The Various Types Of Child Abuse Social Work Essay

The Various Types Of Child Abuse Social Work Essay Ministry of Community Development, Youth and Services (MCYS, 2005) states that, Child abuse is defined as any act of omission or commission by a parent or guardian which would endanger or impair the childs physical or emotional well-being, or that is judged by a mixture of community values and professionals to in inappropriate. Different types of abuse MCYS (2005) recognised four different types of abuse, namely physical abuse, sexual abuse, emotional abuse as well as neglect. In addition, neglect can be broken down into 4 segments; physical, medical, education and emotional (Child Welfare Information Gateway, 2006) Therefore, what actually comprises in each of the different types of abuse? Physical Abuse In accordance to Child Welfare Information Gateway (2005), physical abuse is physical injury caused by punching, beating, kicking, stabbing, burning or using a foreign object to hit the other party. The severity of injury may vary from minor bruises to fractures or death. Furthermore, physical abuse does not take into consideration if perpetrators accidentally or intentionally harm the child. Sexual Abuse Sexual abuse is known as inappropriate activities performed by the perpetrators. The Federal Child Abuse Prevention and Treatment Act (CAPTA) further defined sexual abuse as the employment, use, persuasion, inducement, enticement, or coercion of any child to engage in, or assist any other person to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a visual depiction of such conduct; or the rape, and in cases or caretaking or inter-familial relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of children, or incest with children. (Child Welfare Information Gateway, 2006) Emotional Abuse Child Welfare Information Gateway (2006) states, child can be emotional abused if perpetrators conduct behaviours that affects childs emotional development or sense of self-worth. However, MCYS (2005) added, emotional abuse not only affects childs emotionally development, it also weakens childs social and intellectually development. Additionally, such abuse exists with adults continual hostility, ignoring, blaming, threats, discrimination or blatant rejection of the child (MCYS, 2005). Moreover, based on research, both sources agreed that other types of abuse are also present if emotional abuse is being identified. Neglect In relation to Chan, Chow Elliot (2000), neglect was redefined as either omission or commission of any act that impairs the childs physical, psychological, intellectual or social development. As mentioned above, neglect can be categorised into 4 different segments. First, physical neglect may be the inability of providing food and shelter as well as the lack of supervision (Child Welfare Information Gateway, 2006). Second, adult may failed in the provision of essential medical care or mental health treatment which is known as medical neglect (Child Welfare Information Gateway, 2006). Next, adults may commit to education neglect if they are not capable of giving child an education as well as the lack of attention to special education needs (Child Welfare Information Gateway, 2006). Last but not least, if adults do not attend to childs emotional needs, failure to give child adequate love and care and allowing child to have easy access to alcohol and drugs, adults are at high risk in executing emotional neglect (Child Welfare Information Gateway, 2006). However, it is important for further investigations to be done if any of the neglect is present. There might be other contributing factors such as poverty or different culture practices that might surface parents are being negligent. Why is Child Abuse a topic of interest As an advocator, it is important to know that children are safe, being respected and are treated appropriately. With the raising numbers of cases of child abuse in Singapore, it shows that any children may be at risk of being a victim. According to the statistics on child abuse investigations from Year 2009 to Year 2010 (MCYS, 2011), apart from physical neglect, the rest of the types of abuse cases had increased. The numbers shown were the cases with evidence of cases. For example, the number of physical abuse cases had a jump from 82 to 133, which is about 38%. As for sexual abuse, it raised from 28 to 46 numbers of cases, which is equivalent to 39%. Emotional abuse cases had increased by 2, summing up to 6 cases in Year 2010. Although there was a drop of 4 cases for physical neglect, it may show that people may be more aware of such wrong behaviours. However, these numbers stated above only showed the reported cases with evidence. What about the other cases that had been reported but inadequate evidence were gathered? In addition, children from the United States (U.S) were victims of abuse and neglect as well. Statistics for Year 2006 shows that 54% are victims of child maltreatment of age up to 7 years. To add on, statistics reported an estimated number of 1,530 children died due to abuse or neglect. Out of 1,530 children, 78% were children under the age of 4 (Shaw Goode, 2006). This shows that children of the preschool years are very vulnerable to abuse. Maine State Dept. of Behavioral and Developmental Services (2001) mentioned that childhood abuse may lead to adult experience of shame, repeated flashbacks and nightmares may be traumatic for the victim. In addition, it may cause victim to be severely anxious over matters, depression as well as developing feelings of humiliation and unworthiness. Therefore, it is also important to educate parents about the raising numbers of child abuse cases. In addition, to create awareness that no one should deprive a child to have a healthy childhood experience. Hence, in this present paper, it will further elaborate on who may be the victims of child abuse and its impact on children, how child abuse affected parents and what happened to survivors of child abuse as they grow up. Victims of child abuse and its impact According Chan, Chow Elliot (2000), evidence from research stated that adolescents are also at high risk on physical maltreatment. On top of that, more commonly reported cases of physical child abuse cases involve the adolescents as well. Therefore, what makes a certain child be at a higher risk of child abuse? Statistics consistently showed that families that are socially and economically disadvantaged have more reports on physical abuse. Based on the research, families that falls under the low income family or annual income are below poverty level, it is more likely for the child to receive more fatal or serious injuries (Chan, Chow Elliot, 2000). Being financially unstable may cause a child to be a victim of child abuse, however this is not the main reason to place such child at risk. Pre-matured infants, intellectually disabled and any child who are developmentally disabled can be vulnerable to being abused too (Chan, Chow Elliot, 2000). The reasons behind it are such child is viewed as a source of stress and burden to the family and family might find it difficult to handle. For instance, a child was being physically abused, how did the experience affects the child negatively? In accordance to Chan, Chow Elliot (2000), it may cause impairment in childs behaviours, varied severity of physical injuries on child, child faces difficulties at school and child may have poor interpersonal skills. However, one of the limitations of this study is that research was carried out long ago and results are still limited and scarce in Singapore. Next, this study did not exactly mention the precise source where they gathered the statistics or how did they go about gathering and compiling the results. Lastly, this study focuses on two age groups which are the infants and toddlers and the adolescents. What about children from the older age group? How high is the risk for older children pertaining to child abuse? Impact on parents The term impact on parents refers to parents who were once victims of abuse or parents who had child who was being abused. Hence, how did once victimised parents got over the bad experience and started a new family? In addition, how did parents feel when their child was being abused by others? Being a parent, survivor of child abuse, and yet having a child who was assaulted, it may be very distressing especially for parents who disclose their childhood abuse experience for the first time (Grant, 2006). Furthermore, these parents may start to develop a sense of guilt as they were not incapable to protect their child despite experiencing it. Parents may also have flashbacks of those painful memories after disclosing the abuse (Grant, 2006). In addition, Grant (2006) mentioned that parents who had child being abused may begin to face many challenges. Having a child being abused, it may be hard for certain parents to accept the fact. Certain parents may be too overwhelmed and can be emotionally unstable. Parents may be in the state of confusion which in turn may impede their ability to support and provide help for their child and family throughout the investigation process (Grant, 2006). Taking for example if parents entrust their child with a caretaker and it turn out to be the caretaker who is the perpetrator, parents may be devastated and hard to believe. In addition, parents may be in great shock and developed a sense of betrayal. Therefore, after encountering such incident, how easy or possible can the parent cooperate and trust other unknown professionals? (Grant, 2006) Additionally, parents may also put the blame on themselves for allowing their child to be abused. For instance, they may question themselves, Why had not I (parents) see this situation?, Why did not I protect my child? or What type of a parent am I? (Grant, 2006) Upon accepting reality, it can be really hard on parents to handle the upcoming problems faced at home if they have more than one child. Parents may understand that they had to spend more time with the victim, trying to help the child to get over the bad encounter. On the other hand, parents have to ensure that they are capable to maintain a healthy relationship with other children at home. If the situation is not handled appropriately, other children may start to develop a sense of jealousy and resentment towards the victimised sibling as well as the parent (Grant, 2006). However, one of the limitations in this study is that there was not any statistics given. Next, this study did not mention the age of the parents. Older parents may be able to handle the situation better than younger parents. Lastly, this study did not give detailed information on the parents family background and the relationship within the family. With a supportive family, parents as well as child may be able to recover faster from the bad encounter. Survivors of child abuse when they grow up As researched by Maine State Dept. of Behavioral and Developmental Services (2001), some abused children may experience lifelong emotional harm as they grow up. For instance, some abused children may experience serious mental health problems. Research estimated that abused children are 2 to 3 times more likely to develop a serious mental illness. In addition, up to 70% of women who were treated in psychiatric setting have histories of childhood abuse (Maine State Dept. of Behavioral and Developmental Services, 2001). On top of that, some may suffer lifelong physical harm due to childhood abuse. Ranging from 3% to 6%, research shows that abused children may develop a permanent disability (Maine State Dept. of Behavioral and Developmental Services, 2001). Brain damage is an example of permanent disability and 20% to 50% of abused children suffered from brain damage but of different severity. It is further hypothesized that abused children are of higher risk of getting heart disease, cancer or even other chronic medical conditions (Maine State Dept. of Behavioral and Developmental Services, 2001). However, there is not concrete evidence to prove this hypothesis. Another negative impact on abused children is that they cause self inflict harm. Some abused children may get into a depression and others may choose to attempt suicides (Maine State Dept. of Behavioral and Developmental Services, 2001). Some abused children may even abuse the use of drugs, alcohol or nicotine in order to minimise or hide their pain. It was also reported by Maine State Dept. of Behavioral and Developmental Services (2001) that sexually abused children may be more exposed to further sexual abuse or to contract sexually-transmitted disease (STD). However, one limitation of this study is that the statistics are not up to date. Therefore, results given in this study may not be accurate enough. Findings may vary if research is done based on recent years. Apart from the depressing impacts that happened on survivors of childhood abuse, some survivors chose to seek help from professionals such as social workers, counsellors or therapists. This research was done by questionnaires and interviews were conducted based on respondents willingness. Out of 500 questionnaires mailed out, there were 384 completed questionnaires. Fifty interviews were also conducted to further supplement the data. Out of the 15 themes that were emerges based on how helpful the services were, seven common themes were mentioned in the study. Respondents felt that professional helpers were patient and they listened. In addition, professional helpers seem to be empathetic (Palmer, Brown, Rae-Grant Loughlin, 2001). Next, respondents felt that professional helpers were able to help them deal with their raging feelings and they no longer have to avoid those feelings. To add on, having nonjudgmental and understanding professional helpers benefitted survivors as they were encouraging too. Next, survivors felt empowered as the professional helpers believed in them. Professional helpers were also able to provide connections for the survivors with other survivors, letting them know that they are not alone. On top of that, professional helpers helped survivors to build their self-esteem and develop a value of self worth. Lastly, professional helpers were able to validate survivors experience giving surviv ors assurance (Palmer, Brown, Rae-Grant Loughlin, 2001). However, one of the limitations of the study is to generalise survivors experience across different types of abuse. In addition, the study only produced one side of the data. Findings may be different if these components are further addressed. Conclusion To conclude, it is important to create the awareness to parents about the raising numbers of child abuse cases in Singapore. By doing so, parents may be more aware of their own actions and not commit to any form of abuse be it accidentally or intentionally. In addition, parents are encouraged to develop an early, secure and consistent relationship with the children (Shaw Goode, 2008). On top of that, according to Shaw Goode (2008), parents need to provide the same level of attention to childs emotional and social needs, not only their cognitive skills. For future research, it would be good to research more on how one can further help victims and survivors who are really resistant to get over the bad experience. In addition, another research can be done to help children to work on their social and emotional skills after the bad encounter.

Effect of Media Bias in Arab World on Palestinian Community

Effect of Media Bias in Arab World on Palestinian Community Research Proposal Ghaida Ayesh Proposed Research Topic: The Effect of Biased Media in the Arab World on the Palestinian Community. Research Question: Why Palestinians believe media even though there are different sources with different opinions on the same topic? Introduction and Purposes: In September of 2013, there were billboards around Bethlehem city attracted my attention saying â€Å"Did you know a 3rd tower fell on 9/11?† and this sentence followed by a website to be checked if someone interested of getting more details, it was www.rethink911.org, I checked the website. It was all about introducing facts about what happened in the 11th September, 2001. And there was a documentary video which presented by agroup of Architects Engineers who try to unveil the truth behind the fell of the World Trade Center Twin Towers on that day, and the surprising thing that there was a third building fell on that day called the World Trade Center Building 7 that didn’t hit by plan and collapsed in free fall 7 hours after the twin towers collapsed, I didn’t remember that on that day I heard about the existence of a third building and no news mentioned a story about the third building. I wondered how could media hide such a thing, why did they do that especia lly the U.S media, who could control all the main media networks around the word for not reporting about the third tower, and why did the audience believe them? While reading several articles about the issue trying to explore some facts, I realised that media coverage followed accusations by government authorities that pointed toward Al Qaeda as the group that carried out the attack on the United States and Osama bin Laden as leader of that group. Those news reports on the attack and the aftermath shaped public  opinion to support the war on terrorism.Other ways to influence public opinion include political advertising.Subsequently I realised that media plays the role of the invisible hand in this universe and controls the audiences’ minds in a strange way, so what makes media’s audiences believe what they hear or see? Therefore, I plan to conduct a research about the media impact in the Arab world, and my purpose of this research is to see how the news reporting now adays by affect people’s opinion toward what’s going on in the Arab world. And how the biased media can control people’s political thinking? It will also aim to tackle issues such as is media report or create news? Moreover who are the parties that control media in the Arab world? Background and Methods: In order to get data for my research, first I will read articles and researched conducted to a related topics, and will conduct a survey that target under graduate university students in Bethlehem University, also a group of people who used to set in Cafà ©s and watch, read and listen to news, so this will enable me to gather relevant information, ultimately giving me the necessary tools to be able to compare people’s perspectives about today’s media, besides what is their relevance source of media, how their believe in media changed in the last years? Also to see if they make sure about the news they read before sharing it with other people in social networks. Further, I will prepare for a focus group of university students with different political views about what’s going on in the Middle East, and during this focus group I will introduce different resources of media with different opinion specifically about the Syrian revolution because I have noticed that th ere are many conflicted opinions in the Palestinian community about it and cannot find group of people have the same political analysis about what’s going on there in Syria, and during the discussions that will arise I will observe how this group of people going to react and comment about the differences in media and opinions. I choose surveys because using this tool will make me able to collect different opinions about media, and the creating of focus group is efficient to see immediate reaction and different opinions about media and this will give me information about what is the source of news that people prefer and trust, and how people evaluate the reliability of the reported news? I think about targeting university students and people who usually set in cafà ©s to watch news when distributing the surveys and creating the focus group; because these types of groups gathers people with different values and believes in one spot. And this will make the data I gather more efficient. Literature Review Watching news, reading newspaper or magazine, or listening to a radio station are one of the main activities in every day’s life. And these media become part of culture. While reading about the media effect and impact on people’s opinion and beliefs I found that there are three main sociological perspectives on the role of media, the first called the Limited-effects theory (1940s-1950s) this theory supports the assumption that people has the control of their own choices and choose what to watch, what believe and what to not; so the studies of the media influence showed that well- informed people relied more on personal experience, prior knowledge and their own reasoning unlike those who are less- informed ones. However for me there is a missing point in this theory that makes me disagree with it, the point is that when someone wants to get some knowledge about something he looks for information through media, if not through media, he will ask other people for informatio n and for sure these people didn’t get this knowledge from nothing, they got it for example, from books, magazines, TV or internet which all considered as media. And another important thing is that this theory was created when the existence, availability and dominance of media was far less widespread which make it out dated (Entman 1994). The second theory is Class-dominant theory this theory follow the postulation that media is owned by a minority elite who controls it, and this elite group is cooperating with each other as a result, they can control what people see or hear, in addition because the main source of income for media is advertising, when a big company that finance large advertising campaigns in media do something unethical this media protect the image of this company because it is not for her benefit to harm the image of the company because this will make the media lose a big source of income (Mills 1956). The third and final theory called Culturalist theory (19 80s-1990s), this theory combined the other two theories and it believes that people interact with media in a way so they create their own meanings out of the images and messages received form media, moreover this theory has two standpoints, the first is how audiences interact with media, and the other standpoint focuses on the producers of media. For the first standpoint because people choose what to watch, how much to watch and may choose to not watch; studies done by sociologists and linguists found that audiences interpretation of what they choose to watch is based on their own knowledge and experience. Therefore, culturalist theorists claim that, while a few elite in large corporations may exert significant control over what information media produces and distributes, personal perspective plays a more powerful role in how the audience members interpret those messages. (The Role and Influence of Mass Media 2013). Several reports and studies showed that the media can influence the audiences’ political view, and voting decision, for instance a study conducted in one of NBER working paper series, the study took the introduction of Fox News into a cable market as a case to analyze its news reporting impact on the federal election, they collected data for 28 states in the United States of America. After that they compared the change in the Republican vote share between 1996 and 2000 for the towns that had adopted Fox News by 2000 with those that had not. And the result showed that Fox News had a significant impact on the 2000 elections. The entry of Fox News increased the Republican vote share in presidential elections by 0.4 to 0.7 percentage points, depending on the specification. Since Fox News in 2000 was available in about 35 percent of households, the impact of Fox News on the two-party vote share in 2000 is estimated to be 0.15 to 0.2 percentage points, 200,000 votes nation-wide. (De llaVigna and Kaplan 2006). Another study find that Fox News watchers were 50 percent more likely that viewers of other networks to believe (erroneously) that weapons of mass destruction were found in Iraq. (Steven, Ramsay and Lewis 2003). These statistics raised in my mind why did people believe median in such a case? Is it because it represents their inner affiliation? Or because the way it is presented is coming straight to the point that interest them? Or is it all about the credibility that a channel may be having? These are another minor questions of what I am looking for, and may lead me to study the case through some focus groups with different affiliation. In addition other studies found that over 70 percent of Americans believe that there is a great deal or a fair amount of media bias in news coverage (Pew 2004). Evidence of bias ranges from the topic choice of the New York Times (Puglisi 2006) to the choice of think-tanks that the media refer to (Groseclose and Milyo 2005). Media bias was even more prevalent in the late 19th and early 20th century (Gentzkow 2006). There is another theory addressed by Dr. Max McCombs and Dr. Donald Shaw, which is Agenda- Setting Theory it describes the powerful influence of media by telling what issues are important, they came out with this theory by studying the influence of media on the 1968 presidential election, the study titled 1968 Chapel HillStudy, the conclusion of this study is that the mass media exerted a significant influence on what voters considered to be the major issues of the campaign. (McCombs and Shaw 1972). Biased Media: The media is biased whenever it provides fake images or out of context facts to support a certain viewpoint. The media is also biased whenever it â€Å"framing† issues of eventer on a certain way to fake the facts. Many scholars argue that framing can actually decide how we view a situation. (Kuypers 2002). A biased media affects the publics understanding of current events and issues without giving the public all the facts. Opinions based on biased information are not usually the same as opinions based on neutral information. So for the public to make informed decisions on issues and politics, they must be given neutral information. (Kelly and Pax 2004) As shown, media has powerful impact on people’s beliefs, and is controlled by group of people, furthermore there is agreement about the existence of biased media, and most of studies are conducted in western areas. That is why the current research study will be aimed to find out why people in the Arab world, from Palestine, in Bethlehem believe what media reports. Limitation: Unfortunately I will not be able to collect audience’s interaction with the reported news about what’s going on in the Arab world specially about what so called the Arab’s Spring because I have no access to audiences from other countries. In addition I can’t get statistics about what are the news media people in the Arab world watch, read or listen. As a result I am limited to Bethlehem University undergraduate students only. Because of that, I will be restricted to only normal audiences in the Palestinian community. In addition, there is no available technology for media that give statistics about what people watch on TV. And what are the main news TV channels they watch such as Nielsen technology. Bibliography DellaVigna, Stefano, and Ethan Kaplan. 2006. The FOX News Effect: Media Bias and Voting. NBER Working Paper, Cambridge, MA: NATIONAL BUREAU OF ECONOMIC RESEARCH. Entman, Robert M. 1994. Reopening the Black Box: Toward a Limited Effects Theory. Political Communication 11 (3): 313 314. Gentzkow, Matthew. 2006. Television and Voter Turnout. The Quarterly Journal of Economics 931-972. Groseclose, Tim, and Jeffrey Milyo. 2005. A Measure of Media Bias. The Quarterly Journal of Economics 1191-1237. Kelly, and Pax. 2004. Think on Journalism. July 1. Accessed January 27, 2014. http://www.jour.unr.edu/think/bias.html. Kuypers, Jim A. 2002. Press Bias and Politics: How the Media Frame Conoversial Issues. London: Praeger. McCombs, Maxwell E., and Donald L. Shaw. 1972. The Agenda-Setting Function of Mass Media. The Public Opinion Quarterly (American Association for Public Opinion Research) 36 (2): 176-187. http://www.jstor.org/stable/2747787. Mills, C. Wright. 1956. The Power Elite. Oxford: Oxford University Press. 2004. NEWS AUDIENCES INCREASINGLY POLITICIZED. Study, Washington, D.C.: PEW RESEARCH CENTER FOR THE PEOPLE AND THE PRESS. Puglisi, Riccardo. 2006. BEING THE NEW YORK TIMES: THE POLITICAL BEHAVIOUR OF A NEWSPAPER. http://eprints.lse.ac.uk/. April. Accessed January 26, 2014. http://eprints.lse.ac.uk/19292/1/Being_the_new_york_times.pdf. Steven, Kull, Clay Ramsay, and Evan Lewis. 2003. Misperceptions, The Media, And The Iraq. Political Science Quarterly 118: 569-598. 2013. The Role and Influence of Mass Media. CliffNotes. May 7. Accessed January 27, 2014. http://www.cliffsnotes.com/sciences/sociology/contemporary-mass-media/the-role-and-influence-of-mass-media.

Anorexia Nervosa and Obsessive Compulsive Disorder Essay -- Essays on

Anorexia Nervosa and Obsessive Compulsive Disorder Anorexia Nervosa is an eating disorder often found in young adolescent women, that has been characterized by a distorted attitude towards weight and body image, a set of behaviors calculated to produce weight loss and other physiological and psychological symptoms. Physiological symptoms include (according to the DSM III- R criteria) starvation, amenorrhoea, and a refusal to maintain weight above 85% of their ideal weight. Psychological symptoms include an obsessive pursuit of thinness, along with obvious body preoccupation, and an incessant rumination about food. In addition, they are also engaged in compulsive calorie counting and excessive physical exercise. The personality of the anorexic is characterized as stereotypically rigid, ritualistic, perfectionistic and meticulous. This ritualism takes its form in eating patterns. For example an anorexic may cut her food into tiny pieces and weigh every piece of food before she eats it. These behaviors can be found in people who ar e on a normal, healthy diet, but in anorexics these behaviors are extremely exaggerated, in part because the act of dieting has become exaggerated. Anorexics also commonly have obsessions and compulsions related to symmetry and order. Obsessive-compulsive disorder (OCD), one of the anxiety disorders, is a potentially disabling condition that can persist throughout a person's life. Those who suffer from OCD become trapped in a pattern of repetitive thoughts and behaviors that are senseless and distressing. Some of the main components of OCD are obsessions, compulsions and insight into behavior. Obsessions are unwanted ideas or impulses that repeatedly well up in the mind of the person... ...6-969. Fahy, TA, Osacar, A, Marks, I (1993): History of Eating Disorders in female patients with Obsessive Compulsive Disorder. International Journal of Eating Disorders 14: 439-443. Garfinkel, PE and Garner DM, (1982): Anorexia Nervosa: A Multidimensional Perspective. Brunner Mazel: New York. Matsunaga, H, Kiriike, N, Iwasaki, Y, Miyata, A, Yamagami, S, Kaye, WH (1999): Clinical Characteristics in patients with anorexia nervosa and obsessive compulsive disorder. Psychological Medicine 29: 407-414. Rothenberg, A (1990): Adolescence and Eating Disorder: The Obsessive Compulsive Syndrome. Psychiatric Clinics of North America 13: 469-487. Zubieta, JK, Demitrack, MA, Fenick, A, Krahn, DD (1995): Obsessionality in Eating Disorder Patients: Relationship to Clinical Presentation and Two- Year Outcome. Journal of Psychiatric Research 29: 333-342. Anorexia Nervosa and Obsessive Compulsive Disorder Essay -- Essays on Anorexia Nervosa and Obsessive Compulsive Disorder Anorexia Nervosa is an eating disorder often found in young adolescent women, that has been characterized by a distorted attitude towards weight and body image, a set of behaviors calculated to produce weight loss and other physiological and psychological symptoms. Physiological symptoms include (according to the DSM III- R criteria) starvation, amenorrhoea, and a refusal to maintain weight above 85% of their ideal weight. Psychological symptoms include an obsessive pursuit of thinness, along with obvious body preoccupation, and an incessant rumination about food. In addition, they are also engaged in compulsive calorie counting and excessive physical exercise. The personality of the anorexic is characterized as stereotypically rigid, ritualistic, perfectionistic and meticulous. This ritualism takes its form in eating patterns. For example an anorexic may cut her food into tiny pieces and weigh every piece of food before she eats it. These behaviors can be found in people who ar e on a normal, healthy diet, but in anorexics these behaviors are extremely exaggerated, in part because the act of dieting has become exaggerated. Anorexics also commonly have obsessions and compulsions related to symmetry and order. Obsessive-compulsive disorder (OCD), one of the anxiety disorders, is a potentially disabling condition that can persist throughout a person's life. Those who suffer from OCD become trapped in a pattern of repetitive thoughts and behaviors that are senseless and distressing. Some of the main components of OCD are obsessions, compulsions and insight into behavior. Obsessions are unwanted ideas or impulses that repeatedly well up in the mind of the person... ...6-969. Fahy, TA, Osacar, A, Marks, I (1993): History of Eating Disorders in female patients with Obsessive Compulsive Disorder. International Journal of Eating Disorders 14: 439-443. Garfinkel, PE and Garner DM, (1982): Anorexia Nervosa: A Multidimensional Perspective. Brunner Mazel: New York. Matsunaga, H, Kiriike, N, Iwasaki, Y, Miyata, A, Yamagami, S, Kaye, WH (1999): Clinical Characteristics in patients with anorexia nervosa and obsessive compulsive disorder. Psychological Medicine 29: 407-414. Rothenberg, A (1990): Adolescence and Eating Disorder: The Obsessive Compulsive Syndrome. Psychiatric Clinics of North America 13: 469-487. Zubieta, JK, Demitrack, MA, Fenick, A, Krahn, DD (1995): Obsessionality in Eating Disorder Patients: Relationship to Clinical Presentation and Two- Year Outcome. Journal of Psychiatric Research 29: 333-342.

Disputing the Canon Essay -- The Loss of the Creature Walker Percy Ess

Disputing the Canon I was in the best of settings when I realized that Shakespeare was indeed great. My freshman year in high school, I had English class with an esteemed teacher, Mr. Broza—hailed as the Paul D. Schreiber High School Shakespeare aficionado, founder of Schreiber’s Annual Shakespeare Day, and, perhaps most heart-warming of all, a self-proclaimed Shakespeare lover whose posters of The Bard could be found as wallpaper in his small office. How lucky I thought I was. Indeed, if I wanted to appreciate Hamlet, I was in the right hands. But how misled I actually was—at least, in Walker Percy’s eyes. In his essay, â€Å"The Loss of the Creature,† Percy recalls a scene from The Heart Is a Lonely Hunter: †¦the girl hides in the bushes to hear the Capehart in the big house play Beethoven. Perhaps she was the lucky one after all. Think of the unhappy souls inside, who see the record, worry about the scratches, and most of all worry about whether they are getting it, whether they are bona fide music lovers. What is the best way to hear Beethoven: sitting in a proper silence around the Capehart or eavesdropping from an azalea bush? (521) Percy here contrasts two different approaches to viewing art—the girl who informally and spontaneously encounters the work of art, out of context, as opposed to the â€Å"unhappy souls inside† who formally prepare themselves for a kind of pre-packaged listening experience. Percy wonders which is better—a question meant for the reader’s pondering. But his essay offers his answer: we can only truly see or hear a piece of art by â€Å"the decay of those facilities which were designed to help the sightseer† (514). Perhaps Percy is right—it might have been better if my experience with Hamlet had been an accide... ...uch great heights to which I may leap, so many undiscovered territories awaiting my arrival. Works Cited Bloom, Harold. The Western Canon. Harcourt, 1994. â€Å"Borges, Jorge Luis; Joyce, James; Shakespeare, William.† Columbia Encyclopedia. 6th ed. 2000. Gould, Stephen Jay. â€Å"Women’s Brains.† Encounters: Essays for Exploration and Inquiry. 2nd ed. Ed. Pat C. Hoy II and Robert DiYanni. New York: McGraw-Hill, 2000. 305-10. Nietzsche, Friedrich. The Birth of Tragedy and Other Writings. Ed. Raymond Guess and Ronald Speirs. Trans. Ronald Speirs. New York: Cambridge UP, 1999. Percy, Walker. â€Å"The Loss of the Creature.† Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. Boston:Bedford, 1996. Winterson, Jeanette. â€Å"The Semiotics of Sex.† Encounters: Essays for Exploration and Inquiry. 2nd ed. Ed. Pat C. Hoy II and Robert DiYanni. New York: McGraw-Hill, 2000. 642-51.

The Worlds Fight Against Microbes Essay -- Research Papers Science Bi

The World's Fight Against Microbes   Ã‚  Ã‚  Ã‚  Ã‚  Many infectious diseases that were nearly eradicated from the industrialized world, and newly emerging diseases are now breaking out all over the world due to the misuse of medicines, such as antibiotics and antivirals, the destruction of our environment, and shortsighted political action and/or inaction.   Ã‚  Ã‚  Ã‚  Ã‚  Viral hemorrhagic fevers are a group of diseases caused by viruses from four distinct families of viruses: filoviruses, arenaviruses, flaviviruses, and bunyaviruses. The usual hosts for most of these viruses are rodents or arthropods, and in some viruses, such as the Ebola virus, the natural host is not known. All forms of viral hemorrhagic fever begin with fever and muscle aches, and depending on the particular virus, the disease can progress until the patient becomes deathly ill with respiratory problems, severe bleeding, kidney problems, and shock. The severity of these diseases can range from a mild illness to death (CDC I).   Ã‚  Ã‚  Ã‚  Ã‚  The Ebola virus is a member of a family of RNA (ribonucleic acid) viruses known as filoviruses. When these viruses are magnified several thousand times by an electron microscope they have the appearance of long filaments or threads. Filoviruses can cause hemorrhagic fever in humans and animals, and because of this they are extremely hazardous. Laboratory studies of these viruses must be carried out in special maximum containment facilities, such as the Centers for Disease Control (CDC) in Atlanta, Georgia and the United States Army Medical Research Institute of Infectious Diseases (USAMRIID), at Fort Detrick in Frederick, Maryland (CDC I,II).   Ã‚  Ã‚  Ã‚  Ã‚  The Ebola hemorrhagic fever in humans is a severe, systemic illness caused by infection with Ebola virus. There are four subtypes of Ebola virus (Ebola-Zaire, Ebola-Sudan, Ebola-Ivory Coast, and Ebola-Reston), which are not just variations of a single virus, but four distinct viruses. Three of these subtypes are known to cause disease in humans, and they are the Zaire, Sudan, and Ivory Coast subtypes. Out of all the different viral hemorrhagic fevers known to occur in humans , those caused by filoviruses have been associated with the highest case-fatality rates. These rates can be as high as 90 percent for epidemics of hemorrhagic fever caused by Ebola-Zaire virus. No vaccine exists to protect from... ... Yet a bacterium can kill a whale ... Such is the adaptability and versatility of microorganisms as compared with humans and other so called "higher" organisms, that they will doubtless continue to colonise and alter the face of the Earth long after we and the rest of our cohabitants have left the stage forever. Microbes, not macrobes, rule the world. - Bernard Dixon, 1994 Works Cited CDC(I).Ebola Virus Hemorrhagic Fever: General Information. http://www.cdc.gov/ncidod/diseases/virlfv/ebolainf.htm[1996, November 20]. CDC(II). Filoviruses in Nonhuman Primates: Overview of the Investigation in Texas.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.cdc.gov/ncidod/diseases/virlfvr/ebola528.htm[1996, November 20]. Garrett, Laurie. The Coming Plague. Farrar, Straus. and Giroux: New York, 1994. Mosby’s Medical, Mursing, and Allied Health Dictionary 4th Ed. .  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mosby-Year Book, Inc.: St.Louis,1994. Preston, Richard. The Hot Zone. Random House Inc.: New York, 1994. Roizman, Bernard. Infectious Diseases in an Age of Change. National Academy Press:   Ã‚  Ã‚  Ã‚  Ã‚  Washington,D.C., 1995. Top, Franklin H. . Communicable and Infectious Diseases. C.V. Mosby Company: St.Louis, 1964.

Research Credibility And Research Ethical Issues Education Essay

This chapter is about research method that we have applied for this thesis and the grounds that why we have choose this method in our research. In this subdivision, this survey ‘s research method is started with Research scheme, research types, informations aggregation techniques which we have followed. Furthermore, we will speak about research credibleness and research ethical issues. Students and research workers have to happen out the best suitable manner to depict and document their proceedings, findings, thesis and thesiss depending upon the features every bit good as nature of the research. There are two chief methods to document a research: Qualitative research and Quantitative research. Before traveling into the inside informations of our preferable pick, we would wish to convey our clearer position to both footings. Quantitative research, in its simplest significances, is more appropriate when the difference in footings of measurings and sums ( more or less, bigger or smaller, frequently or rarely ) is to be studied ( Thomas R.M, 2003 ) . Seal ( 1999 ) argues that in quantitative research, research workers can utilize tabular arraies of Numberss based on standardised measuring devices which are introduced and described in the literature to sum up the measurings. Thomas ( 2003 ) defined quantitative research as followers: â€Å" Quantitative research uses Numberss and statistical methods. It tends to be based on numerical measurings of specific facets of phenomena ; it abstracts from peculiar cases to seek general description or to prove causal hypotheses ; it seeks measurings and analyses that are easy replicable by other research workers † . In the contrast, qualitative research is more concerned in the reading of events and societal behaviours ( Thomas R.M, 2003 ) . Harmonizing to Cresswell ( 2007 ) qualitative research is an inquiry procedure of understanding based on distinguishable methodological traditions of enquiry that explore a societal or human job. A research worker builds a complex, holistic image, analyzes the universe, studies detailed positions of sources and conducts the survey in natural scene. Thomas ( 2003 ) defined qualitative research as followers: â€Å" Qualitative research is multi-methods in focal point, affecting and interpretative realistic attack to its capable affair. This means that qualitative research workers study things in their natural scenes, trying to do sense of, or interpret phenomena in footings of significances people bring to them. Qualitative research involves the studied usage and aggregation of a assortment of empirical stuffs – instance survey, personal experience, introspective, life narrative, interview, experimental, historical, interactive and ocular texts that describe everyday and debatable minutes and significances in people ‘s lives † . Qualitative research can be achieved through many informations aggregation methods such as observation, interviews, focal point groups and paperss and others ( Fisher et al. , 2007 ) . The nature of our research inquiry clearly indicates that we need a elaborate and deep survey about the issue. A qualitative survey is utile attack to acquire deep apprehension ( Creswell, 2007 ) and research inquiries get downing with why or how are hard to quantify, which is cause of a qualitative attack recommendation for such types of research inquiries that have an exploratory research methodological analysis ( Yin, 2003 ) . Along with the research inquiry, this research survey is aimed to intensify the apprehension of Virtual University ‘s working in Pakistan. This aspect strengthens our pick to carry on a qualitative research along with several others e.g. nature of research inquiries. Our purpose is seeking to happen an reply that what benefits are being provided by practical university i n Pakistan. Benefits ca n't be step and taken into an sum particularly in our research survey. Some may reason that benefits can be step in currency or something else but that ‘s really rarely and in rather different scenes. Second, the chief research inquiry focuses on how does ICT supported distance instruction work in Pakistan. This inquiry ca n't be answered in magnitudes and measurings. Aforesaid conditions set qualitative research as best option for us to follow in order to carry on this research survey and reply the research inquiries.Research SchemeYin ( 1994 ) besides describes different intents of research: explanatory, Exploratory and descriptive. Harmonizing to Yin ( 1994 ) , a research worker can utilize a research scheme to on the footing of its attack and features. Research method is important to the acquisition of scientific values and cognition as explained by Marczyk et Al. ( 2005 ) : â€Å" Science can be defined as a methodological and systematic attack to the acquisition of new cognition † . Supplemented by ( Bryman 2001, confirm it with the mention manner ) explicit findings gathered through systematic attack harmonizing to the research inquiry ( s ) should be included in the every research. Our research survey has twofold intent: to understand the working of ICT supported engineerings in Pakistan and how the ICT can be used and implemented to carry through the educational demands and maximal benefits. The encephalon storming session started with the phenomenal success of Virtual University of Pakistan. Virtual University is the first, yet one and merely, of its sort in Pakistan and have a phenomenal success ratio along with the high quality instruction. The formless and unorganised brainstorming to this research essay was started with the construct of vitamin E acquisition in Pakistan. E acquisition is widely accepted all over the universe and believed to hold its blend in instruction sector and has already formed a new movi ng ridge of larning system, although, the descent of distance acquisition is associated to late 1800. Virtual university in Pakistan was inaugurated in March 2002. The thought behind the development of this establishment was to utilize the antecedently established substructure ( for conventional acquisition institutes ) and provide quality instruction with a blend of handiness and flexibleness. During our pre-study and unstructured encephalon ramping stage, we came across the fact the intercrossed acquisition theoretical account is chiefly used for such sort of undertakings. We started to research the research country by researching vitamin E acquisition in its different forms in general, different theoretical accounts for vitamin E acquisition, engineerings used for vitamin E acquisition, in house and off the shelf merchandises and solutions to different challenges. This later was followed by concentrating on vitamin E acquisition in Pakistan and its success during past twosome of old ages. This literature survey helped us to contract down the research subject with a well defined focal point point, define the job country to work upon and form good structured research inquiries. Pre survey along with the literature survey besides helped us to develop the theoretical foundation of our research survey. The information for research survey, including both certification provided by the university forces and in-detail interviews with forces stand foring Virtual University of Pakistan and the pupils of Virtual University of Pakistan. Students will be selected i ndiscriminately and will be contacted for interviews to forestall the influence of some specific group representation. The interviews and informations gathered will be analyzed by utilizing the analysis model and will be presented in the analysis subdivision of this study. There are diverse manners of research surveies out at that place. This research essay is influenced from pragmatism and positivism with a blend of explanatory survey. Pragmatism focuses on thought and work outing jobs in a realistic manner. Oxford University imperativeness defined pragmatism as â€Å" believing about work outing jobs in a practical and reasonable manner instead than by holding fixed thoughts and theories † [ mention ] where as Cambridge online dictionary defines it as â€Å" when you deal with a job in a realistic manner instead than obeying theories and fixed regulations † . Positivism in its significances defined by Oxford University Press is â€Å" a system of doctrine based on things that can be seen or approved, instead than on thoughts † . Our research survey is explanatory in nature as explanatory research survey is used to intensify the cognition of the object field and to seek the comprehension. Positivism and pragmatism are clearly defi ned in the academic literature and possibly hold really good formed boundaries in the literature but when it is the instance to implement them in pattern, they sometimes overlap. However we are non claiming that our research have purely followed any of these, since they are wide constructs in scientific debate, but saying our research survey has sunglassess of these comprehensive constructs. Our research survey is explanatory and we think it ‘s instead of import to advert what type of cognition is sought and aimed for given that there are several types and classifications and unmeasurable cognition bing in a assortment of formats out at that place, and the replies every bit good as analysis might hold different intensions depending upon the sort of cognition is aimed for. Sociology section at Ohio province university has categorized the intent of research as followers: Exploratory, Descriptive and Explanatory. The intent of explorative research surrounds the finds in the focussed subject and unveils the facts about it. It besides helps in the preparation of inquiries, set waies and provides the feasibleness of future surveies. Specific inside informations of the state of affairs are studied in Descriptive Research with a well formed and focused research inquiry. Whereas, Explanatory research focuses on the ground behind the state of affairs being or have been occur red. Explanatory research usually uses theory and much of the research being published in diary presents is explanatory [ Ohio State University ] . While composing a research essay, along with other deliberations, it was taken attention at a great extent to supply the fullness cognition of the topic to the reader. A reader of an academic research essay can be a cognition searcher, a pupil, an industry professional and a research bookman. A reader should besides be able to happen out the connectivity and the ruddy yarn throughout the research survey. Whereas the research survey should, in itself, be able to exhibit connectivity, grounds and scientific debate every bit good as the outgrowth of the research country and research job. To guarantee this, we found thematic construction good suited for our intent. Thematic construction, in linguistics, as defined by Wikipedia has three intents in it as followers: â€Å" to convey given information and new information † â€Å" capable and predicate † â€Å" Frame and penetration † The actual procedure, nevertheless, from the really get downing to stop was literary since the cognition retrieved from the literature, the pre-study stage and the information received from different beginnings was gathered, processed and analyzed in different unit of ammunitions and so was added to the research study. To guarantee the connectivity, we besides plotted the summery to each chapter at the terminal and an debut was to the chapter was besides placed at the start of each chapter. We categorized the day of the month in each chapter with part classs called as headers and sub subdivisions called as subheadings to guarantee the hierarchal construction of the study and, slightly, do it instead easier for the reader to understand. The undermentioned figure shows the stairss taken and the procedure to finish the research survey.Datas assemblageDifferent type can be used during a research survey to beef up the research and support findings. Date gathered during the survey besides richens the quality of research and back up the treatment and analysis ( Seals 1999 ) . During our survey, we found three basic types of informations assemblage are appropriate for to back up our debate ; Interviews, observations and certification ( Seals, 1999 ) . Different types of informations garnering techniques non merely back up the cogency of the information gathered and assist in the generalisation. Furthermore, cyberspace was besides used as secondary type to garner quality informations ( Creswell, 2007 ) but besides fortify the research to organize the triangulation in the research survey. Additionally, cyberspace was besides used as a secondary type for day of the month assemblage.Interview usher coevalsAn interview usher in dicates the subjects and sequence of these subjects in the interview, which should be prepared before carry oning the interview ( Kvale, 1996 ) . Our interview usher ( Appendix No ) contains inquiries which we selected to maintain in position the focal point of our survey. We have unfastened inquiries to acquire maximal information from interviewees. Nodoubt replies of such inquiries hard to compare with each others ( interviewees ) , but its sure that the subject of these replies will be common ( Ostbye et Al. 2003:143 ) .InterviewsInterviews were the basic component of our informations assemblage scheme as mentioned earlier. Harmonizing to Yin ( 2003 ) in information assemblage and analyzing, interviews are the basic and cardinal beginnings. Since we have adopted a qualitative attack in order to carry on our survey so the possibility to plan questionnaires was eliminated. Harmonizing to Preece et Al ( 2003 ) there are four types of interviews: Structured, Semi Structured, Unstruct ured and group interviews. Whereas group interviews are more a sort of treatment in which interviewer has less control over the interview activity. The remainder ; semi structured, structured and unstructured interviews provide much control to the interviews in the signifier of predefined set of inquiries. Preece et Al, ( 2003 ) besides argued about the pick of interviews types depending upon the aim and the research inquiries. Our research inquiries and aim has set us to plan semi-structured interviews since the purpose is to hold an overall apprehension of the working of ICT based distance larning in Pakistan. Harmonizing to Preece et Al, ( 2003 ) semi structured interviews are more appropriate when the purpose is to acquire a comprehension or feed back to some specific issue. Semi structured interviews are a blend of structured and unstructured interviews dwelling both unfastened and closed inquiries. In order to keep consistence, we designed interviews so that we can get down qu estioning in a pre-planned manner and subsequently can delve deeper into the subject and question the interviewee to acquire the really relevant information. Now we would wish to convey our reader to our designed construction of the interview.Structure of the interviewIn order to plan the interviews, we followed preece et Al, ( 2003 ) who outlined 5 chief Sessionss in an interview viz. ; Introduction session, warm up session, chief session, cool – off session and shutting session. Introductory session: apparent by its name, both interviewees and interviewer were officially introduced to each other and the aim of the research was explained to the interviewee. Confidentiality and other ethical issues were besides discussed and got approved during this session. Warm up session: non endangering inquiries were posed during this session to garner basic information about the interviewee and his/her duties in the organisation. E.g. for how long have you been working in this organisation? Main session: Main session consisted of the inquiries to adhere the job and was focused to reply the research inquiries. Questions in chief session were good aligned to garner the basic apprehension to the really elaborate information about the focussed subject. Cool off session: cool off Sessionss consisted of instead of import and unfastened inquiry to proceeding towards the terminal of the interview. E.g. would you like add any more item? Closing session: interviewer thanks to the interviewee and switches off the entering signaling that interviewee has ended. Not holding so much structurised interviews entertained interviewees with a less controlled environment which helped them to explicate their position and point of views in a different angle and their engagement towards the topic. This sort of interview technique besides has disadvantages as there is no clear boundary to specify what lies outside of the aim and how to command the interviewee and mold them back to the subject.Interview SelectionDifferent informations aggregation motive has different grade of interview constructions. When selected the interview construction there are a few different types to see in order justifying that why the particular type was chosen. â€Å" At one extreme is the structured interview, where the interviewer asks the respondent a preset set of inquiries which can non be changed or restructured. An unstructured interview on the other manus, takes on an opposite attack. In such an interview the respondent is able to speak freely about the subject without any guidance or influence from the interviewer ( Teorell & A ; Svensson, 2006 ) . In between these two extremes is the semi-structured interview where the preparation of the inquiries can change depending on the respondent. The interviewer merely uses an interview usher with a few subjects and issues that need to be covered ( Fisher, 2007 ) . The pick of the degree of construction should be guided by the intent of the research † ( Franzen & A ; Gunes 2008 ) . We selected semi-structure interviews because we want to give the interviewee the opportunity to lend more without interrupting and restricting. Our intent to choose semi-structure interview is that the interviewee non merely answer to our inquiries, but besides can show extra point ‘s remarks which may lend to the research even further. In add-on, Franzen & A ; Gunes ( 2008 ) explain: â€Å" Furthermore, semi-structured interviews will enable adaptation to each respondent and interview scene by al- mooing us to: alteration preparations of the inquiries, reorder them, and follow up with new inquiries if needed. A job with a less structured attack is the increased trouble of transporting out the analysis due to the complexness of the information gathered ( Holme & A ; Solvang, 1997 ) . However, we believe the additions will be superior to this drawback. †Respondent / Interviewee Preparation and SchedulingThe choice of interviewee or respondent is really of import because right information is merely acquire from relevant individual. In order to acquire information about first portion of our thesis â€Å" working of ICT based instruction † , we selected managerial staff that has complete background, history and current position of VU undertaking. For this intent foremost we get elaborate information like appellations, functions and responsibilities of al l employees from all sections of VU. As this was hard undertaking but we clearly mentioned our intent of research, which prepare their head to collaborate with us. To acquire in contact with the right individuals we started by reaching the highest possible employees by electronic mail. Many phone calls and electronic mails were necessary to happen the right individual, and agree on an interview day of the month. These are all people with busy agendas and any assignment had to be done early. Since clip is money it is of import non to blow the interviewee ‘s clip. Being good prepared and holding clear inquiries will do the interview a reasonably speedy and easy procedure for all parts involved ( Kvale, S. 1996 ) . Interview is non merely manner to aggregation of informations even building of informations ( Kvale, 1996 ) . In order to hold entree of inteviewees ‘ informations for subsequently utilize a location and a recording device is necessary. The most appropriate campaigners for interviews were the proficient staff and managerial staff of VU because they can supply coveted information.Table: Structure of IntervieweesSr. # .Intervi ewees ‘ NameDesignation & A ; DepartmentNumber of InterviewsWay of InterviewInterview Plan / ProceduresWe will take up interview with a brief debut of ourselves, grounds to carry on interview and background of our research undertaking. Furthermore, we will besides acquire bio informations of our selected interviewees to understand their cognition and experience in relevant country ( Briony, 2006 ) . Bing good prepared and holding clear inquiries will do the interview a reasonably speedy and easy procedure for all parts involved ( Kvale, S. 1996 ) . Normally our interview clip will be in between 50 to 70 proceedingss to guarantee our interviewee non experience wastage of clip, and will seek to do the interviewees feel comfy and free. We will besides maintain in position all regulations and ordinances of interview like our functions, environment and inquiries type which will be asked. Our function being an interviewer good behaved and will take to normal conversation ( Ostbye et al.2003:104 ) . In our instance, we can non carry on face to confront interview which is really expensive and clip wastage for us travel to Pakistan. So, we will carry on interview by utilizing Skype and electronic mail. As we could non cognize the environment of interviewee ‘s topographic point but we will carry on interview at that day of the month and clip which will be executable for interviewees. There are different ways to carry on interview, for illustration by mail, electronic mail, telephone, VoIP, or face to face. We will prefer electronic mail and VoIP ( Skype ) . We decided that we will carry on foremost interview by electronic mail, the end product of this interview and from this interview we will develop follow-up inquiries. After first electronic mail interview analysis, we will carry on 2nd interview by Skype which give us the chance to inquire follow-up inquiries to acquire more elaborate information.InstrumentalityaˆÂ ¦aˆÂ ¦aˆÂ ¦ . To be addedaˆÂ ¦aˆÂ ¦aˆÂ ¦ .DocumentsSeveral types of paperss were collected from the forces stand foring of Virtual University of Pakistan to understand the working of the organisation. However, we do n't claim that all facets of organisational working were got into attending e.g. fiscal affairs, policy affairs. These paperss helped us to understand the initial set up phase of VU, intents of VU undertakin g, contents development, contents bringing, pupil instructor interaction, Learning Management system and many others things which we do non believe suited to add in our research. Most of these paperss were gathered electronically in digital signifier. Some of them were for public usage and can besides found on the Virtual University ‘s web site and some were confidential and the exclusive intent to present them was to hold a better apprehension. These paperss provide us valuable information which helped us to construction more appropriate interview inquiries.Use of literatureWe conducted a literature reappraisal to supply the rational job country and place of our research to the current literature within the subjects of involvement ( Creswell, 2007 ) . We preferred the choice of those articles about e-learning which are largely cited or referenced by other writers. Articles are primary based on scientific articles found from the Electronic Library Information Navigator ( ELIN ) and the Internet, complemented with commonly well-recognized mention literature. To seek relevant informations, we used keywords of † e-learning † , â€Å" e-learning system † , â€Å" ICT based acquisition † , † ICT based instruction † , â€Å" Virtual Education † , â€Å" Virtual University † , and † Virtual Learning † in different combinations. We besides used books which were issued from Economic School ‘s Library every bit good as used e-book. We took initial measure to research about e-learning from an e-book † Theory and Practice of Online Learning † . These beginnings of information were used to acquire elaborate information about e-learning basic constructs, e-learning system, e-learning theoretical accounts, larning techniques and methods used for research in this country of survey. This was done to reexamine Published literature from e-libraries, books, diaries and documents related to the proposed subject. The literature reappraisal provide context of our research and state approximately work done by others research workers antecedently in this country of survey ( Dawson, 2005 ) . Literature has been an of import portion of research survey with an purpose to roll up the beginnings of literature from both, bookmans and E larning practicians. Of class, at some certain points we had to contract down our research merely on the E acquisition in Pakistan. We collected scholarly articles and research documents to lighten up and intensify our constructs about E larning. We besides used on-line web beginnings and hunt engines ( Google, yokel ) and lexicons, wherever we found it dependable, to do us better understand different constructs and show them in the most appropriate manner to our reader. After roll uping literary stuff, while construing it we found it instead of import to hold a critical position on the beginnings every bit good as the stuff itself since some of the stuff was instead old and was showing rather different expression as compared to current times. Whereas some of the recent research articles glorifies the present tendencies.Datas AnalysisData analy sis is stems the research work and is an of import portion. Data analysis has some certain stairss as argued by Miles and Huberman ( 1994 ) , informations analysis consists of informations decrease, informations show and informations Marczyk et Al ( 2005 ) â€Å" in most type of research surveies, the procedure of informations analysis involves the undermentioned three stairss: ( 1 ) fixing the information for analysis, ( 2 ) analysing the information and ( 3 ) construing the information † . In our research survey, the first measure fixing informations was performed in the signifier of literature reappraisal and the survey of paperss provided by the practical university forces which in title was a uninterrupted and iterative procedure.Research QualityIt is of import to warrant that a research survey has dependability and cogency. In this subdivision, we are traveling to show that how we have worked and followed the cogency and dependability which are belong to the scientific quality research ( Creswell, 2007 ; Seale, 1999 ) . Furthermore, Bias and Ethical motives are besides discussed to back up the research quality of our thesis. Research dependability and cogency are two factors that must be considered to do the research trustworthy ( Bjorklund & A ; Paulsson, 2003 ) . In our research cogency is concerned in which extent we truly measured what we set out to mensurate, and dependability is concerned that our consequences will be same if our research consequences probe by person once more with the same set of instruments.DependabilityaˆÂ ¦aˆÂ ¦aˆÂ ¦ . To be addedaˆÂ ¦by MraˆÂ ¦ WaqasaˆÂ ¦ .CogencyKvale ( 1996 ) describes cogency is â€Å" a method investigates what it is intended to look into. † In our survey, the interview cogency are chiefly involves if we can right understand what the interviewee mean. As Kvale ( 1996 ) provinces when choose the transcript ‘s lingual manner it is besides of import to accomplish valid interlingual rendition from the unwritten to written certification. Therefore, we checked the text with our interviewee after transcribing. We send th em our written text of their sentiment, if some parts of the written text they do non hold, we will pass on with them and modify the written text.aˆÂ ¦aˆÂ ¦aˆÂ ¦ . To be addedaˆÂ ¦by MraˆÂ ¦ WaqasaˆÂ ¦ .Ethical motivesEthical behaviour helps to protect persons, communities and environments, and offers the potency to increase the amount of good in the universe ( Israel, 2006 ) . Bing responsible research workers, we have to do certain our behaviours will non harm any participants who are belonging to our research procedure during research or after the publication of concluding study. So to do certain good moralss in the research, we informed interviewees by electronic mail and by telephone ( Appendix No ) about issues including the research subject, research inquiry, research range, informations confidentiality, privateness, personal individuality, research result and the questionnaires ( Appendix No ) before interview. It has besides been indicated to I nterviewees that what may go on to the informations, including its possible usage in any studies or publications because this survey might be used by the other people subsequently. So, we managed this research in this manner that there should non be any harm to interviewees and their institute. To maintain in position Privacy, namelessness and confidentiality factors ; interviewees have been informed that they can retreat from the interview without stipulating any ground ( Singer & A ; Vinson, 2002 ) . For better apprehension, the canned interview informations will direct back to interviewees to verify that everything harmonizing to interviewees ‘ words of oral cavity and non any alteration has made in their replies. In add-on, interviewee knows the intent of utilizing the information and where it will be used. Therefore, the empirical informations used in this survey should non harm any interviewee ( Israel & A ; Hay, 2006 ) . Informed consent, confidentiality, and the function of the research worker are the ethical guidelines ( Kvale, 1996 ) , so we make certain that our interviewees will non hold any job to understand our research subjects and information which we want to acquire from them, for illustration, our intent of research, nature of research, who is the research worker, how long is the interview will take, how we will utilize their informations and how to circulating the research findings ( Briony 2006 ) . Furthermore, the interviewees have been requested kindly for their cooperation and non oblige them for participate in our researchBiasTo guarantee high quality research survey, research worker should believe over the prejudice. A research worker should progress into a research with a clear and unfastened head in order to avoid any prejudice to act upon the terminal consequence ( Backman, 1998 ; Oates, 2006 ) . There is no clear definition of prejudice but it can be related to prepossession and bias ( Hammersley & A ; Gomm, 1997 ) . Harmonizing to Harmmersley and Gomm ( 1997 ) , prejudice has considered a positive characteristic because prejudice reveals concealed facets of phenomena. Unbiased research non merely concentrating on our ain believes and premises, but give importance to others point of positions and experiences. We address the possible prejudice by reflecting and showing our place as research workers. â€Å" A consideration of ego as a research worker and ego in relation to the subject of research is a stipulation for get bying with prejudice. † ( Norris, 1997, pp. 3 ) . We besides be self-critical throughout the full work ( Norris, 1997 ) , we tried to hold periodical treatments among our group members and had critical analysis about the pros and cons of our theoretical model, methods and findings. We purely follow right path and follow the way which we had planed every bit good as we tried to be cognizant when, how and why we have deviated from the planned path. Our scheme leads us to come back on right path.â€Å" Naqash and Waqas can add more ideas harmonizing to your experiences †

Corprate Global Strategy

Final Year Core Unit Corporate & Global Strategy Hemis Code: 5J3060 UNIT HANDBOOK 2011/2012 Tutors: Maria Allen Room 901d 0161 247 6527 m. [email  protected] ac. uk Carole Forbes Room 901a 0161 247 3830 c. [email  protected] ac. uk Dr. Panagiotis Kokkalis Room 808a 0161 247 6641 p. [email  protected] ac. uk Rationale Strategic management has become an integral mechanism for firms operating in the global economy, which is characterised by its high level of integration and cross-national operation. Strategic management issues relate to all aspects of an organisation, including its relationship with the environment and its internal processes. Accordingly, a vast amount of research has been conducted and published in the academic field of strategic management. Yet, far from showing a consensus, this literature is populated by a diversity of approaches, schools of thoughts, and paradigms. Understanding strategic management entails studying traditional and orthodox approaches to achieving and sustaining competitive advantage, as well as evaluating new and nnovative ways of organising and strategising in a global environment. Aims * To provide insights into the concepts relating to corporate and global strategy in the context of multinational, international and small to medium enterprises * To identify the impact of micro and macro influences on organisational strategising * To understand variables involved in strategic decision-making processes Unit Learning Outcomes On completing this unit, you should be able to: 1. Identify the key corporate and global level strategic management concepts. 2. Critique the concepts relating to the corporate and global levels of strategy in relation to a range of multinational and small to medium business enterprises. 3. Abstract from the global environment the key factors driving strategic change. 4. Critically evaluate the strategies of a range of enterprises involved in both manufacturing and service areas of business. 5. Measure the impact of global drivers on the operation and development of multinational enterprises. 6. Think creatively and develop the ability to recognise different strategic theories and practices in organisations. Assessment Coursework 40% comprising one element – an individual strategic analysis report assessing learning outcomes 2, 4, 5, 6. (See the brief below) Examination 60% – assessing learning outcomes 1, 2, 3, and 6 Assessment BA (HONS) BUSINESS MANAGEMENT BA (HONS) BUSINESS STUDIES COMBINED HONOURS CORPORATE AND GLOBAL STRATEGY You are required to conduct a strategic analysis of an international company of your choice. You should choose a company in which you have worked; have some knowledge, or one that has a high media profile. If you are in doubt about your choice of company, consult your tutor. You should use as the focus for your analysis a topic taken from the lecture programme and apply this to your chosen organisation to look at the particular aspects of the strategy within that organisation. However, this should be set in the context of the broader environment in which the organisation operates. It is important that you relate relevant theoretical frameworks to the empirical information (data) you have gathered in order to analyse, and not merely describe the organisation’s strategy. You should aim to evaluate the viability of the firm’s current strategy and make any recommendations for changes to the strategy that you consider to be appropriate. This analytical report should be no more than 3,500 words in length, should demonstrate your ability to identify and employ relevant academic concepts, theories and models, and should be fully referenced using the Harvard referencing system (refer to examples in handbook). Please attend the assignment preparation tutorials (see schedule below) where you will be provided with further information about the required content and scope of the work. In the event of a late submission, university regulations will apply. Submission date: Week commencing 16th January 2012 An assessment pro-forma is attached below for guidance. MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL Course: BA (Hons) Business, BA Combined Honors; BA (Hons) Business Studies Year: FinalSubject: Corporate & Global Strategy| Assignment: Strategic AnalysisStudent:Tutor:| Mark:| 1st:(as 2. i +) creative, innovative, intellectual depth, extraordinary quality of work| 2. :competent, complete, insight & observation, analytical and critical, total clarity | 2. ii:adequate, good coverage, some sound analysis, allowable flaws | 3rd:just sufficient, some theory, some observation, flawed but not failing | Fail:Simply incomplete OR totally uncritical OR no analysis OR inadequate material| THE INTRODUCTION sets the scene; and it indicates the areas to be covered, and in what order. | 1st 2. i 2. ii 3rd Fail| | THE LITERATURE/SOURCES/ surveyed is adequate in amount and qu ality, & is relevant to the selected topic. 1st 2. i 2. ii 3rd Fail| | The DEPTH OF ANALYSIS is sufficient, with a critical approach; underlying concepts are investigated. No unsupported statements: there is evidence for substantial arguments. | 1st 2. i 2. ii 3rd Fail| | THE APPLICATION OF RELEVANT MODELS has an appropriate focus in the analysis of the specific company. | 1st 2. i 2. ii 3rd Fail | | THE CONCLUSIONS, drawn from the analysis are realistic and intelligent| 1st 2. i 2. i 3rd Fail| | As an ACADEMIC REPORT, the language is appropriate, the structure is clear and manifest, & correct forms of academic referencing are used. | 1st 2. i 2. ii 3rd Fail| | Other comments: Teaching and Learning Strategy Learning will be through a mixture of lectures, seminars, discussions, reading and video material. Students will be encouraged to debate concepts and apply them to practical business situations and their own business experiences. Lectures will be complemented by seminars in which students have the pportunity to apply the theoretical frameworks that are covered in the lectures and gain an in-depth understanding of individual publications in this area. Seminars will take the form of group work, student presentations and discussions (focused on textbook material and journal articles) case studies and feedback. Tutorials The tutorials are intended to provide students with the opportunity to gain a more in-depth understanding of academic studies and apply theoretical frameworks to the analysis of real-world organisations. Tutorials take place every week and usually consist of group discussion and group presentations where appropriate. Students will be expected to prepare for the tutorials by undertaking their own research and carrying out the designated reading. Where students are allocated a specific article/paper/chapter to prepare, they should summarise it, present the main points and then comment on/critique it. To effectively critique the piece, students should research and read around the topic. It is expected that all students will read and prepare for these tutorials and contribute actively to them. The recommended textbook is Bob de Wit & Ron Meyer ‘Strategy Process, Content’, Context, an International Perspective’ 4th Edition, Thomson. Some of the designated preparatory reading chapters will be from this text. However, the recommended textbook does not cover every aspect of the unit and additional reading from books and journal articles are indicated for the relevant topics, to support the content of each lecture and the tutorial discussions. The following programme is indicative only; the order, specific content, activities and allocated readings are subject to change and amendments. Week/C| Lectures| Tutorials| Preparatory reading| Term 126 Sept| 1. Introduction to course aims and objectives, content review teaching/learning arrangements, assignment and assessmentCarole Forbes/Maria Allen/Panagiotis Kokkalis| No Tutorial| Practice accessing journal articles from the library electronic resources and Google scholar. Look for:Porter, M. E. (1996)Whittington, R. 2004)| 3 Oct| 2. Origins and ‘nature’ of Strategy. Panagiotis Kokkalis| Groups forming. Introduction to critical analysis. | Read: Porter (1996) Whittington (2004)| 10 Oct| 3. Theory of the firm and entrepreneurship theory Panagiotis Kokkalis| Origins of strategy Readings discussion| Origins of strategy Readings:Porter (1996) Whittington (2004)| 17 Oct| 4. Strategy formationPanagiotis Kokkalis| Assignment workshop 1| Decide on a topic and a companyCHANG E IS EXCLUDED. | 24 Oct| 5. RBVPanagiotis Kokkalis| Strategy formationReadings discussion| Strategy formation. Readings:Mintzberg and McHugh, (1985)| 31 OCT – 4 NOV – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 7 Nov| 6. Competences and CapabilitiesCarole Forbes| Strategy FormationReadings discussion| Strategy FormationReadings:Hodgkinson and Clarke (2007)| 14 Nov| 7. KnowledgePanagiotis Kokkalis| Resource Based ViewReadings discussion | Resource Based ViewReading:Barney (1991)| 21 Nov| 8. Strategic ThinkingPanagiotis Kokkalis| Competences and CapabilitiesReadings discussion| Competences and CapabilitiesReadings:Teece et. al. (1997)| 28 Nov| 9. LeadershipMaria Allen| Knowledge Based ViewReadings discussion| Kowledge Based ViewReadings:Nonaka (1994)| 5 Dec| 10. The International ContextMaria Allen| Workshop| Draft report| 12 Dec| No Lectures on this course| Drop In| | 16 DEC – 9 JAN 2012 – CHRISTMAS BREAK| | Lectures| Tutorials| Preparatory reading| Term2201209 Jan| 11. Drivers of Globalisation and FDIMaria Allen| Knowledge Based ViewReadings discussion| Knowledge Based ViewReadings:Szulanski (1996)| 16 Jan| 12. Strategic AlliancesCarole Forbes ASSIGNMENT DUE| LeadershipReadings discussion| LeadershipReadings:Cyert (1990)| 23 Jan| 13. Structure of industries and markets and the general government and business contextMaria Allen| LeadershipReadings discussion| LeadershipReadings:Case Study: Strategic Leadership and innovation at Apple Inc. Heracleous and Papachroni (2009)Page 681 DeWit and Meyer| 30 Jan| 14. Strategic ChangeCarole Forbes| GlobalisationReadings discussion| GlobalisationReadings:Levitt (1983)| 06 Feb| 15. Strategy as practice, ANT, CoPPanagiotis Kokkalis| GlobalisationReadings discussion| GlobalisationReadings:Douglas and Wind (1987)| 13 – 17 FEB – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 20 Feb| 16. Visiting Lecturer or Corporate Strategy| AlliancesReadings discussion| AlliancesReading:Koza and Lewin (1998)| 05March| 17. Organisational purpose & StakeholdersCarole Forbes| AlliancesReadings discussion| AlliancesReading:Gulati et al (2000)| 12March| 18. Corporate Strategy or Q& ACarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Miller and Friesen (1983) | 19 March| 19. Exam RevisionCarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Selsky et al (2007)| 26 March| 20. Exam RevisionCarole Forbes| Drop in | | 26 MARCH – 09 APRIL – EASTER VACATION | (The references for the authors shown in the programme are listed at the end of this handbook) The Recommended Textbook: Bob de Wit & Ron Meyer, Strategy, Process Content Context an International Perspective, Cengage Learning, 4th Ed. Journals Harvard Business Review Academy of Management Journal Academy of Management Review Long Range Planning Strategic Management Journal Recommended Reading Origins and Nature of Strategy Porter, M. E. (1996) ‘What is strategy? ‘, Harvard Business Review, November/December 61-78. Whittington, R. (2004) ‘Strategy after modernism: recovering practice', European Management Review, 1 62-68. Clegg, S. , Carter, C. and Kornberger, M. (2004) †Get up, I feel like being a strategy machine†, European Management Review, 1 (1), 21. Andrews, K. (1998) The concept of corporate strategy. In Strategy: Process, Content, Context (Eds, de Wit, B. and Meyer, R. ) Thomson Learning, London, pp. 86-93. Evered, R. (1983) ‘So what is strategy? ‘, Long Range Planning, 16 (3), 57. Cornelissen, J. A. (1977) ‘Corporate Strategy in the Eighties', Long Range Planning, 10 Oct. , 2. Campbell, A. and Alexander, M. (1997) ‘What's wrong with strategy? ‘, Harvard Business Review, November-December 39-52. Chaffee, E. E. (1985) ‘Three models of strategy', Academy of Management Review, 10 (1), 89-98. Hambrick, D. C. and Fredrickson, J. W. (2001) ‘Are you sure you have a strategy? ‘, The Academy of Management Executive, 15 (4), 48-59. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Huff, A. S. (2001) ‘The continuing relevance of strategy', Human Relations, 54 (1), 123-130. Barry, D. and Elmes, M. (1997) ‘Strategy retold: towards a narrative view of strategic discourse', Academy of Management Review, 22 (2), 429-452. Theory of the firm and entrepreneurship theory Seth, A. and Thomas, H. (1994) ‘Theories of the firm: Implications for strategy research', The Journal of Management Studies, 31 (2), 165-193. Spender, J. C. (1996) ‘Organizational knowledge, learning and memory: three concepts in search of theory ‘, Journal of Organizational Change, 9 (1), 63-78. Grant, R. M. (1996) ‘Toward a knowledge-based theory of the firm', Strategic Management Journal, 17 (Winter Special Issue), 109-131. Spender, J. C. and Grant, R. M. (1996) ‘Knowledge and the firm: Overview', Strategic Management Journal, 17 5. Lawrence, T. B. (1999) ‘Institutional strategy', Journal of Management, 25 (2), 161-188. Tsoukas, H. (1996) ‘The firm as a distributed knowledge system: a constructionist approach', Strategic Management Journal, 17 (Winter Special Issue), 11-23. Hodgkinson, G. P. and Clarke, I. 2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Denis, J. -L. , Langley, A. and Rouleau, L. (2007) ‘Strategizing in pluralistic contexts: Rethinking theoretical frames', Human Relations, 60 (1), 179-215. Strategy Formation Mintzberg, H. and McHugh, A. (1985) ‘Strategy formation in an adhocracy', Administra tive Science Quarterly, 30 (2), 160-197. Grant, R. M. (2003) ‘Strategic planning in a turbulent environment: evidence from the oil majors', Strategic Management Journal, 24 491-517. Hart, S. L. nd Banbury, C. (1994) ‘How strategy-making processes can make a difference', Strategic Management Journal, 15 (4), 251-269. Mintzberg, H. (1990a) ‘The design school: reconsidering the basic premises of strategic management', Strategic Management Journal, 11 (3), 171-195. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Mintzberg, H. (1994) ‘The fall and rise of strategic planning', Harvard Business Review, 72 (1), 107. Ansoff, I. H. (1965) Corporate strategy, revised edition, McGraw-Hill, New York Ansoff, I. H. (1991) ‘Critique of Henry Mintzberg's ‘the design school: Reconsidering the basic premises of strategic management†, Strategic Management Journal, 12 (6), 449-461. Bowman, C. , Ward, K. and Kakabadse, A. (2002) ‘Congruent, divergent and incoherent corporate level strategies', European Management Journal, 20 Dec, 671-679. Mintzberg, H. and Waters, J. A. (1985) ‘Of strategies, deliberate and emergent', Strategic Management Journal, 6 257-272. Mintzberg, H. (1990b) Strategy formation schools of thought. In Perspectives on strategic management (Ed, Fredrickson, J. W. JAI Press, Greenwich, CT, pp. 188-209. Mintzberg, H. (1987) ‘Crafting strategy', Harvard Business Review, 65 (1), 66-75. Mintzberg, H. and Lampel, J. (1999) ‘Reflecting on the strategy process', Sloan Management Review, 40 (3), 21-30. Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Resource Based View Barney, J. B. (1991) ‘Firm resources and sustained competitive advantage', Journal of Management, 17 (1), 99-120. Mahoney, J. T. (2001) ‘A resource-based theory of sustainable rents', Journal of Management, 27 (6), 651-660. Wernerfelt, B. (1984) ‘A resource-based view of the firm', Strategic Management Journal, 5 171-180. Teece, D. J. , Pisano, G. and Shuen, A. (1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Campbell-Hunt, C. (2000) ‘What have we learned about generic competitive strategy? A meta-analysis', Strategic Management Journal, 21 (2), 127-154. Competences and Capabilities Teece, D. J. , Pisano, G. and Shuen, A. 1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Eisenhardt, K. M. and Martin, J. A. (2000) ‘Dynamic capabilities: what are they? ‘, Strategic Management Journal, 21 (10-11), 1105-1121. Knowledge Tsoukas, H. and Vladimirou, E. (2001) ‘What is organizational knowledge? ‘, Journal of Management Studies, 38 (7), 973-993. W enger, E. (2004) ‘Knowledge management as a doughnut: shaping you knowledge strategy through communities of practice', Ivey Business Journal, January/February 1-8. Nonaka, I. (1994) A Dynamic Theory of Organizational Knowledge Creation. Organisation Science, 5 (1), 14 – 37. Szulanski, G. (1996). Exploring Internal Stickiness: Impediments to the Transfer of Best Practice Within the Firm. Strategic Management Journal, 17 (Winter Special Issue), 27-43. Strategic Thinking Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Eisenhardt, K. M. and Zbaracki, M. J. (1992) ‘Strategic decision making', Strategic Management Journal, 13 (Special Issue), 17-37. Leadership Cicero, L. Pierro, A. and van Knippenberg, D. , (2010) ‘Leadership and uncertainty: how role ambiguity affects the relationship between leader group prototypicality and leadership effectiveness’, British Journal of Management, 21 (2), 411-421. Cyert, R. M. (1990) ‘Defining Leadership and Explicating the Process’, Non-Profit Management and Leadership, 1 (1), 29-38. Hakimi, N. , van Knippenberg, D. , and Giessner, S. (2010) ‘Leader Empowering Behaviour: The Leader’s Perspective’, British Journal of Management, 21 (3), 701-716. The International Context and Drivers of Globalisation and FDI Maguire, S. nd Hardy, C. (2006) ‘The Emergence of New Global Institutions: A Discursive Perspective', Organization Studies, 27 (1), 7. Geppert, M. and Matten, D. (2006) ‘Institutional Influences on Manufacturing Organization in Multinational Corporations: The ‘Cherrypicking' Approach', Organization Studies, 27 (4), 491. Vaara, E. , Tienari, J. and Laurila, J. (2005) ‘Pulp and paper fiction: on the discursive legitimisation of global industrial restructuring', Organization Studies. Douglas, S. P. and Wind, Y. (1987) ‘The myth of globalization', Columbia Journal of World Business, 22 (4), 19-29. Tong, T. W. , Alessandri, T. M. , Reuer, J. J. and Chintakananda, A. (2008) ‘How much does country matter? an analysis of firms’ growth options', Journal of International Business Studies, 39 387-405. Theodosiou, M. and Leonidou, L. C. (2003) ‘Standardization versus adaptation of international marketing strategy: an integrative assessment of the empirical research', International Business Review, 12 141–171. Svensson, G. (2001) ‘†Glocalization† of business activities: a â€Å"glocal strategy† approach', Management Decision, 39 (1), 6-18. Schlie, E. and Yip, G. 2000) ‘Regional follows global: strategy mixes in the world automotive industry', European Management Journal, 18 (4), 343–354. Levitt, T. (1983) ‘The globalization of markets', Harvard Business Review, 61 (3), 92–102. Leknes, H. M. and Carr, C. (2004) ‘Globalisation, international configurations and strategic implications: the case of retailing' , Long Range Planning, 37 29-49. Strategic Alliances Gulati, R. (1998) ‘Alliances and networks', Strategic Management Journal, 19 293-317. Gulati, R. , Nohria, N. and Zaheer, A. (2000) ‘Strategic networks', Strategic Management Journal, 21 (3), 203-215. Koza, M. P. and Lewin, A. Y. (1998) ‘The co-evolution of strategic alliances', Organization Science, 9 (3), 255-264. Sydow, J. (2006) ‘Managing to Collaborate: The Theory and Practice of Collaborative Advantage', Organization Studies, 27 (4), 605. Steven White, S. S. -Y. L. (2005) ‘Distinguishing costs of cooperation and control in alliances', Strategic Management Journal, 26 (10), 913-932. Kanter, R. M. (1994) ‘Collaborative Advantage: The Art of Alliances', Harvard Business Review, 72 (4), 96-108. Structure of industries and markets and the general government and business context Miller, D. and Friesen, P. H. (1983) ‘Strategy-making and environment: The third link', Strategic Management Journal, 4 (3), 221-235. Selsky, J. W. , Goes, J. and Baburoglu, O. N. (2007) ‘Contrasting Perspectives of Strategy Making: Applications in ‘Hyper' Environments', Organization Studies, 28 (1), 71-94. Bourgeois, L. J. (1980) ‘Strategy and environment: a conceptual integration', Academy of Management Review, 5 (1), 25-39. Strategy as practice, ANT, CoP Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Moisander, J. and Stenfos, S. 2009) ‘Exploring the edges of theory-practice gap: epistemic cultures in strategy-tool development and use', Organization, 16 (2), 227-247. Hutzschenreuter, T. and Kleindienst, I. (2006) ‘Strategy-process research: what we have learned and what is still to be explored', Journal of Management 32 (5), 673-720. Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Organisational Purpose and Stakeholders Augier, M. and March, j. g. (2001) ‘Conflict of interest in theories of the organization: Herbert A. Simon and Oliver E. Williamson', Journal of Management and Governance, 5 (3/4), 223-230. Williamson, O. E. and Haas, W. A. (1999 ) ‘Strategy research: Governance and competence perspectives', Strategic Management Journal, 20 (12), 1087-1108. Huff, A. S. (2000) ‘Changes in organizational knowledge production', Academy of Management Review, 25 (2), 288-293. Rocha, H. O. and Ghoshal, S. (2006) ‘Beyond self-interest revisited', Journal of Management Studies, 43 (3), 585-61. MMUBS’ referencing standard Examples of references for different source materials using MMUBS’ referencing standard (a style of the Harvard system of referencing) A document is available (electronically in your Moodle areas) providing instruction on applying the MMUBS Harvard referencing standard to your work – this includes detailed instruction on how to cite from and reference different sources. Book Huczynski, A. A. and Buchanan, D. A. (2007) Organizational behaviour: An introductory text. 6th ed. , Harlow: Financial Times Prentice Hall. Book chapter Gordon, R. , Druckman, D. , Rozelle, R. and Baxter, J. (2006) ‘Non-verbal behaviour as communication: Approaches, issues and research. ’ In: O. Hargie. (Ed. ) The handbook of communication skills. London: Routledge, pp. 73-119. Journal article Hass, M. (2006) ‘Knowledge Gathering, Team Capabilities, and Project Performance in Challenging Work Environments. ’ Management science, Vol. 52, no. 8, pp. 1170-1184. Internet source – author Kennedy, J. (2008) Contract Killer. Directory of Social Change [Online] [Accessed on 6th August 2008] http://www. dsc. org. uk/NewsandInformation/News/Contractshindercharities Internet source – organisation Business in the Community. (2008) Skills boost for North West companies. [Online] [Accessed on 5th August 2008] http://www. bitc. org. k/news_media/skills_boost_for. html Newspaper article – paper copy Milmo, D. (2008) ‘Ryanair launches price war as sales slump. ’ The Guardian. 8th August. p25. Newspaper article – Internet copy Wray, R. (2008) ‘Sony buys Bertelsmann out of joint music business. ’ The Guardian. [Online] 6th August. [Accessed on 11th August 2008] http://www. guardi an. co. uk/business/2008/aug/06/musicindustry. sony Government command paper Department of Trade and Industry. (2005) Our energy future: Creating a low carbon economy. Cmnd. 5761, London: TSO. Act of Parliament Companies Act 2006. (c. 46) London: HMSO. Dissertation Paucar-Caceres, A. (2006) Business culture and management science methodologies in England and France. Ph. D. Manchester Metropolitan University. introductory text. Harlow: Financial Times Prentice Hall. (For instruction on citing secondary sources, see the referencing standard document for MMUBS) Report ECOTEC. (2003) Guidance on Mapping Social Enterprise: Final Report to the DTI Social Enterprise Unit. London: ECOTEC Research and Consulting Ltd. (C2453). (When referencing a report, if there is no report code or number on the report that you have used, leave this field blank. )