Children Across the World lack the Proper Medical Care and Certain Essay

Children Across the World lack the Proper Medical Care and Certain needs - Essay Example It also plays a vital role in intellectual development and immunity. And yet the growing number of orphans on orphanages every year can no longer sustain the supply. As a result, orphan children often get nutrition below the recommended nutritional intake making them at higher risk for and suffer greatly from malnutrition. In a study made by the international research journals (2011) to assess the physical health status of children in an orphanage, it has been found out that almost all orphans are suffering from medical conditions such as skin diseases, pediculosis, dental carries, rickets, lead poisoning, anemia, syphilis, tuberculosis, hepatitis B and C infection, HIV infection, intestinal parasitic infections, scabies, impetigo, malnutrition and failure to thrive, psychosocial short stature, developmental delay, iodine deficiency, hypothyroidism, and incomplete immunizations (Orphan Doctor, 2007). The health problems of children living in orphanages are complex and clearly related to the subsistence living conditions in institutions. Malnutrition can result from poor quality and insufficient quantities of food. Infant formulas are not always available, and if so are diluted in proportions to suffice the number of children. Spoon feeding of solids is uncommon due to lack of staffing and children do not learn to appropriately chew and handle foods. Bottle propping is a common way of feeding infants due to lack of staff to attend individually but it can lead to interrupted feeds if the bottle falls away from the childs mouth, also to choking and aspiration pneumonia if the nipple hole is too large and the bottle is propped too suddenly. Is it not a saddening truth that these children have already lost their enough and the least that the society can do for them is to give them what responsible parents would have done for their children. Most orphanages lack funding but its improvement does not rely in it alone.

Leadership and Management Essay Example for Free

Leadership and Management Essay The implementation of the care of the dying policy at the writer’s area of practice involved the process of change. This involved the use of both leadership and management theories which are essential to increased effectiveness as supported by Moiden (2002). The change was a political one due to the government initiatives to improve end of life care (Department of Health 2008). Antrobus (2003) states that political leaders aim to deliver improved health care outcomes for patients. The essay will critically analyze both leadership and management theories from the top of the organization to the bottom. These theories were used to implement this change to enhance quality care in this clinical area. The essay will also critically analyze and evaluate the nurses’ self management skills in fulfilling their role as clinical managers within interdisciplinary and the changing context of the healthcare. Similarly, the essay will discuss the implications upon quality assurance and resource allocation for service delivery within the health care sector. These will be related to current government strategies. The effects of government strategies in involving the user and carer or significant others in decision making process within current clinical and legal frameworks (Department of Health 2000b) will also be debated. Similar debate will also be on the nurses’ involvement in policy making (Antrobus 2003). Further discussion on government strategies will be discussed on the introduction of clinical governance and essence of care. Braine (2006) states that the purpose of implementing change is to improve effectiveness and quality. The whole process of change was based on the introduction of the care of the dying booklet which meant that all healthcare professional documented their notes in the same booklet. The change took place in a large hospital to implement a new policy which was politically driven by the government to improve quality of care. Like most hospital organizations, the hospital traditionally uses a bureaucratic management approach (Marquis and Huston 2006) reinforced with authoritarian leadership to facilitate efficiency and cost effective care. This is done through planning, coordination, control of services, putting appropriate structures and systems in place and monitoring progress towards performance activities (Finkelman 2006 and Faugier and Woolnough 2002). According to Marquis and Huston (2006) bureaucracy was introduced after Max Weber’s work to legalize and make rules and regulations for personnel to increase efficiency. The ward manager as a change agent had to design and plan the process of change. Designing change involved understanding the purpose of change and gathering data as supported by Glower (2002). Planning included identifying driving forces and ways to reduce restraining forces (Glower 2002). Unlike the top management who used bureaucratic management theory, the ward manager applied the human relations management theory (Marquis and Huston 2006) at ward level. This management theory is designed to motivate employees to achieve excellence. The human relations theory was introduced in attempt to correct what was believed to be the shortcoming of bureaucratic theory which failed to include the human aspects (Marquis and Huston 2006). Often referred to as motivational theory, Lezon (2002) agrees that this theory views the employee in a different way and helps to understand people better compared to the autocratic management theories of the past. It is based on theory Y of Douglas McGregor’s (1960) X and Y theories cited in (Lezon 2002). Theory Y assumes that people want to work, are responsible and self motivated, they want to succeed and they understand their position in the organization. Perhaps the appropriateness of this theory can be linked to the implementation of clinical governance which emphasizes that it is the responsibility of health care professionals to ensure effectiveness, high standards and quality (Braine 2006). This puts health care professionals in a responsible position and motivates them to provide high quality care. This explains why theory Y was used as opposed to theory X which according to Lezon (2002) assumes that people are lazy, unmotivated and require discipline. According to the human relations theory, there are some positive management actions that lead to employee motivation thus improving performance (Marquis and Huston 2000). Some of these actions used by the change agent were empowering and allowing employees to make independent decisions as they could handle, training and developing, increasing freedom, sharing big picture objectives, treating employees as if work is natural and other ways of motivating staff as supported by Marquis and Huston (2006 and Lezon 2002). The use of human relations theory in the implementation of this policy is well justified in contrast to other management theories. For example, theory X presumes that people must be coerced, controlled, directed and threatened with punishment (Lezon 2002). This theory adds that an average person has inherent dislike of work and prefers to avoid responsibility (Marquis and Huston 2006). In other words, theory X prefers autocratic style while theory Y prefers participative style. Managers using theory y seek to enhance the employee’s capacity to exercise high levels of imagination, ingenuity and creativity solving organizational problems. With the human relations theory, members feel special and involved rather than being controlled by threats and sanctions from the change agent (Dowding and Barr 2002). The team of health care professionals was aiming to achieve the same goal. This goal was to provide high quality care to patients approaching end of life. This involved a lot of organizational psychology and motivation to facilitate effective teamwork. Among the factors that facilitate effective teamwork, leadership is the most significant as stated by Clegg (2000). Toofany (2005) supports that leadership is on government’s modernization agenda for the National Health Service and is an influencing factor. Therefore, the change agent needed equally effective leadership style. To facilitate this, she applied the transformational leadership style. Markhan (1998) cited in Clegg (2000) defines transformational leadership style as a collaborative, consultative and consensus seeking. These are the same characteristics of the leadership style used by the change agent. Contrary to this leadership style is the transactional leadership style which is based on power of organizational position and authority to reward and punish performance (Moiden 2002). Based on Rosner (1990)’s research, Clegg (2000) states that gender affects leadership style and women prefer transformational style. Perhaps this explains why the change agent chose this style for this particular change. As in any form of change process, resistance, which falls under the unfreezing stage of Lewin’s (1951) cited in Murphy (2006) change theory is one of the common obstacles that needed to be dealt with (Curtis and White 2002). By inspiring a shared vision within the team (McGuire and Kennerly 2006) the change agent managed to increase driving forces and reduce resisting forces at the same time. Clegg (2000) values vision as a very important ingredient of transformational leadership, adding that it should be engaging and inspiring. Transformational leadership was first put forward by James Burns (1978) cited in Marquis and Huston (2006). According to him, a relationship of mutual stimulation and elevation converts followers into leaders, a fact shared by Murphy (2005). If a leader can stimulate followers, he or she can engage followers into a problem solving attitude (McGuire and Kennerly 2006). In addition, people engage together in a way that allows leaders and followers to raise each other to higher levels of motivation and morality (Marquis and Huston 2006). This approach emphasizes on the leader’s ability to motivate, coach and empower the followers rather than control their behaviors (McGuire and Kennerly 2006). Moiden (2002) states that this style is widely used in all types of organizations in dealing with change. Frequently, it is contrasted with transactional leadership which is a traditional way in which followers’ commitment is gained on the basis of exchange of reward, pay and security in return of reliable work (Mullins 2002). However McGuire and Kennerly (2006) state that if transactional leadership is predominantly used, followers are likely to place limits to organizational commitment and behave in a way only aimed at contract requirements. Despite the differences in various leadership styles, most researchers conclude that there is no one leadership style that is right for all circumstances (Reynolds and Rogers 2003). Fidler (1967) cited in Moiden (2002) agrees that a single leadership style is rarely practiced. Therefore situational theories were introduced in order to deal with various situations. Perhaps this is why the leader used the situational approach to leadership in order to meet the demands of different situations, an idea also shared by Marquis and Huston (2000). Reynolds and Rogers (2003) suggest that the effectiveness of day to day activities depends on balancing between the task at hand and human relations to meet everyone’s needs. Different competence levels, motivation levels and commitment levels of staff on this clinical area justify why a situational approach was used in conjunction with transformational leadership style. Reynolds and Rogers (2003) support that situations like this require the leader to adapt their style. However, they warn that it is important to know when to lead from the front, when to empower and when to let go. This situational approach enabled the leader to work on followers’ strength and weaknesses. Moreover, Reynolds and Rogers (2003) warn that it is not always easy to find leadership styles that suite the needs of every situation and not everything falls into place from the beginning. Marquis and Huston (2000) criticize that situational theory concentrate too much on situation and focus less on interpersonal factors. Support was given to followers according their needs. Supportive behavior, as supported by Reynolds and Rogers (2003) helps people to feel comfortable in their situations. This was facilitated by the use of a two way communication system which involved listening, praising, asking for help and problem solving. Consequently, as performance improved, the leader’s supportive behavior shifted to delegation. Delegation was mostly directed to staff with high competences, commitments and motivation. Reynolds and Rogers (2003) support that the style of leadership alters as performance improves from directing to coaching to supporting to delegation. Basing on research studies, Reynolds and Rogers (2003) warns that using different approaches to different staff can practically difficult in terms of developing the whole group as well as maintaining fairness. This further exposes the limitations of situational approach. Nevertheless, it is equally important to assess followers’ capabilities and developmental needs so this explains the relevance of situational approach to this clinical area. The delegation was directed to some members of the team while others still wanted to be directed. In addition, this was because of the leader’s trust in people, working to their strength and sharing the vision as supported by Kane-Urrabazo (2006). Delegation is defined as transferring responsibility of an activity to another individual and still remain accountable (Sullivan and Decker 2005). Davidson et al (1999) caution that critical thinking and sound decision making must be applied before delegating because it increases rather than decrease nurses’ responsibility. They clarify that to ensure safe outcome, delegation must be the right task, right circumstances, right person, right instructions and right supervision. Pearce (2006) shares the same thoughts and adds that you must be clear about what you delegate, inform other members, monitor performance, give feedback and evaluate the experience while remembering that you remain accountable. However, Kane-Urrabazo (2006) and Taylor (2007) argue that delegation is another way of empowering the subordinates. However, like every team going through the process of change, problems arose and were solved as they came. Apart from dealing with problems like resistance and lack of resources, there was an even bigger problem of interdisciplinary working for both the change agent and the subordinates. Although this policy was predominantly nurse orientated, it needed authorization by a doctor in order for a patient to be commenced on care of the dying pathway. Whether inside or outside health care, interdisciplinary working was introduced with the same concerns of improving quality (Hewison 2004). Interdisciplinary working has been emphasized by a number of government initiatives (Martin 2006b), more recently the NHS Plan (Department of Health 2000a). To ensure the demand for interdisciplinary working is met, there has been a lot of emphasis on professional education and training. Effective interdisciplinary working is meant to facilitate delivery of quality services and is fundamental to success of clinical governance (Braine 2006). However, Hewison (2004) argues that there is little evidence to support the effectiveness of interdisciplinary working. There is also insufficient evidence to support that collaboration improves quality of care given to patients (Hewison 2004). Nevertheless, if interdisciplinary working is to be achieved it is important to appreciate the potential barriers to this type of working. In this particular organization there were some barriers that impeded interdisciplinary working. These barriers needed problem solving skills from both the change agent and the nurses. In many cases there were some disagreements between nurses and doctors as to when to commence the care of the dying pathway for a patient. Although the policy was self explanatory in terms of when to commence it, doctors were often reluctant to authorize it. Hewison (2004) states that occupational status, occupational knowledge, fear and distrust of other occupational groups are some of the barriers to effective interdisciplinary working. Additionally, different backgrounds, training, remuneration, culture and language can contribute to professional barriers, mistrust, misunderstanding and disagreements (Hewison 2004). To solve this problem the change agent and senior members of the medical team held regular meetings to discuss problems like this. This way of problem solving is well recommended by Hewison (2004) who explains that if interdisciplinary working is to be successful, structures and procedures should be in place to support it. This is a way in which organization reflects emphasis on teams rather than individual professional groups. Hewison (2004) adds that if this is reinforced with communication between managers and other professional groups, it is likely to be successful. Perhaps in future interdisciplinary learning may be necessary to overcome some of the barriers to interdisciplinary working. Despite lack of evidence for its effectiveness, interdisciplinary learning has been identified as a government priority (Hewison 2004). Therefore study programmes for health care professionals are important to facilitate this approach to learning.

Charles Dickens Narrative Styles

Charles Dickens Narrative Styles As the voice of a fictional and, sometimes, nonfictional literary work, the narrator is often the central feature in literary works and is given a number of responsibilities. Depending on how the narrator is attached to the particular story or book, these roles include helping to lend a voice to the authors thoughts as well as frame the story and ensure focus, deliver the plot, and provide perspective. Narration can be delivered by either indirect discourse or omniscient narration based on the authors intent, providing a range of techniques that add credibility to the story or lead the reader to question or distrust the narrator, depending on the characterisation, language, and plot line that is being utilised. The narrator can be the main character but they can also be a minor character, a combination of characters, or even serve an omniscient role as a storyteller who is not part of the story. On a simple and straightforward level, both books utilise the narrator as a way of reminding the reader about the plot, framing the story and focusing the action due to their serialised nature. In this way, both narrators explain gaps in time and action, speaking to the reader and helping elicit their thoughts of what had previously happened. Both serve as directors in terms of guiding the reader through the story and uncovering what they want to be seen or what they want the reader to ponder in terms of the intention of meaning whilst still being able to establish boundaries around what is to be inferred from reading the narrative (Brooks, 503). On a deeper level further explored within this paper, both narrators represent the overriding theme of Victorian literature that Dickens has made famous in terms of the weak supporting the strong as well as the poor satiating the wealthy (Bloom, 155). In this way, the narrator also serves as a device to hold up and guide the reader through t he construction of the story but also a construction of the human self. As the narrator of Great Expectations, Pip takes on a number of roles as he moves from a young child to mature man, providing a humanistic touch to Dickenss often bleak and despairing tales. The reader can then relate to in these terms of following his expectations and doubts about how he will fare in life as well as ascertaining his sense of values set against those of society by reflecting on what he is learning about himself. Overall, as a narrator, it is Pip who serves to connect the concepts of character and event within the plot, linking these together in a manner that helps the reader stay meaningfully connected to the story (Gissing, 95). In this way, Dickens uses Pip as a way of making a commentary about society, morality, and class struggles with an overriding narrative that experiences greed, wealth, and power whilst trying to remain hardworking, ethical, and caring. Instead of making the commentary directly, Dickens establishes the narrator as a way of disassociating hims elf as the author in the readers mind from the story so that Pip becomes the translator for what Dickens is trying to communicate to the reader (Miller, 249). What sets the narrative apart in Great Expectations is the complex form in terms of Mr. Pirrip, the grown Pip, reflecting on his life as a poor boy and doing so from the perspective of a mature and somewhat successful businessperson. He seems to tell the story in a calm and reflective tone that does not appear to be angry with his childhood despite having expectations in youth that went unfulfilled. Even in retelling situations that were rather traumatic and cruel, Pip remains detached. This illustrates how Dickens uses this tone to build sympathy and create a distinction between the bad society and the good nature of some human beings. He provides a matter-of-fact tone to what could be considered a serious commentary on society of the day. This can be seen as he states, I tell this lightly, but it was no light thing for me (Dickens, 235). This sense of detachment and isolation from previous events illustrates how a narrator can be positioned in a way that shows how all human relationships are not logical and rational in terms of communication, interaction, and level of meaning but that life is a much more complex and illusive set of actions and mindsets (Vande Kieft, 325). There are also times where the limitation of what the narrator chooses to relay or how it is being relayed will greatly impact on the readers reaction to what the narrator has to say, thereby influencing the reader to potentially draw certain conclusions. This can especially be the case for Pip as Dickens tries to use the narration to explain the movement from self-awareness to self-acceptance that expectations are often replaced by doubt when society has the power and cruelty to control ones existence (Dessner, 436). Throughout all of his novels, including Hard Times and Great Expectations, Dickens makes it clear that he would like to remain detach ed from the story and the narrator he has created, somewhat inferring his own distrust of the narrator but acknowledgement that the device helps him achieve his intent as a writer (Daldry, 99). The fact that he seems to change from making assumptions about his childhood to a defensive tone that illustrates confidence in his memory and his feelings positions Pip as a more trustworthy narrator in terms of making him more human and akin to the reader (Daldry 1987,141). Yet, even the desire to trust Pips perspective is taken off-balance when the reader discovers later on in the story that they have been intentionally deceived about certain episodes. In this way, Dickens is able to put the reader in the same frame of mind as the innocent and naÃÆ' ¯ve Pip who, as a child, had considered certain people trustworthy only to find that he had been deceived. In this way, the narrative becomes a reflective device that Dickens uses to make the reader feel what he is trying to explain about society and the lack of morality and integrity in the world. This is also carried out through Pips sense of that helplessness over his situation based on how overwhelmed the other characters make h im feel. This adds to the mood and emotion of the novel which is emitted through Pip and to the reader (Woloch, 178). This sense of being overwhelmed may lead Pip to be somewhat unreliable as the other characters dominate him and tend to shape his self and the readers sense of his personality and character (Woloch, 178). The continued focus of Dickens on the concept of how personality forms (Morgentaler, 1) is also explored through the narrative techniques of Hard Times. Like Pip, the anonymous narrator in Hard Times is also used as a device to help the reader feel a sense of isolation of self set against a harsh society (Miller, 251) as well as express an individuals sense of self in relation to society and in relation to other individuals (Miller 1958, 225). There is a similar realisation with this narrator in terms of explaining what he had perceived as reality that, upon further existence and exploration, was not correct nor was it logical, leading him to re-examine himself and his life (Dickens, 29). Using this technique in both books is also a way for Dickens to lend a deeper perspective for the reader in terms of providing what may seem like a confusion or fragmentation of views by the two narrators (Shires, 18). This fragmentation can be seen in how Pip and the anonymous narrator tend to change their minds about various actions or situations that they are relating as well as becoming more emotional at times whilst other situations are explained calmly and rationally, sending the reader through a kaleidoscope of perspectives about various events in the book. In this way, Victorian literature utilised the narrator as a device for moving away from Realist literature that was focused on reconciliation and wholeness. Instead, books by Dickens and others during the time pushed the boundaries of what the reader could handle by providing a narrator who could guide and frame the readers journey through which perspectives were tested, altered, or replaced by another (Shires, 18). This open sense of the world and society provides an omniscient sense to the narration within Great Expectations, which one critic described as a first-person narrator trapped within third person narrative world (Woloch, 178). In understanding the differences in narrative technique, first person narrative makes a qualitative distinction between the human figure who narrates the story (and it is thus presented as an agent or subject of perception) and the characters he writes about (mere objects of perception) (Woloch, 178). In this case, Pip is narrating his perception of his own character or self, which leads him to continually attempt to detach himself. The reader then determines what the mature Pip is really thinking about in terms of his life, his connection to society, and his sense of self. However, it is within Hard Times where Dickens more loosely uses an alternative personality to cover up his direct communication to the reader in the form of an indirect discourse and the use of omniscient narration. In this manner, there is a framed structure because the narrator is telling a story that seemingly has a different protagonist than the narrator (Woloch, 178). This was a way to transmit his perspective on political and social issues of his time even though his intent was for the reader to focus on the creation of an omniscient narrator who is simply helping the reader look beyond the fictional world and draw conclusions about real society and the one within Hard Times (Watts, 135). As an omniscient narrator, there is also a vagueness that is pronounced in terms of how situations are described or what they are to symbolise in terms of making an inference to the political and educational systems of the day (Watts, 138). Whilst there are many places in which it would seem as though the narrator would come out and direct the reader to a certain belief, such as destroying mills, it is never said; it is only inferred (Watts, 139). Hence, the conclusions based on the re-examination and evaluation of self through the omniscient narrator is left more up to the reader in Hard Times than the more direct, but still somewhat caged, responses of Pip in Great Expectations. Whilst seemingly left up to the reader, there is room to consider the possibility that, despite room for interpretation that an omniscient perspective allows the reader to draw their own conclusions, Dickens still seems to allow both narrators only enough license to review certain information by which to manipulate control of the readers point of view thereby inciting a certain sympathy or contempt for different groups of people within society (Boege, 90). This same perspective was also noted by a researcher who said, In a sense, the whole purpose of the novel is to convince us of a number of equivalences, most particularly that between the educational philosophy of Gradgrind and the economic theory and practice of the new industrialism (Bloom, 120). Leaving the narration to be conducted by a somewhat anonymous voice is Dickenss way of not focusing the reader on the actual elements of character of the narrator but keeping the reader solely set on understanding the purpose of the novel. In this way, the reader is connected to the information provided by the anonymous reader in an unemotional manner that does not bring personal interest into the controversial subjects of the novel, including the grinding ugliness of industrial development; the abstract theory of Utilitarianism; shallow self-interest; the anti-social force of the capitalist; and trade unions (Hosbaum, 174). In many ways, information and perspectives about these subjects a re provided in a detached manner somewhat similar to Pip who seemed, at times, to be narrating someone elses life. In both novels the narrators attempt in a personal and direct way with Pip in Great Expectations and with an omniscient manner in Hard Times to tell the reader about society and how what is ideal and moralistic is not necessarily what reality involves, especially in light of the individuals who seemingly are not able to make a difference in terms of overcoming society with their expectations of how things should be (Jordan, 70). Both transmit Dickenss messages about the struggles of humanity against a powerful and greedy society (Jordan, 78). In both of Dickenss texts, the narrators provide the tools by which the reader can receive the context of what Dickens wants to communicate so as to transmute the relevance of the social and political messages that appear in these books (Walsh, 36). Whilst the information within the texts is viewed as fiction, Dickens employs his narrators to provide a level of authenticity, honesty, and relevance to the fiction by which the reader can glean kno wledge of specific events and issues that have occurred in the real world as opposed to just being viewed as fictional events (Walsh, 36). As one critical analysis of narrative techniques noted, The knowledge offered by fictionà ¢Ã¢â€š ¬Ã‚ ¦is not primarily specific knowledge of what is (or was), but of how human affairs work, or,à ¢Ã¢â€š ¬Ã‚ ¦how to make sense of them-logically, evaluatively, emotionally (Walsh, 36). Hence, through an omniscient presence as well as through the presentation of a sympathetic narrator like Pip, the reader can make connections to these books, which helps deepen the contextual effect that Dickens is trying to create. The narrators are a way to connect the cognitive processes of the author and the reader, thereby passing on knowledge of reality but doing so through a fictional process that is guided and controlled by the narrator. Throughout both books, Dickens attempts to take the reader into the mind of his characters, himself, and society as a way to connect the reader to the events and issues of his day whilst still trying to provide a number of perspectives by which to humanise the st ory and to build sympathy for the points he is attempting to make about the real world.

Anne Frank :: essays research papers

Anne Frank was a German-Jewish diarist. She was known for the diary she wrote while hiding from anti-Jewish persecution in Amsterdam during World War II. Her diary describes with wisdom and humor the two difficult years she spent in seclusion before her tragic death at the age of 15. Since it was first published in 1947, her diary has appeared in more than 50 languages. Perhaps more than any other figure, Anne Frank gave a human face to the victims of the Holocaust. Annelies Marie Frank was born on June 12, 1929, in Frankfurt am Main, Germany. Because of their Jewish faith, Anne Frank and her family fled Nazi Germany for the Netherlands in 1933 to avoid persecution. After Germany invaded the Netherlands in 1942, the family spent two years living in a small hidden room in Amsterdam in order to elude capture by Nazi occupation forces. They were discovered in 1944 and arrested. Anne was sent to a concentration camp, where she died the following year. Her famous diary of the two years she spent in hiding was later found in the room where she and her family had lived. Anne’s father, Otto, had taken the family to Amsterdam, where he had established a small food products business. When Germany invaded The Netherlands in 1940, the Franks once again became subject to escalating anti-Semitic persecution. In 1941 Anne was required to transfer from a public school to a Jewish school. Secretly, Otto Frank prepared a hiding place by sealing off several rooms at the rear of his Amsterdam office building. A swinging bookcase hid the rooms Frank concealed. In June 1942 Anne received a diary for her 13th birthday. She began to write down her thoughts and experiences in the form of letters to an imaginary friend. One month later the Franks went into hiding in the office building. For the next two years the Frank family shared cramped quarters with four other Jewish people. In the ending the people she lived with were the ones that published her diary. Over the time of 25 months, Anne recorded her experiences while hiding from German troops. Her diary describes the fears and emotional conflicts of people crowded together in secrecy. The diary also had its good times apart from its bad such as funny and memorable moments. These include birthday celebrations and Anne’s first experience with falling in love.

Facebook Addiction

FACEBOOK ADDICTION SPEECH GOAL : I WOULD LIKE MY AUDIENCE TO UNDERSTAND THAT FACEBOOKING IS ADDICTIVE. INTRODUCTION : WHO DOESN'T HAVE ANY FACEBOOK ACCOUNT? MOST OF US ARE ON FACEBOOK BECAUSE EVERYBODY IS IN IT. RIGHT? TODAY, I WANT TO SHARE LITTLE THINGS ABOUT HOW THIS AFFECTS OUR DAILY LIFE. FACEBOOK ALLOWS US TO STAY CONNECTED WITH ONE ANOTHER, EXPRESS OURSELVES THROUGH PROFILE ACTIVITIES, INTERESTS, MUSIC, ETC. THIS ALSO ALLOWS US TO SEE OUR FRIENDS THAT WE HAVEN'T TALKED FOR A QUITE WHILE†¦AND A GREAT ADVANTAGE FOR THOSE WHO ARE LIVING FAR AWAY FROM THEIR HOME TOWN WITH RELATIVES AND CLOSE FRIENDS. FACEBOOK HELPS US TO BUILD OUR SOCIAL LIFE SINCE WE COULD INTERACT WITH OUR MUTUAL FRIENDS WITH OTHERS AND MAY START A GOOD REALTIONSHIP WITH THEM. FACEBOOK GIVES US SO MUCH REASONS TO JOIN THE SITE, TO SIGN IN, AND NOT TO LOG OUT. IT HAS SO MANY FEATURES THAT A PERSON CAN DO IN ONE SITE SUCH AS PLAYING ONLINE GAMES ON FACEBOOK TOGETHER WITH YOUR FRIENDS AND RAISE YOUR FARM ON FA RMVILLE.SPEAKING OF FARMVILLE, ONCE YOU'VE STARTED TO PLAY THAT GAME, YOU WOULD HAVE TO MAINTAIN YOUR FARM FOR YOUR ANIMALS AND IT WOULD GET INTENSE WHEN YOU START LOSING YOUR COINS AND SO ON. I MIGHT NOT HAVE PLAYED THE GAME BUT BASED ON MY INTERVIEW FROM A PERSON WHO ACTUALLY SPEND HIS WHOLE NIGHT ON FARMVILLE, THOSE WERE THE ONLY THINGS HE COULD SAY ABOUT FARMVILLE AS I ASKED HIM, HE WAS QUITE BUSY PLAYING IT. A LOT OF FUN APPLICATIONS YOU CAN USE ON FACEBOOK WHEN YOU GET BORED. BUT THESE COOL APPLICATIONS TAKES A PERSON'S VALUABLE TIME USING IT.ONCE YOU'VE START USING ANY APPLICATION ON FACEBOOK, YOU'D HAVE TO GET TIME TO MAINTAIN A CERTAIN LEVEL AND NOT TO LOSE YOUR POINTS. THESE TIME OF HOURS YOU'RE SPENDING ON ONE APPLICATION CAN ALREADY MAKE ONE SET OF DINNER ROLLS FOR SNACKS. AND NOT ONLY THAT, OF COURSE, AFTER PLAYING YOU'D GONNA CHECK YOUR NOTIFICATIONS AND NEWS FEEDS. THEN, YOU MIGHT ALSO LOOK AT YOUR FRIENDS NEW PHOTOS AND GIVE ATTENTION TO SOME NEW POSTS AND MOST LIKEL Y GIVE A COMMENT ON SOMEONE'S WALL. A QUESTION FOR EVERYBODY WHO'S ON FACEBOOK, DO YOU USE FACEBOOK FOR 5 MINUTES OR MORE THAN 20 MINUTES?BESIDES USING FACEBOOK ON YOUR PC, DO YOU ALSO OPEN IT ON YOUR SCHOOL'S LIBRARY OR YOUR CLASSMATES' LAPTOP, OR EVEN ON YOUR MOBILE DEVICE MORE THAN ONCE PER DAY? IF YES, YOU ARE A FACEBOOK ADDICT. YOU WILL ALSO FIND YOURSELF LOOKING UP TO OTHER'S PROFILE, CHECKING ALL THEIR ACTIVITIES, MIND OTHER PEOPLE'S BUSSINESSES BETWEEN HOURS OF COMMITTED TO WORK. NOT ONLY THAT, YOU WOULD ALSO FEEL THAT LIFE WITHOUT FACEBOOK IS TOTALLY WORTHLESS. BASED ON MY OWN EXPERIENCE, I STARTED OUT SIMPLE ON FACEBOOK, KEEP IN TOUCH WITH MY FRIENDS, CHECK NOTIFICATIONS AND MESSAGES AND THEN LOG OUT AFTER 5 MINUTES.BUT NOW, IT'S ALREADY A MIRACLE IF I GET OFF AFTER 15 MINUTES. I GET INVOLVED IN MY FRIENDS'S LIVES THAT I ALMOST NEGLECT THINGS IN MY PERSONAL LIFE. ALL MY HOMEWORKS WERE PILED UP BECAUSE I GET LOST ON FACEBOOK. I tell myself that I am only going to get on for five minutes; however, as soon as I look at the New's Feed, it's all downhill from there. I SEE MY FRIENDS NEW UPLOADED PHOTO ALBUM AND I MUST SEE ALL THE PHOTOS INSIDE IT. NEXT THING I KNOW 5 MINUTES BECOMES 30 MINUTES TO AN HOUR.I become so interested with my friends' activities that I don't consider the time I spend on Facebook. I could be doing my homework or something more productive, but instead I am consumed with Facebook to the point where I wonder if it is an addiction. BEFORE IT REACHES TO A POINT WHERE IT WILL LEAVE US IN A COLD SWEAT WHEN WE'RE LOGIN OUT ON FACEBOOK, WE SHOULD Get off the computer WHEN WE GET BORED, INSTEAD GO FOR A WALK, HIT THE GYM OR SEE A MOVIE. THERE IS SO MUCH MORE TO DO IN LIFE THAN WATCH OUR HATCHING EGG GROW. REALLY!

Cause and Effect Blind Dates

Many people have trouble finding the right person for themselves; however, going on a couple of blind dates could open the door to meeting new people. The whole point of a blind date is to meet someone else that one doesn't know and to get to know him better. The first cause of going on a blind date is that some people are shy and their friends decide to help them out and try to find someone that would be suitable for them.It is an excellent way for the shy people to get out more often. Another cause is to just have a good time. A blind date doesn't have to be about finding the right person, it could be just to have a fun time with someone else. Results from a blind date could differ from certain people. First, the person could have an enjoyable night and might even call his date again for another night together. However, he could also find his date rather uninteresting, thus ruining his night.A second result is that the person could find his date very appealing, but not that special someone he was looking for. Adding on, he could become very good friends with her and meet new people. Since he found her very fun to be with, he could go out more often with her and meet her friends. On the other hand, he could find her appealing, but not interested in spending more time. Either way a blind date has two outcomes. The people on the date could have a really enjoyable time with their date, or it could be a complete waste of time.

Gender culture and ethnicity

The understanding of the terms gender, ethnicity, and culture and their influence on the family is the core factor in this paper. These terms have diverse definitions though the understanding is basically the same. This is because the terms are applied differently in different social set-ups. Culture can refer to the common beliefs, values, symbols and meanings, passed on from one generation to another in time.Ethnicity would refer to a common ancestral linage, sense of belonging, and is a major factor in the determination of identity through which communities evolve and develop common value systems and. Gender, as a term has two components mainly role and identity it is the characteristics that society and individuals attach to males or females. Gender identity is the private sense of being masculine or feminine. While gender roles are the prescribed expectations of society towards men or women. Table of contents Abstract 2 Introduction 4Understanding of gender, culture, and ethnici ty 5 Family rituals, traditions, and transitions 7 Conclusion 9 Reference †¦10. Introduction The combined roles of gender, ethnicity, and culture have an important impact in any family set-up. While gender identity is a private perception of being masculine of feminine the expectations of society is what mainly determines an individual’s perception of the same (McGoldrick et al 1996). Although the roles of gender are dictated by the greater society transitions in families and exposure can bring a shift from the norm.While culture would refer to the common beliefs, values, symbols and meanings, passed on from one generation to another in time (Goldenburg & Goldenburg, 2000), this is always subject to change as value systems are dynamic and are influenced by outside factors such as education and to a large extent globalization and its effects on individuals. While ethnicity would refer to a common ancestral linage and sense of belonging (McGoldrick et al,1996), it does not change what changes is its influence in the individual’s interpersonal relationships as other factors come into play.These factors are mainly exposure and education. Understanding of gender, culture, and ethnicity A three-generation family genogram. Legend Examples of gender roles in my family of origin. The gender roles in my family of origin were not quite clearly spelt out. This is because as society in Chile would demand the men were the family bread winners, and they carried the family’s vision. However, we were brought up from a tender age by our mother almost single handedly. The reason being my father had an alcoholic problem which led into a troubled marriage ending in divorce.My mother had to work to bring us up. The preservation of family traditions is the prerogative of the man and this was done by our paternal grandfather. Now that he is quite old, family traditions are no longer adhered to unlike the case in the past. People of different race or ethnic o rientation, were not welcome in our family. The major reason being the older generation was not accommodating to them. The feeling among the family was the people of different race or ethnicity were second class citizens.The roles of men and women were not clear since in my family my father was absent and my mother performed the roles that society regarded as masculine such as working to raise the family. Women were normally expected to stay at home as housewives taking care of the children and day-day household chores. An outsider is any person who does not belong into our family ancestral blood-line or assimilated into the family by way of marriage. These were treated with suspicion and at times contempt. Whereas an insider is that person born into the blood-line or married into the family line, and were treated with respect.These messages have broadened my view of interpersonal relationships. Biases, prejudices, and stereotypes. Biases, prejudices, and stereotypes learnt: I came to look down upon domestic servants as a low class people. This is basically from the stereotyping in our society, since these jobs were mainly for the uneducated and were lowly paid. People of different color or ethnicity were seen as second class and were marginalized in every sphere of life including the job market. Education in our family was seen as the only means to getting acceptable standards of living. Family rituals, traditions, and transitionsRituals in my family. Saying prayers every day before dinner was a ritual our family grew up with. This occurred because my mother was a strong religious woman who instilled moral and religious values in us. She was a strong Catholic woman and prayers were the family cornerstone. Since my paternal grandparents are still alive and are the stronger side of our family, the entire family as well as the extended family needs to congregate at our grandparents’ home for holidays like Christmas. This will bring our father back into th e family as we spend time together and reflect on the events of our lives as a family in the past year.It will help all the family appreciate each other and provide room for change where necessary. In developing a ritual for a family one has to first understand the daily or calendar routine of the family. A family ritual assists the family to develop close bonding. Spending good quality time together especially at the dinner table is one ritual that would serve this purpose. At this time the family members would reflect on the events of the day and issues that arise can be discussed at this time. Dinner needs to be served at a time convenient to all members of the family.This will assist the family to grow as a close knit unit where each family member is responsible for the general well being of the family as a whole. A tradition in my family. As we grew up one tradition was to visit our paternal grandparents every holiday. We would spend time with them at the beach over the summer holidays for as long as two months. They were a loving couple and very close to their family. The time we would spend with them helped me as I grew to appreciate family bonding as I felt the love and warmth they gave to all of us. This affected me directly because I did not see the same love and affection between my own parents.My parents were divorced after a troubled marriage, since my father was an alcoholic. The time spent with our grandparents made me appreciate the institution of marriage as a life-long commitment. Transition in my family. One major transition in our family was my father’s alcoholic problem. Alcoholism destroyed our family structure in that my parents got divorced when we were young children and we were brought up by our mother almost single-handedly. In my country Chile, men were the bread winners and household heads while women were basically housewives. This was however not the case in our family. Our family was a woman-headed household.It was my mot her who instilled religious and moral values in us. She was the one who carried the family burden although our father would help us occasionally. A tradition in my family that needs to be changed. A tradition that needs to be changed in our family is that of employing maids, chauffeurs and all sorts of servants. As much as this helps in the growth of the national economy in terms of employment, at the family level it drains family resources and also encourages a dependency syndrome in the children. This is because they grow up seeing other people do things for them, and therefore lack a sense of responsibility.It does not help in molding children into responsible adults. This tradition needs to be changed and families should only employ a minimal number of servants leaving the children and young adults with some responsibilities to take care of. This would help our family in that the men would grow up dealing with their responsibilities as society demands and not leave their househo lds to be headed by their wives. The women will grow to be strong women like our mother being able to provide for their families even when the men neglect responsibilities.Conclusion In conclusion, the influence of gender, culture and ethnicity has greatly molded my family. Gender, culture and ethnicity need to be understood in a modern sense since they are the major sources of stereotyping. The influence of exposure and education is what has positively impacted on the families inter personal relationships. References Goldeburg, I. , Goldenburg, H. (2000). Family therapy 5th ed. Australia: Brooks/Cole McGoldrick, M. , Giordano, J. , & Pearce, J. (1996). Ethnicity and family therapy. New York. Guilford