Iron Crowned Chapter 8

There was a long pause as I waited expectantly. Volusian was enjoying this, I realized. He wasn't going to elaborate until I asked because he wanted to draw out the agony. â€Å"Damn it! Tell me what happened!† Volusian got this pleased look on his face that I suspected was the closest he ever came to smiling. â€Å"The Oak King is †¦Ã¢â‚¬  I held my breath. â€Å"†¦ alive.† â€Å"Thank God.† Of course, thinking of my own wounds, â€Å"alive† might not mean much. â€Å"Is he hurt?† â€Å"He is well and uninjured.† I sank gratefully onto my bed, knowing I wore my emotions all over my face. I hated to ever show anything like that in front of Volusian. I wanted to maintain an image of power. This situation was too important, though. Fear and worry for Dorian and the battle had been a knot within me, one I only just now dared to loosen. â€Å"What about the others? Who won?† â€Å"Your forces, mistress.† Again, relief flooded through me. We had won. Dorian was okay. â€Å"Casualties?† â€Å"Inevitable, of course.† Volusian didn't seem particularly concerned, but then, he was never concerned about much. â€Å"Death and injury on both sides. The Oak King's lands and towns remained untouched.† That last part was good news. But death and injury? No, I didn't like that. I wanted to know numbers, but for now, that was irrelevant. One death was too much. I'd get all the stats I needed from Dorian soon enough. I started to thank Volusian, but that wasn't the way our relationship worked. â€Å"Go back to the Oak Land. Tell Dorian I'll be there shortly.† Volusian gave a small nod of acknowledgment. I expected him to vanish instantly, but he paused, eyes narrowing slightly. â€Å"My mistress has also been in a battle tonight.† I shifted slightly, becoming aware of the bandages covering my shoulder and back. â€Å"Yeah, I fought a fetch.† â€Å"Who inflicted great injury.† â€Å"It would appear so, wouldn't it?† â€Å"But not enough to kill you.† The look I gave him was answer enough. â€Å"Pity,† he said. He vanished. â€Å"Damn it,† I muttered. I stayed where I was, staring off into space. I needed to cross to Dorian's land soon, but for now, I allowed the news to percolate in my head for a few moments more. Only, a new distraction presented itself. Otherworldly magic washed over me seconds before a voice spoke. â€Å"You could end it easily, you know.† I jumped up from my bed as the ghost from the mountains appeared before me. Silently, I cursed myself for having packed up my weapons. Since my queenhood, attacks at home had dropped off, lulling me into a false sense of security. It was lazy of me. Foolish. With no care for the other carefully packed items, I upended my bag, dumping everything out. I grabbed my wand, expecting the ghost to attack. Instead, she just hung in the air, face blank. â€Å"You shouldn't have come back,† I said, wand ready and pointed. Weary as I was, banishing magic tingled within me. â€Å"You should have stayed away.† She stayed motionless, uncaring of the threat I presented. â€Å"I told you. I can't. I need your help.† â€Å"And I told you, I can't help you.† â€Å"I can help you,† she said. â€Å"I can help you find the Iron Crown.† The magic welling within me paused and then I dropped it altogether. I eyed her warily. â€Å"How do you know about that?† She gave a weak shrug. â€Å"I've been following you.† I began the banishing again, quickly working out her words. Of course she could follow me. She was a strong ghost, one who could likely flit between this and the Otherworld as easily as I saw her move around here. The magic of the Otherworld, which concealed so many spirits, would make her harder to detect there. Following – and spying – would be easy. â€Å"We're done with this,† I said. Power coursed into the wand. Still, she didn't flinch. â€Å"The Iron Crown,† she repeated. â€Å"I know where it is. I can lead you.† Again, I paused the banishing and recalled something Dorian had said. â€Å"The way is blocked to spirits.† â€Å"Yes,† she agreed. â€Å"But I know the starting point. You don't even know that. I can take you there, and you can go the rest of the way on your own.† â€Å"I don't believe you. I have no reason to. You could just get me mucked up in your little investigation and then disappear.† This finally brought about emotion. Anger flickered in those pale eyes. â€Å"‘Little investigation?' This is my family! Their lives! They mean everything to me.† â€Å"Meant,† I corrected. â€Å"You need to cut your ties to this world.† Her lips flattened into a straight line, as though she fought to control her temper. â€Å"I'll take you there first. After you have the crown, you'll help me. I'll be the one taking you at your word. You have nothing to lose.† â€Å"Nothing except my life,† I muttered. â€Å"A crown that does nothing except lead me on some lethal journey is a big gamble. I don't even believe Masthera's crazy logic.† â€Å"Other spirits say it can do what she says,† the ghost said. â€Å"They're old. They remember it.† Well, that at least answered one of my questions. The dubious nature of the crown aside, I understood how a ghost like this would know about something so ancient. The grief that bound her to this world might make her strong, but she struck me as a new ghost, one that would hardly know about some legendary artifact. â€Å"It's all ridiculous,† I said. â€Å"It's time for you to go.† â€Å"It is,† she agreed. â€Å"Think about my offer. Summon me when you're ready. My name is Deanna.† And as easily as she'd come, she disappeared, beating my banishing. Admittedly, it had less to do with my skill than with my own doubt. Her words had struck something in me. A tiny spark of wonder, wonder that maybe there was some wacky way to end this war. If the legends were true. If Deanna wasn't lying. If I didn't die setting out alone on a treacherous journey. Shaking my head, I once more chastised myself for letting her go. Next time. Next time I'd banish her to the Underworld as soon as I saw her face. For now, I had to go to Dorian. I'd wasted too much time. Hastily, I repacked my bag and went on my way. Tim and Lara still sat in the living room. Recognizing what the bag meant, Tim again muted the TV, an uncharacteristic look of concern on his face. â€Å"Eug †¦ don't you think going over to Never Never Land is a bad idea after getting your ass kicked tonight?† â€Å"You should see the other guy.† I shifted the bag, careful to keep it on my good shoulder and away from my back. â€Å"Besides, sad as it is, I think I'm safer there than here.† He sighed, and I couldn't help a smile. I glanced at Lara. â€Å"I'll be back as soon as I can.† Her face was as grave as Tim's. â€Å"I don't think we're charging enough.† I laughed. â€Å"Probably not.† I left them for a gateway that opened up near Dorian's. I had an anchor in his castle too, and crossing over nearby pulled me to it. I appeared in a small, empty chamber that he reserved purely for the anchor. Even injured, I'd had no difficulty making the transition. A long time ago, I couldn't even cross in human form. I'd come over as my spirit's totem: a dark swan. Now, coming here was as easy as stepping through a door. My power had indeed grown, something that Kiyo and my parents feared. I didn't get very far down the adjacent hall before I was spotted by a servant. â€Å"Your Majesty!† he sputtered, managing a clumsy bow. â€Å"The king has been expecting you.† â€Å"Then take me to him,† I said. Dinner had long since ended, and Dorian was in one of his posh sitting rooms, surrounded by a handful of counselors and generals. To my surprise, Masthera sat there too, off in a corner where she observed rather than participated in the meeting. Dorian's face was calm and collected as he spoke to the others, but his expression broke a little when he saw me. â€Å"Eugenie!† In a few strides, he was across the room. Something cracked inside of me too, something that was so, so glad to see him alive and well. Despite Volusian's report, I'd needed to see Dorian alive for myself. My heart swelled, and I let go of my aversion to gentry customs. I dropped the bag and wrapped my arms around his neck, seeking his lips before he could hardly even get his hands on me. He gripped my hips as we kissed, the power of that kiss sweeping my body and filling it with heat as I pressed against him. It was suddenly easy to understand why gentry sometimes felt the need to have sex in public. No such option was given to me because Dorian's hands slid up my waist, freezing when he touched the bandages. He pulled away abruptly, studying me with astonishment. I still wore my tank top, giving a full view of the hospital's handiwork. â€Å"Good grief, woman,† he exclaimed. â€Å"What happened?† I gave as unconcerned a shrug as he might. â€Å"I got in a fight. With a fetch.† He stared. â€Å"She threw a table at me.† Dorian peered beyond me, over at the servant who'd escorted me to the room. â€Å"Get a healer.† â€Å"No, don't,† I said. The guy hesitated, glancing between us, torn between two commands. â€Å"You need your healers for the armies. This looks worse than it is.† That wasn't entirely true. The painkillers I'd been given were wearing off, making the scratches itchy and sore. Yet, I couldn't shake Volusian's words about death and injury. I wouldn't take any healers away from the armies. I gave Dorian a warning look. â€Å"It's fine.† He returned my look, locking us in a brief battle of wills. â€Å"Fine,† he repeated. He glanced over at the servant. â€Å"She says it's fine. Far be it from me to question my lady. Come join us, dear. I assume your despicable little pet gave you the essentials?† A chair was quickly brought over to me, and I joined the meeting. The details of it were a blur. I was no strategist, not for this kind of war. One-on-one fights were my thing. Mostly I listened to the group, not always understanding, as they studied maps and discussed army movement and strategic targets. Borders and areas with resources – like my copper mines – seemed to be a protective priority, which was about the only part I truly understood. The part that really stuck with me was the recap of this battle. It had been long, even though our superior numbers had ensured victory almost from the beginning. The towns and our food were safe. The number of casualties were recounted briefly. Dorian and his advisors seemed pleased by them, considering them low. I supposed, as far as percentages went in the army, they were. Still †¦ people had died. Gentry or not, it didn't matter. They had families, people who loved them. People who would mourn. I felt sick to my stomach. The meeting closed with plans for our next move, plans I agreed to automatically when consulted. Everyone left, off for bed, except me, Dorian, and Masthera. The pleased, laconic look Dorian had worn for his team vanished once the last person was out of our sight. He turned on me, outrage in those beautiful eyes. â€Å"What were you thinking? I was the one who was supposed to be facing an army today. Not you.† â€Å"I didn't,† I countered. â€Å"It was just a fetch. Did I mention the table?† â€Å"You're making a joke out of this.† â€Å"No more than what you usually do.† I frowned. â€Å"And this is nothing †¦ nothing compared to what you and the others faced.† His blase expression returned. â€Å"We had a great victory.† â€Å"We have different ideas of victory,† I said sadly. My eyes landed on Masthera, who watched us intently. â€Å"What are you doing here?† She seemed to read my question as an invitation and moved to a nearer chair. â€Å"Waiting for you, Your Majesty. I sensed that you would come.† I scoffed. â€Å"Volusian came and said I was coming.† The comment didn't bother her. â€Å"You've come to discuss the Iron Crown.† â€Å"Hardly.† Yet, I found myself frowning as crazy thoughts swirled in my head. Dorian arched an eyebrow of surprise. â€Å"Is that true? You made your feelings clear on that last time.† â€Å"They haven't really changed,† I admitted. â€Å"I still don't see it as a convenient end to all of this. Except †¦ well, a ghost came to me today.† â€Å"Ghosts are always coming to you.† â€Å"Yeah, yeah. But this one claimed she could lead me to the crown. Or rather, the place surrounding it. She needs a favor and offered this in return.† Masthera's eyes widened, and she leaned forward. â€Å"This is it! What I've seen. This will bring you to the crown.† â€Å"Presuming this ghost isn't part of some elaborate plan to kill me,† I said. â€Å"Wouldn't be the first time.† â€Å"No, no,† she said. â€Å"This is real. I feel it. I've had a vision of you crowned.† Dorian gave her a sharp look. â€Å"Enough. It doesn't matter if this ghost is telling the truth. I'm not sending Eugenie off into a nightmarish landscape.† â€Å"Hey, you don't send me anywhere,† I retorted. He rolled his eyes. â€Å"Please. Don't start with the mock wounded pride over your capabilities. You're a great warrior; I accept that. You defeat fetches and tables and all other sorts of fiends. But this †¦ no. The risk is too great, and I couldn't help you.† â€Å"But Your Majesty!† exclaimed Masthera. â€Å"You see the opportunity. An end to the war. The power. The fear this would inspire among others.† â€Å"My own fear is more than enough, thank you,† he said dryly. An end to the war. An astonishing thought struck me. â€Å"Gentry would suffer in the iron fields †¦ but I'm not the only half human. I could take Jasmine with me.† Jasmine was almost as unaffected by iron as I was. Touching it caused her no pain, and it was only her cuffs' tight binding that stunted her magic. Otherwise, to my knowledge, simply being near iron wasn't enough to dim her power. â€Å"No,† said Dorian swiftly. â€Å"Absolutely not. I wouldn't have your unstable sister go anywhere near that crown.† â€Å"The queen is right, though,† said Masthera. â€Å"Storm King's younger daughter might be protected by her human blood.† I expected another refusal from Dorian, but he remained silent. He was actually considering this, I realized. Jasmine would be a safe companion – or not. â€Å"No,† he repeated at last. â€Å"If she somehow returned in control of the crown †¦ Well, I wouldn't want to see that. She craves power too much.† â€Å"I thought the crown didn't have power in and of itself,† I said suspiciously. â€Å"It doesn't – but if she possessed it, others would believe she was the daughter to fear. Right now, you carry that honor. I'd like to keep it that way. You can't go with such a dangerous companion.† â€Å"Your Majesty – † attempted Masthera again. â€Å"Enough,† said Dorian, standing up. â€Å"It's late. The discussion is over, and I want to go to bed. You're dismissed.† Masthera looked upset but didn't contradict her lord. After a brief curtsey to each of us, she scurried away. We left as well, staying silent as we walked through the halls, past stationed guards. As soon as we were alone in Dorian's room, I turned on him. â€Å"You have a lot of fucking nerve! Don't ever talk to me like that in front of someone – like you've got the power around here. We're equals in this, remember?† He smiled and took off his cloak and shirt. â€Å"Of course we are. And equals sometimes trade power. When it comes to you making foolish choices, I wield the power.† â€Å"When it comes to making foolish choices, I – never mind. Look, if there's a chance to end this with as little bloodshed as possible, I want it.† â€Å"As do I.† He stood before me and ran a gentle finger along the side of my neck. â€Å"But not at the cost of your life or reputation. Find a better option, and you can go.† He moved his hands down and caught the edges of my shirt, carefully lifting it over my head without disturbing the bandages. â€Å"There you go again,† I growled. â€Å"Acting like you control this.† â€Å"I do. Just as I control this.† He grabbed hold of my waist and jerked me to him, his lips crushing mine in a fierce kiss, one that left me gasping when I managed to pull back. â€Å"You don't control anything,† I said. Yet, that kiss and his closeness made me ache with arousal. Maybe it was my anger or the residual adrenaline from all my fights today. Maybe it was just relief at seeing him, no matter how much he annoyed me now. Whenever I returned from battle, sex was his way of truly confirming I was alive and safe. Today, I shared that. He was alive. I wanted him, and he knew it. â€Å"You see?† His lips moved to my neck, and I felt the edge of his teeth. â€Å"I've got the power here †¦ and you like that †¦Ã¢â‚¬  â€Å"I †¦ that is †¦Ã¢â‚¬  Forming coherent words was difficult for obvious reasons. His mouth was too distracting, as was the rest of his touch. He moved his lips up near my ear, his hands cupping my breasts. I pushed down his pants, feeling how hard he was as my hands slid over him. â€Å"I know you, Eugenie. I know what you want †¦ and here? You want me in control. Really, those wounds you insist on keeping are all that are stopping me from throwing you against the wall or the bed.† The rest of our clothes fell off, piece by piece, while we still attempted some sort of debate. â€Å"Guess you're not as in control as you think,† I said. We were pressed together, bare skin against bare skin. We managed to stay wrapped up with each other as we moved toward the bed. His hands slid up over my breasts, lingering briefly on my nipples. Then – again avoiding any wounded areas – he gripped my shoulders, and I expected him to throw me onto the bed anyway. Instead, he pushed me down onto my knees, so that my back was barely an inch from the bed, and he stood right in front of me. The tip of his huge swelling erection was right against my lips, just like the last time we'd been together, save that I'd been on my back then. â€Å"I still have the control. I can make you do all sorts of things,† he murmured. â€Å"Now, are you going to do this on your own? Or will I have to make you?† There was no coercion needed. I parted my lips and took him into my mouth. Just like the last time we'd had sex, he felt so large and long that I could barely fit him as I sucked and slid my lips along that shaft. He realized I was holding back and tsked disapproval. â€Å"You can do better than that.† His hands were tangled in my hair, and he pulled my head closer, forcing more of him into me, more than I thought I could take as I felt him touch the back of my throat. â€Å"More †¦Ã¢â‚¬  he breathed. â€Å"Take more †¦ or I'll make you†¦.† I increased my speed and intensity as I took him into my mouth over and over. It was as much as I could do, and he knew it, but that didn't matter. This was a game, a game of power. Deciding where I went and who I fought? No. He couldn't do that. But here? He could play master. â€Å"Still not good enough,† he said. He took over from me, and just as he had last time, he thrust into my mouth as steadily and hard as he might have my thighs. His hold on my hair tipped my face up and made me look into his eyes, just as I was forced to take as much of him into my mouth as he chose. â€Å"I wish we'd done this downstairs. Should have taken you †¦ the instant you walked into the room †¦Ã¢â‚¬  He still had that smooth, controlling tone to his voice, but it was cracking a little as the pleasure of this began to take over. â€Å"I wish the whole court could see this. You're so beautiful †¦ so beautiful with your mouth full of me †¦ more beautiful still when I pour my seed into you †¦Ã¢â‚¬  I shivered, making a small groan of desire. He was pumping harder now, almost uncomfortably so for me, yet it was giving me a thrill of my own. â€Å"That was †¦ what you †¦ wanted, wasn't it? Last time?† His voice was low and strained, his whole body suddenly tensing. â€Å"This?† He came, and warm liquid exploded in my mouth. Although he slowed, he still continued sliding in and out as he released himself into me. Then, he pulled out, finishing his orgasm and spilling onto my lips and breasts. I coughed slightly, and he slid a finger across my lips. â€Å"Swallow,† he hissed. â€Å"Swallow it all.† I did, surprised that he'd been able to come so much both in my mouth and on me. The finger toying with my lip slid along my face and down to my breasts, rubbing in his semen. When his finger returned to my lips, I knew what he wanted. I took it into my mouth and licked his finger, sucking on it until there was nothing left. Smiling he helped me up to the bed and laid me down on my side, where he continued massaging my sticky breasts. â€Å"Wasteful,† he said at last. I knew what a big concession it was for him to forgo intercourse. â€Å"Wasteful, but enjoyable.† â€Å"Seeing as this was what I wanted, maybe I had the power here after all,† I teased. â€Å"Hush, woman,† he chastised good-naturedly. He shifted me again, so that my head rested on his chest. His hand slid down my body, his fingers moving between my thighs as deftly as they had under the table. He groaned when he felt how wet I was. â€Å"Wasteful, I say.† I laughed, shifting up to kiss him. â€Å"I've told you before, it doesn't – ah †¦Ã¢â‚¬  Taunting thoughts faded away, and soon all that consumed me was his fingers stroking me harder and faster. He brought his lips back to mine so that we were locked in a kiss when I came. Agonizing pleasure radiated through my body at his touch, and my cries were swallowed into that kiss. He released me only when my shaking stopped and breathing calmed, again letting me rest against his chest. One hand stroked my hair while the one that had just got me off moved to rest on my bare lower back. We both sighed in contentment, and I closed my eyes, exhaustion from the day's battles finally catching up with me. I was nearly asleep – and thought he was too – when quiet words brought me back to consciousness. â€Å"Masthera is right. The crown could solve a lot of problems.† Yes, I was definitely awake now. â€Å"I thought you didn't believe that.† â€Å"Oh, no. I believe it could end this war. I believe it would make Katrice cower in fear.† He sighed. â€Å"I just don't want to risk you. I couldn't cope with losing you.† My heart tightened at his words. I didn't know what to say and simply brushed my lips against his chest. â€Å"And you're both right,† he continued. â€Å"That if I can't †¦ if I can't go with you, then a half-human companion is the ideal choice.† Now I was really surprised. I lifted my head, hardly believing what I'd heard. â€Å"So, what are you saying? I should take Jasmine after all?† â€Å"No. That's still a horrible idea. But not quite as horrible as this one.† He gave another sigh, one that seemed to cause him pain. â€Å"You should bring the kitsune.†

Adolsent Habits of Spending Money Essay

I think that many people are familiar with the economic crisis that has plagued the front of newspapers and run rampantly across countless television news networks throughout the day. Billions of dollars are flying around to help businesses in hope of avoiding a catastrophic financial meltdown. A barrel of oil has dropped to the lowest price anyone has seen in months, and multibillion-dollar companies are crashing into the rocks. In all honesty I really don’t have any opinion on the financial crisis. Of course I know the economy is failing. I see the stock market plunging and then slowly coming up for breath and quickly plunging once more, but in my mind this really doesn’t affect me because I don’t know what I am looking at. It doesn’t interest me, and I almost forget that it exists at times because I don’t have anything invested and I didn’t lose anything but 20 minutes in a day sitting on the couch watching some numbers drop. This is by far not the healthiest way to perceive something as serious as this. I really only care about financial aid as of now, which is quickly dwindling by the way, in the hope that when I finally leave this place and move on with whatever I plan to do to make a little money in my life, I will not have to pay anything for a college education. Second on my list is surviving until that point, and I plan to take it from there — what I have always done through financial turbulence and what many others should begin to think about. So when I read an article in the New York Times yesterday titled, â€Å"The Frugal Teenager, Ready or Not† written by Jan Hoffman, I was quite intrigued. It seems that most teenagers are being spoiled to an extravagant degree. Parents have had success in their lives after the late 1980s, ultimately giving them the ability to care for their children and essentially give their kids whatever they ask for, generally. I can admit I was spoiled as a child and when I was a teenager as well. My parents have done everything to their ability, and so have many other parents. What interests me more than anything is that many of the teenagers in this article took spending less on designer clothes or whatever else teenagers want as an insult. Many of these kids have never been told no and they really don’t like the sound of it. This is fairly sad. I know that parents want the best for their children and feel the need to do whatever they possibly can for them. This is perfectly understandable, but I believe that it has gone way too far, and the fact that it takes an economic meltdown that debilitates the United States and erases millions of people’s savings, investments, bank accounts and jobs to actually say no to privileged children is quite ridiculous. What does this really mean, though? Nothing. I guess that 20 years of good fortune has led parents to think that their financial situation would stay pretty much consistent, and the cash crunch got the better of them. My parents experienced this almost 15 years ago when my mom lost her job. When a family’s budget goes from over $100,000 a year to less than $30,000, it is quite unimaginable. Your standard of living is completely pulled out from underneath of you and the only way to continue is to move on. I had to be said no to — quite often actually — and it has done me well, and the teenagers today do not seem to know what money is. The only way to reverse this is to simply tell them there are going to be cutbacks and you will have to sacrifice just as much as we do. I was surprised by some of the teenager’s reactions, though. They seem as though they actually care about helping their parents in this difficult situation, which is quite relieving, by agreeing to a lower spending limit, shopping at lower brand stores and helping out with household chores to earn their allowance. This is how it should be. The value of a child growing up with responsibility is the greatest gift a parent could possibly give to his or her child, and instead of a teenager entering a completely new world after graduating high school and moving on to college or right into the workforce, they will actually realize that the world just isn’t something in Google Earth. The responsibility that my friends and I have learned while we were teenagers is priceless, and I wouldn’t trade making food for a bunch of tourists 40 or 50 hours a week when I was barely able to work for anything.

Organisational Development Assignment

I POL POYTECHNIC OF NAMIBIA Harold Pupkewitz Graduate School of Business ASSIGNMENT COVER SHEET ————————————————- HP-GSB STAMP Assignments must be submitted in hard copy to:- The Secretary HP-GSB Reception Tel 061 207-2850 Date Received: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Time Received: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ————————————————- I declare that this assignment is our own work. I further declare that where material has been used from other sources, whether by paraphrasing or by direct quotation, it has been fully acknowledged and referenced.I have retained a copy of this assignment for my records. ————————————————- Student’s Signature†¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦ (Signed below) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: 28 September 2012 SURNAME &| Mr. Anton Scheun | †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | FIRST NAME:| | | STUDENT NUMBER:| | | COURSE TITLE:| Masters in Leadership and Change Management| | MODULE TITLE| ODOrganisational Development| | MODULE FACILITATOR:| Dr. S. Pillay| | ASSIGNMENT DUE DATE:| 10 October 2012| | This is to certify that the assignment is the work of the student, Mr A. Scheun and where sources were consulted; reference was made to them under he reference table. ii Mr. ANTON SCHEUN 9328548 ORGANISATIONAL DEVELOPMENT ASSIGNMENT iii EXECUTIVE SUMMARY 1. Learning Organisation A Learning Organisation is organisations or enterprises that continuously needs to learn and renew themselves. This indeed has many advantages for both the individual and organisation in that continuous transferring of knowledge and changing of behaviours takes place. The best way to implement such intervention, to become a learning or ganisation, is to link it to the Strategic, Tactical, Operational and Individual Plans of staff members in the organisation.This will ensure integration and everyone contributing to the achievement of the goals and objectives of the enterprise. By so doing, members and the organisation become learning organisations, because this create dialogue, debate, problem solving skills, communication, buy-in and a win-win combination to all parties. 2. Performance Management System The purpose of Performance Management systems for organisations is to measure the achievement and performance of both individuals and the organisation as a whole. The PSN has already implemented a PMS at Offices, Ministries, Agencies and Regional Councils.A Performance Management System can only â€Å"survive† if all staff members are committed, trained and have the culture to effectively implement such a system. The advantages are enormous of which individual as well as organisational goals are met at the e nd of the day. The effective implementation of a PMS for the OPM will indeed contribute to effective and efficient customer needs and satisfaction levels. 3. Total Quality Management Total Quality Management is an area which has been neglected in the past by the Public Service of Namibia (PSN).As an example, all secretaries, institutional workers, drivers and courier’s individual performance plans are integrated and aligned to the Strategic Plan of the OPM for the support and attainment of corporate functions. 2. 2. 4 Team Learning; Team learning involves relevant thinking skills that enable groups of people to develop intelligence and an ability that is greater than the sum of individual members’ talents. As an example, team meetings are conducted during Annual Management Strategic formulation and development sessions by all team unit members.This indeed creates team learning, because all ideas, inputs and strategies being formulated are considered and the best are in corporated in respective plans. By so doing, all team members are buy-in and all sub-units contribute to the achievement of the overall goal and objectives of the OPM. 2. 2. 5 Systems Thinking: Systems thinking involve a way of thinking about, and a language for describing and understanding forces and interrelationships that shape the behaviour of systems.It helps managers and employees alike to see how to change systems more effectively and to act more in tune with the larger processes of the natural and economic world. For example, all unit members of the OPM were involved with the formulation and /or review of their business re-engineering processes. These business processes, such as the recruitment process, were amended to consider and improve time, manpower needs, costs and approval authorities in order to improve, integrate and streamline such processes to the betterment of the OPM.Through this process, policies, structure and budgets were identified for further amendment and alignment to the organisations systems and strategic plans. System thinking also involves the identification of appropriate systems that should be upgraded, such as an appropriate Human Resources Information Management System in order to accommodate personal particulars, performance appraisals, rewards and salary increments to mention a few. 4 3. The under-mentioned interventions are recommended for the Permanent Secretary (PS) of the Office of the Prime Minister (OPM): 3. That the OPM’s Strategic Plan be amended to incorporate a goal: â€Å"Creating a Learning Organisation by 2015†, and objectives with strategies or initiatives, as spelled out below, be included. 3. 2 That the following strategies/interventions be considered: (a) That all management cadre and managers/supervisors be included in the review of the Annual Management Plan of the OPM on a yearly basis. This will allow for buy-in, developing of intellectual stimulating, argumentation and strategy formulatio n for the respective tactical, operational and individual plans of the units. b) That the same team retreat to review, amend and/or formulate all business re-engineering processes of the OPM. This will allow for team building, building a sense of commitment system thinking and creating mental models based on reflecting of where the units are and where they want to be in terms of business processes. (c) That a Training needs assessment be conducted by the training components in order to identify competency, skills and behavioural deficiencies. This will enable the OPM to identify and ectify these deficiencies and also to build capacity in the OPM and Public Service of Namibia. (PSN) (d) That staff members be identified and trained as mentors and coaches to affect mentorship programmes in the OPM and to become coaches in their respective units. This will enable transfer of knowledge, skills and change in behaviours of staff. Further that mentors and coaching will contribute to persona l mastery of individual needs and objectives with OPM’s objectives. e) That units should developed in-service –training programmes in areas of identified deficiencies, such as policy formulation, disciplinary procedures, recruitment and placement, etc. This will contribute to capacity building and attention to day-to-day deficiencies in the work place. It will allow for cross cultural and unit team building and problem solving issues. (f) That the training budget be utilised to accommodate for short courses and leadership/ management development for individuals, teams and the broader organisation.This will indeed contribute a link between individual and organisational goal achievement, capacity building, inputs, innovation and team learning. (g) That as part of career development, managers be transferred, every five years to new posts. Further, that job rotation and job enlargement is implemented in job descriptions to stretch the work and employee capacities for devel opment of prospective staff members to higher posts as part of the succession plan of the OPM. 5 (h) That a Bursary Scheme be created to allow staff members to study in identified fields where capacity is needed in the OPM.This will assist the OPM in skills shortages and to develop capacity of staff and the organisation. (i) That focus groups, tasks teams and committees be created as a stimulus for ideas, problem solving, creating of new innovations in the fields of disaster management, employment creation and measures to retention staff members at the OPM. (j) That a more generative learning approach be adopted by the OPM, whereby staff has the opportunity to take risks, make mistakes, reflect on their decisions they had taken and change their behaviours accordingly. 3. 3. Conclusion:The OPM, as well as any organisation are facing constant challenges in the creation of themselves to become a learning organisation. The creation of a learning organisation is not a short term strategy and cannot be done overnight, but should rather be long-termed focused and be part of any strategic plan of a given enterprise. In its guest to become a learning organisation, the Public Service of Namibia and the OPM are facing the problem to be used as a springboard to obtain relevant experience and qualifications, where after staff members resign to look for greener pastures.The organisational interventions that were recommended will definitely assist the OPM to become a more effective learning organisation in the near future. 1. 2 Performance Management 1. 2. 1 The following definitions are postulated: (a) Performance management is the process of creating a work environment or setting in which people are enabled to perform to the best of their abilities. Performance management is a whole work system that begins when a job is defined as needed. It ends when an employee leaves your organization†. (www. humanresources. about. com ,cited 6/10/2012) b) Performance means:† the act or process of performing or carrying out†. (Oxford Dictionary, page 885) (c) â€Å"An assessment of an employee, process, equipment or other factor to gauge progress toward predetermined goals† (www. businessdictionary. com,cited 6/10/2012) (d) The students own definition is: â€Å"Performance management is a management system, used by managers, to appraise employees with relation to goal achievement, corrective measures to be implemented and identifying future knowledge, skills and behaviours to improve performance of people†. 6 1. 2. What are the challenges with regard to a Performance Management System (PMS)? The challenges are: (a) Line managers are not always totally committed to the implementation processes of the PMS. (b) It requires total commitment from top management, management cadres, line managers, supervisors, performance champions and staff members. (c) It requires a mind shift to a new performance culture. (d) It is an integrated approac h that links to Directives, Rules, and Regulations.(e) It identifies and needs coaching, mentoring, training and in-service training programmes. f) It provides for an integrated budget approach. (g) Performance champions and drivers should be identified and trained. (h) PMDS Moderating Committees should be established to monitor, evaluate and provide corrective actions. (i) It is time consuming to conduct performance appraisals and keep records of performance and behaviours of employees. (j) It should be benchmark with other organisations to effect total quality management and to keep abreast with latest developments and performance management computerized systems. 1. 2. What are the benefits of a Performance Management System? The benefits are: (a) To generate information that supports other human resources activities, i. e. recruitment and selection, rewards and special treatment, disciplinary and grievances,HIV/AIDS and wellbeing, bursary, training and development to mention a fe w. (b) It serves as a two way communication channel between line managers and staff members through which clarity is obtained regarding the achievement of goals and objectives and what each party expects from the other. 7 c) It helps to clarify job descriptions, organisational goals and objectives. (d) It is a long term (continuous) process in which performance improves over time. (e) It relies on consensus and cooperation between employer and employee, rather than control or coercion. (f) It requires a management style which is open and honest and encourages two-way communication and constant feedback on level of staff members’ performances. (g) It assists managers and staff members to measure and assess performance against jointly agreed objectives, standards and key performance indicators. h) It contributes to organisational learning, organisational renewal and total quality management and to the achievement of Vision 2030 of Namibia. 1. 2. 4 The under-mentioned interventi ons are recommended for the Permanent Secretary (PS) of the OPM: (a) The PSN should establish and operationalized a PMS, based on the Balance Score card approach of Dr’s Kaplan and Norton. To do this, a PMS Policy framework and guiding manual for staff members should be compiled and linked to the Public Service Act, Act No. 13 of 1995.(b) In order to roll-out the PMS, the following sub-interventions are needed: 1) Strategic Plans need to be developed and explained to all staff members in order to get buy-in and change mind sets of public servants. (2) Strategic Plans should be cascaded to tactical, operational and group/individual performance plans and performance contracts to legalise and create accountability for the achievement or non- achievement of organisational goals, objectives and activities. (3) Strategic Plans should be supplemented by structural changes, job analysis, manpower planning to effectively integrate PMS with other main and sub-systems of the PSN. 4) The PMS should be market through a vision, mission, values, communication and training strategy. To this performance champions should be identified, trained and use to train –the –trainer in Offices, Ministries, Agencies and Regional Councils (OMARC’s). Training interventions should be develop to train ministers, permanent secretaries and management cadres to obtain buy-in and commitment. (5) Different committees should be established to oversee the implementation, monitoring, evaluation, corrective action, appeal procedures and reward systems of the PSN.To this, a PMS Management Committee, a PMS Working Committee and a PMS Training and Champion Committee should be established to effect implementation with terms of references. 8 (6) In order for PMS to be effectively and efficiently implemented, it should be rolled-out as a project. To this J. P. Kotter’s Eight- Step model is recommended to implement the PMS as a change management initiative. (Robbins & Judge, 2011). Refer to Appendix: A- a presentation which was given by Group 2. (c) Performance Agreements or Packs should be compiled and sign-off between the supervisors and staff member. d) Job profiles or descriptions should be compiled and attached to performance agreements. These two elements display the incumbent position to what is required, whereby the performance agreement emphasized the goals and objectives that need to be achieved by the individual or group. (e) The Disciplinary Policy should be amended to cater for under performers and staff who fail to perform at all. (f) Rewards, both intrinsic and extrinsic should form part of the PMS Policy framework. (g) The appraisal procedure, assessment marks and template to enter performance data should form part of the PMS Operational Manual. h) Recognition to staff should be given, annually, on the 23 June of each year, to coincide with the celebration of Africa Public Service Day. (i) A budget vote should be given to OMARCâ⠂¬â„¢s to cater for financial expenses. (j) The appraisal of staff should be conducted on a quarterly basis. (k) OMARC’s should submit a performance report to the OPM on an annual basis as part of their Annual Report on their respective performances. 1. 2. 5. Conclusion: It is the opinion of the student that the OPM and any organisation should have a PMS system to track performances of people against those objectives in their performance contracts.The PMS system will not only contribute to performance per se, but will encourage open communication, feedback, problem solving issues which inter alia contribute to organisational learning and a system of total quality management. The effective implementation of a PMS for the OPM will indeed contribute to effective and efficient customer needs and satisfaction levels. 9 3. Total Quality Management 3. 1 Introduction: Total Quality Management (TQM) has started in the USA in the mid-1970’s. Philip Crosby, one of the founders of TQM claimed that over 90% of TQM initiatives failed.Studies in European countries found a failure rate of 70% or more. The reason for this is that managers experience problems how to manage the change process in implementing a total TQM system. (Burnes, 2009). TQM exceeds the product quality approach, involves all employees in the organisation and encompasses all functions, i. e. administration, communications, distribution, manufacturing, marketing, planning, training, etc. (www. businessdictionary. com ,cited 2012) 3. 2 The following definitions are postulated: a) TQM can be defined: â€Å"as an executive commitment to a management culture which fosters the improvement of quality of all activities and products via the prioritisation of quality plus companywide organisational development and training†. (Hill, 2011). (b) â€Å"Total Quality Management or TQM is an integrative philosophy of management for continuously improving the quality of products and processes†. ( www. wikipedia. com ,cited 2012) (c) â€Å"TQM is an improvement program which provides tools and techniques for continuous improvement based on facts and analysis; and if properly implemented, it avoids counterproductive organisational infighting†. www. acounting4management. com/total _quality management. htm, 2012). 3. 3 The meaning of Total QualityManagement: TQM has different meanings that include the following features: (a) The commitment and direct involvement of the highest-level executives in setting quality goals and policies, allocation of resources, and monitoring of results. (b) Realisation that transforming and organisation means fundamental changes in basic beliefs and practises and that this transformation is everyone’s job. (c) Building quality into products and practices right from the beginning. d) Understanding of the changing needs of the internal and external customers, stakeholders, and satisfying them in a cost effective manner. 10 (e) Institutin g leadership in place of mere supervision so that every individual performs in the best possible manner to improve quality and productivity, thereby reducing total cost. (f) Eliminating barriers between people and departments so that they work as teams to achieve common objectives. (g) Instituting flexible programs for training and education, and providing meaningful 3. 4 The advantages and disadvantages of Total Quality Management: .4. 1 The advantages are: (a) Lower costs. â€Å"TQM lower costs throughout the business infrastructure and organisation. Because it is an all-encompassing quality management programme, TQM helps different departments to communicate their needs, problems and desires with each other, so that workable solutions can be found that will help the organisation cut costs throughout the supply chain, distribution chain, shipping and receiving, accounting and management departments without losing productivity or the ability to operate rapidly in the face of chang e. (www. ehow. com ,cited 7/10/2012) (b) Improved Reputation. â€Å"TQM has the advantage of improving corporate as well as product reputations in the marketplace, because errors and defective products are discovered much more rapidly than other a non-TQM system, and often before they are ever sent to market or found in the hands of public†. (www. ehow. com ,cited 7/10/2012) (c) Higher employee morale. â€Å"Workers are motivated by extra responsibility, team work and involvement in decisions of TQM†. (www. ehow. om ,cited 7/10/2012) (d) Quality control inspectors. â€Å"Inspectors will ensure that the products and services meet the requirements and standards of the client and organisation, which indeed contribute to better service delivery†. 3. 4. 2 The disadvantages are: (a) Resistance to change. † Workers may feel that their jobs or occupations within the company are at risks under a comprehensive TQM program, and as a result, they may be slow or resist ant to making the necessary changes for the TQM to work properly.In addition, skilled workers may be lost as they decide to leave because of their unease at the direction that things are headed within the company, or they may not implement things properly, costing increase cost†. (www. ehow. com ,cited 7/10/2012) 11 (b) High cost of time. The high cost of implementing a TQM program, and the fact that it may take several years for the program to be fully implemented before results and benefits are seen, can be a huge disadvantage to a TQM program, especially in today’s uncertain economic conditions.TQM should be considered a long-term investment†. (www. ehow. com ,cited 7/10/2012) (c) Resistant to change. Workers may be resistant to change and may feel less secure in their jobs†. (www. ehow. com ,cited 7/10/2012) 3. 5 The under-mentioned interventions are recommended for the Permanent Secretary (PS) of the OPM: The Total Quality Management System is highly re commended for the Public Service due to the following reasons: (a) The PSN needs an instrument which can measure products (i. e. annual reports, speeches, etc. and services(i. e. Health, identity cards, Namibian passports, birth and death certificates, vehicle fleet services, maintenance and fuel consumption, the return on investment of training ) to improve service delivery clients, customers and the public at large. (b) Total Quality Management will ensure the minimisation of wastage. (c) TQM will contribute to effective and efficient service delivery to internal and external clients, and especially to the Presidents Office, Prime Minister, and cabinet. d) TQM will ensure that the food donated to crisis areas, such as Katima Mulilo and Oshikoto Region, during the extreme rainy seasons as well as drought relief programmes, be monitored and/or not get rotten. (e)TQM will contribute to team building and cross functional interaction, problem solving and sound debate between Offices, M inistries, Agencies and Regional Councils (OMASRC’s). (f) It will ensure that product and services could be branded which in turn will have a positive impact on the OMASRC’s and government as a whole. g) It will create stimulus to team work, higher sensitivity levels, greater responsibilities and even empowerment of staff members in the execution of this specific function. It may also make staff members proud to see the end results of product and services in which they were directly involved in. (h) It will force the OPM to set standards and requirements for products and services which will eventually lead to the creation of Namibia’s own government brand, such as the SABS standards. (i) It will create further employment of specialist as inspectors that will not only be utilised for inspection of such products and services, but can also 2 be incorporated in a Department of Inspectorate for the Public Service of Namibia. Such a Department doesn’t exist and need serious consideration. (j) As with resistance to change, it’s recommended that Kotter’s eight step plan be followed, as indicated in Appendix: A. (k) That a vote is created and the Ministry of Finance be assigned to allocated funds for the implementation of TQM in the PSN. (l) That the OPM, Ministry of Defence, Ministry of Transport and Communications be used as pilot ministries in the first two years during roll-out of the project. 3. 6.Conclusion: The PSN and the government need a quality software system to evaluate its products and services. There is a public outcry that the PSN and Government should improve customer satisfaction by bringing their services to the public and that they should change. It’s the opinion of the student that TQM, as a management tool will provide for such a measurement in order to provide effective and efficient service delivery to clients, customers and stakeholders. TQM will significantly help to improve the standard and mea surement of performance management in the PSN. . Six Sigma: 4. 1 Introduction: The originator of the Six Sigma concept was Bill Smith in 1986. Quality improvement controls, such as TQM, were used to pioneer this concept. Six Sigma is the process of eliminating and perfect data entry. This concept is based on project methodologies used to strengthen performance levels, according to www. insigma. com. In 2006, Motorola issued a press release stating that they had $17 billion saved from Six Sigma†. (www. ehow. com ,cited 7/10/2012)4. 2 Definition: a) The project definition of TQM is defined as;† Six Sigma projects have clearly defined deliverables, are management approved, are not so big that they’re unmanageable and not so little that they’re unimportant or uninteresting, and relate directly to the organisation,s mission, according to www. isixsigma. com†. (www. ehow. com ,cited 7/10/2012) 13 4. 3 Advantages and disadvantages of six sigma: 4. 3. 1 The a dvantages are: (a) â€Å"The advantage is that Six Sigma is a quality standard that establishes a goal of no more than3. 4 defects per million units or procedures â€Å". b) â€Å"Six Sigma aims to maximize customer satisfaction and minimize defects†. (c) â€Å"Six Sigma is a tool that if used correctly, can identify key areas of business processes that need attention to lower effect rates. One of the greatest advantages is that all the measured improvements achieved through this technique can be directly converted into financial results†. (d) â€Å"Research proves that firms that successfully implement Six Sigma perform better in virtually every business category, including return on sales, return on investment, employment growth and stock value growth†.Source: (www. ehow. com , cited 7/10/2012). 4. 3. 1 The disadvantages are: (a) The eventual costs to implement Six Sigma are very high. To this, Becthel Corporation in the USA has spent USD 30 million to imple ment Six Sigma. (b) According to a quality expert, Joseph M. Duran, Six Sigma is described as â€Å"a basic version of quality improvement† stating that â€Å"there is nothing new there†¦they have adopted more flamboyant terms, like belts with different colors† Source: (Integrating Organisational Development and Six Sigma. Jeffrey, B. ) 4. Recommendations to the Permanent Secretary: (a) Six Sigma should not be implemented in the Public Service of Namibia in the short to medium term, but it should be considered whether the Namibia Defence Force can do research and conduct a feasibility study to determine the viability of Six Sigma for the PSN. Research indicated that the United States of America has introduced it in their Navy with success. Source: www. accounting4management. com, 2012). (b) The TQM intervention should be given first priority in OMASRC’s, before Six Sigma is considered in the PSN. c) It is further recommended that financial and manpower be a llocated to conduct such a feasibility study and that the Ministry of Finance release funds and a vote to source this research. 14 (d) The above should be carried out according to project management principles and procedures. (e) The feasibility study should be submitted, after presentation to the Permanent Secretaries meeting on 30 June 2013. During this meeting it can further be recommended whether Six Sigma should be introduced and be roll-out to the PSN. 4. 5 Conclusions:Although Six Sigma is widely used, especially in the USA and Europe, no evidence could be found that Namibia is using it currently. This may be, because it is not cost effective and/or there is not yet a market for it. It is strongly recommended that the NDF, especially the Navy should conduct a research and feasibility study to determine whether it is viable for Namibia and if the Defence Force may benefit in the long run. This report will indicate whether Six Sigma can be roll-out to the rest of the Public Ser vice of Namibia.REFERENCES Burnes, B. Managing Change. Fifth Edition. 2009. Pearson Education Limited. England. Nel, P. S. , Gerber, P. D. , Van Dyk, P. S. , Haasbroek, G. D. , Schultz, H. B. , Sono, T. , Werner, A. Human Resources Management. 5th Edition. 2011. Oxford University Press. Southern Africa. Hill, M. Study material on Managing People and Organisations. July 2011. Windhoek. Robbins, S. P. , & Judge, T. A. A. , Organisational Behavior. Global Edition. 2011. Prentice Hall. New Jersey. www. acounting4management. com/total quality management. htm, Definition and Explanation of the Concept of Total Quality Management System. Cited 7/10/2012. www. businessdictionary. om. Definition of Total Quality Management System. Cited 7/ 10/2012. www. businessdictionary. com . Cited 6/10/2012 www. ehow. com. Advantages and disadvantages of TQM. Cited 7/10/2012. www. humanresources. about. com. Cited 6/10/201 www. hrfolks. com. The Learning Organisation. Review- Rohan Nagwekar. Cited 1/ 10/2012. www. see. ed. ac. uk. Learning organisations. Cited 1/10/2012. www. wikipedia. com. Cited 6/10/2012. 15 APPENDIX Appendix: A- Leading change: Why transformational efforts fail. Presented by Group 2 of Masters in Leadership and Change Management, dated September 2012

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My Philosophy of Education (Early Childhood Education) - Essay Example A sense of security encourages risk-taking by children, both emotionally and intellectually. The teacher should strive to nurture each child and the group in a manner which is consistent with developmentally appropriate practice. To this end, strict lessons should be minimized and supplemented liberally by child-directed activities and play-oriented roles. Stress can be minimized and children can be explorers of knowledge. With respect to the students, they should learn to teach themselves. They should be allowed to define problems and the means by which such problems are solved. They should be allowed to test new ideas and observe the consequences of different actions. Finally, a strict curriculum should be de-emphasized and students allowed to help choose what and how they will learn. Within limits, curriculum and assessment should be collaborative. I believe this will make students more engaged. The first value that we should teach children, and one not stated explicitly enough in my view, is that every child is capable of learning. Research on meta-cognition, in effect learning how to learn, suggests that students who keep a record of their learning tend to perform well. This can be reinforced in the early childhood context by having students keep a picture diary or journal. They can draw what they have learned and reflect on how much they have learned every week or every month. Another important value is the value of diversity; more particularly, the sincere recognition that other people, whatever their gender, race, or personality, have something important to offer the larger group. This is important because students must learn to succeed in other social settings in the future. This can be taught using play-oriented activities in which a successful resolution depends on the contribution of each member of the group rather than the acts of, say, a single individual. Children should also be taught the value of reflection; more specifically, they should be taught that patience and learning can co-exist. This can be taught by requiring a thinking time before accepting answers or comments. The value of persistence is also of great value. Children should be taught that learning is a cumulative process. This can be taught by having periodic reviews where students demonstrate what they have learned in a child-initiated environment. The teacher participates rather than directs. Students can ask and answer the questions. Finally, students should be taught the value that learning is useful. Too often students are left to wonder why they are doing what they are doing. What is the purpose The teacher should design activities which allow the children to apply what they have learned. The activity may be clever or purely humorous, but the link between concept or theory and use or application should be instilled in the children. My Philosophy of Education As a teacher, I feel that it is my primary obligation to create the safest and most learning-conducive environment possible. Although I do value the mastery of specific learning outcomes, this is not my ultimate goal; rather, I hope to create learning values that the student can apply to develop emotionally, socially and intellectually. I also hope to convey a relevant curriculum for the learner, so that students begin to see the usefulness of

Scholarly Paper in APA Format Research Example | Topics and Well Written Essays - 750 words

Scholarly in APA Format - Research Paper Example In this section it states that the crux of this study is to have an idea between the perception of a nursing home staff about organizational processes like communication, teamwork, and leadership with the characteristics of NHA and DON like turnover, tenure and educational preparation. In order to set its ground of research, the authors have provided findings of existing literatures in the relevant field of study using proper APA format. Analysis of Method: In this section the authors elaborately discussed the method that they used for their empirical study. Forbes-Thompson et al (2006) used a cross-sectional design for their descriptive study. In the first survey, the total number of respondents was 3,894 staff and for the second survey, the combined sample included 261 administrative staff and 1,463 care staff. In this study, the characteristics of leadership in a nursing home were examined in terms of tenure, turnover, and educational preparation of the NHA and DON. The tenure inc luded two variables - the number of years in the current position and the number of years of experience in prior nursing homes. ... The survey conducted by two third percent of DON held less than a baccalaureate degree and it did not influence the ratings of staff communication, teamwork, and leadership. The findings from this study highlighted the need to explore differences in perceptions between administrative and direct care staff and the way it can or cannot influence the staff development and quality improvement activities in nursing homes. Analysis of Dicussion: In this paper discussion part directly followed the result part. It interpreted the results and related them to the findings of exiting studies and provided the implications of the results. The findings of Forbes-Thompson (2006) had implications for corporations and upper level managers who used firing as a solution for negative survey outcomes or who do not adequately rewarded their administrative teams. However, the study did not mention any limitations of it which is essential in a APA formatted scholarary paper., Analysis of Article 2: Explorin g the Influence of the Regulatory Survey Process on Nursing Home Administrator Job Satisfaction and Job Seeking.† by Terry Holecek, Mary Dellmann-Jenkins, and Dale Curry. Analysis of abstract: This paper has a properly formatted abstract part that provide its purpose in brief along with methodology and findings in a succinct way. Analysis of introduction: The study aimed at whether factors like regulatory process perceptions, survey performance like the number of deficiency citations on last survey, and demographic or facility variables helped to determine the degree of job satisfaction and job seeking attribute of administrative leaders in nursing homes. Analysis of method: This part is also formatted using APA guidelines. Holecek, Dellmann-Jenkins and

Food Policy Essay Example | Topics and Well Written Essays - 2250 words

Food Policy - Essay Example I refer to the year 1992 when the "Single European Market" (SEM, one supposes!) is due to take effect as most trade barriers within Western Europe, or at least in the Common Market, are to be dismantled. The UK government is currently investing over ten million pounds in television campaign to promote all businessmen to be ready to take benefits of these great news sales opportunities. With respect of this, all EEC countries crave to increase their exports into a static consumer market. Certainly, in some sections in the UK business industry there will be winner or looser. Confederation of British (CBI) industry, are already crying foul because to some extent they think that Western Europeans countries will try to buy the UK base corporations. If it happens, simultaneously the British mergers legislations will deter domestic companies in hope to get competitive advantages over international based organizations. This explains the fact, why so many British organizations have setup their business in the USA. But how will SEM affect the quick frozen food industry within the Common Market Maybe not nearly as much as it will some other markets partly because of the strong share of the total market held by Unilever and Nestle. Easily the largest slice of that total is Unilever's with their Birds Eye brand in the U.K., the Findus brand in Italy and Igloo just about everywhere else. Nestle, the Switzerland-based Corporation, use the Findus brand in the U.K. and in some of the other Common Market countries. Nestle use the Stouffer brand in the U.S.A. It has been proved that there is a big difference between brand name and corporate name. This is further evidenced by the variety of brand names used by the United Biscuits frozen food subsidiary, UB-Ross-Youngs, who apart from the brands Ross and Youngs use McVities and Mama Mia--and one or two others--in the U.K. Similarly another U.K.-based enterprise, Rank Hovis McDougal, use the brands Sharwoods (Indian specialties), Tiffany's (pies), Heinzel (cakes) and have now begun to use Mr. Kipling, a brand they have made renowned in the ambient cake sector, for a new variety of frozen hot puddings.' One does marvel what strategy these two major food groups will follow in preparation for the SEM. In contrast the Campbell Soup Company has given some sign as to their intention because having bought the U.K.-based Fresh bake Foods, one of the top three or four domestic frozen food companies; they have renamed themselves in Europe: Campbell's Foods. Campbell's were already using the brands Ungers in the U.K. and Groko on the Continent, but this writer imagines it is going to be Campbell's on everything from now on. At least Sara Lee and McCain's have a one brand strategy for Europe. Heinz has, more recently, entered the European QFF scene with a heavily supported launch of their Weight Watchers brand--of course they use the Ore-Ida brand on potato products in the States. Then there remains the mystery as to what the frozen food marketing future holds for the Pillsbury and Kraft companies under new managements. Pillsbury had just given up using the Fiesta brand in the U.K. to concentrate on Green Giant, and may continue to do so in Europe. Meanwhile, Kraft's new owners, the Philip Morris Group, also own General Foods but the Birds Eye brand

The effects of lead contamination on fetal brain development Essay

The effects of lead contamination on fetal brain development - Essay Example Continuous exposure will fix lead to the bone in areas where the most growth is occurring. The half life of lead in the blood is 35 days, it remains in soft tissue for 40 days and is then stored in the bones for 20 or 30 years (Cullen et al, pg 9). The lead levels may not reflect an accurate count of the total lead in the system as lead is released when calcium declines and soldiers with shrapnel wounds may have resurfacing lead return to the bloodstream. Lead exposure can happen in some unusual ways such as having consumed homemade liquor or moonshine or from chewing on an imported toy. 90% of ingested lead is eliminated unabsorbed (Cullen et al pg 10). Children are also more susceptible to lead poisoning as they have less bone density than adults and thus the lead remains stored in soft tissues producing toxic effects (Cullen et al, pg 10). Osteoporosis can also lead to elevated blood levels as the decreased calcium releases the lead back to blood and soft tissue. "The effects of lead poisoning on the brain are manifold and include delayed or reversed development, learning disabilities, seizures, coma and even death (Marcus, pg 2). Adults with lead poisoning suffer from depression, aggression, low sperm counts and underweight babies. The problem is world wide and crosses all economic backgrounds with greater percentages in poor areas. The numbers of lead poisoning cases in children has declined over the decades since lead paint was banned and plumbing codes have been updated, however, it remains a concern for low income families living in older buildings in need of renovation. The pregnant women could absorb lead through the water supply and if... Lead contamination is not a phenomenon of the past and lead poisoning in newborns and young children still prevails. Old buildings are filled with outdated plumbing and leaded paint, parents work in lead related occupations and cultural traditions often use lead tainted home remedies.Through education and case management the Maternal Child nurse can use his/her role to prevent and provide early detection and treatment in lead poisoning. Lead poisoning is the most serious chronic environmental illness affecting children in spite of interventions to prevent it and cases of lead poisoning still present at hospitals and clinics in the twenty-first century. The Maternal Child nurse can aid the childbearing family with physical assessments, teaching self care and nutrition, environmental assessments, family teaching and fetal assessment. The guidance offered during the pregnancy and post partum newborn period can serve to prevent unnecessary exposure and absorption of lead. Parents can be made aware of the risks of lead exposure and the importance of early intervention and treatment for the child. While lead products are still being produced, many older buildings have outdated plumbing and ethnic products may contain lead, the Maternal Child nurse can offer services and support to decrease the numbers of poor children with lead poisoning. Monitoring of the home environment, education and case management can ensure that fewer babies are born with impaired brain functions leading to a life time of physical and behavior problems.

Research in Urban education Paper Example | Topics and Well Written Essays - 1750 words

In Urban education - Research Paper Example In most cases, gender differences have been noticed when it comes to selection of particular subjects of study and overall college performance as well. In this paper, I would like to achieve an understanding of both sociological and psychological effects that single sex schools have on a student’s preference of certain major over others and also the impact that it may have on one’s personal development and ability to perform well in college and subsequently perform well in life. In the past few decades the interest in single sex education in both private and government schools has risen drastically. In fact the trend is the same in most countries including U.S, Australia, New Zealand and Great Britain. This has been attributed to underachievement of students and the practice of taking up gender-stereotypes subjects for study (Smyth, 2010). An individuals’ life choices is often based on his schooling and school attainment. This is simply because the quality of education at the school level plays a pivotal role in shaping a persons’ cognitive and behavioural aspects. Schooling and schooling atmosphere has broader implications on a student’s future choices and ability to perform in a much demanding college environment. Our education system regards single sex schools or sex segregated classes as an antidote to the inequality present among the genders. Single sex schools have been looked upon as an attempt to influence school attainment (Lee and Marks, 1992). From a more personal perspective I believe that the existence of the debate about the affect that single schools may have on education and career choice is very much vindicated. There exists both pros and cons when it comes to single sex schooling and co-educational schooling. In fact, the effect of such schooling is known to have more impacts on female students than on their male counterparts. Therefore, we one may say that the schooling system potentially impacts a female student’s life and

Analysis of Scene 2 of Blue Remembered Hills Essay Example for Free

Analysis of Scene 2 of Blue Remembered Hills Essay In scene 2, the audience can see a slight change of pace. This is shown through the lack of physical violence in this scene in comparison to the previous scene 1. The pace starts off as fidgety as the two seven year old boys-Peter and Willie- can barely keep still but the pace hardly reaches any faster than this through the rest of the scene. The point in which they are both laughing and giggling uncontrollably is the only real point where the pace picks up a bit. This is when the boys are both laughing about Wallace peeing on a gorse bush due to the fact that he thought it was on fire. The subject of Wallace visibly fastens the pace, as is evidence in many other scenes. I think the slow pace of this scene shows the actual weakness of these two boys as their dilemmas and problems at their age are partially revealed through their banter and conversation. The seemingly raw subject of Donald and the beatings he receives at home seem to strike a misunderstood chord with the two boys but they shrug off the confusion and potential sadness and envelope themselves into another situation. This awkwardness is shown in the stage directions alone as they fall silent and the tension that they do not understand is quickly broken by more childishness, and they quickly run themselves into another less sensitive subject. The moments where there is quite a fast pace in this scene is only created by the characters purposely after they are bored and have nothing else to do or interesting to say. The subject of Donald is quickly followed by a purpose running about and swooping around by the two boys to bring up the energy levels. The back and forth conversation about the Dandy and Beano gets quite tedious for Peter and he quickly is distracted by something else more active and exciting. The characters in this scene are still both Willie and Peter and the relationship between the boys familiarly stays the same. In the previous scene, the audience saw that Peter was dominant in the relationship and frequently craved control of it and of Willie, often with physical violence but in this scene, he no longer results to this and uses his words more to cajole Willie into telling him where the jam jars are. Willie also still seems to have the upper hand in the argument though as he knows all the information Peter wants to get. Because of this, Peter has to still be moderately controlled in how he acts towards Willie to get the location of the jam jars out of him. This unexpected control Willie has is evident as when Peter once again threatens Willie with physical violence-his fist- he sees that this may completely blow his chance of getting any information so he rethinks and offers him his Dandy. Willie is now in control as he shows to Peter that he doesnt care and that he could buy his own comic. This under-valued control that Willie has is still present in scene 2 and similarly continues on in the play. Concluding, there is small change of pace and characters in Scene 2 but not on a large scale. The pace is slowed down visibly from Scene 1 as there is not as much playing about and fighting between the two characters. Apart from the stage directions in Scene 1 where it clearly stated if they were moving and what actions they were doing if they were talking, this was no stated in Scene 2, therefore, I have no choice but to assume most if their conversation was given mostly in stationary mode. There was no real change in characters in Scene 2 other than the fact that In scene 1, Peter was triumphant in his method of physical beating to get Willie to give him the apple and in scene 2, Willie was triumphant in his knowledge of information to keep a secret the information about the jam jars but that was only really successful because of the distraction of the squirrel.

Stereotypes Of Mental Illness Sociology Essay

Stereotypes Of Mental Illness Sociology Essay Stereotypes of mental illness form through personal experiences combined with the influence of external sources, the most influential probably being the mass media. Theoretical conclusions suggest that the media has a powerful influence over society, but they do not consider the types of media and the varying audience associated. This study will attempt to examine whether Disneys portrayal of mental illness affects how society perceives mental illness. This research will be analysed using secondary data. The research is completed through a reviewed selection of Disney films and examination of how characters are assigned mental illness traits. The characters are then compared to how people in similar situations would be accepted in society, and compare whether the Disney films have influenced this acceptance. Results of the study indicate that more research is needed. OMIS2 Low Risk Research Ethics Approval Where NO human participants are involved and/or when using secondary data Undergraduate or Postgraduate or Member of staff evaluating service level quality Project Title Does Disneys portrayal of mental illness affect how society perceives mental illness. Principal Investigator Certification I believe that this project does not require research ethics approval. X I confirm that I have answered all relevant questions in the checklist honestly. X I confirm that I will carry out the project in the ways described in the checklist. I will immediately suspend research and request a new ethical approval if the project subsequently changes the information I have given in the checklist. X Principal Investigator Name: Stephanie Sandall Date: 13/06/2012 Students Supervisor (if applicable) I have read the checklist and confirm that it covers all the ethical issues raised by this project fully and frankly. I confirm that I have discussed this project with the student and agree that it does not require research ethics approval. I will continue to review ethical issues in the course of supervision. Name: Thomas Thurnell-Read Date: 22/08/2012 Introduction The Walt Disney Corporation is an American mass media company which is most famously known for childrens films (Booker, 2012). This dissertation will explore the influence of the media on the audience, more specifically to examine whether Disneys portrayal of mental illness affects how society perceives mental illness. I have identified common features in literature regarding the influence of media and public opinion, and relevant sources will be applied to this study. The Oxford English Dictionary defines mental illness as a condition which causes serious disorder in a persons behaviour or thinking (2012), this does not necessarily mean that society shares the same understanding. Mental illnesses are variations of behaviours that are not considered acceptable in society, a process of socially diagnosing people that deviate from societys norms and can easily be affected by social change (Scheff, 1975). Stereotypes of mental illness form through personal experiences combined with the influence of external sources, shared patterns of behaviour and interactions and affective understanding learned through the process of socialization (Damen, 1987), implying that societys norms and values are what carve our individual personas. Negative stereotypes can also lead to the process of stigmatising, isolating members of society, sometimes even institutionalising members in order to force conformity. Terms associated with mental illness are reduced to casual i nsults rather than official medical terms as society constructs those with abnormal behaviours to be mentally ill (Scheff, 1975). Previous research implies that the most influential external source to shape public opinion to be the mass media (Breslow, 2002). The Walt Disney Corporation is the worlds largest media conglomerate, primarily based in film and television sectors of the media industry (Best Communications Degrees, 2013). Approximately 200 million people will view a Disney film in a year (Giroux, 2002). Due to its large scale availability and popularity, this study aims to examine whether Disneys portrayal of mental illness affects how society perceives mental illness. The Walt Disney Company influences how children are introduced to norms and values of society through its attractive magical image associated with its films. Disney films are considered as a normal form of entertainment for children by society, allowing Disneys perception of society to be taught without challenge, as a result socialising the audience into what Disney finds to be an acceptable ideology (Giroux, 2002). The purpose of this study is to examine whether Disneys portrayal of mental illness affects how society perceives mental illness. This research has practical relevance which hopefully through its findings and conclusion will add to the scientific knowledge, and make society more aware of any effects the media has on the perception of mental illness, most specifically Disney films. In order to understand how Disney movies present mental illness to society through its characters, I will conduct a literature review to gain a stronger background of knowledge on the subject before writing a methodology that will be used to investigate my research question. To assess the research question, I will primarily analyse secondary data and combine this with a personally reviewed selection of Disney films to investigate how characters are assigned mental illness traits. The secondary data will be formed of quantitative and qualitative approaches. I find this technique will allow me to gain a bette r and deeper understanding of the subject. I will then compare the Disney characters to how people in similar situations would be accepted in society, and whether the Disney films have influenced this acceptance. Literature Review Society is dependent on the media for information and entertainment due to its easy access, as well as its ability to be culturally encoded for all to understand. According to Breslow (2002), the mass media perform three major functions in society, these are: educating, shaping public relations, and advocating a particular point of view across society. The Walt Disney Corporation is an American mass media company which is most famously known for childrens films and is the worlds largest media conglomerate (Best Communications Degrees, 2013). Due to Disneys large scale popularity, this study aims to examine whether Disneys portrayal of mental illness affects how society perceives mental illness, since the coverage of mental health in the media is a controversial subject and it is deemed as a sensitive topic by some individuals in society. Audience Research It is not only the media source itself, but the audience that needs to be considered. Disney films are generally intended for a younger audience. Evidence demonstrates that children are the main viewers of Disney films (Booker, 2012). Children can be easily influenced by media consumption as they easily accept and internalise media messages, this is shown by Banduras Bobo Doll Study (1963). Bandura divided 48 girls and 48 boys into 3 experimental groups and a control group. The groups were subject to different conditions associated with a Bobo doll. The first group witnessed an adult become aggressive towards a Bobo doll in a live scenario. The second group viewed a film of the adult acting aggressively to a Bobo doll. The third group watched a cartoon animal act aggressively towards a Bobo doll. The children watched the aggressive acts individually, preventing an influence of opinion or distraction off other children in the group and allowing individual differences of opinion to eme rge. After observing the models, each of the children from the four groups were individually put in a room with an experimenter where they were exposed to a mildly frustrating situation to elicit aggression. After this, the children were sent to play in a room of toys which included a Bobo doll. Researchers covertly observed the children, noting any interaction with the Bobo doll. Results showed that the children who had been exposed to the aggressive behaviour, exhibited nearly twice as much aggressive behaviour than the control group. The results demonstrate that media can be influential on the behaviour of children, therefore implying that Disney movies may affect a childs behaviour. This study can be criticised due to having a small ethnocentric sample size, so the results cannot be generalised to the wider society. However, it must also be considered that children may associate adults as disciplinary figures, so the children mimic the behaviour shown as if they are trying to co nform to adult behaviour. Despite this, this study is appropriate to the research as it demonstrates the influence that media and adult role models have on children. Audiences may also interpret results differently, as Thompson (1995) argues that audiences do not automatically passively accept information but actively select and interpret, resist or even challenge the media, affected through individual differences and experiences. In contrast, McQuail (2005) suggests that the media can have planned and unplanned effects on the audience, with short and long term effects. McQuail does not generalise the audience to be a mass being, as he finds these factors to be heightened by individual differences. Therefore, there is a fragmentation of the audience, in this example Disney films are primarily associated with a younger audience (Booker, 2012). As a result, there is no single mass audience, people may choose to watch a programme at a later date and media messages may not spread throughout society. Furthermore not everyone in society will view the media, so people will not share the exact same values. Despite this, the audience is widely dispersed and the media is easily able to control the audience and spread messages (McQuail, 2005). Contrasting to this perspective, Disney may be more focused on capitalism than social control, as found by Fiske (1987), Disneys content could be influenced through the structured media market-led environment through the consumer choice of media and globalisation. The media is a business and the audience is the consumer. Public interests are subordinated to private capitalistic interests. It could be further considered that the media has become a form of ideological apparatus (Milner and Browitt, 2002). The media narrative is constructed to encourage the acceptance of social positions, leaving the individual to emotionally invest in the source through identifying similar personal traits. The perspective associates the audience as a passive being, as the media is dominant and positions the audience through an emotional connection. Ctausses (1968) Schema of Differential Audience Reach finds that not all members of the audience accept the media values transmitted. Ctausse displays how media messages go through a process of being offered, receivable, received, registered, before being potentially internalised by the audience. This is further examined by British Cultural Studies, who investigate the way audiences decode media messages. They find the decoding of media messages varies on primary definers and individual differences, such as social and linguistic differences (Hall, 1973). Three types of decoding were proposed by Hall (1973). Dominant decoding views that the audience acknowledges media values and easily accepts the media discourse. Negotiated decoding, detects that the audience recognises the media has interpreted the events in a certain way, the audience is not completely passive to media messages. Oppositional decoding, finds that the audience challenges media authority. An example of oppositional de coding would be the feminist approach to a male presented dominated programme. This is significant to the research as it implies that the Disney audience have individual differences and not all will decode the content in the same manner. However, this research is opposed by cultivation theory. Cultivation theory suggests that the more time spent by the individual watching television, the more the viewer will come to view reality through ideologies imposed by the media (Gerbner et al, 2002). This is reinforced by social learning theory, which implies that learning is influenced by people and events presented in the media (Bandura, 1994), finding media to be a large scale influence on how people perceive society. False representation of mental illness reinforced through the media can encourage the audience to conform and accept stereotypes. This may result in the possibility of negative attitudes towards individuals with mental illnesses obtained during childhood persevering into adul thood. Stuart Halls Reception Theory finds the media to have a polysemic structure, the producers of the media encode a message for the audience to decode (Kitzinger, 2004), implying that the audience are in control. This is further developed by Halls (1973) Encoding and Decoding model which considers the media as a process whereby messages are sent and received with certain effects that alter how the audience perceives things. As a result, media messages can be interpreted differently by audiences and may not be understood in the way desired by producers (Hall, 1973). It can be argued that this process encourages maximum potential of audience involvement, as the media acts as a socialising force, in the case of Disney it allows the development of marketing off the characters personas to society. In support of this, Fiske examined the notion of semiotic negotiation and resistance; the audience has the ability to shape media meaning to the self. This means that the audience can subvert confo rmity, they are not a slave to the media, and therefore Disney films do not necessarily affect how an individual views mental illness (Fiske, 1987). In contrast, Lazarsfeld and Merton (1948) perceive the media to be a form of entertainment, which allows the audience to escape the hardship of reality and simultaneously integrates society. However, it must be considered that this is only a theoretical perspective, it is formed of hypothesise and not first-hand research. Challenges to this theory include the Marxist perspective, which was further developed by the Neo-Marxist perspective as the media was not far developed in Karl Marxs lifetime. As we have seen earlier, it can be considered that Disney has a capitalistic nature and linguistic intentions may not be to harm the audience, but rather captivate them. The media, according to Baudrillard (1989), has created a new form of reality hyper reality where an image is produced by the media that is more real to the individual than the item is initially supposed to represent. This theory is further supported by Giroux (2002) who classifies Disney films as teaching machines (p. 100), enabled through marketing and globalisation. Overall, the media should be used to teach awareness of mental illness and not reinforce negative stereotypes (Stuart, 2006). Media Coverage of Mental Illness It must be considered that the media is used as a form of entertainment. The Uses and Gratification Model finds that the audience is an active force, who use the media for their own pleasure (Fiske, 1987). The media and its producers do not have power over the audience, it merely provides the audience with entertainment and diversion from reality. This is challenged by the Frankfurt School, who find the audience to be passive to media effects. They produced the hypodermic syringe model, which metaphorically analyses the audience as accepting an injection of information from a media source; the audience accepts the norms and values prescribed by the media. The model believes that there is a direct correlation between violent behaviour in the media and violent behaviour in reality, which could be applied to violent Disney villains (Haney, 2005). The Shift Media Survey of 2005 assessed the media coverage of mental health issues. The Shift Media Survey of 2005 conducted primary research, included the use of focus groups, interviews and using a range of media samples. It found only one example which concentrated on the negative stigma experienced by people with mental health problems, with the rest of the articles more focused on the issue of violence. This research can be applied to Disney movies, as villains are generally classed as being violent and acting deviant of social norms. The results of the focus group found that most individuals took the media at face value, highlighting the mass effect of the media and its ability to reinforce prejudices in society. This suggests that the negative stigma attached to mental illness by society is not based on any real knowledge, but on what society have been informed of via the mass media. However, the data of this research cannot be generalised to everyone due to its small specific sample, and correlational data does not imply causation. However, the problem with focus groups is that some participants may either hold back due to the lack of anonymity and confidentiality due to being in a group with other participants, or participants may attempt to answer the moderators questions with answers they presume the moderator wants to hear. Furthermore, the interpretation of focus group data may also vary between researchers. Though this research does no directly apply to Disney media production, its results can be assessed to understand whether the media has an impact on public opinion. Overall, the research finds that media generally portrays mental illness through a negative stereotype, used mainly to reinforce and sell stories associated with criminal or deviant behaviour. These negative stereotypes can also be used in childrens films to differentiate between good and evil characters, as shown by Robinson et al (2007) who discovers that a large percentage of old er Disney characters are associated with these negative stereotypes surrounding mental illness. This is further researched by Sadler (2005) through the notion of cultural sanctioning, the media reinforces cultural ideals, which at the same time maintains viewership through familiarity. Beveridge (1996) focused on the portrayal of mental illness in four classic Disney films: Dumbo, Alice in Wonderland, Mary Poppins, and Beauty and the Beast. Beveridge examined that sane characters that reacted strongly to a situation were negatively labelled as being mad. This is demonstrated in Dumbo through Dumbos mother defending her son against bullying, she is judged to be mad after her outrage and is subsequently locked away from society, implying that mental illness should be kept from society. McKie (2003) further argues that the negative perception of madness in childrens films is providing children with false impressions of mental illness. This article may not be an academic source, but it is an example of mass media implying that childrens films have an effect on the perception of mental illness, nevertheless it is supported by Mind (2011). Research completed by Mind (2011) suggests that the media is failing to give mental health enough consideration, as demonstrated by 4 5% of the people questioned couldnt recall seeing any reports about mental health in any media over the past twelve months. Only 33% of the participants could remember observing a newspaper report associated with mental illness, 25% could recall seeing a documentary broadcast directly based on the subject, and 22% viewed mental illness being addressed in television dramas. This data may not directly apply to Disney films, but it demonstrates how the media has a large scale impact on the publics recall and opinions. It can be criticised that these statistics are based on the memory and recall ability of participants, therefore the results may not be entirely accurate as some individuals may have forgotten about seeing some mental illness related reports, and this can affect the reliability of the data. Madness is the implication of an individual being in an idiosyncratic state, where people do not immediately understand or make sense of an individuals behaviour (Pilgrim, 2009). This can result in the implication of alienation, as demonstrated by Madhouses in Victorian society, which fuelled negative stereotypes of mental illness in society. Negative stereotypes may put people at risk of social exclusion and can lead to people feeling stigmatised by society. As a consequence, the individual may develop what Goffman (1963) calls a spoiled identity and demonstrate further abnormal behaviour in society. Goffman (1961) primarily writes about patients being institutionalised and the implications of psychiatric hospitals, but the writing can be applied to the treatment of Disney characters. For example, it can be related to a scene in Beauty and the Beast, where Maurice is locked away from society by the townsfolk as society doesnt accept his behaviour or opinions, this will be analysed f urther in the discussion section of the dissertation. Lawson and Fouts (2004) found 85% of 34 animated films produced by Disney between 1937 and 2001, contained references to characters with mental illness. There was an average of 4.6 references per film alienating characters, furthermore 21% of principal characters were being judged to have a mental illness. The research concludes that the use of terms such as crazy mad and nut allows a segregation of characters, separating them from what is classed as normal. This can provoke alienation and associate fear with characters deemed as being mentally ill. However, this study does not consider the appearance of characters, which could further affect the audiences perception of a character. This research may be dated due to more Disney films being released, it displays how frequently Disney refers to mental illness. It must also be considered that there is a time limit in the media when divulging a story, therefore the use of stereotypes to portray characters allows easier association with t he viewers daily life (Signorielli, 2001). In contrast to the research discussed, Booker (2010) finds that Disney encourages individualism that people do not need to change who they are to be accepted in society. Characters appear to suffer negative treatment by society until they learn to accept who they are. For example, this is shown through Dumbo learning to embrace his differences and proving himself to society. This could suggest that mental illness is related to moral failures. Medicine has adapted Disney characters to mental disorders, implying that science finds the Disney characters to be associated with mental illness. The psychological and personality disorders named after Disney characters, include: Peter Pan Syndrome, Sleeping Beauty Syndrome, Rapunzel Syndrome, and Cinderella Complex. These conditions imply that Disney characters have had a direct impact on mental illness. Peter Pan Syndrome, according to Kiley (1983), demonstrates the alienation of men failing to confront the emotional realities of society through their narcissistic nature, women are found accountable of accepting immature behaviour. The psychological condition finds that some members of society, like the fictional character, remain in a childish state, failing to accept appropriate adult roles in society. The work primarily focuses on men and shows how women mature faster. This is similar to the Disney film which shows Wendy to grow up and teach the other children how to behave. S leeping Beauty Syndrome is a disorder that involves people uncontrollably sleeping for days at a time. Rapunzel Syndrome often affects those with mental illness, as the Rapunzel character is implied to be suffering severe depression, it involves people eating their hair (Singla et al, 1999). Cinderella Complex finds women conform and lower expectations in order to fit into society, young girls have no aspirations, conforming to a stereotypical housewife lifestyle (Kerr, 1985). The research may be dated, but it supports the thesis of Disney affecting societys perception of mental illness. The medical model defines mental illness through classification schemes. There are several weaknesses of this model including the validity and reliability of diagnostic criteria (Sadler, 2005). The model ignores individual differences and classifies people into categories in which they might not belong. In opposition to this, Szasz (1961) puts forward the Myth of Mental Illness which contemplates whether mental illness actually exists, due to the overuse of the notion associated with problems of living. However, the existence of mental illness has been around for a long time and in a variety of cultures, implying that mental illness is not socially constructed, but that society can manipulate how mental illness is perceived. Szasz (1961) further examines that the label of mental illness allows the power of social control to discipline and manage those who wont conform. This includes state legislation, such as the Mental Health Act 2007 (CPS, 2013). Conclusions Whilst conducting the literature review, it has been understood that Walt Disney himself was associated with mental illness. His mother died when he was young, coincidently he was obsessed with the concept of family. This could have impacted the structure of Disney productions, as most Disney movies begin with the mother dying or already dead. However, this may not account for movies created after his death that contain references to mental illness, unless Disney are intending to stick to storylines that Walt Disney would find acceptable. Not all texts address mental illness in association to Disney films, as shown by Deconstructing Disney (Byrne and McQuillan, 2000) and Mouse Morality: The Rhetoric of Disney Animated Film (Ward, 2002). These books cover themes such as sexuality, race and gender, but fail to consider the implications Disney films have on mental health. The disregard implies that it is acceptable for Disney to stigmatise those who are mentally ill. The research discussed suggests that there has been little social change in regards to how the media portrays mental illness, there is a negative stereotype and this is presented in the selection of Disney films studied. However, I feel that there is only a limited number of studies and this is an area that needs to be examined in more detail. Each source analysed highlights a negative connotation attached to mental illness which has produced a stigma in society, reinforced by the media discourse. Wahl et al (2003) reach a concerning conclusion that future generations will be continually exposed to negative images and views of mental illness unless children are introduced to destigmatising programs. Instead of labelling someone as insane and producing a negative stigma, the media and society should focus on the specific problems and behaviours of the individual, fixing the negative stereotypes attached to mental illness (Jorm, 2000). While none of the above theories offer a solution to the negative association of mental illness, they do demonstrate awareness. There is no perspective that can be absolute when analysing social actions. Methodology This section will reflect how evidence will be collected to support the arguments of my research question. As discussed in the Literature Review, the majority of the previous work in this area has concentrated on stereotypes and the audience. In order to find out whether the publics perception of mental health is affected by Disney films, I need to establish initially how the public perceive mental health in order to reach a context specific definition of mental illness. The NHS is the largest publicly funded health service in existence, therefore I feel that they have a high enough influence to be regarded in this research in order to gain an understanding of mental health. I will use a publically available NHS document, in order to gain an understanding of what the British health system classifies mental illness as: Mental well-being crucially affects healthy functioning of individuals, families, communities and societies. It fundamentally affects behaviour, social cohesion, social inclusion and economic prosperity. Underlying social, economic and environmental dimensions that can affect a persons well-being relate to factors such as employment status, education, health and household/neighbourhood characteristics. (NHS Confederation, 2012). To find out whether the publics perception of mental health is affected by Disney films, I will conduct a content analysis to identify what terms related to mental illness are used in Disney films, I will then consider the contextual intentions of Disney. I will use theory to further analyse my results to gain a well-rounded view of the subject. I will also examine behavioural responses to Disney through the use of secondary research such as The Shift Media Survey of 2005 to examine my data. There is a mixed methods approach to the research, it is not specifically focused on quantitative or qualitative methods, allowing a continuum of the two. Selecting the Sample In order to examine whether Disneys portrayal of mental illness affects how society perceives mental illness, I have decided to base my research sample on the most popular Disney feature length films. I examined the success rate of films from each of them based on their profit, which combined with the availability of films, the following films were included: Snow White and the Seven Dwarfs (1937), Pinocchio (1940), Dumbo (1941), Cinderella (1950), Alice in Wonderland (1951), Peter Pan (1953), The Jungle Book (1967), Beauty and the Beast (1991), Aladdin (1992), The Lion King (1994), Toy Story (1995), Hercules (1997), Tarzan (1999), The Emperors New Groove (2000), The Pirates of the Caribbean: The Curse of the Black Pearl (2003), Alice in Wonderland (2010). In total my sample consisted of sixteen Walt Disney Pictures, with only two films not being of an animated nature. Procedure To begin with, I viewed my selected films and took general notes which allowed me to create a basic coding scheme. I then re-watched the films to ensure reliability, I also re-recorded the occurrence of the selected terms associated with mental illness across a range of Disney films. The coding scheme included references to behaviour and the physical description of characters, such as mad insane and strange. I will also note the contextual circumstances of which the references were made. The coding scheme will initially exclude character names, but these will be noted for later consideration, e.g. The Mad Hatter. The context of code will be considered before recording to make sure the term is being used an appropriate sense. Once the coding was complete I noted the main themes that had emerged in order to aid my future analysis. Visual representations are also important to consider when studying mental illness in the media to examine how characters conform to stereotypes, as I found through my literature review that there was a lack of regard to character appearances. Analysis A content analysis describes what is there, but does not provide underlying reasoning, so I will be combining my research with a theoretical analysis. This will consist of selecting and discussing theoretical material and a detailed comparison of applicable theories. This will aid us in understanding whether certain theories help us to comprehend particular patterns of social behaviour. This approach will allow me to assess contrasting sources, allowing a more critical attitude. However, a content analysis describes what is there, but does not provide underlying reasoning. Data collected from a variety of sources, such as