Book review Essay Example | Topics and Well Written Essays - 1000 words - 1

Book review - Essay Example Amongst his collection of short stories, Blood and Tears stands out from amongst the rest because of its literary values and the ideas presented within. In the introduction to these stories, Ali (1984) compares Mas to other Malaysian writers and says that, â€Å"The few short stories which he has contributed have greater literary value than the more prolific output of many other writers. For this reason alone Keris has earned a special place and is to be regarded as the leading figure in the new literature (Ali, 1984, Pg. 8)†. If anything at all, Blood and Tears establishes that quality is indeed more important than quantity. While examining the stories, it becomes clear to us that the historical and cultural influences of the Malaysian past figure prominently in the works of Mas. Like many other nations in south Asia, Malaysia has a history of colonization as well as rule by foreigners on local soil and the after affects of colonization remain with the people even after many decades have passed. The struggle between the Japanese and the British over Malaysia during the Second World War gave birth to the country but also create social and cultural dichotomies which still linger as a part of the social structure of the country. Mas was certainly an influential writer and had a close group of fellow writers that sought to bring about changes in Malaysian society by creating awareness through literature. Speaking about these likeminded writers as well as himself as a writer, Mas says that: â€Å"We criticized societal backwardness and those whom we regard as the instruments responsible for the birth of such backwardness. We criticized colonialism and its instruments, that is, the elite class, those whose consciousness have been frozen by the influence of feudalism and myths, and superstition that has been enmeshed with religion (Wikipedia, 2007, Pg. 1)†. Such leanings

Organizational Behavior Terminology and Concepts Paper Term - 3

Organizational Behavior Terminology and Concepts - Term Paper Example In order for a company to function adequately it is essential for the employees of the firm to have good communication with their manager. The manager has to communicate well with their workers to ensure they perform their jobs adequately. The lines of communication should always be open. In cases in which there is lack of communication among the staff there are usually more problems and conflicts than in companies with good communication. The utilization of intranet helps improve the communication flow among the workers. Companies should seek out employees with good verbal and written communication skills. Corporations should also establish good communication between the firm and its customers. The corporate website of a firm is medium that that is used to improve the communication with the customers. A business concept that has become very popular in the workplace of the 21st century is diversity. â€Å"Workplace diversity involves differences based on gender, race and ethnicity, age, able-bodiedness and sexual orientation†. Diversity can improve the corporate culture of an enterprise. Firms that have good diversity benefit from the ideas of its workers because people of different backgrounds have gone through different life experiences. These experiences are used in brainstorming sessions to generate solutions to problems. A company that has used diversity well to improve the performance of its business units is Starbucks Cafà ©. â€Å"As partners, we embrace diversity to create a place where each of us can be ourselves†.

Defining And Analysing Groupwork Social Work Essay

Defining And Analysing Groupwork Social Work Essay Groups may be defined in many ways, indeed providing an absolute definition of a group, as with much of the theory around group work, is highly problematic and contestable. However for the purposes of discussing groupwork within a context of working with young people we may define a group as a small gathering of young people. Group work may simplistically be described as the study and application of the processes and outcomes experienced when a small group comes together. Konopka (1963) defines groupwork as a method of social work that is utilised in order to `help individuals to enhance their social functioning through purposeful group experiences, and to cope more effectively with their personal, group or community problems`. This definition shows a tradition within groupwork of helping individuals with problems. Brown provides a modernised and more comprehensive definition of group work (1994, p.8). He states that `groupwork provides a context in which individuals help each other; it is a method of helping groups as well as helping individuals; and it can enable individuals and groups to influenceand changepersonal, group, organisational and community problems` (original emphasis). He goes on to distinguish between `relatively small and neighbourhood centred` work and `macro, societal and political approaches` within community work, explaining that only the former may be properly classified as groupwork. Thus the role of groupwork can be seen as one which places emphasis on sharing of thoughts, ideas, problems and activities. Roles within Groups Each individual within a group has a role to play in the development of that group to a greater or lesser extent. Through observation, understanding of difference, awareness of personal resourcesand effective communication(Douglas, 1995), each member may affect group processes and individual emotions. Roles develop within groups both through formal appointment and because of the personal characteristics and interpersonal relationships that develop between members. Roles which develop can be constructive and support the group and its members in achieving its goals, or can be destructive and work against the overall group aims. Individuals within the group can develop several roles and at times these may conflict. For example a PTV member who was designated as leaderfor a specific task, also played a clownand was fond of practical jokes. The fooling around led to a lack of trust from other group members creating a conflict with the leadership role. As the group begins to develop an understanding of four things can be observed: Observation: the way we behave is based upon what we observe of ourselves, and what we make of others and their reactions to us. Differences: personally and socially generated; the effects they have on behaviour and understanding. Resources: frequently stemming from difference but are the source of potential power for a group and an individual. Communication: considered to be natural but subject to many barriers that remain largely unknown unless a conscious effort is made to find them: (Douglas, 1995, p. 80-97)   Through supportive roles, groups may play a part in reducing oppression generated externally to the group. Groupwork can be used as a medium for oppressed groups to `help these groups adjust in society`, and moreover to help society to adjust towards these groups. This can be achieved by `individual rehabilitation` in which we can `help individuals to adjust to social life and manage à ¢Ã¢â€š ¬Ã‚ ¦ tension à ¢Ã¢â€š ¬Ã‚ ¦ gain confidence, high self esteem`, and in `getting and keeping employment etc.`. `Societal or community rehabilitation` involves `helping the society to have meaningful contact` with individuals and groups which are discriminated against and oppressed (Osei-Hwedie, Mwansa, and Mufune, 1990, p. 188). Preston-Shoot describes groupwork creating a `sense of belonging and mutual identity` encouraging `the formation of relationships which foster mutual identification and influence`, thus feelings of isolation and singularity with issues of difference and oppression may be reduced. Also, the group may be encouraged to use its internal resources to move towards individual or group `problem-resolution`, reducing feelings of helplessness, building self worth, and discouraging worker dependency (Preston-Shoot, 1987, p. 6-28). Smith concurs with this view of the suitability of groupwork, stating `Groups are obvious sites of interaction and within them a sense of connectedness or community with others can be fostered` (Smith, 1994, p.111). This `connectedness` is a valuable tool with which to challenge discrimination and oppression, for as Piven and Cloward argue, it is only when we act collectively that change can begin (Piven and Cloward, 1993). Conclusion: Group Work Double Edged Sword? To state that group work is not an exact science is something of an understatement. As we have seen, it is problematic to even define what is meant by a group as no absolute definition exists. Similarly most, if not all, concepts within group work theory can be, and are, contested. Groups are extremely important in the lives of all individuals. Johnson and Johnson (1975, p1-2) state `many of our goals can be achieved only with the cooperation and coordination of others`. However `the success of any group depends on the ability of its members to exchange ideas freely and to feel involved in the life and decisions of the group` (Massallay, 1990). All groups within youth work have goals, i.e. a future state of affairs. It is important that short term and long term goals are set realistically if the group is to develop and function effectively. These functions are achieved through the direction of leadership and the development of individual roles within each group. A group is said to be successful if it: 1.  Ã‚  Ã‚  Ã‚  Ã‚   accomplishes group tasks 2.  Ã‚  Ã‚  Ã‚  Ã‚   maintains the group internally, and; 3.  Ã‚  Ã‚  Ã‚  Ã‚   develops and adapts to improve effectiveness. (Massallay, 1990) Groupwork can be used as an effective tool for many youth work situations, not least of which is as a medium for challenging oppression both within groups and individuals. Thus, we have seen the emergence and development of girls issue groups and black young peoples projects that offer mutual support as well as working to challenge oppression. Yet we have seen that through the development stages of a groups life there are many opportunities for individuals to develop and focus oppressive behaviour internally within a group. A grasp of theoretical understanding of group behaviour and functioning can help to explain individual and group behaviour, and help us to achieve our ultimate aim as youth workers, that of informal education. It is important not to treat group work as an exact science with definitive answers. Indeed many of the questionswe must ask ourselves are unclear, thus the answersare a best guess, or a benchmark that we can develop on and work around. Finally, let us consider briefly the historical context of group work development and the purpose it has not only within youth work, but society at large. As Taylor reminds us `A moments reflection shows that the social groupwork beloved of liberalism is the product of the American capitalist concern to develop more sophisticated management techniques` (Taylor, 1987, p. 140). Let us be careful to use group work to promote democracy and not fall into the trap of using group work as yet another tool for promoting social control in a capitalistic state.  © Student Youth Work Online 1999-2001 Please always reference the author of this page. References Recommended Reading Adair, J. (1988) Effective LeadershipLondon: Pan Barker, L. L., Cegala, D. J., Kibler, R. J. and Wahlers, K. J. Groups In ProcessNew Jersey, USA: Prentice-Hall Bond, T. (1986) Games for Social and Life SkillsLondon: Hutchinson Brandes, D. and Phillips, H (1977) Gamesters HandbookGreat Britain: Stanley Thornes Brown, A. (1994) Groupwork 3rdEditionGreat Yarmouth: Ashgate Publishing Dearling, A. and Armstrong, H. (1994) The New Youth Games BookGreat Britain: Russell House Publishing Douglas, T. (1983) Groups: Understanding People Gathered TogetherLondon: Routledge Douglas, T. (1995) Survival In Groups: The Basics of Group MembershipBuckingham: Open University Press Dynes, R. (1990) Creative Games in GroupworkGreat Britain: Winslow Press Garland, J. Jones, H. and Kolody, R. (1968) `A model for stages of development in social workgroups` in Bernstein, S. (Ed.) Explorations in GroupworkBoston: Boston University School of Social Work Heap, K. (1977) Group Theory for Social WorkersGreat Britain: Pergamon Press Konopka, G. (1963) Social Group Work : a Helping Process Englewood Cliffs, N.J. : Prentice Hall Leech, N. and Wooster, A. D. (1986)Personal and Social Skills A Practical Approach for the ClassroomGreat Britain: RMEP Massallay, J. L. (1990) `Methods, Techniques and Skills of Youth and Community Work: Community Action and Group Work` Chapter 4. In Osei-Hwedie, K., Mwansa, L-K. and Mufune, P. (Eds.) Youth and Community Work PracticeZambia: Mission Press Osei-Hwedie, K., Mwansa, L-K. and Mufune, P. (1990) Youth and Community Work Practice: Methods, Techniques and SkillsZambia: Mission Press Piven, F. F. and Cloward, R. A. (1993) Regulating the Poor : The Functions of Public Welfare USA: Vintage Books Preston-Shoot, M. (1987) Effective GroupworkHampshire: Macmillan Rogers, C. R. (1967) `The process of basic encounter group` In Bugental, J. F. T. (Ed.) TheChallenges of Human PsychologyNew York: McGraw-Hill Sessoms, H. Massachusetts, D. and Stevenson, J. L. (1981) Leadership and Group Dynamics in Recreation ServicesUSA: Allyn and Bacon Smith, M. K. (1994) Local Education: Community, Conversation, PraxisGreat Britain: Open University Press Taylor, T. (1987) `Youth Workers as Character Builders` Chapter 9. In Jeffs, T and Smith, M. (Eds.) Youth WorkBasingstoke: MacMillan Tuckman, B. W. (1965) `Developmental Sequences in Small Groups` in Psychological BulletinNo. 63 p. 384-399 http://youthworkcentral.tripod.com/sean3.htm

Characterization in Hamlet Essay -- GCSE English Literature Coursework

Characterization in Hamlet      Ã‚  Ã‚   Are the characters in Shakespeare’s tragedy Hamlet round or flat, dynamic or static, consistent or inconsistent, presented mostly through showing or telling? This essay intends to answer these and other questions regarding the characterization in this drama.    Louis B. Wright and Virginia A. LaMar in â€Å"Hamlet: A Man Who Thinks Before He Acts† comment on the propensity of the Bard for well-rounded characters in Hamlet:    Much of the delight of modern readers, of course, comes from the study of the characters of the principal figures in the play, for Shakespeare has presented them in three-dimensional vividness. We feel that they are living beings with problems that are perennially human. If a modern man is not called upon, as Hamlet was, to avenge a murdered father, he nevertheless must face crises in his own life that remind him of Hamlet’s dilemma, and he recognizes in the mental attitudes of the various persons of the play attitudes that are familiar in everyday life. Everybody has encountered an Ophelia, a sweet but uninspiring girl dominated by her father and brother. And everybody has had to put up with a Polonius, full of conceit over his worldly wisdom and ever ready to advise us with an unctuous clichà ©. (62)    Hamlet has over 20 characters with speaking roles; and in occupations from king to grave-digger; and in 20 different scenes; and with a differentiation in speech, actions, etc. between every single individual character. Where else can such great variety in characterization be found? This aspect of the dramatist is emphasized by Robert B. Heilman in â€Å"The Role We Give Shakespeare†:    But the Shakespeare completeness appears graspable and possessable ... ... of Delaware Press, 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.    Wright, Louis B. and Virginia A. LaMar. â€Å"Hamlet: A Man Who Thinks Before He Acts.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Tragedy of Hamlet, Prince of Denmark. Ed. Louis B. Wright and Virginia A. LaMar. N. p.: Pocket Books, 1958.

Guidance Notes for Unit Essay

Guidance for developing unit assessment arrangements – provided with the QCF unit Current and relevant legislation and policies as appropriate to UK Home Nation. Impact of professional relationships e.g.: †¢ power relationships †¢ dealing with an employed professional †¢ feelings of powerlessness †¢ uncertainties about how to behave and relate. Equalities legislation as appropriate to UK Home Nation. Additional unit assessment requirements provided with the QCF unit Learning outcomes 3 and 4 must be assessed in a realwork environment. Unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Unit assessment guidance – provided by CACHE Learning outcomes 3 and 4 must be assessed in real work environments by a qualified vocationally competent assessor. SCMP3 Professional practice in children and young peoples social care SCMP3-1.1 Explain how current and relevant legislation and policy affects work with children and young people. Current and relevant legislation and policies include: EYFS 2014 – supports settings to deliver high quality integrated early educaitonOFSTED Welfare standards of care in EY framework National guidance developemtal matters Nutritional guidance Eat Better start better SEN code of practice Children’s Act 1986,2004, 2006 Safeguarding: set out principles to guard and promote welfare of children and young people Key functions that they set out is to achieve daily activities with the child to maximise their opportunities whilst minimising the risk In settings – management liaise with other professionals. All staff are trained and monitoring takes place to ensure procedures are in place and followed SCMP3-1.2 Describe the impact of social care standards and codes of practice on work with children and young people. SCMP3-1.3 Explain the importance  of the United Nations Convention on the Rights of the Child (UNCRC). SCMP3- 2.1 Explain the responsibilities of a: corporate parent  professional carer. SCMP3-2.2 Explain what is meant by a ∆duty of care’. SCMP3-2.3 Analyse the impact of professional relationships on children and young people. SCMP3-2.4 Give examples of poor practice and unprofessional conduct that may impact on outcomes for children and young people. SCMP3-2.5 Explain the actions to take where poor practice and unprofessional conduct are having a negative impact on outcomes for children and young people. SCMP3-3.1 Explain the professional responsibility to maintain current and competent practice. SCMP3-3.2 Engage with professional supervision in order to improve practice. SCMP3-3.3 Seek, and learn from, feedback on own practice from colleagues and children and young people. SCMP3-3.4 Explain the importance of understanding the limits of personal competence and when to seek advice. SCMP3-4.1 Demonstrate how to respect and value the professional competence and contribution of colleagues. SCMP3-4.2 Explain own rights and expectations as a professional and how to assert them. SCMP3-5.1 Explain how current equalities legislation affects work with children, young people and families. SCMP3-5.2 Identify examples of good practice in promoting equality and explain how and why they are effective. SCMP3-6.1 Explain what is meant by diversity. SCMP3-6.2 Explain what is meant by anti-discriminatory practice giving examples of how it is applied in practice with children, young people and families. SCMP3-6.3 Describe the effects of discrimination and explain the potential results for children and young people.

The Importance of Science to Civilization

The importance of science to civilization It is said that modern civilization is a scientific civilization. For an individual, science has rendered us great comfort nowadays. We no longer have to travel on foot; instead, we can just sit comfortably without any fatigue in cars, air-conditioned trains, buses, etc. We are free from hard labor which our uncivilized forefathers suffered from. Neither do we follow barbarous practice of having slaves, since science has provided us with slaves of a new kind, which undertake most of the work, that is, machine.On top of that, we are also free from diseases and various pains since drugs and operation techniques have been developed dramatically. Maslow's theory of hierarchy of needs suggests that the physiological needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs, which means the human that lacks food, love, esteem, or safety would consider the greatest of his/her needs to be food. And as mentioned above, it is science that satisfies our basic demands; thus, we have opportunities to pursue something higher, such as art and literature.Science also promote the development of spiritual civilization. With the advent of the internet, and extraordinary growth in information and communication technologies in recent years, more information than ever before is made freely available and easily shared. Almost all the masterpieces of artist, musicians, writers, philosophers, scientists, etc can be enjoyed at fingertips. We are not only consumers, but also producers. When Gangnam Style was released, tens of thousands people made their own versions and uploaded on the internet, which could be appreciated by millions of netizens.For a nation, science is of critical significance for the progress of its civilization. China's long history has seen some extremely important inventions emerge, most noticeably gunpowder, paper making, printing and the compass, which, in t he words of Roger Bacon, changed the whole appearance and status of things in the world and also made China among the four great ancient civilizations. However, in the nineteenth century, Europe entered into world history with immense developments in technology, which was later identified as the Industrial Revolution.From then on, China lost its advantages over the the rest of world in various aspects, and it was invaded by the great powers into a series of Unequal Treaties. Chinese civilization were, during that period, regarded inferior and the Chinese nation was referred to as â€Å"Sick Man of East Asia†. Even the Chinese people abandoned their own cultural identity and turned to the Western civilization. Therefore, science is the foundation as well as the major force behind the progress of civilization. 0101102027