Global Corporate Strategy Essay Example | Topics and Well Written Essays - 3000 words - 1

Global Corporate Strategy - Essay Example In order to supply the electricity Britain needed to develop infrastructure which would allow it to export electricity all across the world (Macalister, 2010). Prior to 1989 all electricity needs of Britain and Wales was taken care by the Central Electricity Generating Board. However there was a sharp decline in power stations during the period 1958 to 1986 because of increasing technical complexities associated with the industry.With privatization and deregulation of the electricity industry in 1991, CEGB went through a massive restructuring of the organization. PowerGen was formed to take care of the non nuclear power generation. The report has been framed in the context of PowerGen. The report starts with an understanding of the terms corporate planning and strategy. It then tries to analyze the impact of changes in organizational structure on corporate planning of PoweGen. The next section deals with understanding of the core competencies and capabilities of PowerGen and how it has helped PowerGen to maintain its market share and profits. It also analyzes the core competencies and capabilities of EDF and E.ON. The report also explores the impact of privatization and deregulation on PowerGen. The report ends with understanding of the centralized nature of planning of CEGB with reference to Hofstede’s article titled â€Å"Cultural constraints in management theories†. Corporate planning involves setting the corporate goals and objectives and identifying long term plans to ensure development of the company. Corporate planning is based on macroeconomic forecasts of various economic factors which were then analyzed with regards to the organization’s performance. It is a description of various economic trends like market share, demand conditions, costs and margins, marketing trends and industry trends. In 1974 and 1979 the world was hit by oil crisis which led to macroeconomic

World War II in American Scenario Essay Example | Topics and Well Written Essays - 1000 words

World War II in American Scenario - Essay Example Before the war, the American women primarily played the role of as housewives and mothers to the children. However, that changed after the initiation of the World War II, as the women folk were encouraged to join the industries and importantly even in the war efforts. This was pointed out by Quintile who states â€Å"The American Propaganda of 1941-1945 was aimed at persuading American Women to become involved in supporting the war effort, encouraging them to fill roles previously filled by men.† Thus various propaganda and continual appeals were issued from the American Government throughout the war to trigger the patriotic feeling among the women and to get their attention. Most of the propaganda aimed at the women during the World War II was three fold and that included the following. Firstly, they were done to fill the vacancies in the production area, which was caused by the departure of men from the workforce into the armed forces. Secondly, the other main aim of the pro paganda includes involving the women folk in the armed forces to fill up the desk activities and other roles such as the medical practitioners, nurses, civilians, chaplains, etc. Lastly actively support the armed forces by joining the troops in combative environments. Thus the government mainly focused on coming up with various approaches to make the American women contribute to the nation in a variety of ways. In that direction, the armed forces launched crash recruiting programmes such as conducting rallies, advertising campaigns, and other community outreach programmes to invite the female youth and women in other age groups. The War department publicists also produced huge posters that portrayed women in uniforms so as to make them involved in the armed forces. They particularly used the movie, ‘the Rosie the Riveter’, which depicted the life story of a woman who worked in the plane factory during World War II, as a publicity campaign to enroll more women into the a rmy. Even before the war, men were considered as the breadwinners who need to work outside the homes, while the women’s role was ‘contained’ within the confines of the house. The scene changed completely with the commencement of the Second World War. With respect to the increase in the demand of the military needs, the government decided to utilize the women folk in noncombatant and auxiliary military forces. As said above, women took over the traditional women’s work such as secretarial duties and other desk work inside the military operations. In 1942, US government â€Å"instituted the Women's Auxiliary Army Corps, later upgraded to the Women's Army Corps, which had full military status† and the female members of it, â€Å"known as WACs, worked in more than 200 non-combatant jobs stateside and in every theater of the war.† (â€Å"American Women in World War II.†). Then, women were efficiently used in support functions such as nurses , physicians, etc. The nurses from these groups sprang to the war front and they attended to the wounded soldiers. Also some of the nurses became Red Cross nurses and some served in the military nursing units. Moreover the cadet nurse crops recruited nursing students to work in military and other critical care facilities while they were in school. The cadet nurses and the medical practitioners joined the army to render critical nursing services to the wounded soldiers. They visited many military camps and attended to the needs of the soldiers apart from supplying with critical care medicines and other medical accessories to the camp. . Apart from non-combative roles, women also played active roles in the armed force

Social Movements Essay Example for Free

Social Movements Essay All societies undergo changes. In some cases these may be gradual, i.e., spread over a long period of time. In others they may be rapid. Social change, as we know by now, does not take place merely by chance or due to some factors predetermined by fate. There are several forces operating simultaneously in society, which bring about change. Some of these may be external to social institutions. Changes caused by a change in the economy or the production relations are one such instance. At the same time, there are change- producing agents inside a society as well. Social movements are one of these internal forces, which contribute to changes. A social movement is defined as â€Å"sustained collective action† over time. * Such action is often directed against the state and takes the form of demanding changes in state policy or practice. * Such collective action is often marked by organisation. Spontaneous, disorganised protest cannot be called a social movement. * This organisation may include a leadership and a structure that defines how the members relate to one another, make decisions and carry them out. Those participating in a social movement have shared objectives and ideologies. * The social movements are designed to promote change or resist change in the society in which the attempt is made. So collective attempt may be to alter, inaugurate, supplant, restore or reinstate all or some aspects of the social order. In the recent literature, a distinction is often made between old and new social movements. This distinction is often stipulated on the ground that while old social movements are generally class-based and concerned with issues of economic redistribution, the new social movements (NSMs) are commonly a feature of post-industrial or â€Å"postmodern† societies. They are not narrowly caste based and generally raise questions like ecological protection and climate change or hitherto neglected issues of gender, justice, sexuality etc. However this distinction is neither precise nor universally valid. Old social movements were class based such as working class movements and peasant movements or anti-colonial movements. NEW SOCIAL MOVEMENTS (NSMs) New social movements are the products of a post-industrial social formation where the welfare state had made classic forms of exploitation and deprivation obsolete but where modern society created new forms of alienation. These movements demonstrated that class had become redundant as organising form of social identity and action. Some of the recent movements particularly in and after the 1960s in Europe such as peace movement, ecological movement, women’s movement etc. are called ‘new’ social movement. In India, enormous increase of middle class and in student population as well as a surge of political activism in the 1970s and 1980s engendered a new phenomenon, described as new social movements. These movements revolve around the issue of identity – dalit, adivasi, women, human rights, environment etc. They are called ‘new’ social movements because they have raised the issues related to identity and autonomy which are non-class issues and do not confront with the state. Issues that animate NSMs are less concerned with economic production and redistribution than with removal of corruption, protection of environment, provision of civic utilities, gender equality and child rights, employment , rights of the most vulnerable and marginalised section of population like those living in hilly and forest areas and victims of big dams. Good governance and human rights generally are other areas where NSMs are much in evidence. Characteristics of New Social Movements are described below: 1. The New Social Movements (NSM) are not directing their collective action to state power. They are concerned with individual and collective morality. Individual membership or participation and motivation in all sorts of social movements contain a strong moral component and defensive concern with justice in the social and world order. These movements are primarily social and are more concerned with cultural sphere and mobilisation of civil society on socio-cultural issues than with the political issues like seizure of power. 2. The new social movements are not class–based. They are multi-class. In fact, they do not subscribe to the theory that society is divided on class line and the classes are antagonistic. The new social movements are either ethnic or nationalist and plural. Women’s movement is an example. NSMs are not concerned for the benefit of one class or group. They are concerned for the good of every one irrespective of class. 3. The new social movements are confined to and concerned with civil society. NSMs raise the issue of the ‘self-defence’ of the community and society against the increasing expansion of the state apparatuses: agencies of surveillance and social control. 4. NSMs are not around economic issues of land, wages or property. They are primarily concerned with self- identity and autonomy of an individual and community against the state, market and social institutions. Therefore, dalit movement for dignity and adivasis movement for their autonomy are treated as NSM. 5. These movements tend to focus on single issues, transient questions, regional and local issues and even sectional interests (which are aimed towards narrow identities than larger objective interests) for this reason they are often called â€Å"micro movements†. they catch on the long felt needs of locals and masses at the disempowered grassroots in the top heavy political and economic systems of India. 6. NSM organisations tend to be segmented, diffuse and decentralised. 7. New social movements tend to focus on issues that cross national boundaries, and hence they become internationalist. Environmental movements, LGBT Movement are examples of NSMs that transcend international borders. Non-governmental organisations (NGOs) and New Social Movements on the national and Global planes have flourished as never before. Various New social Movements in India Environmental Movement The Indian environmental movement is critical of the colonial model of development pursued by the post–colonial state. The post–independent state failed to build up a development agenda based on the needs of the people and continued to advocate the modern capitalist agenda which led to the destruction of environment, poverty and marginalisation of rural communities. The environmental movement in India advocated the ideology of ‘environmentalism of the poor’. It not only critised modern developmentalism but also strongly advocated the revival of traditional ‘self –sufficient village economy’. The environmentalist stated that local communities were best suited to conserve natural resources as their survival depended in the sustainable use of such resources. A significant characteristic of environmental movements in India is that they have mainly involved the women, the poor and disadvantaged masses who have been directly affected by or are victims of environmental degradation. Thus, these movements are primarily political expressions of the struggle of local communities and people who are victims of environmental degradation or abuse of resources. The origin of modern environmentalism and environmental movements in India can be ascribed to the Chipko movement in the central Himalayan region. Chipko as a spontaneous movement started in the early 70s and got organized under the able leadership of Sunderlal Bahuguna. It was ignited by the opposition of the people of the Tehri-Garhwal region to the felling of trees by outside contractors. In the Himalayan regions, forests form an indispensable source of livelihood for the tribal population living there. Chipko literally means ‘hugging’ the trees. The movement articulated the concerns of forest-based communities such as depletion of forests, erosion of soil and consequent landslides, drying up of local streams and other water resources and shortages of fuel and fodder for domestic consumption. It also fought against the construction of the Tehri dam which threatened the eviction of around 25,000 hilly residents. Though the movement has not succeeded in all its endeavours, it has achieved some commendable victories. Getting ban on felling trees above an altitude of 1000m and forcing the government to announce certain forest areas as protected regions are some of the successes of the movement. Chipko, being a non-violent resistance movement, embodies the Gandhian spirit of struggle. Chipko movement inspired green cover movements elsewhere in the country, the most important being the Appiko movement in the Western Ghats against the over-felling of trees and covering forest lands with commercial trees replacing the natural ones. Like the Chipko, the Appiko movement revived the Gandhian way of protest and mobilisation for sustainable society in which there is a balance between man and nature. The other popular movements of importance in India, which have environmental protection as one of their objectives, relate to major dams. Notable among them are Tehri Dam, Silent Valley Project and Narmada Valley Projects. In fact, the most popular movement in the environmental history of India is the movement against the Narmada River Valley Project called Narmada Bachao Andolan. Though the movement started as early as late 1970s, along with the clearance of the project, it received momentum only during late 1980s. To start with, this movement was cantered around the issue of human rights. Due to improper implementation of the rehabilitation programmes by the State the human rights activists have become the articulators of anti-dam protests. Their demands included complete stopping of the dam, resettlement and rehabilitation benefits to the oustees. These demands were aptly supported by environmentalists who oppose construction of large dams for ecological reasons. The movement, however, gained wider public attention with mobilization and organization of oustees (mostly tribals ) and the joining of the eminent social workers like Baba Amte, Sunderlal Bahuguna and Medha Patkar. Though its wider public attention is due to its coverage (impact) in three states, the most notable feature of this movement is the international support it has received. The campaign forced international financial agencies like World Bank and USAID to withdraw funding for the project. While this Gandhian movement could not stop the construction of the Sardar Sarovar Dam, it did force the states concerned- Gujarat, Maharashtra and Madhya Pradesh- to address the issue of rehabilitation of the displaced more seriously than before. Thus environmental and ecological movements became prominent in India since the 1970s.The issues raised by them concern all sections of society in varying degrees. These issues are also related to people’s dignity, environmental rights and their decision-making rights on the issues concerning them. Women’s Movement Throughout the period after independence the prevailing view was that development, industrialization and economic growth would deliver the results as they had been seen elsewhere in the developed world; all would be beneficiaries of development, women included. This soon proved not to hold true in the Indian society. A report from the Committee on the Status of Women in India released in 1974 showed that not only had the conditions for women in India not improved, for many women, especially the poor, the conditions had worsened. Gender differences had become greater in political participation, education, health and employment. The 1970s and 1980s witnessed the growth of numerous women’s groups that took up issues such as dowry deaths, bride burning, rape and sati and focused on violence against women. They stressed the sexual oppression of women in a way previous reform or feminist groups had never done. Some of the earliest autonomous women’s groups were the Progressive Organization of Women (POW, Hyderabad), the Forum Against Rape (now redefined as Forum Against Oppression of Women), Stree Sangharsh and Samata (Delhi). Among the first campaigns that women’s groups took up was the struggle against rape in 1980. This was triggered by the judgment of the Supreme Court to acquit two policemen who were accused of raping a minor tribal girl, Mathura, despite the fact that the High Court had indicted them. This led to country- wide demonstrations. Several other rape cases became part of this campaign that culminated after several years of protest in Government agreeing to change the existing rape law. The amended law was enacted in 1983 after long discussions with women’s groups. The POW in Hyderabad organized new and fresh protests against dowry. In the late 1970s, Delhi became the focus of the movement against dowry and the violence inflicted on women in the marital home. Groups, which took up the campaign, included ‘Stree Sangharsh’ and ‘Mahila Dakshita Samiti’. Later, a joint front called the ‘Dahej Virodhi Chetna Mandal’ (organization for creating consciousness against dowry) was formed under whose umbrella a large number of organizations worked. The anti-dowry campaign attempted to bring social pressure to bear on offenders so that they would be isolated in the community in which they lived. Women’s organizations also succeeded in getting the dowry law changed. There were several campaigns in the eighties relating to women’s rights. Among them was a campaign, in 1985, in support of the Supreme Court judgment in the divorce case where Shah Bano, a Muslim woman, had petitioned the Court for maintenance from her husband under Section 125 of the Criminal Procedure Act and the Court granted her demand. The orthodox Muslims, however, protested against interference with their personal law. In 1986, the government introduced the Muslim Women’s (Protection of Rights in Divorce) Bill denying Muslim women redress under Section 125. Women’s associations protested against this outside Parliament. The Committee of the Status of Women also stated in its report that seats should be reserved for women in municipalities, and proposed that panchayats should include women to secure a minimum percentage of female participation. In 1993 this was adopted nationally when the Constitution Act 1992 (73rd Amendment) and The Constitution Act 1992 (74th Amendment) were passed, relating reservations for women to panchayats and municipalities. One-third of seats in all panchayats and municipalities nationwide, as well as one-third of the position of being chairpersons in the bodies, were reserved for women .The reservations acts were passed without any opposition in the Parliament, and with only a minor debate. However, the bill on Women’s reservation in Parliament has not yet been passed. Over the years it has become clear that changing laws alone means little unless there is a will to implement them and unless there is education and literacy which makes women aware of their rights and allows them to exercise them effectively. It was this realization that has led the women’s movement to take up, in a more concerted manner, programmes of legal literacy and education, gender sensitization of textbooks and media. The issues today are sexual harassment at the work place, the violence of development, caste and communal violence, lobbying for increased political participation of women in the highest levels of decision-making, etc. The success of the women’s movement has not been in the number of women appointed to office or in the number of laws passed but in the fact that it has brought about a new consciousness on the entire question of women in Indian society.

Reflection on Social Work Group Task

Reflection on Social Work Group Task This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore group work theories, collaborative and inter-disciplinary working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice. Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professions, working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. This was evident during the group work as the group worked collaboratively to share ideas and tasks were allocated to each member according to competencies and mutual understanding. Salas et al. (2012) states that, group work started from the perspective of people working in partnership for a common goal. The theories of group work later materialised in regard to the dynamics of group work and the they provide an understanding of human behaviour when people are working in groups. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuckman and Jensen (1977), the forming stage is when the group members are establishing common interests and get to know one another with the desire to be part of the group. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. Tuchman and Jensen (1977) state that, storming stage may involve competing for ideas and perspectives, rules are developed and members may confront one another. Conflict may emerge and when unresolved, it can inhibit the team’s progress. There is then the norming stage when members take roles and responsibilities and an agenda is established. This stage involves belonging, growth and control. The performing stage is when the group is functional and tasks are implemented and evaluated. Finally, the adjourning stage involves the goals and objectives fulfilled and task completed. Tuckman and Jensen’s (1977) model of group formation can be applied to different settings and groups and it is easy to use. The model is flexible and can be applied regardless of type of group or task. However the model has no clear demarcation of the stages and is a linear format although the first four stages may not be in sequence. It does not explain time spent in each stage or if the stage can be repeated as some of the stages can recur for example norming and perfoming stages. (Halverson 2008) Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the â€Å"forming†stage in which the group purpose was clarified. The group went through the â€Å"stormimg† stage and at that point, there were disagreements on what should be included and how the task will be presented. I was in favour for a presentation using Power Point, however the majority of the group voted for a role play which I thought was not going to address all the information due to time allocated for the group to present. I was also a bit anxious for failing the task as the group had elected me to take the lead on the role play. At that time I felt that the team wanted me to do most of the task and I rejected the ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include co-ordinator, evaluator, maintainer, innovator, shaper, implementer, expert, investigator, team and completer, Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, â€Å"goal oriented, researched well on the topic, contributed well and very good ideas on the role play†, however I was criticised of being inflexible with ideas of others. The feedback brought awareness on how I work with others and will help me in my practice. I think I took the role of an implementer who turns the team concepts into practical actions and plans however, inflexible and somewhat reluctant to change. However reflecting on my experience from my previous placement when I was working on a project to enable young mothers to gain independent skills, the project failed because I lost interest as a result of constraint in obtaining the resources. I think at that time I took the role of an investigator. In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I think in future I need to be flexible and think of other ways of working around the plan for the benefit of the service users. I should also seek supervision with my manager to discuss such situations as it can provide best possible support. I later understood the situation of working in an organisation team by looking at the group system theory. According to Connors and Caple (2005), group systems theory provides an understanding of working with teams or groups in an organisation. They suggested that, group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, resources and leadership structures. I abandoned a project which was going to benefit the young mothers and in a way the community as well. Although this was due to organisational constraints, as a future social worker, I should try to balance responsibilities in a way that supports well-informed decision making, using professional judgement and accountability (British Association of Social Workers 2012). Salas et a.l (2012) state that, in order for me to be grounded in theories of group work, I need to formulate theoretical frameworks that are in alignment with my perspectives and inclinations. To achieve this I need to have knowledge of the strength and weaknesses of the frameworks I use. This will help me to select theories that are appropriate to the situation. The Health and Care Professions Council (HPCP) (2012) also states that, I should â€Å"understand the key concepts of the knowledge base relevant to social work† so as to achieve change and development. Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop effective interpersonal skills. As a social work student, in order to work collaboratively, I need to develop skills and knowledge in decision making, effective communication and task coordination and the ability to learn from others and embrace change (DAmour et al 2005). This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that mutual understanding and collaboration is vital for teamwork to be effective. Teamwork requires respecting each other’s values, beliefs and viewpoints and also self awareness of my own beliefs, values and perspectives (Hall 2005). I also now have an understanding of the importance of effective communication, participative decision making and accepting ideas of other when working in a team. The group work enabled me to develop skills in sharing of ideas and also how to relay and support my own viewpoint with confidence. According to Crawford (2012), I must have an understanding of my own professional identity as a social worker so as to develop confidence in myself and work with other professionals effectively. The HCPC (2012) states that, I must â€Å"be able to engage in inter-professional and inter-agency communication† and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), as values are internalised, they can be invisible to other team members thereby creating obstacles in inter-professional working. As a result, I must make my professional values clear to other professionals I work with and also have an understanding of their values. The College of Social Work (2014) states that, as a social worker, I need to develop skills, competencies and the ability to recognise the challenges and dynamics of team-working and also have an awareness of team cultures so as to be able to work effectively in a multi-disciplinary team. The group work task and the feedback I received from my colleagues enabled me to develop awareness on how I work with others and I also managed to learn about my strengths and weaknesses. For example taking the role of an implementer I was able to execute a plan however resistant to change. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. In future, I need to take into consideration other people’s ideas as there are different approaches to tasks and also appreciate other people’s experiences and values especially when working with professional of different background as mine. References The College of Social Work (2014) Roles and functions of social workers in England http://www.tcsw.org.uk/uploadedfiles/thecollege/_collegelibrary/policy/rolesfunctionsadvicenote.pdf DAmour, D, Ferrada-Videla, M, Rodriguez, L, Beaulieu, M 2005, The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks,Journal Of Interprofessional Care, 19, pp. 116-131, CINAHL Plus with Full Text, EBSCOhost, viewed 14 August 2014. http://0-eds.b.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?nobk=yvid=4[emailprotected]hid=102 Claire B. Halverson, S. Aqeel Tirmizi Effective Multicultural Teams: Theory and Practice: theory and practice British Association of Social Workers (2012) The Code of Ethics for Social Work :Statement of Principles http://cdn.basw.co.uk/upload/basw_112315-7.pdf

Anorexia :: essays research papers fc

Anorexia nervosa is an illness that can control the mind. Anorexia nervosa is an illness that usually occurs in teenage girls, but it can also occur in teenage boys as well as adult women and men. People with the disease anorexia are obsessed with being thin. They lose weight excessively and are terrified of gaining weight. They believe they are fat even though in reality they are not fat at all; in fact they are very thin. Anorexia is not just a problem with food or weight. It is an attempt to use food and weight to deal with emotional problems they have with in them.   Ã‚  Ã‚  Ã‚  Ã‚  Most people confuse anorexia nervosa with bulimia. People with anorexia starve themselves, avoid high calorie foods, and exercise constantly. People with bulimia eat huge amounts of food, but they throw up soon after eating, or take laxatives or diuretics to keep from gaining weight. People with bulimia do not usually lose as much weight as people with anorexia. Not to say that bulimia is not as harmful to a person as anorexia is, but anorexia is a disease that attacks the body and mind more than bulimia.   Ã‚  Ã‚  Ã‚  Ã‚  The reason that some people get anorexia is unknown. People with anorexia may believe that they would be happier and more successful if they were thin. They want everything in their lives to be perfect including being thin because that is what society portrays the successful to be. People who suffer from this disorder are usually good students. They usually are all involved in many school and community activities. They blame themselves if they do not get perfect grades, or if other things in life are not perfect.   Ã‚  Ã‚  Ã‚  Ã‚  Girls that suffer from anorexia usually stop having menstrual periods. People with anorexia also have dry skin and thinning hair on their heads. They may have a growth of fine hair all over their body. They may feel cold all the time, and they may get sick quit often. People with anorexia are often in a bad mood. They have a hard time concentrating and are always thinking about food. It is not true that anorexics are never hungry, actually they are always hungry. Feeling hunger gives them a feeling of control over their lives and their bodies. It makes them feel like they are good at something; they are good at losing weight. People with severe anorexia may be at risk of death from starvation.

MBA Admissions Essay: Harvard, and Nowhere Else :: MBA College Admissions Essays

Having worked on both small and large scale internet ventures, as well as in traditional brick and mortar enterprises, I have truly fallen in love with the entrepreneur world of business. Â   Â  I have been the CEO of my own smaller companies and have been an integral part of large scale operations. My professional goal is to become the most effective entrepreneur and manager I am capable of becoming. Â   My sample set of experiences has been both wide ranging and engaging, but a Harvard Business School education will serve to hone my skills and sharpen my ability to think. Â   Â  First and Foremost, an MBA from Harvard business school will help improve my performance as a manager at the basic level of problem solving and thinking. Discovering the unique experiences and perspectives of a diverse student body will undoubtedly alter the way I face and solve problems. A classroom environment that does not take a static format will enhance my ability to think quickly and effectively. Â   Secondly, I feel that a manager's ability to interact effectively with others can make or break a company. Being in a dynamic classroom situation will help perfect these skills of communication.

Understanding the Accounting Cycle

To understand accounting information and usage accounting information is of import for any concern. â€Å" Information that is provided to external parties who have an involvement in a company is sometimes referred to as fiscal accounting information, † harmonizing to Williams, Haka, Bettner, and Carcello ( 2006, p. 4 ) . The chief ground in supplying accounting and fiscal information is the usage of said information in decision-making intents. Many groups, including company direction, authorities regulative bureaus, creditors, and providers, use fiscal information in assorted ways to find a company ‘s fiscal wellness and ability to run into duties as such duties become current. Companies and their forces must understand the assorted stairss in the accounting rhythm and how such stairss provide dependable information to the users of fiscal information. What is the Accounting Cycle? The accounting rhythm is the â€Å" sequence of accounting processs used to enter, sort, and sum up accounting information in fiscal studies at regular intervals † ( p. 94 ) . The concluding readying of formal fiscal statements is ever started with the recording of concern minutess and this rhythm repeats so the concern can fix new, current, fiscal statements in response to concern minutess conducted by the house. The accounting rhythm is composed of eight stairss and includes journalizing minutess, posting journal entries to ledger histories, fixing a test balance, doing end-of-the-period accommodations, fixing an adjusted test balance, fixing fiscal statements, journalizing and posting shutting entries, and fixing an after-closing test balance. Remember debits increase assets while credits increase proprietor equity during the recording and accommodation stages of the accounting rhythm. An history â€Å" has merely three elements: ( 1 ) a rubric ; ( 2 ) a left side, which is called the debit side ; and ( 3 ) a right side, which is called the recognition side † ( p. 95 ) ; such accountings are called T histories because, on paper, the recording of such histories resembles the missive â€Å" T. † A sample T history is below: The history balance is determined in the difference between the debit and recognition sides of the history. If the debit entire is more than the recognition sum, the history is said to hold a debit balance. If the recognition sum is more, so the history is said to hold a recognition balance. In plus histories, the debit entering increases the sum in the plus history and a recognition decreases the sum in the history. Under liability and proprietors ‘ equity histories, the debit decreases the sum in the history, while a recognition increases the sum in the history. This aligns with the equation and is known as the system of double-entry history. Journalizing Minutess The first measure involves puting the concern minutess into a diary, which records the concern minutess chronologically ( daily ) . The sums entered in this subdivision are transferred to the debit and recognition subdivisions of the histories in the leger. A individual puting in the house pays $ 80,000 in hard currency in exchange for stock in the house. The two histories affected by this dealing are the Cash and Capital Stock. The first measure in journalizing this entry is come ining the name of the history debited ( Cash ) , which is written foremost, along with its dollar sum entered in the left-hand money column. The name of the history credited ( Capital Stock ) appears below Cash and is indented to the right, with the dollar sum looking in the right-hand money column. A description of the dealing appears below the diary entry. Below is a sample journal entry: Posting to Ledger Histories â€Å" Posting simple agencies updating the leger histories for the effects of the minutess recorded in the diary † ( p. 98 ) . If the individual reads the diary entry aloud, this means the old diary entries are read as â€Å" Debit Cash $ 80,000 ; recognition Capital Stock, $ 80,000. † This procedure is continued until all journal entries are record in the leger. Once all of the leger entries are calculated, the following measure is the readying of the test balance. Trial Balance The test balance is prepared to guarantee debits and credits equal one another. All of the leger histories are listed, â€Å" with debits in the left column and credits in the right column † ( Internet Center for Management and Business Administration, 2007 ) . The debit column is added foremost, so the recognition column. If the sums do non hold, the issue could be a debit was recorded alternatively of a recognition, errors in arithmetic, and clerical mistakes in copying history balances into the test balance. Both columns should be equal ; nevertheless, this does non intend that a dealing was recorded in the incorrect history. Making End-of-period Adjustments Adjustments after the test balance is created to enter accrued, deferred, and estimated sums and posting the adjusted entries to the leger histories. Once the entries are entered in the leger, the accountant prepares the adjusted test balance, which contains similar stairss to the unadjusted test balance ; nevertheless, the adjusted test balance contains the seting entries. Accrued points would include wages, involvement income, and unbilled gross ; deferred points would include postpaid insurance, office supplies, and depreciation. Fixing Fiscal Statements â€Å" Publicly owned companies-those with portions listed on a stock exchange-have duties to let go of one-year and quarterly information to their shareholders and to the populace † ( Williams, Haka, Bettner, and Carcello, 2006, p. 192 ) . The fiscal statements include the income statement, the statement of maintained net incomes, the balance sheet, and the statement of hard currency flows ( besides known as the hard currency flow statement ) . The income statement is prepared foremost because it determines the sum of net income in the statement of maintained net incomes. The statement of maintained net incomes is prepared following to supply information for the balance sheet. The balance sheet is prepared from the assets, liabilities, and equity histories of the house. Finally, the hard currency flow statement is prepared utilizing informations from the other fiscal statements. Fixing Closing Entries to Diaries and Ledger Histories Closing journal entries closes impermanent histories such as grosss and moves these histories to a impermanent income sum-up history. The balance is so transferred to the maintained net incomes history, which is a capital history ; similarly, dividend or backdown histories are closed to capital. Shutting entries are so posted to the leger histories. After these undertakings the after-closing trail balance is created to guarantee debits equal credits. Error-checking and rectification is made to this test balance. The Importance of the Accounting Cycle Re-visited All concerns prepare fiscal statements, so it is of import all comptrollers understand the accounting rhythm to guarantee the proper entry of informations and believable fiscal information out put. Eight stairss comprise the accounting rhythm, from the journalizing of concern minutess to fixing after-closing test balances. Without the accounting rhythm, the information provided in fiscal statements would non be dependable and decision-making procedures would be hard to execute by users of fiscal information.