Anticipatory Grief Essays -- Psychology

Grief is a universal reaction experienced by all of us at some time in our lives. The capacity that makes each of us capable of warm, satisfying relationships also leaves us vulnerable to sadness, despair, and grief when such relationships are disrupted (Carr, 1969). Regardless of the actual relationship that might have existed prior to the death, we have the tendency to idealize the relationship once death has occurred and we expect expressions of normal grief. Unfortunately, "normal grief' is what society expects, but the needs of the individual prerequisites putting a label on grief. Because society influences our behavior through the secondary reinforcement of social approval during this time, we are not looking at the primary reinforcer of survival. The needs of each individual can only be understood in the light of knowledge of his/her own developmental background and the particular conflicts being mobilized, and what defenses are being used against these (Maddison & Raphael, 1 972). This same developmental background is important in another aspect of death called anticipatory grief. The term anticipatory grief was first used by Lindemann in 1944 to " ... denote a reaction to separation and the possibility of death rather than the inevitability of death" (Bourke, 1984). Over the years there has been much discussion and research has been done on anticipatory grief. But to this point research evidence is inconsistent. All research points to the fact that anticipated losses that face the individual are very real. "Their emotional investment in the individual's presence, the satisfactions and warmth that they have received through their attachment to her or him, are soon to be ended"(Kalish, 1977). Since Lindemann (... ... management of acute grief. American Journal of Psychiatry, 101, 141-148. Maddison, D. C. & Raphael, B. (1972). The family of the dying patient. In B. Schoenberg, A. Carr, A. Kutscher, D. Peretz, & I. Goldberg, (Eds.), Psychosocial aspects of terminal care (pp. 185-200). New York: Columbia Univ. Press. Marples, M. (1986). Helping family members cope with a senile relative. Social Casework: The Journal of Contemporary Social Work, 67, 490-498. Osterweis, M., Solomon, F., & Green, M. (1984). Bereavement: Reactions, consequences, and care. Washington, D.C.: National Academy Press. Rando, T. A. (1988). Anticipatory grief: The term is a misnomer but the phenomenon exits. Journal of Palliative Care, 4, 70-73. Rando, T. A. (1989). Anticipatory grief. In R. Kastenbaum & B. K. Kastenbaum (Eds.), Encyclopedia of death (12-15). Phoenix: The Oryx Press.

Final Assignment : Sugar-Sweetened Beverages

Francesca Mancini Prof. Nakamoto October 23, 2012 Final Assignment  : Sugar-Sweetened Beverages The article â€Å"A Randomized Trial of Sugar-Sweetened Beverages and Adolescent Body Weight†(2012) aims at examining the causal relationship between the consumption of sugar-sweetened beverages and obesity among adolescents. The research for this article is a follow up of a previous pilot study that has been conducted on a period of six months involving normal weight, overweight, and obese adolescents who consumed sugar sweetened beverages regularly.Results showed that there was a significant decrease of body weight and body mass index (BMI) among the overweight and obese adolescents. Due to this result, a further study has been designed to reanalyze the data from the pilot study and further explain the effects of sugar-sweetened beverages. The research method used was a random sample of 224 adolescents that are obese or overweight who consumed at least one serving of sugar-sweet ened beverages or fruit juice per day. Participants were randomly assigned to a control group or an experimental group for two years; where one year would be an intervention and the second year a follow up.Since the participants are young, the parents provided a written consent and the participants a written assent. The multicomponent intervention aimed to reduce the consumption of sugar-sweetened beverages for one year in the experimental group by providing access to home delivery of non-caloric beverages. Motivational telephone calls with parents were conducted on a monthly basis and three check-in visits with participants. The control group on the other hand received $50 supermarket gift cards to participants at four to eight months as a retention strategy but did not instruct them on what to purchase with the cards.It is important to note that the study did not focus attention to other diet methods or physical activity, however, they have included the daily physical activity lev el and the amount of television watched daily. The measures for his study: * Demographics: sex, race, date of birth, ethnic group, parents level of education, and total annual household income. * Physical activity: in collaboration with the persons metabolic equivalence. * Television viewing: hours per day. * Dietary intake: includes three main items. 1) beverages per servings per day: a-sugar-sweetened, b-fruit juices, c-artificially sweetened, d- unsweetened. ) energy intake per calorie per day: a-total, b-sugar-sweetened beverages, c-fruit juices. 3)Sugar grams per day. * Weight and height: in kilograms and centimeters (these are used to compute the BMI * BMI as an outcome over the two years: used the bioelectrical impedance analysis (BIA) to calculate body fat. * Adverse events: any symptom or medical attention that was reported during the study. Hypothesis: One single hypothesis was formulated for this study. They hypothesized that the experimental group would gain weight at a slower rate than the control group.Results: When testing the covariates for interaction, Hispanic ethnic group is found to be the only modifier for group differences, as they have portrayed the most change; causing the study to add an interaction term for the ethnic group. At baseline, regarding the demographics or other variables, there were no differences between the experimental and the control groups. In terms of dietary intake at year one, change in consumption of sugar-sweetened beverages was different between the control and the experimental groups; declining almost to zero for the experimental.Also meaning that the experimental group consumed more artificially or un-sweetened beverages. At year two, same results remained however, the intake of artificially sweetened beverages did not differ between the groups. Also, sugar intake in both years was less for the experimental group. In terms of the outcomes, at year one the net BMI was significant, but not in year two. When suga r was added to the BMI measure there was no longer a significance. Body fat was not significant among the groups. Although, there was no intervention done for physical activity, the experimental group watched less television.In terms of ethnic group, among Hispanics in the two years, there was significant effect on the BMI, as well as in the change of body weight. The effects of Hispanic youth was strong compared to the non-Hispanics. Discussion: The results show a support of the hypothesis; the experimental group did gain weight but at a slower rate than the control group. These are shown in the results of the overall BMI computed and the overall weight of the participants. Most of the difference is due to the Hispanic participants, as they are the ones that showed to have the most effect out of the intervention.Even if the overall study did support the hypothesis in quest, there are many discussion points towards the results and the overall study: * The unexpected finding that the Hispanics are the ones that have showed the most dominant findings, causing the major change in BMI over two years, is one that should be studied more. It is interesting that they started out with a sample that includes diversity, however, if the Hispanics hadn’t been part, the hypothesis wouldn’t have been supported.There is a reason to why the Hispanics have been affected this much, it would be interesting as they have stated, to look more into the physiology and in generic susceptibility. * During the second year, when the intervention was not playing a critical role, there was an effect but not as powerful. The level of consumption of sugar-sweetened beverages and juice had increased a bit and this shows that the intervention was not that efficient as with time this will increase. It is clear that the results of the study were conducted and everything they needed to establish was accomplished, though, the aim is to keep that behavior going.There should have been a stronger message that could be captured by the participants. * They did not focus on any other diet activity or exercise because their main focus was to check the effect of the sugar-sweetened beverages and non-caloric beverages; wanting to leave everything constant. However, (explaining on a personal level) when people are in an intervention, there is some kind of psychological factor that works to lead to the belief that they are on a certain form of diet; causing them to indirectly adjust other things in heir lifestyle (although in the results shown, people have gained weight overall, but it still makes a small difference). If we look closely at the results in year one, the participants technically did decrease their overall weight because as the height increased, it causes a slight change to the weight, therefore leading to an increase in BMI; whereas in year two, one would think that there would be same constant increase (as the increase in height did not differ much) however, participants gained more than the previous year.Which leads to the previous point that shows that the intervention was not efficient enough to stay through the follow up, the participants did not continue the behavior change. * The measure of the time spent watching television daily is also a critical factor that was not used much, as it was clearly stated that they were not examining the effect of physical activity or anything else; it was just an overall view. Results stated that the experimental group did spend less hours watching television; maybe it is relevant to the key point stated earlier about the unconscious change in lifestyle. â€Å"Missing values for BMI were imputed by assessing that the participants’ BMI z score was unchanged from baseline†(p. 3). Including manipulated data to the results would have an effect on the overall study, the missing information of any participant should just be omitted, as well as the participant itself. * There was no intera ction with the parents level of education and the total household income, probably useful to show the differences among social classes; as the study is one of a diverse sample, including differences in all characteristics. * Adverse events were included, however, did not have much significance with the study.. n this study of reduced sugar-sweetened beverages, there are not side effects that could lead to any severe injury. Probably it was necessary to cover everything needed, maybe during a severe injury, the interventions was not followed or the participant have gained or lost weight because of the incident. Impact of paper on intervention: Sugar-sweetened beverages has an effect on the increase of body weight, this was evaluated in the article through an intervention that included the provision of non-caloric beverages to check the difference in weight gain among the two groups of study (experimental and control).There were some issues that the article â€Å"A Randomized Trial o f Sugar-Sweetened Beverages and Adolescent Body Weight†(2012) does not answer; these are issues that relate to the messages sent out. To start by saying, an intervention in medical terms is â€Å"any measure whose purpose is to improve health or alter the course of disease† (Medical Dictionary). In this paper, the intervention aimed at the provision of non-caloric beverages aimed at reducing the consumption of sugar sweetened beverages, however, the message was not strong enough.It was a trial period of one year to check if sugar sweetened beverages did cause a gain in weight, and whether substituting these with non-caloric beverages would make a difference at a slower pace, and it most certainly did. The researchers did not identify to the participants and their parents what promotes or protects weight gain; they should communicate the effects of these sugar-sweetened beverages, the idea behind using non-caloric beverages, the impact it has on the body, and the aim of modifying the behavior to adjust obesity problems.The telephone calls every month did not include information, just checking up with parents of child’s consumption. Overall the paper did provide the non-caloric beverages, however, it did not communicate the impact of these beverages body weight. Study proposal: To recap, the study in the article provided emphasized on difference in weight gain over a period of two years. One year was including the intervention where non-caloric beverages were provided, and the other year was a follow up, with no intervention.The research however, did not focus on any details about the drinks itself or the amount consumed per day, except that it was non-caloric and â€Å"diet† beverages. A proposed study that includes different variables of beverage intake is going to be explained shortly. The aim is to review the research and suggest additional variables and measurements that are going to be tested and therefore, predict the results. T he research proposed is derived from the study of the article â€Å"Reduction in Consumption of Sugar-Sweetened Beverages is associated with weight loss: The Premier Trial† (2009) by Chen, Appel, Loria, et al.Obesity and overweight rates in Europe are increasing as the years pass and is a serious public health concern, at the range of 7. 6% to 24. 7% as reported by the Statistical Office of European Union (2011). A major factor for this obesity is the increase in dietary energy intake from beverages. Energy intake among European adolescents is on average 1455 ml/day, mostly consumed from sugar-sweetened beverages, fruit juice, and sweetened milk (Duffey et al. , 2011). Calories consumed in liquid for have weak satiety properties and cause poor energy compensation compared with calories from solid food (Chen et al. 2009). Having explained that, it is safe to say that the reduction in liquid calorie intake may lead to weight loss, which leads to the purpose of this study; to ex amine how changes in the beverages consumption affect weight change among adolescents: * How changes in liquid calorie intake affects the body weight * How changes in consumption of specific beverages affect body weight * The effect of both in terms of time—6 months and 18 months This study is in Europe, more particularly in Switzerland and the sample population is adolescents.We are going to use the same sample size of 224 adolescents that are overweight or obese and that consume sugar-sweetened beverages, juices, or any form of energy intake in the form of liquids on a daily basis. Just like the previous study, there will be a written informed consent provided by the parents and a written assent provided by the participants. The intervention includes participants to be involved in groups where they receive information and behavioral counseling; information and advice on the impact of sugar-sweetened beverage consumption on body weight.Each individual receives two 30 min che ck-in sessions every month as well as group meetings every other week, in addition to the original monthly telephone call with the parents. In this study the control would be the baseline, as everyone is part of the intervention, and all participants would be studied closely in order to see the effects of decreased consumption of sugar-sweetened beverages as time passes. Data collection is done in three parts: at baseline, at 6 months, and at 18 months.To begin, a questionnaire would be filled in order to get the baseline characteristics of each individual, followed by an interview via telephone to provide the â€Å"unannounced† 24 hour dietary intake (including portion size and exercise). This was done every time new results had to be measured, meaning at baseline, 6 months, and 18 months. The hypotheses formulated for the study: Hypothesis 1: changes in consumption of liquid calories will cause a reduction in weight; only when liquid calorie is decreased.Hypothesis 2: chang es in consumption of individual types of beverages will cause a reduction in weight. Hypothesis 3: Weight reduction in terms of any decrease of sugar-sweetened beverages will be greater in 6 months, compared to 18 months. The design presented: Independent variable (what we manipulate): Liquid calories Types of beverages Dependent variable (what we measure): Weight change Design 1 | Body Weight:| Liquid Calories: | 6 months | 18 months | No change | No change | No change| Increase on 100 kcal| Increase | Increase |Decrease of 100 kcal| Decrease (0. 3kg)| Decrease (0. 2kg)| Design 2 | Body Weight| Beverage Category:| 6 months | 18 months| Decreased by one serving | Sugar-Sweetened| Decrease (0. 5kg)| Decrease (0. 7kg)| Diet Drinks| No effect| No effect | 100% Juice| No effect | No effect| Other (milk, coffee,.. )| Decrease (0. 1kg)| Decrease (0. 2kg)| The measures for this study: * Demographics: sex, race, date of birth, ethnic group, parents level of education, and total annual house hold income. * Physical activity: in collaboration with the persons metabolic equivalence.Evaluated in the questionnaire, as a recall of the previous 7 day activity. * Dietary intake: includes portion size 1) beverages per servings per day 2) energy intake per calorie per day: a-sugar-sweetened beverages, b- juices, c- diet drinks. Received through â€Å"unannounced† telephone calls 24 hour dietary intake. * Beverages divided into categories: a- sugar-sweetened, b- diet drinks, c- 100% juice, d- other: includes milk, coffee, tea, †¦ * Weight and height: in kilograms and centimeters – these are used to compute the BMI.Results: The results do show that the change in liquid calorie intake does affect body weight and that a decreased in beverage type will also cause body weight to decrease, however, this is explained in more detail. In terms of hypothesis 1- a decrease in liquid calorie did cause a decrease in body weight. Results have shown that a reduction of 100 kc al was associated with a decrease of 0. 3 kg at 6 months and a 0. 2 kg at 18 months (Chen et al. , 2009).In terms of hypothesis 2- there was a relationship with beverage type and body loss, however, not with all the beverage types; with some there was no correlation. When tested, a reduction of one serving of sugar-sweetened beverage was significantly associated with weight loss at both 6 months and 18 months. Diet drinks, 100% juice were inversely associated with weight loss, but this was not statistically significant, leading to not effect in weight loss; a decrease of one serving of the other beverages did show a slight decrease in weight loss along both time periods (Chen et al. 2009). In terms of hypothesis 3- weight reduction will be greater at 6 months, compared to 8 months, showed no significance; the opposite occurred. Compared to baseline, as stated in hypothesis 1, the weight loss was greater at 18 months, also proven at a reduction in sugar-sweetened beverages by one ser ving was associated with a 0. 5kg weight loss at 6 months and a 0. 7kg weight loss at 18 months (Chen et al. , 2009). Meaning at 18 months people lost more weight than at 6 months. Discussion/ Commentaries: From the proposed study, findings have suggested that a reduction in liquid alorie intake was significant with weight loss in both 6 months and 18 months, and that the reduction of sugar-sweetened beverages was also associated with weight loss in these periods of time. The original study by Ebbeling et al. , (2012) was an intervention to reduce the number of sweet-sugar beverages consumed and instead consume the unsweetened beverages or non-caloric beverages. This was studied without advising the participants on the effects of these beverages on the body and overall weight, just by observation and calculation of BMI.Although the results were aimed at checking the weight gain in two years between a control group and an experimental group, their focus was on the result of the BMI w hich is a measure relative to weight and height: people had an increased BMI as they were growing taller and gained more mass. In this proposed study however, the intervention is focusing on the opposite outcome, the weight loss with time of using less sugar-sweetened beverages, the measure here was the overall weight difference caused by these beverages, shown in kg. It also includes counseling, advice, and information on the effect of these beverages on the body.Overall, this is mainly planned so that people could accept this behavior change; and because this is done on obese and overweight participants, the behavior of reducing the intake of these sugar-sweetened beverages is one that should be continued – when participants see a change in the overall weight loss (in which the study has proven to be supported), they would be more motivated to carry on this behavior. It is merely a way of tackling the same issue but in a different way with a stronger intervention – m ore information given to participants.Aside research has shown that the link between sugar-sweetened beverages and body weight is related to the high fructose content in these beverages. On the long-term this can promote fat storage and excessive food intake through an increase and change in the hormonal patterns that are related to this issue –called the â€Å"postpantrial hormone patterns† (Chen et al. , 2009). This is probably why in hypothesis 2, the other types of beverages did not have an effect on weight change, as they do not have the same amount of fructose.The different nutritional components of each beverage type has a different effect on the body, some aiding in the process of losing weight and others adding difficulties, while some have no effect. Another point that is interesting to point out is that earlier, the term liquid calories was used, this is to state the specific energy intake, as there are two kinds of energy intake- the liquid and the solid fo rm; this study is focusing on the liquid calorie intake of most prominent beverages. Strengths and Limitations:Some strengths of this study is the duration of the study, it was long enough to test if there is a significant difference in the change of consumption of sugar-sweetened beverages, also the ability to evaluate a variety of beverages and knowing the effects of each on the body, as this might affect the overall effect. Another strength would be the responsiveness and excellent participation rate on the group meetings, the individual session, and the availability of information about the 24 hour dietary recall to measure dietary intake.Some might argue that the â€Å"unannounced† 24 hour dietary intake may be a little bit faulty, that the dietary intake should be written on a daily or weekly basis in order to evaluate it better; not just done at baseline, 6 months and 18 months. Although this point may seem like a limitation, the study sees it as a strength as the inte rvention is focusing on the liquid calorie, with the behavioral counseling and advice on increasing or decreasing liquid calories is pretty clear that there is a tight control and a trust that the participants are following what is being told.Some limitations of this proposed study would be the lack of follow up, the study was aimed at 18 months with the manipulation of calorie intake from different kinds of beverages along with counseling, there was no follow up to see if people maintained the lower calorie intake or not. Another limitation would be the lack of provision of these diet beverages or fruit juices in schools, we have not controlled what and where participants should obtain these beverages, we have just instructed them to do reduce the liquid calorie intake.The study has used a rather small sample size in order to have more control and focus on all the results yielded; there is no doubt that the results would be different, however, it is always better to pick a larger s ample size as we are referring to the country as a whole. What we learned: What we learn from this study is that the reduction in liquid calorie intake is associated with weight loss, specially in the reduction of sugar-sweetened beverages.In this study, while focusing on the weight in kg, the result change in overall body fat was clear; the overall change in weight because of liquid calorie reduction is not a large amount, however; it does prove that it has an effect on weight gain or weight loss. Moreover, the study supports policy recommendations and public health efforts to reduce intakes of liquid calories, specially the reduction in sugar-sweetened beverages (Chen et al. , 2009).A number of factors were assumed , however, more prospective studies with accurate measures of exposures and outcomes in terms of body composition are needed to provide more robust evidence on which to base interventions to achieve long-term behavioral change and prevent excess weight gains in adolesce nts (Rennie, Johnson, & Jebb, 2005). References Chen, L. , Appel, L. J. , Loria, C. , Lin, P. H. , Champagne, C. M. , Elmer, P. J. , †¦ Caballero, B. (2009). Reduction in Consumption of Sugar-Sweetened Beverages is Associated with Weight Loss: the PREMIER Trial. American Society for Nutrition 89:1299-306. Retrieved from http://ajcn. utrition. org/content/89/5/1299. full. pdf+html. Christian Nordqvist. (2011). European Adult Obesity Rates Range From 7. 6% To 24. 7%. Medical News Today. Retrieved from http://www. medicalnewstoday. com/articles/ 238283. php. Ebbeling, C. B. , et al. (2012). A Randomized Trial of Sugar-Sweetened Beverages and Adolescent Body Weight. New England Journal of Medicine, 367:15, Oct. 11, 2012, 1407-1416. Intervention. (2007). In Medical Dictionary online. Retrieved from http://medicaldictionary. thefree dictionary. com/intervention. Duffey, K. J. , Huybrechts, I. , Mouratidou, T. , Libuda, L. , Kersing, M. , De Vriendt, †¦ Popkin, B. M. 2011). Bever age Consumption Among European Adolescents in the HELENA Study. Eur J Clin Nutr. 66(2):244-52. doi: 10. 1038/ejcn. 2011. 166. Epub 2011 Sep 28. Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/21952695 Rennie, K. L. , Johnson, L. , Jebb, S. A. (2005). Behavioural Determinants of Obesity. MRC Human Nutrition Research, 19(3):343-58. Just in case: http://ajcn. nutrition. org/content/87/6/1662. short http://pediatrics. aappublications. org/content/123/4/e661. abstract (used as a limitation cy my intervention did not include a policy inclusion in order to deal with the issue) http://ajcn. nutrition. org/content/84/2/274. full

Muhammad Ali Becomes World Heavyweight Champion

On February 25, 1964, underdog Cassius Clay, better known as  Muhammad Ali, fought defending champion Charles Sonny Liston for the world heavyweight title in Miami Beach, Florida. Although it was nearly unanimously believed that Clay would be knocked out by round two if not earlier, it was Liston who lost the fight after refusing at the beginning of round seven to continue fighting.  This fight was one of the largest upsets in sports history, setting Cassius Clay on a long path of fame and controversy. Who Was Muhammad Ali? Cassius Clay, renamed Muhammad Ali right after this historic fight, had started boxing at the age of 12 and by 18 had won the light-heavyweight gold medal at the 1960 Olympic Games.   Clay trained long and hard to be the best at boxing, but many at the time thought his fast feet and hands didnt have enough power in them to beat a true heavyweight champion like Liston.   Plus, the 22-year-old Clay, a decade younger than Liston, seemed a bit crazy. Clay, known as the Louisville Lip, was constantly boasting that he would knock out Liston and calling him the big, ugly bear, riling up both Liston and the press into a frenzy over his wild taunts. While Clay used these tactics to unsteady his opponents and to garner publicity for himself, others thought it was a sign that he was afraid or just plain crazy. Who Was Sonny Liston? Sonny Liston, known as the Bear for his giant size, had been the world heavyweight champion since 1962. He was rough, tough, and hit really, really hard. Having been arrested more than 20 times, Liston learned to box while in prison, becoming a professional boxer in 1953. Listons criminal background played a big role in his unlikable public personae, but his hard-hitting style earned him enough wins via knockout that he was not to be ignored.   For most folks in 1964, it seemed a no brainer that Liston, who had just knocked out the last serious contender for the title in the first round, would pummel this young, loud-mouthed challenger. People were betting 1 to 8 on the match, favoring Liston. The World Heavyweight Fight At the start of the fight on February 25, 1964, at the Miami Beach Convention Center, Liston was overconfident. Although nursing an injured shoulder, he expected an early knockout like his last three big fights and so had not spent much time training. Cassius Clay, on the other hand, had trained hard and was thoroughly ready. Clay was faster than most other boxers and his plan was to dance around the powerful Liston until Liston tired out. Alis plan worked. Liston, weighing in at the slightly heavy 218 pounds, was surprisingly dwarfed by the 210 1/2-pound Clay. When the bout began, Clay bounced, danced, and bobbed frequently, confusing Liston and making a very difficult target. Liston tried to get a solid punch in, but round one ended without much actual hitting. Round two ended with a cut under Listons eye and Clay not only still standing, but holding his own.  Round three and four saw both men looking tired but determined. At the end of the fourth round, Clay complained that his eyes were hurting. Wiping them with a wet rag helped a little, but Clay basically spent the entire fifth round trying to evade the blurry Liston. Liston tried to use this to his advantage and went on the attack, but the lithe Clay surprisingly managed to stay up the whole round. By the sixth round, Liston was exhausted and Clays eyesight was returning. Clay was a dominant force in the sixth round, getting in several good combinations. When the bell rang for the start of the seventh round, Liston stayed seated. He had hurt his shoulder and was worried about the cut under his eye. He just didnt want to continue the fight. It was a real shock that Liston ended the fight while still seated in the corner. Excited, Clay did a little dance, now called the Ali shuffle, in the middle of the ring. Cassius Clay was declared the winner and became the heavyweight boxing champion of the world.

Course of History Boston Tea Party - Free Essay Example

Sample details Pages: 2 Words: 529 Downloads: 2 Date added: 2019/08/16 Category History Essay Level High school Tags: Boston Tea Party Essay Did you like this example? Throughout the course of history, there was not just one independent act that led America to fight for her independence. It was multiple series that eventually led the colonist to fight against Britain. The colonies decided to confront and rebel against British rule when Britain decided to tax the people without consent from the British Parliament. Don’t waste time! Our writers will create an original "Course of History: Boston Tea Party" essay for you Create order The topic of this paper will cover the causes and the effects the Boston Tea Party had on the colonies. Everyone knows the story of how Christopher Columbus sailed the ocean in search of a new route to India but instead landed in the Americas. Technically he landed in the Bahamas, not on actual America soil. So it was not really Christopher Columbus who founded America, but Amerigo Vespucci. When Columbus landed in the Bahamas, he thought he found a route to India, so he assumed America was India. When Columbus came back from his voyage announcing a new route to India, Vespucci began to question the veracity of Columbuss claims, (Lauer and Schlager). Vespucci first problem is that the length of Columbus voyage was less than a month. He believed that it was too short a period of time to travel such a great distance. Vespuccis second problem was based upon the fact that Columbus had sailed directly west from Spain. Vespucci set out to gather his own empirical data and signed on as an expert astronomer for the next expedition funded by the Spanish monarchy. The ships sailed westward and reached the coast of what is now Brazil, (Lauer and Schlager). Along with mapping the entire coastline, he also charted territory, which consists of present-day Colombia, Uruguay, and Argentina. He then explored parts of the Amazon, the Para, and the La Plata rivers. The information from these detailed expeditions convinced European scholars that Columbus had not reached India but had found a vast uncharted territory, (Lauer and Schlager). Vespuccis maps would eventually be used for further exploration of the Western Hemisphere, setting the stage for Europes colonization of the New World. Amerigo Vespucci was held in such high esteem that in 1507 the German cartographer Martin Waldseemà ­?ller (1470-1521) named this new region America to honor Vespuccis achievements as a geographer, (Lauer and Schlager). By the beginning of the eighteenth century, the eastern coast of North America had been forever transformed. The fields and forests, rivers and streams where generations of Indian tribes had farmed, fished, and hunted had become a world owned and ruled by white men, a borderland of the British Empire. A combination of epidemic disease and warfare during the seventeenth century had shattered Native American settlements along the Atlantic coast. Weakened and demoralized, the remnants of these coastal tribes ceded their ancestral territories, retreated inland or resigned themselves to resettlement in communities regulated by colonial authorities, (Cayton). Fast forward to 1607, Britain has finally colonized America. At the beginning of early colonization, between 1607-1763, Britain was more relaxed with governing the Americas because Britain was preoccupied with fighting the French and Indian. She did not have enough manpower to see if the colonies were misbehaving. Eventually, Britain won the French and Indian war and became stricter on the colonies.

Developing Corporate Culture Essay - 736 Words

Developing corporate culture can help to bind together members of the team as they internalize the values of the particular corporate culture. Individuals entering the project for the first times are initiated into the culture in various ways, sometimes through a planned programmed of induction, and identify with this culture which then influences their behavior. As a consequence, all will act in the desired way regardless of and in the absence of any sanction or incentive. However neither is necessary in an enterprise with strong corporate cultures. Clearly it is not just a matter of any behavior. In an ideal world, culture should encourage: †¢ Strategic thinking at every level of the organization †¢ Employees to be entrepreneurial, not†¦show more content†¦However any proposals for change almost always invites conflict of some kind, hostility from those opposed to a new way of thinking or to change as such. Any action resulting from creative thinking follows a pr ocess of persuading others to agree and support the action resulting disagreement is not necessarily damaging to the organization. How much is creativity valued in your organization? Managers must sometimes play the role of entrepreneur; they must add value to be entrepreneurial in their attitudes, confronting the need to innovate as part of strategy making. There is a considerable overlap between the role of manager and entrepreneurs. Finally both entrepreneurs and good managers must display creativity, sometimes of a very high value. Entrepreneurs are sometimes understood rather than plain managers, for not having the time or the leaning to make strategies be clearer. Question 12 What are some examples of behavior controls, output controls, input controls? Behavior controls show how specify something is to be duplicated through policies, rules, standards operating procedures, and orders from a manager. Output controls can specify what is to he accomplished by focusing on the end result of the behaviors through the use of objectives and performance targets or milestones input controls focus on resources at hand. However knowledge, skills, abilities, and values, are to motive an employees. Are these controlsShow MoreRelatedDeveloping Corporate Culture : Role For The Growth And Success Of Any Organization1440 Words   |  6 PagesDeveloping Corporate Culture Introduction: Corporate culture plays key role for the growth and success of any organization. Corporate culture comprises of the people and their behavioural activities, which include vision values, character, plans, follow up, beliefs, habits, technology, communication, assumption, management and many other parameters. 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Evaluate This Case Using the Three Elements Free Essays

MGMT 325 â€Å"Will Technology Save the Publishing Industry† pg 104. September 16, 2012 Case Study Questions 1. Evaluate the impact of the Internet on newspaper and book publishers using the value chain and competitive forces models. We will write a custom essay sample on Evaluate This Case Using the Three Elements or any similar topic only for you Order Now The publishing industry has been hit hard by new market entrants and substitute products and services. Newspapers are the most troubled segment of the publishing industry because of the availability of alternatives and publishers’ inability to protect their content. Traditional print newspapers can’t match the ease of use and immediacy of online papers. It’s also much more expensive to print and distribute traditional newspapers adding to publishers’ overhead costs. Many of the traditional newspapers’ primary activities are expensive while those activities don’t necessarily exist for online newspapers; obtaining paper, maintaining printing press equipment, distributing print papers, gathering old papers, collecting fees, etc. Online news sites don’t have any of those expenses or processes to deal with. Traditional book publishers are facing similar situations from substitute products and services and new market entrants. Many brick-and-mortar bookstores have closed for two main reasons: online sales and new electronic downloads to e-readers and smartphones. As with newspapers, online book sellers and e-books don’t have all the overhead costs of traditional book stores and publishers nor all the processes to get products to customers. 2. How are newspapers and book publishers changing their business models to deal with the Internet and e-book technology? Online newspapers are pursuing more online advertising dollars and partnering with Google and Yahoo to share revenue from advertising. Some news sites charge fees for newspaper content delivered to new reading devices. Another option is for news sites to charge fees for â€Å"premium† news and opinion. Because advertising remains a major source of revenue, the newspapers must grow their online revenue fast enough to offset their losses from print advertising. Internet advertising ranks second only to television for ad spending. E-books have become a new channel for book content distribution. Sales are skyrocketing thanks to the popularity of Amazon’s Kindle e-book reader and the iPad. Publishing companies have begun investing more resources in the Kindle and iPad as delivery platforms for their books and less money in traditional delivery platforms like print news and bound books. Textbook publishers are working on iPad versions of their offerings; newspapers have apps out for the iPad and offer Kindle subscriptions to readers; and major publishers are contracting with software companies to convert existing files to e-reader compatible products. 3. How can newspaper and book publishers take better advantage of the Internet? What will it take for them to benefit from e-books? Explain your answer. Book publishers are on the right track by investing more resources in the Kindle and iPad as delivery platforms for their books and less money in traditional delivery platforms like print news and bound books. Apple announced in February 2011 that it would receive a 30 percent fee for each sale of digital content sold through its App Store. Apple also prohibited app developers from placing links to external Web sites within their apps, effectively preventing these developers from guiding their app users to product offerings that would not be subject to Apple’s fees. Apple also plans to prevent publishers and other content providers from receiving data about their iPad customers unless customers give permission beforehand. Publishing companies have strenuously objected, arguing that they need this information to successfully market and advertise their products. Apple says the rule protects the privacy of iPad owners. While Apple’s policies may protect iPad owner privacy, they also work against publishers who need data and information about products to effectively continue developing products customers want. Apple’s policies also put too much power in one company’s hands and prohibit the free flow of products, data, and information. Google, on the other hand, hopes to offer a more â€Å"open† model that allows readers to access books using any Web browser. Its advantage is that it is not tied down to any individual device. That gives an advantage to readers and to publishers who can access data and information and understand the marketplace better. The model also gives Google a much larger reach in the marketplace. And, instead of just e-reader users, Google’s target audience will be the 190 million monthly Internet users in the United States. 4. Will technology be able to save the newspaper and book publishing industries? Explain your answer. Technology does hold the possibility of saving newspaper and book publishing industries, but only if those industries continue to change and modify their business models. Newspapers must continue to move away from print and more toward online content, changing the way they provide customers with information. They cannot continue to rely on old methods hoping online content will go away. The same can be said in regards to book publishers. They must continue to evolve their products, taking advantage of the cost-savings that comes with digital versions of their books. They must continue to pressure those companies who want to control the â€Å"channel† like Apple and insist on being a central part of how content is delivered and at what price. Publishers can and should offer promotional items and events in e-books and news sites that are not possible in print versions, including interactive items like coupons, contests, and access to additional content. References Burrell, I. (n. d. ). Can Apple save the newspaper industry? – Technology Gadgets, Life Style – Belfasttelegraph. co. uk. Belfast, Northern Ireland, UK, World, News, Business, Entertainment , BelfastTelegraph. co. uk. Retrieved September 16, 2012, from http://www. belfasttelegraph. co. uk/lifestyle/technology-gadgets/can-apple-save-the-newspaper-industry-14648806. html Kibee, J. (n. d. ). THE WORLD WIDE WEB AS AN INFORMATION RESOURCE:. welcome. html. Retrieved September 16, 2012, from http://web. simmons. edu/~chen/nit/NIT’96/96-151-Kibbee. tml Larson, C. (n. d. ). Online Book Publisher: Advantages of Online Publishing . internet . Retrieved September 16, 2012, from http://internet. ezinemark. com/online-book-publisher-advantages-of-online-publishing-7d35fbe9e846. html Laudon, K. C. (2013). Essentials of management information systems (Global ed of 10th rev. ed. ). Harlow: Pearson Education Ltd.. Turning the Page The Future of eBooks. (n. d. ). http: //www. pwc. com. Retrieved September 16, 2012, from www. pwc. com/en_GX/gx/entertainment-media/pdf/eBooks-Trends-Developments. pdf How to cite Evaluate This Case Using the Three Elements, Essay examples

The Marginal Skills and Concept Samples †MyAssignmenthelp.com

Question: Discuss about the Marginal Skills and Concept. Answer: Introduction The Managerial Skills and Concept subject will reflect on the ideas like personal development model, Maslow Hierarchy of needs, Johari window model, a model of collaboration which will help students to learn and become the upcoming Chief Executive Officer (Evertson and Weinstein 2013). The students will learn the leadership and managerial skills and will explain what has been taught through group activities, individual assessment and work practice. This report will showcase the required managerial concepts in details presented in the Managerial Skills and Concept subject and will focus on the learning outcome of the students. The original ideas of what can learn about this subject The Managerial Skills and Concept subject elaborates the concepts of Organisational Based Self Esteem model, personal development model, Senge model, Maslow Hierarchy of needs, Johari window model, a model of collaboration, innovation, creativity. All these concepts are required to know for acquiring the leadership qualities, managerial skills and understanding behaviour of humans (Evertson and Weinstein 2013). These concepts will prepare the students for the role of the Chief Executive Officer in the course of time. Three things that have been learnt to undertake this subject One can learn many concepts from the Managerial Skills and Concept subject, out of which, the Johari Window Model, Maslows Hierarchy of Needs, a model of collaboration will be discussed in this report. The Johari Window Model The Johari Window model (Refer to Appendix C) is a tool which is used to develop self-awareness, it also helps to grow a good rapport between the individuals within a specific group. This model focuses mainly on soft skills, behaviours and mutual development (Saxena 2015). The Johari Window consists of four distinct regions; the first region demonstrates a persons details about which everyone is aware of, the second region demonstrates a persons details those are unknown to everybody, the third region demonstrates what the person knows about himself or herself that is unknown to all others, the fourth or the last region demonstrates a persons details which are not only unknown to him or her but also to everyone (Saxena 2015). Maslows Hierarchy of Needs Maslows Hierarchy of Needs (Refer to Appendix D) can be classified into three categories which can again be categorised into five more models. The three categories are self-fulfilment, psychological needs, basic needs. Self-fulfilment can be divided into self-actualization. (Niemela and Kim 2014). Psychological needs can be divided into two parts-esteem needs and social needs. Esteem needs mean respect, status and feeling of accomplishment. Social needs involve intimate relationships among family members and friends. Lastly, basic needs can be divided into safety needs and physiological needs, safety needs deal with security and safety of oneself and physiological needs involve basic needs to survive that is food, water, bathing, warmth and rest (Lester 2013). A model of collaboration A model of collaboration (Refer to Appendix B) illustrates that individuals in a particular team must be responsible, the individuals must have proper knowledge of the products to deal with, should be respectful to each other, must be trustful, should have an intimacy, that means the individuals will have to work hand in hand, have to help each other in needs. Therefore, all these collaborations together form a great team work (Sein-Echaluce et al. 2015). The most valuable learning outcome of this course The Johari windows model helps to learn to share information, to build trust and belief and build up mutual relationships in a team. The model enables people to connect each other and coordinate with each other. Overall, this model allows identifying ones competence, priorities and attitudes (Costa, Passos and Bakker 2014). On the other hand, Maslows hierarchy of needs motivates the people to fulfil the lower level needs along with the higher level needs. The lower level needs need to be satisfied first as the lower level needs are the elementary needs. The other four top levels are the complex ones and can influence behaviour or nature and these are all the necessary aspects. A model of collaboration helps people to work together, it basically integrates people to get the required job done (Costa, Passos and Bakker 2014). The value of in-class activities A model of collaboration is already being discussed in class and so it can be stated as in class activities. A model of collaboration aids people to work in a team, it also aids people to share each other knowledge, it also enables people to respect one another, to trust one another and to create intimacy among themselves (Mumford 2014). A better intimacy means better understanding among themselves, all these collaborations are required for better team work. The passing balls exercise is one sort of team work, a team can be successful only if all the players have the knowledge of the game, if the players show respect towards each other, if they trust each other a help each other in needs. The student has the experience and has applied the model in real (Mumford 2014). The value of workshop activities The workshop activities involve the implementation of the proper strategy, measurable, assignable, realistic measures and time bound. At first, the specific intention of a particular goal needs to be addressed, then measures will have to be taken to achieve the desired goal. After all planning and strategies, it is the time to implement the plan in real, so, one has to take the responsibility to assign the task. The assignee will have to be vigilant to make all the plans realistic (Tough 2014). The assigner will also have to know the time frame within which the specific task can be completed. Let us assume, Mr and Mrs AN decide to make a trip to Thailand (Refer to Appendix E). That is a strategy, after that Mr and Mrs AN will have to make plans and have to prepare a budget that is less than $5,000, so that comes under measurable; between Mr and Mrs AN, one will have to assign the task, have to be watchful to make the whole task realistic within a specific time frame (Mumford 2014). The value of in-class discussions Lots of concepts have been discussed in-class, philosophical, economic and political strategies fiduciary responsibility have been well discussed, a lots have been discussed on leadership, aligning MI, MC and EI strategies, Organisational Based Self Esteem model, personal development model, Senge model, Maslow Hierarchy of needs, Johari window model, a model of collaboration, innovation, creativity all have thoroughly discussed (Dodd 2016). It has also been taught to write a report, an argument, a deductive report, reflective writing and lots more. The students are taught to write the reports in specific formats, and the formatting styles, referencing styles have been thoroughly explained in the class. The students can get an overview of writing a well-presented report. The students can learn theproject management concepts and based on the learning outcome the students can prepare reports too (Dodd 2016). The Blue Ocean Strategy has been well demonstrated. This strategy basically involves a comparison among all the competitors in an industry and find out the best possible solution for a particular company to stay ahead of others in that industry (Kim and Mauborgne 2014). In this way, competition can be minimised and any company following Blue Ocean Strategy can have a different business strategy to earn profits and benefits (Kim and Mauborgne 2014). The value of all assessment tasks The personal development model proposed by Kolb, Honey and Mumford highlights the value of assessment tasks. The researchers proposed a learning and development strategy for individuals assessment (Refer to Appendix A). At first, comes the cognitive apprenticeship, cognitive apprenticeship is a process where one who is skilled enough in a particular subject teaches that particular skills to apprentice (Tough 2014). Cognitive apprenticeship involves exploration, coaching, fading, modelling, scaffolding; next, comes the personal development and this personal development plans involve the complicated, interspersed learning mission. Lastly, comes the experiential learning which includes successive learning cycles. Therefore, the cognitive apprenticeship, personal development plans, experiential learning all together form the three levels individual learning experience (Tough 2014). The individual assessment provides great benefits in writing deductive reports and this individual writing assignment serves as a pillar to the experiential learning cycle, the students write good reports and get appraisals depending on merits, this encourages the students to perform well. The value of the group assessment task and in-class activities The SMART goal supports the students in understanding the subject properly and completes the MBA program. The SMART goals involve the creation of a Linkedin profile and creation of Curriculum Vitae to get a good job after the MBA (David 2016). The students can even get benefit from the group assessment. The group main objective generally remains to get high score or distinctions on the group assessment. That is why the students who are dedicated work diligently, complete the assessment and get distinction result (David 2016). Conclusion It can be concluded from the above discourse that the students have been greatly benefitted from the Managerial Skill and Concept models. The workshop activities and group assignment educate the students to collaborate and work together as a team. The in-class discussion and the in-class activities meet the expectation of students and the objectives of the MBA program. The students will be able to grasp the managerial and leadership skills of the course that are required to become a CEO. The most significant learning outcome is to create a SMART goal, as only a well-organised goal will help the students to learn the objectives and graduate the MBA program. References Costa, P.L., Passos, A.M. and Bakker, A.B., 2014. Team work engagement: A model of emergence.Journal of Occupational and Organizational Psychology,87(2), pp.414-436. David, S., 2016.Beyond goals: Effective strategies for coaching and mentoring. Routledge. Dodd, T. (2016). Is he Australias's most successful MBA graduate?. Australian Financial Review, p.S1. Evertson, C.M. and Weinstein, C.S. eds., 2013.Handbook of classroom management: Research, practice, and contemporary issues. Routledge. Kim, W Mauborgne, R 2014, Blue Ocean Strategy, Harvard Business Review. Oct2004, Vol. 82 Issue 10, p76-84. 9p. 1 Diagram, 2 Charts Kim, W.C. and Mauborgne, R.A., 2014.Blue ocean strategy, expanded edition: How to create uncontested market space and make the competition irrelevant. Harvard business review Press. Lester, D., 2013. Measuring Maslow's hierarchy of needs.Psychological Reports,113(1), pp.15-17. Mumford, A (2014, p.32). A odes proposal: How we might changes the process and product of managerial research? Academy ofManagement Journal, 50, pp. 1334-1335. Niemela, P. and Kim, S., 2014. Maslows Hierarchy of Needs. InEncyclopedia of Quality of Life and Well-Being Research(pp. 3843-3846). Springer Netherlands. Saxena, P., 2015. JOHARI WINDOW: An Effective Model for Improving Interpersonal Communication and Managerial Effectiveness.SIT Journal of Management,5(2), pp.134-146. Sin-Echaluce, M.L., Blanco, .F., Garca-Pealvo, F.J. and Conde, M.., 2015, August. Aknowledge management system to classify social educational resources within a subject using teamwork techniques. InInternational Conference on Learning and Collaboration Technologies(pp. 510-519). Springer, Cham. Tough, A. (2014). Why Adults Learn: A Study of the Major Reasons for Beginning and Continuing a Learning Project, Ontario Institute for Studies in Education, Toronoto.