Food Nation Essay Example for Free

Food Nation Essay Food connotes more than just an intake to be able to sustain life. It is a reflection of a myriad of culture existing in a society. Looking at food, one can see its various fusions of cultural identities prepared to satisfy one’s appetite. Food is a perfect example of a world that enters into the process of globalization where nations embrace the flow of cultural exchange. Countries such as the United States and Italy are known for having diverse demographics. The diversity of its population brought influences into their food as well. However, although both countries may have fused each other’s culture into their food, there are still differences which make them distinct from each other such as how they handle and view food. The United States is one of the largest countries when it comes to its size and population. It has a wide variety of immigrants which flowed starting from the nineteenth century and as its population continues to grow, its culture has been as dynamic as its food (Counihan, 2002, p. 26). Large part of these immigrants later joined the American workforce as every parent became employed. The absence of either the mother or the father at home veered the majority of the population away from home-cooked meals. Eating out became an alternative for families to have their meals together and eating out means buying food from a restaurant (Schlosser, 2001, p. 4). From this concept of eating outside the confines of a home, the fast food world was born. The term â€Å"fast-food† refers to a speedy availability of food, further described as a â€Å"provision of limited, standard menu with quick service† (Royle Towers, 2002, p. 190). Fast food became not just a way to fill skipped meals at home but it turned out to be a lifestyle. The United States initially became known for its fast food because of the rise of popular food chains such as McDonald’s and Burger King. Its convenience of having ready-made food suits the lifestyle of people especially those who go to work early and go home late. Since there are a large number of working people in the United States, they flock to these restaurants to eat. Foods are being prepared in bulks to anticipate the huge numbers of customers. Most ingredients provided are delivered frozen. Cooking methods involved one or a couple of processes to guarantee its speed. Assembling ingredients in a line system like burger patties will be able to cook a dozen of it at the same time (Schlosser, 2001, p. 69). Some of the food ingredients only require adding hot water and it’s ready for preparation. Fast foods are usually packed in paper wraps, foil, and cartons. The materials of these wrappings are disposable which suites the people on-the-go to eat the food wherever they are. Despite the convenience brought about by fast food, healthier ingredients are being given up. As previously mentioned, ingredients are frozen which indicates that these are not fresh and devoid of its natural healthy components with much more added fats. Since Americans are busy with work with no time to prepare food for them, fast food becomes the next available fast option. Italians, on the other hand, became the center of what should be a counterpart of fast food. A country rich in culture, its food gained renowned identity throughout the world. Just like in the United States, Italian food is a lifestyle. It is a lifestyle which extends to close interaction with families and friends in a laid-back environment dining and drinking wine (Parasecoli, 2004, p. xii). The relaxed atmosphere among most Italian household can be seen as a break from the political and social unrest that reign the Italian state during history. Italian food is famous for the cheese, the wine, and the pasta. Made from a wide array of sea foods, vegetables, and meat; Italian food is prepared picking up the fresh ingredients and served as a craft of art. Ricotta, for example, is bought by locals straight from a shepherd on the day it is made (Harrison, 1989, p. 17). Italians regard their food not just as an energy provider but as a â€Å"medicine for the soul, one of life’s abiding pleasures† (Harrison, 1989, p. 17). Most of the Italian foods are cooked in accordance with traditions and the food preparation varies from the different regions of Milan and Florence (Harrison, 1989, p. 143). Taking this traditional view of Italian cuisine, a movement was established to retain not just the traditional cooking of the Italians but also all traditional cuisines of the world. The Slow Food movement is originally established as a counterpart of fast food. The idea of this movement is to make food from â€Å"scratch in your own kitchen† (Kummer, Cushner, Schlosser, 2002, p. 10) rather than the processed artificial food at fast food chains. Just like Italian food, the movement aims to take food as a pleasurable experience offered by life in contrary to fast foods (Pollan, 2008, p. 194). The Slow Movement suggests making food out of ingredients that are ideally grown in the backyard or farms, harvested, and cooked with other natural recipes. The people who eat the foods are not only consumers but co-producers as well. Just like the Italian food, this movement also promotes the pleasure of food eaten and shared communally (Pollan, 2006, p. 259). Though this movement proved to be promising, some may say that in contrast with fast-food, the Slow Food Movement is more expensive to obtain and to do. Since fast-food is more accessible and cheaper, the movement has been tagged as elitist and cannot be afforded by ordinary people (Kummer, et al. , p. 10). By its term of â€Å"slow-food,† this may not suit the lifestyle of most people coming from the working class due to the lack of time for food preparation. United States and Italy vary from the way they live their life with food. Though nowadays, some of their own cuisines have been inspired from one another. Their views of food have a huge gap as the two nations came from different backgrounds and developed cultures that set them apart from each other. Their cuisine style and food preparation became significant in the world today and though different in principles, people enjoy it nonetheless. References Counihan, C. (2002). Food in the USA: A Reader. New York: Routledge. Harrison, B. G. (1989). Italian Days.New York: Atlantic Monthly Press. Kummer, C. , Cusner, S. , Schlosser, E. (2002). The Pleasures of Slow Food: Celebrating Authentic Traditions, Flavors, and Recipes. USA: Chronicles Books. Parasecoli, F. (2004). Food Culture in Italy. Connecticut: Greenwood Publishing Group, Inc. Pollan, M. (2008). In Defense of Food: An Eater’s Manifesto. New York: The Penguin Press. Royle, T. Towers, B. (2002). Labour Relations in the Global Fast-Food Industry. New York: Routledge. Schlosser, E. (2001). Fast Food Nation: The Dark Side of the All-American Meal. New York: Houghton Mifflin Books.

Effects on Individual Preparation for Work

Effects on Individual Preparation for Work Individual Assignment- Three Future Trends Lim Mei Nuan This assignment will talk about the three future trends that will have positive effect for an individual preparation for work and how one of it has the most impact for an individual to prepare for work. Three future trends that I will discuss are the â€Å"use of new technologies for training delivery†, â€Å"increased emphasis on capturing and sharing intellectual capital† and â€Å"increased use of true performance support and social learning†. Nowadays, the growing and use of new technologies is continuously changing and this can show that the use of new technologies in learning will be taking place. Increased uses of new technologies will definitely help students to gain knowledge and better prepare for the workforce. However, not every individual will accept the increased use of new technologies into the learning environment. Therefore, effective learning will attract an individual to increase use of new technologies (Winn, 2002). This is because effective learning can be occurred through informal learning (Roy, 2010). Informal learning means the learner controls the learning process that includes when to start an action and this process will not involve an instructor or a trainer and totally control by the learner (Noe, 2013). Informal learning is the critical aspect for increased use of new technologies; this is because it involves the student interactions with the peers and lecturer, sharing experience and knowledge o f study (Winn, 2002). This informal learning can happen through different methods, such as e-mail and social networking websites (Noe, 2013). Furthermore, this will become more usual as combined social networking tools and Web tools to create this easier to implement (Roy, 2010). Thus, this can increase use of new technology and also can increase emphasis on capturing and sharing intellectual capital. Nevertheless, informal learning can help students to increase the chance for learning and sharing knowledge (Allen Lewis, 2006). Students will know how to social interaction with others by using the social networking that allows the students to enhance the collaboration with peers and lecturer, increased informal learning and discussion. Social interaction can help the student to use time productive because students can learns knowledge with and others through the social networking platforms (Brotherton, 2011). This also can be explained that social learning can help students to share their knowledge, experiences and information through social networking tools (Noe, 2013). This assists students to gain more knowledge compare to previously they must attend class only can obtain information. Students are not required to spend time to travel to school or college and they can directly get knowledge through social networking platforms and Web tools. Furthermore, all learning process will become very easy and convenient because the student can use social networking tools such as iPhone, iPad and notebooks to gain knowledge. Therefore, increased use of true performance support and social learning can bring a huge impact for students to gain more knowledge and experience. Increased the use of new technologies such as the Internet can promote the collaborative activities in college and this can increase the students to engage in the activities and encourage to talk in class and knowing more information about the subject (Goldman et al., 1996). This can be said that when increase the use of new technologies, will increase emphasis on capturing and sharing intellectual capital and thus will increase use of true performance support and social learning. All these new sets of future trends should include in the learning environment to help students to prepare for the future. The most important future trend is increased use of new technologies for training delivery. The use of new technologies is not only preparing students to step into the workplace it also enhances students to learn new information and to think critically when using new technologies (Kidwell, Linde Johnson, 2000). Increased use of new technologies can increase the student’s critical thinking skills and this can produce high productivity for the task (Wang, 2012). An organization is looking for an individual who can solve problems critically, can communicate well with others about ideas and information and those can collaborate with colleagues (Beers, 2012). Higher education institutions are using the technologies to enhance the student’s social learning, performance and intellectual aspects (Kidwell, Linde Johnson, 2000). For instance, many universities are using e-learning to deliver the educational material through electronic media such as internet, video/audio tape an d CDs. By using the new technologies for training delivery, the content is easy to understand, easy to access and easy to update the information (Beers, 2012). It also can help the student to perform the task in an efficient and effective ways (Chizmar Walbert, 1999). Through the e-learning, it can give the student the flexibility in where and when they want for accessing the educational material (Song, Singleton, Hill, Koh, 2004). Research had shows that students who are used to the new technologies to create an electronic school yearbook were having a high level of confidence and more active in the task commitment (Liu, 1998). This result indicates that used of new technologies can have a positive effect on the students. Utilizing technology can enhance the students to share their knowledge with others and increase the development for the workplace (Kidwell, Linde Johnson, 2000). For example, this can increase the productivity and the quality of work, enhance the collaboration with colleagues and increased the motivation of the students and all of these can help the students to prepare in the workplace (Chandra, Theng, Lwin, Foo, 2009). In 21st century, many students cannot apply what they have learned from the college into the real world problem (Daggett, 2010). This problem can overcome through the uses of technologies. This is because technologies tools can provide students to apply the theories in the different settings. According to Scheffler and Logan (1999) stated that integrating technology can help students to analyze, evaluate and applying the theories and the knowledge into a real life situation. It means that it uses technology tools to sustenance the learning objective and enhance the student problem solving skills and critical thinking skills. In this digital age, teachers and educators play an important role to help students to be well prepared to enter the workforce. This is because teachers can use of new technologies as supporting tools to help them to enrich their teaching method and increase the student learning (Koc, 2005). Teachers should help students to utilize the technologies tools in a proper way (Koc, 2005). Technology should be used effectively and consistently in the learning environment and teaching materials can be delivered through technology tools to help the students to improve their study (Schwarz, 2000). For example, teacher can play a short video clip for helping the students to understand the concepts and theory through the visuals. It also can aid the teachers to benefit the student to build networks with other countries (Davidson, 2000). Sinclair (2009) reported that the effectiveness of technology in the classroom is depends on the teacher competency levels and how the teacher uses the technolog y. Furthermore, teachers should create awareness for the students to know about why technology is being used and explained to the students that how this new technology can help them in their learning process (Sinclair, 2009). Research shows that there is a positive effect for students learning in mathematics and science through technology tools (Roschelle et al., 2000). This shows that teachers and educators should always use technology tools in teaching and learning to help students to make use of these tools. Therefore, teachers should practice using the new technologies in the teaching process. In addition, the collaboration between universities and industry is important for the lecturer and trainers to upgrade and widening their knowledge as well as the capability to use the new technologies (Kidwell, Linde Johnson, 2000). This can build the foundation for the lecturer and trainers to use the new technologies and also for students (Matthew, 2014). This foundation can also increase the awareness of and the experience to use the new technologies effectively (Matthew, 2014). Moreover, it can help lecturer and trainers to build confidence and knowledge when using the new technologies (Matthew, 2014). Therefore, it provides direct information and the current knowledge for the lecturer and also for the students. Moreover, students should ne advances using tacit knowledge in order to use the new technologies in an effective way. This is because tacit knowledge includes personal experience and ideas and relationship with other people, it is very difficult to explain it out or write it down (Kidwell, Linde Johnson, 2000). Tacit knowledge is important in various high-tech productions such as electronics, telecommunication and aircraft production all are based on tacit knowledge (Rosenberg, 1982; Vincenti, 1984). Therefore, advances using tacit knowledge can improve an individual to prepare for work in the future. Technology not only can use an educational tool for teachers and students it also can be implemented into the curriculum. This can serve to enrich the understanding and increase the academic performance of the students (Klein, 2010). Past research had shows that implemented the digital technology into the curriculum can help students to participate and increase their motivation to involve in the activities, and increase the student decision making skills (Abbott Shaikh, 2005). This result shows that it helps students to engage in the activities and motivated the students to involve in the whole process. Therefore, implemented the technology into the curriculum can prepare the students before enter into the workplace. In conclusion, problem solving skills, critical thinking skills and can work collaborative with other people are very important to help students to be well prepared to enter the workforce. Teachers and educators can guide students and provides students to use the new technologies in an effective and successful way. Reference Abbott, C., Shaikh, A. (2005). Visual representation in the Digital Age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language Education: An International Journal, 19(6), 455-466. Allen, B., Lewis, D. (2006). Virtual learning communities as a vehicle for workforce development: A case study. Journal of Workplace Learning, 18(6), 367-383. doi: 10.1108/13665620610682099 Beers, S. Z. (2012). 21st century skills: preparing students for their future. In STEM Education Coalition, 1-6. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf Brotherton, P. (2011). Social Networks Enhance Employee Learning. T+D, 65(4), 18-19. Chandra, S., Theng, Y., O. Lwin, M., Foo, S. (2009). Examining the role of cognitive absorption for information sharing in virtual worlds. Conference Papers — International Communication Association, 1-33. Chizmar, J. F., Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Journal of Economic Education, 248-264. Daggett, W. R. (2010). Preparing students for their technological future. International Center for Leadership in Education. Retrieved from http://www. leadered. com/pdf/Preparing Students for Tech Future white paper. pdf. Davidson, S. (2000). Teaching with the world wide web. Phi Delta Kappan, 37, 13-16. Goldman, S.R., Petrosino, A.J., Sherwood, R.D., Garrison, S., Hickey, D., Bransford, J. D., Pellegrino. (1996). Anchoring science in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.). International perspectives on the psychological foundations of technology based learning environments. Hillsdale, NJ: Lawrence Erlbaum Associates. Kidwell, J. J., Linde, K. M. V., Johnson, S. L. (2000). Applying corporate knowledge management practices in higher education. Educause Quarterly, 4, 28-33. Klein, J. D. (2010). When you cant bring your classroom to the world, bring the world into your classroom. Youth Media Reporter, 486-88. Koc, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: a critical literature review. Journal of Turkish Science Education, 2(1), 2-18. Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14, 387–415. Matthew, H. (2014, July 2). Further Education Workforce Strategy: The Government’s strategy to support workforce excellence in further education. Department for Business, Innovation Skills, 1-29. Retrieved from https://www.gov.uk/government/publications/further-education-workforce-strategy Noe, R. A. (2013). Employee Training and Development (6th ed.). New York: McGraw-Hull. Rosenberg, N. (1982). Inside the black box: Technology and economics. Cambridge, UK: Cambridge University Press. Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101. Retrieved from http://www.futureofchildren.org Roy, J. N. (2010). Transforming informal learning into competitive advantage. T + D, 64(10), 23-25. Scheffler, F., Logan, J. (1999). Computer technology in schools: what teachers should know and be able to do. Journal of Research on Computing in Education, 31, 305- 325. Schwarz, G. (2000). Renewing teaching through media literacy. Phi Delta Kappan, 37, 8- 12. Sinclair, G. B. (2009). Is Larry Cuban right about the impact of computer technology on student learning? Nawa: Journal of Language Communication, 3(1), 46-54. Song, L., Singleton, E., Hill, J., Koh, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 5970. doi: 10.1016/j.iheduc.2003.11.003. Vincenti, W.G. (1984). Technological knowledge without science: The innovation of flush riveting in American airplanes, ca. 1930-ca. 1950. Technology and Culture, 25(3), 540-576. Wang, V. (2012). Encyclopedia of E-Leadership ,Counseling and Training. Hershey, PA: IGI Global. Winn, W. (2002). Current trends in educational technology research: the study of learning environment. Educational Psychology Review, 14(3), 331-351.

Study On Reflection And Use Of Radiography Nursing Essay

Study On Reflection And Use Of Radiography Nursing Essay Reflection is an important and powerful strategy for the use of development in professional skills; as it enables the link between the practice and theoretical aspect of learning to help moving from a beginner to a skilled practitioner. Reflection should enhance self-awareness, identifying personal strengths and weakness as well as help in the improvement. In the world of definitions and explanations, there are different professors, author, and editors e.t.c and their different knowledge of understanding. Dewey defined reflective thought as active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends (Dewey 1933: 118). He set out five phases or aspects. 1. Suggestions, in which the mind leaps forward to a possible solution. 2. An intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved. 3. The use of one suggestion after another as a leading idea, or hypothesis, to initiate and guide observation and other operations in collection of factual material. 4. The mental elaboration of the idea, or supposition as an idea or supposition (reasoning, in the sense in which reasoning is a part, not the whole, of inference). 5. Testing the hypothesis by overt, or imaginative action In every case of reflective activity, a person finds himself confronted with a given, present situation from which he has to arrive at, or conclude to, something that is not present. This process of arriving at an idea of what is absent on the basis of what is at hand is inference. What is present carries or bears the mind over to the idea and ultimately the acceptance of something else. (Dewey 1933 Donald Schà ¶n (1983) suggested that the capacity to reflect on action so as to engage in a process of continuous learning was one of the defining characteristics of professional practice. He argued that the model of professional training which he termed Technical Rationality-of charging students up with knowledge  in training schools so that they could discharge when they entered the world of practice, perhaps more aptly termed a battery model-has never been a particularly good description of how professionals think in action, and is quite inappropriate to practice in a fast-changing world. Goodman (1984, cited by jasper 2003 p9) suggests that there are three levels of reflection which you are likely to move through during your education. However it is not helpful to think that you are at level 1 in year 1, level 2 in year 2 e.t.c. which level you achieve will depend on your skill and ability and should not be restricted to the level which has the same number as your year of study. Doing a general investigation on a word, a methodology, hypothesis, summary and conclusion on a laboratory practical would have being easier as I would have being confident enough to do a write up on what I did, should have done, and reasons why a certain error happened and how it could have being avoided. This is something that could be done as it has been done previously with my course at college. Writing a reflection on a work experience is different but similar to writing or doing an investigation on a laboratory practical, so the techniques of writing a laboratory practical can be used to write a reflection as well as the guidance notes posted on the blackboard. The medical field had ran in my family right from my oldest sister to my older sister as Nurses and now to me as a Radiography (student)I didnt choose to be a radiographer in order not to break the medical chain or because my sisters being nurses, but ever since I visited my oldest sister while she was on a work placement I saw other radiographers, how they operated the radiography machine in taking various x-rays; was breathe taken and wondered how the radiography machine makes use of its infrared without harming the human skin to get the image of the endo-skeleton. Since then I have being interested in the machines and in other get closer to it and find out how it works was to become its operator (radiographer). Queen Mary Hospital, Sidcup was a marvellous place to work/experience what it is like to be a radiographer, as well as being much more hygienic and patience than I was; as there were lots of precautions done before and after taking an x-ray such as the use of disinfectants before and after dealing with a patient and the accurate use of the radiography machine which requires lots of concentration and patience because a slight mistake could cause a life or make the situation of the patient worse. It was really nice meeting other radiography students but known and unknown, we were taken on a tour around the hospital by other senior radiography students then we were introduced to our various supervisors, my supervisor was a lovely lady who seem to be very experienced, she knew what she was doing and also what she was talking about, patient and confident. The first week of the experience was very nerve racking and it was knackering, we were technically a full time working class radiographers (9am 5pm) every day. I got used to the fatigue on the second week but was still nervous that I was going to make a mistake at some point while with a patient either theory wise or practical wise. With the help of the supervisor and the senior colleague I gained a little bit of confidence, was corrected before making and after making a mistake and was checked upon on a regular basis in order to be up to standard and produce distinctive results. Before allowed use of the radiography machine we had to get use to the environments such as being like receptionists, calling out the patients names, checking their information and details making sure that its the right person; this was practically interesting because I got to meet different people with different characters. Then I was given the opportunity to work in the CT (computerised tomography) scan briefly, was thought the basics of the machine, what it scans the body for, how it detects the diseases and how it is maintained. This was time consuming and required a lot of patience. It was quite boring at this point. But came to realise that I was no longer interested in radiography because of the machines, but interested in it because I like to be of help in anyways I can to the people and community. In the medical world mainly the National Health Services, UK there are various sections in each hospital, some hospitals specialised in something specific and some are specialised in everything, but a thorough medical check-up is not complete without some sort of scan which is where the radiographers and radiography comes in. Radiography is the use of X-rays to view a non-uniformly composed material such as the human body. By utilizing the physical properties of the ray an image can be developed displaying clearly, areas of different density and composition. A heterogeneous beam of X-rays is produced by an X-ray generator and is projected toward an object. According to the density and composition of the different areas of the object a proportion of X-rays are absorbed by the object. The X-rays that pass through are then captured behind the object by a detector (film sensitive to X-rays or a digital detector) which gives a 2D representation of all the structures superimposed on each other. In tomography, the X-ray source and detector move to blur out structures not in the focal plane. Computed tomography (CT scanning) is different to plain film tomography in that computer assisted reconstruction is used to generate a 3D representation of the scanned object/patient. Radiography was not only used on living being (medical reasons) also industrial purposes such as fitting shoes. X-ray photons used for medical purposes are formed by an event involving an electron, while gamma ray photons are formed from an interaction with the nucleus of an atom. In general, medical radiography is done using X-rays formed in an X-ray tube. Nuclear medicine typically involves gamma rays. The types of electromagnetic radiation of most interest to radiography are X-ray and gamma radiation. This radiation is much more energetic than the more familiar types such as radio waves and visible light. It is this relatively high energy which makes gamma rays useful in radiography but potentially hazardous to living organisms. Gamma rays are indirectly ionizing radiation. A gamma ray passes through matter until it undergoes an interaction with an atomic particle, usually an electron. During this interaction, energy is transferred from the gamma ray to the electron, which is a directly ionizing particle. As a result of this energy transfer, the electron is liberated from the atom and proceeds to ionize matter by colliding with other electrons along its path. Other times, the passing gamma ray interferes with the orbit of the electron, and slows it, releasing energy but not becoming dislodged. The energy released is usually heat or another, weaker proton, and causes serious biological harm to the body such as skin cancer and other form of endo cancer. Radiography is a very important technique in the medical world but also dangerous if not used correctly on a patient. Before using one of the machines we had to disinfect ourselves, tie up loose hair, cover the ones that couldnt be tied up and wear protective clothes such as coveralls eye goggles and gloves. I was introduced to all the patients by my supervisor as a radiography student; some of them I took their x-ray with supervision and some I watched as theirs were taken and some were done with both my supervisor and I. the ones I did by myself with supervision I had to ask for their consent before doing anything on them some of them werent sure and some had no problem, for those who werent sure were the ones that was done with the supervisor and I; and for those who had no problem, I asked for their consent personally and was still feeling that in case the patient decide to take action against me I may be in danger of laws such as the right to self-determination in which adults h ave the right to determine what is done to their bodies and touching a person without consent is basically unlawful and can amount to trespass to them or, more rarely, a criminal assault Griffith, R., Tegnah, C. (2008) this made me really nervous and coming up with different thoughts of thing going wrong and might do something slightly wrong and end up becoming really disastrous. The analysis of the reflective process, the need to attend to feelings and attitudes (making use of positive feeling and then dealing with negative feeling) was apparent throughout and required self-awareness. The relieving aspect of the experience was the fact that all the patients I dealt with, with or without supervision fully co-operated without any difficulty and technicality, as they didnt have much choice to decline task I was going to do for them but to consent to the treatment because it was in their best interest; but they still had to be respected as patients and clients autonomy and their rights to decide whether or not to undergo any health care with use of medical equipments/machine intervention-even where a refusal may result in harm or death to themselves, unless a court of law orders to the contrary. The other option I had was not to personally asked patients that were dealt with by me for their consents and carry on with my task at the risk actions taken against me. Imposition of treatment upon a competent patient against their wishes may constitute inhuman or degrading treatment or punishment. Such option might have been counterproductive and detrimental to my career in the invent that any of the patients decide to take legal action against me (Tingle .J. and Cribb .A. 2007). I was classified as a very good and hardworking student, who was always willing to work at all times but needed to adjust on certain aspects such as hygiene skills and patience i.e. doing things properly without rushing them through, which I did improve on eventually; didnt get a few task done in the theoretical aspect but when it came to the practical aspect I was always willing to learn something new. Even in the practical I was still a bit shaking; but if I was to come back for another work placement and was told to do some if not most of the things I had done in my previous placement I believe there would be more care as I have gained more experience and knowledge of how to go about it. Reflection helps the practitioner to gain insight into self, be empowered to respond more effectively in similar situation in the future and realise your vision as a lived reality. In addition to that, reflection leads to learning certain skills and knowledge and development of attitudes and attri butes effective to make positive difference to the client To conclude, it has now become clear that reflection is a way to learn through experience and this helps the practitioner to gain insight or change his perception of himself or his practice. It is a good tool to describe, analyse and evaluate practice experience for future learning. Its major role in professional programme is learning but is also good for professional development and identifying learning needs. This essay has also made me to be aware of the factors that inhibit observation such as attention or its deficit, know-how, working condition and the need to know. It has made me to be aware of the fact that professional issues are normally composed of various important and co-relating issues. Issues There were lots issues faced while working at the hospital, mainly with the patients; most of the issues were to do with the reaction of people when it comes to the pronouncing of the names/surnames, some were just naturally mischievous and the rest were to do with unnecessary questions being asked and their slow rate of understand when explaining something to them. These issues were dealt with by just adapting to the environment as well as the different type of people that came; this has helped massively outside of the hospital. Another issue was between me and my supervisor we did have a few misunderstanding when it came to getting work done properly and in time, been told off several times, embarrassed in front of other colleagues e.t.c but the only way out was to do what the supervisor wanted which was getting work done and up to standard as well as punctuality. Issue between other colleagues and I; I made new friends tried to be social with everybody in class, never had any grudge against anybody but some did. Which I ignored and tried as much as possible to stay away from them because didnt want anything hindering or standing between me and my degree in order to ruin my career. Whenever we needed to work in pair on a task I made sure I worked with the one that I social with the most and not the ones that had the grudge; the last thing needed while working in a hospital was conflict and being hypocritical. The major issue of all was doing course work while doing the work experience; during the 2 months work experience we were at some point required to get some course work / power point presentations created more pressure on us. We worked from 9am 5pm, knackered for the rest of the night so had to rest but not in this situation on some nights had to get some the coursework / presentation done. It was all down to time-management more work and less socialising, Monday to Friday 9am-5pm, work an hour off each night was for investigations and the type up of the coursework, weekends most of the works were done including the rehearsal of the presentation as well as revision for upcoming examinations Dewey (1933) Donald Schà ¶n (1983) Goodman (1984, cited by jasper 2003) Griffith, R., Tegnah, C. (2008) Tingle .J. and Cribb .A. ( 2007). http://en.wikipedia.org/wiki/Radiology http://www.learningandteaching.info/learning/reflecti.htm http://www.infed.org/biblio/b-reflect.htm http://en.wikipedia.org/wiki/Radiography

A Life of Purpose Essay -- essays research papers

When you live your life based on sentiments, trying not to hurt everyone’s feelings or doing things just because it feels good to do it, you’ll get nowhere twice as fast. Do not live by tradition either. If you do the same things the same way you have always done them, you will continue to get the same results. Do not live by tradition, it is an enemy of progress. Live by purpose. Ask yourself, â€Å"How can I do it better this year than I did last year?† Success brooks no argument. It announces itself. Every morning before you set about the day’s work, ask God for directions. He is a God of plan and productivity. He set to work for 6days and the whole of the universe came into existence. Our Lord ministered for three and a half years and the whole world changed. That is effectiveness. â€Å"Efficiency† means to do things well; â€Å"effectiveness† means to get results. Strive not only to be efficient, go for effectiveness. When you get results people will bow to you. People who are going nowhere keep waiting for the right time, or a better day. People who are going somewhere know that today is a better day. â€Å"Blessed is the man who walketh not in the counsel of the ungodly. Nor standeth in the way of sinners, nor sitteth in the seat if the scornful†¦.And he shall be like a tree planted by the rivers if water that bringeth forth his fruit in his season; his leaf also shall not wither: and whatsoever he doeth shall prosper. The ungodly are not so: but are like the chaff which the wind dri... A Life of Purpose Essay -- essays research papers When you live your life based on sentiments, trying not to hurt everyone’s feelings or doing things just because it feels good to do it, you’ll get nowhere twice as fast. Do not live by tradition either. If you do the same things the same way you have always done them, you will continue to get the same results. Do not live by tradition, it is an enemy of progress. Live by purpose. Ask yourself, â€Å"How can I do it better this year than I did last year?† Success brooks no argument. It announces itself. Every morning before you set about the day’s work, ask God for directions. He is a God of plan and productivity. He set to work for 6days and the whole of the universe came into existence. Our Lord ministered for three and a half years and the whole world changed. That is effectiveness. â€Å"Efficiency† means to do things well; â€Å"effectiveness† means to get results. Strive not only to be efficient, go for effectiveness. When you get results people will bow to you. People who are going nowhere keep waiting for the right time, or a better day. People who are going somewhere know that today is a better day. â€Å"Blessed is the man who walketh not in the counsel of the ungodly. Nor standeth in the way of sinners, nor sitteth in the seat if the scornful†¦.And he shall be like a tree planted by the rivers if water that bringeth forth his fruit in his season; his leaf also shall not wither: and whatsoever he doeth shall prosper. The ungodly are not so: but are like the chaff which the wind dri...

A Universe of Mathematical Laws :: Essays Papers

A Universe of Mathematical Laws Galileo instigated one of the most important scientific changes in history. He developed many new ideas and ways of gathering information which he used to hypothesize new theories. He used his ability to persuade and changed the way science was thought of forever. He developed a new instrument called the telescope and discovered a wide variety of new information about the universe. This information would eventually influence scientists, theologians, and basically all people. He had discovered that the earth was not the center of the universe, and that the universe contained more numbers and mathematical formulas than ever thought. In fact, Galileo, pictured below, often thought of the universe as just one enormous math problem. The fact that the universe was becoming more mathematical and less abstract caused many problems within the church. People now how to deal with the fact that human beings were not the center of everything. They had to deal with the fact that human society was possibly less important than had been previously believed. Galileo developed the idea that the universe was a playground of numbers, and this idea changed lives, religions, and history forever. Why were these changes that Galileo caused so controversial in people's lives and religions, though? Why was the transition from the belief in a earth-centered universe to a heliocentric universe so hard for people, and why was the knowledge of a mathematical universe so important? The answer to these questions comes from the lives that these people led and the "truths" in which these people had their lives based. The working class of the late fifteen hundreds lived troubled lives, where infants died often, disease was usually incurable, and most people where extremely poor. The only thing these people had to believe in was God and the rest of the church. On the other hand, church leaders led extravagant lives with luscious food and housing. They did not want Galileo to change the status quo and ruin the fine lives they were leading. Galileo's testimony that the earth was not the center of the universe frightened many people into thinking that he was suggesting that G od didn't exist. People weren't ready to hear the fact that they were not the center to which everything else revolved around.

Concept of Beauty According to the Western Philosophers Essay

Beauty is an emotional element, a pleasure of ours, which nevertheless we regard as a quality of thing. The ideas of beauty is found in almost every culture and at almost every time in human history, with many similarities. Beauty was and still is a term of great esteem linking human beings and nature with artistic practices and works since the early civilizations. From the early cultures, beauty, goodness and truth are customarily related. Beauty here carries a double meaning, inclusive and exclusive. In the inclusive sense, beauty pertains to anything worthy of approbation, to human virtues and characters, to nobility and goodness, to hidden things and truth, to the natural and divine worlds. In the exclusive, restricted sense, it pertains to how things appear, their manifestations, and to the joys human beings experience when presented with beautiful things, human bodies, artifacts, natural creatures and things. When we talk about the beauty in works of art, we are talking about this latter beauty, and experiencing this beauty refers to the aesthetic experience. Such beauty is the higher degree of it and the experience of it last in us beyond the time and space. The nature of beauty and its role in philosophy and aesthetics was explained from the early periods and its evolution as described by the philosophers and writers as follows: ~PLATO~ ( 428 or 427 – 348 or 347 B. C ) Plato had a love-hate relationship with the arts. He must have had some love for the arts, because he talks about them often, and his remarks show that he paid close attention to what he saw and heard. He was also a fine literary stylist and a great story-teller; in fact he is said to have been a poet before he encountered Socrates and became a philosopher. Some of his dialogues are real literary masterpieces. On the other hand, he found the arts threatening. He proposed sending the poets and playwrights out of his ideal Republic, or at least censoring what they wrote; and he wanted music and painting severely censored. The arts, he thought, are powerful shapers of character. Thus, to train and protect ideal citizens for an ideal society, the arts must be strictly controlled. Plato had two theories of art. One may be found in his dialogue The Republic, and seems to be the theory that Plato himself believed. According to this theory, since art imitates physical things, which in turn imitate the Forms, art is always a copy of a copy, and leads us even further from truth and toward illusion. For this reason, as well as because of its power to stir the emotions, art is dangerous. Plato’s other theory is hinted at in his shorter dialogue Ion, and in his exquisitely crafted Symposium. According to this theory the artist, perhaps by divine inspiration, makes a better copy of the True than may be found in ordinary experience. Thus the artist is a kind of prophet. Here are some features of the two theories: 1. Art is imitation This is a feature of both of Plato’s theories. Of course he was not the first or the last person to think that art imitates reality. The idea was still very strong in the Renaissance, when most people thought that a picture must be a picture of something, and that an artist is someone who can make a picture that â€Å"looks just like the real thing†. It wasn’t until late in the nineteenth century that the idea of art as imitation began to fade from western aesthetics, to be replaced by theories about art as expression, art as communication, art as pure form, art as whatever elicits an â€Å"aesthetic† response, and a number of other theories. So art is imitation. But what does it imitate? In the Republic, Plato says that art imitates the objects and events of ordinary life. In other words, a work of art is a copy of a copy of a Form. It is even more of an illusion than is ordinary experience. On this theory, works of art are at best entertainment and at worst a dangerous delusion. Whereas in the Symposium, he talks of art as imitation of the divine beauty and eternal truth. 2. Art is powerful, and therefore dangerous Poetry, drama, music, painting, dance, all stir up our emotions. All of the arts move people powerfully. They can strongly influence our behavior, and even our character. For that reason Plato insisted that music (especially music), along with poetry and drama and the other arts, should be part of the education of young citizens in his ideal republic, but should be strictly censored to present, at first, only the good. Plato’s influence came into the medieval European tradition through the filter of Neoplatonism, a much later modification of Platonic teachings that flourished in the centuries just before and after the time of Jesus. The most famous neo-Platonist was Plotinus. Plotinus and the other neo-Platonists made much of the idea of Beauty, and the soul’s quest for it, as described in the Symposium. Through neoplatonism, Plato’s second theory (art as imitation of eternal Beauty and eternal Truth) became the channel of his influence on the western middle ages and the renaissance. ~ARISTOTLE~ ( 384-322 BC ) In The School of Athens, the fresco by Raphael, Plato and Aristotle stand side by side. Plato points to the heavens, to the ideal world of the Forms. Aristotle is shown with his hand open toward the earth. The painting shows how passionate Renaissance intellectuals were about the views and achievements of the ancient Greeks and Romans. It also accurately portrays the difference between Plato and Aristotle. It’s a difference that shows up in their approaches to the arts. Aristotle took time and change more seriously than did Plato. Not surprisingly, he was also somewhat friendlier to the passions than was Plato; though he, too, thought that the moral virtues were various habits of rational control over the passions. Like Plato, Aristotle thought that art involved imitation (mimesis), though on this point as on many others he was flexible and allowed for exceptions. He also thought harder than Plato about what art imitated. For example, he says that Tragedy is an imitation â€Å"not of persons but of action and life, of happiness and misery† (Poetics 1451b). Thus he leans toward the â€Å"art as imitation of the ideal† theory that Plato might have developed, but never did. Aristotle’s Poetics is largely devoted to drama, in particular to tragedy. Aristotle provides both a history of the development of poetry and drama, and a critical framework for evaluating tragic drama. The Poetics is the first systematic essay in literary theory, full of insight, and showing a high degree of flexibility in the application of its general rules. Like many of Aristotle’s other attempts to systematize knowledge about an area, this framework has had a strong influence up to the present day, and was particularly influential during the Renaissance and the early modern European periods. Aristotle stresses the need for a work to be unified. The plot should be unified, portraying, in effect, one extended action which is set up, develops, and comes to a climactic conclusion. The character of the protagonists should be consistent, and the action should be the sort of action those characters would produce under those circumstances. The time of the action should also be unified, so that the plot can be held in memory as one action. Aristotle thought this would usually imply that the action would occur within one day. These â€Å"Unities† of action, character, and time were developed and added to by Renaissance writers to produce a code of â€Å"decorum† for dramatic productions, and failure to observe the â€Å"Unities† was often taken to mean failure of a work. Of course this brought a rebellion against Aristotle, who was not in fact responsible for the excesses of this code, and no doubt had no intention of producing a set of rules for dramatists in the first place. His critical standards no longer rule the evaluation of plays and novels, let alone other works. But the Poetics remains an impressive accomplishment, and many of its insights continue to ring true. It still seems a good general rule that a plot should be unified; that in a drama character should be revealed by action; that surprising turns are a great help to a plot, as long as they are not implausible; that one should not try to cover too great a length of actual time within the time of the play. The idea of catharsis is a potent one; and so is the idea that art portrays the universal, â€Å"not a thing that has been, but a kind of thing that might be. † ~RENE DESCARTES~ (1596-1650) He described the beauty and perfection of god’s works and the divine light. As late as the eighteenth century, beauty retained its relation to divinity and perfection, expressed in art. Even so, with Descartes and his time a transformation of the world began that included alterations in the practice and understanding of art and in the thought of beauty and beautiful things. In a universe made by god, the beauty and perfection of the world are immediate and infinitely important. ~GEORGE BERKELEY~ (1685-1753) â€Å"A man needs no argument to make him discern and approve what is beautiful; it strikes as first sight, and attracts without a reason. And as this beauty is found in shape and form of corporeal thins, so is there analogous to it, which is a beauty of another kind; an order, a symmetry, and comeliness in the moral world. And as the eyes perceive, so do by a certain interior sense perceive the other, which sense, talent or faculty is ever quickest and purest in the noble mind. † George Berkeley (1685-1753) is Irish philosopher and critics. He had moral sense theory of ethical judgment, which eliminates the traditional conception of moral rules as divine commands known by revelation as a main target of Berkeley’s attack. Francis Hutcheson offered his account of the sense of beauty as an introduction to his theory of the moral sense, Berkeley extended his attack to Hutcheson’s aesthetics. He exclaimed his response to beauty need not always be a response to the appearance of usefulness; e. g. Greek columns are tapered to look stable even though they would actually be stable with being tapered. The arguing issue raised remained a live one for aesthetics theory entities radical transformation in the post- Kantian period. ~IMMANUEL KANT~ (1724-1804) Immanuel Kant (1724-1804), German Enlightenment philosopher whose original and powerful philosophy has shaped most subsequent western thought. He was a popular lecturer, and was capable of a lively, readable style; although his major works are as dense and difficult as they are influential. (Kant defended this as a deliberate choice, since he wanted to examine what could be known about the mind in itself, or a priori, without depending on particular examples.) Kant produced an early treatise on aesthetics, Observations on the Feeling of the Beautiful and Sublime (1763), and did not write on the subject again until the end of his career, in the Critique of Judgment (1790). In between the two works came the development of his influential critical philosophy. Although Kant saw the Critique of Judgment as the key work which connected his writings on epistemology (the theory of knowledge) in the Critique of Pure Reason with his writings on ethics in the Critique of Practical Reason, it is not necessary to know these other works in order to understand the most influential parts of Kant’s aesthetics. Like many other writers on aesthetics before him, Kant’s main interest was not in art per se, but in Beauty (and along with other eighteenth century writers, in the Sublime). Thus most of his remarks are as relevant to the beautiful or sublime in nature as in art. Like other Enlightenment writers, (e. g. , Hutcheson and Hume), Kant also thought that Beauty or Sublimity were not really properties of objects, but ways in which we respond to objects. And like these other writers, Kant was concerned to show that this focus on the subjective aesthetic response did not make aesthetic value a mere function of individual or personal taste. Kant’s way of working out these problems is what makes his aesthetics original and influential. He claimed that judgments of taste are both subjective and universal. They are subjective; because they are responses of pleasure, and do not essentially involve any claims about the properties of the object itself. (What matters is not the picture I see; rather it is the pleasing effect of the picture on me.) On the other hand, aesthetic judgments are universal and not merely personal. That’s because in a crucial way they must be disinterested. When I am appreciating a painting aesthetically, I am not thinking about how much money it’s worth, or whether it is a portrait of a family member, or even about who painted it, except in so far as knowing the painter helps me see what’s in the work. These non-aesthetic interests are extraneous to my appreciation of the painting. Rather I am pleased by the painting just for what it is, apart from anything I may get out of it. In fact I do not even take an ethical interest in the painting’s subject (that is, any ethical interest is separate from this disinterested pleasure I take in the painting). â€Å"Taste that requires an added element of charm and emotion for its delight, not to speak of adopting this as the measure of its approval, has not emerged from barbarism†. Kant thought that for aesthetic judgments to be both subjective and universal, they had to be about form. Beauty should be â€Å"a question merely of the form†. More specifically, the object being contemplated (e. g. , a work of art, or an actual landscape) must display a kind of undefined purposive ness, such that it seems to be organized with a final purpose in mind, although it is not possible to say what that purpose is. Thus a work of art, or a beautiful natural object, displays a kind of free play of forms, consistent with the presence of a purpose to which we don’t have access. So intent was Kant on emphasizing the formal properties of the objects of aesthetic attention that he was unwilling to include color among the aesthetically relevant properties of an object. Color, in his view, is mere decoration; design and composition are what really matter . To sum up this point about form in Kant’s own words: â€Å"A judgment of taste which is uninfluenced by charm or emotion (though these may be associated with the delight in the beautiful), and whose determining ground, therefore, is simply finality of form, is a pure judgment of taste. † Kant divided the kinds of aesthetic response into responses to the Beautiful and the Sublime. The one represents a pleasure in order, harmony, delicacy and the like. The other is a response of awe before the infinite or the overwhelming. While the beautiful presents the appearance of form, the sublime may often seem formless. The pleasure it gives us derives from our awareness that there is something in us that transcends the overwhelming power or infinity outside us. Finally, Kant had things to say about genius. In short, he thought that genius has its own rules, and one cannot dictate to it. How Kant arrived at his conclusions is not easily shown; and it is no surprise that the philosophical reasoning that grounds those conclusions did not follow them into the cultural mainstream. But the conclusions themselves proved quite influential. His remarks on genius, and on purposive ness in art and nature, had an impact on the development of Romantic aesthetics. Later, the idea of a disinterested appreciation of form became a watchword for philosophers and critics like Clement Greenberg who defended abstract art. In literary criticism, the New Criticism which focused on the text itself, and its philosophical defense by Beardsley and Wimsatt, were similarly inspired.

Org 581

ORG 581 Facilitating Change Paper Timothy Kirk ORG/581 William Gillis, PhD December 22, 2012 * * * * Introduction Starbucks Facilitating Change to China Starbucks current structure is categorized as a mechanistic organization, which is comprised of highly vertical and horizontal complexities, highly formalizations, highly centralizations, tapered lengths of control, and highly standardizations. The CEO of Starbucks, Howard Shultz, has worked to create a more efficient and streamlined structure where information can flow freely from customer and low-tier employee to the corporate level.To facilitate this process has allowed Starbucks to expand to locations like China. Starbucks divides its labor into cross functional work teams, which allows employees to report to multiple supervisors. â€Å"This structural behavior has allowed the corporation to have successful communication upward, downward and laterally with its employees† (â€Å"Successful Application of Organizational Beh avior: Starbucks,† 2009). The matrix structure seems to work for Starbucks, as they maintain effective communication, great product development, efficient production, and exemplary customer service as a result.Starbucks CEO, Howard Schultz helped facilitate in the companies structure a matrix of communication that both works internal and external, this key to the primary benefits of the success of the company. On the inside, Starbucks’ reinforcement of exposed communication among workers, higher administration, and administrators permits more open innovation in ideas, correcting problems through a process of identifying, discussing, plan of action, and follow through to solutions in a timely manner. On the outside are the clients that are loyal and are given ownership in that the company solicits their input on a regular basis.For instance, Starbucks integrated a community website for networking where clients help to shape the future of Starbucks as we know it today. Th e loyalty of the customers help in developing an emotional bond that creates a family type network open to discussion, ideas, and innovation to services and merchandise. As an example of the recommendations presented to the challenges of the existing organizational design, our recommendations in this paper will assist in summarizing the need for positive changes in current strategies at Starbucks.One recommendation is to add programs that would highlight staff successes / achievements and assist in locations both locally and internationally for more exposure. In the second recommendation, social media programs would be implemented to allow broader cross training, updates on corrective actions to local issues with products, equipment issues and solutions, and selling techniques. Starbucks already has a winning situation by expanding efforts to achieve these ideas in their company services in China and also to a global market using their website as an anchor with Facebook pointing bac k more opportunities.While Starbucks is setting new standards for selling products, marketing services, and the development of new products, there are always room for improvement. Each day as the Staff and Managers begin their day there is a sense of loyalty that permeates throughout the organization that is in the air. While the last recommendation that seems to have a major impact is when customers enter into the stores there is a feeling of calm and peace, but not so much interaction outside the corner. Customers are more willing to buy and linger in the store and browse.This opens of doors of opportunity if the staff is watching to see the roaming of customer in asking them if they had something in mind as they browsed the floor. Maybe when a staff member observed a customers looking at merchandise they could come from around the counter and visit and ask if there was something they may be looking for as a gift or for them personally. I can see an up in the personal experience f or customers. Social connection is key to staff interaction with customers as these services to products and merchandise just adds to the Starbucks experience.Now changing things in the structure of selling coffee is what Starbucks does best. The easy going stages of the processes are streamlined. Culturally they are very good at fitting in to provide employees with training that allows not only greater knowledge, but a chance to be a part of not just a company, but a family of teams that work very close together. The only thought that if I could influence the change would be that some of the locations selected are very hard to get access to, and cause traffic issues.Over-all Starbucks has a strong leadership team and is very focused on keeping the flow of coffee going for years to come. To improve the effectiveness of Starbucks the main item that needs more attention is a stronger sense of community with employees in the training programs. It appears that Starbucks can expand train ing by using the Starbucks website. Furthermore, these types of business pages would have to be geared towards the staffing groups at each store.Starbucks would be able to place items like training videos, current calendar events, up and coming announcements, Ads, Promos, and to have more ‘likes’ that generate exposure. As much as family and community are for Starbucks that type of account would build confidence, cultural connections, and building solid teams. The department here is the Training Center and would be directly connected to the website through an Intranet to allow uploading, changes, editing, and training through a custom based interactive website.The site would allow team members to have 24 hour access to newsletters, memos, updates, and training documentation. The site would facilitate training in all aspect of Starbucks. Recommended Changes regarding technology Strategies to China As an example of the recommendations to the Starbucks strategies the progr am would highlight staff successes and highlights at locations providing both locally and internationally. In this recommendation a social media program would allow more cross training, updates on corrective actions to local issues with products, equipment issues, and selling techniques.Starbucks has a winning situation by expanding efforts to achieve company services in China to a global market by using their website as an anchor with Facebook to point back using these media products opportunities. While Starbucks is setting new standards for selling products and services, marketing to foreign countries, and development, there is always room for improvement. Every day as the Staff and Managers begin their day there is a sense of loyalty that permeates throughout the organization that is in the air.When customers enter into the stores there is a feeling of calm and peace. Customers are more willing to buy and linger in the store and browse. This opens of doors of opportunity if the staff is watching to see the roaming of customer in asking them if they had something in mind as they browsed the floor. Maybe when a staff member observed a customers looking at merchandise they could come from around the counter and visit and ask if there was something they may be looking for as a gift or for them personally. I can see an up in the personal experience for customers.Conclusion * * Starbucks has done an exceptional job at expanding its exposure and market share. What I find disturbing is that so many employees are burned out, others do not have enough hours to keep up with the changes, and some are not happy even though Starbucks is a very good company to work for in all the aspects of the word job. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * References * * * Agence France-Presse – Starbucks plans China expansion * http://business. inquirer. net/54427/starbucks-plans-china-expansion Anthony, W.P. , Gales, L. M. , & Hodge, B. J. (20 03). Organization Theory: A Strategic Approach (6th ed. ). Upper Saddle River, NJ: Pearson Education, Inc. * Efrati, A. and Gasparro, A. – (2012), Starbucks Invests in Square – The Wall Street Journal * http://online. wsj. com/article/SB10000872396390444423704577575803898185594. html * * Facebook. com. (2011). Starbucks. * Retrieved from http://www. facebook. com/#! /Starbucks? sk=wall * * Starbucks Training Technologies – (November 2011) * http://starbuckstrainingtechnology. blogspot. com/