The impact of the life course in health and social care

The impact of the life course in health and social care Drawing on the concepts you have studied in Block1, critically reflect on the ways in which your own life course has affected how you work in, or use, health and social care. In this essay I will look at the life course perspective, and how it has provided me with an essential tool to offer a more personalised service. I will describe how my own life course and ‘Biographical Disruption (Bury 1982) has changed the person I am beyond the expectations I had of my presumed journey, and how it has impacted on my practice. Where it has proved to be a strength or a weakness, and how it has made me more sensitive to people’s needs and behaviour. I will look at how my personal values have been shaped and influenced by my life course, and discuss possible ethical conflicts. I will start off explaining the concept of life course using the five principles discussed by Bengtson et al. (2005). Recognising the course that people’s lives take is relatively new to study and research. Until relatively recently the understanding of human development was based on the life cycle approach, one of the oldest accounts of how life’s and families are organised over time (Bengtson, et al 2005, p.9). The approach is based on the idea that people’s lives go through a series of relatively predictable and chronological stages and transitions from birth to death, providing insight in peoples changing roles and identities in relation to landmark occasions such as coming of age, marriage, childbirth and old age. From the 1960’s onwards the life cycle approach began to incorporate psychological elements, which considered the relationship between an individual’s inner world, and the social context in which they live. This idea of considering the whole of a person’s life as offering opportunities for development and change (Crawford and Walker p.2) is re ferred to in literature as life –span development (Sugarman, L. 1986, p.3) or the life-span perspective (Baltes, P. 1987, p.3). At the same time these approaches began to merge with the idea that age and ageing is not only related to a chronological stage in human development, but also to subjective experiences between the individuals own construction of their life course, and social constructions such as schools, labour markets and normative pathways. Ageing is a lifelong process, in general common to all of us, but throughout our journey from birth to death, events can be imposed upon us from which we may have to make decisions and choices that change the path of our life course. Timing is often unexpected and change may not happen at a time we would have chosen it to; this not only impacts upon our own life and future but on those we are linked with. understanding my own life course also supports me professionally working in social care, Crawford and Walker (2003, p.2) point out that social work practice involves interactions between people, which are influenced by each person’s life course, their e xperiences and perceptions about their own life, emphasising the quality of these personal relationships between service users, their families, carers and professionals. In order to understand the impact human development and life events have on individuals I need to have a critical, reflective understanding of how my own life course has shaped me, my behaviour and influenced my beliefs and values. This will enable me to engage with people better, respond more sensitively to people’s experiences and needs and explain why people don’t always act in ways that appear to be in their best interests (K319, Learning Guide 3, 2013). My self-perception and my values and beliefs are very much shaped by my own life courses’ significant events, experiences and transitions, such as growing up in a very large family in the seventies, being a divorced woman with young children and being a main carer for my terminally ill mum. Bengtson et al (2005) identifies five principles that are essential to the life course perspective. First there is the principle of linked lives, which emphasizes on the fact that people’s life courses are interdependent with others, especially relevant in the context of families. Having grown up in a very large family my life has been linked to my siblings and parents, so when my dad fell seriously ill, and never recovered enough to ever return to work, and he needed almost constant supervision and support. The impact on all the family was life changing, my siblings that still lived at home had to find jobs to help the household finances, and they all feel this event ended their childhood. I was 10 years old I was taken to live with my eldest brother and his family. This felt very strange and I remember feeling afraid I would not see my parents again. It was thought that I was too young to understand what was happening so I was never told how ill my dad was, I was never allowed to visit him in hospital, and he was there for a full year. I was just told to be good and not ma ke a fuss. I then stayed for short periods of time with my grown up siblings and extended family, this went on for many months , living a very transient existents and not staying in one place long enough to develop friendships with children my own age. Looking back from my adult self, I can now relate to my difficulties in developing long term relationships and poor self-esteem. On the positive side I was able to develop a lifelong close relationship with a maiden aunt which looking back I don’t feel would have happened if I had stayed in the family home over that period. Secondly there is the principle of historical time and place, â€Å"emphasising the importance of social and historical context in shaping individual lives† (Bengston et al, 2005 p11). This is discussed as how events such as wars, trauma, depression or a period of prosperity affects our lives, Impacting on the life courses of all generations living in that particular time and place. My dad’s illness in the seventies meant he could no longer work and provide for his family, so from being a provider he became cared for, which changed the whole dynamic of the family structure. He also had to rely on sickness benefit, which in the seventies welfare system was very difficult to get and the financial support was very low. This impacted on all the family. We were poor prior to his illness but this plunged us further into poverty. This had a negative effect on us all, but for me at a time when I was just about to start secondary school I felt the stigma of being subjectively po or. I spent many difficult days in school feeling marginalised and bullied by my peers, because I didn’t have nice clothes and had to have free school dinners, at that time children on free dinners had to queue in different lines, this compounded the feelings of inferiority. My mum did her best, and managed to get some part time work alongside her being the main carer for dad, and mother to her children. Looking back, I realise my mum must have been a very strong person to cope with the situation she found herself in, she instilled a strong work ethic into her children, believing hard work would bring rewards. She influenced me with her single minded determination, like Enid with her mother (k319, Learning Guide 3 Audio 3.1). With hindsight this period of my life forced me to become more independent as I had to fend for myself a lot, it also provide me with a valuable lesson in managing on very little money. This benefitted me when I was a single parent following a divorce I was able to budget with a small income. The next principle considers â€Å"the timing of significant life transitions and whether they fit well with cultural expectations of when things should happen† (K319, Learning Guide 3, Activity 3.1). I came into my career as a result of two biographical disruptions in my life. First I was divorced in my mid-twenties and needed to get work to support my children. Then my mum was diagnosed with terminal cancer and I became her carer. I was able to get part time paid work as a home care assistant through social care, I found I could transfer the skills I had used as a carer and the training I received helped me to support my mum better. I discovered I had very good people skills and enjoyed supporting older people to stay independent. Even later in my life I commenced my social work degree studies in contradiction to society’s view of what is ‘normal’. As with Mike, the case study in Learning Guide 3, Activity 3.5, I had concerns that studying as a mature stu dent would lead to ‘sub-normative’ feelings of being different but on reflection my life skills and experiences have enriched my learning experience. The fourth principle considers the control most people have over their own lives and â€Å"they make choice about what to do and have plans for the future† (K319, Learning Guide 3, Activity 3.1). Although I did not have any influence on my upbringing and not a large amount over my divorce. My experiences have provided me with the power and choice over my future which included a career in social care. I feel my life experience has made me aware of understanding everyone has past life events that impact on their current life. So when I am working with service users and planning for social work interventions, having an understanding of the potential of disruptions such as illness, and other life changes can be major turning point in their lives, and can help people see how they can become an opportunity for them to make changes (agency) in their lives. As in the story of Doireann and Iskender (K319 Learning Guide 3, Audio 3.7), where Iskender’s heart attack became a turnin g point in both his and Doireann’s life. Finally the fifth principle that affirms that ageing is relevant to both the young and old, and development is not exclusive to younger people and children. Our lives are fluid as we travel our life course and we continue to change and develop whatever age we are. My life is still developing and changing as I age, in the sense that I am developing my academic skills, and my experience of caring for my mum throughout her terminal illness and the impact this had on my life. The life cycle assumed that people would have a ‘normative life course’ (K319 Learning guide 3, Activity 3.5).That is to say people will have a life that is expected to be desirable and virtuous by society that is free from problems. Whereas a person with a â€Å"non-normative life course† is often considered to be judged and having to justify and explain their lifestyle. As a divorced woman in my mid-twenties, with two young children, which was not the normal status in the social groups I mixed in, this resulted in me feeling ‘different’ and stigmatised. I felt I had to explain my single status and felt I was seen as a threat to my married friends. I felt I had failed both myself and my children and was worried my children would feel as I did as a child, being bullied for not having a normal childhood. These feelings gave me insight into the lives of others with ‘non-normative’ life courses, whether due to their sexuality or life style c hoices.it has also made me question as a social care provider, does that service user feel as I did, and feel I am judging them therefore they have to explain themselves?. My own experiences of feeling ‘different’ has made me sensitive to the feelings and needs of those who society judges as non-normative, in comparison to people who follow the expected ‘norms’ and pathways we are expected to take. My own life course was in my early childhood a non- normative course, due to the biographical disruption of my dad falling ill and resulted in me having an unconventional childhood. As I grew into adulthood my life course was comparable to the life cycle in that it had proceeded in a socially accepted pattern within a presumed time span which Giele and Elder (1998) described as â€Å"a sequence of socially defined events and roles that the individual enacts over time.† My early adult life followed a life that was considered ‘normative’, I was following the cycle of â€Å"completing formal education, working, forming relationships, marrying and having children†¦Ã¢â‚¬ (K319 Learning Guide 3, Activity 3.3).I did not predict that in my mid-twenties my life would suffer more biographical disruption that would have a huge impact on me, my family and lead into a future I would not have predicted. Bury (2012) describes biographical disruption to be a negative experience but I would disagree with that in relation to my own experience so far as a career in social care is concerned. If I had stayed married and my mum had not got ill, I am sure I would not have followed this path and likely I would have had a very different life now. However I had not consciously thought about entering into the social work profession, I presumed my entry into social care was the result of events that has steered me in the direction of this profession and opportunities that have presented themselves to me i.e. I was in the right place at the right time. Having read ‘Life experience: A neglected form of knowledge in social work education and practice, by Christie et al 1998,I am inclined to agree that my career choice has not been a coincidence but a choice I have made based on the knowledge I have acquired as a result of my life experiences. I am able to draw on my experiences as a knowledge base for my practice alongside the ever developing knowledge I am gaining from my studies. However, I do not â€Å"persist in viewing social work as the profession effective in bringing about social change† (Christie et al 1998). I feel my role is to support others in bringing about their own change, as I have been able to do. How ever I am mindful that the experiences I draw on in my practice are my personal experiences and are owned by me, and others experiences are exclusive to them. I am aware that my knowledge within in my work is limited to my own personal experiences and my personal feelings could influence my approach to service users and the decisions I make in my assessments of them. In conclusion the article from Christie and Weeks has in fact made me question my theory that I did not choose social work as a profession purposefully; perhaps my life experiences have directed rather than influenced my choice to be a social worker, †my own working class background, marriage difficulties, poverty, powerlessness, has influenced me strongly† (Christie el at 1998).This assignment has shown that our life course is an unpredictable path that we follow; it is constantly being reshaped from what we have imagined our life path to follow, by the events that take place around us. But although it presents us with many situations that are out of our control that impact upon us. The understanding of our life course gives us the strength to move forward in our lives, it also presents us with choice and power and positivity to look forward to the future. And as Winston Churchill says â€Å"the farther backwards you can look, the farther forward you are likely to seeâ €  (Churchill circa 1941) Word count 2601 References Baltes, P. (1987) in Crawford, K. and Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. Bengtson, V. L., et al. (2005) ‘The lifecourse perspective on ageing: linked lives, timing and history’ in Katz, J., Peace, S. and Spurr, S. (ed) Adult Lives; A life course perspective, Bristol, Policy press/Milton Keynes, The Open University. Bury, M. (1982) ‘Chronic illness as biographical disruption’ in Katz, J. Peace, S. and Spurr’ S(eds)Adult Lives: A life course perspective, Bristol, Policy press/Milton Keynes, The Open University. Christie, A Weeks J (1998): Life experience: A neglected form of knowledge in social work education and practice: Social work in Action. http://dx.doi.org/10.1080/09503159808411477 (accessed 25 November 2013) Crawford, K. and Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. Hareven, T. K. (1982) in Hutchinson, E. (2011) Dimensions of Human Behaviour ; The Changing Life Course, London, Sage Publications. Hutchinson, E. (2011) Dimensions of Human Behaviour; The Changing Life Course, London, Sage Publications. National Churchill Museum: Miscellaneous Wit and Wisdom http://www.nationalchurchillmuseum.org/wit-wisdom-quotes.html (assessed 25 November 2013) Phillips, D. (2006) ‘Quality of Life’ in in Katz, J., Peace, S. and Spurr, S. (ed) Adult Lives; A life course perspective, Bristol Policy press/Milton Keynes, The Open University. Sugarman, L. (1986) in Crawford, K. and Walker, J. (2003) Social Work and Human Development, Exeter, Learning Matters Ltd. The Open University, (2013), ‘Learning Guide 3.1 The life course perspective’, K319 Block 1 Approaches to adulthood and ageing, [online] available at http://www.learn2.open.ac.uk/mod/oucontent/view.php?id=255389 (Accessed 23 November 2013) The Open University, (2013), ‘Learning Guide 3.5 ‘unusual life course’, K319 Block 1 Approaches to adulthood and ageing, [online] available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=255389 (Accessed 23 November 2013) The Open University (2013) ‘Learning Guide 3: Introduction’, K319 Block 1 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=255389 (accessed 23 November 2013). The Open University (2013) ‘I Think I’m still working through it’ [Audio], ‘Learning Guide 3.3: Biographical Disruption’, K319 Block1 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=255389section=3 (accessed 26 November 2013). Page 1 of 8

Essay on Art as a Reflection of Life in Death in Venice -- Death in Ve

Art as a Reflection of Life in Death in Venice      Ã‚  Death in Venice explores the relationship between an artist, namely Gustave von Aschenbach, and the world in which he lives. Aschenbach, destined to be an artist from a young age, represents art, while his surroundings represent life. As the story unfolds, Aschenbach endeavors on a journey in an attempt to relinquish his position in society as an artist. Aschenbach wants to experience life, as opposed to merely reflecting upon it, as he has done for so many years. This attempted change of lifestyle can also be interpreted as a transition from the ways of Apollo to those of Dionysus, an archetype dating back to Nietzsche's Birth of Tragedy. Aschenbach's journey throughout Death in Venice can be seen as an artist's attempt to live life free from artistic interpretations. In the end, however, Aschenbach fails and his death shows that art is transient. Because of Aschenbach's failure to step down from his position as an artist and to become a part of life, it can be concluded that art is purely a reflection of life. Aschenbach's journey commences upon his encountering a stranger on a portico. "He was obviously not Bavarian." (Mann, 4) Aschenbach, never having ventured far from home, is intrigued by this foreigner who fails to give him the respect and reverence that he is used to as a renowned artist. For the first time in his life, Aschenbach is challenged. "So now, perhaps, feeling, thus tyrannized, avenged itself by leaving him, refusing from now on to carry and wing his art and taking away with it all the ecstasy he had known in form and expression." (Mann, 7) Aschenbach, acknowledging the challenge, resolves to travel. The new territory upon which he is to embark, t... ...be an artist is shown throughout his life, including in his last moments on the beach when he fears Tadzio's death. The irony of Ashenbach's demise emphasizes that art, as a reflection of life, is transient. "And before nightfall a shocked and respectful world received the news of his decease." (Mann, 73) Aschenbach has earned his place in history as an artist. But like all artists, he is replaced by his successors. Aschenbach's transition from an Apollonian way of life to a Dionysian one shows that art reflects life. In his case, art is nothing more than a reflection, and although beautiful and appreciated, it is not an essential element of life itself.    Works Cited "Mann, Thomas." Microsoft(r) Encarta(r) 98 Encyclopedia. 1993-1997. Mann, Thomas. Death In Venice. New York: Vintage Books, 1989. http://philos.wright.edu/Dept/CLS/wk/204/DV.html

Baldwin Cycle Case

Baldwin Cycle Case 1. Relevant Cost: Direct Material$39. 8 Direct Labor$19. 6 Variable Overhead(@40% of $24. 5)$9. 8 Total Relevant Costs$69. 2 2. 2-months Raw material for 25,000 bikes @ $38. 9$165,833 WIP Inventory(1000 @ $69. 2)$69,200 Finished Goods(500 @ $69. 2)$34,600 A/R (30 days) @(25,000/12*92. 29)$192,270 Total Inventory Costs$461,904 Relevant Asset Cost (@5. 5 %) $25,405 Total Relevant Asset Cost$487,309 Interest @ 18%$87,716 Net Relevant Cost$399,593 Price Per Bicycle$15. 98 3. Cannibalization or erosion will arguably lead to reduction in Baldwin’s revenue.The lost sales amount to $1. 3 Million. However, if the challenger bikes are not introduced fearing impacts of cannibalization or erosion, Baldwin’s competitor can step in and claim the benefits. Hi-Valu can turn to Baldwin’s competitor and that can have a larger and long-term effect on an already declining bicycle market share for Baldwin. 4. It is difficult to predict return as implementation of t his deal opens up uncertainty in retaining existing customers. 5. The current inventory turnover rate is 125 days for Baldwin and 46 days for account receivable turnover.However, Hi-Valu will pay Baldwin in 30 days resulting in early cash realization. The deal also positively impacts inventory turnover by limiting it to 120 days. Thus the deal has a favorable impact on Baldwin Cash flows. 6. Baldwin’s financial situation is as follows: a. High debt to equity ratio from high amount of short-term debt b. High debt can lead to problems in raising additional financing c. From the current ratio(1. 28), it seems that Baldwin can pay of its liabilities d. With an 8. 2% ROE, Baldwin has a lower ROE than the industry average 7.Baldwin isn’t well poised at end of 1982 for the following reasons: a. Bicycle boom has flattened out resulting the plant operating capacity to be underutilized at 75% b. Challenger deal provides added capacity for a guaranteed 3 years with additional sco pe on a yearly contact basis c. Baldwin could lose sales of 3000 units and loss of current dealers due to the deal Based on long-term prospect of losing 3000 units of sales and current dealers, Baldwin should reject the deal unless some revisions to the deal are presented.

Punctuality Punctuality is a very important part o Essays

Punctuality Punctuality is a very important part o Essays Punctuality Punctuality is a very important part of military life for several reasons. one reason is that if someone is late for a patrol or convoy that patrol or convoy might have to leave without that person. Another reason is because it will make whoever your relieving have to stay at work for longer than they are supposed to, tired and sluggish because of that fact, giving a high chance that whatever work that person does would be sub par and not up to standards because of lack of sleep. Punctuality also shows your chain of command that you are serious about your job and are ready and motivated to do said job to the best of your ability. Being late to a convoy could lead to dire consequences. not to you but to your battle buddies you let down by not showing up. while they are on patrol, or convoying to another area, something could happen that could either need your expertise and training or they could just need another soldier to keep watch of their area. The patrol you were s upposed to be on could be ambushed and your weapon, your eyes and your training could be what makes the difference between your patrol losing soldiers or not. if you had been there your patrol could have seen the ambush with the extra set of eyes watching, or taken out the enemy with the extra soldier carrying a weapon he/she was trained to use. being late could be what makes you lose battle buddies that could have survived if you were there to help. On a convoy it could have been your eyes that notices the strange object in the road or the slight discoloration, or disturbed earth of the road ahead of you that could have prevented your convoy from running into an IED. Being late could also hinder your battle buddies at work. you being late makes your battle buddy who you are supposed to relieve stay later than he/she is supposed to, meaning that said person loses sleep time. If this keeps occurring and they keep losing sleep time then they will start to show up to work still tired a nd worn out. Being tired could lead your battle buddy to making mistakes that normally he/she wouldn't make. Said soldiers professionalism and work ethic would start to slip due to lack of sleep because you couldnt keep to a schedule that was set by your NCO's. It would be your fault that your battle can't perform his duties to the best of his ability. Your battle buddies credability could also start to slip in the eyes of your chain of command because of lack of motivation or professionalism at work. Being Punctual shows your chain of command that you are dependable. they can count on you to follow orders and be where you are supposed to be at the right place at the right time. Doing this lead to them trusting you with a little more responsibility as time goes on. being late however shows them that you can not be relied on to do anything if you cant even be somewhere on time. being on time is the easiest thing to do in the military andif you cant even do that how is your chain of c ommand supposed to trust you with anything else? Being punctual also shows your chain of command that you have the discipline to be somewhere when you are supposed to. Having the discipline to follow orders shows them as you spend more time in the military that just maybe your ready for that next promotion or to be put in to go to the board so you can become an NCO yourself. On the other hand not being punctual shows them that you have no discipline, which makes them have to limit the things you are allowed to do even when your off duty for the day because if they cant trust you to be disciplined around them, how can they trust you to be disciplined when your not around them. They have to resort to confining you to your room, giving you extra duty and or taking away any

10 Fascinating Facts About Aphids

10 Fascinating Facts About Aphids As the joke goes, aphids suck. And while this is both literally and figuratively true, in some respects, any entomologist will tell you that aphids are interesting and sophisticated insects. Aphids Poop Sugar Aphids feed by piercing the phloem tissue of the host plant and sucking up the sap. Unfortunately, sap is mostly sugar, so an aphid must consume a lot of sap to meet its nutritional requirement for protein.  Much of what the aphid consumes goes to waste. The excess sugar is eliminated in the form of a sugary droplet called honeydew. An aphid-infested plant quickly becomes coated in the sticky excretions. Sugar-Loving Ants Tend to Some Aphids Anyone who has battled sugar ants in their kitchen can tell you that ants have a sweet tooth. Ants are therefore very fond of bugs that can poop large quantities of sugar. Aphid-herding ants will care for their adopted aphids, carrying them from plant to plant and milking them for honeydew. In exchange for the sweet treats they get from the aphids in their care, they provide the aphids with protection from predators and parasites. Some ants even take the aphids home to their nest during the winter months, keeping them safe until spring. Aphids Have a Lot of Enemies Im not just talking about gardeners, either. Aphids are slow, theyre plump, and theyre sweet to eat (presumably). A single plant can host hundreds or even thousands of aphids, offering predators a real smorgasbord of snacks. Aphid eaters include lady beetles, lacewings, minute pirate bugs, hoverfly larvae, big-eyed bugs, damsel bugs, and certain stinging wasps, among others. Entomologists even have a term for the many insects that feed on aphids – aphidophagous. Aphids Have Tailpipes Most aphids have a pair of tubular structures on their hind ends, which entomologists describe as looking like tiny tailpipes. These structures, called cornicles or sometimes siphunculi, seem to serve a defensive purpose. When threatened, an aphid releases a waxy fluid from the cornicles. The sticky substance gums up the mouth of the predator in pursuit and is thought to trap parasitoids before they can infect the aphid. Aphids Sound an Alarm When Theyre in Trouble Like many insects, some aphids use alarm pheromones to broadcast a threat to other aphids in the area. The aphid under attack releases these chemical signals from its cornicles, sending nearby aphids running for cover. Unfortunately for the aphids, some lady beetles have learned the aphid language, too. The lady beetles follow the alarm pheromones to locate an easy meal. Aphids Fight Back Aphids may look defenseless, but they dont go down without a fight. Aphids are expert kickboxers and will pummel their pursuers with their hind feet. Some aphids bear spines that make them challenging to chew on, and others are merely thick-skinned. Aphids are also known to go on the offensive, stabbing the eggs of predatory insects to kill their enemies in vitro. If all else fails, aphids stop, drop, and roll off their host plant to escape predation. Some Aphids Employ Soldiers for Protection Although not common, certain gall-making aphids produce special soldier nymphs to protect the group. These female guards never molt into adulthood, and their sole purpose is to protect and serve. Aphid soldiers are fiercely committed to their job and will sacrifice themselves if needed. Soldier aphids often have burly legs with which they can detain or squeeze intruders. Aphids Lack Wings (Until They Need Them) Aphids are generally apterous (wingless), and unable to fly. As you might imagine, this can put them at a considerable disadvantage if environmental conditions deteriorate, since they arent very mobile. When the host plant becomes a little too crowded with hungry aphids, or if its sucked dry and theres a lack of sap, the aphids may need to disperse and find new host plants. Thats when wings come in handy. Aphids will periodically produce a generation of alates – winged adults capable of flight. Flying aphids dont set any aviation records, but they can ride a wind gust with some skill to relocate. Female Aphids Can Reproduce Without Mating Because aphids have so many predators, their survival depends on their numbers. A quick and easy way to boost the population is to dispense with the nonsense of mating. Female aphids are parthenogenetic, or capable of virgin births, no males required. Like Russian nesting dolls, a female aphid may carry developing young, which are themselves already carrying developing young. This significantly shortens the development cycle and increases population numbers rapidly. Aphids Give Birth to Live Young You might expect a bug that seems so primitive to lay eggs like more other insects do, but aphids are pretty sophisticated when it comes to reproduction. There isnt time to wait for eggs to develop and hatch. So aphids practice viviparity, giving birth to live young. The aphids eggs begin to develop as soon as ovulation occurs, without any fertilization. Sources: Insects: Their Natural History and Diversity, by Stephen A. MarshallEncyclopedia of Entomology, 2nd edition, edited by John L. CapineraAphid Ecology: An Optimization Approach, by Anthony Frederick George Dixon

Its very clear from the writings of the Spaniards in New Spain that Essay

Its very clear from the writings of the Spaniards in New Spain that the conversion of the Azetecs Christianity didn't completely - Essay Example They made statues representing their gods. Some of the gods were made from seeds and vegetables joined by blood from human hearts. Cortes reported this in his letter citing â€Å"after they are made they offer them more hearts and anointed their faces with blood† (Andrea and Overfield 463). The sacrifices involved anointing these idols with sacrificial blood. The market place formed an important part of their culture. Cortes, who led the Spanish forces that conquered the Aztecs, reported, â€Å"This city has many squares where trading is done, and markets are held continuously† (Andrea and Overfield 462) Cortes continued to expound on the expanse of the market and the range of merchandise. He indicated that he could not report all of them saying â€Å"but they are so many and so varied† (Andrea and Overfield 463). The Spaniards conquered the Aztecs in 1521, after which they introduced Christianity to the inhabitants of the fallen empire. However, despite the intr oduction of Christianity, their transformation was not complete as they continued with some of their cultural practices. Andrea and Overfield presented an excerpt from the writings of Duran. Duran served as a priest from 1556 until his death in 1588. One of the ways that the priest noted remained unchanged was attendance to the market places. The markets, as previously indicated, formed a chief part of the Aztec culture. The markets were operational throughout, and people were compelled by law to attend the market fairs. Duran observed that the custom of attending markets after a number of days continued among the people. He wrote, â€Å"The markets were so inviting, pleasurable, appealing, and gratifying to these people that great crowds attended, and still attend†¦Ã¢â‚¬  (Andrea and Overfield 405). He further noted that when the market days were on Sundays, no one attended the mass. He noted, â€Å"Occasionally, this falls on Sunday, and no one hears the mass in the area o f the town where the market is held† (Andrea and Overfield 405). This attachment to the market place was so strong that it was placed first before Christianity. Duran presented this in what he thought was the most probable reply from a woman choosing between heaven and the market. He perceived the woman would say, â€Å"Allow me to go to the market first, and then I will go to heaven† (Andrea and Overfield 405). Duran identified three ways through which a person could receive honor in Aztec. These included soldiery, religion and trade. Soldiery was the first and the main way, while trade was the least admired. Nevertheless, it presented a credible way of attaining honor. Traders who traded in expensive wares and acquired wealth received recognition like brave soldiers. Duran reported that â€Å"and so they were considered among the magnates of the land, just as the valorous soldier† (Andrea and Overfield 404). Thus, the market presented one way that was accessibl e to most of the people. Duran noted that this attachment to the market as a way to acquire status did not end with the introduction of Christianity by the Spaniards. He noted of how merchants saved up to twenty years and prepared expensive parties, which consumed all their savings. Duran added, â€Å"This could not be wrong except that for their celebration they await the day on which the god was honored† (Andrea and Overfield 405). This indicated the unchanged connection between trade and honor in the people’s life. Additionally, attending markets presented a form of

Explain the importance of strategic alliances in international Assignment

Explain the importance of strategic alliances in international business and the reasons why companies choose this growth strateg - Assignment Example This action of entering into foreign markets opens up the firm to benefits of economies of scale and increased opportunities for marketing and distribution. However, the cost linked with entering into foreign markets may far out-span the capabilities of a single firm (BLEEKE & ERNST 1993, 27). This then dictates the need to enter into a strategic alliance with another international firm. This has the effect of expediting the rate of entry into the foreign market albeit maintaining relative low costs (SHENKAR & REUER 2006, 71). Several logistical tussles are still to be encountered with entry into foreign markets. These tussles range from entrenched competition, unfriendly government regulation and irrelevant beauracracies (GIBBS & HUMPHRIES 2009, 45). There is a higher prospect of overcoming these obstacles when strategic alliances are employed, as contrasted to when the firm decides to venture into foreign markets on a solitary basis. There exist three core categories via which stra tegic alliance can be regarded. The first one of these is joint ventures. Joint ventures are formed when the respective companies combine to form an independent company. The respective companies decide to share the profit and loss of the new entity that will be created. One of the most notable cases where joint venture was created is that of Sony Ericson. Sony and Ericson decided to form a new entity known as Sony Ericson Mobile Communications. However, this new entity has just recently been fully owned by the Sony Corporation who renamed it Sony Mobile Communications. The next category of strategic alliances is equity strategic alliances. This entails the new partners having different percentages of equity in the new venture. Depending on the motive or goal of the strategic alliance, the partners can either opt to share equity in each other’s business on in one business. The determining factor is the reason for the strategic alliance. An example of such an alliance is that b etween Star-Bucks and Kraft. The last category of strategic alliance is non-equity strategic alliances. This is when a strategic alliance is carried out on the terms of a contract agreement rather than on the ownership basis. The relationship of this kind is usually referred to as a contractual relationship. A good example of a non-equity strategic alliance is the one between Vodafone and Telecom Malaysia. The deal was signed in 2006 whereby Vodafone was the leading partner. Strategic alliance requires a well though-out procedure to ensure the alliance is successful and realizes its intended goal(s). Prior to embarking on an alliance, firms should choose partners whose strategic goals and objectives are compatible to their own. The firm should take into consideration the extent to which synergy will be availed. Additionally, firms should endeavour to participate in strategic alliances that complement the firm. This translates to mean that, firms ought to engage in alliances that wil l complement their skills, their products and services in addition to its market share. Akin to all business agreements, rules and regulations must be incorporated into strategic alliances. These factors are divided into scope of operation and length of cooperation. The scope of operation entails partners agreeing on how to handle potentially competitively sensitive information. Secondly, it expounds on what will be shared and what will