The Changing Economic Models of Chaebol Capitalism free essay sample

Examines the Korean economic situation during the 1997 crisis. Reviews the development of chaebol system, its decision making process, links between chaebols banks. Assesses the outlook for the future. The Changing Economic Models of Chaebol Capitalism Introduction and Problem Statement In late November, 1997, yet another horde of invaders landed on the Korean soil, this time wearing three-piece suits and carrying briefcases. These invaders were a large group of numbers crunchers from the International Monetary Fund and their target was the infusion of up to $55 billion in IMF funds to the ravaged Korean economy. Richard Lacayo, in the December 3, 1997 issue of Time Magazine points out: Just a few weeks before they arrived, Seoul had been calling the idea of an IMF rescue unthinkable. Now the unthinkable is fully under way, and the funds inspectors have become supervisors of the worlds 11th largest economy (Lacayo, 1997, 37). The real target of the IMF..

Parallel Learning Structures Essays

Parallel Learning Structures Essays Parallel Learning Structures Paper Parallel Learning Structures Paper Merrell, Monk, and Pace, the organizational development consultant team of UOP, offers professional services in the area of organizational development intervention strategies. As a team, we assist organizations in their change initiatives through the introduction of an innovative process. Many factors drive the need for change within an organization, such as maintaining a competitive edge by meeting the needs of the changing market or rebounding from a downward trend in productivity. Merrell, Monk, and Pace UOP are able to meet these needs through a pooled knowledge base which encompasses effective strategies that combine the power of human resource creativity and expertise with operational processes. Teetering on the brink of seizure or privatization, the superintendent of said school district has procured the organizational development consultant group of Merrell, Monk, and Pace UOP to recommend and implement a strategy that will revolutionize the schools within the timeframe of a year. Currently, all the schools in the district, with the exception of one, has for two consecutive years received failing marks in meeting the requirements of the No Child Left Behind federal initiative. Immediate action is needed to address and remedy the known issues of student academic failure, non-parental involvement, oversized classrooms, extra-curricular work overload on the teaching staff, support staff demoralization et cetera in order to create an environment focused on student achievement. Having assessed the school districts current dilemma, Merrell, Monk, and Pace, propose the intervention strategy of parallel learning structures. Parallel structures help people break free of the normal constraints imposed by the organization, engage in genuine inquiry and experimentation, and initiate needed changes (humtech.com/opm/grtl/ols/ols6.cfm). Parallel learning groups are comprised of individuals with various backgrounds or expertise that operate via minimal to no supervision within an existing hierarchical structure. These groups do not follow the traditional bureaucratic design of change management within the existing organization but instead are designed to operate parallel to the existing structure or organizational design. It is expected that all participants openly contribute, without fear or organizational retaliation, to identify issues and implement change. Case study evidence on the success of this strategy has been said to include improved productivity and decision making; employee satisfaction; and organizational effectiveness (humtech.com/opm/grtl/ols/ols6.cfm) Methodology  Participants Our participants are made up of the support staff (custodians, bus drivers, cafeteria workers, etc), teachers, parents, and school administration (principals, vice-principals, guidance counselors, and deans) and student leaders from the targeted school district. Our approach will allow for each and every member of each group to be equally represented. According to Zand (1974) such units are considered to be pilot groups or experimental units. For our purposes all such units can be thought of as parallel systems similar to a Research and Development group in a large corporation (Zand, 1974). Since this is a vast endeavor covering the entire school district, each level of school officials, affiliates, associates and student representatives will be included in the implementation of the interventions first phase of gathering information on the schools districts successes, failures, concerns and issues. The number of participants is undetermined because it is important that each person in the school district have an opportunity to be represented. Secondly, a selected group of representatives from each subgroup will work with Monk, Merrell and Pace UOP to devise a strategy by which to develop a parallel system that can be free to create, be innovative and rely on their expertise and proven research in order to recommend changes in the school districts systems and functioning. Furthermore, our endeavor will seek to utilize a group of the best teachers (as recommended by the administration) to form a quality circle of lead teachers that will serve as the core of our proposed pa rallel system that will represent teachers. Support staff will be selected by an equally empowered entity or method (i.e. Union representatives, professional associations et cetera). The support staff will address their issues in a similar but separate forum with each person having an opportunity to voice their concerns and share their insights. Likewise, the parent group will be comprised of parents from the school district. Participants for the parent group are expected to be from the Parent Teachers Association and other similar community organizations. Our group thought it was also imperative to include student representatives in this project and have therefore allocated a forum by which students can share their insights and offer information regarding their schooling experiences. To support the validity of our approach and intervention each person will have a voice in identifying the problems and concerns that the parallel systems quality circle leads will address. How the Project Will Begin As with any intervention our group has approached the problem facing the school district by first researching and reviewing existing organizational development interventions, literature and research. More specifically, our group examined different interventions that could apply to the needs of our targeted school district. Based on research cited in this paper, parallel learning structures would decrease resistance to change through developing a parallel system and fostering an environment of creativity and innovation in an existing organization that is collectively failing according to certain prescribed standards in the No Child Left Behind initiative. Parallel structures help people break free of the normal constraints imposed by the organization, engage in genuine enquiry and experimentation, and initiate needed changes (French and Bell, 1999). They provide a mechanism to facilitate innovation in large bureaucratic organizations where the forces of inertia, hierarchical communication patterns, and standard ways of addressing problems inhibit learning, innovation and change (Bushe and Shani, 1991). Therefore it is paramount that Merrell, Monk and Pace approach this endeavor in a scientific manner. Generally speaking our group will first gather the appropriate information; analyze the data; publish our findings; select our group participants to help address the issues and concerns; make recommendations for change in the school district; and then allow the parallel systems to implement those recommendations within the context of their respective organizations hierarchy. To monitor the progress and effectiveness of the initiative the project will utilize a pre-test and post-test format with regularly scheduled evaluations throughout the school year. Our method will first select and identify participants for our parallel systems called leads (synonymous with group leaders) who are individuals or groups from the representative organizational sub-groups. As consultants, we deem it necessary to also include administration in these change procedures, as their support of change management is vital to the continued success in the No Child Left Behind requirements. However, with parallel learning structures, we understand that the role of the parallel system works in tandem with the existing hierarchy and school structure but is virtually independent in its decision making and implementation of change processes and innovations. In order to receive decreased resistance to change and foster an environment of creativity and innovation as prescribed by the parallel learn structures approach, it is paramount that teacher, administrator, support staff member, parent and other school affiliates have a voice in some manner through a quality circles process. Quality circles are an example of parallel learning structures which have a primary focus on improving quality (Deming, 1986). Quality circles generally consist of volunteers who meet regularly to analyze and make suggestions about their concerns. Given the short time constraint our quality circles will include information gathered from various sources (i.e. surveys, group meetings, email, personal contact et cetera).

IT - The Stuxnet Virus Research Paper Example | Topics and Well Written Essays - 1000 words

IT - The Stuxnet Virus - Research Paper Example government. Examining the phenomenon in a more general context, it can be claimed that the emergence of the virus poses serious threats to the national security of any country due to its ability to identify and exploit the equipments that directly control critical infrastructures (Kerr, Rollins & Theohary, 2010). As a result, such virus could manipulate the security system of a country which could threaten the government’s ability to safeguard national security interests (Kerr, Rollins & Theohary, 2010). Therefore, there is a need for government officials to work closely with IT experts on building, maintaining and enhancing a country’s national security programs. In this paper, we examine, in more detail, the Stuxnet virus by highlighting on its primary components and capacities. After which, we revisit the current cyber security program of the U.S. to determine its key strengths and weaknesses. We end this paper with a recommendation on how the program can be reinforc ed. The Stuxnet Virus The Stuxnet Virus was first reported in June, 2010 by a security firm based in Belarus. Identified as the first malware that was specifically designed to attack the industrial control system of a nuclear power plant, the virus was allegedly created to either disrupt the country’s power supply or enrich the plant’s uranium content. Studying the primary capacities of the Stuxnet Virus, Thabet (n.d.) purported that the malware attacked and disrupted a Microsoft Windows-based application that is employed by the ICS of the nuclear plant. The worm spread through an air-gapped network either through a removable device like thumb drive or through Internet connection. IT experts found it difficult to pinpoint the geographic origin of the malware, since cyber attackers often used sophisticated methods like peer-to-peer networking or spoofing IT address to prevent identification (Thabet, n.d.). Some security analysts speculated that the Stuxnet Virus could h ave been developed by an insider from Siemens who had direct access and knowledge of the ICS. However, others contended that the sophistication of the virus’s code could suggest that an entire state was behind the development of the worm — either through proxy computer specialists or through the government’s own military capabilities (Thabet, n.d.). For this matter, some critics named Israel as the mastermind behind this virus. A report by the New York Times opined that Stuxnet was a joint U.S. - Israeli operation t hat was tested by Israel on industrial control systems at the Dimona nuclear complex during the 2008 (Kerr, Rollins & Theohary, 2010). At this point, it is worth noting that a malware such as the Stuxnet virus presents serious threats to national security. This is because modern critical infrastructures rely on computer hardware and software to run essential services, such as nuclear plant management; electrical power generations; water distribution and waste control; oil and gas refinement; chemical production; and transportation management. With this, once the ICS of a critical infrastructure facility becomes affected by a Stuxnet virus or by a similar malicious code, disruptions could hamper the government’s ability to provide domestic and international security, safety and other essential services (Kerr, Rollins &

Darkness at noon by Arthur Koestler Research Paper

Darkness at noon by Arthur Koestler - Research Paper Example Darkness at Noon stands second in series of a trilogy of novels that revolves about the fundamental theme of political ethics and revolutionary ethics in general. The other two dystopian novels written at the same time were Brave New World by Huxley and Nineteen Eighty Four by Orwell. These novels are unique in themselves as they reveal ugly truths and disturb us. The title of the novel is aptly named as Darkness at Noon. Noon time is the brightest time of the day and it is only during extraordinary situations (such as a storm or solar eclipse) that noon is engulfed in darkness. The same darkness is felt in the heavy oppressive theme of the 2 novel that starts with a prison scene and ends with acceptance of guilt. The darkness reflected in the book was actually a reflection of the political scene prevalent in the political history of Soviet Union. Just at a time when Communism was rising at its peak like a glowing sun, there came a solar eclipse in the lives of the leaders and took a way many of their lives. What was more surprising that most of these leaders willingly accepted their so called crimes just for the sake of their party. The book looks into the interior monologue and the dire circumstances that make the men take up such extreme steps and sacrifice their names along with their lives. The story set in 1930s is compelling, didactic and angry. It revolves around Nicolas Salmanovitch Rubashov, who is imprisoned for counter revolutionary activities. Rubashov is an aging Communist Party member, now locked inside a cell as an indictment against a series of crimes that he could not have possibly committed. He has been ordered to be shot as soon as he publicly accepts the charges. But, he refutes the state’s offer to confess his guilt in public. Rubashov is not a saboteur, just a good communist. Though Rubashov possessed some degrees of independent thoughts and had arrogance of manner, he could not have committed such a serious crime such as conspiracy against his country. The country of his confinement is not confirm though from the various descriptions people can make out that he belonged to the Soviet Union and is confined in one of its cells. 3 Rubashov is arrested for crimes against the State and repeatedly interrogated and psychologically tortured till he give up and accepts those charges. As a former communist Koestler closely examines the high level of dedication filled in these Communists so that they readily confessed to quite ridiculous crimes at the Stalin’s Show Trials of the 1930s. By making the protagonist accept the guilt of the crimes, he projects that once you convince yourself that the ends justify the means, you should not be surprised when those means are turned against you. Soviet Union was experimenting to construct a new society. But, to make that society individuals were required to sacrifice some things. These ‘some things’ were life and a lifelong created reputation. Any sort of poli tical deviation would weaken the roots of that society Thus, by sacrificing himself, Rubashov have a feeble hope that people would take it as a lesson and never deviate from the paths of moral standings. Darkness at Noon is one of the first literatures to be found on Soviet Union in the English language. According to George Orwell there was â€Å"in England almost no literature of disillusionment about the Soviet

International Relations Theory and Global Economy Essay

International Relations Theory and Global Economy - Essay Example International Relations Theory and Global Economy Global economy is the combination of all the economies of the world’s countries. The valuation of the world economy can be arrived at by representing it in a certain currency like the US dollars. Each country experiences a trade cycle where the rate of growth of expenditure, incomes and production changes over a period of time. The duration and effects of these cycles are dynamic simply because the structure of the economy is developing. This may be caused by theoretical relationships between different variables, for example, unemployment and inflation which might have changed. This poses many challenges to policy makers as they try to control the economy and meet their objectives. Taking the economic growth of a country, for example the U.K., and analyzing how it has been for the past years, it is possible to know that the country has experienced many shortcomings to date. Notably, the UK has experienced recession and boom periods in the process of its economic development. J ust to highlight some key areas contributing to the growth of the U.K economy, one is strong consumption. Consumer spending has contributed positively and has had positive effects to the economy like, absorbing some of the weaknesses of the export and investment sectors. However, this has not come so easily because it has its limitations, which include increased debts and increase in rentals. Low investment in capital equipment has also led to growth in the economy as some of these major investments were left to the private sector to cover.3. Growth of the economy globally has main stages like the economic boom. A boom is a situation that occurs when gross domestic product grows faster than the trend growth rate. At this period, aggregate demand is high, and businesses increase production and employment. Due to high demand, prices may also increase which translates to cost push and inflation in demand. Demand for imports increases because of high marginal propensity of importation a mong customers. Revenues from tax increase as more people are in employment and earning, hence, they spend more money. In addition, company realizes high profits as production increases, thus, increasing sales due to high demand in turn leading to high investment. Labor is used exhaustively at minimal costs, that is, no extra labor is needed. The other economic cycle is the economic recession which is a decrease in national output4. Every aspect of the economy is restrained to its maximum. This is a period where the economy is operating below its breakeven point. As the negative part of the economy, it can lead to increased unemployment, low income per head, international insecurity as many become jobless increased bad debts and the end result of all this is conflicts. The table below gives an illustration of the economic growth of the UK and inflation rate in the country for the past few years; Resource: http://www.economicshelp.org/images/macro-graphs/econ-growth-inflation-dec-201 1png.jpg Further still, global economy has attracted the centre stage in international politics of late. Politicians cannot do without bringing the issue of economic growth and fall to the world as they try to appeal to the world to consider them in election to top seats. They lay down structured policies on how they are going to deal with the monster

Introduction to social work

Introduction to social work Compare, contrast and critically evaluate Crisis Intervention and Task-Centred Practice. Debate what you see as their effectiveness by outlining potential advantages and disadvantages and with reference to research regarding their effectiveness. The British Association of Social Workers (BASW) Code of Ethics (2002:1) states that; The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environment. In order to promote such social change and provide high quality professional practice, social workers utilise various theoretical frameworks and apply them appropriately in order to help service users in the best way they can. The intention of this essay is to discus the key features of the task-centred practice and crisis intervention approaches, both of which are widely used methods of social work practice. With reference to research, the effectiveness and limitations of these approaches will be analyzed by outlining potential advantages and disadvantages, and by demonstrating that although these approaches have different origins, they do have some common features. McColgan (2009:60) states that task-centred practice is; a popular method of intervention in social work practice. It does not depend on any complex theory, is down to earth, makes sense and is easy to understand in its application. Coulshed Orme (2006:156) believe that the task-centred approach, also known as brief therapy, short term or contract work is probably one of the most researched and commonly used approaches to problem solving in social work practice. Task-centred practice was developed out of research into effective social work practice by Reid and Shyne in 1969, who found that planned, short term intervention, was equally as or more effective than long term treatment. Task-centred practice originates within social work itself, rather than being borrowed from disciplines outside of social work, such as psychology and sociology. Indeed, Reid (1992) states that; task-centred casework rejects any specific psychological or sociological base for its methods and seeks to be eclectic and integrative (cited in Payne, 1997:97). At the time task-centred practice challenged the long-term psychodynamic theory behind social work which, according to Woods and Hollis (1990, cited in Cree and Myers 2008:90) expected problems to be deep rooted and to require intensive and long-term specialist input to address these difficulties, however Reid and Shyne disputed this approach in favour of proposed time-limited, structured and focused interventions to solve problems, which was a direct challenge to the models that encouraged those with problems to move at their own pace. Reid and Epstein (1972) suggest that the task-centred approach is beneficial for a variety of problems, including interpersonal, social relationship, organisational, role performance, decision making, resource based, emotional and psychological. Doel and Marsh (1992) and Reid and Epstein (1972) suggest that in order to apply effective task-centred practice to such problems, a framework should be adopted, which should firstly look at problem exploration. Doel (2002) states that the first phase should consist of problem scanning and identification in order to establish the services users perspective of the seriousness of the issues. The user should then be guided to prioritise the target problems and clarify their significance and define their desired outcomes or goals. Marsh and Doel (2005:72) suggest that the use of I want or we will is a guarantee of a statement which results in a goal being achieved, rather than using verbs such as need. Epstein and Brown (2002:155) recommend that a maximum of three problems should be worked with at any one time as Doel and Marsh (1992:31) point out too many selected problems will probably lead to confusion and dissipated effort. The selection of targeted problems should be governed by feasibility of achievement and in accordance with the partnership of the worker (Cree and Myers 2008:93). Doel and Marsh (1992) identify that making an agreement and agreeing a goal should be a written statement of what the user wants, based on how to directly alleviate the problem. The benefits of a written agreement could include that it is in the service users own words and can be referred to at a later date. However, Epstein and Brown (2002) argue that whilst this may be more necessary with mandated service users, a verbal agreement may be sufficient. It is important to remember that the communication skills of users must be taken into account, and that appropriate media must be used in accordance with the users abilities and skills. Addit ionally, a verbal agreement may be less frightening for the service user, or they may not be literate, so possibly a tape recording could be used. Healy (2005:121) suggests that the agreement should document the practicalities of the intervention, such as the duration, frequency and location of meetings in order for both the service user and the worker to be held accountable. Cree and Myers (2008:94) state that once the practicalities of the agreement have been established, identification of how to address the problems can begin via agreeing to a series of tasks that will contribute towards achieving the goals set out, that is, alleviation of the problem. Dole and Marsh (2005:36) outline that goals ideally should follow the SMART principle; specific, measurable, achievable, realistic and timely. Additionally, goals and tasks should be detailed and clarify who will do what, when, where and how and the service user should have a major influence in deciding on and carrying out the goal s and tasks (Cree and Myers 2008:94). In short, the goal should be the clients goal, agreed after detailed discussion with the worker about why it is desirable, how it can be achieved and how it is evident that it has been reached. The goal should be as clear as possible, within the capacity of the client to achieve and ethically acceptable to the practitioner. (Doel and Marsh, 1992:51) Task implementation addresses the methods for achieving the task(s), which should be negotiated with the service user, and according to Ford and Postle, (2000:55) should be; designed to enhance the problem solving skills of participantsit is important that tasks undertaken by clients involve elements of decision making and self-directionif the work goes well then they will progressively exercise more control over the implementation of tasks, ultimately enhancing their ability to resolve problems independently. According to Doel (2002:195) tasks should be carefully negotiated steps from the present problem to the future goal. Once tasks are set, it is important to review the problems as the intervention progresses in order to reassess that the tasks are still relevant to achieving the goals. Cree and Myers (2008:95) suggest that as circumstances can change, situations may be superseded by new problems. The workers role should be primarily to support the user in order to achieve their tasks and goals which may include providing information and resources, education and role-playing in order to handle difficult situations (ibid:95). The exit stage of the intervention should have been anticipated at the initial phase, in that the contract or agreement will have been explicit about the length of the intervention, and both the service user and worker will be aware of the timescale in which to complete their tasks. A time limit is important as it guards against drift, allows time for a review and encourages accountability. It also acts as an indicator of progress (Adams, Dominelli and Payne, 2002). According to Cree and Myers (2008:96); the last session needs to review what has been achieved; how the tasks have been completed; to what extent the goals have been met; and what the service user has learned from the process that can be usefully taken into their future lives. Wilson et al (2008) suggest that the final phase should involve the service user and the worker revisiting the initial problems and comparing them to how the situation is now, along with what the underlying achievements were, and what has been learnt in the process. Additionally, the service user is encouraged to explore how to use the skills learnt for the future, and how the intervention will now end, for example, possible new contracts for further work or referral to another agency. In contrast, the conceptual origins of crisis intervention come from varied sources, primarily from mental health and have a long history of development (Roberts 2005 cited in Parker 2007:116) Caplan (1961) and Roberts (1990) (cited in Parker 2007:115) state that crisis is; a time limited period of psychological distress resulting from exposure to or interpretation of particular situations or longer term stress that individuals cannot deal with using tried and tested or novel means of coping. The theoretical basis of crisis intervention has developed in sophistication, namely through the work of Gerald Caplan, an American clinician, following Dr Erich Lindemanns study of grief reactions after a night-club fire in Coconut Grove, Boston, USA in 1943 in which almost 500 people died. Lindemann interviewed some survivors and the relatives of those who died and concluded that when faced with sudden crisis, the human capacity to deal with problems faltered. An individuals usual coping mechanisms are no longer adequate to take on board the experiences involved following a crisis and these experiences consequently challenge ones normal equilibrium, or homeostasis. Furthermore, during the Korean war in the early 1950s, it was discovered that psychiatric first-aid given immediately to front-line soldiers, often quickly restored them back to duty, whereas those who were sent home for protracted institutional treatment responded slower to intensive therapy, which could suggest that in stitutionalization confirmed there was a serious underlying problem (Fell 2009). The experience and resolution of crises could be said to be a normal process which is inevitable at some point during a persons life, however, defining exactly which events or situations constitute crises is more troublesome, as they are construed as crises due to individual perception or reaction to an event, not the actual event itself (OHagan 1986, cited in Parker 2007:117). The concept of crisis theory provides workers with a theoretical framework of the adaptation processes of the individual following such events that are seemingly overtly stressful and unmanageable. Crisis intervention takes the concept of this theory and applies it to the understanding of the individuals experience, and suggests certain steps to take in order to help those who are experiencing crisis (Wilson et al 2008:361). Coulshed (1991:68) believes that one of the most significant features of crisis intervention is that crisis does not always indicate an emergency or dramatic event. The crisis instead, may be developmental and the result of a new experience such as starting school, adolescence, leaving home, going to university, getting married, or the anticipated death of a relative or friend, or indeed oneself. Similarly, an existential crisis refers to inner anxieties in relation to ones purpose, responsibility and autonomy, for example, a middle life crisis. In both cases adjustment fails because the situation is new to us, or it has not been anticipated, or a series of events has become too overwhelming (ibid). For many people, these challenges will not constitute a crisis, although they may feel stressful, but it could be recommended that, in practice, the worker remembers the subjective nature of crisis, in order not to dismiss a service users experience, which would suggest that there are sta ndard reactions to events, as Hoff (1990) states; what is a crisis for me may not be a crisis for you. Alternatively, a situational crisis could be said to be an event that happens which is out of ones control, or out of the realms of normal, everyday experience, for example natural disasters, sudden illness or death, sexual assault, abortion, domestic violence, redundancy or relationship breakups (Aguilera 1990). Murgatroyd and Woolfe (1985) however, believe that the threshold level of how an individual deals with such events is not the same for everyone, which leads one to assume that it is how someone comes to terms with the event rather than the event itself, in agreement with OHagans earlier statement. Likewise, an individual may be a particularly resilient person, or has previous experience of such situations, or they may have a strong support network of family and friends. Indeed, given an example such as a terminal illness, preparation work may be underway before the inevitable occurs and therefore not develop into a crisis situation (Wilson et al 2008). Caplan (1964) suggests that crises are time-limited, usually lasting no longer than six weeks, and that an individuals capacity to cope with problems and return to a steady state is based upon a persons internal psychological strengths and weaknesses, the nature of the problem and the help being given. Caplan (1964) also describes the stages of crisis whereby an emotionally hazardous situation presents uncomfortable feelings and signals change in homeostasis, in turn motivating actions to return to normal through employing usual coping mechanisms, which in most cases, are successful in a short period of time. Alternatively, in the case of an emotional crisis, the usual coping strategies are ineffective and the discomfort and unpleasant feelings intensify, cognitive disorganisation increases and novel coping methods and problem-solving techniques are employed to reduce the crisis. The individual then seeks help and support from others and employs an adaptive crisis resolution which de als successfully with affective and cognitive issues and new problem-solving and coping behaviours are developed. Conflicts raised by the crisis are identified and work to resolve them is begun, upset is subsequently reduced and there is a return to the pre-crisis level of functionality. However, maladaptive crisis resolution sees the individual implement novel problem-solving and coping and adequate help is not sought. Underlying issues remain unresolved and sources of help are not fully utilised. Although the disquiet is reduced the individual functions at a less adaptive level than before the crisis. In an adaptive post-crisis resolution, the individual becomes less vulnerable in similar situations due to past resolved conflict, inferring that the novel and adaptive coping skills and problem solving behaviours have been learned and applied. Therefore, individual functioning may have improved, personal growth taken place, and the likelihood of future emotionally hazardous situatio ns of a similar nature developing into a crisis is reduced. Finally, Caplan (1969) describes the maladaptive post-crisis resolution whereby the individual is more vulnerable than before because of a failure to deal effectively with underlying conflicts. The individual has learned maladaptive strategies to cope with emotionally hazardous situations, such as drinking or problem avoidance, and in general their functioning may be less adaptive than in the pre-crisis state, potentially resulting in further emotionally hazardous situations developing into a crisis. In order to implement effective practice for successful crisis intervention Roberts (2000) recommends practitioners should follow a seven stage model beginning with risk assessment, in order to establish if the person needs immediate medical attention, are they considering suicide as a solution, are they likely to injure themselves, if they are a victim of violence, is the perpetrator still present or likely to return, if there are children involved are they at risk, does the victim need transport to a place of safety, has the individual sought emergency treatment of this sort before and if so what was the outcome? It is essential to establish rapport with service users who are experiencing an episode of acute crisis, to include offering of information regarding help and support, and genuine respectfulness and acceptance of the person in line with the anti-oppressive and anti-discriminatory practice, therefore adhering to the GSCC Code of Practice. The worker then needs to establish the nature of the problems that have led to the crisis reaction and encourage an exploration of feelings. Roberts (2000) believes this is a key element of the model, whereby service users should be encouraged to express their feelings in a safe and understanding environment within the context of an empathic therapeutic relationship with the worker. The worker should consider alternative responses to the crisis through active listening and encourage the service user to think about what alternative options there are available and what they feel they can bring to this new situation that they find themselves in. Roberts (2000) concludes that an action plan should be developed and implemented which involves the identification of a particular course of action in order to move beyond the crisis state successfully. The service user needs to establish a full understanding as to what happened, why and what the result was, to understand the cognitive and emotional significance of the event, an d to develop a future plan based on real situations and beliefs rather than irrationality. Finally, a follow-up plan and agreement can be drawn up between both service user and worker if any further help is needed and by whom. It is evident that there are various advantages and limitations as well as some common features between both of these methods of practice. In fact Reid (1992) believes that crisis intervention has been influential to the development of task-centred practice. A major advantage for task-centred practice is that it offers an optimistic approach that moves focus away from the person as the problem, to practical and positive ways of dealing with problems. Coulshed Orme (1998) suggest that task-centred practice does not assume that the problem resides only in the service user and therefore attention is paid to external factors such as housing and welfare and the strengths of individuals and their networks. However, Gambrill (1994 cited in Payne 1997) argues that neither model deals with social change and may not take account of structural oppression such as poverty, poor health, unemployment or racial or gender discrimination or where the problem may not be easy to overcome without politi cal or social change; the failure of political will to respond realistically to deep-seated problems of poverty and social inequality and its effectiveness in dealing with presenting problems may result in society avoiding longer-term and more deeply seated responses to social oppressions (Payne, 1997:113). In addition, Wilson et al (2008) argue that the crisis intervention model does not take into account cultural differences regarding traditions when coping with acute distress and the loss of a loved one for example. The criticism is that crisis intervention theory is based on a very western philosophy, which patches up as quickly as possible. It could be suggested therefore, that if workers carry out a thorough and sensitive assessment before intervention, this should be avoided. On the other hand, Coulshed Orme (1998:55) believes that the task-centred approach is more generic, in that it is considered to be ethnic sensitive and can be applied to many situations with different user groups; the task-centred approach is the one most favoured by those who are trying to devise models for ethnic-centred practice because its method is applicable to people from diverse cultural backgrounds. Therefore in keeping with anti-discriminatory practice which is integral to social work ethic and the GSCC Code of Practice. It could be argued that the success of these two approaches within social work comes from the fact they are brief and time efficient and therefore economical interventions, both for service user and from the care-management perspective. In addition, both approaches involve the service user in examining and defining their own problems and finding ways in which they can work on them using their own resources and strengths. This enables them to regain control of their lives and promote empowerment either by success in problem solving in order to build confidence as in the task centred approach, or helping people become emotionally stronger through learned experience, as with crisis intervention, rather than understanding the origins of present problems in past experience. This in turn helps the service users ability to cope in the near and distant future and become more capable of solving subsequent problems without help (Payne 1997). Equally, the fact that short-term interventions shou ld curtail the service users dependency on the worker, further enhances empowerment. As Ford and Postle (2000:53) state; The dangers of social work effectiveness becoming dependent on the worker/ client relationship, which may or not work out, are minimised in the short-term. The tasks and goals established in task-centred practice are chosen because they are achievable, that is the mutual and specific agreement or contract set up between the service user and the worker ensures that the success of the intervention relies upon the acceptability and participation of the tasks (Wilson et al 2008). As a result of the mutuality of the partnership, anti-oppressive and anti-discriminatory practice and empowerment are at the core of the task-centred approach, all which are key to the GSCC Code of Practice. However, Rojek and Collins (1987:211) point out that as that as task-centred practice is based on contractual intervention, this could set up an unequal power relationship between the worker and the service-user; As long as social workers have access to the economic and legal powers of the state and clients contact social work agencies as isolated individuals with problems, then there is the basis for inequality. Contract work does not get round these points by affecting an open and flexible attitude. Similarly regarding power base, Trevithick (2005) believes that the crisis intervention approach can be a highly intrusive method which is too direct and can raise a number of ethical issues such as making decisions on behalf of the service user if they are too distressed to do so themselves, which in turn may offer potential for oppressive practice on behalf of the worker. However Kessler (1966) believes that during the disequilibrium of crisis, a person has more susceptibility to influence by others than during periods of stable functioning which provides a unique opportunity to effect constructive change. This point could be argued in that the susceptibility to influence others that Kessler describes is in itself oppressive, although Golan (1978); Baldwin (1979); Aguilera and Messick (1990); Olsen (1984) (cited in Parker 2007:116) maintain that this time of disquiet motivates willingness to change, and this is when the practical application of crisis theory is effective. However, it could be suggested that that this is similar to the bargaining stage that Kubler-Ross (1970) describes in the five stages of grief, whereby an individual becomes so desperate to resolve a situation, that they are willing to try anything, even if it means striking a deal with God. Accordingly, Coulshed and Orme (2006 cited in Parker 2007:117) see its value in working with people at points of loss and bereavement, which they believe has resonance with the use of this intervention. This poses the question as to whether crisis intervention is more of a situation specific intervention. However, Poindexter (1997) believes that crisis intervention is suited to individuals who have experienced a hazardous event, have a high level of anxiety or emotional pain, and display evidence of a recent acute breakdown in problem-solving abilities, therefore implying that this approach could be applied to a range of situations or problematic events. Both interventions can be seen as time-limited approaches that superficially fit well with care-management (Ford and Postle, 2000:59) which implies that they are only used because they fit into the routine and schedule driven aspects of care management rather than for their effectiveness. It could therefore be suggested that due to the general pressures of time, the worker may try to fit either intervention around their workload, rather than around the service users needs, which in turn may restrict the development of empowerment within the service user, and ultimately not address any underlying problems. Although this is a rather bureaucratic outlook, it could be said to be a sign of the times that most things are increasingly driven by targets and financial considerations. Whilst both approaches seem to satisfy agency requirements as well as maintaining professional practice, Reid and Epstein (1972) believe that the task-centred approach is more structured compared to crisis interv ention (cited in Payne 1997:97). It could be suggested in which case, that task-centred practice is more beneficial for the less experienced worker as it follows more defined framework. In addition, it could be fair to say that this method of intervention could be useful for reflective practice due to it following such a framework; the worker, as well as the service user, has to be committed to a series of planned work, therefore could be a valuable tool for future guidance in a professional capacity. Further to the constraints of short term interventions Reid and Epstein (1972) suggest that these approaches may not allow sufficient time to attend to all the problems that the service user may want help with and that clients whose achievement was either minimal or partial thought that further help of some kind may be of use in accomplishing their goals. Task-centred practice is an approach which depends on a certain level of cognitive functioning. Doel and Marsh (1992) suggest that the service user must be of rational thought and be capable of cognition in order for the intervention to be effective, therefore may not be suitable for those with on-going psychological difficulties or debilitations; where reasoning in seriously impaired, such as some forms of mental illness, people with considerable learning difficulties or a great degree of confusion, task-centre work is often not possible in direct work with that person. It is evident that both the task-centred and crisis intervention approaches are popular and generally successful models of social work practice and can both be used in a variety of situations.   Both approaches are based on the establishment of a relationship between the worker and the client and can address significant social, emotional and practical difficulties (Coulshed Orme 2006). They are both structured interventions, so action is planned and fits a predetermined pattern. They also use specific contracts between worker and service user and both aim to improve the individuals capacity to deal with their problems in a clear and more focused approach than other long term non directive methods of practice (Payne 1991). Despite their different origins and emphasis, both of these approaches have a place in social work practice through promoting empowerment of the service user and validating their worth. Although there are certain limitations to both of the approaches, they do pro vide important frameworks which social workers can utilise in order to implement best practice. References Coulshed, V. and Orme, J. (2006) Social work practice . 4th ed. Basingstoke, Palgrave. Macmillan. Doel, M. and Marsh, P. (1992). Task-centred Social Work. Aldershot, Ashgate. Healy, K (2005) Social work theories in context : creating frameworks for practice. Basingstoke:Palgrave Poindexter, C. C. (1997) Work in the aftermath: Serial Crisis Intervention for People with HIV Health Social,May, 22, (2), 1-3. Adams, Dominelli and Payne (2002) Social Work: Themes, Issues and Critical Debate   (2nd edn) Palgrave Coulshed, V. (1991) Social Work Practice: An Introduction, Basingstoke: Macmillan/BASW Ford and Postle (2000) Task-centred Practice and Care Management, in Stepney and Ford Social Work Models, Methods and Theories   Russell House Payne, M (1997) Modern Social Work Theory   (2nd edn) Macmillan Reid and Epstein (1972) Task-centred casework   Columbia University Press Reid, W. J. (1992) Task Strategies New York:   Columbia University Press Trevithick, P (2005) 2nd Edition, Social Work Skills: A Practice Handbook, Philadelphia: Open University Press Caplan, G. (1964). Principles of preventative psychiatry. New York: Basic Books Reid, W. J. (1992) Task Strategies: An Empirical Approach to Clinical Social Work, New York: Columbia University Press Reid, W. J. and Shyne, A. (1969) Brief and Extended Casework New York: Columbia University Press Aguilera, D. C.   (1990) Crisis Intervention: Theory and Methodology 6th edition St Louis:   Mosby and Co Parker, J.   (2007) Crisis Intervention: A Practice Model for People who have Dementia and their Carers, Practice 19 (2), 115-126 Marsh, P. and Doel, M. (2005) The Task Centred Book Aldershot:Ashgate Hoff, L. A. (1990) Battered Women as Survivors , London: Routledge Rojek, C and Collins, S. A. (1987) Contract or Con trick? British Journal of Social Work, 17, 199-211 Epstein, L. and Brown, L. (2002) Brief Treatment and a New Look at the Task Centred Approach, Boston, MA: Allyn and Bacon Doel, M. (2002) Task-centred work, in R. Adams, L. Dominelli and M. Payne (eds) Social Work: Themes, Issues and Critical Debates (2nd edition), Basingstoke: Palgrave Reid, W. J. and Epstein, L. (1972) Task Centred Casework, New York: Columbia University Press Kubler-Ross, E. (1970) On Death and Dying, London: Tavistock Coulshed, V. and Orme, J. (1998) Social Work Practice: An Introduction, 2nd edition, Basingstoke: Macmillan/BASW Cree, V. and Myers, S. (2008) Social Work: Making a Difference, Bristol: The Policy Press Wilson, K, Ruch, G. Lymbery, M. Cooper, A. (2008), Social Work: An Introduction to Contemporary Practice, Essex: Pearson Education Limited Roberts, A. (2000), Crisis Intervention Handbook: Assessment, Treatment and Research, 2nd edition, Oxford: University Press Murgatroyd, S.J. and Woolfe, R. (1985), Helping Families in Distress: An Introduction to Family Focussed Helping, Michigan: Harper and Row Kessler, J. W. (1966), Psychopathology of Childhood, California: Prentice-Hall Fell, B. (2009) McColgan (2009) BASW (2002)

Pet Shop :: essays research papers

I?ve been in lots of pet shop, and they?fve alwaays seemed to be cute, happy, friendly, clean places. That?fs why, on a recent Sunday afternoon, I stopped in a pet shop for to see pets. I?fd been visiting my friends, whom I talked about cute pets, and saw that we were favorite pets. A pets shop, however, was not the place I had impression-it was different. Even the outside of the pet shop was dirty. These were much kind of birds in cage they showed in front of the shop, which looked like a zoo. A pet shop leaved bird?fs dropping and fell down theirs feather all over. They were screamed and made noise when the customer entered in shop. We felt small and surprised when we listened them. The pet shop was noisy when I entered. Same things the entrances, inside noises were injured our feel. Almost dogs and cats in cage, they were gathered stress because they couldn?ft walk and run about in free. Therefore they barked when they saw the customer. Some dogs and cats were disciplined not to bark, but I felt that they wanted to free and to go out of theirs cage. The pet shop rules have a cruel for unsold pets. They had to sold before they were reached full growth because pet?fs nurture easily when they were child therefore almost the customers wanted to buy puppy and almost people liked puppy than grew up pets. The pet shop?fs owner reduced the price by 50 percent; nevertheless, if they couldn?ft sell they were killed. When I went to the pet shop. I saw a dog. He was good dog and popular type of dogs and he was so smart. In addition to he had pedigree but he was grown up already. I was taken the dog but I couldn?ft buy to him because I had not enough to money for buying him and I couldn?ft have a dog as a pet.

9-11 and how it affected the United States Essay

Tuesday, September 11, 2001 was a day that devastated our entire nation and changed the lives of every American in some way. This was one of the most horrible tragedies in our nations history, because of all the lives lost and the twin towers that were demolished. The events that took place on September 11 had an outstanding effect on our country. The 9-11 tragedy was terrible yet unforgettable event. One year after this tragedy feels like a very short period of time. There was Pearl Harbor, Oklahoma City, and now 9-11 is added to the list of American tragedies. With all the deaths of 9-11 almost everyone knows someone or knows someone who knows someone that was either in the World Trade Center and survived or died in the World Trade Center. This is an extremely sad but true way to look at it. Our country now tries to move on from this terrible experience, but will never forget it. 9-11 affected everyone as a whole as well as personally. See more:Â  Social Satire in The Adventures of Huckleberry Finn Essay For better or for worse the September 11 tragedy changed America. Besides taking thousands of lives and knocking down the Twin Towers this tragedy has brought our nation closer together. We will now have another topic to add to the history books and pass on to prevent something like this from happening again. All Americans will remember where they were when the Twin Towers went down. Another affect anyone can see all around our country is patriotism. Everyone now has new pride in the United States. Although the events of 9-11 took so much away from us it made our country stronger as a whole.

Free Essays on Sound Of Music

Sounds of Music In music there are a variety of instruments that display the color of harmonies, when they are played in an orchestra or a band. The ranges of their sounds spans from the lowest pitch of a contrabass to the highest pitch of a piccolo. Moreover their classification derives by the group or section to which they belong. The classification of instruments in music is divided into three broad classes or families which are percussion, string and wind. Many instruments have more than one characteristic and fall into more than one class. The piano, for example, is a string instrument as well as a percussion instrument. Moreover in the group of percussion, the description of some of these instruments is very similar, since some of them consist of a drum shape. For example the typical description of any drum consist of a wooden cylinder that or hemispheres with calfskin stretched tightly one or both ends to form the head. In the performance of percussion instruments, there are several of them that are executed in two ways. For instance some of these instruments are played with the palms of the hands or by using wooden sticks. The procedure when playing with the palms of the hand is as follow: both hands tap or strike simultaneously the head of the drum. In order to produce a different sound at the same time, the performer places one hand on the calfskin of the drum while strikes it with the other. The strength of the strike depends on the type of dynamic the performer is using. A good example of this kind of instrument is the conga. The conga consist of a wooden cylinder that or hemispheres with calfskin that stretches tightly the ends of the cylinder to form the head. The tension of the head is control by rods and screws. The purpose of such tension is to produce different sounds or to tune the instrument. Another way of playing percussion instruments is by using wooden sticks. This is the case in th e drumset. The dr... Free Essays on Sound Of Music Free Essays on Sound Of Music Sounds of Music In music there are a variety of instruments that display the color of harmonies, when they are played in an orchestra or a band. The ranges of their sounds spans from the lowest pitch of a contrabass to the highest pitch of a piccolo. Moreover their classification derives by the group or section to which they belong. The classification of instruments in music is divided into three broad classes or families which are percussion, string and wind. Many instruments have more than one characteristic and fall into more than one class. The piano, for example, is a string instrument as well as a percussion instrument. Moreover in the group of percussion, the description of some of these instruments is very similar, since some of them consist of a drum shape. For example the typical description of any drum consist of a wooden cylinder that or hemispheres with calfskin stretched tightly one or both ends to form the head. In the performance of percussion instruments, there are several of them that are executed in two ways. For instance some of these instruments are played with the palms of the hands or by using wooden sticks. The procedure when playing with the palms of the hand is as follow: both hands tap or strike simultaneously the head of the drum. In order to produce a different sound at the same time, the performer places one hand on the calfskin of the drum while strikes it with the other. The strength of the strike depends on the type of dynamic the performer is using. A good example of this kind of instrument is the conga. The conga consist of a wooden cylinder that or hemispheres with calfskin that stretches tightly the ends of the cylinder to form the head. The tension of the head is control by rods and screws. The purpose of such tension is to produce different sounds or to tune the instrument. Another way of playing percussion instruments is by using wooden sticks. This is the case in th e drumset. The dr...

5 Simple Ways to Building a Great Reputation at Work

5 Simple Ways to Building a Great Reputation at Work Your good reputation is something you should start to cultivate right out of the gate in your first job, and continue to build and protect throughout your career. The better your reputation, the easier it will be for you to move up and keep going in the direction of your dreams. Here are  5 simple ways to building a great reputation at work so you can continue to cultivate your reputation and move up in the world.1. Earn before you askYou know you’re going to do good work and be an asset. You also know you’re going to need to ask for a favor now and then- some PTO, an extra privilege. Have a bit of patience and wait to ask for these perks until you’ve really proven yourself. Show your reliability and don’t ask for anything until you’ve earned it. Down the line, you’ll find you have much more leeway.2. Take initiativeTackle that big project without being asked to do so first. You won’t always get specific assignments, and you certainl y won’t get graded feedback. Think beyond your immediate to-do list and figure out what you could do to help the company- and yourself grow. Sometimes this is as simple as cleaning out the supply closet and earning a few brownie points.3. Be tactfulEven when you’re right, it’s best to couch your opinions with a bit of politicking and humility. Wait to bluster around until you’ve earned that position with battle-tested experience. At the beginning at least, be tactful and try not to come off as an insufferable know-it-all.4. Keep work first with work friendsSome of your best adulthood friends will be friends you make in the workplace. But keep in mind that, at least while you work together, these are professional relationships first and foremost. Even if the company seems totally close-knit, don’t leap into intimate secret telling too quickly. Let it happen naturally. Keep your cards a bit closer to your chest until you’re on more solid groun d.5. Get it doneAsking for help and getting clarifying instructions from your supervisor is a great idea, particularly in your first few weeks, and particularly when you’re still learning the ropes. But after a certain amount of time, you need to learn when to just figure it out and get it done, rather than running to your boss. Remember, they hired you to do the job, not so they could hold your hand.

Hiding place Essay Example | Topics and Well Written Essays - 500 words

Hiding place - Essay Example However, Corrie disagreed about his opinion and told him that â€Å"God’s viewpoint is different from us as explained in the bible.† Hearing this Rahms asked her to come back again the next day and sent her back to the prison. This time he asked her about the bible and all that was mentioned in it. Corrie told him about Jesus and the bible. The hearing continued for two more mornings during which the Lieutenant enquired about Corrie’s childhood rather than about underground activities. After the final hearing, he told her the location of Betsie’s cell, who was her sister. He thought that Corrie could see her sister when she passed by corridor F. Realizing her good nature, Rahms also arranged for better living conditions in her prison cell. Later in the middle of June Rahms visited Corrie again and told her that the notary had come for the reading of her father’s will. When she went to his office, she met her family and came to know about her father being buried in the paupers. She also came to know about the Jews who lived at Beje, and that they were all right expect for Mary. According to her father’s will the Beje was to be home for Betsie and Corrie. Americans introduced baseball to the world which then became the new leisure-time pursuit for many people. However, in Japan baseball received little attention until Horace Wilson taught the principles of the game to his Japanese students. Later the game got high attention and was seen as a means of strengthening conventional virtues. Baseball became a huge part of Japanese culture and in the 1870’s Japanese schools began to systematize the game. The first formal local team, which was called Shimbashi Athletic Club Athletics, was established by Hiroshi Hiraoka in 1883. Even though the game became popular in Japan and people realized that the concept of team sport is suitable to

UK Property Price Volatility Term Paper Example | Topics and Well Written Essays - 7000 words

UK Property Price Volatility - Term Paper Example In the Interim Report no. 91 of the Miles review, The bank borrowers consider the bank mortgage interest rates, mostly short-term interest rates,   when applying for bank loans. This is the reason why short-term interest rates have higher volatility rates than long-term loans.  Ã‚   Starting thirty years ago, the United Kingdom housing market has been very volatile. The factors affecting the volatility of the house prices are the level of bank loans and the related loan interests and the sudden increasing trend of housing transactions. There is now a move to transit the variable rate mortgage basis in housing loans tot eh fixed rate mortgage basis.   The volatility of the housing market can be decreased if longer term, fixed rate mortgages will be implemented to replace the more delicately sensitive current variable charge housing mortgage rates. The short-term or variable mortgage interest rate basis, according to the findings of Meen(2002) has resulted to short-term sensitivity analysis of house prices of six times the elasticity of United Kingdom market as compared to the housing price industry of the United States.   The structure of the housing finance industry has contributed to the macroeconomic volatility. Based on Chart   6.1, The house prices are affected by the Gross Domestic Product and the Consumption in the United Kingdom. This only proves that when consumption increases and the gross domestic products increase, the house prices will follow behind as the house prices also increase and decrease to keep in step with the two variables mentioned. The three variables (GDP, consumption and house prices) in turn act as a major push on the United Kingdom economy. The Oxford Economic Forecasting and the National Institute of Economic and Social Research did a study on housing prices.   Chart 6.2 shows that as the growth rate increases, house prices also increase to keep in step thereby contributing to the macroeconomic volatility.