Management Decision Making Coursework Example | Topics and Well Written Essays - 500 words

Management Decision Making - Coursework Example What are some of the drawbacks of having biases? Could there be any advantages to having biases? Explain. What are the implications for decision making? A. Biases may lead to self assumed and irrational analysis of situations thereby resulting into superstitious decisions. When identified and understood, biases may help managers analyse and select various inputs from individuals/groups. Biases tend to limit the thought process of managers thus jeopardising their decision-making skills. A. I would call myself an intuitive thinker. Systematic decision-making approach results in more robust solutions. Whereas, results based on pure intuitions might save on time but can be misleading. Latter approach may, however, prove more creative. Organisations need both A. In today’s world of technological advancements where business has gone borderless and complex, it is humanly not possible to adhere to the conventional model. It is, therefore, economical to simplify the situation using bounded rational model and then follow the steps of rational model for making decisions which can give fine solutions, if not optimal. A. Good managers make bad decisions when they let their personal biases uncontrolled or restrict their decision making skills because of organisation’s culture. Identifying and controlling biases, staying focused on objectives, overcoming inertia against change, and staying on guard against ‘Yes Man’ trap are few ways to improve decision making

Dissertation Quality Essay Example for Free

Dissertation Quality Essay After perusing the reports on standards for different types of research, it appears that my particular dissertation should more or less be held to the highest possible standards, given the circumstances under which my research will be undertaken. The standards for quality that have been cited by the varying types of review boards have certain criteria that they share. Review boards vary mainly in the type of use that they make of the research that is submitted to them, and a large part of this variance is concerned with the availability of funds. Certain boards; like the National Science Board (NSB), the National Science Foundation (NSF) and the National Institutes of Health (NIH); award sizable grants for particular research and therefore seem to have a higher degree of selectivity at the proposal level. In such a scenario, the greater part of the proposals submitted fail to be supported by these institutions and are (by default) considered of lower quality. Universities, on the other hand, are under much less of an obligation to fund dissertations and also have a more vested interest in improving the quality of proposals and dissertations submitted to their committees. Differences exist therefore because of the type of examining board to which research will be submitted. However, despite these differences, it has been found that the criteria for excellence that act as a benchmark for quality dissertations do possess similarities to those required by the various other types of research. Still, the methods of evaluation have also been found to emphasize certain criteria while de-emphasizing others. Though quality dissertations like mine usually end up being significantly longer, they are themselves generally structured in a manner similar to peer-reviewed journal articles. These products of research are expected to provide detailed explanation of the author’s thoughts and actions concerning the research from the moment of its conception through its implementation and analysis (NIH, 2001; NSB NSF, 1996; Straub, Ang Evaristo, 1994). Quality research (including dissertations) therefore contains focused information concerning the background to the question or problem being considered. My dissertation should also contain evidence of extensive research in the field of inquiry, usually demonstrated through a comprehensive literature review. The question of the research is also expected to be formulated in such a way as to facilitate direct empirical study, and the methods used should be presented in detail within the body of the research. Evidence of the statistical analysis of data should also be presented in elaborate form within the dissertation and the results subsequently discussed in detail. Finally, the major implications of the research should be reiterated, conclusions drawn, and recommendations given (2001; 1995; 1994). Despite the fact that the dissertation (like other forms of research) should follow this general pattern, certain value judgments concerning the quality of the product at each level must also be made. In general, the dissertations should be held to a standard dictating that the problem addressed within it be of some significance to the research field (NIH, 2001). This has been described as â€Å"an original and significant contribution† to the particular discipline, and demands that the research seek to expand or advance scientific knowledge in some definable way. The onus should be placed upon me (the presenter of the dissertation that seeks to be of true quality) to explicitly communicate how my research measures up to this standard. Through this measure my educational level will also be exposed, and further knowledge concerning my mastery of his area will also be gauged through my discussion of the literature that has been reviewed. This discussion should be measured according to the extent to which it demonstrates a high level of understanding of the material being dealt with, and such understanding is only enhanced by the recognition of gaps in research that the dissertation itself proposes to fill. Quality dissertations are also held to a high standard regarding the methodology chosen for the implementation of the study used to gain contemporary empirical data. The quality of my dissertation should therefore also be gauged according to this standard. As a researcher, I should be expected to adhere strictly to proper scientific methods, and express evidence must be given within the dissertation itself that this has been performed. Beyond this, however, most reports on research quality or eligibility make some reference to â€Å"intrinsic† or â€Å"intellectual merit† (NSB NSF, 1996; Lovitts, 2005). In fact, some review boards have given guidelines that appear Hippocratic in their nature—requiring not only that researchers practice good science and produce dissertations that add unique knowledge to the field, but also that they fulfill a pedagogical responsibility as well as contribute to the improvement of society (Comer, 2005; NSF, 1996). My dissertation must also be held to such a standard. Resources do play a big part in the ability to produce a meritorious dissertation. In fact, one particular report has mentioned a criterion that gauges the usefulness of the environment in the performance of the research associated with a dissertation (NIH, 2001). The availability of resources and technology that aid in research performance (or the availability of the funds necessary to procure these) will have a significant impact on how well my dissertation is written. Furthermore, the quality of my dissertation will also depend on the intellectual resources available to me—competent, qualified and knowledgeable professors and the access to journals and other scientific and peer-reviewed journals (Comer, 2005; Straub, Ang Evaristo, 1994). These variables take a great deal of money to fund, and their availability for use will actually depend on the researcher’s ability to attend a university that provides these resources. Some researchers have revealed a certain amount of skepticism when considering the methods employed for measuring the quality of research. These persons have indicated that the measured quality of research has the ability to change depending on the perspective from which it is scrutinized. Therefore, a dissertation which might appear â€Å"excellent† when viewed from one standpoint might be considered only â€Å"acceptable† when seen from another standpoint (Lovitts, 2005). Much of the merit granted to a dissertation (or resulting journal publication) depends on the reputation of the researcher, and this in turn can be gauged by a number of factors. Reports also suggest that the level of funding granted (or to be granted) has a bearing on the amount of scrutiny that a research product will undergo. However, it must be noted that reputation can be superficial. Substantial research might be overlooked because a rivaling product has been compiled by a researcher with a better-known name. Similarly, research might be given a high-quality label solely because it has been performed with the aid of a large grant. The reasoning behind this is that the grant would not have been awarded had the research idea not been highly original, innovative, and possessing of all the intellectual and pedagogical qualities named above. However, the point that such report-writers make is a valid one: that the quality of a dissertation should be judged not on such peripheral factors as the name of the researcher or grant amount, but on the intrinsic qualities of the actual research produced. My dissertation should be granted the same courtesy: it should be judged on the merit of its intrinsic qualities (as described in earlier paragraphs) rather than on other superficial variables. One particular report on the quality of dissertations has mentioned the label of â€Å"acceptable† being given to an otherwise high-quality dissertation because of the failure of the methods or the achievement of an unfavorable outcome. Specifically, one report has noted that â€Å"In experimental disciplines, otherwise good dissertations are considered acceptable when experiment(s) do not work out, and students get null or negative results† (Lovitts, 2005). It is therefore notably the case, sometimes, that theory and practice do not concur. In such a case, it appears that the quality of the dissertation is faulted (2005), though it is not certain why this should be definitively the case. Should theory and practice not concur in the execution of the experiments covered in my dissertation, consideration should be given to the value even of such a contradictory finding. Such a value would (and should) be emphasized within the dissertation itself. The scientific nature of research—even at the dissertation level—should admit all findings into the annals of research even (and perhaps especially) when practice contradicts theory. (This should, of course, be contingent on the proper performance of my experiment. Furthermore, it should also be considered that the ability to make theoretical ideas practical may be a limiting factor in experimentation. One example of this regards the ethical idea of informed consent, which works well in theory, but in practice sometimes harms the outcome of experiments (Bassett, Basinger, Livermore, 1992; Schrag, 1979). The quality of my dissertations should be measured according to my ability to provide creative and effective methods of dealing with any problems that arise from discrepancies between theory and methods. The considerations named above are applicable to me. Though some potential problems may no longer present a barrier to my completing a quality dissertation (as I have succeeded in procuring many of these resources) it must be noted that the standpoint from which my dissertation is viewed will likely have an effect on the perception of its quality. It is fair to base the quality of my dissertation on the efficacy and incisiveness of the research question and problem it addresses. It is also fair to judge its quality based on my competence, as will be revealed in my interaction with the literature reviewed. Furthermore, the methods I employ to implement the experiment must be sound and discussions insightful and comprehensive. However, research suggests that one should also consider the idea of bias, as a quality dissertation presented by certain researchers who (even within a university setting) may not be regarded as highly as others, might be overlooked or undervalued despite its innate value (2005). My dissertation should be treated with courtesy and valued as much on its intrinsic merit as possible.

Death, Why Do They Write Thee Essay -- Literary Analysis

The medical world affects our qualms and contemplations every day, whether it is that disease one may struggle with every day or that stomach ache one may have tussled with after consuming some horrendous food. Today, although it may not seem like it, we are privileged to have our prime worries be that of cancer, Alzheimer’s, and mental ailments. All of those terrible infirmities, that we have yet to conquer, seemingly slip into occupations, conversation, compositions, and the routine of our everyday lives. This dilemma has always been a part of history, since colds were life threatening. At one point in time life expectancy was young, almost half of what it is today, many infants didn’t survive birth and diseases went rapid. One can imagine how petrified the people of those periods were. Scientific advancements in the medical field certainly affect the emotions and actions of death in daily life; this correlation is evident in literature throughout the ages, in arrange ments by authors, such as John Dunne, Jonathan Keats, and Elizabeth Barrett Browning. From the ages of superstition and homemade remedies arose the foundation of a complex medical world. The 1600s marked the termination of the Renaissance; however, the urge to learn more about the sciences persisted. One improvement was found in the previously women ran apothecary shops or pharmacies (Strocchia). The medical world was reformed when William Harvey discovered how blood circulates in 1628, which became â€Å"the basis for modern research on the heart and blood vessels† (Strocchia). Blood endured as a topic of interest and several years later in 1656 experimentation began on blood transfusions (â€Å"Medical Advances Timeline†). Towards the end of the decade blood cells, tissue... ...e River: Pearson/Prentice Hall, 2007. 235. Print. "The Life of Elizabeth Barrett Browning." The Victorian Web: An Overview. Web. 20 Mar. 2012. . â€Å"Medical Advances Timeline†. Infoplease. Web. 19 Mar. 2012. . Mulrooney, Jonathan. "Keats In The Company Of Kean." Studies In Romanticism 42.2 (2003): 227-250. Academic Search Premier. Web. 21 Mar. 2012. "Renaissance Medicine." ThinkQuest. Oracle Foundation. Web. 20 Mar. 2012. . Strocchia, Sharon T. "The Nun Apothecaries Of Renaissance Florence: Marketing Medicines In The Convent." Renaissance Studies 25.5 (2011): 627-647. Academic Search Premier. Web. 21 Mar. 2012. Thomas, Christina. "Jonathan Keats." English IV. Wheelersburg High School, Wheelersburg. Winter 2012. Lecture. Death, Why Do They Write Thee Essay -- Literary Analysis The medical world affects our qualms and contemplations every day, whether it is that disease one may struggle with every day or that stomach ache one may have tussled with after consuming some horrendous food. Today, although it may not seem like it, we are privileged to have our prime worries be that of cancer, Alzheimer’s, and mental ailments. All of those terrible infirmities, that we have yet to conquer, seemingly slip into occupations, conversation, compositions, and the routine of our everyday lives. This dilemma has always been a part of history, since colds were life threatening. At one point in time life expectancy was young, almost half of what it is today, many infants didn’t survive birth and diseases went rapid. One can imagine how petrified the people of those periods were. Scientific advancements in the medical field certainly affect the emotions and actions of death in daily life; this correlation is evident in literature throughout the ages, in arrange ments by authors, such as John Dunne, Jonathan Keats, and Elizabeth Barrett Browning. From the ages of superstition and homemade remedies arose the foundation of a complex medical world. The 1600s marked the termination of the Renaissance; however, the urge to learn more about the sciences persisted. One improvement was found in the previously women ran apothecary shops or pharmacies (Strocchia). The medical world was reformed when William Harvey discovered how blood circulates in 1628, which became â€Å"the basis for modern research on the heart and blood vessels† (Strocchia). Blood endured as a topic of interest and several years later in 1656 experimentation began on blood transfusions (â€Å"Medical Advances Timeline†). Towards the end of the decade blood cells, tissue... ...e River: Pearson/Prentice Hall, 2007. 235. Print. "The Life of Elizabeth Barrett Browning." The Victorian Web: An Overview. Web. 20 Mar. 2012. . â€Å"Medical Advances Timeline†. Infoplease. Web. 19 Mar. 2012. . Mulrooney, Jonathan. "Keats In The Company Of Kean." Studies In Romanticism 42.2 (2003): 227-250. Academic Search Premier. Web. 21 Mar. 2012. "Renaissance Medicine." ThinkQuest. Oracle Foundation. Web. 20 Mar. 2012. . Strocchia, Sharon T. "The Nun Apothecaries Of Renaissance Florence: Marketing Medicines In The Convent." Renaissance Studies 25.5 (2011): 627-647. Academic Search Premier. Web. 21 Mar. 2012. Thomas, Christina. "Jonathan Keats." English IV. Wheelersburg High School, Wheelersburg. Winter 2012. Lecture.

Contributing Factors Of Nocturnal Enuresis Health And Social Care Essay

Reappraisal of literature is an indispensable activity of scientific research undertaking. It helps to familiarize with the practical issue related to the job and enable the research worker to beef up the survey which helps to uncover the prevalent state of affairs of the similar survey. The reviewed literature for this survey is presented in the undermentioned subdivisions. 2.1 Prevalence and lending factors of nocturnal urinary incontinence 2.2 Management of nocturnal urinary incontinence 2.1 Prevalence and Contributing Factors of Nocturnal Enuresis: A cross sectional survey was conducted on prevalence and hazard factors of single-channel diagnostic nocturnal urinary incontinence in school kids of Ankara. Among 15150 kids, 9 % kids had mono diagnostic nocturnal urinary incontinence. Frequency was found to be higher in male childs than misss. Analysis revealed gender, method of lavatory preparation, sleep jobs, school success, and general attack of the household to kids and general behavioral attitudes of the kids as important factors and age, male gender, lavatory preparation with endangering method, deep slumber, sleep walking, being introverted and diffident significantly increase the hazard of nocturnal urinary incontinence ( Secil Ozkan, et al. , 2010 ) . An epidemiological cross sectional survey was conducted to find the prevalence of nocturnal urinary incontinence in kids 5-14 old ages in Sudan, 218 kids were involved in the survey and out of that 33.5 % kids were found to hold nocturnal urinary incontinence. Frequency was high among misss than male childs and the prevalence of bedwetting lessening as the age of the kid increased from 13.3 % at 5-7 old ages of age to 2-3 % at 12-14 old ages ( Magdi, A. H. , 2010 ) . A prevalence survey was conducted in Eastern Croatia to set up the prevalence of nocturnal urinary incontinence in 6-7 twelvemonth old kid. Factors associated with nocturnal urinary incontinence and parental perceptual experiences were besides evaluated. Parents of 3011 kids were included in the survey. The prevalence rate is 1.2 % and it is significantly more in male childs than misss. 68.6 % of kids had the household history of nocturnal urinary incontinence and merely 17.1 % of parents expressed some concern about job on kid ‘s future development ( Miskulin, M. et al. , 2010 ) . A cross sectional survey conducted in sou'-east of Turkey to analyze the epidemiology and factors associated with nocturnal urinary incontinence among get oning and daytime school kids revealed that the overall prevalence of nocturnal urinary incontinence was 14.9 % . The prevalence of nocturnal urinary incontinence declined with age. Of the 6 twelvemonth old kids 33.3 % had the job, while the ratio was 2.6 % for 15 years-olds. There was no important difference in prevalence of nocturnal urinary incontinence between male childs and misss. Enuresis was reported as 18.5 % among kids go toing twenty-four hours clip school and among those 11.5 % go toing boarding school.Prevalence of urinary incontinence was increased in kids populating in small towns, with low income and with positive household history. After multivariate analysis, history of urinary piece of land infection, age, low monthly income and household history of urinary incontinence were factors associated with urinary incont inence. 46.4 % of parents and 57.1 % of enuretic kids were significantly concerned about the impact of urinary incontinence ( Ali Gunes, Gulsen Gunes, Yasemin Acik and Adem Akilli, 2009 ) . A descriptive questionnaire based survey was done in Africa to measure the quality of life and sleep quality and the association between the parametric quantities in kids with single-channel diagnostic nocturnal urinary incontinence. 71 kids in the age group of 6-15 old ages were included in the survey and it was found that every bit age of the kid and the continuance of the job additions, self esteem, physical well-being and friend spheres worsens ( Ertan, P et Al, 2009 ) . A two-stage mental wellness study was conducted among 5000 urban kids to analyze the association between urinary incontinence and abnormal psychology in urban Ethiopian kids. It was found that male sex, younger age and lower achieved were holding this job. Nocturnal urinary incontinence was significantly higher for kids in households with important fiscal concerns and in kids from places where parents were separated. Children with DSM III-R anxiousness upsets, particularly simple phobic disorder, or riotous behavior upsets were found to hold significantly higher rate of urinary incontinence ( Menelik Desta, 2007 ) . A cross-sectional survey was conducted in 2007 at Iran to gauge the prevalence of nocturnal urinary incontinence and determine associated factors revealed the prevalence of 6.8 % among 7562 kids. A important relationship was found between the prevalence of urinary incontinence and age, educational position of parents, figure of household urinary incontinence, rearing methods, and deep slumber. Prevalence of urinary piece of land pathology was 2.9 % in enuretic kids ( Mohammed.R. Safarinejad, 2007 ) . A descriptive survey was conducted in India to set up the prevalence of urinary incontinence in school kids and to find lending factor. Parents of 1473 kids aged between 6-10 old ages were surveyed. The overall prevalence of urinary incontinence was 7.61 % . Enuresis was more common in male childs. A positive household history of urinary incontinence was seen in 28.57 % kids ; 14.29 % of the kids had daytime wetting every bit good. Merely 24.11 % of the parents had taken their kid to a physician for the job. Family stressors, important birth history and lower socioeconomic position were present to a larger extent in the enuretic group. Scholastic retardation was besides an of import factor in this group ( Avinash De Sousa, Hema Kapoor, Jyoti Jagtap, Mercilina Sen, 2007 ) .A indiscriminately selected cross-sectional survey was conducted from simple schools in Changhua County, Taiwan, to look into the prevalence of nocturnal urinary incontinence among kids and to measure its associated factors and badness. The overall prevalence of nocturnal urinary incontinence was 6.8 % . The ratio of male to female was about 1.5. The prevalence of urinary incontinence harmonizing to age group declined from 12.5 % at 6 old ages to 2.0 % at 12 old ages. The prevalence of urinary incontinence in the urban country did non demo important difference from that of rural country.Of the factors associated with urinary incontinence, gender, age, urinary frequence or urgency, heredity, imbibing wont before slumber and trouble in waking showed important difference after multiple logistic arrested development analysis ( Hui-Lung Tai, et al. , 2006 ) .. A instance control survey consisted of 55 kids with nocturnal urinary incontinence from a continency Centre and 117 matched controls from a general paediatric pattern revealed that suckling protects against the development of bedwetting. Bed-wetting was strongly associated with household history. Approximately 45 % of kids wet the bed if one parent was enuretic and 75 % wet the bed if both parents were enuretic. Twenty-one parents ( 38 % ) in the survey group and 6 parents ( 5 % ) in the control group were enuretic as kids ( Barone, et al. , 2006 ) . An epidemiological survey was conducted to look into the prevalence and features of nocturnal urinary incontinence ( NE ) and to analyze the prevalence of hyperactive vesica ( OAB ) symptoms in preteen schoolchildren. It was conducted in 6917 school kids belonging to 11 primary schools that were indiscriminately enrolled in the study. They assessed the relationships between nocturnal urinary incontinence and invalidating wonts, and episodes of cystitis and irregularity. They found the prevalence of nocturnal urinary incontinence to be 5.9 % and reciprocally related to increasing age. Nocturnal urinary incontinence and hyperactive vesica were detected in 5.9 % and 17.8 % of preadolescent and schoolchildren severally ( Kajiwara, et al.,2006 ) . A community study of urinary incontinence was carried out in 2002 among 300 seemingly healthy kids aged 5-16 old ages in Edo State, Nigeria with the purpose of determining the true prevalence of the disease and the parts of some organic causative factors. The overall prevalence of urinary incontinence was 21.3 % . Of the 64 kids who were enuretic, 58 ( 91 % ) had lone nocturnal enuresis.. Combined daylight and dark clip urinary incontinence accounted for merely six ( 9.4 % ) instances. Ninety-four per centum of instances of urinary incontinence were primary, while merely six were secondary. Prevalence of urinary incontinence declined significantly with increasing age.There was a strong association between urinary incontinence and household history of bed wetting. Enuresis was more common in males, in kids drawn from households of hapless socio-economic position, among first order births, and among those with symptomless bacteriuria ( Iduoriyekemwen, N.J.,2006 ) .A A A A cohort survey was conducted to find the prevalence of nocturnal urinary incontinence among 13971 kids at 7.5 old ages old, revealed that 1260 kids ( 15.5 % ) at 7.5 old ages wet the bed, but most wet one time or less a hebdomad. A higher prevalence was reported in male childs than misss. 266 kids had both daytime wetting and bedwetting, with 189 ( 2.3 % ) holding both daytime soilure and bedwetting. Daytime urgency increased with badness of bedwetting and occurred in 28.9 % of kids with nocturnal urinary incontinence ( Richard.J. Butler, Jean Golding, Kate Northstone, 2005 ) .Bottom of Form A cross sectional population based survey was conducted in Turkey to set up the prevalence of urinary incontinence among school kids and find the hazard factors associated with this upset. Among 1576 schoolchildren aged between 6-16 old ages, the overall prevalence of urinary incontinence was 12.4 % and a important relationship was found between the prevalence of urinary incontinence and age, educational degree of male parent, the household ‘s monthly income, and figure of household members. Mono diagnostic nocturnal urinary incontinence was found to be more common in male child. Both maternal and paternal low educational position were found to be associated with single-channel diagnostic nocturnal urinary incontinence. It was found to be more common in the kids of unemployed female parents. Nocturnal urinary incontinence was found to be more associated with big households ( Gur, E. et al. , 2004 ) . Community study of a graded sample of 400 kids in the age group of 6-12 old ages in United Arab Emirates to find the prevalence, socio demographic correlatives and associated abnormal psychology in kids with urinary incontinence was found out that nocturnal urinary incontinence was associated with psychosocial emphasis in the household and positive household history ( Eapen, V. , 2003 ) . A randomised controlled test was done to analyze self image of kids with nocturnal urinary incontinence. 50 sample in the age group of 8-12 old ages were included. It was found out that kids with nocturnal urinary incontinence had low ego regard than others ( Theunis, et al.,2002 ) . 2.2 Management of Nocturnal Enuresis: A randomized prospective survey was performed to measure the efficaciousness of different manners of combined therapy in kids with single-channel diagnostic nocturnal urinary incontinence. One group was treated with primary Desmopressin and another group was treated with primary dismay intervention that was combined with Desmopressin after 3 months. 22/30 ( 73 % ) kids were dry after combined intervention, dwelling of 12/18 male childs and 10/12 misss. Combined therapy proved effectual in kids with mono-symptomatic nocturnal urinary incontinence after 6 months ( Vogt, M. , 2010 ) . A cross sectional survey was conducted to look into the efficaciousness of dismay intervention in a sample of 84 Brazilian kids and striplings with nocturnal urinary incontinence. During 32 hebdomads, they were received alarm intervention together with hebdomadal psychological support Sessionss for single households or groups of 5 to 10 households. 71 % of the participants achieved success, defined as 14 back-to-back dry darks. The consequence was similar for kids and striplings and for single or group support ( Pereira, R.F. , 2010 ) . A descriptive survey was designed to measure the success rates of the enuretic dismay device in patients ( 6-16 old ages ) with mono-symptomatic nocturnal urinary incontinence in Ankara, Turkey. 40 patients who had important mono-symptomatic nocturnal urinary incontinence ( three or more wet darks per hebdomad ) were included. They used an enuretic dismay for 12 hebdomads ab initio. 27 patients became dry at dark at the terminal of three months ( Ozgur, B.C. , 2009 ) . A randomized control test conducted in Netherland to measure the short- and long-run effects of simple behavioral intercessions for nocturnal urinary incontinence in immature kids note that nocturnal urinary incontinence occurs in up to 10 % of 10-year-old kids and that male childs have higher rates of urinary incontinence at older ages than do misss. This survey compared the comparative effectivity of 3 interventions with a control group. Parents completed journals detailing dark urinary incontinence episodes for up to 6 months after registration. The survey enrolled 570 participants, with 140 to 147 kids in each of the 4 groups. Sixty per centum of the participants were male. Success rates at least 14 darks dry in a row at 6 months after registration were 21 % in the control group, 27 % in the lifting with watchword group, 37 % in the lifting without watchword group, and 32 % in the star chart/reward group ( Van Dommelen, P. , 2009 ) . A prospective survey was done to measure the long-run success of the enuretic dismay device in patients with single-channel diagnostic primary nocturnal urinary incontinence in Turkey. Sixty-two patients who had important single-channel diagnostic primary nocturnal urinary incontinence were included. They used an enuretic dismay for 3 months. At the terminal of the intervention, 15 of the patients did non hold benefit from the enuretic dismay. 47 patients benefited from the enuretic dismay. Thirty-one of the 62 patients underwent combination intervention ( enuretic dismay plus medical therapy ) for unsuccessful enuretic dismay intervention. The overall full response rate for combination intervention was 16.1 % . ( Tuncel A, et al. , 2008 ) . A randomised controlled test was done to compare alarm intercessions with no active intervention, behavioral intercessions, drugs or other intervention for intervention of non-organic nocturnal urinary incontinence in kids less than 16 old ages found that dismaies reduced nocturnal urinary incontinence and intervention failure ( Glazener, C. M. , 2008 ) . A retrospective analysis was performed on informations from 423 kids in the age group of 6-12 old ages to measure the combination of urinary incontinence dismay and desmopressin in handling kids with urinary incontinence found out that 74 % of kids treated merely with dismay became dry and 26 % of kids being cured by combination of desmopressin and dismay ( Kamperis, K. , 2008 ) . A randomised controlled test was done in Turkey to measure the effectivity of short term desmopressin to enuritic dismay. 58 kids were included in the survey. The consequences showed that add-on of short term desmopressin to dismay therapy was more effectual merely in the intervention clip, but it did non alter the response to dismay therapy in long term ( Aktas, B. K. , 2008 ) . A survey was conducted to find the consequence and prognostic factors of backsliding 1 twelvemonth after combination therapy of an urinary incontinence dismay, vesica preparation, motivational therapy and keeping control preparation for nocturnal urinary incontinence in 77 kids at Gasthuisberg. Gender, age, sleep rousing, family-history, vesica capacity, hyperactive vesica, night-time polyuria, continuance of intervention, over acquisition and psychosocial factors were investigated. The backsliding rate during the whole twelvemonth was 50 % , with 33.8 % of topics being dry and 16.2 % sometimes wet. The backsliding rate after 1 twelvemonth was 16 % . The backsliding rate during the twelvemonth was high while the backsliding rate after 1 twelvemonth was low. Psychosocial jobs and hyperactive vesica were the lone 2 prognostic factors for backsliding ( Van Kampen M, et al. , 2004 ) . A retrospective survey was conducted to happen out the effectivity of behavioral therapy for primary nocturnal enuresis.250 kids in the age group of 5-17 old ages were selected for the survey it was found out that behavioural therapy is effectual than desmopressin ( Marcopennes, et al. , 2004 ) . In a case-based survey, on a 6 twelvemonth 6 month old kid with ailments of bedwetting twice a hebdomad, a complete physical scrutiny and history aggregation was performed. Child was treated with motivational therapy and was recommended parents of the kid to be supportive of the patient ‘s dry darks avoid unfavorable judgment of wet darks, avoid inordinate fluid intake 2 hours before bedtime and emptying his vesica at bedtime. After 1 month it was found that bedwetting job had improved significantly ( Paredes, 2002 ) . A controlled test was undertaken to measure the practicableness and efficaciousness of handling enuretic kids in residential Children ‘s Homes by agencies of the urinary incontinence dismay. A control group design was employed with 19 and 20 topics in the intervention and control groups severally. Eighteen of the 19 intervention group kids achieved initial apprehension of urinary incontinence in a mean of 11.9 hebdomads of intervention ( range 5-28 hebdomads ) . After a follow-up period of at least 20 months, 17 of the 19 kids were known to be dry. It was concluded that dismay intervention was effectual and operable in Children ‘s Homes as in household state of affairss ( Jehu, D. , 2002 ) . A randomised controlled test was conducted at Canada to find the ego construct and behavior alteration after 6 months of intervention with conditioning dismay. 182 kids of age more than 7 old ages were included and it was found that there is betterment in the kids ‘s ego construct after dismay intervention ( Longstaff, S. , 2000 ) . A randomized prospective survey was done in France to compare the effectivity of desmopressin and dismay intervention. 135 kids were included in the survey from the age group of 6-16 old ages. The survey consequences showed that desmopressin was effectual merely for short term and urinary incontinence dismay was effectual for long term ( Faraj, G. et al. , 1999 ) A survey conducted to happen out the effectivity of star charts among127 kids who were referred to an urinary incontinence clinic. The mean age was 8.8 old ages old, and most of the kids were considered to hold terrible urinary incontinence, holding been already unsuccessfully treated. Of the 127 kids, 22 became dry when star charts were used to honor their behavior. Eighty-one of the staying 96 kids had an initial success of 42 back-to-back dry darks. Failure to accomplish waterlessness for six months was strongly associated with psychiatric upsets in the topics, household emphasis, and the absence of concern by kid and parents ( Hanafin, 1998 ) . An experimental survey was conducted in United Kingdom to measure the efficaciousness of dismay glandular fever therapy with combination of dismay and desmopressin. 35 kids in the age group of 6-12 old ages were included in the survey. Study showed that kids having combination therapy had more dry darks per hebdomad ( Bradburry, M. , 1997 ) . A retrospective survey among 541 kids at kids ‘s Hospital of Florence University revealed that motivational therapy is effectual. All the patients have been ab initio helped merely with motivational guidance and 76 among them obtained lasting remedy. The staying 250 kids were treated with the conditioning dismay system, ever associated to periodic conversation, urine halt exercisings and other psychological support like nominal economic system. The consequences obtained of this sort of intervention after a followup of 6 months, were lasting recovery in 211 kids ( 84 % ) Sing the sex, no important difference was noted. These positive consequences with the conditioning devices favor the position that the etiology of primary urinary incontinence is chiefly biologic. The bell dismay represents the most effectual intervention for nocturnal urinary incontinence ( Bartolozzi, G. , 1991 ) . A survey conducted to place household factors, and with emotional emphasis factors related to nocturnal urinary incontinence, 127 kids who were referred to an urinary incontinence clinic in Sydney were studied. The mean age was 8.8 old ages old, and most of the kids were considered to hold terrible urinary incontinence, holding been already unsuccessfully treated. One-third of the topics ‘ male parents and 70 per centum of female parents were unemployed, and 41 per centum of parents acknowledged environmental emphasis such as fiscal or matrimonial strife, or serious unwellness or decease in the household. Of the 127 kids, 22 became dry when star charts were used to honor their behavior. Eighty-one of the staying kids had an initial success of 42 back-to-back dry darks. The survey suggests that the high success rate in these kids is related to shut supervising by clinic forces, encouragement of the household, and by giving the kid about complete duty for following the plan. Care ful designation of associated factors like medical unwellness, household emphasis, and other jobs such as lodging must be addressed as portion of an effectual urinary incontinence plan ( Devlin, J.B. , 1990 ) .BibiliographyBooksAchar ‘s ( 2009 ) . Textbook Of Pediatrics. 4th Edition, Hydrabad: Universities Press Publication Adele Pillitteri, ( 2007 ) . Child Health Nursing. 5th Edition, Philadelphia: W. B. Saunders Publication Anupam Sachdeva, ( 2007 ) . Progresss In Pediatrics. 1st Edition, New Delhi: Jaypee Brothers Company Basavanthappa, B. T. ( 1998 ) . Nursing Research. 1st Edition, New Delhi: Jaypee Brothers Company Cecily Lynn Betz, ( 1999 ) . Nursing Care Of Children And Family. 2 Nd Edition, Philadelphia: W. B. Saunders David. , M.Hall ( 2003 ) . Health For All Children. 4th Edition, Newyork: Oxford University Press Publication Denise. , F.Polit ( 1999 ) . Nursing Research. 6th Edition, Philadelphia: Lippincot Publication Dorothy, R. Marlow ( 1988 ) . 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Social Structure of the Society

?MINISTERY OF EDUCATION OF THE REPUBLIC OF BELARUS Belarus State Economic University REFERAT: â€Å"SOCIAL STRUCTURE OF THE SOCIETY† Minsk 2008 What is social structure of the society? Any object has its structure. As the noun â€Å"structure† is rendered as â€Å", , †, structure is defined as functional interdependence of elements constituting the carcass of an object. The society has social structure. The concept of social structure was pioneered by G. Simmel, then developed by K. Marx, E. Durkheim but became most known due to T. Parsons who created structural functionalism. There are various approaches to studying social structure of the society but they didn’t avoid influence of structural functionalism in any way. Due to the functionalist perspective, social structure is the carcass of a social whole (society or its part) the elements of which are invariable in time, interdependent of each other and largely determine the functioning of the whole in general and its members in particular. The focus is made on both interdependence – it’s like a house: take some brick off the wall and the whole building may ruin, and function – take a log: it can be burnt to get warm or used as construction material to build a house. In other words, structural functionalism analyzes parts of the society in terms of their purpose within the whole. It’s clear that social structures of ancient and modern societies differ from each other. This difference is caused by diachronic changes taking place in the society: although the structure presents a stable carcass, it is stable or invariable only for a definite period of time, and historically it changes. Social structure is qualitative certainty of the society which means that change in structure leads to radical, qualitative change in the society. Structure ensures stability required for the functioning of associated social elements which accumulate quantitative changes up till the moment when they turn to quality, and a need for structural changes in the social object rises. For instance, development of the bourgeoisie and proletariat as classes and formation of new relations of production lead to a bourgeoisie revolution and change of the socio-economic system. Social structure is characterized by the following main attributes: hierarchy – vertical and horizontal arrangement of structural elements which is based on their unequal access to authority, income, social prestige etc. interconnection of structural elements which is realized through exchange of resources, information, sharing values etc. ; differentiation into the smallest elements and their integration into the whole; flexibility, capacity to change so it is an important part of the management. Traditionally, theorists identify the following types of social structure: socio-demographic, socio-class, socio-ethnic, socio-professional, socio-confessional etc. No doubt, any social object has its structure. For instance, at analyzing a labour collective we may consider employees within the socio-professional structure: those who got secondary, vocational and higher education, scientific qualifications, representatives of various professions, specializations, their levels of qualification. The socio-demographic structure suggests analysis of employees according to the age and gender: the young up to 30, middle-aged, those of pre-pension and pension age, males and females. There are different types of social structure. A famous Russian theorist M. N. Rutkevich identifies three basic types. The first one characterizes the process of historical development of mankind, i. e. a global structure of human society consisting of nations, states and their various associations. The second type comprises relations between various spheres or subsystems of social life. The third type comprises relations between social groups and other communities of people. The last two types reflect some settled approaches to consider social structure. In social structures of the second type their elements are viewed as relatively independent subsystems or spheres of social life (politics, economy etc). Their number is a point for debate. For instance, G. Hegel and F. Engels spoke of politics, economy and family; modern theorists perceive four spheres: culture, politics, legislation and economy although they don’t deny that other spheres can also be seen in religion, science or in family. Anyway, less debated is a position of the Russian researcher A. I. Kravchenko who divides the society into economic, political, social and spiritual spheres. Economic sphere includes four types of activities – production, distribution, exchange and consumption. It provides eans for increasing the material welfare of the society: enterprises, banks, markets, money flows and the like that enables the society to use available resources (land, labour, capital and management) in order to produce the amount of goods and services sufficient enough to satisfy people’s essential needs in food, shelter and leisure. About 50% of the economically active population take part in the economic sphere as the young, old, disabled do not produce material wealth. But indirectly 100% of the population participate in the economic sphere as consumers of created goods and services. Political sphere includes the head of the state and the state bodies such as government and parliament, local bodies of power, the army, the police, taxation and customs bodies which together constitute the state and political parties which are not part of the state. Its objective is to realize the goals of the society: to ensure the social order, settle conflicts arisen between partners (employers, employees and trade unions), defend the state frontiers and sovereignty, impose new laws, collect taxes etc. But its main objective is to legalize ways of struggle for power and defend the power obtained by a particular class or group. The objective of political parties is to legally defend the diversified political interests of different, very often opposite, groups of the population. Spiritual sphere includes culture, science, religion and education and their artifacts such as monuments and establishments of culture, pieces of arts, research and learning institutions, temples and cathedrals, mass media etc. If science is aimed at discovering new knowledge in various spheres, education should translate this knowledge to the future generations in a most effective way, for schools and universities are built, new programs and teaching methods are worked out, qualified teachers are trained. Culture is designed to create values of arts, exhibit them in museums, galleries, libraries etc. Culture also comprises religion which is considered the pivot of spiritual culture in any society as it gives sense to human life and determines basic moral norms. Social sphere embraces classes, social layers, nations associated by their relations and interactions. The given sphere of the society is understood as narrow and wide. In its wide meaning the social sphere is a totality of organizations and establishments that are in charge of the population’s wealth; they are shops, transport means, communal and consumer services, establishments of catering, medicine, communication, leisure and recreation. Thus, as such the social sphere covers almost all classes and layers – the rich, the poor and the middle class. In its narrow meaning the social sphere is designed for the members of the society who are regarded as socially unprotected (pensioners, unemployed, with low incomes or with many children etc) and the establishments that provide their service, namely, the bodies of social security (including social insurance) of both local and national subordination. In this case, the social sphere is designed for the poorer layers of the population. There are other approaches as to the number of parts or spheres of the society but they are all united by a view that social subsystems cannot exist as isolated. They are arranged in a pattern of relationships that, together, make the system. The social naturally penetrates into the productive and managerial spheres since people of different nationalities, ages, sexes and confessions can work together at an enterprise, on the one hand. On the other hand, if the country’s economy doesn’t perform its main objective to satisfy the population with the sufficient amount of goods and services, the number of jobs doesn’t increase, there may arise negative consequences in the society. For instance, the money is short to pay wages and pensions, unemployment appears, the living standards of the socially unprotected layers are decreasing, crimes are increasing etc. In other words, success or recession in one sphere has a great influence on prosperity in the other one. The third type of social structure is best developed by structural functionalists who assert that structure arises out of face-to-face interactions of people. Interactions make up patterns which are independent of the particular individual, because patterns are determined by social norms and values of the given society. For instance, somebody needs money. He can earn it, but if in some society robbery or burglary is not disapproved of, he may rob someone to reach the purpose. So patterns exert a force which shapes behaviour and identity. That’s why T. Parsons and his supporters define social structure as the way in which the society is organized into predictable relationships, or invariable patterns of social interaction called institutions. Social structure does not concern itself with the people forming the society or their social organizations, neither does it study who are the people or organizations forming it, or what is the ultimate goal of their relations. Social structure deals rather with the very structure of their relations – how they are organized in a pattern of relationships, or institution. So due to structural functionlism, structural elements of the society are social institutions and social groupings; structural units are social norms and values. Social groupings and communities Social groupings are social groups, social classes and layers, communities, social organizations, social statuses and roles. A group is a number of people or things which we class together, so that they form a whole. In our minds we could group any assortment of people together. For instance, you could group together Phillip Kirkorov, your nearest relative, the person who sat opposite you last time you were on a bus, Santa Clause and a shop-assistant from the Hippo market in Serebryanka. But a social group, however, means more than just an assortment of people. There must be something to hold them together as a whole. To be a social group, people must: interact with one another, perceive themselves as a group. Social group is an assortment of people associated by a socially significant distinction, people who interact together in an orderly way and perceive themselves or perceived by others as a group. Any social group is characterized by a number of attributes: interaction within a group is realized on the basis of shared norms, values and expectations about one another’s behaviour; groups develop their own internal structure: kernel and periphery, norms, value, statuses and roles; they can be rigid and formal or loose and flexible; there is a sense of belonging, individuals identify with the group; outsiders are distinguished from members and treated differently; groups are formed for a purpose – specific or diffuse; eople in a group tend to be similar, and the more they participate, the more similar they become. There are a lot of classifications of social groups. The first one embraces statistical and real groups. A statistical group is an assortment of people differentiated by a definite characteristic that can be measured. For instance, citizens are people living in formal settlements called cities. A real group possesses a number of characteristics describing i ts immanent essence. So, citizens are people living in cities, who live an urban way of life with highly diversified labour (mainly industrial and information kinds) and leisure activities, with high professional and social mobility, high frequency of human contacts in formal communication etc. According to this definition, only a part of the statistical group of citizens comply with the criterion of being urbanites, or not everyone who lives in city can belong to the real group of citizens. Another type is a reference group as any group we use to evaluate ourselves, but it doesn’t necessarily mean we must belong to it. It is like a target group in the market: a target group of black BMW cars is composed of people with high income, of a certain age, males etc. David is a person with such characteristics but he doesn’t like BMWs. He prefers Volvos. The normative function of the reference group is to set and enforce standards of conduct and belief. Its comparison function is viewed as a standard by which people can measure themselves or others. For instance, we compare confessional groups to examine some features, let’s say, Jews and Protestants, and find out that Jews display 20% greater tolerance. So if you are a Jew, you’re perceived by others as a more tolerant person. Social groups can also be classified according to their size, character of organization, emotional depth, accomplished objective etc. According to size, groups can be small, middle-sized and large ones. Small social groups, normally small in number, are characterized by human interactions in the form of direct contacts like in families. The smallest groups are stable and more constraining, but offer more intimacy and individuality. As size increases, freedom increases, but intimacy declines and the emerging group structure tends to limit individuality. Contacts are frequent and intensive; members take each other into account as they group together on the basis of shared norms, values and expectations about one another’s behaviour. As more people are added to the group (up to 20), complexity increases, subdivisions appear. Middle-sized social groups are relatively stable communities of people working at the same enterprise or organization, members of a social association or those sharing one limited but large enough territory, for example, people living in one district, city or region. The first type is called labour-organizational groups, the second one – territorial groups. People are united into labour-organizational groups to accomplish a certain purpose or objective that determines its composition, structure and type of activities, interpersonal interaction and relations. Large social groups are stable numerous collections of people, who act together in socially significant situations in the context of the country or state, or their unions. They are classes, social layers, professional groups, ethnic groupings (nationalities, nations and races), demographic groupings (the young, the old, males and females) etc. With regard to all of them, a social group is a patrimonial, collective concept. People’s affiliation to a large group is determined by a number of socially significant distinctions such as class affiliation, demographic factors, form and character of social activities etc. In large social groups, interaction bears both direct and indirect character. According to the character of organization, groups are distinguished as formal and informal ones. Formal groups are collections of people whose activities are regulated by formal documents such as legislative norms, charters, instructions, registered rules, bans or permissions sanctioned by the society, organization etc. At performing some activities members of the formal group are in terms of subordination, or hierarchically structured submission. Such groups are academic groups, labour organizations, military units etc. Informal groups don’t have formally registered grounds for their existence. They are formed on the basis of common interests or values, respect, personal affection etc. which cohere individuals into more or less stable entities such as a group of friends, a musical band, Internet chatters etc. Behaviour of their members is regulated by special non-written laws and rules. In such groups membership is voluntary, and members may resign at any time. Due to emotional depth of interrelations within the group, primary and secondary groups are differentiated. A primary group is, as a rule, a small social group whose members share personal and enduring emotional relations which are established on the basis of direct contacts reflecting the members’ personal characteristics. The examples are a family, a group of friends, a research group etc. A secondary group is a large and impersonal social group whose members pursue a special interest or activity. In such a group people’s ability to perform particular functions, not their personal qualities, is highlighted. This is the way that social organizations with their departments and job hierarchy are set up and function. The personality of any of its member is of very little significance for the organization. As roles in the secondary group are strictly fixed (John is a student, Mr. Brown is the dean), very often its members know too little about each other. Besides, in the social organization of an enterprise, both roles and ways of communication are fixed. If a student is in trouble, he can’t apply straight to the University rector but first to the tutor, dean or prorector, then to the rector. While studying human society sociologists are interested in larger groups of people at the meso – and macro-levels, or those ones called social communities. There are a lot of definitions of such a phenomenon but theorists agree that members of the community should possess a similar quality such as age, gender, job, nationality etc. and consider similarity as one of the main distinctions of the community. Examples are natural-historical communities like tribes, families, nationalities, nations and races; mass groups like crowds, TV audience etc. A more important distinction of the social community is social interaction between its members. Interactions may be more enduring that determines a long-term existence of communities such as nations, races, and less enduring that is typical for occasional communities such as crowds, lines, passengers etc. But even occasional community with weak ties has its patrimonial and specific distinctions, regulating collective behaviour. Besides similarity and social interaction, a social community also suggests that the actions undertaken by its members are oriented by expectations of behaviour of other individuals in the community. It encourages people’s deeper solidarity that forms a cohered group – a basic element of the society. Judging by it, a social community may be defined as natural or social grouping of people characterized by a common feature, more or less enduring social relations, goal attainment, common patterns of behaviour and speculation. A social class is also considered as a structural element of the society. Although approaches differ, in general the concept of a class is connected with people’s relation to the means of production and character of acquiring wealth under a market economy. The known examples of a class are the nobility, bourgeoisie and proletariat. In each class society there are fundamental and non-fundamental classes. Fundamental classes are distinguished by a dominating way to produce material wealth within the socio-economic system (feudal, capitalist etc), for instance, under capitalism its fundamental classes are the bourgeoisie and proletariat. Non-fundamental classes are available because the rests of the previous relations of production are still kept in the society or new ones are emerging. A social layer is an assortment of people who are distinguished by their social status and who perceive themselves cohered by this community. A social status is one’s position (place) in the social structure of the society connected with other positions by the system of rights and obligations. The status of a teacher has its meaning only with regard to a student, not to a passer-by or doctor. The teacher should translate knowledge to the student, check up how knowledge is learnt and assess it etc. The student should regularly attend lectures, prepare for seminars, pass credits and examinations in time etc. In other words, the teacher and the student enter into social relationships as representatives of two large social groups, as bearers of social statuses. Social status is often considered as the â€Å"standing†, the honour or prestige attached to one’s position in the society. In modern societies, occupation is usually thought of as the main dimension of status, but even in modern societies other memberships or affiliations (such as ethnic groups, religion, gender, voluntary associations, hobby) can have an influence. For instance, a doctor will have a higher status than a factory worker but in some societies a white Anglo-Saxon Protestant doctor will have a higher status than an immigrant doctor of minority religion. Every person can have several social positions, or statuses called by R. Merton a status set. Among them there must be the main status; it is a status used by the individual to identify himself or by other people to indentify a definite person. For males it is their occupation (a lawyer, banker, worker), for females it is a place of living (a housewife) but there exist other variants. It means that the main status is of relative character as it is not directly associated with gender, race or occupation. The main status is one that determines the person’s way and style of life, patterns of behaviour, friends etc. Sociologists differentiate between social and personal statuses: social status identifies the person’s position in the society which he occupies as a representative of a large social group (occupation, class, nationality, gender, age or religion); personal status is the person’s position in a small group identified by how the members of the group estimate and percieve him due to his personal qualities. Being a leader or outsider, winner or loser means to occupy a certain position in the system of interpersonal, not social relations. Statuses are also distinguished as ascribed and achieved ones. Ascribed status is a social status a person is given from birth or assumes involuntarily later in life. For example, a person born into a wealthy family has a high ascribed status. Achieved status is a sociological term denoting a social position that a person assumes voluntarily which reflects personal skills, abilities, and efforts. Examples of achieved status are being an Olympic athelete, a criminal, or a teacher. Achieved statuses are distinguished from ascribed statuses by virtue of being earned. Most positions are a mixture of achievement and ascribment; for instance, a person who has achieved the status of being a doctor or lawyer in Western societies is more likely to have the ascribed status of being born into a wealthy family. The mentioned statuses are considered basic statuses which include kinship, demographic, economic, political and occupational statuses. There are also a number of non-basic statuses such as those of a passer-by, driver, reader, TV-watcher, witness of a road casualty etc. They are temporal positions and their rights and obligations are not registered as they are hardly fixed. No doubt, the status of a professor determines much in life of a certain person; as for his status of a patient, it does not. If a social status identifies a particular position of an individual in a given social system, a social role represents the way that he is expected to behave in a particular social situation. Each individual plays many roles in the society; in one situation he is a boss, in another – a friend, in the third – father etc. All roles that a person plays are called a role set. Roles are identified as ascribed if we are forced to play and as achieved if we choose to play them. The first is a role of a son or daughter in relations with a parent, the second – a subordinate with a boss. Roles have two further dimensions: the prescribed aspect of a role, or role expectations, and role performance. The prescribed element in any role provides a norm-based framework governing the way people are generally supposed to interact. People expect one conduct from a banker and quite another – from an unemployed person. Role performance is what a person eally performs within this framework. Each time a person who performs a certain role builds his behaviour according to the expectations of the social milieu. If his actual behaviour differs from what is expected, it means that conformity to culturally appropriate roles and socially supported norms is not created. Behaviour, which doesn’t correspond to the status, is not considered an appropriate role. F or instance, if somebody came into the classroom, introduced himself as a teacher but then started painting the wall or washing the windows, his behaviour is a role but not that of a teacher. In the society various social control mechanisms exist to restore conformity or to segregate the nonconforming individuals from the rest of society. These social control mechanisms range from sanctions imposed informally – for example, sneering and gossip – to the activities of certain formal organizations, like schools, prisons, and mental institutions. Social institutions Another structural element of the society is social institutions. These are not buildings, but organizations, or mechanisms of social structure, governing the behaviour of two or more people. Institutions are identified with a social purpose and permanence, transcending individual human lives and intentions. For example, the institution of the family and marriage, of religion etc. American sociologist Erving Goffman (1922-1982) asserts that an institution is a place, like a building, in which activity of a particular kind regularly goes on. He uses this term for somewhere that embraces everything that its inhabitants do – where they live, work, play, sleep, day in day out. Members of the society have a similar mental concept of right and wrong, order and relationships, and patterns of good (positive values). As the broadest organizers of individuals’ beliefs, drives and behaviours, social institutions evolved to address separate needs of the society, for instance, the military institution evolved out of the need for defense. Each society has a number of needs but those of fundamental character are only five. Consequently, there are five fundamental social institutions ensuring social needs in: procreation of the population (that of the family and marriage); social order and defense (the state, political institutions); getting means for existence (the production, economic institutions); translating knowledge, socialization of the growing-up enerations, training personnel (education in its broad meaning including science and culture); solving spiritual problems, looking for sense of life (religion). So social institutions can be defined as organized patterns of beliefs and behaviours centered on basic social needs, adapting to specific segment of the society in question. American so ciologist T. Veblen is the founding father of institutionalization as he was a first to give a detailed description of social institutions in his book, The Theory of the Leisure Class (1899). He showed that evolution of the society is a process of natural selection of social institutions which by their nature present habitual ways to react to stimuli created by external changes. Early mankind is known for promiscuity or non-regulated sex relations that could result in genetic degeneration. Gradually such relations began to be limited by bans. The first ban was that of incest, forbidding sex between kinship relatives, such as mother and son, brother and sister etc. The given ban is the first social norm, considered the most important in history. Later, other norms regulating sex relations appeared. People learnt to survive and adapt to life by organizing their relations with norms. Norms of family and marriage behaviour translated from generation to generation became collective habits, customs, traditions that regulated people’s way of life and their thinking. Those who broke such traditions (deviants) were punished (sanctioned). This is the way how the most ancient social institution of the family and marriage might have emerged. And this is the way why norms and values have become structural units of the society. There are three terms to be differentiated in the related area such as â€Å"institute†, â€Å"institution† and â€Å"institutionalization†. To institute something is to bring it into use, set it up, or establish it by practice. A father might speak of instituting some changes in his family, perhaps forcing the children to be respectful, and not giggle at his words. An institute may be something that has been set up, for example, an association of women calls itself the â€Å"Women’s Institute†. If institution is spoken about, it is meant a totality of customs or practices that was established by the members of a particular society, by God, or just an established and respected practice (with no reference to its origin). Institutions are used about parts of the society, not the whole. As a society is created by the interaction of people, they establish ways of interacting that are acceptable or unacceptable. When a way of behaviour is both emotionally satisfying and leads to rewards from others, it becomes institutionalized. The way by which behaviour, custom or practice is institutionalized, is called institutionalization. For instance, institutionalization of any science means working out various standards, laws, setting up research institutes, laboratories, faculties, departments at universities, also publishing textbooks, monographs and journals, training specialists in the area etc. Thus, the concept of a social institution defines an aggregate of people whose activities in a certain area are regulated with inflexible systems of social, legal or other controls by organizations originally created for beneficial purposes and intents. As any structure, it is presented by its structural elements although some sociologists argue against, defining them as attributes. Structural elements of the society’s fundamental institutions Institutions Fundamental roles Physical features Symbolic features Family and marriage Mother Father Child House Plot of land Furniture Rings Engagement Marriage ceremony Economy Employer Employee Seller Buyer Enterprise Office Shop Bank Money Securities Trade mark Marketing Politics Head of the state Member of parliament Law-maker Subject of law Public buildings and places Flag Constitution Hymn Law Religion Priest Parishioner Bishop Cathedral Church Chapel Christ Bible Confirmation Education Teacher Student Professor School University Textbook Qualification Diploma Degree At the same time fundamental institutions are divided into smaller units called non-fundamental institutions. For instance, economy can’t operate without such practices as production, distribution, market, management, accounting, etc. ; the institution of the family and marriage includes such practices as martenity, vendetta, sworn brotherhood etc. So non-fundamental institutions are social practices or customs, for example, vendetta or celibacy can be identified either as a tradition or settled practice. Both are right as the fundamental institution includes both traditions and practices. If the purpose of fundamental institutions is to satisfy the basic needs of the society, non-fundamental institutions perform specialized objectives, serve particular traditions or satisfy non-fundamental needs. For instance, a higher school as a social institution meets the social need in training highly qualified specialists. By its character of organization, institutions are subdivided into formal and informal ones. The activities of formal institutions are regulated by strictly settled directions such as law, charter, instructions etc. Formal institutions are often bureaucracies in which the functions of bureaucrats are impersonal, i. e. that their functions are performed independently of their personal qualities. In informal institutions playing a very important role in interpersonal interaction, their aims, methods, means to achieve objectives are not settled formally and not fixed in the charter. For instance, organizing their leisure time, teenagers follow their rules of game, or norms which allow them to solve conflicts. But these norms are fixed in public opinion, traditions or customs, in other words, in informal sanctions. Very often public opinion or custom is a more efficient means to control an individual’s behaviour than legislative laws or other formal sanctions. For instance, people prefer being punished by their formal leaders than being blamed by colleagues or friends. Both formal and informal institutions have functions. To function means to bring benefit. So, the function of a social institution is the benefit that it contributes to the society. In other words, the outcomes or end-products of the system, institution and the like are referred to as its function. If besides benefit there is damage or harm, such actions are referred to as dysfunction. For instance, the function of a higher education is to train highly qualified specialists. If the institution functions badly due to some circumstances (lack of personnel, poor teaching, or methodical and material basis), the society will not get specialists of the required level. It means that the institution dysfunctions. Functions and dysfunctions can be manifest if they are formally declared, perceived by everybody and obvious, and latent which are hidden, or not declared. To manifest functions of a secondary school those of getting literacy, enough knowledge to enter university, vocational training, learning basic values of the society may be referred to. Its latent functions are getting a definite social status which enables to become ranked higher than those who are illiterate, making stable friends etc. Functions and dysfunctions are of relative, not of absolute character. Each of them can have two forms – manifest and latent. In one and the same time both a function and dysfunction may be manifest for some members of the society and latent – for the other ones. For instance, some people consider important to obtain fundamental knowledge at university, others – to establish necessary links and relations. Latent functions differ from dysfunctions by that they don’t bring harm. They only show that the benefit from any institution (system etc) can be larger than it is declared. To sum it up, each of the institutions reflects a different aspect of the society. Each of them performs a different role in the society fostering spiritual, social, or educational development. On a larger scale, these organizations exemplify the links that bind a society together. BASIC CONCEPTS Achieved status – a social position that a person assumes voluntarily which reflects personal skills, abilities, and efforts. Ascribed status – a social position a person is given from birth or assumes involuntarily later in life. Class – an assortment of people united by their relations to the means of production and character of acquiring wealth under a market economy. Dysfunction – bring harm. Flexibility – a capacity to change. Formal group – a collection of people whose activities are regulated by formal documents such as legislative norms, charters, instructions, egistered rules, bans or permissions sanctioned by the society, organization etc. Function – bring benefit. Informal group – a group formed on the basis of common interests or values, respect, personal affection etc. which cohere individuals into more or less stable entity. Institutionalization – the way by which behaviour, custom or practice is institutionalized. Large social group – a stable numerous collection of people who act together in socially significant situations in the context of the country or state, or their unions. Latent function – a function if it is not formally declared, perceived by people or obvious. Main status – a status used by an individual to identify himself or by other people to indentify a definite person. Manifest function – a function if it is formally declared, perceived by everybody and obvious. Middle-sized group – a relatively stable community of people who work at the same enterprise or organization, members of a social association or those sharing one limited but large enough territory. Personal status – a person’s position in a small group identified by how the members of the group estimate and percieve him due to his personal qualities. Prescribed element (role expectation) – what provides a norm-based framework governing the way people are generally supposed to interact. Primary group – a small social group whose members share personal and enduring emotional relationships which are established on the basis of direct contacts reflecting the members’ personal characteristics Real group – any group of people possessing a number of characteristics describing its immanent essence. Reference group – any group one can use to evaluate oneself, but it doesn’t necessarily mean one must belong to it. Role performance – what a person really performs within the norm-based framework. Role set – all roles that a person plays. Secondary group – a large and impersonal social group whose members pursue a special interest or activity. Social community – a natural or social grouping of people characterized by a common feature, more or less enduring social relationships, goal attainment, common patterns of behaviour and speculation. Small group – a group normally small in number, characterized by human interactions in the form of direct contacts like in families. Social group – an assortment of people cohered by a socially significant distinction, people who interact together in an orderly way and perceive themselves or perceived by others as a group. Social institution – organized patterns of beliefs and behaviours centered on basic social needs, adapting to specific segment of the society; an organization, or mechanism of social structure, governing the behaviour of two or more individuals; a totality of customs or practices that was established by the members of a particular society, by God, or just an established and respected practice. Social layer – an assortment of people who are distinguished by their status and who perceive themselves cohered by this community. Social role – the way that a person is expected to behave in a particular social situation. Social status –a person’s position in the society which he occupies as a representative of a large social group. Social structure – the carcass of a social whole (society or its part) the elements of which are invariable in time, interdependent of each other and largely determine the functioning of the whole in general and its members in particular (functionalist perspective); the way in which the society is organized into predictable relationships, patterns of social interaction. Statistical group – a group of people differentiated by a definite characteristic that can be measured. Status set – the number of statuses which a person has or acquired. Structure – functional interdependence of elements constituting the carcass of an object. Additional literature 1. Blau P. Exchange and Power in Social Life. (3rd edition). – New Brunswick and London: Transaction Publishers, 1992. – 354 p. 2. Bourdeiu P. Logic of Practice. – Cambridge: Polity Press, 1990. – 382 p. 3. Coser L. The Functions of Social Conflict. – Glencoe, Ill: Free Press, 1956. – 188 p. 4. Durkheim E. The Division of Labour in Society. – New York, NY: Free Press; 1997. – 272 p. 5. Durkheim E. Suicide. – New York, NY: Free Press; 1951. – 345 p. 6. Sztompka P. Sociology in Action: The Theory of Social Decoding. – Oxford: Polity Press, 2001. – 415 p.

Free Essays on Global Citizenship

â€Å"A woman down in the valley began to scream. It was a wild and terrible sound †¦ Silence followed for as long as it takes to fill lungs with air †¦ before the woman’s breath broke, other voices joined in† (Gourevitch, 1998: 33). In Rwanda, there is a certain responsibility one has to their neighbors. When someone is in danger, they begin to whoop. This is the â€Å"conventional distress signal.† When you hear it, you have a responsibility to whoop also, find whoever is in danger, and help save them from it. â€Å"If you ignored this crying, you would have questions to answer† (34). Under common law in the United States, any person who went to help an individual who was in danger could be sued for any negligence or carelessness committed during the rescue attempt. A very common example is a person moving someone from a severe car wreck that may lead to an explosion. During the move, the victim becomes paralyzed. The victim then could sue his rescuer for paralyzing him, though his life may have been saved by this hasty move. Situations like this discouraged people from helping their neighbors in a time a trouble. Now in many states, Good Samaritan Legislation has been passed to safe guard the rescuer who is only trying to help. Under such statutes, even if the rescue attempt is â€Å"less than perfect, the helping person cannot be sued for additional injuries which he or she might cause† (Pennsylvania Emergency Health Services Council, 2002). The passing of this legislation, along with Rwandan tradition, shows that as human beings we have an ethical obligation to those who we know are in danger. So, should we be responsible to help only those cries of help that we can hear? We live in a shrinking world where the affairs of one country easily effect many others. In this shrinking world, we are also more interconnected through mass media, the Internet, and travel. That being established, it is possible to hea... Free Essays on Global Citizenship Free Essays on Global Citizenship â€Å"A woman down in the valley began to scream. It was a wild and terrible sound †¦ Silence followed for as long as it takes to fill lungs with air †¦ before the woman’s breath broke, other voices joined in† (Gourevitch, 1998: 33). In Rwanda, there is a certain responsibility one has to their neighbors. When someone is in danger, they begin to whoop. This is the â€Å"conventional distress signal.† When you hear it, you have a responsibility to whoop also, find whoever is in danger, and help save them from it. â€Å"If you ignored this crying, you would have questions to answer† (34). Under common law in the United States, any person who went to help an individual who was in danger could be sued for any negligence or carelessness committed during the rescue attempt. A very common example is a person moving someone from a severe car wreck that may lead to an explosion. During the move, the victim becomes paralyzed. The victim then could sue his rescuer for paralyzing him, though his life may have been saved by this hasty move. Situations like this discouraged people from helping their neighbors in a time a trouble. Now in many states, Good Samaritan Legislation has been passed to safe guard the rescuer who is only trying to help. Under such statutes, even if the rescue attempt is â€Å"less than perfect, the helping person cannot be sued for additional injuries which he or she might cause† (Pennsylvania Emergency Health Services Council, 2002). The passing of this legislation, along with Rwandan tradition, shows that as human beings we have an ethical obligation to those who we know are in danger. So, should we be responsible to help only those cries of help that we can hear? We live in a shrinking world where the affairs of one country easily effect many others. In this shrinking world, we are also more interconnected through mass media, the Internet, and travel. That being established, it is possible to hea...

Temporary Assistance for Needy Families Program

Temporary Assistance for Needy Families Program Temporary Assistance for Needy Families (TANF) is federally funded - state-administered - financial assistance program for low-income families with dependent children and financial assistance for pregnant women during their last three months of pregnancy. TANF provides temporary financial assistance while also helping recipients find jobs that will allow them to support themselves.In 1996, TANF replaced old welfare programs, including the Aid to Families with Dependent Children (AFDC) program. Today, TANF provides yearly grants to all U.S. states, territories, and tribal governments. The funds are used to pay for benefits and services distributed by the states to assist needy families. Since replacing AFDC, the TANF program has served as one of the main sources of economic security and stability programs for low-income families with children. Through this government grant program, states, territories, the District of Columbia, and federally-recognized Indian tribes receive about $16.6 billion annually. The TANF recipient jurisdictions use these funds to provide direct income support to qualified low-income families with children. In addition, the funds allow the jurisdictions to assist recipient families with job placement and training, child care, and tax credits. Goals of TANF In order to get their annual TANF grants, the states must show that they are operating their TANF programs in a way that accomplishes the following goals: assisting needy families so that children can be cared for in their own homesreducing the dependency of needy parents by promoting job preparation, work, and marriagepreventing out-of-wedlock pregnanciesencouraging the formation and maintenance of two-parent families. While TANF jurisdictions must meet certain work participation and cost-sharing requirements, they have considerable flexibility with TANF funds to implement programs that best serve their distinct communities. Applying for TANF While the overall TANF program is administered by the federal Administration for Children and Families, each state is responsible for setting its own specific financial eligibility requirements, and accepting and considering applications for assistance. General Eligibility TANF is a cash assistance program for families with dependent children and for pregnant women in their last three months of pregnancy. To be eligible, you must be a U.S. citizen or eligible noncitizen and a resident of the state in which you are applying for assistance. Eligibility for TANF depends upon the applicants income, resources and the presence of a dependent child under age 18, or under age 20 if the child is a full-time student in high school or in a high school equivalency program. Specific eligibility requirements vary from state-to-state. Financial Eligibility TANF is for families whose incomes and resources are not enough to meet the basic needs of their children. Each state sets maximum income and resource (cash, bank accounts, etc.) limits above which families will not qualify for TANF. Work and  School Requirements With few exceptions, TANF recipients must work as soon as they are job-ready or no later than two years after beginning to get TANF assistance. Some people, such as the disabled and seniors, are given a participation waiver and do not have to work to qualify. Children and unmarried minor teen parents must meet school attendance requirements established by the state TANF program. To count toward a states work participation rate, single parents must participate in work activities for an average of 30 hours per week, or an average of 20 hours per week if they have a child under age six. Two-parent families must participate in work activities for an average of 35 hours a week or, if they receive Federal child care assistance, 55 hours a week. Failure to participate in work requirements can result in a reduction or termination of a familys benefits.States cannot penalize single parents with a child under six for failing to meet work requirements if they cannot find adequate child care. Qualifying Work  Activities Activities that count toward a states work participation rates include: unsubsidized or subsidized employmentwork experienceon-the-job trainingjob search and job readiness assistance - not to exceed 6 weeks in a 12-month period and no more than 4 consecutive weeks (but up to 12 weeks if a State meets certain conditions)community servicevocational educational training not to exceed 12 monthsjob skills training related to workeducation directly related to employmentsatisfactory secondary school attendanceproviding child care services to individuals who are participating in community service. TANF Benefit Time Limits The TANF program is intended to provide temporary financial assistance while the recipients seek employment that will allow them to fully support themselves and their families. As a result, families with an adult who has received federally-funded assistance for a total of five years (or less at state option) become ineligible for cash aid under the TANF program. States do have the option of extending federal benefits beyond 5 years and may also choose to provide extended assistance to families using state-only funds or other federal Social Services Block Grant funds available to the state. TANF Program Contact Information Mailing Address:Office of Family AssistanceAdministration for Children and Families370 LEnfant Promenade, SWWashington, DC 20447Phone: 202.401.9275FAX: 202.205.5887