The most important concepts in the business-supply chain relationship Essay

The most important concepts in the business-supply chain relationship - Essay Example For example, the supply chain of an automaker is different from that of a consumer electronics goods manufacturer, meaning their infrastructure also contrast (Oliveira and Gimeno 29). Suppliers in the automotive industry must have adequate capital and facilities to provide materials at competitive prices, and these materials are unique to that industry. On the other hand, automakers should have the capacity to store and process these materials to develop the product and then sell it through the distribution networks. Suppliers and producers must observe relevant legal requirements in their specific industries to avoid attracting punitive measures that would handicap their capacity and freedom to operate (Oliveira and Gimeno 54). Industry-specific legal and regulatory requirements must be observed by both parties, or their relationship would be compromised by interruptions and constraints. For businesses, social and working conditions are part of company policy regarding employee welfare and the employer-employee relationship. They are also closely related to the labor policies of whichever countries they operate in. In recent times, there have been reports of employee maltreatment involving poor working conditions, extremely low wages, and lack of employee rights, especially among suppliers (Stadtler, Kilger, and Meyr 42). Large companies like Nike have been accused of working with rogue suppliers who do not respect labor rights, and this has damaged their reputations. As such, businesses and supply chains must demonstrate adherence to ethical practices and respect for labor laws. This involves communication and operational efficiency. To keep the supply chain running optimally, suppliers must communicate with their partners at various levels and ensure that all processes run seamlessly. There has to be good communication between businesses and suppliers, to reduce

The Life Of A Construction Manager

The Life Of A Construction Manager A construction manager is someone whose job it is to oversee, monitor and co ordinate the process of construction of a building from design and initial planning stage to finish of the building. This means architects, by the nature of their jobs can to some extent also act in the capacity of a project manager since they are trained in document control and financing projects as well handling resources and overseeing construction. In some instances like in design-build-operate procurement the job description of the construction manager goes as far as overseeing and managing the operation of the building(s). Construction project managers have many responsibilities that they have to attend to on a day to day basis. According to Ritz (1994) these responsibilities include: setting and achieving project objectives, purchasing of labour, equipment and materials, controlling of planning, design and estimation of costs as well as budgeting and monitoring progress of the project. He goes on to further state that the construction manager has to also handle project planning, costing, resource management such as time allocation, employee management and all communication necessary during a project including dispute resolution. In order to gain a better understanding of the typical day of a construction project manager I had to go interview one. I was fortunate enough to find a willing participant in Mr. Ngu Yen of Tomtek Malaysia Sdn Bhd which is a consultancy firm based in Kuala Lumpur, Malaysia. What I learnt affirmed some of what I already knew from my studies and thought a construction manager goes through on a daily basis as well as gave me new insight into what it is that he actually does. Similar to other professionals in the construction industry like an architect, the day of a construction project manager usually begins with making phone calls and checking up on emails. He then checks his daily planner to see if there are any outstanding and important meetings scheduled for the day. On the day that I interviewed Mr. Yen, he had a big site meeting with a client as well as other contractors for a commercial project that his company was supposed to oversee. There was also another site visit to a cons truction site to check on the level of progress scheduled and a manning schedule for another project that needed reviewing. The work that the construction manager is hectic and stressful and requires a lot of employability skills, such as being organized, attentive to detail and an understanding of how a construction project is supposed to progress. During a construction project, the construction manager becomes the intermediary between the owners of the project (clients) and the workers on site. In this way the project manager acts in the same capacity as an architect. (Rojas 2009) the construction manager also has to be able to multi-task very well, as they often have to take notes while talking to the client and planning how to effect changes that a client, through the architect, will want done on the project. This was the case at the second site meeting where Mr. Yen was already preparing anticipated changes to the handover date of the project due to the fact that the client had relayed through the architect that there was changes that had to be made about the material used during construction. Workin g out the logistics proved to be a bit of a challenge especially as the contractor for the project was not familiar with knowledge on how to build using the new materials and there was now a need for a sub-contractor to take over erection of the building. On a daily basis, the construction project manager has to do office work to kep their records up to date and organised. They also have to schedule meetings for ongoing and upcoming projects to finalise issues such as budgeting, manpower requirements and procurement of material. The project manager will often chair the meetings and have to come up with clear goals and objectives for the rest of the members of the design team or the building team and ensure that these goals re achieved at the end of the meeting. Perhaps the hardest task in the day of the construction project manager is conflict resolution. Building projects require constant supervision to ensure the project will be finished on time, within the estimated cost and according to the quality specified. This usually results in contractors having to be pushed sometimes to get the job done, a move which they normally resent. As the custodian of the site and the project, the construction manager has to make sure that any issues raised by either the contractor or his workers are looked into and speedily resolved to make sure the project is not compromised. Apart from that the construction manager has to ensure the safety of the site for workers, pedestrians and other professionals who come to the site. It is the responsibility of the construction project manager under law to ensure site safety and check that safety measures are being put into practice as intended. This will involve talking to the site foreman and at extreme times or i n the case of serious emergencies halting the construction for an investigation into the accident to be carried out as well as safety recommendations to be implemented. The construction manager needs to be knowledgeable about the project as well in order to answer any questions the crew on site might have. On a busy day such as when the company is handling a lot of projects at once the project manager will be on his feet for most of the day. This results in a lot of stress and fatigue, hazards which they have to look out for and also deal with. Planning and organising people takes a lot of patience and the skill of foresight. (Walter A2007, pp 44) The major difference between what I thought I knew about the day of a project manager and what I actually saw and learn is that no two days are the same for the project manager. Each project has problems as well as solutions that are unique to it, and the project manager needs to have a lot of hands on experience sometimes to solve these problems and perform to the best of their ability. Conclusion At the end of the day the project manager has to do whatever it takes to get the job done. On a typical day they will rely on software to keep their schedule up to date, other professionals in the building industry to ensure the smooth continuation of the project as well as provide clients with input as well as feedback on the progress of their buildings. The project manager goes through a lot of meetings on any day and has to give precise instructions always to ensure the viability of the project. Communication plays a very important role in the day of the construction project management, coupled with a strong work ethic for excellence.

The Reality of War in John Knowles A Separate Peace Essay -- Separate

The Reality of War in John Knowles' A Separate Peace In his book A Separate Peace John Knowles communicates what war really is. He uses a number of complex characters in a very complicated plot in order to convey the harsh, sad, cruel, destructive forces of war. The Characters Gene and Finny are used as opposing forces in a struggle between that cold reality of war-that is World War II in this story-and a separate peace. A peace away from the real war and all of the terrible things that come with it. Through their relationship, that is a struggle on both sides from the beginning, Knowles establishes the reality of war in all of its essence. Gene Forrester is established as the force of reality which is the war. This idea is established clearly in a lengthy speech Gene gives as the narrator of the story in Chapter Three: Everyone has a moment in history which belongs particularly to him. It is the moment when his emotions achieve their most powerful sway over him, and afterward when you say to this person "the world today" or "life" or "reality" he will assume that you mean this moment, even if it is fifty years past. The world, through his unleashed emotions, imprinted itself upon him, and he carries the stamp of that passing moment forever. (32) This statement explains that Gene must have something that is his "stamp." This stamp appears to define an individual-exemplifying what he stands for. It is found that this is true in the next paragraph where Gene continues, "For me, this moment-four years is a moment in history-war the war. The war was and is reality for me. I still live and think in its atmosphere" (32). Later in the same paragraph he goes on to say: America is not, never has been, and never will be wha... ...ovels." Studies in Short Fiction (Newberry College), vol. 1, no. 2, Winter 1964, pp. 107-112. McDonald, James L. "The Novels of John Knowles." Arizona Quarterly, vol. 23, no. 4, Winter1967, pp. 335-342. Raven, Simon. "No Time for War." The Spectator, vol. 212, no. 6827, May 1, 1959. p. 630. Weber, Ronald. "Narrative Method in A Separate Peace." Studies in Short Fiction (Newberry College), vol. 3, no. 1, Fall 1965, pp. 63-72. Witherington, Paul. "A Separate Peace: A Study in Structural Ambiguity." English Journal (NCTE), vol. 54, no. 9, December 1965, pp. 795-800. Wolfe, Peter. "The Impact of Knowles's A Separate Peace." University of Missouri Review, vol. 36, no. 3, March 1970, pp. 189-198. "School Reports." Times Literary Supplement, no. 2983, May 1, 1959, p. 262. "The Leap." Time, vol. 75, no. 14, April 4, 1960, pp. 96, 98.

The Ethical dilemma

The ethical dilemma presented In the case study examines If you would allow an Innocent person to be charged with offense he did not commit. You have been asked to keep quiet by a friend, someone you have known for years. Although you are positive that your friends did not commit the act, you are sure there is an innocent person wrongfully accused. I believe that it is my duty to be honest and tell the truth about the situation. According to Morehouse (2013) ethics is concerned with the kind of values and morals an individual or a society finds desirable or appropriate.My motives for my decision are strictly based on my personal values and morals and not the relationship. Justification and reasoning Each relationship that we have whether personal or professional creates a human action. Whether these actions are directly or indirectly, they form some sort of obligation. The case study presented identified that I am friends of someone within my command who has asked me to withhold info rmation while the relationship with the accused is displeasing.Whether it is a moral obligation or the duties and right to aspect the rights of people, the obligation in the relationship are affected by our conduct. If I decided to keep the information to myself, I may be seen as loyal. However, my obligation would be respect the innocent when making a moral judgment. The values that I possess have a bearing to the relationships. These values are a moral obligation for the truth. The relationship has no relevance for my moral action. Ethical frameworks Addressing ethical issues from an awareness of the theoretical framework may increase a leader's moral development (Savannah et al. 1981; Goldberg, 1969). In order to comprehend the reason behind ethical motives, you must understand the ethical framework that guides these behaviors. The two ethical theories that deal with the behaviors are Teleological, which represent consequences and Deontological with represents duty. Teleological deals with a person's conduct producing desirable consequences. Deontological focuses on the actions of the leader and his obligations to do the right thing. Teleological or deontological frameworks do not take Into account the rights of individuals.

Inequality in British Schools Essay

The educational system is one of the most influential institutions in society as it provides young people with a vast amount of knowledge, attitudes and skills. These are acquired formally through set lessons or informally through the ‘hidden curriculum’ which provides the unofficial and unplanned consequences of school experience. Social Inequality is one of the major preoccupations of sociology. The relationship between inequality and education has been studied for many years. Although it seems obvious that educational success is simply down to an individual’s capabilities and motivation, sociological research shows that the inequalities in social class, gender and race and ethnicity have had a huge influence in the differential achievement within British schooling. The development of the educational system in Britain was first put in place to secure equal educational opportunities for all young people, however despite these efforts, sociological evidence states that not all children with the same ability achieve the same success. Some sociologists, such as Charles Murray have contended with the idea that genetic intellectual potential determines an individual’s performance in school. This idea is rejected by the conflict theorist’s as they believe social class to be one of the main factors that determine whether a child is successful at school or not, as there are major differences between the levels of achievement of those that are part of the working social class and those apart of the middle class. (Macionis. J, Plummer.K, 2008) One of the main explanations for this is material deprivation. Working class families are financially in a worse position than those of the middle class and therefore are not able to make the most of their educational opportunities. As they are living in poorer housing conditions they may not have the space at home to be able to complete their schoolwork with full concentration. The lack of financial funds means that many families will not be able to provide their children with the necessities needed to fully develop within education, for example a household computer, sports equipment, or even money for school trips. It may be financially difficult for parents on a low income to support their children in higher education as well. Although student grants have been put in place, many children avoid higher education as they worry about the debt or travel costs. It also more likely for those from a working class  background to be managing education with a part time job, such as paper rounds or shop work, this can cause conflict between the amount of time available for work and the amount of time spent on studying. (Browne. K, 2005) Research suggests that it is not only factors outside of the school that can effect achievement; there are also factors inside the school that have an impact on a child’s educational experiences. Teachers have been known to take into account things such as a child’s standard of behaviour, dress, speech and their social class and background and this reflects how teachers treat particular individuals within the classroom. Teachers are often part of the middle class and the children that share the same values and standards are likely to be seen as ‘brighter’ than those with working class values. The working class have a different focus on their values, attitudes and their lifestyle in soc iety. This often works as a barrier to the success of the working class. The blame for underachievement is often focused in the direction of the family and community. These material and cultural conditions put working class children at a disadvantage when it comes to achievement in schools. Many of these factors, which have no relation to biological potential, have contributed to the educational class divide in Britain. Sociologist Robert.K.Merton was credited for the term ‘self-fulfilling prophecy’ which focuses on a teacher’s attitude towards a pupil, for example if a pupil is labelled as bright and is encouraged and praised by the teacher, the child will feel self-confident and will strive for success. On the other hand if the teacher labels a pupil as ‘un co-operative’ or from a ‘poor’ background, this can cause low self-esteem and the pupil will be likely to fail to achieve much success. The Neo Marxist’s perspective on class stratification in Britain claims that schools create a ‘false class consciousness’ so it seems that they promote equal opportunities for all, but they really reproduce a capitalist division of labour, preparing young people for class-determined careers in the labour market. Willis (1977) accepts the Marxist’s view on education being closely linked to the needs of the capitalist’s system; however he does not agree with the idea of there being a direct link between education and the economy. (Macionis. J, Plummer.K, 2008) His study found that â€Å"poorer children often grow up in environments where people see little hope of upward social mobility and rebel against the system rather than trying to  conform with in. In such an environment adults often discourage rather than encourage success at school.† (Macionis. J, Plummer.K, 2008) Social class is not the only inequality in Britain’s schooling. So ciologists have also found a link between gender and academic success. Until the late 1980’s there was high concern about the underachievement of girls. Societies had been structured to consider schooling more important for males than for females. Although the gap in gender inequality has narrowed in Britain, many women still study traditionally feminine subjects, such as literature whilst men are more likely to study subjects that are seen to be more masculine like engineering. (Macionis. J, Plummer.K, 2008) Sue Sharpe in a 1976 survey called ‘just like a girl’ discovered that the priorities of young girls were ‘love, marriage, husbands, children and then jobs and careers, more or less in that order’. When she repeated her research in 1994, she found that the order had changed to ‘having a job, career and being able to support themselves before having a family.’ (Browne. K, 2005) Weiner (1995) has argued that teachers have more forcefully challenged stereotypes since the 1980’s and sexist images have been removed from learning materials, which could be the reason for the changes in girl’s attitudes towards their own education. The increase in incentives for girls to gain qu alifications has been due to a number of reasons, one of them being the women’s movement that managed to achieve a great deal of success in challenging traditional stereotypes for women’s roles in society. Many women now look past traditional roles, such as housewives and mothers and are motivated to gain independence and to do well in their careers. Women on average work hard during their time at school and are more motivated to do well. They put more effort into their presentation as they give up more time to do their school work. (Browne. K, 2005) It is clear that there have been major changes in the gender perception of girls in Britain’s schools and the inequalities between males and females has become less and less. Although certain traditional gender perceptions exist through subject choice, females now have more equal opportunities to gain knowledge within the classroom and achieve success. However in modern day society the tables have now turned and there has been a sudden ‘moral panic’ over the underachievement of boys. (Weiner, Arnot and David 1997) Swann (1992) found that boys dominated class discussion by often acting inappropriately and interrupting, whereas girls  are known to have a more laid back attitude within the classroom and are praised for their abilities to listen and co-operate, which leads to the teacher having a more positive view to girls within the class, helping to produce the ‘self-fulfilling prophecy’ of girls greater achievement levels. (Holborn.M and Langley.P, 2002) Mitsos and Browne accept that boys are under-achieving and suggest that it is because men are culturally encouraged to appear macho and tough in society and these types of behaviours take place within the classroom and distract from learning. They also believe that the decline in manual work may result in the working class boys losing motivation as it is getting harder and harder to find jobs. Although these reasons seem valid, sociologists believe that more research has to be done within this area. (Holborn.M and Langley.P, 2002) More recent studies on education and gender have come away from the simple ‘differential achievement’ and now take into account a lot more processes within schools. The active role of the pupil is seen to create gender relationships and the way in which children form ideas on identities is seen to have a bigger impact. We have discussed social class and gender inequalities within Britain’s schools; however we are still to look into ethni city and race and the effects this has on differential achievement within schools. Many children from ethnic minority backgrounds tend to not do as well as other members of the population when it comes to education. Similar to the working class issues as majority of ethnic minority groups are part of the working class they face a series of disadvantages in social conditions, such as poor housing conditions and higher rates of unemployment within their home, which can cause a disadvantage in the chances of success. (Macionis. J, Plummer.K, 2008) Ethnic minorities are also at a disadvantage in school as they often suffer from isolation or racism from other pupils or are even discriminated against from teachers. Although, all schools in Britain are now legally obliged to have an anti-racist policy and teachers are now trained in equality legislation, research in secondary schools has shown conflict between white teachers and African Caribbean pupils. Stereotypes of African Caribbean young males have caused teachers to have more positive expectations of other ethnic mi nority groups, more than others. This explains the high level of black exclusions from schools and also explains why most permanent exclusions are down to disobedience of some sort, for  example pupils refusing to conform to school rules or being verbally abusive to teachers. The Labelling of certain pupils can cause them to comply with what is expected of them, for example disruptive behaviour and therefore leads to major effects on achievement. Phoenix (2001) conducted numerous studies identifying racism in schools; some suggest teachers discriminate against black and South Asian students, treating them in stereotypical ways. (Holborn.M and Langley.P, 2002) Racism can cause ethnic minorities to feel in some ways rejected from society and therefore racism within schools can cause young people to feel rejected from school as well, which can lead to prevention of achievement as individuals are not able to work to their full potential as they are not happy and comfortable in the school environment. Not all sociologists agree with the inequalities of ethnic minorities in schools. Taylor (1981) argues that the emphasis on faults in the education system should be treated with some degree of caution. Teachers do not necessarily behave in ways that reflect negative stereotypes of ethnic minority groups according to Taylor and that many teachers consider ethnic equality within schools to be of a high level of importance. (Holborn.M and Langley.P, 2002) There is enough evidence to link differential achievement with inequalities within Britain’s schools. Social class and ethnic inequalities effect the education and success of some pupils to some extent. Although, there have been developments and improvements on equality in society as a whole including educational institutions, there is still a long way to go before all individuals can be provided with equal opportunities of success. There are still clear class divisions within Britain’s schools as the working class are constantly at a disadvantage which prevents them from achieving to their full potential. Ethnic minority groups have very similar issues that need to be addressed in order for equal opportunities to evolve. However, there have been drastic changes in gender equality in schools and females and males are now being treated equally within the classroom. These changes have occurred within the whole of society as traditional gender stereotypes have been broken. These changes have had positive results as females now strive to achieve success. Referencing Browne, K., 2005. An introduction to sociology. 3rd ed. Cambridge: Polity Press Holborn, M., Langley, P., 2002. Sociology Themes and Perspectives. Fulham: Collins Macionis, J.J., Plummer, K., 2008. Sociology. 4th ed. Essex: Pearson Moore, S., Aiken, D., Chapman, S., 2006. Sociology A2. 2nd ed. Fulham: Collins Girls and Education (online) Available at: http://www.historylearningsite.co.uk/girls_education.htm Assessed on 07/06/2012

Balanced Diet for an Adult Essay Essay Example

Balanced Diet for an Adult Essay Essay Example Balanced Diet for an Adult Essay Essay Balanced Diet for an Adult Essay Essay Food is an built-in portion of human life supplying energy for cellular activities to maintain us healthy. Harmonizing to World Health Organization ( 2013 ) . healthy nutrition is consuming an adequate and good balanced diet in relation to the body’s dietetic demands and when combined with regular physical activities is the basis to good wellness. A diet incorporating the right parts of all the five nutrient groups of the Eatwell Plate ( figure1 and appendix1 for recommended helpings ) known as a balanced diet will supply the organic macronutrients including proteins. saccharides and lipoids and the micronutrients. vitamins and minerals to prolong life. Merely ingested saccharides. proteins and lipoids will number towards entire thermal consumption and will be digested into monomers like glucose for soaking up and assimilation. National Health Service ( 2012 ) recommends day-to-day thermal consumption of 2500Kcal and 2000Kcal which will be derived from the proteins. lipoids and saccharide beginnings in a diet for mean grownup males and females severally. Age. sex. wellness status and physical activities influence dietetic demands. This essay will discourse a balanced diet for an grownup including the construction. beginnings. maps. recommended day-to-day allowance ( RDAs ) . lack and inordinate effects of the macronutrients. Besides the micronutrients and H2O which are non considered as foods will be discussed. THE FOOD PYRAMID [ movie ] Figure1 ( NHS 2011 ) Carbohydrates contain C. H and O. British Nutrition Foundation ( 2013 ) . recommends that 47. 7 % ( 203g ) and 48. 5 % ( 275g ) of day-to-day energy should come from saccharides for females and males severally with 29g being fibers. Carbohydrates exist of course or refined as monosaccharoses that are cut downing sugars. Monosaccharides build the complex saccharides. disaccharides and polyoses through desiccation synthesis. Monosaccharides have general expression ( CH2O ) N where ‘n’ determines whether pentose ( 5Carbons ) or hexose ( 6Carbons ) . Glucose found in maple sirup. fructose in maize sirup and brain sugar in honey are hexose-isomers ; holding the same expression. C6H12O6 but different constructions. The disaccharides with the general expression C12H22O11 are sucrose made from fructose and glucose. maltose from two glucose molecules and lactose from brain sugar and glucose. Sucrose is derived from Beta vulgaris sugar. milk sugar from milk and malt sugar from acetum. The polyoses with general expression ( C6H10O5 ) n where 40?n?3000. be as amylum or non-starch polyoses ( NSPs ) which can be soluble or indissoluble. Starch consists of glucose molecules joined by glycosidic bonds. The NSPs include oligosaccharide ( raffinose ) and cellulose ( dietetic fiber ) . Potatoes. yams and manioc are rich in amylum and are really digestible. Whole grain cereals. leguminous plants ( appendix2 ) . fruits and storage veggies like Asparagus officinales and chou are rich in the NSPs. Raffinose is an indigestible trisaccharide of fruit sugar. glucose and brain sugar with expression C18H32O16. Animal beginnings of saccharides are liver and crenations. Carbohydrates provide sugariness and are the primary beginning of energy particularly for encephalon and blood cells. Cellular respiration converts glucose monomers into ATP. Fats can non be oxidised without glucose. Most NSPs are partly digestible or indigestible due to miss of ?-galactosidae ( enzyme ) in GI Tract. They cut down glycaemia index and plasma cholesterin degrees. addition gall acerb elimination. advance normal defecation and prevent chest malignant neoplastic disease. bilestones. hemorrhoids. and cranky intestine syndrome ( Kumar et all 2012 ) . Furthermore. Kumar ( 2012 ) concluded that inordinate saccharides will do dental decay. kidney harm. shot. diabetes due to fleshiness and short term conditions like hyperglycemia. Carbohydrate lack will do irregularity. weariness. weak unsusceptibility. musculus spasms and ketonemia ; this is really rare as 50g/day of saccharide is needed to forestall ketonemia. THE DEHYDRATION SYNTHESIS TO FORM MALTOSE [ movie ] Figure2 Equation: ( C6H12O6 + C6H12O6 = C12H22O11 + H2O ) ( Marshall University 2012 ) Proteins or polypeptides consist of three to 100000 or more long ironss of the organic molecules called aminic acids joined together by covalent peptide bonds. A protein of two aminic acids is called a dipeptide. There are 20 common signifiers of amino acids either termed non-essential ( synthesised by the liver ) and indispensable that needs to be ingested. Proteins consist of a cardinal C atom. a H atom. amino group ( -NH2 ) . Carboxylic group ( -COOH ) and the variable R group ( figure3 ) . The term amino acid is derived from the amino and carboxylic groups that all amino acids have in common. Harmonizing Kuil ( 2012 ) . chief beginnings of proteins are thin meat. seafood. domestic fowl. eggs. cereals. leguminous plants ( mention to appendix3 ) . cereals and processed nutrient like low-fat milk. Proteins form about 45 % of human organic structure and execute the following seven indispensable maps: structural ( hair. ligaments ) . contractile ( musculuss ) . conveyance ( hemoglobin ) . metabolic ordinance ( enzymes ) . buffering. defense mechanism ( antibodies ) and coordination and control ( endocrines ) ( Martini 2006 ) . Haemoglobin transports O and a deficiency of protein ( hemoglobin ) can deny critical variety meats the needed O for metamorphosis. Protein lack can besides do weariness. anemia. weak unsusceptibility. skin jobs. damage of knowledge and mental wellness jobs. Whereas inordinate proteins can do fleshiness. osteoporosis and kidney rocks ( Georgetown University 2012 ) . About 15 % of an adults’ thermal consumption should come from protein equivalent to 56g and 46g for male and female severally ( Centre for Diseases Control and Prevention. 2012 ) . DEHYDRATION OF AMINO ACIDS TO FORM DIPEPTIDE PROTEINS [ movie ] Figure3 ( Marshall University 2012 ) Lipids are made up of an even figure of C from 12 to 20. O. H and sometimes hints of P. sulfur or N. Lipids are grouped into 4: steroids. phospholipids. waxes and acylglycerols. Most of the 70 identified lipoids are synthesised by the organic structure whereas linoleic ( omega6 ) and alpha-linolenic ( omega3 ) acids are two indispensable lipoids to be ingested. They are largely indissoluble due to the long concatenation of hydrophobic carbon-carbon terminal bonded to a short hydrophilic carboxyl group. The dual covalent bond. ( C=C ) determines whether saturated ( no C=C ) or monounsaturated ( 1 C=C ) or polyunsaturated ( 2 or more C=C ) . Glycerides are made up of glycerin bonded to 1 or more fatty acids by desiccation synthesis. triglyceride with 3 fatty acids is the predominant of the lipoids ( mention figure4 ) . Unsaturated beginnings of lipoids are olive oil. peanut. salmon. halibut and alligator pear. Saturated beginnings are butter. sausage and hydrogenated oil. Harmonizing to British Dietetic Association ( 2013 ) . grownups should devour non more than 20-30g of saturated-fat with 5g or less being trans-fat since saturated lipoids are high in cholesterin. The structural lipoids signifier cell membranes. Besides fat shock absorbers and protects variety meats including liver. bosom. and kidney. energy beginning ; twice every bit much as saccharides and proteins. thermoregulation ( insularity ) . sex endocrines. conveyance vitamins and monounsaturated fat can diminish cholesterin degrees ( USA Department of Agriculture. 2010 ) . Excessive ingestion of lipoids will take to fleshiness which is characterised by high BMI as shown in appendix 2. cardiovascular diseases. high blood pressure. colorectal malignant neoplastic disease and diabetes. whereas lack will ensue in the organic structure missing the critical vitamins A. D. E and K ( Schenker. 2012 ) . DEHYDRATION SYNTHESIS TO FORM TRIGLYCERIDE [ movie ] Figure4 ( Marshall University 2012 ) The micronutrients. vitamins and minerals are needed in minute measures. Minerals can be classified as major or hint of which a few are indispensable including Na. K. Mg. Zn. Fe. Ca. I. etc. ( refer to appendix4 for RDAs ) . Harmonizing to Higdon and Drake ( 2011 ) . beginnings of minerals are workss that derive them from the dirt and move on the nutrient concatenation to the herbivores like cowss that eat them. Spinach. leguminous plants. whole grains. dairy merchandises. ruddy meat. soya beans. salmon. pod. iodised table salt ( I. Na. Cl ) and eggs are first-class beginnings of minerals. Harmonizing to Whitley and Rolfes ( 2011 ) . minerals perform the undermentioned maps: the electrolytes. Na. K and Cl transmit nervus urges. control unstable balance ( supplying optimal pH for enzyme activities ) . command blood force per unit area and relax and contract musculuss. Zinc. Cu and Se are antioxidants ; they cut down the hazard of bosom diseases. Iron forms hemoglobin. Sodium and K coregulate ATP production. Calcium and P control blood curdling and together with Mg physique castanetss. dentitions. maintain musculus and nervus cells. Iodine is needed for the production of tetraiodothyronine ; lack will do goiter. Since some minerals are coenzymes. lack will do misfunctioning cellular activities ( digestion. metamorphosis ) . Iron lack causes anaemia whereas Ca. P and Mg ( hypocalcemia ) lack will do osteoporosis. Calcium. Mg and the electrolytes lacks will do failing. musculus spasms and impaired watchfulness. Zinc lack causes diarrhea. tegument and prostate malignant neoplastic diseases. Their consumption should be balanced with usage and elimination as surplus may do Hyperkalaemia ( K ) . kidney-stones ( Ca ) and hypernatremia ( Na ) . Vitamins are grouped into H2O soluble ( WSV ) including C and B complex vitamins ; they can non be stored and hence. it is imperative to be portion of a balanced diet. and fat soluble ( FS ) including vitamins K. E. D. and A ; they can be stored ( mention appendix 5 for RDA ) . Green leafy veggies ( boodle ) . oranges. kiwi fruit. alligator pear. whole grains and cereals. banana. dairy merchandises. liver. domestic fowl. porc. oily fish. eggs. soya beans. garbanzos and nuts are first-class beginnings of the vitamins ( Firth 2011 ) . Vitamin K can be synthesised in the bowel which helps the blood coagulum whereas Vitamin D can be synthesised by the organic structure utilizing sunshine to assist the soaking up of Ca and P ( Cranney et Al ( 2010 ) . Vitamins A and C build unsusceptibility. Vitamins B1. B2. B3. and vitamin H aid let go of energy. Vitamin A. nicotinic acid and pantothenic acid aid the soaking up and usage of macronutrients monomers. Vitamin C makes collagen and enhances folate soaking up. Vitamin lack by and large causes weak unsusceptibility and osteoporosis ( Vitamin D ) . scorbutus ( Vitamin C ) . beriberi ( B1 ) . anemia ( B12 and vitamin Bc ) and dark sightlessness ( Vitamin A ) . Excessive sums of vitamins E and K are normally non harmful but extra A. D and the WSV which can be excreted cause kidney jobs and hypercalcemia ( extra D ) . Excessive vitamin C causes diarrhea ( NHS 2012 ) . In decision. disbursement overly on addendums and picks every bit good as prosecuting in unsafe diets like the Atkins Diet are non necessary. The secret to healthy life is carefully choosing the right proportions of nutrient from the Eatwell home base. imbibing adequate H2O in combination with regular exercisings. Figure 5 and appendix 6 show maps of H2O. See the positives and negatives when choosing nutrient merchandises such as ruddy meat ; rich in protein but high in cholesterin whereas fatty fish enhances Ca soaking up. Soy. liver. green leafy veggies. whole grains and leguminous plants will supply about all the foods ; unite them in your diet in right proportions for optimum hormonal. metabolic. mental and physical maps of the organic structure. It is of import to confer with a physician before get downing any diet as nutritionary demands are affected by wellness and some medicines affect soaking up of foods. FUNCTIONS OF WATER IN THE BODY [ movie ] Figure 5 Mayo Foundation for Medical Education and Research. 2013 List OF APPENDIXES APPENDIX 1 |FOOD GROUP|SERVINGS PER DAY | |Carbohydrates including staff of life. pasta. rice. murphies and other starchy nutrients |6-10 helpings | |Fruits and veggies |3-5 helpings | |Meat. fish. eggs. beans and nuts |2-3 helpings | |Milk and dairy nutrients |2-3 helpings | |Food and drinks high in fat and/or in sugar |Use meagerly | University of Michigan Integrative Medicine. 2010 APPENDIX 2: Fleshiness AND BODY MASS INDEX ( BMI ) |BMI |LEVEL OF OBESITY | |Below 18. 5 |Underweight | |From 18. 5-24. 9 |Healthy Range | |From 25-30 |Pre Obese | |Above 30 |Obese | NHS. 2012 APPENDIX 3: Food GROUPS AND EXAMPLES |FOOD GROUP |EXAMPLES | |Legumes |Beans. Lentils. Peas. Chickpeas. Gallic beans. Kidney. soya beans. Coco beans etc. | |Whole grains |Barley. Corn. Millet. Oats. Rice. Milo. Wheat| |Green leafy veggies |Spinach. Broccoli. Lettuce. Cabbage. Mustard green. Kale examples | APPENDIX 4: Minerals AND THEIR RDA |SYMBLE |SOURCES |RDA | |Na ( Sodium ) |Table Salt. Sea veggies. Spinacia oleracea. milk |6g | |Ca ( Calcium ) |Salmon. Sardine. eggs. dairy merchandises. nuts. marjoram |700mg | |K ( Potassium ) |Spinach. leguminous plants. tomatoes. banana. alligator pear. whole grains and |3500mg | | |yams | | |P ( Phosphate ) |Fish. domestic fowl. oats. rice. ruddy meat. |700mg | |Fe ( Iron ) |Eggs. Spinacia oleracea. runts. soya beans. lentils. tomatoes. olives. |M=8. 7mg / F=4. 8mg | | |tomatoes | | |Mg ( Magnesium ) |Spinach. soya bean. sea veggies. tomatoes. beans. Brazil nuts|M=300mg / F=270mg | |I ( Iodine ) |Eggs. milk. fish. shellfish. yogurt. strawberries. iodinated |0. 14mg | | |salt | | |Se ( Selenium ) |Cod. salmon. Allium sativum. lamb. cheese. calf liver. barley. brazil |75mcg | | |nuts | | |Zn ( Zinc ) |Calf liver. Spinacia oleracea. eggs. oats. oyster. thin porc and beef. |M=5. 5-9. 5mg / F=4-7mg | | |asparagus | | USA Department of Agriculture / Department of Health. 2010 APPENDIX 5: Vitamin AND THEIR RDA’S |VITAMIN |SOURCES |RDA | |Retinol ( A ) |Liver. fish oil. carotenoids. milk fortified |M=0. 7mg / F=0. 6mg | |Ascorbic acid ( C ) |Citrus ( oranges ) . Chinese gooseberry fruit. broccoli |40mg | |Thiamin ( B1 ) |Liver. porc. whole grains and merchandises |M=1mg / F=0. 8mg | |Riboflavin ( B2 ) |Liver. eggs. milk. rice. mushrooms |M=1. 3mg / F=1. 1mg | |Niacin ( B3 ) |Poultry. fish. beef. peanut butter. leguminous plants |M=17mg / F=13mg | |Pyridoxine ( B6 ) |Liver. porc. leguminous plants. fish. whole grains |M=1. 4mg / F=1. 2mg | |Cobalamin ( B12 ) |Beef. domestic fowl. pod. salmon. cheese. eggs |0. 0015mg | |Vitamin E |Vegetable oil. green veggies. nuts |12mg | |Folate |Broccoli. peas. Asparagus officinales. brown rice |0. 2mg | |Pantothenic acid |Milk. fruits. vegetables. meat. fish. grains |10mg | |Biotin |Cottage cheese. liver. eggs. peanut. grain |300mcg | |Vitamin K |Green veggies. fruits. nuts |75mg | |Note that Vitamin K can be synthesised in the bowel whereas Vitamin D can b e derived pink-orange. fortified cereals and juices. milk and | |sunlight ( No RDA but 15minutes in the Sun thrice a hebdomad is adequate ) | USA Department of Agriculture / Department of Health. 2010 APPENDIX 6: RECOMMENDED DAILY ALLOWANCE FOR WATER |SEX |RDA FOR WATER | |MALE |3. 7L with no upper bound addition with exercising to rehydrate | |FEMALE |2. 7L with no upper bound addition with exercising to rehydrate and increase consumption when | | |breast eating. | INSTITUTE OF MEDICENE 2004 REFERENCE LIST ONLINE ? British Dietetic Association ( 2013 ) Food fact sheet: cholesterin [ Online ] Available from: hypertext transfer protocol: //www. bda. uk. com/foodfacts/cholesterol. pdf [ Accessed on 20/02/2013 ] . ? British Nutrition Foundation ( 2013 ) Confusion on fat and bosom wellness [ Online ] . Available from: hypertext transfer protocol: //www. nutrition. org. uk/nutritioninthenews/headlines/fats [ Accessed on 20/02/2013 ] . ? Centre for Diseases Control and Prevention ( 2012 ) Nutrition for everyone: Protein [ Online ] Available from: hypertext transfer protocol: //www. Center for Disease Control and Prevention. gov/nutrition/everyone/basics/protein. hypertext markup language [ Accessed on 19/12/2013 ] . ? Cranney et Al. ( 2007 ) Effectiveness and safety of vitamin D in relation to cram wellness [ Online ] Available from: hypertext transfer protocol: //www. ncbi. nlm. National Institutes of Health. gov/pubmed/18088161? dopt=Abstract [ Accessed on20/02/2013 ] . ? Institute of Medicine. Food and Nutrition Board. ( 2004 ) Dietary mention consumptions: Water. Potassium. Sodium. Chloride and Sulphate. Washington DC: Institute of Medicine. [ Online ] . Available from: World Wide Web. iom. edu/Reports/2004/Dietary-Reference-Intakes-Water-Potassium- [ Accessed on 20/02/2013 ] . ? Institute of Medicine. Food and Nutrition Board ( 2010 ) Dietary mention consumptions for Calcium and Vitamin D. Washington DC: Institute of Medicine. [ Online ] . Available from: hypertext transfer protocol: //www. iom. edu/~/media/Files/Report % 20Fil. pdf [ Accessed on 20/02/2013 ] . ? Marshall University ( 2012 ) [ Online ] Available from: hypertext transfer protocol: //science. Marshall. edu/murraye/alpha_amylase. htm [ Accessed on 18/02/2013 ] . ? Mayo Foundation for Medical Education and Research [ no day of the month ] Nutrition and healthy feeding: maps of H2O in the organic structure. 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[ Online ] Available from:hypertext transfer protocol: //www. wellness. gov/dietaryguidelines/dga2010/DietaryGuidelines2010. pdf [ Accessed: 19/02/2013 ] . ? University of Michigan Integrative Medicine ( 2010 ) Mending nutrients pyramid [ Online ] Available from: hypertext transfer protocol: //www. med. umich. edu/umim/food-pyramid/fats. htm [ Accessed on 20/02/2013 ] . ? World Health Organisation ( 2013 ) [ Online ] Available from: hypertext transfer protocol: //www. who. int/topics/nutrition/en/ [ Accessed: 17/02/2013 ] . ONLINE JOURNALS ? Kumar et all ( 2012 ) Dietary functions of non-starch polyoses in human nutrition: a reappraisal. Critical Reviews in Food Science and Nutrition. Volume 52 ( 10 ) . [ Online ] Available from: hypertext transfer protocol: //www. tandfonline. com/doi/abs/10. 1080/10408398. 2010. 512671? url_ver=Z39. 88-2003 A ; rfr_id=ori: rid: crossref. org A ; rfr_dat=cr_pub % 3dpubmed. [ Accessed on 23/02/2013 ] . ? Schenker S. ( 2012 ) . UK recommendations for dietetic fat: should they be reassessed in visible radiation of the recent FAO/WHO recommendations? Nutrition Bulletin. 37 ( 1 ) . pp. 37-46. [ Online ] Available from: hypertext transfer protocol: //onlinelibrary. wiley. com/doi/10. 1111/j. 1467-3010. 2011. 01946. x/full [ Accessed on 20/02/2013 ] . Book ? Firth L. ( 2011 ) Nutrition and diet. Issues 205. Cambridge: Independence Educational Press. ? Higdon. J. and Drake. V. J. ( 2011 ) An evidenced-based attack to vitamins and minerals: wellness benefits and intake recommendation. 2nd Edition. New York: Thieme. ? Kuil W. A D. ( 2012 ) Sources of dietetic protein and hazard of high blood pressurein a general Dutch population. British Journal of Nutrition. 108 ( 10 ) . pp. 1897-1903. ? Martini F. H. ( 2006 ) Fundamentalss of anatomy and physiology. 7th Edition. San Francisco: Pearson Education. pp. 39-58. ? Whitney. E. and Rolfes S. R. ( 2011 ) Understanding nutrition. 12th Edition. Belmont: Wadsworth. Bibliography ONLINE ? British Dietetic Association ( 2013 ) Food fact sheet: sugar [ Online ] Available from: hypertext transfer protocol: //www. bda. uk. com/foodfacts/Sugar. pdf [ Accessed on 20/02/02013 ] ? Georgetown University ( 2012 ) Proteins: what does it make? [ Online ] Available from: hypertext transfer protocol: //www. Georgetown. edu/admin/auxiliarysrv/dining/nutrition/protein. hypertext markup language [ Accessed on 20/02/2013 ] . ? Stoner. L et Al ( 2012 ) Preventing a Cardiovascular Disease Epidemic among Autochthonal Populations through Lifestyle Changes. [ Online ] Available from hypertext transfer protocol: //www. ncbi. nlm. National Institutes of Health. gov/pmc/articles/PMC3354392/ [ Accessed on 20/02/2013 ] . Book ? Blomhoff R. et Al. Health benefits of nuts: possible function of antioxidants. British Journal of Nutrition. 2006 ; 96. ? New Zealand. Ministry of Health ( 2003 ) . Food and nutrition guideline for healthy grownups: a background paper. Wellington: Ministry of Health. ? Rolfes. S. R. et Al ( 2009 ) Understanding normal and clinical nutrition.8th Edition. Belmont: Wadsworth. ONLINE VIDEOS ? Dairy: indispensable nutrition or wellness wrecker? – Keon. J. ( 2011 ) [ Online picture ] . Available from: hypertext transfer protocol: //www. youtube. com/watch? v=cp9MwjW5QX0 [ Accessed on 20/02/2013 ] . ? Good nutrition made easy: how to turn a healthy grownup – Davidson. L. ( 2012 ) [ Online picture ] . Available from: hypertext transfer protocol: //www. youtube. com/watch? v=6qAeAzreESg [ Accessed on 20/02/2013 ] .

A Study on the Psychological Concept of Codependency Essays

A Study on the Psychological Concept of Codependency Essays A Study on the Psychological Concept of Codependency Essay A Study on the Psychological Concept of Codependency Essay A Study on the Psychological Concept of Codependency BY sunytxtn19920410 Is it Addiction to Love or Disease to Please? Key words: codependence, personality, self, early childhood The codependency concept initially originated and evolved within the field of addictions (Hands and Dear, 1995). And in recent years, there has been some increasing interest in using it to bridge the gap between additive behaviors, their impact on family members, and systemic analysis about family dysfunction. As a result, term codependence prominences in the filed of mental health (Hogg Frank, 1992). Cermak (1986) proposes that codependence is both a legitimate psychological concept and an important human disorder, in which symptom includes external focus, excessive caring for others and difficulty in identifying the true self. By studying theory of codependency, I have introspected a lot, finding that some of my own personality traits fit well with the description of codependency. The project will be divided into four parts. Firstly, the project starts with the introduction and distinction of two co-related terms: love addition and codependence disease, with illustration of my own love experience during adolescence. Then, it comes to analysis the manifestation of codependence behaviors, especially related to the term of shame and dissociated self. Thirdly, this project will explore how childrens experience during early childhood impacts his or her disposition of being codependent. Finally, several critical approaches to the theory will be presented. In Women who love too much (1985), Robin Norwood describes women who gain their sense of mission by loving broken, emotionally needy man at expense of self-sacrifice and who blur the boundary of romantic love and suffering itself. She also notes that ometimes, it is through over-involvement in a one-sided, even destructive relation can women achieve sense of control and strength (ibid. ). That makes me connect with my own experience. Adam and I fell in love in high school. He was such a hot, smart guy, with bundles of admires, while I was Just an ordinary, plain-looking girl. Every minute I loved him, I felt fear to lose him. I could not convince myself that men like him would love me for my beauty or talent. I was really afraid of be abandoned. My only defense was to try to make him like me for other reasons. I was willing to do anything for him. I cleaned his room, made lunch for him everyday, and cheered for him during his every basketball game, never absent. IVe almost given up all my personal time to do things for him. Eventually, I did not even wait for him to ask for something, I fgured out what he might want, and gave it to him. Because only by giving could I feel useful and Justified my own existence. Gaining Adams approval for me is my only way to achieve self-esteem and self- actualization. However, it turned out that my niceness to Adam had opposite effect on our relationship. He dumbed me for several times. He explained to his brothers that he did not feel that much attracted by me. After all, all of his ex-girls are gorgeous and brilliant. I have to say that those words made my ego smashed. to beg for forgiveness. And, against all expectations, I accepted. When he got his knees down in front of me, sniveling to me how painful he was without me. I chose to believe him because I need to. But before long, Adam blew me off again. And that time, he explained that it is because I was too nice and that makes him bear too much pressure. I got nothing to refute but agreed tearfully. But once Adam came ack to me, I would say yes once again. I Just could not leave him. I was trapped in the circle of alternately painful and exhilarating of love addition. Even I know it clearly that this pattern of alternating approval and contempt, intimacy and rejection, idealization and devaluation is not healthy, even destructive. I could still not get rid of it. What Adam is to me is like what drugs is to its addict. Addictions to substance and to behavior share lot in common. Just like psychoactive substances such as marijuana, cocaine, alcohol and affect neurotransmission in various pathways of the rain to release chemicals that release nervous tension, the similar impact on the rate of neurotransmission occurs with various compulsive behaviors such as eating, spending or over-caretaking for others to avoid discomfort or social pains (Chelton et al. , 1985). I didnt fully understand that I am more strongly driven by my need to avoid the negative emotion and assault to my self-esteem of Adams rejection and disapproval than I am regain his love, until now. Although Norwood labels such relationship as love addiction, many mental health experts began to use the term odependence to describe essentially the same syndrome. Love addiction has been refined as personality disorder that refers to an enduring and identifiable constellation of inflexible and maladaptive personality traits, which predispose the individual to pathological forms of dependency (for both substance and behavior) (Haaken, 1993). Cermak (1986a, 1986b), points out that Individuals with such emotional disease of codependence usually have obvious symptoms such as avoidance, over-dependence, or self-defeating. It is suggested that codependents develop an excessive sensitivity to the needs of others. To attempt to feel connected to other person, codependents will deny or ignore their own needs. Ultimately, individuals suffer from profound void within the self. They got lost in the relationship. Personality is defined as characteristics that manifest on patterns of behaviors, which are consistent across situations and life. Therefore, it is essential for us to explore the codependent behavior first before we study this personality itself. According to Dears category (2004), codependent behaviors compose of four cores: 1 . Emotional suppression (e. g limited assertion, retarded conscious awareness, ) 2. Self- acrifice (e. g over caring for others at expense of neglecting their own needs,) 3. External focusing (e. g stay focus on others, construct self values on the base of others thoughts) 4. Interpersonal control (e. an entrenched responsibility in ones belief to fix other people problems or feel obligated to rescue them) The consequence that may occur with codependence behavior consists of two parts: a one-sided addictive relationship with substance or toxic person, and the over-reliance of approval and intimacy from others in order to actualize sense of security, self-worth and identity (Wegscheider-Cruse and Cruse, 1990). An interesting point: Timmen Cermak (1991) contends that the distinct between c odependence and other personality world. It is noticeable that, vast majority of codependents, according to Matiatios (2002), is what we may regard as perennial NICE people in our daily life. They are people who are always with warm smile; almost never refuse to do a favor. However, as Matiatos mentions, on the surface these people look happy and bubbly for all the time, but once they look inside themselves, they find nothing but emotional starvation, thus cause subsequent void, depression and even collapse. It is because hat codependents are over perceptive of others but not at all perceptive of themselves. Actually, I perceive myself as a Codependent according to the description above. Not only to Adam, I try my best to treat everyone Nicely. For example, in order not to forget any of my friends birthday, I took a memo on which to take down everyones birthday. I give them birthday gifts even if that means I will have less money to spend on my lunch. I speak to everyone with gentle voice and careful words, fearing that anyone might be offended so that people wont like me anymore. And gradually, IVe become one of the NICEST girls in life. And I enjoy the approval and reliance of my surrounding people. But I frequently get struck into depression or anguished feelings whenever I perceive that someone is not like me as much as I expected or one of my friends did not do anything in return of my pay. For example, when I was in high school, one of my best friends has once forgotten my birthday. No gift, no card, no phone calls, no happy birthday words, she Just did not show up the whole day. I was disappointed, in fact, devastated. I could not stop blaming myself. I believe that if anything goes wrong, it must be my fault. And how ould she do that thing to hurt me? But I was reluctant to go to her to assert myself or to ask why. And I did not manage to emancipate myself from that anguished feeling until she came to me to apologize for her carelessness next day. Till then, I realized how good I am at making myself bad. Just like Braiker (2003) suggests in the Disease to Please , though people-pleaser believe that they are excel at making others happy, the truth is that the real talent lies is making themselves inadequate and miserable. For some time I have been confused about one problem: why couldnt I get rid of my bsession to please others, even if I know it clear that behavior is toxic. hen looking deep into my mind, I think I got the answer: SHAME. I feel shamed of who I am. And I dont have belief in me worthy of love, approval or happiness. In my psycho-logic, only by fulfilling others expectation, can I avoid negative emotions such as rejection or anger towards me. The drive for approval stimulates me to pursue the emotion satisfaction in the same ways even with the pre-knowledge that I might get hurt. For people-pleasers, they are accustomed to camouflaging their true feelings with mask f chronic niceness (out of debilitating fear of conflicts, abandonment and disapproval) (Frances and Miller, 1990). Even worse, the symptom of codependence may develop into dissociation, which is defined by Chu (1998) as a disruption of the normal integration of experience. To explore the formation of personality trait of Competence, we first understand the basic mechanisms that determine all the behaviors. In general, Human behaviors fall into two main categories: innate behavior, which is encrypted into biological code that is our birthright, the other kind of behavior is so-call acquired or learned. Ryckman, 2008) Behavior is determined by experience, based on the principle of reinforcement or conditioning (ibid. ). role of environment stimuli plays the dominant role in ones shape of personality. It is suggested that codependence develops as the result of long-term exposure to a dysfunction family environment in where either (a) physical, sexual, or emotional abuse; (b) neglect; or (c) excessive trauma has been manifested. (Potter-Efron Potter-Efron, 1989a, 1989b). It is noticeable that the environment refers to individuals family of origin, in most cases. Dr. Peter Walker (2005), one of the leading experts in tudying development of childhood trauma, indicates that trauma- based families are most common scenarios where child developed Fawn (synonymous with Codependency) repertoire of instinctive responses to trauma. Fawn, with the definition given by Websters means: to act servilely; cringe and flatter, is defined as the core component of many codependents. (Walker, 2005) Take the growing up of my father as the example. He was raised in a single-parent family with my grandfather who was a heavy drinker then. Like most alcoholics, he changed his moods and behavior like chameleon. Most of time, he was a loving and warming father. But once he got drunk, he could be clod and withholding or irrationally angry and explosive. What worse, grandfather always hit my father and his younger sister when he lost mind after several drinks. And my father used to fght back against the violence, but he was too weak to win. And that protesting to abuse led to even more frightening retaliation. As a result, he relinquished the fght response. And to impose order on chaos, my father changed his strategy. He tried his best to be a nice and good boy to make his dad happy or satisfied. Because he reasoned that if the dad can keep pleased and approving, it is less likely for him to go out for drink, thus the consequence of intoxication will not be as bad. Even if he could not prevent the dad drunk, he learns that avoiding disapproval and criticism of his father is the safest means of survival. Being in a family environment filled with chaos or trauma, children will enter survival mode to protect themselves at the expense of abandoning their identification as children. Because of this sense of powerless, children quickly learned and then accustomed to ignore their inner feelings and needs. Thus, they reject introspection and ultimately disconnect with their self (Kuhot, 1999). And my fathers example demonstrates the point rather well. As an adult, he is both super- caring and super-sensitive. He is so kind and warm-hearted that he almost never refuses to do a favor. But on the other hand, he almost never asserts himself. Sometimes I find him exhausted on taking care of others instead of taking care of himself. However, not all codependents that embodied as approval addiction are from dysfunctional or troubled families. In some families, parents and children are bonded tightly. But the problem of codependence may still occur when parents use inappropriate way to induce child to form his or her value system. In particular, when love is used as a conditional rewards (Braiker, 2004). When child behave decently or show talent for some areas, which please parents well, the parents then labeled them as good, and presumably worthy of love. But once child makes mistakes or fails to performance well in school, the love will be withdrawn. That parental pattern is so-called conditional love, which will be devastating to children, because the parents are in fact setting the stage for their children to be approval ddicts (ibid. ). In the mind ofa little child, it seems that there is no distinct behavior. In families parents pattern of conditional love is frequently reinforced, the sense of the worthiness of the child as a person becomes enmeshed with his or her behavior. Following with that psycho-logic, children will no longer focus on their inner self, because who his or her existence depends on what they do. Doing good things is equated with to being a good person worthy of love. Likewise, doing bad things means you are a bad guy, which indicates that people will leave you alone, and thats hat you deserve. Children who were raised in such environment show an excessive concern with approval of people that they love and respect, especially their parents. To live up to their parents expectation, they even alienate them from their own desires and capacity to self-actualization. In addition, adult approval addicts will response to criticism with intense anxiety due to their emotional baggage from early childhood. And it is suggested that they do not know about their real needs of inner self at all. As for me, I feel very lucky since my parents have performed an unconditional love regard to me. Even if I misbehave myself in some occasions, they always keep telling me that Though you made mistake, I love you the same. Thus constructs the basis of my self-esteem: I am a whole human being, and my worth of being depends on who I am, not how others think I am. Nevertheless, I also found myself extremely obsessive about the approval from my mum. She is the most perfect creature IVe ever met on this planet. She is gorgeous, kind, brilliant, and tremendously strong. I have been worshiped my mum for years as idol. To gain her approval is highest honor and greatest encourage for me. As the result, I work hard to live up with her expectation for me, without asking myself what do I really want. Mellody (1989) suggests that it is generally accepted that codependency is pervasive phenomenon observed in everyday life and a personality disorder that treatment needed. As the popularity of appeal of the codependency construct increased, a more precise understanding of codependency has been stymied by the lack substantiate research, to test whether it is a useful diagnostic category (Cermak, 1986a). In addition, many scholars have called the utility and validity of this theory nto question (Haaken, 1990). Moreover, social and cultural factors have been neglected. Prest and Storm suggests (1988) that further exploration of codependence should focus more on similarities and differences among various ethic groups. Moreover, codependence theory is critiqued for its ubiquitous diagnosis which requires expensive professional treatment cost. And it has been controversial about the creation to diagnose codependence. For example, based on the definition of external focus on others, it can be concluded that each of us will be more or less diagnosed as having the symptom. Thus creates an ambiguous boundary to identify this concept. Moreover, critics towards its function of value proposition, the so-called selfish egoism. Because based on the existing framework, one can only be Judged normal or self-esteem when he/ she behaves extreme self-centric. However, as far as I am concern. The criticism which matter most is the gender bias underlying. Codependency is usually described as a typical famine malady. In fact, woman accounts for vast majority of 80 percent of membership in ACOA(Adult Children of Alcoholi) (Haaken,2002) It is controversial that whether therapist should treat odependency distinct psychiatric disorder (Dore et al. 1995). Based on a feminist roles in relationship. In conclusion, codependence is now acknowledged as a mental disorder, of which manifestation of addictive behavior. Patterned behaviors means that codependency can be defined as personality traits as well. In most cases, such personality traits are typical in trauma-based family, where children learn to survive through closeness of their inner world. However, it can be seen from the example of my growing that appropriate way of induce child to build their value system in early hildhood matters as well, or dysfunction will occur the same. Though experience a lot of controversy, theory of codependency inspired us to introspect of our inner world all the time. To ask you inner self, are you the real master of you mind and body? Words counts: 3070 Reference: Chelton, L. G. , Bonney, W. C. (1987). Addiction, affects and self object theory. Psychotherapy, 24, 40-46. Cermak, T. L. , (1986b). Diagnostic criteria for codependency. Journal of Psychoactive Drugs, 18(1), 15-20. Cermak,T. L. (1986). Diagnosticcriteriaforcodependency. JournalofPsychoactiveDrug ,18(1),15-20. Braiker. H. B (2003) the disease to please Publisher: McGraw-Hill Beattie, M. 1993) Codependent no more: how to stop controlling others and start caring for yourself . Center City, MN: Hazelden, York: Guilford. Hands, M. A. and Dear, G. E. , (1995) Codependency: A critical review. Drug and Alcohol Review, 13, 437-445. Hogg, J. A. and Frank, M. L. , (1992) Toward an interpersonal model of codependence and contradependence. OJournal of Counseling and Development , 70, 371-375. Haaken. J (1993) A1-Anon to ACOA: Codependence and restructure of caregiving Signs, vol. 18, NO 2 PP 321-345 Kohut, H. (1999). The analysis of the self. New York: International University Press. Lancer, D (2004) Shame: the core addiction to codependence. Mellody. P,. (1989). Facing codependence. San Francisco: Harper. Potter-Efron, R. T. , Potter-Efron, P. S. (1989a). Assessment of co-dependency with individuals from alcoholic and chemically dependent families. Alcoholism Treatment Quarterly, 6(1), 37-57. OPotter-Efron, R. T. , Potter-Efron, P. S. (1989b). Outpatient co-dependency treatment. Alcoholism Treatment Quarterly, 6(1), 151-167. (1988). The codependent relationship sof compulsive eaters and drinkers:Drawing arallels. The American Journal of Family Therapy, 16(4), 339-350. POTTER-EFRONR. , POTTER-EFRONP S. (1989). Assessment of codependency with individuals from alcoholic and chemically dependent families. Alcoholism Treatment Quarterly, 6, 37-57. Ryckman, R. (2008) Theories of Personality. Belmont [Calif. ]: Thomson Wadsworth, Wegscheider-Cruse, S. , Cruse, J. R. (1990). Understanding codependency. Deeriield Beach, FL: Health Communications. Shaffer, H. J. , Robbins, M. (1991). Manufacturing multiple meanings of addiction: Time-limited realities. Contemporary Family Therapy, 17, 387-404.

What to Do With Your PSAT Scores

What to Do With Your PSAT Scores SAT / ACT Prep Online Guides and Tips You’ve taken the PSAT and gotten your score report, but what’s next? This is a guide as to how to interpret and use your PSAT score to help you prepare for the SAT. Read on to make the most of your PSAT score. Interpreting Your PSAT Scores On your PSAT score report, you will get scores for each section and an overall composite score. On the â€Å"old† PSAT (any PSAT taken during the 2014-15 school year and earlier), the test is scored out of 240 total points, with Critical Reading, Writing, and Math each being worth 80 points (notice that this matches with the current 2400 SAT scoring system). The scores on the new PSAT (which will start being given during the 2015-2016 year) will be matched up with the New SAT (which is scored out of 1600) and scored between 320 and 1520 – 160-760 for Math, and 160-760 for Reading and Writing combined. Your PSAT score is designed to predict your actual SAT score, so if you get a 1300 PSAT that means you are predicted to get around a 1300 SAT. (The PSAT scale doesn't go up to a perfect 1600 since the SAT is harder than the PSAT. So even if you score very high on the PSAT you won't necessarily be set up to get a perfect 1600 on the SAT, though you will be predicted to get a very high score.) You also get subscores for Math, Reading, and Writing so you can see which subsections you are best at. You will also get score ranges on the report – these are meant to show the extent your score could change with repeated testing. Keep in mind these ranges are just estimates, so don’t think that you can’t get a higher score than the top of your score range on the real SAT. Also don’t assume that you won’t score any lower than your predicted ranges. Furthermore, your predicted SAT score is also an estimate, and certainly not set in stone. Your actual SAT score will depend on numerous factors, including how much you study and how much more difficult the real SAT is. What You Can Learn from Score Comparisons Your PSAT score report will also include a number of score comparisons to put your score in context. These comparisons are a lot more helpful than just comparing your PSAT score report with your friends' reports (as exhilarating as that can be). For all you know, your school could have PSAT scores well below or above the national average. First, the score report will show the average scores that other test-takers got nationwide per grade. According to College Board, if you’re at the average score or higher, you’re on track to develop the reading, writing, and math skills you’ll need in college. College Board also includes benchmarks for each section. These are scores you should meet or exceed to be considered on track for college. (College Board doesn’t specify what happens if the average score is lower than the benchmarks they set. Likely the benchmark should take precedent over the score average, since the average is dependent on the students who take the test. So if you score above the average but are still below the college-readiness benchmark, assume you need to put in more work to be considered on track for college.) Percentiles are also given for each section, comparing you to others in your grade. For example, if you are in the 70th percentile in the Reading section, you scored higher than 70% of other students in your grade on this section. These comparisons are a good measure of your overall progress and ability, and can help you spot any potential red flags. For example, if you’re above the 90th percentile for Reading and Writing but at the 50th percentile for Math, you know that you will have the most work to do in the Math section when you study for the SAT. It might also be a cue to work harder in math class. But keep in mind it’s more important to meet your own SAT goals (like a score high enough for your top school) than to be at the top of the percentile charts. How College Board’s Tools Can Help You Study Part of the PSAT’s purpose is to help students get introduced to the SAT in a low-stress context and learn about their skills and weaknesses on the SAT. College Board is trying to expand this by creating a more detailed online score report for the new PSAT. It will include performance summaries for each section, insights into strengths and weaknesses grouped by content area and level of difficulty, and a scanned copy of your essay so you can evaluate your performance. The old score reports had many of these elements, including breaking down sections into concepts and reporting how many questions you got right for each. But they didn't expressly analyze your strengths and weaknesses, include detailed percentile rankings, or include your essay. College Board is also adding additional resources. One of these is a partnership with Khan Academy, that will give students targeted SAT practice based on their PSAT performance. They are also adding a feature that predicts your readiness for AP courses, and even a personality profiler to help you explore college majors and careers. How You Can Go Further to Prepare for the SAT As we've discussed, your PSAT report gives you tons of valuable data about how you are shaping up to do on the SAT. But now that you have the report, you can use more than just College Board's tools. Come up with a personal target SAT score, create a plan, and study until you're positive you'll achieve your target score. By doing that, you can get an SAT score that will help you get into your top schools. Does that seem a bit ambitious? We'll take it step by step. First, Know Your Goal You can't hit the target if it doesn't exist! While College Board analyzes your PSAT score in detail, before you start studying for the real SAT, it’s important to have an end goal in mind. There is a huge difference between going from a 1300 PSAT to a 1400 SAT than a 1300 PSAT to a 1600 SAT. So how do you know your SAT target score? Based on the score ranges of the most competitive schools you want to get into. We have a detailed guide to coming up with your SAT target score based on your top colleges. You might also base your target score off scholarship score cut-offs at state schools. Once you have your goal in mind, you can determine how long you need to study and schedule your study plan. For example, if you decide you need to study 40 hours, will you study for 4 hours a week for 10 weeks or 10 hours a week for a month? Actionables from this section: set your SAT target score, determine the length of time you’ll study. Second, Analyze Your Weaknesses and Strengths Before you begin to study, you also need to know where your strong points are and where you’re weak. The PSAT does a good amount of this for you on the score report by analyzing the problems you got wrong. However, it doesn’t tell you why you got certain problems wrong – for example, you may see you missed 3 Pre-Algebra problems, but the score report can’t explain why you got them wrong. Did you completely misunderstand the questions or were you going too fast and making silly mistakes? The why is what you’ll get at as you start studying. We recommend grabbing a notebook and making an initial inventory of your strengths and weaknesses based on the PSAT score report. As you start doing SAT practice problems and tests, expand on this list and add detail as to why you’re getting problems wrong and what you need to do to fix your mistakes. The goal is to shrink your list of weaknesses as you study. Remember – don’t just study until you can get something right, study it until you’re positive you can’t get it wrong. Actionables from this section: create your â€Å"weakness† notebook based on your PSAT report. Third, Gather Resources to Study Of course, you can’t study for the SAT with your PSAT score report alone. An easy place to start is the free online resources from the SAT, like the Khan Academy program we described above. You can also check out other free, online resources we have gathered for studying, as well as SAT practice tests you can access online. We also have a study guide for the new SAT, and tips for studying vocabulary on the new SAT. But websites alone might not cut it. Check out our advice on the best SAT prep books on the market, including math-specific prep books. Remember to keep the "quality over quantity" rule in mind. Don't spend time finding 15 different resources if you're only going to use a few of them. Finally, if you're considering a formal preparation program, we highly recommend our PrepScholar program – not just because it’s ours, but because it was created by experts. We truly believe it’s the best test preparation service on the market. Actionables from this section: determine which study tools you’ll use and gather them. Remember: The PSAT Is Just Your Starting Point Your PSAT performance will give you some great data on how you are shaping up to do on the SAT. From detailed section performance breakdowns to your final predicted SAT score, the PSAT gives you a lot of info about your potential SAAT performance. However, the main reason to take the PSAT is to practice for the SAT. Just because you’ve taken the PSAT, don’t underestimate the SAT itself, which is longer and more difficult. Full practice tests should be part of your study regimen. Also, do not assume your PSAT score dictates your eventual SAT score! It’s more than possible to outscore your PSAT on the real SAT if you study. It’s also more than possible to score lower than your PSAT if you don’t study enough. Use your PSAT score as just one tool as you move into serious studying for the SAT. Used correctly, it can be a very helpful tool. What’s Next? Get a complete guide to the new 2015-16 PSAT, a practice test for the new PSAT, and a guide to the new SAT in 2016. If you’re in the class of 2017, you’re probably wondering whether you should take the old or new SAT. Get an in-depth analysis of the pros and cons of each possibility here. If you want to compare the percentiles on your PSAT report with actual SAT scores, check out our guide to SAT percentile ranks. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Strategic Management and Leadership Assignment Example | Topics and Well Written Essays - 3000 words

Strategic Management and Leadership - Assignment Example Product mix of the company is essentially constituted of a larger percentage of beverage products followed by food items and also other exclusive coffee products. The company also exclusively works to sell equipments and accessories relating to the production of coffee thereby diversifying on its product mix. Moreover the company management works to administer the operation of the stores on their own rather than depending on franchisees. Success for Starbucks can also be measured by its market size and growth rate as the coffee brands has developed itself and become a global brands. Starbuck presently holds 30% of market share second to Costa Coffee in the UK market and market share of 74330.7% (Neate, 2012). Sales of Starbucks coffee generated 26.5million in 2012 and continued to introduce variants of different type and thus earn profits and increase market share (Restaurants Brands, 2012, p. 8) Starbucks also focuses on enhancement of market share and penetration of larger markets through focusing on conducting sales through other co-branded outlets. Similarly the company also focused on reaching to target consumer bases like youths and children in the form of conducting sales through use of kiosks. ... The marketing strategy of the firm greatly depends on activities like referrals in the form of word-of-mouth and also through the gaining in of support by other partnership companies and alliances in the industry. The company markets its message to the customers through the use of electronic mails rendered in by the people in their visits to the different stores. Further the company also works through the formation of strategic business and promotional alliances with other firms to gain on in distribution and marketing efforts (Larson, 2009, p.3-6). Another secret for the success of Starbucks in the global market for specialised coffee products counts on its enhanced social media marketing efforts. The social media networking activities of the company helps in gaining a large number of followers both in Facebook and Twitter where these people tend to post a large number of messages about their experiences on Starbucks’ products and services. The company through the use of soci al networking sites focuses on gaining a large number of potential feedbacks and recommendations. Through the use of such open communication networks the company tends to enhance its relationship with the consumers while operating in the global market. Similarly the company also encourages sharing videos and experiences on the web thereby focusing on to develop an emotional relationship with its target consumer base. Moreover the company through the use of different social networking sites focuses on empowering the consumers to render potential decisions about business, service and product development categories. These ideas being incorporated in its operational and service dimensions thereby create a sense of belongingness among the consumers relating to the

S. B. Cottone Inc Essay Example | Topics and Well Written Essays - 1750 words

S. B. Cottone Inc - Essay Example In this case, the firm has not enough capacity to capture all of these markets so that a target market in the segment is needed. A target market must have the potential to be viable customer. Target market of the firm are contractors in the construction business. This was principally selected due to construction developments in Scranton and the developers’ need for contractors in the construction business. Contractors are the first-line connection to developers. They are also considered specialist by developers so their expert advice is followed. Contractors’ profiles were compiled into a database of the company for the last twenty years for easy reference and follow up. Positioning is the market strategy of how company communicates to customers. Web defines it as â€Å"effort to influence consumer on a brand relative to a competing brand.† Purpose of positioning is to have an advantageous position to consumer. To start positioning the firm, has to know the needs of the target market, and understand why they need it, and its budget. Buyers’ needs are known through interviews, research and attending events such real estate openings. Based on this approach company has identified buyers’ needs as heating, ventilation, and air conditioning of rooms and building. Buyers go through a process (Linton, Ian, 2014) wherein the very first stage is recognition of a need. Needs of buildings are caused by standard requirements. Next step is the information search wherein buyer looks for sources to solve his need. Next is the evaluation process where buyer inspects different brands and offers – and evaluate it according it to product attributes and the ability of supplier to deliver. Process involves buyers’ high participation particularly if there are many proposals, and low if there is only one company to be evaluated. The last

Uses of Simulation Technology in Hospitals Article

Uses of Simulation Technology in Hospitals - Article Example Simulation is based on three types, which are live, virtual and also constructive simulation. It can also be of combined styles with live simulation involving humans or equipment and activity in a setting where the operation is real. The virtual simulation, on the other hand, involves humans and equipment but in a computerized controlled setting (Wilson & Rockstraw, 2011). This mainly depends on time factor making the users concentration extremely significant. Constructive simulations do not involve humans or equipment rather than time and the occurrence of events. These can be seen by the occurrence of hurricane among others. How Simulation can be used as Orientation Teaching Modalities Simulation is used for training in schools to procedures which are irreversible such as patient care and surgery. This is also used in testing the student’s performance in communication skills, application of the knowledge they have and also be able to think critically. Through simulation, the students are able to be provided by a powerful learning experience (Bayley & Drury, 1998). Through this, they are grouped for the purpose of assessment. Simulation has enabled students to take part in fragile and surgical patient treatment. Most of the students gain experience as the devices are able to be controlled in case of a misunderstanding of a student or an emergency thereby not causing deaths and injuries. Learning in the healthcare system requires the knowledge and skills which are mostly developed through apprenticeship. Through the situations occurrence in the livelihood, the students are able to gain experience and become more competent. This is seen as a better way of learning as the experiences enable them applying their skills. Simulation also offers a scheduled and a learning experience which is not easily obtained in real life. Students can obtain techniques on dealing with a high workload, coordination under stress and gaining of information regarding principles to be considered as they put it in practice (Dyro, 2004). Through simulation, the learners are able to correct their mistakes without an expertise intervention as it is computerized. This gives an adequate knowledge of the areas with flaws so as to avoid future mistakes. The learning experience through the simulation process can also be customized. The stimulation process incorporates all students despite being experts in the field (Dyro, 2004). The simulation training method is helpful when it comes to illness like heart attack, allergic reactions and malignant hyperthermia among others. Simulation allows repetition of activities which provides a better place for one’s learning experience in the field (Kyle & Murray, 2008). How Simulation can be used in the Academic Setting In the academic setting, stimulation is used for research purposes. Many research activities happen in order to improve the patients’ safety and also in dealing with difficult illnesses, which have emerged. This also improves the quality of services provided as it is undemanding to evaluate an improved system of treatment. New procedures can be studied under the simulated conditions through the tests conducted. The different kinds of simulation which include virtual live and computer based may be used in finding a solution to a given research conducted (Wilson & Rockstraw, 2011). Through simulation, learners can experience a safe environment for practice. This is because of the technology which prevents one from endangering the health of the patient which makes it a better tool to be used as compared to the traditional education which was risky to the patient’s life (Satava, 1995). The environment can also be seen to as conducive as it allows learning

Learning disabilities of children Research Paper

Learning disabilities of children - Research Paper Example The paper presents the expert professional opinions and empirical evidences regarding identification of children with learning difficulties; the law that guarantees special learning education of children, and how parents and educators cope with the problem; and will come up with some recommendations on suitable treatments of children with learning disabilities. Learning Disabilities of Children Introduction I grew up with the belief that there is no such thing as learning disorders, and that there are only lazy students and motivated ones; there are stupid children and there are bright ones. However, recent studies and conclusive researches proved this belief to be non-conclusive and wrong. Several studies on brain researches showed that there are differences between the brains of the individuals with learning disabilities and those without, and that the architecture of the brain of the child with learning disabilities is different (Smith 2005). Most often, the learning disabilities are not known to parents when children are born and differences are manifested only as the child goes to school and grows up. In most cases, parents and the family do not know the reasons and therefore cannot cope up with the problem. In this context, it is important that they understand the behavioral problems of the child in order to provide appropriate solutions.

Quality management (Shell company) Assignment Example | Topics and Well Written Essays - 3250 words

Quality management (Shell company) - Assignment Example 321). It is necessary for managers to think of an integrated management system which encompasses the elements of quality management (QMS), environmental management (EMS), and health and safety management (OHSMS). Since an integrated management system can involve different facets of corporate management, it is vital to identify the different aspects associated with it. In order to implement an IMS in the Shell oil company, it is better adopt a five-phase implementation process which includes phases such as preparation, planning, implementation, monitoring, review and certification. During the initial phases, an effective, quality policy and environment policy must be developed to give the implementation process a clear direction. This paper will specifically outline an implementation plan for a new IMS in the Shell Oil Company. Integrated management system Integrated management system can be simply defined as a management system that integrates all systems and operations of an organis ation into an extensive framework, assisting the organisation to operate as a single entity with shared goals and objectives. The integrated management system greatly aids an organisation to become a unified entity and link each function to a single common goal (Pardy & Andrews, 2009, p.107). Evidently, such a centralised system would assist the organisation to improve its overall performance. â€Å"An integrated management system is the most effective way to discharge an organisation’s obligations to its employees, customers, and the wider community†. (Freiberger Forschungshefte, Issue 526. 2008, p.39). In simple words, this system gives stakeholder a clear idea on what the organisation expects from them. Another major feature of integrated management system is that it provides the organisation with a genuinely co-ordinated system instead of mere ‘silos’ (Emea.bsi-global.com). Experts suggest that this management system is greatly helpful for the organisa tion to obtain a clear and comprehensive picture of its all aspects, the way they affect each other, and the associated risk factors. As there is less duplication in an integrated management system, it is easy to implement the new system in the future. Through this technique, the management team is provided with a single structure which would enable them to deliver the organisation’s objectives efficiently and effectively. The potentiality of an integrated management system ranges from managing employee needs to monitoring market competition and maximising resources. The most fascinating feature of this system is that it is relevant to all types of organisations regardless of their nature and size (Driving.myfoxcharlotte.com). Under this approach, two or more management systems are integrated into one cohesive system with a common set of policies, procedures, processes, and documentation. Shell Oil Company Shell Oil Company is the Royal Dutch Shell’s US based subsidiar y, and it is one of the largest oil companies in the world. The US head office is located at Huston in Texas, and nearly 22,000 employees are from the United States. The Shell Oil Company together with its consolidated companies and its share in equity firms is one of the largest oil and natural gas producers, gasoline distributers, natural gas suppliers, and

Organization of nazarene Essay Example | Topics and Well Written Essays - 250 words

Organization of nazarene - Essay Example nternational headquarters was in Kansas City, Missouri, since 2008 the location of Global Ministry Center is Prairie Star Parkway, Lenexa, Kansas (Ingersol 65). The Church puts together congregational and Episcopal policies to come up with the ‘representative’ government. The feature that is silent in this structure is the power that is shared between the clergy and the people as well as between the denomination and the local church. The Assembly acts as the supreme doctrine creating, lawmaking, and one with the elective authority according to the constitution of the church (Ingersol 87). It is made up with representatives from denomination’s district worldwide. General Superintendent is the highest elected office. The local church is the basic unit of organization and it can either be church type mission or an organized church. Local congregations are divided administratively into geographical districts. The Church is usually associated with higher education; it provides college/university (students), faculty leadership, administrative, and spiritual and financial support. The church college/university is an important part of the church and a fraction of every local church’s and district budget is put towards Nazarene higher

Quality management (Shell company) Assignment Example | Topics and Well Written Essays - 3250 words

Quality management (Shell company) - Assignment Example 321). It is necessary for managers to think of an integrated management system which encompasses the elements of quality management (QMS), environmental management (EMS), and health and safety management (OHSMS). Since an integrated management system can involve different facets of corporate management, it is vital to identify the different aspects associated with it. In order to implement an IMS in the Shell oil company, it is better adopt a five-phase implementation process which includes phases such as preparation, planning, implementation, monitoring, review and certification. During the initial phases, an effective, quality policy and environment policy must be developed to give the implementation process a clear direction. This paper will specifically outline an implementation plan for a new IMS in the Shell Oil Company. Integrated management system Integrated management system can be simply defined as a management system that integrates all systems and operations of an organis ation into an extensive framework, assisting the organisation to operate as a single entity with shared goals and objectives. The integrated management system greatly aids an organisation to become a unified entity and link each function to a single common goal (Pardy & Andrews, 2009, p.107). Evidently, such a centralised system would assist the organisation to improve its overall performance. â€Å"An integrated management system is the most effective way to discharge an organisation’s obligations to its employees, customers, and the wider community†. (Freiberger Forschungshefte, Issue 526. 2008, p.39). In simple words, this system gives stakeholder a clear idea on what the organisation expects from them. Another major feature of integrated management system is that it provides the organisation with a genuinely co-ordinated system instead of mere ‘silos’ (Emea.bsi-global.com). Experts suggest that this management system is greatly helpful for the organisa tion to obtain a clear and comprehensive picture of its all aspects, the way they affect each other, and the associated risk factors. As there is less duplication in an integrated management system, it is easy to implement the new system in the future. Through this technique, the management team is provided with a single structure which would enable them to deliver the organisation’s objectives efficiently and effectively. The potentiality of an integrated management system ranges from managing employee needs to monitoring market competition and maximising resources. The most fascinating feature of this system is that it is relevant to all types of organisations regardless of their nature and size (Driving.myfoxcharlotte.com). Under this approach, two or more management systems are integrated into one cohesive system with a common set of policies, procedures, processes, and documentation. Shell Oil Company Shell Oil Company is the Royal Dutch Shell’s US based subsidiar y, and it is one of the largest oil companies in the world. The US head office is located at Huston in Texas, and nearly 22,000 employees are from the United States. The Shell Oil Company together with its consolidated companies and its share in equity firms is one of the largest oil and natural gas producers, gasoline distributers, natural gas suppliers, and

Hamlet Essay Example | Topics and Well Written Essays - 500 words - 15

Hamlet - Essay Example Hamlet dresses badly and Queen Gertrude is displeased by his behaviour and more so because of the demise of his dad and her remarrying. Claudius orders Rosencrantz and Guildenstern to investigate the reasons for his son in law’s unusual behaviour (Shakespeare 41). Hamlet organizes a play The Murder of Gonzalo in which he reveals the ghost’s words to King Claudius of killing his father. The king behaves in a manner to suggest the words are true. Gertrude tries to stop Hamlet, but he reprimands her for remarrying. Hamlet bashes Polonius while listening to the scolding in arrears of the curtains (Shakespeare 86). The flicker resurfaces to Hamlet and instructs him to be gentle to Gertrude. Eventually, the queen ditches King Claudius. Later King Claudius is stunned by the news of Polonius’ demise (Shakespeare 92). The queen, however, defends Hamlet insinuating he is mad. Now scared, the king sends him to England and reveals his plans to kill him while in England (Shakespeare 95). Ophelia goes angry and later on pass away. The King informs Laertes that Hamlet was responsible for the death of his father, and they plan to kill him at a fencing match. During Ophelia’s funeral, Hamlet communicates to Horatio on how he escaped his planned death in England and in its place Rosencrantz as well as Guildenstern died (Shakespeare). Hamlet also says that he wanted to devour King Claudius Killed. The Queen perishes from drinking festering cup predestined for Hamlet (Shakespeare 140). Laertes poisoned sword cuts Hamlet hurdles against Laertes but, while about to die, Hamlet stabs Claudius with Laertes’ sword; instructs Horatio to reveal the story, and recommends Young Fortinbras as Denmark’s next King (Shakespeare line 142). This scene is vital in the play as helps in the establishment of not only the tone of the play but also the background situation of the play setting. This is essential as normally the there