Understanding and Coping with Change

Understanding and Coping with Change For many years, the world of business has experienced an increasing rate of change. Alvin Toffler (1970) predicted the trend several decades ago. Toffler also noted that people exhibit a natural tendency to resist change. This resistance to change is a major organizational challenge that organizations must learn to manage.As individuals respond to change in different ways, and as variations in responses produce different outcomes the recognition of this resistance to change is an essential step in the development and implementation of effective change management strategies. Change, positive or negative, is unsettling because people seek stability. Certain individuals are more resistant to change than others, at times there can be situational characteristics such as a lack of trust in management contributing to this resistance to change.Often this resistance to change is out of self interest, at stake can be factors such as income, job security, pr estige, power, and personal convenience. Low tolerance for change, lack of trust in management, and self interest are all factors which result in resistance to change. However my experience suggests that lack of understanding of the need for change can be the single greatest contributing factor and is the factor which the organization has the greatest control over.My current employer is in the process of implementing a major change in the organizational structure. Without going into too much detail the restructure involves changes to the pay structure and changes in organizational reporting . As is the case with most organizational changes there has been a great deal of resistance involved. Previously I had suggested that lack of understanding of the need for change can be the single greatest contributing factor and the factor which the organization has the greatest control over.I believe that to be the case here, the organization has done an absolutely abysmal job in communicating what the changes will entail and why the changes are needed. As a result of this poor communication there is a great deal of apprehension and resistance to these changes. This poor communication has resulted in a lack of trust in senior management and an ever increasing sentiment that the changes are going to result in a reduction in pay and benefits. This protection of self interest is a natural eaction being that many of the individuals affected have been with the organization for several years. Over time a person's investment in a company escalates as pension funds accumulate and the allowed vacation time rises, along with their chances of being promoted or enjoying the benefits of seniority, this is known as the sunk cost doctrine. This investment in the organization can in turn lead to greater resistance to change as the employee seeks to maintain the status quo (Patti, 1974).Again it is imperative that the organization manage change through proper communications, detailing the nature of the pending changes and the need for and expectations of these changes. While this will not always ensure that all members of the organization agree with the changes or the need for them it will eliminated the apprehension that comes with the unknown. John Kotter of the Harvard Business School has built on existing models of change to create a more detailed approach for implementing change. Kotter began by listing common mistakes that organizations make when trying to initiate changes.These mistakes include the inability of the organization to create a sense of urgency about the need for change, failure to create a coalition for managing the change process, the absence of a vision for change and the ability to effectively communicate that vision, not removing obstacles that could impede the achievement of the vision, failure to provide short term and achievable goals, the tendency to declare victory too soon, and not anchoring the changes into the organization’s cu lture (Kotter, 1996).Kotter established eight sequential steps for organizations to use in overcoming and managing these problems. They are as follows; 1. Establish a sense of urgency by creating a compelling reason of why change is needed. 2. Form a coalition with enough power to lead the change. 3. Create a new vision to direct the change and strategies for achieving the vision. 4. Communicate the vision throughout the organization. 5. Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving 6.Plan for and create reward short term wins that move the organization toward the new vision. 7. Consolidate improvements, reassess changes, and make necessary adjustments in the new program. 8. Reinforce the changes by demonstrating the relationship between new behaviors and organizational success. The first four steps essentially extrapolate on the unfreezing stage. Steps 5 through 7 represent ‘movement’. And th e final step works on ‘refreezing’. When I look at the organizational structure change my current employer is going through it is clear that they have made many of the mistakes Kotter discussed.When reviewing the unfreezing stage the organization has not created any sense of urgency or new vision to direct change. As I have discussed previously the entire communication process related to these changes has been vague at best. The restructuring project is being lead by well respected senior management within the organization, however without the other components discussed respected senior management leadership of project is not enough to ensure its success. We are currently in the movement phase of the project, this phase has been filled with a great deal of uncertainty and apprehension.Individuals within the organization are concerned as to what the end result is going to look like and ultimately how their self interests are going to be affected. The final step of refree zing has not yet occurred, so it is unclear if this project will ever achieve acceptance among the member of the organization. I believe that while the organization has made many mistakes in implementing this change it is not too late for this project to be successful. While to project is currently underway, or in the movement phase, I believe the senior management can take a step back, recognize mistakes made, and implement an expedited unfreezing stage.A component of this expedited unfreezing stage needs to be recognition of initial failures followed by creating the sense of urgency and the creation of new vision that Kotter outlined. Without that I do not foresee the organization being successful in demonstrating the relationship between new behaviors and organizational success. Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. Patti, R. J. (1974). Organizational resistance and change: The view from below. Social Service Review, 48, 371–372. Toff ler, A. (1970). Future shock. New York: Random House.

Ap Literature Open Response Questions Essay

2011: In a novel by William Styron, a father tells his son that life â€Å"is a search for justice.† Choose a character from a novel or play who responds in some significant way to justice or injustice. Then write a well-developed essay in which you analyze the character’s understanding of justice, the degree to which the character’s search for justice is successful, and the significance of this search for the work as a whole. 2010: Palestinian American literary theorist and cultural critic Edward Said has written that â€Å"Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.† Yet Said has also said that exile can become â€Å"a potent, even enriching† experience. Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from â€Å"home ,† whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. 2009: A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Select a novel or play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot. 2008: In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work. 2007: In many works of literature, past events can affect, positively or negatively, the present actions, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an  essay in which you show how the character’s relationship to the past contributes to the meaning of the work as a whole. 2006: Many writers use a country setting to establish values within a work of literature. For example, the country may be a place of virtue and peace or primitivism and ignorance. Choose a novel or play in which such a setting plays a significant role. Then write an essay in which you analyze how the country setting functions in the work as a whole. Do not merely summarize the plot. 2005: In Kate Chopin’s The Awakening (1899), the protagonist, Edna Pontellier is said to possess â€Å"that outward existence which conforms, the inward life which questions.† In a novel or play that you have studied, identify a character who conforms outwardly while questioning inwardly. Then write an essay in which you analyze how that tension between outward conformity and inward questioning contributes to the meaning of the work. Avoid mere plot summary. 2004: Critic Roland Barthes has said, â€Å"Literature is the question minus the answer.† Choose a novel or play and, considering Barthes’ observation, write an essay in which you analyze a central question the work raises and the extent to which it offers any answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. 2003: According to critic Northrop Frye, â€Å"Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass. Conductors may of course be instruments as well as victims of the divine lightning. Select a novel or play in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. 2002: Morally ambiguous characters—characters whose behavior discourages readers from identifying them as purely evil or purely good—are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous characters plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole. Avoid mere plot summary. 2001: One definition of madness is â€Å"mental delusion or the eccentric behavior arising from it.† But Emily Dickinson wrote Much Madness is  divinest Sense–To a discerning Eye–Novelists and playwrights have often seen madness with a â€Å"discerning Eye.† Select a novel or play in which a character’s apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the â€Å"madness† to the work as a whole. Do not merely summarize the plot. 2000: Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the characters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot. 1999: The eighteenth-century British novelist Laurence Sterne wrote, â€Å"No body, but he who has felt it, can conceive what a plaguing thing it is to have a man’s mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary direction at the same time.† From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify each of the two conflicting forces and explain how this conflict within one character illuminates the meaning of the work as a whole. You may use one of the novels or plays listed below or another novel or play of similar literary quality. 1998: In his essay â€Å"Walking,† Henry David Thoreau offers the following assessment of literature: â€Å"In literature it is only the wild that attracts us. Dullness is but another name for tameness. It is the uncivilized free and wild thinking in Hamlet and The Iliad, in all scriptures and mythologies, not learned in schools, that delights us. From the works you have studied in school, choose a novel, play, or epic poem that you may initially have thought was conventional and tame but that you now value for its â€Å"uncivilized free and wild thinking.† Write an essay in which you explain what constitutes its â€Å"uncivilized free and wild thinking† and how that thinking is central to the value of the work as a whole.  Support your ideas with specific references to the work you choose. 1997: Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. 1996: The British novelist Fay Weldon offers this observation about happy endings: â€Å"The writers, I do believe, who get the best and most lasting response from readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events–a marriage or a last-minute rescue from death–but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death.† Choose a novel or play that has the kind of ending Weldon describes. In a well-written essay, identify the â€Å"spiritual reassessment or moral reconciliation† evident in the ending and explain its significance in the work as a whole. 1995: Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class or creed. Choose a play or novel in which such a character plays a significant role and show how that character’s alienation reveals the surrounding society’s assumptions and moral values. 1994: In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. 1993: â€Å"The true test of comedy is that it shall awaken thoughtful laughter.† (George Meredith) Choose a novel, play, or long poem in which a scene or character awakens â€Å"thoughtful laughter† in the reader. Write an essay in which you show why this laughter is â€Å"thoughtful† and how it contributes to the meaning of the work. 1992: In a novel or play, a confidant (male) or a confidante (female) is a character, often a friend or relative of the hero or heroine, whose roles is to be present when the hero or heroine needs a sympathetic listener to confide in. Frequently the result is, as Henry James remarked, that the confidant or confidante can be as much â€Å"the reader’s friend as the protagonist’s.† However, the author sometimes uses this character for other purposes as well. Choose a confidant or  confidante from a novel or play of recognized literary merit and write an essay in which you discuss the various ways this character functions in the work. 1991: Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meaning of the work. Choose a novel or play that contrasts two such places. Write an essay explaining how the places differ, what each place represents, and how their contrast contributes to the meaning of the work. 1990: Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. 1989: In questioning the value of literary realism, Flannery O’Connor has written, â€Å"I am interested in making a good case for distortion because I am coming to believe that it is the only way to make people see.† Write an essay in which you â€Å"make a good case for distortion,† as distinct from literary realism. Analyze how important elements of the work you choose are â€Å"distorted† and explain how these distortions contribute to the effectiveness of the work. 1988: Choose a distinguished novel or play in which some of the most significant events are mental or psychological: for example, awakenings, discoveries, and changes in consciousness. In a well-organized essay, describe how the author manages to give these internal events the sense of excitement, suspense, and climax usually associated with external actions. Do not merely summarize the plot. 1987: Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader’s or audience’s views. Avoid plot summary. 1986: Some works of literature use the element of time in a distinct way. The chronological sequence of events may be altered, or time may be suspended or accelerated. Choose a novel, an epic, or a play of recognized literary merit and show how the author’s manipulation of time contributes to the effectiveness of the  work as a whole. 1985: A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude. Select a literary work that produces this â€Å"healthy confusion.† Write an essay in which you explain the sources of the â€Å"pleasure and disquietude† experienced by the readers of the work and how this pairing contributes to the meaning of the work as a whole. 1984: Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness. 1983: From a novel or play of literary merit, select an important a character who is a villain. Then, in a well-organized essay, analyze the nature of the character’s villainy and show how it enhances meaning in the work. 1982: In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the meaning of the complete work. 1981: The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature. Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work’s meaning. 1980: A recurring theme in literature is â€Å"the classic war between a passion and responsibility.† For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or drive may conflict with moral duty. Choose a literary work in which a character confronts the demands of a private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature of the conflict, its effects upon the character, and its significance to the work. 1979: Choose a complex and important character in a novel or play of recognized literary merit who might–on the basis of the character’s actions alone–be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. 1978: Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write  an essay that explains how the incident or character is related to the more realistic or plausible elements in the rest of the work, [and why the pairing of these elements contributes to the meaning as a whole.] 1977: In some novels and plays certain parallel or recurring events prove to be significant. In an essay, describe the major  similarities and differences in a sequence of parallel or recurring events in a novel or play and discuss the significance of such events. 1976: A character’s attempt to recapture or to reject the past is important in many plays, novels, and poems. Choose a literary work in which a character views the past with such feelings as reverence, bitterness, or longing. Show with clear evidence from the work how the character’s view of the past is used to develop a theme in the work. 1975: Unlike the novelist, the writer of a play does not use his own voice and only rarely uses a narrator’s voice to guide the audience’s responses to character and action. Select a play you have read and write an essay in which you explain the techniques the playwright uses to guide his audience’s responses to the central characters and action. You might consider the effect on the audience of things like setting, the use of comparable and contrasting characters, and the characters’ responses to each other. Support your argument with specific references to the play. 1974: Choose a work of literature written before 1900. Write an essay in which you present arguments for and against the work’s relevance for a person in 1974. Your own position should emerge in the course of your essay. You may refer to works of literature written after 1900 for the purpose of contrast or comparison. 1973: An effective literary work does not merely stop or cease; it concludes. In the view of some critics, a work that does not provide the pleasure of significant â€Å"closure† has terminated with an artistic fault. A satisfactory ending is not, however, always conclusive in every sense; significant closure may require the reader to abide with or adjust to ambiguity and uncertainty. In a well-organized essay, discuss the endin g of a novel or play of acknowledged literary merit. Explain precisely how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot. 1971: In retrospect, the reader often discovers that the first chapter of a novel introduces some of the major themes of the work. Write an essay about the first chapter of a novel in  which you explain how the chapter functions to set forth major themes. 1968: In many plays, a character has a misconception of himself or his world. Destroying or perpetuating this illusion contributes to a central theme of the play. Choose a play with a major character to whom this statement applies and write an essay in which you consider the following points: what the character’s illusion is and how it differs from reality as presented in the play and how the destruction or perpetuation of the illusion develops a them of the play. 1966: An individual’s struggle toward understanding and awareness is the traditional subject for the novelist. In an essay, apply this statement to one novel of literary merit. Organize your essay according to the following play: 1) Compare the hero as we see him in an early scene with the hero as we see him in a scene near the end of the novel. 2) Describe the techniques that the author uses to reveal the new understanding and awareness that the hero has achieved. 1963: Character determines incident. Incident illustrates character. Write a well-organized essay evaluating this statement through a discussion of one character from each of two novels. 1959: All kinds of books have been attacked, suppressed, or disapproved of by authorities, groups or individuals. Select an important work which you admire and which you propose to defend against possible objections. In a well-organized essay, present reasons why the work might be attacked, and base your defense on a consideration of such matters as its language, the people in it, its mood and spirit, and consequently its artistic purpose and its value for the readers. ? Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit. Write an essay that explains how the incident or character is related to the more realistic or plausible elements in the rest of the work. Avoid plot summary. ? The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or, from a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose.

“Deadly Unna?” By Phillip Gwynne Essay

Deadly Unna? By Phillip Gwynne is a novel based on the fictional one year life of a fourteen year old boy named Gary ‘Blacky’ Black. The story shows a developing friendship between Gary, an Anglo-Saxon boy and Dumby Red, an Aboriginal boy. With this friendship Gary begins to understand his own morality with lessons of human dignity, racism, justice, death, courage, family and most importantly friendship. The story is structured around AFL and shows how sport can bring a divided community together every winter. One of the main structural themes in this novel is racism, discrimination and stereotyping of Aboriginal Australians in society. Indigenous Australians are one of the most disadvantaged communities in Australia and they are subject to many racist stereotypes in everyday life. A stereotype is a trait of one or more people that is attributed to a social or racial group. In the novel an example of a stereotype is when Gary is talking about how he and Pickles had never been to the Point before because they both had heard stories that there were ‘Abo’s’ with spears and boomerangs being thrown everywhere. This story scared them both – in effect making them and others think that ALL Aboriginals are like this. Racism is the belief that one race is superior to another (better then another). Many examples of racism can be seen throughout the story such as the comment from the character Mad Dog ‘I don’t shake hands with boongs’ on page twenty nine. Boong being a defamatory term used against Aboriginal people, referring to their race. The term was also used again in the novel on page one hundred and twenty one when Gary and Clarence (Dumby Reds sister) were together and Clarence sat directly under graffiti on a wall exclaiming ‘Boongs Piss Off’ in big black letters. Gary felt uncomfortable with this being on the wall and hoped that Clarence did not see it. Discrimination is the action of treating another person differently based on their race, sex or other illogical reason. From the change rooms on page twenty one to Big Mac’s service toward Tommy Red (Dumby Reds Father) at the pub on page one hundred and sixty, discrimination was present in most chapters of this book. In fact discrimination in the port was a big eye  opener for Gary Black. The novel itself is a great example on how Australia is changing from a disgusting racist lifestyle to a country that respects people of all cultural backgrounds. Since what is said to be the invasion of white settlers, Aboriginal Australians have become one of Australia’s most disadvantaged communities according to statistics. In modern times Australian Governments together with Australians individually and as a society, are attempting to take action to turn around the statistics. Racism, discrimination and stereotyping against Indigenous Australians in Australia is everywhere from small town communities to large city school yards, but why? People are racist for many reasons: Upbringing, ignorance, power, personal experiences, own cultural beliefs, fear, influence of friends and family etc†¦ but that is no excuse to do it. From European settlement (1770) into the 20th century Aboriginal people have been considered by most as a sub-human race, therefore, they did not receive the same rights as Anglo-Saxon people in Australia. Stemming from that belief they were put into missions, separated from communities, denied access to their own spoken language and access to land, suffered high numbers of abuse and sexual assault. Children at young ages were stolen from their families and were essentially taught how to clean and made to forget about their families, culture and way of life. All that stemmed from one cultural group believing that they were superior to another group – therefore entrenching racists’ belief that ‘Aboriginals are an inferior race’. Whilst we understand in modern society that this belief is wrong, it is difficult to change the thought process of all people who see others that are different and believe that their cultural beliefs are better or more right than others. After all it is our own cultural beliefs that tell us what is right and wrong, what is beautiful or ugly. Aboriginal people are not inferior nor are other cultural groups inferior. As Australians we need to recognise and respect our differences to be a true peaceful multicultural society. Bibliography: Smartcom-Library/Image Source/Australia FlagDate Accessed: Monday 24th, Augusthttp://library.smartcom.vn/upload/1201173161413australia-flag.gifDeadly Unna? By Phillip GwynnePublished by the Penguin Group – Penguin Books Ltd, London England, 1998Indigenous Disadvantage Edited by Justin HealyPublished by the Spinney Press, Thirroul NSW, 2008

Comparative study of earthquake disaster management in 2 countries of Essay

Comparative study of earthquake disaster management in 2 countries of Iran and Japan - Essay Example Iran could get a few pointers from the way Japan handles earthquake disasters. Foremost in the list is the means of predicting earthquakes. Due to Iran’s lack of apparent resources and technology, its prediction system is inaccurate and inefficient. Japan’s history with earthquakes coupled with its technological and financial prowess has greatly improved its early warning system. Mapping of critical areas and danger zones would be useful given Iran’s situation. City and building planning could also see Japan as an example. Iran’s relative poverty to Japan means it is harder to control city populations and habitat management. Life line resources particularly water should also be given priority particularly in Iran’s already arid climate. Japan has seen to it that rehabilitation of areas hit with earthquakes avoids mistakes that may have happened and intended to surpass post quake productivity and status. Rehabilitation of hit areas in Iran should sta rt as with Japan’s example, from planning, and then adequate construction methods. Japan’s emphasis on building design in relation to earthquakes has prevented maximum damage and improved safety during succeeding quakes. The emphasis on durable material as well as efficient building design has avoided additional casualties from fires and collapse. Japan’s forethought and analysis of events and factors regarding earthquakes as well as their systematic reaction to these factors have helped make Japan foremost in Earthquake management. Iran, facing the same threat would do well to learn from its Asian neighbor and attempt to adopt its protocols and procedures.

Office Information System Essay Example | Topics and Well Written Essays - 1000 words

Office Information System - Essay Example Management information system is indispensable for an effective management of an organization as it enhances the mode of communication among the workers, distributes work materials throughout the organization, maintains the aggregated information for process and future reference, improves the cost-effectiveness by replacing the time consuming manual activities, and others. Altogether management information system provides the right direction for an organization to achieve its strategic goals (Laudon & Laudon, 2006). The office is the most imperative part of a business organization as it deals with fundamental operations of the business like preparing documents, maintaining the accounts and payroll details, performing complex computations, responding to the service request, dealing with complaints, verification of details, planning and scheduling various business activities and many more. This office maintains the entire state of a business. For a successful business organization, an enhanced office environment facilitated with excellent communication functionalities among its employees is very important which is in turn capable of improving their productivity. Here is where office information system renders a major helping hand. Office information system includes a wide variety of computer hardware and software architectures forming a network to accomplish the routine tasks and goals of a business organization. It facilitates in generating all types of documents with the help of text processors, stores those documents and retrieves them whenever needed with the help of electronic document management systems, disseminates messages and intimations to the employees with the help of electronic message communication systems and schedules timely interaction between the various hierarchical levels of the business organization.

Speech Perception and Language Processing Essay Example | Topics and Well Written Essays - 750 words

Speech Perception and Language Processing - Essay Example In this regard, any intervention that aims at developing the language of children, who have problems in learning language, should concentrate on natural language development through experience. The author uses the term ‘phonological processing’ frequently in the article to refer to the joint processes that enable the access to phonological structure before engaging the structure in further operations of language processing. The capacity to access phonological structure, such as reading, plays an important role in language processing. In order for a person to learn how to develop their language, say by learning to read, they must identify with the phonological units. Alphabetical labels are hooked these phonological units, mostly the phoneme-sized phonetic segments. The attachments of such alphabetical labels come in a series of orthographies. One of the most popular claims about the origin of problems faced by poor readers is that they have a compromised capacity to identify and manipulate phonological structure. Isabelle Liberman has a collection of articles that comprehensively document the language development and speech perception phenomena. According to Nittrouer (2002), phonological processing involves a number of aspects in the sense that competent language users employ three critical strategies regarding phonologic processing to other aspects of language processing. Phoneme-sized phonetic segments consist of the units of language organization that are the simplest. In this respect, phonetic segments have two clear links in the acoustic speech stream. Perhaps the unique fact about the phoneme-sized phonetic segments is that all human beings can access the segments from the time they are born. The author claims that enough scholarly evidence have established that the acoustic signal of speech does not have invariant physical links to phonetic segments. Furthermore, the capacity to identify segmental structure is absent

Christina of Markyate Essay Example | Topics and Well Written Essays - 2000 words

Christina of Markyate - Essay Example Christina was educated which also made her unusual for her time period. Through a unique biography written during her time, Christina has become immortal through literary history in the story of her life and of the many ways in which she fought to hold true to her virtue in order to serve God. The book, The Life of Christina of Markyate: A Twelfth Century Recluse is intended to provide readers an insight into the life of a prioress so that they can live by her example. It is believed that the surviving copy of the book was written near the middle of the fourteenth century, perhaps written at St Albans under the direction of John of Tynemouth for a series on the lives of saints that he was assembling. The original text is available which is written in one persons handwriting, although there are notes on the pages from others, and is said to be quite beautiful (Talbot 1). The manuscript, that came to belong to Sir Robert Cotton and was within the Cottonian collection, was damaged durin g the fire of 1731. However, only the first page and the last page seemed to have sustained any significant damage (Talbot 3). The only things that are known of the one who wrote the biography is that he was a monk in the monastery of St. Albans. It is clear that the biography, in its original form, was written by someone who was close to Christina and who was very familiar with Geoffrey de Gorham, the wealthy abbot of St Albans who offered support to Christina. The writer refers to ‘our monastery’, thus creating the impression that the monastery where Christina made her place, St Albans, is also his monastery (Talbot 6). Through the personalized way in which he describes the lives of the characters in her life, it is probable that he knew them all. Christiana was born into an Anglo-Saxon noble family at the end of the 11th century. Her name was originally Theodora, but she changed her name to Christina. Her family was in danger, however, because of the French occupatio n of England and in this situation, the Anglo-Saxon nobility was almost powerless. Christina went with her family to St Alban to pray and the effect that the visit had on her was to turn her devotion to God. She swore her virginal state to God as a devotion to a life in his service. However, a man decided to marry her and asked her father for permission. Her biography suggests a great many ways in which her parents tried to trick her into losing her virginity to her future husband, but through her own tricks and prayer, she was able to keep sacred her virginity (Amt 139). Christina is portrayed as being very intelligent, an intelligence that is recognized by her parents. One of the aspects of Medieval life for women was in the commoditization of their lives. Women were essentially sold into marriage in exchange for whatever the parents of that woman needed, whether that be political considerations, money, or social prestige. Through Christina, her parents could find a match that wou ld benefit their lives. Talbot translates that her biography states â€Å"For if she remained chaste in love of Christ, they feared they would lose her, and all that they could hope to gain through her† (Talbot 69). As a woman, Christina was intended to be a product rather than a person, an object rather than the subject of her own life. In her refusal to her parents in front of the Fredebertus of the monastery, she states â€Å".

The challenges of managing communication, leadership and decision Essay

The challenges of managing communication, leadership and decision making - Essay Example The role of managers is to level possible disagreements and create positive climate and atmosphere. In hospitality, sector, cohesive groups, and self-managing teams create a tension and pressure which has a negative impact on critical analysis and decision-making process. The challenge of management is to restructure self-managing teams and introduce new methods and forms of communication between teams members. Cohesiveness is more likely when members of a team are to gather for a reasonable length of time, and changes occur only slowly. Strict guidelines and rules established by a manager will help to avoid conflict situations and turnover of members. Low morale and a negative attitude are often associated with a large number of team members undertaking similar work. This requires realistic planning by which the degree and quality of goal achievement can be determined. Teamwork coordination should be stated clearly and communicated to those concerned, and to those who are subject to the operation of the control system. Decision-making has a great influence on effective teamwork, because it involves some degree of participation. Team decision-making uses an overlapping form of structure (Dittmer 2001). Cross-cultural environment and cross-cultural teams create another challenge for management. This issue is typical for hospitality management and communication based on the nature of business itself. Hospitality management operates on the global scale and has to deal with different customer groups and culturally diverse employees. In this case, communication and leadership are the main tools used by management to eliminate cultural differences and tension (Beardwell et al 2001). There are always certain groups in any society that are discriminated against unfavorably due to the prejudices and preconceptions of the people with whom they have to deal. These preconceptions are sometimes verbalized, but often not, and the people holding these preconceptions may well be unaware of the way that they see and judge things and people. The key to managing a diverse workforce is increasing individual awareness of and sensitivity to differences of race, gender, social class, sexual orientation, physical ability, and age. The locus of change is the individual and change itself is both intra- and inter-personal. The action plan will can be based on employee' survey (questionnaire) aimed to identify the main areas of improvement and current problems faced by hospitality managers (Dow 1999). Primarily, it is crucial to develop mutual acceptance and membership within each team. Members in different departments and corporate office environment should have an initial mistrust of each other and a fear of inadequacies. If they remain defensive and limit their behavior through conformity and ritual, the manager should adopt diversity policies to reduce a negative impact (Bowen, Ford 2004). The priority is with questions of likes and dislikes, and power or dependency of group members. Critics admit that there is

Write a 500 word paper which discusses the complexities of Red Chalk Assignment

Write a 500 word paper which discusses the complexities of Red Chalk media and which gives detailed examples of at least one artist (Leonardo Da Vinci) who used this media. Remember to cite references - Assignment Example l paintings, as when Geurcino used this medium fro a study in preparation for the monumental oil painting ‘Erminia Finding the Wounded Tancred’ ( circa 1660), but red chalk was also used to make decorative and quite elaborate landscapes. The writer goes on to state that red chalk became very popular during the Rocco period in France and was utilized This particular technique can be used to exercise great control and precision. It is very easy to use , no mixing of colours, preparation of pigments etc., and gives a rapid result, using simple strokes. That of course does not mean that it does not also require great skill. A famous picture in red chalk is usually referred to as Renaissance man is often credited as being a self -portrait by Leonardo Da Vinci, although it is perhaps a portrait of a relative of his. Scholars are in dispute about this. It dates from 1512 and is held at the Biblioteca Reale in Turin, Italy ( Daily Mail, 2009). It is rarely on public view simply because it is so fragile, because it is subject to foxing, yet at the same time it is often copied and so well known. There has recently been developed a special box, a Climabox, which will, it is believed, preserve the wonderful portrait from further deterioration. Mayhew ( undated ) has spent a great deal of time researching the various materials used by early artists. He describes it as a natural material and easy to cut into sticks right from the earth as it was already very compressed. He states that da Vinci was the first artist to use it. However supplies became depleted by the end of the 17th century and so it dropped from popularity. By 1795 an artificial substitute had been developed by Frenchman Nicholas Conte, but Mayhew states that this ‘crayon’ simply doesn’t have the ‘glow’ of the natural product, and is harder to work with. He quotes Edward Burne-Jones as being in despair as he asks every colour man for the rare original, and saying ‘Now the

Electric Cars by Tesla Essay Example for Free

Electric Cars by Tesla Essay Tesla’s total assets is a total USD 361. 6M, with US sales alone of USD 116. 7M. Tesla boasts of two electric car models: The Tesla Roadster and the Tesla S model. As of January 2011, Tesla has taken about 3,500 reservations for the Model S and expects to begin delivering cars to customers in 2012. Tesla currently employs almost 900 full time employees and is aggressively recruiting employees for positions in its headquarters in Palo Alto, California; at its European headquarters in Maidenhead, UK; and at an increasing number of sales facilities throughout North America and Europe. Tesla plans to build the Model S in 2012 in Fremont, California in an assembly plant formerly operated by NUMMI, a now defunct joint venture of Toyota and General Motors. Tesla purchased a stake in the site in May 2010 for US$42 million, and opened the facility in October 2010 as the Tesla Factory. Tesla Roadster [pic][pic] The Tesla Roadster is a screaming-fast, all-electric two-seater sports car built on the frame of the Lotus Elise. Reduce our dependency on oil, and are cheaper to operate Electric cars are convenient: In one trip to the gas station, you can pump 330 kilowatt-hours of energy into a 10-gallon tank. It would take about 9 days to get the same amount of energy from household electric current. Fortunately, it takes hours and not days to recharge an electric car, because its much more efficient. And you never have to leave home to recharge! Electric cars are extremely simple. There’s no oil to change, no filters, no clutch, no fluids, no crazy mechanical systems. This makes the electric car so much cheaper to operate because there’s hardly any maintenance, like oil changes and emissions checks, that internal combustion cars require. Electric car cuts away our dependency on oil as well and frees us from the unpredictable oil price hikes and spikes that are so common these days. For the car savvy drivers, electric motors develop their highest torque from zero rpms—meaning fast (and silent) zero-to-60 acceleration times. This means they snap to life at the touch of the accelerator. It does 0–60 mph in 3. 7 seconds, making electric cars the fastest cars in the world. Electric cars can be direct drive, so there’s no transmission or complex gearbox. Power is applied smoothly and quietly. Acceleration is effortless. B. Historically, EVs have not been widely adopted because of limited driving range before needing to be recharged, long recharging times, and a lack of commitment by automakers to produce and market electric cars that have all the creature comforts of gas-powered cars. The other limitation beside range is cost. Electric cars have historically suffered from extreme lameness, largely because most attempts at building electric cars were aimed at the mid-price or low-end car market. Media blitz will follow the launch using television and print advertisements. Local glamour and sport magazines will be asked to feature the product. Problem with gray markets will not be an issue because the product will speak for itself and will cost more to copy at the state of our technology. Key cities in the Philippines will be targeted after the Manila debut and continuing media hype. Cebu and Bacolod will be good options to consider the expansion. They are both progressive cities with locals having penchant for European cars and sport cars as evidenced by car sales that are comparable to the Manila data.

Evaluation Task-Centered and Crisis Intervention Theories

Evaluation Task-Centered and Crisis Intervention Theories Select a social work intervention, evaluate its theoretical roots and influences and compare it to at least one other approach. Describe briefly how you would apply your chosen approach in work with a service user or carer group and evaluate its effectiveness. Use at least one piece of research to inform your evaluation. You will need to demonstrate the ability to detect, understand and evaluate potential for discrimination generally with particular emphasis on two specific areas. This paper will evaluate the theoretical roots and influences of two psychological social work intervention theories task-centred and crisis intervention. They will be applied to practice with a children and family setting. The potential for each intervention to discriminate on the grounds of age and race will be demonstrated and evaluated. Both theories will be contrasted and evaluated in terms of their strengths, weaknesses and effectiveness, by use of informed literature and research. Theories can provide social workers with a safe base to explore situations and understand complex human behaviour (Coulshed and Orme 2006). Used wisely, they can promote effective, anti-oppressive practice (Wilson 2008). Theory underpins the social work degree (Coulshed and Orme) and the growing emphasis on evidence-based practice ensures theory is at the heart of the profession (Corby 2006). The most significant theory within social work is Freuds psychodynamic theory (Daniel 2008). Payne (2007:80) goes say far as to suggest that psychodynamic work is social work. It was the original theory social workers drew upon to understand complex human behaviour (Coulshed and Orme 2006). It is also the theory from which many others have been developed or as Payne (2005) suggests, opposed. For these reasons, it can be difficult to understand other theories without knowledge of psychodynamic (QUOTE, QUOTE). Psychodynamic is a major underpinning base of crisis intervention, more specifically, ego psychology, developmental psychology, and cognitive behavioural approaches and systems theory (McGinnis 2009). These theories provide an understanding of the particular psychological characteristic of people in such situations (Beckett 2006, p110). By contrast, task-centred was established within social work. Stemming specifically, from Reid and Shynes (1969) research into the profession (McColgan (Lindsay ed.) 2010). Reid and Shyne claim the roots and influences of task-centred were not derived or borrowed from any other discipline (Parker and Bradley, 2010; Watson and West, 2006). Therefore, Trevithick (2005) suggests task-centred should be referred to as a work or practice, rather than an approach. However, many writers contest this, including Doel (2009) and Marsh (2008) who assert association lies with behavioural and problem-solving approaches to social work. On reflection there are stark similarities between problem-solving tool and behavioural. Crisis intervention was developed by Caplan from Lindeman and Caplans work into loss and grief (QUOTE). It is not a single model in the way that task-centred casework is a single model, but rather a group of models for short-term work with people at points of acute crisis (Beckett 2006, p110). A crisis is a precipitating hazardous event which is meaningful or threatening to oneself (Payne 2005:104). Crises are often caused by sudden loss or change (McGinnis 2010:39). However, it is not the event that defines a crisis, but rather the service users perception and emotional interpretation (Parker and Bradley 2010). What may present a crisis for one may be considered a challenge for another because people have different life experiences, cultural backgrounds, coping strategies and levels of resilience. Crises can be predicable, as in Eriksons psychosocial model (which views developmental conflicts as part of the life course), or unpredictable crises which cannot be foreseen for instance, a natural disaster, ill health and poverty or even a burglary (Hamer 2006) (ONLINE). Crises reduce the psychological coping ability by challenging the homeostasis (normal equilibrium) (Thompson 1991). When ones usual coping resources are unsuccessful in responding to their problem and they cannot adopt alternative internal strategies or find another way to cope, they are likely to find themselves in crisis (Hamer 2006). Caplan argued, that people act as self-regulating systems (Trevithick 2005:267), in that they strive to retain homeostasis. He believed that in addition to the occasional crises caused by unpredicted events people experience developmental crisis throughout the life course. He further argued that preventative work, offered at the time of such developmental crises, might be effective in reducing symptoms of psychiatric illness (Wilson et al. 2008: 361). Unsuccessfully resolved crises can lead to psychologically incapacitating experiences such as regression, mental illness, feelings of hopefulness and inadequacy, or destructive action (Wilson et al. 2008:362). Equally, crises can stir up repressed feelings (Coulshed and Orme 2006). For example, a marriage breakdown may reactivate repressed feelings of rejection and loss from being taken into care as a child. This can add to the sense of feeling overwhelmed and overburdened (a double dose) (Coulshed and Orme 2006:135). While this may provide the opportunity to address a repressed event, the more unresolved crises one has, the more vulnerable they are to future crises (Hamer 2006). Similarly, if unhelpful coping mechanisms are employed during a crisis, this has the potential to create another crisis (Watson and West 2006). Crises produce biological stress responses whereby the fight or flight mechanism is activated. CHINESE MODEL This energy can be fuelled into developing new coping strategies and resilience for now and the future (Thompson 1991, p20). Thompson (1991:10 citing Caplan 1961) uses to his three stage model to understand the characteristics of a crisis. The impact stage is short-lived and characterised by stress and confusion where the event can appear unreal. The second is the recoil stage. This is characterised by disorganisation and intensity of emotion. For example, emotions can be directed externally (anger), internally (guilt) or both concurrently. There may be psychical symptoms as well such as, fatigue, headaches (and) stomach disorder. The final stage is adjustment and adaption. Crises take on average four to eight weeks to resolve and it is during this final period that a crisis can be resolved as a breakthrough or breakdown (Thompson 1991:10). If unhelpful coping mechanisms are used during this stage, they have the potential to create another crisis (Watson and West 2006). As such, skilled crisis intervention during this time can lead to a breakthrough (Thompson 1991:10). For application to practice, Roberts 2000 cited in Wilson et al 2008:366 Uses a seven stage model: Assess risk safety of service user Establish rapport and appropriate communication Identify and define major problems Deal with feelings and provide support Explore possible alternative responses Formulate action plan Provide follow up service IN APP: Try to find trigger but dont get lost in it What is happening to them? How do they normally cope internally/externally? Do they use just psychological or social and community resources to good effect? Opp to help back to homeo but also to improve Min danger enhance risk Mobilise support system advocate Calm, reassure, rapport, interest Develop new techs of coping thro counselling Remember person open for limited period Get SU to set goals give beginning and sense of control Short term incremental to build confidence and new learning Dont set up for failure If using the example given above, the situation does not constitute a crisis, but rather a series of/or large problem, task-centred can be utilised to address these. Task-centred practice involves five structured steps which are essential to its effectiveness (HOWE BOOK): The first step is for the social worker to understand the problems faced, the methods used to respond to the problem and the preferred situation. These are defined and expressed by the service user (Thompson, 2005). Anna expresses she is feeling low since the recent birth of her son, she is worried she does not have the natural mothering ability and cannot remember the last time she last had an adult conversation. She doesnt know where to turn for help. The social worker explores cultural and structural XXXXX it becomes clear that Anna cannot tell her family how she is feeling because it is frowned upon by her culture. She would love to feel happy and in control again. Using feminist perspectiveà ¢Ã¢â€š ¬Ã‚ ¦.. Her cultureà ¢Ã¢â€š ¬Ã‚ ¦.. Ageà ¢Ã¢â€š ¬Ã‚ ¦.. During the next stage the social worker encourages Anna to prioritise which parts of the problems she would like to work on first. With support she breaks the problem down in manageable chunks. This process helps Anna to see that her problem is not insurmountable; it gives her hope and a focus. It is essential during this time that the social worker remains empathetic and builds Anna hopes. The following stage is based upon negotiation in partnership. Together, Anna and social worker agree a maximum of three problems for desired change. Each goal must be specific, measurable, achievable, realistic and time-bound (Doel AND WHO YEAR p36) to ensure Anna is not set for failure. The first of task might be for Anna will visit the local Childrens Centre next week to find out what services they offer. The second step could be attending a session as the Childrens Centre. A timeline for the tasks (usually 12 weekly sessions), together with agreement of who will complete which tasks will form a written contract, signed by both parties. The agreed contract is implemented and monitored until evaluation or termination. This allows for flexibility should this be required (such as extension of time or reorganisation of problems). Anti-oppressive practice lies at its core of task-centred and the values of social work practice are integrated. Partnership working promotes social justice and seeks to reduce the power imbalance between worker and service user. Thompson (2007, p50) agrees stating user involvement and partnership working are part of a political commitment to promoting social justice, social inclusion and equality. These aspects are further supported by the British Association of Codes of Practice, Codes of Ethics for Social Work (DATE) (24 October 2010). The promotion of choice for service users by their own identification of the problem and prioritisation of their goals empowers. It also views the service as an expert in their situation. The nature of breaking down problems (often considered insurmountable) builds a sense of hope for service users to overcome them (QUOTE) The simplicity of the model means it is easy to understand and apply and enables service user to use it for future problem solving (Doel and Marsh 1995). This builds resilience and empowers service users. The model recognises and builds upon service users strengths because it considers they have the personal resources to solve their problems with limited support. This empowers by enabling service users to take control and ownership (McColgan, (Lindsay ed.) 2010). A contract provides transparency and clarity. It places the focus on the problem, rather than the individual. It also allows for flexibility for the level or duration of support to be increased or goals to be reorganised. Because the model is time-limited it decreases the risk of dependency and creates motivation to respond to tasks (Doel AND WHO, DATE, p36). The successful completion of tasks, lead to personal growth of the service user, in terms of confidence and self-esteem for now and for the future. For the worker and agency it offers a time and cost effective intervention. It also saves on future resources by building service users to solve their own problems in the future. A note of caution is that it would be oppressive and ineffective if used with service users with limited cognitive functioning (such as poor mental health, learning disability or dementia). The model is also incompatible where there are complex underlying issues because it cannot address them. Additionally, it may not consider structural oppression such as class, poverty, ill health, gender or racial oppression. Because of the nature of partnership, service users need to be willing to participate for the model to be effective (Trevithick 2005). A written, signed contract may encourage a power imbalance between social worker and service user, placing the social worker as the expert. Marsh (Davies ed. 2008) warns that while task-centred practice may be the most popular theory among social work students, perhaps owing to its simplicity. The quality of its application is often undermined. Many believing they are carrying out task-centred practice work, when actually they are not. PAGE 121 BBB In applying crisis intervention the social worker must establish a rapport with Anna using skills of empathy and active listening, while also assessing the risk of harm to Anna and her child (Mc Ginnis 2010). Importance should also be given to the non-verbal communication of the service user. Anna should be supported in exploring the problem (the objective facts) and her emotional response to the problem (the subjective) (Beckett 2006). The social worker can assist by asking sensitive open questions (to ensure it remains Annas story) and responding by showing acceptance. McGinnis (2010, p45) claims showing acceptance is key to effective relationship building. It can also promote anti-oppressive practice and social justice by not judging the service user. The information collected should focus upon the here and now, although the past should be acknowledged. The social worker should find out the attempts Anna has made to respond to her problem, while at the same time reassuring Anna. McGinnis (2010:45) suggests achieving reassurance by gently reframe(ing) the clients perception of self and events into a more realistic understanding of the situation. Therefore, the social worker could say I imagine you feel isolated; It sounds as if you have had a lot to cope with one you own. Empathy should be shown the entire intervention by the social worker, by use of lexis and non-verbal communication. If the service user is assessed as being in crisis the social worker can explain the concept of crisis intervention and agree the nature of the work to be carried out. Arguably crisis intervention is also anti-oppressive. It seeks to effect positive change in behaviour now and for the future, through the building of resilience and coping mechanisms. It can also release service users from their past by addressing repressed issues. All of which results in empowerment of service user.   Integrates with codes of practice WHAT CODES Active listening and empathy Crisis intervention provides a safe structure of intervention for social worker, service user and use by voluntary agencies in addition to statutory. QUOTE The time limited nature is anti-oppressive because it reduces the risk of dependency for the service user. Additionally, it provides an economical intervention for the social worker and agency. This is supported by research undertaken by the NCHà ¢Ã¢â€š ¬Ã‚ ¦. (QUOTE) Factors such as individual culture, values, gender, race, class and age can be taken into account because the service user is the expert and defines their own experience. (QUOTE) Crisis intervention can be applied to many situations, namely, predictable crises in line with Eriksons ego psychology model and unpredictable crises. (QUOTE) Conversely, there are many criticisms. The service user must be committed to working with the social worker to effect change (QUOTE) The very nature of the word crisis can lead to the theory being used inappropriatelyà ¢Ã¢â€š ¬Ã‚ ¦.. sw may assume su in crisis due to event There is an imbalance in the power dynamic between social worker and service user because of the vulnerable nature of the service due to the crises. Moreover, the social work is considered the expert. This can leave room for unethical behaviour on the social workers part (QUOTE) As crisis is short-lived, many social work agencies may not be able to respond fast enough to take full advantage of this window (Wilson et al. 2008). KEYWORD the brevity of the intervention may not be long enough to resolve a service users issues fully (QUOTE) Research suggests that people respond to crises differently and at varying speeds, due to age, culture and cognitive impairments. Thus the model may need to be adapted to suit the service user and the situation, although, adaptation may render it unsafe for practice (Wilson et al 2008). The theory involves active listening and empathy on behalf of the social worker. As the intervention involves use of active listening and empathy on behalf of the social worker, this may provoke many emotions. The social worker must remain empathetic and professional with an awareness of self. Crisis intervention is also criticised as being Eurocentric. Ignoring different traditions and cultures and being concerned simply with fixing the problem as quickly as possible (Wilson et al. 2008). This can lead to oppressive practice. In conclusion Psychodynamic as discussed, was the theory of the day. It provided according to Howe (2009), complex, inefficient, open-ended intervention. In comparison, task-centred offered an effective, simply structured, easy to understand, time-limited approach, which dealt with the here and now (Howe, 2009). Reid and Shynes concluded through their research, that short-term intervention was effective (Trevithick 2005), and that problem-solving was more likely to be successful if a deadline was in place (Marsh Davies ed. 2008). SUMMARY While both interventions are suitable for differing situations, there are several similarities. Both are individualistic-reformist in that neither truly addresses social change. Both have the potential to oppress and discriminate, but this can be overcome if assessments are sensitive to anti-oppressive practice (Wilson et al. 2008:366). They are both time-limited. Payne (2005:105) quoting James and Gilliland (2001) purports there are three crisis intervention models: The equilibrium model Caplans (1965) original approach. Individuals are seen as experiencing disequilibrium. The focus is upon return them to equilibrium enabling them to respond effectively to their problems. Secondly, The cognitive model Associated with Roberts (2000) Ego psychology developed by Erikson, views the course of life as a series milestones through which conflicts occur. Developmental psychology considers early experiences shape personalities in adulthood. (Daniel ed-Davies 2008); cognitive behavioural approaches and systems theory (McGinnis 2009:37). 3.3 Strengths (pay attention to AOP and values) Time limited reduces risk of dependency In line with codes of practice WHAT CODES SU more open to help and change at a time of crisis (for a limited period)

Superstructure In Marxist Cultural Theory

Superstructure In Marxist Cultural Theory The oft-cited passage from Marxs preface to A Contribution to the Critique of Political Economy in which he states that the economic structure, or base, of society is its real basis, on which arises a legal and political superstructure (source); contains perhaps the most contentious aspects of Marxist theory. The implicit ideas within these few sentences concerning the relationship between the base and the superstructure have excited scrupulous analysis and fervent debate from within the Marxist school of thought and by critics and opponents alike. The passage proclaims that it is upon the economic base that all other institutions, norms and practises are constructed. This perception was confronted by those who suggested that the base and the superstructure were best interpreted as having a reciprocal, dialectical relationship in which the base conditions the superstructure but is in turn affected by it. The metaphor was insufficient for later Marxists, such as Gramsci and Lukacs, wh o represent a shift away from the rigid dichotomy of the classical position by placing focus on the realm of the superstructure through concepts such as hegemony and totality. Further still, there were those who proposed a functional reading of base and superstructure (Cohen). Throughout this narrative, the problems with the relative understanding of base and superstructure have been consistently exposed, either by those who attempt to navigate around them through reformulation, or by those who suggest that they cause the metaphor to collapse. Most notably, the notion that the base determines the superstructure is particularly troubling for many critics. There has been a persistent effort to suggest that the relationship between the base and the superstructure involves an element of economic determinism, which represents the most significant problem due to its simplicity. A second problem is the difficulty of separating the base from the superstructure, and defining what constitutes the relations of production. It is the purpose of this essay to make two assertions. The first is that the troubling cause and effect logic is stubbornly common to all formulations of the model, making both practical and analytical application indefensible. The second uses this as the basis for the suggestion that Marxian claims concerning the relationship between base and superstructure are reductionist and that a multi-dimensional approach that respects ideas of complexity would be preferable. According to Marx, in any given historical epoch men collectively organise to produce the goods and amenities that will ensure their survival. In doing this they enter into class-based social relations independently of their will. The economic base is comprised of the sum total of these socioeconomic relations, termed as the relations of production. The base corresponds, or is conditioned by, the forces of production which we may define as the means at the disposal of the actors involved in said relations. Since the cultural and political superstructure arises upon the economic base, it is therefore the historically specific mode of production that determines and characterises the rest of society social, cultural and political processes, ideas, institutions and so on. As the forces of production advance, through technological innovation for example, strain is placed upon the relations of production. Eventually the base is forced to change and since all other aspects of society are d etermined by the base, the superstructure must accommodate this change through change of its own. The superstructure is said to normalise the antagonism inherent within the class-based social relations since they are expressed through political and legal means, thus preventing the masses from recognising the oppression and exploitation that they are subjected to. This conception is the basis for the wider perspective of cultural materialism, which itself is part of Marxs theory of historical materialism. To quote Plamenatz, If the Marxian theory is to be called materialist, it is because it asserts that it is how men produce what satisfies their needs, which determines the general character of the moral, political and legal order p. 277 It is the suspect way in which Marx states not only that but how (Antonio Gramsci Beyond Marxism and Post-Modernism) base and superstructure are related which shall be the main focus of this essay. Before the problems with the relationship are discussed, it is relevant to briefly outline why such an endeavour is of importance, in light of the argument that the spatial image is a convenient way of discussing society from a methodological and analytical point of view; it is not meant to represent the actual complexity of the real world. (Jakabwski, 1976 quoted in Gramsci new introduction) Whilst it is fair to claim that the base and superstructure metaphor can be a useful analytical tool; it also seems fair to suggest that the validity of the model should be rigorously examined against the complexities of reality. It is only by defining the limits of the metaphor that we can know its ability to shed light on relationships between social phenomena, as Marx claims it can. A central issue of the debate surrounding base and superstructure is what our understanding of determination should be. The inescapable criticism that the base and superstructure metaphor reduces cultural theory to a linear form of economic determinism was prevalent from its very inception (olssen), and I would argue that the persistent, simplistic economic determinist logic is a major problem with the base and superstructure relationship. To focus first on the language of Marxs passage, Marx and Engels could have used moderate terminology to merely suggest that there is a relation between production and social activity. However, as Plamenatz notes, Marx and Engels clearly felt it important to say, as they did so repeatedly, that the character of production determines social life. This is characteristic of much of Marxist theory. That history follows a determinable path in which the changes and developments of society can essentially be predicted is a common theme. There is however m uch rhetoric from both Marx and Engels to defend their position by acknowledging that quote from Gramsci that superstructure influences base). As such most modern scholars do not accept such a determinist perspective. Raymond Williams for example, describes it as being the simplest and most basic understanding of the relationship. (source) It may therefore be contentious to state that Marx was strong in his conviction that there is a specifically determined relationship between base and superstructure in its simplest (Williams) form, since he and Engels both expressed ideas to the contrary (source). However what is clear is the primary status of the base (which is also reflected by the centrality of economics in much of the Marxist canon) and the implication of the secondary or subjugated status of the superstructure. Whether or not Marx intended to allow for the idea of reciprocal influence, it is clear that the metaphor tended ultimately to posit primary or first causes in histori cal motion, which would relegate the rest to a secondary, accidental, contingent, dependent status. (Antonio Gramsci Beyond Marxism and Post-Modernism) It is from this that we may confidently argue that the position of classical Marxism is that which favours economic determinism to a significant enough extent to be subject to scrutiny, despite the neo-Marxist claim that economic determinism is not the intended understanding of the base and superstructure concept. The interpretation of determination between base and superstructure as being reciprocal is a common departure from the simple notion of prefiguration, prediction and control. (Williams) Althusser speaks of the relative autonomy and reciprocal action of the superstructure. (Althusser, cited in Lapsley Westlake 1988: 5) The notion that areas in the superstructure can be relatively distant from the base, and retain a relative autonomy from economic determination is the key feature of the Althusserian understanding of base and superstructure. Shifting emphasis away from the base allows for the interpretation that it is in fact not the economic base that is the basis for society but the superstructure, which exercises autonomous influence, in that it exerts pressures on its own terms. In spite of this, to remain true in part to Marxs original thought, Althusser downgrades the concept of autonomy by stating that there is determination in the last instance by the economy. Hall, influenced by Althusser, cites the variety of language in Marxs description of base and superstructure in The German Ideology which varies from connected with to created by and in its action as to suggest that the relationship between economic and non-economic activities need to be seen as interactive and circular. Williams exertion of pressures. Reformulations of the spatial metaphor such as those outlined above are curious in that they seek to account for variety within the superstructure by assigning the idea of autonomy, yet then retrace their steps in a contrived effort to remain true to the original Marxist doctrine. Althusser, Hall and Williams all nod to the complexity of the superstructure and either explicitly or implicitly acknowledge that deterministic attempts to trace clear causal influence between it and the base is problematic, which seems to be the driving influence in their reformulation of the concept of determination, yet the desire to maintain the primacy of the base is pa radoxical in that it undermines the acknowledgement of a complex, autonomous superstructure by yet again suppressing its autonomy through simple notions of economic practise. This is merely sidestepping the issue and is a fragile (Hirst, On Law and Ideology, London 1979, pp. 75-95) attempt to rescue Marx. If we accept the argument that economic determinism is reductionist, then the circular and reciprocal interpretation may be said to be only partially less simplistic. A second significant problem with the base/superstructure distinction is the inability to theoretically separate the base from the superstructure, and the inferiority of the term relations of production to describe clearly what it is that constitutes the base. If it is unfeasible to overcome these problems, any proposed interpretation of the base and superstructure relationship ought to fail. The debate between G. A. Cohen and John Plamenatz is a useful way of navigating these difficulties. Cohen is a proponent of a functional understanding of the base/superstructure relationship. The argument develops from the idea that the superstructure is constructed as a result of its function, which is to maintain the base. The existence of the superstructure is therefore dependent on its ability to develop social norms and practises that are conducive to the base and provide social stability. As part of this interpretation, Cohen seeks to overcome what he calls the problem of legality, which i s a reassertion of one of the criticisms put forward by John Plamenatz (Karl Marxs Theory of History p.235). As Plamenatz (man and society) notes, detailed analysis of the relations of production reveals that the relations are essentially legal in nature, making the base indistinguishable from the superstructure since the superstructure is supposedly the dominion of legality. Similarly, since the base may only be described normatively, it is difficult to assert the sense in which it is separated from the superstructure, as is indicated by the spatial metaphor. Furthermore, Plamenatz identifies that relations of property are supposedly superstructural, yet have considerable influence over the workings and structure of the economic base. He also states that large sides of social life, such as religion or the sciences, cannot be shown to be derivative of the base. Cohens attempt to overcome this is through a reformulation of the base, an ambition which shares parallels with Williams, c entres on whether or not it is possible to arrive at a conception of the base which excluds any normative involvement from law, morality or politics. He therefore sought to purge the base of normative elements, or seek to identify a rechtsfrei economic structure (Lukes) Cohens non-normative base is built upon the distinction between relations of power, which can exist without superstructural interference, and relations of rights. However, Lukes finds his conception unconvincing. According to Lukes, power relations are based on social and moral senses of duty that must exist before power relations can be established. In summary of the debate Lukes proposes that Cohen fails through his inability to present reference to roles within his rechtsfrei that do not presuppose the existence of rights of some kind. For Lukes, then, there is no viable distinction between base and superstructure, rendering the metaphor useless, urging that it is high time that the distinction be consigned to the scrap heap. If we are to involve Williams urge to reconfigure our understanding of the base as a dynamic force, constantly occupied and defined by human activity, and not take the base as an abstract entity that is not necessarily defined by human action, then we must accept Lukes argument and the collapse of the distinction. Gramscis concept of hegemony and Lukacs of totality represent Marxist conceptions of society that are altogether more holistic and need not necessarily be interpreted in terms of a base and superstructure separation. For Gramsci, the sharp separation between the economic sphere and the political sphere was unsatisfactory, since social relations of civil society interpenetrate with the relations of production. (gramscis political thought p.30) He saw the superstructure as being divided into two parts, political society and civil society and argued that political society organises force, civil society is the organiser of consensus. (Canadian journal) Gramsci asserted that the bourgeoisie maintained control in society through ideology, rather than by economic or coercive means. The norms and values conducive to bourgeois control became entrenched as the limits of common sense of the working class, who were therefore distracted from revolution by falsely interpreting their exploitation a s a common good. Still, it is the bourgeois control of economic production that allows them to become the hegemonic class in civil society. Similarly, for Lukacs, the economist assumption that consciousness and ideology were determined by the economy could not be shown to be so, since crises that developed in the economic sphere were not reflected in the consciousness of individuals (Lukacs history and class consciousness 1923). Gramsci and Lukacs were both attempting to mend Marxism in the area in which they felt was most deficient. Economic determinism, for them, did not privilege an understanding of the vast complexity of the superstructure, which as the realm of consciousness and ideology was greatly important to the cause of initiating historic change. As a model, beyond simply calling this relation dialecticalà ¢Ã¢â€š ¬Ã‚ ¦ it was deficient in examining the multiple ways in which culture and politics or the state produce ideology, authority and power (beyond Marxism and post modernism) They therefore attempted to challenge bourgeois dominance through means that were not strictly economic. While it is more accurate to suggest that the complexity of the superstructure should not be underestimated, in Gramsci and Lukacs ambition to loosen the rigid nature of orthodox Marxism through reformulation, what results is a similarly reductionist or one-dimensional view of society.( The Concept of Cultural Hegemony: Problems and Possibilities T. J. Jackson Lears p.569) A total, holistic view of society will always by nature be insufficient to deeply analyse the variation and complexity of culture, particularly if one seeks to study it through the rather narrow lens of historical materialism, with its association with cause and effect history that has yet to manifest itself. The economic determinism present in the orthodox Marxist interpretation of the relationship between base and superstructure is a problem that is difficult to evade. In attempting to do so most neo reformulations seem hampered in some way, as they seek to transcend the oversimplified nature of the linear perspective but never quite manage to explain or predict the complexity of cultural processes and institutions. The circular interpretation of the relationship is admittedly more attractive than the basic understanding, yet crucially still denies the superstructure the complexity and autonomy that it must be said to have. The work of Gramsci and Lukacs is a significant step forward towards a theory of complexity but is still hampered by the simplicity of seeking to define culture and society through holistic, all-encompassing terms. All formulations seem crude in that they either imply a causal influence strong enough to suggest that the superstructure is mechanically reproduced by th e base, or a causal influence that is not strong enough to strictly retain Marxs original meaning. To overcome this by speaking in terms of the convenience or usefulness of the metaphor as an analytical device seems dangerous to the integrity of the conclusions that may be drawn from it, since it repeatedly has not and cannot stand up to detailed analysis. What should be sought is a view of culture that analyses it without having to refer to a specific agenda, economic or otherwise. It is only by viewing culture on its own terms that we may we hope to go some way to dealing with its complexity.

Driving While Under the Influence of Alcohol :: Drinking and Driving, Drunk Driving, DUI

Driving While Under the Influence of Alcohol Driving a vehicle while under the influence of alcohol is one of the most dangerous things you can do. There is a mass of research evidence to show that driving performance and reaction times are seriously affected by alcohol. If you drink and drive, you are not only a danger to yourself but also to your passenger, other road users and pedestrians. In fact, every 30 minutes, someone in this country dies in alcohol-related crash. Every 30 minutes! And last year alone more than one million people are injured in alcohol-related traffic crashes. Alcohol is a depressant that slows down body reactions and the working of the brain. Each year drunk driving is responsible for about 25% of these deaths. The risks of drinking are alcohol-related accidents and violence. The effects of alcohol are poor coordination and slurred speech, double vision, decrease of self control loss of consciousness and death. There are legal consequences due to drinking also. The more a person drinks, the more their ability to make important decisions becomes impaired. After just one drink, a driver can lose their ability to perform the tasks necessary to drive a car. At a certain point, a driver will become illegally intoxicated and can be arrested for attempting to operate a motor vehicle. In every state on out country there is a legal limit to how much alcohol you can have in your body if you are driving. If you drink and drive you can lose your driver's license and even go to jail. Traffic crashes are the leading cause of death for teens and young adults. More than 5,000 young people die every year in car crashes and thousands more are injured. Drivers who are 16 years old are more than 20 times as likely to have a crash as are other drivers. There are two main reasons why teens are at a higher for being in a car crash and lack of driving experience and their tendency to take risks while driving. Teens drive faster and do not control the car as well as more experienced drivers. Their judgment in traffic is often insufficient to avoid a crash. In addition, teens do most of their driving at night, which can be even more difficult. Standard driver's education classes include 30 hours of class-room teaching and 6 hours of behind-the-wheel training. This is not enough time to fully train a new driver. Teen drivers are more like to be influence by peers and other stresses and distractions. This can lead

J.D. Salingers The Catcher In The Rye Essay -- Salinger Catcher Rye E

J.D. Salinger's The Catcher In The Rye   Ã‚  Ã‚  Ã‚  Ã‚  The novel The Catcher In The Rye, by J.D. Salinger, contains many complex symbols, many of the symbols in the book are interconnected. A symbol is an object represents an idea that is important to the novel. I believe the most important symbol in this novel is Holden’s idea of being the â€Å"catcher in the rye†.   Ã‚  Ã‚  Ã‚  Ã‚  Holden Caulfield, the main character in the novel, is not the typical sixteen year old boy. Holden has many characteristics that aren’t typical of anyone that I know. Holden is very afraid of growing up. He feels the adult world is â€Å"phony†, everyone in it, and everything associated with it. Holden never actually states that he is afraid of growing up, or that he hates the idea of it, instead he expresses his resistance to become an adult by making the adult world into a place full of â€Å"phony†, dishonest, and shallow people, and comparing it to the honest, innocent, and fun world a child lives in.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout this book Holden’s main quest is to try and preserve the innocence in both him, and in everyone around him. He knows that adults have already taken the path leading to â€Å"phoniness†, but he tries to save children from this fate that toward the end of the book he sadly realizes is almost completely inevitable. In order to keep the â€Å"phoniness† from infecting the children’s life, and his, he thinks he needs to preserve the innocence of himself and of the children. The biggest example of his need to preserve the innocence in himself and in all the children he meets in the book is his vision of being the catcher in the rye.   Ã‚  Ã‚  Ã‚  Ã‚  In Chapter 16 Holden hears a young boy singing a song that’s lyrics were â€Å"if a body catch a body coming through the rye.† Before seeing this boy Holden is walking down the street feeling rather depressed, like he is most of the time due to the fact that he gets depressed quite easily. Once Holden sees this boy he automatically cheers up. One reason for this is most likely because this young boy is walking on the side of the street instead of the sidewalk with his parents, which most other people would choose. This shows that this boy still has the innocence and does not feel the need to conform to everyone else yet as many adults do. I believe he also liked this boy because he says, â€Å"his parents paid no attention to him.† This displays the fact that the boy has a f... ...s going. Holden thinks it’s amazing that Phoebe is still seeing the same things he used to see all the time, every time he stepped foot into that museum he would always feel the same thing. No one feels comfortable with change, for the better or for the worse, but Holden especially isn’t. Holden says, â€Å"Certain things, they should stay the way they are. You ought to be able to stick them in one of those big glass cases.† He knows that this is impossible, but he wishes just the same. He wishes he could think of everything the way he thinks of Allie, his dead brother, completely innocent. Allie died when he was young and therefore never had to go through the transition into adulthood. He wishes that Jane could be stuck into a glass case, not die, but get stuck in a big glass case where she would still always keep her kings in the back row. Holden Caulfield wishes so much to be the â€Å"catcher in the rye†. This symbol in the book reveals many things about him and his thoughts. After this symbol and his talk about the lawyers we learn that his whole ideals he expresses before this in the book are totally superficial. This symbol is the most meaningful and complex symbol in the novel.

Biological Psychology Essay

Abstract Psychology has its own biological boundaries. This is in the form of biological psychology or behavioral neuroscience. The main aim of this branch in psychology is to have a clearer picture of the relationship of the mind and body, and mind and brain. It tries to link the brain functions to the different mental processes and behaviors. This type of psychology investigates man’s physiological phenomena such as memory and emotions. Biological Psychology Human beings are more then a collection of systems, more than a collection of organs and more than a collection of cells.   The human body is complex. It is an operating organism which functions as a whole. The human body involves a great deal of variety of processes. By examining the parts, it does not mean that one can understand the whole organism (Arnold, 1999). Biological psychology is the field of psychology which main endeavor was to link the different brain functions to different mental processes and behaviors. Psychologists in this subdiscipline of psychology are often interested in relating biological variables to psychological or behavioral variables. It deals with biological processes and behaviors that are shared with mammalian animals. This is because biological psychologists utilize animals in their experiments. Some of these processes are sensation, perception, motivation, learning memory and control of motor movements (â€Å"Biological Psychology†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The history of Biological psychology emerged from various philosophical views in the 18th and 19th century. However, its study started much earlier. It dates back to Avicenna, a Persian psychologist and physician. He recognized physiological psychology in the treatment of illnesses involving emotions. Avicenna also gave some psychological explanations on somatic illnesses. He believed that humidity inside the brain can cause mood disorders. Humidity is brought by the change with the amount of breath. Another is that happiness increases the breath so it contributes to the brain’s moisture. But then, too much moisture can make the brain loss control thus having mental disorders (â€Å"The Mind-Brain Problem†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The philosophical history of Biological Psychology surfaced from philosophers like Rene Descartes. He believed that the pineal gland was the point of contact between the mind and body. He also proposed a theory that pneumatics or fluid power of bodily fluids is connected to reflexes and motor behavior (â€Å"The Mind- Brain Problem†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another philosopher who contributed to Biological psychology is William James.   He is the one who argued that in the study of psychology there should also be consideration to the understanding of Biology. He also stressed that the functions of the brain must be included in the study of psychology. The connection between mind and brain became progressively clearer in the nineteenth century. In this century, the doctors started observing patients who suffered from head injuries. The patients usually exhibited alterations in language and memory and some variation in their personalities. One patient is a refined businessman and a loving father became a vulgar person who lacks in affection for his loved ones after a sever blow in the head. These observations is lead researchers to experiment by producing surgical lesions in animals in different regions of the brain to observe what effects these lesions have on behavior (Westen, 1999). Since its origin, one of the major issues faced by biological psychologists was localization of functions. This entails knowing which different parts of the brain control different aspects of functioning. In 1836, a physician named Marc Dax, noted that lesions on the left side of the brain were associated with aphasia or language disorder. Because of this discovery, many other discoveries linking the left hemisphere of the brain with language function appeared (Westen, 1999). These other discoveries led to the finding of Broca’s and Wernicke’s areas. Broca’s aphasia involves difficulty in production of speech, whereas Wernicke’s aphasia involves difficulty in comprehending language (Westen, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The clinical assumption of Biological psychology is that organisms share similar biological processes and behaviors. Some of the other disciplines in psychology greatly related with biological psychology are comparative psychology, evolutionary psychology, neuropsychology, clinical psychology, cognitive psychology and experimental psychology (Westen, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Comparative psychology is the study of behavior and mental processes of animals other than human beings (Westen, 1999). Biological psychologists use animals in their experiments. They compare the results done on these animals to human processes and behaviors. Evolutionary psychology, on the other hand, deals with the explanation of mental and psychological traits and how they evolved to adapt to different stimuli. Neuropsychology is an interdisciplinary field of psychology and neuroscience that aims to explain how the structure and function of the brain relate to certain psychological behaviors (â€Å"Evolutionary Psychology†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other fields of psychology related with biological psychology such as clinical psychology, cognitive psychology, and experimental psychology are connected with biological psychology because these fields aim to link the physiological processes with different mental processes. Clinical psychology focuses on the nature and treatment of physiological processes that lead to emotional distress. Cognitive psychology examines the nature of thought, memory and language. And, experimental psychology examines mental processes in human and other animals (Westen, 1999). Some of the noted modern biological psychologists are Nikolaas Tinbergen, Karl von Frisch, Eric Kandel and Arvid Carlsson. Nikolaas Tinbergen is a Dutch ornithologist who won the Nobel Prize for Physiology in 1973. His contribution is the organization and elicitation of individual and social behaviour patterns in animals. Karl von Frisch is an Austrian ethologist who won the same award with Tinbergen. He studied the senses of bees and identified they methods of communication(â€Å"Nobel Prize in Physiology/ Medicine 1973†)..Eric Kandel is a neuroscientist whose contribution is the analysis of biochemical changes in neurons assiciated with learning and memory storage. Arvid Carlsson is a neuroscientist most noted for his on the neurotransmitter dopmaine and Parkinson’s disease (â€Å"The Nobel Prize in Physiology/ Medicine 2000†).   Reference Arnold, T. (1999). Mind and Brian Relationship. Retrieved February 8, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.hyponoesis.org/html/essays/e022.html Biological Psychology. Retrieved February 11, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.psypress.com/common/supplementary/184169360X/part1.pdf Evolutionary Psychology. Retrieved February 11, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.psychnet-uk.com/evolutionary_psychology/evolutionary_psychology.htm The Mind- Brain problem. Retrieved February 11, 2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://moebius.psy.ed.ac.uk/~dualism/papers/brains.html The Nobel Prize in Physiology/ Medicine 1973. Nobelprize.org. Retrieved February 11, 2008,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   from http://nobelprize.org/nobel_prizes/medicine/laureates/1973/index.html The Nobel Prize in Physiology/ Medicine 2000. Nobelprize.org. Retrieved February 11, 2008,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   from http://nobelprize.org/nobel_prizes/medicine/laureates/2000/index.html Westen, D. (2nd Ed.). (1999). Psychology: Mind, Brain and Culture. U.S.A.: John Wiley   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   & Sons, Inc.