Administrative Process in Nursing

Submitted by: Jennelyn M. Pondang Submitted to: Prof. Liwayway T. Vallesteros †¢ Answer learning activities (page 14) nos. 3 and 4. †¢ Illustrate using a table a comparison of the ff leadership style: a. Democratic, Authoritarian, and Laissez-faire b. Transformational and Transactional †¢ Which of the above leadership styles do you think your immediate manager adhere to? Support your assumption. 3. Compare Theory X, Y, and Z. Which one would you prefer in your organization? Why? Theory X assumes employees are inherently lazy and will avoid work if they can and that they inherently dislike work.As a result of this, management believes that workers need to be closely supervised and comprehensive systems of controls developed. According to this theory, employees will show little ambition without an enticing incentive program and will avoid responsibility whenever they can. Theory X managers rely heavily on threat and coercion to gain their employee's compliance, believe t hat everything must end in blaming someone and that his or her employees do not really want to work, that they would rather avoid responsibility and that it is the manager's job to structure the work and energize the employee.Beliefs of this theory lead to mistrust, highly restrictive supervision, and a punitive atmosphere. Usually these managers feel the sole purpose of the employee's interest in the job is money. They will blame the person first in most situations, without questioning whether it may be the system, policy, or lack of training that deserves the blame. Theory Y assumes that people are creative and eager to work. Workers tend to desire more responsibility than Theory X workers, and have strong desires to participate in the decision making process.Theory Y workers are comfortable in a working environment which allows creativity and the opportunity to become personally involved in organizational planning. Creativity and imagination are increasingly present throughout th e ranks of the working population. These people not only accept responsibility, but actively seek increased authority. In this theory, management assumes employees may be ambitious and self-motivated and exercise self-control. It is believed that employees enjoy their mental and physical work duties.Theory Y managers believe that employees will learn to seek out and accept responsibility and to exercise self-control and self-direction in accomplishing objectives to which they are committed. They believe that the satisfaction of doing a good job is a strong motivation. Many people interpret Theory Y as a positive set of beliefs about workers. Theory Y managers are more likely than Theory X managers to develop the climate of trust with employees that is required for human resource development.This would include managers communicating openly with subordinates, minimizing the difference between superior-subordinate relationships, creating a comfortable environment in which subordinates can develop and use their abilities. This theory is a positive view to the employees, meaning that the employer is under a lot less pressure than someone who is influenced by a theory X management style. Another theory which deals with the way in which workers are perceived by managers, as well as how managers are perceived by workers, is William Ouchi's â€Å"Theory Z†.Often referred to as the â€Å"Japanese† management style, Theory Z offers the notion of a hybrid management style which is a combination of a strict American management style (Theory A) and a strict Japanese management style (Theory J). This theory speaks of an organizational culture which mirrors the Japanese culture in which workers are more participative, and capable of performing many and varied tasks. Theory Z emphasizes things such as job rotation, broadening of skills, generalization versus specialization and the need for continuous training of workers.Much like McGregor's theories (Theory X an Y), Ouchi's Theory Z workers have a high need to be supported by the company, and highly value a working environment in which such things as family, cultures and traditions, and social institutions are regarded as equally important as the work itself. These types of workers have a very well developed sense of order, discipline, moral obligation to work hard, and a sense of cohesion with their fellow workers. Theory Z workers can be trusted to do their jobs to their utmost ability, so long as management can be trusted to support them and look out for their well being.One of the most important tenets of this theory is that management must have a high degree of confidence in its workers in order for this type of participative management to work. Theory Z stresses the need for enabling the workers to become generalists, rather than specialists, and to increase their knowledge of the company and its processes through job rotations and continual training. In fact, promotions tend to be sl ower in this type of setting, as workers are given a much longer opportunity to receive training and more time to learn the intricacies of the company's operations.The desire, under this theory, is to develop a work force, which has more of a loyalty towards staying with the company for an entire career, and be more permanent than in other types of settings. It is expected that once an employee does rise to a position of high level management, they will know a great deal more about the company and how it operates, and will be able to use Theory Z management theories effectively on the newer employees. SUMMARY: McGregor's Theory X and Theory Y managers seem to have a much more formal leadership style than do Ouchi's Theory Z managers.McGregor's managers seem to both have different views of the workers, while their views of the tasks remains the same in both cases: that is, one of specialization, and doing a particular task. Theory Y suggests that the workers would become very good at their particular tasks, because they are free to improve the processes and make suggestions. Theory Z workers, on the other hand, tend to rotate their jobs frequently, and become more generalists, but at the same time become more knowledgeable about the overall scheme of things within the company.Several parallels indeed exist between these two theorists. Namely McGregor's Theory Y, and Ouchi's Theory Z both see the relationship between managers and workers in a very similar light. They both are more group oriented than the Theory X assumptions, which seem to be more individual oriented. One of the most notable similarities between McGregor's Theory Y and Ouchi's Theory Z appears in the form of the type of motivation that makes the workers perform in a way that enables them to be more productive.While the Theory X worker is said to require coercion, threats, and possibly even disciplinary action, Theory Y and Theory Z workers are, again, self motivated. This allows them to focus on the task, and also their role within the company. Their desire is to be more productive and enable the company to succeed. Theory X workers, on the other hand, seem to have just enough self motivation to show up at work, punch the time clock, as it were, and do only that which is necessary to get the job done to minimum standards.I would prefer Theory Z in our organization because people in this theory are innately self- motivated to not only do their work, but also are loyal towards the company and want to make the company succeed. I like theory Z managers having a great deal of trust that their workers could make sound decisions. Therefore, this type of leader is more likely to act as â€Å"coach†, and let the workers make most of the decisions. The workers have a great deal of input and weight in the decision making process. Theory Z also emphasizes more frequent performance appraisals 4.Describe at least three factors that affect human behavior. Attitude is one of the fa ctors that affect human behavior. It is a complex mental state involving beliefs, feelings and values and dispositions to act in certain ways. Another is Social Norms. This is the influence of social pressure that is perceived by the individual to perform or not perform a certain behavior. Perceived Behavioral Control is also factor that affect human behavior. This is defined as the individuals belief concerning how easy or difficult performing the behavior will be. Illustrate using a table a comparison of the ff leadership style: c. Democratic, Authoritarian, and Laissez-faire d. Transformational and Transactional C |Democratic |Authoritarian |Laissez-faire | | | | | | |Leadership style in which the leader ictates |Non-authoritarian leadership style. Laissez | |The people have a more participatory role in |policies and procedures, decides what goals are|faire (French for, allow to pass or let go) | |the decision making process. One person retains|to be achieved, and directs and con trols all |leaders try to give least possible guidance to | |final say over all decisions but allows others |activities without any meaningful participation|subordinates, and try to achieve control | |to share insight and ideas. by the subordinates. |through less obvious means. They believe that | |Highly effective form of leadership. People are| |people excel when they are left alone to | |more likely to excel in their positions and | |respond to their responsibilities and | |develop more skills when they feel empowered, | |obligations in their own ways. |and people are empowered when they are involved| | | |in the decision-making process. | | | |Often lead to a more productive and higher | | | |quality work group. | | | D. Transformational |Transactional | |* Leaders arouse emotions in their followers which motivates them to act beyond |*Leaders are aware of the link between the effort and reward. | |the framework of what may be described as exchange relations. |* Leadership is re sponsive and its basic orientation is dealing with present | |*Leadership is proactive and forms new expectations in followers. |issues. | |* Leaders are distinguished by their capacity to inspire and provide |*Leaders rely on standard forms of inducement, reward, punishment and | |individualized consideration, intellectual stimulation and idealized influence to|sanction to control followers. | |their followers. |* Leaders motivate followers by setting goals and promising rewards for | |* Leaders create learning opportunities for their followers and stimulate |desired performance. | |followers to solve problems. |* Leadership depends on the leader’s power to reinforce subordinates for their| |* Leaders possess good visioning and management skills to develop strong |successful completion of the bargain.. |emotional bonds with followers. | | |* Leaders motivate followers to work for goals that go beyond self-interest. | | †¢ Which of the above leadership styles do you thin k your immediate manager adhere to? Support your assumption. Our manager adheres to transactional leadership style. She works through creating clear structures whereby it is clear what is required of her subordinates and the rewards that we get for following orders.Punishments are not always mentioned, but they are also well-understood and formal systems of discipline are usually in place. Whenever our manager allocates work to us, we are considered to be fully responsible for it. When things go wrong, then we are considered to be personally at fault, and were punished for our failure just as rewarded for succeeding. Our manager makes clear of what is required and expected from us. The contract specifies fixed salary and the benefits that will be given. Rewards are given to us for applied effort.She sometimes uses incentives to encourage us for greater productivity. MODULE 2 †¢ Answer any 2 learning activities on page 21. †¢ Submit 1 reading related to this module. Include your comments/ reaction and source. †¢ Submit requirements as instructed Leaning activities 1. Differentiate a leader from a manager; management from leadership? A leader is defined as one who guides or is in command or one in a position of influence or importance. A person who guides others toward a common goal to achieve the objectives set for certain purpose.Interested in risk-taking and exploring new ideas and relates to people personally in an intuitive and emphatic manner. A leader have no official appointment to a position in the organization while a manager is a person appointed officially to the position whose function is to plan, organize, lead and control. Manager is a person tasked with overseeing one or more employees or departments to ensure these employees or departments carry out assigned duties as required, relates to people according to their roles, has the power and authority to enforce decisions. Subject |Leader |Manager | |Essence |Change |Stability | |Foc us |Leading people |Managing work | |Have |Followers |Subordinates | |Horizon |Long-term |Short-term | |Seeks |Vision |Objectives | |Approach |Sets direction |  Plans detail | |Decision Facilitates |Makes | |Power |Personal charisma |Formal authority | |Appeal to |Heart |Head | |Energy |Passion |Control | |Culture |Shapes |Enacts | |Dynamic |Proactive |Reactive | |Persuasion |Sell |Tell | |Style |Transformational |Transactional | |Exchange |Excitement for work |Money for work | |Likes |Striving |Action | |Wants |Achievement |Results | |Risk |Takes |Minimizes | |Rules |Breaks |Makes | |Conflict |Uses |Avoids | |Direction |New roads |Existing roads | |Truth |Seeks |Establishes | |Concern |What is right |Being right | |Credit |Gives |Takes | |Blame |Takes |Blames |Management controls or directs people/resources in a group according to principles or values that have already been established, the process of obtaining, organizing resources and of achieving objectives through other peopl e while leadership is setting a new direction or vision for a group that they follow. It’s a process of empowering people through persuasion and one of the function of management. Leadership is â€Å" the process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task. † 2. Observe a nurse manager in your workplace and note the different management activities she performs identified by Tappen.As I observed our nurse manager in our workplace I noticed that she does the following activities of the effective manager as noted by Tappen: 1. Assumes leadership of the group. 2. Actively engages in planning the current and future work of the group. 3. Provides direction to staff members regarding the way the work is to be done. 4. Monitors the work done by staff member to maintain quality and productivity. 5. Recognizes and rewards quality and productivity Our nurse manager perform the following 5 ( leadership, pl anning, directing, monitoring and recognition ) out of 7 components of effective management by Tappen. I was not able to observe the other 2 components; a. fostering the development of every staff member b. ) represents both administration and staff members needed in discussions and negotiations with others. Submit 1 reading related to this module. Include your comments/ reaction and source. The 7 Habits of Highly Effective People is a popular book, published by Simon & Schuster, and written by Stephen R Covey. It provides a useful, sequential framework for understanding much about the process of Personal Development. Many highly successful people seem to have naturally developed these principles of effectiveness. Stephen Covey's principled approach is not a quick-fix prescription for personal growth.But, says Covey, if you work hard at acquiring these principles, if you learn them well, think about them deeply and teach them to others, they will eventually become internalized. They will lead to fundamental change because they will affect who you are – your character – for the better. Your personality was formed as the result of specific behaviors you internalized as you grew up. These behaviors are not things we need to think about, they represent little success strategies or ways of coping with life that we have found to be helpful. If you take a look at what Seneca said about human character, you will see how acquiring new habits leads to a fundamental change of character. Sow a thought, reap an action Sow action, reap a habit Sow a habit, reap a characterSow a character, reap a destiny. – Seneca [pic] Stephen Covey Stephen Covey was born in 1932. He lives with his wife, Sandra, and their family in Utah; in the Rocky Mountains. Covey achieved international acclaim, and is perhaps best known, for his self-help book The 7 Habits of Highly Effective People which was first published by Simon ; Schuster in 1989 and has sold around 12 million copies word-wide. Covey has a Harvard MBA and has spent most of his career at Brigham Young University, where he was professor of organizational behavior and business management. In addition to his MBA, he also has a doctorate which he completed whilst at Brigham Young University. Dr.Stephen R Covey has received the Thomas More College Medallion for continuing service to humanity and has additionally been awarded four honorary doctorate degrees. Covey is also a co-founder of the Franklin-Covey organization, which specializes in the application of Covey's principle-centered approach to leadership and management. He is widely acknowledged as one of the world's leading authorities on the subject of time-management. Thousands of organizations across the world, including many of the Fortune 500 companies, have adopted his innovative techniques on leadership, teamwork, and customer-focused service. His best-selling book on time-management, First Things First, co-authored with A. Roger ; Rebecca R. Merrill, according to Simon ; Schuster is the best-selling time management book ever.The seven principles he presents in the 7 Habits are not original thoughts – he does not claim to have originated the ideas but simply to have found a framework and a language for articulating the time-less principles embedded into the seven habits. The 7 habits are to be found, he says, in all the major world religions. He believes the principles themselves to be ‘self-evident', that is, ‘you cannot really argue against them'. His view is that all highly effective people, and enduringly effective organizations, have utilized the 7 habits, to a greater or lesser extent, to sustain their success. Covey says that the 7 habits are ‘common knowledge' but, he adds, are not necessarily ‘common practice'. In fact, it could be argued that the habits actually run counter to basic human nature.By our nature, we are reactive creatures and we are inclined to act mainly out of self-interest. But we are also as human beings capable of much higher thoughts and actions and by working hard to internalize the 7 habits we are able to develop a proactive attitude. By so doing, we can take charge of our own destinies and we are capable of exerting influence on other people for the collective good. Summary Stephen Covey is an excellent speaker and so his audio books, in addition to his written books, are well worth obtaining. A full list of relevant resources appears at the foot of this page. In this section, however, we examine what Stephen Covey says about his work.Here are a number of brief quotations which are taken directly from the book which provide a useful summary. Be Proactive â€Å"Taking initiative does not mean being pushy, obnoxious, or aggressive. It does mean recognizing our responsibility to make things happen. † Begin With the End in Mind â€Å"(This habit)†¦ is based on imagination — the ability to envision, to see the potential, to create with our minds what we cannot at present see with our eyes†¦ † Put First Things First â€Å"Create a clear, mutual understanding of what needs to be accomplished, focusing on what, not how; results not methods. Spend time. Be patient. Visualize the desired result. † Think Win-Win Win-Win is a frame of mind that constantly seeks mutual benefit in all human interactions. Win-Win means that agreements or solutions are mutually beneficial and satisfying. † Seek First to Understand, Then be Understood â€Å"‘Seek First to Understand' involves a very deep shift in paradigm. We typically seek first to be understood. Most people do not listen with the intent to understand; they listen with the intent to reply. They're either speaking or preparing to speak. They're filtering everything through their own paradigms, reading their autobiography into other people's lives. † Synergize (Synergise) â€Å"Synergy works; it's a correct princ iple. It is the crowning achievement of all the previous habits.It is effectiveness in an interdependent reality – it is teamwork, team building, the development of unity and creativity with other human beings. † Sharpen the Saw â€Å"This is the habit of renewal†¦ It circles and embodies all the other habits. It is the habit of continuous improvement†¦ that lifts you to new levels of understanding and living each of the habits. † COMMENTS/REACTION: Each chapter is dedicated to one of the habits The First Three Habits surround moving from dependence to independence †¢ Habit 1: Be Proactive Take initiative in life by realizing your decisions are the primary determining factor of what kind of life you will have in the future.We are responsible for all the choices we desire and the consequences implied on it †¢ Habit 2: Begin with the End in Mind Self-discover and clarify our deeply important character values and life goals. †¢ Habit 3: Put First Things First Doing task based on importance rather than urgency. The Next Three have something to do with working with others (Interdependence) †¢ Habit 4: Think Win-Win Genuinely striving for mutually beneficial solutions or agreements in our relationships. Valuing and respecting people by understanding a â€Å"win† for all is ultimately a better long-term resolution than if only one person in the situation had gotten his way. Habit 5: Seek First to Understand, then to be Understood Using empathetic listening to be genuinely influenced by a person, which compels them to reciprocate the listening, take an open mind to being influenced by you, which creates an atmosphere of caring, respect, and positive problem solving. †¢ Habit 6: Synergize Combining the strengths of people through positive teamwork, so as to achieve goals no one person could have done alone. The Last habit relates to self-rejuvenation; †¢ Habit 7: Sharpen the Saw The balancing and renewa l of your attitude, principles, beliefs and practices to create a sustainable long-term effective lifestyle. There is a gap between stimulus and response, and the key to both our growth and happiness is how we use that space. The ability to use wisely the gap between stimulus and response, to exercise the unique endowments of our human nature, empowers us from the inside out.To achieve unity with ourselves, our loved ones, our friends, and our working associates, is the highest, best, and most delicious fruit of the Seven Habits. Building a character of total integrity and living the life of love and service that creates such unity isn't easy. If we start with the daily private victory and work from the inside out, results will surely come. SOURCE: http://www. whitedovebooks. co. uk/7-habits/summary. htm MODULE 3 : †¢ Answer any 2 learning activities on page 31. 1. Analyze the different phases of planning. The first phase of planning according to Tappen is DEVELOPING THE PLAN. The first step in developing the plan is to establish its purpose.The purpose should be clear to avoid confusion and may be stated in broad terms until a broad thorough assessment of the situation is done. The second step is analyzing the situation which includes problem verification, identifying situational variables and the anticipated response to change. Formulating objectives is the third step. Objectives are formulated when the problems are already assessed. The objectives should be written as measurable outcomes so that they can later serve as guidelines for evaluation. The fourth step is generating alternative solutions. The last step in developing the plan is analyzing alternatives and selecting course of action. The second phase of planning is PRESENTING THE PLAN.Plans for projects are usually presented to administration or management for approval. The plan must be presented in an organized manner, delivery of the presentation must be done convincingly and professionally, p lanner needs to be persuasive, concise and direct to the point in order to obtain approval and acceptance by administrators IMPLEMENTATION AND MONITORING is the third phase (last phase) of planning. It includes the following steps: Organizing the implementation of a plan includes; 1. Identifying and arranging activities according to sequence 2. Setting target dates for completing each activity 3. Assignment of responsibilities to particular individuals and 4. The allocation of resourcesTechniques have been developed to organize and monitor implementation of proposed plans such as Schedules which is easy to make and use, Gantt charts which is a highly developed schedule that specifies in detail the task to be performed and the time they are expected to be completes, program evaluation and review technique (PERT) graphically illustrates the sequence of events and their interrelationships using circles for events and arrows for activities and the critical path method (CPM) that’ s very similar to PERT of which one can have a realistic estimate of when the project can be completed. 2. Differentiate strategic planning from operational planning. Give example of each. Strategic planning and operational planning involve two different types of thinking. Strategic decisions are fundamental and directional. Operational decisions, on the other hand, primarily affect the day-to-day implementation of strategic decisions. While strategic decisions usually have longer-term implications, operational decisions usually have immediate (less than one year) implications.Strategic Planning is defined as continuous, systematic process of making risk-taking decisions today with greatest possible knowledge of their effects in the future. Views future as unpredictable, planning as a continuous process, expects new trends, surprises and changes. It considers a range of possible futures & emphasizes strategy development based on assessment of the organization's internal (strength an d weaknesses) and external (opportunities and threats) environment. In strategic planning one of the keys example is something called SWOT. SWOT stands for strengths, weaknesses, opportunities and threats. Everyone in the strategic planning group makes up a list of the company's SWOTs.This gives the company/organization a picture as to where the weaknesses and strengths lie and what opportunities and threats face them. This helps with planning in several ways. First by knowing their strengths they can work to enhance them. The weaknesses can be ignored, but a way of managing or lessening their impact can be developed. Opportunities are analyzed and the best ones chosen. Finally threats: the economy, government regulations and competition are addressed. Strategic Planning ask this question: â€Å"Based on our current understanding of environment, are we doing the right thing? How can we best use our resources to achieve our mission? † [pic]EXAMPLE OF STRATEGIC PLANNING while O perational Planning views future as something that needs to be implemented now.Focuses on setting short-term (less than one year) objectives and assumes much more detailed planning regarding who and how activities will be accomplished Operational planning ask this question: â€Å"What do we need to be doing for the upcoming year/immediately to best accomplish our mission. † EXAMPLE OF OPERATIONAL PLANNING Operational Plan Terra Engineering The following section will identify the proposed operational plan for Terra Engineering. Included are the general operating procedures, human resources, insurance, and working capital requirements of the business. Also included is a table outlining the office space requirements, asset acquisition and an outline of Terra Engineering's operational workflow. General Operating Hours Terra Engineering intends to operate Monday thru Friday from 9 am to 5 pm. Terra Engineering will be operational year round. Human Resources Mr. Johnson and Mr.Smit h will be the sole employees of Terra Engineering for the first two years of operation. When additional human resources are needed, Terra Engineering has identified the persons qualified and able to assist on a contract basis for the same rate as the owner. They include: Mr. Wes Aaron, and environmental engineering technician will be sub-contracted to complete work as needed. It is estimated that Mr. Aaron will eventually be hired full time by Terra Engineering once demand warrants growth. Mrs. Leanne White holds a Masters in Environmental Engineering and will also be sub-contracted to perform work for the company. Eventually, Terra Engineering intends to hire Mrs. White full time. Mr.Charles Pearson holds a Bachelors of Science Degree in Environmental Engineering and has a vast technical experience base in the environmental assessment area and will be retained when needed. Once the business reaches 60% of its operational capacity this will represent 1300 hours, Terra Engineering wi ll offer the above environmental professionals full time positions. Also at this time, an administrative assistant will be sought. A professional user of Auto Cad will be sought to perform various jobs for the company. It is unknown at this time who will fill this position, however, job advertisements will be put in the local papers and organizations to attract a good pool of respondents. Once hired, all employees will be covered by the Workers Safety and Insurance Board and covered for Employment Benefits. Insurance RequirementsTerra Engineering will have to incur costs for business liability insurance. The estimated cost for this requirement is $4,000 per year. Operating Capital Requirements Due to the demands imposed at start up, Terra Engineering will require that the business have sufficient working capital to meet all operational responsibilities of the business for the first three months. It is estimated that the business will need approximately $20,000 in working capital to sustain and ensure the business meets all opening and on-going financial obligations. Also, throughout the year there tends to be periods of low activities. Consequently, the company will experience financial pressures during these months.While much of this time will be spent developing proposals and marketing strategies, there will be a need to maintain sufficient working capital to cover these periods. A long term strategy to maintain a positive cash flow during these periods will be to diversify the company and develop environmental training programs for certain communities. These training programs will be given during these months. Office Requirements and Asset Acquisitions Terra Engineering will lease office space on located at: 459 Duncan Avenue, Suite 1003 Detroit, Michigan The office space is leased and will accommodate the necessary office equipment such as computers, fax machine, photo copier, and other engineering equipment.This facility will require an estimated $5,000 t o renovate in a style that is aesthetically pleasing to the clients as well as the owners. These facilities will be leased at $500 per month. In addition, Terra Engineering will require specialized environmental equipment. These are the estimated costs associated with those investments: Office Renovations $5,000 Office Equipment and Furniture $6,000 Specialized Field Equipment $27,000 Specialized Software $10,000 Total Capital Costs $48,000 The above noted capital purchases will increase work effectiveness, enhance professionalism and will prepare the business for the forecasted demand for services.Further, the equipment may be leased out to partner associates during times of low activity. Operational Workflow As with any consulting firm, the operational workflow for the business is quite uniform and simple to follow. The following is a step by step outline of how contracts are completed on a regular basis: Step 1 Terra Engineering will respond to a request for proposal (RFP) with a professionally prepared proposal for service; Step 2 At this point, the potential contract is awarded to either Terra Engineering or other companies which submitted proposals for services. Therefore, communication is made by the contract to the successful consulting firm.If Terra Engineering is successfully selected to perform the work, the contract is then triggered to begin; Step 3 Terra Engineering will collect a deposit from the client and will begin the project. Deposit values vary depending upon the size and location of the project; Step 4 Terra Engineering will go ahead and start the project while keeping communication with the client. Once the project reaches 60% – 70% completion, funds will be given to the business by the client to complete the rest of the work; Step 5 Once the work is completed to the satisfaction of both, Terra Engineering and the client, the final payment for the contract will be made. The above operational workflow is very standard, easy to unde rstand and within industry's norm.Terra Engineering will accept cash, cheque and visa payments. These payments are well within industry standards. The business will provide credit to larger account holders. It is estimated that the length and terms of payments are net 30 for all clients. This will allow the business to avoid cash flow problems. Late payment charges are 2% of the projects outstanding balance. †¢ Get a sample copy of different types of planning and give your analysis as to their contents. A Tactical Plan Here is what a tactical plan might look like. Note how we begin by showing how the tactical plan relates to the Marketing plan. It is the tactics that will execute that strategy.Too often, firms do not have a proper marketing plan and instead go directly to tactics. [pic] New Product Plans Our strategy assumes that we will launch new products throughout the year to maintain our image of leadership in the meal solutions market. Our marketing strategy is to provide consumers with tasty, nutritious, quick-to-prepare meals. Objectives: We will launch four new products over the plan year, each of which will: 1. Score an average of 7. 5 or more in consumer taste panels (10 = excellent taste, 1 = very unappetizing) with three test groups. 2. Include two vegetables and one meat or meat substitute item. 3. Contain no more than 450 calories per serving. 4.Require no more than six minutes per serving microwave cooking time. Procedure: Lab staff will develop meal solutions which meet the above criteria such that one new product is ready to market every three months. Only products which meet the last three criteria should be taste tested. At least one of the new items must be meatless, but no more than two should be. Controls: Lab staff are to submit monthly progress reports to the marketing manager indicating the number of items under development and data on all four criteria, as available, for each item. The key goal is that there must be four marketa ble items by the end of the plan year.

Engage In Personal Development With CYP Essay

Unit 3: Engage in Personal Development in Health, Social Care or Children’s and Young People’s settings 1: Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant, I have many different roles and responsibilities which mainly involve around holding paramount the welfare and safety of children and young people, their progress, development and well-being. It is my responsibility as an employee to follow the codes of practice and ensure that I continue to update my training requirements and techniques. Staff must uphold policies, procedures, rules and work alongside the teacher and other professionals to assist in preparation, information sharing and delivery of sessions, meetings, resources, information and progress. It is also important as a TA to build trusting professional relationships with children, young people and their families/guardians as well as colleagues and other agencies involved, whilst still ensuring to follow confidentiality and data protection policies. My Key Responsibilities are to work under the guidance of teaching staff/SLT and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher/instructor in the whole planning cycle and the management/preparation of resources. Level 3 TA’s may also supervise whole classes occasionally during the short-term absence of teachers. (3 days maximum per absence). The primary focus is to maintain a productive, well-structured working atmosphere with students being fully engaged and on task. In providing cover supervision, Teaching Assistants will need to respond to questions and generally assist pupils to undertake set activities. Specific Duties and Responsibilities Pupil Support To support pupils development and promote independence in a safe, secure, challenging environment employing strategies to recognise and reward achievement of self-reliance To support the learning of individuals and groups of pupils as identified through curriculum planning and to act as a role model, having high expectations of behaviour, effort and attainment To  focus on individual pupils as directed or when needs dictates To work with other staff to develop and implement the IEBP’s and the subsequent monitoring To encourage pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in order to identify individual needs and difficulties and to feed back to pupils in relation to their progress and achievement To promote the inclusion and acceptance of all pupils within the classroom To meet the social, emotional, behavioural and learning needs of the pupil according to a pupil’s Individ ual Education/Behaviour Plan whilst encouraging independence wherever possible. To monitor pupil’s attendance and behaviour To promote and facilitate learning To support preparation of lessons/tasks/activities To use data on attendance, behaviour and attainment to inform teachers planning To evaluate data on attendance, behaviour and attainment to develop specific learning programmes for pupils Teacher Support To plan with teachers the daily/weekly programme of lessons, activities and events in order to support pupils and adjust lessons/work plans as appropriate Occasional supervision of the class in the course of short term absences of teachers, focusing on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision To liaise with other professionals to ensure an appropriate and stimulating learning environment (eg. Display work) To set out, prepare, use and tidy equipment To promote and encourage home school partnerships To assist on home school liaison visits To listen, support and discuss issues sensitively with parents and carers under the teacher’s/instructor’s supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupil’s responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives To provide objective and accurate  feedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and availability of appropriate evidence To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as required In class, to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etc. To work within an established discipline policy in order to anticipate and manage behaviour constructively, promoting self-control and independence. Curriculum Support To prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils’ responses/needs To help drive the school improvement plan To set out and prepare equipment indoors and outdoors To implement local and national teaching strategies, and make effective use of opportunities provided by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils’ competence and independence in its use To help pupils access learning activities through specialist support To determine the need for, prepare and maintain general and specialist equipment and resources School Support To promote the policies and ethos of the school, e.g. personal and social and to promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To display pupils work to reflect their achievement To supervise pupils on outings and visits as required To attend staff meetings as required To be aware of and comply with policies and procedures relating to child protection, behaviour management, health, safety and security and to refer all concerns to the leadership team To treat all information relating to a  pupil as strictly confidential, and to be aware of and comply with school policy and practice To be a proactive member of the school team To establish constructive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils’ out of school hours learning activities To attend relevant courses and learning activities in order to update knowledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to organise specific projects 1.2 Explain expectations about own work role as expressed in relevant standards In my setting, all policies and procedures are kept in the main office and are available to view on request. I am aware of all current legislation and I have read and understand my Company’s policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with any changes or amendments that may arise. I always work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and not discuss any information about children, their families and sensitive information about school matters to anyone unless there is an appropriate reason to do so. When I feel there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and pass on any information I have to the Safeguarding Officer. Following the health & safety policy I record any accidents in the relevant accident book and log it on the schools monitoring system (sleuth). When an accident such a concussion or feeling unwell, a phone call home is made to notify the parent/carer of their child’s situation. Throughout the day I check the equipment, furniture and resources are safe for students to use before they come into the setting and report any hazards/faulty equipment to  the appropriate person and log it in the repairs book as soon as possible. The first aid box situated in the first aid cupboard on the main coridoor opposite the Head teacher’s office. First aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to deal with arising situations accordingly. All members of staff, visitors and parents/carers a required to sign in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building. My school aims to maintain high standards of healthy eating, making sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals. Working in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and can deal with challenging behaviour on a daily basis. I also assist students with special educational needs such as ASC, ADHD, ODD or mental illness . I have been trained in Team Teach and PRICE de-escalation and positive handling techniques (STL37. STL39, STL41). I am aware of what to do in most circumstances, and the correct reporting/recording procedures to follow. I frequently attend new courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotional and disability awareness etc. In regards to relevant standards, I encourage all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing national  issues and encourage students to share their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I try to incorporate maths equations into everyday situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26. As a Teaching Assistant, I am expected to support the teacher, to be reliable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I conduct myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I try to remain professional at all times and act appropriately (STL20). My role as a Teaching assistant is to assist in enhancing children and young people’s knowledge base so they can grow in all aspects of their development. I differentiate my strategies and provide different levels of work for specific students with both lower, or higher abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas effectively and are confident in the task set. Maintaining positive relationships with students helps me in my role as you get to know what levels of assistance students will need. For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a big task and/or lots of writing. I write down instructions for these students before the lesson and break them down into small and simple steps. I will then wait for the student to be far enough into the task before giving another instruction. For student Z, being on the gifted and talented scheme in previous mainstream schools. I can find a more in depth and higher level equivalent of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34). I work alongside my teacher and have daily meetings and share ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, STL31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to succeed and feel confident in doing so (STL45, STL47). As well as working with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am always collecting and updating my file of lesson pla ns and tasks for such occasions. (STL28, STL62) 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided Reflection means focusing on how you interact with colleagues, students, and the environment. It means thinking about how you could have done something differently, what you did well, what you could have done better. How you can improve what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better understanding of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the key elements of effective practice to understand what effective practice looks like. They need to create a self-development plan and reflect on their work. If an employee doesn’t have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own performance. If work standards don’t exist, then things are open to personal interpretation and this can lead to conflicting viewpoints. If some colleagues work to lower standards, it can affect the work of others. It’s  important to seek feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches. 2.3 Describe how own values, belief systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an essential part of who we are. The way in which we respond to people is linked to what you believe in, consider important and what interests you. People react positively to people who share the same values and possibly less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs. This may seem obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote people’s individual views and wishes. Your own view may cause conflict with others or could help you understand others views and help improve communication with others. 3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice. Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality service for both children/ young people and parents/carers. I believe I have a good understanding and knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and analyse data. I regularly familiarise myself with updated policies and procedures and also participate in peer mentoring activities with other colleagues to improve personal practice. I work on a ‘Plan, Record and Review’ system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a second perspective of your performance as other colleagues could perceive situations in a different way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to p romote positive outcomes in learning and well-being for all. 4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools ‘Peer Mentoring System’ for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different styles, approaches and strategies can benefit different audiences and activities, while widening our understanding and  knowledge base. I work closely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job. 5.1 Evaluate how learning activities have affected practice I have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is why reflective practice and ongoing training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a ‘hands on’ approach is a last resort within my setting but am confident in knowing when and how to use my TEAM TEACH training and when not to. I feel I am able to use de-escalation techniques in most situations and I am always learning and progressing my strategies and knowledge from experiences. The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an activity and then begun to get bored and wandering, it would be obviou s that the task was too easy and not really suitable or beneficial for that student or group or they need another task to complete. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work hard to complete it. If the activities are  taking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or choose higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can become frustrated and lash out as they don’t want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural issues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events. I always plan extension task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isn’t pointless. If students are frustrated I will try and talk them through the task or give them a few minutes to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and ‘present a new face’ when needed in volatile situations. It is not always possible to achieve what you intended in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in resolving a situation then you can always learn from it and rectify it. Maintaining positive relationships is a big part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I partake in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a student’s strengths and weaknesses as well as triggers, likes and dislikes etc. National Standards taken from ; https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239935/NOS-SUPPORT_for_supporting_teaching_learning.pdf

The Pathology of Multiple Sclerosis

Multiple sclerosis (MS) is a disease which affects the nervous system, namely the brain and spinal cord. It causes damage the myelin sheath, the material that surrounds and protects nerve cells (Marieb, 2012). This damage slows down the process in which the brain relays messages to the rest of the body, leading to a variety of symptoms. Some of the most common include pain and numbness; fatigue; walking, balance, and coordination problems; bladder and bowel dysfunction; vision problems; cognitive dysfunction; emotional changes and depression (National Multiple Sclerosis Society, n. . ). Though the exact cause of MS is unknown, it’s widely thought to be an autoimmune disease. Autoimmune diseases arise from an overactive immune response of the body against substances and tissues normally present in the body (Marieb, 2012). In other words, the body actually attacks its own cells. The immune system mistakes some part of the body as a pathogen and attacks it. The disease affects women more than men, often beginning sometime between the ages of 20 to 40. Recently, a study found that the incidence of MS appears to be higher in African American women than in caucasians, contradicting previous findings (Langer-Gould, Brara, Beaber, & Zhang, 2013). The disease is usually mild; however, some people lose the ability to write, speak and/or walk. No cause or cure for MS has been found. It remains a mysterious disease with no known pathogen or even known determinants of its severity and course. Three recently published studies say that salt may play a role in MS and other autoimmune diseases, although no study has found a direct link between high salt intake and increased incidence of MS. On a more peculiar note, researchers in England have been investigating how the month of birth (May and November) affects the chances of having MS later in life. It’s thought that it could have something to do with climate, sunlight, and intake of vitamin D (Disanto et al. , 2013). Many of the medicines available for use by MS patients only slow the progress of the disease. The most common treatments involve interferons. Interferons are a group of natural proteins (beta, alpha, gamma) that are produced by human cells in response to viral infection and other stimuli (NMSS, n. d. ). The FDA has approved three treatments in the form of beta interferon called Avonex, Betaseron, and Rebif. Beta interferon has been shown to reduce the number of exacerbations and may slow the progression of physical disability (National Institute of Neurological Disorders and Stroke, 2012). When attacks do occur, they tend to be shorter and less severe. A synthetic form of myelin basic protein, copolymer I, has also been approved and it has few side effects. For more severe or chronic cases, an immunosuppressant treatment (mitoxantrone) has been approved. While steroids do not affect the course of MS over time, they can reduce the duration and severity of attacks in some patients. Spasticity, which can occur either as a sustained stiffness caused by increased muscle tone or as spasms that come and go, is usually treated with muscle relaxants and tranquilizers (NINDS, 2012). Patients can also help control symptoms through adequate physical activity and occupational therapy. Exercise, especially stretching exercises, helps relieve stiffness and promote flexibility and mobility. With advances in the understanding of the brain come advances towards developing a cure for Multiple sclerosis. Improved ability to create images of the living brain and spinal cord, new understanding of the brain's capacity for repair, and an overall accelerated pace of new discoveries about the cellular machinery of the brain have lead to new therapeutic strategies. These strategies include gene therapy, stem cell transplantation, and neuroprotection strategies (Joy & Johnston, 2001). Very recently, a biotechnology company developed a new MS drug based on peginterferon beta-1a. Studies of peginterferon beta-1a show that, when injected under the skin either every two or four weeks, reduced the relapse rate significantly more than placebo in a study of 1500 people with relapsing MS (Biogen Idec, 2013). Myelin and the cells that make myelin, called oligodendrocytes, are the main focus of many MS studies. Scientists and medical research organizations (such as The Myelin Project) are trying to find ways to stimulate myelin regeneration in patients by uncovering the mechanisms involved in myelin regeneration. Once discovered, they could eventually be translated to promising new therapeutic approaches to restore function in people with MS.

Ethical Consideration of Using Nuclear Weapons Essay - 1

Ethical Consideration of Using Nuclear Weapons - Essay Example As mentioned earlier, it was during August 1945 that the world witnessed how destructive and horrendous are impacts of a nuclear bomb but the â€Å"nuclear weapons age† formally began a month later from this event on July 16, 1945 at 5:29am. The scientists chose a quite area of the New Mexico desert and that place of the experiment is now known as Jornado de Muerto (Journey of Death) (Paul, pp. 314). The energy from that experimental explosion was so immense that people sitting 150 miles away could feel the shockwaves in the form of a brief earthquake. The explosion created so much light that all the mountains in the neighborhood became visible. The explosion produced its first mushroom shape cloud of smoke which would later go on to redefine the human existence on this planet. J. Robert Oppenheimer who was the Chief scientist and director of Manhattan Engineer District of the War Department project uttered the words from Bhagvand Geeta, which sum up the entire situation. He s aid, â€Å"Now I am become Death, destroyer of worlds† (Krepon, pp. 19-23). As the world enters into the second decade of the 21st century, nine countries have the possession of 32000 nuclear weapons having more than eight thousand megatons of energy, which is more than enough to destroy not only the planet earth and even mars given that if these weapons are used strategically. More importantly, these weapons could give too much liberty to the people, groups, and nations who possess it thus putting the liberty of entire humankind in jeopardy.

Smoking cigarettes and the strenghts and weakness of the theory of Essay

Smoking cigarettes and the strenghts and weakness of the theory of planned behaviour in explaining this behaviour - Essay Example This is a habit and people become addicted to these kind of things very quickly. Among the addiction of things the addiction of cigarette smoking is very common and popular. A approximate number of adults smoking in United States is about 44.5 million. 23% of the high school students are current smokers. The rate of persons who start smoking is more in students than in adults. This is the major point of concern for the health organization to reduce this rate. Some people smoke to make their image glamorous and effective. The person falling in these categories are most from the reel life persons or star personalities. Military also advertises smoking as glamorous part of life and society. This is a kind of irrational behavior of man that forces him to get addicted to such things in life that are harmful to him. He knows that these are harmful but enjoys the addiction. The irrational behavior is the abnormal behavior of person that is related to his addictions. They do not know how to act at some instance. When they are addicted to something they get unconscious in the absence of it. Who is responsible for this kind of action or behavior the person or the environment around him. About the first cigarette every person thinks that he will not be addicted of it but soon when he is used to the smoking environment he starts it slowly and occasionally. The first cigarette offered to him is just the initialization of his irrational behavior. Smoking for the first time is due to the curiosity of the feeling that something is missing in life and that must be filled by smoking. Smoking is also done to equalize his standard with others of his age. They think that smoking creates a glamorous and mature image. Even in the early stage of smoking majority hates the taste of cigarette but due to the irrational behavior of smoking it makes them feel satisfied of smoking. With first few cigarettes one thinks he would not get addicted to smoking since he is smoking only one or two in couple of days but then sitting in the environment it gets doubled and the person becomes addicted to it very soon. Even then he tries to quit smoking that becomes difficult for him. Then if someone offers you a cigarette you cannot stop yourself from smoking. This forces a person for irrational behavior of smoking and makes him addicted to the heinous act of smoki ng. Smokers have a basic habit of smoking at certain interval or at certain time like in the morning of after having dinner or such time. This makes him slave of cigarette and cannot quit at these times. In early stage of smoking person smokes in group but then individually needs cigarette at certain interval. He becomes dependent on smoking or cigarette. At

Just War Theory Essay Example | Topics and Well Written Essays - 500 words - 1

Just War Theory - Essay Example However, two problems arise when trying to justify the use of JWT in shaping the United States and allies’ strategies in Afghanistan, where it is fighting an untraditional enemy that does not share the same kind of ethical ideals. The first problem arises from the thought of each of two sides in the nontraditional war as moral agents, when one has clearly rejected the moral code the other follows. Since a moral code sets the ethical guidelines governing a community, when one party does not accept the moral code, the one that does accept the code is not obligated to follow that code. For instance, it is generally accepted that killing an animal that is known to be dangerous is ethical, insofar as doing so protects other members of the moral community from being harmed. Similarly, if a nontraditional army does not accept these rules of conduct, like the animal, it is well within the moral right of the traditional one to ensure its enemy does not harm another member of the moral community. From this assumption that militaries are moral agents, and the fact that moral codes provide the ethical guidelines for the community, an entity that does not accept the moral code is not obligated to ethical treatment accordi ng to this code. A war is nothing more than murder of other human beings; but instead of being punishable murder, it is sanctioned by states. JTW theory proposes the means by which one can create a more ethical war, but it does not address the issue of whether war itself is ethical. This relatively conservative answer to whether JTW applies to a nontraditional war is supplemented by a second problem, which is tangentially addressed in â€Å"The Call to Arms†1. This issue has to deal with the source of JTW moral prescriptions, and whether a nontraditional fighting force like that seen in Afghanistan is to be dealt with ethical principles based on notions like â€Å"Christian love† or within the tradition

Strategic Human Resources Planning Research Paper - 1

Strategic Human Resources Planning - Research Paper Example Corporate expansion is an issue that aims as wining a larger market share with the aim of increasing sales and hence more profit. Though to many business organizations corporate expansion is aimed at making more profit, it is not always the case. It is an act of risk taking with speculations that objectives will be achieved. When the expected outcome is not realized, the organization gets a big loss. This is the reason why Ericson (2007) depicts that despite the fact that corporate expansion is a fundamental form of strategic variation for business entities, it is the least understood outcome in the business sector, in which incentives, and constraints abound. For Hilton Hotel to achieve organizational expansion successfully, several financial actions must be taken. Obviously, in expanding into new markets, one of the main reasons is to beat growing competition. This means that proper planning must be factored in. Since the main objective of corporate expansion is to typically bettering existing corporate performance through increased profitability, enhancing business growth, and increasing the chances of survival in the market, several financial actions must be taken. To begin with, the organization must have evaluated the potential clients thus must establish land where the infrastructures will be build. The amount expected to set up a hotel is notably high. For high-class hotels like Hilton, the amount of money required is relatively high. This is because the organization is aimed at accommodating high-class people meaning that expensive materials are required. When the Hotel is already established, it must be equipped and the necessities put in place. These include food and accommodation facilities. In such a case, money will be crucial to ensure that the standards of Hilton Hotel are maintained. This aspect comes in as a form of production where by more finances are set aside to provide more and

Security Program Case Study Example | Topics and Well Written Essays - 1750 words

Security Program - Case Study Example The organization under analysis is the New York public library. In this organization, security issues are taken into account as the library gather and keep personal data of users and their personal information. The New York public library consists of several branches and departments; it has regional branches and has more than 43,975,362 items. The library computerized its lending services in order to improve customer service and improve its routine work. The security program is aimed to protect users from unauthorized access to their information and protect library from attacks. Beyond that, however, all staff-especially those who deal with personal data regularly-need to be aware of what they are allowed to do, what they are not allowed to do, what security procedures they are expected to follow, and whom to ask if they are in any doubt. There must be policies spelling out what is expected, opportunities for staff to know what those policies are and what procedures are required to implement them, and regular checks on whether the policies and procedures are being followed (Data Security and Protection 2008). The security program was implemented 5 years ago. It is supposed that the biggest risk to security is almost always staff. The damage they do can be deliberate-stealing information about people, such as business contacts they want to use for their own purposes, for example, or trashing the database out of frustration on being demoted. More often it is un-thinking or inadvertent-giving information over the telephone to someone who shouldn't have it, leaving confidential files on their kitchen table for a neighbour to see when they are working at home, or chatting in the canteen about a user's borrowing habits where other people can overhear. Even with external threats, the accepted wisdom is that anyone trying to gain access is more likely to succeed by tricking staff into giving away vital information than by hacking straight into computer (Data Security and Protection 2008). The first line of defense is therefore to ensure that staff are aware of the possibilities and operate withi n a culture where information, and especially personal data, is handled carefully and responsibly. To support them, employees should take measures that make it as easy as possible for them to do the right thing. At the same time employees should not be over-anxious. Security measures must be appropriate to the threat, not 100% perfect every time. (Even government security agencies have been known to lose vital information held on laptop computers.) The kind of things the responsible person at the departmental level should be looking at include (Baschab et al 2007; The New York Public Library 2008). In the New York public library, one area that often gives rise to concern is e-mail. Although the dangers can be exaggerated, it is important to be aware that e-mail is inherently insecure. E-mails themselves may constitute personal data if the addressee is identifiable. More importantly, if e-mail is used for sending personal data to other people, some thought should be given as to whether it should be encrypted. A special attention is given to the information department of a charity. A new computer system is introduced for holding details of telephone enquiries, which

The Value of Social Entrepreneurship Term Paper

The Value of Social Entrepreneurship - Term Paper Example Social entrepreneurship is specifically designed to target the social problems and identify innovative and effective ways of dealing with them. Government and the society encourage businesses directed at addressing the needs of the society. This paper provides a review of literature to define the term â€Å"social entrepreneurship†, explores the ways in which it creates value for the society and finally discusses the impact of social entrepreneurship on business. Background There has been a lot of research on social entrepreneurship and its impacts on microeconomics and business administration lately particularly after the founder of the Grameen Bank, Muhammad Yunus won the Nobel Peace Prize in the year 2006. Nevertheless, the research to date has generally been confined to defining social entrepreneurship as a phenomenon (Pariyar and Ward, 2005, p. 1) or to the specific case studies. The existing literature does not provide a comprehensive insight into the relationship betwee n economic development policies and social entrepreneurship. This imparts need for research on the significance of social entrepreneurship for the economic prosperity and its implications for the policy makers. Literature Review Definition of Social Entrepreneurship Social entrepreneurship has been largely identified as an emerging field. Although it has been attempted to be defined various times, yet a common definition has not been agreed upon (Austin et al., 2006, p. 1). The term social entrepreneurship â€Å"combines the passion of a social mission with an image of business-like discipline, innovation, and determination commonly associated with, for instance, the high-tech pioneers of Silicon Valley† (Dees, 2001, p. 1). Attempts of defining social entrepreneurship date back to Jean-Baptiste Say, the French economist who attempted to define the term with respect to its use in the early nineteenth century. According to Jean-Baptiste Say, a social entrepreneur is somebody wh o tends to create value by transferring the economic resources from an area of low productivity to a place where the yield is greater and the productivity is higher (Martin and Osberg, 2007, p. 2). Joseph Schumpeter’s definition of the social entrepreneur is one of the most frequently used definitions of the term. Joseph Schumpeter defined an entrepreneur as a creative force that drives economic prosperity, thus serving as a change agent. Conventionally, an entrepreneur is understood as someone who establishes a new business, though this interpretation of the term reflects a loose application contrary to the richness of its history and the significance of its meaning. Although numerous definitions have been traditionally proposed for entrepreneur, the term social entrepreneur is relatively newer and thus, has not been defined as much. Definitions proposed to date differ from one author to another depending upon the context in which social entrepreneurship has been defined. Co nditions vary from one country to another, and accordingly, the definitions of social entrepreneur. One of the most frequently used definitions of social entrepreneurship is the one proposed by Gregory Dees et al. who refer to social entrepreneurship as a change agent which, [a]dopts a mission to create and sustain social values, [r]ecognizes and relentlessly pursues new opportunities to serve that mission, [e]ngages in a

Management Skills Essay Example | Topics and Well Written Essays - 750 words

Management Skills - Essay Example I have high self-awareness such that I know a lot about myself, my attitudes, beliefs, emotions and many other traits that I have. I have found out that one cannot have all the good qualities and therefore I have identified my strength and weaknesses from colleagues and this has helped me improve in areas that I initially thought to be my strong points. I also talk to others about myself so that they are able to know exactly who I am. This is good because it fosters good relations between a manager and the employees as they know exactly what I like and what I do not like.In a normal working day, a manager is facing d with stressful events, the pressure to produce results and deadlines to meet. In such situations, I ensure that I prioritize events and work so that the most important things come first. This helps me a lot to avoid stressful moments when work has to be submitted and yet I have not completed it. Besides that to ensure that I do not break down as a result of work stress I ensure that I go to work out every day before I go to work. This makes me fit and keeps me going.Problems are part of the life of a manager. There are routine problems that will usually occur each and every day or occasionally. It is important as a manager to be prepared to handle the problem in a professional way. Therefore in such cases, I make sure I understand what the problem is through careful definition. After knowing what the problem is I generate as many solutions as possible that can be used to solve the problem.

A Hole in His Parachute Essay Example | Topics and Well Written Essays - 500 words - 1

A Hole in His Parachute - Essay Example night still has an opportunity to claim his salary for the remaining two year because upon signing the agreement, he obtained a right of interest as a partner in the Knight-Ridder Corporation. It is this right that will therefore be used to claim for his salary in the next two years. In this case, his right is much protected by a business law which also consists of a number of laws such as commercial law, partnership law and Federal Corporation law (Mallor, 2012).These laws therefore guarantee him of the high chances of getting his money. According to Mallor (2012), an agreement is a legal and binding document that reveals the obligations of two or more parties involved in a business. Both Knight and Murdoch made an agreement where each was expected to have his own obligations. Knight was expected to offer advises to the Knight-ridder Corporation about the newspaper for five years. Murdoch on the other hand, was expected to pay Knight an annual salary of 2.5 million dollars for his services. However, breaching of agreement is the failure to accomplish duties and terms agreed upon by the two parties. Murdoch failed to fulfill his obligation through dissolution of Knight-Ridder Corporation before a period of five years therefore terminating Knight’s salary for two years. The legal and binding document established by the two partners gave them legal rights in the Corporation. Murdoch obtained the right of ownership as an employer, and as the largest shareholder of the Corporation while Knight acquired the right of interest as a partner. Since Murdoch failed to perform his duty as revealed in the legal and binding document, he is viewed as violating Knight’s right as a partner. Knight can therefore take steps to reclaim the money owed to him by suing Murdoch through a court of law. In the court, a judge would solve the case through the guidance obtained from a business law which oversees the various types of business transactions such as mergers and acquisitions,

Religion as a Synonym of Ignorance Essay Example for Free

Religion as a Synonym of Ignorance Essay Is the church as solid and strong as it seems? In â€Å"The Very Old Man with Enormous Wings†, Garcia Marquez uses magical realism to challenge religious beliefs; hence, proving religion is not what is seems. To begin with, when the old man with enormous wings lands in Elisenda and Pelayo’s courtyard and after concluding that the man must be someone who survived a shipwreck they call their neighbor to see him. Their neighbor proclaims right away that he must be an angel. Her reaction to the man with wings is purely influenced by faith. She blindly assumes things based on what she has been taught her whole life: Hes an angel, she told them. He must have been coming for the child, but the poor fellow is so old that the rain knocked him down. (Garcia Marquez 1) This shows how religion influences the interpretation of various events; hence, limiting them to find a deeper or more meaningful significance to any situation. Pelayo’s reaction is guided by fear and insecurity, which somehow is portrayed in the story to symbolize that the Church institution, generates fear instead of preaching God’s word. How Garcia Marquez describes the angel is a critique to the Church due to the fact that it is described as a ragpicker in a pitiful condition and extremely old. Pelayo judges the angel on his appearance. Wasn’t the angel supposed to look all white, attractive and divine such as church says? If he was this way, then Pelayo would most likely honor and respect him rather than treat him like an animal; this doesn’t only ruin the idea the Church has about an angel, but also results very disappointing, meaning that after all, religion results to be a disappointment. Garcia Marquez clearly describes how Colombian society is, and how ignorant they are due to religion. The town expresses hope and expectations are the angel’s visit. Many had big dreams and had relied on this angel to put an end to all their problems as if he was sent down from God. These expectations however are not rational; they are based on their beliefs and the emotions that this angel had generated. Humans in general are always looking for the easy way out and the simplest way to put their problems to an end. This angel served as the answer they had all hoped for; likewise, religion does this in a daily basis. Religious people rely the blame on God for what happens around them, whether its good or bad, it is the easiest way to justify life’s actions limiting human’s chance of thinking for themselves; therefore, they are ignorant. As we go further, critiques towards religion and ignorance continue. One of the strongest is probably when Father Gonzaga, gives his verdict about if the visitor was an angel or not. He tells people the Old Man is not an angel in view of his appearance, and when he tries to communicate with him in Latin he gets no response; that being the case, ignorance takes over again and people believe churchmen simply because of the position they have in society. Catholics often believe the Church knows everything about life, and so they must believe everything they say as if they could not think for themselves. Father Gonzaga felt somehow threatened by the angel’s presence because he could no longer be in the position he was and the angel would be seen as superior to him due to his divinity. â€Å"The parish priest had his first suspicion of an imposter when he saw that he did not understand the language of God or know how to greet His ministers. † (Garcia Marquez 2). He takes advantage of the situation when the Old Man does not answer in the language of jesus, ridiculing him and making himself look once again closer to God rather than the Old man. In addition, the final conclusion about that the old man is a norwegian sailor once again ridicules the Church showing such absurd assumptions; nevertheless, he dares to create comparisons to argument his final word about the impostor the angel was, â€Å"He argued that if wings were not the essential element in determining the difference between a hawk and an airplane, they were even less so in the recognition of angels. † (Garcia Marquez 2). Furthermore, taking the whole Church as a character compared with the angel himself we can see the contrast of true religion and the human representation of it. Meaning that the angel symbolizes religion itself, and the church represents the institution that has corrupted this divine word. Church manipulates everything to be more powerful. In contrast, the angel is extremely patient, he isn’t affected by what people were doing to him and through magical realism, Garcia Marquez manages to create a situation in which church and humans can be looked upon ridiculously because the angel uses all of the things against him to grow strong and flee; wherefore, religion is a bigger authority and more valuable than church as an institution. To conclude, throughout the whole story we can witness how Garcia Marquez uses magical realism fusing the reality of Colombian society and the divinity and fiction of an angel. He generates a critique towards religion stating that religion acts as a blindfold and limits humans to think beyond what they are taught to believe in; hence, we can understand that religion in the story can perfectly fit as a synonym for ignorance.

Requirements for Hemp Production

Requirements for Hemp Production Hemp was first cultivated in Canada in 1998, and currently you must apply to grow hemp through Manitoba Health for a yearly permit and follow their guidelines. The regulations require you to get the hemp tested for THC levels to ensure they are under 0.3% on the plant and less than 10ppm residue in products derived from the hemp. (Canadian Hemp Trade Alliance, n.d.)If you register and can comply with the regulations, farming hemp can be very successful. Per MAFRD the average input costs are $388.85/ac, with market price of $0.68/lb, equating to a gross revenue of $518/acre (at a production rate of 575 lb/ac) (Crop Production Costs 2016, n.d.) Hemp grows best on well drained, loamy soils within a pH of 6.0-7.5 requiring 300-400mm of rain, half of which is needed in the flowering stage, meanwhile saturated soils reduce early growth. Seeding is preferably done with a press drill at a depth of 2-3cm, at a rate of 100-120 plants/m2 in rows 6-7 apart. Certified seed is required, and planting should begin as early as ground travel permits, because hemp is day-length sensitive requiring specific hours of daylight to achieve the full height and yields desired. (Ontario Ministry of Agriculture, Food and Rural Affairs, n.d.) In season, there are no pesticides registered for hemp, therefore a long crop rotation with the avoidance of similar disease pathogens is necessary. The main disease of hemp is Sclerotinia, transmitted from planting after canola, soybeans, edible beans, and sunflowers. Hemp grows best after a forage because of the weed suppression and different disease pressures and cycles. Hemp will germinate and grow quickly, reaching 90% ground cover at 4 weeks of growth, out competing weeds. By practicing good agronomic practices for disease, pests and weeds, hemp can readily be grown. However, birds are the biggest pest of hemp, as the plant matures, birds will eat the mature seeds, and can even devour an entire field. This is one way to know your field is ready to harvest. (Alberta Agriculture and Forestry, n.d.) Due to its young history in Canada, not a lot of research has been done, and fertility is an area that little is known. The rule of thumb in Manitoba is to fertilize for spring wheat, and has shown to be sensitive to fertilizer placement so side-banded or mid-row banded is recommended. Statistics show, harvesting the seeds and stalk will remove 200kg/ac N, 47kg/ac P, 211kg/ac K, and 14kg/ac S, however for seed production it is recommended to apply the same amount as spring wheat. (Manitoba Agriculture, n.d.) In Manitoba, we produce hemp for seed, and harvest grain at 22-30% moisture, then dry the seeds down to 8-10% for storage up to 3 years. Harvest date is dependant on the variety, but most varieties mature between 100-120 days. (Manitoba Agriculture, n.d.) Hemp has a very tough stalk and can cause a lot of damage to equipment from the fibrous material getting caught in bearings or moving parts, so to reduce the risk of breaking down we can raise the header as high as it will go and straight cut. This harvest can be anywhere from 100-1200lbs/ac but averages are 760lbs/ac. (Alberta Agriculture and Forestry, n.d.) When you decide to grow hemp a production contract is necessary based on customer demand, and there are few locations that accept hemp seed. If the demand were to rise suddenly it could possibly take more than one crop year to meet those needs based on todays cropping acres. The price of hemp seed has been stable at $0.68/lb. The market is expanding as people become aware of the high Omega-3 and 6 and amino acid content, being used for lactose free milk, salad dressing, protein powder, nutrient bars, pasta and more. (Canadian Hemp Trade Alliance, n.d.) Hemp requires good agronomic practices to be successful, and it is recommended to have a plan for implementing hemp into your rotation and follow that plan with determination. If we can inform the public of the health benefits of hemp, the demand will go up, and so will the required acres. Growing hemp will benefit both farmers and consumers. References Alberta Agriculture and Forestry . (n.d.). Retrieved from http://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/agdex126 Canadian Hemp Trade Alliance. (n.d.). Retrieved from http://www.hemptrade.ca/grow-hemp Crop Production Costs 2016. (n.d.). Retrieved from http://www.gov.mb.ca/agriculture/business-and-economics/financial-management/pubs/cop_crop_production.pdf Manitoba Agriculture . (n.d.). Retrieved from https://www.gov.mb.ca/agriculture/crops/production/hemp-production.html Ontario Ministry of Agriculture, Food and Rural Affairs . (n.d.). Retrieved from http://www.omafra.gov.on.ca/english/crops/facts/00-067.htm

Chinas Development Strategy Under Mao Zedong History Essay

Chinas Development Strategy Under Mao Zedong History Essay The industrial system taken over by the Chinese Communist leadership in 1949 was not only rudimentary and war-devastated, but also extremely imbalanced. Over 70% of the industrial assets and output were concentrated in the coastal areas while the rest of the country shared the remainder. Within the coastal region, modern industrial production was again heavily concentrated in a few cities, namely Beijing, Tianjin, Shanghai, Shenyang, Anshan, Benxi, Dalian and Fushun accounted for 55% of the total for the coastal region. China was a typical dual economy, in which a few industrial cities were surrounded by large-scale agriculture. When the Chinese leadership started its efforts at industrialization, it regarded the huge coast-interior imbalance as irrational because, firstly, areas of industrial production were usually too far away from energy and raw materials supply areas and the interior market, meaning substantial long-distance transport costs and creating a strain on Chinas undeve loped transport system. Secondly, the rich resources in the inland areas could not be properly exploited. Finally, since the coast was easily exposed to foreign military power, the heavy concentration of industry there represented a national security risk, as was the case during the Second World War. To rectify that regional imbalance, the Chinese leadership decided to pull the levers of centrally directed investment. (Yang, 1990) During the land reform, a significant amount landlords were murdered at Communist Party gatherings, the land was taken from them and given to poorer peasants and there was also the Campaign to Suppress Counter-revolutionaries, which involved public executions targeting mainly former Kuomintang officials, businessmen accused of market disturbances, former employees of Western companies and intellectuals whose loyalty was suspect. In 1976, the U.S. State department estimated around a million may have been killed in the land reform, and a further 800,000 killed in the counterrevolutionary campaign (Shalom, 1984, p24). Mao himself claimed that a total of 700,000 people were executed during the years 1949-53 (Chang Halliday, 2005). However, because there was a policy to select at least one landlord, and usually several, in virtually every village for public execution, the number of deaths ranged between 2 and 5 million. In addition, at least 1.5million people (Short, 2001), perhaps as ma ny as 6 million were sent to reform through labour camps where many perished (Valentino, 2004). Mao played a personal role in organizing the mass repressions and established a system of execution quotas, which were often exceeded. Nevertheless he defended these killings as necessary for the securing of power. Chinas first Five-Year Plan entailed the forced provision of cheap agricultural supplies to cities, though per capita allocation kept low to discourage urbanization. In rural areas, production decisions are shifted from households to mutual aid teams, and then to cooperatives where a cadre makes key decisions. Ownership is redefined in the form of state-owned enterprises and collectivized farms. In terms of financial structure, the binding constraints on households and enterprises at this time are coupons, authorizations, and orders to deliver. These instruments rather than money determine production and consumption outcomes; therefore prices are of secondary importance. The Hundred Flowers campaign brings unanticipated criticism, especially from intellectuals, which Mao silences in the repressive anti-rightist campaign. Almost two-thirds of the major projects, including many being built with Soviet aid were located in the interior. Despite allowance made to help rehabilitate war-devastated coastal industrial facilities, nearly 56% of the state investment in fixed assets went to the interior during this period. The interior-orientated investment policy took its toll in terms of economic efficiency as coastal industrial growth was sorely needed as a foundation for the development of the whole country. More concentrated efforts at rehabilitation and improvement of old enterprises in the coastal region could have produced more immediate economic pay-offs than making new investments in areas that lacked infrastructural support. Thus, Mao, in his April 1956 speech On the ten great relationships, commented that in the past few years we have not laid enough stress on industry in the coastal region so that the productive power of coastal industry could be used for the full development of the whole country, e specially the interior. In the same speech, however, Mao also revealed he was in favour of building most of heavy industry, 90% or perhaps still more, in the interior. Gottschang (1987) discussed how China used a Soviet approach to economic development was manifested in the First Five-Year Plan. The main objective was a high rate of economic growth, with primary emphasis on industrial development at the expense of agriculture and particular concentration on heavy industry and capital-intensive technology. Large numbers of Soviet engineers, technicians, and scientists assisted in developing and installing new heavy industrial facilities, including entire plants and pieces of equipment purchased from the Soviet Union. Government control over industry was increased during this period by applying financial pressures and inducements to convince owners of private, modern firms to sell them to the state or convert them into joint public-private enterprises under state control. By 1956 approximately 67.5% of all modern industrial enterprises were state owned, others were under joint ownership. No privately owned firms remained. During the same period, the handicraft industries were organized into cooperatives, which accounted for 91.7% of all handicraft workers by 1956. Agriculture also underwent extensive organizational changes. To facilitate the mobilization of agricultural resources, improve the efficiency of farming, and increase government access to agricultural products, the authorities encouraged farmers to organize increasingly large and socialized collective units. From the loosely structured, tiny mutual aid teams, villages were to advance first to lower-stage, agricultural producers cooperatives, in which families still received some income on the basis of the amount of land they contributed, and eventually to advanced cooperatives, or collectives. In the agricultural producers cooperatives, income shares were based only on the amount of labour contributed. In addition, each family was allowed to retain a small private plot on which to grow vegetables, fruit, and livestock for its own use. The collectivization process began slowly but accelerated in 1955 and 1956. In 1957 about 93.5% of all farm households had joined advanced producers co operatives. In terms of economic growth the First Five-Year Plan was quite successful, especially in those areas emphasized by the Soviet-style development strategy. A solid foundation was created in heavy industry. Key industries, including iron and steel manufacturing, coal mining, cement production, electricity generation, and machine building were greatly expanded and were put on a firm, modern technological footing. Thousands of industrial and mining enterprises were constructed, including 156 major facilities. Industrial production increased at an average annual rate of 19% between 1952 and 1957, and national income grew at 9% a year. Despite the lack of state investment in agriculture, agricultural output increased substantially, averaging increases of about 4% a year. This growth resulted primarily from gains in efficiency brought about by the reorganization and cooperation achieved through collectivization. As the First Five-Year Plan wore on, however, Chinese leaders became increasingl y concerned over the relatively sluggish performance of agriculture and the inability of state trading companies to increase significantly the amount of grain procured from rural units for urban consumption. The First Five-Year Plan was for a long time the only plan that was even partially executed. The success of the First Five Year Plan encouraged Mao to initiate the Great Leap Forward, in 1958. Mao also launched a phase of rapid collectivization. The Party introduced price controls as well as a Chinese character simplification aimed at increasing literacy. The Great Leap was not merely a bold economic project, it was also intended to show the Soviet Union that the Chinese approach to economic development was more vibrant, and ultimately would be more successful, than the Soviet model that had been used previously. Under the economic program, the relatively small agricultural collectives which had been formed were rapidly merged into far larger peoples communes, and many of the peasants ordered to work on massive infrastructure projects and the small-scale production of iron and steel. Some private food production was banned; livestock and farm implements were brought under collective ownership. Under the Great Leap Forward, Mao and other party leaders ordered the implementation of a variety of unproven and unscientific new agricultural techniques by the new communes. Combined with the diversion of labour to steel production and infrastructure projects and the reduced personal incentives under a commune system this led to an approximately 15% drop in grain production in 1959 followed by further 10% reduction in 1960 and no recovery in 1961 (Spence, p.553). To win favour with superiors and avoid being purged, each layer in the party hierarchy exaggerated the amount of grain produced under them and based on the fabricated success, party cadres were ordered to requisition a disproportionately high amount of the true harvest for state use primarily in the cities and urban areas but also for export, which resulted in the rural peasant snot left enough to eat and millions starved to death in the largest famine in human history. This famine was a direct cause of the death of some 3 0 millions of Chinese peasants between 1959 and 1962 and about the same number of births were lost or postponed. Further, many children who became emaciated and malnourished during years of hardship and struggle for survival, died shortly after the Great Leap Forward came to an end in 1962 (Spence, p.553). The famine was due to Maos leaning heavily on mass mobilization to speed up industrial development. The Great Leap emphasized heavy industry in general, and the iron and steel industry in particular. In any case, the Great Leap came to be a leap into disaster and was a major cause of Chinas worst famine (1959-61). During this period state investment in industrial assets in the interior continued to increase. It averaged 59.4% of the national total during 1958-62 and further grew to 62-5% in the post-Leap adjustment period (1963-65). In the meantime, worsening Sino-Soviet relations and U.S. involvement in Vietnam led Chinas leaders to perceive a greater need for enhancing its national defence capabilities. As a result, despite the much felt post-crisis need to invigorate existing industrial production and restore consumption levels, Mao in 1964 ruled in favour of building more defence-orientated industries in the interior so that Chinas industrial infrastructure would survive a foreig n invasion and provide for a protracted defensive war. (Yang, 1990, p.236-7) As part of this push for hierarchical organization and revolutionary thinking, Mao initiates the Peoples Commune Movement to foster a communist-agrarian society. Bad incentives and bad weather bring the famine of 1960 with its accompanying economic turmoil, starvation, and rural revolt. Twenty to thirty million people lose their lives through malnutrition and famine (Fairbanks 1987, p.296). The failure of the Great Leap Forward and the Peoples Commune Movement created the first open split within the ranks of communist leaders. Furthermore, a major rift opens with the Soviets, leading to a break in relations and Russian aid flows. (Jaggi et al., WP 1996) The Great Leap Forward was a disaster for China. Although the steel quotas were officially reached, almost all of it made in the countryside was useless lumps of iron, as it had been made from assorted scrap metal in homemade furnaces with no reliable source of fuel such as coal. At the Lushan Conference in 1959, several leaders expressed concern that the Leap was not as successful as planned. The most direct of these was Minister of Defence and Korean War General Peng Dehuai. Mao, fearing loss of his position, orchestrated a purge of Peng and his supporters, stifling criticism of the Great Leap policies. Senior officials who reported the truth of the famine to Mao were branded as right opportunists (Becker, 1998). A campaign against right opportunism was launched and resulted in party members and ordinary peasants being sent to camps where many would subsequently die in the famine. The party have now concluded that 6 million were wrongly punished in the campaign. (Valentino, 2004, p . 127) The largest man-made famine on record was the Chinese famine of 1958-1961, which resulted in the death of an estimated 30 million people and approximately the same number of births lost or postponed. This famine was thought to be as a direct result of the decision by Mao Zedong to launch the Great Leap Forward, a mass mobilization of the population to achieve economic advancement. Mao followed the Stalinist ideology of heavy industry being the answer to economic advancement, peasants were ordered to abandon all private food production and instead produce steel which proved to be of extremely poor quality and of little or no use (Smil, 1999). This created a similar pattern to that of the loss of grain production needed to feed the population as seen in the Ukraine in the 1930s,by the spring of 1959 famine had affected people living in one-third of Chinas provinces. Until the mid 1980s, when official census figures were finally published by the Chinese Government, little was known abou t the scale of the disaster in the Chinese countryside, as the handful of Western observers allowed access during this time had been restricted to model villages where they were deceived into believing that Great Leap Forward had been a great success. There was also an assumption that the flow of individual reports of starvation that had been reaching the West, primarily through Hong Kong and Taiwan, must be localized or exaggerated as China was continuing to claim record harvests and was a net exporter of grain through the period. Because Mao wanted to pay back early to the Soviets debts totalling 1.973 billion yuan from 1960 to 1962, exports increased by 50%. (ONeill, 2008) Censuses were carried out in China in 1953, 1964 and 1982. The first attempt to analyse this data in order to estimate the number of famine deaths was carried out by Dr Judith Banister. Given the gaps between the censuses and doubts over the reliability of the data, an accurate figure is difficult to ascertain. Banister concluded that the official data implied that around 15 million excess deaths incurred in China during 1958-61 and that based on her modelling of Chinese demographics during the period and taking account of assumed underreporting during the famine years, the figure was around 30 million. The official statistic is 20 million deaths, as given by Hu Yaobang (Short, 2001). Partly surrounded by hostile American military bases, China was confronted with a Soviet threat from the north and west. Both the internal crisis and the external threat called for extraordinary statesmanship from Mao, but as China entered the new decade the statesmen of the Peoples Republic were in hostile confrontation with each other. During Conference of the Seven Thousand in Beijing in 1962 State Chairman Shaoqi denounced the Great Leap Forward as responsible for widespread famine, with a majority of delegates expressing agreement, but Defence Minister Biao staunchly defended Mao. A brief period of liberalization followed while Mao and Lin plotted a comeback. Liu and Deng Xiaoping rescued the economy by disbanding the peoples communes, introducing elements of private control of peasant smallholdings and importing grain from Canada and Australia to mitigate the worst effects of famine. Sectoral priorities during the Great Leap (heavy industry, light industry and then agriculture) are reversed, to produce more food (Riskin 1987). Private plots are re-established, limited markets are reopened, and modern inputs such as chemical fertilizers are emphasized (Barnett 1974, p.126). The economy shows signs of recovery in 1963, and by 1965 China regains the level of production reached in 1957 (USITC 1985, 11-25). Third Five year Plan (1966-1969) tasks included developing agriculture to feed the populace and meet other basic needs (such as clothing); strengthening national defence (a priority given Chinese concerns of a potential war); advancing technology; developing infrastructure; encouraging economic self-reliance. Again striving to expand his command over the Party, Mao orchestrates the Cultural Revolution. Early stages of the movement entail a struggle against the so called antiparty clique, including Liu Shaoqi and Deng Xiaoping. Mao calls on the youth as Red Guards to spread revolutionary zeal. They make a specialty of attacking professionals and intellectuals, and wreak havoc on the educational system. Begun as a political struggle, the Cultural Revolution paralyzes normal life and throws the economy into turmoil. The Fourth Five Year Plan was more successful than anticipated, with the industrial and agricultural goals exceeded by 14.1% and industrial gross output value goals by 21.1%. Agricultural gains also exceeded goals, but more moderately, with a 2.2% rise above expectations. According to the Official Portal of the Chinese Government, however, the focus on accumulation and rapid development in this and preceding plans were impediments to long-term economic development In September 1970, the Plan was drafted with such goals as maintaining an annual growth rate of 12.5% in industry and agriculture as well as specific budget allowances for infrastructure construction (130 billion yuan during the Plan). In 1973, some of the specific provisions of the plan were amended to lower the targets. All targets had been reached or surpassed by the end of 1973. China experienced a vibrant economy in the years 1972 and 1973. In conclusion, Maos five year plans, during his time as Chairman of the CPC, were not only enabled China to grow in terms of GDP, but enabled improved rates of literacy, improved living standards if only slightly, some elements of trade liberalisation occurred and a focus on agriculture was eventually made in order to develop food securities, there was some industrialisation and investment in infrastructure. The growth was mainly export-led as GDP per capita did not drastically increase, infrastructure investment rose to a level allowing China to uphold its ability to It therefore can be argued that although many millions of people suffered due to Mao, that China today has partly benefited from the Mao years, although I believe that if Mao had not been kept unaware of the situation that arose in the Great Leap Forward years, that the suffering and deaths that occurred could have been avoided.