Blackadder Goes Forth Ending Essay Example

Blackadder Goes Forth Ending Essay Example Blackadder Goes Forth Ending Paper Blackadder Goes Forth Ending Paper A situation comedy, or a sit-com, is a comedy series projected from radio or television. The programme itself is based upon how characters react to unusual or comic situations. Situation comedies follow specific characters that encounter situations and then they try and deal with them. In each episode of a situation comedy, the story follows the same characters. Most situation comedies are set in a specific place that forms the set for every episode. A flat is commonly used in situation comedies for the set. Popular examples of flat share situation comedies are Only Fools and Horses and Friends. These two sit-coms are extremely popular, and both are set in a flat. Situation comedies used to form gaps in between more important shows. This was soon changed as the demand for sit-coms massively grew. They are now one of the most dominant television genres around. Blackadder is a situation comedy. It is a most unusual sit-com as in each series the scene is based on a different timeline. Blackadder has been through Elizabethan times, many other timelines and important historical times, and then ends up with the final series in World War One. Most other sit-coms dont do this instead each of their different series is set on the same timeline and in the same place. This is one of the points that make Blackadder different, as in each series the eager watchers dont know what to expect. Blackadder goes forth is also different from the usual sit-com as it is the same situation every episode. The majority of sit-coms dont do this, instead they are based in the same place, but with a different humorous situation with which the characters have to deal with. In Blackadder Goes Forth the situation is exactly the same just the characters deal with it differently. The situation is that Blackadder himself is trying to escape and relieve himself of the hideous atrocities of the First World War. Of course like in any other sit-com, things go very wrong for him and comic experiences pop up along the way. Altogether Blackadder fits into the situation comedy genre in a sense, as it is a sit-com, but is totally different from the majority of other sit-coms. Blackadder has a different story every episode, involves the same characters in every episode, and takes place in the same place in every episode. The differences of Blackadder to the mainstream of sit-coms are shown obviously. This is shown in many ways; one is that Blackadder is set in different historical time in each different series. This attracts viewers to watch Blackadder, because they want to see something new rather than the usual flat share show with people shouting bawdy jokes. This is why the producers of Blackadder have made the show different from the usual sit-com. Another reason why Blackadder is different from most sit-coms is that the situation is the same in every episode of Blackadder. Nearly every other sit-com has different situations and different ways in which the characters tackle these situations. Blackadder Goes Forth doesnt. The situation is of Blackadder trying to escape the war in any way he can. He tries lots of different approaches to deal with his problem, but every episode he fails. This becomes very amusing as no matter how hard he tries; he just cant get out of fighting in the war. Another very important feature in Blackadder that is dissimilar to other sit-coms is the way that even though the scene is set on a historical time scale, Blackadder still has 20th Century views. All the other characters in the whole programme have views of life that relate to the time scale that they are set in, while Blackadder has views of life that we would. This is what makes Blackadder so hilarious to us, as we can relate to precisely what Blackadder is saying and thinking, while all the other characters in the play are trapped in that time zone with historical thoughts, Blackadder makes fun of all the stupid things that happened within that time zone and has the same views and points to express as we do. The one other reason why Blackadder Goes Forth doesnt fit well into the genre of situation comedies is that Blackadder uses satirical comments and elements throughout the programmes. This makes the programme extremely funny, but also makes a point in which we can understand and learn from. Satire is using humour or exaggeration to show what it is bad about a person or thing. Blackadder uses this strongly in all of its episodes in all of its series. Blackadder: Well George, I strongly suspect your long wait for certain death is nearly at an end This is portraying the scene that everyone who wanted action in the war is going to be sent to his or her deaths. The reason why the produces of Blackadder decided to make different historical time scales for their series was possibly so they could use satire to make a point about those different time lines. With Blackadder using satire in this way it gives viewers the humour and hilarity that we get and love from all sit-coms, but also spreading a point across the country about how bad those situations were and how badly our ancestors handled them. So the reason why Blackadder is a funny character is because he is the only sane man and fools surround him. This makes us learn from mistakes that have happened in the past but also provides us with the amusement that we want when we watch a sit-com. Satirical elements are present in Blackadder, even in the title sequence at the start of each episode. There are many satirical elements in the title sequence; the first one being the two rows of five men marching after a sergeant majors command. The first row of soldiers is bandsmen wearing the traditional red colours of the English army. The second row of soldiers is armed forces, wearing the up-to-date camouflage green. This is satirizing the tactics of the British army. The way in which Blackadder does this is by having the bandsmen in red marching in front of the armed forces, it symbolizes that the bandsmen are more important. It shows that playing instruments and wearing smart colours and clothes into battle is more important then staying undetected with camouflage and looking scruffy. This satirizes British tactics and approach to war. It also shows that the British army is out of date, as fighting in bright colours was a thing of the past, showing that the commanders were just old forgotten war heroes who needed to be slapped up-to-date if they wanted to keep their men alive. It also satirizes the fact that blood is to come for those soldiers are behind. The blood red of the bandsmen shirts marching in front of the armed forces means that blood is to come for them and pour from their bullet stricken bodies. There is a character in Blackadder Goes Forth, named baldrick. In the title sequence he is out of place in the band and is franticly running around to find his place. Baldrick is a private in the army. This satirizes the privates as being stupid and out of place fighting in such a war. Also that Baldrick is in the band, and not in the armed forces row like he should be satirizes that he is out of place in the army, and will do more good playing a triangle in a parade. As baldrick is out of place, there is still no place for him in the ranks of men as both are of equal numbers and there is no more room for him. This emphases the point even more that the dim privates are out of place in the war, and they shouldnt be put there, as they dont understand it. How can a man be expected to shoot if he cant even find a place in a band? This is the satirizing point that Blackadder is making when the character baldrick is out of position. Also in the title sequence General Melchett and Captain Darling are standing atop a podium watching the soldiers march. General Melchett is wearing cavalry clothes. This satirizes the generals in the war by showing that they are out of touch and out of date with the tactics of war. They still think that cavalry are the best option to winning a battle, but now that machine guns have been invented cavalry are useless. Yet the generals do not know this, and assume that old tactics are good, but they arent. Captain Darling is cowering behind the General. This satirizes the Captains in the war. This shows that they were cowards and used the Generals as protection to stop them having to fight. Further on in the title sequence Lieutenant George is smiling in a childish way as he marches forwards. This is satirizing the pompous Lieutenants. Showing that they believe that war is just a game, and they should enjoy every minute off it. This is of course the wrong attitude to take to war, as you killed be obliterated any second. Aside from the title sequence, the whole programme contains satirical elements throughout its course, one of these being the living conditions of the soldiers shown in the programme. Blackadder opens up the programme of the last ever episode of Blackadder goes forth with: Hullo, Somme Public Baths. No running, shouting or piddling in the shallow end. Aside from this being droll, it also makes a great satirical point on how the living conditions of the soldiers actually were. The soldiers were caked in mud up to their elbows and sopping wet with the continuous moral beating rain. It satirizes how bad the living conditions really were by basically saying it was wet, and the rain was the least of the soldiers problems at that time. Private baldrick explains that the coffee that all the soldiers have been drinking for months is actually hot mud. He also describes what each of the elements of the coffee is. He states that the milk is saliva, the sugar is dandruff and although he doesnt state what the chocolate sprinklings are, he gives us a very good idea of what they could be! All this satirizes the living conditions of the poor soldiers that had to live in here day in and day out. They were soaked in rain, encrusted in mud, and drinking hot mire with all manner of things inside, but worst of all being pounded by shells all day long. Blackadder Goes Forth also satirizes everyones attitudes to war. Starting with the Generals, they had the worst attitude towards war. As the Generals were not in the trenches and not experiencing the horrors of war, they had no idea what it was like. The generals still thought war was what it used to be, fighting against unarmed enemies that cant win the fight. As general Melchett explains, That pigmy woman with the sharpened mango could have seriously Apart from this being comical, it has a real satirizing point to it. The old wars in which the English used to fight were against aborigines with no weapons other than maybe a spear. The English couldnt really loose a battle against such little an opposition, and from that day they thought they could win any battle that faced them, as they were full of themselves over their glorious victories. This is the attitude that the generals still possessed when commanding in World War One, especially in the Somme area that Blackadder goes forth is set. It satirizes the generals lack of understanding of modern warfare, and shows how they believe they will always win. In the episode Goodbyeee, Field Marshall Haig is playing with toy soldiers. This is satirizing the generals perspective of warfare, and apart from it being hilarious it proves just what the generals were like. They thought that war was a game and that it didnt matter who won or lost. This is shown as Haig knocks over a handful of the plastic soldiers on his model battlefield. Blackadder himself satirizes the advance and progress the army has made while at war, Weve advanced as far as an asthmatic ant with heavy shopping. Apart from this being droll, it satirizes how far the army progresses with such stupid and out of date tactics and childish generals. This relates highly to World War One as the army progressed about a few inches a year, as the generals just didnt know what to do. Another main thing that is satirized is the ranks of different troops. With the generals, they thought that war was just a game. This is shown and satirized in Blackadder by the way the general plays with toy soldiers. He used this as his tactics, moving individual toys and then knocking them over in one fell swoop. This actually shows that he expected his men to die, but sent them in regardless of the consequences, as he was bored of sitting in one place for a long period of time. Being incredibly child-like satirizes the lieutenants. This is shown in the character George. He is satirizing the pompous upper-class lieutenant. He always has a silly grin on his face and relates everything that happens in the war to a well know game of some sort. He even states that he played tiddly winks when signing up to volunteer for the war. He makes such remarks as by saying, we ducked and we dived. This is satirizing views of many soldiers in the war, as they just didnt have a clue about what it was really like. They just thought it was like participating in a sport match, and whatever the outcome, no one would get hurt, but how wrong they were. The other rank that is displayed and satirized in Blackadder is the private. Baldrick plays this role, and acts as the dim private, which is exactly what he is. He is always one step behind everyone else, in the mental way, and in the literal way. As in the title sequence he is behind everyone, and in the speeches he is behind everyone. He is satirizing the low-class dim private. At the end of the last episode Goodbyeee, just before they are about to go over the top, baldrick is more concerned about getting a splinter while climbing the ladder then getting mowed down in a hail of lead by a machine gun. This is because he doesnt understand what is going on. This is satirizing the fact that the dim people shouldnt be there, because if they dont understand what they are doing, how can they possibly fight? Captain Blackadder plays the other rank. He is the only commonsensical man in the whole warfare situation. This is how Blackadder is made funny, as he satirizes everything around him and makes fun of everything. He shares our views of the war, and tries in vain to get out of fighting just as we would, but to no amend, as the generals cant understand why he would possibly not want to go out and fight. This satirizes the generals lack of understanding. Fools surround Blackadder, this satirizes that everyone fighting was a fool, and with such stupid people everywhere, how can they win the war. It also satirizes that no one understands the war, no matter how clever or how high rank. And that everyone is as stupid as the private as they have no idea to fight a war more than he does. The equipment is the last thing that is satirized. This is done by the sticks that the higher ranking officers hold. These sticks do nothing at all. I wouldnt want to face a machine gun without one of these George explains to Blackadder. This is satirizing the fact that some of the equipment had no purpose, and some of the people didnt have a clue what a machine gun could actually do to you.

Calculate Empirical and Molecular Formulas

Calculate Empirical and Molecular Formulas The empirical formula of a chemical compound is a representation of the simplest whole number ratio between the elements comprising the compound. The molecular formula is the representation of the actual whole number ratio between the elements of the compound. This step by step tutorial shows how to calculate the empirical and molecular formulas for a compound. Empirical and Molecular Problem A molecule with a molecular weight of 180.18 g/mol is analyzed and found to contain 40.00% carbon, 6.72% hydrogen and 53.28% oxygen. How To Find the Solution Finding the empirical and molecular formula is basically the reverse process used to calculate mass percent or mass percentage. Step 1: Find the number of moles of each element in a sample of the molecule.Our molecule contains 40.00% carbon, 6.72% hydrogen and 53.28% oxygen. This means a 100-gram sample contains: 40.00 grams of carbon (40.00% of 100 grams)6.72 grams of hydrogen (6.72% of 100 grams)53.28 grams of oxygen (53.28% of 100 grams) Note: 100 grams is used for a sample size just to make the math easier. Any sample size could be used, the ratios between the elements will remain the same. Using these numbers, we can find the number of moles of each element in the 100-gram sample. Divide the number of grams of each element in the sample by the atomic weight of the element to find the number of moles. moles C 40.00 g x 1 mol C/12.01 g/mol C 3.33 moles C moles H 6.72 g x 1 mol H/1.01 g/mol H 6.65 moles H moles O 53.28 g x 1 mol O/16.00 g/mol O 3.33 moles O Step 2: Find the ratios between the number of moles of each element. Select the element with the largest number of moles in the sample. In this case, the 6.65 moles of hydrogen is the largest. Divide the number of moles of each element by the largest number. Simplest mole ratio between C and H: 3.33 mol C/6.65 mol H 1 mol C/2 mol HThe ratio is 1 mole C for every 2 moles H The simplest ratio between O and H: 3.33 moles O/6.65 moles H 1 mol O/2 mol HThe ratio between O and H is 1 mole O for every 2 moles of H Step 3: Find the empirical formula. We have all the information we need to write the empirical formula. For every 2 moles of hydrogen, there is one mole of carbon and one mole of oxygen. The empirical formula is CH2O. Step 4: Find the molecular weight of the empirical formula. We can use the empirical formula to find the molecular formula using the molecular weight of the compound and the molecular weight of the empirical formula. The empirical formula is CH2O. The molecular weight is molecular weight of CH2O (1 x 12.01 g/mol) (2 x 1.01 g/mol) (1 x 16.00 g/mol)molecular weight of CH2O (12.01 2.02 16.00) g/molmolecular weight of CH2O 30.03 g/mol Step 5: Find the number of empirical formula units in the molecular formula. The molecular formula is a multiple of the empirical formula. We were given the molecular weight of the molecule, 180.18 g/mol. Divide this number by the molecular weight of the empirical formula to find the number of empirical formula units that make up the compound. Number of empirical formula units in compound 180.18 g/mol/30.03 g/molNumber of empirical formula units in compound 6 Step 6: Find the molecular formula. It takes six empirical formula units to make the compound, so multiply each number in the empirical formula by 6. molecular formula 6 x CH2Omolecular formula C(1 x 6)H(2 x 6)O(1 x 6)molecular formula C6H12O6 Solution: The empirical formula of the molecule is CH2O.The molecular formula of the compound is C6H12O6. Limitations of the Molecular and Empirical Formulas Both types of chemical formulas yield useful information. The empirical formula tells us the ratio between atoms of the elements, which can indicate the type of molecule (a carbohydrate, in the example).  The molecular formula lists the numbers of each type of element and can be used in writing and balancing chemical equations. However, neither formula indicates the arrangement of atoms in a molecule. For example, the molecule in this example, C6H12O6, could be glucose, fructose, galactose, or another simple sugar. More information than the formulas is needed to identify the name and structure of the molecule. Empirical and Molecular Formula Key Takeaways The empirical formula gives the smallest whole number ratio between elements in a compound.The molecular formula gives the actual whole number ratio between elements in a compound.For some molecules, the empirical and molecular formulas are the same. Usually, the molecular formula is a multiple of the empirical formula.

Symbolism of Movie The Matrix Essay Example | Topics and Well Written Essays - 750 words

Symbolism of Movie The Matrix - Essay Example Symbolism in this movie is portrayed specifically by the characters and its plot. The movie focuses on how a small group of humans waged war against Artificial Intelligent Machines which seemed to have overtaken humanity (Roz Kaveney 34). In the movie, the machines take part in destruction and simulation of the world. The name of the movie refers to the simulated world, that is, a faked world. Matrix believers, as the movie depicts, agree with everything they do, feel, touch, do or anything that comes in their sight as real. In the movie, Zion City, which is located underground remains as the only human city where the machines have not conquered. Those who are not believers of Matrix together with those who have pulled out, reside in this city. However, just like extentialists like Kierkegaard, who do doubt the existence of God who can help us can be compared to those who believed in the Matrix. They did not believe that there was existence of a better place than where they were at t he moment. The symbolism used in the movie comes directly from the scriptures. It is however not concerned or related with any particular claims of a given religion. In Philosophy, this can be termed as Philosophy of Religion. For instance, the hidden city called Zion in the movie is what, according to the scriptures, called the wilderness. Just like in the scriptures, the wilderness is a truth that not many people know about. The same applies to Zion, which is actually hidden. In addition to this, according to the scriptures, the wilderness is a place God has created to protect his people against the evil when satan knocks at the door. Just like the children of Israel entered the wilderness as a place where they could find refuge, Zion served as a place where those people who did not believe in the Matrix ran to hide against the wicked Artificial Intelligent Machines. Just as an addition, Zion, the name used for the city in the movie, was one of the names given to the Children of I srael. Another area where symbolism is used in the movie, just like in the scriptures, when satan waged war against the children of Israel, not all children ran to the wilderness for hiding. The same applies in the movie where it is seen that all people run to the hidden city for refuge. Most of the key characters taking up various roles in the movie are Hebrews (blacks). This makes one to arrive at a conclusion that the person who did the writing of the movie, most likely was a black person. It is actually true, Sophia Steward, also referred to as the Mother of the Matrix who is a Hebrew Sister is the original author of the movie. The simulation used in the movie portrays the deceptive nature of the satanic world. According to Revelations 12:9, it is said that the great dragon, which is an old serpent also referred to as the Devil or Satan, has his main mission to deceive the world. This simulation, as used in the movie, makes those who believe in the Matrix not to have any questio n marks in their actions, whatever they see and feel. They take everything as real. According to From Alien to the Matrix, it is obvious that some roles were to be played no other group but the Hebrews. It is clear that none of the Hebrews did take up any role associated with the evil. The agents, on the side of characters and characterization, were allocated the most diabolical roles. In essence, they were used to

Investigate a family therapy model Essay Example | Topics and Well Written Essays - 1000 words

Investigate a family therapy model - Essay Example a Satir that improvement remains a possibility always, and as such the model helps to improve the lives of individuals in a family unit by causing a transformation in the manner in which they view themselves and express themselves. The Satir Change Process Model lays the framework for assisting transformational change in individuals, couples, and families through changes in their basic beliefs or their self-understanding. This change roadmap provides the route through which individuals can be assisted in making choices that lead to increased self-esteem, provide self-accountability, and thereby enable the individual to move towards a more congruent understanding of self. There is a universal yearning in all individuals to be loved, acknowledged and accepted. The transformations that occur within the self of the individual provide the means to meeting these universal yearnings to be loved, acknowledged, and accepted. Transformation is a natural element of human process. Changes occur as a result of learning and growth. Changes happen based on decisions made. Changes are required as to cope with situations and the development of relations. This also causes in an individual the desire for changes in others in keeping with self-expectations, and this can lead to disappointment, when the desired changes do not happen. Thus in adapting to changing circumstances, an individual at times can develop emotions of helplessness, lack of power, fear, hurt, and anger, which lead to strained relationships. This can be avoided for the process of change can be empowering to the individual by self-development within the individual. This calls for removal of focus on behavior. It requires the individual to take charge of and transform the emotions, perceptions and expectations of the individual. From where does the individual draw the guidance and inspiration for such action? It comes from tapping the universal yearnings to be loved, acknowledged and accepted. It is the Universal

Case Pneumonia Essay Example for Free

Case Pneumonia Essay Pneumonia is an inflammation of the lungs caused by an infection. It is also called Pneumonitis or Bronchopneumonia. Pneumonia can be a serious threat to our health. Although pneumonia is a special concern for older adults and those with chronic illnesses, it can also strike young, healthy people as well. It is a common illness that affects thousands of people each year in the Philippines, thus, it remains an important cause of morbidity and mortality in the country. There are many kinds of pneumonia that range in seriousness from mild to life-threatening. In infectious pneumonia, bacteria, viruses, fungi or other organisms attack your lungs, leading to inflammation that makes it hard to breathe. Pneumonia can affect one or both lungs. In the young and healthy, early treatment with antibiotics can cure bacterial pneumonia. The drugs used to fight pneumonia are determined by the germ causing the pneumonia and the judgment of the doctor. It’s best to do everything we can to prevent pneumonia, but if one do get sick, recognizing and treating the disease early offers the best chance for a full recovery. A case with a diagnosis of Pneumonia may catch one’s attention, though the disease is just like an ordinary cough and fever, it can lead to death especially when no intervention or care is done. Since the case is a toddler, an appropriate care has to be done to make the patient’s recovery faster. Treating patients with pneumonia is necessary to prevent its spread to others and make them as another victim of this illness. The lungs constitute the largest organ in the respiratory system. They play an important role in respiration, or the process of providing the body with oxygen and releasing carbon dioxide. The lungs expand and contract up to 20 times per minute taking in and disposing of those gases. Air that is breathed in is filled with oxygen and goes to the trachea, which branches off into one of two bronchi. Each bronchus enters a lung. There are two lungs, one on each side of the breastbone and protected by the ribs. Each lung is made up of lobes, or sections. There are three lobes in the right lung and two lobes in the left one. The lungs are cone shaped and made of elastic, spongy tissue. Within the lungs, the bronchi branch out into minute pathways that go through the lung tissue. The pathways are called bronchioles, and they end at microscopic air sacs called alveoli. The alveoli are surrounded by capillaries and provide oxygen for the blood in these vessels. The oxygenated blood is then pumped by the heart throughout the body. The alveoli also take in carbon dioxide, which is then exhaled from the body. Inhaling is due to contractions of the diaphragm and of muscles between the ribs. Exhaling results from relaxation of those muscles. Each lung is surrounded by a two-layered membrane, or the pleura, that under normal circumstances has a very, very small amount of fluid between the layers. The fluid allows the membranes to easily slide over each other during breathing. PATHOPHYSIOLOGY Pneumonia is a serious infection or inflammation of your lungs. The air sacs in the lungs fill with pus and other liquid. Oxygen has trouble reaching your blood. If there is too little oxygen in your blood, your body cells can’t work properly. Because of this and spreading infection through the body pneumonia can cause death. Pneumonia affects your lungs in two ways. Lobar pneumonia affects a section (lobe) of a lung. Bronchial pneumonia (or bronchopneumonia) affects patches throughout both lungs. Bacteria are the most common cause of pneumonia. Of these, Streptococcus pneumoniae is the most common. Other pathogens include anaerobic bacteria, Staphylococcus aureus, Haemophilus influenzae, Chlamydia pneumoniae, C. psittaci, C. trachomatis, Moraxella (Branhamella) catarrhalis, Legionella pneumophila, Klebsiella pneumoniae, and other gram-negative bacilli. Major pulmonary pathogens in infants and children are viruses: respiratory syncytial virus, parainfluenza virus, and influenza A and B viruses. Among other agents are higher bacteria including Nocardia and Actinomyces sp; mycobacteria, including Mycobacterium tuberculosis and atypical strains; fungi, including Histoplasma capsulatum, Coccidioides immitis, Blastomyces dermatitidis, Cryptococcus neoformans, Aspergillus fumigatus, and Pneumocystis carinii; and rickettsiae, primarily Coxiella burnetii (Q fever). The usual mechanisms of spread are inhaling droplets small enough to reach the alveoli and aspirating secretions from the upper airways. Other means include hematogenous or lymphatic dissemination and direct spread from contiguous infections. Predisposing factors include upper respiratory viral infections, alcoholism, institutionalization, cigarette smoking, heart failure, chronic obstructive airway disease, age extremes, debility, immunocompromise (as in diabetes mellitus and chronic renal failure), compromised consciousness, dysphagia, and exposure to transmissible agents. Typical symptoms include cough, fever, and sputum production, usually developing over days and sometimes accompanied by pleurisy. Physical examination may detect tachypnea and signs of consolidation, such as crackles with bronchial breath sounds. This syndrome is commonly caused by bacteria, such as S. pneumoniae and H. influenzae. NURSING PROFILE a. Patient’s Profile Name: R. C. S. B. Age: 1 yr,1 mo. Weight:10 kgs Religion: Roman Catholic Mother: C. B. Address: Valenzuela City b. Chief Complaint: Fever Date of Admission: 1st admission

Expanding Medicare to Include Prescription Drug Coverage :: essays papers

Expanding Medicare to Include Prescription Drug Coverage Introduction Throughout the past year of presidential campaigning, one of the top issues for both candidates has been that of whether or not there should be a prescription-drug benefit added to Medicare. Both George W. Bush and Al Gore have proposed a plan to expand Medicare to include full prescription-drug coverage for senior citizens receiving Medicare, at the expense of taxpayers. It is obvious why this issue has been such a priority for both candidates. Senior citizens vote at a much higher rate than other age groups. Both candidates know the importance of these senior citizen votes and believe that the proposal of adding a prescription-drug benefit is something that will appeal to a vast number of senior citizens. Both candidates have portrayed the issue as being very critical and as a serious problem that needs to be addressed. The question, however, is whether or not such drug coverage is a worthwhile project to undertake. Is the problem indeed serious enough to call for the type of reform that the candidates are proposing? Medicare is already a very costly program to keep up, and adding prescription-drug coverage would increase these costs even more. In order to fund this project, there will need to be a tax hike. Should taxpayers subsidize this prescription-drug benefit? Is there a good reason why this redistribution should take place? What are the benefits and costs of this proposal? These and other questions will be addressed in this paper as we examine the following topics: the need for senior citizens to have prescription-drug coverage, the political rhetoric involved with this issue, the projected shortfall in the budget of the Medicare program, and who really would benefit if a prescription-drug benefit was added to Medicare. Need for Prescription-Drug Coverage Many people argue that the lack of a prescription-drug benefit is the major shortcoming of the Medicare program. But are Medicare recipients really in need of such a benefit? According to a study done by the AARP Public Policy Institute, about 25.6 million, or 65 percent, of noninstitutionalized Medicare beneficiaries already receive some type of prescription-drug coverage, whether it is through employer-sponsored health plans or individually purchased private health policies. This leaves about 13.5 million Medicare beneficiaries who are without prescription-drug coverage.

Research Papaer Essay

The terms ‘youth’, ‘teenager’, ‘adolescent’, and ‘young people’ are all used to describe people in the phase of life that marks the conversion from childhood to adulthood. While there is universal agreement on the transition from childhood to adolescence, when exactly adolescence ends and adulthood begins is less clear as the stage of adolescence is culture-specific and therefore different in every society. In some cultures, the transition from teenager to adult could be very short, while, in other cultures it could be longer (Govindasamy et al. 2002). The World Health Organization (WHO, 2009) defines ‘adolescents’ as people aged 10-19; ‘youth’ as those aged between 15-24; and ‘young people’ as those aged between 10 and 24 years old and ‘teenager’ as people aged 13-19 years. Traore (2010) agrees that age has been used to differentiate adolescents from teenagers based on their physi cal development. This study, however, prefer to take females in the age group between 13 to 19 years as ‘teenagers’. In this study, the term ‘teenagers’ was used throughout. The incidence of teenage pregnancy remains high around the world. According to Nanda (2006), teenage females give birth to 15 million infants every year. Thus, teenage pregnancy is a concern from both a human rights and a public health perspective. Teenage pregnancy and its effect on teenage motherhood are among the major societal problems confronting the contemporary global community (Gatara & Muriuki, 2005). In Ghana, for example, one report estimates that nearly one-third of the childbirths recorded in public hospitals occurred to women under 19 years of age (Xinhua, 2006). The prevalence is higher in the rural areas and small- to-medium-sized towns which are often under-represented in the hospital birth statistics. A survey conducted by the UN Regional Institute for Population Studies reported that one out of three girls aged 15 to 19 living in Ghana’s Central Region has had a child (Xinhua, 2006). Similar prevalence of teenage pregnancies have been described for other African countries (Mwansa et aI. , 2004). One study in Swaziland found that females aged 15-19 years accounted for 32. per cent of the total fertility (Gule, 2005). Another study reported that females in the same age group contributed 103 births per 1000 women in the Kenya (Gatara ; Muriuki, 2005). It has been estimated that at least one out of twenty girls is likely to give birth during the school-going age. Data for Botswana also show that by 2004, about 25 percent of girls 15-19 years old were already mothers (Curtis, 2008). Two years later, in 2006, 56 per cent of the girls ha d dropped out of secondary schools in the country due to pregnancy (Mashalaba, 2009). On explaining the factors that contribute to teenage pregnancy, (Anderson, 2001) found that in poor neighbourhoods, teenagers experience less control over many aspects of their lives than the non-poor.. Anderson (2001) has further reported that some impoverished teenage girls consider childbirth as a rare source of self-esteem, or a sign of growing up, while sexual conquest brings a feeling of accomplishment to some teenage boys to whom legitimate opportunities may be blocked (Farley, 2005). The discussion of teenage pregnancy and childbirth therefore, tends to characterise the problem as mainly a feature of the poor segment of society. Besides, a literature review (Lewis, 2006; 2009) shows that aside poverty, factors such as early exposure to sexual activity, lack of sex education, weak parental control and supervision, peer pressure, low self-esteem and the need for self-fulfillment are associated with teenage pregnancy. It is in light of these factors that this study seeks to assess the factors that influence teenage pregnancy and their effects in the Sunyani Municipality in order to help policy makers address the problem. 1. 2 Problem Statement Teenage pregnancy has long been a worldwide social and educational concern for the developed, developing and underdeveloped countries. Many countries continue to experience high incidence of teenage pregnancy despite the intervention strategies that have been put in place. In 2000 approximately 530,000 teenagers in the United States became pregnant, out of which 51% gave birth (Coley ; Chase-Lansdale, 2008). Available literature suggests that in Africa, the total fertility rate has declined to an average of 2. 9 children per woman (Dickson, 2002). A decline in fertility rates has been associated with a high use of contraceptives among women and also the legalisation of abortion in most African countries (Swartz, 2002). Despite the decline in the total fertility rate, teenage pregnancy has been found to be significantly high (Dickson, 2002). The high prevalence of teenage pregnancy in societies characterised by poverty, low education, fewer job opportunities and families headed by mothers who gave birth to their first children in adolescence (Dryfoos, 2006; Macleod, 2009). Teenage pregnancy is also associated with other problematic behaviours such as alcohol and drug use, and early initiation of sexual activity, which have been identified as predictors of pregnancy (Coley ; Chase-Lansdale, 2008). Plant and Plant (2002) argue that risk or problem behaviour is associated with social disadvantage, poverty, homelessness, unemployment, bad housing, fragmented family structure and stressful life events. The youth emulate the behaviour of their parents and of their society, thus social and cultural factors influence patterns of risk taking (Plant ; Plant, 2002). The high incidence of teenage pregnancy has become a major societal and educational concern, as it seems to perpetuate poverty and low levels of education (Furstenberg et al. , 2007; Morgan, 2007). Also due to changing social circumstances and values, teenage pregnancy is a tolerated phenomenon in modern Ghanaian society. Social permissiveness towards sex outside marriage, and absence of serious social repercussions like isolation or exclusion following an out of wedlock birth, contribute to the high rate of teenage pregnancy (Parekh ; De La Rey, 2007). It has also been argued by Preston-Whyte and Zondi (2002) that the high value placed on fertility and education encourages adolescent girls to aspire for both motherhood and academic qualifications. The high cultural value placed on education and fertility is seen as a contributory factor to the prevalence of teenage pregnancy (Preston-Whyte ; Zondi, 2002). Education and the link employment prospects enhances the possibility of improved quality of life and thus may be one of the factors that encourage adolescent to continue with school after child birth (Kaufman et al. , 2001). Even though pregnant teenagers may not officially be prevented from remaining at school, realistically, due to the demands of parenting, they may be forced to drop out of school, for example, in instances where there is no one to look after the child while the teenage mother continues with her schooling. Sometimes the pregnant teenager feels isolated from her peers. She may be embarrassed by her condition and have difficulty fitting in with her non-pregnant peers and as a result may drop out of school. Parenting teenagers often have to deal with strained family relationships. Sometimes parents react with anger to the pregnant teenagers. She may be blamed or ostracised for causing a problem (Cervera, 2004). Consequently, she may not get assistance and support from her family members forcing her to drop out of school in order to raise her child. Based on the aforementioned problems and its effect on the teenager, child, family and the society, this study seeks to assess the factors that influence teenage pregnancy and their effects in the Sunyani Municipality in order to help policy makers address the problem. It has been established that there has not been any similar study concerning teenage pregnancy and their effects on teenagers at the Sunyani Zongo community. Although there have been countless cases of teenage pregnancy in the community depriving affected teenagers from furthering their basic education. The aged in the community based on interaction with the researcher revealed that people come to the community to seek the support of the residents in response to their questionnaires, their projects aimed at other relevant community related problems but none of them is focused on teenage pregnancy. 1. 3 Justification of the Study Little attention has been given to psychological variables and processes that predict the occurrence of teenage pregnancy (Coley ; Chase-Lansdale, 2008). Most literature focuses on social factors, which predispose teenagers to falling pregnant. Pregnancy may cause psychological distress, as it is often associated with dropping out of school, either before or shortly after childbirth (Zondi, 2002). Teenage mothers are more likely to present with symptoms of depression when compared with their non-parenting peers and older mothers (Kalil ; Kunz, 2000). The transition to motherhood puts teenagers at a greater risk for psychological distress because they are socially, cognitively and emotionally immature to cope with the demands of motherhood. This study examines the experiences of pregnant learners, both in a scholastic and personal context. It assesses how these learners are affected by the demands of coexisting motherhood and adolescence. There appears to be little research done on how Ghanaian pregnant adolescent learners perceive their situation and how they cope with the demands of adolescence and of motherhood. The results drawn from the study would form a basis for further research on the psychological effects of pregnancy during teenagers and may also be of value to designing intervention strategies. 1. 4 Research Objectives The study focused on the following objectives. 1. 5 General Objective To assess the factors that influence teenage pregnancy and their effects in the Sunyani Municipality (SM) in order to recommend policy actions for policy makers. 1. 5. 1 Specific objectives This study intended: To assess the influence of socio-economic status on teenage pregnancy; To identify the effect of peer pressure on teenage pregnancy; and To examine mass media exposure and its effect on teenage pregnancy. To assess the effects of teenage pregnancy in the Sunyani Municipality. ` To make recommendations based on the findings of the study. . 5 Research Questions Based on the specific objectives of the study, the research seeks answers to the following questions: What is the influence and effects of socio-economic status on teenage pregnancy in the SM? What are the influences and effects of peer pressure on teenage pregnancy in the SM? How does the mass media exposure impact on teenage pregnancy? What are the co nsequences of teenage pregnancy in the Sunyani Municipality? 1. 6 Significance of the Study The outcome of this study will provide useful information about the psychological well-being of pregnant teenagers. This will assist mental health professionals in developing appropriate psycho-educational programmes to address the psychosocial challenges associated with teenage pregnancy and motherhood. Furthermore, the findings of the study will help to inform public debate that could lead to the development of appropriate policies on how to deal with the challenge of teenage pregnancy and motherhood. Also victims of teenage pregnancy will get the opportunity to disclose information about their experiences in order to help in their addressing problems. Considering the nature of this study, including student affairs professionals, counsellors or psychologists, and those interested in woman’s issues would be assisted to identify the factors associated with teenage pregnancy in the Sunyani Municipality and their effects on the teenager, the child and the society. Future researchers, who would study into determinants of teenage pregnancy in the Municipality, would also have a complement or a basis for their literature review. Finally, the research is likely to raise questions leading to further research. 1. 7 Scope of the Study For feasibility purposes, the study focused on how socio-economic status; peer pressure and early exposure to sexual activity by the mass media influence teenage pregnancy and their effects on the teenager, child and the society. The study considered school going teenagers who dropped out of school due to teenage pregnancy in the Sunyani Municipality. In the study, a pregnant teenager was pregnant girl aged 13 to 19 years. Besides, psychological effects in this study referred to the presence of symptoms related to somatic complaints, anxiety and insomnia, social isolation, and depression. The current study focused on pregnant teenagers who were drawn from the Sunyani Municipality who attended antenatal clinic (ANC) at the Sunyani Municipal Hospital (SMH) during the period of data collection. 1. 7 Delimitation Even though the study was carried out in Sunyani Municipality, concentration was on teenagers at Sunyani Zongo community considering the fact that they have stake in the topic understudy. This research was conducted within the following parameters: the influence and effects of socio-economic status on teenage pregnancy: he influence and effects of peer pressure on teenage pregnancy:: the influence and effects of mass media exposure on teenage pregnancy: the consequences of teenage pregnancy on teenagers. 1. 8 Organisation of the Chapters The research is in five different chapters. In the first chapter, an insight is given as to what the study is all about with the statement of research problem, research questions and objectives, significance of the study, limitat ions of the study, and the organization of the essay. In the second chapter, an overview of relevant materials related to the study is discussed. In the third chapter, the researcher presents the methodology used in the study; chapter 4 will focus on the presentation and analysis of data, and the final chapter will look at the conclusions and recommendations. CHAPTER TWO LITERATURE REVIEW 2. 1 Introduction This chapter reviewed several selected studies which relate to the topic. The chapter focused on literature related to socio-economic status and teenage pregnancy; peer pressure and teenage pregnancy, mass media exposure and teenage pregnancy as well as the effects of teenage pregnancy 2. 2 Socio-economic status and Teenage Pregnancy It has been revealed that teenage pregnancy is often associated with low socio-economic status ( Dryfoos, 2006). Economically disadvantaged teenagers are characterised by low levels of education and lack of employment opportunities (Preston-Whyte & Zondi, 2002). Certain family characteristics have also been identified as factors that put teenagers at risk of becoming pregnant in early life. Factors such as poverty, single parent families –especially the female headed households, poorly educated parents have been associated with teenage pregnancy (Furstenberg et al. , 2007). Teenagers from one-parent headed families are apt to suffer from deprivations that may lead them to seek affection, security and a sense of significance elsewhere (Chillman, 2006). There are two contrasting views on the subject of single parenting. In some sources it is argued that most parenting adolescents have been found to come from impoverished single parent families, which are often headed by a female (Swartz, 2002). In the other source, children raised in single parent families are more likely to have been victims of an unstable family environment, have experienced a divorce or parental conflict (Russell, 2004). Negative family environment plays a major role in contributing to early teenage sexual experience and teenage pregnancy (Cunningham & Boult, 2002; Macleod, 2009). A family’s low economic status with all the factors associated with it, impacts negatively on teenagers’ attitudes towards early pregnancy. Life experiences associated with poverty minimise the perceived repercussions of adolescent pregnancy (Preston-Whyte & Zondi, 2002). Andorka (2008) stated that people with higher income show lower fertility levels at the earlier stage of socioeconomic development than people with lower income. Other basics of economic conditions such as economic security also seem to have a significant influence on teenage pregnancy (Andorka, 2008). A study by Kamal (2009) showed that a significant negative relation was found between teenage motherhood and the wealth index. About three out of four women with a poor wealth index started childbearing before they reached the age of nineteen. Choe et al. (2001) showed that woman’s education was significantly related to the probability of child bearing before the age of 20. The results of a study by Were (2007) also showed that teenage pregnancies were perpetuated by poor educational access as women with low levels of education tended to be the victims of teenage birth. Because educated woman were more likely to participate in the labour force than their uneducated or lower educated counterparts, women who were working also tended to delay their first marriage and first birth compared with those women who were not working. In Ghana, Bogue (2009) argue that education showed a stronger and more consistent relationship with teenage pregnancy. The level of education of women is a socioeconomic indicator which is frequently found to be negatively related to teenage pregnancy. This is because educated women tend to marry and use contraception later compared to women who have a low level of education (Bongaarts, 2008). Furthermore, Cochrane (2009) also stated that education was positively related to more favourable attitudes toward birth control, greater knowledge of contraception, and husband-wife communication. Thus, concerning the context of the study, it assumes that the level of educational attainment of women may affect the timing of childbearing among women. . 3 Peer Pressure and Teenage Pregnancy Preston-Whyte & Zondi (2002) found that schoolmates exerted a lot of pressure on their peers to engage in sexual relations. Some studies have found that teenagers often cite their peers as being of strong influence on their sexual behaviour (Preston-Whyte & Zondi, 2002; Chillman, 2006). Teenagers’ need for approval and a desire to belong to a group makes them vulnerable to peer influence thereby leading to them to teenage pregnancy (Kamal, 2009). Nowadays teenagers’ preferred position is to stay away from their parents, to avoid to be controlled by parents. They rather listen to their peers than to their parents. Bezuidenhout (2002) said that during that time norms and values taught by parents start to fade out and are replaced by liberal sexual values orientated by peers. Preston-Whyte and Zondi (2002) mentioned that peer pressure plays a role in teenage pregnancy. Buga et al. (2006) found that 20% of girls and 10% of boys respectively indicated that they had initiated sexual activity because of peer pressure. Wood et al. (2006) said peer pressure takes a form of exclusionary practices (e. g. sending sexually inexperienced teenagers away when having discussions concerning sexual matters). Again Mfono (2008) indicated that one of the dynamics operative in sexual relations is that girls and young women are under pressure to demonstrate that they are sexually capable of giving birth. Furthermore, Rozakis (2003) believed that many teens are pushed by their friends into doing something they are not ready for, and really do not understand that peer pressure can be a very strong and persuasive force for sexual relations during adolescence. Peer association has been indicated as one of the strongest predictors of adolescent sexual behaviour and teenage pregnancy (DiBlasio & Benda, 2004). Youth that do not engage in sex tend to have friends who also abstain. Those that are sexually active tend to believe that their friends are sexually active as well. Males, particularly those over 16, report more pressure from peers to be sexually active while females report more pressure from partners (Guggino & Ponzetti, 2007). Moore and Rosenthal (2003) pointed to the following ways peer influence can operate: Through sharing of information, which can serve as a guide in decision-making about sex (this may include inaccurate information). Through prevailing attitudes about sexuality (implicitly reflected in their behaviour and serving as a role model or explicitly stated in discussions etc. ). For example, there is some research evidence that the age of first intercourse is related to the perceived peer approval of premarital intercourse (Daugherty & Burger, 2004). 2. 4 Mass media exposure and Teenage Pregnancy Lucas (2004) stated that the age at first marriage is the one of the determinants of fertility and is classed as the intercourse variable. Early entry into marriage or a union is considered to be strongly connected with early child bearing. The supposition is that it will expose women to regular sexual intercourse through the mass media, and therefore increase the possibility of conception (Mahy & Gupta, 2002). Gupta and Leite (2009) stated that access to the media was found to be the most significant predictor of fertility among young adult women in Brazil based on an analysis of DHS data. In this region, the mass media are believed to play an important role in promoting social attitudes about fertility and reproductive behaviours, especially given the country’s linguistic homogeneity (Gupta & Leite, 2009). It can be assumed that women who are used to being exposed to mass media are likely to understand the risks of teenage motherhood, and, as a result, they tend to delay their pregnancies. It is clear from different sources that the media often plays a major role in influencing teenage pregnancy. Parents can hardly consistently monitor what programmes their teenagers are watching. Rozakis (2003) believed that television is the main source of sexual socialization in many teenagers’ lives in the USA. According to A Rozakis (2003), in a single year there were 20, 000 sexual messages on television used to sell almost anything you can imagine: cars, travel, soft drinks, toothpaste, and clothing. Television also shows six times more extramarital sex than sex between husbands and wives. During the absence of any elderly person children become bored and want to experiment with many things including exploring TV channels as source of entertainment. Devenish et al. (2002) agreed that the media also portray sex as fun and exciting. Bezuidenhout (2004) added that sexually arousing material, whether it is on film, in print or set to music, is freely available to the teenager and such information is often presented out of the context of the prescribed sexual norms of that society. Schultz (2004), in his empirical study, suggested that sex educators, social workers, other helping professionals, and parents should work together to counteract distortions that affect adolescents’ sexual development and sexual growth, and professionals and parents need to recognize the reality and power of the media as an influence on sexual growth. All of the above can influence teenager’s behaviour and encourage them to experiment with sex which will lead to unwanted teenage pregnancies (Schultz, 2004). Similarly, Moore and Rosenthal (2003) pointed out that television, films and other forms of media have removed a lot of the mystery surrounding sex by increasingly explicit portrayal of sexual acts, which can provide a model of sexual behaviour. The stereotypic portrayals often do not provide positive role models with hedonistic values rather than responsibility being promoted (e. g. planning for sex being rarely included) (Moore, 2000). According to McCabe (20055), the media’s message is that teenagers should be sexually experienced. 2. 5 Effects of Teenage Pregnancy Teenage pregnancy has been associated with a number of negative effects, hence it is perceived as a social problem (Furstenberg et al. , 2007; Macleod, 2009). In medical literature it has been associated with obstetrics problems such as high infant and maternal mortality, risks of clandestine abortion, delivery complications and low infant birth weight (Dickson, 2002). Other complications for the teenage mother are limited educational opportunities, self-determination and a poor quality of life (Prater, 2002). At the broader social level the high teenage fertility rate has been found to have a negative effect on the economic development (Varga, 2003). Some young mothers do not get support from their families. They may be rejected by their families and blamed for introducing a permanent crisis (Hudson & Ineichen, 2001; Cervera, 2004). In a situation where there was a pre-existing interpersonal problem, there is a potential that tension might be orchestrated (Dryfoos, 2006). Therefore conflict may arise between the pregnant daughter and other members of the family. Some sources have reported positive results, indicating that sometimes a family reorganises itself in order to adjust to the new member of the family (Cervera, 2004). The family may react with dismay or anger when they discover about the pregnancy, but when the baby is born the family may become the source of support for the mother (Moore, 2000). Positive family support has been associated with emotional adjustment and mental stability for both mother and child (Camerana et al. , 2008). According to Kalil and Kunz (20088) young mothers who lived with a supportive family tended to cope better. In the Ghanaian context, a child of an unmarried mother belongs to its mothers’ family (Burman, 2002). It is very unlikely that her family will reject a teenage mother (Kaufman et al. , 2001). Most communities no longer practice acts of exclusion to the unmarried mother and her child (Parekh & De La Rey, 2007). In her review of South African studies on teenage pregnancy, Macleod (20099) stated that teenage mothers reported a perceived improvement in the relationship with their parents. Parents were reported to relate to teenage mothers as adults. Thus parenthood gave the teenage mothers an entry to adulthood (Preston-Whyte & Zondi, 2002). Prater (2002) stated that teenage pregnancy and subsequent parenting could create major obstacles to any learner’s achievements at school. Thus, pregnant learners are impaired by their situation. Even though they have as much potential for academic success as their non-parenting cohorts, there are multidimensional causes for their academic failure. Many investigations have shown that early pregnancy hinders educational attainment. Erikson (2004) reported that teenage mothers exhibited a ‘syndrome of failure’, which included a failure to remain in school. Pregnant learners are more likely to drop out of school for at least an academic year. The dual role of being a mother and a learner is stressful (Parekh & De La Rey, 2007) and impinges on school achievement. School attendance, is also disturbed by such things as babysitting arrangements and the health of the child. Furstenberg et al. (2007) referred to what is termed ‘role overload’. He defined ‘role overload’ as the strain that exists when the teenage mother simultaneously attempts to meet the demands of parenting and schooling. Parenting learners cannot participate in experiences enjoyed by their peers, for example, extra-curricular activities, which can add much value to the total school experience of most teenagers. Despite these hardships schooling emerged as important (Prater, 2002). Depression has been correlated with teenage pregnancy (Hamburg, 2006). Parenting teenagers are more likely to present with higher levels of depression when compared with non-parenting adolescents and older mothers. In most literature psychological distress among adolescent mothers is perceived as resulting from psychosocial stressors related to the adjustment into the role of being the mother (Kalil & Kunz, 2000). In some literature it is argued that teenage girls are predisposed to depression (Galambos, 2004). It is postulated that teenage girls are more prone to experiencing mothers of the same ethnic and socio-economic status had similar findings (Field et al. , 2006; Hudson & Ineichen, 2001). It was found that infants of teenage mothers are more likely to receive less verbal stimulation and to have developmental delays. These negative effects were associated with the fact that teenage mothers had limited knowledge of developmental milestones and held punitive child rearing attitudes. Literature concludes that teenage mothering is contributory to poor cognitive development of the child. Low education levels of the mother, poor socioeconomic status and negative attitudes towards child rearing are correlated with the child’s poor developmental outcome (Field et al. , 2006). Cunningham and Boult (2006) also postulated that the young mother’s immaturity, social inexperience and lack of child rearing skills have a negative effect on the child. The young mother and her off-spring are at a risk of becoming victims of crime like incest, rape, neglect, abuse, family violence and of participation in criminal activities such as drug trafficking, prostitution etc. In the Ghanaian context the teenage mother often resides in her parental home (Preston-Whyte & Zondi, 2002) and the child is often in the care of an adult during the day either the grandmother or at an alternative day care. This implies that the child of a teenager is more than likely to receive parenting from an adult mother figure and to benefit from this interaction (Camerana et al. , 2008). Multiple care giving has also been found to be of benefit for the mother. While an adult is looking after the child, the mother gets the opportunity to attend to other responsibilities thus alleviating the stressors for the mother.

Advantages and Disadvantages of Working in Teams

According to the text, a team is a â€Å"unit of two or more people who share a mission and collective responsibility as they work together to achieve a goal.† The team’s performance is a sum total of each individual’s contribution to the group. (Bovee, Thill and Mescon, Ed. 2007, p. 269).Team work has several advantages for businesses and the people who work for them. Higher quality decisions are usually the result of several people sharing their input based on their individual life and occupational experiences that may provide a broader perspective of the problem at hand.Many companies have learned that engaging employees to participate in decision making results in increased commitment to solutions and changes at various levels of the company. Other benefits include decreased competition because of collaborative efforts and interdependence, and improved flexibility based on a lack of permanence within the company, as compared to formal departments. (Bovee, Thi ll and Mescon, Ed. 2007, p. 273).Key disadvantages for forming teams include inefficiency and groupthink. If the teams consist of employees who are not motivated to complete tasks on target goal and budget, the teams will spend more time discussing the problems than actually implementing problem solving strategies. This can manifest in socializing, politics, structural disruption rooted in friction between departments, and the dreaded â€Å"groupthink.†Groupthink happens when individual team members are pressured into going along with the majority perspective to achieve consensus. Sadly, this leads to diminished individual motivation (team members believe their say is irrelevant). Further, teams can cause excessive workloads because employees are required to participate in the team action items in addition to their regular job responsibilities. (Bovee, Thill and Mescon, Ed. 2007, p. 273-4).Thus, working in teams can be a good thing, so long as the teams are able to perform th e tasks within the scope provided and participation in the teams doesn’t cause strife among the employees.

Stop Procrastinating and Complete Your Dissertation

Stop Procrastinating and Complete Your Dissertation Are you an ABD (All-But-Dissertation) student? Doctoral dissertation looming over your head like an ominous black cloud? The dissertation is the most difficult and time-consuming academic requirement a doctoral student faces. Its way too easy to procrastinate and put off writing your dissertation under the guise, I need to read more before I can write. Dont fall into that trap! Dont let your dissertation drag you down. Stop your procrastination. Why do we procrastinate? Research suggests that students often procrastinate when they perceive the dissertation as an overwhelming task. Big surprise, huh? Motivation is the biggest problem that grad students face in writing the dissertation. A Lonely Time The dissertation is a time consuming and lonely process that usually takes about two years (and often longer). The dissertation often is a major blow to a graduate students self-esteem. It is not uncommon to feel as if its an insurmountable task that will never be completed. Organization and Time Management are Key The keys to completing the dissertation promptly are organization and time management. The lack of structure is the difficult part of the dissertation because the students role is to plan, carry out, and write up a research project (sometimes several). A structure must be applied in order to complete this task. One way of providing structure is to view the dissertation as a series of steps, rather than as one mammoth task. Motivation may be maintained and even enhanced as each small step is completed. Organization provides a sense of control, holds procrastination at minimal levels, and is key to completing the dissertation. How do you get organized? Outline the small steps needed to complete this large project.All too often, students may feel that their only goal is to finish the thesis. A goal this large may feel indomitable; break it down into the component tasks. For example, at the proposal stage, the tasks may be organized as follows: thesis statement, literature review, method, plan for analyses.   Each of these tasks entails many smaller tasks. The list for the literature review may consist of an outline of the topics you wish to discuss, with each outlined as detailed as possible. You may even wish to list relevant articles in the appropriate places within the outline. The method will consist of the participants, including items on locating them, rewards, drafting informed consent forms, locating measures, describing psychometric properties of the measures, piloting measures, drafting the procedure, etc. The hardest parts of writing your dissertation is starting and staying on track. So how do you write your dissertation? Read on for tips on how to write your dissertation and successfully complete your graduate program. Start Anywhere In terms of completing your list of dissertation tasks, it is not necessary to start at the beginning. In fact, believing that one starts the dissertation proposal by writing his or her introduction and thesis and ends with the plan for analyses will detain progress. Begin where you feel comfortable and fill in the gaps. You will find that you gain momentum with the completion of each small task. Feeling overwhelmed by any particular task is a sign that you have not broken it down into small enough pieces. Make Consistent Progress Writing Every Day, Even if Only for a Short Period. Set aside periods of time to write on a regular basis. Establish a firm schedule. Train yourself to write in short blocks, for at least an hour a day. All too often we insist that we need large blocks of time to write. Blocks of time certainly help the writing process, but the ABD often lacks such resources.   For example, when we were writing the dissertation, we taught 5 classes as an adjunct at 4 different schools; blocks of time were difficult to find, other than over the weekend. Aside from pragmatics, writing at least a little every day keeps the thesis topic fresh in your mind, leaving you open to new ideas and interpretations. You may even find yourself thinking about it and making conceptual progress as you complete mundane tasks such as driving to and from school and work. Use Incentives to Assist You in Overcoming Procrastination. Writing requires consistent, well-organized effort and a system of self-imposed incentives to overcome procrastination. What kind of incentives work? Although it depends on the individual, a safe bet is taking time off from work. We found vegetation time such as time spent playing computer games to be helpful as an incentive to reinforce progress. Methodically Break Through Writers Block. When it is difficult to write, talk through your ideas to anyone who will listen, or just talk out loud to yourself. Write out your thoughts without criticizing them. Take time to warm up, by writing to clear your thoughts. Get the ideas out without scrutinizing each sentence; it is often easier to edit than it is to write. Work through your ideas by writing, THEN edit extensively. You will write many drafts of each section of the dissertation; a first (second, or even third) draft need not approach perfection. In addition, it is acceptable to use dashes to mark when you cannot find the appropriate word to express your idea, but want to go on; just remember to fill in the dashes later. The important thing is that you develop a pattern of producing some output regularly that output can be edited or even thrown out, but it is important to produce something. Recognize and Accept the Fact That Writing Is a Time-consuming Process. Dont Rush Yourself. No draft will be perfect that first time around. Expect to go through several drafts of each section of your dissertation. Once you feel comfortable with a particular section, take time away from it. Ask others to read your writing and consider their comments and criticisms with an open mind. After a few days or a week, reread the section and edit again; you may be quite surprised by the impact of a fresh perspective. Writing the dissertation is much like running a marathon. The seemingly insurmountable may be attained through a series of small goals and deadlines. Accomplishing each small goal may provide additional momentum. Make consistent progress each day, use incentives to assist you in attaining your goals, and acknowledge that the dissertation will require time, hard work, and patience. Finally, consider the words of Dag Hammarskjold: Never measure the height of a mountain, until you have reached the top. Then you will see how low it was.

Fresh Meat and Fish in the Middle Ages

Fresh Meat and Fish in the Middle Ages Depending on their status in society and where they lived, medieval people had a variety of meats to enjoy. But thanks to Fridays, Lent, and various days deemed meatless by the Catholic Church, even the wealthiest and most powerful people did not eat meat or poultry every day. Fresh fish was fairly common, not only in coastal regions, but inland, where rivers and streams were still teeming with fish in the Middle Ages, and where most castles and manors included well-stocked fish ponds. Those who could afford spices used them liberally to enhance the flavor of meat and fish. Those who could not afford spices used other flavorings like garlic, onion, vinegar and a variety of herbs grown throughout Europe. The use of spices and their importance has contributed to the misconception that it was common to use them to disguise the taste of rotten meat. However, this was an uncommon practice perpetrated by underhanded butchers and vendors who, if caught, would pay for their crime. Meat in Castles and Manor Homes A large portion of the foodstuffs served to the residents of castles and manor homes came from the land on which they lived. This included wild game from nearby forests and fields, meat and poultry from the livestock they raised in their pastureland and barnyards, and fish from stock ponds as well as from the rivers, streams and seas. Food was used swiftly usually within a few days, and sometimes on the same day and if there were leftovers, they were gathered up as alms for the poor and distributed daily. Occasionally, meat procured ahead of time for large feasts for the nobility would have to last a week or so before being eaten. Such meat was usually large wild game like deer or boar. Domesticated animals could be kept on the hoof until the feast day drew near, and smaller animals could be trapped and kept alive, but big game had to be hunted and butchered as the opportunity arose, sometimes from lands several days travel away from the big event. There was often concern from those overseeing such victuals that the meat might go off before it came time to serve it, and so measures were usually taken to salt the meat to prevent rapid deterioration. Instructions for removing outer layers of meat that had gone bad and making wholesome use of the remainder have come down to us in extant cooking manuals. Be it the most sumptuous of feasts or the more modest daily meal, it was the lord of the castle or manor, or the highest-ranking resident, his family, and his honored guests who would receive the most elaborate dishes and, consequently, the finest portions of meat. The lower the status of the other diners, the further away from the head of the table, and the less impressive their food. This could mean that those of low rank did not partake of the rarest type of meat, or the best cuts of meats, or the most fancily-prepared meats; but they ate meat nonetheless. Meat for Peasants and Village-Dwellers Peasants rarely had much fresh meat of any kind. It was illegal to hunt in the lords forest without permission, so, in most cases, if they had game it would have been poached, and they had every reason to cook it and dispose of the remains the very same day it was killed. Some domestic animals such as cows and sheep were too large for everyday fare and were reserved for the feasts of special occasions like weddings, baptisms, and harvest celebrations. Chickens were ubiquitous, and most peasant families (and some city families) had them; but people would enjoy their meat only after their egg-laying days (or hen-chasing days) were over. Pigs were very popular, and could forage just about anywhere, and most peasant families had them. Still, they werent numerous enough to slaughter every week, so the most was made of their meat by turning it into long-lasting ham and bacon. Pork, which was popular in all levels of society, would be an unusual meal for peasants. Fish could be had from the sea, rivers and streams, if there were any nearby, but, as with hunting the forests, the lord could claim the right to fish a body of water on his lands as part of his demesne. Fresh fish was not often on the menu for the average peasant. A peasant family would usually subsist on pottage and porridge, made from grain, beans, root vegetables and pretty much anything else they could find that might taste good and provide sustenance, sometimes enhanced with a little bacon or ham. Meat in Religious Houses Most rules followed by monastic orders limited the consumption of meat or forbade it altogether, but there were exceptions. Sick monks or nuns were allowed meat to aid their recovery. The elderly were allowed meat the younger members were not, or were given greater rations. The abbot or abbess would serve meats to guests and partake, as well. Often, the entire monastery or convent would enjoy meat on feast days. And some houses allowed meat every day but Wednesday and Friday. Of course, fish was an entirely different matter, being the common substitute for meat on meatless days. How fresh the fish would be depended on whether or not the monastery had access to, and fishing rights in, any streams, rivers or lakes. Because monasteries or convents were mostly self-sufficient, the meat available to the brothers and sisters was usually pretty much the same as that served in a manor or castle, although the more common foodstuffs like chicken, beef, pork and mutton would be more likely than swan, peacock, venison or wild boar. Continued on Page Two: Meat in Towns and Cities Meat in Towns and Cities In towns and small cities, many families had enough land to support a little livestock usually a pig or some chickens, and sometimes a cow. The more crowded the city was, however, the less land there was for even the most modest forms of agriculture, and the more foodstuffs had to be imported. Fresh fish would be readily available in coastal regions and in towns by rivers and streams, but inland towns could not always enjoy fresh seafood and might have to settle for preserved fish. City dwellers usually purchased their meat from a butcher, often from a stall in a marketplace but sometimes in a well-established shop. If a housewife bought a rabbit or duck to roast or use in a stew, it was for that mid-day dinner or that evenings meal; if a cook procured beef or mutton for his cookshop or street vending business, his product wouldnt be expected to keep for more than a day. Butchers were wise to offer the freshest meats possible for the simple reason that theyd go out of business if they didnt. Vendors of pre-cooked fast food, which a large portion of city dwellers would frequent due to their lack of private kitchens, were also wise to use fresh meat, because if any of their customers got sick it wouldnt take long for word to spread. This is not to say there werent cases of shady butchers attempting to pass off older meat as fresh or underhanded vendors selling reheated pasties with older meat. Both occupations developed a reputation for dishonesty that has characterized modern views of medieval life for centuries. However, the worst problems were in crowded cities such as London and Paris, where crooks could more easily avoid detection or apprehension, and where corruption among city officials (not inherent, but more common than in smaller towns) made their escapes easier. In most medieval towns and cities, the selling of bad food was neither common nor acceptable. Butchers who sold (or tried to sell) old meat would face severe penalties, including fines and time in the pillory, if their deception was discovered. A fairly substantial number of laws were enacted concerning guidelines for proper management of meat, and in at least one case the butchers themselves drew up regulations of their own. Available Meat, Fish and Poultry Though pork and beef, chicken and goose, and cod and herring were among the most common and abundant types of meat, fowl and fish eaten in the Middle Ages, they were only a fraction of what was available. To find out the variety of meats medieval cooks had in their kitchens, visit these resources: Types of MeatTypes of FowlTypes of FishMedieval Food Preservation

An investigation into managing human resources and employment Essay

An investigation into managing human resources and employment practices in Iran study - Essay Example By addressing the above objectives, the dissertation hopes to bring available theories and practices together, providing valuable literature on Iran Human resources management and global human resources management. There are very few academic papers that have been published in the field of Human Resources management in Iran in English, while there are number of post graduated dissertations and undergraduate projects that are published by Iranian University students in Farsi. In recent years, PhD graduate, Mrs. Pari Namazi (2006) has selected her PhD dissertation on this topic, which is a great starting point that is published and can be found in Online Library of University of Liverpool. Furthermore, in the past few years Iran Human Resources Society, in cooperation with the IDRO has organized annual Human resources Development conferences in Tehran and has called for papers from scholars and experts in this field, within Iran and outside. I have presented two papers in past two annual conferences in 2003 and 2004. Finally, in 2006, the book written by Pari Namazie and Monir Tayeb and published by Routledge on Managing human resources in the Middle East contains a chapter (ch.2) addressing human resources management in Iran. The fundamental approach of this study will be based on desk research that will focus on examining the literatures, laws and regulations, and global and local statistical information. In addition, academic human resources management literature and theory research will be conducted for comparative analyzes. Finally, to make the dissertation academically and practically worthy for HR professionals, I will use structure interviews with Iranian business leaders and HR professionals in private sector and multinational companies operating in Iran. These interviews will be selective and limited to the field of resourcing, people management, compensation and benefit, labor relation and labor law. Project Plan Milestone Description Due date Remarks 1 Stage 1: Area of interest identified Wk2 2 Stage 2: Specific topic selected Wk4 3 Stage 3: Topic refined to develop dissertation proposal WK 17 4 Stage 4: Proposal written and submitted Wk18 5 Stage 5: Collection of data and information Wk 19 6 Stage 6: Analysis and interpretation of collected data/information Wk20 7 Stage 7: Writing