Can the EU Serve as an Integration Model for ASEAN?

Can the EU Serve as an Integration Model for ASEAN? The age old saying of â€Å"there’s more than one way to skin a cat† has served as a clichà ©d phrase to adequately illustrate and paint the canvas of the archetypal process, exemplar standard or the perfect specimen isn’t the only path to success. This expression has been applicable as life advice, in competitive sports, career choices, as well as habitual daily-life in achieving greatness, the idiom has also lent to International Relations. Cooperation at any level is considered an achievement in all respectful fields; the ability to set aside differences, identify commonality for a purpose and the overlapping determination in reaching that ambition. The success of cooperating in International Relations takes the form of nation states coming together in alliance on the basis of commonality towards an ambitious goal, furthering into nation states in regions linking arms in pursuit for a collective objective. This profound bond is the grouping of nation states i n a region exuding behaviors as a collective who understand differences, identify common interests and strive towards a unified goal. The examples of regionalization would be of the European Union, the EU, and the Association of Southeast Asian Nations or ASEAN. While the two regional groupings have been known to be successful, the level of integration between the two differ quite considerably. The EU’s level of integration furthers ASEAN by many folds; the ability to integrate not only areas for free trade, but the unification of the market, currency, common passport, a customs union and a commonality in foreign policy as a region all through a common institution. The overwhelming success of the European Union dwarfs that of ASEAN where the Asian counterpart has only been able to achieve integration regionally through free trade and economic movement. The difference in level of integration begs the question of whether the EU model has the ability to befit that of ASEAN and p rovide guidelines and prove to be exemplar in regional integration. To begin whether the EU model is capable of providing as a structural guideline for ASEAN, we inspect the circumstances of the purpose each integration from its origins, and examine the validity of the two then systematically determine whether the EU model is capable of befitting that of ASEAN to achieve paralleling success in the East. The integration of the European Union is herald as the greatest union of nation states in a region, highest achievement in integration of a common currency, customs union, single market, common passport and foreign policy under a common institution. The ability for the members to share sovereignty and surrender to a collective long-term goal of a regional cooperation above domestic interests creates a supportive environment in channeling political will. The European Union marked the pioneer for regional integration which exhibited a collective ideology of a ‘community approach’ rather than the traditional balance of power mode accrediting Robert Schuman of France and Konrad Andenauer of Germany. The collective to channel political will led to the construction of a legally binding common institution which oversaw the integration project. This Western model empowered the consensus approach with a pronged initiative of solidarity and tolerance by not isolating any member regarding major domestic issues of a banking crisis resulting in an increase in public debt. Greece represents the first test to the European Union’s Single currency resulting in a great increase in both public debt and deficit. The consensus approach meant that Union were hesitant in decision-makings as well as implementing policies until the vast majority of member states were pursued to collectively pursue and implement such policies. The process of proposals passed through the Working Party, then to the Permanent Representatives Committee (Coreper) then finally a Council configuration secures that a proposal befits the interests of the entire Union. The willingness to provide significant financial transfer to help poorer members catch up with the collective norm meant that stronger members in the Union saw the importance of financial weaker nation states and placed collective will power above domestic interests but meant a lag and a pull back on financial capabilities for further advancements. Under the leadership of France and Germany meant that Paris and Berlin were the driving force behind the EU integration, and under this leadership can attribute to the success of the integration itself in the ability for the two countries to overlook historical differences between the two and step together for a success of a better tomorrow. The critical element that make regionalism successful in Europe in achieving the European Union was the ability to push aside differences; the capability in reconciling historical pasts. With historical reconciliation, especially between France and Germany with a turbulent historical past of the war of 1870, the First and Second World War. The reconciliation brought the cohesion that allowed for the development of relationship building and the necessary political will for cooperation and ultimately integration. The achievement through years of sustained political effort from leaders of both countries paved way that facilitated the mend of commonality towards sculpting a regional community. This is a reflection of the European Union’s ability and ‘community approach’ and through a common institution of the European Econmic Community formed a Free Trade Area, instill a Customs Union that led to a Single Market and Single Currency. The regional cooperation of economics wasn’t the limit as foreign policy overlapped amongst the members which allowed for a common passport. These aspects and byproducts through political will in achieving an ambitious common goal forged an atmosphere of peace, prosperity and security in the European environment. With an ambitious idea seen through to the very end can prove to solidify and validate the EU model of integration especially in its historical record of responding to crisis. The validity of cooperation is tested in the face of turmoil and with such response by the European Union model, this integration has proved time and time again that in crisis it has responded astoundingly, as well establish mechanisms that eliminate repeating failures. Crisis that brought leveraged adversity namely the failed plan for a European Community in 1954 led to the creation of the European Economic Community, the EEC, the empty chair crisis of 1965 led to the de facto acceptance of the Qualified Majority Voting reflecting the consensus approach, QMV, and its eventual acceptance resulting in the 1986 Single European Act. A currency crisis of the 1980s birthed to the European Monetary System and ultimately the Euro, and finally the demise of communism in Europe led to the establishment of a common forei gn and security policy paving way for the widest enlargement EU members into the Union’s integration. In retrospect, there were many requirements that had to be met for numerous nation states to come together in unison linked by interests. Requirements that places the Association of Southeast Asian Nations to the test in its own integration. The process of the European integration may have had the head start and set an example to other regions for the strive for regionalism but the European Union isn’t without flaws, flaws that once examined may unveil why the Western model is ill suited for ASEAN. The European Union has been the most developed model of regional integration, although historically through common institutions and the sharing of sovereignty for problem solving, recent crises haven’t been handled well. Shaken by an economic and financial crisis, and the lack of a timely and coherent response to the Eurozone crisis called into question the integrity of the union and increased doubts of the integration process altogether. The financial crisis revealed structural and institutional fault lines which led to a decline of the Western orientated world power into one that gave rise to Asia and its market power. Mechanisms in place that aimed to reverse or buffer the effects of the economic and financial crisis were economic adjustments or austerity measures but came off as threatening towards domestic affairs. The adjustments allowed for the fragility of political cohesion and stability; the Lisbon Treaty, also known as the Reform Treaty, that replaced the European Constitution. One of major changes of the Lisbon Treaty will be the new president of the European council with two and half year term which will replace the current presidency rotating between member states every six months. Although the Lisbon Treaty sought a reform that would restructure leadership, it paved way for a failure that would undermine the integrity of the shared collective that the European union herald greatly. The obstacle that the Lisbon Treaty faced was that Ireland placed the Lisbon Treaty on referendum, and the Irish public did not accept the Treaty and rejected its ratification. With this wave of doubt in the ratification, the Czech Senate voted for the Lisbon but lacked the signatory approval of the Czech president, without such proved his Euro-Skeptic attitudes towards it sand fueled a demonstration of the Czech public who shared disapproval of this Treaty. With this apparent failure convinced the interests to stray away from any further institutional changes, â€Å"More Europe, no more.† This example explores that a regional restricting that a shared collective no longer spreads the region evenly, the region’s interest has slowly diminished and national interests have overtaken decisions made in this Union. Evident of this change of heart is Germany’s shift in perception, as one of the strongest advocate and champ of integration, Germany leaned towards the skeptic camp as well as issuing public doubts of the Eurozone. The growing urgency rising from the problems of the European Union is that rapid integration without commensurate strengthening of political and economic institutions. The emerging gaps can allow for lessons to be learned by other regional groupings in terms of institutional capacity and necessary coordination in integration. The challenges that follows of the EU integration can be accredited to fiscal coordination, amidst a worsening of economic outlook the reform adjustments to cleanse the financial system with austerity measures led to fragility of economies of EU member states like Greece, Spain, Portugal and renewed speculation in the financial market.   The second challenge that the European Union faces is a long-standing identity crisis, the Eurozone with 16 members, European Union members allotting at 27 issues a high number heterogeneity.   The attachment of European capital to national sovereignty and its reluctance to give power to Brussels for decision making lends to a decrease in the willingness to share sovereignty. On a recent note, at the Copenhagen climate change conference in December 2009, the EU inability to collectively voice at the conference revealed the Union’s weakness as an international actor. The conclusion of the conference ended with the EU agreeing to a deal that leaders of the region agreed that â€Å"no deal would have been a better deal†, endorsing a deal with no legal bindings, and an informal setting of promises to curb emissions speaks volumes on EU being unable to assert itself at the most critical juncture on the world stage and stains the legacy of its integration and its ability to conform to differences and shared sovereignty in the region. If the deal wasn’t endorsed, it would have rallied a collective of voices who share the sentiment that such a deal would make no changes to the environment. The European Union in many of its successes poses numerous present-day challenges that undermine the achievements of this regional integration, its inability to respond to difficulties of a financial crisis and the burdening increase of doubt spreading throughout the region on the crumble of an aligned collective interest. The Asian counterpart to the European Union is the Association of Southeast Asian Nations, also known as ASEAN. When foreign ministers from Thailand, Indonesia, Malaysia, the Philippines and Singapore came together to sign the Bangkok Declaration on August 8th, 1976 it established this newly founded association, in hopes to manage and contain intra-regional conflicts. The Association grew to ten members with the additional Singapore, Brunei, Cambodia, Laos, and Vietnam. The goal extended to maintaining peace, and bringing stability in a community marred by war to ensure that each member is free to pursue domestic development in their respective nations. The success of ASEAN was the ability to house a community of nations whom were independent and sovereign with different historical pasts, multitudes in diversity of languages and beliefs and rarely any overlap of culture to peacefully co-exist. Aspects of diversifying historical pasts, and intra-regional conflicts didn’t hinder the forging of the association, the ten Southeast Asian nations were able to overcome suspicions of one another and set aside latent hostilities. ASEAN in its inception established a means of non-intervention and non-binding agreement, the inability to impose disciplines on any of its members. The approach to the ASEAN model is under the foundation of consultation and consensus which allows for a decision based on the majority before implementation. In attesting the ASEAN model, the process and approach to solving issues relies on the ‘ASEAN Way’ that reflects and respects cultural norms in Southeast Asia, â€Å"A working process or style that is informal and personal. Policymakers constantly utilize compromise consensus, and consultation in the informal decision-making process. Quiet diplomacy allows ASEAN leaders to communicate without bringing the discussions into the public view.† (Masilamni and Peterson) ASEAN did indeed progress but without flaws and missteps of their own, this Asian collective failed to resemble the progress of the EU with historical pasts unreconciled and still damaging relationships between Southeast Asian members. For example, the dispute of the Preah Vihear Temple located in Cambodia standing as a World Heritage site, struggled to resolve with Thailand. The historical site stands on Cambodian sovereignty but was under Thai occupation until Cambodia’s independence in 1954. The UN has granted that Thailand remove military personnel as the site rightfully belongs to Cambodia, this territorial dispute has sparks major clashes between the border of the neighboring Southeast Asian countries. One settled by the United Nations through the International Court of Justice but stands as contention between Cambodia and Thailand. Reconciliation hasn’t been an agenda between the two over a 900-year-old Hindu temple. Although there are territorial disputes, and misalignment in political institutions, ASEAN is by far the most advanced of cooperatives amongst the efforts to regional groupings, taking the EU not by emulation but by examples. The ability for ASEAN to adapt progress of the integration model of the EU into ASEAN applicable means plays homage to the ‘ASEAN way’ of doing things that are sometimes unorthodox and against the grain. An example of using the EU as an exemplar inspiration and not by example is regularly sending delegates to Brussels to seek ideas from the EU experience. In this admiration of inspiration of the ASEAN of the progress of the EU, displays elements that differ from the Asian Association to that of the European Union and how the Western model isn’t necessary applicable to befit the Asian. ASEAN establishes a strictly inter-governmental body, with no interest in or indication of relinquishing means to share sovereignty between the nation members, and additionally, for ASEAN to emulate the EU model would require the ASEAN members to prerequisite a certain set of requirements to progress into integration based the EU model. Requirements that predetermine that integration breeds mutual political will and shared beliefs in the success of the long-term goal of the high level of integration is historical reconciliation for ASEAN members. Reconciliation did not take place as the nations differed on many aspects for example†¦ Without such reconciliation, the necessary political will and shared belief towards a long-standing goal of integration on the merits of shared sovereignty diminished which led to the operations and leader of ASEAN to be one of inter-governmental rather than through a common institution. Although ASEAN has made innumerable declarations to emulate the European Union integration model, their words of rhetoric reflected in their actions as unmatched with their words. The present ASEAN development process poses a challenge to the traditional Anglo-Saxon capitalist models as it contested the reformed rules-based system of global governance. The pressure that the EU and the EU places on ASEAN members regarding labor, social environment, and human rights if seen through as a success in pressure assimilation, actually presents itself as a disadvantaging stage in the development of the Asian model if implemented as the model itself is far beyond Western pressures to curb issues. The ideology of ASEAN itself embodied the ‘ASEAN Way’, a means of consultation and consensus, similar to that of the EU model but in the Eastern agenda, practiced non-interference with non-binding agreements to accompany decisions made and policies to follow. The problem with an open-ended agreement meant no enforcement to curb behaviors and the inability to impose disciplines, essentially heavy-hearted words with empty actions to fulfill promises. ASEAN’s point of enlargement on taking new members in 1997 introduced members of Myanmar and Laos with the expectation to solve and contain regional problems with Myanmar at the time housed a closed economy with a military regime as leadership, economic crisis and cross-border pollution. The trifecta of expectations created the illusion of integration with the confidence between members but instead exhibited loose inter-governmental cooperation. Myanmar’s triple threat posed a threat to an initiating cooperative of its region members but ASEAN overlooked this threat and extended the membership regardless. â€Å"The incorporation of countries like Myanmar with its military regime and closed economy represented a new extreme in ASEAN’s diversity. This in itself would have tested the Association’s claim to deeper integration as ASEAN has not found a way to reconcile its breadth with its attempts to achieve a greater depth of integration† (Henderson 1999, 74-76). The ‘ASEAN Way’ became a means to avoid rather than solve issues and conflict, the complementing of informal operations and non-binding agreements imposed no tangible means of success and integration. The ASEAN Way in this examination doesn’t pose as a threat to the integration of its members but rather examined through a behavioral lens of informality in actions that isn’t present in the European Union attributes, the lack of formal operations and behaviors may ill-fit the EU model. The inceptions of the European Union juxtaposed with the later formation of ASEAN provides a historical overview on the ability in identifying commonalities and interests for the two groups of nations coming together as a collective. In their respective collectives, ASEAN and the EU share numerous elements that prove their successful integration, but having the EU being the ‘superior’ model lends the thought of the possibility to befit the Western model with the Eastern. With the two models explained and deciphered, we resume the suitability in befitting the EU model within the fixtures of the ASEAN structure. The two are known and documented as both eliciting economic integration and community building to both foster and maintain security as well as further economic development. The best description of ASEAN’s use of the existing EU model without imposition from the Union to befit guidelines would be â€Å"admiration, not emulation†, this pronounces volumes on the actions ASEAN have already undertaken from both the successes and failures of the European Union. The admiration and not emulation can be attributed to skepticisms especially with Brexit and the consequences of the post-event in addition to EU-style regional integration increases doubt on the validity of not the EU model but its emulated nature on ASEAN’s. ASEAN’s inability and latent behavior to reconcile historical past illustrates the initial step of ASEAN’s incapability in emulating the EU model. ASEAN has never been more unanimous on the need for greater integration, but the capacity to make the necessary domestic political and economic adjustments to implement the reforms that are necessary to achieve the goals and objectives of integration in uneven amongst the different ASEAN member states. The late former secretariat to ASEAN, Dr. Surin Pitsuwan, elaborated that the EU served as an inspiration for ASEAN but never a model. An inspiration to guide ASEAN rather than an imposed steer of how-to suggests a road heading to demise. Models in their generality suggest emulation but downplays learning, without learning it inhibits growth, change and innovation, emulation doesn’t produce lessons learned and nor does it generate dynamic innovators but rather passive mimics. ASEAN can adopt many aspects and successes of the European Union but merely as an inspiring element and not a full-fledged guide as the two entities differ in mannerisms, operations and behaviors in their procedures that hinder such transfer of mimicking. The ASEAN Way of operations is the mannerisms that prohibits such transfer of guidelines and procedural operations housed by the European Union, the Qualified Majority Vote suggests a similarity in the consensus approach but the backroom conferences secluded from the public by ASEAN members suggests differently. Emulation creates subjective benchmarks which allows for no feasible alternatives to the dominant model, in the case ASEAN and EU, the imposition of EU onto ASEAN breeds a form of Eurocentrism. The imposition by the EU regardless of validity of model strikes a force by the West onto Asia which romances dominance, although the European Union exhibits soft power with inclinations on intrinsic values, there are other means of assertion rather than projected imposition. The imposed force from the West, although in good intent to improve and expand markets in the East, presents itself as a dominant force by the West to ‘handle’ the East. This imposition and emulation of the EU model would have viewed as the West to overtake the East, and with the current rise of China, Asian nation states wish not to look beyond the Pacific for inspiration let alone a steer from elsewhere. The necessities that ASEAN must take in order to inspiringly succeed like the European Union and not simply emulate it would be to learn from the Union’s failures and adapting it to ASEAN in a manner than preserves inter-governmental operations as well promote unifying political will in attaining a long-term goal of sustained integration. An investment that ASEAN can consider follow in the footsteps of the Union would be placing national government’s interests of achieving long term goal of regional integration by all member states above domestic priorities. The push for integration should be one that synchronizes the public as well as the government that It is in their vital national interest to integrate. These elements ‘borrow’ the attributes that the European Union succeeds on and adapts it to the ASEAN model, this inspiration proves key points for ASEAN to improve in its own integration but suggests that the EU model needs improvement in order to be applied. The learning of the crisis in Europe that threatens the European Union fuels the need for ASEAN to take inspiration from the EU model rather than at total replicating. The merits of the European Union serve as inspiration for ASEAN integration and not as a total guideline for the Southeast Asian collective, the missteps and struggles of the EU model provides learning points for ASEAN to improve and implement, the successes of overcome historical differences between regional members provides reflection that differences in Southeast Asia are still prominent. The EU model holistically ill-fits the ASEAN model by the diversifying approach by the two collectives, the evolved formality of operations by each differ considerably and the approach to crisis cements that each deal with struggles in differently. The European Union still stands as the most successful regional collective to integrate upon a common goal, this Union presents itself as an exemplary model of both trials and tribulations of nations integrating, one that ASEAN views admirably and inspired. Success takes many forms and there is no single paved way to achieve it, the European Union represents one road to success and its success speaks volumes that outweigh their struggles that on the world stage provides lessons for inspired regions to integrate. As for the Association of Southeast Asian Nations, it is adamant that ASEAN will make its own Way in achieving a high level of integration one that doesn’t mimic the EU model but mirrors in its success. Bibliography   The European Union as a Model for Regional Integration. Council on Foreign Relations. September 24, 2010. https://www.cfr.org/report/european-union-model-regional-integration.Should the EU be considered a model for ASEAN? East Asia Forum. August 05, 2017. Accessed January 02, 2018. http://www.eastasiaforum.org/2017/08/06/should-the-eu-be-considered-a-model-for-asean/.Hwee, Yeo Lay. THE INTER-REGIONAL DIMENSION OF EU-ASIA RELATIONS: EU-ASEAN AND THE ASIA-EUROPE MEETING (ASEM) PROCESS.  Ã‚  Brill Online. January 01, 2007. Why did Copenhagen fail to deliver a climate deal? BBC News. December 22, 2009. Accessed January 05, 2018. http://news.bbc.co.uk/1/hi/8426835.stm.Lisbon Treaty Possible Failure of the Lisbon Treaty, EnlargeEU Newsletter, Analytica Thinking Laboratory (October 2009)Greece marks failure of EU integration. Transnational Institute. November 10, 2014. Accessed January 05, 2018. https://www.tni.org/es/node/14497.Cameron, Fraser. The geopolitics of Asia – What role for the European Union? SpringerLink. April 02, 2010. Accessed January 05, 2018. https://link.springer.com/article/10.1057/ip.2010.10.Holland, Martin, The EU Through the Eyes of Asia, The Volume II â€Å"Assuming Superpower Status? Evolving Asian Perceptions of the EU as a Political and Economic Actor† (2009) Hill, Christopher and Smith, Michael. â€Å"International Relations and the European Union: Themes and Issues. May 25th, 2017. Chapter 1The decision-making process in the Council. The decision-making process in the Council Consilium. October 05, 2017.

Analyzing Notes of a Native Son Essay -- James Baldwin

Analyzing â€Å"Notes of a Native Son† James Baldwin is a highly renowned African-American essay writer who is best known for his ability to interweave narrative and argument into concise well-written essays. He had his first book published at the early age of 19 and has published some astounding literature during the time of civil rights activism. He succeeded himself to rise out of his poverty to become an amazing writer through self-determination and courage. In his essay entitled, â€Å"Notes of a Native Son†, Baldwin does an excellent job making use of binaries and repetition of words and phrases as well as switching back and forth from narrative to analysis. He also cleverly connects his progressively raising maturity and understanding of the world to the unique style in which Baldwin writes throughout his work. We will now dissect this essay and see how Baldwin uses special writing techniques to make for a very powerful and meaningful composition. The essay starts strongly with Baldwin providing insightful narrative in order to set the stage of his writing. By the second page of his essay, Baldwin has already developed his first binary. He emphasizes the black/white relationship. He continually refers to the â€Å"blackness† of his father and how his father was a proud, beautiful and powerful black man in his day (Baldwin 64). He then tells of his discovery of how â€Å"white people† helped to kill his father (65). Soon after, Baldwin addresses another binary, this one being life and death. His mother realizes that it was James’ father who â€Å"kept the family alive† (66). All the while, Baldwin’s father is slowly dying. Another example of the life/death binary occurs when Baldwin acknowledges that his â€Å"father had spent too much of his ener... ...ather really is as a person and is ready to express his inner feelings to his father. At the end of the essay, a strong message is conveyed. Baldwin learns that love, which is synonymous to his constant use of the word hatred, must prevail and that with love, acceptance and equal power can finally be attained (84). He also says that bitterness is pointless and that life and death are far more important and significant than the black/white power struggle. The end of the essay closes gracefully because Baldwin has now revealed the use of his writing techniques of â€Å"Notes of the Native Son† and he has also fully matured and is now able to see his father in a positive light for the very first time in his life. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

P1- Health and Social Care Life Stages

The Life Stages 0-3 years is Tommy 4-9 years is Amy 10-18 years is Abbey 19-65 years is Denise/Jack 65+ years is Pat The human life span is set in age stages; these are called Life Stages. The stages are listed from 0-3 years to 65+ years. Growth is a term used within describing the life stages because it’s a term to describe an increase in quantity. For example, as children grow the height and weight increases. We also use the term development; this describes the development of someone’s abilities, as they grow older. We can also use this term to describe the development of quantity change, such as height and weight.Also describing the lift stages, we use the term called maturation. This is different to development and growth. Puberty is an example of maturation because when development is expected to be due to a genetically automated sequence of change. Development norms, is another term we use to describe a set of average expectations to an infants or child’s development. Holistic development is similar but instead its describing someone’s physical, emotional, intellectual and social development in one. Conception & pregnancy A human baby’s life begins at conception.A woman usually develops 1 egg per month, roughly this happens 2 weeks after her last period. A women is most likely to get pregnant within a day or so of ovulation. An egg lives for about 12-24 hours after its released. For a woman to actually get pregnant the egg needs to be fertilized by a sperm cell within this time. Pregnancy is divided into  3 trimesters. Each trimester is a little longer than 13 weeks. The first month marks the beginning of the first trimester. 1, 2 and 3 weeks The egg is fertilized in one of the fallopian tubes and is carried into the uterus.Fertilization of the egg happens in the fallopian tube. As the egg passes through the fallopian tube is sets itself in the wall of the uterus. The embryo becomes a shape of a pear with a head shape d rounded, pointed lower spine and notochord running along its back. 4- 5 weeks The embryo becomes C-shaped and a tail is visible. The umbilical cord forms and the forebrain enlarge; at this stage of pregnancy the internal organs a begun to form. During this stage of development, the embryo is vulnerable to harmful substances consumed by the mother, which may cause defects. 6-8 weeksThe eyes, mouth, nose and ears have begun to form and the limbs grow rapidly from tiny buds. The head and face has formed more human, the head is more upright, and the tail has gone. Legs and arms have developed. Fingers and toes have formed. 9-10 weeks * The embryo develops into a fetus after 10 weeks. * Fingers and toes are longer. The umbilical cord connects the abdomen of the fetus to the placenta. The placenta is attached to the wall of the uterus. It absorbs nutrients from the woman’s bloodstream. The cord carries nutrients and oxygen to the fetus and takes wastes away from the fetus. 1-12 w eeks The fetus is now measured from the top of its head to its buttocks. This is called crown-rump length. The fetus has a CRL of 2–3 inches. Its Fingers and toes are no longer webbed whilst the Bones begin hardening. Skin and fingernails begin to grow. Changes triggered by hormones begin to make external sex organs appear — female or male. The fetus begins making spontaneous movements. Kidneys start making urine, Early sweat glands appear and Eyelids are fused together. 13-14 weeks (second trimester) The baby has a CRL of about 3 inches long which is about 8 cm long at this stage.The sex of the fetus can sometimes be seen on the ultra sound of the mothers scan. Hair begins to grow on the babys head and the roof of the baby’s mouth is formed, whilst the prostate glands are developing on the male. Ovaries move down from the abdomen to the pelvic area in the female. 15-16 weeks Some of the early signs and symptoms of pregnancy begin to be relieved during the fourt h month for example Nausea is usually reduced. But other digestive problems — heartburn and constipation — may be still occurring. Breast changes — growth, soreness, and darkening of the areola — usually continue.It’s common for women to have shortness of breath or to breathe faster. Increased blood flow may lead to unpleasant pregnancy symptoms, such as bleeding gums, nosebleeds, or nasal stuffiness. Pregnant women also may feel dizzy or faint because of the changes to their blood and blood vessels. 17-20 weeks The fetus has CRL of about 6. 5 inches long which is 16cm long. The fine downy hair begins to cover the body, which is called Lanugo. The skin is also covered with Vernix Caseosa, which is a greasy material that covers the body. The uterus now has developed into either a male or female.Women usually feel faint movements for the first time during the fifth month. It may feel like flutters or butterflies in the stomach. The pregnancy symptoms of the fourth month continue into the 5th month- Heartburn, constipation, breast changes, dizziness, shortness of breath, nosebleeds, and gum bleeding are common. Breasts may be as much as  2 cup sizes bigger by this time. 21-24 months The baby now has a CRL of about 7 inches, which is about 18-19 cm long. The bone marrow now starts to develop blood cells and taste buds start to form. Pregnancy symptoms from the fourth and fifth month usually continue.Shortness of breath may improve. Breasts may start producing colostrum — tiny drops of early milk. This may continue throughout pregnancy. Some women have Braxton-Hicks contractions. They feel like a painless squeezing of the uterus or abdomen. This is the uterus’s way of practicing for labor and delivery. Braxton-Hicks contractions are normal and not a sign of preterm labor. But women should check with their health care providers if they have painful or frequent contractions or if they have any concerns. Weeks 25†“26 The baby has now got a CRL of about 9 inches long which is roughly 23 inches long.Also the baby develops more and more fat from now until end of pregnancy. * Week 27–28 The baby now has a CRL of about 10 inches which is 25 cm long. Eyelids are usually fused together until 28 weeks. A woman’s uterus continues expanding. Back pain is common. Pregnancy symptoms from earlier months continue. Dizziness may lessen. * 29-30 weeks (third trimester) * * The fetus has a CRL of about 10. 5 inches (27 cm). Testes usually begin descending into the scrotum from the abdomen between weeks 30 and 34 in a male fetus. This is usually complete by 40 weeks. Week 31–32 The fetus has a CRL of about 11 inches (28 cm). Lanugo starts falling off. ?Women often start feeling tired and have a more difficult time breathing as the uterus expands up. They may get varicose veins — blue or red swollen veins most often in the legs — or hemorrhoids — varicose veins of th e rectum. Hemorrhoids can be painful and itchy and cause bleeding. Women may also get stretch marks where skin has been expanded. Braxton-Hicks contractions, heartburn, and constipation may continue. Women may urinate a bit when sneezing or laughing because of pressure from the uterus on the bladder.Hormones may make hair appear fuller and healthier. Weeks 33-36 * The fetus has a CRL of about 12 inches (30 cm). The eyes have developed enough for pupils to constrict and dilate when exposed to light. * Lanugo is nearly all gone. The fetus is considerably fatter, and the * Skin is no longer wrinkled. 37-40 weeks * The fetus has a CRL of about 13–14 inches (34–36 cm). * The fetus has a firm grasp. Many women give birth around this * Time. The average new born weighs around 7-8lbs which is * Around 18-22 inches long with legs extended.By the end of pregnancy, the uterus has expanded from a woman’s pelvis to the bottom of her rib cage. Pregnancy symptoms in the tenth month largely depend on when the fetus drops down into lower part of the uterus in the pelvis. Shortness of breath, heartburn, and constipation usually improve when the fetus drops. But the position of the fetus lower in the pelvis causes frequent urination and trouble holding urine. The cervix will begin to open — dilate — to prepare for delivery. This may happen a few weeks before delivery, or it might start when a woman goes into labor.A woman may feel sharp pains in her vagina as the cervix dilates. After the newborn is delivered, the placenta and other tissues also come out of the woman’s body. This is called the afterbirth. For the first couple of days after giving birth, Tommys mother can feel the top of your uterus at or a few finger widths below the level of your belly button. In a week, her uterus weighs a little over a pound – half of what it weighed just after she gave birth. After two weeks, it's down to a mere 11 ounces and located entirely within her pelvis.By about four weeks, it should be close to its pre-pregnancy weight of 3. 5 ounces or less. This process is called involution of the uterus. Even after her uterus shrinks back into her pelvis, you may continue to look somewhat pregnant for several weeks or longer. That's because her abdominal muscles get stretched out during pregnancy, and it will take time – and regular exercise – to get your belly back in shape. 0-3 years physical development motor control develops from the head and moves down through the arms and the bottom and then to the legs and feet.Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked; this then leads to feeding. Motor skills are related to the growing ability to observe and interact with the environment. According to the healthy children American website, a baby turns its head from side to side when lying on their back or belly and brings both hands together at the chest or mouth at 1 month of age. 3-6 months physical development At 3 months of age, an infant progresses at lifting the head and chest up when lying on its belly and may press up with its arms.At 3 months old, Tommy should beable to kick his legs when lying on his belly or back. Also at this age, Tommy should beable to play with soft toys that are required for his age. Tommy will have a sharp grasp with his hands so he can hold objects such as toys securely (if small). According to the healthy children American website, between 3 and 4 months Tommy begins rolling from his belly to his back and then back to belly around 6 months old. 6-12 months old physical development The average age at which an infact sits without support is 6 months old, so by the time tommy is this age he should be able to do this.Standing with support, Tommy should beable to do this roughly at 7. 6 months (according to healthy children American website). Infants in the study, crawl on hands and knees at 8. 5 months, w alking with assistance occurs usually at 9. 2 months. The average age for a baby to walk alone is 11 months. 12-24 months old physical development. The world health organization study notes that a young toddler like Tommy can take two-three steps alone around 12 months. Also they start to walk without support across a room with stopping or changing direction between 13-15 months.Around 18 months of age Tommy will be kicking and throwing balls, running, climbing stairs with assistance and playing with scooters with confidence. 24-36 months old physical development Between the ages of 2 and 3, balance improves and tommy walks with a smoother pattern. During this time tommy may be able to balance on 1 foot, walk backwards and walk on tiptoes. Usually around 24 months, tommy starts to jump over obstacles around 36 months. At 24 months tommy can climb a small ladder and go down a small slide. Around 35 months, Tommy can confidently go around a playground, trying out all the playground cl imbing frames.Also ride a bike suitable for his age or scooter. 0-3 months intellectual development Around this stage of life, theres not much intellectual about Tommy, Its usually about the relationship between him and his parents. When tommy first opened his eyes, he would just stare a lot at whats around him. He fixates on objects around him that usually move, around 12 inches from his face. At this stage Tommy will begin to know who his parents are and distinguish their faces from strangers faces. He will also beable to exhibit sense of size, colour and shape recognition. 4-8 months intellectual developmentAt this stage of Tommy’s life intellectual development, his starts to handle and explore objects, such as feel, taste and smell objects. Such as cuddly toys. They also start to explore their surroundings like their home and who lives with him. At this stage his starts to point and use it as a sign of communication if he wants something. Tommy may show signs of fear, for example falling. He may start to imitate actions such as â€Å"pat-a-cake’’. He also may want to play games repetitively and only likes one toy or book to look at once. 8-12 months intellectual development At this stage, Tommy may start gesturing by giving a wave to say goodbye or lowing kisses. He may also start to copy relatives and mimic movements, for example dancing and clapping. Also at this stage tommy can start to recognize facial features, such as eyes, nose, ears and mouth. He might also beable to identify objects such as books, balls and animals. Tommy may also like to do things intentionally for reaction, such as dropping toys. Tommy at this stage may show a memory of short term which is perfectly normal. 12-24 months intellectual development At this stage of development tommy may start to have his own imagination especially during play time, so he may start to move things around the floor.He also may start to potty train and understand when he needs to g o toilet. Tommy may start to show an understanding of shapes and colours and start to colour and draw himself with crayons and paints. With memory skills, these will show an increase as he gets older and as the brain develops properly. 24-36 months intellectual development At this stage of tommys intellectual development he can speak fully and show an understanding of what others are saying to him and what he might ask him to do. He may start to development in comparing objects to others such as ‘little’, ‘bigger’, or ‘really big’.He may also start to count up to ten or maybe more. Tommy may start to match pictures and objects and start to play- act thoughts, for example tommy may start to pretend to be a dinosaur. He may also start to learn how to share and use terms such as please and thank you. 0-3 months emotional and social development At this stage of tommys social and emiontal development, he may start off by being attached to parents or carers. At the first few weeks of Tommys life he may tend to be used to the people around him, so the cloest, he will be attached quicker. He may also enjoy being held or cuddled.He may also express discomfort, enjoyment or unhappiness. He may also entertain himself by playing with fingers, watching the t. v such as programs that consist of movement and bright colours. 4-8 months social and emotional development At this stage of Tommys life he may have shown full attachment to either his mother/father or carer, he may also develop a sense of security and trust with parents or carer, he may also show preference and reaction of separation from his mother/father or carer. This way he may show different responds to facial expressions and sounds.He may love to be picked up, held and cuddled by parents or relatives. He may start to hear himself at this stage and start to make loud noises, laugh and smile. To communicate he ay cry and he may seek attention. 8-12 months social and emotiona l development When Tommy is a really young baby he shows full attachment to his parents which is immediate, that way he may also always want to be near them or in their sight, showing this he may begin to show fear to strangers. He may also start to be emotionally attached to something socialable like a t. program, blanket or a toy. He also may start to enjoy going out and being socialable for example, going shopping or going to the park. 12-24 months social and emotional development At this stage of social and emotion development Tommy may start to develop a sense of humor and start to love being in the center of attention. He may also start to show selfishness and begin not to share his toys with other friends. With Tommy he lives with his parents so he may start to copy their daily activities such as driving, reading, cooking, hugging and blowing kisses.At this stage Tommy will start to try new things every day, show jealousy towards his parents and get frustrated really easy. 24 -36 months social and emotional development As a child gets older, their emotional and social development gets a lot more interesting. Tommy my start to get confident and except new people and start to talk to them but also if they still have that full attachment to their parents, they may start to show shyness to around new people. If he gets upset, he may start to pull hair, kick, slap or bite other children. Also he may start to show some patients on the other hand.Around places, objects, certain people he may start to show dislike. He may be more sensitive around people and if they cry he may turn it into a tantrum. 4-9 years growth development Between the ages of 4 and 9 children may begin to look thinner, this is because they grow increasingly but their fact accumulation is staying relatively the same. By the time Amy is 6 years old, North Dakota state university that they begin to proportion a lot better and her centre of gravity will be centrally located. She is likely to ex perience a growth spurt between the ages of 6-8 and may notice hair begins to grow darker.Nutrition intake and genetics are big factors when it comes to her growth at this stage. 4-5 years growth development At 4 years of age, Amy will fully develop hand-eye co-ordination, that will allow her to play with objects that have smaller perplexed parts to them. Amy will show that shes energetic most of the time and prefer running and jumping, by the age of 5, she will beable to catch a ball, throw a ball over her head, hop on one foot, walk up and down the stairs alone and hold cutlery properly with 3 fingers rather than her whole fist. -7 years growth development Shortly after 5 years, Amy will beable to skip and have the ability to bounce a ball and skate. By the age of 7 she should be able to ride a bike, draw shapes and patterns. Also Amy maybe beable to use a comb in her hair, brush her own teeth and also tie her own hair up in a pony tail. Also at this stage she will beable to do si mple household tasks such as making her bed, tidying up after herself. At school she may show a development in playing musical instruments. 7-9 years growth developmentBetween the ages of 7 and 9, Amy will beable to identify herself during school or things they take part in. Amy will be able to recognize herself, such as at school, either being an athlete or artist. This is influenced from teachers at school, parents or siblings. By this time, amy is capable to kick, throw and roll, which makes them able to take part in organized sports at school such as football, hockey and rounder’s. Intellectual development 4 – 9 years Around 4 years of ages Amys development of intelligence is still very simple but getting more and more intelligent by the days.Amy should be asking a lot of questions around 5-6 years old such as ‘why is the sky blue? ’, ‘why do birds have feathers? ’. Amy will begin to ask more and more questions every day but this is the de velopment of a milestone. Around this stage of 5 years, amy will start to recognize familiar colours and understand the idea of same and different, pretend and fantasize more creatively, she will be able to remember parts of stories, understand times of the day, count and understand the concept, sort objects by shape and colour, complete puzzles, recognize different shapes and colours.Five years and above, Amy will start to development more sophisticated thinking and learning abilities. Children around 7-9 year often think in very concrete ways, needing hands-on examples to improve their understanding. They often can not change the rules of a game to make it more fun, for example because they perceive rules to be firm and rigid. As children’s minds mature like Amy, she will development more flexible in their thinking. Children in this age group are capable of more abstract thought aswel. Emotional and social development 4-9 yearsFour year olds are moving out into the world an d can usually play happily with other children and enjoy lots of physical games aswel as tell stories. As Amy gets to between 5 and 6 years old, she may then start to learn about the feelings and needs of others and can share their toys plus take turns, at least some of the times. In some stages of Amy’s life can get jealous of her parents relationship. This is where the often development of the game ‘mummies and daddies’ comes from, this is a well-known game for children to grow up on.Playing games such as ‘mummies and daddies’ allows her to try out various adult roles in life. Around 6-7 years, children begin to actually learn new things and experience learning new things at school so they develop a sense of eagerness in themselves. They generally prefer structured activities to more open-ended experiences. Amy may wonder about the world and ask a lot of ‘what if? ’ questions. Pretend play means a lot to Amy at this stage in her child hood because they develop a strong imagination and involve others like friends at school.Around 8 and 9 years, children such as Amy start to involve more people in their lives, for example at school, amy may start to have best friends and play with other children with the same gender. As amy grows older she grows out of being self-centered as should be at around 5 years old because she has matured. Also around this stage amy will begin to understand other peoples views and can imagine themselves in situations of other friends experiences. Physical development 10 -18 years (adolescence) 10-11 years physical developmentPhysical development around this time it’s the start of many different experiences for young children and teenagers. For girls between the ages of 11 and 13, it may sometimes begin earlier for some children; puberty begins. Girls usually start around 2 years before boys. Boys usually start between the ages of 13 and 15 years. Puberty is an important stage for abb ey because it prepares the body for sexual reproduction. It is all started by the hormones and controlled but the sexual development. Around the teen years, girls and boys will experience a definite growth spurt. 12-14 years physical development round this physical development of life for teenagers, its all about the development of puberty, for girls around abbeys age, around the breast area they begin to be quite painful because they are beginning to develop. Usually around 13 years of age, Abbey may have started her menstrual cycle and public hair has developed. For boys on the other hand, testicular growth begins, the voice changes, pubic hair develops and they may start to experience â€Å"wet dreams†. 15-17 years physical development around this age, Abbey would of completed the physical changes related to puberty by the age of 15.Boys are still developing around this age, maturing and gaining strength. Muscle mass develops and they are completing the development of sexu al traits. Around 15-17 years, oily skin may appear which turns into acne. Hair has grown under the armpits. Breasts have developed but still maybe growing. Abbey may have developed a curvy outline to her hips which is caused from fat deposition. Internally wise, primary sexual organs grow such as uterus and vagina, ovulation and menstruation has fully developed, and lastly public hair has grown. 18 years physical developmentAround 18 years, many of the major changes for growth in puberty have completed by this age, in boys and girls. They are still growing but major changes have developed. For boys around 18 years, facial hair has grown on the face, hair is also under the armpits, testes have produced sperm. The voice box, which is called the larynx, has broken and the voice has developed deeper. The prostate gland produces secretions, and the penis has enlarged. Intellectual development 10-18 years. Between the ages of 10 and 13 years, preteens start to experience â€Å"stressful † imes at school or high school because they are having their first â€Å"exams†. Preteens around this stage develop abstract thoughts usually by the age of 13. Between the ages of 11-14 years, they are still concrete thinkers- they perceive things as good and bag and whats wrong and rights. They are just beginning to imagine possibilities, recognize consequences of their actions and anticipate what others are thinking. Anxiety enters their lifes and may cause major distractions interfering with abstract thinking.Teenagers may show an interest in ideas, ideals, values and social issues. Around 15 and 16, at this stage they show a well better established abstract thinking at school and in any other situations that may occur. Around this age Abbey may start to make applications to her own current and future situations and social situations. As abbey progresses in life, abilities to abstract thinking develop better and problem-solving skills increased by demands at school and college. Preteens and teens tend to think things wont happen to them, this explains why they are risk-takers.Also they believe they are the center of attention, for example, abbey may have a pimple on her forehead, this is making her life hell right now. This explains why teenagers are terribly self-conscious. Social and emotional development 10-18 years Around this stage of Abbeys teenage life, she begins to spend more time with her friends and less time in home and with her family. Abbey will start to form her own identity around 12-13 years and try different clothes, hair styles, friends, music and hobbies. This will then progress and carry on throughout her teenage life.Preteens like abbey around 13-14, push limits that adults put on them to assert their independence, preteens and teenagers like Abbey around 14 and 15 may start to develop more moody moods and start to express mixed feelings about â€Å"breaking away† from parents. Troubled youth may act out (for examp le, get into physical fights, use alcohol or other drugs, skip school) to express emotional pain. Physical development 19-65 years Adults in this age have to be very careful because there are many different age related changes to become as Denise grows up. Some individuals, not so much Denise have to wear glasses for reading and writing.Some adults like denise may start to lose there hearing in later adult hood. Adults tend to have some changes in hair colour, it may start to turn grey. Men sometimes start to lose there hair around 35 to 45 years old, around 45, women start their menopause. Young adults start to see and maybe feel their physical changes between the ages of 18-28. Adults are still fit and healthy at young adult hood stage but not as fit as they used to be. Around the ages of 30, adults may start to feel that their fitness, speed and strength has decreased. Some adults still go to the gym in their middle adulthood stages to keep feeling healthy and fit.Early adulthood Early adult hood is the first stage of adulthood in which the body physically changes. In this stage, denise may have continued to add abit of height and weight to her late teenage frame come into her adult hood. The body continues to undergo significant hormonal changes. In menm their heard may grow a little thick, the voice may become slightly more deepeer and richer. Early adulthood is the period when women have children, so this is the time denise would of gained abit of weight and breast development would of completed. Middle adulthoodMiddle adulthood is the second stage of adulthood in which one of the most noticeable changes is loss of elasticity in the skin, especially in the face. This results to wrinkles and lines in the skin, this then shows denise â€Å"aging†. Men usually gain weight around the stomach and women gain weight around the hips and legs. Strength and flexibility both decrease in both genders. Women usually experience hormonal changes during this peri od that result in rhe loss of ability to reproduce, this then is called the menopause. Both genders experience graying of the hair or the hair may start to thin out.Later adulthood Late adulthood is the final stage of physical change, the skin continues to lose elasticity as it started in middle adulthood and the result is deeper lines and wrinkles, age spots or brown spots often form. Eye sight deteriorates, which causes them to need stronger glasses. Reaction time slows down and appetitive may also slow down. Intellectual development 19-65 years Intellectual development may increase in this age group. Some older adults like Denise may have a slower reaction to things but increase in knowledge may give back for this in many work situations.Older adults are more skilled then younger adults and teengers when it comes to complex decisions. Adults like Denise are typically more focused in specific directions, having gained insight and understanding from life events that teenagers and y oung adults have not yet experienced. No longer viewing the world from an absolute and fixed perspective, middle adults have learned how to make compromises, question the establishment, and work through disputes. In recent years, colleges and universities have reported an increased enrollment of adult learners—students age 25 or older.Of course, labeling this age group as adult learners is not to imply that the typical college student is not also an adult. Academic institutions typically identify those outside the 18–21 range as adults, because most have been working and rearing families for some time before deciding to enter or reenter college. Compared with younger students, adult learners may also have special needs: anxiety or low self-confidence about taking classes with younger adults, feelings of academic isolation and alienation, fears of not fitting in, or difficulties juggling academic, work, and domestic schedules.Adults most often choose to go to college fo r work-related purposes. Many employers require workers to attain certain levels of education in order to qualify for promotions. Other workers go to college to learn new skills in preparation for another career. Additionally, certain organizations, such as state licensing boards, may require professionals to have a certain number of continuing education hours each year to maintain their licenses. Finally, adults may also return to college simply for personal enrichment.Social and emotional 18-65 years Young adults like Denise face some difficult developmental tasks. Denise maybe at the beginning of this stage is concerned with beginning a career. They may be studying to gain the serious qualifications, or training at the entry level of an organization. Some will not be so lucky. In many countries, youth unemployment rates have been very high during the last century and appear set to continue. Studying, employment and unemployment each presents its stresses.At the same time, young a dults tend to be finding their way through the world of romance, which can also lead to stress and anguish. All of this happens alongside changes in relation- ships with parents, and the increasing expectation that the young person will take responsibility for her own life – including, perhaps, a shift to a new home. It would be an unusual person like denise indeed who proceeded through these developmental tasks without at least occasionally wondering who she is, or who she is becoming, and how she is faring compared to her peers.For most people, facing these issues brings a range of emotional reactions. Physical changes 65+ During late adulthood, the senses begin to dull. With age, the lenses of the eye discolor and become rigid, interfering with the perception of color and distance and the ability to read. Without corrective glasses, nearly half the elderly population would be legally blind. Hearing also diminishes, especially the ability to detect high-pitched sounds. As a result, the elderly may develop suspiciousness or even a mild form of paranoia to not being able to hear well.They may attribute bad intentions to those whom they believe are whispering or talking about them, rather than correctly attributing their problems to bad hearing. Hearing problems can be corrected with hearing aids, which are widely available. The sense of taste remains fairly intact into old age, even though the elderly may have difficulty distinguishing tastes within blended foods. By old age, however, the sense of smell shows a marked decline. Both of these declines in sensation may be due to medications, such as antihypertensive, as well as physical changes associated with old age.Intellectual development 65+ Some old people decide to retire some carry on working. However they still contribute in a good way to society as many of them give a positive view and things and are good role models to others. They give wise advice to people and people learn from it, during this age they may also enjoy playing board games or meeting other people their age. Many older adults complain about not being able to remember things as well as they once could. Memory problems seem to be due to sensory storage problems in the short-term rather than long-term memory processes.That is, older adults tend to have much less difficulty recalling names and places from long ago than they do acquiring and recalling new information. Studies have shown that practice and repetition may help minimize the weakening of memory and other cognitive functions. Researchers have found that older adults can improve their scores on assorted tests of mental abilities with only a few hours of training. Working puzzles, having hobbies, learning to use a computer, and reading are a few examples of activities or approaches to learning that can make a difference in older adults' memory and cognitive functions.Emotional and social development 65 + After this age the older people may start feeling upset because of their age and may feel that there's no point of being in society because they are not able to do things. They will start getting mixed emotions. However many might feel happy as they will have more free time and spend it with family. Reference: Healthy Children- physical development of school ages children. Bodycenter. com, parenting. com and cliffsnotes. com

Free Essays on Groups

Why is group forming and group development crucial to the success of businesses? Introduction A group is â€Å"a collection of one or more interacting individuals who maintain stable patterns of relationships, share common goals and perceive themselves as being a group.† Greenberg, J & Baron, R. A. (1997) Within the context of this essay I hope to prove the following hypothesis, that group forming and group development are crucial to organisations. In all aspects of society whether at home, school or work we participate in and interact with members of groups. A large organisation can be viewed as a collection of small groups (Huczynski & Buchanan 1991.) If an organisation is made up of groups then the goals, performance and effectiveness of these groups will have a direct affect on the organisation they are involved with. Content There are two types of groups formal and informal. Formal groups are created by the organisation and are intentionally designed to direct members. Informal groups develop naturally amongst organisations personnel without any direction from the management. (Greenberg, J & Baron, R. A. 1997) According to Tuckman and Jenson (1977) there are 5 stages to group development. 1. Forming. In this stage the group is formed, members meet and ground rules are set out. Failure of the group even at this early stage to clarify goals and objectives can lead to the group not working at maximum efficiency (Tuckman and Jenson 1977). 2. Storming. In this stage the group show conflict and resist control from group leaders. (Tuckman and Jenson 1977) â€Å"The good relationships and acceptance of the leadership helps the group perform well.† (Greenberg & Baron 1997) When an organisation creates a group, the leader has to be chosen not only considering the needs of the task but also the members of the group. Failure of a leader to recognise the needs of his group members could lead to a drop in... Free Essays on Groups Free Essays on Groups Why is group forming and group development crucial to the success of businesses? Introduction A group is â€Å"a collection of one or more interacting individuals who maintain stable patterns of relationships, share common goals and perceive themselves as being a group.† Greenberg, J & Baron, R. A. (1997) Within the context of this essay I hope to prove the following hypothesis, that group forming and group development are crucial to organisations. In all aspects of society whether at home, school or work we participate in and interact with members of groups. A large organisation can be viewed as a collection of small groups (Huczynski & Buchanan 1991.) If an organisation is made up of groups then the goals, performance and effectiveness of these groups will have a direct affect on the organisation they are involved with. Content There are two types of groups formal and informal. Formal groups are created by the organisation and are intentionally designed to direct members. Informal groups develop naturally amongst organisations personnel without any direction from the management. (Greenberg, J & Baron, R. A. 1997) According to Tuckman and Jenson (1977) there are 5 stages to group development. 1. Forming. In this stage the group is formed, members meet and ground rules are set out. Failure of the group even at this early stage to clarify goals and objectives can lead to the group not working at maximum efficiency (Tuckman and Jenson 1977). 2. Storming. In this stage the group show conflict and resist control from group leaders. (Tuckman and Jenson 1977) â€Å"The good relationships and acceptance of the leadership helps the group perform well.† (Greenberg & Baron 1997) When an organisation creates a group, the leader has to be chosen not only considering the needs of the task but also the members of the group. Failure of a leader to recognise the needs of his group members could lead to a drop in...

Current Issue in Federalism

Current Issue in Federalism Throughout the world’s history, conflicts have emerged on how to unite state and federal powers within one system of governance. To date, several controversies indicate how these conflicts continue. This paper examines the current federal issue of the same-sex marriage, its pros and cons, and my own opinion regarding the best power division.Advertising We will write a custom essay sample on Current Issue in Federalism specifically for you for only $16.05 $11/page Learn More Same-sex marriage was once a concern for individual states, but currently it is emerging as a federal issue. This has triggered the debate to shift from the state courts and legislatures to the federal courts with the interest groups looking for the best platform to present their case. Earlier, the federal government was prohibited to legalize same-sex marriage by the Defense of Marriage Act. In addition, state governments were also included. However, as from 2004, states began leg alizing it. Relative to the advantages, federal involvement on same-sex marriage can promote individualism. This will help with accommodation of interests of the bigger majority like culture, style, or language (Bond Smith, p. 76). However, state government is better placed to enhance policy positions that are specific to its area and needs of its constituents. On the other hand, federal government formulates policies that cater for the majority in order to create a balance between the states. Next, it will allow for experimentation of various laws and policies across different states. In regard to the disadvantages, federal government involvement in the same-sex marriage has contributed to various challenges. First and foremost, conflicts have erupted between states due to different policies pertaining same-sex marriage (Bond Smith, p. 86). Different states develop their own individual customs and culture pertaining to same-sex marriage. Every time one crosses a state boundary he or she is bound by different laws and policies. Therefore, it is challenging for the federal government to come up with a strong policy as the states are often divided on the issue. Secondly, this has an adverse effect on the economy.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The central government is responsible for handling the overall economy although each state has its unique economy. Same-sex marriage faces huge economic disparities, as opposed to heterosexual marriages. Same-sex couples are not legitimately recognized as married couples. In this case, they are not entitled to some of the states’ or federal government benefits such as exemption from taxes like the heterosexual couples. For instance, a heterosexual spouse is not subjected to taxation in inheritance cases from his or her deceased partner whereas a same-sex couple is subjected taxation. Furthermore, federalism has led to the growth of inequality mostly among the minority groups. This leads to mental problems such as stress due to stigmatization. Studies from various states prohibiting same-sex marriages have revealed that the majority of same-sex couples exhibited mental heath problems. This was attributed to minority stress resulting from stigmatization of the minority groups and psychological distress. Moreover, the negative campaign associated with its ban is what increased the stress. Apart from the mental health problem, the ban on same-sex marriage leads to other physical health problems. For instance, its ban is said to have triggered an increase in HIV infection in some states. Finally, the division of power between federal and state government based on confederation is the best. In this case, the federal government receives direct grant power from the states government, but not from the citizens (Bond Smith, p. 73). This would allow for optimum resource utilization a nd formulation of policies. As mentioned, state government is better placed to handle local needs. Thus, the federal government would be best suited for international issues and defense. Bond, Jon R. K.B. Smith. The Promise and Performance of American Democracy. Belmont, CA: Thomson Higher Education, 2008. Print.Advertising We will write a custom essay sample on Current Issue in Federalism specifically for you for only $16.05 $11/page Learn More

THERE NO SPECIFIC TOPIC, BUT SHOULD RELEVANT TO CORPORATE Research Paper - 1

THERE NO SPECIFIC TOPIC, BUT SHOULD RELEVANT TO CORPORATE COMMUNICATION OR COMMUNICATION SCIENCE - Research Paper Example Besides, there has been a shift from the traditional communication channels to the use of internet services leading to an incredible impact. Certainly, information technology has transformed corporate operation in many ways; communication has been the greatest area of corporate evolution. Initially, corporate bodies used written communication as the sole communication tool either internally or external. Over the last two decades, the advent of social media and organizational internet use has posed significant reforms in the marketing, product promotion, and internal communication1. The creation business technology department in many organizations is an example of structural adjustment that has been introduced by adoption of internet connection. In addition, it has led to the creation of an exclusive online business leading to the emergence of e-commerce, a concept that has been integrated into modern businesses. Notably, majority of the companies including Star buck, Caterpillar Inc., Deere and many others have created an automated platform where consumers can make orders and receive deliveries within the shortest time possible2. Communication experts see the advent of the internet in communication as a recipe or business growth since it discourages the long and traditional communication channels. Effective communication involves receiving sending of information and receiving feedback; the internet platform provides an excellent medium that allows a direct link with the business operations. Today, a consumer can make orders or inquiries from the comfort of their rooms and receive feedback almost immediately. However, corporate communication through internet has created business platforms that do not allow personal interaction. It has introduced use of personal computers, cash register systems, server storage, and point-of-sale technological avenues. Following increasing competition in the business operations, some of the businesses have

The factors that students use when selecting which University to Assignment

The factors that students use when selecting which University to attend - Assignment Example For researchers to reach an understanding of university choosing process, it was vital to investigate the stages that university applicants go through when choosing universities. Researchers established various models of the university selection process. The three foremost stages of the models are predisposition, search and choice. Predisposition is the first stage of university choosing process. Predisposition is the college desire formation stage. This period is regarded as young adult students decisive to attend university (Perera, Kusumawati, and Yanamandram, 2010). At this stage, certain contextual features impact students. Some of the impacts include socioeconomic status, talent accomplishment, sex, approaches, race, and educational history of the parents and peers around them. Research shows students with high socioeconomic standing are more anticipated to attend university than students with less socioeconomic standing. Student’s talent and accomplishment have also been acknowledged as compact evidence of university attendance (Vickers, and Bekhradnia, 2007). As a young adult student’s talent and accomplishment upsurge when in high school years, they are more likely to chase higher education. Researchers have also recognized that parental inspiration to attend university has a direct effect on university attendance (Donald, 2006). Student’s peer groups with interest in attending university are more likely to chase an undergraduate degree than those without interest. (Vickers, and Bekhradnia, 2007).... (Vickers, and Bekhradnia, 2007). Researchers have branded the second stage of university choosing process to be research stage. Once the students have made up their mind that they are going for higher education, they always hunt for information about universities of their interest. Students make a list of universities, which scholars have denoted to as choice set. Students use this choice set to obtain ideas that will aid them in decision making to apply to universities (Donald, 2006). The final stage of university choosing process has been recognized to be choice stage. At this stage students remind themselves the acceptance to attend universities of their choice. Students decide to attend one of the universities based on the university’s characteristics that they are favourable to their needs. Hence, students will have a variety of approaches in making their ultimate decision (Vickers, and Bekhradnia, 2007). Social issues University is a place for individual growth and socia lization and not just a place for academic progress. Students prefer universities containing students with different background. For instance, students who are planning to be a journalist in the future, they will prefer universities that have different students around the globe as it will help them in developing their career of journalism. On the other hand, some young adult students prefer universities with most students from the same contextual as their own (Yu, 2011). For example, students from Chinese black community are most likely to choose universities with most students from Chinese backgrounds. Student’s level of participation is an essential part of their