Haier Company Essay Example

Haier Company Paper The conflict may occur in teams when JVC tries to integrate the staff from partners. There are many reasons for it. Some of the more important ones relate to limited resources, communication problems, differences in interests and goals, different perceptions and attitudes, and lack of clarity about responsibilities (Sanchez, et al. , 2000). A case about Haier Company will help to illustrate it. Haier, Chinese appliance maker, has the first Chinese major manufacturing plant in the U. S. It is slowly but clearly importing its corporate philosophy and culture to its Camden, South Carolina, plant. The upper management and the technical group is Chinese and the operating employees are American. The American employees at plant are majority at the plant. The Hair Chinese group is using the 6-S concept, which is an adaptation of Japanese quality control concept (Konopaske and Ivancevich, 2004). The U. S. employees prefer to stick photos on the wall. This comes into conflict with one S of the 6-S concept, seisoh (keep the workplace clean). Haier pays more attention to quality, this behaviour is not permit. With communication, they all agree that the photos can be showed out when not at work. Another conflict in the team is about the punishment. The punishment is let the employee with the worst performance stand on the big footprint to criticize himself loudly. In Americans view, it infringes their rights. In this condition, Haier changes the punishment to encouragement. They let the best employee stand on the big footprint and speak out they are the best. The conflicts in the case are caused by different cultural habits, and attitudes. The case presents how Haier solve the conflict and blended its corporate style to one of its oversees plants. We can see from the case, communication is quite important in the team. With communication, we can understand each other better, and find out the reason of conflict. In this way, we can build a better inter-personal relationship, and enhance trust, too. And building trust between the partners through encouraging personal relationships between the staff, who have to work together for the JVC to succeed: senior managers, functional managers, engineers, and technical staff is to establishing the right one (Yoshino and Rangan, 1995), the one coherent team. We will write a custom essay sample on Haier Company specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Haier Company specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Haier Company specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Although JVC has independent equity, it cant live without the parent company. The intervention of parent company to JVC is the control. Generally, there are two forms of control: direct control and indirect control (Johnson, J. L. , et al 2001). Direct parent control is similar to dominant management. The parents attempt to influence activities or decisions in a way consistent with its own interests and expectations. Indirect control is based on the IJVs need for consultation with the parent firm, similar to shared management (Johnson, J. L. , et al 2001). The control bases on the parents equity position. The fifty-fifty ownership is a common form. These JVCs are usually shared management. When one partner holds a majority shares, the JVC seems to apply dominant management or split management. Bleeke and Ernst (2002) indicate the fifty-fifty equity JVCs are not as successful as the split ownership JVCs in which one partner has majority shares. 50-50 ownership can build trust through the mutual success, but it indeed has many problems. The case about control in the Dowty-Sema JV (Faulkner 1995) shows the problem clearly. Dowty-Sema was a JV set up by the two eponymous companies with 50:50 equity in 1982 to provide command and control systems for the British navy. Dowty provided the hardware and Sema provided the software. The venture company was largely a shop window for tendering, in that the 100-odd staff were all assigned to the payrolls of one parent or the other, dependent on their function. Software engineers were assigned to Sema and hardware engineers to Dowty. Control was exercised in the following way. A project was divided up between the two companies and 90 percent of it was carried out in the parent companies, leaving only 10 percent, principally project management, for the venture company to do. Dowty controlled contract negotiation and administration and Sema controlled finance. Each parent appointed its own project teams, and an element of competition and tension developed between them. The board membership was 50% from each partner. Difficult decisions led to very lengthy meetings by a committee of the board. The venture grew to i 50 million sales but unclear control meant that deadlines were missed and the venture made no profit. From the case, we can see the inefficient management of 50-50 equity JVC. But it doesnt means 50-50 equity JVC always perform worse than other form management. It depends on the relationship with partners and good communication between JVC and parents companies. And no matter what kind of control of parents companies, the constant presence of a parent interferes with the development of organisational cohesiveness within theJVC. The activity of organisational learning is the way for the company to gain knowledge for its partner. These activities affect the prospect of JVC. The communication with parent companies to transfer technology from them to JVC is one of the key success factors. The collaborative attitude allows for JVC learning by both partners and is likely to be more productive over the long run. There are three levels of organisational learning: technical, systemic, and strategic (Child, J. , et al. 2005). Collaboration with partner organisations offers a potential to learn at all three levels. It can provide access to techniques, facilitate the transfer of new systems, and enhance a firms ability to undertake new strategic initiatives (Child, J. , et al. 2005). The case about GM-Suzuki joint venture can be used to explain the learning and skills transfer to JVC. CAMI Automotive, Inc. , was set up to manufacture low-end cars for the U. S. market. The plant, run by Suzuki management, produces the Geo Metro/Suzuki Swift, the smallest, highest gas-mileage GM car sold in North America, as well as the Geo Tracker/Suzuki Sidekick spot utility vehicle. Through CAMI, Suzuki has obtained access to GMs dealer network and an expanded market for parts and components. GM avoided the cost of developing low-end cars and gained models it needed to help revitalize the lower end of the Chevrolet product line and to improve GMs average fuel economy rating. And once the CAMI factory reaches full capacity, GM took it as a test bed for to learn Japanese management of work teams, flexible assembly lines, and quality control (Bleeke and Ernst, 2002). The case indicates if the partners both bring specific strengths, both will benefit. JVC maintain relations with parent company to improve their performance. In the CAMI case, JVC run smoothly and reach the full capacity. From the parent organisations view, JVC is a great place to learn from partners. When we discuss learning and skills transfer, the intellectual property rights (IPR) is an important issue in an ongoing JVC. Legal protections go only so far. In addition to IPR protection of their own, the new technology and intelligence in JVC should be identified the ownership. Three structural tactics can protect IPR successfully (Bleeke and Ernst, 2002). First is to separate sensitive technologies from JVC. For instance, GE modularized the production of high value-added engine-core components to protect its know-how from Snecma. Second, some companies centralise contact points between the JVC and the parents. It is easier in highly centralised companies like Japanese businesses, than in more decentralised firms, like Western ones. Third, they combine complementary strengths and can not succee without the other. Toshiba and Motorola would not keep their strategic position if either terminated the alliance, because the two companies have such a high level of interdependence in the form of shared factories, distribution, and complementary specialised skills (Bleeke and Ernst, 2002). JVC success is often an ambiguous notion (Dussauge and Garrette, 1999): should attention focus on the success of the JVC itself-i. e. , its survival, duration, growth, and profits-or should it focus on the positive or negative consequences of the alliance for each of the parent companies? It is a dilemma, parent-local management conflict. Johnson, J. L. , et al. (2001) indicates there exits the logic that parental control of the IJV keeps IJV management loyal to the parent and focused on the parents needs. In such cases, although partner-partner conflict may result, control should reduce any. On the other hand, the characteristics of JVC can create an independence. JVC is not only separate legal entity, it is also a new established organisation, staffed by entrepreneurial managers, and quickly develops an entrepreneurial culture. In such cases, a prevailing climate of we versus them may lead to increased parent-local management conflict when parents intervene in IJV operations. There is a case about a JVC. The aim of foreign partner is to develop its business in the targeted country and the goal of the local partner is to derive adequate profits from its investment. The profitability of the JVC is strongly affected by decisions made by the parent companies. When the strategic direction of parent companies has changed, it affects the performance of JVC significantly. A typical example of this is when a multinational parent decides to limit the exports of the JVC to a neighboring country because that local market can be more profitably supplied via a wholly owned subsidiary confronted with excess capacity. The consequence of such a decision is decreased sales and profits for the JVC (Dussauge and Garrette, 1999). But in another way, they may offer opportunities for JVC to propose new activities which will contribute to its long-term development. We can see the importance to maintain relations with the parent companies from the case obviously. The performances and strategy direction of parent companies even determine the JVC survive or not.

The French Revolution, Its Outcome, and Legacy

The French Revolution, Its Outcome, and Legacy The outcome of the French Revolution, which began in 1789 and lasted for more than a decade, had numerous social, economic, and political effects not just in France but also in Europe and beyond.   Prelude to Revolt By the late 1780s, the French monarchy was on the brink of collapse. Its involvement in the American Revolution had left the regime of King Louis XVI bankrupt and desperate to raise funds by taxing the wealthy and the clergy. Years of bad harvests and rising prices for basic commodities led to social unrest among the rural and urban poor. Meanwhile, the growing middle class (known as the bourgeoisie) was chafing under an absolute monarchical rule and demanding political inclusion. In 1789  the king called for a meeting of the Estates-General- an advisory body of clergy, nobles, and bourgeoisie that had not convened in more than 170 years- to garner support for his financial reforms. When the representatives assembled in May of that year, they couldnt agree on how to apportion representation. After two months of bitter debate, the king ordered delegates locked out of the meeting hall. In response, they convened on June 20 on the royal tennis courts, where the bourgeoisie, with the support of many clergy and nobles, declared themselves the new governing body of the nation, the National Assembly, and  vowed to write a new constitution. Although Louis XVI agreed  in principle to these demands, he began plotting to undermine the Estates-General, stationing troops throughout the country. This alarmed the peasants and middle class alike, and on July 14, 1789, a mob attacked and occupied the Bastille prison in protest, touching off a wave of violent demonstrations nationwide. On Aug. 26, 1789, the National Assembly  approved the Declaration of the Rights of Man and of the Citizen. Like the Declaration of Independence in the United States, the French declaration guaranteed all citizens equal, enshrined property rights and free assembly, abolished the absolute power of the monarchy and established representative government. Not surprisingly, Louis XVI refused to accept the document, triggering another massive public outcry. The Reign of Terror For two years, Louis XVI and the National Assembly co-existed uneasily as reformers, radicals, and monarchists all jockeyed for political dominance. In April 1792 the Assembly declared war on Austria. But it quickly went badly for France, as Austrian ally Prussia joined in the conflict; troops from both nations soon occupied French soil. On Aug. 10, French radicals took the royal family prisoner at Tuileries Palace. Weeks later, on Sept. 21, the National Assembly abolished the monarchy entirely and declared France a republic. King Louis and Queen Marie-Antoinette were tried hastily and found guilty of treason. Both would be beheaded in 1793, Louis on Jan. 21 and Marie-Antoinette on Oct. 16. As the Austro-Prussian war dragged on, the French government and society, in general, were mired in turmoil. In the National Assembly, a radical group of politicians seized control and began implementing reforms, including a new national calendar and the abolition of religion. Beginning in September 1793, thousands of French citizens, many from the middle and upper classes, were arrested, tried, and executed during a wave of violent repression aimed at the Jacobins opponents, called the Reign of Terror.   The Reign of Terror would last until the following July when its Jacobin leaders were overthrown and executed. In its wake, former members of the National Assembly who had survived the oppression emerged and seized power, creating a conservative backlash to the ongoing French Revolution. Rise of Napoleon On Aug. 22, 1795, the National Assembly approved a new constitution that established a representative system of government with a bicameral legislature similar to that in the U.S. For the next four years, the French government would be beset by political corruption, domestic unrest, a weak economy, and ongoing efforts by radicals and monarchists to seize power. Into the vacuum strode French Gen. Napoleon Bonaparte. On Nov. 9, 1799, Bonaparte backed by the army overthrew the National Assembly and declared the French Revolution over. Over the next decade and a half, he could consolidate power domestically as he led France in a series of military victories across much of Europe, declaring himself emperor of France in 1804. During his reign, Bonaparte continued the liberalization that had begun during the Revolution, reforming its civil code, establishing the first national bank, expanding public education, and investing heavily in infrastructures like roads and sewers. As the French army conquered foreign lands, he brought these reforms, known as the Napoleonic Code, with him, liberalizing property rights, ending the practice of segregating Jews in ghettos, and declaring all men equal. But Napoleon would eventually be undermined by his own military ambitions and be defeated in 1815 by the British at the Battle of Waterloo. He would die in exile on the Mediterranean island of St. Helena in 1821. Revolutions Legacy and Lessons With the advantage of hindsight, its easy to see the positive legacies of the French Revolution. It established the precedent of representational, democratic government, now the model of governance in much of the world. It also established liberal social tenets of equality among all citizens, basic property rights, and separation of church and state, much as did the American Revolution.   Napoleons conquest of Europe spread these ideas throughout the continent, while further destabilizing the influence of the Holy Roman Empire, which would eventually collapse in 1806. It also sowed the seeds for later revolts in 1830 and 1849 across Europe, loosening or ending the monarchical rule that would lead to the creation of modern-day Germany and Italy later in the century, as well as sow the seeds for the Franco-Prussian war and, later, World War I. Sources Editors of the Encyclopaedia Brittanica. French Revolution. 7 February 2018.History.com staff. French Revolution. History.com.The Open University staff. French Revolution. Open.edu.Roy Rosenzweig Center for History and New Media staff. Legacies of the Revolution. chnm.gmu.edu.

Marketing Week 4 Discussion Assignment Example | Topics and Well Written Essays - 250 words

Marketing Week 4 Discussion - Assignment Example These are the fact that technology helps in providing computer-based clinical decision support systems, computer-based clinical protocols, and enhancement of electronic patient record systems and computer networks. Meanwhile, all these computer-based and electronic based systems of undertaking day to day processes within the health care sector have been guaranteed for effectiveness and efficiency (Morrisey, 2007). In a recent study, Koplan, Liverman and Kraak (2005) collected data on the weaknesses of paper based patient record and general health care delivery from 50 different health workers. The result of this study showed that there were as many as six (6) key weaknesses that paper based patient record present. These are lack of completeness, inaccuracies, lack of uniformity, slow transmission, lack of backup, and sheer physical volume (Morrisey, 2007). Meanwhile, using technology based systems helps in addressing all these issues in a single domain. Among the 50 respondents, the following results were produced as the worse affecting circumstances of absence of

Business Law - Questions Assignment Example | Topics and Well Written Essays - 750 words - 1

Business Law - Questions - Assignment Example Mostly in the case of online business, an advertisement on a site suffices as â€Å"a formal offer to contract† and it becomes effective once a customer places â€Å"an order and the supplier accepts this† (Trading Online Understanding e-Commerce Contracts 2005). An online contract is enforceable in a court of law provided its terms can be confirmed through the documentation on the website and it explicitly defines the conditions for the sale. The terms and conditions of the contract should be clear, specific and unequivocally stating the jurisdiction. Such an agreement must state: 1. Obligations of both buyer or seller or in other words, the parties to the contract. 2. The amount of payment, the time of payment and the options for the mode of payment. 3. The exact details of the services to be rendered or the commodities to be sold and the dates and modes of delivery or approximate time. Two document used in this study are purchase order and sales order in Online selli ng are:. Standard Purchase Orders: Standard Purchase Order is also a form of contract, which is used to make requisitions for the purchase of goods. The terms and conditions of purchase, price, payment terms, quality specifications, terms of the warranty, location of delivery, delivery date or time etc are usually indicated on the same. Both the seller and buyer are bound to adhere to the conditions and specifications stated in the purchase and these are enforceable in a court of law. The following is a sample of the purchase order: (Picture Courtesy: http://www.ljmu.ac.uk/fin/fin_images/ai_app1.jpg) Element of contract in Purchase order in UK Online Selling are: 1) Acceptance: Seller's beginning of work on the services or goods subject to this purchase order or consignment of such goods, whichever takes place first, shall be deemed as a successful manner of acceptance of the purchase order. 2) Mutual Consent: In order for the contract to become valid, the parties to a particular co ntract

Development of Zostavax

Development of Zostavax Shingles vaccine, Zostavax, has been available since 2006, and is gaining in popularity among adults older than fifty years old. In order to alleviate any misconceptions of the vaccine or the disease process, a discussion of the disease, effectiveness of the vaccine, proper administration, safety precautions, complications, and immunity process will be highlighted by utilizing evidenced based studies and practices. It is through proper knowledge and patient education that the adverse effects of shingles, as well as other communicable diseases, can be prevented and provide a better quality of life for those at risk for shingles. Shingles is a debilitating disease caused by the same virus that causes chickenpox and will affect one in three people (Hall, 2010). Chickenpox are caused by the varicella-zoster virus (VZV), and most commonly acquired during childhood (U.S. Department of Health and Human Services, Center for Disease Control and Prevention, 2012). One important point is that one cannot develop shingles unless they have had chickenpox or have received the chickenpox vaccine (Hall, 2010). Shingles is an exacerbation caused by the virus, which hides in the dorsal root ganglion of the central nervous system for years after infection of chickenpox or years after administration of the chickenpox vaccine. Some of the first symptoms of shingles are headache or sensitivity to light, or one may have flu like symptoms without a fever (American Pharmacists Association, 2009). The inflammation reaction of shingles takes place when the dormant virus has the opportunity to become active, commonly in adults over fif ty years old with a weakened immune system (Hall, 2010). When active, the virus will travel down the nerve from the dorsal root ganglion and cause a reaction to take place on the skin. The reaction is concentrated to the nerve root, also known as a dermatome, that is affected, which is presented by a distinctive irritating rash that begins at the midline of the back and follows the nerve root around the torso toward the front in a horizontal fashion. The rash has also been known to affect the face. The rash is usually unilateral, but is some cases the rash may be bilateral (DHHS, CDC, 2012). The rash associated with shingles is very painful and has an intense itching and tingling sensation, which is followed by clusters of blisters. The blisters are filled with fluid and then after some time burst and crust over. These blisters may leave scars on the skin, and may take two to four weeks to heal. The blisters are only contagious to people who have not had chickenpox or have not recei ved the chickenpox vaccine, and one will only contract the chickenpox virus, not shingles (Hall, 2010). When the shingles vaccine was first approved in 2006 by the Food and Drug Administration (FDA), it was intended for those sixty years old and above (Laustsen Neilson, 2007). The potency of Zostavax is at least fourteen times greater than the chickenpox vaccine (DHHS, CDC, 2012). The effectiveness of the vaccine, Zostavax, was studied using eight different randomized controlled trials which included a total of 52,269 participants (Gagliardi, Gomes, Torioni, Soares, 2010). The study concluded that the vaccine was most effective in the sixty to sixty-nine year old age group, although this age group had the greatest number of side effects (Gagliardi et al., 2010). In a more recent study to determine the effectiveness in fifty to fifty-nine year olds, the use of Zostavax was shown to be effective (Schmader et al., 2012). The results of the study proved to be over seventy percent effective in the fifty to fifty-nine age group (Schmader et al., 2012). The use of the Zostavax vaccine to re duce the effects of shingles on activities of daily living has also been proven to be effective for older adults (Singh Subhashni, 2011). Due to this new study the age limit was changed to fifty years old and above. This change by the FDA proves that the vaccine is effective in preventing shingles in the aging population. Therefore proper education of adults fifty and older with regards to shingles should be a mainstay of intervention. Informing these adults of the serious consequences of not being vaccinated against shingles should also be incorporated into community education. The administration of the shingles vaccine Zostavax is a simplistic procedure and starts with proper storage and handling. Zostavax must be stored or shipped at temperatures between -58ÂÂ °F to +5ÂÂ °F (DHHS, CDC, 2012). Before reconstitution, Zostavax is a live attenuated vaccine that is a solid white powder and is brought to room temperature prior to administration (APhA, 2009). The powder is reconstituted with sterile water and should be 0.65mL when diluted. When reconstituting, the use of sterile syringe and needle is required. Once the vaccine is mixed, it is only good for up to thirty minutes. The administration of the vaccine is done by withdrawing the entire contents of the mixed vial, which is 0.65mL, in to a sterile syringe. Once the vaccine is drawn up into the syringe discard the needle use to puncture the seal and replace with a new sterile needle prior to administration. The entire contents of the syringe are to be injected subcutaneously by using a 1mL syring e with a 5/8 23 gauge needle. The injection site suggested by the FDA is the posterolateral aspect of the upper arm using a 45ÂÂ ° angle of entry. Prior to entry of the skin, wipe the site with an alcohol swab and allow to dry. Inject the vaccine at a moderate pace, one to four seconds. After injection remove the needle, activate the safety device and discard in proper sharps container. Next, apply light pressure to the site using a sterile cotton ball to discourage bleeding and apply a bandage if needed or desired. Be sure to keep an eye on the patient for a minimum of fifteen minutes to observe for signs of an adverse reaction. The signs for an adverse reaction can be itching, redness, hives; swelling of the lips, face, or throat; shortness of breath or wheezing; abdominal cramping; or cardiovascular collapse. A request for water, indicating thirst, and difficulty breathing shortly after vaccination are the first hint from a patient that anaphylaxis may occur. Do not give the patient anything to drink, and instruct the patient to sit down. If anaphylaxis is occurring, immediately enact emergency protocols. The use of epinephrine is the first line treatment for acute anaphylaxis. The general dose is based on the patients body weight, 0.01mg/kg up to a maximum dose of 0.5mg per dose. The dose of epinephrine may be repeated every five to twenty minutes, and is based on the patients response (APhA, 2009). Zostavax is classified as a live attenuated vaccine, which means that a wild virus is modified in a laboratory. During the modification process of the wild virus, it is weakened during the production process and therefore usually will not cause the disease. Once the vaccine is injected into the body, the live attenuated viruses must undergo replication in order to produce an immune response. The live vaccine has shown to be effective with one or two doses and have proven to be more effective than inactivated vaccines (APhA, 2009). Zostavax is an artificial active immunity, in which the subject is exposed to the live weakened wild pathogen. The exposure to the vaccine is artificial in nature, meaning the patient is injected with the weakened form of the virus to produce immunity. It is artificial active immunity that produces a prolonged effectiveness against shingles and also protects the patient against the disease without the risk of developing complications from having shingles. The immunity takes a couple of weeks to produce an antibody level sufficient enough to provide protection against shingles (APhA, 2009). The immune response is a complex process. First the subject needs to be exposed to the antigen, in this case the varicella zoster virus. The exposure to the virus allows for replication of the virus in the body. Once the immune system detects the antigen(s), two types of acquired immune responses occur, the humoral and cell-mediated immune responses. Both immune responses usually occur at the same time and cause a cascade of immune responses in order to eliminate the antigen(s). Both immune responses are mediated by many types of lymphocytes. They are two dominant types of lymphocytes, the B lymphocytes and T lymphocytes. The B lymphocytes arise and mature in the bone marrow, while the T lymphocytes arise in the bone marrow and then circulate to the thymus where they mature. Both B and T cells circulate in the blood looking for any foreign antibodies, and if detected an immune response will be activated (APhA, 2009). The humoral response is mediated by the B cells, which contain a unique receptor that is specific to only one antigen. When a B cell finds a matching antigen in the blood, it will bind to the antigen and activate the humoral immune response. This response functions by developing antigen-specific antibodies, which are responsible for recognizing and neutralizing the specific antigen. When the humoral response is begun, the B cells proliferate and mature into plasma cells. It is these plasma cells that make millions of identical antibodies to the specific antigen in which was encountered. The newly formed antibodies are then released into the bloodstream to find and bind to the antigen, which forms an antigen-antibody complex. The antigen-antibody complexes are then cleared by the immune system by phagocytosis and the complement system. After the elimination of the antigens, some of the B cells remain in the immune system as memory B cells; the memory B cells are there to defend agains t a future invasion of the same antigen (APhA, 2009). The cell mediated immune response involves the helper T cells, which are a type of T lymphocyte. The helper T cells do not directly bind to antigens; they are activated when they encounter infected cells that contain antigen fragments on the cells surface. The activated helper T cells secrete cytokines, which are chemical mediators that direct an immune response by recruiting additional immune cells to the area of infection. The cytokines signal helper T cells to perform many different functions. One of which the helper T cells stimulate additional B cells to activate antigen-specific antibodies; this will induce production of antibodies to fight the antigen. Next, the helper T cells will recruit macrophages and other immune cells to the area of infection which complements the destruction and elimination of the antigen. Finally the helper T cells can activate cytotoxic T cells, which can identify and kill infected cells. Once the antigen has been removed from the subject, the body wi ll retain a certain number of B cells and T cells to remember the antigen which results in immunologic memory. It is these remaining cells that can give a subject a specific immunity that can last from years to decades, or even a lifetime (APhA, 2009). Since the introduction of Zostavax in 2006 the CDC is continuing to reach the at risk populations to help educate and vaccinate against shingles as well as other preventable communicable diseases. It is the proper knowledge and education of at risk populations, that we have seen an improvement in quality of life revolving around proper up-to-date vaccination. Through continued community education and proper placement of public and volunteer educators, the misconceptions of shingles and vaccination can be alleviated as long as up-to-date evidenced based healthcare information is provided to the at risk populations.

Parenting Styles and Abilites Essay

Families come in many different forms. Back in the 1950’s/60’s most families compromised of a father, a mother and at least one child, this is known as a nuclear family structure. In the past few decades though divorce rates rose which has caused a rise in reconstituted families for example step families, parents now work longer hours which has seen more children being raised by extended family members eg: grandparents and new changes in law has seen same sex marriages become legal. Within my placements many of the young people using the service have ended up in their situation due to family breakdowns. Many of the families live off benefits or on the poverty line and are battling with addictions to alcohol or drugs or are suffering from depression. This has a knock on affect to the young people I feel as they are therefore expected to grow up quicker in order to look after themselves or any other children that may be in the house. Also from what I have seen most of the young people do not seem to have any ambition or hopes for a better life and many get involved in the same kind of lifestyle that they have been used to all of their lives. This would agree with Bandura’s Social Learning Theory where people copy behaviours from their peers. In regards to the above Labour and Liberal Democrats have been campaigning for same sex families to have the right to adopt. Years ago this would have been frowned upon, but because same sex couples are now more ‘accepted ‘ in society I believe if they have the best intentions for the child then why shouldn’t they be allowed to raise their own families. Functionalists would not agree with this the same as they do not agree with single parent families as they believe in the nuclear family for reproduction, primary socialisation and economic support. I feel the young people that I work with have come from uninvolved parenting backgrounds. Many of them have been in trouble with the law and have never really been told right from wrong. Another reason for some of the young peoples behaviour is survival methods as they have been brought up to fend for themselves. Other parenting styles are indulgent, authoritarian and authoritative. Indulgent also known as permissive parenting normally means the parent/s are very involved in the child’s life and interests but does not believe in discipline. This results in many of the kids growing up to believe that they can do as they please and know no boundaries. Communication style would be very passive. The parent can come across very apologetic, at a loss for words, weak, hurt and anxious. Authoritarian parenting is mainly ensuring the child has strict guidelines and rules to follow and very much believes in discipline. This way of parenting normally results in the child growing up to be unhappy and in some cases they rebel against the control that they have been brought by. The parents way of communicating with the child would be very aggressive and commanding, loaded words and questions, putting the blame on the child, sarcastic and loud with a cold front. Finally there is authoritative parenting which is probably made up by most of the population. This kind of parenting shows an interest in the child but also teaches the child right from wrong. Children brought up in this kind of environment grow up happy and enthusiastic to achieve. Communication methods for this kind of parenting would be assertive. Ensuring point gets across, statements of wants and needs, caring and confident. Within the care sector in the UK it is likely you will come across all of the family styles mentioned above. In many other countries parenting styles will not play such an important part in the childs life. Children from as young as five years of age are sent out to work by their families in order to make a living, and in some cases the children do not have a choice as they have lost their family members to different environmental disasters, diseases etc. These societal issues play more of a part in the way the children grow up as they know they have no choice but to go out to work in order to survive. Recent TV progammes have followed families that live in slums in India. The whole family goes out to work long hours everyday rummaging through rubbish to see what can be recycled, the children do not always get to attend school as it is too expensive. At the end of the day the whole family sit, make and eat dinner together. Family values play a huge part in their lives and the sense of community is great, I feel this is more important as the family all seem to appreciate each other more and don’t take things for granted. In the UK parents are now having to work longer and longer hours therefore spending more time away from home, but unfortunately as in India where this seems to bring the family and community loser together it seems to be having the reverse affect here causing families to seperate and communities to be divided. I personally come from a very big close family so family is very important to me. I believe that if the young people that I worked with had close relationships with their parents then their outlook on life could have been very different. I think within the social care sector I could find this very difficult to deal with seeing how some families treat their children and are very uninvolved in their upbringing. Obviously the most important thing is ensuring the safety of the family especially the children, this would mean having to learn to accept different families styles of parenting whether I agreed with them or not as long as there were no signs of danger and ensuring the children were not put at risk in anyway. I know this is something I could struggle with but that I could not let interfere with the way my work was carried out with the family and have to accept that all families are different and live by different values.

The Vampire Diaries: The Fury Chapter One

Elena stepped into the clearing. Beneath her feet tatters of autumn leaves were freezing into the slush. Dusk had fallen, and although the storm was dying away the woods were getting colder. Elena didn't feel the cold. Neither did she mind the dark. Her pupils opened wide, gathering up tiny particles of light that would have been invisible to a human. She could see the two figures struggling beneath the great oak tree quite clearly. One had thick dark hair, which the wind had churned into a tumbled sea of waves. He was slightly taller than the other, and although Elena couldn't see his face she somehow knew his eyes were green. The other had a shock of dark hair as well, but his was fine and straight, almost like the pelt of an animal. His lips were drawn back from his teeth in fury, and the lounging grace of his body was gathered into a predator's crouch. His eyes were black. Elena watched them for several minutes without moving. She'd forgotten why she had come here, why she'd been pulled here by the echoes of their battle in her mind. This close the clamor of their anger and hatred and pain was almost deafening, like silent shouts coming from the fighters. They were locked in a death match. I wonder which of them will win, she thought. They were both wounded and bleeding, and the taller one's left arm hung at an unnatural angle. Still, he had just slammed the other against the gnarled trunk of an oak tree. His fury was so strong that Elena could feel and taste it as well as hear it, and she knew it was giving him impossible strength. And then Elena remembered why she had come. How could she have forgotten? He was hurt. His mind had summoned her here, battering her with shock waves of rage and pain. She had come to help him because she belonged to him. The two figures were down on the icy ground now, righting like wolves, snarling. Swiftly and silently Elena went to them. The one with the wavy hair and green eyes- Stefan, a voice in her mind whispered-was on top, fingers scrabbling at the other's throat. Anger washed through Elena, anger and protectiveness. She reached between the two of them to grab that choking hand, to pry the fingers up. It didn't occur to her that she shouldn't be strong enough to do this. She was strong enough; that was all. She threw her weight to the side, wrenching her captive away from his opponent. For good measure, she bore down hard on his wounded arm, knocking him flat on his face in the leaf-strewn slush. Then she began to choke him from behind. Her attack had taken him by surprise, but he was far from beaten. He struck back at her, his good hand fumbling for her throat. His thumb dug into her windpipe. Her attack had taken him by surprise, but he was far from beaten. He struck back at her, his good hand fumbling for her throat. His thumb dug into her windpipe. But he was stronger than she was. With a jerk of his shoulders, he broke her hold on him and twisted in her grasp, flinging her down. And then he was above her, his face contorted with animal fury. She hissed at him and went for his eyes with her nails, but he knocked her hand away. He was going to kill her. Even wounded, he was by far the stronger. His lips had drawn back to show teeth already stained with scarlet. Like a cobra, he was ready to strike. Then he stopped, hovering over her, his face changing. Elena saw the green eyes widen. The pupils, which had been contracted to vicious dots, sprang open. He was staring down at her as if truly seeing her for the first time. Why was he looking at her that way? Why didn't he just get it over with? But now the iron hand on her shoulder was releasing her. The animal snarl had disappeared, replaced by a look of bewilderment and wonder. He sat back, helping her to sit up, all the while gazing into her face. â€Å"Elena,† he whispered. His voice was cracked. â€Å"Elena, it's you.† Is that who I am? she thought. Elena? It didn't really matter. She cast a glance toward the old oak tree. He was still there, standing between the upthrust roots, panting, supporting himself against it with one hand. He was looking at her with his endlessly black eyes, his brows drawn together in a frown. Don't worry, she thought. I can take care of this one. He's stupid. Then she flung herself on the green-eyed one again. â€Å"Elena!† he cried as she knocked him backward. His good hand pushed at her shoulder, holding her up. â€Å"Elena, it's me, Stefan! Elena, look at me!† She was looking. All she could see was the exposed patch of skin at his neck. She hissed again, upper lip drawing back, showing him her teeth. He froze. She felt the shock reverberate through his body, saw his gaze shatter. His face went as white as if someone had struck him a blow in the stomach. He shook his head slightly on the muddy ground. â€Å"No,† he whispered. â€Å"Oh, no†¦Ã¢â‚¬  He seemed to be saying it to himself, as if he didn't expect her to hear him. He reached a hand toward her cheek, and she snapped at it. â€Å"Oh, Elena†¦Ã¢â‚¬  he whispered. The last traces of fury, of animal bloodlust, had disappeared from his face. His eyes were dazed and stricken and grieving. The last traces of fury, of animal bloodlust, had disappeared from his face. His eyes were dazed and stricken and grieving. He stared at her a moment, the pain in his eyes reaching a peak, and then he simply gave up. He stopped fighting completely. She could feel it happen, feel the resistance leave his body. He lay on the icy ground with scraps of oak leaves in his hair, staring up past her at the black and clouded sky. Finish it, his weary voice said in her mind. Elena hesitated for an instant. There was something about those eyes that called up memories inside her. Standing in the moonlight, sitting in an attic room†¦ But the memories were too vague. She couldn't get a grasp on them, and the effort made her dizzy and sick. And this one had to die, this green-eyed one called Stefan. Because he'd hurt him, the other one, the one Elena had been born to be with. No one could hurt him and live. She clamped her teeth into his throat and bit deep. She realized at once that she wasn't doing it quite right. She hadn't hit an artery or vein. She worried at the throat, angry at her own inexperience. It felt good to bite something, but not much blood was coming. Frustrated, she lifted up and bit again, feeling his body jerk in pain. Much better. She'd found a vein this time, but she hadn't torn it deeply enough. A little scratch like that wouldn't do. What she needed was to rip it right across, to let the rich hot blood stream out. Her victim shuddered as she worked to do this, teeth raking and gnawing. She was just feeling the flesh give way when hands pulled at her, lifting her from behind. Elena snarled without letting go of the throat. The hands were insistent though. An arm looped about her waist, fingers twined in her hair. She fought, clinging with teeth and nails to her prey. Let go of him. Leave him! The voice was sharp and commanding, like a blast from a cold wind. Elena recognized it and stopped struggling with the hands that pulled her away. As they deposited her on the ground and she looked up to see him, a name came into her mind. Damon. His name was Damon. She stared at him sulkily, resentful of being yanked away from her kill, but obedient. Stefan was sitting up, his neck red with blood. It was running onto his shirt. Elena licked her lips, feeling a throb like a hunger pang that seemed to come from every fiber of her being. She was dizzy again. â€Å"I thought,† Damon said aloud, â€Å"that you said she was dead.† He was looking at Stefan, who was even paler than before, if that was possible. That white face filled with infinite hopelessness. â€Å"Look at her† was all he said. A hand cupped Elena's chin, tilting her face up. She met Damon's narrowed dark eyes directly. Then long, slender fingers touched her lips, probing between them. Instinctively Elena tried to bite, but not very hard. Damon's finger found the sharp curve of a canine tooth, and Elena did bite now, giving it a nip like a kitten's. Damon's face was expressionless, his eyes hard. â€Å"Do you know where you are?† he said. Elena glanced around. Trees. â€Å"In the woods,† she said craftily, looking back at him. â€Å"And who is that?† She followed his pointing finger. â€Å"Stefan,† she said indifferently. â€Å"Your brother.† â€Å"And who am I? Do you know who I am?† She smiled up at him, showing him her pointed teeth. â€Å"Of course I do. You're Damon, and I love you.†