Euro Disney Case Essay

1. Using Hofstede’s four cultural dimensions as a point of reference, what are some of the main cultural differences between the United States and France? Some of the main cultural differences according to Hofstede’s are that France has a high power distance meaning that in these countries people blindly obey the orders of their superiors. In contrast of the United States, which have a lower power distance meaning, that they have lower strata of the workforce but often with highly qualified people. Another Difference is the Uncertainty Avoidance both countries have. For example, France has a strong Uncertainty Avoidance, meaning that their cultures have a great deal of structuring of organizational activities, more written rules, less risk taking by managers, lower labor turnover, and less ambitious employees. Unlike the United States culture that has a weak Uncertainty Avoidance meaning that these cultures are more willing to accept risks associated with the unknown that life must go on in spite of this. As the last difference according to Hofstede’s is the principle of Masculinity, that consist of countries that their dominant values in society are success, money, and things. This principle applies to the United States. As for France, they have a Femininity principle meaning that their dominant values in society is to care for others and quality of life. 2. In what way has Trompenaar’s research helped explain cultural differences between the United States and France? As for Trompenaar’s research both countries are high in Universalism meaning that the focus is more on formal rules than on relationships, business contract are adhered to very closely, and people believe that a deal is a deal. The difference among the countries begins with the High Individualism for the United States. This views people regarding themselves as individuals. For Individualism people ideally achieve things alone, and they  assume a great deal of personal responsibility. In contrast of France Communitarianism referring to people regarding themselves as part of a group. For Communitarianism decisions typically are referred to committees, people achieve things in groups, and they jointly assume responsibility. The study of these differences is similar to Hofstede’s Cultural Dimensions however not quite the same for some countries. Another difference between both countries is that the United States has an Achievement culture. This culture refers one in which people are accorded status based on how ell they perform their functions. Achievement culture gives high states to high achievers meaning that people who work more at the end they will have a pay off for their extra effort. In contrast of France that has an Ascription Culture that refers to which status is attributed based on who or what person is. In this type of culture an individual may have high states because of the longevity in a company or simply has a better status for the people they know. In other word if they have connections they get a better status. 3. In managing its Euro Disneyland operations, what are three mistakes that the company made? Explain. The mistakes Euro Disneyland operation had were mainly handling French Culture: 1. Alcohol ban in a culture that having wine is like a religion 2. Disney strict appearance code for employees. The European culture is more open with piercings, tattoos etc. Disney made a handbook of detailed rules on acceptable clothing, hairstyles, and jewelry. This upsetting because French complained that Americans were so insensitive with French Culture 3. Difference in language where the French firms felt strangers in their own country. As an example to this, having French workforce means that their language or accent is not going to be perfect to English speakers or â€Å"Disney Culture.† To exemplify more, whenever an employee tried to practice â€Å"Howdy!† in a cowboy environment, he mispronounced the word to something close to â€Å"Audi.† This could have created a major problem with Disney’s sponsors like Renault. Also Disney placed its first ads for work bid in English, leaving small and medium sized French firms feeling like foreigners in their own land. 4. Based on its experience, what are three lessons the company should have learned about how to deal with diversity? Describe each. One of the lessons Euro Disney faced was putting the park in charge of a French local (Bourguignon). Something that the Tokyo Disney top management handles it well. At the beginning an American was in charge of operations in Euro Disney. Even though he was well identified with the culture is not the same having a local in charge. Second they learned that they had to adapt their â€Å"Disney Culture† more to the European Culture. By trying to change policies like allowing wine for dining purposes and get rid of some uptight dress codes. Third they learned that with seduction they could establish god relations with local residents that would benefit the park in the long run.

Negative Effects of Reality Television Essay

I know for a fact that reality TV shows are negative on teenagers. To start with, the shows for example jersey shore they do not emphasize education and responsibility. All they care for is partying drinking and smoking weed every single day. The characters in the show think its no big deal to show what they doing in daily basis on reality TV. They don’t care a bit for what kids might be learning from there shows. Teenager’s behaviors are changing every time reality shows air out on TV. Teenage females are starting to dress differently; they are starting to show more skin at a very young age. Young female teenagers are starting to love attention from the males it makes them feel good about them selves. Their seeing all type of attention on reality TV and how men always make the female feel good. That’s when teenager is losing respect for their families and respect for them selves. Some families starting to get worried about there teenagers because most of their children are slicking on school and education. Secondly, these types of shows not only influences teenagers who watch their show into this type of shallow behavior, but they also send out an image to the world about what America can be like. Its also giving out an image to the world about what American parents can be like how they might not care for there children. Reality television shows are bringing down hopes for the ones who want a better future for their selves. Another show that has a negative influence on teenagers is â€Å"teen mom† I must say that is the most disturbing show they can air out for teenagers to watch. What were they really thinking? After the show was aired out on TV 55% of the females in high school got pregnant. The females on the show are talking about how they are in love and ready to make a family at the age of 16. When the show is being watched by teenager they think is ok to Have a baby too and be in love if the people on reality TV shows can do it why not them? What viewers don’t understand is that this is problem because reality TV is not exactly just real life on camera. Instead, the shows are edited to make them more interesting and exciting. What this tends to mean is that they get edited to include more conflict, more danger, more of things that you could call negative but teenagers would enjoy. When viewers watch this sort of show, they believe that reality is like that how they enjoying their life everyday.

Would it be conceivable for all nations to agree upon and ratify a Essay

Would it be conceivable for all nations to agree upon and ratify a comprehensive code to govern international trade in the not too distant future Examine all a - Essay Example ed from all countries around the world (with no differentiations suggested) is a quite challenging task; each country within the international community has its own priorities and interests and the satisfaction of all these interests around the world is not feasible. As an example, referring especially to the issue of ethics in businesses worldwide, it has been proved that ‘cultural differences often limit the effectiveness of a uniform international code of ethics because they create a lack of consensus within a profession as to what constitutes acceptable behaviour’ (Vanasco, 1994, 12). In other areas also the development of a text that will be accepted by all participants (referring to the trade transactions globally) is not easy to be achieved. However, intensive efforts have been made by states internationally in order to develop a code of international trade that will be acceptable by all countries around the world (no matter their social, political or cultural cha racteristics). The potential feasibility of the above target is examined in this paper referring to similar efforts made between specific states within the international community. Moreover, the terms of success of these efforts are being examined trying to identify the key elements of applicability of the relevant plans either in the short or the long term. The leaders of states have been proved to have a critical role in the success of these projects; however other criteria, like the position of the countries globally (in political and financial terms) as well as its power to support its policies have been found to have a role in the success of these plans internationally. International trade has many different aspects. Its effects on the economy of each country globally can be significant. For this reason, in the literature and the empirical research the potential chances for success of relevant schemes (based on a code applied internationally) have been extensively examined. In order to

Critically analyses the role of Resources Manager in Our Business Plan Essay

Critically analyses the role of Resources Manager in Our Business Plan - Essay Example nt of the gym and even their staffs is to provide a customer friendly atmosphere so as to retain their customer base as well acquire new ones through reference of these customers. The business plan of this gym takes into consideration the diverse culture base and different opinions and ideas of people. The plan even encompasses promoting more of environmental awareness and offers services such that it can help the community as well as protects the nature. The businesses aims at providing efficient gym services to all community members at a much cheaper rate and even expand its business operations outside the region where it plans to operate currently. The mission of the gym is to provide services as well as products that can improve upon the level of mental relaxation and also physical fitness of their client base so as to promote a positive living in the region which is already facing obesity and various health issues. The plan aims at acquiring various sources of funds and handling all its resources effectively so that it can provide the best quality services as it not only provides gym services but also provides healthy food and yoga classes for its clients. As a resource manager there are several duties that need to be performed effectively so that all of the resources are well aligned with the business operations. There are various categories of duties firstly is to analyze whether the financial resources that are needed for the business is in sufficient capacity and if it is there then to take proactive measures so that there is availability of additional funds whenever there is a turmoil in the business. The second function is of HR planning to ensure that all of the HR activities such recruitment, retention, training programs, performance appraisal etc., are aligned to the goal of the company and the best of staff members are a part of the team so that quality services can be offered to the customers. The next function is that of design and acquisition of

The Libyan Civil War Essay Example | Topics and Well Written Essays - 2000 words

The Libyan Civil War - Essay Example Libya became an independent state with the enactment of its constitution in 1949 and the crowning of Muhammad Idris as Libya’s first king two years later. The regime of Idris dissolved in 1969 when Col. Muammar Qaddafi suddenly appropriated power-abolishing monarchy by changing the constitution with the establishment of Libyan Arab Republic (Joy, 2011, p.1). A Muslim Nasserite, Qaddafi held strong feelings against the western countries and started various anti west policies such as expelling the western military personnel and Libya being a prime resource of oil Qaddafi cut loose dealings and imposed several restrictions with the western world regarding the dealings in oil industry (Ogunbadejo, 1983). Qaddafi participated in the civil wars in Chad and there was an attempted assassination on him by the US troops. Al Qaida also believed that Qaddafi followed anti Islamic law and tensions aroused in Libya followed by civil wars. The Libyan uprising that started in February 2011 ap pears to be the most serious challenge faced by Qaddafi in his 42-year-old rule. Thus, it is an intrastate conflict which was internationalized owing to the issues concerned and later peace making attempts (Anderson, 1984; Thackrah, 2008) Social, political, economic and socio-cultural context The main centre of conflict culminated in the city of Benghazi located in the eastern Cyrenaican region of Libya following anti-establishment movements. In the past, also there have been conflicts in eastern Libya, which was also the center of rebellions against Ottoman and Italian rule many times. From Benghazi, the revolt spread like fire while Qaddafi ordered his troops to suppress the rebellion and he announced the intention to â€Å"fight to the last drop of blood† and also further added that the rebels were â€Å"nothing more than Al Qaeda extremists, addled by hallucinogens slipped into their milk and Nescafà ©Ã¢â‚¬ e† (Joy, April, 2011 p.2). Ruler Qaddafi followed an anti American policy, but he contributed greatly for the development of the people of Libya. For instance, he built a magnificent irrigation system in this arid desert land of Libya with an estimated budget of around $40 billion dollars, which provided ample water supply in this arid land. He was also successful in alleviating poverty and helped people attain sustainable standards of living in contrast with the subhuman conditions prevailing in its sub Saharan counterparts like Nigeria, Angola, Gabon, Equatorial Guinea. However, the main agenda behind the culmination of the conflict was that the people of Libya wanted change and were rigorously desperate for achieving fundamental freedom rather than economic or social freedom. Qaddafi himself overthrew the monarchy rule of King Idris in 1969 and established democracy that he failed to apply in his 42-year rule in the country, which he executed like his private business, and this became the centre point for the civil war in Libya (The Libyan conflict in perspective, March 7, 2011). Causes of conflict: Structural causes of conflict and Qaddafis’ domination The root cause of the conflict in Libya can be attributed to the negligence of the civil rights and

Booktalking Essay Example | Topics and Well Written Essays - 2250 words

Booktalking - Essay Example This is like a trailer of a movie-the good snippets to get their attention Type B : The Discussion: This kind of booktalk generally begins by the booktalker asking a few questions of The questions generally summon them to step into the character's shoes and draws out answer in the form of yes or no from them. From here on he moves to discuss an interesting scene or plot from the book intermittingly asking the questions to build up the audience's interest. Type C: First person: This requires acting skill on the part of booktalker as he becomes one of the characters from the book. No reading from the book .He becomes an actor and plays the character himself Its human nature not to be satisfied with what one has. Some of us wish for longer hair, the ones with long hair would like to have straight hair, people with straight hair would ask for curls .the wishes are endless. But imagine if your wishes are granted and you get a chance to change your looks. Yes, the character of our first book, Tally, is a teenager who definitely is getting such an opportunity .She basically lives in this town called Uglyville, where all the "Uglies" live .Now this town is a strange one. Strange in the sense that when some inhabitants of this town turn sixteen he or she undergoes an operation that changes the physical attributes of him or her completely. Pre operation they are Ugly (as all the inhabitants of this town are) and post operation they are pretty and are transported to another town, which has all pretty people and where fun never ends. Now Tally has still two months to wait before she gets a make over. But she cannot wait .she plans to spy on the newly turned pretties. She sneaks into their town and meets Shay. Now Shay is also ugly, but he is smart, adventurous and full of life .He shares his birthday with Tally and is lined up to turn pretty on the same date as her. They hit off very well. He talks to tally about a town where they can live as they are. No operations, no makeovers for the uglies of that town. Shay has now become very close friend of Tally, but she is now torn between two choices,.first one to turn pretty and .second to be with shay who doesn't want to turn pretty. So what would you do had you been in her shoes Turn pretty or be with Shay and be happy with your status quo. What if you opt for choose one but to reap its dividend you have to betray your best friend. What would you do TRANSITION: A tough decision indeed lets read the book to find out what Tally does .Did she betray Shay Did she turn pretty Meanwhile lets move on to the next book in which we have another girl Ursula Riggs who is rendered emotionless because of being Ugly. This is a first person booktalk and for next five to ten minutes I am Ursula Riggs of BIG MOUTH & UGLY GIRL I am Ursula Riggs and "Since that day I woke up and knew I wasn't an ugly girl, I was Ugly Girl" so you can chose to call me an "Ugly Girl" .I am a loner and have fierce eyes. People often find me as staring directly into their eyes .I don't know whether I do it consciously or it's just an illusion. Whatever be the case I am least bothered. . I am a student of high school and unlike other children of my age I have no time for dating, friends and other petty things .I would rather play basketball and mind my own

Nietzsche Moral Philosophy Essay Example | Topics and Well Written Essays - 1750 words

Nietzsche Moral Philosophy - Essay Example Nietzsche aims at freeing human beings from their false consciousness about the issue of morality. He wants to free people from the idea that morality is good for them and not for the society (Richardson 20). Nietzsche forms an argument that free from the moral prejudices that he believes clouds the metaphysical pursuit and inquiries of science. Nietzsche concept of slave and master morality Master and slave morality is a key theme of the works of Friedrich Nietzsche. Nietzsche presented that there are two types of morality. These include master and slave morality. Master morality majorly deals with the good or bad consequences of actions. Master morality values strength, pride and nobility. Master morality gets described by Nietzsche as the morality of the strong- willed. Slave morality deals with the good or bad intentions that people have. For Nietzsche slave morality values things like sympathy, kindness and humility. Nietzsche argued that we must not presume that anything that i s good is helpful, and all that is bad is harmful. He argued that this presumption got based on the grounds of habitualness. Value or non-value should not be derived from its consequences (Richardson 24). The strong-willed men in Nietzsche view look at something good as powerful and noble and what is bad as petty, weak, and cowardly. Nietzsche forwarded that morality deals with the individual. We must recognize that oneself is the measure of all things. Masters become creators of morality while the slaves simply respond to the masters with their slave morality. Slave morality originates in the weak while master morality originates in the strong. He argued that the strong people are few among the weak. The weak work hard to gain power by eroding the strong to believe in the causes of slavery which is evil. For example by stating that humility is good and voluntary, the slave morality lives in denial that humility got forced upon them by a master. Moral Skepticism Nietzsche was a mora l skeptic. He questions the authenticity of the explanations of morality which get purported to be factual. He maintains a doubting attitude towards the values and character of others which get considered moral. Nietzsche calls attention to the fact that the history of moral theories does not have a rational explanation for the foundational proposition about morality. Nietzsche supports the notion that there are no moral facts or truths. Nietzsche questions what brings about morality (Richardson 56). We do not know whether it is the criterion of the action or the reason for its performance that gets considered right. We must also consider the consequences that these actions bring about. Nietzsche also locates disagreement among the most sophisticated and moral philosophies which makes him a moral skeptic. Nietzsche was an aristocratic radicalism. This was a condemnation of hyper-aesthetic writing and fantasy in literature. It was a belief that literature should be based upon extensi ve thoughts of liberty and the progress of humanity. Moral Nihilist Moral nihilism is the view that nothing is intrinsically immoral or moral. Moral nihilists consider morality as something that gets constructed through a set of rules and recommendations. Nietzsche is not a moral nihilist. He states nihilism as absolute valuelessness, or that nothing has a meaning. He explained that this was extremely dangerous because it is through

Positron Annihilation Essay Example | Topics and Well Written Essays - 2500 words

Positron Annihilation - Essay Example The gamma rays released can be detected and measured. A source of positrons and a detector for gamma radiation is required to study positron annihilation. The positron annihilation experiment involves the use of two detectors placed at an angle anywhere between 160-200Â °. 22Na and 60Co are used in the experiment. The scintillation detectors are used not only for the detection but also measurement of gamma radiation. Electronic counters are used for investigating the annihilation events. The observations made regarding the annihilation events in case of 22Na were found to be in agreement with theoretical considerations. The angular distribution of gamma rays from a 60Co source was also investigated. This part of the experiment provided rather convoluted information. The gamma rays resulting from annihilation events were found to be more spread rather than peaked. Such a behavior can be attributed to the changes in the angular momentum of the 60Co nucleus as it progresses through its unstable, excited state. Observations made in this experiment are in agreement with theoretical observations. The experiment demonstrates back-to-back emission of annihilation photons, peaking at 180Â °. The coincidence events for 22Na were found to be more reliable than for 60Co. Introduction. Collision of a low energy positron by an electron of low energy results in their annihilation, causing the production of gamma ray photons. They are responsible for carrying away the momentum and energy of the pair. e? + e+ > ? + ? These photon rays do not have enough mass and energy to result in the production of heavier particles. The process of positron annihilation satisfies certain laws of conservation such as the conservation of electric charge, conservation of total energy, and conservation of momentum (both linear and angular). The conservation of linear momentum and energy does not accommodate the creation of one photon but rather two gamma rays. The two gamma rays ensuing from the positron annihilation move in the opposite direction. The energy possessed by these two gamma rays is approximately 0.511 MeV (Mega electron Volts). Figure 1: Feynman diagram of positron annihilation (Booklet, 2012) The two gamma rays are created because there is no momentum in the system during annihilation as both the electron and the positron come to rest for a short moment. The momentum of the system cannot be conserved if only one proton is created in the process. The collective amount of 1.022 MeV energy of the two gamma rays that are moving in opposite directions satisfies the conservation of the momentum and energy. The positron used in the annihilation process is often obtained from the decay of a proton into a neutron, resulting in the release of a positron and a neutrino. Figure 2: Emission of positron and its annihilation (PET, 2007) The gamma rays released in the process of positron annihilation are both detectable and measurable. Time coincidence counting is a technique that is employed for studying radioactive materials. With this technique, radioactive materials can be detected and identified. The disintegration rates of the radioactive materials can also be calibrated with this technique. The absolute activity of the materials can be measured by counting th e radiation events occurring in the radioactive material. The radiation could comprise of beta and gamma rays and can be easily measured using the technique. During the decay of an unstable nucleus, several photons may be emitted in a cascade. 60Co nucleus is one such example. In 22Na, the decay product, which is a positron, annihilates in the source itself. To induce positron annihilation or study it, there is a need for a positron emitter. Various materials have been used

Different Views on Organic Food Annotated Bibliography - 1

Different Views on Organic Food - Annotated Bibliography Example The department of agriculture in the US wanted to accept genetically engineered sugar seeds to be sold to farmers. There was the assertion that this decision will increase the risk of organic food being contaminated by genetically engineered materials. This has prompted a proposal to guard organic foods against genetically engineered seeds. Some people argued that genetically engineered foods do not co-exist with organic foods because these two methods of farming do not relate. However, it has been argued that genetically engineered foods contaminate organic foods through transfer of genetic materials via pollen grains, which in turn threaten organic foods. It is unclear to determine the health benefits of organic foods because they are believed to contain microbial bacteria that is found in organic fertilizer. These bacteria are risky to the health of a person. However, organic foods are not more contaminated like conventional foods because the use of synthetic fertilizers in conventional foods is very risky in that these fertilizers contain dangerous chemicals like phosphorous that affect human metabolism. As Dena et al argue, organic foods are safer and healthier than conventional foods since they contain more nutrients and are chemical free. Further, Dena et al  state that eating organic foods may decrease exposure to herbicide residues and pesticides resistant bacteria.

State Board of Education With Regards to Equity and Equality of Public Assignment

State Board of Education With Regards to Equity and Equality of Public Education - Assignment Example Statistics reveal that students from poor backgrounds, particularly the African American, face stiff challenges in education. They often undergo expulsion and suspension from the learning institutions besides encountering challenges in accessing highly qualified teachers. The public education in the United States undoubtedly offers everyone an opportunity to learn. In other words, there is no valid debate as to whether there is a fair playing ground for students. However, the same cannot be said of the equity, which is critical in determining the effectiveness of equality. Equality provides everyone with equal opportunities ensuring that no one is favored in the process. However, without first addressing the issue of equity, equality might not be effective for a number of reasons. First, offering equal opportunities is commendable but when some people cannot access these opportunities because of separate predicaments, equality in the end is not achieved. This is the scenario in the public education. While all races can access the education, other factors such as income and historic injustices become a hurdle in seizing the opportunities (Lee, 2015). For that reason, it is imperative to scrutinize the proper steps to take and subsequently implement th em accordingly. Teaching strategies ought to be rectified, as there is ample evidence that they are not as effective as is expected, and this has adverse effects. It was noted that some students dropped out of school even before high school graduation. Worse still, those who completed and received high school diplomas did not certify the expected competence (Levin, Belfield, Muennig & Rouse, 2007). While the public education sector could be suffering from other issues, the strategies implemented do little to remedy the situation. Thus, it is vitally important to have a change on these in order to ensure that the much-hyped equality is

Folk Dance Essay Example for Free

Folk Dance Essay It is impossible to know when exactly dancing became a part of life in the Philippines. Many traditional dances were designed to thank the gods for natural and agricultural events, such as rain and harvests. The dances were performed during festivals and remembrances of past military victories, and still are performed at celebrations of births and weddings in modern times. Many modern folk dance festivals still feature ancient dances performed in costume of the tribal period of the Philippines. Some dances such as the Palok and the Lumagen are performed with traditional percussion instruments such as the gangsa (a small copper gong), a tobtob (brass gong) or a hibat (a gong played with a soft wooden stick). For many tribal dances there are no external musicians; the dancers generate their own accompaniment with stomping and hand clapping. Later Dances in Philippine History More recent dances done in the Philippines derive from historical events such as the arrival of the Spaniards in the 16th century and the conflicts with the Moors. While certain words and movements from those cultures have been integrated into the dances, the Filipino dance genre remains true to its ancient tradition and roots. * Touch: Bring your free foot to your lead foot, then touch the floor without taking a step or putting weight on the free foot. * Toe: Touch the toe of the free foot to the floor without shifting weight to the free foot. * Heel: Extend the free foot forward, then touch the back of your heel to the floor without putting weight on your heel. * Tap: Touch the floor with a sharp motion with your free foot, but do not take a step or put weight on the free foot. * Stamp: Stomp the flat of your free foot on the floor, but do not put weight on the free foot. Noise can vary based on the type of shoe youre wearing and the type of floor. * Point: Extend the free foot forward or backward and touch your toe to the floor. The ankle should be stretched and the instep arched. Do not step or put weight on the free foot. * Press: Step forward with your free foot, putting partial weight on the ball of your foot. Your supporting leg should be straight and your pressed leg (free foot) is bent with some pressure (partial weight) on the floor. Your body should be leaned forward just a bit. * Brush: Touch the toe of your free foot to the floor, then move it a short distance toward the supporting foot or move it against the supporting foot, but do not put weight on it. * Draw: Touch the toe of your free foot to the floor far from your supporting foot, then move it toward your supporting foot without putting weight on it. * Drag: Stretch your body up, then touch your toe to the floor far from your supporting foot and move it toward your supporting foot without putting weight on it. * Flare: Sweep your free foot in an arc, making sure to keep your toe in contact with the floor without putting weight on it. First position- raises arms to a circle in front of the chest. Second position – open up arms sideward, raised below shoulder level with a graceful curve. Third position – raise one arm overhead while other arm remains in 2nd position. Fourth position – raise one arm in front of chest in a half circle, while one arm remains overhead. Fifth position – raise both arms overhead in a graceful curve. Feet Positions: First position – bring heels close to touch; toes apart. Second position – bring feet apart sideward. Third position – bring the heel of one foot to touch the instep of the other foot. Fourth position – bring one foot in front of the other foot to walk strike. Fifth position – bring the heel of one foot to touch the toe of the other. 3/4 plain polka waltz sway balance with raise mincing redoba three steps and point mazurka cross waltz plain waltz 2/4 Touch Step Step Point Close Step Slide Step Step Swing Step Hop SUBLI Subli is the dance portion of a devotion performed in honor of the Mahal na Poong Santa Cruz, a large crucifix of anubing wood with the face of the sun in silver at the center. The icon was discovered in the early decades of Spanish rule in what is now the town of Alitagtag, Batangas. It is the patron of many towns in the area, notably the ancient town of Bauan, Batangas. The subli consists of a long sequence of prayers in verse, songs, and dances, performed in a fixed sequence. The verse recounts the first journey of the early manunubli ( subli performer)through the fields, hills, and rivers of Batangas in search of the miraculous cross. Sections of verse are sung to a fixed punto or skeletal melody, which may be elaborated on in a different way by a different subli troupe. About five of these punto are used in a complete subli performance. These sections may be divided further into various fixed dance patterns involving one, two or eight pairs of men and women. These numbers seem to be the norm in Bauan, although other towns may have formations involving three pairs at a time. The stances, gestures, and movements of the male dancers are freewheeling and dramatic, consisting of leaping, striking the ground with kalaste (wooden bamboo clappers held in both hands), and other movements suggesting the martial arts. The women circle on half-toe, performing the talik (small refined gestures with wrists and fingers), their fingers grazing the small-brimmed hats and alampay (triangular scarf worn loosely over the shoulder)that are the essential parts of their costume. They dance and sing, to the rhythm beaten out by a stick on the tugtugan, a goblet-shaped, footed drum of langka wood with a head made of iguana skin. -E. R. Mirano.

Impact of Mental Health Act 2007 on Children

Impact of Mental Health Act 2007 on Children The amendments introduced into the Mental Health Act 1983 by the Mental Health Act 2007, amending s.131 of the 1983 Act, in relation to the informal admission of 16 and 17 year olds is, at last, a step in the right direction and goes some way to addressing an unsatisfactory failure to recognise the right to autonomy of a competent child. Critically analyse this statement with regard to the law relating to the medical treatment of children. Introduction In order to analyse whether the Mental Health Act 2007 has given new rights to children in respect of autonomy it is necessary to examine the way in which children were treated before the introduction of the Act. In doing this it will be necessary to examine the various Acts that have been implemented and the content of these with regard to the rights of children. It is hoped to be able to draw a conclusion from the research as to the effectiveness of the 2007 Act in allowing children to be able to make decisions about their own medical treatment. Consent to treatment Consent to medical treatment is founded on the principle of the respect for autonomy, which has been encompassed in Article 5 and Article 8 of the Human Rights Act 1998. Many doctors are of the opinion that there is a legal requirement for consent to medical treatment (Kessel, 1994). Informed consent has become an issue following several cases against doctors on allegations of negligence and battery (Faden and Beauchamp, 1986). Supporters of the Human Rights Act 1998 believe that mature minors should be protected under the right to a private life and should be able to insist on not having their wishes overridden (Hagger, 2003). Patient autonomy has been the impetus behind legislative changes in relation to the issue of consent. Faden and Beauchamp (1986) believed that the aim of the process of consent is to allow the patient the maximum opportunity to reach an autonomous decision. They believed that this could also be achieved by persuasion through convincing the patient of the benefits of the treatment by appealing to their sense of reason. Internationally the Nuremberg Code 1947 and the World Medical Association Declaration of Helsinki 1964 have attempted to increase patient autonomy, particularly with regard to medical research. The Human Rights Act 1998 has also increased the rights of autonomy which impacts on not only adult patients but also on adolescents who are deemed to be competent to make such decisions (Hewson, 2000). In terms of legislation on the issue of autonomy the Family Law Reform Act 1991 was enacted to give 16 and 17 year old a greater degree of autonomy over their treatment. In essence the notion of the Act was that a person in the stipulated age range would be entitled to decide whether or not to accept the treatment offered. Unfortunately there was a reluctance to give full autonomy to adolescents and so in order to allow a degree of parental control s8(3) of the Act was inserted which stated that ‘nothing in this section shall be construed as making ineffective any consent which would have been effective had the section not been enacted’. This effectively allowed a parent to still give consent on the part of the adolescent if they refused the treatment. The Mental Health Act 1983 did little to assist with autonomy especially when in relation to the autonomy of a child. Under this Act parents or carers of children with mental disorders were given even less autonomy then under the previous legislation. Under the 1983 Act the competence of the patient was even more difficult to establish in cases where the patient was suffering from a mental disorder. It was viewed that such a disorder was likely to lead to the patient being less able to decide whether the treatment would be beneficial to them. The Mental Health Act 1983 Code of Practice regards parental authority for treatment and detention sufficient irrespective if the competence of the child (Department of Health and Welsh Office, 1999). In 1989 the Children Act attempted to provide a child with a degree of autonomy by granting them limited rights to refuse medical treatment. However, the courts were instructed to view the refusal of the child in line with the professional’s perception of the best interests of the child. This effectively meant that a doctor could override the wishes of the child if he were able to display that the treatment would benefit the child. Similar attempts at increasing autonomy were contained within the United Nations Convention on the Rights of the Child 1991 which stated that children should have the same dignity and rights of an adult when making a decision concerning their treatment. Article 12 of the convention states that ‘†¦the child who is capable of forming his or her own views has the right to express those views freely in all matters affecting the child: the views of the child being given due weight in accordance with age and maturity of the child. the child shall in particular be provided with the opportunity to be heard in any surgical or administrative proceedings affecting the child directly; or through a representative body. The Convention was, however, reluctant to allow total autonomy and made it clear that despite the right to autonomy children are dependent on their parents or carers and need protection and guidance. This in essence allows those caring for a child who is refusing treatment to insist on the child receiving the treatment on the grounds that they are incapable of making their own decisions and need the guidance of their parents. In 1999 the Department of Health conducted the Mental Health Act Review in which it recommended the lowering of the age of capacity for decision making to 16 and inserted a presumption that a child is regarded as competent from the age of 10. Distinction between consent and refusal of treatment Whilst accepting that there are occasions when the child should be regarded as competent to give consent the courts have been reluctant to allow a child to refuse to treatment. In order for consent to be given by a minor the court need to be satisfied that the child is competent enough to be able to make such a decision. This was tested in the case of Gillick v West Norfolk and Wisbech Area Health Authority [1986] in which Lord Scarman ruled that the parental right to determine whether their child below the age of 16 will have medical treatment terminates if and when the child achieves a sufficient understanding and intelligence to enable them to understand fully what is proposed . This case led to the formation of the principle of Gillick competence. In assessing the ability of the child to give consent the courts use the above case as a yardstick for determining the competence of the child. Although the case mentioned above would appear to open the floodgates for children to be able to assert their right with regard to consent to treatment those who are suffering from a mental disorder are unlikely to be able to rely on this. This was the case in Re R (A minor) (Wardship: Medical Treatment) [1991] in which a 15 year old who had been admitted to hospital with a suspected psychotic illness and who had refused medication was forced to receive treatment. At the Court of Appeal the judge held that a child who had a fluctuating mental capacity as in the instant case could never be considered to be competent. In the case of Re W (A minor) (Wardship: Medical Treatment) [1992] the court held that a parent’s right to consent was not extinguished by the Family Law Reform Act 1969. In this case a 16 year old girl who was suffering from anorexia nervosa was refusing treatment for her condition. Case law regarding the compulsive treatment is at a variance to the treatment of adults. A competent adult is entitled to refuse medical treatment even if the reason for the refusal is irrational. A competent adult can also refuse treatment without any specific reason for refusing as was demonstrated in Sidaway v Governors of Bethlem Royal Hospital [1985]. There have also been occasions where adults who have been detained under the Mental Health Act 1983 have not been regarded as wholly incompetent. This was held to be the case in Re C (Adult: Refusal of treatment) [1994] in which the patient who was schizophrenic refused to have his foot amputated despite the fact that it was gangrenous and that by not having it removed it was likely that he would die. In this particular case the patient accepted a less invasive treatment which resulted in the foot returning to normal without the need to amputate. It can be concluded from the above that within English law a minor has the right to consent to treatment but is denied the right to refuse treatment. One of the major concerns expressed by doctors with regard to the refusal of treatment is that the essence of medical opinion is that they are required as doctors to act in the best interests of their patient. Allowing the patient to refuse treatment denies the doctors the right to act in the patient’s best interests. Test for competence The British Medical Association alongside the Law Society (1995) published guidelines to assist in determining the competence of a child. Assessments are based on the determining whether the child understands the choices available, the consequences of each of those choices and that they are able to make those choices. The person carrying out the assessment should ensure that the child has not been pressured to make the choice they are making. Most doctors will consider the rationality of the decision made by the child, however they should consider these choices in context of the emotions of the parties, their experience and the social context (Dickenson, 1994; Rushforth, 1999). The maturity of the child has also been a deciding factor in the assessment of competence. Children mature at different rates and maturity can be affected by the role of the parents in the child’s life (Alderson, 1993). Maturity is of particular relevance in relation to mental health issues of the child. Batten (1996) argues that maturity can be difficult to determine as their can be a harsh fluctuation in the maturity level of a child with a mental disorder. Gersch (2002) believes that professionals should be trained in child development so as to understand the thought processes of the child. by understanding the way they think the professionals can determine whether the child is making a decision of their own free will or whether the child has been coerced by those responsible for the care of the child. Alderson (1996) believes that in assessing the competence of the child consideration should be given of the child’s understanding of their condition. Alderson holds that an assessment of the child’s experience of their illness will disclose their level of maturity and understanding of the consequences of the refusal of treatment. Chapman (1988) felt that using the age of the child as a traditional measure of competence was flawed as children mature at different levels. Using age as a measure failed to take into account those suffering with mental disorders, some of whom were unlikely to ever be competent enough to make a decision in their own right. Ethics and consent When dealing with adult patients with mental disorders the emphasis is on allowing the patient to make autonomous decisions. By contrast with children the major deciding factor is the welfare of the child as expressed by those who have parental responsibility for them and the medical staff treating the child. The Mental Health Act 2007 is an attempt to redress this imbalance by accepting that children mature at a much earlier age nowadays and that in the past the parents have made decisions regarding the child’s treatment without proper consideration of the quality of life the child will have (Dickenson, 1994). Given that it is the children who have to live with the decisions that are being made about their treatment the 2007 Act seems to enforce the right of the child to be able to make their own decisions. Mental illness and treatment Much of the above centres on the rights of children in respect of general medical treatment and allows for the decision of a child to be overruled where the situation is regarded as life threatening, as demonstrated in the case mentioned above with a child suffering from anorexia. Shaw (1999) believes that children should be involved as much as possible where refusal of such treatment is only likely to have minor consequences for the child. Rushforth (1999), however, feels that there should be a sliding scale of involvement in the decision making process, with the medical practitioners, parents and children all being actively involved. Rushforth (1999) also believes that even if the admission was formal or compulsory this should not affect the autonomy of the patient in respect of all treatment. It could be argued that overruling the refusal of the child to undergo treatment is tantamount to child abuse, as the child is forced to have treatment against their will. The impact of the Mental Health Act 2007 From 1 January 2008 16 and 17year olds can no longer be admitted to hospital for treatment for a mental disorder based on the consent of a person who has parental responsibility for them. The change in legislation has been into section 43 of the Mental Health Act 2007 and states (4) If the patient does not consent to the making of the arrangements, they may not be made, carried out or determined on the basis of the consent of a person who has parental responsibility for him. By virtue of subsection (3) a person aged 16 or 17 is able to give consent for an informal admission to hospital even if those who have parental responsibility for them refuse to consent. (3) If the patient consents to the making of the arrangements, they may be made, carried out and determined on the basis of that consent even though there are one or more persons who have parental responsibility for him. Given that this section only came into force since January 2008 there is no case law available to prove that the legislation will be fully adhered to. It is unclear from the information available whether exceptions will apply where the refusal of treatment can be overruled. Life threatening conditions In some spheres eating disorders have been regarded as a form of mental illness. Since the change in legislation to the Mental Health Act whereby 16 and 17 year olds can refuse medical treatment it is likely that conditions such as anorexia nervosa will be classified as illnesses rather then mental abnormalities. Should such conditions be classed as mental illnesses this would effectively mean that an adolescent could refuse treatment thereby starving themselves to death. Before the introduction of the 2007 Act patients with eating disorders where compulsorily admitted to hospital for treatment under the Mental Health Act 1983. Compulsory treatment for this condition has been deemed to be compatible with the Human Rights Act 1998 although many have questioned the legitimacy over parental consent being applied where the sufferer is aged between 16 and 18. In the white paper ‘The New Legal Framework’ published in 2000 it was recommended that the amended Mental Health Act should introduce community detention powers, at the same time as altering the detention and representation rights of children (Department of Health, 2000a). It was argued that the definition of mental disorder, as would be amended by the 2007 Act, would become to broad and concerns were expressed that should anorexia be regarded as a mental disorder difficulties might arise in being able to force feed sufferers as doctors have been able to in the past (Royal College of Psychiatrists, 2001). This point was raised during the early stages of the Bill. In an attempt to prevent such an anomaly the white paper suggested that the limits of the definition of mental disorder should be clearly set. According to the Royal College of Psychiatrists (2001) the proposed amendments to the definition were sufficient and would not cause any difficulty when dealing with a patient with an eating disorder. In their report they stated that as the main treatment was in making the patient eat it could be argued that this was not medication and therefore the patient would not be able to refuse in reliance on the Act as this specifically deals with the refusal of medication (Szmukler et al, 1995). It was also felt that someone suffering from an eating disorder could be admitted under a formal admission process as there was a severe medical risk to the sufferer. Since s43 deals specifically with informal admissions and the right of the patient to refuse to be informally admitted, classification of the illness as a severe medical risk could be used to for malise the admission which would mean that the patient would not be able to refuse admission relying on the Act. Capacity and the Mental Health Act Changes to the Mental Capacity Act 2005 have been included within the 2007 Act which assists those dealing with patients with eating disorders to be able to detain the person under a formal admission. Section 50 of the 2007 Act deals specifically with the deprivation of liberty and highlights the occasions where a patient can be deprived of their liberty. The amendments have the effect of inserting into the 2005 Act the following 4B Deprivation of liberty necessary for life-sustaining treatment etc (3) The second condition is that the deprivation of liberty— (a) is wholly or partly for the purpose of— (i) giving P life-sustaining treatment, or (ii) doing any vital act, or (b) consists wholly or partly of— (i) giving P life-sustaining treatment, or (ii) doing any vital act. (4) The third condition is that the deprivation of liberty is necessary in order to— (a) give the life-sustaining treatment, or (b) do the vital act. (5) A vital act is any act which the person doing it reasonably believes to be necessary to prevent a serious deterioration in P’s condition.† By including this provision into the 2005 Act doctors can insist on hospitalisation and treatment of a person with an eating disorder on the grounds that the treatment is necessary in order to sustain life. During the discussions leading up to the change in the Mental Health Act the Government expressed concern about the use of compulsory powers following a diagnosis of mental disorder (Department of Health, 2000b). In the New Legal Framework paper it specified that there should be an assessment period of a maximum of 28 days where compulsory treatment could be given. After the expiration of this period a tribunal will be required to authorise a care plan guided by the opinion of an expert. Those responsible for the treatment of patients with anorexia nervosa argued that the patient would be unlikely to have significantly improved within 28 days and would still lack the necessary capacity to make rational decisions as the condition has the effect of impairing the mental capacity of the patient. The paper also suggested that in some instances patients could be treated through compulsory community treatment as opposed to enforced admission. This was included under section 32 of the 2007 Act. A safety net has been inserted into the amendments such that a community patient can be recalled to hospital if they need medical treatment for their condition. 17E Power to recall to hospital (1) The responsible clinician may recall a community patient to hospital if in his opinion— (a) the patient requires medical treatment in hospital for his mental disorder; and (b) there would be a risk of harm to the health or safety of the patient or to other persons if the patient were not recalled to hospital for that purpose. In cases of eating disorders community treatment might be difficult to monitor or control although it was agreed by those dealing with these disorders that treatment of patient’s at home could be beneficial in preventing relapse. In Somerset and Wessex the Somerset and Wessex Eating Disorders Association has adopted the National Plan of meal support. The role of the meal supporter is to help the person with the disorder to overcome their anxiety about being scrutinised over the foods they are eating. Meal supporters in this area have found that the best way to assist a sufferer is for the meal supporter to eat exactly the same as the sufferer that way the sufferer does not feel that they are being patronised and singled out. Health professionals have agreed that the provision of meal supporters nationally will enable people suffering from eating disorders to be treated in the community rather than having to be hospitalised. Where the condition of the person suffering from an eating disorder is so severe and they are refusing treatment medical practitioners are not limited by the 2007 Act with regard to the compulsory admission of patient’s. Fears that a 16 or 17 year old patient with anorexia nervosa could refuse treatment on reliance of the 2007 Act are unlikely to come to fruition. The treatment of adult patients suffering from this condition since the introduction of the 2007 Act is still carried out through compulsory admission under the Mental Health Act 1983. The recent case of R. (on the application of M) v Homerton University Hospital [2008] EWCA Civ 197 involved a woman in her forties who was suffering from anorexia nervosa. The patient was admitted to hospital under s2 of the 1983 Act and following treatment her condition improved and she was gaining weight. The mother of the applicant indicated to the hospital that she intended to apply to the court for an order of discharge. Realising that this would result in the release of the patient the hospital applied to have the woman detained under s3 of the 1983 Act as well as applying to have the mother displaced as the nearest relative under s29 of the Act. The patient appealed on the grounds that compulsory admission was unlawful. The court disallowed the appeal and concurrent detention was ordered. Using the decision above it would be impossible for a 16 or 17 year old to argue that they had been treated any differently to an adult in the same situation, therefore the courts would be li kely to order compulsory detention. Conclusion From the above it can be concluded that the amendments made by the Mental Health Act 2007 are likely to have a positive impact. The insertion of the right of 16 and 17 year olds to refuse informal admission to hospital for treatment gives them a degree of autonomy that has previously been denied to them. Within the amendment adolescents in this age range are also entitled to insist on informal admission in situations where their parents or carers have refused to allow them to be admitted. The concerns expressed over the treatment of such people with eating disorders has been addressed by allowing doctors to apply for formal admission where the condition of the person has deteriorated to the extent that the condition has become life threatening. The use of compulsory community treatment orders is also likely to be beneficial in dealing with patients with eating disorders as statistics have shown that there is a higher mortality rate amongst those treated compulsorily in hospital then those that have been treated at home or in the community. Bibliography Alderson P, Montgomery J. What about me? Health Service Journal April 1996:22–4. Alderson, P. (1993) Childrens Consent to Surgery. Buckingham: Open University Press. Batten, D. A. (1996) Informed consent by children and adolescents to psychiatric treatment. Australian and New Zealand Journal of Psychiatry, 30, 623-632 British Medical Association the Law Society (1995) Assessment of Mental Capacity. London: BMA. Chapman M. Constructive evolution: origins and development of Piaget’s thought. Cambridge University Press, 1988 Department of Health Welsh Office (1999) Mental Health Act 1983 Code of Practice. London: Stationery Office. Department of Health (2000a) Reforming the Mental Health Act White Paper Part 1 ‘The new legal framework’ and Part 2 ‘High risk patients’. London: Department of Health. Department of Health (2000b) Reforming the Mental Health Act White Paper Summary. London: Department of Health. Dickenson, D. (1994) Childrens informed consent to treatment: is the law an ass? Journal of Medical Ethics, 20, 205-206 Faden, R. R. Beauchamp, T. L. (1986) A History and Theory of Informed Consent. Oxford: Oxford University Press Gersch I. Resolving disagreement in special educational needs: a practical guide to conciliation and mediation. Routledge/Falmer, 2002. Hagger L. Some implications of the Human Rights Act 1998 for the medical treatment of children. Medical Law International 2003;6(1):25–51 Hewson, B. (2000) Why the human rights act matters to doctors. BMJ, 30, 780-781. Honig, P, Consent in relation to the treatment of eating disorders, Psychiatric Bulletin (2000) 24: 409-411. doi: 10.1192/pb.24.11.409 Kessel, A. S. (1994) On failing to understand informed consent. British Journal of Hospital Medicine, 52, 235-239 Law Commission (1995) Mental Incapacity (Law Commission Report 231). London: Law Commission (http://www.lawcom.gov.uk/library/lc231/contents.htm). Parekh, S.A, Child consent and the law: an insight and discussion into the law relating to consent and competence, Child: Care, Health and Development, Volume 33,Number 1, January 2007 Blackwell Publishing Potter, R, Child psychiatry, mental disorder and the law: is a more specific statutory framework necessary?, The British Journal of Psychiatry (2004) 184: 1-2 2004 The Royal College of Psychiatrists Royal College of Psychiatrists (2001) White Paper on the Reform of the Mental Health Act 1983. Letter from the Chair of the Colleges Public Policy Committee. 13 June 2001. Royal College of Psychiatrists Rushforth, H. (1999) Communicating with hospitalised children: review and application of research pertaining to childrens understanding of health and illness. Journal of Child Psychology and Psychiatry, 40, 683-691 Shaw, M. (1999) Treatment Decisions in Young People: The Legal Framework. London: FOCUS, The Royal College of Psychiatrists Research Unit. Szmukler, G, Dare, C. Treasure, J. (1995) Handbook of Eating Disorders. London: Wiley and Sons. Webster, P, ‘Reforming the Mental Health Act’: implications of the Governments white paper for the management of patients with eating disorders, Psychiatric Bulletin (2003) 27: 364-366. http://www.swedauk.org/leaflets/mealsupport.htm

The use of the loose coupling theory

The use of the loose coupling theory Loose coupling theory proposes that different parts of an organization are loosely related to one another. This can be understood as that different divisions of an organization are loosely coupled with one another, i.e. activities in the higher education department are loosely coupled to those in the English department activities in one department have a minimal impact, or take a long time to show up, in the other. The main thesis of his article is to argue that there are seven pros and corresponding cons of loose couplings. According to Weick (1976), loose coupling is a cognitive response to an environment of constant change, in which connections, networks, diffusion, imitation, and social comparison are less prevalent. The loose coupling systems (LCSs) are uncoordinated and have greater differentiation among components, high degrees of specialization among workers, and low predictability of future action, including change. In general, loosely coupled systems probably are cheaper t o coordinate, but are very difficult to systematically change. The goal of Weicks article is to show that all organizations do not function with tight linkages some organizations, like educational systems, are more loose, which may create more difficult problems for researchers. The loosely coupled approach has a strong parallel in more recent approaches to viewing organizations as complex systems, which has attracted considerable interest among management and organizational theorists. Birnbaum argues that complex systems such as collegial or bureaucratic institution models provide insights to the analysis of LCSs. Complex systems are bottom-up phenomena, also defined as systems comprising large numbers of agents in highly connected webs, can display both high levels of order and disorder. Importantly, order in complex systems is usually a result of micro-structuring processes that provide for robust self-organization. This form of order is not dependent on hierarchical control but is distributed, and it can lead to system-wide stability (or instability). Complex systems do well when they engage in a search for healthier and better-off states, otherwise searches are directed from the top down, and system will likely settle into only moderately fit states. Al so systems must be relatively free to interact with other systems until good fitting strategies are found. Complex systems have slow response times not because they are any slower than simpler systems in detecting environmental threats and opportunities, but because the process of adjustment takes longer. Educational systems demonstrate considerable robustness and resilience in the face of both environmental and intended change, thus the key is to focus on relationships and the building of similar behavior based around trust. Weick (1976) notes that more loosely coupled organizations offer advantages in complex environments. More autonomous groups may be more sensitive to environmental change, and offer more simultaneously adaptation to conflicting demands at the institutional level. If problems develop in one part of the system, it can be sealed off from the rest of the system. Efforts to create a less loosely coupled system or to control and centralize have not altered the overall complex system, which still remains loosely coupled. The concept of LCS is crucial to Rhoades argument about strategic activity. While Weicks strengths and challenges related to LCSs are positioned in difficulties to change organizations systematically, Rhoades approach calls for development of strategic activity through managerialism. Rhoades emphasizes that managerialism and market approaches are two sets of ideas that recently have influenced educational decision-making processes. The problem with these ideas, especially in loosely tight educational organizations, is that although it provided some change, it may not provide a basis for future improvement in education, especially in student learning. Within this model there is an assumption that there is a tight coupling between education policy (e.g. curriculum) and how teachers teach. Where improved performance is sought it is pursued through the manipulation of formal mechanisms such as rules, procedures, rewards or changed evaluation. Bureaucratic hierarchies have however been in creasingly criticized for being non-responsive and inefficient means for organizing public administration. With respect to education, they have certainly proven resistant to change. Managerial initiative is important to Rhoades in moving the universities forward, which is in contrast with loose couplings assumption where planned change has a low predictability as is unlikely to be successful within loose coupling environment. Loose coupling concept also poses some problems for leaders who want to change their organizations. Pfeffer and Salancik (1978) were well aware of this problem of change in loosely coupled systems. They argued that administrators could get around it by finding ways to tighten the coupling patters in their organizations, such as reorganization and stabilization of exchange relationships. The idea was to reduce internal and external variability in the system so that it could be more easily controlled. Thus, loosely coupled organizations can embrace change because its impact is limited. For instance, the English department can change without any punishment if no other departments are affected by its changes the loosely coupled organization as a whole isolates and neutralizes disturbance; however, change is slow. External as well as internal influences are absorbed by this organizational structure. So, the individual departments are not themselves typically difficult to change; rather, the problem lies in getting the entire organization to change, in diffusing the change across the networks. Birnbaum (1988) clearly articulates that to strengthen academic leadership, one must reform structures, adopt more rationalized management systems, and increase the power of executive leadership to make faster, more efficient, and more effective decisions, but for leadership to be effective within LCS, communication has to be present as a sense of general openness in institutional governance and climate. Leaders create organized disorder in which dynamic things happen at multiple locales within the system, thus creating a new behavior rather than controlling organizational activities. Also, the application of data to interaction permits information to influence preferences and possibilities, and that leads to decisions grounded in reality. It is not only about collection, analysis, and dissemination of data, but also about different constituents being interested in that data a nd how it interacts (Birnbaum, 1988). The interaction leads not only to positive administrative decision-making, but also to being rational and looking for consensus among loosely coupled units. Complex organizations cannot function effectively over the long term without leaders to coordinate the activities, represent them, and symbolize the institutional purpose (Birnbaum, 1988). As to administrative decision-making, Weick (1976) notices that LCSs are difficult to change systematically, thus any decision-making change that has to be discussed will encounter a problem of systematic change. The issue with implementation of any administrative change will always come down to the fact that teaching is isolated work and improving instruction is strictly a matter of individual initiative. Thus, the problem with administrative decision-making in LCS is that colleges do not show any collective impact on student learning. The problem with it is also that decision-making is explicitly and directly concerned with the instructional core of education by arguing that educational institutions and their faculty and staff need to be accountable for student learning. Moreover, loose coupling implies that the source of an effect may be located at a considerable distance in time or organizational structure from the effect itself, thus amplification of non-linear cycles makes it p ossible for an insignificant decision to have a major effect as it moves through the system over time (Birnbaum, 1988, p. 71). Birnbaum describes this as butterfly effect and indicates that cause and effect are difficult to predict or determine in loose coupling model. Moreover, circular systems that he describes may also imply about administrative decision-making. He encourages thinking in circles as thinking of unintended consequences that may arise with complexity of how things interact. Although, institutional prestige, faculty morale, student enrollment, and sense of community are crucial for this model, the feedback loops are missing from this model as well as culture of the organization. Also, local adaptations will not always assist with generating efficient responses to system-wide challenges in a decision-making process. Loose coupling implies slow diffusion of central initiatives. As a consequence, the administrator would have to start projects earlier, start more project s, start projects in a greater variety of places, and even talk more frequently about those projects that have been started. The perspective of educational systems as being loosely coupled seems to be weak at explaining one major decision making fact that approaches to schooling have remained remarkably uniform across geography and time. If education systems are loosely coupled, diverse practices should emerge in response to differing local needs and differing ideas about education. Loose coupling can account for the diversity of ways in which units implement different decisions; for instance, the RCM is the way to find innovative options to strengthen individual units where the center does not correlate with units (Rhoades, 2000). In order to improve administrative decision-making, the administrator should emphasize the role of interaction among an organizations members, as well as collaboration and negotiation as methods to determine how decisions should be carried. 2. The Mode 2 knowledge production model is perhaps the most well-known term used to indicate the impact of changes for the university sector. Gibbons et. al.(1994) in the mid-1990s presented their Mode 2 theory saying that university researchers, who previously most often worked on internal disciplinary Mode 1 problems, were now more inclined to involve themselves closely in industrial and governmental research collaborations. Economical factors were seen to be the drivers, as closer relations between university research and industry developed to meet competition from the growing economies. This trend prompted new organizations such as think tanks or hybrid organizations, which often were places where the new front research was to be found. Gibbons et. al. referred to these as Mode 2 organizations, seeing them as generic for the whole research landscape. It seems that Mode 2 model especially in research area was a result of a general economic development towards post-industrialism. Moreover, mode 2 knowledge production model is application-based, and can be explored in an interdisciplinary fashion. As such, the emergence of Mode 2 production would not eclipse Mode 1 methods entirely. In a resource-seeking environment, Mode 2 would likely be more attractive to outside funding agencies and investors due to its application-based principles. Mode 2 may not lead to increased social accountability rather than being held to social values, Mode 2 knowledge would respond to market values, thus will privilege certain kinds of knowledge over others. In this sense, Mode 2 is related to academic capitalism that proposes market-relevant knowledge production. From an academic capitalism perspective, Mode 2 can have a tendency to focus on disciplines with well-known possibilities for commercial use, i.e. technology and medicine, whereas other disciplines may be mostly ignored. By the same token, since both concepts are normative, the system of norms may be well affected especially among traditional researchers within social sciences. In this area, internal interests for research questions seem to be far away from industrys interest for commercial products or the governments interest for useful results. However, one can make an argument supporting Mode 2 and somehow against the notions of academic capitalism. It has to be noticed that Mode 2 would not push research outside of the university, but rather that applied science and the facilities for training researchers would make university-industry relations stronger. For instance, the Bayh-Dole Act of 1980 and related intellectual property legislation profoundly affected the commercial poten tial of government-sponsored research and still allowed research to be conducted within the realm of universities walls. Thus, technology transfer was quite symbolic and the Act was a step toward developing a social exchange between university science and society. In this sense, Mode 2 can be seen as a positive engine that transformed the public research model. Moreover, knowledge production is crucial because knowledge society seen through the lens of academic capitalism would focus more on the activities of higher education institutions in the two countries in a particular regional sphere. Thus, the argument may take us to propositions of globalization and internationalization. A critique that may arise from academic capitalism proponents is the fact that there is no support for a merger of interests between researchers and industry. Researchers at the institutes (or centers of excellence) instead devote their precious time to a shorter research perspective that is strictly coming from the industry or directed toward it. This process was seen as influenced by reductions in state-support, an explanation quite close to the one put forward by Slaughter Leslie (1997). Thus, Mode 2 may jeopardize a strictly public focus of research universities when these start heavily getting involved with the industry. Even though Mode 2 involves multidisciplinary teams brought together for short periods of time to work on specific problems in the real world, this concept, from strictly academic capitalism critique, may not show any organizational diversity, which is at the core of academic capitalism. Also, academic capitalism may criticize Mode 2 as a concept of political i deology rather than a descriptive theory that academic capitalism claims to be. As for similarities, both concepts apply that there are three major actors in science university, industry and government and these extend beyond their former specific areas and change their former roles in closer collaborations for the benefit of economic development of society, thus academic capitalism partly confirms the claims of rising Mode 2. From the perspective of institutional theory, Mode 2 is a problem related to institutional structures. From an institutional theory standpoint, there are templates for organizing institutions that are implicitly understood and translated to new members of an organization. Moreover, these templates are interpretive schema, underlying values and assumptions, similar to mental models (DiMaggio and Powell, 1983; Scott, 1995). Templates of institutional behavior create resistance to change. One concept within the institutional theory that has regularly been applied to higher education institutions to explain change is institutional isomorphism (DiMaggio and Powell, 1983), which suggests that institutions do not change as a result of a competitive market, external pressures or efficiency, but rather through the force of homogenization, striving to be like other types of colleges perceived to be elite. Mode 2 contrasts with institutional theory in the sense of the concept of change because influence of market and other external forces (such as NGOs or TNOs) create a high degree of heterogeneity among institutions. Institutional isomorphism also suggests that institutions tend not to be distinctive in their identity development or image, while Mode 2 emphasizes on organizations that do not have to necessarily conform to the rules and belief systems prevailing in the existing environment. For instance, older and well-established universities with strong cultures will have more specific power to resist change, while other institutions may be more vulnerable to market ideas. Since universities are complex and conflicted organizations, the institutional isomorphism that is projected by institutional theory may be one of the limitations of this theory to encourage distinctiveness and diversity of HED institutions. A critique that might arise from the institutional theory perspective is that the institutions have to learn to share their resources (physical, intellectual and  ¬Ã‚ nancial) with other kinds of knowledge producing institutions. According to Janson (2002), this task may be very difficult to accomplish considering that universities have held the monopoly among knowledge producers. Mode 2 is a threat to this status quo by encouraging alliances as well as collaborative relationships with other knowledge producers. Another critique from an IT standpoint is that Mode 2 would change standards of evaluation and accreditation as well as success and progression that would encourage more of a multidisciplinary context. For IT proponents, disciplinary boundaries are important, thus not only is traditional career path model being challenged by Mode 2, but also the nature of the undergraduate curriculum. Mode 2 is not the only knowledge production model that is challenging the more traditiona l, basic sciences model, but globalization and internationalization as well. According to Gibbons (1994), knowledge is transdisciplinary, problem-oriented, application-based, team-driven, multi-sited, partnership-based, socially useful, heterogeneous, quality controlled, re ¬Ã¢â‚¬Å¡ective and responsive, and less hierarchical than disciplinary knowledge of the kind produced in universities, that is being characterized as typically centered on disciplines, with academic hierarchies, more norm-concentrated, authoritative in regards to social behavior as well as concerned with homogeneity. Another critique is that it will be hard to protect academia from worldwide economic trends as well as production of knowledge in purely economic terms. Because Mode 2 is strictly defined in economic terms, all institutions may have a tendency for duplication and may follow one economic trend in order to survive. Scott (1995) indicates that, in order to survive, organizations must conform to the rules and belief systems prevailing in the environment because institutional isomorphism, both structural and procedural, will earn the organization legitimacy (DiMaggio and Powell, 1983; Meyer and Rowan, 1977). The institutional theory claims that change is less likely to happen within or among organizations, while Mode 2 encourages change especially toward the private sector being more entrepreneurial and challenging the traditional values found especially in higher education institutions. While institutional theory supports traditional values of HED institutions, Mode 2 encourages growth o f those hybrid organizations that capitalize on connections to teaching, research, and service. 4. The most important differentiation is that the concepts of globalization and internationalization that are characterized by glonacal agency heuristic (GAH) are situated above the level of nation-state. GAH as a method of thought focuses on institutions, positions, agency, and structure at three levels: national, local, and global. The concept focuses on colleges and universities (and units and faculty within them) as global agents, encouraging studies of activity and stratification regionally and internationally. However, it is not a method of positioning yourself relative to others. Globalization is not universal, because it does not feel the same for everyone, thus it is not inevitable. In this respect, globalization is uneven and asymmetrical. Moreover, the pressure that it is felt as an institution most of the time mediates. For instance, even if the pressure comes from a national or global context, the local arena may be able to mediate things. For instance, Raytheon company has a heavy involvement on the University of Arizona, however does not have hardly any on Pima Community College. On the other hand, the PCC has a pressure from auto repair industry in cooperation with Jim Click to have mechanics to fix cars. Thus, GAH provides a different response of institutions to globalization. It seems that for GAH there is no separation between globalization and internationalization because both are a total of complex interactions of human and institutional agencies at local, national, and global levels. Marginson and Rhoades (2002) define two types of agency: human agency and institutional agency. For them, it is all about positioning things not individuals. For instance, a supranational agency such as the World Bank has an im pact in developing countries, and the whole impact is being driven by market forces; thus individuals do not shape the globalization process. It takes a lot of agencies to understand what is going on and understand and find a point of where we could resist the impact. According to GAH there is limited analysis of the complex agencies and processes that define them; no global dimension to analyze yet. Thus, with it more comparative studies need to be conducted to know human agency better and also local dimensions institutions and agents. While depicting GAH, the authors base their concept on Clarks description of academic profession that is structured by a triangle, in which market-state is a starting point, from which everything spills over to disciplines and professions as well to government and management. Knight (2004) replies to this issue with the process of internationalization that is supposed to be happening on a continuum basis. Her concept of internationalization is chara cterized similar to Clarks description as a triangle, in which interactions may be of hexagonal shape, but the whole process of internationalization will happen on a continuum basis. For Knight, globalization/internationalization is binary and is an omnipresent force that institutions have to respond to. It is similar to the Newtonian account of action and reaction. However, unlike Marginson and Rhoades, she is interested in institutions approaches (the ways in which they internationalize) and their rationale (why you are doing it explanations and goals), and how they interconnect (by preparing students to exist in global society or bringing in faculty from around the world). Thus, reciprocity is of important value to this concept. It is up to you how you are changing the world. So in that sense, Knight disagrees with Marginson and Rhoades that there is opportunity for everyone to progress. It is worth mentioning that the concept of internationalization is often confused with globalization (Altbach, 2004). The main difference is that globalization may not be unalterable, but internationalization is a process involving many choices. Globalization tends to concentrate wealth, knowledge, and power in those already possessing these elements, thus diminishing the importance of peripheries. International academic mobility similarly favors well-developed education systems and institutions, thereby compounding existing inequalities. Initiatives and programs, coming largely from the north, are focused on the south. The key here is that Altbach summarizes programs and activities relevant to the American study abroad tradition while Knight emphasizes on internationalization as a process. For Knight, internationalization is a two-way street that serves important needs. For Altbach, the concept is focused largely on the south-north spectrum, where students move primarily from south to north, where north controls the process. In this sense, Altbachs approach is based on radical dependency theory that relies on neo-colonialism core. Also, I got an impression that Knights concept of internationalization is not focused on economic (mostly financial) ends. Instead, internationalization is supposed to enhance research, knowledge, and cultural understanding. For instance, one of the initiatives may include study-abroad experiences or enrichment of curriculum through offering a major in international studies or other area studies. Deeply in the core, it does not seem that the process is intended to bring financial profits, but strategically implemented will enhance competitiveness and institutional prestige. However, the process itself, if not controlled, may focus too much on institutional strategies and policies while excluding national governments. In the same aspect, I could sense a tint of skepticism in Altbachs approach in regards to an economic trend of globali zation. Even though he acknowledges the trend and claims it is inevitable, he emphasizes on negative aspects of internationalization as a process that will further diminish the intellectual as well as cultural sides within the developing countries. In addition, Knights definition of internationalization seems to limit itself to the teaching function of the institution by concentrating on the expansion of international curriculum. Although both articles of Altbach and Knight are written in the same year, it seems that Altbach hardly mentions supranational organizations while Knight already acknowledges the new trend proclaiming that not only institutions and national policy makers alone are driving the internationalization, but supranational organizations as well. The tendency for Knight is to look at challenges that globalization presents us from an insider perspective how institutions as well as individuals react to globalization through internationalization, while Altbachs approach can be seen from the outsider perspective that acknowledges institutions, but not the processes and individuals within.

The Truth about Hackers Essay -- Hacking Computers Crackers Essays

The Truth about Hackers The Truth about Hackers In the winter of the year 2000 an eighteen year old hacker, who went by the name Curador accessed about 26, 000 credit card numbers and put them on the internet. With the help of an ex-hacker, Curador was eventually tracked down and sentenced. All of this was explained in a frontline interview with Curador himself also known as Raphael Gray. Who are these so called hackers? Are peoples assumptions about teenage hackers correct? In 1995 the movie Hackers portrayed the images and lifestyles of hackers similar to the one mentioned above. The characters in Hackers show a media example of finding themselves in cyberspace by forming a community which creates their own boundaries. According to Coppin, hacking is the process of writing and reading code. People who code in an open range of society are hackers. The term a hack is often meant as a fast and dirty solution. Hackers are often confused with hackers are crackers. Crackers are people who break into or crack co mputer security systems (Coppin). In Hackers, high school cyberpunk teenagers get together and associate with the rave lifestyle known as techno. Due to the medias portrayal of the average hacker, people constantly associate hackers as teens with a love for techno music and rave-like gatherings. This is not necessarily true. Anyone can be a hacker. Even those with a family, a job, and an ideal lifestyle, including females have the potential of being a hacker. Therefore, no stereotypical labels should be placed on hackers due to their possible diversity. Hackers influences the way people tend to associate how everyday hackers are supposed to be. Hackers also show how hackers form their own cyber communities. They share simil... ...se would not have been solved. Work Cited Coppin, Sharon. Computer Hacking Statistics. August 2003. 30 September 2003. Gordon, Sarah. Studying the Psychology of Virus Writers and Hackers. March 2003. 30 September 2003. Gray, (Curador) Raphael. Who are Hackers? March 2003. 30 September 2003. Hackers. Dir. Iain Softly. Metro Goldwyn Mayer, 1995. Holeton, Richard. Composing Cyberspace Identity, Community, and Knowledge in the Electronic Age. The McGraw Hill Companies, Inc. 1998. Reid and Count Zero. Cult of the Dead Cow. March 2003. 30 September 2003.

Essay --

Unit 3 Questions Directions: Completely outline each prompt. This is a typed assignment. Fill in each box completely. If it says do one or two of the following do all. For thesis statement just choose one point. 10 points off for every day late. 1. Analyze the changes and continuities in the Arabic world’s acceptance of ONE of the following items between 700 and 1400. Be sure to discuss the causes of the changes as well as the reasons for the continuities. Arts Technology Sciences Thesis with road map: DO NOT just repeat the prompt. Throughout this time period there has been changes and continuities among the Arab population acceptance of art. Mosques remained a focus of art most likely because much of them were firmly rooted in Islam. Break down each point. You need at least three pieces of evidence for each. Stay within the time period Arts A variety of different art styles emerged in as appreciation of finer art became more wide spread Elements of architecture were dispersed such as roman arches Mosques continued to be built throughout the Islamic Golden Age Technology Gunpowder was introduced to the middle east and began to develop in battle Irrigation technology was improved which lead to better yields Improved medical procedures epitomized by the breakthrough of modern surgery Sciences Superior mathematics allowed for advanced astronomical accuracy Mathematical concepts such as geometry and algebra were developed Throughout the time the Arabic number system was used Global Connection A Global connection in the Arabic Empire between 1400 and 700 was the creation of madrassas or centers of learning. Muslims Jews and Christians all came together to learn there. The best example of a Madras that connected the ... ...tionship Treatment of minority/indigenous religions Thesis with road map: DO NOT just repeat the prompt. Break down each point. You need at least three pieces of evidence for each. Stay within the time period Degree adoption of Islam Sub-Saharan Africa accepted it greatly Europeans fought Islamic expansion Military conflict The Crusades brought Europeans to try to reclaim the Holy Land Mansa Musa expanded his Islamic empire in West Africa Economic relationship European kingdoms traded widely with Mansa Musa’s kingdom for gold, and salt Islamic world taxed European goods traveling through the Middle East Treatment of minority/indigenous religion European kingdoms were intolerant of Islam, Jews and internal â€Å"heresies† Mansa Musa permitted a wide range of religions and fostered study of other religions and cultures Global Connection Other helpful information

After School Programs Essay -- Elementary Education Student Activities

After School Programs Many parents today are faced with the issue of after school programs. But are these programs what we really think of them? Are they helping or hurting our children? A lot of parents want their child to be involved in school and/or extra-curricular activities, but don’t want them to be overwhelmed; whereas other parents don’t seem bothered by the effects. This paper included information about after school activities and the effects they play in today’s modern society with children. So, what do these activities do for the children? Do after school activities for children help to enrich their social and physical skills for their life long interests? A school program is defined as â€Å"community driven, expanded learning opportunities that support developmentally appropriate cognitive, social, physical, and emotional outcomes. In addition, these programs will offer a balanced program of academic support, arts and cultural enrichment, recreation and nutrition† (Coltin). These programs can run either directly after school, during evenings, weekends, summer vacations, and holidays. They are run by schools, community based organizations in the school, and community based organizations from a church or synagogue, or a private leader. Since the community and government is so willing to get the students active in these after school programs, there is such a wide variety of different ones. With such a huge selection, it is merely impossible for someone not to find a program that would be right for their children. The activit6ies vary from religious clubs, to sports, as well as language based clubs, Sports offer a huge variety for students to get involved in. There are all boy and all girl sports, as well as co-e... ... After School Program?† www.thirteen,org/edonline/concepts2class/month11/index sub1.html Kirkman, Susannah. (2000 March). ‘Bums on Seats’ Is not the Answer. The Times Educational Supplement. 24 Lamb, Sandra E. (1999, October). After-School Activities Parents Magazine. Lee, Shumow. (2001). Academic Effects on After-School Programs. Champaign, IL: Eric Clearinghouse on Elementary and Early Childhood Educat5ion- Children’s Research Center. Roemer, Joseph. (1935). Basic Student Activities. New York: Silver, Burdett, and Company. Schneider, Jonathon. (2000, August). Benefits of Activities Kids Health for Parents: 2-3. Schwartz, Wendy. (1996, October). After School Programs for Urban Youth. New York, NY: ERIC Clearinghouse on Urban Education. Thompson, Nellie Zetta. (1953). Your School Clubs. New York: E.P. Dutton & Co., Inc.

Christian Philosophy Reflection Essay

†¦Ã¢â‚¬ ¦Life is like a blackboard. It’s empty in the first place, so we need to fill it whatever we want but with a virtue. We are not born a purpose, we live for a purpose. So go ahead and write something on your blackboard†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Human is like a crown? Why? Same as a crown, human also have gems that representing, reflecting, radiating him with many splendored aspects and facets of being human – the physical, intellectual, moral, religious, social, political, economic, emotional, sentient, esthetic, sensual and sexual. Those splendored personalities are gifts given by our creator that we should to cherish and nurture. At the same time, those aspects were bestowed on man for the purpose to serve for the betterment and perfection not only for an individual man but for all humanity. For on the day of final reckoning, God will judge man not according to his gifts, possessions, positions but according to his works. As we strive for our existence and destiny which is HAPPINESS, we are also striving for our dignity to be dignified to make it worthy, because dignification without dignity is baseless. These existence of ours acquiring knowledge in the first place is called Essentialism that we could used to act and to develop His gifts for the betterment or add anything to it. This chapter really taught me: Why we are here? What is the purpose of our existence? That gives a clear view and a guide in what to do in my daily lives. I could move with a greater focus and clarity everyday of my life. My objectives, plans, and goals will be easy for me now to accomplish through applying this purpose to one of us. While striving for it, we’ll just need to ask some guidance and help from Him that He will always there in our daily struggling. In addition, we need also to act upon His accordance, doing good deeds and right actions with a virtue. We need to love His other creation same to how we love ourselves such as plants, animals and our mother Earth. We’ll just need to show care and kindness such as not throwing trash anywhere, by planting trees and by prohibiting people to strictly avoid hunting any kinds of animals. It helps me also to be more faithful to  God, to be thankful to Him that He gives us a very beautiful life and splendored body. To give Him thanks, I just need to nurture and develops His gifts to us by helping other creation of God and not to abuse it. These topics really reflect to me that should also read by all students to enlighten them and may use this as their guidance in life. We just keep on love, trust and faithful to HIM- our creator, GOD.

The Relationship of Macbeth and His Wife in Act 1 Scene 5 and 7

The Relationship of Macbeth and his wife in Act 1 Scene 5 and 7 From the beginning of the play, the relationship between Macbeth and his wife seem to be the expected partnership in romance, however, as the play progresses, our expectations seems to change for the worst. We are informed that Macbeth desires to be King of Scotland and initially, his wife appears to be supportive of him as a wife should be but her response to this changes quite drastically as we read further on. We are first introduced to Lady Macbeth when she reads the letter which Macbeth sent to her recapping his encounter with the three witches.She now becomes aware of Macbeth’s wish to become king but she knows that his conscience inhibits him from partaking in any risky business. She uses the phrase â€Å"yet do I fear thy nature, is too full o’th’milk of human kindness†¦ † in her opening soliloquy which suggests that he is a very kind and worthy gentleman. â€Å"Thou wouldst be g reat, art not without ambition but without the illness should attend it. † She explains how he has the ambition to become king but lacks the boldness to become violent if needed to get the crown.This helps to show how sensible and timid Macbeth can be and why Lady Macbeth has to intervene to make the situation progress further. To our surprise, Lady Macbeth appears to be the complete opposite of her husband’s supposed character. She is determined to make sure that Macbeth becomes king under any circumstances that need to be undertaken. At the end of her soliloquy, she says â€Å"Hie thee hither, that I may pour out my spirits to thine ear, and chastise with the valour of my tongue all that impedes thee from the golden round†¦ which means that she wishes to persuade and talk him out of whatever may be keeping him from seizing the crown. This furthermore emphasizes her persistence to crown him as king and shower her with glory. Throughout this act, Lady Macbeth appe ars to be the stronger partner and this is reflected when she calls upon supernatural powers, much greater than her own, to make her less of a woman and more like a man. â€Å"Come, you spirits that tend on moral thoughts, unsex me here and fill from the crown to the toe topfull of direst cruelty†¦ She has made herself aware that she has to uphold the greater position in the relationship so that their aim of getting the crown is accomplished. The audience finds this act quite shocking as females are meant to be the fairer sex. During the rest of her call to the spirits, she develops the sense of maliciousness and ruthlessness which accentuates the depth of her serious attitude. At this point in the play, the audience has reached a full understanding of Macbeth and his wife’s ambition.When Macbeth is introduced in Scene 5, he begins with â€Å"my dearest love† focusing on Lady Macbeth which shows the position he holds his wife at proving quite admirable to the aud ience. However, Lady Macbeth shows no mercy to the situation. King Duncan planned to go to the castle that night and wished to leave tomorrow but Lady Macbeth’s response to this was â€Å"O never shall sun that morrow see† which implies he will not be leaving tomorrow leading to the cruel suggestion of death. This line reflects her decisive character showing that she is taking the lead role here.She also teaches Macbeth the way in which he must deceive Duncan and instructs him on the arts of hypocrisy as she says â€Å"†¦ look like th’innocent flower, but be the serpent under’t. † By using this metaphor, it shows that she is manipulating Macbeth and challenges his feelings of guilt and pity for Duncan and replaces them with demeaning and spiteful emotions. Lady Macbeth encourages him to be deceitful to his loyal and trusting leader that is Duncan and the audience can begin to make the judgement that the evil spirits are now manifesting in Lady Macbeth’s heart from her evil suggestions.She knows that Macbeth hasn’t got what it takes to make this plan work so she takes the leading role by saying ‘Leave all the rest to me† at the end of Scene 5. At the beginning of Scene 7 opening with Macbeth’s soliloquy, we as the audience, really get a sense of guilt that seeps through Macbeth. This is beyond his usual attitude so this is hard for him to cope with. He knows how much he wants to be king but what frightens him the most are the consequences. He uses the metaphor â€Å"If th’assassination could trammel up the consequence and catch with his surcease, success†¦ e’d jump the life to come†¦ † which translated means â€Å"If this assassination could work like a net and prevent any consequences, he would be more than happy to risk the afterlife to do so. † Macbeth knows that Duncan is a highly respected man because of his good intentions and purely hearted natu re so he is afraid if he is made known to the people that he is responsible, the chances of him becoming king will be shattered. He contemplates the idea of killing Duncan and weighs up the advantages and disadvantages. The only know advantage is that he will become King.However, the disadvantages are what he already is considered to Duncan. â€Å"First, as I am his kinsman and his subject, strong both against the deed; then as his host who should against his murderer shut the door, not bear the knife myself. † This quote from Scene 7 shows that Macbeth is in conflict with what Lady Macbeth is instructing and his loyal personality is urging him not to fulfil the â€Å"horrid deed†. After considering what a â€Å"meek† leader Duncan was, we as the audience can really depict a picture as to what Macbeth was emoting.When Lady Macbeth enters, Macbeth’s final decision has now been displayed. â€Å"We will proceed no further in this business. He hath honoured me of late†¦ † He has decided to cancel the plan because of how nicely Duncan had treated him that evening. The amount of guilt was too much for him to bear so the easiest escape for him was to abort the business. To his misfortune, Lady Macbeth did not take the current news very lightly. She begins to bombard him with insults and various accusations. â€Å"Art thou afeard to be the same in thine own act and valour, as thou art in desire? Lady Macbeth begins to question him and whether he is afraid to do what he must to achieve what he desires. As she has handed herself to the powers of darkness, she speaks to him brutally by saying â€Å"Was the hope drunk wherein you dressed yourself? Hath it slept since? † suggesting that he was drunk when he made the decision to kill Duncan. He raging fury increases furthermore when she says â€Å"Which thou esteem’st the ornament of life, and live a coward in thine own esteem, letting I dare not wait upon I would, lik e the poor cat i’th’adage? calling him a coward if he doesn’t take the crown that he has always wanted to own. At this point in the play, the relationship between Lady Macbeth and his wife reaches its peak as they have a great dispute. Macbeth’s counter argument is not as furious as Lady Macbeth as he simply responds with â€Å"Prithee, peace. I dare do all that may become a man; Who dares do more is none. †He believes that he has done all that a man can do in this situation however Lady Macbeth disagrees. She believes that his definition is wrong and that he only becomes and man if he does the deed.Now Lady Macbeth is raging, she decides to use the excuse that Macbeth doesn’t love her which is the typical response for a woman to use in an argument with her partner. In addition to this, to emphasize the depth of evil in her she creates a vivid inhuman image in the audience’s mind â€Å"I have given such and know how tender ‘tis to love the babe that milks me: I would, while it was smiling in my face have plucked the nipple from my boneless gums and dashed the brains out, had I so sworn as you have done to this. As she is the mother of the child, this makes the image even more disturbing as she has sworn to herself that she would have done it just as Macbeth swore he would do the rotten deed. The audience can really see the evil thoughts capturing her mind at this point as thoughts like this would not be evoked from a normal female figure. Macbeth is emotionally moved by the lengths Lady Macbeth would go to keep her word so he sees this as an opportunity to voice his fear of failure. â€Å"If we should fail? † Lady Macbeth’s response is â€Å"We fail? But screw your courage to the sticking-place and we’ll not fail. which suggests that it is impossible for them for them to fail if he just becomes more courageous. Lady Macbeth has planned the whole murder and reveals it to Macbeth which he can find no faults for himself. At this point in the scene, there is finally some common ground between Macbeth and his wife. â€Å"When Duncan is asleep, whereto the rather shall his day’s hard journey soundly invite him, his two chamberlains will I with wine and wassail so convince that memory the warder of the brain shall be fume, and the receipt of reason a limbeck only. She plans on making the guards so drunk so that they won’t be able to remember any affairs that take place during the night. Macbeth begins to understand his wife’s plans and knows that once the blood is put onto the guard’s daggers, people will assume they are the culprits. By the end of the scene, Macbeth has decided to go ahead with the murder, using every muscle in his body to help him carry out this task.He appears to have changed his tone also as he ends with â€Å"False face must hide what the false heart doth know† which in some aspects is similar to what Lady Macb eth had originally told him to do. By the end of both scenes, the audience can really determine the flow of Macbeth and his wife’s relationship. Originally, Lady Macbeth supported Macbeth’s desire to become King of Scotland but as the play went on, the support had turned into force and she did not have a friendly approach to the situation as she called upon the dark spirits to disable any feelings of remorse as a human being should have.Macbeth knew that the deed he was influenced to pursue was cruel and would have rotten consequences but his the persuasive tone of his wife led him to change his mind and use the same words she used on him to her. It is not an ordinary relationship as the audience can see the manifestation of the dark powers between one side of the partnership which leads to other side to perform murderous tasks.