Wednesday, July 31, 2019
Christ in His Suffering and Death
The death of Christ on the cross gives the meaning to all the undertakings of God. In His sacrificial death Christ revealed the holiness, righteousness and love of God, and His infinite wisdom. Disputing the actual death of Christ and His resurrection is destructive for Christian faith. Many biblical passages predict the death of Christ and state or assume His actual death. Definition of Terms Atonement      Guilt               Penalty          Reconciliation    Righteousness      Substitution Expiation         Justice            Propitiation    Redemption       Sanctification Forgiveness     Justification    Ransom          Remission         Satisfaction Theories of the Atonement There are principal theories of atonement, which arise from the disputes around the meaning of the death of Christ. 1.     Substitutional Atonement. 2.     Payment-to-Satan Theory. 3.     Recapitulation Theory. 4.     Commercial or Satisfaction Theory. 5.      Moral Influence Theory. 6.      Theory of Thomas Aquinas. 7.     Theory of Duns Scotus. 8.      Example Theory. 9.     Mystical Experience Theory. 10. Governmental Theory of Grotius. 11. Theory of Vicarious Confession. Although the upper theories have some aspects that can be recognized as having merit, the true concept of the death of Christ may be understood from the biblical passages that reveal the doctrines of redemption, reconciliation and propitiation, and the death of Christ thus is the substitutional or penal concept of the atonement. The doctrine of Redemption is an important aspect of the work of God in salvation accomplished by the death of Christ. The doctrine of redemption in Christ can be erected from the study of three words: agoraz?, lutro?, and peripoie?. Agoraz? (exagoraz?) is the basic word for redemption in the scripture and expresses the idea of purchasing Christians by Christ, and His death was the praise paid. Peripoie? means to save or to preserve one’s self, and lutro? has the meaning to rescue by paying a ransom. The study of redemption through Christ in the New Testament discloses clearly that the death of Christ was the praise He paid to God and thus purchased the sinner from the bondage of sin. The doctrine of Propitiation represents the idea that the death of Christ fully satisfied the demands of a righteous God in respect to judgment upon the sinner. The word is mentioned in both Testaments. Propitiation had a substitutional character and three important results. The doctrine of Reconciliation as one of the most important in theology is being discussed wildly and has four basic interpretations. Several biblical passages reveal that reconciliation effects the change in man which reconciles him to God: II Corinthians 5:17-21, Romans 5:6-11, Ephesians 2:16, Colossians 1:20-22. Reconciliation is provided to all men, but applied only to the elect when they believe. Those who reject the love and grace in Christ are still judged according to their work. Reconciliation is applied to the whole Universe. The work of reconciliation extends to the work of God on the behalf of the believer. Christ in His Resurrection The doctrine is essential for the whole Christian faith and theology. The resurrection of Christ is the first step in the series of the exaltation of Christ and His ministry as our Intercessor. Evidences for the resurrection of Christ are abundant. The Scriptures fully describe the appearances of Christ after resurrection to many people under different circumstances; therefore resurrection is a well-documented historical event. Between the evidences for the resurrection of Christ are the following. 1.     The empty tomb. 2.     The character of the human witnesses to the resurrection. 3.     The dramatic change in the disciples after the resurrection. 4.     The disciple’s experience of the divine power in the postresurrection period. 5.     The events of the day of Pentecost. 6.     The evidence in the custom of observing the first day of the week. The Origin of Christian Church The foundation of the Christian church in the first century, its convincing power and dynamic stemmed from the belief in the resurrection of Christ. The Scriptures evidences the resurrection of the body of Christ, not only His resurrection in spiritual sense. His resurrection body was the same, though changed a little, that the one in the tomb and Scriptures evidence this fact. Who Raised Christ from Dead? The resurrection of Christ is the work of triune God. The significance of the resurrection of Christ is underestimated in all branches of systematic theology. The major facets of the significance of the resurrection of Christ are: 1.     Proof of His person and His offices (Prophet, Priest, and King). 2.     Key to all of His present work. 3.     Consummation of the divine plan in the prophetic future. 1. The article â€Å"The nature of the atonement: how should one view the cross?†by Steve Sullivan emphasises the importance of understanding the doctrine of atonement and pays particular attention to the Payment-to-Satan and Recapitulation theories of atonement. According to classical views presented by Walvoord in â€Å"Jesus†, Payment-to-Satan theory is one of the earliest in the church and it is not held in modern times. This theory implies that Christ was paid to Satan as the ransom for sinner. Recapitulation Theory is based on the idea that Christ recapitulates all the phases of human life including being made sin in His death on the cross. Sullivan combines these theories, presents the short historical intercourse into each, and then upholds the point of view that merging some of these views one can capture the Word of Faith Movement (WFM) leaders’ view of Christ’s death. The WFM teachers assert that ‘Jesus took upon himself a satanic nature, died physically on the cross, suffered spiritual death in hell for us, and then was reborn (or born again) in hell and rose from the grave’. Therefore, when the believer is born again he becomes like Christ. Even from the short overview of the WFM ideas about one of the existing doctrines we can see how deep the interpretations of Bible can differ. I would recommend this article as it presents the view on the death and atonement of Christ and lets the reader to compare traditional catholic teaching with one of modern Christian branch’s views. This article is a good source for critical thinking evaluating. 2. The article â€Å"The Reality of Resurrection†by Darrell Young is focused on historical proofs of Christ resurrection. The resurrection of Christ is recognized equitable to be the most powerful event in all history. Further, the author cites numerous passages from the New and Old Testament concerning the prophecy of resurrection, its vital importance for the Christian faith, and its significance in the context of the Second Coming. I would recommend this article as a rich source of historical approach to resurrection and to some questions related to the doctrine of resurrection, such as resurrection of believers during the Second Coming, the resurrected bodies of believers, the time of resurrection and others. The Bibliography Sullivan, Steve. The Nature of the Atonement: How should One View the Cross? – Part–I [on-line]. Ankerberg Theological Research Institute; available from http://www.ankerberg.com/Articles/_PDFArchives/theological-dictionary/TD1W0600.pdf; Internet; accessed 9 November 2005     Â
Tuesday, July 30, 2019
Charecteristics of Effective Team
TEAMWORK in Cooperative Extension Programs Home Go To Page†¦ Acknowledgements This booklet has been prepared as part of a national project on â€Å"Teamwork in Cooperative Extension Programs. †The project was conducted by the Division of Program and Staff Development, University of Wisconsin-Extension, under a grant from the ECOP 4-H Subcommittee's Standing Committee on Staff Development. As authors, we wish to express appreciation to those who have offered support and valuable insights by serving as consultants for the project-especially our colleagues in Wisconsin, Virginia and Iowa; graduate students-Deb Russler and Linda Parker; Dr.John Banning and Dr. Scott Soder. A special ‘thank you' is extended to the many Extension agents across the country who attended the Regional Association Presidents' Workshops, 1980. Their reactions to draft materials and suggestions for further project development were most encouraging and helpful. Terry L. Gibson Jeanne Moore E. J. Lueder September, 1980 University of Wisconsin-Extension, Gale L. VandeBerg, Director, in Cooperation with the United States Department of Agriculture publishes this information to further the purpose of the May 8 and June 30, 1914 Acts of Congress and provides equal opportunity in employment and training.Home Home Go To Page†¦ Introduction This booklet is intended specifically for use by County Extension professionals including secretarial staff, but is appropriate for all individuals interested in strengthening their Extension teamwork relationships (4-H committees, home economics committees, Agricultural Extension councils, advisory groups, area/state or national staff, etc. ). Although many examples of positive teamwork relationships can be identified, there is always an opportunity for staff to improve their understanding of and support for a teamwork approach to programming.This booklet is designed to do just that. It is our hope that ideas and activity suggestions prese nted will promote and/or strengthen positive attitudes on your part toward team efforts in Extension programming. This booklet attempts to answer the following questions about teamwork, as well as suggest numerous activities that will help you begin to assess your attitudes and working relationships. This is however, just a beginning. Actual development of your teamwork skills will require additional time and effort, so we leave that up to you!Teamwork †¦ What Are Your Beliefs and Attitudes? Team Building Opinionaire  Provides the reader with an opportunity to become aware of his/her own attitudes and beliefs about teamwork Teamwork †¦ Why? Rationale for a Team Approach  Describes the importance of and need for teamwork in Extension Teamwork †¦ What Is It? Dimensions of Involvement  Defines teamwork as a continuum of alternative relationships among Extension professionals Home Home Go To Page†¦ Teamwork . . . What Influences It?Variables I n the Current Extension Situation That Influence Teamwork EffortsIdentifies organizational and individual variables in brief outline form, as cited from interviews with selected Extension personnel Factors That Promote and Hinder Working Relationships  Lists factors which Extension personnel feel promote or hinder positive working relationships Teamwork †¦ Is It Effective? Attributes of Ideal Teamwork Relationships  Describes characteristics and skills necessary for effective team relationships Team Building and Working in Groups-Offers a series of questions to guide a group in organizing for teamworkTeamwork †¦ How Does It Develop? Stages of Team Development  Explains seven stages through which staff units pass as they become effectively functioning teams Teamwork †¦ How Does Your Team Rate? Team Assessment Too/  Series of 35 statements to help a group assess its teamwork relationships in seven key areas Home Home Go To Page†¦ Tea mwork †¦. What Are Your Beliefs and Attitudes? Let's begin by considering the most important element of teamwork-how you feel about it! Teamwork depends not only on your skills, but on your attitudes as well.Completing the following Team Building Opinionaire should help you become more aware of your own thoughts before looking at other ideas presented in this booklet. Team Building Opinionaire Instructions: Read each statement once. Indicate whether you agree (+) or disagree (-) with it. It should take you no more than 5- 10 minutes to complete this exercise. There are no right or wrong answers. If you wish, share and compare your answers with other team members. Try to arrive at a consensus with them on each statement. You may change the wording to aid such agreement, if you desire.Such an activity may initiate a â€Å"lively†discussion and help your team become openly aware of individual members' beliefs and attitudes. 1. Teamwork stifles creativity and individuality. 2. Members should be required to attend meetings to set team goals and discuss team problems. 3. Personal goals can be accomplished through teamwork. 4. It is sometimes necessary to ignore the feelings of others in order to reach a team decision. 5. In teamwork, conflict should always be avoided. 6. A silent member of the group is not interested in working as a team. 7. The person in the group with the highest status in the rganization should always take the leadership role. 8. In teamwork, it is important and necessary to allow time for discussion and agreement on operating procedures. 9. Every team member has a contribution to make toward the group task. 5 Home Home Go To Page†¦ 10. In teamwork, â€Å"majority rule†applies. 11. Teamwork always involves working toward a common goal. 12. A good team member provides emotional support to all other members. 13. Every team needs a leader/coordinator. 14. Teamwork accomplishes a task more effectively and efficiently than in dividual efforts. 15.Every team member should contribute equally toward accomplishing the task. 16. If a team fails to accomplish a task, it is the fault of the leader/coordinator. 17. A primary concern of all team members should be to establish an atmosphere where all feel free to express their opinions. 18. Final power in teamwork always rests with the leader/ coordinator. 19. There are often occasions when an individual who is part of the team should do what he/she thinks is right, regardless of what the team has decided to do. 20. All members must be committed to the team approach to accomplish the task.Teamwork †¦. Why? Rationale for a Team Approach Teams are a part of everyone's life. You're a member of a family team, an Extension staff team, church, school, and community teams. So it's appropriate that you understand how to function effectively as a team member. In Extension especially, there is a need for teamwork. Extension clientele are confronted with increasingly co mplex problems with many dimensions. For example, the energy problem has implications for Extension programming in agriculture, family living, community development and youth development programs for both rural and urban people.Home Home Go To Page†¦ The multi-dimensional and thus multi-discipline nature of many problems requires a team approach. This approach encourages you as staff with complementary skills and competencies, to coordinate your efforts. By establishing priorities, concentrating financial resources, and combining knowledge and expertise, you can have greater impact on serious problems through your program efforts. Such efforts can serve to 1) lighten your work load, 2) reduce duplication of efforts, and 3) produce a result greater than all of your separate efforts. Teamwork †¦.What Is It? In Extension programming, a variety of working relationships exist among staff. You might view these relationships as dimensions (levels) of involvement or as a continuum of relationships among agents. As you move along the continuum, the degree of communication, integration and commitment seems to increase. Greater interpersonal skills are necessary if you are to work together effectively at more complex levels. As your skills develop, more options become available to you regarding the dimension of involvement which you might select for any particular program effort.There is no intent to place a value judgment upon this continuum, but merely to suggest that alternative working relationships exist. Not all programs should be planned and conducted by the total county staff. Other options are available. Some programs may be more effective if planned by individuals, some may require the resources of several staff members, including state specialists and volunteers, and still others may be most effective if planned and conducted by the entire staff. These dimensions of involvement should be considered a part of our definition for teamwork.Too often we t hink Home Home Go To Page†¦ Home Home Go To Page†¦ of a team as a group (a collection of people) who interact to achieve a common goal, but an effective, well-functioning team is much more than this. Participants in an effective team care about the group's well-being. They skillfully combine appropriate individual talents with a positive team spirit to achieve results. Regardless of whether the program effort is that of an individual, several individuals or the entire county office unit, a climate of teamwork can exist. Viewing teamwork in this way encourages a broader nderstanding of the concept. It not only suggests that there are alternative working relationships for agents in their programming efforts, but that regardless of the approach selected, a climate of teamwork can be created. Can you identify dimensions of the continuum that you have used in your programming efforts? Are there some you have never considered? Are there some you might try? Teamwork †¦. What Influences It? As a part of this national project on teamwork, extensive interviews were conducted with selected Extension personnel to determine what influences their teamwork efforts. People nterviewed included district directors, state program leaders, state 4-H youth specialists, and county staff from both rural and urban situations in Iowa, North Dakota, Illinois, Minnesota, Michigan and Wisconsin, Virginia, and Canada. As a result of these interviews, the following variables were identified as elements that affect teamwork efforts. Although they have been separated into two general categories -organizational and individual –there are interrelationships among all the variables described. How do some of these variables affect your working relationships? Do they influence them positively or negatively?Home Home Go To Page†¦ Variables In the Current Extension Situation That Influence Teamwork Efforts A. Organizational 1. Approaches to programming-vary among program ar eas 2. Continuing professional development-philosophy of organization 3. Administrative support 4. Staff turnover 5. New staff orientation 6. Number of staff within working unit (team) B. Individual 1. Understanding of and commitment to a teamwork philosophy 2. Personalities and attitudes of agents 3. Climate of openness and communication 4. Procedural guidelines for staff functioning 5. Leadership and management skills within county off ice . Degree of familiarity with alternative approaches for effectively working and programming together 7. Perceptions of roles/responsibilities/functions among team members 8. Time available as a resource Home Home Go To Page†¦ Factors That Promote or Hinder Working Relationships Other factors also promote or hinder teamwork relation ships among Extension personnel. Perhaps they will help you begin to think more critically about your team. Factors that promote good working relationships †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Staff meetings-with agenda and sufficient time to discussJob descriptions with annual review Knowledge of others' job descriptions and responsibilities Common criteria for personnel evaluation Openness and willingness to communicate-listening Trust Loyalty Respect for others in spite of professional differences Courtesy Respect for professionalism regardless of person's sex, age, race Recognizing talents of the others Giving credit Recognizing a job well done Pride in work of total staff Understanding and supporting others' programs. Agreed upon priorities Coffee-making shared by everyone Shared coffee breaks Circulation of pertinent information Willingness to talk over problemsAdequate facilities and supplies Cooperation Sincere caring for others with a respect for privacy Constructive criticism Home Home Go To Page†¦ Factors that hinder good working relationships †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Lack of understanding of others' jobs and responsibilities Lack of concern about total staff efforts Disregard for feelings of others Unwillingness to compromise Poor communication Competition among staff for individual prestige and recognition Negative and destructive criticism No involvement in administrative decisions Lack of leadership Over- sensitivityLack of privacy Disregard for talents of others No job descriptions No opportunities for staff meetings Gossip, rumors Putting off decision making Inequities in facilities and supplies Lack of trust Negative and sarcastic remarks Lack of common goals and philosophy Disloyalty to staff and organization No evaluation and/or feedback from supervisors Limited understanding of total program Hol ding a grudge Poor job attitudes Uneven work loads Lack of confidence in fellow workers Prejudice, racism, sexism Home Home Go To Page†¦ Teamwork †¦. Is It Effective? In the literature on teamwork, the following factors are dentified as contributing to an effective teamwork approach. They provide the means for a team to begin to analyze its working relationship. Attributes of Ideal Teamwork Relationships †¢Participants believe in and are committed to the value of working together in a spirit of cooperation. †¢Team size is appropriate for effective communication (2-5 members are ideal, a group of 5-10 is workable, a group of 10-15 is difficult, and more than 15 may be impossible unless divided into subunits). †¢Participants understand the overall objectives of the organization and of the phase of the program each represents. Participants understand individual roles and responsibilities, as well as relationships to other staff members and to the total Extensio n program. †¢Participants take the time to establish and clarify guidelines and procedures for a working relationship; they are committed to making plans and achieving them. †¢Participants define and agree upon meaningful and measurable objectives that meet both group and personal needs; individuality and creativity are not stifled. †¢Someone within the group assumes leadership to coordinate each task or program effort. †¢Participants function well in a variety of roles (initiating, informing, ummarizing, mediating, encouraging) and know when appropriate roles are needed. †¢Participants know each other-are aware of each others' resources, skills and areas of expertise; they know what each can contribute to the group. †¢The group allows sufficient time for the teamwork effort. †¢The group places work orientation first, but allows social interaction, too. Home Home Go To Page†¦ †¢ Participants communicate openly and non-defensively; they li sten attentively. †¢ Participants respect and trust each other, have confidence in each others' abilities, and are supportive of one another. †¢Participants allow and encourage equal participation and sharing of ideas, including expression of dissenting views. †¢ Participants confront conflicts and problems; they use disagreement and conflict productively. †¢ Participants are skillful in decision- making, problem solving; decisions are understood and supported by all members of the team. These attributes are important regardless of the ‘dimension of involvement' described in our definition of teamwork. How many of these attributes describe your team? Are there some areas which need improvement? Extension structures and processes vary from state to state nd from county to county. There is no single definition for teamwork, nor is there one model or one best way for staff units to operate. Rather, it is the responsibility of each team to develop procedures an d approaches, based on the personalities, skills, and attitudes of individual members, as well as on the nature of the task to be accomplished. Perhaps the following questions will provide some beginning guidelines for establishing your team's working procedures: Home Home Go To Page†¦ Team Building and Working in Groups A. Belief in Teamwork Approach †¢ Do you believe in the value of working together in a eam effort? Do you believe that a team decision or product can be superior to the work of a single individual? Have you made a personal commitment to work with your colleagues in a team effort? Has the collection of individuals made a commitment to work together in a team? B. Size of Team †¢ Is your team small enough to make effective communication possible? A team of 2-5 is ideal, a group of 5-10 is workable, a group of 10-15 is difficult and more than 15 may be impossible. C. Resources Available †¢ Do you know every member of the group and what they can offer to the group? Are your expectations ccurate or have they been blinded by past experiences? Do you perceive certain individuals as playing only certain roles, having certain skills, and limited knowledge? †¢ Is the group a collection of individuals assembled because each member of the group has a different area of expertise? Is that expertise accepted by all members of the group? What are the areas of overlap and thus potential conflict in the areas of expertise? D. Organization for Task Accomplishment †¢ Does the team take time to establish ground rules for the operation of the team, or is the team anxious to get on with the task? Has the group agreed upon: – goals and objectives – individual and team timetable – procedures for establishing an agenda – priority of efforts – individual and team – methods of conflict resolution – length of meetings – location of meetings – allocation of resources – leader ship requirements Home Home Go To Page†¦ †¢ †¢ †¢ †¢ Does the group understand that any team usually goes through several stages of development before a team spirit emerges? Do you have enough time – realistic deadlines – to enable you to operate as a team? It takes time for a collection of individuals to become a team.Has the group designated a team leader? A group of peers can still benefit from a leader. The group can make more progress if they will let someone guide the efforts of the team. A group lacking a formal leader will usually waste much time in a struggle for power among group members. Does the group take minutes for the meeting? Are accurate notes kept to avoid losing group decisions? Do you proceed on the basis of specific conclusions and delegation of responsibilities rather than on the basis of general understandings? E. Maintaining the Team Effort †¢ †¢ †¢ Does the team have an open climate of trust and espect f or all group members and their ideas? Has the group achieved an appropriate balance between the requirement for group productivity (task) and the satisfaction of individual needs? Do people in the group avoid breaking into subgroups of trusted friends to share rumors, complain, or form alliances that will affect the productivity of the team? Home Home Go To Page†¦ †¢ †¢ Does the group concentrate on the mission of the team rather than spend all the time socializing? As a member of the team, do you assume a variety of roles? – Task Roles Initiating activity, seeking information, eeking opinion, giving information, giving opinion, elaborating, coordinating, and summarizing. – Team Building Roles Encouraging, standard setting, following and expressing group feelings. – Task and Team Building Roles Evaluating, diagnosing, testing for consensus, mediating, and relieving tension F. Decision-Making and Conflict Resolution †¢ †¢ †¢ †¢ †¢ †¢ Do all members of the group have an equal opportunity for participation or do dominant personalities and people with status and power control the participation? Have you identified your vested interests and the vested interests of other group members that may ause conflict in reaching a group decision? Are dissenting or minority viewpoints treated with respect? Is there an effort by the group to understand the reasons behind a dissenting opinion? Can the group work through differences of opinion rather than ignoring them? Can team members separate criticism of an idea from criticism of the person who had the idea? Are group members willing to discuss areas of conflict or do they try to ignore the conflict or pass it off as being of only minor significance? Does the group avoid a â€Å"wait until next meeting†attitude toward decision making and conflict resolution? Home HomeGo To Page†¦ †¢ Does the team make an effort to understand the problem before finding solutions? Is the team cautious about proceeding on the basis of premature conclusions? Have problem-solving procedures been identified? †¢ Are group members good listeners or are they busy preparing a rebuttal to ideas being presented? †¢ Is the group willing to accept a dissenting opinion and reduced level of commitment as a natural consequence of a group effort? Are individual members of the team willing to compromise their personal objectives for the sake of team objectives that are universally accepted by all group members? Are all members of the team required to adhere to the group decision? Can individual members â€Å"opt out†of the group decision? †¢ What criteria will you use in determining your personal level of acceptance of the team product? Do other members of the team know, understand, and accept the criteria that you are using? Are you really honest about the criteria you are using? Are other group members aware that a threat to your c ompetence and self-esteem will reduce your level of commitment? †¢ Is the team willing to take the time to reach a totally acceptable decision?Is it possible to reach a decision with a uniform level of acceptance and consequent commitment? Is it better to have several members with a high level of acceptance-commitment and several members with a low level of acceptance-commitment than to have all members with only a medium level of acceptance-commitment? What is the trade-off? Assume five persons with a possible level of 100% acceptance-commitment–Which results yield the best investment of time and energy? 1. 2. 3. 5 persons at 95% requiring 10 hours of extra meetings? 5 persons at 75% requiring 3 hours of extra meetings? 2 persons at 90% – 2 at 60% – 1 at 25% = Average of 650, Are conflicts handled openly in meetings or negotiated privately in a â€Å"me and you†against â€Å"them†manner? †¢ Are conflicts handled on the basis of logic a nd agreed upon criteria or are they determined by loyalty to individuals? †¢ Does the team use voting as a means of resolving conflicts only when they are dealing with simple operational concerns? Conflict that is resolved by voting tens to encourage an argumentative atmosphere in which members commit themselves too quickly and may not examine the possibility of finding a settlement agreeable to all. Home Home Go To Page†¦ Teamwork †¦. How Does It Develop?It's important to realize that the development of effective working relationships among staff is a gradual process which requires considerable time and skill. This is not meant to discourage you, but to help you realize that teams aren't created overnight. A certain amount of frustration and conflict are normal. Team development is often viewed as a series of stages, described below. Although all the attributes and skills needed for an ideal working relationship (as listed in the preceding section) are important at e very stage, some become more crucial as the team develops and staff members increase their level of involvement.At a minimum, it's important for individual staff members to realize the benefits of teamwork and to have a commitment toward working together. Without such elements, further team development will be less likely to occur. Conflict, a natural part of the development process, will overpower or dominate the situation, preventing the team from ever reaching its full potential. With a positive attitude toward team efforts, and with increased opportunity and time to practice teamwork skills, staff members can develop as an effective working team, and consequently have greater impact upon clientele problems.Stages of Team Development Stage 1: Hello, I Am†¦ Getting acquainted is of most concern at this initial stage of team development. It usually includes polite dialogue of a superficial, information-sharing nature. Based on first impressions or past experiences, group membe rs develop stereotypes in an attempt to categorize each other and anticipate future responses. Ideas are simple; emotions and feelings are kept in tight control, and controversy is avoided. There is an unspoken agreement not to disagree-a feeling that all members think and feel alike.Items on the hidden agenda stay hidden, and there is a shared ambiguity about the specific task to be undertaken by the team. Home Home Go To Page†¦ Stage 2: What's Our Destination? Members begin to question the team's goals and objectives. They want to discuss reasons for the group effort. If external forces have specified the destination of the team, members may want to discuss why each was placed on the team, and the purpose of the specific group task. As members begin to express divergent opinions, hidden agendas are sensed and poor listening develops. Team members may be quick to agree in an effort to avoid confrontation.A desire to move ahead without â€Å"real†understanding and commi tment results. A tentative timetable may be developed that probably overestimates the contribution of each team member and underestimates the amount of time for each phase of the project/task. Stage 3: What Are the Costs/Benefits as Perceived by the Individual/Team? With first notions of a team effort emerging, members perceive that there are costs/benefits of their involvement in the team effort. Members may ask themselves such questions as: Will the team effort have value for me? Can I use the team to help me achieve individual goals?Will my individual contribution be large and the benefits small? Will I do all the work and have the team receive the recognition? Will nonproductive members get some of the rewards I deserve? OR: Will others on the team make comparable contributions? Will individuals share the workload? Can the team benefit from such an effort? As individual agendas are identified and expressed, members with similar needs and viewpoints begin to form private alliance s. Stage 4: What Skills Do We Need? In the struggle to determine the costs/benefits of team efforts, the resources of team members are explored.Home Home Go To Page†¦ Attention is given to the talents and skills which each member might contribute to the effort. Hidden talents may go undiscovered as the group is still dealing at a superficial level and still blinded by stereotypes and labels, If talents overlap, if there are too many experts on the same subject, or if additional skills are necessary, decisions are made about whether to add or drop members or develop the skills of existing members. When members are added or subtracted from the team, the team development cycle begins again. Stage 5: What Is the Best Route?With the â€Å"end†goals agreed upon, team members begin negotiating the â€Å"means. †There is a strong need for structure, which includes a bid for power and struggle for leadership. As a result, competition develops. Individual agendas are made public. Emotion and alliances to each other, rather than logic, influence judgments of team members; members listen poorly and are close-minded about others' opinions/ideas. The team may prematurely resort to voting as a means of making decisions, which causes some individuals to feel they have not been given adequate opportunity to express their viewpoints.There is a lack of team spirit in this stage. Many members feel uncomfortable with the group struggles. Some are silent and others tend to dominate the group. Commitment to this team effort will vary significantly. Individual priorities seem to block the work of the team as some members place personal commitments â€Å"first. †The team may be difficult to assemble as members are unwilling to change their schedules to accommodate the work of the team. Extreme frustration with indecision may impede progress such that the team will never get beyond this stage.It may still fulfill its task, but not to the satisfaction of all members. Home Home Go To Page†¦ However, if the team persists in its task and at least a few members are willing to sacrifice individual agendas for the benefit of the team, a compromise approach may begin to emerge. Stage 6: How Can We Compromise and Work Together? Team members' attitudes change as they realize that working together can produce a product greater than the sum of their individual efforts. Individual agendas are adjusted to accommodate the needs of the group. Members begin to share leadership responsibilities.Individuals continue to disagree but their ideas are heard; members listen actively and differences are dealt with honestly and openly. Understanding results. Alliances remain, but they are built on ideas rather than personalities and loyalties. Logic rather than emotion guides the decision-making process. Competition gives way to compromise, for conflict is now viewed as a mutual problem. As team members begin to relax in an atmosphere of trust and opennes s, creative ideas emerge, and the team feels that progress is being made. Stage 7: We Are †¦High group morale and loyalty, empathy, and an open climate of trust and acceptance characterize this final stage of team development. Even though one member may be identified as the â€Å"coordinator†for a particular group task, leadership roles are shared among all members. There is freedom to select from the variety of working relationships outlined by the earlier description of the dimensions of involvement. Group members agree to disagree; they agree to settle conflicts, to make decisions, and to proceed to work together on the basis of criteria identified by the group.The team is both effective and efficient in meeting deadlines and accomplishing its objectives. Productive results are most evident. Home Home Go To Page†¦ Because of an intense feeling of â€Å"group spirit,†new members are reluctantly accepted. If new members join, the group must regress to an e arlier stage and grow again to this final phase, together. Home Home Go To Page†¦ Teamwork †¦. How Does Your Team Rate? A continual process of assessment is necessary for effective team development. Hopefully, the ideas and activities presented in this booklet have helped you begin such a process.The following tool can be used to provoke further thought and discussion among team members. As you read the statements under each of the specific areas, think about the working relationships among staff members within your immediate county office setting including secretarial staff. Record your responses on the answer sheet provided. Team Assessment Tool Work Orientation / Work Methods: 1. We accomplish much in our team meetings. 2. Team meetings are unorganized and chaotic. 3. At team meetings, we spend more time socializing than accomplishing the task at hand. 4.As a team, we spend time reviewing our working procedure, how it works, and how to improve it. 5. All members of the team are involved in decisions when appropriate; participation is real, not tokenism. Communication / Active Listening / Interaction: 6. People on our team communicate openly and frankly with each other. 7. In group discussion, team members are guarded and cautious. 8. We listen to each other in an effort to really hear and understand what is being said. 9. Communication among team members is poor (â€Å"catch-ascatch can†). 10. Disagreements between team members are worked through horoughly; individual viewpoints are fully heard. Home Go To Page†¦ Leadership: 11. The county chairperson makes decisions for the team without asking members' opinions when appropriate. 12. The county chairperson adapts his/her leadership style to changing circumstances. 13. The county chairperson ignores the different needs of team members. 14. Leadership for group tasks is passed around and shared by various team members depending on the situation. 15. Levels of authority and responsibility for the county chairperson and team members are clearly defined and understood.Resource Utilization: 16. Team members are unable to handle the current requirements of their work. 17. The mix of expertise and skills among our team members is appropriate for the work we are doing. 18. Members adapt well to the needs of the team. 19. We know the skills and resources that each team member can contribute to our county program. 20. We involve volunteers/state specialists/other resource persons when appropriate to our program needs and if they are available. Objectives/Goals: 21. We have an adequate way to establish our team's objectives and work strategies. 22.Objectives for team efforts are imposed by one staff member or by administration. 23. We lack understanding about our individual responsibilities in relation to each other and to the organization. 24. Our objectives for team efforts are vague and unclear to all team members. 25. Members seem to understand how personal needs/goals c an be met through group work. 26 Home Home Go To Page†¦ Group Commitment: 26. 27. 28. 29. 30. Members feel that teamwork is worthwhile. As an individual, I feet a strong sense of belonging to the team. Team members are reluctant to commit themselves to team efforts.I feel very motivated to work as a team. If a team member gets into difficulty, she/he is supported by other team members. Group Climate / Environment: 31. Our team respects the individual, as well as the innovative, creative ideas of members. 32. Individuals in our team get to know each other as people. 33. 1 feel uncomfortable expressing my thoughts and opinions with team members. 34. We compliment each other on our work when appropriate. 35. The climate of our relationships within the team is one of mutual trust rather than hostility, suspicion, fear or anxiety. Home Home Go To Page†¦Indicate your response to each Team Assessment statement by selecting from among those presented. Place an X in the blank under the appropriate column. Note that the statements are divided into two columns (for analysis purposes). Do check the statement number carefully before marking your response. (instruction for analysis and coding follow. ) Home Home Go To Page†¦ Analysis and Team Coding Instructions Analysis The statements have been divided into two columns. Note the reason: some statements on the tool are positive and some are negative. Thus, adjustments must be made when interpreting the results.As you look over the entire coded sheet, â€Å"never†and â€Å"occasionally†responses to statements in the left column suggest a need for improvement in those areas (Nos. 1, 4, 5, 6, 8, 10, etc. ). Whereas, â€Å"never†and â€Å"occasionally†responses to statements in the right column suggest favorable working relationships, and less need for improvement as perceived by you, the respondent (Nos. 2, 3, 7, 9, etc. ) Team Coding Coding the responses of all team members onto a single answer sheet allows you to further analyze the strengths and weaknesses of your team's working relationships.For each statement, tally (on a clean answer sheet) all team members' responses by making a mark under the column which corresponds to each member's response. (Example: For question No. 1, three members responded â€Å"never†and two members responded â€Å"occasionally. â€Å") Never 1. 3 Occasion- Some- Most of ally times the time Always 2 Continue in a similar manner for all statements. Each team member may want to do this so as to have a copy, or one such coded sheet per team may be sufficient. If there is a wide variation in response on a statement by eam members, it may be especially beneficial to discuss such a statement and attempt to clarify reasons for the varied perceptions. This analysis should help team members identify particular areas of concern. Additional time/activities could be planned for team members to further explore and develop their attitudes and skills in working together. Home Home Go To Page†¦ Conclusion Keep in mind that the development of an effective team requires a positive attitude and commitment toward teamwork, coupled with an understanding of what teamwork involves. Secondly, it requires practicing teamwork skills.This booklet of ideas has attempted to promote the former; it is up to you to pursue the latter. Home Home Go To Page†¦ Annotated Bibliography 1. Dyer, William G. , Team Building: Issues and Alternatives, Reading, Massachusetts: Addison-Wesley Publishing Company, 1977, 139 pp. This book is highly recommended for its practical focus upon how to design and conduct a program in team development. A range of design alternatives are suggested for both improving a unit's effectiveness, as well as for developing a new team. Dyer emphasizes the need for individual team diagnosis with the creation of a program suited to a team's particular needs.Instrumental checklists, an index of characte ristics essential for team effectiveness, and need assessment tools are included. Problems such as role clarification, suppression of disagreement, revitalizing the complacent team, and reducing team-conflict are discussed. 2. Filley, Alan C. , Interpersonal Conflict Resolution, Glenview, Illinois: Scott, Foresman and Company, 1975, 175 pp. A manual for people who are working in groups, this book speaks of changing conflict situations into problem solving challenges. It presents an analysis of the conflict process, how it develops, and methods of resolution.It relates the various effects of language, personal behavior, attitudes, and situational conditions upon problem-solving. Also included for groups are a series of exercises demonstrating issues and behaviors discussed. Home Home Go To Page†¦ 3. Francis, Dave and Don Young, Improving Work Groups: A Practical Manual for Team Building, La Jolla, California: University Associates, 1979, 261 pp. This book is a practical, easy-to -read guide to building an effective team. Teambuilding is explained in depth; the book includes a questionnaire for use in identifying team strengths and weaknesses.It explores many learnable skills for team members to develop in working through their problems; suggested structured experiences are described in detail. 4. Lawson, John D. , Leslie J. Griffen, and Franklyn D. Donant, Leadership Is Everybody's Business (A Practical Guide for Volunteer Membership Groups). San Luis Obispo, California: Impact Publishers, 1976, University Associates, 1979, 261 pp. This book combines group dynamics theory, philosophy, activity suggestions, and resources for task-oriented groups or organizations of volunteer memberships. Part I focuses on individual values and motivations for joining groups.Part II describes organizational ski[ Is and competencies necessary for leaders. Part III discusses in more depth such leadership concepts as the cycle of organization involvement, leadership styles, role conflicts and suggestions for overcoming them, improving individual motivation and interpersonal communications. 5. Robinson, Jerry W. and Roy A. Clifford, Process Skills in Organization Development, University of Illinois: Board of Trustees, 1972, 212 pp. This text was created for use with Extension professionals and local leaders. It emphasizes personal behavior and process skills within an organization.Five concepts important to organizational development are developed and discussed-organizational styles, leadership styles, team skills, conflict management, and change implementation. Team activities and additional references are included. Home Home Go To Page†¦ Dr. Terry L. Gibson, Project Director and Co-Author, is an Associate Professor in the Department of Communication, and Chairperson of the Personnel and Professional Development Unit of the Division of Program and Staff Development, University of Wisconsin-Extension. Jeanne Moore, Associate Project Director, Co-Author , andEditor, is a former Extension 4-1-1 and Youth Leader from Iowa, and graduate student in Continuing Education, University of Wisconsin, Madison. Dr. E. J, Lueder, Project Consultant and â€Å"Reality Tester,†is a Professor in the Department of Youth Development, and a Youth Development Specialist in the 4-H Youth Development Program Unit, University of Wisconsin, Madison. Published by: Division of Program and Staff Development University of Wisconsin-Extension 432 N. Lake St. Madison, Wisconsin 53706 T ypist: Julie Harper Artist: Dale Mann Editorial Consultants: Sheila Mulcahy Rick Crowley Home Home Go To Page†¦
Monday, July 29, 2019
Responsibilities of Management in International Business within Essay
Responsibilities of Management in International Business within Lockheed Martin - Essay Example In the process, despite a well-published code of ethics, Lockheed Martin's history is not exactly a good example of managerial experience. Domain of business. Lockheed Martin is an arms manufacturer said to be one of the world's largest and most influential corporations. Three of its many focus areas are weapons systems, social services, and homeland security. (Polaris Institute, n.d.). Having profiled the corporation "to provide information to activists and citizens concerned with the power Lockheed Martin wields over their lives and the lives of others" Polaris Institute (n.d.) says Lockheed Martin is one of the most politically connected corporations in the world. With its focus on high technology, it was able to get involved with the US Postal Service, the Department of Defense, the Social Security Administration, and the Transportation and Security Administration among others, it said. Sales. In 2003, Lockheed Martin was said to report sales of $31.8 billion, some $3.2 billion of which came from its information and technology (IT) services division. Of that amount, 40 percent came from defense services, 37 percent from IT and 23 percent from NASA. As reported by Arthur Johnson, Lockheed Martin's senior vice president of corporate strategic development, IT sales make about a quarter of Lockheed Martin's revenue, most of which comes from the federal government(Gerin 2004). All in all, seventy eight percent of this business was with the United States Government and 18% of the corporation's sales are from their international customers (Polaris Institute, n.d.) Last year, sales for the first six months rose to 17.8 billion dollars from 17.1 billion dollars, despite a drop in deliveries of F-16 fighter jets. For 2005, this biggest U.S. Defense contractor and top seller of secure computer systems saw net profit jump 41 per cent to 830 million dollars in the first six months (Bauer 2005). Also strong on missile defences, Lockheed Martin's integrated electronic combat systems and military space programmes projects 2005 sales of up to 38 billion dollars (Ibid.). III. Business Ethics Lockheed Martin that specializes in a host of products and services for the federal government has dramatically raised its ethics and business conduct program since the mega-corporation merger in 1995. With 65 "ethics officers" around the United States, it requires its 130,000 employees to devote at least an hour a year to consider the ethical issues of the business, at a cost of millions of dollars per year (Terris 2005). History of lawsuits. Lockheed Martin is said to have a long list of lawsuits and controversies, one of where the company paid $38 million to settle claims for their alleged failure in providing complete and accurate cost in bidding for a large foreign military sales contract (Polaris institute, n.d). Following a series of bribery, overcharging, and corruption scandals in the 1970s and 1980s, it formed its ethics program (Terris 2005). When interviewed in Ethically Speaking: News from The International Center for Ethics, Justice and Public Life at Brandeis University, Terris who wrote a case study on Lockheed Martin Corporation. was said to comment: "If U.S. corporations are spending millions of dolla
Sunday, July 28, 2019
Business Decision Making (Team Work) Essay Example | Topics and Well Written Essays - 500 words
Business Decision Making (Team Work) - Essay Example Essentially, activities considered in team building include goal setting, development of interpersonal relations among the team members, role analysis to clarify each member’s roles and responsibilities (Robbins, 1993). In spite of the fact that members of a virtual team do not work in a face to face contact, it can be noted that team goals should be clearly defined so that each person is aware of the tasks he or she is expected to perform. There are several advantages that can be derived from teamwork when managing a project. The efforts of the team members are synergised so that they are directed towards the attainment of the desired goals and objectives. The combined effort of team members is likely to produce positive results compared to individual effort. Basically, team building attempts to use high interaction among group members in order to increase trust and openness (Robbins, 1993). This entails that communication is mainly used in the team building process. However, communication across cultures can be challenging in a virtual team. In a virtual team, effort should be made to ensure that people from different backgrounds share a common understanding towards something. Korac-Kakabadse, Kouzmin, Korac-Kakabadse, & Savery (2001, p.5) posit to the effect that the â€Å"major reasons for difficulties encountered in cross-cultural communication stem from the fact that actors from different cultures have different understandings regarding the interaction process and different styles of dialogue.†In a virtual team, efforts should be made to ensure that people from different cultures should interact by way of communication where they are in a position to share the established pattern of behaviour as well as meaning of the organizational context. Lin & Miller (2003) also suggest that when people conduct business across borders, they bring to the negotiation
Saturday, July 27, 2019
Security and Risk Managment Essay Example | Topics and Well Written Essays - 3500 words
Security and Risk Managment - Essay Example To add to this statement, a number of long speeches are delivered by the politicians in this regard alarming the people of various countries. In the UK, the government has, and is taking a number of measures to control the international terrorist activities. With management principles creeping into every aspect of the government’s strategies, these measures to control the activities of the terrorists are no exception. It is interesting to note that the government has adopted four core strategies for dealing with the management and control of risk. This essay aims at understanding these strategies used by the UK government in trying to deal with these possible risks. These four core strategies are then analysed and the relevance to the management of dealing with business risks is also discussed. In order to understand the government’s strategy, it is essential to completely understand the threat prevailing in the country, in terms of terrorist activities. Initially, there were a number of terrorist activities in the Northern Ireland. However, the current threat is from radicalized individuals who form the unrepresentative version of Islamist faith and indulge in terrorist activities. The Muslim community on the whole has created value for the entire United Kingdom in terms of knowledge, investments, etc.., Hence it does not pose threat to the UK. However, the terrorist groups have remained a serious threat to the country and its people for a few years now. These terrorists are based locally as well as internationally. These terrorist groups have wide networks and penetrate the societies by training the youth and teenagers to indulge in violence. They aim at mass destruction and their attitude is the same with all age groups. In short, they aim at the general, innocen t public. Hence they are a major threat to the UK people. There is a high risk involved in the lives of the people living in the UK due to the terrorist activities and this risk
ECONOMIC PRINCIPLES Assignment Example | Topics and Well Written Essays - 1000 words
ECONOMIC PRINCIPLES - Assignment Example For good which are substitutes (eg. Tea and coffee), the increase in price of one product leads to an increase in demand for others and this therefore gives a positive figure for cross elasticity of demands. For complementary goods like DVD player and DVDs, the cross elasticity of demand is a negative figure since when the demand for one product goes up, the quantity demanded of the complement also falls. The most major determinant of demand in such cases is price of the substitute / complement good. Income elasticity of demand is an economic concept which measures the responsiveness in the quantity demanded of a product to a change in the the income level of a person. It can simply be measured by the formula : percentage change in quantity demanded / percentage change in income level. There are two types of goods, normal goods and inferior goods. The demand for normal goods goes up as income rises and this gives a positive income elasticity of demand. Then there are inferior goods, the demand for which goes down as income level rises (eg. People would prefer eating chicken meat as compared to raw onions when their income rises) and they result in a negative figure for income elasticity of demand. Our product, the Magpie has a price elasticity of demand of 2.7. What this figure means is that the demand of this product is highly sensitive to a change in its price. To put it very simply, if the price of Magpie goes down by 1% then its demand would go up by 2.7% and viceversa. It is somewhat difficult to change the price of the products that have an elastic demand as such a step might cause the demand to fall my a huge margin. Same is the case with Magpie. In this case an increase in price might mean we lose out our sales to out competitors and this face a decline in profits. It also means that if we decrease out prices we would be able to sell a
Friday, July 26, 2019
Rhet writing homework Essay Example | Topics and Well Written Essays - 1000 words
Rhet writing homework - Essay Example While Europe was busy slaughtering animals potentially infected with Foot-and-Mouth disease and Mad Cow Disease, the Food and Drug Administration (FDA) tried to curb the outbreak of BSE in the U.S. by expediting new rules that prohibited the use of certain proteins in cattle feeds (Schlosser 272). Stakeholders fought the FDA’s decision arguing that the body’s linking of the animal diseases to human infections was â€Å"totally unsupported by any scientific evidence†(Schlosser 273). They, therefore, somehow found a way to bring British meat into the American market. What followed was the death of ten young people who had contracted a previously unknown ailment but later called new variant Creutzfeldt-Jakob disease (vCJD), which effectively destroyed their brains. Some of the victims had been â€Å"keen consumers of beef burger†(Schlosser 199). This disease was later established to be the human form of BSE. Indeed, Meat packing companies are effectively sh own to play a crucial role in spreading these forms of pathogens. The conditions of work in most of the meat packing companies do not allow for aseptic handling of these products. As such, the meat is often contaminated with pathogens such as Salmonella and E. coli among others (Schlosser 202). Their tendency to ignore the swabbing and testing of the meat products for these pathogens before distribution to the market, as required by law, is seen as the main loophole through which pathogens get to end-point consumers. Their argument, of course, has to do with the economics of performing these procedures, which had previously condemned thousands of tons of meat products. Perhaps the most captivating was the rejection of Bauer Meats, with the government declaring them â€Å"unfit for human consumption,†after an eleven-years-old child got seriously ill (Schlosser 219). However, the most recent scandal involving the meatpacking industry has to do with the detection of Horse meat in Findu’s beef Lasagna. According to the FSA, â€Å"Findus analyzed 18 of its beef lasagna meals and found 11 contained between 60% and 100% horsemeat†(Sky News). Investigations revealed that it was a case of mislabeling, a role that is entirely undertaken in the meatpacking companies. Consequently, Findu’s 320g, 360g and 500g meals were withdrawn from supermarket shelves (Sky News). Crime in the Meat packing companies do not end there though. Approximately over a century after Upton Sinclair discredited that apparently large slaughterhouse complex in Chicago as a â€Å"jungle,†numerous studies have been conducted. These studies have documented numerous negative effects of slaughterhouses on workers and communities (Fitzgerald, Kalof, and Dietz 1). Starting from the poor working conditions in these companies to the unnatural acts that happened behind their walls, meat packing companies participate in criminal activities that negatively affect the socie ty. Indeed, most of the workers interviewed in Fast Food Nation confirm that this is the worst job an individual can be doing. Reiterating that meat packing companies always operated on profit margins, these workers quoted the 1999 survey that established injury rates in these companies as being â€Å"†¦26.7 per 100 hundred workers. For the rest of U.S. manufacturing, it was 9.2 per hundred workers†(Schlosser 172). The injuries mainly resulted from the sharp knives whole the ailments resulted from the cold working
Thursday, July 25, 2019
Technology Fundamentals Essay Example | Topics and Well Written Essays - 1000 words
Technology Fundamentals - Essay Example O’Bannon (2007) identifies four essential components of instructional objectives: They should be specific, outcome-based, measurable, and describe student behavior. With this in mind, the following bipartite objective is defined for this lesson: General objective: Students will be able to identify five types of multimedia content, give an example of each related to multiculturalism, and describe their characteristics with reference to the examples. The process of ‘identifying’ pertains to the ‘remembering level’ in Bloom’s taxonomy; the process of ‘giving an example’ pertains to ‘applying’ the knowledge, ‘describe’ to ‘understanding’, and ‘classify’ to ‘analysing’ â€Å"Children, in this lesson we are going to look at different types of multimedia. Can you name any?†[Wait for responses before naming all five] â€Å"To get to know these better, we are going to look at examples of each that show some aspect of a particular culture.†â€Å"Let’s begin then with some artifacts that we can touch. *Look at these Mexican pià ±atas. [^] *Pass them round so everyone can hold one and see what it’s like, and while you’re doing that, let me give you a little background on the Pià ±atas because ‘They have an interesting history. During the 16th century, the pià ±ata was used by missionaries to attract converts. However, the Mayans were already using the pià ±atas for their sports events that the missionaries utilized for their own purpose. The pià ±ata originally represents Satan who is adorned by wonderful colors in order to attract people. The traditional pià ±ata has seven horns, which represent the seven deadly sins, namely: greed, gluttony, sloth, pride, envy, wrath, and lust. The stick used to hit the pià ±ata symbolizes virtue, which is needed to break the evil. After the pot is broken, the candies serve as a reward to those who have been faithful.’ (Devlin, 2007) So how di d you feel holding these artifacts?†[Listen
Wednesday, July 24, 2019
Assignment Example | Topics and Well Written Essays - 250 words - 175
Assignment Example Mr. E. Pass and his wife Mrs. Martha N. Pass crashed with their aircraft after it had been repaired by Shelby Aviation. After half year Mr. Max filed a case against Shelby Aviation claiming that they had broken, â€Å"Article 2 of the Uniform Commercial Code†. The UCC does not apply in this case, because Mr. Pass accepted the devices which were fixed to aircraft even though they were of low quality. Shelby could have fixed the devices under instruction of Mr. Pass hence no enough evidence for UCC to apply in the case. In this case, both Randy and Bob were injured due to negligence. The Seat post broke and Bob felt down; this shows that the manufacturer manufactured substantial product, which did not ensure people safety. If the health club supervised people, Bob could not have mishandled the facilities. Due to negligence both manufacturer and the club are guilty and they should compensate. In the second case, Randy sued both Bob and club for negligence. In this case they do not have evidence to prove their innocence. Bob destroyed everything and the club failed to supervise
Tuesday, July 23, 2019
How Fuel Costs Have Affected the Airline Industry Essay
How Fuel Costs Have Affected the Airline Industry - Essay Example The aim of this paper is to discuss all of this, as well as all characteristics and factors involved in the matter of how fuel costs have affected the airline industry. This is what will be dissertated in the following. The six most primary airlines in the United States have been ailing since 2001; four out of these six were in fact forced to file for bankruptcy in 2005. According to some analysts, the entire airline industry is on the brink of collapse altogether; the primary cause being that of ever-increasing fuel prices. "It's very bad right now, it's unsustainable," said Kevin Mitchell, Chairman of the Business Travel Coalition based in Pennsylvania. "It's as bad as it gets. If (oil) goes up another couple of dollars it's going to be more of a pain but it's going to be hardly distinguishable from the pain that the airlines are feeling right now." (Delaney, 2006). In fact, according to Mitchell, the American airline industry basically refused entirely even to recognize the shift in the marketplace five years ago. "They failed to understand that consumers were demanding everyday, low, affordable airfares. The carriers in Europe recognized that and began to take action in 2001 and 2002 to become competitive with low-cost carriers. The US carriers were stubborn throughout the whole time, thinking that as soon as the economy would rebound, so would business travelers willing to pay $2500 for coast to coast fares, and of course that never happened." (Delaney, 2006). In fact Northwest Airlines, the nation's fourth-largest airline which is based in Eagan, Minnesota, has made many headlines since the year unfolded. "It reported $450 million in losses the first quarter of 2005, it's stock prices are declining, it's fuel costs are rising, it asked its labor unions to freeze their current pension programs in lieu of new contribution plans, it is attempting to cut annual labor costs by $1.1 billion, and on July 1 the union representing its mechanics authorized a strike vote." (Oo, 2005). The current spike in oil prices is especially taking its toll; taking the airline industry into uncharted territory and raising many questions about the economic viability of many players in the industry. Increasing fuel prices have also had effects on global trade, which is one of the United States' most profitable resources. "No doubt increasing oil prices are likely to dampen global trade. Air cargo traffic is a leading indicator of any economic slowdown. The air cargo industry itself, in which fuel accounts for 20-30% of the operational cost, is poised to be the prime casualty of the new era of expensive oil," says a report entitled 'The Oil Crisis and its Impact on the Air Cargo Industry.' "Jet fuel prices have almost tripled in the past four years. As a result, the world's airlines spent over $100 billion on fuel in 2005, a 50% increase over 2004. At reasonable oil prices of $30-$40 a barrel, world air cargo traffic was projected triple over current traffic levels." (IAGS, 2006 ). Fuel expenses rank in as the number-one or number-two cost category in regards to the airline industry, and because of this, airlines have an enormous built-in financial incentive to reduce consumption;
Monday, July 22, 2019
Cosi Shows Us That ‘Fairytale Endings’ Do Not Reflect Real Life Essay Example for Free
Cosi Shows Us That ‘Fairytale Endings’ Do Not Reflect Real Life Essay Cosi is a play set in the 1970s, when Australia and the world were facing political complexities, such as the conflict against the communist government and the happenning of the Vietnam War. It was a time when people had to choose their loyalties, causing great frustration and tearing the community apart. We are able to see this in Cosi in the lives of two best mates Nick and Lewis, as their priorities and commitments during that period of time, as well as conflicting social views with the rise of different social conventions such as ‘free love’ during the 1970s. It is a play within a play with parallel runnings with Mozart’s opera ‘Cosi Fan Tutte’, both plays explore the meanings of love and fidelity and how Lucy parallels the infidelity of the women in ‘Cosi Fan Tutte’. Nowra also allows us to see how the theatre works its magic, as a therapy not only for the insane but as well as the sane. As we slowly see the cast blossoming towards the end of the play, Lewis ends it by announcing some fateful happenings of the cast such as the deaths of Julie and Henry, giving an unfairytale like ending to the play. However not all had the same fate, we see how Ruth’s obsessive compulsive disorder allowed her to become a â€Å"time and motion expert†and Zac’s eccentricity making him a â€Å"rock and roll†player. ‘Cosi fan Tutte’ main theme is about a woman’s infidelity towards man. Despite the opera being set in the 1700s and facing problems with love and fidelity, it proves that society still hasn’t changed in that perspective with the characters in Cosi mirroring some of it’s values. The ‘free love’ movement during the 1970s also shows how society is becoming much more liberal in character and less conservative. The influence also caused a seperation between the community as some still stick to their conservative views such as Lewis, Nick and Lucy. Lucy redefined the modern meaning of fidelity by claiming she â€Å"only had sex with Nick, but slept with Lewis. †Lewis himself also holds his very bias view on fidelity, despite his obvious attraction towards Julie, he still claims his fidelity by â€Å"not having sex†with Julie even though he kissed her. This shows the society’s gradual evolvement by beginning to define it’s meaning of fidelity with the references to sex only. Nowra allows us to observe the discrimination and social defining ways of the people by beginning the play in a â€Å"burnt out theatre†, displaying the neglect shown towards the mental patients and the seperation it had formed between the sane and insane people. â€Å"They are just people who have done extraordinary things, thought extraordinary thoughts. †Nowra shows the fine line drawn between the sane and insane, and that those in the institution are not always as what the society defines them. The act of isolating mental patients shows the people’s way of dealing with kinks in the society, an easy solution. Julie for instance, is completely sane however has an addiction to drugs, â€Å"They don’t know how to deal with drug users†shows how the people had either the lack of knowledge or wasn’t eager enough to dwell into and solve the problem. Instead, Julie was prescribed more drugs for her habit, which did not break and caused her death in the future with an overdose. Zac also displays the extremities of drug consumption, causing him to have no control over himself and later not being able to appear in the opera. Such as ‘Cosi Fan Tutte’s’ use of Mesmer magnets and Cosi’s use of shock treatment for magnets showed the society’s inefficient way of dealing with problems. Through Cosi, whether insane of sane, the cast blossomed as they progressed on into the play and just like Justin’s main aim â€Å"to bring them out of their shells†, Lewis suceeded. Not only with them but from a shy and confused young man, Lewis came out with a stronger sense of leadership and confidence. He was more certain on what he wanted compared to earlier where he allowed Roy to grab his glory. Lewis broke up with Lucy and learned to console Roy before the opera showing a huge improvement from his character before, he â€Å"proved Roy wrong†. The cast showed lots of gratitude towards him in the end of the play even with Henry stuttering a â€Å"Tttthank you†, who before this could only communicate with the form of â€Å"shaking his head†. Despite his improvement in speech and confidence, Nowra made his fate a sad one showing the unrealistic ‘fairytale endings’, along with Julie’s overdose despite being discharged. Roy had showed no improvement with his continuous enthusiasm over the wards where â€Å"his fellow patients took petitions to get rid of him†. But with Ruth and Zac’s improved careers, Nowra shows that there are still hopes in ‘fairytale endings’.
How the Brain Impacts Learning Essay Example for Free
How the Brain Impacts Learning Essay The brain is a very complex and amazing organ that consists of two very important halves. The right hemisphere and the left hemisphere, both of these effect how we learn and process information. In most cases we have a dominate side whether it be the left or right side. In some cases it is found that there are whole brained thinkers pulling information from both sides of the brain. Let’s cover how the brain works, what subjects each side learns and how it processes information, teaching techniques for the right, left and whole brained learners. The brain is made up of two halves, or hemispheres – the left brain and the right brain. The brain is divided into two distinct and separate parts by a fold that runs from the front to the back. These parts are connected to each other by a thick cable of nerves at the base of each brain, called the corpus collosum. A good analogy is that of two separate, incredibly fast and immensely powerful computers, each running different program from the same input, connected by a network cable, or the corpus collosum. The left hemisphere of our brain is â€Å"wired†to the right side of our body and vice versa. This even applies to our eyes, with information from our right eye going to the left hemisphere and information from our left eye feeding the right hemisphere†(Eden, Left brain right brain) The left and right side of the brain have different ways to process how they take in information and learn different subjects. Let’s start with the right side of the brain and see how it works in this way. The right hemisphere process the information best with demonstrated instructions, looking for patterns, similarities, open ended questions, drawings and is free with its feelings. â€Å"Right-brain students are the dreamers. They can be very intelligent and very deep thinkersâ€â€so much so that they can get lost in their own little worlds. They make great students of the social sciences and the arts. †(Fleming, 2011) The Left side sees things differently than the right side preferring verbal instructions, logical thinking, talking and writing, multiple choice testing and controls feelings. Dominant left brain students will be more organized, theyll watch the clock, and theyll analyze information and process it sequentially. They are often cautious, and they follow rules and schedules. Left brain students are strong in math and science, and can answer questions quickly. †(Fleming, 2011) The whole brained learners or middle brained learners, are the ones that can use both sides to processes the different information which is a great benefit to their success in life. They can look at a situation and choose which side would best solve the situation. Students who are middle brain oriented can have strong qualities from either hemisphere. Those students can benefit from logic from the left and intuition from the right. †(Fleming, 2011) We are all different in the way we use our brain; some having a dominate side and some utilizing both sides. Thus leaving the question of how teaching techniques can stimulate both sides? Teachers have a great responsibility teaching our children and they should teach in a way that can stimulate both sides of our brain or better yet the whole brain. It is important to know what types of thinkers you have in your classroom so they can be better taught. The examples above should give you an idea of how the right, left and middle brained thinkers take in the information so let’s move forward to how you can help teach them better. â€Å"For many students, particularly those who are â€Å"right-brained,†a visual, such as a picture or 3-D model, can help them better understand a concept. Another way to help â€Å"right-brained†students is to pair music with learning. Have students make up a song about history facts and sing it to the melody of a familiar song such as â€Å"On Top of Old Smoky. †Let these students see, feel, and touch things. â€Å"Right-brained†students also seem to thrive when doing group or hands-on activities. †(Quantum Learning, 1999, p. 31) Activities should include shared learning, group discussions, role-playing and experiments. These learning techniques will greatly benefit our right brained learners. To help â€Å"left-brained†students, provide information in very logical sequencesâ€â€for example, make (numbered) lists for them. Another way to help students with a left-brain preference is to give them typed or printed directions. Let these students do their work step by step. â€Å"Left-brained†students seem to thrive when following plans and having structure with activities. †(Quantum Learning, 1999, p. 31) Activates should include analysis, research, realistic projects a nd worksheets. These learning techniques will benefit the left brained thinkers. Keeping in mind though, that many teaching techniques can benefit all of your students; it is also important to use both of these techniques to benefit the students that use both the left and right side of their brain. As an educator you need to understand how your students learn best whether it is a; dominate left or right brained student or the whole brained learner that likes a mixture of both techniques. Another great benefit you can find using these techniques in your lessons is to get a dominate brained student to use there less used side of thinking. Through this we have learned how the brain works, how we process and learn information using both sides of our brain and how teaching techniques are important in learning as a whole. We all learn new things each and every day so use this as it is vital information to help you learn to your full potential. Today, in more than years past, we are using these studies to help students learn as much as they can. Teaching curriculums are always on par with the best technology out there and the more that we learn about the differences between the two halves of the brain the more our children can learn.
Sunday, July 21, 2019
Common Assessment Framework In Childrens Services
Common Assessment Framework In Childrens Services Why was the Common Assessment Framework introduced in Childrens Services, what does it attempt to achieve and how successful is it in doing this? This essay will discuss why Common Assessment Framework was introduced to Childrens Services, what it attempts to achieve and whether or not it has been successful, the concept behind it and briefly, the difficulties in working with other health professionals to get the Common Assessment Framework to do what it was set out to do. The Every Child Matters Green Paper proposed the introduction of a Common Assessment Framework (CAF) as a central element of the strategy for helping children, young people and their families. (DfES 2004) Common Assessment Framework is a standard assessment tool to be used by all professionals working with children for assessments and referral (British Journal of Social Work (2009). The reform agenda in Childrens Service was catalysed by the public inquiry into the death of Victoria Climbie (Laming 2003), an eight year old West African girl who was abused and murdered in the UK in 2000 as a result of extreme cruelty and neglect by her great-aunt and the her partner, who were her guardians. An inquiry into the death of Victoria Climbie (Laming 2003) exposed a failure to put in place the necessary basic procedures to protect her. Factors identified included lack of early intervention, poor co-ordination, failure to share information and the absence of anyone with a strong sense of accountability. As a result, the Common Assessment Framework (CAF) was one of the measures introduced under the changes in child protection policies and the green paper, Every Child Matters (2003) therefore was introduced to set out proposals for major changes in childrens programmes to allow every child, whatever their background or their circumstances, to have the needed support towards the achievement of a better outcome in the following key areas: being healthy, staying safe, enjoying and achieving making a positive contribution and achieving economic well-being (DoH 2003) The design, in conjunction with the lead professional and better information sharing policies and procedures; to change the method by which services are delivered, moving the focus from dealing with the consequence of difficulties in childrens lives, towards a more proactive preventative and precautionary measure. CAF is intended to be used for children who have additional needs which may not be complex or severe enough to require statutory intervention. It is for use in situations where there are concerns with how a child is progressing in any way (raised by the child, a parent or a professional), the childs needs are unclear, the childs needs are broader than a professionals own service can address or where it is thought that CAF would help to identify the childs needs. The draft Common Assessment Framework was developed in late 2004 with its revised version published in 2005. CAF is a new, more standardised approach for assessing the needs of children for service and deciding how those needs should be addressed and met. It is meant for children with additional needs; that is, children at risk of poor outcomes (DfES, 2005b,p1). CAF is designed to be evidence-based , focusing on needs and strengths, rather than concerns as seen in the British Journal of social work (2009) 39, 1197-1217. The three stated aims of CAF are to support earlier intervention, improve multi-agency working by, for example embedding a common language of assessment; reduce bureaucracy for families (DfES, 2005b, p1.) CAF is not meant to replace many other assessment schedules used in the various agencies, such as the Assessment of Children in Need and their Families documentation, but the government would like the CAF to represent the main assessment tool to support inter-agency referral and multi-agency working (DfES, 2005b, p 2). Common Assessment Framework (CAF) is one of the contributing elements to the following both of which are outlined in the Childrens Act 2004, the delivery of integrated services the support inter-agency co-operation; and the safeguarding and promoting the welfare of children and young people. [emailprotected] How are children services organised? What is the key legislation that governs children and childrens services, The aim of Every Child Matters is to have a few agencies working together bearing in mind their professional boundaries to liaise and support children from 0 to 19, using a simple language to meet the needs of these children. It came up with the Integrated Childrens System (ICS), the Contact Point and the Common Assessment Framework (CAF), they all have different systems and style of working but have one common goal which is to improve the well being and to safeguard and promote the welfare of children and young people. When a child is seen as suffered neglect, abuse or has any server difficulty or being looked after under the Childrens Act 1989, their needs are assessed using the Framework for Assessment of Children in Need and their families. The Integrated Child System (ICS) is used at this stage, this is done by putting information together step by step and recording information about both the child and family, where a thorough assessment is required an in depth information is needed at this stage and must be gathered in a way that can set as the basis for decision making and can be used for different purposes. ICS is supported by information technology and its the basis of the electronic social care record for children. The IT system is also known as ISC. Contact Point is a fast method to find out who else is working with a particular service user, making it a lighter way to liaise and support, it is a major tool Every Child Matters uses to deliver a better service to Children and young people, having said that Contact Point only holds a little information about a child, parent, practitioners providing services to the child and carers until their 18th birthday, except for exceptional cases for example children with mental health and sexual health problems where their details are still held under sever security. Common Assessment Framework on the other hand comes in as soon as assessment is needed at the very early stage and deciding what action to take. It gives practitioners the chance to put together and record information about a child or young person with additional needs in an orderly, straight forward and simple. Work start from then and practitioners begin to look out for the needs and what should be done and its dealt with. CAF makes practitioners across all agencies, after the required training to go according to the procedures to achieve a dependable assessment that can be used by everyone dealing with the case. The national IT system to support CAF will be deve loped. (eCAF). This will help authorised practitioners to electronically create, share and store CAF within the agencies. Unlike Contact Point CAF only holds the information about some young people and children, with consent, and for a limited period of time. Both Contact Point and CAF were created to for use within childrens services, their goal is to help children with additional needs get the help and support they need, its a tool to make easy early intervention and help deal with additional needs before they get out of control and become more difficult to resolve. CAF and ICS has a common method to assessment, they both have a common way of collecting data about a child or young person around the domains of developmental needs of a child; parent capacity; and family and environmental factors. CAF and ICS are supported by technology where as Contact Point is a basically technology solution www.evertchildmatters.gov.uk Why was CAF introduced and whats its aim The green paper, Every Child Matters, proposed the introduction of a national Common Assessment Framework (CAF) as an important part of a strategy for helping children and young people to achieve the five priority outcomes of: being healthy: enjoying good physical and mental health and living a healthy lifestyle; staying safe: being protected from harm and neglect; enjoying and achieving : getting the most out of life and developing the skills for adulthood; making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour; economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. The Common Assessment Framework (CAF) was decided upon based on the five basic keys. By the help of a lead professional and better information shearing procedure CAF was designed from the concerns that the existing procedures for identifying and responding to the needs of children who are not achieving the five outcomes identified in Every Child Matters do not work as effectively as they were meant to, to bring a better way of how services could be delivered, due to the fact that services have in the past been delivered based on dealing with the consequences of difficulties in childrens lives to preventing things from taking the wrong route from the start. Its main focus is to attain to the fact that every child gets the five keys. It is also created to help assessing children with additional needs which are not too complex or sever as to demand external intervention such as statutory intervention. CAFs aim is to give a method of assessment to give support to early intervention, to help decide what needs to be done at an early stage rather than later, its to provide good and a lot more evidence based referral to targeted and specialist services. CAF is created to enhance on joint working and communication between practitioners in a common language of assessment and views and as to how it could be resolved, it was also designed to improve the coordination and consistency around assessments leading to fewer and shorter specialist assessments. CAF was designed to help to decide whether other specialist assessments are needed and if so provide information to help get it done. It was to give a clear picture of a child or young persons needs to be built up over time and with the right consent shared among professionals. Has CAF achieved its aim?(positives and negatives) Through CAF some practitioner began to accept sheared responsibility for children and young people with additional needs. Apart from having to get parents consent to be part of the assessment procedure some practitioners and managers are in view that in conjunction with other services CAF has a lot more prospects in support to early intervention mostly universal services. Some also had doubt as to whether there was enough funds to meet the problems raised and the requirement of CAF. It is apparent that CAF has had mixed responses. One estimation of path-finding authorities revealed that practitioners and managers believed it has enabled a more rigorous follow-through of service delivery, promotion of better multi-agency working and were optimistic that it would eventually pull down thresholds for service receipt (Brandon et al., 2006). The introduction of CAF like everything has its strengths which in general gives a positive view seen by all, however, others have expressed their concerns about its been too formal to some organizations as descriptive tyranny, restricting the narrative making sense of the situation; the difficulties of various professionals and practitioners with other skills and expectations completing CAF differently or partially in the assessment process (Garrett, 2008; Gilligan and Manby, 2008; White et al, 2008). CAF in the East Riding for example is exclusively aimed as a minimal level involvement which will help use universal services to m anage early problems and deject wrong referrals to Social Care. The major intentional level for engagement agencies with the CAF has broader responsibility than CAF alone, covering all included services provision. The different agencies involved is broad, but some agencies are less active in attending meetings and buy in, in terms of resource input is limited. However, there some problems which lessen the positive involvement, and makes CAF less effective, these include less involvement of some agencies in terms of resources input. Practitioners were of view that CAF was not reducing the need foe reassessment, giving examples of some parents forced to repeat their stories during reassessments, I can understand sometimes practitioners would just want to be sure that things have not changed since the last assessment, but the public is of the view that CAF always has the updated information at any time needed, but for luck of training and human error we find out that CAF still is not d oing what it was set out. As well as distracting story-telling way of writing reports, the CAF writers often found that the boxes did not help them adequately to characterize the child and parents. The format of the CAF was opposed by some professionals and practitioners working with it.. Only some professionals used the language of need, whereas over 80 per cent talked about challenges. In addition to the descriptive demands, CAF forms also make CAF doesnt tell a story it feels like school exams, multiple choice, you can tick the boxes with the right answer, but it really doesnt give you er the er à ¢Ã¢â€š ¬Ã‚ ¦.The story. It is about narrative isnt it. Its about peoples lives. It isnt about um dividing a life up into a lot of small boxes. And when you put all those boxes together it will be EQUAL to the narrative As seen in (BJofSW 2009 39, 1197-1217) Sure start worker said I prefer a blank sheet of paper to express by thoughts ibid.. Upon a period of over a decades work in human services organizations, Gubrium et al describe what they call the descriptive tyrannies of people forms, forms used in one way or the other to describe and categorize people coming to the attention of human service professionals, hence, for Gubrium et al, the relations of form completion to human activity is two-fold. They are concerned with what sorts of descriptions the forms invite or the reportorial expectations assumed to underlie acceptance organizational description (Gubirum et al, 1989, p 197). What may be the rational, moral and artful capacities of form-completers? That is, what wiggle room (Erickson, 2004, p, 20) do they have with these descriptive demands? (Oxford University press 2008). Gubrium et al argue that, completed forms like any mode of description, have transformative effects. They do not simply describe events as they occurred in real time. For example they may contain mutually exclusive categorizations, which deman ds that the form-computer suspend disbelief that only one category can apply at any one time, bearing in mind that CAF is designed to have evidence-based , focused on needs and strengths, rather than concerns. Professionals are encouraged to evaluate strengths, needs, actions and solutions for children across three domains derived from the framework for Assessment of Children in Need and their Families (DoH 2000). Please ignore the recommendation below still have that to do I have it written down will type it out tomorrow, Im working in the dark because my landlady forgot to get some electricity and my eyes are hurting now. My lecture ends at 11 so will finish it all with the Ref.. Recommendation and conclusion It is clear to me that the purpose of the CAF and its work load is to ensure that professionals attend to, and record information deemed most relevant to their primary activities as distinct at this historical moment. The CAF is also an over view presented as a complete professional judgement. However, I have shown above that the demands of the form cause information to be ordered in preferred ways, which can be unintelligible. I have talked about the fact that CAF constrains professional practice in particular ways, it is indeed designed to exert its own rigid demands, which can feel harsh to the one person completing the form. CAF in particular relies on the assumption that it can foster uniform professional application and an ordinary (White, Hall and Peckover, 2009). Laming (2009) still recommended that we need to involve more agencies to make the workload easier and effective and said the use of Common Assessment Framework CAF needs to be further promoted with Agencies. To achieve the reason it was introduced practitioners and everyone involved in using CAF must be fully aware of what its all about and must be fully trained to know the pros and cons of what CAF wants to achieve, other Agencies working in line with CAF must also keep their systems and information updated to suit the needs of the children and young people who might need this service to also live the lives they deserve. Parents and the general public must be fully aware of what CAF is hoping to achieve in that way they dont feel pressured if they are called upon to give their approval before an assessment is carried out for their children.
Saturday, July 20, 2019
Evolutionary Attitudes :: essays research papers
In To Kill A Mockingbird, Harper Lee describes a time when discrimination was extremely common. In the fictional society of Maycomb County, we can see the primitive forms of discrimination emerge through definition of social classes due to wealth, background and association, as well as the predominant theme of racism towards African Americans. Although in present day Victoria, the subjects of discrimination encountered are different, society’s attitude and response to these flaws are much the same. In Victoria, the homeless problem as well as youth stereotypes present huge venues for discrimination within society. In addition to this, Aboriginals and oriental demographics are segregated by society due to colour and culture. Although civilized society has evolved between Maycomb and Victoria, presenting both communities with different challenges, it has not broken free of the engrained discriminatory behaviour within each of its foundations.           The discrimination faced by families such as the Cunningham’s, in To Kill A Mockingbird, was based upon society’s emphasis upon social class. As with the Cunningham’s, many families were hit very hard by the depression, and thus were not as wealthy as many other families in the community. Therefore, families such as these were offered little respect by other member’s of the Maycomb community based on their wealth or associations. Maycomb’s high society looked upon some of its neighbours as below themselves. Maycomb sees these people as a burden. According to inherent honoured codes within society, the importance and meaning of such fine breeding has been ignored, making these people less than those who come from â€Å"fine†families . In cases such as the Cunningham’s , members of the community who do not fall within the parameters of a â€Å"fine†family are objectified. An example of this can be seen when W alter Cunningham, a schoolmate of Scout’s, is invited over for dinner. â€Å" ‘He ain’t company Cal, he’s just a Cunningham-’ ‘Hush your mouth! Don‘t matter who they are, anybody sets foot in this house’s yo’ company, and don’t you let me catch remarkin’ on their ways like you was so high and mighty! Yo’ folks might be better’n the Cunningham’s but it don’t count for nothing’ the way you’re disgracing’ ’em†¦Ã¢â‚¬ (p. 24) As Calpurnia points out to Scout that the Cunningham’s, despite society’s belittlement of such families, it does not give anyone the right to act superior. Although families such as these are not restricted from interaction from society, they are nonetheless victims of society’s prejudices.
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