feelings, evaluation, analysis, conclusion and an action plan (Siviter, 2004). The skill that I will reflect on in this essay is the administration of an intramuscular Injection (IM). An IM is an injection deep into a muscle (Dougherty Lister, 2008). This route is often chosen for its quick absorption rate and often medication cannot be given via other routes. The reason I have chosen to reflect on this skill is because I have had many opportunities to perform this skill, and at my current practice placement this is the most commonly used method of drug administration. I have undertook many IMs at this placement but I am going to reflect on the first one I undertook which was the administration of Hydroxocobalamin commonly known as vitamin B12 (BNF, 2007) Description During a morning clinic with the practice nurse, I was asked if I would like to administer an IM on the next patient, which was a 26 year old lady who has been suffering from crohns disease which can cause B12 deficiency due to lack of vitamin and mineral absorption (NACC, 2007). I agreed and she briefly went through with me how to do an IM as it had been a while since I had last done one. I called the patient in and asked her to sit down. The patient had come in for her first injection of B12. I chatted to the patient asking her how she was and if she had any concerns. I then gained consent asking her if it was ok for me as a student to administer it under the supervision of the practice nurse. The patient responded with you have got to learn I then prepared the equipment which included two needles, a sharps box, a piece of gauze and the medication. I checked the prescription with the practice nurse, and then checked the ampoule against the prescription. I then drew up the medicatio n with one needle disposing of it in the sharps box and attached the other needle. I then proceeded to administer the medication, after completing the procedure I disposed of the needle in the sharps box and documented it in the patients notes. After the patient had left the nurse explained to me I had done it all correct except I had gone in too far so if the needle broke it would be hard to get it out and that I didnt aspirate to check if I had gone into a vein. Thoughts and feelings After I was asked if I wanted to do the IM I felt very anxious as it had been more than 6 months since the last time I had administered one. But she explained the procedure to me which relieved some of my anxiety. When I first met the patient I was feeling allot more nervous as the patient was roughly my age and I havent had much experience of caring for the younger person. After the procedure when I was told I was wrong for not aspirating I felt annoyed as I was sure I had read that aspirating was no longer necessary. Evaluation Overall I feel that the clinical skill went well as a whole. I followed the instructions from my mentor and what the research has suggested other than feeling a little anxious I performed the skill confidently and correctly. What I feel was bad about the experience is with my communication, which reflecting on I believe was lacking. I communicated with the patient prior to the skill and after the skill, but during I felt I almost forgot there was a patient on the end of the needle. I was so focused on getting the skill right and not causing any pain I didnt talk to the patient throughout the whole thing. Another point that I feel was bad is, I forgot to wear an apron. My mentor never mentioned anything about this although I do feel I should have worn one as its an aseptic technique and its part of the (DOH, 2006) guidelines. Analysis The reason why an IM injection was chosen is because B12 can only be administered via IM (BNF, 2007). I gained informed consent off the patient as this is part the NMC guidelines. (NMC, 2008) As patients have the right to decline treatment. After gaining consent, I then checked the medication against the patients chart to ascertain the following: Drug, Dose, date, route, the validity of the prescription and the doctors signature. This is done to make sure the patient receives the correct drug and dose (NMC, 2008) I then washed my hands using Ayliffes six step technique to reduce the risk of infection and put gloves on as part of DOH 2007 Guidelines . The site that I chose was the mid deltoid site. Hunt (2008) Suggests that this is the best site to use as its easy to access whether the patient is sitting, standing or lying down, it also has the advantage of being away from major nerves and blood vessels. Although Roger (2000) states that only 2ml at most can be injected into the delto id. I was able to proceed with this site as B12 comes in a 1ml dose (BNF, 2007). I asked her if she would prefer to sit or lie down, she said she rather sit, this was ok with me as I am not very tall and found this a comfortable position for me. As the patient was wearing a short sleeve top I asked her to move it up slightly instead of removing it thus allowing her to maintain her privacy and dignity. I then assessed the injection site for suitability checking for any signs of infection, oedema or lesions. This is done to promote the effectiveness of administration and reduce the risk of cross infection (Woorkman, 1999). Holding the needle at a 90 degree angle it is quickly pushed into the muscle. Workman 1999 says this ensures good muscle penetration. I inserted the needle leaving approximately 1/2cm exposed as Workman, (1999) says this makes removing it easier should it break off. At this point I decided not to aspirate as per research (DOH, 2006). After inserting the needle I all owed it to remain there for 10 seconds. As Woorkman (1999) suggest that leaving in situ for 10 seconds allows the medication to diffuse into the tissues. After 10 seconds had past I swiftly removed the needle and applied pressure according to Dougherty Lister (2008) this helps prevent the formation of a haematoma. Immediately after carrying out the skill I disposed of the needle into a rigid sharps container. To ensure health and safety is maintained and the used sharps dont present a danger to me or other staff members as stated by MRHA (2004). After the procedure I documented it within the patients notes as per NMC guidelines and to provide a point of reference if there ever was a query regarding the treatment and to prevent duplicate administration (NMC, Guide lines for records and record keeping, 2005). After the skill I discussed with my mentor that recent evidence suggest that aspirating is unnecessary. According to Workman (1999) the reason for aspirating is to confirm that the needle is in the correct position and to make sure that it has not gone into a vein. The most recent and up to date evidence, says that aspiration is only necessary if using the dorsogluteal  site to check for gluteal artery entry (Hunter, 2008). But official guidance from the World Health Organisation and the Department of Health (DOH, 2006) (WHO, 2004) suggest that this site should no longer be used, thus making aspiration unnecessary. By not aspirating it makes the procedure simpler and less chance of adverse events. Furthermore pharmaceutical companies are making less caustic preparations and in smaller volumes. I discussed this with my mentor and she agreed but stated that it is PCT policy to aspirate, and she would have to continue to follow this practice until the policy was amended. Conclusion Using the Gibbs model of reflection has allowed me to thoroughly analyse the event and allowed me to explore my feelings. I have found out despite the evidence being constantly up to date that not all practitioners knowledge is as up to date, and that trusts are equally as slow to adopt new ideas within their policies and that nurses are governed by policy more than current research. I have also learned that there is a great deal of evidence behind such what on the outside seems to be a simple technique and what I thought I was doing correctly may not always be the case. Action plan I do not doubt I will be carrying out IMs for a long time in my career. I will not be doing much differently in the future as the evidence is underpinning my practice. I will not put the needle in as far as I did on this occasion. In the future I will continue not to aspirate, unless local policy indicates otherwise. In addition I will communicate with the patient throughout the entire skill and not just at the start and end of. Whats more from this event I have realised that learning never stops and what I know now may not be relevant tomorrow.

Reflective Practice and lifelong learning

Reflective Practice and lifelong learning Within this essay, the research will use Reflective Practice in a teaching experience. It will focus on The Community College Whitstable and the curriculum that the students experience. It will highlight the changes that have happened from the introduction of the National Curriculum to the present day, and how the curriculum ideologies, models and theories have shaped the education system in Britain. This essay will identify Reflective Practice and evaluate the different ideas from scholars and professions such as Schon and Brookfield. This essay will evaluate and develop understanding of assessments in Britains state education system and how it affects The Community College Whitstable. It will explore how self reflection in it truest sense progresses teachers in their understanding of both the curriculum and the students they teach. Incorporating a reflective practice in ones own professional teaching methods, would be one way to keep up with the ongoing appraisals that should occur in any professional set up or learning experience. One could describe reflection as looking back at past teaching experiences, either good or bad, and determining whether the experience could have been better managed or taught. There is a clear distinction between thinking and reflecting. Thinking could be associated with a problem and solution where as reflecting may not have an absolute end result. Working as a teacher in a secondary school poses many problems, and many questions that are very rarely answered. The problem that surfaces with the idea of reflecting on ones own practice is that we as teachers are not given the time, or the motivation to reflect more often, or more deeply into our methods, teaching styles or delivery of the curriculum. The introduction of standardisation by way of the National Curriculum towards the en d of the 1980s and the beginning of the 1990s by the Conservative Government, has taken away the power from the individual teacher in deciding what is important. It could be argued it has reduced the teacher to nothing more than a messenger of a state controlled curriculum. It also suggests a hidden agenda. Neary,M (2002) highlights the hidden curriculum and the attitude towards education and the function a school should play in preparing people for society. Neary,M (2002,p45) states Lynch 1989(1989,p3): The particular social relations they deem important in the reproductive process are principally the hierarchical division of labour between teachers and learners, the alienated character of learners school work itself, and the fragmentation in work reflected in the institutionalised and often destructive competition among learners through continual and ostensibly meritocratic ranking and evaluation. Neary,M argues that writers such as Bowles and Gintis have made connections with a capitalist society and how this is reflected in the school system. It is important to reflect on the curriculum one teaches and who decides what is Really Useful Knowledge and how socially effective this is for the learners that we teach. The curriculum that is offered at The Community College Whitstable is GCSES in all the core subjects, BTEC in Construction, Physical Education, Science, Drama, Science, Music, Business Studies, Travel and Tourism, Design and Technology, NVQ in Hairdressing, professional qualifications in Motor Vehicles (IMA and ABC) and A Levels. Students at The Community College Whitstable are increasingly becoming familiar with BTEC rather than the traditional GCSES which are favoured by most Grammar and the top tier of other State schools. The reasoning for this could be that state education is undergoing huge fundamental changes through political and ideological mindsets. The Nati onal Curriculum was sought to increase the students learning, the House of Commons fourth report states (2008, p10): This document essentially identified four broad purposes; introducing an entitlement for pupils to a broad and balanced curriculum; setting standards for pupil attainment and to support school accountability; improving continuity and coherence within the curriculum, and aiding public understanding of the work of school: The school state system has now moved on more than a decade since that pledge and is currently at the centre of a political overhaul. The Community College Whitstable is entering more students onto the BTEC programmes than ever before. Through reflection of the stance and vision that the school is taking, and with regards to the increased flexibility of the school curriculum programme, one could see that schools such as The Community College Whitstable are increasingly struggling to compete on national and local terms through GSES results. Therefore turning to BTECs is a way to increase students results and move up the league tables. The popularity with BTECs are that they are all coursework driven and this does give them an advantage over GCSES which are part coursework, and part end of year exam towards final marks. The coursework is internally marked and externally verified, students who would not have had any chance of getting good results through GSESs, stand a better chance wit h BTECs (possibly getting 4 GSSEs at A* C grade on another subject.)The Community College Whitstable has been excellent in implementing the previous Governments call for Vocationalism and Diversity in the curriculum but is that all about to change with the new Coalition Government. It is important to reflect on ones teaching of the curriculum, knowledge, delivery, learning styles and methods, if we are to progress and grow as a teacher or facilitator. At present there are no school guidelines to become a Reflective Practitioner but there have been many authors and professionals that have laid down models for reflective practice to be incorporated into the curriculum. Brookfield,S states ( 1995 p29 ): We have available four lenses through which we can view our teaching. These lenses are represented by the four arrows in figure 2.1. They are (1) our autobiographies as teachers and learners, (2) our students eyes, (3) our colleagues experiences, and (4) theoretical literature. Viewing what we do through these different lenses alerts us to distorted or incomplete aspects of our assumptions that need further investigation. For example using a challenging student as a case study who attends the vocational centre is a good way to reflect on Brookfields lenses. The student that I have identified has had domestic problems and personal problems that stem from his home life. The student has a low academic ability and falls into the category of additional extra needs, which would have been recorded on his data from assessments conducted in key stage two and three. I believe this student suffers from low self esteem and confidence which reflects his aggressive nature towards education and superiors such as teachers and people in authority. The student was pushed into the vocational centre because of stereotyping and the low criteria needed to enrol on the courses at the vocational centre at The Community College Whitstable. Taking this into consideration and seeing it from the students eyes would help all teachers deal with his/her challenging behaviour with greater empathy and compassion, and in turn this wou ld enable us to tackle these problems with greater knowledge. A minority of students may have an awful home situation and life in a social environment that does not promote learning. Students may be come to school with that baggage of home life and may suffer from a lack of confidence through low academic ability. Seeing this situation from a students point of view should encourage us as teachers to be more thoughtful and tactful when dealing with certain students. From my experience of working and teaching at The Community College Whitstable, the students who chose vocational courses are generally lower ability students. Although there are some exceptions to this, and there will always be students who opt for vocational course who are academically bright. Students that are on the Construction courses at The Community College Whitstable may have problems that range from behavioural, social and academic through to the medical and physical. Through my experience as a teacher, communic ator or facilitator I have always relied on my autobiographical learning, for example, teaching students carpentry and joinery through my own good experience as an apprentice and then going on to study at college. This reflection into my past experiences has helped me to become a more rounded and competent teacher of the skills of a crafts that goes back many centuries. I believe that all teachers should use their autobiographical learning in their teaching because we can all remember the good teachers or the good instructors and employers. Our autobiography should form the foundation of our teaching methods and styles. Peer assessment is a crucial part of a teachers learning experience either informal or formal, both of these tools are equally important. Teaching on the BTEC Level 2 Construction course involves two members of staff and each member has equal responsibility to internally verify each others work. Fifty per cent of all students work will need to be cross referenced and internally verified. There are regular team meetings and departmental meetings on marking, students performance, attendance and behaviour. These meetings have always been a good way to pass on shared knowledge and to exchange ideas and beliefs on the best ways of teaching. Informal feedback from ones colleagues can be just as effective, for example asking a colleague to come into a class to observe a particular part of the lesson can provide us with greater knowledge of the situation. By simply asking other teachers how they deal with problem students can solve the mystery. From my experience a colleague had advised me to make up a seating plan at the beginning of the lesson to combat bad behaviour. The idea is that you have already taken control of the situation and the student understands this and responds accordingly. To this day the strategy has worked. Understanding how and why students behave in a manner requires understanding of human needs, this may not come naturally to most of us, but the ability to reflect and to research is a tool all teachers have at their disposal. Completion of the Certificate of Education course in previous years and now studying the BA Hons in Lifelong Learning, has put me on a learning curve using theoretical literature that I am still researching and trying to comprehend. This research into curriculum ideology, curriculum change, knowledge of education etc. suggests that education is not what it seems but a smokescreen for competing egos and polices from political parties at the helm of the countrys future. Brookfields Lenses challenges us to move away from our point of view and to take onboard other interferences that may or may not make a students progress or fail. Brookfield highlights the complexities of how we learn, and how the learning environment is always affected by more than one issue. By becoming a Reflective Practitioner it can help one understand the problems that arise from the problems teachers face. Brookfield identifies Reflective Practice as a way in which teachers can make sense of the education system and the political intrusions that occur in the curriculum. He suggests that through critical reflection we find our footing and are then able to have an openness that benefits both students and teacher. The students can be very challenging and will all have their own set of issues to deal with as outlines above. Using Brookfields Four Lenses to deal with a challenging student would be one way of discovering the true art of pedagogical teaching. Reflective Practice thro ugh Brookfields model would be beneficial when one encounters a difficult day. Peer evaluation forms an important role in our teaching methods, Brookfield highlight this in his Four Lenses and states (1995, p35) Our colleagues serve as critical mirrors reflecting back to us images of our actions that often take us by surprise. As they describe their own experiences dealing with the same crises and dilemmas we face, we are able to check, reframe and broaden our own theories of practice. This discovery through other teachers who deal with the same problem students is very important for a teacher to progress, and move on in their pursuit of becoming a competent teacher. Brookfields fourth lense focuses on theoretical literature whereby teachers and lecturers should read more about the processes of learning theory and research. Brookfield states (1995, p37): Reading a theoretical analysis that offers an alternative interpretive framework for a situation can be life saving or at least, career saving. Critical theory may help us realize, for example, that students disinterest is the predictable consequence of a system that forces people to study disconnected chunks of knowledge at a pace prescribed by curriculum councils and license bodies. Theoretical literature is covered by the leadership team at The Community College Whitstable in Staff Development evenings. From my experience this literature is used to justify their strategy rather than to professionally develop a teachers mind. Theoretical literature can help teachers to allay their fears and seek assurances from other professionals outside their working environment. Unfortunately too few teachers actively read theoretical literature on pedagogical teaching, from my experience reading and studying literature on behaviour has been a great source of encouragement. Brookfield points out that the reasoning for this is that the studies carried out about teaching in theoretical books are always written by academics and not teachers. The previous Government had realised this, the fourth report on the National Curriculum states (2008, p32): At the same time, teachers need to be given a stronger sense that their own innovations in pedagogy can be valued. There is considerable support for the introduction of some form of pedagogic bank developed by teachers for teachers. In order for teachers to become a Reflective Practitioner or teacher they would have to question the basis of the Curriculum and the hierarchical institution that administers it. This would bring them in direct conflict with the whole school system and the powers that control the system, both centrally through government, and directly through the senior management of the school. This theory of questioning the core values of an educational institution goes against the National Curriculum set up under the Conservative Government, where teacher control and powers are limited. In a world where we are now used to following the rules and codes of organisations the true spirit of people power has been born out of us through Capitalism, Globalisation and dominance. If one was to take onboard reflective teaching and use it as part of the curriculum timetabling it would help us to become better teachers and this would help us teach students what we think is important to them in the outside wor ld. Schon, D (1995, p332) argues: What happens in such an educational bureaucracy when a teacher begins to think and act not as technical expert but as reflective practitioner? Her reflection- in-action poses a potential threat to the dynamically conservative system in which she lives. As mentioned earlier the hidden curriculum has many agendas, ever since the introduction of free state schooling in the 1940s the issue has always been what should the students learn and why. Education was seen to be a way to move a nation on from the traumas of the World War and the depths of despair. The Education Minister at the time was R. A. Butler. In a draft white paper (1943, pp182) he stated: The new educational opportunities must not, therefore, be of a single pattern. Schools and courses must be available to suit the needs and aptitudes of different types of pupil or student. It is just as important to achieve diversity as it is to ensure equality of educational opportunity. Although the Government were not directly involved in educational curriculum there was a firm directive from the Government. Scholars throughout history have identified learning models and theories, armitage et al (2003) identified five Models of Educational Ideologies: Classical Humanism, Liberal Humanism, Progressivism, Instrumentalism and Reconstructionism. Armitage argues that we as teachers need to understand these ideologies in order to take them on board and through this knowledge we as teachers can set the learning experience for our students. Out of the five ideologies Reconstructionism seems the furthest away from our educational system and would suit the Developing World who need ideologies to pull themselves out of economical turmoil. Neary,M (2002) suggests that the Liberal Humanist ideology has been the most relevant since the industrialised west evolved. Neary argues that this ideology had favoured the private and higher classed schools such as the Grammar schools but not the State schools. Tony Blairs New Labour Government and the educational ideology could be coined with instrumentalism. The educational policies under Blair such as the Leitch Report (2006) are in keeping with the instrumentalism armitage et al states (2003, p209): The instrumental curriculum sees knowledge in factual terms and is clearly lecturer/teacher/trainer led. Thus, through instrumentalism education and training students are preparing themselves for their roles in the workplace and in society as a whole. This instrumentalism has had a major effect on state schools such as The Community College Whitstable because since New Labour, Vocationalism has made its way into Secondary schools and is now part of the curriculum for fourteen year olds. It remains to be seen whether the new Coalition Government are prepared to carry on these ideologies or follow another path. In a perfect world the educational ideology would be Progressivism Armitage et al states (2003, p208): The curriculum would be based around active problem-solving in a variety of social contexts and be constructed of topics which interested and challenged students (learning from experience) with the aim that people would learn how to think for themselves, make decisions, cooperate and participate as makers of a democratic society. The problem that has arisen in the curriculum today is that students are being spoon fed the information and that they cannot think for themselves. This is the result of the curriculum being too narrow and too focussed on good result and attainment rather than students growth. In order for our society or political organisations to decide the fate of our education system or the role it plays in how the students will be taught, curriculum research is carried out to ascertain the end goal. Neary, M (2002) has highlighted two curriculum models the Product Model and the Process Model. The Product Model is linked with behaviour and Neary, M (2002, p60) cites Tyler (1949); 1. What are the aims and objectives of the curriculum? 2. Which learning experiences meet these aims and objectives? 3. How can the extent to which these aims and objectives have been met be evaluated? 4. How can these learning experiences be organised? Under this model each question will need to be answered in order for the development of the curriculum to be successful and achieve the goals and outcomes intended. According to Neary the model was not without its critics based solely on the thought that a curriculum can not be based on Behaviourism. Armitage et al states there was an alternative model for curriculum development, the Process Model (2003, p203): This is an approach to curriculum which is interested in the processes and procedures of learning so that the learner is able to use and develop the content, not simply receive it passively. Neary,M states the Process Model focuses on (2002,p61): Teacher activities (and therefore the teachers role), student and learner activities (perhaps the most important feature), the conditions in which the learning takes place. Students on the BTEC level 2 Construction courses at The Community College Whitstable will have a varying degree of both models in the course aims and objectives and the structure and delivery of the content material and assessments. The BTEC Level 2 Construction courses will already have predetermined aims and outcomes in which the learner will have to meet to satisfy the awarding body, if they are to achieve the qualification, this type of curriculum falls in line with the Product Model. The BTEC does allow for some autonomy of the teachers because the modules or units will have to be personally written by the teacher or lecturer for the students to complete. This does reflect part of the Process Model but the self written units and delivery of the units have specific guidelines laid down by BTEC Edexcel. Curriculum change and the ideology behind it are very important when considering a wholesale change of the National Curriculum for schools in Britain. With the introduction of new qualifications, the assessment of that is fundamentally important to the success and the longevity of the new set up. Knight, J Minister of state schools (14-19) states (2008, p1): Many schools are already seeing the benefits of using assessment for learning practices and resources, but I want all schools to have access to high-quality training and support so that assessment for learning can be embedded in all classrooms. The previous Labour Government had targeted assessment as the way forward for schools to tackle students failings. According to the department for Children, Schools and Families (2008) the assessment for learning championed by Labour would enable students, teachers, parents and schools to know how the student is performing, where they should be and how they are going to achieve a satisfactory level of performance. For schools this meant that the structure would be transparent for all to see. For teachers they would now have a foundation to work from and be able to test students intermittently against the agreed assessments and criteria that are laid down by Government bodies. There are many ways to test students ranging from summative testing (end of year exams), to formative testing: this could be conducted in the classroom and workshops, and initial testing which would be carried out at the beginning of the course. The core question that needs to be answered when assessing is, are the means of testing reliable and valid? Armitage et al (2003, p 157) states: A valid assessment method is one which tests whether the aims and objectives of a learning experience have been achieved. The BTEC level 2 Construction course that is taught at The Community College Whitstable has various forms of assessment in order for the student to complete the units for that particular course. Currently students will have to pass six units in which three are theory units, and three are practical units. The theory units are taught on a modular basis, once the student has completed one unit they move onto the next one. The units are broken down into three smaller chunks of assessment so that it is easier for the students to digest and apply themselves and progress through the grading system. The grading systems start with a pass and then move onto a merit and finally a distinction. This kind of assessment follows the criterion referenced route of assessments, the students will have a set of questions and each question will have pass, merit or distinction attached to it. The students can elaborate on their answers and achieve a higher score or grade. The marked work is then marked by the assessor and then internally verified by a colleague teaching the same course. This is essential for the assessment process to be made valid and reliable. The practical elements of the BTEC level 2 Construction course are marked by the assessor as soon as the students has achieved the aim, which could range from building a Flemish Bond wall, making a panel door or preparing and painting a booth. The teacher (assessor) will instantly mark their piece of work in line with the course specification and grade the students a fail, pass, merit or distinction. This assessment is in keeping with a competence based formula which is similar with NVQs. There have been criticisms of this kind of competence based testing Armitage et al (2003, p166) states: Some argue that a competence-based system makes learning assessment-led. That is, for students at least, one eye is always on the competencies that have yet to be awarded and the entire course of study the becomes skewed towards ticking off such competencies. The students at The Community College Whitstable could identify with this criticism as we as teachers are pushed to increase achievements and pass qualifications rather than making sure that the student is ready equipped for the outside world. Assessment strategies and the reliability and validity have become an issue with new Coalition Government. An independent review conducted by Sir Richard Sykes (2010p3) states; There is an obsession with measurement, setting quantitative targets and compiling league tables, as though what cannot be measured numerically has no value and should have no place in education. Yet the best things in education often cannot readily be measured in this way. Dockrell and Black (1980) pick up on this theme of validity and reliability but their focus is assessment in the affective domain. Dockrell and Black (1980) argue that this kind of assessment is beneficial for the success of the students progression in their educational experience. Assessing someones welfare and preparing lessons to accommodate all students sat in front of them is part of the student centred curriculum at The Community College Whitstable. Teachers are expected to write reports three times a year on every child they teach assessing both ability and attitude although this does not go towards their final grade it can act as a tool to assess the students progress. Every child must be taught to the best of their ability is the mantra at the college. Although I do not agree with the current education system in Britain one hundred per cent, there seem to be very little alternative. The eleven plus test that is conducted in the Kent District is designed to split the brighter students from the less academic to the gain of the Grammar schools. This kind of assessment has a huge effect on all secondary schools in Kent, especially The Community College Whitstable who will have to select students that have failed or are not eligible. The Tomlinson report (2004) had promised or set out a new curriculum and assessment that would have revolutionised our state education. The report had identified that GCSEs and ALevels needed to be reformed as well as vocational education for fourteen year olds. Unfortunately, the reform did not transform the education system but was only brought in a watered downed level. Sir Richard Sykes (2010, p3) argues: We therefore present a discussion and a set of recommendations which if adopted would, we believe, help to redress the balance between education and assessment. The new specification for all BTEC courses has been renewed as of September 2010, this follows a whole shake up of the QCA framework and the governing bodies that preside over the direction of our qualification system in Britain. It remains to be seen whether this will bring the change that will bridge the gap between students progress and an education system that is envied throughout the world. In conclusion Reflective Practice enables one to view their professional role as a teacher and within society. It is important that we as teachers and professionals encourage students to achieve all that they can in the education system and to become life long learners. It is important that we encourage students to not only learn what the curriculum has offered them but to extend their learning. The essay has researched the curriculum of The Community College Whitstable and how it has adapted to the changes of a tiered school system through league tables and assessments such as the Eleven Plus. Schools such as The Community College Whitstable will have to continually surpass their expectations if they are to survive in this Capitalist State System. Brookfields Four Lenses is an important starting point for reflection in ones own professional practice and this can put the teacher/professional onto the road of true satisfaction of ones own practice. Curriculum ideologies have played an important part in Britain and the Worlds education system. This essay has focussed on instrumentalism and how this affects The Community College Whitstable and how it has played an important part in Britains Education System. This essay has identified and developed a knowledge and understanding of assessments in our State Education System. It has identified how these assessments are being used in a vocational sense through BTEC qualifications at The Community College Whitstable. It is important to understand Britains education system, ideologies and fundamental beliefs as this will enable the teacher to progress and to make sense of educational change. Schools such as The Community College Whitstable have benefited from ideology, political intrusion and curriculum development because more students are now entering sixth form and going on to university or higher education than ever before. Schools play an important part when educating the student and the local community, it is the s tart of lifelong learning for some students. Comparing the education system of the 1970s to the present day, students have a greater advantage because schools are now set up to benefit the student. The Community College Whitstable offers a vast range of qualifications that would be the envy of many countries.

Canada Essay -- Geography Canada Expository Essays

Canada Canada, is the world's second largest country and it is the largest country in the Western Hemisphere. It comprises all of the North American continent north of the United States, with the exclusion of Alaska, Greenland, and the tiny French islands of St. Pierre and Miquelon. Its most easterly point is Cape Spear, Newfoundland and its western limit is Mount St. Elias in the Yukon Territory, near the Alaskan border. The southernmost point is Middle Island, in Lake Erie and the northern tip is Cape Columbia, on Ellesmere Island. Canada is bounded on the north by the Arctic Ocean, on the west by the pacific Ocean, and on the east by the Atlantic Ocean and its associated bodies of water, including Baffin Bay and the Labrador Sea. Canada has an abundance of mineral, forest, and water-power resources. The mining industry has been a major force in Canada's economic development in the past and is still the main force in the advance and economic activity and permanent settlement into the northlands. The principal minerals are petroleum, nickel, copper, zinc, iron ore, natural gas, asbestos, molybdenum, sulfur, gold, and platinum; in addition extensive beds of coal, potash, uranium, gypsum, silver, and magnesium are found. Fresh water covers an estimated 756 276 sq km or 7.6% of Canada. The many rivers and lakes supply ample fresh water to meet the nation's needs for its communities and for irrigation, agriculture, industries, transportation, and hydroelectric power generation. Canada has four principal drainage basins: the Atlantic Basin which drains to the Atlantic Ocean by way of the Great Lakes and the St. Lawrence River, the Hudson Bay Basin which drains northward into Hudson Bay via the Churchill, Nelson and Saskatchewan rivers, the Arctic Basin which is drained by the Mackenzie River and the Pacific Basin which drains into the Pacific Ocean via the Fraser, Yukon and Columbia rivers. Canada has six major physical, or physiographic, regions: the Canadian Shield, the Arctic Islands, the Great Lakes-St. Lawrence Lowlands, the Appalachian Region, the Interior Plains, and the Cordilleran Region. In simple terms, Canada can be considered a vast, saucer-shaped basin, bordered by mountainous lands on the west, east, and northeast. Hudson Bay and the lowlands along its southern shore form the central depression of this... ... During the last 75 years, the Canadian economy has been transformed from on based primarily on agricultural production and the export of agricultural products and raw materials to one based primarily on its manufacturing and service sectors, as well as a mining sector of continuing importance. Canada's economy reflects an affluent high-tech industrial society and resembles the United States, with whom it has close economic ties. This is one reason why a large percentage of the population live by the U.S.-Canadian border. Another reason is because a large number of the manufacturing plants are located in the southern section of Canada. Canada is rich in natural resources. It is a world leader in value of mineral exports and produces and exports many of the mineral needed for modern industrial economies. It's soils which are especially rich in the three prairie provinces of Alberta, Saskatchewan, and Manitoba, are intensively utilized and make Canada one of the world's largest exporters of agricultural products. Forests cover much of the land, and Canada is the world's largest exporter of newsprint and a leading supplier of lumber, pulp, paper, and wood products.

How Nelson Mandela used Rugby to unify South Africa Essay -- Politics,

After spending twenty-seven years in prison, Nelson Mandela was released from prison on February 11, 1990. In 1991, Nelson Mandela was chosen to become president of the African National Congress. In 1993, Mandela and South African President F.W. de Klerk announced an agreement that the African National Congress and the National Party form a transitional government, effectively ending apartheid and opening the political process to all South Africans (Williamson). Mandela was elected President of South Africa in 1994, and de Klerk became his first deputy. However, even with apartheid abolished, South Africa was still a divided country. Mandela’s legal adviser, Nicholas Haysom, said, â€Å"South Africa in 1994 was a country that was split, historically, culturally, racially, and so many other ways.† Within South Africa, there was a vast division between blacks and whites, and Mandela’s job was to bring them together. One way that Nelson Mandela brought South Africa together was through rugby. While this would seem to be an unlikely way to ease the racial tension, rugby was a crucial piece in the unification of South Africa. While Mandela was serving his time in prison, the international community began to put more pressure on South Africa to release him and end apartheid. To make sure their pressure was felt, opposing nations, especially New Zealand, began violently protesting when the Springboks visited to play (30for30). The Springboks, South Africa’s national rugby team, were banned from rugby in 1981. The ban was intended to affect the white South Africans and give the black South Africans leverage to use in negotiations to end apartheid. In 1992, after Mandela was freed, the African National Congress revoked the ban on rugby... ...any, 1994. Print. Mandela, Nelson. Mandela An Illustrated Autobiography. Boston: Little, Brown and Company, 1994. Print. Sampson, Anthony. Mandela The Authorized Biography. New York, NY: Alfred A. Knoff, 1999. Print. "Nelson Mandela: inauguration speech (1994)." World History: The Modern Era. ABC-CLIO, 2011. Web. 30 Aug. 2011. "Nelson Mandela: speech on his release from prison (1990)." World History: The Modern Era. ABC-CLIO, 2011. Web. 30 Aug. 2011. Taylor, Paul. "Father of His Country." Washington Post (Washington, DC). Feb. 13 1994: Mag. Sec. 10+. SIRS Researcher. Web. 30 Aug 2011. Williams, Michael W. "Nelson Mandela." Great Lives from History: The Twentieth Century. Ed. Robert F. Gorman. 10 vols. Pasadena, California: Salem Press, 2008. Salem History Web. 30 Aug. 2011. Carlin, John. Playing the Enemy. New York: The Penguin Press, 2008. Print.

Disorders

The research states that in sexual trauma there is a prevalence of consequent axis II disorders, especially Borderline Personality Disorder (BPD) as well as Post Traumatic Stress Disorder (PTSD) and Substance Use Disorder (SUDS) (Yen et al. , 2002). This heavy correlation between PTSD, borderline personality disorder and substance abuse disorder, create complications in treatment (Ross, Dermatis, Levounis, and Galanter, 2003). The goal of the present paper is three-fold.First, it aims at reviewing current research and theoretical frameworks which are designed to measure the degree of the relationship between PTSD and BPD. It is also sought to trace how it is possible by seeing to the correlation to avoid or neutralize further psycho social problems while reducing harm in substance abuse prevention. Second, the researcher plans to analyze the implications of how failure to address these dynamics in reducing harm and treating co-occurring disturbances may further delay treatment and cr eate relapse.Finally, there is an analysis of the methodologies employed in the treatment theories presented. A particular emphasis is made on the Integrative Treatment Approach suggested by Najavits (2002) and the Dialectical Behavioural Therapy developed by Lineham (1993). The researcher attempts to explain how these theories influenced the understanding of this dilemma. Before proceeding to the first point, it is necessary to clarify the main theoretical concepts, such as BPD and PTSD.Speaking popularly, Post Traumatic Stress Disorder (PTSD) is â€Å"a normal response to an abnormal event† (Schiraldi, 2000, p. 3). Being categorized by the American Psychiatric Association as one of the anxiety disorders, it is typically caused by either or several of the three types of traumatic events: Intentional Human causes, Unintentional Human causes, or Acts of Nature. The presence of the stressor as part of the diagnosis differentiates PTSD from other disorders and makes it a uniquel y complex phenomenon.Besides an exposure to the stressful event, American Psychiatric Association in the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders (1994, paraphrased in Schiraldi, 2000) lists another four PTSD criteria: persistent (more than one month) re-experiencing of the trauma (this category of symptoms is titled â€Å"intrusive memories† in Johnson, 2004), persistent (more than one month) avoidance of trauma-associated stimuli and suppression of general responsiveness (â€Å"avoidance behavior according to Johnson, 2004), persistent (more than one month) symptoms of hyperarousal (or, according to Johnson, 2004, â€Å"hypervigilance†), and disruption of psychological and functional equilibrium. In its turn, Borderline Personality Disorder (BPD) from the viewpoints of attachment theory and developmental psychopathology is defined as â€Å"a highly prevalent, chronic, and debilitating psychiatric problem† associated with the fo llowing symptoms: â€Å"a pattern of chaotic and self-defeating interpersonal relationships, emotional lability, poor impulse control, angry outbursts, frequent suicidality, and self-mutilation† (Levy, 2005, p. 259).Kernberg (2004), who considered the organization of the personality to be crucially determined by affective responses as displayed under conditions of peak affect states, listed â€Å"identity diffusion and the †¦ predominance of primitive defensive operations centering on splitting† among the key symptoms of this psychological dysfunction noting that they are accompanied by â€Å"the presence of good reality testing† (p. 99). The researcher meant that although the patient imagined himself living in the paranoid and distorted reality, he differentiated between the self and other objects. It is true that many current researchers acknowledge the correlation between PTSD and BPD, the latter being treated as one type of personality disorders (PDs). Bremner (1999) conceptualized BPD as fitting to the psychiatric disorders associated with traumatic stress.From this perspective, an exposure to traumatic events and consequent stress affected structural and functional aspects of the brain so that stress-related psychiatric dysfunctions were developed. The viewpoint was supported by McGlashan et al. (2000) who as relying on the results of a descriptive, prospective, longitudinal, repeated-measures study of a clinical sample of four representative DSM-IV personality disorders called The Collaborative Longitudinal Personality Disorders Study (CLPS) (N = 571) found a high rate of Axis II/II overlap. To specify, PTSD and BPD co-existed in almost a half of the sample. To be even more specific, Yen et al.(2002) conducted a longitudinal, prospective, naturalistic, multisite and cross-sectional study to analyze the correlation of the aforementioned two Axis II disorders within the population of 668 individuals between the ages of 18 and 45 years. Twenty-five percent of those participants (N = 167) exhibited BPD symptoms. Furthermore, BPD participants more often suffered from lifetime PTSD than patients with any other form of PDs (51% of those 191 individuals who reported of a history of traumatic exposure). Overall, Yen et al. (2002) hypothesized that BPD symptoms trigger vulnerability for traumatic exposure which is the key characteristic of PTSD. Bolton, Mueser, and Rosenberg (2006) observed that between 25% and 56% of individuals with BPD exhibit symptoms of current PTSD as compared to approximately 10% of other patients.Upon analysis of the two studies – the index one involving 275 mentally impaired inpatient and outpatient individuals with PTSD (30 patients with BPD among them) and the replication one involving 204 patients (20 people with BPD among them), the researchers stated that comorbid diagnoses of BPD and PTSD were associated with higher rates of severe anxiety and depression. Ross, Dermatis, Levou nis, and Galanter (2003) cited empirical evidence of comorbid PDs being highly associated with Substance Use Disorder (SUDS) in approximately 50% of the samples. They also shared a viewpoint that stress-related dysfunctions predicted worse treatment outcomes, for example, poorer psychosocial functioning, increase drug use, and lower retention rates.In a course of the eight-month research in a specialized inpatient dual diagnosis unit at a public hospital, the researchers observed the population of 100 patients, among which 53% displayed some kind of PDs. Seventy-four percent of the interviewees were targeted as having BPD, whereas twenty-five percent exhibited PTSD symptoms. Patients with comorbid disorders (dual and triple diagnoses) were more likely to abuse substance use (33% – alcohol; 32% – polysubstance; 25% – cocaine; 21% – cannabis; and 13% – heroin). Consequently, such individuals had more inpatient admissions and more severe symptom profi les than the ones with a single diagnosis. The difference between people with the single-, dual- and triple diagnoses was extremely evident in after-hospitalization treatment. Ross et al.(2003) argued that comorbidity of PDs as accompanied by SUDs should put the clinicians on alert as such individuals needed to be guided â€Å"at this critical junction† (p. 275) of a transition from the in- to out-patient environments so that they would be aware of the necessity to comply with after-care therapy. II†¦ The concluding section is dedicated to the analysis of the two innovative and effective therapeutic approaches to treating PDs as combined with SUDs: first, the Dialectical Behavioural Therapy developed by Lineham (1993) and, second, the Integrative Treatment Approach suggested by Najavits (2002). The former approach fits into the problem-solving therapeutic paradigm which is praised for the treatment allowing wide amplification and being clinically effective.Its core assum ption is that antisocial and inadequate behavioral patterns are explained by the scarcity of patients’ psychological resources to cope with their problems in an alternative acceptable manner. Lineham’s Dialectical Behavioural Therapy differentiates from other problem-solving alternatives in its particular attention to the effect of a specific diagnosis on the course of treatment and its extensive preventive measures against poor attendance. Linehan compared the outcomes of her dialectical behavioural therapy (DBT) to the ones of standard outpatient-care methods to find that the ratio of patients who continued treatment with the assistance of a single therapist increased from 42 to 83 percent. The approach utilizes a range of cognitive-behavioural therapeutic techniques as based on a dialectic philosophy.On the one hand, the patient is helped to value his/her self as a precious and integrative phenomenon by eliminating the feelings of guilt, self-abomination and neglect . On the other hand, a therapist assists an individual with multiple disorders in finding stimuli for change. The core concept of the approach is the â€Å"skill† which is defined as â€Å"cognitive, emotional, and overt behavioral (or action) response repertoires together with their integration, which is necessary for effective performance† (Linehan, 1993, p. 329). The scholar described the four broad modules of skills: (1) mindfulness, (2) interpersonal effectiveness, (3) emotion regulation, and (4) distress tolerance.To proceed, the pioneer of this method listed three categories of skills training procedures: (1) skills acquisition, (2) skill strengthening, and (3) skill generalization. An introduction of new skills occurs at the first stage. At the further stages, a patient learns to manage the freshly acquired skills and project them onto the everyday environment. The Integrative Treatment Approach suggested by Najavits (2002) was designed specifically for treatin g PTSD and substance abuse. Therefore it is especially valuable for helping patients with multiple diagnoses. This therapeutic technique is a present-focused one so far as it helps patients to free themselves from the past traumatic experiences and enables them to practice in acquiring safety from trauma/PTSD and substance abuse.Being equally effective for single patients and groups of various backgrounds, Najavits’ methodology relies on the five principles. First, individuals with multiple disorders are stimulated to value safety as the main life goal in regard to relationships, thinking, behavior, and emotions. Second, they are guided into the integrated course of treatment, during which several dysfunctions are seen to at once. Third, individuals are helped in designing ideals to balance against the loss of ideals resulting in PTSD and substance abuse. Fourth, a range of exercises includes cognitive, behavioral, interpersonal, case management practice. Finally, the method heavily relies on clinicians’ activities.

Corporate Philanthropy Essay

IntroductionIn an increasingly competitive global environment, businesses ar challenged with demands for profitability and responsibility. To create value for all stakeholders, collective leaders meet these demands with integrated strategical philanthropic political platforms. More and more than companies pull ahead and embrace greater collaboration and cooperation amid corporations and communities.I. The competitive advantage of corporal humanityIn this first part, we will essay that usually businesses that choose to employ corporate bad attitude benefit in umteen diametric ways from their actions. * First, these businesses could join on their reputation amongst the general public, and similarly produce to attract new consumers to their business as well. * Secondly, businesses that choose to help out their communities could emergence their employee retention rates signifi sterntly as well. Happy employees will increase their productivity levels. * Thirdly, when c ompanies opt to engage in this giving activity their shareholders begin to build a level of confidence in the business. transitionIn adjoinition to customers behavior vis--vis different almsgiving programs or CSR in general, it was in like manner been proved that philanthropy inside a company increases the employees motivation and thus their shipment and productivityA. corporeal philanthropy boosts employee squad spiritOne of the most important components of corporate philanthropy is to show avenues/means for employees to be personally involved in a companys commitment to fond responsibility. It is widely understood that supporting topical anaesthetic causes is a good way for a business to develop a lordly image and reinforce its relationships with customers. In the process, it can also boost morale among employees. * tally to experts employees who have a favorable image of their companys philanthropic program are four time more likely to be truly patriotic employees than those who do not, and are five times more likely to remain with their employer. * They cogitate that philanthropy is definitely a component part in how employees evaluate their employers. In all, employees whose companies record in good corporate fond responsibility and philanthropy reported feelings of rob in their workplace, a sense of belong as part of a family, and perceptiveness for the good deeds their company accomplished.* Corporate philanthropy programs also present umpteen opportunities for team building that would not comm totally occur during a typical mean solar day in the office. Employees are able to supply together and work in team environments outside of their direct work groups. mountain from different departments or offices, who typically wouldnt see each other during a workday, can serve a meal, military volunteer in a classroom or help build a home, side-by-side. This promotes a greater sense of camaraderie. Concretely, to encourage employees c ompanionship in corporate philanthropy, experts advices businesses to implement or so practices Involve employees in community outreach decisions many companies create committees to make decisions about contributions or company volunteer activities Start a matching gifts program this allows your company to add to employees donations designated for nonprofit organizations. It can encourage good-hearted giving while showing understanding for employees. Encourage volunteerism. Many people requirement to volunteer, but cant watch time in their lives to do it. active in employer-sponsored programs allows employees the opportunity to volunteer.. Some businesses provide paid time off for employees to yield time to a nonprofit, while others social structure an annual company-sponsored employee volunteer day or series of ongoing events.B. Corporate philanthropy builds shareholder valueAccording to the Harvard crease case on coporate philanthrophy, Professor Friedman state that bu siness executives who speak of the social responsibilities of corporations are preaching pure and unadulterated socialism. He claimed that corporate executives must have only one objective- to make money as much money as possible-and that expending corporate funds to promote social goals detracts from the bottom line. However, according to William C. Steere, Jr, Chairman of the progress Emeritus Pfizer Inc, corporate philanthropy also enhances shareholder value. Pfizer, Inc. is an American multinational pharmaceutical corporation headquartered in New York City. It is the human beings largest pharmaceutical company by revenues. Pfizer develops and produces medicines and vaccines.