Tough Love Parenting Research Paper Example | Topics and Well Written Essays - 1000 words

Tough Love Parenting - Research Paper Example Tough parenting refers to the act of being aggressive and stern in acting towards behavioral problems with an aim of assisting children to be good people. Although the actions towards bad behavior may seem like an act of cruelty to the child, it is aimed at making the child realize the need to change a given behavioral attitude in preparation to be good people in the future. For example, a parent may decide to withhold all entertainment opportunities to a child until school grades are improved. In extreme cases, a parent may decide to withhold all the financial support to a drug-addicted child until the child sees the need to go to a rehabilitation or correctional facility. According to Zodkevitch, tough love parenting is indeed important and necessary. Zodkevitch argues, â€Å"Tough love action steps a take parents from chaos to functionality, but tough love requires a change from whish-washy parenting to parenting with purpose on a daily basis (Zodkevitch 102). This presents a ver y interesting point of argument. What is the exact cause of behavioral problems to children? Is it poor parenting or a more complex problem that lies within the family and the society? its seems logical to claim that if the problem stems from poor family or societal set up, then tough love parenting may not work at all since it does not address the specific problem. On the other hand, the children may be experiencing behavioral problems due to poor parenting. When the same parents exercise tough love, then the problem escalates rather than solving the issue. A research conducted by Demos based on parenting behavior found that â€Å"high levels of parental warmth and attachment until the age of 10, combined with strict discipline by the time they are 16, play a powerful role in reducing the likelihood that a child would go on to be a binge drinker† (Doward web). This raises a question on what is the best time to implement tough love parental approach. This is because there is still a possibility that the child may develop behavioral problems even at early age. Conversely, it is possible for a child to grow maturely without behavioral problems even without tough parental love. However, the research findings by Demos can be taken as a precursor to the most appropriate period to initiate or stop tough parental love. Based on these findings, it can be argued that continued tough parental love beyond the age of 16 may not work since other factors come into play. For instance, teens over the age of 16 may no longer see the need to be supported by the parents. However, Heineman and Pieper have a very different and perhaps a counter approach to the issue of parenting. They advocate for â€Å"smart parenting† as opposed to tough love parenting. They claim â€Å"you can enjoy a relationship that’s based on mutual respect. You don’t have to get tough-you can get smart† (Heineman and Pieper 2). However, this raises the question of what co nstitutes smart parenting. The two extremes may not work at all situations but it seems more logical to assume that any methodology would apply depending on the particular situation. Therefore, tough love finds profound use when cases of indiscipline have gone overboard. However, on a normal situation, smart parenting should surely prevail. The degree of behavioral problem that may warrant tough love

Planet Star 61 Virginis and The Origin of Life Assignment

Planet Star 61 Virginis and The Origin of Life - Assignment Example In fact, more studies are pursued nowadays by scientists aiming toâ€Å" create fully self-replicating artificial organisms in the laboratory† ( p.54). Indeed studying about how life evolved is exciting; however, a question remains: Is there life on another planet? The planet I am referring to is Star 61 Virginis, one of the extra solar planets added to the solar system a few years ago ( Laughlin, 2009). Having made further research about the planet revealed very interesting facts, namely: 1. It is visible to the naked eye on a clear summer sky – appears as yellow orange star; 2. It is too far from our solar system – 27.8 light years away; 3. It lies on a planetary system made up of ice like bodies yet it is very hot; The planet had only been discovered lately which presents a lot of speculations from people, especially college students. Although science facts are valid, this does not mean that they are unchanging. Take the case of Pluto which was taught as a pla net but later discredited much to the surprise of many people. The planet Star 61 Virginis has different characteristics including high temperatures that could not sustain life forms (de Mello et al., 308). However, this argument goes challenged because the origin of life tells us that in even extreme conditions, life was created. This topic got me so interested that I prepared a questionnaire to survey the opinion of some college students about possible life in star 61 virginis. First, I created a poster that invited students to participate in the survey. To attract participants, I gave an incentive – free movie tickets so the students would seriously answer my survey. There is also a special prize for a student who can answer the question: What kind of life forms can exist in this planet? The survey contained only ten questions because too many questions can be tiring for some students. Here are the questions that I created: 1. Do you think aliens exist? 2. Would you like t o communicate with aliens? 3. What part of their existence would you want to know? 4. Do aliens scare you ? Why? 5. Do you think aliens could live in a very hot environment? 6. If aliens are allowed to co-exist with us, are you in favor of that idea? 7. Do you suspect someone as an alien? 8. Do you think aliens existed in our planet a long time ago? 9. Can alien life be created? 10. How are aliens created? There were fifty respondents to the survey which is amazing because I never thought students would take aliens seriously. There were funny answers stating that their parents or teachers are real aliens. However, the most important result of the study showed that eighty-percent of respondents believed that aliens existed a long time ago. They think that the origin of life theory is not only applicable to terrestrial matters but to aliens as well. Around ninety-percent of the students also supported the idea that aliens can exist in very hot environment. In fact, there were so many speculations presented by the answers like: 1. Aliens can live in hot environments because they are not humans, their bodies can be made up of special matter; 2. Aliens were formed similar to the concept of primordial soup , as their planets evolved, they began to form; 3. Aliens can adapt to their environment thus they exist; I really find these answers interesting so maybe I can have group discussions about these topics and have the other students

Differences Between Hindu And Mormon Marriages Religion Essay

Differences Between Hindu And Mormon Marriages Religion Essay Members of the Church of Jesus Christ of Latter Day Saints, also known as LDS or Mormons, have different customs and beliefs regarding marriage, compared to members of the Hinduism faith. Three significant differences of marriage within the Hindu and Mormon faiths include: how the bride and groom meet before marriage, the wedding ceremony, and the eternal perspective of their marriage. Let me review these three significant differences in more detail. Although 90% of Hindus and 83% of Mormons marry within their own faith in the US, there is a significant difference in how they are paired up in general (Haniffa, p. 1). Finding a spouse to marry is the first difference between the Hindu and Mormon faith. In an LDS relationship, the couple usually goes through a courting process. The individual is free to choose their own partner according to their own interests. LDS singles will date and court many different members before settling down with the person whom they will often refer to as their eternal companion. When they agree to be married, they are then considered engaged. In contrast, Hindus believe that there are eight different types of marriage arrangements. These are found under the laws of Manu. The Laws of Manu describe an ideal code of behavior for Hindus. (Matthews 77) The eight types of marriage are: the rite of Brahmana (Brahma), that of the gods (Daiva), that of the Rishis (Arsha), that of Prajapati (Prajapatya), that of the Asuras (Asura), that of the Gandharvas (Gandharva), that of the Rakshasas (Rakshasa), and that of the Pisakas (Paisaka). (Manusmrti (Laws of Manu) Matthews, p. 21) Of these eight types of marriage, not all of them have religious procedures and the last four are condemned, such as the Pisakas (Paisaka). The Pisakas is defined below. When a man by stealth seduces a girl who is sleeping, intoxicated, or disordered in intellect, that is the eighth, the most base and sinful rite of the Pisakas. (From Manusmrti (Laws of Manu) Chapter III #31) Although arranged marriage is on the decline, it is still, by far, the most common form of marriage in the Hindu Religion. One website reported that in India 95% of marriages were arranged (Gibson, p. 1). Arranged marriage generally takes place when the parents of the bride and groom find a match for their son or daughter. Some considerations such as education, wealth, horoscope, and caste help the parents better choose a spouse for their son or daughter. Once the elders and family agree upon likely compatibility of the couple, they are engaged to be married, sometimes without having ever even met. Second, there are differences between the marriage ceremony of a Mormon and the marriage of a Hindu. Although a Mormon can be married legally in a court of law, the most honorable, preferred, and sought after way of marriage is being sealed or married in a LDS Temple. The Holy Temple is a sacred building where sacred and confidential ordinances are performed. Those who enter the temple agree to keep these procedures and ordinances sacred and confidential. When the couple enters the temple, they change into all white clothes and are prepared for the sealing ordinance of marriage. The Church of Jesus Christ of Latter Day Saints does not give permission to disclose these ordinances. The Church counsels: We do not quote the words of the sealing ordinance outside of the temple, but we may describe the sealing room as being beautiful in its appointment, quiet and serene in spirit, and hallowed by the sacred work that is performed there. (Preparing to Enter the Holy Temple) Not everyone is permitted to enter an LDS temple. Only those who have been found worthy can enter. In some cases, one or both parents may not be allowed to enter the temple as they have not been found worthy. It is recommended that only family and very close friends to the bride and groom are allowed to attend. Wedding groups should be small, comprising only the members of the two families and some few who are very close to the couple. A wedding reception is to provide a time for greeting the friends and the well-wishers. (Preparing to Enter the Holy Temple) Within the Hindu faith, however, the whole family is involved, and it is a celebration that can last for hours or days. A Hindu wedding is officiated under a mandap, by a Hindu Priest. Anyone who the family wants to attend is welcome. The ceremony phases, rituals, and words are not confidential. They have deep meaning and symbolism for all to witness. The main colors of the brides dress are primarily red and gold. The ceremony can vary from region to region depending where one lives. One of the ceremonial rituals for the marriage includes a fire. The Pratigna-Karan is a part of the ceremony where bride and groom circle a fire, bride leading, and make commitments of loyalty, love, and fidelity. Last, the difference between Hindu marriage and Mormon marriage is their eternal perspective to the marriage. Although the temple wedding ordinance is not disclosed by the LDS church, the principle and covenant behind the ordinance is. A covenant is an agreement between mankind and God. The temple covenant includes the couples promise to remain faithful to each other; in return the Lord promises that they will be sealed (married) together for life and all eternity. LDS members believe that through a temple sealing, they can enjoy each others companionship through this life and all eternity. When they pass away, their spirits are still bound by these sacred covenants and their spirits rest together in a spiritual paradise until the resurrection. When the resurrection occurs, their spirits are once again reunited with perfect physical bodies. It is only through marriage in the temple that one is able to dwell with the Lord in the highest degree of his kingdom. Although marriage is held sacred in the second phase of a Hindus life, it does not promise eternal life with their spouse and the Lord. When a Hindu couple joins in the union of marriage, they make commitments to each other, with God as their witness, but do not make a covenant with God. There are seven general vows that are made during a Hindu wedding. The last one is as follows: When the bride and the groom take the seventh and the last vow, they promise that they will be true and loyal to each other and will remain companions and best of friends for their lifetime. (Seven Vows of Marriage) When they die, they are no longer bound to one another and the cycle of Karma and re-incarnation begin again. This cycle of birth, life, death, and re-birth do not agree with the Mormon beliefs of birth, death, judgment and exaltation. In conclusion, Mormons have different customs and beliefs regarding marriage compared to members of the Hinduism faith. While they both believe that marriage is a sacred part of this life, many more differences exist. Many Hindus believe in arranged marriages, while Mormons believe in personally dating and courting several possible spouses before getting engaged. The actual wedding ceremonies of Hindu and Mormon religions have drastic contrast. Hindus are married under outdoor mantraps, openly, and with friends and family present. Their wedding can last for days. In contrast, Mormons are married in temples with only a few worthy family and friends present. Their wedding ceremony only lasts about 20 minutes. Possibly the biggest contrast of Mormon and Hindu marriages is their eternal perspective. Hindus believe that their marriage will dissolve after one partner dies, and then be reincarnated to a different body and life. Mormons, however, believe that their spouse will be their etern al companion. They believe that the only way to enter into the highest degree of heaven is through a temple marriage with a worthy partner. What would you prefer, spending eternity with one partner or returning time and again, each a new experience?

Censorship Essay -- Argumentative Persuasive Essays

Censorship The Columbia Encyclopedia defines censorship as the "official prohibition or restriction of any type of expression believed to threaten the political, social, or moral order". It is necessarily broad definition. 'Any type of expression' in fact, covers just about everything from clothing to print to movements and even to simply being. George Bernard Shaw described assassination as an "extreme form of censorship". It is now omnipresent in society and has been as long as society has existed. If one were to consider the course of an idea (and it is essentially ideas that are being censored) as its natural evolution, censorship takes this evolutionary course and disrupts and changes it, often until it is no longer the same substance as before. Why do states (in truth any group of people) feel the need to censor? Moreover, can it be done effectively in the first place? It is human nature to prevent propagation and evolution of stories or is it human nature gone awry? What is our attachment to the status quo and what does privilege have to with this attachment? How do those without privilege subvert the systems of censorship in either information (media, literature, etc.) or other cultural memes? Although it is not a popular notion, censorship in the eastern liberal democracies is alive and well. As American children, we learn the evils of McCarthyism and the Red Scare and similar instances as simply shadows of past evils- long banished to history. While we learn the facts of the period, the truth/ compelling force behind these periods of extreme censorship is never examined closely enough. The truth is that in out pseudo-western politically correct haze, the fear and prejudice that underlies all attempts at censor... ...s gene line, those elements of society and culture that have been deemed undesirable are prevented from being heard and thus spread. The subject of censorship is expansive and therefore cannot be dealt with definitively in this space. It is, however, a subject that should be considered by everyone more in-depth. While the mechanisms within our society and indeed our world seek to silence the stories of which do not do them glory, one must strive to resist the "breeding" of ideas. Our stories are far from being absurd and worthless show poodles. They must not be weakened because of a lack of expression and audience or from a lack of original inspiration. In the face of a potentially shrinking 'gene pool' of ideas, even the fresh consideration of the devices of censorship is a subversive act which will be, in the end, the possible salvation of everyone's stories.

Prom Nights from Hell Chapter Five

â€Å"Thanks, Sheeb. Back at you.† Jezebel winked once, and then smiled wider until the black of her teeth seemed to envelop her entire face. She evaporated into the night. Sheba lingered in the dirty alley until the alluring scent of brimstone had faded away entirely, and then break time was over. Invigorated by the idea of joining the front lines, Sheba hurried back to her misery. The prom was in full swing, and everything was falling into place. Celeste was scoring high in her malicious game; she awarded herself a point for every girl who cried in a dark corner of the ballroom. Two points for every boy who threw a punch at a rival. All over the room, the seeds Sheba had planted were flowering. Hate was blooming alongside lust and rage and despair. A garden straight from hell. Sheba enjoyed it all from behind a potted palm. No, she couldn't force the humans to do anything. They had their innate free will, and so she could only tempt, could only suggest. Little things-high heels and seams and minor muscle groups-she could manipulate physically, but she could never force their minds. They had to choose to listen. And tonight, they were listening. Sheba was on a roll, and she didn't want any loose ends, so before she turned back to her most ambitious scheme-Cooper was pliant with intoxication now, ready for her direction-she sent her thoughts searching through the crowd for those small, annoying bubbles of happiness. No one was walking away from this prom unscathed. Not while Sheba had a spark in her body. Over there-what was this? Bryan Walker and Clara Hurst were staring dreamily into each other's eyes, totally oblivious to the wrath and despair and bad music surrounding them, just enjoying each other's company. Sheba considered her options and decided to have Celeste interfere. Celeste should enjoy that-nothing was more evilly fun than flaunting your power right in the face of a pure romance. Besides, Celeste listened to every suggestion Sheba fed her, entirely agreeable to any demonic scheme. Sheba continued with her evaluation before acting. Not too far away, Sheba found that she'd dropped the ball in an inexcusable fashion. Was that her own date, Logan, actually enjoying himself? Impossible. So, he'd found his Libby after all and they were both unacceptably happy. Well, that would be easy enough to rectify. She'd go reclaim her partner and send Libby running away in tears. Amateur and crude to intervene bodily†¦ Still, better that than let happiness win even one small battle. Sheba's assessment was almost done. There was just one more tiny pocket of peace-not a couple this time; it was a lone boy wandering into the far end of the room from the hall. That annoying Gabe Christensen. Sheba scowled in his direction. What did he have to be happy about? He was rejected and alone. His date was the scourge of the prom. A normal boy would be full of rage or pain right now. But he insisted on making more work for her! Sheba inspected Gabe's mind more closely. Hmm. Gabe wasn't really happy. In fact, he was worrying intensely at the moment, searching for someone. Celeste was quite clearly in his view, writhing to a slow song with Rob Carlton (Pamela Green watched the display with shocked eyes, despair leaking deliciously into the air around her), but she wasn't the source of Gabe's worry. There was someone else he wanted to find. So he wasn't happy-that wasn't the sensation that had trespassed on Sheba's atmosphere of misery. It was goodness itself that was exuding from this boy. Even worse. Sheba ducked behind the palm and pushed out with her thoughts. Smoke oozed from her nose. â€Å"Gabe.† Gabe shook his head absently and continued with his search. He'd waited half an hour as throngs of girls left the bathroom, drove after drove. Here and there Gabe had felt a weak pull, but nothing at all like that one girl's raging, suffocating need. When three separate groups had all come and gone, Gabe had stopped Jill Stein to ask after the girl. â€Å"Black hair and a red dress? No, I didn't see anyone like that in there. I think the bathroom is empty.† The girl must have slipped past him somehow. Gabe had just returned to the dance floor, brooding over the mystery girl. At least Bryan and Clara and Logan and Libby were having fun. That was good. The rest of the class seemed to be having an exceptionally nasty evening. And then, there it was again. Gabe's head jerked up, feeling the desperation he'd been searching for. Where was she? Sheba hissed in frustration. The boy's mind was entirely sober and singularly closed to her insidious voice. Well, that wasn't going to stop her. She had other tools. â€Å"Celeste.† It was time the evil girl tormented her own date. Sheba leaned lightly on Celeste, suggesting that avenue. After all, Gabe was attractive by human standards. Certainly good enough for Celeste, whose standards were hardly rigorous. Gabe was tall and subtly muscular, with dark hair and symmetrical features. He had pale blue eyes that Sheba personally found a bit repulsive-they were so decidedly un-damned, almost heavenly, ugh! – but that appealed to mortal girls. It was looking into those clear eyes that had made Celeste say yes to this squeaky clean do-gooder's invitation. Do-gooder, indeed. Sheba's eyes narrowed. Gabe had already been on her list before he insisted on disregarding her here at the prom. This was the very boy who had ruined her plans for the lecherous math teacher-just a little bit of pre-prom fun Sheba had arranged in between making sure that everyone asked exactly the wrong person to the big dance. If Gabe hadn't confronted Mr. Reese at a critical moment of temptation†¦ Sheba gritted her teeth and sparks flickered out of her ears. She would have ruined the man and the impossibly innocent girl, too. Not that Mr. Reese had had far to fall, but it would have been a fantastic scandal. And now the math teacher was being especially careful, made wary by those same sky-blue eyes. Feeling guilty, even. Considering counseling for his problem. Ugh! Gabe Christensen owed Sheba some misery. She would get her due. Sheba glared at Celeste, wondering why the girl had made no move toward her date. Celeste was still wrapped around Rob, enjoying Pamela's pain. Enough fun! There was havoc to be wreaked. Sheba whispered suggestions in Celeste's mind, nudging her in Gabe's direction. Celeste shrugged away from Rob and glanced toward Gabe, who was still combing through the crowd with his gaze. Her brown eyes settled on his blue for just a second, and then she moved, cringed actually, back into Rob's arms. Odd. Gabe's light eyes seemed to be almost as repellent to the vicious blonde as they were to Sheba. Sheba leaned again, but Celeste-for once-shook her off, trying to distract herself from thoughts of Gabe with Rob's eager lips. Baffled, Sheba cast around for another avenue to destroy the irritating boy, but she was interrupted by something much more important than one good human. Cooper Silverdale was simply quivering with rage on one side of the dance floor, glowering at Melissa and Tyson. Melissa had her head on Tyson's shoulder and was oblivious to the smug grin Tyson aimed in Cooper's direction. It was time to act. Cooper was considering another glass of punch to drown his pain, and he was much too close to passing out for Sheba to allow that. She focused on him, smoke at her ears, and Cooper realized dully that the green punch was revolting. He couldn't stand any more. He threw his half-empty cup to the floor and turned back to glare at Tyson. She thinks I'm pathetic, said the voice in Cooper's head. No, she doesn't even think of me at all. But I can make it so shell never be able to forget me†¦ His head thick with alcohol, Cooper reached back and stroked his hand along the barrel of the gun under his jacket. Sheba held her breath. Sparks flew from her ears. And then, in that vital second, Sheba was distracted by the knowledge that someone was staring intensely at her own face. Here, in the ballroom, that same sucking need, pulling at him-someone drowning, shrieking for help. It had to be the same girl. Gabe had never felt anything so urgent in his life. His eyes raked desperately over the couples on the floor, but he couldn't see her. He paced the edge of the floor, searching the faces of the people on the sidelines. She wasn't there, either. He saw Celeste with yet another boy, but his eyes didn't pause. If Celeste didn't claim her ride home soon, there wasn't much he could do about it. Someone else needed Gabe more. The need tugged at him again, yanked hard, and for a moment, Gabe wondered if he was going crazy. Maybe he'd only imagined the girl in the fiery dress. Maybe this sense of frenzied need was just the onset of some delusion. At that moment, Gabe's seeking eyes found what they were searching for. Stepping around Heath McKenzie's big sulking form, Gabe's eyes locked on a tiny, but brilliant, red flash. There she was-half-hidden behind a fake tree, her earrings glinting like sparklers again-the girl in the red dress. Her dark eyes, deep as the pool he'd imagined her drowning in, met his. The vibrant need was an aura surrounding her. He didn't have to think about moving toward her. There was probably no way he could have stopped himself if he'd wanted to. He was sure he'd never seen this girl before tonight; she was completely unfamiliar. Her dark, almond-shaped eyes were composed and careful, but at the same time they cried out to him. They were the focus of the need he felt. He could no more resist their plea than he could tell his heart to stop beating. She needed him. Sheba watched with disbelief as Gabe Christensen walked straight toward her. She saw her own face in his head and realized that the person Gabe had been looking for was†¦ Sheba. She allowed the brief distraction-knowing that Cooper was hers for the taking, that a few minutes' time wouldn't save him now-and rejoiced in the delicious irony. So Gabe wanted to be ruined by Sheba personally? Well, she would oblige him. It would make his misery even sweeter knowing that he'd chosen it himself. She straightened up in her hell-hound dress, letting it caress her figure suggestively. She knew what any human male would have to feel when he examined this dress. But the exasperating boy was focused on her eyes. It was dangerous to look straight into the eyes of a demoness. Humans who didn't look away fast enough could get trapped there. And then they were stuck, pining after the demoness forever, burning for her†¦ Biting back a smile, Sheba met his gaze, staring deep into his sky-colored eyes. Silly human. Gabe stopped a few short feet from the girl, close enough that he wouldn't have to shout over the loud music. He knew he was staring too intently-she would think he was rude, or some kind of freak. But she stared back, just as intent, her deep eyes probing his. He opened his mouth to introduce himself, when suddenly the girl's careful expression melted into one of shock. Shock? Or horror? Her pale lips fell apart, and he heard a little gasp escape them. Her stiff posture crumpled, and she began to collapse. Gabe jumped toward her and caught her in his arms before she could fall. Sheba's knees buckled when her fires went out. Her internal flame died, sucked dry, snuffed like a candle in a vacuum. The room was not so cold anymore, and she could smell nothing more than sweat, cologne, and stale, conditioned air. She could no longer taste the delicious misery she'd created. She couldn't taste anything but her own dry mouth. But she could feel the strong arms of Gabe Christensen holding her up. The girl's dress was soft and warm. Maybe that was the problem, Gabe thought as he pulled her toward him. Maybe the heat of the crowded room was too much combined with her heavy dress. Anxiously, Gabe brushed the silky hair away from her face. Her forehead seemed cool enough and her soft skin wasn't clammy with sweat. All the while, her stunned eyes never wavered from his. â€Å"Are you okay? Can you stand? I'm sorry, I don't know your name.† â€Å"I'm fine,† the girl said in a low, purring voice. Despite the purr, her voice was just as stunned as her eyes. â€Å"I†¦ I can stand.† She straightened up, but Gabe didn't let her go. He didn't want to. And she wasn't pulling away. Her small hands had crept up to rest on his shoulders, like they were dancing partners. â€Å"Who are you?† she asked in that throaty voice. â€Å"Gabe-Gabriel Michael Christensen,† he elaborated with a grin. â€Å"And you are?† Prom Nights from Hell Chapter Five What do you think you're doing? she asked herself. Rhetorically, since she was already up the Snow-White-and-the-Seven-Dwarves-Do-Baby-Jesus neighbor's tree and staring into the yard of the house where she'd left Sibby. I can't wait to hear you say to the cops, â€Å"Yes, officer, I know I was trespassing but that woman was very suspicious because she was wearing false eyelashes.† With a full Creepy Cult costume. They just didn't go. Plus she had a hole for a nose piercing. And a French manicure. Maybe she just has really big pores! And a love of dated manicures! She wasn't what she was posing as. Is this about helping someone or having an excuse not to show up at prom and see Will with his face nuzzled in Ariel's huge, soft- Shut up, U-Suck. I was going to say hair. You are so not funny. You are so not brave. There were two guys sitting in the backyard, leaning across a picnic table toward each other with a book between them, both in T-shirts and khakis and Teva sandals, one of them wearing thick black-framed glasses, the other one with a scraggly beard. They looked like two geeky college guys playing Dungeons and Dragons and sounded like it too when the one wearing glasses said, â€Å"That's not how it works. It says in the Book of Rules she can't see for herself, only for other people. You know, like genies with wishes, how they can't grant their own.† Except they each had a large automatic rifle lying on the table next to them and Miranda could see shooting targets set up on the fence. So what? There are armed geeks. Maybe they're Sibby's protection. Go home. Sibby doesn't need you. She's fine. If she's fine, why isn't she out there trying to kiss the two boys? Miranda strained to hear something from inside the house but it was definitely soundproofed. A couple came out of sliding doors onto the patio away from the Geek Guys, a woman smoking a cigarette in short, tense puffs and a man. Miranda almost fell out of the tree when she recognized the woman as the cult lady, only now without the glasses, skirt, or sweater and with her hair down. Which doesn't mean anything. The woman whispered, â€Å"We still need the girl to tell us the location, Byron.† â€Å"She will.† â€Å"She hasn't yet.† â€Å"I told you, even if I can't get her to talk, the Gardener can. He's good at that.† The woman again: â€Å"I don't like that he brought a partner. That wasn't part of the plan. Does she get a cut-â€Å" The man called Byron cut her off. â€Å"Put that out and be quiet, we have company.† He pointed to the Geek Guys scrambling over to join them. The woman crushed her cigarette out under her foot and kicked it away. â€Å"Is She all right?† Bearded Geek asked breathlessly, pronouncing She like it should be capitalized. â€Å"Yes,† the man assured him. â€Å"She's resting after her ordeal.† Oh, they could not be talking about Sibby. Ordeal? No way. â€Å"Has She said anything?† Glasses Geek asked. The man said, â€Å"Just expressed how very grateful She is to be here.† Miranda almost snorted. Bearded Geek said, â€Å"Will we be able to see Her?† â€Å"When the Transition happens.† The geeks wandered off in a blissful daze and Miranda decided this was the weirdest thing she'd ever seen. But it proved that Sibby was in no danger. These people clearly worshipped Her. Which meant it was time- â€Å"Why is he called the Gardener, anyway?† Fake Eyelash woman asked the man. â€Å"I believe because he's good at pulling things out.† â€Å"Things?† â€Å"Teeth, nails. Joints. That's how he gets people to talk.† – time to find Sibby. Miranda dropped out of the tree into the neighbor's yard and found herself looking down the barrel of an automatic rifle. Prom Nights from Hell Chapter Five I shudder. I can't help it. Even though she's not exactly my type, it's not pleasant to think of Lila as some vampire's midnight snack. â€Å"Aren't you worried,† I ask, hoping to change the subject a little, â€Å"that Lila's just going to tell Drake not to show up at the prom since we'll be there waiting?† I say we and not you because there is no way I'm letting Mary go after this guy alone. Which I know Veronica would think is sexist, too. But Veronica's never seen Mary smile. â€Å"Are you kidding me?† Mary asks. She doesn't seem to notice the we. â€Å"I'm counting on her telling him. That way he'll show up for sure.† I stare at her. â€Å"Why would he do that?† â€Å"Because killing the exterminator's daughter will totally raise his crypt cred.† Now I'm blinking at her. â€Å"Crypt cred?† â€Å"You know,† she says, tossing her ponytail. â€Å"It's like street cred. Only among the undead.† â€Å"Oh.† Strangely, this does make sense. As much as anything else I've heard this evening. â€Å"They call your dad the, um, ‘exterminator'?† I'm having a hard time picturing Mary's dad wielding a crossbow the way she did. â€Å"No,† she says, the smile vanishing. â€Å"My mom. At least†¦ she used to be. Not just vampires, either, but evil entities of all kinds-demons, werewolves, poltergeists, ghosts, warlocks, genies, satyrs, loki, shedus, vetelas, titans, leprechauns-â€Å" â€Å"Leprechauns?† I echo in disbelief. But Mary simply shrugs. â€Å"If it was evil, Mom killed it. She just had a gift for it†¦ A gift,† Mary adds softly, â€Å"I really hope I've inherited.† I just sit there for a minute. I have to admit I'm a little stunned by everything that's gone down over the past couple of hours. Crossbows and vampires and exterminators? And what in the world is a vetela? I'm not even sure I want to know. No. Wait. I know I don't want to know. There's a humming noise inside my head that won't stop. The weird thing is, I kind of like it. â€Å"So,† Mary says, lifting her gaze to meet mine. â€Å"Do you believe me now?† â€Å"I believe you,† I say. What I can't believe, actually, is that I do. Believe her, I mean. â€Å"Good,† she says. â€Å"It would probably be better if you didn't tell anybody. Now, if you don't mind, I need to start getting things ready-â€Å" â€Å"Great. Tell me what you need me to do.† Her face clouds with trouble. â€Å"Adam,† she says. And there's something about the way her lips form my name that makes me feel a little crazy†¦ like I want to throw my arms around her and race around the room at the same time. â€Å"I appreciate the offer. I really do. But it's too dangerous. If I kill Drake-â€Å" â€Å"When you kill him,† I correct her. † – chances are, his father is going to show up,† she goes on, â€Å"looking for revenge. Maybe not tonight. And maybe not tomorrow. But soon. And when he does†¦ it isn't going to be pretty. It's going to be awful. A nightmare. It's going to be-â€Å" â€Å"Apocalyptic,† I finish for her, a slight shiver going down my spine as I speak the word. â€Å"Yes. Yes, exactly.† â€Å"Don't worry,† I say, ignoring the shiver. â€Å"I'm all set for that.† â€Å"Adam.† She shakes her head. â€Å"You don't understand. I can't-well, I can't guarantee I'll be able to protect you. And I certainly can't let you risk your life like that. It's different for me, because-well, because of my mom. But you-â€Å" I stop her. â€Å"Just tell me what time I'm picking you up.† She stares at me. â€Å"What?† â€Å"Sorry,† I say. â€Å"But you're not going to the prom by yourself. End of story.† And I must have looked really scary or something as I said it, because even though she opens her mouth to argue, she closes it again when she gets a look at my face, and only says, â€Å"Um. Okay.† Still, she has to add, â€Å"It's your funeral,† just to have the last word. Which is fine with me. She can have the last word. Because I know now that I've found her: my future partner in the inevitable struggle to survive in post-apocalyptic America. Mary The music is pounding in time to my heartbeat. I can feel the bass in my chest-badoom, badoom. It's hard to see across the room of writhing bodies, especially with the flickering light show coming down from the ballroom's ceiling. But I know he's here. I can feel him. And then I see him, moving across the dance floor toward me. He's holding two glasses of bloodred liquid, one in either hand. When he gets close enough, he hands me one of the glasses, then says, â€Å"Don't worry, it's not spiked. I checked.† I don't reply. I just sip the punch, grateful for the liquid-even if it is a little too sweet-because my throat is so dry. The thing is, I know I'm making a mistake. Letting Adam do this, I mean. But†¦ there's something about him. I don't know what it is. Something that sets him apart from all the rest of the dumb jocks in school. Maybe it's the way he saved me back at the club when I lost my nerve, his shooting at Sebastian Drake-progeny of the devil himself-with a ketchup-filled squirt gun. Or maybe it's the way he was so nice about my dad, not cracking any jokes about him being like Doc from the Back to the Future movies and even calling him sir. Or the way he picked up my mom's photo like that and seemed so stunned when I told him the truth about her. Or maybe it's just the way he looked when he showed up at quarter to eight this evening, so impossibly handsome in his tux-and even holding a red rose corsage for me†¦ despite that less than twenty-four hours ago, he hadn't even known he was going to the prom (good thing tickets were available for sale at the door). Oh well. Dad was ecstatic, for once acting like a normal parent, snapping photos-â€Å"For your mother to see, when she's better,† he kept saying-and trying to slip twenty-dollar bills into Adam's hand, telling him to â€Å"treat Mary to an ice cream after the dance.† Which frankly made me decide I like Dad better when he never comes out of the lab. Still. I knew I was making a mistake by not sending Adam packing right away. This is no job for amateurs. This is†¦ this is†¦ †¦ beautiful. I mean, that's how the ballroom looks. I almost gasped when I entered it on Adam's arm. (He insisted. So we'd look like a â€Å"normal couple† if Drake was there already and watching.) The Saint Eligius Prep prom committee really outdid themselves this year. Securing the four-story grand ballroom at the Waldorf-Astoria was a feat all on its own, but transforming it into such a sparkling romantic wonderland? Miraculous. I just hope all those rosettes and streamers are fireproof. I'd hate to see them go up in the flames that are bound to appear when Drake's corpse begins to self-conflagrate after I stab him in the chest. â€Å"So,† Adam says, as we stand on the edge of the dance floor, sipping our punch in a silence that's-to be frank-quickly gotten a little uncomfortable. â€Å"How's this going to go down, anyway? I don't see your crossbow anywhere.† â€Å"I'm just going with a stake,† I say, showing him my leg through the slit up the side of my gown. I'd strapped a hand-carved piece of ash there, using Mom's old thigh holster. â€Å"Keeping it sweet and simple.† â€Å"Oh,† Adam says, after choking on his punch a little. â€Å"Okay.† I realize he hasn't looked away from my inner thigh. I hastily lower my skirt. And it occurs to me-for the first time-that Adam might be in this for reasons other than wanting to liberate his best friend's girlfriend from the spell of a bloodsucking fiend. Except†¦ can such a thing even be possible? I mean, he's Adam Blum. And I'm just the new girl. He likes me, sure, but he doesn't like me. He can't. I've probably only got about ten minutes left to live. Unless something radically alters what I'm pretty sure is about to go down. Blushing, I keep my gaze on the gyrating couples in front of us. Mrs. Gregory from U.S. History is one of the chaperones. She's going around, trying to keep girls from grinding on their dates. She might as well try to keep the moon from rising. â€Å"It'd probably be best if you kept Lila busy,† I say, hoping he doesn't notice that my cheeks are now as scarlet as my gown, â€Å"while I'm doing the staking. We don't want her throwing herself in my path just to try to save him.† â€Å"That's what I dragged Ted here for,† Adam says, nodding toward Teddy Hancock, who's sitting slumped at a nearby table, looking out at the dance floor in a bored manner. Like the rest of us, he's just waiting for Lila-and her date-to arrive. â€Å"Still,† I say. â€Å"I don't want you anywhere near me when†¦ you know.† â€Å"I heard you the first nine million times you told me,† Adam mutters. â€Å"I know you can take care of yourself, Mary. You've made that abundantly clear.† I can't help wincing a little. He's not having a good time. I can tell. Well, so what? I didn't ask him to come! He invited himself! This isn't a date, anyway! It's a slaying! He knew that from the outset. He's the one changing the rules, not me. I mean, who am I kidding? I can't date. I have a legacy to fulfill. I'm the exterminator's daughter. I have to- â€Å"Want to dance?† Adam startles me by asking. â€Å"Oh,† I say, with some surprise. â€Å"I'd love to. But I really should-â€Å" â€Å"Great,† he says and takes me into his arms, steering me onto the dance floor. Prom Nights from Hell Chapter Five â€Å"Will died, Frankie,† she said. â€Å"The fall, the way he landed†¦ he didn't make it.† â€Å"I'm sorry†¦ what?† â€Å"Chen is on his way to get you. You'll stay with us, yes? As long as you want.† â€Å"No,† I said. â€Å"I mean†¦ I don't†¦Ã¢â‚¬  The box of waffles fell from my hand. â€Å"Will didn't die. Will couldn't have died?† â€Å"Frankie,† she said, her voice infinitely sad. â€Å"Please don't say that,† I said. â€Å"Please don't sound so†¦Ã¢â‚¬  I didn't understand how to make my mind work. â€Å"I know you loved him. We all did.† â€Å"Just wait† I said. â€Å"Spray painting? Will doesn't spray paint. That's something a pothead would do, not Will.† â€Å"Let's get you to the house. We'll talk about it then.† â€Å"But what was he spray painting? I don't understand!† Mrs. Yomiko didn't answer. â€Å"Let me speak to Yun Sun,† I pleaded. â€Å"Please! Put on Yun Sun!† There was a muffled exchange. Yun Sun came back on. â€Å"I'll tell you,† she said. â€Å"But you don't want to know.† A cold feeling spread over me, and suddenly, I didn't want to know. â€Å"He was spray painting a message. That's what he was up there doing.† She hesitated. â€Å"It said, ‘Frankie, will you go to prom with me? â€Å" I sank to the floor, next to a box of waffles. Why was there a box of waffles on the kitchen floor? â€Å"Frankie?† Yun Sun said. Tinny, faraway sound. â€Å"Frankie, are you there?† I didn't like that tinny sound. I pressed the Off button to make it go away. Will was buried in the Chapel Hill Cemetery. I sat, numb, through the funeral, which was closed-coffin because Will's body was too mangled to be viewed. I wanted to say good-bye, but how did you say good-bye to a box? At the grave site, I watched as Will's mother threw a handful of dirt into the hole where Will lay. It was horrible, but the horror felt distant and unreal. Yun Sun squeezed my hand. I didn't squeeze back. It rained that evening, a gentle spring shower. I imagined the ground, damp and cool around Will's coffin. I thought of Fernando, whose skull Madame Zanzibar had liberated after his coffin shifted in the wet earth. I reminded myself that the east side of the cemetery, where Will was buried, was newer, with tidy landscaping. And of course there were modern ways of digging graves now, more efficient than men with shovels. Will's coffin wouldn't come undug. It was impossible. I stayed with Yun Sun for nearly two weeks. My parents were called, and they offered to return from Botswana. I told them no. What good would it do? Their presence wouldn't bring Will back. At school, for the first few days, kids talked in hushed tones and stared at me as I passed. Some thought it was romantic, what Will did. Others thought it was stupid. â€Å"A tragedy† was the phrase most often used, spoken in mournful tones. As for me, I haunted the halls like the living dead. I would have ditched, but then I'd have been corralled by the counselor and forced to talk about my feelings. Which wasn't going to happen. My grief was my own, a skeleton that would rattle forever within me. One week after Will's death, and exactly one week before prom, kids started talking less about Will and more about dresses and dinner reservations and limos. A sallow girl from Will's chemistry class got upset and said prom should be canceled, but others argued no, prom must go on. It's what Will would have wanted. Yun Sun and I were consulted, since we were his best friends. (And since I, though they didn't say it, was the girl he died for.) Yun Sun's eyes welled with tears, but after a shaky moment, she said it would be wrong to ruin everyone's plans, that sitting home and mourning wouldn't do anyone any good. â€Å"Life goes on,† she said. Her boyfriend, Jeremy, nodded. He put his arm around her and drew her close. Lucy, president of the prom committee, placed her hand over her heart. â€Å"So true,† she said. She turned to me with an overly solicitous expression. â€Å"What about you, Frankie? Do you think you could get behind it?† I shrugged. â€Å"Whatever.† She embraced me, and I staggered. â€Å"Okay, guys, we're on!† she called, bounding across the commons. â€Å"Trixie, back to work on the cherry blossoms. Jocelyn, tell the Paper Affair lady we need a hundred blue streamers and don't take no for an answer!† On the afternoon of the dance, two hours before Jeremy was due to pick up Yun Sun, I crammed my stuff in my duffel bag and told her I was going home. â€Å"What?† she said. â€Å"No!† She put down a hot roller. Her makeup lay in front of her on her vanity, her Babycakes body glitter and Dewberry lip gloss, and her dress hung over the hook of her open bathroom door. It was lilac, with a sweetheart neckline. It was gorgeous. â€Å"It's time,† I said. â€Å"Thank you for letting me stay so long†¦ but it's time.† Her mouth turned down. She wanted to argue, but she knew it was true. I wasn't happy here. That in itself wasn't the issue-I wasn't going to be happy anywhere-but moping around the Komikos' house was making me feel trapped and making Yun Sun feel helpless and guilty. â€Å"But it's prom,† Yun Sun said. â€Å"Won't that be weird, being alone in your house on the night of prom?† She came over to me. â€Å"Stay till tomorrow. I'll be quiet when I come in, I swear. And I promise not to go on and on about†¦ you know. The after-parties and who hooked up and who passed out in the girls' bathroom.† â€Å"You should get to go on about that stuff, though,† I said. â€Å"You should stay out as late as you want and come in as loudly as you want and be giddy and spazzy and all that.† Unexpectedly, my eyes filled with tears. â€Å"You should, Yun Sun.† She touched my arm. I pulled away, but in what I hoped was an unobvious manner. â€Å"So should you, Frankie,† she said. â€Å"Yeah†¦ well.† I heaved my bag over my shoulder. â€Å"Call me any time,† she said. â€Å"I'll keep my cell on, even at the dance.† â€Å"Okay.† â€Å"And if you change your mind, if you decide you want to stay-â€Å" â€Å"Thanks.† â€Å"Or even if you decide to come to prom! We all want you there-you know that, right? It doesn't matter that you don't have a date.† I winced. She didn't mean it the way it sounded, but it most certainly did matter that I didn't have a date, because that date would have been Will. And I didn't have him not because he liked another girl or was suffering from a terrible case of the flu, but because he was dead. Because of me. â€Å"Oh God,† Yun Sun said. â€Å"Frankie†¦Ã¢â‚¬  I waved her off. I didn't want any more touching. â€Å"It's all right.† We stood in a bubble of awkwardness. â€Å"I miss him, too, you know,† she said. I nodded. Then I left. I returned to my empty house to find that the electricity was out. Perfect. This happened more often than it should have: Afternoon thunderstorms threw tree branches into the transformers, and entire neighborhoods lost power for several hours. Or the power would go out for no reason. Maybe too many people had their air conditioners on and the circuits overloaded, that was my theory. Will's theory was ghosts, ha ha ha. â€Å"They've come to spoil your milk,† he'd say in a spooky voice. Will. My throat tightened. I tried not to think about him, but it was impossible, so I let him exist there with me in my mind. I fixed myself a peanut butter sandwich, which I didn't eat. I went upstairs and lay on my bed without turning down the covers. Shadows deepened. An owl hooted. I stared at my ceiling until I could no longer make out the spider-web cracks. In the dark, my thoughts went places they shouldn't. Fernando. Madame Zanzibar. You're just like all the rest, aren't you? Desperate for a heart-stopping romance? It was that very desperation that gave birth to my stupid Madame Zanzibar plan and even stupider wish. That's what prodded Will into action. If only I'd never taken the damn corsage! I bolted upright. Oh my God-the damn corsage! I grabbed my cell and held down the â€Å"three,† Yun Sun's speed dial. ?One? was for Mom and Dad; ?two? was for Will. I still hadn't deleted his name, and now I wouldn't have to. â€Å"Yun Sun!† I cried when she answered. â€Å"Frankie?† she said. â€Å"S.O.S.† by Rihanna blared in the background. â€Å"Are you okay?† â€Å"I'm fine,† I said. â€Å"Better than fine! I mean, the power's out, it's pitch-black, and I'm all alone, but whatever. I won't be for long.† I giggled and fumbled my way into the hall. â€Å"Huh?† Yun Sun said. More noise. People laughing. â€Å"Frankie, I can hardly hear you.† â€Å"The corsage. I've got two wishes left!† I jogged downstairs, zinging with glee. â€Å"Frankie, what are you-â€Å" â€Å"I can bring him back, don't you get it? Everything will be good again. We can even go to prom!†

Hmong Culture

Prior to writing this research paper on the Hmong culture, I did not know anything about their history or beliefs. The only time I had heard of Hmong people was in the movie â€Å"Gran Torino. † The movie revolves around a Hmong family living in Michigan and the cultural stereotypes and discrimination they face each day. After reading a few chapters in Anne Fadiman’s The Spirit Catches You and You Fall Down, I felt it was necessary to take a further look into the Hmong culture for a better understanding of their way of life. I.Hmong migration from China to various Southeast Asian countries The Hmong have not had the easiest or most simple life. After reading many different sources reporting their history, I couldn’t believe how many times they were forced to relocate. The Hmong originated as a culturally unique group from Asia. Their original homeland was Central Siberia which was where most of them lived. The first time the Hmong were forced out of their homelan d was in 2500 B. C. The Chinese and other Asian groups conquered Central Siberia and forced its people to flee south into northern China (Moua).Because of this, they resettled and started a new civilization on the banks of the Yellow River. Fortunately, their civilization was prosperous and successful until history repeated itself and the Han Chinese attacked them again for their fertile land along the Yellow River. The Hmong were faced with a decision to either fight or flee. They decided to fight for their land through a series of warfare but were outnumbered and therefore lost their land as well as many men. Consequently, the Hmong were forced to flee yet again.This time, they settled in the southern parts of China in today’s provinces known as Hepeh, Hunan, and Hubei (Xiong). â€Å"There are approximately 8 to 12 million Hmong still living in this region of China† (Quincy, 1988). Throughout history, the Hmong people continued to face hardship. During the Qing Dynas ty, three major wars pushed hundreds of thousands of Hmong even further into the Southeast Asian countries of Laos, Burma, Thailand, and Vietnam. The first war erupted in 1735, the second in 1795, and the third, the largest and longest in 1854-1873 (Xiong).II. Hmong migration to the USA In the early 1960’s during the Vietnam War, the Hmong in Laos were recruited and trained by the United States Central Intelligence Agency to assist the United States as a secret guerrilla force army. The Hmong fought directly against the North Vietnamese and Lao Communists. That same year, the American forces pulled out of Vietnam and in result, the Lao Communists came to power in Laos. The Hmong were forced to flee yet again. â€Å"As a result, hundreds of thousands of Hmong escaped the genocide of the Lao Communist Government.This time they settled in France, Canada, Australia, New Zealand, West Germany, the United States, and even Argentina as political refugees in order to continue their peaceful way of life. Statistically, the majority of the Hmong refugees (about 200,000) settled and restarted their new lives in the United States† (Teng Moua’s personal record, 1999). The states with the largest number of Hmong immigrants are California, Minnesota, and Wisconsin (Yau). III. Hmong religion The Hmong are a very spiritual group of people.They are animist/pantheist which means that they believe in a variety of natural and supernatural forces. Their world is inhabited by spirits and gods and they believe that their spiritual world has the capability to coexist with their physical world. Some of these spirits that influence their human life are ancestral, household, natural, and evil. If there is contact with a supernatural spirit, the Hmong believe that their life will be affected, either positively or negatively. Ritual ceremonies are performed to please ancestral spirits.If the spirits are pleased, they will protect the believer’s descendents from illness and natural disasters. To maintain communication with the spiritual world, the Hmong refer to the shaman, who is a healing practitioner who acts as an intermediary between the spirit and physical world. The shaman is the main communicator chosen by the spirits and performs the rituals (Tapp). â€Å"While there is no standardization in Hmong religious rituals and practices, Hmong rituals usually revolve around the practices that their ancestors passed onto them.Clan and lineage variations also are prevalent between and within individual clans as practices are traditional passed down from generation to generation through oral tradition† (Hmong Cultural and Resource Center of Minnesota). Hmong also believe in afterlife. With the guidance from Hmong musical performers during the rituals, the souls of the deceased will come back to their ancestors for reincarnation. IV. Hmong education and language Many Hmong have had no formal education. In Laos, public schooling was limi ted and in some areas, completely unavailable.Even after Laos achieved independence, ethnic minorities such as Hmong were still denied schooling. It was not until 1939 that the first village school was built. Even then, only students from the wealthiest class were admitted. Once the Hmong arrived in the United States where they were free people, education has become a main priority. The Hmong have their own language, called Hmoob (Hmong in English). It braches into two main dialects: White Hmong and Blue (or Green) Hmong. The colors represent the colors used in traditional clothing of the different groups in the different regions of China. The Hmong language is one of a group of closely related languages of Southeast Asia and Southern China often referred to as the Miao-Yao languages. Besides being spoken by Hmong people in Laos, Thailand, Burma, and Vietnam, the Hmong language is widely spoken by the Miao minority in Southern China. The Hmong language is also related to the Yao lan guages which include Iu Mien, spoken in Laos and Thailand as well as China, and five other languages spoken by minority groups in the larger region† (Vang).Because of the lack of education, for many centuries, the Hmong language was only an oral type of communication. There was no alphabet system, no written texts, and no literacy system. Culture and learning was passed down from one generation to the next from memory. Elders had the most knowledge, memories, skills, and abilities. Older Hmong residing in the United States often do not speak English and, because of the recent development of the written Hmong language in the 1950s, may be illiterate in the Hmong language (Helsel, 1993; Queensland Health, 2004; U. S.Census Bureau, 2000). Young Hmong may be literate in English, but may not be able to read Hmong or Lao, though there is an effort in the Hmong community to teach young people to speak and read their traditional language (Lipson et al. , 1996). V. Hmong beliefs about illness and curing individuals Hmong believe that an illness is caused when one’s soul is lost, captured by evil spirits, or by having offended an ancestral spirit. The shaman will discuss with ancestral spirits who may have been offended by the ill person and see what the spirits want to ask from the living.Shamans may bargain and struggle with wild spirits who have capture the patient’s soul or locate the lost soul and force it back into its body. When a shaman cures a sick person, he goes into a trance and veils his eyes with a black cloth to see the spirits. He sits on a bench and faces the altar. Then, he calls his teacher spirits to help cure the ill person (Lewis). Shamans differ in ability so when a shaman is unable to help the family, they will look for a more powerful one. VI. Hmong attitudes toward Western medicineAs previously mentioned, Hmong believe in natural and spiritual healing. Most older, traditional Hmong are opposed to Western medicine and practic es. Not only does it go against their beliefs, but they also fear that Western medicine may be too potent for Hmong bodies to handle. People of more recent generations, however, are becoming more and more accepting of Western medicine and surgery. Hmong are also using a combination of Western medicine and traditional techniques such as massage, acupuncture, and dermabrasion (Yau). Reading about Hmong culture has been extremely interesting.I was so surprised to find how spiritual they were. It saddened me to learn about the numerous times they were forced out of their homeland. It’s unfortunate that their people are so dispersed throughout the world, however, in a way it is neat that the Hmong culture is so prevalent in various cultures outside of China. Researching Hmong culture has been a big help in reading Anne Fadiman’s, The Spirit Catches You and You Fall Down. Now, I have a much better sense of the Hmong way of life and can see a different perspective on their at titudes and beliefs.

Lab Report for n-Butyl Bromide Preparation Essay Example

Lab Report for n Lab Report for n-Butyl Bromide Preparation Paper Lab Report for n-Butyl Bromide Preparation Paper Add drop of water to aqueous solution that you plan to discard. Make SUre water dissolves then discard. Add ml MM HOSTS to remaining solution and shake. Again, remove the aqueous layer on bottom and discard. Add ml of water to solution and shake. Organic layer on bottom, transfer bottom layer to clean ml vial. Add saturated aqueous sodium bicarbonate a little at a time while stirring. Shake and allow layers to separate. Transfer lower alkyl halide layer in ml conical vial using pipette. Dry solution over anhydrous sodium sulfate. Distill dry solution using Hickman still. When distillation complete, weigh the vial and calculate percent yield. Determine the infrared spectrum of product using salt plate. Day 1: First I weighed an empty ml flask with lid = 15. Egg. Then I added the n-butyl alcohol into the flask and weighed that weight = 17. Egg. I can subtract the two values to determine the exact weight of n-butyl alcohol added 17. Egg-15. Egg = 1. Egg n-butyl alcohol. I then added 2. Ml of water and about 2. Egg of sodium bromide to the flask and put it in an ice bath. I slowly added sulfuric acid drop by drop to the solution. Then I removed the flask from the ice bath and placed it in the assembled reflux apparatus and began the heating process for 60 min. After the heating process was complete, I observed that the organic layer of the mixture turned bright red. I extracted the organic layer by removing and discarding the aqueous bottom layer using a pipette. To make sure I had no organic solution in the aqueous extract, I added a drop of water and it dissolved proving that my aqueous extract was just aqueous. I put the remaining solution in a clean ml vial and put it in the freezer. Day 2: After freezing the solution overnight, the organic layer turned a copper/brown color. I added ml of HOSTS to the vial and the two layers formed with the organic layer on top. Removed and discarded the aqueous solution using a pipette. I then added ml of H2O and two layers formed with the organic layer on the bottom. Using a pipette I transferred the bottom layer too clean ml vial. Then added ml of sodium bicarbonate a little at a time, shaking and venting frequently. After the layers separated I transferred the lower alkyl halide layer to dry ml vial and dried this solution with granular anhydrous sodium sulfate. Id not have enough alkyl halide layer left to distill, so I weighed it and then performed the IR spectrum with it. Mechanism of Product Synthesis: Results: As previously stated, I did not have enough ending product to perform the distillation so this is the mass of my product without distillation involved. Mass of final product: Mass of product + vial = 21. Egg Mass o f vial only = 20. Egg Mass of product, alkyl layer = 21. Egg-20. Egg The appearance of my product was clear Percent Yield = actual/theoretical x 100 Conclusion: = 0. Egg During this experiment, there were many chances for mistakes. With every extraction of one layer from another, product could have easily been left behind and discarded in the aqueous solution. The opposite could have occurred too. Some of the aqueous solution could have ended up in the ending product, which would have prevented accuracy in the weights. Both of these errors could explain why my percent yield is so low. Every time you transfer the product into another container you risk losing some of it behind in the process.

Gout and Pseudogout essays

Gout and Pseudogout essays Gout and Pseudogout are inflammatory arthritis that can be caused by monosodium urate and calcium pyrophosphate dihydrate crystal formation in joints. An excess of uric acid in the body causes this conditions. This excess can be caused by an increase in production of uric acid by the body, by under-elimination of uric acid by the kidneys or by increased intake of foods containing purines, which are metabolized to uric acid in the body. With time, elevated levels of uric acid in the blood may lead to deposits around joints. Eventually, the uric acid may form needle-like crystals in joints, leading to acute gout attacks. After a time, this excess of uric acid usually causes painful joint inflammation (arthritis). In addition to the arthritis, gout causes the formation of tophi, which are lumpy deposits of uric acid crystals. Acute gout episodes affect peripheral joints such as feet and hands, and last up to 10 days, whereas pseudogout affects intermediate joints such as knees, shoulder s and wrists, and has more prolonged effects. Prevalence of gout is 6 times more common in men than women. In geriatric patients, women are mainly affected after the menopause. Gout can be suspected if the first toe joint is inflamed or the level of uric acid in the blood is higher than 9mg/100 ml. Geriatric patients who are taking diuretics are also at the high risk of getting gouty attacks. The definitive diagnosis of gout is dependent on finding uric acid crystals in the joint fluid during an acute attack. However, uric acid levels in the blood alone are often misleading and may be transiently normal or even low. Clinical presentations and imaging of the affected joints can be helpful for diagnosis of gout and pseudogout. The goals of treatment for gout consist of alleviating pain, avoiding severe attacks in the future, and preventing long-term joint damage. Colchicine has been the standard treatment for acute gout. While colchicine is very effect ...

Advertising And Its Effect On Advertising Essay -- Advertising, Marketin

Thesis: Pollay’s statement about the negative consequences of advertising should be noted as it provides discussion whether or not advertising and its consequences are beneficial or detrimental. This essay will discuss Pollay’s statement through the limitations of advertising in relation to Lynx’s use of sex appeal within their advertisements and campaigns. However, I will go further to argue the benefits of advertising through the discussion of the consumer and their interpretation of advertisements and how advertising and branding can overcome the information mountain. Finally, I will discuss the benefits of advertising and how it forces creativity for product advertising and branding through the example of Lynx. Within this essay I will use Yeshin’s article, Sex in advertising perspectives on the erotic appeal (2003) as my primary source for discussion. Neg. Para 1: Within Yeshin’s article, Pollay suggests that one of the reasons to why advertising has profound consequences for consumers is its use of sex appeal. Take for example Lynx’s marketing campaign in 2006 (The Lynx Effect). The advert illustrates several thousand woman in bikinis running through a forest and swimming throug... ... middle of paper ... ...gative consequence can be true to a certain extent. Throughout the history of advertisement, the use of sex appeal and its ability to manipulate consumers to buy products still remains evident in today’s production of advertisement. However, to say that advertising has profound negative consequences such as being manipulative and persuasive through the use of sex appeal is just one side to the critical discussion of advertising. The use of branding within advertisement has beneficial consequences as it allows the viewer to overcome the information mountain. Furthermore, advertising forces creativity within the company’s brand and image, and possibly allows financial backing for non-profit organisations and causes such as ‘peace-one-day’. It seems that both the limitations and benefits of advertising lie with the consumer and their interpretation of the media text.

To critique a research article from a professional journal Essay

To critique a research article from a professional journal - Essay Example is historical, perhaps in memory of the role of hygiene in preventing the spread of infectious diseases based on the experiences of Snow and Chadwick in 19th century London (Course Notes). The second may well be described as a curious interest on a topic so basic but commonly neglected – even in a country like Switzerland that is known for being fastidious about cleanliness – as to be ironic. These made the article an entertaining and educational read and increased the author’s appreciation of evidence-based practice, or EBP, in the medical field. As defined by Sackett, et al. (1996), EBP is â€Å"the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients.† When medical practitioners and health care professionals learn to combine in a balanced way what they learn from clinical experience and research findings, they are able to improve the knowledge of their profession so as to practice it in the best way possible for their patient’s benefit. Learning to critique a research paper is an important part of this process of improvement because it trains the practitioner to discern which of the prodigious amounts of information or evidence are useful and, at the same time, helpful for the patient. We first look at the question, the answer to which is the rationale for the research study. We then proceed to critique the different parts of the paper and end with a set of recommendations. Most social research begins with a general problem that needs to be narrowed down to a specific research question that can be addressed in a single study. Any reader of a paper that clearly attempts to answer the basic question: â€Å"why do physicians fail to practice good hand hygiene? (Pittet et al. 2004, 2)† will initially register a degree of shock and ask, â€Å"What? Doctors do not wash their hands?† The article’s background reveals that a specific problem was identified – less than half of the

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English Essay Example | Topics and Well Written Essays - 1500 words - 2

English - Essay Example They were forced to stop all import and export of armament and to relinquish land resources. The economical ramifications were harsh. The war reparations were excessively high and would have been to the equivalent of $385 billion dollars in today's economy. They were only paid off last year but the final payment was supposed to have been paid in 1988. Politically, Germany was forced to relinquish its colonies and European provinces. The treaty was not accepted as it was considered as a "Diktat" of a sign of Guilt. It was eventually signed in 1919. The existing government resigned and the Weimer Republic was established. Nationalistic tendencies were alight as "those who had not supported the war had agreed to the signing of the treaty" (members of the Weimer Republic, Jews, Communists, and Socialists) Having been the most impacted by the Treaty, the Germans did not like the results because they felt it dealt too harshly with Germany and they had expected leniency thanks to Woodrow Wi lson's Fourteen Points. The treaty forced them to give up some of their most valued land resources, people, and money. Since German leaders were not allowed to participate in the treaty conference, and because they refused to sign and new leaders were put into place that would sign the treaty, Germans felt as if the treaty was imposed upon them. There were also many German's who refused to believe that the German military had actually been defeated. They saw no sign of an invasion of Germany so in turn believed that Germany had not lost the war. German's also thought it was unfair that Germany was stated as being entirely to blame for the war when the first shot was a Serbian shooting an Austrian. Outline I. Introduction : A. End of World War 1 B Geographical Situation of Germany II. Treaty of Versailles A. Principle Clauses B. Clauses involving Germany 1. Sign of Guilt 2. Giving up of territory 3. payment of reparations a) equivalent of $328 billion today b) paid of last year c) sc heduled for final payment in 1988 C. Economic ramifications 1. Payment scheme 2. English demand D. Hyperinflation - definition 1. Devaluation of the mark a) different attempts to recuperate b) valuation of mark to grain 2. Removal of the gold standard 3. Change of currency 3. Effect on the country E. Political Scheme 1. Weimar Republic 2. Growth of Nationalism 3. Political Dissent 4. Groups which were blamed for the war F. Great Depression 1. day to day life in before WWII 2. World response to the growth of the SA a) prelude to boycott of 1933 b) boycott G. Change in Germany's economy 1. Hitler's promises 2. Background 3. No choice 4. burning of the Weimar building 5. Dictator H. Conclusion Annotated Bibliography Title of Source: Treaty of Versailles - End of World War 1 Location of Source: http://www.firstworldwar.com The terms of the treaty. I am interested in how Germany was affected and the complaints they had. They were economically ruined. The war reparations were excessive an d would require the Germany population to bear the cost of the war as well as the blame. The standard of life has not been take into consideration just their ability to pay through years of labor. The expenses Germany are required to pay exceed the State and private assets. Other conditions of the treaty are discussed in terms of Germany having no possibility of every recovering economically. This is the official document of the Treaty. One can find many sources and commentaries of

Sainsbury (in branch level) Organisational diagonis and problem Essay

Sainsbury (in branch level) Organisational diagonis and problem analysis - Essay Example The firms of the specific industry have all significant potentials – as also weaknesses. Sainsbury’s is one of the key competitors of the particular sector. The firm has not severely affected by the recession, at least up to now. However, it seems that the inability of its leaders to respond to the needs of the market, as increased under the pressure of the global financial crisis, has caused turbulences in the internal organizational performance. Moreover, instability has been also developed in regard to the firm’s financial performance, a phenomenon made clearer from June 2010 onwards. The changes suggested in regard to the firm’s leadership should be more effectively promoted trying to avoid delays in the restructuring of the organization aiming to minimize the risk of potential damages. It seems that through an effective plan of action the firm will be able to stabilize its performance in the British market and seek for further growth. 1. Introduction Under the influence of globalisation, firms in all industries have to continuously update their practices in order to secure their position either locally or internationally. In certain sectors, competition is extremely high, especially when firms of similar characteristics are involved. The UK supermarket industry is an indicative example. When trying to develop their organizational plans, the firms that operate in the particular industry have to face a series of challenges and barriers. Current paper focuses on the review of Sainsbury’s organizational structure and practices. Efforts are made so that the firm’s organizational problems are diagnosed; among them, one is chosen and is further analysed and evaluated. Also, recommendations are made so that the specific problem to be eliminated or, if the above target is not feasible, just to be effectively controlled. In this context, a series of change intervention methods are presented and appropriately justified, aimin g to support the improvement of the organizational performance, as expected to result from the limitation or the elimination of the firm’s key organizational problem. 2. Description of research method 2.1 Documentary Evidence The research over the organizational structure and performance of Sainsbury’s is based on appropriate documentary evidence, which includes material of the following kind: books published in the academic literature, articles published by organizations focusing on financial evaluation (e.g. Bloomberg), articles of newspapers and non-governmental organizations and reports published by the organization under evaluation. The material described above is appropriately categorized – in terms of its relevance with the issues under discussion and is used in order to support the arguments developed in the paper. Most important, through these documents, the potential failures of the organization are identified (along with its strengths) in the context of the needs of this study. 2.2 Limitations of the research method chosen The documents employed in this study, as describe above, refer to different time periods, so that the performance of the organization under different market conditions to be identified. However, the specific

Genesis Essay Example | Topics and Well Written Essays - 2000 words

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Sainsbury (in branch level) Organisational diagonis and problem Essay

Sainsbury (in branch level) Organisational diagonis and problem analysis - Essay Example The firms of the specific industry have all significant potentials – as also weaknesses. Sainsbury’s is one of the key competitors of the particular sector. The firm has not severely affected by the recession, at least up to now. However, it seems that the inability of its leaders to respond to the needs of the market, as increased under the pressure of the global financial crisis, has caused turbulences in the internal organizational performance. Moreover, instability has been also developed in regard to the firm’s financial performance, a phenomenon made clearer from June 2010 onwards. The changes suggested in regard to the firm’s leadership should be more effectively promoted trying to avoid delays in the restructuring of the organization aiming to minimize the risk of potential damages. It seems that through an effective plan of action the firm will be able to stabilize its performance in the British market and seek for further growth. 1. Introduction Under the influence of globalisation, firms in all industries have to continuously update their practices in order to secure their position either locally or internationally. In certain sectors, competition is extremely high, especially when firms of similar characteristics are involved. The UK supermarket industry is an indicative example. When trying to develop their organizational plans, the firms that operate in the particular industry have to face a series of challenges and barriers. Current paper focuses on the review of Sainsbury’s organizational structure and practices. Efforts are made so that the firm’s organizational problems are diagnosed; among them, one is chosen and is further analysed and evaluated. Also, recommendations are made so that the specific problem to be eliminated or, if the above target is not feasible, just to be effectively controlled. In this context, a series of change intervention methods are presented and appropriately justified, aimin g to support the improvement of the organizational performance, as expected to result from the limitation or the elimination of the firm’s key organizational problem. 2. Description of research method 2.1 Documentary Evidence The research over the organizational structure and performance of Sainsbury’s is based on appropriate documentary evidence, which includes material of the following kind: books published in the academic literature, articles published by organizations focusing on financial evaluation (e.g. Bloomberg), articles of newspapers and non-governmental organizations and reports published by the organization under evaluation. The material described above is appropriately categorized – in terms of its relevance with the issues under discussion and is used in order to support the arguments developed in the paper. Most important, through these documents, the potential failures of the organization are identified (along with its strengths) in the context of the needs of this study. 2.2 Limitations of the research method chosen The documents employed in this study, as describe above, refer to different time periods, so that the performance of the organization under different market conditions to be identified. However, the specific

Lutheranism and Zwinglianism Essay Example for Free

Lutheranism and Zwinglianism Essay The Catholic Church reformation can be attributed to personal motives which were supported by political influence and gains. For instance Lutheranism was introduced by Martin Luther because he was against the indulgence act that the Catholic Church perpetuated and used to raise charitable funds to build and maintain their churches. Luther was raised in a middle class family thus was able to enjoy economic benefits such as attending school. This fact made him win over the crowd by demanding for their attention and sympathy . The spread of the Zwinglianism religion can also be attributed to the personal benefits that Zwingli was seeking. Zwingli a catholic clergy was against the celibacy and chastity vows because he had more than once had sexual relationships with women that were his concubines. Therefore, he demanded a change to the doctrines and principles of the Catholic Church to allow marriage of the clergy to curb the immoral vices they practiced . Gustav vas a the Swedish King perpetuated the spread of the Lutheranism religion when he dominated the national church in Diet of Vasteras by controlling all the church possessions, church appointments and demanded Lutheranism to be taught in churches and schools. Furthermore, the Denmark King Fredrick 1 protected Lutheran followers, reformers and preachers from persecution . Denmark had Catholic followers who excommunicated Lutheran believers however Lutheranism gained a strong hold in Denmark when Christian Fredrick’s son, a Lutheran follower, won the king’s throne after the civil war and thus fully supported Lutheranism. On the other hand the Grand council of Zurich favored Zwingli who perpetuated the spread of Zwinglianism over the Catholic councils thus managed to influence Switzerland to practice Zwinglianism. Furthermore, the Zurich community supported Zwingli a fact that influenced the decision of The Grand council because they wanted to maintain political favor of the Zurich community . Word Count: 303 Bibliography Bruening, W. Michael. 2006. Calvinisms First Battleground: Conflict and Reform in the Pays De Vaud, 1528-1559. Warren, MI: Springer.

Managing Human Resources in Health and Social Care

Managing Human Resources in Health and Social Care Unit 13: Managing human resources in health and social care Question 1 1.1 Factors to be considered when planning the recruitment of individuals to work in health and social care. The first factor to be considered when planning employment is the overall aim of the recruitment with a particular focus on what the organisation wants to achieve (Chen et al, 2004). For example, whilst some recruitment may be to replace an existing worker due to retirement or career advancement, other recruitment may be due to the creation of a new job role (Buchan and Dal Poz, 2002). In the latter case, the organisation needs to have a clear understanding of the skill set, competence, education and experience levels of the individual they want to recruit (Thornley, 2000). From this, the organisation then needs to consider the availability of workers, that fulfil the job requirements, that either already work for the organisation (internal recruitment) or who reside within the area (external recruitment) (Dussault and Franceschini, 2006). If such workers are not available, the organisation must then consider the financial implications associated with either training individuals to the required levels or offering remuneration and relocation incentives to encourage skilled workers in from other areas (Dussault and Franceschini, 2006). Once these decisions have been made, the organisation then needs to consider how to attract the right candidates for the available roles (O’Brien et al, 2009). Advertisement of jobs in areas where there are adequate skilled workers in the local area is commonly carried out in local newspapers and in the local Job Centre, however, where this local skilled workforce is not available, the organisation may consider utili sing the power of the internet, recruitment agencies or job fairs to ensure they attract suitably skilled workers (Compton et al, 2009). 1.2 Legislative and policy framework that influence the selection, recruitment and employment of individuals. There are a number of legislative Acts that control the selection and recruitment of individuals within the UK. These Acts include the Employment Rights Act 1996, the Equality Act 2010 and the Race Relations (Amendment) Act 2000 (Bewley, 2006). Each of these Acts is designed to minimise any discrimination of individuals on the grounds of gender, sexual orientation, race, disability, religion or beliefs within the selection, recruitment and employment process (Harcourt et al, 2005). These Acts are reinforced by a number of government employment and recruitment policies, such asImproving opportunities for older people (DWP, 2014), Making the labour market more flexible, efficient and fair (DWP, 2013) and Helping employers make safer recruiting decisions (Home Office, 2013). In addition to these government policies, the health and social care organisation will also have their own policy to control recruitment; these policies will often contain anti-discrimination elements. For example, the General Social Care Council (2010) issued a Code of Practice for employers of social care workers. This code of practice is designed to complement the legislative framework that has been developed by the Government and forms part of the wider package of requirements for the employment and recruitment of social care staff. Within this policy, employers are tasked with ensuring that individuals are suitable to enter the workforce and that written rules and procedures are in place to ensure that discrimination and exploitation are avoided within the workplace (GSCC, 2010). 1.3 Different approaches that may be used to ensure the selection and recruitment of the best individuals to work in health and social care. The selection process usually follows the submission of an application form and / or CV by the candidate (Miller and Bird, 2014). The prospective manager of the candidate will then review the applications and select those who display the correct skills, knowledge or level of training required for the job (MacFarlane et al, 2011). These individuals will then be invited for interview which can be carried out by an individual, a panel or a selection board (West et al, 2011). During this process, the candidate will be asked a number of questions and, in many cases; the quality of their answers is usually graded, thereby providing a score at the end of the interview (Harris et al, 2007). As such, the highest scoring candidate will be offered the job. However, this process may result in the more articulate individual being offered the job regardless of their actual ability to fulfil the role (Hendry, 2012). Another approach for recruitment is the assessment centre, where a number of exercises are utilised to mimic the available job role (Edgar and Geare, 2005). These can be in the form of group exercises, one to one role-plays, structured psychometric tests, behavioural tests or capability questions (Patterson et al, 2005). From these tests the assessor, or assessors, will observe the performance of the individual and thereby predict the aptitude of the individual for the available role (Gale et al, 2010). Question 2 2.1 How do individuals interact in groups? Make reference to relevant theories. The most famous theory of group working is Tuckman’s (1965) model. Tuckman (1965) divided the team’s interaction into four different phases; forming, storming, norming and performing. The first step, forming, is where all members are learning about the opportunities and challenges facing the team. There will be a high level of dependence on their manager for guidance and the team will be bonding together, sharing personal information and forming friendships and alliances (Armstrong, 2006). The second step, storming, is where different ideas to tackle problems or issues are developed. This step can cause conflict as each idea competes for consideration. Effective management of this step is vital to enable all members of the team to have their say and resolve any lasting conflicts (Armstrong, 2006). The third step, norming, is where the team members fall into agreement over the solutions for their team. In this step, the team members are able to talk openly about their opinions and have the ability to adjust their behaviour to avoid conflict. The team members agree on the team’s values, rules, professional behaviour and methods of work (Armstrong, 2006). The final step, performing, is where the team fully understands, co-operates and supports one another, thereby working as a single unit rather than individuals. Teams that have reached this step display high levels of motivation, knowledge, competence and autonomy (Armstrong, 2006). 2.2 Different types of teams in health and social care settings There are formal and informal teams within health and social care. The former of these is a structured team that has been formed with a specific purpose in mind (Taggar and Ellis, 2007). This team will have a definite leader and every individual within the team will have a distinct role (Taggar and Ellis, 2007). An example of this is a theatre team that is led by the surgeon, with the anaesthetist and other theatre staff supporting the surgeon during the operating procedure. Informal teams have no structure and every individual has an equal status (Farrell et al, 2001). Within the healthcare setting the formation of multi-disciplinary teams often follow this informal team description (Sheehan et al, 2007). A good example of an informal team can be given using a case study of a child in social care. This child may have special educational needs, may have behavioural or mental health problems or may require counselling. In such a situation, an informal team is developed between the foster carers, the education providers, a child psychiatrist and counselling services, who will all work together to ensure the best outcome for the child. 2.3 Factors that influence the effectiveness of teams working in health and social care The first and most significant factor is poor communication (Hambley et al, 2007). This may be in the form of poor discussion of ideas or solutions between the team members or may be as a result of conflict within the group preventing the effective flow of information between team members (Xyrichis and Lowton, 2008). However, both of these are a result of poor management, as the leader’s role is to encourage the development of relationships and to iron out conflicts within the group (Hambley et al, 2007). The second factor is that of poor understanding of the roles and responsibilities of each team member (Hall, 2005). This is more likely to be a problem within an informal, multidisciplinary team, who are not used to working together. As such, professional boundaries may be blurred, leading to confusion over who is responsible for certain aspects of the patient’s care (Xyrichis and Lowton, 2008). Another problem is that of information sharing (Mesmer-Magnus and DeChurch, 2009). Again this is more likely to affect the multidisciplinary team, however, it can also occur in the formal team, where one individual is reluctant to share information or knowledge as that knowledge is considered to be an aspect of power (Moye and Langfred, 2004). 2.4 Approaches that may be used to develop effective team working Many approaches exist to help develop effective team working. These include brainstorming and team building exercises (Borrils et al, 2000). However, it is the role of the leader to ensure that team harmony is maintained. This can be achieved by ensuring that all team members have ‘a turn’ at suggesting ideas or solutions, encourage an environment of listening through regular team meetings whilst ensuring that any problems, or solutions, are followed up and not ignored (Borrils et al, 2000). It is also vital to ensure that all feedback is constructive without being overly critical; negative feedback can restrict the flow of information and damage the morale of the team (Borrils et al, 2000). Finally, it is vital that the manager is able to keep all communication routes open to encourage the exchange of information (Leonard et al, 2004). This can be done through email, face-to-face, phone conversations or letter but it is necessary for each individual to be aware of their role in disseminating information to other team members (Leonard et al, 2004). Question 3 3.1 Different ways in which the performance of individuals may be monitored in health and social care. Monitoring of an individual’s performance can be done in several ways. The first step is to identify the current level of performance, identify where improvements can be made and form an agreement between manager and employee on how those improvements are going to be made (Bevan and Hood, 2006). In order for these improvements to be made, it is necessary for the manager to link them to the team’s aims and objectives. This enables the employee to understand their role within the team and have ownership over their own job (Bevan and Hood, 2006). Performance appraisal is the most frequently used tool to measure an individual’s performance. The appraisal has five key elements: measurement, feedback, positive reinforcement, exchange of views and agreement (Curtright et al, 2000). Another option is through the use of key performance indicators or the setting of team or individual targets (Bevan and Hood, 2006). 3.2 Identifying individuals training and development needs As previously mentioned, the performance appraisal is the most frequently used tool to measure an individual’s performance. However, this tool can also be used to identify areas of weakness which will highlight the training and development needs of the individual (Bevan and Hood, 2006). Non-achievement of team or individual targets also highlights a training need, however, the manager is required to keep a close eye on the performance of all the team members when team targets are used as some team members may be more efficient than others (Grigoroudis et al, 2012). Continued professional development (CPD) is another way in which a team member can ensure they have sufficient, ongoing training throughout their career. CPD includes formal courses, practice workshops, self-directed reading and attendance at conferences to ensure the level of skills is maintained or improved throughout the individual’s career (Legare et al, 2011). 3.3 Different strategies for promoting the continuing development of individuals in the health and social care workplace. The promotion of continuing development is achieved through a number of means. Torrington et al (2008) suggest that performance feedback (through the use of appraisals or targets) followed by an incentives package are the most effective way of ensuring continuous development. However, it is vital that the feedback is relevant, specific and credible and that it is done frequently to ensure that the employee remains focused on the team’s aims and targets (Torrington et al, 2008). Incentives are normally provided through an increase in salary, the provision of training or bonus rewards (Torrington et al, 2008). In addition, in some healthcare professions, CPD is an obligation to ensure that individuals maintain an adequate level of knowledge and expertise within their professional area (Legare et al, 2011). 3.4 Implementing an effective staff development program According to Gould et al (2007), there are a number of measures that need to be taken in order to implement an effective staff development program. Firstly, it is vital that all employees have a clearly written job description that is fit for purpose. This job description may include a set of skills or level of expertise to be worked towards, with development of the individual, through training and experience, being structured in accordance with their needs and level of knowledge upon commencement of the role (Gould et al, 2007). Another effective method of development is through the use of mentors (members of staff who are particularly good at their job) for new team members or for individuals who may be struggling with certain aspects of their work (Shah et al, 2011). Finally, it is vital that the manager implements regular performance appraisals to ensure that individual and team targets remain focused and relevant (Torrington et al, 2008). 3.5 The effectiveness of a specific staff development program Studies suggest that the most effective staff development programs are those which follow a structured approach (Poulton and West, 1999; Leatt and Porter, 2002; Forsetlund et al, 2009). As such, many promote the use of the performance appraisal as it focuses on the performance and the training and development needs of the individual (Gould et al, 2007; Torrington et al, 2008). This staff development program is also simple to implement and encourages conversation and the exchange of information between manager and employee. By tailoring the employee feedback and linking employee targets to the aims of the team, the manager can ensure that staff remain focused (Gould et al, 2007). In addition, the appraisal can highlight areas in which the employee has weaknesses or training needs, therefore effectively highlighting a logical development process for each employee (Gould et al, 2007). In these circumstances, specific training can be set as targets and can be achieved through self-study or through the attendance on specific courses. Question 4 4.1 Theories of leadership and applying them to management in a nursing home setting. There are four key theories of leadership that have recently replaced the traditional hierarchical-based leadership seen within the NHS. These four key domains of leadership are relational, personal, contextual and technical all of which can be applied to the nursing home setting. Relational leadership promotes organisational and individual change, encourages engagement and communication between staff and patients and focuses on the dynamics of working relationships and patient experiences (Bolden and Gosling, 2006). The personal leadership theory includes the promotion of reflective learning, personal resilience and self-awareness as a leader (Boaden, 2006). Contextual leadership utilises policy and strategy within the healthcare field to promote development by understanding the positions and strengths of various stakeholders and/or employees (Brazier, 2005). Technical leadership involves the improvement of methodologies, approaches and philosophies within the working environment. T his theory adopts the position of the leader changing things for the better while a manager maintains existing systems in good working order (Checkland, 2014). 4.2 The way of influencing individuals and teams by task allocation According to Dowding and Barr (1999), task allocation influences both individual and team performance. This is obvious when considering the role and skill set of each individual within the workplace. When considering a nursing home environment, a simplified task list may be used for the doctor to examine and diagnose the patient, the nurse to provide the correct medication and for the carer to feed or bathe the patient. As such, these tasks are allocated in accordance with the skill and expertise of the individual. Where tasks are not allocated effectively within the team and do not match the skill set of the individual, performance of both the individual and the team will obviously be impaired (Stewart and Barrick, 2000). However, if tasks are allocated effectively, team and individual performance will be enhanced. 4.3 Managing working relationships The most effective way of managing working relationships is by trusting your employees to carry out their role to a high standard (Williams, 2007). In addition, an effective leader should always respect their workforce, be honest, considerate and value their employees’ opinions and values (Williams, 2007). They should promote a culture of openness within their team and strive to understand the different backgrounds and perspectives of the team members. There should also be a great focus on communication both within the team and between the manager and team members (Barrick et al, 2007). This focus should be on utilising the most effective form of communication in each specific scenario. For example, when discussing weaknesses, a private meeting would be appropriate whilst for team targets, team meetings or group emails would be more effective. In addition, body language, listening skills, ability to maintain eye contact and attentiveness are all effective ways to develop and m aintain a working relationship. 4.4 Evaluating own development that has been influenced by management approaches My own development has been influenced through a number of leadership and management approaches. Firstly, through the use of personal performance appraisals, I have been encouraged to focus on areas of weakness as well as my strengths. By highlighting these weaknesses, I have then been able to concentrate on training or the gathering of information through self-directed reading, to improve my knowledge in these weak areas. Team-working has been improved through the promotion of working relationships between team members, through the use of team-building sessions and activity workshops. In addition, whilst it is acknowledged that everyone has a poor manager at some point in their career, these poor managers accentuate the skills of the effective leader and have helped me to develop good leadership skills. I have also been allowed to mentor new employees as I was very effective in my role. However, I consider the most effective management approach for me, to have been through the use o f task allocation and team target setting. Whilst I originally assumed that the task allocation was for an individual’s benefit, I can now see how this benefits the whole team. References Armstrong, M. (2006). A Handbook of Human Resource Management Practice, 10th edition, London, Kogan Page. Barrick, M. R., Bradley, B. H., Kristof-Brown, A. L., Colbert, A. E. (2007). The moderating role of top management team interdependence: Implications for real teams and working groups. Academy of Management Journal, 50(3), 544-557. Bevan, G., Hood, C. (2006). 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International Journal of Nursing Studies, 45(1), 140-153. Managing Human Resources in Health and Social Care Managing Human Resources in Health and Social Care 4.1 Explanation of theories of leadership that apply to the Health and Social Care workplace. There are four key theories of leadership that have recently replaced the traditional hierarchical-based leadership seen within the NHS. These four key domains of leadership are relational, personal, contextual and technical all of which can be applied to the nursing home setting. Relational leadership promotes organisational and individual change, encourages engagement and communication between staff and patients and focuses on the dynamics of working relationships and patient experiences. The personal leadership theory includes the promotion of reflective learning, personal resilience and self-awareness as a leader. Contextual leadership utilises policy and strategy within the healthcare field to promote development by understanding the positions and strengths of various stakeholders and/or employees. Technical leadership involves the improvement of methodologies, approaches and philosophies within the working environment. This theory adopts the position of the leader changing thin gs for the better while a manager maintains existing systems in good working orders. Definition[2CR2] of management: Management takes place within a structured organisational setting with prescribed roles. It is directed towards the achievement of aims and objectives through influencing the efforts of others. Classical management theory Emphasis on structure Prescriptive about what is good for the firm Practical manager (except Weber, sociologist) Henri Fayol (1841 1925), France 1.Division of work Reduces the span of attention or effort for any one person or group. Develops practice and familiarity 2. Authority The right to give an order. Should not be considered without reference to responsibility 3. Discipline Outward marks of respect in accordance with formal or informal agreements between firm and its employees 4. Unity of command Oneman superior 5. Unity of direction One head and one plan for a group of activities with the same objective 6. Subordination of individual interests to the general interest The interests of one individual or one group should not prevail over the general good. This is a difficult area of management 7. Remuneration Pay should be fair to both the employee and the firm 8. Centralisation Is always present to a greater or less extent, depending on the size of the company and quality of its managers 9. Scalar chain The line of authority from top to bottom of the organisation 10. Order A place for everything and everything in its place; the right man in the right place 11. Equity A combination of kindliness and justice towards the employees 12. Stability of tenure of personnel Employees need to be given time to settle into their jobs, even though this may be a lengthy period in the case of the managers 13. Initiative Within the limits of authority and discipline, all levels of staff should be encouraged to show initiative 14. Esprit de corps Harmony is a great strength to an organisation; teamwork should be encouraged Advantages Fayol was the first person to actually give a definition of management which is generally familiar today namely forecast and plan, to organise, to command, to co-ordinate and to control. Fayol also gave much of the basic terminology and concepts, which would be elaborated upon by future researchers, such as division of labour, scalar chain, unity of command and centralization. Disadvantages Fayol was describing the structure of formal organizations. Absence of attention to issues such as individual versus general interest, remuneration and equity suggest that Fayol saw the employer as paternalistic and by definition working in the employees interest. Fayol does mention the issues relating to the sensitivity of a patients needs, such as initiative and esprit de corps, he saw them as issues in the context of rational organisational structure and not in terms of adapting structures and changing peoples behaviour to achieve the best fit between the organisation and its customers. Many of these principles have been absorbed into modern day organisations, but they were not designed to cope with conditions of rapid change and issues of employee participation in the decision making process of organisations, such as are current today in the early 21st century. 4.2 Analyse how working relationships may be managed. The most effective way of managing working relationships is by trusting your employees to carry out their role to a high standard (Williams, 2007). In addition, an effective leader should always respect their workforce, be honest, considerate and value their employees opinions and values (Williams, 2007). They should promote a culture of openness within their team and strive to understand the different backgrounds and perspectives of the team members. There should also be a great focus on communication both within the team and between the manager and team members (Barrick et al, 2007). This focus should be on utilising the most effective form of communication in each specific scenario. For example, when discussing weaknesses, a private meeting would be appropriate whilst for team targets, team meetings or group emails would be more effective. In addition, body language, listening skills, ability to maintain eye contact and attentiveness are all effective ways to develop and maintain a working relationship. The way of influencing individuals and teams by task allocation According to Dowding and Barr (1999), task allocation influences both individual and team performance. This is obvious when considering the role and skill set of each individual within the workplace. When considering a nursing home environment, a simplified task list may be used for the doctor to examine and diagnose the patient, the nurse to provide the correct medication and for the carer to feed or bathe the patient. As such, these tasks are allocated in accordance with the skill and expertise of the individual. Where tasks are not allocated effectively within the team and do not match the skill set of the individual, performance of both the individual and the team will obviously be impaired (Stewart and Barrick, 2000). However, if tasks are allocated effectively, team and individual performance will be enhanced. 4.3 Evaluate[2CR4] how own development has been influenced by management approaches encountered in own experience. As a HR Manager for Smart Care Residential home my own development has been influenced through a number of leadership and management approaches. Firstly, through the use of personal performance appraisals, I have been encouraged to focus on areas of weakness as well as my strengths. By highlighting these weaknesses, I have then been able to concentrate on relevant training; the gathering of information through self-directed reading, to improve my knowledge in these weak areas. Team-working has been improved through the promotion of working relationships between team members, through the use of team-building sessions and activity workshops. In addition, whilst it is acknowledged that everyone has a poor manager at some point in their career, these poor managers accentuate the skills of the effective leadership and have helped me to develop good leadership skills. I have also been allowed to mentor new employees as I was very effective in my role. However, I consider the most effective management approach for me, to have been through the use of task allocation and team target setting. Whilst I originally assumed that the task allocation was for an individuals benefit, I can now see how this benefits the whole[2CR5] team. Management approaches Leadership style Motivation Mentoring Coaching Training Shadowing Task orientation Team orientation Individual orientation Own development Attributes Confidence Skill competency Knowledge Understanding Reference Urwick, L.F. (1968), Great Names in Management: Henri Fayol, 1841à ¢Ã¢â€š ¬Ã‚ 1925, lecture presented at the University of New South Wales, 19 June, Urwick papers, Henley Management College, ref. 3/5, unpublished. http://www.emeraldinsight.com/doi/ref/10.1108/00251740510634895 [2CR1]Explain the eight (8) leadership theories, such great man, trait, etc. [2CR2]Maslow may be good on working relationship or management approaches [2CR3]Review working relationship and analyse (break down and show relationship between each topic and the improved working relationship [2CR4]Answer this question in three parts (1) identify the management approaches (2) reflect on what your learn from management approaches (3) conclude how you can use your experience and skills acquired to manage other people [2CR5]How did these approaches make you a better manager to manage other people in future