Cybernetic Immunology :: Essays Papers

Cybernetic Immunology In the traditions of 'Western' science and politics--the tradition of racist, male-dominant capitalism; the tradition of progress; the tradition of the appropriation of nature as resource for the productions of culture; the tradition of reproduction of the self from the reflections of the other - the relation between organism and machine has been a border war. The stakes in the border war have been the territories of production, reproduction, and imagination. This chapter is an argument for pleasure in the confusion of boundaries and for responsibility in their construction. (Haraway 150) Cartesian circularities of self-identitical participants in a phallocratic order and ripples in a huge urban puddle renamed ‘lake’ from a fallen body, the machines may have already won. We know it was they who scorched the sky. Oshii Mamoru’s anime, turned American 1995 â€Å"Japanimation† classic, plays cyborg science fiction with flashing lights, outbursts of violence, and a plot fit for cyborgs to understand in a political world of simulations transferred without effluvia directly by air-port cybernetworking into unannounced awareness in each celluloid thin character, and on their demihuman coworker’s early 90’s military computer monitors. The narrative tries to entangle itself so thoroughly in a political rationality of an omnipresent culture of technicism devoid of scientific explanation on every green, glowing, digitally exported, and unrefined urban street corner that its revealing of the â€Å"real† puppetmaster/s uper-villain (a tool of someone still further up, â€Å"our heroes† presume) begs a sigh about technology coming to master itself without a care in the world for humanist restraint, much like the mostly good natured civilians who, it seems, don’t really mind an almost comically violent thug police presence that tears through their markets, melons, and minds chasing charlatans only it can see armed with overpowered bullets in outdated guns without any of the pleasant trappings of the polite police forces we imagine secure our very ability to sit in front of a glowing screen with electrically replicated pitches and decibels projected into right-angled chambers of passivity, and reflected in photons and waves to our media outlets - the doors of techno-perception. Calling Ghost â€Å"a film about† already misses that it is a film to as well. Mistaking cause for consequence, watching animated

In 1794 Temporary Capital :: essays research papers

In 1794 the temporary capital was in an extreme state of political excitement. Federalist Thimas Fitzsimons, was challenged by Republican John Swanwick with vicious charges with the intent to attract voters. Fitzsimons’s supporters called Swanwick an unstable person who was unknown by the political public until he got to know the enemies and made friends with them. John won a syunning victory over Fitzsimons, beating seven of the twelve votes and getting fifty-six percent of the votes. 1789 and 1801 were very crucial years for the young America. Franklin had said that Americans had proved that they were able to destroy governments. The candidates for this election were Thomas Fitzsimon, and John Swanwick.   Ã‚  Ã‚  Ã‚  Ã‚  Fitzsimons was born in Ireland and later migrated to the colonies before the revolution. He first started low by working for a clerk, then later moved up and married into the principal merchant’s family. he was the original founders of the Bank of North America, and the president of the Insurance Company of North America. John was a Roman Catholic. He was a member of the Federalist inner circle in Philadelphia and a firm supporter of Alexander Hamilton.   Ã‚  Ã‚  Ã‚  Ã‚  Swanwick was born in England. Him and his family arrived in the colonies in the early 1770’s. John embraced the Patriot cause. Johnwas hired as a merchant in a firm where is fluency in French and German made him invaluable to the firm. He quickly rose to full partnership in 1783. then in 1794 he bought out his partner share in the company and became full owner. By 1793, he had fallen away from Federalism and had become a Democratic-Republican.   Ã‚  Ã‚  Ã‚  Ã‚  The Federalists believed in preserving liberty. It was revealing the rulers who were chosen by the people and the government. Their views on the whisky rebellion were that they vowed not to pay taxes. The democratic-republican wanted war. They were letting the revenue officers arrange themselves immediately under the banner of treasury.   Ã‚  Ã‚  Ã‚  Ã‚  The first account of yellow fever appeared toward the latter end of July, in a lodging house in North Water Street. During the month of august the funerals amounted to upwards of three hundred. The disease quickly spread through all sides, and in this month one thousand four hundred were added to this list of mortality. The disease was still progressing and towards the end ninety to one hundred were dyeing daily. The mortality total amounted to four thousand and forty one deaths.

Concepts of Leadership

Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience (Jago, 1982). This guide will help you through that process. To inspire your workers into higher levels of teamwork, there are certain things you must be, know, and, do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills; they are NOT resting on their laurels.Definitions of Leadership Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Another popular definition of Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northouse's (2007, p3). The U. S. military has studied leadership in depth. One of the ir definitions is a process by which a soldier influences others to accomplish a mission (U. S. Army, 1983).Note that all three definitions have one process in common — a person influences others to get something accomplished Leaders carry out this process by applying their leadership knowledge and skills. This is called Process Leadership (Jago, 1982). However, we know that we have traits that can influence our actions. This is called Trait Leadership (Jago, 1982), in that it was once common to believe that leaders were born rather than made.These two leadership types are shown in the chart below (Northouse, 2007, p5): Factors of Leadership There are four primary factors of leadership (U.  S. Army, 1983): Leader You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader or someone else who determines if the leader is successful. If they do not trust or lack confidence in their leader, then t hey will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. Followers Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee does.A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must come to know your employees' be, know, and do attributes. Communication You lead through two-way communication. Much of it is nonverbal. For instance, when you â€Å"set the example,† that communicates to your people that you would not ask them to perform anything that you would not be willing to do.What and how you communicate either builds or harms the relationship between you and your employees. Situation All situations are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective. Bass' Theory of LeadershipBass' theory of leadership states that there are three basic ways to explain how people become leaders (Stogdill, 1989; Bass, 1990). The first two explain the leadership development for a small number of people, while the third one is the dominant theory today. These theories are: Some personality traits may lead people naturally into leadership roles. This is the Trait Theory. A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. This is the Great Events Theory. People can choose to become le aders.People can learn leadership skills. This is the Transformational or Process Leadership Theory. It is the most widely accepted theory today and the premise on which this leadership guide is based. Management versus Leadership While management and leadership have a great deal in common, such as working with people and accomplishing the goals of the organization, they do differ in their primary functions (Kotter, 1990): Management's main function is to produce order and consistency through processes, such as planning, budgeting, organizing, staffing, and problem solving.While leadership's main function is to produce movement and constructive or adaptive change through processes, such as establishing direction through visioning, aligning people, motivating, and inspiring. Boss or Leader? Although your position as a manager, supervisor, lead, etc. gives you the authority to accomplish certain tasks and objectives in the organization (called Assigned Leadership), this power does not make you a leader, it simply makes you aboss. Leadership differs in that it makes the followers want to achieve high goals (called Emergent Leadership), rather than simply ordering people around (Rowe, 2007).Thus you get Assigned Leadership by your position and you display Emergent Leadership by influencing people to do great things. Total Leadership What makes a person want to follow a leader? People want to be guided by leaders they respect and who have a clear sense of direction. To gain respect, they must be ethical. A sense of direction is achieved by conveying a strong vision of the future. When people are deciding if they respect you as a leader, they do not think about your attributes, rather, they observe what you do so that they can know who you really are.They use this observation to tell if you are an honorable and trusted leader or a self-serving person who misuses authority to look good and get promoted. On the other hand, self-serving leaders are not as effective bec ause their employees only obey them, not follow them. They succeed in many areas because they present a good image to their seniors at the expense of their workers. The Two Most Important Keys to Effective Leadership According to a study by the Hay Group, a global management consultancy, there are 75 key components of employee satisfaction (Lamb, McKee, 2004).They found that: Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an organization. Effective communication by leadership in three critical areas was the key to winning organizational trust and confidence: 1. Helping employees understand the company's overall business strategy. 2. Helping employees understand how they contribute to achieving key business objectives. 3. Sharing information with employees on both how the company is doing and how an employee's own division is doing. Principles of LeadershipTo help you be, know, and do, follow these eleven principles of leader ship (U. S. Army, 1983). The rest of the chapters in this Leadership guide expand on these principles and provide tools for implementing them: 1. Know yourself and seek self-improvement – In order to know yourself, you have to understand your be, know, and do, attributes. 2. Be technically proficient – As a leader, you must know your job and have a solid familiarity with your employees' tasks. 3. Seek responsibility and take responsibility for your actions – Search for ways to guide your organization to new heights.And when things go wrong, as they often tend to do sooner or later — do not blame others. 4. Make sound and timely decisions – Use good problem solving, decision making, and planning tools. 5. Set the example – Be a good role model for your employees. They must not only hear what they are expected to do, but also see. 6. Know your people and look out for their well-being – Know human nature and the importance of sincerely c aring for your workers. 7. Keep your workers informed – Know how to communicate with not only them, but also seniors and other key people. 8.Develop a sense of responsibility in your workers – Help to develop good character traits that will help them carry out their professional responsibilities. 9. Ensure that tasks are understood, supervised, and accomplished – Communication is the key to this responsibility. 10. Train as a team – Although many so called leaders call their organization, department, section, etc. a team; they are not really teams†¦ they are just a group of people doing their jobs. 11. Use the full capabilities of your organization – By developing a team spirit, you will be able to employ your organization, department, section, etc.to its fullest capabilities. Environment Every organization has a particular work environment, which dictates to a considerable degree how its leaders respond to problems and opportunities. This is brought about by its heritage of past leaders and its present leaders. Goals, Values, and Concepts Leaders exert influence on the environment via three types of actions: 1. The goals and performance standards they establish. 2. The values they establish for the organization. 3. The business and people concepts they establish.Successful organizations have leaders who set high standards and goals across the entire spectrum, such as strategies, market leadership, plans, meetings and presentations, productivity, quality, and reliability. Values reflect the concern the organization has for its employees, customers, investors, vendors, and surrounding community. These values define the manner in how business will be conducted. Concepts define what products or services the organization will offer and the methods and processes for conducting business.These goals, values, and concepts make up the organization's personality or how the organization is observed by both outsiders and insiders. T his personality defines the roles, relationships, rewards, and rites that take place. Roles and Relationships Roles are the positions that are defined by a set of expectations about behavior of any job incumbent. Each role has a set of tasks and responsibilities that may or may not be spelled out. Roles have a powerful effect on behavior for several reasons, to include money being paid for the performance of the role, there is prestige attached to a role, and a sense of accomplishment or challenge.Relationships are determined by a role's tasks. While some tasks are performed alone, most are carried out in relationship with others. The tasks will determine who the role-holder is required to interact with, how often, and towards what end. Normally the greater the interaction, the greater the liking. This in turn leads to more frequent interactions. In human behavior, its hard to like someone whom we have no contact with, and we tend to seek out those we like. People tend to do what th ey are rewarded for, and friendship is a powerful reward.Many tasks and behaviors that are associated with a role are brought about by these relationships. That is, new task and behaviors are expected of the present role-holder because a strong relationship was developed in the past, either by that role-holder or a prior role-holder. Culture and Climate There are two distinct forces that dictate how to act within an organization: culture and climate. Each organization has its own distinctive culture. It is a combination of the founders, past leadership, current leadership, crises, events, history, and size (Newstrom, Davis, 1993).This results in rites: the routines, rituals, and the â€Å"way we do things. † These rites impact individual behavior on what it takes to be in good standing (the norm) and directs the appropriate behavior for each circumstance. The climate is the feel of the organization, the individual and shared perceptions and attitudes of the organization's mem bers (Ivancevich, Konopaske, Matteson, 2007). While the culture is the deeply rooted nature of the organization that is a result of long-held formal and informal systems, rules, traditions, and customs; climate is a short-term phenomenon created by the current leadership.Climate represents the beliefs about the â€Å"feel of the organization† by its members. This individual perception of the â€Å"feel of the organization† comes from what the people believe about the activities that occur in the organization. These activities influence both individual and team motivation and satisfaction, such as: How well does the leader clarify the priorities and goals of the organization? What is expected of us? What is the system of recognition, rewards, and punishments in the organization? How competent are the leaders? Are leaders free to make decisions? What will happen if I make a mistake?Organizational climate is directly related to the leadership and management style of the l eader, based on the values, attributes, skills, and actions, as well as the priorities of the leader. Compare this to â€Å"ethical climate† — the feel of the organization about the activities that have ethical content or those aspects of the work environment that constitute ethical behavior. The ethical climate is the feel about whether we do things right; or the feel of whether we behave the way we ought to behave. The behavior (character) of the leader is the most important factor that influences the climate.On the other hand, culture is a long-term, complex phenomenon. Culture represents the shared expectations and self-image of the organization. The mature values that create tradition or the â€Å"way we do things here. † Things are done differently in every organization. The collective vision and common folklore that define the institution are a reflection of culture. Individual leaders cannot easily create or change culture because culture is a part of th e organization. Culture influences the characteristics of the climate by its effect on the actions and thought processes of the leader.But, everything you do as a leader will affect the climate of the organization. For information on culture, see Long-Term Short-Term Orientation The Process of Great Leadership The road to great leadership (Kouzes& Posner, 1987) that is common to successful leaders: Challenge the process – First, find a process that you believe needs to be improved the most. Inspire a shared vision – Next, share your vision in words that can be understood by your followers. Enable others to act – Give them the tools and methods to solve the problem. Model the way – When the process gets tough, get your hands dirty.A boss tells others what to do; a leader shows that it can be done. Encourage the heart – Share the glory with your followers' hearts, while keeping the pains within your own. Leadership, Management, Command, & Control Whi le there are plenty of discussions about leadership verses management and the need for command and control nowadays, they are important concepts that every leader must be aware of to successfully guide their organization. In fact, they are the four pillars of every organization as they directly drive the organization. Used properly, the business will grow; used improperly, the business will sink.This blending gives the organization the ability to focus on opportunities and deal with threats: Leadership drives the interpersonal aspects of the organization, such as moral and team spirit. Management deals with the conceptual issues of the organization, such as planning and organizing. Command guides the organization with well thought-out visions that makes it effective. Control provides structure to the organization in order to make it more efficient. Command and Control While most people think of command as simply telling others what to do, it goes far beyond that.Command is the impar ting of a vision to the organization in order to achieve an end-goal. It does this by formulating a well-thought out vision and then clearly communicating it. Command emphasizes success and reward. That is, the organization has to be successful to survive and in turn reward its members (both intrinsically and extrinsically). Visions do not have to come from the top, but rather anywhere within the organization. Informal leaders are often good sources of visions; however, if the vision requires resources, then they normally need the support of a formal leader.In contrast, Control is the process used to establish and provide structure in order to deal with uncertainties. Visions normally produce change, which in turn produce tension. These uncertainties cause tensions that leaders must deal with so they do not impede the organization. This is far different from most people's conception in which they think of control as controlling others. Inherent in evaluation is efficiency—the act of examining the new tool often leads to processes that make it more efficient. This can be good because it can save money and often improve a tool or process.The danger of this is if the command process is weak and the control process is strong then it can make efficiency the end-goal. That is, it replaces effectiveness with efficiency. Leadership and Management Management's primary focus is on the conceptual side of the business, such as planning, organizing, and budgeting. It does the leg work to make visions reality. Do NOT equate the term â€Å"management† with â€Å"controlling people. † Management is more about ensuring that the organization's resources are allocated wisely, rather than trying to control people.In fact, good managers know that trying to control others is extremely difficult if not impossible. Management helps to acquire, integrate, and allocate resources in order to accomplish goals and task. In contrast, Leadership deals with the interpers onal relations such as being a teacher and coach, instilling organizational spirit to win, and serving the organization and workers. For more information read the rest of this guide on Leadership. The Synergy of the Four Pillars While all four processes have their place, they are not implemented separately, but rather in concert. Using the example of implementing a new  social media tool for increasing informal learning: Command communicates the vision or goal to the best people who can implement it.Throughout the process, it adjusts to new knowledge and refines the vision. Management allocates the resources and helps to organize the activities that will make it a reality. This is normally a continuous process, rather than a single activity. Leadership helps to guide, coach, and motivate the people to do their best throughout the entire process. Control looks for opportunities to reduce risks, which in turn makes the process more efficient. Leadership ModelsLeadership models help us to understand what makes leaders act the way they do. The ideal is not to lock yourself into a type of behavior discussed in the model, but to realize that every situation calls for a different approach or behavior to be taken. Two models will be discussed, Managerial Grid and the Four Framework Approach. Leadership Behavior Two large studies by universities found that two types of leader behaviors were important concepts in leadership skills. The first was at Ohio State University that identified these two behaviors (Stogdill, 1974): Consideration – relationship behaviors, such as respect and trust.Initiating Structure – task behaviors, such as organizing, scheduling, and seeing that work is completed. The second was at the University of Michigan that identified these two behaviors (Northouse, 2007): Employee Orientation – approaching employees with a strong human relations orientation. Production Orientation – stressing the technical and production a spect of the job. The researchers from Michigan State thought of these two behaviors at opposite end of a single continuum. Thus, a leader could be strong with one of these two behaviors, but would be weaker in the opposite one.The Ohio State studies viewed these two behaviors as distinct and independent. That is, a leader could be high or low in one or both. For example, in the U. S. Army one of the most important rules is to take care of your soldiers and complete the mission (task) — a leader should be good with both. Bad leaders can do neither or do one, but not the other. Managerial Grid Robert Blake and Jane Mouton (1985) placed the two behaviors on its own continuum and renamed them: 1. Concern for people 2. Concern for task or results The notion that just two dimensions can describe a managerial behavior has the attraction of simplicity.By asking a leader a series of questions would place her at a particular point on the two continuums, which in turn, would place the leader into one of four leadership types: Authoritarian — strong on tasks, weak on people skills Country Club — strong on people skills, weak on tasks Impoverished — weak on tasks, weak on people skills Team Leader — strong on tasks, strong on people skills The goal to good leadership is to score at least a 6 on both task and people, which would place the leader in the Team Leader grid. The four leadership types are discussed in more detail below. Authoritarian Leader (high task, low relationship)Leaders who get this rating are very much task oriented and are hard on their workers (autocratic). There is little or no allowance for cooperation or collaboration. Authoritarian leaders mostly display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it ; they are intolerant of what they see as dissent (it may just be someone's creativity), thus it is difficult for their subordinates to contribute or develop.Team Leader (high task, high relationship) These leaders lead by positive example and endeavor to foster a team environment so that all team members can reach their highest potential, both as team members and as people. They encourage the team to reach goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams. Country Club Leader (low task, high relationship) These leaders predominantly use reward power to maintain discipline and to encourage the team to accomplish its goals.Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. Impoverished Leader (lo w task, low relationship) These leaders use a â€Å"delegate and disappear† management style. Since they are not committed to either task accomplishment or maintenance; they essentially allow their team to do whatever it wishes and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles within the group. Four Framework ApproachStructural Framework Structural Leaders focus on structure, strategy, environment, implementation, experimentation, and adaptation. In an effective leadership situation, the leader is a social architect whose leadership style is analysis and design. While in an ineffective leadership situation, the leader is a petty tyrant whose leadership style is details. Human Resource Framework Human Resource Leaders believe in people and communicate that belief; they are visible and accessible; they empower, increase participation, support, share information, and move decision making down into the organizati on.In an effective leadership situation, the leader is a catalyst and servant whose leadership style is support, advocating, and empowerment. While in an ineffective leadership situation, the leader is a pushover, whose leadership style is abdication and fraud. Political Framework Political leaders clarify what they want and what they can get; assess the distribution of power and interests, build linkages to other stakeholders, use persuasion first, then use negotiation and coercion only if necessary. In an effective leadership situation, the leader is an advocate, whose leadership style is coalition and building.While in an ineffective leadership situation, the leader is a hustler, whose leadership style is manipulation. Symbolic Framework Symbolic leaders view organizations as a stage or theater to play certain roles and give impressions, use symbols to capture attention, frame experience by providing plausible interpretations of experiences, discover and communicate a vision. In an effective leadership situation, the leader is a prophet, whose leadership style is inspiration. While in an ineffective leadership situation, the leader is a fanatic or fool, whose leadership style is smoke and mirrors. Leading & LeadershipYour thinking skills can be considered directional skills because they set the direction for your organization. They provide vision, purpose, and goal definition. These are your eyes and ears to the future, allowing you to recognize the need for change, when to make it, how to implement it, and how to manage it. You find a vision by reaching for any available reason to change, grow, and improve. Just as you perform preventive maintenance on your car, you must perform preventive maintenance on your organization. Do NOT believe in the old adage, â€Å"If it ain't broke, don't fix it,† for the people who do, go broke!Treat every project as a change effort. Treat every job as a new learning experience. Goals Good organizations convey a stron g vision of where they will be in the future. As a leader, you have to get your people to trust you and be sold on your vision. Using the leadership tools described in this guide and being honest and fair in all you do will provide you with the ammo you need to gain their trust. To sell them on your vision, you need to possess energy and display a positive attitude that is contagious. People want a strong vision of where they are going.No one wants to be stuck in a dead-end company going nowhere†¦Ã‚  or a company headed in the wrong direction. They want to be involved with a winner! And your people are the ones who will get you to that goal. You cannot do it alone! When setting goals, keep these points in mind: They should be realistic and attainable. They should improve the organization (morale, monetary, etc. ). As many people as possible should be involved in the goal-setting process (they will feel a sense of ownership that will drive them to achieve it).A process should be developed to achieve each goal. There are four characteristics of goal setting (U. S.  Army Handbook, 1973): Goal Difficulty: Increasing your employees' goal difficulty increases their challenges and enhances the amount of effort expended to achieve them. The more difficult goals lead to increased performance if they seem feasible. If they seem too high, employees will give up when they fail to achieve them. Goal Specificity: When given specific goals, employees tend to perform higher. Telling them to do their best or giving no guidance increases ambiguity about what is expected. Employees need a set goal or model in order to display the correct behavior. Feedback: Providing feedback enhances the effects of goal setting.Performance feedback keeps their behavior directed on the right target and encourages them to work harder to achieve the goal. Participation in Goal Setting: Employees who participate in the process, generally set higher goals than if the goals were set for them. It also affects their belief that the goals are obtainable and increases their motivation to achieve them. The Six Steps of Goal Setting Although finding a vision can be quite a creative challenge, the process of getting that vision implemented can be fairly easy if you follow the six steps of: Vision —> Goals —> Objectives —> Tasks —> Timelines —> Follow-up Step 1 – VisionThe first step in setting goals and priorities is to personally develop what the organization should look like at some point in the future — a vision. A junior leader, such as a supervisor or line manager, will mainly be concerned with a department, section, or small group of people. While senior leaders set the vision for the entire organization. However, both types of visions need to support the organization's goals. The mission of the organization is crucial in determining your vision. Your vision needs to coincide with the big picture. The term â€Å"visionâ₠¬  suggests a mental picture of what the future organization will look like.The concept also implies a later time horizon. This time horizon tends to be mid to long term in nature, focusing normally on 1/2 to 5 years in the future for visions affecting the entire organization. However, leaders such as supervisors or line managers tend to have shorter time horizon visions —normally a few months to a year. Step 2 – Goals The second step involves establishing goals, with the active participation of the team. Goals are also stated in unmeasurable terms, but they are more focused. For example, â€Å"The organization must reduce transportation costs. † This establishes the framework of the your vision.Step 3 – Objectives Definable objectives provide a way of measuring the movement towards vision achievement. This is the real strategy of turning visions into reality. It is the crossover mechanism between your forecast of the future and the envisioned, desired f uture. Objectives are stated in precise, measurable terms such as â€Å"By the end of the next quarter, the shipping department will use one parcel service for shipping items at or under 100 pounds and one motor carrier for shipping items over a 100 pounds. † The aim is to get general ownership by the entire team. Step 4 – TasksThe fourth step is to determine the tasks. Tasks are the means for accomplishing objectives. Tasks are concrete, measurable events that must occur. An example might be, â€Å"The transportation coordinator will obtain detailed shipping rates from at least 10 motor carriers. † Step 5 – Timelines This step establishes a priority for the tasks. Since time is precious and many tasks must be accomplished before another can begin, establishing priorities helps your team to determine the order in which the tasks must be accomplished and by what date. For example, â€Å"The shipping rates will be obtained by May 9. † Step 6 – Follow-upThe final step is to follow-up, measure, and check to see if the team is doing what is required. This kind of leader involvement validates that the stated priorities are worthy of action. For the leader it demonstrates her commitment to see the matter through to a successful conclusion. Also, note that validating does not mean micro-managing. Micro-management places no trust in others, where as following-up determines if the things that need to get done are in fact getting done. Supervision for Leaders Supervision is keeping a grasp on the situation and ensuring that plans and policies are implemented properly (U. S.Army Handbook,1973). It includes giving instructions and inspecting the accomplishment of a task. There is a narrow band of adequate supervision. On one side of the band is over-supervision (micro-management); and on the other side is under-supervision. Over-supervision stifles initiative, breeds resentment, and lowers morale and motivation. Under-supervision l eads to miscommunication, lack of coordination, and the perception by subordinates that the leader does not care. However, all employees can benefit from appropriate supervision by seniors with more knowledge and experience who normally tend to see the situation more objectively.Evaluating is part of supervising. It is defined as judging the worth, quality, or significance of people, ideas, or things (U. S. Army Handbook,1973, p304). It includes looking at the ways people are accomplishing a task. It means getting feedback on how well something is being done and interpreting that feedback. People need feedback so that they can judge their performance. Without it, they will keep performing tasks wrong, or stop performing the steps that makes their work great. Inspiring Your Employees Getting people to accomplish something is much easier if they have the inspiration to do so.Inspire means â€Å"to breathe life into. † And in order to perform that, we have to have some life ours elves. Three main actions will aid you in accomplishing this: 1. Be passionate: In organizations where the is a leader with great enthusiasm about a project, a trickle-down effect will occur. You must be committed to the work you are doing. 2. Get your employees involved in the decision making process: People who are involved in the decision making process participate much more enthusiastically than those who just carry out a boss' order. Help them contribute and tell them you value their opinions.Listen to them and incorporate their ideas when it makes sense to so. 3. Know what your organization is about! : The fundamental truth, as General Creighton W. Abrams used to say in the mid-1970s, is that â€Å"the Army is not made up of people. The Army is people. Every decision we make is a people issue. † Your organization is the same. It may make a product or sell a service, but it is still people! A leader's primary responsibility is to develop people and enable them to reach t heir full potential. Your people may come from diverse backgrounds, but they all have goals they want to accomplish.Create a â€Å"people environment† where they truly can be all they can be. Training and Coaching As a leader you must view coaching from two different viewpoints: 1) coaching to lead others and 2) being coached to achieve self-improvement. Training and coaching are two different things, although some people use them interchangeably. Training is a structured lesson designed to provide the employee with the knowledge and skills to perform a task. Coaching, on the other hand, is a process designed to help the employee gain greater competence and to overcome barriers so as to improve job performance.You might picture it as when you were in school. During physical education, the gym teacher (trainer) taught you how to play basketball. Next you went out for the school team. You had a basic understanding of the game and its rules, but the coach personally taught you ( coaching) the finer points of the game. Training and coaching go hand-in-hand. First you train people with lots of technical support, and then you coach them with motivational pointers. Both training and coaching help to create the conditions that cause someone to learn and develop.People learn by the examples of others, by forming a picture in their minds of what they are trying to learn, by gaining and understanding necessary information, by applying it to their job, and/or practice. Both coaching and training have a few points in common: Evaluate to determine knowledge, skill, and confidence levels. Define objectives that can be measured periodically. It helps to break them down into step-by-step actions (action steps). Clarify direction, goals, and accountability. To foster accountability, involve the person or team in the decision making.Encourage peer coaching by reminding them that everyone has a stake in each other's success. Coaching is more than telling people how to do so mething, it involves giving advice, skill-building, creating challenges, removing performance barriers, building better processes, learning through discovery (the aha method), etc. Deal with emotional obstacles by helping them through change, reviewing and pointing out ways that they hold themselves back, comforting them when they become confused, etc. Give feedback by pointing and hinting towards solutions; try to stay away from critiquing errors. Lead by example! demonstrate the desired behaviors.Learning The first condition of learning is that the person must be motivated to learn. You cannot teach knowledge or skills to people who are not motivated to learn. They must feel the need to learn what you are teaching. Most employees are motivated to do a good job. They want to be able to perform their tasks correctly. Their motivation is being able to perform their job to standards in return for a paycheck, benefits, challenges, job satisfaction, etc. The next condition of learning i s to involve them in the process. Keep their attention by actively involving their minds and emotions in the learning process.Have them participate through active practice of the skill or through discussion. You cannot keep their attention with a long lecture. Normally, people pay attention for a short time — less than 30 minutes. They need to use what is being taught or their minds will wander. If you lecture for an hour, very little will be remembered. Instead, give a brief lecture (less than 10 minutes), demonstrate, and then have them practice. Provide feedback throughout the practice session until they can do it on their own. If it is a large complicated task, then break it down into short learning steps. The Five Points of Leadership PowerAl Capone once said that â€Å"You can get much farther with a kind word and a gun than you can with a kind word alone. † However, while almost anyone can use power, it takes skill to use leadership. Leadership power is much mor e than the use of force. Leadership is influencing others to truly WANT to achieve a goal, while power forces others to achieve a goal. Power refers to a capacity that a person has to influence the behavior of another so that he or she acts in accordance with the his or her' wishes. This power is a capacity or potential as it implies a potential that need not be actualized to be effective.That is, a power may exist, but does not have to be used to be effective. For example, an officer in the Army has certain powers over enlisted personal, but that power does not have to used to be effective. The mere knowledge of an officer's power by an enlisted person has some influence over him or her. Coercive Power — Power that is based on fear. A person with coercive power can make things difficult for people. These are the people that you want to avoid getting angry. Employees working under a coercive manager are unlikely to be committed, and more likely to resist the manager.Reward Po wer — Compliance achieved based on the ability to distribute rewards that others view as valuable. Able to give special benefits or rewards to people. You might find it advantageous to trade favors with him or her. Legitimate Power — The power a person receives as a result of his or her position in the formal hierarchy of an organization. The person has the right, considering his or her position and your job responsibilities, to expect you to comply with legitimate requests. Expert Power — Influence based on special skills or knowledge. This person earns respect by experience and knowledge.Expert power is the most strongly and consistently related to effective employee performance. Referent Power — Influence based on possession by an individual or desirable resources or personal traits. This is often thought of as charisma, charm, or admiration. You like the person and enjoy doing things for him or her. Raven (1965) later came up with a sixth power, Infor mational: Providing information to others that result in them thinking or taking acting in a new way. Knowing this points of power allow you to determine what you and others have available in order to achieve full negotiation skills. Leadership & DirectionThe PDCA (Plan, Do, Check, Act) Cycle was developed by Dr. Walter Shewhart as a plan of action for creating processes and products. It is a four-step method that uses not only direction and control to execute, but also provide an iterative process for continuous improvement: It is often called the Shewhart Cycle or Deming wheel. While the four steps of the cycle look easy, it actually takes a lot of work by all team members to complete the cycle correctly. One of Shewhart's students, W. Edwards Deming later used it extensively, thus the PDCA cycle is often known as the Deming Wheel (Smith, Hawkins, 2004).Deming used a modified version—PDSA (Plan, Do, Study, Act) as he believed study (analysis) provided a better description t han check. A dream is just a dream. A goal is a dream with a plan and a deadline. And that goal will remain a dream unless you create and execute a plan of action to accomplish it. Every goal that gets accomplished has a good plan behind of it. — Harvey Mackay Plan Good plans start with a brainstorming session that includes all the people involved with the project. This allows everyone to be part of the solution, in addition to gathering the best ideas.Two key questions must be asked when planning (Army Handbook, 1973): What are all the ingredients necessary for its successful execution? What are all the possible forces or events that could hinder or destroy it? As much as possible, get all the answers to these questions. Listen carefully to the judgment of your team. Then plan the positive forces and events, and then take action to prevent any obstructions that might hinder the project. A detailed plan normally includes the who, what, when, where, how, and why: Who does it i nvolve and who will do what? What are we going to do? What will happen if we do not do it?When does it start and end? Where will it take place? How will it take place? Why must we do it? Also, the plan must be organized. Organizing is the process of creating and maintaining the conditions for effectively executing plans. It involves systematically defining and arranging each task with respect to the achievement of the objective. It includes three major steps: Determine all tasks Set up a structure to accomplish all tasks Allocate resources All essential information must be brought out. It is also important to consider timing—when each task must be started and completed. A helpful approach is to use â€Å"backward planning.†Look at each goal and decide what must be done to reach it. In this way you plan from the moment of the project ending point and then work your way back to the present in order to determine what must be accomplished for each condition. Backward plann ing simply means looking at the big picture first, and then planning all tasks, conditions, and details in a logical sequence to make the big picture happen. Include all the details of support, time schedule, equipment, coordination, and required checks. Your team must try to think of every possible situation that will help or hinder the project.Once the process of mentally building the project has begun, the activities will come easily to mind. Now, organize all these details into categories, such as needs, supplies, support, equipment, coordination, major tasks, etc. List all the details under the categories. Create a to-do list for each category. This list will become the checklist to ensure everything is progressing as planned. Do Your team cannot do everything at once; some tasks are more important than others while others have to be accomplished before another task can begin. Set priorities for each checkpoint and assign someone to perform each task on the list.Develop a syste m for checking each other and ensuring that each task is accomplished on time. Plan for obtaining all the required resources and allocate them out. Not having the required resources can stop a project dead in its tracks. For this reason you must closely track and monitor costly or hard to get resources. Trial the plan through a prototype (experimental scale). This allows you to actually check the plan on a small scale. Check or Study Throughout the project's execution there are three things that you must be involved in: standards, performance, and adjustments.The standard means, â€Å"is this project being completed or accomplished as planned? Are all the check marks being completed as stated in the planning process? The standard, which is set, must mean the same to you and your people. Performance is measured by completing the tasks and objectives correctly. While the standard relates to the project, performance relates to the people working on the project. If performance does not meet standards, then adjustments can be made in two ways—improve the performance or lower the standards. Most of the time, improving the performance is the appropriate choice.However, a leader may face a situation where the standard is unrealistic or costly, which means it may be lowered. This is usually caused by poor estimates or the inability to obtain the proper resources. Act Now you are ready to execute the plan. If your plans are solid, things will go smoothly. If your plans are faulty, then you might have a very long and hard project ahead of you! Problem Solving There are seven basics steps to problem solving (Butler, Gillian, Hope, 1996): 1. Identify the problem: You cannot solve something if you do not know what the problem is.Ensure you have identified the real problem, not an effect of another problem. One method is the â€Å"five why's. † You ask why five times. By the time you get to the fifth why, you should have found the ultimate cause of the problem . 2. Gather information: Investigate the problem and uncover any other hidden effects that the problem may have caused. 3. Develop courses of action: Notice that courses is plural. For every problem there are usually several possible courses of action. Identify as many as you can. There are always at least two: fix it or don't fix it.Brainstorming with your team will normally generate the most and best courses of action. 4. Analyze and compare courses of action: Rank the courses of action as to their effectiveness. Some actions may fix other problems, while others may cause new problems. 5. Make a decision: Select the best course of action to take. 6. Make a plan: Use the planning tool covered in the first part of the section. 7. Implement the plan: Take the steps to put the plan into action. The Communication Process Communicating with others involves three primary steps: Thought: First, information exists in the mind of the sender.This can be a concept, idea, information, or feeli ngs. Encoding: Next, a message is sent to a receiver in words or other symbols. Decoding: Lastly, the receiver translates the words or symbols into a concept or information that he or she can understand. During the transmitting of the message, two elements will be received: content and context. Content is the actual words or symbols of the message that is known as language — the spoken and written words combined into phrases that make grammatical and semantic sense. We all use and interpret the meanings of words differently, so even simple messages can be misunderstood.And many words have different meanings to confuse the issue even more. Context is the way the message is delivered and is known as paralanguage — it is the nonverbal elements in speech such as the tone of voice, the look in the sender's eyes, body language, hand gestures, and state of emotions (anger, fear, uncertainty, confidence, etc. ) that can be detected. Although paralanguage or context often cause messages to be misunderstood as we believe what we see more than what we hear; they are powerful communicators that help us to understand each other. Indeed, we often trust the accuracy of nonverbal behaviors more than verbal behaviors.Barriers to Communication Nothing is so simple that it cannot be misunderstood. — Freeman Teague, Jr. Anything that prevents understanding of the message is a barrier to communication. Many physical and psychological barriers exist: Culture, background, and bias — We allow our past experiences to change the meaning of the message. Our culture, background, and bias can be good as they allow us to use our past experiences to understand something new, it is when they change the meaning of the message that they interfere with the communication process. Noise — Equipment or environmental noise impedes clear communication.The sender and the receiver must both be able to concentrate on the messages being sent to each other. Ourselves â €” Focusing on ourselves, rather than the other person can lead to confusion and conflict. The â€Å"Me Generation† must be tossed aside for effective communication to occur. Some of the factors that cause this are defensiveness (we feel someone is attacking us), superiority (we feel we know more that the other), and ego (we feel we are the center of the activity).Perception — If we feel the person is talking too fast, not fluently, does not articulate clearly, etc., we may dismiss the person. Also our preconceived attitudes affect our ability to listen. We may listen uncritically to persons of high status and dismiss those of low status. Message — Distractions happen when we focus on the facts rather than the idea being communicated. Our educational institutions reinforce this with tests and questions. Semantic distractions occur when a word is used differently than you prefer. For example, the word chairman instead of chairperson, may cause you to focus on the word rather than the message.Environmental — Bright lights, an attractive person, unusual sights, or any other stimulus provides a potential distraction. Smothering — We take it for granted that the impulse to send useful information is automatic. Not true! Too often we believe that certain information has no value to others or they are already aware of the facts. Stress — People do not see things the same way when under stress. What we see and believe at a given moment is influenced by our psychological frames of references — our beliefs, values, knowledge, experiences, and goals. Active ListeningHearing and listening are not the same thing. Hearing is the act of perceiving sound. It is involuntary and simply refers to the reception of aural stimuli. Listening is a selective activity which involves the reception and the interpretation of aural stimuli. It involves decoding the sound into meaning. Listening is divided into two main categories: passiv e and active. Passive listening is little more that hearing. It occurs when the receiver of the message has little motivation to listen carefully, such as we often do when listening to music, television, or when being polite.Nonverbal Behaviors of Communication Eye contact: This helps to regulate the flow of communication. It signals interest in others and increases the speaker's credibility. People who make eye contact open the flow of communication and convey interest, concern, warmth, and credibility. Facial Expressions: Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and people will react favorably.They will be more comfortable around you and will want to listen more. Gestures: If you fail to gesture while speaking you may be perceived as boring and stiff. A lively speaking style captures the listener's attention, m akes the conversation more interesting, and facilitates understanding. Posture and body orientation: You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates to listeners that you are approachable, receptive and friendly. Interpersonal closeness results when you and the listener face each other.Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. Proximity: Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by invading the other person's space. Some of these are: rocking, leg swinging, tapping, and gaze aversion. Vocal: Speaking can signal nonverbal communication when you include such vocal elements as: tone, pitch, rhythm, timbre, loudness, and inflection. For maximum teaching effectiveness, learn to vary these six elements of your voice.One of the major criticisms of many speakers is that they speak in a monotone voice. Listeners perceive this type of speaker as boring and dull. Motivation and Drive A person's motivation is a combination of desire and energy directed at achieving a goal. It is the cause of action. Influencing someone's motivation means getting them to want to do what you know must be done. (U. S. Army Handbook, 1973) A person's motivation depends upon two things: The strength of certain needs. For example, you are hungry, but you must have a task completed by a nearing deadline. If you are starving you will eat.If you are slightly hungry you will finish the task at hand. The perception that taking a certain action will help satisfy those needs. For example, you have two burning needs — the desire to complete the task and the desire to go to lunch. Your perception of how you view those two needs will determine which one takes priority. If you believe that you could be fired for not completing the task, you will probably put off lunch and complete t he task. If you believe that you will not get into trouble or perhaps finish the task in time, then you will likely go to lunch.Allow the needs of your team to coincide with the needs of your organization Nearly everyone is influenced by the needs for job security, promotion, raises, and approval of their peers and/or leaders. They are also influenced by internal forces such as values morals, and ethics. Likewise, the organization needs good people in a wide variety of jobs. Ensure that your team is trained, encouraged, and has opportunities to advance. Also, ensure that the way you conduct business has the same values, moral, and ethic principles that you seek in others.If you conduct business in a dishonest manner, your team will be dishonest to you, for that will be the kind of people that you will attract. Reward good behavior Although a certificate, letter, or a thank you may seem small and insignificant, they can be powerful motivators. The reward should be specific and prompt . Do not say something general, such as â€Å"for doing a good job,† rather cite the specific action that made you believe it was indeed a good job. Set the example You must be the role model that you want others to grow into.As Mahatma Gandhi said, â€Å"We must become the change we want to see. † Develop morale and esprit de corps Morale is the mental, emotional, and spiritual state of a person. Almost everything you do will have an impact on your organization. You should always be aware how your actions and decisions might affect it. Esprit de corps means team spirit — it is defined as the spirit of the organization or collective body (in French it literally means â€Å"spirit of the body†). It is the consciousness of the organization that allows the people within it to identify with and feel a part of.Is your workplace a place where people cannot wait to get away from; or is it a place that people enjoy spending a part of their lives? Allow your team to be part of the planning and problem solving process This helps with their development and allows you to coach them. Secondly, it motivates them — people who are part of the decision making process become the owners of it, thus it gives them a personal interest in seeing the plan succeed. Thirdly, communication is clearer as everyone has a better understanding of what role they must play as part of the team. Next, it creates an open trusting communication bond.They are no longer just the doers for the organization — they are now part of it! Finally, recognition and appreciation from a respected leader are powerful motivators. Look out for your team Although you do not have control over their personal lives, you must show concern for them. Things that seem of no importance to you might be extremely critical to them. You must be able to empathize with them. This is from the German word, einfuhling, which means â€Å"to feel with†, or the ability to perceive anot her person's view of the world as though that view were your own.The Sioux Indian Tribal Prayer reads, â€Å"Great Spirit, help us never to judge another until we have walked for two weeks in his moccasins. † Also note that empathy differs from sympathy in that sympathy connotes spontaneous emotion rather than a conscious, reasoned response. Sympathizing with others may be less useful to another person if we are limited by the strong feelings of the moment. Character and Traits in Leadership Building Excellence To be an effective leader, your followers must have trust in you and they need to be sold on your vision.Korn-Ferry International, an executive search company, performed a survey on what organizations want from their leaders. The respondents said they wanted people who were both ethical and who convey a strong vision of the future. In any organization, a leader's actions set the pace. This behavior wins trust, loyalty, and ensures the organization's continued vitality. One of the ways to build trust is to display a good sense of character composed of beliefs, values, skills, and traits (U. S. Army Handbook, 1973): Beliefs are what we hold dear to us and are rooted deeply within us.They could be assumptions or convictions that you hold true regarding people, concepts, or things. They could be the beliefs about life, death, religion, what is good, what is bad, what is human nature, etc. Values are attitudes about the worth of people, concepts, or things. For example, you might value a good car, home, friendship, personal comfort, or relatives. Values are important as they influence a person's behavior to weigh the importance of alternatives. For example, you might value friends more than privacy, while others might be the opposite.Skills are the knowledge and abilities that a person gains throughout life. The ability to learn a new skill varies with each individual. Some skills come almost naturally, while others come only by complete devotion to s tudy and practice. Traits are distinguishing qualities or characteristics of a person, while character is the sum total of these traits. There are hundreds of personality traits, far too many to be discussed here. Instead, we will focus on a few that are crucial for a leader. The more of these you display as a leader, the more your followers will believe and trust in you. Traits of a Good LeaderCompiled by the Santa Clara University and the Tom Peters Group: Honest — Display sincerity, integrity, and candor in all your actions. Deceptive behavior will not inspire trust. Competent — Base your actions on reason and moral principles. Do not make decisions based on childlike emotional desires or feelings. Forward-looking — Set goals and have a vision of the future. The vision must be owned throughout the organization. Effective leaders envision what they want and how to get it. They habitually pick priorities stemming from their basic values. Inspiring — Disp lay confidence in all that you do.By showing endurance in mental, physical, and spiritual stamina, you will inspire others to reach for new heights. Take charge when necessary. Intelligent — Read, study, and seek challenging assignments. Fair-minded — Show fair treatment to all people. Prejudice is the enemy of justice. Display empathy by being sensitive to the feelings, values, interests, and well-being of others. Broad-minded — Seek out diversity. Courageous — Have the perseverance to accomplish a goal, regardless of the seemingly insurmountable obstacles. Display a confident calmness when under stress.Straightforward — Use sound judgment to make a good decisions at the right time. Imaginative — Make timely and appropriate changes in your thinking, plans, and methods. Show creativity by thinking of new and better goals, ideas, and solutions to problems. Be innovative! Attributes Attributes establish what leaders are, and every leader needs at least three of them (U. S. Army Handbook, 1973): Standard Bearers establish the ethical framework within an organization. This demands a commitment to live and defend the climate and culture that you want to permeate your organization.What you set as an example will soon become the rule as unlike knowledge, ethical behavior is learned more by observing than by listening. And in fast moving situations, examples become certainty. Being a standard bearer creates trust and openness in your employees, who in turn, fulfill your visions. Developers help others learn through teaching, training, and coaching. This creates an exciting place to work and learn. Never miss an opportunity to teach or learn something new yourself. Coaching suggests someone who cares enough to get involved by encouraging and developing others who are less experienced.Employees who work for developers know that they can take risks, learn by making mistakes, and winning in the end. Integrators orchestrate the man y activities that take place throughout an organization by providing a view of the future and the ability to obtain it. Success can only be achieved when there is a unity of effort. Integrators have a sixth sense about where problems will occur and make their presence felt during critical times. They know that their employees do their best when they are left to work within a vision-based framework.

Abandoned Senior Citizens

Are Americans prepared for the increasing numbers of elderly population? In the next century the oldest of old will be the fastest growing population in the nation. According to The AGS Foundation for Health and Aging (2005), the size and character of the elderly in the United States is rapidly changing. Since the 1900 most of the US population was under the age of 65, but this drastically changed over the course of the century. In fact, the senior citizen population grew from 3. 1 million to 33. 2 million from 1900 to 1994. Furthermore, by the year 2030, â€Å"one out of every five Americans will be a senior citizen. † Our society must prepare to handle the increasing number of elderly that are abandoned by family or have no family to care for them. As a result, the elderly are those who stand to suffer the most due to the lack of proper care. Longer life spans and infertility is creating a serious unbalance in ages. Moreover, with the continual growing numbers of the age group 65 and above, Americans may not be ready to handle the burden that will come with supporting the elderly. Senior Citizen Population is on Brink of Explosion in World and in United States. This shift in the age structure of the world’s population poses challenges to society, families, businesses, health care providers and policymakers to meet the needs of aging individuals† according to the Census Bureau, (2009, Para. 6). To further illustrate the major impact Americans will experience due to the over growing e lderly population, the Division of the U. S. Census Bureau published middle- series projections that gives a good demonstration of growth percentages from 1990 to 2050 by race. Figure 1. 0. Statistics of The Elderly Population Projections of the United States, by Age, Sex, Race, and Hispanic Origin The worst is yet to come for the elderly frail as an unbalanced society cannot or will not provide a helping hand. â€Å"In fact, while children are projected to still outnumber the older population worldwide in 2050, the under 15 population in the United States is expected to fall below the older population by that date, increasing from 62 million today to 85 million. † Census Bureau, (2009, par a. ). These shocking numbers should be a wakeup call to our society to prepare for the impact on the financial strain the elderly will poses to their families. Consequently, children or families of the elderly will carry the burdens of making difficult decisions to help or to turn the other cheek and walk away. Moreover it will be the elderly who will suffer the most from being abandoned and forgotten in the care of hospitals, nursing homes, halfway homes, or hosp ices for someone else to worry about. The sad and unfortunate reality of what lurks beneath the decisions to leave frail and aging parents with others is the desire to be free or rid of the responsibility of caring for one’s elderly parents themselves. In time, the once young and viral independent adult who were able to contribute to society, have withering bodies that become sick, disabled, or suffer from decease and are considered too old and too much trouble to deal with. When the elderly are left alone; they experience health risks, mental instability, social isolation, loneliness, and depression (Saul, 1983). Truly one cannot image something worse than watching an elderly person’s mind slowly deteriorate due to lack of stimulation, emotional support, or love a lonely elderly craves. Typically, dementia or loss of memory sets in to the point that an elderly person cannot remember what happened from one day to the next. Eventually, the despondent elderly becomes sicker, or worse disabled from a fall or a non- curable decease like Parkinson’s or Alzheimer’s, which leads to helplessness, disorientation, bitterness, and anger because they cannot remember or help themselves. In truth, it can be a rude awakening witnessing one’s parent turn into a different person in what seems like overnight. The wonderful vivacious spirit that one loved about a parent or family member has become this empty shell of a person. Indeed the experience spoken of comes from one who has become the parent of a parent diagnosed with Parkinson’s two years ago, and who knows that any illness or disability can be could be seriously reduced with the proper medical attention, nutrients, and most of all the nurturing love an elderly person earns for. Mind blowing, yet all too true are the statistics piling up in hospitals that have no family to pick them up; or left alone in nursing homes hoping for family to come for them, or worse left alone in their homes with no one to turn to (Pek Yee, 2009). Specifically one such story happened to a friend’s brother in law who lost his mother to a horrible and tragic death when his father died three years ago. Shortly after his father’s death his mother became distraught and depressed and started visiting him and his family frequently because he lived the closest to her apart from his sisters, so he wanted to help his mother through the pain of her loss. During her visits it seemed his mother was pulling through her depression, but she often had heavy bouts of deep sadness accompanied by anger and hostility. In truth the son and his family experienced mental abused by the mothers enraged hostility; however, his family managed to suppress the desire to lash back at her because they knew she did not live with them permanently. Eventually, the mother became more despondent and asked her son if she could live with him, so she did not have to live by herself anymore. Although; she did have two other daughters, they both lived in another city and never made an effort to see her or have her come visit them. In spite of the mother’s sadness, the son denied his mother from living with him mainly because he believed her negativity would be too hard to live with. Since, she was in good health her son did not see a reason for her to move in with him because this would add more responsibility for him and definitely create tension for his family. As a result of the denial, the mother felt rejected, sorrowful, and heartbroken and became detached from everyone and began wondering off from time to time without letting anyone know where she would go. Finally; one day his mother called and said she was going away for a while but again without word of where she planned on going. Sadly and one week later was found face down in a creek dead about 10 miles from her home with only her purse in hand. The authorities who found her said she had been dead for four days and ruled her death a suicide. In short, they said she probably wondered off in distress and decided to take her life rather than be alone and without someone to care for her. Unfortunately, the son will have to live with knowing he rejected her and the possibility that he caused her to take her life, which can be terrible weight to carry for the rest of one’s life! It stands to reason that children will experience the pain and guilt of knowing either they help their aging parents or resort to disassociation. In fact, the brutal reality is that children are becoming the parents as their aging parents are vastly becoming the children to support. Indeed the experience of having time and money stripped away from the children who care for their aging parents, along with baring the extra responsibilities of caring for them, all take a toll on a family’s emotional and physical health. At first, one wants to believe that once their elderly parent is placed safely in a nursing home the responsibility of caring for their parent is lifted form them and shifted over to the care workers, but in reality this is not true at all. To begin with, the parents finances need to be take care of; regular visits to the doctor, supplies like clothes and hygiene products, and most importantly regular checks with the nursing home to make sure the parent or family member is not mistreated. Of course, nursing homes will feed them three meals a day, bath them, administer their medicine routinely, and take care of the everyday task of making sure they do not hurt themselves. However, if a medical emergency should arise and a family member is not there to help, the nursing home just ships the elderly family member off to the emergency room, for someone more equipped can help them, which can be a horrifying experience if the elderly person is left to go through the experience alone. Typically if an elderly person does not have a family member to pick him or her up at the hospital after they are discharged, the hospital’s social worker will be assigned to place them in State facility or arrange to dropped him or her off at his or her home, even if the elderly person is not equipped to take care of him or herself. It is no wonder that elderly living alone have higher risks of increasing functional disability and much broader clinical detections of social loneliness and depression (Shu-Chuan, 2004). Thus, both the elderly and their families suffer in some form or another. Once upon a time aging gracefully was respected and adorned, but today aging has become a frightening look at the future and a sad end to one’s youth. Why is becoming old such a scary place to go for so many, perhaps because the awareness people have that they too could end up sick, alone, and abandoned. A prime example of why people are so afraid would be how our nation’s nursing homes have become a dumping ground for the elderly. One only needs to venture into a States nursing facility to witness what elderly are experiencing. Underneath all the hype that the elderly are well taken care and respected, lays the ugly truth of decreased standards of living conditions. To begin with, elderly are left in their soiled underwear for hours at a time, or sometimes left lying in their beds all day long without food or drink. If an elderly person is sick and incapable of doing for him or herself, or a family member does not take the time or appropriate measures to stand up for the parent or family member staying in nursing home, terrible things can happen. Moreover, health care providers are increasingly becoming more abusive, neglectful and defiant, which is aiding in destroying the health and the very fabric of our elderly generation. Regretfully the aging frail have no other choice but to submit their selves to whatever care they can receive leaving them helplessly in the hands of retirement or nursing workers who do not care about them. As time progresses more senior citizens are feeling the aches and pains of growing older and abandonment, but this does not seem to matter because he or she continues to wait patiently and hope someone will come visit or care for them [pic] Figure 2. 0. An Alone and Hopeful Elderly Women Patiently Waits for Someone to Visit Her. Someone needs to care for and help the elderly, despite the implied burdens. In the forefront of people’s mind that have had to give up or change their lives to accommodate the aging parent or family member, there lies a desire to help in some way. However, if the surface were pulled back underneath would lay admissions of oppressions of too much to bear. Thus, the uglier side of the naked truth is revealed, which is less and less the children of the elderly refuse to take on the responsibility that comes with caring for the elderly. Out of sight, out of mind is all too often the guiltless fall back for families unwilling to help. Surely, someone needs to care for and help the elderly, despite the implied burdens. Helping the elderly might be burdensome, but life is life regardless of age. Of course, helping the elderly is a heavy burden to some but life is life, regardless of age. With this in mind, it stands to reason that our nation needs to wise up and instill the proper support structure to our badly needed aging society to create balance. So that families need not look at growing old as a scary road to venture down; or aging as a strain or burden, but rather as a gift to be grateful for.

Incarceration as the common solution to the rise in crimes Essay

In today’s society incarceration in a correctional facility is a common punishment for those who have committed a crime. Earlier responses to crimes were brutal and often tried to relate the punishment to the crime itself. Prisons are not as old as some may think and be established because of displeasure from extensive use of brutal corporal and capital punishment. The Pennsylvania and Auburn systems were two of the earliest modern prison systems that highlighted the opportunity for prisoners to reform. Prison labor can play an important role in a countries economy and overtime can cut many costs. The history of punishment can be described in one word, brutal. Early forms of punishment included torture, beatings, branding, mutilation, and death (Seiter, 2011). Most misdemeanor crimes were punished with fines but more serious offenses were punished with public shame, a period of time in the stocks, or a mark on an individual’s body to identify the offense (Lynch, 2011). Early forms of punishment attempted to relate the punishment to the crime such as liars had their tongues ripped out and thieves had a finger or hand cut off (Seiter, 2011). Some forms of punishment were not directly harmful such as exile from a community or tribe. This would ensure the individual does not repeat the offense but could also cause death because the individual could not survive in the wilderness alone (Seiter, 2011). In England, deportation was a common form of punishment and they would send their prisoners or criminal to their colonies. Prisons are not as old as some may believe. Many people were not satisfied with the response to criminal behavior and found the criminal codes were inhumane. They found judges did not want to impose more severe punishments for fairly minor offenses. William Penn and the Quakers came up with a new criminal code to replace the old one that would abolish capital punishment for crimes other than homicide, provide free food and shelter to inmates, and replace the stocks with houses of detention (Seiter, 2011). This code was later repealed until the late 1700’s when Dr. Benjamin Rush revived the Quaker code and established the first prison in the United States. Rush converted a wing of the Walnut Street jail to house offenders as an alternative to corporal punishment (Seiter, 2011). This early prison stressed hard work and repenting for their offenses. The inmates were kept in individual cells and could not speak so they could avoid moral contamination among the other prisoners (Sei ter, 2011). Administrators would put masks on inmate’s faces when being moved because they did not want other inmates to identify each other. Prisoners were also given work to do in their cells and encouraged to read the bible. Overall the prison enforced strict discipline, hard labor, and solidarity. The Pennsylvania system incorporated the Walnut street jails ideas and operations and encouraged solitary confinement, hard labor, and silence for the inmates. The Pennsylvania system was intended to have prisoners separate from each other even when they were working so inmates would not be distracted and focused on their repentance. The Auburn prison system was first implemented in 1819 at the New York state prison in Auburn. It incorporates the Quaker principles of reformation and considered a less pure model than the Pennsylvania system (Barnes, 1921). The Auburn system incorporated different methods such as inmates together side by side while working, eating and praying but they returned to solitary cells at night. The Auburn system introduced a tier system of different levels of cells built above one another. They housed inmates according to their offenses such as first time and repeat offenders (Barnes, 1921). Inmates wore uniforms of different colors which represented the clas sification of their crimes. Prison labor can be an important part of a countries economy and it can help reduce the cost of keeping inmates in prison. In the past, prison labor has been used as a punishment for those who are incarcerated and is meant to be physically draining. Recently, prison labor has adjusted to help save the cost of housing inmates. By making the inmates work in the prison it cuts the costs because the prison does not have to hire people to do the jobs such as cooking, cleaning, and manual labor. Over the past twenty years, state has passed laws allowing the use of convict labor for commercial enterprises (Whyte & Baker, 2000). Prisoners now are allowed to manufacture many things ranging from blue jeans to auto parts. AT&T has even used prison labor for telemarketing services and in Oregon, prisoners do all the data entry and record keeping for the Secretary of States corporate division (Whyte & Baker, 2000). In today’s society incarceration is a common form of punishment for those who have committed a crime but that has not always been the case. Those who have committed a crime were often beaten, branded, mutilated or even put to death. Prisons are not as old as many may believe and come about because people did not believe in the corporal and capital punishments placed upon people. The Pennsylvania and Auburn systems both incorporated similar aspects but have many distinct features separating them such as their view on isolation. Prison labor has changed over the years and it can help cut costs.    References    Barnes, H. E. (1921). The Historical Origin of the Prison System in America. Journal of the American Institute of Criminal Law and Criminology, 12(1), 35-60. Retrieved May 8, 2015, from http://www.jstor.org/stable/10.2307/1133652?ref=no-x-route:ed4b290f20ea7490acdfc081b09cdbd2    Lynch, J. (2011). History.org: The Colonial Williamsburg Foundation’s Official History and Citizenship Website. Retrieved from http://www.history.org/Foundation/journal/Summer11/prison.cfm    Seiter, R. P. (2011). Corrections: An introduction. Upper Saddle River, NJ: Pearson Education.    Whyte, A., & Baker, J. (2000, May 8). World Socialist Web Site. Retrieved from https://www.wsws.org/en/articles/2000/05/pris-m08.html

Academic Success Factors: Distance Education versus Traditional

Academic settings of distance education courses are distinct from traditional college settings due to its high-tech delivery and facilitating needs of its students. The success rates of each learning arena varies by tempering degrees; distance education students must rely on self-discipline and excellent time management skills while traditional students can use their classes for corresponding reasons. Developing skills for success in distance education and traditional learning environments are up to the students’ abilities to focus on their course work. In turn, the use of college text material, technology, and self-management is essential in varying degrees between each student. Distance and traditional students are required to read course textbooks because textbooks bridge the gap between the learner and the learning experience (Cavanaugh, 2005, p.1). Books remain the number one resource for all students because students must engage in in-depth discussions to sort through materials (Adventist Distance Education Consortium, 2002, p. 4). Implementing technology support such as visual or audio delivery increases distance education learners’ experience (Cavanaugh, 2005, p.1). At the same time, traditional students are experiencing a change in course delivery as well. For example, traditional universities offer online supplement materials for their students- quizzes, email, and video tutorials (ADEC, 2002, p.8). These additions require students to use self-motivation as their learning tools, but this is not the same as distance education learners. Distance learners are responsible for persistence and greater self-discipline because they are not required to physically walk or â€Å"go† to class (Cavanaugh, 2006, p.2). This allotted time is used for other demands such as work, family, or study time. Distance learners are in a state of freedom with boundaries that enable them to learn on their own. Traditional learners are placed in their learning environment that may trigger their motivation to learn, but distance learners must use their resources since their learning environment consists of technology (ADEC, 2002, p.8). Class participation rates are higher in distance education courses because the students have more time to develop well-rounded arguments for instructor’s assignments (Cavanaugh, 2005 p.3). On the other hand, traditional students are required to answer in-class questions at that moment – this triggers some self-consciousness among students (ADEC, 2002, p.8). Distance learners have an advantage over traditional students because of this, but they must seize the opportunity to gather information and articulate in with use of technology (Cavanaugh, 2005, p.3). Traditional students’ ability to physically present their work allows instructors to notice their student’s development over the course. Instructors of distance learners must gather hard data due to the non-facing circumstances. By this, student’s assessments and growth is found through their work (Cavanaugh, 2005, p.4). In conclusion, the success of distance and traditional learners is ultimately the student’s responsibility. Both learners must seize opportunities presented by their facilities to adapt their skills to the situation for greater understanding of their material (Cavanaugh, 2005, p.4).    This is very important that facilities have the appropriate resources available for both students. The distance learner and traditional learner utilize the information given to them; e.g. delivery methods are very important in offering the student adequate support in their academic endeavors (Cavanaugh, 2005, p.4). As stated before, distance education students must use optimal self-management skills for successful results while traditional students must focus attend courses physically for their success. Reference Cites Adventist Distance Education Consortium. (2002) Distance Education Success Guide. Retrieved September 16, 2006 Cavanaugh, C. (2005). Distance Education Success Factors (pp. 1-4). USA: University of North Florida.         

Overview of Perry Street Restaurant Found in New York Essay

Overview of Perry Street Restaurant Found in New York - Essay Example The paper will give the restaurants URLs date and time of our reservation, people we will be dining with, our dining experience expectation and other pertinent information about Perry Street restaurants. Going through different reviews, I could only find a few negatives and so many positives. Additionally, the restaurant was crowded even though their prices were a bit higher than expected. This is usually an indication of quality services and or good food. Most Jean Georges establishment has a reputation for quality service and good food. This made me feel that Perry Street would not disappoint. Also, the ambience and atmosphere at Perry Street were more than I expected; even though the restaurant was crowded, you could see that the place was neat and well arranged. This usually signals a good restaurant. The servers at the restaurant knew what was in their menu, they were not mealy doing recitals about the food they are serving. Also, the servers were formally dressed and clean, a clear indication that the restaurant cared about how its people looked like. These factors and others made me decide on Perry Street. Perry Street is located in the Richard Meir Towers on 176 Perry Street New York. It is a fairly new restaurant and was opened in 2005. Their URLs are www.perrystreetrestaurant.com and www.jean-georges.com. The websites employ an easy to use, fun, clear and informative interface. Perry Street is a bit casual dining restaurant with a mix of fine dining. Its head chef is Jean Georges Vongerichten and the restaurant belongs to the Jean Georges establishments. Jean Georges establishments are three and four-star restaurants of savvy restaurateur and businessman Jean Georges Vongerichten.