Essay --

According to Yount, the church should have evaluations â€Å"in order to make sure what God called one to do, is in fact getting done† (449). Evaluation is a word that many people are acquainted with, and although it is a familiar word, it seems to take on a different meaning in various settings, for example, in business, schools, trades, and particularly in the church. There are a lot of evaluation practices in existence within our culture which do not translate as easily when it comes to the life of the congregation, and that’s a good thing because, they should not, in fact, there need to be a means to sort them out, for example, when business practices are imported in the process of evaluation, the impact can be a negative one, although the congregation can benefit and learn from those members who possess valuable experiences in both business and the working world. The whole world belongs solely to God and he allows our Reformed theological tradition to be open to the vast knowledge and experiences that are gained from various settings in which Christians interact with the world. Ye...

Family Assessment and Intervention

Family Intervention Movie Assignment â€Å"Meet the Parents† One of our main objectives as future counselors is to understand individual clients is to first gain an understanding of family background. Working with family from a systems perspective, the counselor is able to gain an understanding to the ways in which family members interact, what the family norms and expectations are, how effectively members communicate, who makes decisions, and how the family deals with needs and expectations (Edleman & Mandle, 2002). In the concept of systems theory, a family can exist within a community (suprasystem) and at the same time have smaller relationships within that family (subsystems). By composing genograms, or family tree, one can see information on family relationships, health patterns, occupations, and religion. By composing an ecomap one can see information on how a family and its members interact with larger systems or smaller subsystems. The term family can be defined as â€Å"a group of individuals who are bound by strong emotional ties, a sense of belonging, and a passion for being involved in one another's lives (Wright & Leahey, 2000). After watching the movie, â€Å"Meet the Parents† I decided to watch the whole movie to see where it would be that the intervention would start. The scene where â€Å"Greg† tries to get the cat off the roof and ultimately to please Jack his girlfriend’s father he goes to a local animal shelter to purchase a look alike cat for the family cat that ran away, named Jinx (Which I thought in hindsight the cat’s name is the complete situation Greg finds himself in†¦jinxed). Once the family gets home and finds ‘Jinx’ has destroyed the dress and the house before his youngest daughter’s wedding everything hits the fan†¦emotions rage and Jack and Greg are starting to really express themselves. I think Greg does this because he feels he has nothing to lose. The interesting part is how this whole fiasco sort of brings the family and friends together†¦here is where I would begin my interview. The family members that I chose to conduct my interview and research on are the Burns and Greg (Gaylord Focker). By using the concepts of systems theory, genograms, and, I will be giving you an analysis of her amily and its relationships, health patterns, habits, customs, traditions, and how the members of the family interact with one another and also the outside community. People Characters Nurse Teacher Family Functioning Analyze, assess and suggest intervention Assessment of individuals Assessment of individual and Family dynamics and patt erns Behavioral issues and problems Family background Ask the fathers permission to marry the sister Teacher is motivated by what her dad thinks (smoking as a sign of weakness) Family values†¦compromised†¦living together Very pretentious Father is sarcastic and lacks sense of humor Parents still think their daughter as their little girl Mother is in denial and acts as if everything is wonderful Greg is Jewish not much of a family background for meals and family interactions and has problems with saying grace. Father has a lot of secretive ways—CIA psychological profiler Lie detector scene Burns family circle of trust†¦a tool of manipulation Son sneaks around and has limited freedom Everyone seems to want to please Jack Jack has at traditional mindset of a man’s role and a woman’s role Jack is controlling†¦. ven to training the cat how to use the bathroom Other son in law bought acceptance Jack’s friend the surgeon play’s into Jack’s machoism Wife was a voice of reason after the cat incident Address the following: What would a counselor look for or need to find out about this family? What would be essential or important How would the therapist go about doing this? Wh at is my assessment of family functioning What are unique things pertaining to this family to be aware of outside or developmental influences on the family (race, culture, stress, family development, remarriage, divorce, etc. What do I think the focus of the intervention should be? What are some treatment goals? What are some type of interventions or therapist interactions that would make a difference? Based on what I know about the family what strategies could be employed? If the family members were making their own changes or interventions, are they effective? Why or why not? If not changes or intervention is seen what do I feel is needed What dynamics need to change What would assessment, goals and intervention look like for this family/

An Introduction to Rogerian (Person-Centered) Therapy

Rogerian therapy, created by Carl Rogers, is a therapeutic technique in which the client  takes an active, autonomous role in therapy sessions. It is based on the idea that the client knows what is best, and that the therapist’s role is to  facilitate  an environment in which the client can bring about positive change. Rogerian therapy is sometimes called  nondirective  therapy because of the autonomy given to the client. The client, not the therapist, decides what is discussed. As Rogers  explained, â€Å"It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.† Overview of Rogerian Therapy Carl Rogers believed that all people have the capability to bring about positive change in their lives. He developed person-centered (or Rogerian) therapy as a technique for giving clients greater autonomy in therapy sessions.  Rogers’ approach to psychotherapy is considered humanistic  because it focuses on individuals positive potential.   In Rogerian therapy, the therapist typically refrains from offering advice or making a formal diagnosis. Instead, the primary role of the therapist is to listen and restate  what the client says. Rogerian therapists try  to refrain from offering their own interpretation of events or from making explicit suggestions about dealing with a situation. For example, if a  client reported feeling stressed about the fact that a coworker was receiving credit for a project the client worked on, the Rogerian therapist  might say, â€Å"So, it sounds like you’re upset because your boss isn’t recognizing your contributions.† In this way, the Rogerian therapist attempts to give the client an environment to explore their own thoughts and feelings and decide for themselves how to bring about positive change. Key Components of Rogerian Therapy According to Rogers, successful psychotherapy  always has  three key components: Empathy. Rogerian therapists attempt to develop  an empathic understanding of their clients thoughts and feelings. When the therapist has an accurate understanding of the client’s thoughts and restates what the client says, the client is able to figure out the meaning of his or her own experiences.Congruence. Rogerian therapists strive for congruence; that is, being self-aware, genuine, and authentic in their interactions with clients.Unconditional positive regard. Rogerian therapists show compassion and acceptance towards the client. The therapist should strive to be nonjudgmental and accept the client non-contingently (in other words, their acceptance of the client doesn’t depend on what the client says or does). Rogers’ Later Work In 1963, Rogers began working  at the Western Behavioral Sciences Institute in La Jolla, California. Later, he co-founded the Center for Studies of the Person, an organization that is still active today. In California, Rogers worked on applying his ideas outside of traditional therapy settings. For example, he wrote about education in Freedom to Learn: A View of What Education Might Become, published in 1969. Rogers supported student-centered  learning:  an educational atmosphere in which students are able to pursue their interests, rather than passively absorbing a teachers lecture. Rogers also applied his ideas about empathy, congruence, and unconditional positive regard to political conflicts. He led â€Å"encounter groups† between groups in conflict, in the hope that his therapy techniques could  improve political relationships. He led encounter groups in South Africa during apartheid, and between Protestants and Catholics in Northern Ireland. Rogers’ work earned him praise from Jimmy Carter and a nomination for the  Nobel Peace Prize. Influence of Rogerian Therapy Today Carl Rogers died in 1987, but his work continues  to have an enormous influence on psychotherapists. Many therapists  incorporate elements of client-centered therapy in their practices today, particularly through the  eclectic approach, in which they may combine several types of therapy into one session. Importantly, the essential components of therapy that Rogers put forward (empathy, congruence, and unconditional positive regard) can be employed by any therapist, regardless of their specific approach to therapy. Today, therapists recognize that an effective relationship between client and therapist (called the therapeutic alliance or therapeutic rapport) is key for successful therapy. Rogerian Therapy Key Takeaways Carl Rogers developed a form of psychotherapy called client-centered therapy, or person-centered therapy.In client-centered therapy, the client leads the therapy session, and the therapist serves as a facilitator, often restating  back what the client has said.The therapist strives to have an empathic understanding of the client, have congruence (or authenticity) in the therapy session, and communicate unconditional positive regard for the client.Outside of psychology, Rogers  applied his ideas to the areas of education and international conflict. Sources â€Å"Carl Rogers (1902-1987).† GoodTherapy.org (2015, July 6). https://www.goodtherapy.org/famous-psychologists/carl-rogers.htmlâ€Å"Client-Centered Therapy.† Harvard Health Publishing: Harvard Mental Health Letter (2006, Jan.). https://www.health.harvard.edu/newsletter_article/Client-centered_therapyJoseph, Stephen. â€Å"Why Carl Rogers Person-Centered Approach Is Still Relevant.† Psychology Today Blog (2018, Apr. 15). https://www.psychologytoday.com/us/blog/what-doesnt-kill-us/201804/why-carl-rogers-person-centered-approach-is-still-relevantKirschenbaum, Howard. â€Å"Carl Rogerss Life and Work: An Assessment on the 100th Anniversary of His Birth.† Journal of Counseling Development 82.1 (2004): 116-124. http://potentiality.org/drjwilcoxson/wp-content/uploads/2008/05/Person-Centered-theory-Carl-Rogers-100-yerars-Literature-Review-2.pdfâ€Å"Person-Centered Therapy.† Psychology Today. https://www.psychologytoday.com/us/therapy-types/person-cente red-therapyâ€Å"Person-Centered Therapy (Rogerian Therapy).† GoodTherapy.org (2018, Jan. 17). https://www.goodtherapy.org/learn-about-therapy/types/person-centeredRogers, Carl R. â€Å"The Necessary and Sufficient Conditions of Therapeutic Personality Change.† Journal of Consulting Psychology  21.2 (1957): 95-103. http://docshare02.docshare.tips/files/7595/75954550.pdfSarkis, Stephanie. â€Å"6 Amazing Things Carl Rogers Gave Us.† Psychology Today Blog (2011, Jan. 8). https://www.psychologytoday.com/us/blog/here-there-and-everywhere/201101/6-amazing-things-carl-rogers-gave-us

USS Arkansas (BB-33) in World War II

Nation:  United StatesType:  BattleshipShipyard:  New York Shipbuilding, Camden, NJLaid Down:  January 25, 1910Launched:  January 14, 1911Commissioned:  September 17, 1912Fate:  Sunk July 25, 1947, during Operation Crossroads USS Arkansas  (BB-33) - Specifications Displacement:  26,000  tonsLength:  562 ft.Beam:  93.1 ft.Draft:  28.5 ft.Propulsion:  12  Babcock and Wilcox  coal-fired boilers  with oil spray, 4-shaft  Parsons  direct-drive  steam turbinesSpeed:  20.5  knotsComplement:  1,063  men​ Armament (As Built) 12 Ãâ€"  12-inch/50 caliber Mark 7  guns21 Ãâ€"  5/51 caliber guns2 Ãâ€" 21  torpedo tubes USS Arkansas (BB-33) - Design Construction Conceived at the 1908 Newport Conference, the  Wyoming-class of battleship was the US Navys fourth type of dreadnought after the earlier  -,  -, and  -classes.  The first incarnations of the design came about through war games and debates as the earlier classes had not yet entered service.  Central among the conferences findings was the need for increasingly larger calibers of main guns.  During the latter months of 1908, discussions  ensued over the configuration and armament of the new class with various layouts  being considered.  On March 30, 1909, Congress authorized  construction of two Design 601 battleships.  The Design 601 plans  called for a ship approximately 20% larger than the  Florida-class and carrying twelve 12 guns.   Named  USS  Wyoming  (BB-32) and USS  Arkansas  (BB-33), the two ships of the new class were powered by twelve Babcock and Wilcox coal-fired boilers with direct drive turbines turning four propellers.  The arrangement of the main armament saw the twelve 12 guns mounted in  six twin turrets in  superfiring (one firing over the other) pairs forward, amidships, and aft.  To support the main guns, naval architects added twenty-one 5 guns with the bulk placed in individual casemates below the main deck. Additionally, the battleships carried two 21 torpedo tubes.  For protection, the  Wyoming-class utilized the main armor belt eleven inches thick.   Assigned to New York Shipbuilding Corporation in Camden, NJ, construction started  on Arkansas  on January 25, 1910.  Work advanced over the next year and  the new battleship entered the water on January 14, 1911, with Nancy Louise Macon of Helena, Arkansas  serving as sponsor.  Construction concluded the following year and  Arkansas  shifted to the Philadelphia Navy Yard where it entered commission on September 17, 1912, with Captain Roy C. Smith  in command. USS Arkansas (BB-33) - Early Service Departing Philadelphia,  Arkansas  steamed north to New York to take part in a fleet review for President William H. Taft.  Embarking the president, it then carried him south to the Panama Canal construction site before conducting a brief shakedown cruise.  Retrieving Taft,  Arkansas  transported him to Key West in December before joining the Atlantic Fleet.  Taking part in routine maneuvers during the majority of 1913, the battleship steamed for Europe that fall.  Making goodwill calls around the Mediterranean, it arrived in Naples in October and aided in celebrating the birthday of King Victor Emmanuel III.  Returning home,  Arkansas  sailed for the Gulf of Mexico in early 1914 as tensions with Mexico increased. In late April, Arkansas  took part in the US occupation of Veracruz.  Contributing four companies of infantry to the landing force, the battleship supported the fighting from offshore.  During the battle for the city,  Arkansas detachment sustained two killed while two members won the Medal of Honor for their actions.  Remaining in the vicinity through the summer, the battleship returned to Hampton Roads in October.  Following repairs at New York, Arkansas  began three years of standard operations with the Atlantic Fleet.  These consisted of training and exercises in northern waters during the summer months and in the Caribbean in the winter.   USS Arkansas (BB-33) - World War I Serving with Battleship Division 7 in early 1917, Arkansas  was in Virginia when the US entered World War I that April.  Over the next fourteen months, the battleship operated along the East Coast training gun crews.  In July 1918,  Arkansas  transited the Atlantic and relieved USS  Delaware  (BB-28) which was serving with the 6th Battle Squadron in Admiral Sir David Beattys British Grand Fleet. Operating with the 6th Battle Squadron for the remainder of the war, the battleship sortied in late November along with the Grand Fleet to escort the German High Seas Fleet into internment at Scapa Flow.  Detached from the Grand  Fleet on December 1,  Arkansas  and other American naval forces steamed for Brest, France where they met the liner SS  George Washington  which was carrying President Woodrow Wilson to the peace conference at Versailles.  This done, the battleship sailed for New York where it arrived on December 26. USS Arkansas (BB-33) - Interwar Years In May  1919,  Arkansas served as a guide ship for a flight of US Navy Curtiss NC flying boats as they attempted a trans-Atlantic flight before receiving  orders to join the Pacific Fleet that summer.  Passing through the Panama Canal,  Arkansas  spent two years in the Pacific during which time it visited Hawaii and Chile.  Returning to the Atlantic in 1921, the battleship spent the next four years conducting routine exercises and midshipmen training cruises.  Entering the Philadelphia Navy Yard in 1925,  Arkansas  underwent a modernization program which saw the installation of oil-fired boilers, a tripod mast aft, additional deck armor, as well as the trunking of the ships funnels into a single, larger funnel.  Rejoining the fleet in November 1926, the battleship spent the next several years in peacetime operations with the Atlantic and Scouting Fleets.  These included a variety of training cruises and fleet problems. Continuing to serve, Arkansas  was at Hampton Roads in September 1939 when World War II began in Europe.  Assigned to the Neutrality Patrol reserve force along with USS  New York  (BB-34), USS  Texas  (BB-35), and USS  Ranger  (CV-4), the battleship continued training activities into 1940.  The following July,  Arkansas  escorted US forces to the north to occupy Iceland before being present at the Atlantic Charter conference a month later.  Resuming service with the Neutrality Patrol, it was at Casco Bay, ME on December 7 when the Japanese attacked Pearl Harbor. USS Arkansas (BB-33) - World War II Following training activities in the North Atlantic,  Arkansas  arrived at Norfolk in March 1942 for an overhaul.  This saw a reduction in the vessels secondary armament and an enhancement of its anti-aircraft defenses.  After a shakedown cruise in the Chesapeake,  Arkansas  escorted a convoy to Scotland in August.  It repeated this run again in October.  Beginning in November, the battleship began protecting convoys bound for North Africa as part of Operation Torch.  Continuing in this duty until May 1943,  Arkansas  then moved to a training role in the Chesapeake.  That fall, it received orders to aid in escorting convoys to Ireland. In April 1944, Arkansas  commenced shore bombardment training in Irish waters in preparation for the invasion of Normandy.  Sortieing on June 3, the battleship joined Texas  in Group II before arriving off Omaha Beach three days later.  Opening fire at 5:52 AM,  Arkansas first shots in combat struck German positions behind the beach.  Continuing to engage targets through the day, it remained offshore supporting Allied operations for the next week.  Operating along the Norman coast for the rest of the month, Arkansas  shifted to the Mediterranean in July to provide fire support for Operation Dragoon.  Striking targets along the French Riviera in mid-August, the battleship then sailed for Boston. Undergoing a refit,  Arkansas  prepared for service in the Pacific.  Sailing in November, the battleship reached Ulithi in early 1945.  Assigned to Task Force 54,  Arkansas  took part in the invasion of Iwo Jima beginning on February 16.  Departing in March, it sailed for Okinawa where it provided fire support for Allied troops following the landings on April 1.  Remaining offshore into May, the battleships guns bombarded Japanese positions.  Withdrawn to Guam and then the Philippines, Arkansas  remained there into August.  Sailing for Okinawa late in the month, it was at sea when the word was received that the war had ended. USS Arkansas (BB-33) - Later Career Assigned to Operation Magic Carpet,  Arkansas  aided in returning American servicemen from the Pacific.  Employed in this role through the end of the year, the battleship then remained at San Francisco through the early part of 1946.  In May, it departed for Bikini Atoll via Pearl Harbor.  Arriving at Bikini in June, Arkansas  was designated as a target ship for the Operation Crossroads atomic bomb testing.  Surviving Test ABLE on July 1, the battleship was sunk on July 25 following the underwater detonation of Test BAKER.  Officially decommissioned four days later,  Arkansas  was struck from the Naval Vessel Register on August 15. Selected Sources DANFS: USS  Arkansas  (BB-33)NHHC: USS  Arkansas  (BB-33)U-boat.net: USS  Arkansas  (BB-33)

The Bluest Eyes By Toni Morrison Essay - 1114 Words

Slavery, segregation, and discrimination are commonly viewed as some of the primary struggles African Americans contended with. However, in Toni Morrison’s novel, The Bluest Eyes, it reveals struggles not commonly discussed about, such as internalized racism within black society and the internal conflict with one’s own blackness. Throughout the novel, characters repeatedly try to consume whiteness as a mean to escape their own blackness. They submerge themselves with the notion that the white, Eurocentric culture is the superior culture, and being white means being beautiful and powerful. In doing so, they gradually disconnect and disassociate themselves from their own African American heritage. Pecola Breedlove is one of the characters who constantly tries to consume whiteness. She first exhibits this behavior when she drinks three quarts of milk (Morrison 19). By drinking a large quantity of milk, Pecola attempts to absorb the whiteness of the milk, expressing her inner desire to be white. Moreover, she drinks the milk out of a Shirley Temple cup. During the 20th century, Shirley Temple epitomizes the cute, little white girl of the era. Hence, when Pecola drinks milk out of the Shirley Temple cup, Pecola attempts to be like Shirley Temple, a white girl adored by society. Another situation Pecola tries to consume whiteness is when she buys the Mary Jane candies (49). The wrapper of the Mary Jane candy depicts a girl with a â€Å"Smiling white face. Blond hair in gentleShow MoreRelatedThe Bluest Eye By Toni Morrison1720 Words   |  7 Pagesof The Bluest Eye, Toni Morrison, criticizes the danger of race discrimination for any kinds of situations with no exception. The purp ose of the paper is explain how pervasive and destructive social racism was bound to happen in American society. The intended audiences are not only black people, but also other races had suffered racism until now. I could find out and concentrate on the most notable symbols which are whiteness, blue eyes and the characterization while reading the novel. Toni MorrisonRead MoreThe Bluest Eye By Toni Morrison1587 Words   |  7 Pagessaid, â€Å"We were born to die and we die to live.† Toni Morrison correlates to Nelson’s quote in her Nobel Lecture of 1993, â€Å"We die. That may be the meaning of life. But we do language. That may be the measure of our lives.† In Toni Morrison’s novel, The Bluest Eye, she uses language to examine the concepts of racism, lack of self-identity, gender roles, and socioeconomic hardships as they factor into a misinterpretation of the American Dream. Morrison illustrates problems that these issues provoke throughRead MoreThe Bluest Eye By Toni Morrison956 Words   |  4 PagesHistory of Slavery Influenced the Characters of The Bluest Eye Unlike so many pieces of American literature that involve and examine the history of slavery and the years of intensely-entrenched racism that ensued, the overall plot of the novel, The Bluest Eye by Toni Morrison, does not necessarily involve slavery directly, but rather examines the aftermath by delving into African-American self-hatred. Nearly all of the main characters in The Bluest Eye who are African American are dominated by the endlessRead MoreThe Bluest Eye By Toni Morrison1189 Words   |  5 PagesA standard of beauty is established by the society in which a person lives and then supported by its members in the community. In the novel The Bluest Eye by Toni Morrison, we are given an extensive understanding of how whiteness is the standard of beauty through messages throughout the novel that whiteness is superior. Morrison emphasizes how this ideality distorts the minds and lives of African-American women and children. He emphasizes that in order for African-American wom en to survive in aRead MoreThe Bluest Eye by Toni Morrison1095 Words   |  5 PagesSocial class is a major theme in the book The Bluest Eye by Toni Morrison. Toni Morrison is saying that there are dysfunctional families in every social class, though people only think of it in the lower class. Toni Morrison was also stating that people also use social class to separate themselves from others and apart from race; social class is one thing Pauline and Geraldine admire.Claudia, Pecola, and Frieda are affected by not only their own social status, but others social status too - for exampleRead MoreThe Bluest Eye By Toni Morrison2069 Words   |  9 Pagesblack/whiteness. Specifically, white people were positioned at the upper part of the hierarchy, whereas, African Americans were inferior. Consequently, white people were able to control and dictate to the standards of beauty. In her novel, ‘The Bluest Eye’, Toni Morrison draws upon symbolism, narrative voice, setting and id eals of the time to expose the effects these standards had on the different characters. With the juxtaposition of Claudia MacTeer and Pecola Breedlove, who naively conforms to the barrierRead MoreThe Bluest Eye By Toni Morrison1103 Words   |  5 Pages Toni Morrison is known for her prized works exploring themes and issues that are rampant in African American communities. Viewing Toni Morrison’s novel The Bluest Eye from a psychoanalytical lens sheds light onto how, as members of a marginalized group, character’s low self-esteem reflect into their actions, desires, and defense mechanisms. In her analysis of psychoanalytical criticism, Lois Tyson focuses on psychological defense mechanisms such as selective perception, selective memory, denialRead MoreThe Bluest Eye By Toni Morrison Essay1314 Words   |  6 PagesThe Bluest Eye, by Toni Morrison, encompasses the themes of youth, gender, and race. The African American Civil Rights Movement had recently ended at the time the novel was written. In the book, Morrison utilizes a first-person story to convey her views on racial inequality. The protagonist and her friends find themselves in moments where they are filled with embarrassment and have a wish to flee such events. Since they are female African Americans, they are humiliated in society. One of Morrison’sRead MoreThe Bluest Eye By Toni Morrison1462 Words   |  6 PagesBildungsroman literature in the 20th century embodies the virtues of different authors’ contexts and cultures, influencing the fictional stories of children’s lives around the wo rld.. The Bluest Eye is a 1970 publication by Toni Morrison set in 1940s Ohio in America, focal around the consequence of racism in an American community on the growth of a child, distinct in its use of a range of narrative perspectives. Annie John by Jamaica Kincaid is a novel set in post colonial Antigua, published in 1985Read MoreThe Bluest Eye By Toni Morrison992 Words   |  4 PagesSet in the 1940s, during the Great Depression, the novel The Bluest Eye, by Toni Morrison, illustrates in the inner struggles of African-American criticism. The Breedloves, the family the story revolves around a poor, black and ugly family. They live in a two-room store front, which is open, showing that they have nothing. In the family there is a girl named Pecola Breedlove, she is a black and thinks that she is ugly because she is not white. Pecola’s father, Cholly Breedlove, goes through humiliated

Digital Innovation Loan Application Significance

Question: Discuss about theDigital Innovationfor Loan Application Significance. Answer: Digital Innovation My Digital Idea: A loan application that can be installed on an Android phone or any electronic machine like a laptop to help in aloan application in case a need arises. My target audience is those in emergency situations and might need a quick loan. Description of the Digital Idea The loan application significance is to help individuals who need quick or emergency loans. As I came up with the idea, I had realized that sometimes human beings are caught up by problems at unexpected times. The target audience can download the application to any Android phone or electronic machine and follow the necessary instructions (Leung, 2014: 32). When filling in the instructions, I made sure that there is an option where one chooses the most convenient mode of money transfer. With this idea in mind, I came up with up with several sources of revenue. I had savings which will act as a foundation for the implementation of the idea. Equally, I will borrow a loan from one of the banks that offers loans at a very low interest rate (Wyre?bek Wydawnic, 2013: 15). Starting the idea comes with agreat costs since I have to take up a loan to supplement my savings. For the idea to thrive, I will open an office and create a customer care desk to assist customers who have questions regarding the idea. A unique thing about the idea is that it is available to anyone who can access the app through the phone or any other relevant electronic gadget. The main activity with the idea is only assessing the application and filling in the profile as per instructions. After I have made profit, I will fund the idea to become a great innovation(Innovation in business, 2013). Similarly, I will ask for funds from various organizations that support startup companies. List of References Leung, L. (2014) Digital Experience Design: Ideas, Industries, Interaction, Bristol, U.K.: Intellect. Wyre?bek, H., Wydawnictwo., U. P.-H. (2013) Innovation In Business, Siedlce: Siedlce University of Natural Sciences and Humanities Publishing House.

Memorandum Findings and Principles of Management

Table of Contents Introduction Division of Work Authority and Responsibility Discipline Unity in Chain of Command, Unity of Direction Employee Related Principles References Introduction My advice to management on human management emanates from inspiration by the need for efficiency within the work force and at the same time promoting harmonious coexistence among colleagues. The functions of human resource management which include planning, organizing, directing, staffing and controlling require an approach that best serves the interest of the organization and individual members of staff.Advertising We will write a custom essay sample on Memorandum: Findings and Principles of Management specifically for you for only $16.05 $11/page Learn More It is, therefore, the organization’s best interest to adopt and apply the findings and principles of management as put across by the father of management, the French engineer Henri Fayol (1841- 1925). His study and practical experience as an engineer and later as director of a mining company that employed over thousand workers reflected the relevance of his works. Division of Work To begin with, the company should delegate different duties and obligations to different people who bear the necessary qualifications to perform that particular kind of work. This division of work aims at getting the best out of specialization. Fayol argues that specialization brings out the best of every individual in the organization by limiting the level of responsibility such that they are able to concentrate on a particular area of work. Adoption of a system that shall allow all workers- including the managers to perform specific roles that do not have ambiguity of responsibility, and at the same time promotes improvement of particular skills to enhance individual and corporate productivity is important. Authority and Responsibility Authority should be given to employees that hold positions that comman d the necessity for the same. This gives them the power to give appropriate commands, besides creating the relevant professional confidence that is required when dealing with people. By giving managers and supervisors authority, the company will not only delegate powers to them, but also give them responsibility. They are therefore obliged to perform as expected to meet this responsibility. Discipline For authority to be effective, discipline should be emphasized within the workforce. This calls for personal responsibility on the part of the management and the workers with respect to adherence to work ethics (Sumon, 2010). Juniors are expected to obey their bosses, and everyone is expected to respect the rules and regulations that govern the organization. Unity in Chain of Command, Unity of Direction In addition, there should be unity in the chain of command. Orders and instructions that flow to the employees should follow a particular channel which is in agreement. There should not be contradictions as they would lead to misinformation and confusion of the workers. This principle is further fortified by the adoption of the one on unity of direction.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This requires that specific departmental functions to be under a specific leadership. Co-ordination of activities is demystified, and harmonious collective responsibility for the individual department is enhanced (Witzel, 2003). Employee Related Principles Employees’ interests should come after those of the company. Sensitization of the work force about the importance of this principle will ensure that they do not compromise the achievement of the company’s goals in pursuit of their own. Achievement of the firm’s interest forms the basis of the employees’ work ethics and loyalty ratings. The firm should ensure that employees have security of tenur e and that they get fair pay for their work. When sure of their jobs’ safety and getting what they deserve for their efforts, workers are motivated to be more productive. Management should also encourage and be receptive to employees’ initiatives that are congruent to the company’s interests. Equity among employees is also crucial- management should not show favoritism among some employees as this would instigate animosity. This would foster and uphold the teamwork that Fayol described as Esprit de Corps principle. The company stands to gain from the implementation of these principles since they are not only relevant, but also crucial to the effective attainment of its goals. Implementation of what has not been adopted and strengthening what has is therefore beneficial (Daft, 1983). References Daft, R. (1983). Organization Theory and Design: West Series in Management. London: West Publishing Company. Sumon, A. (2010). Henri Fayol’s 14 Principles in Manage ment. Web. Witzel, M. (2003). Fifty Key Figures in Management. New York: Routledge Publishers.Advertising We will write a custom essay sample on Memorandum: Findings and Principles of Management specifically for you for only $16.05 $11/page Learn More This essay on Memorandum: Findings and Principles of Management was written and submitted by user Caydence Byers to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.