Beowolf And Fate Essays - Geats, Beowulf, Anglo-Saxon Paganism

Beowolf And Fate In the epic Beowulf translated by Burton Raffel fate plays a major role in the characters lives. Characters allow fate to influence them and how they go about doing things. But is it really fate or peoples tendencies to do what they chose too. " Fate saves the living when they drive death away by themselves."(Pg. 9) Is fate what brought Beowulf to prevail over Grendal? " The monster would have murdered again and again had not God, and the hero's courage, turned fate aside."(Pg56) Beowulf was not supposed to win but out of his own free will he prevailed and saves the Geats and many helpless people. Although when Beowulf went against Grendal he relied on God for all the help and he killed the monster as God had meant for him to do. Beowulf does not allow fate to influence him. If fate is not on his side he makes it on his side. Beowulf is an example of using both fate and free will to live out his life. He looks toward and thanks fate for everything but yet if he doesn't agree with fate he looks toward his free will. If he wants something bad enough he will prevail and get what he wants. " Fate sent him to the Dragon and sent him to death" (pg. 98) Everything that Beowulf gains is according to him by fate. " The gifts that higlac gave me, and the land, I earned with my sword, as fate allowed" (pg100) He is ready to trust his life in fate. When he faces Grendals mother he says, " I'd use no sword, no weapon, if this beast could be killed without it, crushed to death like Grendal, gripped in my hands and torn limb from limb. But his breath will be burning hot; poison will pour from his tongue. I feel no shame, with shield and sword and armor, against this monster: when he comes to me I mean to stand, not run from his shooting flames, stand till fate decides which of us wins." (Pg101) Beowulf is not afraid to die for his cause and is though to be a hero because of his courage. He saved the city because he used his free will to kill the monster when he was the one who was supposed to die. Beowulf died because of fate but it was his free will that saved the city and the people. So Beowulf used both to prevail as a warrior and a king who was loved and feared by his people.

Hist 112- 1920s Essays (504 words) - , Term Papers

Richard Heredia October 18, 2018 US History 112, section 4036 Stanley The Roaring 20s The roaring twenties is the era just after The Great War, it was a time of triumph, pride, and unity. A time when the American public felt they were invincible , pushing the limits of their bodies and the law. The era of flappers, m obsters, jazz, and prohibition , bootleggers, flagpole sitters, and marathon dances . Imagine dancing for days on end or making gin in a bathtub, those were common in that era. The 1920s were a defining time for the nation because of the music, industry, clothing , and empowerment. Jazz is America's most iconic music genre contribution to the world. Jazz culture began with slavery, when slaves would sing songs of sorrow and hardship. It embodies the experiences of Africans Americans in the US. Jazz was born in the New Orleans, and its roots trace back to African origin. In the 1920s however, Jazz evolved with into a sound of liberation. Jazz coincided with prohibition, a period where alcohol was prohibited from 1919-1933. Many older folks considered jazz as wild and for the young. The illegal production of alcohol and the wild new music was a recipe for fun. Prohibition led to the illegal production and distribution of alcohol in the US. This type of activity bred crime and with so much crime came organized crime. Prohibition made mob bosses like Al Copone very rich and very dangerous. With nothing to lose, Copone ran the crime in the streets of Chicago during the 1920s. Liquor smuggling was an estimated $40 million business a year. Where was this liquor being smuggled to? Into speakeasies, a secret barroom that required a password in order to gain entry. It was these kinds of establishments that played jazz music. With speakeasies and jazz music together, the two helped fuel each other. Jazz attracting African Americans to partake in drinking and speakeasies gave jazz a new audience. The audiences often consisted of flappers. Flappers were women with bobbed hair, skirts, pearls, and who drank and smoked. These women were part of a movement, a movement of liberation. These women challenged the status quo, they went against conservative minds and flaunted their bodies. The 1920s was an age of women's rights. With the Nineteenth Amendment passed in 1920 women were now able to vote. For the first time in US history women were recognized as actual humans. The 1920s holds a little bit of everything, from a new genre of music to notorious mob bosses. The 1920s went through more than any other decade, in just over ten years the US rose to an age of enlightenment of all kinds and fell to an unbelievable depression. This generation had it all and had it stripped from them as well. The 1920s was America's teenage years, a decade where people thought they were invincible and had zero consequences. Like a teenager drinking too much, the Great Depression was the hangover.

Main Verbs and Simple Sentences

Main Verbs and Simple Sentences Main Verbs and Simple Sentences Main Verbs and Simple Sentences By Maeve Maddox Many grammatical concepts that U.S. students used to learn in school have slipped into a twilight of things vaguely understood but still sometimes wondered about. Among the most basic concepts that high school students once graduated knowing were the four kinds of English sentence: simple, compound, complex, and compound-complex. Because of its name, a simple sentence would seem to be the easiest to identify. Apparently not. A reader asked me about a sentence her child had been asked to identify as to kind: Harry bent down and picked them up one by one, dropping them back in the boxes. The reader thought the sentence might be complex because â€Å"‘dropping them back in the boxes’ is a dependent clause.† The sentence, however, is simple. To make this clear, a review of terms is called for. Clause: A clause is a group of words having a subject and a predicate. Predicate: The predicate is what is said about the subject. The predicate will contain a main verb. Main verb: A main verb shows tense. Such a verb is called a finite verb. Independent clause: An independent clause is made up of a subject and predicate that make sense standing alone as a sentence. Another name for an independent clause is main clause. That takes care of the terms; now for the analysis. Dropping is not a main verb. Dropping is the participle form of the verb to drop. A participle can be part of a main verb only if it is used with a helping verb indicating tense: The children were dropping rocks down a hole in the garden. (past continuous tense) The children are dropping rocks down a hole in the garden. (present continuous tense) In the sentence under discussion, dropping has no helping verb so it cannot be the main verb in a clause. It is nonfinite. That means it does not indicate past, present, or future time. In the sample sentence, dropping introduces a participial phrase: dropping them back in the boxes. The participial phrase is used adjectively to describe Harry. Another feature of the simple sentence that sometimes causes confusion is the fact that a sentence may have a compound subject and/or a compound verb and still be a simple sentence: Mary and Jack live in Rhode Island. (compound subject, single verb) My father and all my uncles hunt in the fall and fish in summer. (compound subject, compound verb) In our sample sentence, Harry is the subject; bent down and picked up is a compound verb that says something about Harry. Harry dropping them back in the boxes is the complete subject and bent down and picked them up one by one is the complete predicate. Note: As long as the subject performs every action in the sentence, the sentence is a simple sentence. If two subjects perform different actions, the sentence will be a compound sentence. For example, Susy dropped the boxes and Harry picked them up. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:12 Greek Words You Should Know20 Words Meaning "Being or Existing in the Past"Dozen: Singular or Plural?

Creating a Vertical Coherence for English Curriculum

Creating a Vertical Coherence for English Curriculum Every high school student in every state must take English classes. The number of English credits required for a high school diploma may differ according to legislation  state by state. Regardless of the number of required credits, the subject of English is defined in the Glossary of Education Reform as  a core course of study: A core course of study  refers to a series or selection of courses that all students are required to complete before they can move on to the next level in their education or earn a diploma.   Most states have adopted requirements of four years of English classes, and in many  states,  the local school boards may adopt additional graduation requirements beyond those mandated by the state. Most schools will design their four year English course of study so that it has a vertical coherence or a progression from year to year. This vertical coherence allows curriculum writers the opportunity to prioritize learning, so that  what students learn in one lesson, course,  or grade level prepares them for the next lesson, course or grade level. The following descriptions provide a general overview of how four years of English is organized.   Grade 9: English I English I  is traditionally offered as a survey course that serves as an introduction for the rigors of high school reading and writing. As freshmen, students participate in the writing process by  constructing thesis  statements and  writing essays  in multiple genres (argumentative, explanatory, informational). Students in grade 9 should be explicitly taught how  to research a topic using valid sources and how to use valid sources in an organized manner as evidence in making a claim. In all written responses, students are be expected to be familiar with  specific  grammar rules  (ex: parallel structure, semicolons, and colons) and their application in writing. Students also learn both academic and content-specific  vocabulary.  In order to participate in both  conversations and collaborations, students should  be prepared to speak and listen  daily in class based on the activity (small group work, class discussions, debates).  Ã‚   The literature selected for the course represents multiple genres (poems, plays, essays, novels, short stories). In their analysis of literature, students are expected to look closely at how the authors choices of literary elements have contributed to the authors purpose. Students develop skills in close reading in both fiction and nonfiction. Close reading skills should be developed so that students can use these skills with informational texts in other disciplines. Grade 10: English II The vertical coherence established in the curriculum for English I should build on the major principles of writing in multiple genres. In English II, students should  continue  to focus on the skill sets for formal writing using the writing process (prewriting, draft, revision, final draft, editing, publishing). Students can expect that they will be required to present information orally. They will also learn more about correct research techniques. The literature offered in grade 10 could be selected based on a theme such as  Coming of Age or  Conflict and Nature. Another format that may be used in selecting the literature may  be  horizontal coherence, where  the texts selected are designed to complement or be associated with another sophomore-level course such as social studies or science. In this arrangement, the literature for English II may include selections from world literature texts that may be  horizontally coherent  with social studies coursework in global studies or world history course. For example, students may read All Quiet on the Western Front while studying World War I. Students continue to focus on increasing their comprehension skills by analyzing both informational and literary texts. They also examine an authors use of literary devices and the effect an authors choice has on the whole work. Finally, in grade 10, students continue to expand (at minimum  500 words annually for each year in high school)  their academic and  content-specific  vocabulary. Grade 11: English III In English III, the focus may be on American studies. This focus on a particular literary study will provide  teachers another opportunity for horizontal  coherence,  in which  the literature  selected may complement or be  associated with materials for required social studies coursework in American history or civics. Students may be expected to successfully complete a research paper this year in English or in another discipline, such as science.  Students continue to work on their formal forms of written expression in multiple genres (EX: personal essays as preparation for the college essay). They should understand and apply the standards of English, including the use of the hyphen. In grade 11, students practice speaking and listening to conversations and collaborations. They should have the opportunities to apply their  understanding of rhetorical style and devices.  Students will be expected to analyze informational and literary texts  in multiple genres (poems, plays, essays, novels, short stories) and critically evaluate how an authors style contributes to the authors purpose.   Students in the junior year may choose to select a course in Advanced Placement English Language and Composition  (APLang) that could replace English III. According to the College Board, the AP Lang course prepares students to read and comprehend rhetorically and topically diverse texts. The course prepares students to identify, apply, and finally evaluate the use of rhetorical devices in texts. In addition, a course at this level requires that students synthesize information from multiple texts in order to write a well-organized argument. Grade 12: English IV English IV  marks the culmination of a students English course experience after thirteen years from kindergarten to grade 12. The organization of this course may be the most flexible of all high school English classes as a multi-genre survey course or on a specific genre of literature (ex: British Literature). Some schools may choose to offer a senior project selected by a student to showcase a set of skills. By grade 12, students are expected to have mastered the ability to analyze various forms of literature including informational texts, fiction, and poetry. Seniors can demonstrate their ability to write both formally and informally as well as the ability to speak individually or in collaborations as part of college and/or career ready 21st Century skills.   AP English Literature and Composition may be offered as an elective (in grade 11 or 12).  Again, according to the College Board, As they read, students should consider a works structure, style, and themes, as  well as such smaller-scale elements as the use of  figurative language, imagery, symbolism, and tone. Electives Many schools may choose to offer English elective courses for students to take in addition to their core English coursework. Elective credits may or  may not serve for English credits required for a diploma. Most colleges encourage students to take the required core classes, which may or may not include electives, and college admission officers generally look for a student to complete academic requirement before expressing their interests through electives. Electives  introduce students to a completely new subject to challenge themselves and stay motivated throughout high school.  Some of the more traditional elective offerings in English include: Journalism: This course exposes students to the basic concepts of reporting and non-fiction writing. Students work with various article formats. Journalistic ethics and bias in reporting are generally included. Students write news to develop and improve their writing in a variety of styles and formats. Journalism is often offered with a school newspaper or media platform.Creative Writing:  Ã‚  Either through assignments or independently, students participate in creative writing to write fiction, narratives, using  description  and dialogue. Works by established authors may be read and discussed as models for student writing. Students may complete  in-class  writing  exercises and  comment on each others  creative  work.Film and Literature: In this course, students may explore texts to their film versions to analyze the narrative and artistic decisions of the writers and directors and to better understand the art of storytelling and its purposes.   English Curriculum and the Common Core While the curriculum for high school English is not uniform or standardized state by state, there have recently been efforts through the  Ã‚  Common Core State Standards  (CCSS) to identify a set of specific  grade-level skills that students should develop in reading, writing, listening and speaking. The CCSS  have heavily influenced what is taught in all disciplines.  According to the introduction page of the literacy standards, students should be asked: ....to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Forty-two of the fifty U.S. states adopted the Common Core State Standards. Seven years later, a number of these states have since repealed or are actively planning to repeal the standards. Regardless, all secondary school level English classes are similar in their design to promote the skills of reading, writing, speaking, and listening needed for success beyond school.

Case Essay Example | Topics and Well Written Essays - 500 words - 6

Case - Essay Example The most commonly used tool is the ANOVA (Analysis of Variance). ANOVA helps the manufacturers to predict the customer demands and requirements in particular markets. The results obtained help the Sales and Marketing Department to predict the volume of production and supply of goods. For instance, it helps them to know what type of a car model preferred over the rest in a particular region. The organization also uses correlation as a method of forecasting the sales. The tool analyzes the variables that determine the sales volumes. It then establishes the relationship between the variables. For instance, the exchange rate of the dollar determines the fluctuations of the market prices. The correlation becomes stable if it has a position coefficient of 1, and weak if the coefficient is negative. If it is zero, then at that particular moment there is no relationship between the two variables. In the same case, regression is used to determine the sales volumes. Sales=Number of vehicles sold*selling price (Opsmgt.edublogs.org,). The other company is the Netflix. It deals with the online distribution of movies, videos, and music. One of the tools used to forecast the sales of the enterprise is the descriptive statistics. The tool analyzes the trend in the sales. For instance, it determines the number of videos sold via the online market, the frequency of visit by the registered customers, as well as the rate at which new clients enroll. The data obtained is used to predict the financial stability of the organization, as well as its competitive position at the market. Netflix also uses the exponential smoothing tool. The device employs the principle of comparison the sales of the previous years. The organization uses the margin of error between the last two previous years to brace on how to adjust the production and sales strategies. On the same not, the moving average tool is used to analyze the

Read the instruction Essay Example | Topics and Well Written Essays - 500 words - 2

Read the instruction - Essay Example I always thought that piano concerts were boring without any other background music because I like some other instruments. I liked the first few pieces of music that were played. The composer for these pieces was Liszt. I did not know any of the pieces but I did like listening to them. Overall there was seven musical pieces from Liszt. My most favorite piece from this guy was the very first one. It felt a little bit upbeat compared with all of his other pieces. All of his pieces were played in reverse order from when he composed them. Perhaps the reason why I liked the first one was because it was the most modern. I dont really enjoy those old styles of music because I like music to have more of a beat to it. The next three pieces of music were from three different composers. I did not really know any of them, but I recognized that the styles of music were the same. That era of piano music has a distinct style that even someone like me, with very little musical background, can pick up on. After these three pieces of music, there was a short break. This gave everyone time to go outside and take the mind off music. When I came back into the hall, there was only music from one composer for the rest of the evening: Frederic Chopin. I had heard of this name before somewhere because I think this guy is quite famous, but I didnt really know any of his music. There was four main pieces from him, but the third one was played many different times in a number of minor and major keys. It was interesting to listen to the same song played many different ways. By the sixth one, I could pick up the small differences between all of the styles. After Chopins music was finished, the evening ended. I did like this concert because although the music was from the same era, there were many different styles from all of the composers. I now appreciate the effect that these composers had on music, specifically the piano. Next time I would like to hear some different music so that

Haiti Research Assignment Example | Topics and Well Written Essays - 1250 words

Haiti Research - Assignment Example Later on, the Haitians had an election and Duvalier rose to power as their president but unluckily, he turned out to be a great dictator an a ruthless leader (Cerda et al. 4). His reign was characterized by massive killings, embezzlement of funds, and corruption in every sector of the government. Due to this kind of leadership, the citizen suffered a lot as they became poorer with time. Development projects could not start, nor continue, since the government of Haiti could not afford the finances required. Unfortunately, in the year 2010, a high magnitude earthquake struck the country and led to massive destruction of property, death of many people and left a great number of Haitians homeless (Cerda et al. 7). This research paper shows the relationship between what happened during the early days in Haiti, and the aftermath of the great earthquake, connecting it to the current situation of this country. Haiti and France had a settlement deal in 1928, which demanded Haiti to repay a large amount of money to the French Government (Cerda et al. 11). Haiti was a very poor country by then and could not afford the money as demanded. The France however demanded that it had to be repaid this money it in order for it to identify the country’s independence, which it had attained in the year 1804 (Cruise 2). Additionally, the French government required Haiti to compensate it since it had lost a very important slavery colony, and most of their soldiers had died in the wars. Haiti government found trouble repaying this large amount of money (which amounted to 150 million francs) as it had no finances left (Cerda et al. 6). Fortunately, the France Government reduced the amount to 60 million francs, which had to be repaid in a period of thirty years. Boyer, who was the president of Haiti by then, made a very large first payment to France in order for them to recognize Haiti’s indepe ndence (Cruise 5). The payment led to economic problems in Haiti during

Economic Theory and Technological Change Term Paper

Economic Theory and Technological Change - Term Paper Example Commercialization is the process that turns an invention into innovation (Feldman, 2004). Innovation can be driven by new technological development or customer demand. Many new products arise from attempts to meet market demand than from new technologies. The technological breakthrough of the laser has led to various innovative applications of this technology, for example in keyhole surgery and laser-correction of poor eyesight. Windscreen-wipers used no new technology at all. They just met the market need for clean windows while driving (Different Kinds of Innovation). When most people think of corporate innovation, they think of product innovation which involves launching of a new product. Even a small improvement in a product can help keep a company one step ahead of its competitors. Process innovation may sound comparatively dull but is extremely important. In any large company, lots of people are involved in internal processes that allow the company to run smoothly and legally. These are the people in middle management, human resources, accounting, finance, administration, and the like. In general, they recognize processes that do not work well and have ideas about how to make those processes more efficient (The Four Kinds of Corporate Innovation). The economist Joseph Schumpeter’s major contribution of the economic vision of innovation has helped strengthen the theoretical base of one area of strategic management, that is, innovation strategy and innovation management within the enterprise. His theories are interesting also because they make a useful contribution to the multidisciplinary study (economics and management) of innovation.     

Ciminal Essay Example | Topics and Well Written Essays - 500 words

Ciminal - Essay Example The current cases of death penalty in United States of America have determined that the death penalty is arbitrary and unfair. Decades have passed after the sentencing rules and regulations were accepted by the Court in Gregg but death penalty is still capriciously applied to an insignificant amount of criminals. The capital punishment system is deficient of uniformity. The most atrocious murderers are not sentenced to death penalty (Blume, Eisenberg &Wells, 2004). Unsuccessful bylaws and limitations in the capital punishment system have resulted in prosecutors falling back on their partialities regarding on the worst and sympathetic criminals. According to Amnesty International Report, 95 percent of offenders cannot pay for their own lawyers. Poor people are over and over again subjected to convictions and death punishments that equally but more prosperous offenders do not receive. Black murderers are more likely to be subjected to death penalty by prosecutors than white murderers. Co defendants who have committed the same crime are subjected to different punishments. Individual prosecutors decide the death sentence which depends on the nature of the crime. Offenders found guilty of crimes for which death penalty is possible, have not received death sentence. Two offenders convicted of capital crimes get significantly different sentences (Amnesty International Report, 2005). The University of Maryland conducted a study of inmates on the death row in 2002 and found out that most defendants were to receive the death penalty because they had killed white people (Burkhead & Luginbuhl, 2003). There was another report which was released by the New Jersey Supreme court where it concluded that criminals involved in killing whites were more likely to receive a death penalty rather then the killers of black victims. Interviews conducted with jurors found out that they decide the penalty before the commencement of the trial. The National

Marketing Plan Essay Example | Topics and Well Written Essays - 1250 words

Marketing Plan - Essay Example 450). John Lewis departmental store describes its customers in terms of demographics and psychographics. According to Attwood (2007), John Lewis departmental store serves the affluent and middle classes whose income may not be reduced so much by high bills. This is shown by the high priced goods sold in stores. John Lewis customers are also trendy and value fashion. This organization can increase its market share by coming up with new products, which can best serve the low income earners. John Lewis will come up with low-priced differentiated products. United Kingdom’s retail market is dominated by six huge retailers who account for 60 percent of all goods sold in the region (Board Bia, 2012, p. 3). As a result, this market is extremely competitive. This market is fast moving and at the vanguard of initiatives. Because of the continuous changes in the market, John Lewis has developed exceptional points of difference to attract new patrons and entice the existing customers to s pend more (Capon and Hulbert, 2007, p. 345). Any departmental store or a supermarket is considered John Lewis’s competitor. ... Mark and Spencer is also a chief retailer in United Kingdom with more than seven hundred stores across United Kingdom and more than three hundred in other nations. Its products are luxury food items and clothing. It is the biggest retailer and controls 24 percent of the market (Board Bia, 2012, p. 5-7). Because of the intense competition John Lewis has developed exceptional points of difference to attract new patrons and entice the existing customers to spend more. The Buying Process of the Targeted Customers The buying process involves numerous activities by both customers and the company personnel. John Lewis has majored in customer service, which has made its profits grow over the past few months (John Lewis, 2012). Therefore, this process starts from the point where the customer recognizes his or her need or becomes aware of his or her problem (Lamb et al, 2009, p. 224). This may be the need for a new cloth, new phone, new car insurance or body cream. After identification of the need, the customer sets his or her quest for information on the products that can adequately satisfy his or her needs (Lamb et al, 2012, p. 256). This is adequately assisted by the internet which provides a wide range of information of the products available that can satisfy the need. John Lewis has stand-by personnel on the internet ready to assist consumers seeking information on a product or a service (John Lewis, 2012). John Lewis deals with numerous products. Therefore, the customer is provided with all the information on the available products in the market. The company personnel are expected to entice the customers into buying the product (John Lewis, 2012). As according to Brassington and Pettit (2006, p. 346-50), after the customer acquires all the

Leadership In A Changing Environment Nhs Management Essay

Leadership In A Changing Environment Nhs Management Essay Spending on the NHS has risen from  £447m a year to  £96bn over the last 60 years (Ham 1997), nearly a 10-fold increase after adjustment for inflation (Hawe 2008). In 2000 the Labour government initiated a programme of investment of 7% budget increases for 7 years that was unprecedented for any healthcare system (Department of Health 2000). However, Andrew Lansley the new health secretary, recently announced that the NHS budget would continue to rise above inflation in the coming years, but signalled that the NHS may need to make more savings than the previously announced  £20bn in efficiency cuts, a move health experts described as extremely ambitious and unions warned could have a devastating impact on hospitals (The Guardian, 2010). The government say it is necessary to make savings on such a scale because of the squeeze in public spending. So the NHS, with a budget of  £100bn amounting to a fifth of total public spending will have to do more with less. The individuals charged with steering the NHS through this period of relative famine will no doubt be required to display all the qualities of good leadership in order to meet the demanding financial and strategic challenges that face the organisation. But what are those qualities? How are they being developed within the NHS, and are they even the right qualities needed to produce effective leadership in an organisation as complex and demanding as the NHS? This paper firstly takes a critical look at what might constitute good healthcare leadership with reference to the current NHS Leadership Qualities Framework (NHS Institute of Innovation and Improvement, 2005) and presents an alternative to the individualistic approach of seeing leadership as a set of distinct personal qualities, capabilities and/or behaviours. Some of the theoretical and methodological weaknesses of the individualistic approach are exposed in an attempt to challenge the established formula for good leadership, and argue that in the increasingly tough economic climate that the NHS has to operate in, a new style of leadership is required to meet the challenge of delivering high quality healthcare whilst balancing the books. Secondly we look at the role of organisational change in facilitating this new approach to leadership. Established models of culture change are summarised and analysed to see if they might fit within this new approach to leadership. Finally the author discusses his own personal style of leadership in light of the findings and attempts to apply theory to practice within his own working environment. Leadership in the context of the NHS The NHS employs more than 1.3 million  people spread across hundreds of organisations.  Leaders of NHS organisations need to provide strong, strategic leadership for their organisation while being held to account by local Primary Care Trusts (PCTs), Strategic Health Authorities (SHAs) and other regulatory bodies for nationally and locally set objectives.  The performance of these organisations is dependant on the performance of clinicians who are often leaders in their own right, and due to the nature of their profession are expected to work under a great deal of autonomy. This is a problem that the NHS has been struggling with over its entire history. In 1983 the Conservative government of the time commissioned the Griffiths Report, which was a key trigger to the development of management and leadership in the NHS.  In the report, Roy Griffiths famously said, If Florence Nightingale were carrying her lamp through the NHS today she would be searching for the people in charge.  (Griffiths, 1983). The report is best known for recommending that general managers be introduced into the NHS. During the 1980s, hospitals began to integrate the medical profession into the management structure. In the early 1990s, however, with the introduction of the internal market, managers and leaders were tasked very clearly with balancing the books.  This resulted in managers becoming stereotyped as bean counters, a popular viewpoint still held by many (Kings fund, 2009). It was important then that the publication of Lord Darzis NHS Next Stage Review in 2008 (Doh, 2008) shifted the focus from general management onto the need for more clinical leadership.  Clinicians are being asked to have increasing involvement with the management agenda and take responsibility for the delivery of services locally. As a result of this increased recognition of a need for high quality leadership to deliver the NHS Plan (Doh, 2000) in 2009 the Chief Executive of the NHS, David Nicholson, established, and currently chairs the National Leadership Council (NLC). The Council has five main work streams: Top Leaders, Emerging Leaders, Board Development, Inclusion, and Clinical Leadership. This development represents a switch from where people were left to work out their career options for themselves, to a more nurturing environment, with a greater focus on support to both individuals and organisations. The Leadership Qualities Framework The document that underpins the development of leaders through the (NLC) is the Leadership Qualities Framework which has a number of applications and builds on the increasing emphasis in management recruitment, development and education on nurturing individual character traits in leaders, with the sole purpose of producing a set of abilities and transferable skills that can be applied in a variety of situations and contexts. Through this approach, NHS organisations hope to produce adaptable leaders, able to work across a multitude of complex environments and systems typical of a healthcare organisation. The term leadership is applied then to those who seemingly possess the abilities deemed necessary to lead, such as communication, people management, decision making and problem-solving. This dominant approach focuses on individual personal qualities for leadership development and is the latest in a long line of competency frameworks that have emerged in the last 50 years. The history of competency frameworks Leadership thinking has developed substantially over the last 50 years. The idea of individual character traits that started with Stogdill (1950) soon expanded into other schools of thought with McGregor pioneering the behavioural approach (1960) and Fiedler the contingency school (1967). These ideas were added to by Hersey Blanchard (1977) with situational leadership and Burns with transformational leadership (1978). All these approaches focus on leadership as a set of qualities embedded in the individual and can be thought of as competency approaches. There focus is on leaders who impress others; inspire people; push through transformations; get the job done; have compelling, even gripping visions; stir enthusiasm; and have personal magnetism (Maccoby, 2000). The NHS Leadership Qualities Framework is the latest such tool that adopts the individualistic approach with a focus on 15 core personal characteristics such as self-belief, empowering others, intellectual flexibility, political astuteness and integrity. These personal qualities are undoubtedly important but do not probably tell the whole story of what makes a good leader. Sanderson (2002) makes the point that management is more likely a consequence of complex contextually-situated interrelations, thoughts reiterated by Mintzberg in 2004 who suggests that our view of leadership is more likely to be an over-simplification of a vast pool of environmental data compressed into a few key people. So what are the major criticisms of competency models such as the LQF, and how might such a model have to adapt to ensure that the National Leadership Council produces the right kind of leaders needed for the future? Weaknesses of competency approaches to leadership There are at least five areas where the competency approach could be seen to be flawed (Bolden et al, 2006). Firstly it can be seen to be reductionist in the sense that it reduces the management role to its constituent parts rather than seeing it as a whole (Lester, 1994 Ecclestone, 1997). Secondly, the competencies that are listed as prerequisites for good leadership are often generic with no accounting of the nature of the task or situation (Swales Roodhouse, 2003). Thirdly, that focusing on personal traits may reinforce stereotypes about leadership rather than challenge them (Cullen, 1992). Fourthly, that not enough attention is given to the subtle qualities such as the moral and emotional elements of leadership that are difficult to quantify and measure (Bell et al. 2002). The fifth and final main criticism of competency frameworks is that their content forms part of an approach to education that aims to train individuals to improve their performance at work rather than develop more general cognitive abilities (Grugulis, 1997). If we accept the above weakness as legitimate, then it does cast doubt over the validity of competency frameworks such as the LQF to actually select and develop leaders. Salaman (2004) suggests that these frameworks may actually be confusing the issue when he states that The problems it promised to resolve are not capable of resolution and its promise consisted largely of a sleight of hand whereby organizational problems were simply restated as management responsibilities Weaknesses specific to the LQF include the fact that the initial research on which it was built was taken from interviews with Directors and Chief Executives rather than observation of good leadership in practice (NHS Leadership centre 2005). Also the qualities being promoted such as awareness, self-belief and integrity may be admiral in their own right but do not necessarily automatically lead to effective leadership. Bolden et al (2006) lists the characteristics as (a) a somewhat persecutory list of oughts, and (b) suggest that the characteristics still do little to get effective leadership done. One may be visionary, communicative and honest and still find leadership to be elusive. This then is the great paradox found within the competency approaches; that while they aim to highlight the skills that may be needed in certain situations, it is highly unlikely that people will encounter the exact same set of circumstances in their own practice because of the inherent complex nature of working life. Also, that while providing prescriptive solutions to problems may increase consistency, they may stifle any original though in the leader wanting to apply their own reasoning to the problem. The characteristics of the LQF seem then to be then a description of the qualities found in people in the top jobs rather than the prerequisites for leadership. The difference in viewing these traits as descriptive rather than prescriptive cannot be underestimated. Such descriptions however tend to oversimplify and may prove to be of limited, practical value within the climate of complexity, interdependence and fragmentation that arguably characterizes multi-disciplinary organizations such as the NHS (Blackler et al., 1999). Additionally, individuals are likely to try and define themselves according to the corporate language found within competency frameworks to legitimise their role rather than seek new ways of working and improving their practice (Holman Hall, 1997). Going back to Sandersons earlier point that management is more likely a consequence of complex contextually-situated interrelations, we can see how in a medical setting such as in a busy outpatient department the desired outcomes can only be achieved as a consequence of multiple staffing/patient/organisational/medical factors working in synergy. Successful leadership in this sort of environment is not likely to be the result of any one individual, but a result of all the characters competently playing their respective parts. Marx (1973) suggests that we should not focus on a few key individuals when trying to explain leadership in an organisation, because if we do so there is the danger that individuals become pigeonholed as either leader/follower and the nuances of the group interactions as a whole become lost. He ultimately describes the leadership focus on a few key people as an illusion. Using the earlier example of a trip to the outpatient department there is no point looking fo r a leader throughout the care process, as responsibility passes between various individuals, especially if you include the initial referral from the GP and follow up staff such as home help after the visit. Beyond individual competencies So if traditional competency frameworks, including the Qualities Leadership Framework are flawed, how can a view of leadership based on contextual factors better steer the future of leadership development within the NHS? Building on the initial thoughts of Marx in 1973, Bolden et al (2006) develop the argument that leadership is an organic process that is an ongoing, ever developing situation that individuals find themselves in whilst interacting with others. Leadership can come and go depending on the relationships that people have with each other and is inextricably linked to the particular environment of the time. Like power, leadership is an internal relation, constantly in-tension and subject to a myriad of meanings, values, ideals and discourse processes (Alvesson, 1996). One of the implications of reclassifying leadership in this way is that good and effective leadership cannot now be taught, only experienced by others. Sandberg (2000) interviewed assembly line workers and concluded that finding purpose at work led to appropriate competencies arising naturally. He proposes that by engaging in dialogue to clarify a workers purpose leads to better outcomes compared to presenting them with a list of competencies to achieve. Within the outpatient department example it is likely that the unified sense of purpose will bind the individual players, creating an environment that facilitates the emergence of positive behaviours when required. In light of the increasing economic constraints that health organisations have to operate within, it would be wise to promote leadership as potentially accessible to all by placing more emphasis on personal autonomy. Perhaps then this re-conceptualisation would encourage a shift not only in how leadership is researched, but also in how it is recognised, rewarded and developed within the NHS. Practically speaking the NHS needs to cast its net a bit wider when trying to define good leadership. It means opening up leadership from multiple angles, searching its small details, minor shifts and subtle contours (Dreyfuss Rabinow, 1982) to see it in the context of its environment. Bringing about organisational change In light of our proposal that it would be wise to promote leadership as potentially accessible to all by placing more emphasis on personal autonomy, there needs to be a way that leaders can disseminate this culture within their organisations. As many health organisations are built on strict hierarchical chains of command it is inevitable then that many organisation will have to go through some form of culture change to embrace new ideas and practices. Many people working in health organisations will be familiar with organisational change of some sort. But most would associate organisational change with shifts in management structures or indeed the creation/removal of whole new organisations. When structural change is implemented it is usually with the intention of bringing about change to meet wider goals such as introducing stronger leadership, achieving financial balance or addressing a previously unmet service need. There is however an alternative, the option of attempting to chan ge the culture within the organisation to meet these same goals. There are a vast range of models for understanding organisational culture change which were reviewed by Brown in 1995. His extensive review of the literature identified five main models detailed in Box 1. Lundbergs model, based on earlier learning-cycle models of organisational change; emphasises external environmental factors as well as internal characteristics of organisations. Dyers model, posits that the perception of crisis in conjunction with a leadership change are required for culture change to occur. Scheins model, based on a simple life-cycle framework; posits that different culture change mechanisms are associated with different stages in an organisations development. Gagliardis model, suggests that only incremental culture change can properly be described as a form of organisational change. A composite model, based on the ideas of Lewin, Beyer and Trice, and Isabella; provides some insights into the microprocesses of culture. Box 1: Five Models of Organisational Culture Change (Scott et al., 2003, adapted and derived from Brown 1995). No model is comprehensive enough to be said to be the definitive blueprint for change processes, but the merits and weaknesses of each are briefly listed in turn: Lundbergs model Figure 1 Lundbergs organisational learning cycle of culture change (Lundberg, 1985) and reproduced in Brown (1995). Lundbergs model (1985) recognises the presence of multiple subcultures that operate within organisations, and at each stage there are various internal and external conditions that need to be met in order to move round the cycle and for change to occur. It is not possible to go into all the detail that surrounds this model, but Lundberg describes the numerous precipitating events that can spark change (otherwise known as the trigger events) before describing the types of strategies employed by leaders and the different forms of action planning required to bring about change. Critics (Scott, 2003) suggest that the model is rather mechanistic, failing to fully acknowledge the dynamism and uncertainty between cause and effect in organisational life. It also fails to address the political forces (doctor-managerial tensions) within organisations, or recognise the influence of key individuals and groups in facilitating and resisting culture change (Mannion, 2010). Dyers cycle of cultural evolution Figure 2 The cycle of cultural evolution in organisations (Dyer 1985) and reproduced in Brown, (1995). Dyers model (1985) suggests that a crisis paves the way for a culture breakdown within an organisation, which in turn leads to the emergence of new leadership. A power struggle ensues whereby the new leadership has to assert their dominance over the old leadership by being seen to resolve the conflict between to two parties. To aid with this transition the new leadership introduce new values, symbols and artefacts into the organisation to banish the old organisational history. New people are recruited who support the new values and so the new culture is sustained. One advantage of Dyers model over many other theoretical models is that its two essential conditions for cultural transformation crisis and new leadership are relatively easy to identify and test in organisational settings. There is also a particular focus on leadership in organisational culture and change. However Scott (2003) again criticises the model for oversimplifying the change process, pointing out that the roles of the majority of individuals in an organisational culture are de-emphasised in favour of a focus on innovative leadership. Mannion (2010) mentions that Dyers model also fails to ask a crucial and rather obvious question about the causes of crises in organisations. Scheins Life Cycle Model Figure 3 Growth stages, functions of culture, and mechanisms of change. Reproduced from Schein (1985) and reproduced in Brown, (1995) Scheins life-cycle model of organisational culture change (1985) suggests that organisations undergo the three distinct stages of birth and early growth, organisational midlife, and organisational maturity. In the early birth and growth stages the organisation battles with its identity, characterised by revolutionary change and possible challenges to the leadership from individuals from the old culture. The midlife phase is characterised by deeply embedded values that need be brought to the surface through organisational development to bring about change. Other factors that can precipitate change during this stage however are new technology, scandals (such as the Bristol heart surgery tragedy/Harold Shipman) and the gradual drip feeding of new ideas by the leadership described by Quinn as Incrementalism (1978). The final mature stage implies that change would come easily to this type of organisation. In fact the opposite is true, and companies may have to go through large turnaround projects to detour from their well established courses. Leaders are also more likely to need to use coercive strategies for change when more subtle approaches have failed to produce results. Gagliardis model Figure 4 Gagliardis model: Cultural change as an incremental process (Brown 1995) Gagliardi (1986) agues that rather than seeing old cultures as totally replaced by new ones, the old ones are merely built upon to incorporate the new values. Leaders will ascribe success to the new ways of doing things despite the fact that the new process might have no connection to that particular outcome. This model of cultural change is interesting because it embraces the fact that gradual change can happen over time, and that the way that this happens can often be as a result of the way that successful leaders attribute the reasons behind the organisations success to previous decision making, even though those decisions would have made little or no effect on the result. The Composite model of Lewin, Beyer and Trice, and Isabella Figure 5 Understanding organisation culture change: three related domains (reproduced from Roberts and Brown (1992) The final model of organisational change discussed by Brown (1995) is a compilation model based on the ideas of Lewin (1951) as modified by Schein (1964), Beyer and Trice (1988) and Isabella (1990). Essentially the model describes the three stages of learning as freezing- clinging to what one knows, unfreezing exploring ideas, issues and approaches and refreezing identifying, utilising and integrating values, attitudes and skills with those previously held and currently desired. The framework is very general and applicable to any type of organisation and to any level within an organisation. However the model (much like Lundbergs in model 1) paints a very mechanistic picture of change, and it does not recognise the often painful transitions that can to take place moving between the three stages. This type of planned change model is not without its critics, and Garvin (1994) argues that change cannot occur from one stable state to another in the turbulent business environment that exists today. Bamford and Forrester (2003) suggest that the planned approach assumes that all parties are in agreement on their goals and direction and this is rarely the case. Hayes (2002) highlights that some organisations may have to change initially for environmental reasons but have no desire to define the end state. It serves then as a fairly limited descriptive tool, and does not attempt to inform as to whether any change programme has been successful or not. In contrast to planned change, emergent approaches see change as less reliant on the manager (Wilson 1992) and less prescriptive and more analytical in nature (Dawson 1994). Dawson claims that change must be linked to developments in markets, work organisation, systems of management control and the shifting nature of the organisational boundaries and relationships. There is therefore more emphasis on bottom-up action rather than top-down control in commencing and implementing organisational change. Given the need for NHS managers to harness the cooperation of professional staff and work across complex organisational boundaries, emergent approaches are often well suited to achieving change because the role of senior management shifts from a controller to a facilitator. Personal responses to leadership In having to reflect on my own leadership style I am immediately presented with a dilemma. The objective of this paper was to deconstruct the established models of leadership (including the NHS Leadership Qualities Framework) and adopt a new approach to leadership that incorporates the situational context and other social factors. I refer back to Dreyfuss Rabinow, (1982) who encourage us to open up leadership from multiple angles, searching its small details, minor shifts and subtle contours to see it in the context of its environment. There are at least five major weaknesses to this individualistic approach which have been discussed at length already, so I will not repeat myself here. But essentially by subjecting myself to these established competency frameworks I would undoubtedly be shoehorning myself into a set of constructs that would probably do little to help me establish how best to operate in my individual working environment. To take this thought one step further I would say that the best leaders are therefore the individuals most able to analyse their environment, adapt their interactions and self actualize within that environment appropriately. In light of the fact that NHS organisations are moving from large highly structured institutions to smaller stakeholder organisations with multiple players, the skills most required to lead will most probably be relational and persuasive. Perhaps then ones ability to interact with others according to model of relational proximity best describes the leaders of the future. This model lists the values needed for effective relationships such as focusing on the quality of the communication process, maintaining relationships, breadth of knowledge, use and abuse of power and valuing similarity and difference. I am again however again inclined to see this model as too prescriptive, and as Bolden mentions earlier lists the characteristics as (a) a somewhat persecutory list of oughts, and (b) suggest that the characteristics still do little to get effective leadership done. As a manager working in a Primary Care Trust I am able to see first hand how the general move towards decentralisation with greater autonomy does seem to be creating a paradox within the organisation. The combined effects of commissioning organisations splitting away from their provider arms and an increasing move towards an open market has created a more mechanistic approach towards commissioning and providing services. This seems to pull against the other central directive of remaining flexible to meet local need. Effective leadership for me then and I suspect all working a healthcare environment is to somehow thread the needle by employing on the one hand a mechanistic approach that satisfies the performance management demands from monitoring bodies, while at the same time remaining flexible enough to respond to the changing healthcare marketplace. Concluding remarks This paper has set out to demonstrate that the existing emphasis on developing leadership through competency based models such as the Leadership Qualities Framework is a flawed. Less emphasis needs to be placed on individual leaders and more attention paid to the environmental and situational factors that encourage leadership to thrive. The NHS is an organisation dependent on responsible shared leadership. It would not be accurate to attribute its successes and failures to the few as that viewpoint is likely to be an over-simplification of a vast pool of environmental data compressed into a few key people. Organisational culture change was discussed as a vehicle for introducing new approaches to leadership and the five main models of organisational change as reviewed by Brown in 1995 were summarised and discussed. None of these models were found to comprehensively describe the change process and most could be accused of being rather mechanistic, failing to fully acknowledge the dynamism and uncertainty between cause and effect in organisational life (Scott, 2003). The mixed messages distributed by policy makers centrally add to the confusion within healthcare, requesting that workers are both centrally accountable and at the same time expected to work flexibly and autonomously. The argument being then, that it is not possible (or even preferable) to maintain one leadership style in this context. Further research it seems is required to deepen our understanding of ideal environmental factors that allow leadership to blossom through bottom-up emergent processes as opposed to imposed top-down structural changes and rigid concepts of what constitutes good leadership.

Professional Philosophy And Occupational Therapy

Professional Philosophy And Occupational Therapy The definition of occupational therapy as gradually metamorphosis from its genesis till date, yet it has gradually evolved from its first definition in 1914 by George Barton who stated that if there is an occupational disease, why not an occupational therapy. While in 1919, he further postulated that occupational therapy is the science of instructing and encouraging the sick in such labours as will involve those energies and activities producing a beneficial therapeutic effect. Over the years, the definition of occupational therapy had transited and in 1923, Herbert J. Hall define occupational therapy as that which provide light work under medical; supervision for the benefit of patients convalescing in hospital and homes, using handicraft not with the aim of making craftsmen of the patients but for the purpose of developing physics and mental effectiveness. American occupational therapy Association (AOTA) proposed the definition that occupational therapy is the art and science of di recting mans involvement in selected task to reinstate, reinforce and enhance performance, to facilitate learning of the skills and functions essential for adaptation and productivity, diminish or correct pathology and to promote and maintain health. In 1994 AOTA mmrevised the definition and stated that occupational therapy is the use of purposeful activity or interventions to promote health and achieve functional out come to develop, improve or restore the highest possible level of independence with person who is limited by a physical injury or illness. The goal of occupational therapy is to assist the individual in achieving an independent, productive and satisfying life style. Occupational therapist use adaptive activities to increase the individuals functioning and productivity in view of achieving independence and satisfaction. Occupational therapy is a health discipline concerned with enabling function and well-being (Baum, 1997) Occupation in Occupational Therapy (Polatakjo 2007, Wilcock 2000), states that the ultimate impact of occupational therapy in multidisciplinary health care service must be a profound understanding of enabling occupation (Pollock and McColl 2003) also stresses that the knowledge of occupation is employed as a means to enhance the development of health in people. Occupational therapists also aspire to the goal of facilitating occupational engagement and performance as the end or outcome of therapy. Occupation is the purposeful or meaningful activities in which human beings engage as part of their normal daily livesà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ all aspects of daily living that contribute to health and fulfilment for an individual(McColl 2003 p1) Schwammle (1996) encourage occupational therapists to focus on enabling clients achieve a sense of well being via occupation. In contrast, (Wilcock 2006) de-emphasises occupation in favour of established concepts that are more consistent with a medical model. He also stressed that medical focus, rather than an occupational focused may have resulted in therapists looking at remedying performance components rather than addressing occupation itself, but (Molineux, 2004) said it will be highly problematic as it will lead to issues of role blurring, role overlap and role ambiguity. A different dimension to core philosophy of occupational therapy is functional independence or activity of daily living as the ultimate goal of occupational therapy (Thornton and Rennie 1998). Chavalier (1997) concurred that occupational therapists experience difficulty agreeing on what occupational therapy is, and also that the diverse opinion is a strength to the occupational therapy profession. There seems to be an overall conclusion by occupational therapy experts that occupational therapy as a profession should mainly focus and emphasis on occupation as the core centre of the profession. (Baum and Baptiste 2007, Law et al 2002, Wilcock 2000, Asmundsottir and Kaplan 2001) all stress that occupation should be central in occupational practices. Various authors also gave reasons why occupation should be the epicentre of occupational therapy: It will provide an exclusive perspective that will ensure the professional survival of OT in health service (Pierce 2001) It will unite OT and ensure its continued survival (Nelson 1996). It will enable OT to achieve its full potential (Crabtree 2000) Occupation-focused practice may result in more satisfying practice for individual occupational therapists (Molineux 2004, Wilding 2008) Occupation focused may assist therapists intervention s to be more meaningful when dealing with complex issues (Persson et al 2001) It makes OT to be a true, self-defining profession. Metamorphosis Of Occupational Therapy Right from the inception of occupational therapy. the concepts of occupation is the foundation upon which the profession is built. The founders of occupational therapy the likes of George Barton, Fleanor Clarke Slage, Adolph Meyer etc based the new profession on their own personal experiences of the health enhancing effects of engagement in purposeful and meaningful activities (Peloquin, 1991a), Kielhofner (1992) noted for the early part of twentieth century how occupation is seen to play an essential role in human life and lack of it could result in poor health and dysfunction, occupation is also seen as the link between the mind and soul. Occupational therapy There was a shift of focus to mechanistic paradigm in the (1960s). These emphases the ability to perform depend on the integrity of body systems, and functional performance can be restored by improving or compensating for system limitations. KIELHOFNER (1992) saw a growing dissatisfaction among occupational therapist with the mechanistic approach whiled Reilly (1992) called for therapist in the early 1960s to focus on occupational nature of humans and also the ability of the profession to emphasize on the occupation needs of people contemporary paradigm (1980- present day).(Molineux 2009) Relationship between professional philosophy and occupational therapy A professional philosophy helps set values, beliefs truths and focuses the therapist on the principles that governs his actions. It gives credence to the profession existence and substantiates reasons for practitioners therapeutics processes. In studying the philosophical basis of a profession, it is essential to look at it from its three components as it relates to occupational therapy Metaphysical component. This bothers on what the nature of humankind is. -active being, occupation performance, Reductive approach and Holistic approach. Epistemology component. This relates to the development of a professional philosophy. It analyse the nature, origin and limits of human knowledge.(Adaptation, Thinking, feeling and doing) Axiology component. It concerns with the values of the profession. Quality of life, client catered approach, code of ethics Man is an active being whose development is influenced by the use of purposeful activities, using their capacity for intrinsic motivation; human beings are able to influence the physical and mental health and their physical environments through purposeful activity. Adaptation is a change in function that promotes survival and self-actualisation, it is also described as the satisfactory adjustment of individual s within their environment over time. . Dysfunction may occur when adaptation is impaired, while purposeful activity enhances the adaptive process. Health care system has been developed from a reductionistic approach where man is viewed as separate body function and each part treated separately and focuses on specific problem for greater efficiency. However, medicine has metamorphosis into addressing all the bodily functions of the client, this is a holistic approach by occupational therapy traced to Adolf Meyer. He sees the human body as a live organism acting. The holistic approach emphasises organic and fundamental relationship between the parts and the whole being, an interaction of biological, psychological, socio-cultural and spiritual elements. Occupational therapy trend is shifting away from holistic practice to specialised (reductionistic) approach again. For example, occupational therapy practitioners working in hand rehabilitation refers to themselves as hand therapists or those in psychiatry call themselves psychiatric therapists. Critical analysis of model and frame of reference MODEL AND FOR In advancing the theoretical foundation of occupational therapy, a model is defined as a theoretical simplification of a complex reality (Frolitch, 1993) and consists of several explicitly defined concepts. Conceptual models are schematic or graphic representation of concepts and assumptions that act as a guide for theory development. The frame of reference is based on philosophy or a paradigm and attempts to describe or explain what we believe or value. Models are developed within a frame of reference. Hence, FOR are viewpoints, beliefs or values. FOR are connected sets of ideas that form the basis for action. (Duncan, 2006) Reed and Sanderson (1999) states that no perfect or ideal model for health, functioning and disability exists for occupational therapists. Rather, they suggest that occupational therapists should select the aspects from those health models that most closely fit the belief and values of occupational therapy. According to Townsend (2002), Occupational performance is defined as the result of the dynamic relationship between the person, the environment and the occupation. It refers to the ability to choose and satisfactorily perform meaningful occupations that are culturally defined and appropriate for looking after ones self, enjoying life and contributing to the social and economic fabric in the community. Occupations are groups of activities and tasks of everyday life. Activities of Daily Living (ADL) The initial process of occupational therapy assessment involves interviews with the patient and the carer to establish previously held life roles and the tasks and activities that were completed within these roles. Observational assessment is undertaken of personal self-care tasks, including showering, dressing, toileting, grooming, and eating, and domestic or instrumental tasks, including meal preparation, shopping, cleaning, laundry, and management of finances and medications. Standardized measures may include the Functional Independence Measure (FIM), [6 MODELS Model of human occupation (MOHO) The model emphasis that occupational behaviour is a result of the human system, the subsystem, the habitation subsystem and the environment. MOHO is a behavioural model. He defines occupational performance from a behavioural perspective. The model sees occupational performance as a result of mind-brain-body performance subsystem. Haglund and Kjellberg (1999) argue that the MOHO lacks the influence of the environment on human behaviour. Though it includes the environmental factor, he does not explain the interaction and relationship between the person and the environment. Canadian Model of Occupational Performance (CMOP). See in occupational performance terms of dynamic relation between occupation, environment and a person, the key elements of environment are cultural, institutional, physical and social. While the purpose of occupation can be leisure, productivity or self-care. The CMOP presents the person as an integrated whole, incorporates spiritual, affective, cognitive and physical need (Townsend, 2002) The CMOP defines occupational performance as the result of dynamic relationship between the person, the environment and the occupation. OCCUPATIONAL PERFORMANCE MODEL (Australia) In contrast to the ICF where rest is a body function, rest has an activity perspective in the OPM. CORE PROCESS (HAGEDORN 2006) The first extensive presentation of occupational therapy core competencies was produced by Mosey (1986) she based her domains of concern of the profession as performance components, occupational performances, the life cycle and the environment. While (Neistadt and Crepeau 1998) give a list at entry level to be development of skills, socialization in the expectation related to organisation, peers and the profession, acceptance of responsibility and accountability in relevant active-ties. In 1994,the college of occupational therapist published a position on core skills and conceptual framework for practice. Core skill is defined as the expert knowledge at the hearth of the Professional. The unique core skills of occupational therapy are Engage in purposeful activity and meaningful occupation as therapeutic tools to enhance health and wellbeing. Enable people to explore, achieve and maintain balance in their daily living tasks. Evaluate the effects of manipulate, physical and psycho-social environments, maximise function and social integration. Ability to analyse, select and apply occupation to focused therapeutic media to enable dysfunction in daily living tasks and occupational roles. For a therapist to be able to display core professionalism via the above listed core skills. The therapist needs to use four core processes. Therapeutic Use of Self In the heart of therapeutic intervention is the ability of the therapist to communicate with the client and establish a therapeutic relationship or alliance. Mosey (1986) described conscience use of self as one of the legitimate tools of practice. ASSESSMENT OF INDIVIDUAL POTENTIAL, ABILITY AND NEEDS For an effective therapeutic intervention, there must be a clear and accurate evaluation of the potential and abilities of the clients in view of the clients needs and goals. This is achieved through the array of tests, checklists and other assessment tools. Assessment may require detailed observation, measurement and repeated testing in relation to ADL which the individual engages. OT is concerned with the whole spectrum of human skills through all ages: past, present and future. Possibilities and probabilities need careful evaluation which requires experience and indepth clinical reasoning. ANALYSIS AND ADAPTATION OF OCCUPATION A fundamental assumption of occupational therapy is that engagement in occupation promotes health and well being. Hence, occupational analysis seeks to break down the tasks into smallest units of which performance is composed. The client skill components can be identified and the therapist can map how this can be built into competence. To achieve this, the therapist must observe, record and analyse elements of performance via work, leisure and self care activities. The therapist also employs analytical methods to determine client interaction between occupational role and social life relationships. ANALYSIS AND ADAPTATION OF ENVIRONMENT Therapists acknowledge that the environment has an effect on behaviour. It facilitates interaction, reduce stress and promote engagement. Hence, adapting to the environment can enhance occupational performance or impede engagement in task. The analysis of the environment should be at an holistic level and not limited to the physical aspects alone, but also socio-cultural aspects, emotional and financier environment. CODE OF ETHICS AND PROFESSIONAL CONDUCT COT 2010 On a daily basis, occupational therapists are confronted with situations that requires decisions. Moral and ethics have the potential to affect the clinicians decision making practice. Ethics are philosophical stands on the rightness or appropriateness of various voluntary actions. The adoption of ethical principles is one characteristic often used to distinguish professions from other occupations (Vollmer Mills, 1966). The code of ethics and professional conduct produced by the college of occupational therapists (COT) and NPC are formulated to guide O. T in their professional conduct in terms of competent combination of knowledge, skills and behaviors. The code of ethics and professional conduct are sub divided into major sections: Service user welfare and autonomy, this includes: Duty of care, welfare, mental capacity and informed consent and confidentiality. Service provision: Equality, Resourses, the occupational process, risk management and record keeping. Personal professional integrity: Personal integrity relationships with service users, professional integrity, fitness to practice, substance misuse, personal profit or gain, and information representation. Professional competence and lifelong learning: professional competence, delegation, collaborative working, combining professional development, and occupational therapy practice education. Developing and using the professions evidence base. The code of ethics and professional conduct enacted various laws upon which an occupational therapist base his/her practice, these include: Health Act 1999 Occupational therapist is protected by law and can only be used by persons who are registered with the health professions council (HPC) O.T personnel must respect the right of all people under the Human Right Act 1998. Mental Capacity Act 2005 code of practice states that: A person must be assumed to have capacity unless it is established otherwise. Data protection Act 1998: gives individual the right to know what information is held about them and that personal information is handled properly. Roles of COT and HPC (Code of ethics and professional conduct.COT,2010)

Irrepresive Individuals :: essays research papers

The Irrepressible Individual in the Works of Shirley Jackson Throughout her life, Shirley Jackson struggled with a conflict between her dogged individuality and society's requirement that she adhere to its norms and standards. Jackson saw a second level of human nature, an inner identity lurking beneath the one which outwardly conforms with society's expectations. Society's repression of her individuality haunted Jackson in her personal life and expressed itself in her writing through the opposition of two levels of reality, one magical and one mundane, but both equally real. All of the various dichotomies that make up Jackson's double-sided reality can be traced to the hidden human nature, the repressed individual she saw within each of us. From an early age, Jackson did not feel completely comfortable in the society around her. She preferred to sit in her room and write poetry rather than play with the other children in her neighborhood (Oppenheimer 16). Alone in her room, Jackson explored the magical worlds, the alter-egos which her family did not understand. "I will not tolerate having these other worlds called imaginary," she insisted (Oppenheimer 21). Jackson did not satisfy her mother, a wealthy socialite who wanted her daughter to be beautiful and popular and was disturbed by her talk of "other worlds." Relations between Jackson and her mother were tense throughout her life, paralleling the conflict between Jackson and the society in which she found no place for herself. "I will not tolerate having these other worlds called imaginary" -Shirley Jackson Jackson's mother wrote to her once that "you were always a wilful child" (Oppenheimer 14). This careless statement captures Jackson's stubborn assertion of her individuality, as well as her mother's disapproval. Jackson's obesity particularly troubled her mother, who suggestively sent her corsets even after she was married (Oppenheimer 14). Being overweight symbolized Jackson's rebellion against her mother and the standards of fashionable society. Her obesity demonstrates the connection Jackson made between her unique individuality and the "freakish and abnormal, the 'grotesque and arabesque'" (Sullivan n. pag.). The abnormal second reality Jackson contemplated in the seclusion of her room was to her supremely ironic. Jackson rarely ends her stories with a resolution of the plot; instead, a dramatic incident or revelation serves to illustrate the irony she sees in the world. In her most famous short story, "The Lottery," Jackson takes pains to describe a village of hard-working, upstanding Americans.

sop for cass Essay -- essays research papers

I am applying for admission to the MSc. program in Mathematical Trading and Finance because I want a career in the area of mathematical finance. In particular, I am interested in the application of mathematical methods to the various areas of finance. In order to gain an appreciation of these and related issues, it is essential for me to have a strong grounding in the areas of advanced mathematics as well as to gain a Finance perspective. I believe that my educational background has instilled in me the qualities required to meet the rigor of this demanding profession. Graduation in Engineering has provided a strong foundation in Mathematics and Computer Programming. During the course of my Engineering education I took up a project with Indira Gandhi Centre for Atomic Research (IGCAR), India’s premier centre for atomic research. This project of developing the software for processing reactor data, requiring extensive use of C programming language and Unix, for the first time gave me a real world experience of programming. This association helped a lot in consolidating my programming skills, especially in C language. Thus, it inculcated in me problem solving and analytical abilities. After completing my graduate degree, I joined Tata Consultancy Services (TCS), Asia’s largest software firm as an Assistant Systems Engineer. After a 3 month intensive training in software methodology and management skills, I joined a team which was building a Trading System for a Stock Exchange...

Useful Phrases for Structured Structured Monologue

Useful Phrases for Structured Structured Monologue M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Structuring When delivering a structured monologue, one of the ways to begin your presentation is to outline its structure, using one of the following phrases: I’ve divided my presentation/speech into three (main) parts. In my presentation/speech I’ll focus on three major issues. M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Effective Openings In order to grab the attention of the audience you may employ one of the following devices: Rhetorical questions;Interesting facts; Stories and scenarios; Problems to think about; Quotations. M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Rhetorical questions Is market research important for product development? Do we really need time management seminars? Interesting facts According to an article I read recently, †¦ Did yo u know that †¦ ? I’d like to share an amazing fact / figure with you. M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Stories and Scenarios Let me tell you what happened to me †¦ Suppose †¦ Imagine †¦ Problem Problem to think aboutSuppose you wanted to †¦ . How would you go about it? Imagine you had to †¦ . What would be your first step? M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Quoting a well-known person As †¦ once said, †¦ To quote a well-known writer, †¦ To To put it in the words of †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Introducing a Point When delivering the presentation on the particular subject it is relevant to introduce the key points. You may use one of the following phrases: First First of all I'd like to point out †¦ The main problem is †¦ The question of †¦Speaking of †¦ M . Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Enumeration of points If you are asked to provide several reasons, factors or arguments in a row, you have to organize them in the logical way. In order to structure your answer properly enumerate the main points using one of the suggested phrases: first first of all, I’d like to say †¦ in addition to that †¦ moreover, †¦ furthermore, †¦ another example of this is †¦ first, second, third †¦ Finally, †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Moving to the next pointThis leads directly to my next point. This brings us to the next question. Let’s now move on / turn to †¦ After examining this point, let’s turn to †¦ Let’s now take a look at †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Going back As I said / mentioned earlier, †¦ Let me come back to what I said before †¦ Let’s go back to what we were discussing earlier. As I’ve already explained, †¦ As I pointed out in the first section, †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Stating something as a fact Do not be afraid to state some information as a well-known act, if it is justified by the subject of discussion. However, you should be very careful when applying one of the following phrases: As As everyone knows †¦ It is generally accepted that †¦ There can be no doubt that †¦ It is a fact that †¦ Nobody will deny that †¦ Everyone knows that †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Giving Your Opinion There exist a variety of ways how to express your opinion when speaking English. The choice of an expression to be used in the particular situation depends on how strong your opinion is, i. e. how sure you are about a artic ular thing. M. Platonova „Materials for the Speaking Part of the Centralised Exam† Giving Your Opinion Neutrally I think†¦ I feel that†¦ In my opinion†¦ As As far as I'm concerned†¦ As I see it†¦ In my view I tend to think that†¦ From my point of view†¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Giving a Strong Opinion I'm absolutely convinced that†¦ I'm sure that†¦ I strongly believe that†¦ I have no doubt that†¦ There is no doubt that †¦ I am absolutely certain that †¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Expressing Uncertainty I definitely doubt if that †¦I am not sure that †¦ I am not certain that †¦ As far as I know †¦ It is very doubtful whether †¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Giving reasons These standard phrases are useful in a variety o f situations, when you are asked to explain something providing additional information or giving the reasons. The reason for this is (that) †¦ I base my argument on †¦ I tell you all this because †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Rephrasing Expressions Sometimes we say things that other people don't understand, or we give the wrong impression.If you are asked to explain or clarify your idea, do not use the same expressions and/or phrases, try to reformulate it starting your answer using one of the following phrases: M. Platonova „Materials for the Speaking Part of the Centralised Exam† What I meant to say was†¦ Let me rephrase that†¦ Let me put this another way†¦ Perhaps Perhaps I'm not making myself clear†¦ The basic idea is†¦ One way of looking at it is†¦ Another way of looking at it is†¦ What I want to say is†¦ M. Platonova „Materials for the Speaking Part of the Centralised Exam† Indicating the end of your talk I’m now approaching / nearing the end of my resentation. Well, this brings me to the end of my presentation. That covers just about everything I wanted to say about †¦ As a final point, I’d like to †¦ Finally, I’d like to highlight one key issue. M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam† Drawing conclusions and sum-ming up The obvious conclusion is †¦ Last but not least †¦ The only alternative (left) is †¦ The The only possible solution/conclusion is †¦ In conclusion we can say that †¦ To cut a long story short, †¦ Just to give you the main points again, †¦ M. Platonova â€Å"Materials for the Speaking Part of the Centralised Exam†

The Canterbury Tales

There are many characters in the poem The Canterbury Tales, and some of them are more important than others. The Prioress, The Wife of Bath, and the Pardoner are some of the most important characters. They have some similarities and some differences, though they all have a purpose in the story. The Prioress is a bashful, sensitive, emotional woman. She overreacts over any small tragedy such as the death of a small animal. She is compassionate and proper. The Prioress wears a broach with the inscription All things are subject unto love. She is foolishly sentimental and pays harsh attention to manners. She struggles to be well mannered and sophisticated but it is all phony. Chaucer describes her as the image of absolute beauty and righteousness of the day. She is a gentlewoman with a simple and coy smile (91). Her nose was elegant, her eyes glass-gray, her mouth small, soft and red, and her forehead fair of spread (93). She likes to eat, and she will not let any morsel go untouched. She speaks French very well, has perfect table manners, and likes being proper. The Prioress s behavior is scarcely nun-like, although it is not evil or exactly disobedient. She maintains some of the vainness of her pre-convent days, but this is because she is such a well-bred young women. The Wife of Bath is the most flamboyant of the travelers and she thinks very highly of herself. She was a plump, elaborate, jolly, bold, lusty, and voluptuous woman. She symbolizes Chaucer s grandmother. The Wife of Bath ahs been married five times and is looking for her next husband. She is a weaver and makes fine cloth. She wears bright red clothing of different variations, meant to catch the attention of others. The Wife of Bath is opinionated and energetic. She is the most noteworthy of the travelers low on the social scale. Chaucer indicates that she is quite promiscuous. The Wife of Bath shows off her body, mainly her legs. She displays her Sunday clothes with immense pride and makes sure to announce herself conceitedly. She speaks of ten of the upper hand a woman must maintain in marriage, and claims to know the remedies of love, or the rules of the game (100). The Wife of Bath appears to be a controlling wife, who wants nothing but authority over all men. She is a very envious woman, who desires only a few simple things in life. The Wife of Bath desires the obvious in life, but what she most desires above all is being more powerful than her man, her spouse, and her lover. The Pardoner is an audaciously dishonest man. He is extremely self-loathing yet loyal to his task of swindling people of their money by making them believe that they have sinned and need to buy pardons. Chaucer compares him to a gelding or a mare (104). Chaucer makes it clear that it is difficult to tell if the Pardoner is a man or a woman. He could not grow a beard, he did not wear a hat, and his hair was fairly long. He is a hypocrite. He tells people they have sinned and need to purchase a pardon from him, while the whole time he is sinning. He is one of the worst and disrespectable of all the travelers. He was very graceful and in church he was a noble ecclesiast (104). He liked to sing and he would sometimes get tips for it so he sang a lot more. These three characters do not act like they are suppose to. The Prioress does not keep her vowels of the convent well, the Wife of Bath does not keep her commitment to her husbands, and the Pardoner does not keep his vowel to do justice. They are all self-centered and don t care about anyone else. The Wife of Bath and the Pardoner are worried about having money and being in control (power). The Wife of Bath and the Pardoner are evil and do wrong things. The Prioress and the Wife of Bath both want a man, though the Prioress isn t allowed to have one. The Prioress is quieter than the Wife of Bath and the Pardoner. She also is has not done bad things like the other two have. The Wife of Bath is more controlling than the other two because she wants to be in control of everything. The Pardoner tries to get money out of people by lying to them about their sins. Although these three characters have a lot in common, they have differences too. Though they are some of the lowest in society, they are some of the most important characters in this poem. The Canterbury Tales This affect of creating characters who are unaware of how they are perceived by others is expertly shown in Chaucer's Canterbury Tales. The narrator of the story establishes that he too is also a character. In his book, even though he calls himself Chaucer, the reader should be cautious to take his words as his own opinion. In the Prologue the narrator depicts himself as an amicable character, but then he is blamed to be sullen. Relying on his memory, the narrator describes his impressions of the other pilgrims based on whether or not he likes them, and what specifically he chooses to remember, or not to remember. This method is referred to as a unreliable narrator. In the case of the â€Å"Pardoner† Chaucer's narrator is a very unreliable character. Proving this, the Pardoner sings â€Å"Com hider, love, to me! a ballad with which is accompanied by the Summoner, degrading his already questionable virtue of a man that works with the Church. Presenting himself as a man of ambiguous sexual nature, the Pardoner further challenges the social normalcy of the the Church. The Pardoner also takes with him on his journey to Canterbury the tools of his trade, which are objects that are used to deceive others in to thinking they are worth more than they appear, like the other pilgrims on the trip. The Pardoner finds out that special relics are valued on this pilgrimage, and he wishes to make a profit any way he can by selling materials to the other pilgrims whether it be pieces of paper with promises to forgive their sins or animal bones to ward off evil. Furthermore, the Pardoner preaches a sermon on greed that illustrates his own hypocrisy. The narrator is unable to see how the Pardoner deceives those around him, and fails to see who he really is thus showing the reader how the narrator of the story cannot always be trusted, but provides the reader with an interesting angle.

Reducing Global Warming through Interior Design Research Paper Example

Reducing Global Warming through Interior Design Research Paper Example Reducing Global Warming through Interior Design Paper Reducing Global Warming through Interior Design Paper Essay Topic: Global Warming The purpose of this study was to examine how interior design can decrease global warming by using alternative methods, and why designers should be concerned about conserve or maintain the environment. Once people in the world confront the same problem about climate, many of them are concerned and attempt to solve it. Global warming seems to affect the vast majority of people in the world. Interior design could help people in the world to reduce this problem by designing with sustainability way. One of the many possible solutions is reducing energy and material use in architectural industry. In this essay at first will explain the definition of global warming, global warming effects on human being and how to decrease or eliminate pollutions in the role of interior designer. Followed by the meaning of sustainable design and green design in term of architecture and interior architecture and the use of efficient materials in design process to less damaging environment, then how designer can use alternative or replacement energy to diminish pollutions. What is global warming? For many years people in the world have noticed problems that are caused by human activities which affect the world. Global warming is raising the earth’s average temperature and climate change. It is fundamentally caused by emission greenhouse gases (GHGs) or burning fossil fuel and deforestation in many countries which produced surplus carbon dioxide (CO2) and methane. In consequence, the vast majority of these gases in the air have reached to the higher rates (Moxon, 2012). Almost 45% of human activities emits greenhouse gas by burning of fossil in maintain buildings use, and the rest is used for transportation and goods for people and buildings (Edwards, 2010). Moreover, natural disasters are caused by increasing of temperature and unstable climate, for instance approximately 80 hurricanes and typhoons happen around the ocean every year (Houghton, 2004). Houghton (2004) shows that destruction of Hurricane Gilbert damaged the island of Jamaica and the coast of Mexico in 1988, Hurricane Andrew made the great damaged in Florida and other cities of the United States in 1992. In addition, in 1998 Honduras and other countries of central America were hit and faced a great devastate by Hurricane Mitch are the unforgettable case (ibid. . Hurricanes or typhoons are not the only disasters which caused by climate change. Floods are also one of the worst disaster that occur after deforestation activity, and it can be more damage to people’s life and land (Houghton, 2004). Houghton (2004) states that there was few example of these disasters happen usually in many countries in the world, in 1988 80% of Bangladesh was covered by flood; floods in Venezuela in 1999 was reached to the highest level and killed 30,000 people. Why is global warming important to human beings? Global warming can affect directly to human beings and people should be concerned about what would happen if this issue disregarded. Rising temperature does not only make the climate uncertainly, also effect of social and ecology system. For instance water resources, the available of fresh water will be substantially changed in a world affected by global warming (Houghton, 2004). Increasing of population in the present is needed water to maintain human beings, people need to use it for producing food, for daily life and for infrastructure (ibid. . Climate change influences agriculture and food supply, crops and animals are suitable to seasonal climate. However, higher temperature is the main affect to growth of crops during the year. It impacts on human beings such as human health, environment is one of the most important factors for human beings, people’s health depends on how good environment do they live with (Houghton, 2004). Although people are able to accommodate and cope with the change of climates, the major effect on them is still the heat in high temperature (ibid. . In metropolis heat waves frequently happen mortality can be raised 2 times or even 3 times in a day (ibid. ). On the other hand, there is some positive side, death rates during the winter time will be decreased (ibid. ). Houghton (2004) states that another impact of climate change on people’s heath is rising of diseases in the world. Some diseases grow in tropical part of the world, but with higher temperature it could be expand to other part of the world. For example, Malaria is a disease that carried by mosquitoes which growing faster in temperature around 15-32 C with 50-60% moisture (ibid. ). Houghton (2004) indicates that Malaria presently a huge health problem in the world, people were inflected around 300 million and killed more that 1 million in a year. Two centuries ago in the atmosphere there were 590 billion tons of CO2 but at present CO2 has risen to 760 billion tons (Edwards, 2010). According to Edwards (2010) it is apparent to design buildings for difference climate at present time. How can design reduce global warming in the role of interior designer? Moxon (2012) claims that building manufactures have massive influence on the nature, designers are able to obviously produce smart contradiction to natural problems during their design options, in fact they have the great duty to do it. Thus, interior designers are particularly familiar with the renovation, refurbishment or even re-built, they should be concerned about sustainability or using efficient materials in design methods. However designers who cannot catch up with this problems, it may obstacle their opportunities to work in the future because at the present, a large number of people in many countries are confronted and trying to solve this problems. According to this point of view designer should study how to decrease energy use but support comfort (Thomas, 2006). For instance, Moxon (2012) shows that the refurbishment of Empire State building in New York diminished energy use by 38%, in addition renovation homes might decrease their energy usage by 80%. Therefore, Edwards (2010) and Turrent (2007) claims that designers should reduce using fossil fuel, damage limitation or harm less environment and design for non-carbon buildings. Green design and Sustainable design Jones (2008) claims that sustainable design implies a massive point of view in environmental obligation, ensuring the prosperity of ecosystem in the world for present and forthcoming era. So sustainable design can also mean design which enlarges the capacity of building in case of using of efficiency energy and materials in blueprint process or construction of the building. Green design defines a minor attitude on human’s condition and wellbeing in the produced environment (Jones, 2008). In addition, this can be defined a buildings and planning to build for reduce using of materials, maintain material supply and improve the capacity of life (Means, 2011). Thus, according to Edwards (2010) sustainable and green buildings are the combination of green and sustainable design into the buildings, this means buildings use efficient materials, alternative energy and reduce level of pollutions. Decreasing the use of energy in buildings can reserve supply and maintenance cost during diminishing the air pollutions (Means, 2011). The use of efficient materials One of the most important task in design development process and enlarging sustainability and efficiency is the selection of materials before construction process (Lawton, 2011). Building construction uses a large number of materials which directly impacts on environment (Edwards, 2010). Many of the processes in design project currently unconsidered the efficiency of materials that means designers waste a large amount of materials they use such as wood, stone and metal. Jones (2008) claims that if they concern more about materials and use materials wisely in their design project then they can help to decrease the level of pollutions. In addition, using inefficiency materials can be worsen resource consumption, changing climate and even people’s health. The greatest simple consequence in using inefficiency materials is natural supply decreasing (Moxon, 2012; Sassi, 2006). Efficiency of materials can also mean reuse, recycle and reduce. Reducing, reusing and recycling materials are included the waste of recovery raze, using salvage materials and certifying which limited materials is efficiency of materials at last part of the design work (Moxon, 2012). The selection of materials are also essential to interior design work, while designers do design process they should be able to choose which materials are suitable for their work. Selecting inefficient materials can effect on environment or waste more energy supply more than it should be. Moreover, the importance of origin materials or where they come from can impact on environment (Thomas, 2006). According to Thomas (2006) shows that England’s forests is being demolished about 10,000 million square meters in nowadays; therefore, the use of materials that should be citified or ensured by appropriate organization. In the UK, embody in construction materials consumed estimate 5-6% of total energy used collated with around 50% of using in buildings (ibid. ). In construction process designers should be concerned about planning to decrease or degrade rubbish (Means, 2011). Rubbish in construction is wasted for 15%-20% and transport to landfills, even though approximate 90% of rubbish is likely to be reusable or recyclable (ibid. ). Alternative energy According to Moxon (2012) the use of energy in buildings is the greatest factor impact on global warming. Nowadays the vast majority of energy producer keep using coal, oil and gas to produce 70% of electricity in the world (ibid. ). It emits greenhouse gas to the atmosphere and causes air pollution contribute to uncertain climate. The reduction of using energy seems to be completed by decreasing energy required, use efficient energy, recycle heat and cold or use energy from external area and the ground (Omer, 2008). Therefore, there are several techniques to reduce the energy needs of the building such as more ventilation to flow indoor air or recycle water in building. Many green buildings installed the solar system and use of solar energy to provide heating or hot water. Even more using solar system can reduce the cost of electricity or gas in the winter. Thus, different type of buildings use difference energy, they needs distinct solar system scheme (Means, 2011). For instance, in the commercial buildings may needs more lighting during the day and daylighting is an essential technique (ibid. ). For hotel, lighting may not be the most important energy but water heating is enormously using because areas are took fundamentally night (ibid. ). Daylight could be another alternative energy. If more glass windows are installed it would be more light and use less of electricity in the daytime. Furthermore glass window can make keep the heat inside for long time. Moxon (2012) claims that the use of the sun’s heat to make interior area warm, decrease or diminish using heating equipment in winter time. The significance of daylight seems to be obviously useful for interior and green building should be equipped sufficient light at all time (Moxon, 2012; Sassi 2006. ). Although surplus light makes overheating in the building and designer attempts to avoid it, thus ventilation and blind design are important to translucent the light (ibid. . Provided ventilation makes air flow into the building for users to generate the energy and eliminate heat or carbon dioxide that users produced (ibid. ). Ventilation is important strategy for massive building for designer to producing cleaner air inside the buildings (Thomas, 2006). Conclusion As has been shown, global warming is likely an important problem at the present. Therefore, there are many possibilities to reduce this problems, one of the many methods is reducing through interior design. Interior design seems to be able to help or decrease by using efficiency materials such as using eco-friendly materials, recycle materials from other part of construction process. Even though the use of alternative energy, for instance the reduction of using energy in the buildings by install more ventilations into the buildings or using of electricity in the day time could be replaced by using of solar system and daylight seems to be important factor for people in the buildings to do some activities productively and also decrease maintenance cost of the buildings. Although this issue has been discussed for many times in the past but it is hard to say that most of interior designers frequently work with an idea to maintain or preserve the environment. In addition, sustainable design and green design are becoming more significant to the buildings, because of in the future most people are concerned about environment and they are trying to consume eco-friendly products or to restore what they have damaged. For another line further research is to study of the importance of the selection of material for interior construction process.