Free Essays on Perils Of Prohibition

At eighteen years of age, a person can die fighting for their country, but cannot drink alcohol. The article found in Newsweek, May 1995, â€Å"Perils of Prohibition† , discusses this fact. Further, author Elizabeth Whelan talks about the effects of â€Å"binge† drinking at college and in high schools, and why the drinking age should be lowered to eighteen years old. She gives many insights, compares the U.S. to Europe where the drinking age can be as low as 12, and shows many good ideas on how to regulate teen drinking. I agree with Elizabeth Whelan’s positions on lowering the drinking age in her article â€Å"Perils of Prohibition†, that the drinking age should be eighteen. Whelan discusses why people should be able to drink at a lowered age of eighteen by showing all of the things that her eighteen year old daughter, Christine, is allowed to do at that age. â€Å"Christine and her classmates can drive cars, fly planes, marry, vote, pay taxes, take out loans, and risk their lives as members of the U.S. armed forces.† (Whelan, 14). Under federal law, at eighteen we are consenting adults, and we are legally responsible for our actions. So why are we not seen as responsible enough go out to a bar? Whelan also brought up the idea that if the age was lowered, then people would go to college at least knowing their limits and not â€Å"binge† drinking too much at one time. â€Å"Last year, a young friend with no drinking experience was violently ill for days after he was introduced to ‘clear liquids in small glasses’ during freshmen orientation. We want our daughter to learn how to drink sensibly and avoid this pitfall.† (Whelan, 14). Elizabeth and her husband have been inviting Christine to have a glass of wine with dinner to teach sensible drinking. She also gives valid points about other countries in the Western part of the world where â€Å"moderate drinking by teenagers and even children under their parent’s supervision is given†... Free Essays on Perils Of Prohibition Free Essays on Perils Of Prohibition At eighteen years of age, a person can die fighting for their country, but cannot drink alcohol. The article found in Newsweek, May 1995, â€Å"Perils of Prohibition† , discusses this fact. Further, author Elizabeth Whelan talks about the effects of â€Å"binge† drinking at college and in high schools, and why the drinking age should be lowered to eighteen years old. She gives many insights, compares the U.S. to Europe where the drinking age can be as low as 12, and shows many good ideas on how to regulate teen drinking. I agree with Elizabeth Whelan’s positions on lowering the drinking age in her article â€Å"Perils of Prohibition†, that the drinking age should be eighteen. Whelan discusses why people should be able to drink at a lowered age of eighteen by showing all of the things that her eighteen year old daughter, Christine, is allowed to do at that age. â€Å"Christine and her classmates can drive cars, fly planes, marry, vote, pay taxes, take out loans, and risk their lives as members of the U.S. armed forces.† (Whelan, 14). Under federal law, at eighteen we are consenting adults, and we are legally responsible for our actions. So why are we not seen as responsible enough go out to a bar? Whelan also brought up the idea that if the age was lowered, then people would go to college at least knowing their limits and not â€Å"binge† drinking too much at one time. â€Å"Last year, a young friend with no drinking experience was violently ill for days after he was introduced to ‘clear liquids in small glasses’ during freshmen orientation. We want our daughter to learn how to drink sensibly and avoid this pitfall.† (Whelan, 14). Elizabeth and her husband have been inviting Christine to have a glass of wine with dinner to teach sensible drinking. She also gives valid points about other countries in the Western part of the world where â€Å"moderate drinking by teenagers and even children under their parent’s supervision is given†...

The Invention of American Agriculture in Tehuacan Valley

The Invention of American Agriculture in Tehuacan Valley The Tehuacn Valley, or more precisely the Tehuacn-Cuicatln valley, is located in southeastern Puebla state and northwestern Oaxaca state in central Mexico. It is the southernmost arid area of Mexico, its aridity caused by the rain shadow of the Sierra Madre Oriental mountain range. Annual mean temperature averages 21 degrees C (70 F) and rainfall 400 millimeters (16 inches). In the 1960s, the Tehuacn Valley was the focus of a large-scale survey called the Tehuacn Project, led by American archaeologist Richard S. MacNeish. MacNeish and his team were looking for the Late Archaic origins of maize. The valley was selected because of its climate and its high level of biological diversity (more on that later). MacNeishs large, multi-discipline project identified nearly 500 cave and open-air sites, including the 10,000-year-long, occupied San Marcos, Purron, and Coxcatln caves. Extensive excavations in the valleys caves, particularly Coxcatln Cave, led to the discovery of the earliest appearance at the time of several important American plant domesticates: not just maize, but bottle gourd, squash, and beans. Excavations recovered over 100,000 plant remains, as well as other artifacts. Coxcatln Cave Coxcatln Cave is a rock shelter that was occupied by humans for nearly 10,000 years. Identified by MacNeish during his survey in the 1960s, the cave includes an area of about 240 square meters (2,600 square feet) beneath a rock overhang about 30 meters (100 feet) long by 8 m (26 ft) deep. Large-scale excavations conducted by MacNeish and colleagues included about 150 sqm (1600 sq ft) of that horizontal range and vertically down to the bedrock of the cave, some 2-3 m (6.5-10 ft) or more to bedrock. Excavations at the site identified at least 42 discrete occupation levels, within that 2-3 m of sediment. Features identified at the site include hearths, cache pits, ash scatters, and organic deposits. The documented occupations varied considerably in terms of size, seasonal duration, and number and variety of artifacts and activity areas. Most importantly, the earliest dates on domesticated forms of squash, beans and maize were identified within Coxcatlns cultural levels. And the process of domestication was in evidence as well- especially in terms of maize cobs, which are documented here as growing larger and with an increased number of rows over time. Dating Coxcatln Comparative analysis grouped the 42 occupations into 28 habitation zones and seven cultural phases. Unfortunately, conventional radiocarbon dates on organic materials (like carbon and wood) within the cultural phases were not consistent within the phases or zones. That was likely the result of vertical displacement by human activities such pit-digging, or by rodent or insect disturbance called bioturbation. Bioturbation is a common issue in cave deposits and indeed many archaeological sites. However, the recognized mixing led to an extensive controversy during the 1970s and 1980s, with several scholars raising doubts about the validity of the dates for the first maize, squash, and beans. By the late 1980s, AMS radiocarbon methodologies which allow for smaller samples were available and the plant remains themselves- seeds, cobs, and rindscould be dated. The following table lists the calibrated dates for the earliest direct-dated examples recovered from Coxcatln cave. Cucurbita argyrosperma (cushaw gourd) 115 cal BCPhaseolus vulgaris (common bean) cal 380 BCZea mays (maize) 3540 cal BCLagenaria siceraria (bottle gourd) 5250 BCCucurbita pepo (pumpkins, zucchini) 5960 BC A DNA study (Janzen and Hubbard 2016) of a cob from Tehuacan dated to 5310 cal BP found that the cob was genetically closer to modern maize than to its wild progenitor teosinte, suggesting that maize domestication was well underway before Coxcatlan was occupied. Tehuacn-Cuicatln Valley Ethnobotany One of the reasons MacNeish selected the Tehuacn valley is because of its level of biological diversity: a high diversity is a common characteristic of places where first domestications are documented. In the 21st century, the Tehuacn-Cuicatln valley has been the focus of extensive ethnobotanical studies- ethnobotanists are interested in how people use and manage plants. These studies reveal the valley has the highest biological diversity of all the arid zones in North America, as well as one of the richest areas in Mexico for ethnobiological knowledge. One study (Davila and colleagues 2002) recorded over 2,700 species of flowering plants within an area of approximately 10,000 square kilometers (3,800 square miles). The valley also has a high human cultural diversity, with Nahua, Popoloca, Mazatec, Chinantec, Ixcatec, Cuicatec, and Mixtec groups together accounting for 30% of the total population. Local people have amassed an immense amount of traditional knowledge including the names, uses, and ecological information on nearly 1,600 plant species. They also practice a variety of agricultural and silviculture techniques including the care, management, and preservation of nearly 120 native plant species. In Situ and Ex Situ Plant Management The ethnobotanists studies documented local practices in habitats where the plants naturally occur, called in situ management techniques: Tolerance, where useful wild plants are left standingEnhancement, activities that increase the plant population density and availability of useful plant speciesProtection, actions which favor permanence of particular plants through care Ex situ management practiced in Tehuacan involves seed sowing, planting of vegetative propagules and transplanting of entire plants from their natural habitats into managed areas such as agricultural systems or home-gardens. Sources Blancas J, Casas A, Lira R, and Caballero J. 2009. Traditional Management and Morphological Patterns of Myrtillocactus schenckii (Cactaceae) in the Tehuacn Valley, Central Mexico. Economic Botany 63(4):375-387.Blancas J, Casas A, Rangel-Landa S, Moreno-Calles A, Torres I, Pà ©rez-Negrà ³n E, Solà ­s L, Delgado-Lemus A, Parra F, Arellanes Y et al. 2010. Plant Management in the Tehuacn-Cuicatln Valley, Mexico. Economic Botany 64(4):287-302.Dvila P, Arizmendi MDC, Valiente-Banuet A, Villaseà ±or JL, Casas A, and Lira R. 2002. Biological diversity in the Tehuacn-Cuicatln Valley, Mexico. Biodiversity Conservation 11(3):421-442.Farnsworth P, Brady JE, DeNiro MJ, and MacNeish RS. 1985. A re-evaluation of the isotopic and archaeological reconstructions of diet in the Tehuacan Valley. American Antiquity 50(1):102-116.Flannery KV, and MacNeish RS. 1997. In defense of the Tehuacn project. Current Anthropology 38(4):660-672.Fritz GJ. 1994. Are the first American farmers getting younger? Cur rent Anthropology 35(1):305-309. Gumerman GJ, and Neely JA. 1972. An Archaeological Survey of the Tehuacan Valley, Mexico: A Test of Color Infrared Photography. American Antiquity 37(4):520-527.Janzen GM, and Hufford MB. 2016. Crop Domestication: A Sneak-Peek into the Midpoint of Maize Evolution. Current Biology 26(23):R1240-R1242.Long A, Benz BF, Donahue DJ, Jull AJT, and Toolin LJ. 1989. First Direct AMS Dates on Early Maize From Tehuacan, Mexico. Radiocarbon 31(3):1035-1040.Long A, and Fritz GJ. 2001. Validity of AMS dates on maize from the Tehuacn Valley: A comment on MacNeish and Eubanks. Latin American Antiquity 12(1):87-90.MacNeish RS, and Eubanks MW. 2000. Comparative analysis of the Rio Balsas and Tehuacn models for the origin of maize. Latin American Antiquity 11(1):3-20.Smith BD. 2005. Reassessing Coxcatln Cave and the early history of domesticated plants in Mesoamerica. Proceedings of the National Academy of Sciences 102(27):9438-9445.

Stevens Johnson Syndrome Essay Example | Topics and Well Written Essays - 500 words

Stevens Johnson Syndrome - Essay Example Recommendations for managing this conditionStevens-Johnson Syndrome is an emergency that needs immediate hospitalization in burn or intensive care units. The initial treatment in managing this condition is based on determining the cause. In this case, the condition is triggered by medication, thus, discontinuation of the medication is recommended (Sooriakumaran et al. 2006). According to Patterson et al. (2009), early discontinuation of the causative drug has been proven to improve survival rate in affected patients (p. 234). As a precaution, all medications ought to be discontinued, to minimize complications. Next, oral lesions are administered mouthwashes. According to McCance & Huether (2014) anesthetics are used in pain control, as the pain is intense (p. 1627). In addition, the patient must be allowed to rehydrate their bodies via intravenous fluid repletion, the ocular surface is lubricated. The patient has to be given a consult by an ophthalmologist because of the eye damage r isk (Wright & Spiegel, 2006). Regions which contain shed skin ought to be covered with compresses of Burow or saline solution and tetanus shots must be administered to the patients. Special attention is given to hemodynamic and airway stability. Nutrition also plays a vital role in managing this condition. Proper management entails supportive care to the patient as the treatment is symptomatic. A vital pointer is that the environment must be hygienic and sterile, to prevent any infection.

Learning to Look Essay Example | Topics and Well Written Essays - 500 words

Learning to Look - Essay Example This feature makes it be more attractive to youth who participates in various activities such as games. Secondly, the products come in various colors in order to satisfy the interests of diverse range of customers. Different customers prefer products that have been branded using specific colors. In order to satisfy all market segments, Pepsi Company has branded the products using ribbons of different colors. Third, the products have been packed using different masses. This is to cater for different age groups ranging from small children to adults. Fourth, the bottle surface is rough rather than smooth an aspect that would make it not to slip from the hands of the users. Lastly, the products have been presented in different forms. These include unflavored and flavored water. This makes the customer to select his/her choice of the product (MacRury 2009). Three principles of art are well represented in this advert. First, art principle that is represented is repetition. The name Aquafina has been repeated in all related products. This makes the products to be distinct. Secondly, an aspect of variety is seen through the advert. The company has advertised variety of the products in order to attract different parts of the customers. In addition, this is aimed at increasing the market size. Lastly, the principle of unity is also well presented. All products are presented in one magazine an aspect that creates a unifying factor towards the products. This plays a very great role in segmenting the market. The product being advertised is refreshment. It has been advertised in youth magazine as a result, the major target of the advert is the teenagers. The text accompanying the product is simple to understand an aspect that makes the readers understand the use of the product. The clear image characterizes the product as of high quality and healthy for human consumption. This would

Joy Luck Club: In depth behind Tan and her Writing :: essays research papers fc

The Joy Luck Club was her first big success and was translated into seventeen languages and stood at New York Times best-seller list for nine months. The plot follows the lives of four Chinese Immigrant mothers and their American born daughters. Tan weaves an intricate story as the the four families intertwine and reveal their own secrets forming and strengthening the mother daughter bond.   Ã‚  Ã‚  Ã‚  Ã‚  The story begins on one daughter, Jing-mei, who takes the place of her mother at the Joy Luck Club table in place of her mother (Suyan Woo) who had died. This club was created by the four mothers of the story, Suyan Woo, An-mei Hsu, Lindo Jong, and Ying-ying St. Clair during the war. The mothers met and played Mah-Jong, ate good dinners, and gambled. All to escape the cruelties of their lives, to brighten their spirits.   Ã‚  Ã‚  Ã‚  Ã‚  Jing-mei learns of her mother's past, of her difficult decisions such as leaving behind two daughters in China on the side of the road. The club learns of the location of those two daughters and are saving to send Jing-mei to meet them.   Ã‚  Ã‚  Ã‚  Ã‚  As the date nears each mother recalls in vivid detail their own pasts in China.   Ã‚  Ã‚  Ã‚  Ã‚  An-mei (mother of Rose Hsu) as a child was forbidden to speak her mother's name. She was told her mother dishonered the family by remarrying after her husbands death. Her mother ends up killing herself to give An-mei a better position in life.   Ã‚  Ã‚  Ã‚  Ã‚  Lindo (mother of Waverly Jong) had her marriage arranged when she was very young. The young man she was destined to wed was spoiled and immature. Lindo fabricated a an elaborate story about an angry ancestor who would kill her husband should they stay married. She was given money and pushed off to America and was told to not speak of the curse to anyone.   Ã‚  Ã‚  Ã‚  Ã‚  Ying-ying (mother of Lena St. Clair) discovered as a child that the magic and wonder of many things she believed in such as a favorite Moon Festival was only an elaborate act. As an adult Ying is a strong character, not letting things in general affect her.   Ã‚  Ã‚  Ã‚  Ã‚  The daughters also remember their own lives growing up in California with their Chinese mothers. Many of the daughters grew up, like Tan, feeling they belonged neither in China nor in America and began to reject and question their own background.   Ã‚  Ã‚  Ã‚  Ã‚  Waverly was a chess champion, she quit when she and her friend

Discuss Theories of Communication

P2: Discuss theories of communication. Part A The communication cycle is a commonly used theory of communication. It was first developed by Charles Berner in 1965; it was then modified by Michael Argyle, who was a social psychologist, in 1972. The concept of a ‘communication cycle’ makes it clear that, in order to have effective communication, it must be a two way process. As well as transferring messages to others in a definite, clear way, health care professionals must be able to respond to the verbal feedback as well as the non-verbal feedback.So, effective communication has to involve effort from both participators (both the sender as well as the receiver) in the communication. The communication cycle has six stages. Stage one is when ideas occur, this makes us think and assess the situation that we are in before we start to communicate. We need to think about what we are trying to say, and how to say this in a clear, effective way. Stage two is when the message is c oded and here we have to be aware of the different methods that we can use to send our message.We should try and consider the most effective communication method depending on the situation and the person with whom we will be communicating. Stage three is when the message gets sent. We need to make sure that we have chosen the most effective method of communication, and that we have used this communication method in the most correct way. We should not try and rush the message being sent because that could cause misunderstanding between the two people who are communicating. Stage four is whenever the message gets perceived by the receiver.The service user has to make sense of the message given to them. As health care professionals, we should be aware of the potential difficulties and be aware of how to take steps in order to lessen these difficulties. Stage five is when the message gets decoded. The service user tries to make meaning of what you have just communicated to them. Here, w e have to clarify and check out how much of the information is being understood. This clarification should be carried out on a continual basis, not just at the end of the conversation.Finally, stage six is whenever the message gets understood, and then the receiver of the message then becomes the sender of the new message in the form of feedback. You must allow plenty of time for feedback, remembering that it will be both verbal and nonverbal; this involves listening with your eyes, ears and body language. Part B Mrs Hedges is a resident in a nursing home. Recently, her hearing has declined and she now relies on a hearing aid to enable communication. Three weeks ago, Mrs Hedge’s granddaughter was involved in an accident and since been in hospital.Her family have been reluctant to tell Mrs Hedges of her granddaughter’s condition as they do not want to upset her. Mrs Hedges was used to seeing her granddaughter on a regular basis; she often popped in on her own to spend t ime with her granny. Mrs Hedges has started to worry about her granddaughter and the family have asked that you help them break the news. . â€Å"A relationship without communication will definitely fail. If you attempt to have a relationship without communication, both people involved in the relationship will have different goals and objectives. ANGEL, G, 2010. Title [The importance of the communication cycle]. [16. 10. 12]. Available from World Wide Web : <http://www. helium. com/items/1746915-communication-cycle> The importance of the communication cycle cannot and should not be underestimated. Below, I am going to discuss why I think it is important to follow the communication cycle and why it is important for effective communication. The sender should be aware that the person with whom they will be communicating is hard of hearing, and are wearing a hearing aid.The dispatcher of the communication should be able to select the most effective form of communication in order to communicate the message at hand. The sender must think about how to communicate the message in a sensitive way that the receiver will understand. The communicator should be on the same level as the receiver of the communication; this allows the receiver (Mrs Hedges) to read facial expression and, if possible, lip read. Being on the same level as the receiver of the communication, also allows them to focus and listen more efficiently.The speaker must thoroughly think through what he or she is going to say, and the method in which they want to say it. They must evaluate and decide whether to use verbal or nonverbal communication, or a mix of the two. If they have chosen verbal communication, they must figure out a way to communicate in a non-patronising way that will still be as effective. If nonverbal communication is chosen, the correct method of nonverbal communication should be chosen. Effective communication must happen in order to meet Mrs Hedges’ needs, to help her fe el re assured, safe and secure.In this particular case, I think that a mixture of both verbal and nonverbal communication is requisite. Using speech along with caring and reassuring touch will be effective in making Mrs Hedges feel cared for and safe. The communicator should speak in a normal fashion that Mrs Hedges will not find condescending, but that you speak in a slightly slower pace than usual; this makes your speech clearer. Communicate the message to Mrs Hedges at a time when she is least likely to be tired, as when you are tired, your hearing is decreased anyway.Verbal communication is so important, especially when delivering such a delicate message, so make sure to use simple, short sentences, and make sure that MRs Hedges has understood, you could do this by asking questions such as ‘are you following me? ’ or ‘Do you have any questions, Mrs Hedges? ’. If she hasn’t understood the message, refrain from repeating the same sentence over agai n, instead the sender of the message should try re-phrasing the sentence. Nonverbally, facial expression and hand movements, body language and touch are vital.If Mrs Hedges gets upset, it is important that the communicator re assures her by caring gestures, such as gentle, friendly touch, the carer could put their hand on Mrs Hedge’s shoulder, to comfort her. The carer must be able to communicate effectively to Mrs Hedges so that Mrs Hedges fully understands the message. This is also important as it is useful to know how to effectively communicate so that Mrs Hedges’ needs are met and that she feels safe, secure and re-assured. This will also help her feel valued, and her self-esteem will be boosted by default as the communication is 100% effective.Part C Another theory of communication is Tuckman’s theory of group development. First developed by Bruce Tuckman in 1965, it is one of the more well-known group/team development theories and has been the basis of man y other ideas since its birth. Tuckman’s theory focuses on the way that a team tackles a task from the initial formation of the team right the way through to the completion of the given project. Tuckman’s theory is relevant in particular to team building challenges as each individual phase can affect the completion of the task at hand.Basically, Tuckman's model explains that, as the team develops maturity and ability, the relationships within the team get more established, and the leader changes his or her leadership style, according to the developmental stage of the group. In this group development cycle, there are four main stages although later on, Tuckman added a fifth stage to the cycle (although this is not used by everybody). The first stage, forming, is the stage where the group is put together for the first time, and where all the group members meet one another for the first time, so naturally, this is the most awkward stage of the developmental cycle.The grou p is thought to be at the â€Å"honeymoon stage†- the group members are all naturally shy, and are all aware of their feelings and the feelings of others. In this stage, there is a high dependence on the leader by most of the team members, for guidance and direction. There is little agreement between team members on the aims and purposes of the team, other than what is given by the team leader. Individual roles and responsibilities of team members are somewhat unclear.The leader should be prepared as the team members will have a lot of questions to ask, and the leader will have to be confident so that the team members can feel confident too, and also they will have a sense of security. The second stage, storming, is the stage where the most conflict occurs. The team will begin to gain comfort with one another, and so the team will start to address the task suggesting possible ideas, and different ideas may compete for the favour of the group, and if this is badly managed, it can result in being very destructive for the team.This phase is described as the ‘make or break’ moments for the team, as in the team relationships will either me made or broken. In this stage, it is essential that the team has a strong facilitative leadership in this phase. There is a stronger clarity of purpose, but plenty of uncertainties persist. Cliques and factions form and there might be power struggles within the group. The third stage, Norming, is where the team begins to ‘find their feet’ a bit more.The norming phase is a gradual move towards harmonious team-working. The team becomes more united and begins to agree on rules, purposes, values and aims on which they all agree to operate. In an ideal world, teams will begin to trust themselves more and each member will begin to value the contribution of other team members. In this phase, you will find that the team leader is able to take a step back as individual members become more comfortable with each other and so take on greater responsibility.A potential risk during the norming stage is that the team will become complacent and will lose their creative edge or the motivation that brought them to the team in the first place. The group on a whole is able to make larger decisions, and smaller decisions get delegated to individual team members, adding to the harmony of the group. Outside of the ‘team environment’ the team members may engage in social activities together. The fourth stage, performing, is when the team members are working at their optimum level as a united body.The group can be described as being in ‘flow’ – all of the team members are contributing equally to the team and as a result of this; the team is making excellent progress. When I think of a good team working together as one, I think of the metaphor of a human body; every part of the human body is required for the body to work properly and at optimum level, and this is the same as a team working together. In this stage of group development, each group member can help the other members out by giving them advice, instruction and constructive criticism where necessary.Teams that are performing at optimum level are identified by high independence levels and motivation is evident as well as each team member being highly competent and knowledgeable in the aims they want to achieve, and the main ideas of their team project. Decision making within the team is done as one entity and each team member has a high level of respect for each individual team member. †¦PART D†¦ (TO BE DONE NEXT WEEK) http://www. teambuilding. co. uk/Forming_Storming_Norming_Performing. html http://www. businessballs. com/tuckmanformingstormingnormingperforming. htm Discuss Theories of Communication P2: Discuss theories of communication. Part A The communication cycle is a commonly used theory of communication. It was first developed by Charles Berner in 1965; it was then modified by Michael Argyle, who was a social psychologist, in 1972. The concept of a ‘communication cycle’ makes it clear that, in order to have effective communication, it must be a two way process. As well as transferring messages to others in a definite, clear way, health care professionals must be able to respond to the verbal feedback as well as the non-verbal feedback.So, effective communication has to involve effort from both participators (both the sender as well as the receiver) in the communication. The communication cycle has six stages. Stage one is when ideas occur, this makes us think and assess the situation that we are in before we start to communicate. We need to think about what we are trying to say, and how to say this in a clear, effective way. Stage two is when the message is c oded and here we have to be aware of the different methods that we can use to send our message.We should try and consider the most effective communication method depending on the situation and the person with whom we will be communicating. Stage three is when the message gets sent. We need to make sure that we have chosen the most effective method of communication, and that we have used this communication method in the most correct way. We should not try and rush the message being sent because that could cause misunderstanding between the two people who are communicating. Stage four is whenever the message gets perceived by the receiver.The service user has to make sense of the message given to them. As health care professionals, we should be aware of the potential difficulties and be aware of how to take steps in order to lessen these difficulties. Stage five is when the message gets decoded. The service user tries to make meaning of what you have just communicated to them. Here, w e have to clarify and check out how much of the information is being understood. This clarification should be carried out on a continual basis, not just at the end of the conversation.Finally, stage six is whenever the message gets understood, and then the receiver of the message then becomes the sender of the new message in the form of feedback. You must allow plenty of time for feedback, remembering that it will be both verbal and nonverbal; this involves listening with your eyes, ears and body language. Part B Mrs Hedges is a resident in a nursing home. Recently, her hearing has declined and she now relies on a hearing aid to enable communication. Three weeks ago, Mrs Hedge’s granddaughter was involved in an accident and since been in hospital.Her family have been reluctant to tell Mrs Hedges of her granddaughter’s condition as they do not want to upset her. Mrs Hedges was used to seeing her granddaughter on a regular basis; she often popped in on her own to spend t ime with her granny. Mrs Hedges has started to worry about her granddaughter and the family have asked that you help them break the news. . â€Å"A relationship without communication will definitely fail. If you attempt to have a relationship without communication, both people involved in the relationship will have different goals and objectives. ANGEL, G, 2010. Title [The importance of the communication cycle]. [16. 10. 12]. Available from World Wide Web : <http://www. helium. com/items/1746915-communication-cycle> The importance of the communication cycle cannot and should not be underestimated. Below, I am going to discuss why I think it is important to follow the communication cycle and why it is important for effective communication. The sender should be aware that the person with whom they will be communicating is hard of hearing, and are wearing a hearing aid.The dispatcher of the communication should be able to select the most effective form of communication in order to communicate the message at hand. The sender must think about how to communicate the message in a sensitive way that the receiver will understand. The communicator should be on the same level as the receiver of the communication; this allows the receiver (Mrs Hedges) to read facial expression and, if possible, lip read. Being on the same level as the receiver of the communication, also allows them to focus and listen more efficiently.The speaker must thoroughly think through what he or she is going to say, and the method in which they want to say it. They must evaluate and decide whether to use verbal or nonverbal communication, or a mix of the two. If they have chosen verbal communication, they must figure out a way to communicate in a non-patronising way that will still be as effective. If nonverbal communication is chosen, the correct method of nonverbal communication should be chosen. Effective communication must happen in order to meet Mrs Hedges’ needs, to help her fe el re assured, safe and secure.In this particular case, I think that a mixture of both verbal and nonverbal communication is requisite. Using speech along with caring and reassuring touch will be effective in making Mrs Hedges feel cared for and safe. The communicator should speak in a normal fashion that Mrs Hedges will not find condescending, but that you speak in a slightly slower pace than usual; this makes your speech clearer. Communicate the message to Mrs Hedges at a time when she is least likely to be tired, as when you are tired, your hearing is decreased anyway.Verbal communication is so important, especially when delivering such a delicate message, so make sure to use simple, short sentences, and make sure that MRs Hedges has understood, you could do this by asking questions such as ‘are you following me? ’ or ‘Do you have any questions, Mrs Hedges? ’. If she hasn’t understood the message, refrain from repeating the same sentence over agai n, instead the sender of the message should try re-phrasing the sentence. Nonverbally, facial expression and hand movements, body language and touch are vital.If Mrs Hedges gets upset, it is important that the communicator re assures her by caring gestures, such as gentle, friendly touch, the carer could put their hand on Mrs Hedge’s shoulder, to comfort her. The carer must be able to communicate effectively to Mrs Hedges so that Mrs Hedges fully understands the message. This is also important as it is useful to know how to effectively communicate so that Mrs Hedges’ needs are met and that she feels safe, secure and re-assured. This will also help her feel valued, and her self-esteem will be boosted by default as the communication is 100% effective.Part C Another theory of communication is Tuckman’s theory of group development. First developed by Bruce Tuckman in 1965, it is one of the more well-known group/team development theories and has been the basis of man y other ideas since its birth. Tuckman’s theory focuses on the way that a team tackles a task from the initial formation of the team right the way through to the completion of the given project. Tuckman’s theory is relevant in particular to team building challenges as each individual phase can affect the completion of the task at hand.Basically, Tuckman's model explains that, as the team develops maturity and ability, the relationships within the team get more established, and the leader changes his or her leadership style, according to the developmental stage of the group. In this group development cycle, there are four main stages although later on, Tuckman added a fifth stage to the cycle (although this is not used by everybody). The first stage, forming, is the stage where the group is put together for the first time, and where all the group members meet one another for the first time, so naturally, this is the most awkward stage of the developmental cycle.The grou p is thought to be at the â€Å"honeymoon stage†- the group members are all naturally shy, and are all aware of their feelings and the feelings of others. In this stage, there is a high dependence on the leader by most of the team members, for guidance and direction. There is little agreement between team members on the aims and purposes of the team, other than what is given by the team leader. Individual roles and responsibilities of team members are somewhat unclear.The leader should be prepared as the team members will have a lot of questions to ask, and the leader will have to be confident so that the team members can feel confident too, and also they will have a sense of security. The second stage, storming, is the stage where the most conflict occurs. The team will begin to gain comfort with one another, and so the team will start to address the task suggesting possible ideas, and different ideas may compete for the favour of the group, and if this is badly managed, it can result in being very destructive for the team.This phase is described as the ‘make or break’ moments for the team, as in the team relationships will either me made or broken. In this stage, it is essential that the team has a strong facilitative leadership in this phase. There is a stronger clarity of purpose, but plenty of uncertainties persist. Cliques and factions form and there might be power struggles within the group. The third stage, Norming, is where the team begins to ‘find their feet’ a bit more.The norming phase is a gradual move towards harmonious team-working. The team becomes more united and begins to agree on rules, purposes, values and aims on which they all agree to operate. In an ideal world, teams will begin to trust themselves more and each member will begin to value the contribution of other team members. In this phase, you will find that the team leader is able to take a step back as individual members become more comfortable with each other and so take on greater responsibility.A potential risk during the norming stage is that the team will become complacent and will lose their creative edge or the motivation that brought them to the team in the first place. The group on a whole is able to make larger decisions, and smaller decisions get delegated to individual team members, adding to the harmony of the group. Outside of the ‘team environment’ the team members may engage in social activities together. The fourth stage, performing, is when the team members are working at their optimum level as a united body.The group can be described as being in ‘flow’ – all of the team members are contributing equally to the team and as a result of this; the team is making excellent progress. When I think of a good team working together as one, I think of the metaphor of a human body; every part of the human body is required for the body to work properly and at optimum level, and this is the same as a team working together. In this stage of group development, each group member can help the other members out by giving them advice, instruction and constructive criticism where necessary.Teams that are performing at optimum level are identified by high independence levels and motivation is evident as well as each team member being highly competent and knowledgeable in the aims they want to achieve, and the main ideas of their team project. Decision making within the team is done as one entity and each team member has a high level of respect for each individual team member. †¦PART D†¦ (TO BE DONE NEXT WEEK) http://www. teambuilding. co. uk/Forming_Storming_Norming_Performing. html http://www. businessballs. com/tuckmanformingstormingnormingperforming. htm

Analysis Of Disney s Disneyland Paris Essay - 2475 Words

Assessment 1 Buyer Behavior MKT 220 Student Name: Lutoosha Oza ID No: 14095225B Stream B Date: 11/05/2015 Tutor Name: Anika Vats PART A Question 1 : Which strategic action Disney took in terms of consumer focused initiative? Give examples. Walter Elias Walt Disney (December 5, 1901 – December 15, 1966) was an American entrepreneur, cartoonist,animator, voice actor, and film producer. He and his staff created numerous famous fictional characters including Mickey Mouse, Donald Duck, and Goofy. These cartoon characters became so famous that he designed theme park for the entertainment of children and family in U.S.A. Disney then thought to spread the theme parks around the world. Therefore Disney theme parks were opened first in Tokyo, Japan called Disney Resort which became sucuessful by luck. The second theme park was opened in Paris called Disneyland Paris† which became unsuccessful because of the cultural differences between U.S and Paris. Keeping this problem in mind, Disney opened third theme park in Hong Kong called Hong Kond Disneyland which became successful. Here Disney had strategic plan in terms of consumer focused initiative. A consumer initiative often includes steps for a company to increase sales by differentiating products in the marketplace, marketing goods or services to new demographics or creating a new customer service function to handle customer requests. Paris When Disney had project to open theme park in Paris in 1992, they wereShow MoreRelatedCase2 the Not-so-Wonderful World of Eurodisney1743 Words   |  7 PagesCase Analysis MKTG 650-6T1 Global Marketing Management Professor: Prof. Nicholas Name: Tim Date: 2/25/13 Case study: The Not-So-Wonderful World of EuroDisney Summary Euro Disney SCA formally launched its theme park to Europeans in April 1992 near river Marne, 20 miles East of Paris. 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