Management Theory into Practice Essay Example | Topics and Well Written Essays - 4000 words

Management Theory into Practice - Essay Example ExxonMobil is one of the world’s largest publicly traded international oil and gas company (ExxonMobil, 2010a). Its main purpose is to provide energy to growing economies and to alleviate the quality of living throughout the world. The company has an extensive cache to global oil and gas resources that makes it one of the leading names in the energy industry. Not only is the company the world’s largest refiner and marketer of petroleum products but its chemical company is one of the largest in the world. The company prides itself for its continued emphasis on innovation and spends extensively on finding more energy-efficient methods of production and delivery. Being one of the most successful companies of the world is strongly indicative of good management. The ExxonMobil official website pays herald to its strong leadership by saying that the discipline and commitment of the leadership has â€Å"led to competitive advantages† (ExxonMobil, 2010b). According to th e Chairman and CEO of ExxonMobil, in the current turbulent times, a company can only be successful if it considers business discipline and corporate citizenship to be interlinked (Schwartz, 2010). Drawing a SWOT analysis of ExxonMobil, one can see that the strength of the company lies in its technological advancement, and strong emphasis on research and development. The strong and stable financial performance of the company, coupled with its diversified revenue system, provides it with the leading market position.

In what ways has transatlantic slavery impacted on British society Essay

In what ways has transatlantic slavery impacted on British society (SOCIOLOGY) - Essay Example The early 17th century witnessed the dawn for the British to be considerably one of the most successful slavers in the Atlantic region. During these years, the kingdom emerged a key player in a commercial undertaking which â€Å"linked the economies of three continents, often called as the Triangular Trade† (UNESCO, 2010). Until the time arrived when the British could no longer stand the horrendous practice of slavery and decided then for its abolition. Economic Motives The main players in the triangular trade, England, Spain, Portugal, France, the Netherlands and the United States, among others, were not able to resist the commercial attractiveness of slavery and were drawn to do their best to benefit from it. Mainly driven by economic and political reasons, these fierce maritime and colonial powers ventured in the abduction and selling of African peoples, to enslave in their homes and plantations (Walvin, 2007). Sir John Hawkins, under the blessing of Queen Elizabeth 1, foll owed in the footprints of the Portuguese in navigating the western coastlines of Africa and enslaving people in the 1560s (Rodriguez, 1997). The Britons thought it was risky business, but they could not refuse the immense economic gains that awaited them. By fair and foul means, Britain outplayed its European rivals and became the premier slave trader until 1807. Major trading ports that dealt with this business were established in Bristol, Liverpool, Glasgow and London. Some other smaller British ports also followed suit. The number of vessels for slave trading were built in the nation’s several shipyards and sailed through the ‘Slave Coast’ carrying goods such as guns and other ammunition, textile and metals in exchange for human beings. For certain, the trade was an extremely lucrative business. The immense degree of consumption and productivity of the people is said to be its point of departure (Inikori & Engerman, 1992). Rise of Industrial Revolution As the ports in Bristol and Liverpool became prosperous and generated more jobs, so are the residents of both cities who invested their financial resources into developing several industries. This gargantuan industrial progress began in 1750 and continued for many decades. Some who obtained adequate sums of money sourced from the production of tobacco, sugar and cotton poured in their capital into warehouses, quaysides, factories, trading houses and banking institutions. Factories sprouted in the metropolis, particularly in textile and mills. Coal mines burgeoned in the rural areas, as well (Packer, 2007). Thus, the positive economic reverberations of the time were felt everywhere. This is in harmony with John Maynard Keynes economic theory which upholds the view that the â€Å"balance between supply and demand would ensure full employment† (Keynes, 2006: xvii). â€Å"The systemic operations instituted in slave trading, accordingly, were adapted and applied during this period† (Rice & Poulter, 2007). Thus, it is safe to infer that the workings in plantation slavery were the engines which drove the creation of the Industrial Revolution in Britain that influenced other countries of the Western hemisphere and the whole world to move along. The Modernisation Theory and the Theory of Social Development which uphold that progress and evolution of societies are irrepressible bear truth on this fact. Sugar and the British Cuisine The African

Early Years Foundation Stage and National Curriculum

Early Years Foundation Stage and National Curriculum Within this essay I will produce TWO detailed activity/ lesson plans based upon the Early Years Foundation Stage and KS1 My written assignment will consist of: The planning, implementation and evaluation of one science based activity/ lesson within one curriculum framework which will be observed and assessed by my mentor. This activity/ lesson plan must contain use of ICT. The evaluation of this activity/lesson will contain a description of the value of ICT and Science within the curriculum. A plan of one activity/lesson within the other curriculum frame work. I will produce a reflective account for the activity/lesson which I have planned but have not implemented. (I will be expected to reflect upon the process of planning within this unfamiliar of strengths and weaknesses of the curriculum frame work I have planned within. Introduction activity plan in reception The chosen idea of this activity is light which is based on science enquiries in the early years foundation stage for children 4 to 5 years old. Within this activity plan children should be able to understand and demonstrate the learning context, as play is fundamental to children in early years stage, I thought to plan and do the activity through a game, children would learn and maintain learning better through games. Actual activity plan (Reception) I will select 3 children whilst planning time and ask them what object would give us light, children would have background knowledge (within the sciences programme of study of my workplace, teachers did teach children about light, therefore children would feel comfortable to answer the questions and then draw the certain objects on the smart board. In addition I will provide the children with online science clip games about choosing the objects which give us light from the list and place or drag them in the centre of room, from the BBC website to play. Evaluation of activity and lesson plan After implementing the activity within children in reception class I realised that the information communication technology and Science plays a significant part in childrens primary education and is important on the governments programme. Information and communication technology (ict) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. (QCDA, 1999) Within the activity information communication technology helped the children to communicate, explore, find, investigate and exchange correct information. In addition ICT provided the opportunity for children to be creative and enable them to access and share the ideas and experiences within communication , added to that it assisted children in being independent learners and being able to know and identify where and when to use ICT to get beneficial effects. However using ICT might be a disadvantage to the children and make them feel unhappy in some ways, for example in my activity connection errors, finding the smart note book icon on the desktop and loading the internet page were the problems which I have faced. In order to address that issue I thought it is best to plan or perform different activity with a different kind of usage of ICT. My weaknesses Within the activity my weaknesses have become clear for me, upon the Assessor Observation Report sheet I needed to improve my organization skills and also prepared whatever programme which I need to use before the activity started, in my activity case it was smart note book programme. In order to address this weakness I needed to always ask for the help from other member of staffs to show me and help me to find the programme icon on desktop or to find the standard and suitable resources before the actual activity begins. Unfortunately I was not able to provide the children with online science clip games due to technical issue; the school computers did not download the flash player software to play the clip. However this issue could be addressed in the future by checking the requirements of whatever online activity resources. Develop childrens understanding about the activity and linking the certain topics to the natural world and participate boys and girls in the activity, are the areas which I needed to focus on more for the upcoming activities. My strengths Demonstrated a positive approach to children, encourage them to continue with activity by using morale boosting techniques like praising, e.g. Saying well done. Communicated and treated children in a dignified way and considered their possible thoughts. Managed and controlled childrens behaviours in a positive way, allowing them to cooperate more easily. Importance of science as subject within curriculum Science is also known as a core subject within curriculum, according to (DCSF, 1999) Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous. Science stimulates and excites pupils curiosity about phenomena and events in the world around them. (QCDA, 1999) In addition it enable the children to understand and improve their quality of life, children learn to discuss science based issues that may affect their own lives, the direction of society and the future of the world. Science is mainly about asking questions and doing experiments to find the answer, this helps children in using their imagination, knowledge and skills to discover and experience the world around them. In the other hand ICT engage a method of learning that settled in old knowledge as well as learning new skills. Combination of science and ICT can make a considerable difference to childrens scientific learning as well as learning new ICT skills. In addition provide the opportunity for children to experience facts in science that they wouldve thought impossible, such as zoom-up scenes of the plants and their surface texture. Use of ICT across the curriculum Within the curriculum students and children must be provided chances to use and develop their ICT ability through the use of ICT devices to support their learning in all subjects however with the exception of physical education at key stages 1 and 2. According to the national curriculum: Pupils should be given opportunities to support their work by being taught to: a find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility b develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy exchange and share information, both directly and through electronic media review, modify and evaluate their work, reflecting critically on its quality, as it Progresses. (QCDA, 1999) Lesson plan introduction (key stage 1) After researching and studying through the national curriculum and understanding the programme of study (science) and science enquiry, I am going to plan a science lesson for children whose position lies within in key stage 1. Within the curriculum there are 3 scientific enquiries which are needed to be taught by teachers, these are: Life processes and living things, Materials and their properties and Physical processes. Actual lesson plan (key stage 1) The chosen concept to plan the lesson on is materials and their properties. I know from my own knowledge that students and children learn and maintain learning abilities through experiences and the use of their senses, I thought that its best to let them touch on subjects which are made up of different materials that are present in class such as rulers. Childrens own t-shirts, windows, chairs and other objects which children question in a way that they feel comfortable in, including: How the materials feel like (softness, roughness, hardness, as well as the shininess, ability to float, whether they are magnetic or not), name the common types of material (metal, plastic, wood, wool, paper, rocks), about the uses of a variety of materials for example glass, woods, wool. Using ICT is the best way to start my lesson after asking the children questions, I could buy, borrow software packages or use online resources which contain words and picture about different materials and subjects connected to the smart board where all the children can watch the board easily, in order to help children to learn the names of materials I will try to seek the software or online resource with the presence of sound. I prefer to use resources which contain questions and answers within, picture and explanation of materials and their properties, for instance: what is an oven made from, why we use an oven; can we cook food with a plastic oven, why yes? Why not? And other kind of questions which are related to the use of materials and their properties, in addition I have to be very careful in meeting the science enquiry in key stage one. Children can identify materials and their properties by listening or watching software or online resources and answer the questions in the meantime their watching or after theyve watched the video, that helps me or teachers to make sure children have achieved what they need to achieve within curriculum. Personal reflection After planning, implementation and evaluation of receptions activity as I know that the government has set two curriculums in order to meets childrens learning needs: the early years foundation Stage which to be taught to the children aged 3 to 5 and the national Curriculum design for children from 6-11. I need to plan a lesson which meets the childrens needs and requirement within national curriculum as well as using ICT, to support the lesson and assist the children to understand and maintain the learning in order to achieve what they are expected to achieve. Both curriculums aimed to help the children, parents and educators. However both curriculums have weaknesses within them as well as strengths. The strengths of the national curriculum Teachers could find weaknesses and strengths of students by assessing them through different tests such as S.A.T.S, ACT and Etc and keep record of their progress. In addition Post-Secondary Consistency provides another way to assess student outside of SAT, ACT and other standardized tests. Assessing childrens learning of the National Curriculum is performed by teachers listening questioning, observing and marking the childrens work. When teachers assess children they write down their evidence, produce tables of results, add information to the students profile and write reports for the childs parents. Regulation of especial education and racing student, all standard and qualifications would be same across the world. National curriculums provide exceptional opportunity for parents, communities and schools to discuss and reach agreement on what students expected to know and be able to do. In addition help student to learn more by emphasise the best teaching and educational practices, challenging student ability and providing valuable methods to help students achieve high standards. National curriculum will Focus the education system on reasonable, objective, measurable, and well-defined goals to enable schools to work smarter and more effectively. The weaknesses of National Curriculum Disagreement between government and lawmaker (who deciding what is essential ,or what is not important is one of the weaknesses in national curriculum in addition other aspect of education such as staring date ,date of schools and salaries need to turn out to be same and standardised. Availability of teachers is another weakness within national curriculum. As every person is unique teacher may need more training time to cover specific area that they want to cover or they not available at rural areas. High or low standards forced by state government are also challenging. They require content provisions without considering the different needs, opportunities to learn, and skills that may be suitable for specific regions or areas. The strengths of Early Years Foundation Stage Emphasis on learning outside of the formal education and having freedom to play and explore the world around them and accepting and considers risk for themselves within inside or outside environment makes Early Years Foundation Stage unique. Play is seen as a fundamental part in childrens development in pre-schools curriculum. Throughout play children learn better, as well as socialise and interact with other children. Assessment is very crucial for childrens learning. It informs the practitioners whether they have achieved or met all the early learning goals or what stage the child ability or progress is at. The practitioner makes records for each child and will then inform the parents of their childs progress. In reception the assessment is baseline which happens in the first term of reception. At the end children will be assessed to see if they have achieved the early learning goals. However in nursery the assessment is continuously. Practitioners observe children, and notice what they say and what they do and make a record of what they see. They use the documents column examples of what children do to help them assess. The weaknesses of Early Years Foundation Stage According to the survey which has been take place on Augusts 2009 about the performance of Early Years Foundation Stage in settings When questioned on parents reaction to Early Years Foundation Stage, respondents gave a variety of answer including anxiety about learning goals, expectations of formal and informal learning, general lack of awareness and disinterest. (PRE-SCHOOL, 2003) Adult anxiety about pushing children on in their development makes disadvantages of expecting too much of children in Early Years Foundation Stage and failing to notice and acknowledge how able they are already. Compare and contrast national curriculum and early Years of foundation Stage The National Curriculum is consisting of three core or saturated subjects: English, Mathematics and Science and seven non core subjects: Geography, Art, Music, History, Physical Education, IT, and Design and Technology, as well as additional desires such as Sex education and Religion Education and non statutory guidance such as citizenship, P.S.H.E and foreign language. All these subjects are prearranged into four key stages For each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils performance. (DCSF, 1999) In order for the students to achieve the attainment targets, the programmes of study specify what students must be educate in each subject at each key stage, and provide the foundation for planning schemas of work. Attainment targets plan the accepted standards of students performance. They range from level 1 to level 6 and are a way of evaluating students achievement. Levels of descriptions provide the basis for making judgements about pupils performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects. (DCSF, 1999) Within national curriculum teachers required to plan and prepare a lecture before they perform it. The purpose of planning is all staff are working as a team and planning together in order to assure the children, parents, Government and inspectors that all staff are distributing the National curriculum. National curriculum contains of 3 kinds of terms: long term (year plans and key stage), medium term (half term plans or term plans) and short term (daily or weekly plans). Within national curriculum children need to be assess by teachers. Children assessed by doing national tests at age seven to eleven ,and then S.A.T.S are made public in union tables and checked by Offset inspectors, that helps teachers to find out what children have learned and achieved, over specific period of time. Early Years Foundation Stage Government has set the early years foundation stage guide for children 3 to 5 years teachers. Within Early Years Foundation Stage there are 6 main areas of learning. There are 6 areas of learning within the Foundation Stage: Personal, social and emotional development: is about children knowing who they are, what they like and dislike, where they can fit in as well as feeling safe and good about themselves, being able to make friendship, communicate and socialise with other children, learn to share and help each other and emotional welfare. It is also about developing respect for others, social skills and a positive attitude towards learning. Communication, language and literacy includes speaking, communication and listening in different circumstances. The communication skills provide the ability to children to communicate and participate more fully within their society. Mathematical development a childs development can build up out of every day experiences in a vast and aesthetic atmosphere. Childrens developments could be through songs, stories, imaginative play games, so that children enjoy using and experimenting with numbers larger than 10. Knowledge and understanding of the world children need to gain and develop the essential skills knowledge and understanding that help them understand the world. Physical development helps the children to gain confidence in what they can do and enables them to feel active and healthy. Creative development Being creative helps children to express emotions and feelings in different ways such as music, art, dance, imaginative play and role play. Play is the key of childrens development in Early Years Foundation Stage curriculum. Through play children explore and experience the world around them they learn to share, socialise and interact with other children. Practitioners must constantly be thinking how they can apply the methods of learning into every area of learning, so they must prepare a plan for every lesson. Within Early Years Foundation Stage curriculum there are 3 ways of planning; long term (for whole year)medium term(half term, terms) and short term (week or each session).the practitioner are responsible to ensure that all 6 area of learning are fully covered by using documents such as observation or record of childrens progression. In addition they should make sure all the work is suitable to each individual needs. Conclusion Overall both Early Years Foundation Stage and the National Curriculum provide a wide variety of subject for children to learn and grasp, however due to the child ability children might find some subjects easier to understand than others. As long as the right teaching methods are implementing at appropriate times, children should be able to get a lot out of learning not just for educational reasons but also developmental. In conclusion, childrens should be entitled to a suitable curriculum and protected from discrimination in any case of social, gender, class, culture, ethnicity and disability. References 1) DCSF, 1999. Progress in national curriculum levels [Online]. Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/245463 [Accessed 10/04/2010]. 2) PRE-SCHOOL, 2003. EYFS- what our members think [online]. Available at: http://www.pre-school.org.uk/practitioners/research/349/eyfs-what-our-members-think [Accessed 8/04/2010]. 3) QCDA, 1999.Information and communication technology [online] available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx [Accessed 10/04/2010]. 4) QCDA,1999. Science [Online]. Available at: http://curriculum.qcda.gov.uk/uploads/Science%201999%20programme%20of%20study_tcm8-12062.pdf [Accessed 10/04/2010] 5) WARD, H.RODEN, J.HEWLETT, C, 2005.Teaching science in primary classroom: a practical guide. LONDON: SAGE Publications Ltd.

The Degradation of Wives in the Victorian Period Essay -- Exploratory

The Degradation of Wives in the Victorian Period The degradation of the married woman in the Victorian era existed not only in that she was stripped of all her legal rights but also that no obligations were placed in her realm. Upon marriage, Victorian brides relinquished all rights to property and personal wealth to their husbands. Women were, under the law, â€Å"legally incompetent and irresponsible.† A married woman was entitled to no legal recourse in any matter, unless it was sponsored and endorsed by her husband. Helpless in the eyes of civil authority, the married woman was in the same category with â€Å"criminals, lunatics, and minors† (Vicinus 7). Eighteenth-century, English jurist, William Blackstone curtly described her legal status, â€Å"in law a husband and wife are one person, and the husband is that person† (Jones 402). The Victorian woman was her husband’s chattel. She was completely dependent upon him and subject to him. She had no right to sue for divorce or to the custody of her children should the couple separate. She could not make a will or keep her earnings. Her area of expertise, her sphere, was in the home as mother, homemaker and devoted domestic. Clear and distinct gender boundaries were drawn: Men were â€Å" . . . competitive, assertive, . . . and materialistic.† Women were â€Å"pious, pure, gentle . . . and sacrificing† (Woloch 125). No greater degradation took place in the Victorian woman’s life than in the bedroom. The Victorian woman had no right to her own body, as she was not permitted to refuse conjugal duties. She was believed to be asexual: â€Å"The majority of women, happily for them, are not much troubled with sexual feeling of any kind† (Woloch 128). The inference is, if the husband did not demand the f... ... Fiction, and Contract Theory: Trollope’s He Knew He Was Right.† Criticism XXXVI (Summer 1994): 401-14 Hellerstein, Erna Olafson, Hume, Leslie Parker, and Offen, Karen M., eds. Victorian Women; A Documentary Account of Women’s Lives in Nineteenth- Century England, France, and the United States. Stanford: Stanford University Press, 1981 Marshall, Gordon, ed. Dictionary of Sociology. New York: Oxford University Press, 1998. National Center for Victims of Crime. Public Policy Issues: â€Å"Spousal Rape Laws: 20 Years Later.† 27 March 2002 . Perkin, Joan. Victorian Women. New York: New York University Press, 1993 Vicinus, Martha, ed. A Widening Sphere: Changing Roles of Victorian Women. Bloomington: Indiana University Press, 1977 Woloch, Nancy. Women and the American Experience. Boston: McGraw-Hill, 2000

This Boys Life

The film we watched was called This Boys Life directed by Michael Caton- Jones and produced by the following men; Jon Peters, Art Linson and Fitch Cady. The movie takes place around 1957 where a son and mother flee the East and an abusive boyfriend to find a new life, and end up on Seattle, where the mother meets a polite garage mechanic. The boy continually gets into trouble by hanging out with the wrong crowd.The mo marries the mechanic, but they soon find out that he's an abusive and unreasoning alcoholic, and they struggle to maintain hope in an mpossible situation as the boy grows up with plans to escape the small town by any means possible. This movie was based Offa true story by Tobias Wolff that was written by Ed Sutton. The main characters in the movie are Jack, Caroline, and Dwight. Jack who is played by Leonardo DiCaprio is the main protagonist in the story. First his name was Tibias Wolff but then he changes it to Jack. He has a troubled childhood, which is plagued by dom estic abuse and misbehaviour.Despite his grim upbringing, he remains hopeful and is convinced that he is capable of a better life. Caroline whose nickname is Rosemary is played by Ellen Barkin. Carline is Jacks mother who struggles financially to support herself and her son, through she is neglectful at time you can tell that she has a special love for Jack. Rosemary was abused as a child and cannot bring herself to inflict violence or any sort of punishment on Jack, even though she has the habit of taking up with violent men who inflict the same abuse on both of them.Dwight is played by Robert De Niro is Jacks stepfather and is the main antagonist of the story. He is a cruel and violent man ho convinces Rosemary to marry him and move to Chinnok to live with him. Dwight is especially resentful of Jack and treats him with the utmost brutality. Dwight drinks to excess, steals Jacks and Rosemary's money, and often instigates physical altercations with Jack. One interesting part that I always wished I could do is being able to Just pack up and move. Not have any worries about the future and be like Caroline and have high hopes for the future, life would be great.There are three stages of Erik Erikson's eight stages of life that are recognizable in the film. There are; dentity versus confusion, intimacy versus isolation and generativity versus stagnation. Erik describes the first stage (identity versus confusion) as a dilemma during adolescence and early adulthood. Every individual is challenged to define who he or she is and who they will be in the future (Holloway et al 99). You can clearly see Jacks struggle during this stage in the film. He is constantly getting into trouble because of the group of friends he is hanging around.For example when they are in the bathroom smoking and they make fun of him he writes inappropriate words on the stale. Him and his so called friends also release the break from a car and let it roll down the hill until it crashes. An exam ple of this stage is when Jack is trying to figure out where he belongs and where he wants to go after high school. Jack hangs out with the wrong crowd but then starts to hang around another boy who seems to His grades are not good at all, has C's in every course, the battle to get into a post secondary school is hard.He was to look up to his dad and brother who went to a â€Å"top notch† high school. He has everyone saying that he won't get accepted anywhere because of his attitude and grades. Through it all he gets accepted and Dwight is immediately Jealous. Intimacy versus isolation is based on the ability to trust a person enough to reveal your personal thoughts and feelings to him or her, it is necessary to have a clear sense of who you are (Holloway et al 100). I think there are two examples in the film of this stage. First being Caroline and Dwight.Caroline has always been with another man and is used to having someone there but she was never really able to trust them or let her true self out because both men were abusive to her. When Dwight and her got married and had sexual intimacy later he efused to want to look at her face and actually held her head down on the bed so that she could not look up. She had no other choice but to accept how she was living because she was scared to be on her own. She also had no money and no where else to go so that factor was stopping her from running away.This is the opposite of what Erik Erikson is trying to portray. On the other hand, Jack and Caroline share an intimate relationship but on a parent to child level. They both are able to reveal their true feelings to each other and trust each other so greatly. At the end of the film Caroline finally has the courage to stand up to Dwight and escape. They both ‘pack their bags ‘ (not actually) and run off. I believe that you have to have a high level of trust if you are able to Just run away with someone and hope that whatever happens the outcome will be positive.The last stage called generativity versus stagnation. Erikson's theory suggests that this task follows the formation of identity and the development of intimate relationships. On the social clock, it requires fidelity and love. The tasks of early adulthood are to determine first who you want to be and what ou want to do so that you are true to yourself (Holloway et al 100). This age occurs during middle adulthood between the ages of about 40 to 65. People in this stage are focused on nurturing or creating things that will outlast them. Feeling useful and contributing to society are important stages.I think it shows stage because I feel that deep down Caroline knew she was doing the wrong thing. She knew marrying Dwight was the wrong thing and dating Rob before was also wrong, she knew that she was hurting Jack. That I think is the example of stagnation; her â€Å"failure† to find a way to ontribute, not so much to society but to herself and Jack. Also because Dwi ght would not let her work she never got the chance to go outside of the house and see what was happening in the real world. She was disconnected to society and therefore could not contribute anything.Near the end of the film we see her wanting to work for the government, the want to help society is there but Dwight is stopping her. Generativity refers to â€Å"making your mark† on the world, through caring for others, creating things and accomplishing things that make the world a better place. Caroline did not necessary make the world a better place but she made her sons future a better place. By running away from Dwight and realizing that Jack was right and finally taking a stance she saved not only herself but Jack from anything bad that could have occurred in the future.Daniel Levinson's theory of the seasons of life is explained as â€Å"a person's life structure is shaped mainly by their social and physical that is Jack kept hanging out in his social environment and no t thinking about the future he would end up no where but thankfully he came to realization. He applied to umerous schools and finally got accepted to one. Other developmental theories that I found interesting to this film is the Conflict Theory. Conflict theory is an interdisciplinary sociological and political theory that explains how power, not functional interdependence, holds a society together.It states that conflict exists between groups in society because of inequalities in power (Holloway et al 41). I think this theory applies to the film because in the household Dwight held all the power, whatever he says goes, his rules and no exceptions. It also states that if groups are in ompetition, then the needs of all will not be met equally. Since Dwight had the power of the house everyone else got yelled at if they stepped out of line. For example when Jack leaves the toothpaste cap open Dwight comes in and harasses him.I also think that there is conflict between Jack and himself. Jack is unable to carry out his plan to escape Alaska because there is a conflict between his desire for freedom from Dwight and his desire to belong. A part of him is scared of being alone and taking responsibility for himself. His inner conflict about trying to be someone hat he isn't is also present. He attempts to involve himself with a dangerous crowd in school, often getting in trouble, but when he applies for private boarding school he writes that he is am A student.You can see that he is eager to change and reinvent himself to be a good person. Daniel Levinson's theory of the seasons of life also can be compared to the movie. His theory has four major points; forming a dream and giving it a place in the life structure, forming mentor relationships, forming an occupation and forming love relationships, marriage and family. The dream is the ndividual's sense of self in the adult world and is the core of the life structure (Holloway et al 103-104).The dilemma is that until ind ividuals begin to live out the life structure, all of the possibilities are not known, yet without some commitment to the choice they have made, it is not possible to determine whether the life structure might be realistic or satisfying (Holloway et al 104). You can clearly see that Jack is faced with many problems that likely every person will have to face at some point in their face. Commitment to a school, commitment to yourself and commitment to your tudies all play a whole in shaping who you are.Jack could not commitment himself to school; he would slack and then would expect others to help him. The term serial monogamy is when a woman ‘marries several spouses, one after the other' (Holloway et al 506). This does apply to Caroline. She is with her first husband Duke, then has an on and off relationship with Rob, then after she moves she marries Dwight. After she gets away from Dwight and her and Jake go their separate ways she marries another man. I would like to conclude this response with my personal opinion on the film. I really enjoyed this film; it made me relate to my own childhood.Although I was not as unfortunate as the author, I was also raised in a single parent family and had to adjust to each of my parent's new partners. I also daydreamed a lot when I young as did Jack. I think the film successfully tells the story with real people in it and has real problems, which are very common in society. I thought Robert De Niro's performance is one of high points of the film, and he is extraordinary as the abusive father who seems pleasant and Jovial at time, but can turn violent when you hat he has acted in I think this one was his greatest.Ellen Barkin I thought looked absolutely stunning but I wish her character could have been developed a little more. I kept wondering, during the film why she felt like withstanding Dwights abuse for such a long period was okay or why she couldn't stand up. This is was based Offa true story it made me extremely sad to see that such people can abuse any human or animal. It's a story of the growing pains of youths and an individual's struggle to find identity and independence which at this stage in our life we can all relate too. This Boys Life The film we watched was called This Boys Life directed by Michael Caton- Jones and produced by the following men; Jon Peters, Art Linson and Fitch Cady. The movie takes place around 1957 where a son and mother flee the East and an abusive boyfriend to find a new life, and end up on Seattle, where the mother meets a polite garage mechanic. The boy continually gets into trouble by hanging out with the wrong crowd.The mo marries the mechanic, but they soon find out that he's an abusive and unreasoning alcoholic, and they struggle to maintain hope in an mpossible situation as the boy grows up with plans to escape the small town by any means possible. This movie was based Offa true story by Tobias Wolff that was written by Ed Sutton. The main characters in the movie are Jack, Caroline, and Dwight. Jack who is played by Leonardo DiCaprio is the main protagonist in the story. First his name was Tibias Wolff but then he changes it to Jack. He has a troubled childhood, which is plagued by dom estic abuse and misbehaviour.Despite his grim upbringing, he remains hopeful and is convinced that he is capable of a better life. Caroline whose nickname is Rosemary is played by Ellen Barkin. Carline is Jacks mother who struggles financially to support herself and her son, through she is neglectful at time you can tell that she has a special love for Jack. Rosemary was abused as a child and cannot bring herself to inflict violence or any sort of punishment on Jack, even though she has the habit of taking up with violent men who inflict the same abuse on both of them.Dwight is played by Robert De Niro is Jacks stepfather and is the main antagonist of the story. He is a cruel and violent man ho convinces Rosemary to marry him and move to Chinnok to live with him. Dwight is especially resentful of Jack and treats him with the utmost brutality. Dwight drinks to excess, steals Jacks and Rosemary's money, and often instigates physical altercations with Jack. One interesting part that I always wished I could do is being able to Just pack up and move. Not have any worries about the future and be like Caroline and have high hopes for the future, life would be great.There are three stages of Erik Erikson's eight stages of life that are recognizable in the film. There are; dentity versus confusion, intimacy versus isolation and generativity versus stagnation. Erik describes the first stage (identity versus confusion) as a dilemma during adolescence and early adulthood. Every individual is challenged to define who he or she is and who they will be in the future (Holloway et al 99). You can clearly see Jacks struggle during this stage in the film. He is constantly getting into trouble because of the group of friends he is hanging around.For example when they are in the bathroom smoking and they make fun of him he writes inappropriate words on the stale. Him and his so called friends also release the break from a car and let it roll down the hill until it crashes. An exam ple of this stage is when Jack is trying to figure out where he belongs and where he wants to go after high school. Jack hangs out with the wrong crowd but then starts to hang around another boy who seems to His grades are not good at all, has C's in every course, the battle to get into a post secondary school is hard.He was to look up to his dad and brother who went to a â€Å"top notch† high school. He has everyone saying that he won't get accepted anywhere because of his attitude and grades. Through it all he gets accepted and Dwight is immediately Jealous. Intimacy versus isolation is based on the ability to trust a person enough to reveal your personal thoughts and feelings to him or her, it is necessary to have a clear sense of who you are (Holloway et al 100). I think there are two examples in the film of this stage. First being Caroline and Dwight.Caroline has always been with another man and is used to having someone there but she was never really able to trust them or let her true self out because both men were abusive to her. When Dwight and her got married and had sexual intimacy later he efused to want to look at her face and actually held her head down on the bed so that she could not look up. She had no other choice but to accept how she was living because she was scared to be on her own. She also had no money and no where else to go so that factor was stopping her from running away.This is the opposite of what Erik Erikson is trying to portray. On the other hand, Jack and Caroline share an intimate relationship but on a parent to child level. They both are able to reveal their true feelings to each other and trust each other so greatly. At the end of the film Caroline finally has the courage to stand up to Dwight and escape. They both ‘pack their bags ‘ (not actually) and run off. I believe that you have to have a high level of trust if you are able to Just run away with someone and hope that whatever happens the outcome will be positive.The last stage called generativity versus stagnation. Erikson's theory suggests that this task follows the formation of identity and the development of intimate relationships. On the social clock, it requires fidelity and love. The tasks of early adulthood are to determine first who you want to be and what ou want to do so that you are true to yourself (Holloway et al 100). This age occurs during middle adulthood between the ages of about 40 to 65. People in this stage are focused on nurturing or creating things that will outlast them. Feeling useful and contributing to society are important stages.I think it shows stage because I feel that deep down Caroline knew she was doing the wrong thing. She knew marrying Dwight was the wrong thing and dating Rob before was also wrong, she knew that she was hurting Jack. That I think is the example of stagnation; her â€Å"failure† to find a way to ontribute, not so much to society but to herself and Jack. Also because Dwi ght would not let her work she never got the chance to go outside of the house and see what was happening in the real world. She was disconnected to society and therefore could not contribute anything.Near the end of the film we see her wanting to work for the government, the want to help society is there but Dwight is stopping her. Generativity refers to â€Å"making your mark† on the world, through caring for others, creating things and accomplishing things that make the world a better place. Caroline did not necessary make the world a better place but she made her sons future a better place. By running away from Dwight and realizing that Jack was right and finally taking a stance she saved not only herself but Jack from anything bad that could have occurred in the future.Daniel Levinson's theory of the seasons of life is explained as â€Å"a person's life structure is shaped mainly by their social and physical that is Jack kept hanging out in his social environment and no t thinking about the future he would end up no where but thankfully he came to realization. He applied to umerous schools and finally got accepted to one. Other developmental theories that I found interesting to this film is the Conflict Theory. Conflict theory is an interdisciplinary sociological and political theory that explains how power, not functional interdependence, holds a society together.It states that conflict exists between groups in society because of inequalities in power (Holloway et al 41). I think this theory applies to the film because in the household Dwight held all the power, whatever he says goes, his rules and no exceptions. It also states that if groups are in ompetition, then the needs of all will not be met equally. Since Dwight had the power of the house everyone else got yelled at if they stepped out of line. For example when Jack leaves the toothpaste cap open Dwight comes in and harasses him.I also think that there is conflict between Jack and himself. Jack is unable to carry out his plan to escape Alaska because there is a conflict between his desire for freedom from Dwight and his desire to belong. A part of him is scared of being alone and taking responsibility for himself. His inner conflict about trying to be someone hat he isn't is also present. He attempts to involve himself with a dangerous crowd in school, often getting in trouble, but when he applies for private boarding school he writes that he is am A student.You can see that he is eager to change and reinvent himself to be a good person. Daniel Levinson's theory of the seasons of life also can be compared to the movie. His theory has four major points; forming a dream and giving it a place in the life structure, forming mentor relationships, forming an occupation and forming love relationships, marriage and family. The dream is the ndividual's sense of self in the adult world and is the core of the life structure (Holloway et al 103-104).The dilemma is that until ind ividuals begin to live out the life structure, all of the possibilities are not known, yet without some commitment to the choice they have made, it is not possible to determine whether the life structure might be realistic or satisfying (Holloway et al 104). You can clearly see that Jack is faced with many problems that likely every person will have to face at some point in their face. Commitment to a school, commitment to yourself and commitment to your tudies all play a whole in shaping who you are.Jack could not commitment himself to school; he would slack and then would expect others to help him. The term serial monogamy is when a woman ‘marries several spouses, one after the other' (Holloway et al 506). This does apply to Caroline. She is with her first husband Duke, then has an on and off relationship with Rob, then after she moves she marries Dwight. After she gets away from Dwight and her and Jake go their separate ways she marries another man. I would like to conclude this response with my personal opinion on the film. I really enjoyed this film; it made me relate to my own childhood.Although I was not as unfortunate as the author, I was also raised in a single parent family and had to adjust to each of my parent's new partners. I also daydreamed a lot when I young as did Jack. I think the film successfully tells the story with real people in it and has real problems, which are very common in society. I thought Robert De Niro's performance is one of high points of the film, and he is extraordinary as the abusive father who seems pleasant and Jovial at time, but can turn violent when you hat he has acted in I think this one was his greatest.Ellen Barkin I thought looked absolutely stunning but I wish her character could have been developed a little more. I kept wondering, during the film why she felt like withstanding Dwights abuse for such a long period was okay or why she couldn't stand up. This is was based Offa true story it made me extremely sad to see that such people can abuse any human or animal. It's a story of the growing pains of youths and an individual's struggle to find identity and independence which at this stage in our life we can all relate too.

Psychiatric Nursing: A Guide to DSM-IV-TR Multiaxial System Essay

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The heart of the DSM-IV-TR system is the multiaxial format that uses five levels or areas to perform a thorough diagnosis. This system recognizes the complexity of diagnosis and the interrelatedness of many factors that are components of a mental disorder diagnosis. The multiaxial system generally takes into account psychological, physical, internal, external, developmental, and social factors. The five axes that make up the system are as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis I: Clinical Disorders – other conditions that may be a focus of clinical attention   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis II: Personality Disorders – Mental retardation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis III: General Medical Conditions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis IV: Psychosocial and Environmental Problems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis V: Global Assessment of Functioning Axis I: Clinical Disorders and Axis II: Personality Disorders and Mental Retardation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis I and Axis II are the key components of the multiaxial system and are used o record the 340 disorders in the classification system. The distinction between the two axes has a historical basis. Axis I is used to record what in the past were viewed as neuroses and psychoses, and Axis II is used to record what were referred to as character disorders. Neuroses were considered deficiencies and limitations that could impair, but not chronically alter, almost al areas of functioning and could be effectively relieved with intervention. Character disorders were viewed as long-standing defects ingrained in the developmental process of childhood that caused major, lifelong dysfunction in most aspects of life and were not generally amenable to treatment. This is most likely why payers consistently reimburse clinicians for Axis I disorders and not Axis II disorders, since Axis I disorders can be changed through intervention, whereas Axis II disorders are unalterable, and paying for treatment of intractable disorders is an inefficient use of funds.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the existing system, Axis I is used to trace clinical disorders in the foremost section of DSM-IV-TR, in addition to other situations that may be a focus of clinical awareness. Axis II is used for reporting personality disorders and mental retardation. A separate axis is included for personality disorders and mental retardation to ensure that they are not overlooked, since Axis I disorders are more evident during an assessment. Axis II can also be utilized to record maladaptive character features and protection methods. Personality features and defense mechanisms are recorded without codes. Axis III: General Medical Conditions   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis III is used to record coexisting physical disorders that may be associated with a mental disorder or may be independent of the mental disorder but related to its treatment. These conditions are classified outside the â€Å"Mental Disorders†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Universal medical circumstances can be related to mental disorders in a diversity of traditions. Sometimes, it is obvious that the broad medical situation is frankly etiological to the expansion or deterioration of mental indications and that the method for this outcome is physiological. In cases of a mental illness that is diagnosed to be an outright physiological outcome of the overall medical circumstance, a Mental Disorder Due to a General Medical Condition must be identified on Axis I and the overall medical state must be documented on both Axis I and Axis III.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Such situations in which the etiological correlation involving the universal medical state and the mental signs is inadequately comprehensible to demand an Axis I finding of Mental Disorder Due to a General Medical Condition, the suitable mental illness should be recorded and coded on Axis I; the overall medical state must be only be coded on Axis III.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a case where a person has over one clinically pertinent Axis III finding, all must be documented. If no Axis III abnormality is there, this must be designated by the information â€Å"Axis III: None.† If an Axis III diagnosis is postponed, in the course of the gathering of supplementary information, this must be designated by the information â€Å"Axis III: Deferred.† Axis IV: Psychosocial and Environmental Problems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis IV is for documenting psychosocial and environmental troubles that may have an effect on the judgment management, and prediction of mental disorders (Axes I and II). Any life events can trigger, worsen, or perpetuate mental disorders. Axis IV encourages clinicians to consider factors that may be critical in the overall management of the patient.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Typically, the stressors are restricted to those that have occurred in the past year. However, long-standing, chronic, or severe problems that occurred many years in the past that still have an enduring influence are also recorded. Psychosocial and environmental problems that become the primary focus of clinical attention (usually in the absence of another psychiatric diagnosis) are recorded on Axis I. Axis V: Global Assessment of Functioning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Axis V allows you to judge how well your patient has been able to function at work, in social relations, and during leisure time. This assessment is doe by using the Global Assessment of Functioning (GAF) to rate your patient’s level of functioning at the time of the evaluation, and you may also want to rate his or her highest level of functioning for at least a few months during the past year. The patient’s current level of functioning will generally reflect his or her need for treatment, and the highest level of functioning in the past year is likely to have some prognostic significance, because patients often return to their previous levels of functioning after an episode of illness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   You will want to consult DSM-IV to determine how to evaluate your patients’ situations with respect to psychosocial stressors (Axis IV) and global assessment of functioning (Axis V). In many health care facilities, the use of Axis IV and Axis V is optional. References: McDonald, J. J., & Kulick, F. B. (2002). Mental and Emotional Injuries in Employment Litigation (2nd ed.). Washington DC: BNA Books. Munson, C. E. (2001). The Mental Health Diagnostic Desk Reference: Visual Guides and More for Learning to Use the Diagnostic and Statistical Manual (DSM-IV-TR) (2nd ed.). New York: Haworth Press.