Contrast Different Organisational Structures And Culture Business Essay - Free Essay Example

Sample details Pages: 19 Words: 5647 Downloads: 1 Date added: 2017/06/26 Category Business Essay Type Analytical essay Did you like this example? While there is no general agreement or uniformity of structural and cultural aspects of community organizations, grassroots organizers have some common tradition and perceptive. Organizations structural characters are strict, nonflexible, created and preserved by documentation, and contingency centred. The structure is taken on officially, on the basis of known rules and events. Don’t waste time! Our writers will create an original "Contrast Different Organisational Structures And Culture Business Essay" essay for you Create order It decide how the organization is made-up to operate and for what reasons. The cultural definitions of people, situation, events, information, objects, facts, procedure are essential for organizational choices and movement. The common properties of structure and culture are: Contingency-cantered Ideology-cantered Cultural Features Structural Features Documented Word-of-mouth Formal Informal Fixed Flexible It is impossible to do split structure and culture, in practice. So organizational structure spells out the place to be occupied by members of an organization and culture defines the task to go with those place and the kinds of people. 3.1.2 Relationship between an organisations structure and culture and the effects on business performance Structure The basic objects of organizational structure are the books constitutions and bylaws. These books begin with the broad aims and principles of the organization and they reflect the central values and interests of the membership, constituency, or clientele. Structural definition also describes the organizations resource base. A lot of organizations normally define their curriculum of membership in bylaws. Some of them even state the amount of annual dues for each. The books describe formal offices or positions in the organization. Not always same as labour branches, as stating who does what. Tax-exemption options may also be written. Decision-making activities are planned in structural documentation. The common types of organizational choices are: structural, management, policy, adjudication, and supervision. Constitutions and Bylaws state the actors and way to alter in the structure itself. The total membership, annual assembly or congress, is exclusively authori zed to change the basic structure. Policy matters are typically left to leadership bodies meeting more frequently. And management is often delegated to staff. Culture Cultural aspects are those that evolve in discussion and are in fluctuation, constantly modifying. Many cases organizational culture describes what things signify, whether good or bad, right or wrong, and how to accomplish them when cant be set-up by formal process. The culture encourages effective philosophy for possibility in the organizations daily work done. Comparing with basic principles, its the fleeting operational philosophy fashioned, shaped, and broadcasted in common knowledge and conversation about that understanding that tells a corporate flack catcher. The culture progresses the organization forward when it fixes the jobs and the category of labour. Culture shows some other crucial and equivalent role by reflecting experiences in the past and keeping away from occurring again of emergency. F or example, when an organization learnt about relying on a sole leader to broker of its inner interest. Likewise, relying totally on one source of money doesnt continue long life. Culture can be felt more in its definition of roles than other way. Culture defines how people visualize of the causes and ways for actions. Leaders under the grasp of organizational culture are informed that, they may take decision, appropriating the managerial authority of the membership wrong. Also, staff appreciation to act follows from a thoughtful of a spoken organizing model, another surface of the organizations culture. 3.1.3 Influence of individual behaviour at work Issues that influence individual behaviour at work are: 1) The approaches potentials of management and positive or negative foundation in a work place salary, inducement, raises, appreciation, gratitude of staff and so forth 2) The Spirits of the setting comprises the approaches of lower management and employees altogether. 3) The setting of the work place outlooks, niceness, cleanness, pleasantness etc. 4) The complete achievement of the business a winning business tends to be more positive, fruitful and vice versa 5) The moral and business exercise principles of the governing partners, managers or owners are introductory of the behaviour in a work place. 3.2 Different approaches to management and leadership Earlier, leadership was meant the work done by people at the top of the organization and that management was meant the work done by all in the middle of the organization. Yet, this positional view does not need to be that way. Management and leadership are both essential components of a winning organization. The differences between leadership and management A leader sets the direction in any organization. He always imagines the future of the organization and evangelise that position. Leadership is discovering the prospect and deciding where to go. Management concentrates on keeping the company straight and moving in its prospectus direction. Its not about picking a point on the horizon and going there. Management is about plotting progress towards the spot on the horizon. Leaders are often the impassioned individuals who will yell kick scream something that managers find detestable. When seeking out the leader that you require to support your ability to manage, look for the person most challenging to control. That person has potential as a leader. Great organizations recognize that being lovely at one of these two roles is a great feat in itself, but a one that excels at both leadership management is very hard, if not impossible, to find. Thats why most organizations have a separate chief executive officer a chief operations officer. The chief executive officer is the leader of the organization, responsible for charting a coursework. The chief operations officer is the manager responsible for ensuring that the ship follows the charted coursework. They work together to make the organization as effective as feasible. The formula for success An organization needs to synthesize a model of the leadership/management combination if it desires to be truly winning. If youre in the position to hire someone, youll require looking for complementary skills. If youre a natural leader youll require hiring someone with strong management skills. Simi larly, if youre great at managing things youll require to make definite that you include leaders in the organization so that youve a source for the leadership youll require. Yet, hiring these skills is a luxury that few managers can afford. Instead, think about how to identify encourage these skills in the people you already have working with you. In most cases, youll require to try on your counterpart for size before announcing to them what youre doing. Youll require starting by asking your counterpart candidate questions making requests, which lead them in to filling the role without exposing the grand vision. For your budding leader candidate, simple open-ended questions like What do you think they ought to do about this chance? can lead to a wealth of information. The manager may be able to reply to Will you keep track of the action items for this series of meetings? with the kind of support that you require. If youre looking for a manager, the ideal candidate to tap is one who likes method,This person arrives at the same time each day leaves at the same time. Individuals who are regimented in what they do are usually great at management because theyre lovely at executing the same control processes day in day out. You may also discover a manager candidate in the one that is the most organized. The person doesnt must be obsessed with being neat; Yet, there always seems to be organization to what theyre doing. They seek to organize, classify, generate structure for everything they do. Chances are that if youve followed the above method youve found someone within your organization to be your counterpart. That has in it an inherent challenge. As humans they tend to value, respect, understand the value of the things were lovely at. A leader will recognize lovely leadership a manager will recognize lovely management. Yet, in order to keep the balance it will be important to learn to respect the attributes that your counterpart brings. On the s urface, this seems easy but it may be the most difficult part of incorporating both leadership management in your organization. If youre a leader, youll be tempted to plow ahead without project review meetings, milestones, action item reviews. But these are the very things that a manager needs to manage. Similarly, as a manager you may not understand half-day meetings to discuss strategy. Once youre comfortable together with your decision the counterpart that youve selected, its time to let them in on the grand planafter all you dont require her to leave after youve gotten to depend on her for something important. Youll require reporting that shes an important part of leading managing your department. This may mean exposing to her your limitations but its likely essential to let her understand what youre saying. Organizational Behaviour studies encompass the study of organizations from multiple viewpoints, methods, levels of analysis. for example, one textbook divides the se multiple viewpoints in to three perspectives: modern, symbolic, post-modern. Another traditional distinction, present in American academia, is between the study of micro organizational behaviour-which refers to individual group dynamics in an organizational setting-and macro strategic management organizational theory which studies whole organizations industries, how they change, the strategies, structures contingencies that guide them. To this distinction, some students have added an interest in meso primarily interested in power, culture, the networks of individuals units in organizations-and field level analysis, which study how whole populations of organizations, interact. In Europe these distinctions do exist as well, but are more seldom reflected in departmental divisions. 3.2.1 Principles practices of organising of management One of the main goals of organizational theorists is, according to Simms (1994) to revitalize organizational theory create a better conceptualisation of organizational life. An organizational theorist ought to carefully think about levels assumptions being made in theory, is concerned to help managers administrators. Whenever people interact in organizations, lots of factors come in to play. Modern organizational studies try to understand model these factors. Like all modernist social sciences, organizational studies seek to control, predict, report. there is some controversy over the ethics of controlling workers behaviour, as well as the manner in which workers are treated. As such, organizational behaviour or OB (and its cousin, Industrial psychology) has at times been accused of being the scientific tool of the powerful. Those accusations notwithstanding, OB can play a major role in organizational development, enhancing organizational performance, as well as individual group performance/satisfaction/commitment. The systems framework is also essential to organizational theory as organizations are c omplex dynamic goal-oriented processes. One of the early thinkers in the field was Alexander Bogdanov, who developed his Tectology, a theory widely considered a precursor of Bertalanffys General Systems Theory, aiming to model design human organizations. Kurt Lewin was influential in developing the systems point of view within organizational theory coined the term systems of ideology, from his frustration with behavioural psychologies that became a hindrance to sustainable work in psychology (see Ash 1992: 198-207). The complexity theory point of view on organizations is another systems view of organizations. The systems approach to organizations depends heavily on achieving negative entropy through openness feedback. A systemic view on organizations is transdisciplinary integrative. In other words, it transcends the perspectives of individual disciplines, integrating them on the basis of a common code, or more exactly, on the basis of the formal equipment provided by systems theory. The systems approach gives primacy to the interrelationships, not to the elements of the method. it is from these dynamic interrelationships that new properties of the method emerge. In recent years, systems thinking have been developed to provide techniques for studying systems in holistic ways to supplement traditional reductionistic methods. In this more recent custom, some as a humanistic extension of the natural sciences considers systems theory in organizational studies. 3.2.2 Different approaches to management Motivation the forces either internal or outside to a individual that arouse enthusiasm resistance to pursue a definite coursework of action. According to Baron et al. (2008): Although motivation is a broad complicated concept, organizational scientists have agreed on its basic characteristics. Drawing from various social sciences, they define motivation as the set of processes that arouse, direct, maintain human behaviour toward attaining some goal In the same period, ideas of job design such as job enrichment job enlargement were inquired in to. It was felt that people would give more to an organization in the event that they gained satisfaction from their jobs. Jobs ought to be designed to be fascinating challenging to gain the dedication of workers a central theme of HRM. The human relations human factors approaches were absorbed in to a broad behavioural science movement in the 1950s 1960s. This period produced some influential theories on the motivation of human performance. For example, Maslows hierarchy of needs provided an individual focus on the reasons why people work. They argued that people satisfied an ascending series of needs from survival, through security to eventual self-actualization. Human Resource Management in a Business Context summarizes other key management theories, including management by objectives, contingency, organizational development, strategic management, leadership corporate culture. Classic theories were produced in the 1950s 1960s within the human relations framework. By the 1970s most managers participating in formal management training were aware of: Theory X Theory Y (McGregor, 1960); of Maslow Herzbergs motivation theories; knew where they ought to be in terms of the managerial grid (Blake Mouton, 1964). These theorists advocated participative, soft approaches to management. Yet , only a minority of managers in the USA received such training, with even fewer in other countries. Most operation al managers concerned with production, engineering, or distribution had worked their way up from low-level jobs: they were probably closer in spirit to F.W. Taylor than the theorists of the 1950s 1960s. This contrasted with personnel departments with a higher proportion of individuals who had received academic training; additionally, personnel was an area where females were prevalent as against production, which was male dominated. Were females naturally more open to human relations ideas than men? The received wisdom in the literature on organisational modify is that worker involvement is crucial to winning modify, in situations that require attitudinal cultural modify. Therefore, any speedy organisational transformations can only be winning in the event that they focus on structural as reverse to cultural modifies. The case with MS is a scenario of speedy organisational transformation, which was based on a vision imposed on the company in a chiefly directive fashion, down from the top, by its management CEO, but which could potentially lead to a widespread modify of approaches behaviours in the company. This modify in the midst of the trading period was a dicy action would bring a sizable confusion for the staff, putting a high pressure on their performance. It was an emergent modify where staff had to create alter to new ways of a flatter organisational structure new ways of operations under new business units. Most theories are not entirely new they change or create older ideas due to perceived inadequacies in the originals. Management thinking is like an incoming tide: each wave comes further up the beach, then retreats, leaving a miniscule behind to be overtaken by the next wave. you can also think about the limitations of commonsense the fact that most issues have been experienced already, in some form, by someone else. they can learn from that wider experience, whereas commonsense is essentially individual. One of the reasons behin d the proposed modify is to modify the approaches behaviours of the staff. People are being necessary to reconsider their approaches towards how work is performed their approaches to their counterparts externally. Whatever form it takes, if it is to be winning , there are three people-related activities that require to be undertaken: generating willingness to change; involving people, sustaining the momentum (Doorewaard Benschop, 2003; Burnes, 2004). MS in seeking to generate willingness a readiness for modify require to be aware that stressing the positive aspects of the proposed modify may have much a negative impact on the companys performance. Therefore, MS must make people fully aware of the pressure for such modify in the coursework of the trading period, giving them an ongoing feedback on the performance areas of activity within the organisation, understanding staffs fears concerns. A constant communication involvement will must be present, providing resources expla nations for modify. Aligned line managers will must give all support needed to the modify agents, create new competence skills reinforce desired behaviours, such as increased pay or bonus. In the case of MS, it can be seen that the company deliberately set out to modify the basis on which it competed by reinventing itself as a service-based organisation. One of the standard perceptions for winning organizations is that they ought to know their own strengths weaknesses, their customers needs the nature of the setting in which they operate. Hence, by introducing new business units MS aimed to generate them fully profit-accountable, putting more emphasis on the individual performance of the departments. This would enable MS to effectively control their operations show where the improvements require to be implemented. Hence, by this new approach to business practices, the company had to closely think about strategic issues of HRM. The new changes to business units flatter co mpany structure are likely to increase worker empowerment responsibility, increasing more of the direct contacts with customers building new knowledge. Post-Modern theories recommend better flexible strategies, accommodating modify in the structure of power relationships, where they specialise in their field of tasks (Johnson Scholes, 2002; Francis, 2003), To become more flexible ASD Adecided to apply a more horizontal management organization style. Through a clear leadership role of appointed heads of business units, centralisation will even be high only to a definite degree, not to prevent adaptability flexibility of staff. Coordination will require to be in a type of a clear structured hierarchy division of labour. To encourage job enrichment staff satisfaction, ASDA may establish one or more specific coordinating roles. Liaisons, individual or departmental, committees, task forces, project groups, the like are all examples of feasible structural coordinating devices. M any modern theorists think that in order to succeed business culture needs to be change-oriented , hence, ASDA need to change to differentiating changing settings internal workforce diversity. 3.3 Relationship between motivational theories The word motivation is coined from the Latin word movere, which means to move. Motivation is defined as an internal drive that activates behaviour gives it direction. The term motivation theory is concerned with the processes that describe why how human behaviour is activated directed. it is regarded as one of the most important areas of study in the field of organizational behaviour. There are two different categories of motivation theories such as content theories, method theories. Although there are different motivation theories, none of them are usually accepted. 3.3.1 Different leadership styles their effectiveness Of the different types of content theories, the most famous content theory is Abraham Maslows hierarchy of human needs. Maslow introduced four levels of basic needs through his theory. Basic needs are categorized as physiological needs, safety security needs, needs of affection, needs for self esteem needs for self-actualization. also known as need theory, the content theory of motivation chiefly focuses on the internal factors that energize direct human behaviour. Maslows hierarchy of needs, Alderfers ERG theory, Herzebergs motivator-hygiene theory (Herzebergs dual factors theory), McClellands learned needs or three-needs theory are a number of the major content theories. 3.3.2 Different motivational theories their application Another type of motivation theory is method theory. Method theories of motivation provide an opportunity to understand thought processes that influence behaviour. The major method theories of motivation include Adams equity theory, Vrooms expectancy theory, goal-setting theory, reinforcement theory. Expectancy, instrumentality, valence are the key concepts explained in the expectancy theory. Aim setting theory suggests that the individuals are motivated to reach set goals. It also requires that the set goals should be specific. Reinforcement theory is concerned with controlling behaviour by manipulating its consequences. Like Maslows hierarchy of needs, ERG theory explains existence, relatedness, growth needs. Through dual factors theory, Herzeberg describes definite factors in the workplace, which lead to job satisfaction. McClellands learned needs or three-needs theory makes use of a projective process called the Thematic Aptitude check (TAT) so as to evaluate people based on two needs: power, achievement, affiliation. People with high need of power take action in a way that influences the others behavior. In spite of huge research, basic as well as applied, the subject of motivation is not clearly understood most of the time poorly practiced. To understand motivation one must understand human nature itself. There lies the problem! The job of a manager in the workplace is to get things finished through employees. To do this the manager should be able to motivate employees. But thats easier said than finished! Motivation practice theory are difficult subjects, touching on several disciplines. apart from the benefit moral value of an altruistic approach to treating colleagues as human beings respecting human dignity in all its forms, research observations show that well motivated employees are more productive inventive. The inverse also holds true. The schematic below indicates the potential contribution the practical application of the principles this paper has on reducing work content in the organization. Human nature can be simple, yet complex. An understanding appreciation of this is a prerequisite to effective worker motivation in the workplace therefore effective management leadership. Psychologist Abraham Maslow said that people are motivated by attempts to fulfil their personal needs. Here are some examples of how his Hierarchy of Needs explains motivation in the workplace. Basic physiological needs are met with lovely ventilation (breathing), toilets (excretion), as well as a break at the finish of the day (sleep). Safety security is covered with security personnel (personal safety), safety equipment like hard hats goggles in factories (physical safety), as well as a regular paypacket (financial security). Friendship as well as a feeling of belonging comes from relationships with co-workers. These are all deficiency needs, without which people cannot work well. in the event that they have been met at least to a point, then the growth needs of achievement, creativity, problem-solving can be pursued. 3.3.3 The relationship between motivation theory the practice of management Expectancy theory recognises the relationship between effort, performance reward. Most of us have had an annual performance assessment, where they examine what they did in the last year, get feedback on it. They then set goals for the next twelve months. The goals need to be specific (clear measurable), challenging (not simple, but not excessively difficult), justified (we often set them ourselves, in the context of the organisation). This comes straight from Edwin Lockes goal-setting theory. Of coursework the ability must be there before setting goals asking a human resources specialist to design electrical circuits doesnt make sense. Material incentives to accomplish the goals, such as a bonus, may improve dedication. Frederick Herzbergs two-factor theory builds on Maslows ideas, calling his deficiency needs hygiene factors, which demotivate when absent, but do not inspire when fulfilled. The motivator factors are what get people working better: meaningful job content, a sense of responsibility, recognition for their effort. Expectancy theory, from Victor Vroom, tries to show how people pick to do things, than what they actually do. Lets say a company executive desires to join the management board. The attractiveness of this outcome for him, or valence, is high. They decide to start a brand new product range: they has a high expectancy that they can make it winning. They know that the board values initiative, so if it is winning, this will give him the credibility they needs to join the board (instrumentality). These two concepts are given numerical values are used to calculate the motivational force. Goal setting appears to be popular effective, but its some shortcomings, most notably that quality often suffers in the name of quantity. For example, if Im a salesperson, my aim is to increase the number of customers I see in a day, then the quality of those interactions will suffer as I need to do things more quickly move on to the next custo mer. No matter how polite Im, some customers might even see a quick discussion as pushy or rude. 3.4 Working with others, teamwork, groups and group dynamics A group is a collection of two or more interacting individuals in a stable pattern of relationships, provides rewards to its members, who share goals, and perceive themselves as a group. Mere aggregates of people do not fit this definition because they do not interact and do not perceive themselves to be a group even in the event that they are aware of each other as, for example, a crowd on a street comer watching some event (nominal groups). True groups posses all of the qualities of groups, the quality of interaction (interacting groups). Group characteristics: ÂÂ · two or more people in social interaction. ÂÂ · rewards to members. ÂÂ · stable structure. ÂÂ · members share common interests or goals. ÂÂ · individuals must perceive themselves as a group. 3.4.1 the nature of groups and group behaviour within organisations Formal and Informal Groups Individuals join groups, or are assigned to groups, to achieve various purposes. If a manager to help the organization achieve its goals forms the group, then it qualifies as a formal group. Formal groups usually wear such labels as work group, team, committee, quality circle, or task force. An informal group exists when the members overriding purpose of getting together is friendship. Although formal and informal groups often overlap, such as a team of corporate auditors heading for the tennis courts after work, some employees are not friends with their co#64979;workers. Theres several practices of leadership: Model the Way, Inspire a Shared Vision, Challenge the routine, Enable Others to Act, Encourage the Heart. Model the Way means practicing what you preach; encourage others to be excellent by doing so yourself. Inspire a Shared Vision includes discovering a common objective or value that everybody can work toward, which can mean increased produ ctivity and workplace satisfaction. Enable Others to Act means not empowering and inspiring them, but also to help by giving them what they need to succeed and contribute. Encourage the Heart means appreciating others for what they add to a project or workforce. As far as a practice that is an area of strength for me, Encourage the Heart is certainly an area of strength because my organization has gotten me in the habit of doing so. They initially were required to write appreciations, whether in e-mails, cards, or small bits of paper. They even made Appreciation Boxes in order to express thanks and recognition. It became a habit, and now i am appreciating people on a regular basis. Its simple to do and its a very positive thing. People have always said that i am a thoughtful person, anyway, so its simple for me to recognize what people do for me and the things in which I believe. Its important to recognize what people contribute to your work efforts. Today, they ran a service day about animal care and cruelty for my middle school students. they visited an animal shelter and spent the day learning about issues related to animals, and then making toys for the canines and felines. My program depends on donations from the community in order to run, and they needed lots of yarn to make toys for the felines. A small but lovely knitting store donated $182 worth of yarn for our project, which was mind-blowing! The stores donation heartened my students efforts and allowed for lots of shelter animals to have fun toys to play with. In thanks for the donation, they took lots of pics of toys made with the yarn in order to send them to her, along with a card. It is great to be able to work well under your own steam, but for a company to function winningly, there also needs to be effective teamwork. Often times this happens basically but often, it takes hard work and time to work well together. Everybody needs to learn to accept and comprehend each other and not all pu ll in different directions. in lieu of using teamwork as a chance to show off or pull focus, each member needs to focus on the lovely of the group. 3.4.2 Effective teamwork and their influences You may think that in case youre communicating effectively, then your are listening. But this isnt always the case. You may be able to communicate your point well but are you actually listening to what your colleagues must say about the subject? To truly listen you need to focus on what they are saying without judging or thinking about the way you would modify or counteract it. Communication is the key to any effective teamwork. in case you cant share ideas and get your point across in a supportive setting then it will be difficult to get anything completed. If people dont agree, or have a issue then need to be able to tell the other members in a constructive manner. Also, each member needs to stay informed about any decisions or progress so that everybody is working together than in their own direction. The elderly adage fail to prepare, prepare to fail is true when it comes to effective teamwork. You need to know what you require to achieve and the parameters you need to a ct within, in order to be winning. In case you dont have the facts, no one has roles and you barge straight in then the result is not going to be what youre hoping for. Plan your attack and the way you can use your resources and skills in the most effective way. For a team to work effectively everybody needs to have a role. This could be a formal set-up or it may be knowing each others strengths and the way you interact together best. If everyone is vying to be top dog or arguing over what they require to do, then nothing will actually get completed. Nobodys job in a team is less important as all of them contribute to the complete success but apportioning roles will help the team function winningly. 3.4.3: Impact of expertise on team functioning You may all be getting on well when things are rosy but as soon as something goes wrong, the fingers start pointing. Attributing blame within a team is never helpful and lead to resentment and arguments. Deconstruct what happened and where you went wrong but take responsibility for the mistakes as a team than laying it on an individual. You would all take credit for any success so you all need to do the same for your failures. Effective teamwork is no something that is quick and simple to establish. Each member needs to communicate and listen properly while not trying to pull focus. Know what each persons strengths are and the way you can use these for the lovely of the group. Plan what you intend to do and be prepared to take the blame as a group as well as the credit. Companies implementing new expertise must also take into account the social impact. According to Sussan (2006), teamwork is an important element of workplace functioning. they goes on to explain that studies h ave shown lower satisfaction levels for users of virtual meeting tools in contrast with fact-to-face meetings. This effect may be able to be mitigated with a hybrid virtual team, where members occasionally meet in a traditional physical location. With all the improvements in productivity and efficiency offered by new technologies, theres areas of concern that must be thought about thoroughly by any organization before implementing a new expertise. Security is a primary concern inherent in a mobile and obtainable IT technique. Denying network access to unauthorized users is an ongoing battle in lots of firms. Physical security of IT equipment is also an issue. Standley (2006) writes, It was recently reported that the average business laptop held about $1 million of commercial information. The growth of new technologies to be used in the workplace is showing no sign of slowing down. Some examples of expertise currently in development for commercial use are wearable computing, ci ty and region-wide WiFi, and nanotechnology (Standley, 2006). Microsoft and IBM are working on collaboration expertise that will facilitate virtual meetings where participants will be able to teleconference on their pc screens, while generating or changing documents and product designs using a virtual whiteboard (Mamaghani, 2006). These technologies and lots of more, including all the unexpected advances, will continue to contribute to an increasingly mobile workforce. Theres also some concerns to think about with the telecommuting arrangement. If team cohesiveness is a primary concern with an organization, the shortage of interaction between peers could delay this objective. Supervision of employees working offsite is also problematic. Evaluating performance, distributing the workload, and motivating employees is more difficult when they are not physically present. Eventually, how will customer service be affected by a transition to a mobile workforce? Customer acceptance is imp ortant (Mamaghani, 2006). The challenge lies in discovering how to implement new expertise in the workplace as it becomes obtainable. Standley (2006) says that according to a worldwide Future Forum survey, 76 percent of respondents agreed organizations are unable to effectively

Abolition Of Slavery And Slave Trade - 983 Words

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Additionally, it will look at the attitudes concerning the Atlantic slave trade and slavery from different perspectivesRead MoreA bolition of Slave Trade901 Words   |  4 PagesThe main reasons for the abolition of the slave trade The trading and exportation of slaves has been a large part if Britain’s history since the early 15th century and the British Empire had been partly founded on the basis of exchanging slaves for goods and foreign products. 400 years after the slave trade began and people were finally realising how morally wrong the exchanging of humans actually was and on March 3, 1807, President Thomas Jefferson signed into act a bill approved by CongressRead MoreSlavery and Liberty ‚Äà ¬ Profit vs. Morality1306 Words   |  6 Pagesï » ¿ Slavery and Liberty – Profit vs. Morality 18th-Century British Writers Speed the Process of Freedom â€Å"By the late 18th century, over eleven million African men, women and children had been taken from Africa to be used as slaves in the West Indies and the American colonies. Great Britain was the mightiest superpower on earth and its empire was built on the backs of slaves. The slave trade was considered acceptable by all but a few. Of them even fewer were brave enough to speak it.† (AmazingRead MoreHigman Essay1380 Words   |  6 PagesWhen slavery was abolished in Britain in 1808, the Atlantic slave trade had been going on for centuries. The abolition movement comes from a history that stems deep. In order to fully understand the movement, one must educate themselves on various aspects such as, how it all began and the leading campaigners against the slave trade. With such knowledge, one may be able to piece together the many reasons why the abolishment of the slave trade took two decades to cease in Great Britain. Despite the

Clinical Psychology Development Disability â€Myassignmenthelp.Com

Question: Discuss about theClinical Psychologyfor Mild Development Disability. Answer: Introduction This paper is based on the case study of a 14 years old girl Frances. She suffers from mild development disability and neurofibromatosis, which is a genetic disorder. Frances have conflicts with her parents and also suffers from depression. Frances often feels lonely at the school and because of the genetic disease she suffers from, other children also tease her. The referral for Frances was made by the school counselor, when Frances informed them about deliberately cutting herself. Her parents also informed that she refuse to complete her homework, and often become aggressive with her parents, whenever she is challenged. Frances suffers from mental as well as physical problem, due to which she is not able to live a quality life. Her condition has also made her aggressive and unstable. According to the given case study, she has lack of family support and social support, due to which her condition is becoming worse. Thus, the aim of this paper is to prepare an assessment plan, formula tion and a treatment plan for Frances. Paper will also discuss the challenges that may arise during the course of treatment. Assessment Plan Frances suffer from mild developmental or intellectual disability. The children, who suffer from mild intellectual disability, are generally two or three years back in academics, language, socially and in different cognitive areas, when they are compared to children of same age. The development of such children is slow, but they are able to learn academic skills, activities of daily life and can also perform other household chores. Frances also have mild developmental disability and her development in all the areas has been slow. However, she has been able to learn all the practical skills; she has not been able to blend socially. She has the ability to function in the daily life, but she suffers from aggression and depression. She suffers from two genetic problems since birth; first is mild development disability and second is neurofibromatosis. The later is the genetic disorder, which is characterized by neuroectodermal abnormality. There is a progressive involvement in the disease, which mainly impacts the skin, nervous system, bones, eyes and possibly other organs as well. The disease can be manifested in various ways and these manifestations may vary from person to person (Vranceanu, Merker, Park, Plotkin, 2015). In the last six month this disease has gain much progress in the case of Frances and due to her physical appearance, she is been teased at school. This disease is associated with the family history. Quality of life and social development of the adolescents suffering with NF are adversely affected. NF1 is the most common disorder, which appears since birth. This disorder is very challenging for the children and adolescence like Frances. Childhood and adolescence is the period, which is itself very challenging for the individuals, where most of their focus is on developing a sense of self, forming relationships, mastering in academic and social integration. For the individual suffering with NF, the change in physical appearance becomes very difficult (Vranceanu, Merker, Park, Plotkin, 2015). Frances suffer from neurocognitive and physical symptoms of NF. The children with this disorder have to face the myriads of social, emotional and physical problems. According to Martin et al (2012), children with NF1 experience more problems with social skills, anxiety, depression, and aggressive behavior compared to normative means and unaffected siblings. Frances is also different from her 16 years old sister. Her sister is academically bright. Frances suffer from learning and thinking difficulties due to the genetic disorder NH and mild development disability. The children suffering with neurofibromatosis are at the higher risk of being present with behavioural and emotional problems (Riccio, Sullivan, Cohen, 2010). The children with NF suffer from varying degree of cognitive impairments and are at the risk of behavioral and emotional dysfunction. The study carried out by Noll et al (2007), evaluates the psychological difficulties that children with NF1. Such children are more socially isolated and display less leadership skills. Such children also displayed low social functioning and are less linked to their peers. Frances also suffers from mild development disability, which has also increased her learning and thinking disabilities. The assessment for the Frances will include skin assessment for understanding the progression of the disease. Assessment of the growth and development will also be done to evaluate developmental problem in her. Assessment will also include evaluation of physical abnormalities and cognitive disabilities. She requires a wide array of interventions and care actions. The neurological assessment will include behavioral and cognitive checklist, preliminary language screening and special education for learning disabilities. The assessment of Frances will include the details about the medical history including the onset of the behavior disorders, environmental stressors, and family history of psychiatric problems, functional impairments, and impact of behavioral problems on family members. Case Formulation Development of the Frances problems is associated with her genetic disorders. Frances suffer from Neurofibromatosis 1 (NF1), which is a condition associated with an autosomal dominant patter of inheritance. Diverse complications are associated with the problem and manifestations may differ from individual to individual. The most common clinical manifestation in NF1 include caf-au-lait macules, skin-fold freckling, cutaneous and plexiform neurofibromas, scoliosis, and optic gliomas(Martin et al, 2012).There are no effective treatments found for this genetic disorder other then surgical removal of the tumors. The surgical procedure is also complicated, as it can damage the nerve tissues and tumors can also re-grow (Tonsgard, 2006). The studies have also found the involvement of the central nervous system in this disease, due to which the children may also suffer from cognitive disabilities or impairments. Some of the areas of deficits are problems with functioning, planning memory, visual problems and other issues like socio-cultural problems. The physical and neurocognitive symptoms associated with NF1 and mild development disability, Frances suffer from various social, emotional and physical problems. Development and maintenance of her disease is associated with lack of family and peers support. According to Child Behaviour Checklist (CBCL), the parents and teachers of the children suffering with NF1 have rated them worse than their unaffected siblings. The psychological well-being of Frances has been affected due to various reasons. These reasons include the severe progression of the disease, un-acceptance from the peer and daily conflicts that child and family face. According to the study of Martin et al, (2012), cognitive functioning, disease severity, and environmental stressors may contribute to socialemotional wellbeing in children with NF1. Frances is also going through various stressors, such as conflicts with her parents, rejection from classmates, and sudden progression of her disease, which is also affecting her physical image. All these problems are contributing in increasing her loneliness and depression. The study of Noll et al (2007), states that children suffering with NF1 have very few friends and they are less liked by their peers. Such children are also found to be socially isolated. Same is found in the case of Frances, she feels socially isolated because she is teased at the school due to the physical symptoms o f the disease (Ferner et al, 2007). Mild development disability does not have any kind of physical symptoms, but they contribute in cognitive and emotional impairments. Due to depression she has started hurting herself. Her emotional well-being is affected and she also has behavior problems. The involvement of the central nervous system has contributed to the psychological problems. The study of Vranceanu et al (2015) found that involvement of the nervous system increases the risk of psychological problems and other problems associated with social acceptance, friendship and also emotional functioning (i.e. depression). Due to the emotional troubles, the children suffering with NF1 also suffer from anxiety and depression. Frances also suffer from depression, which is turning her towards aggression. The study conducted by Coutinho et al (2016) concluded that children suffering with NF1 face neuropsychological disabilities, which also includes behavioral problems and learning difficulties. Due to all these problems, Franc es is not able to cope with her condition and her behavioral problems have lead to aggression. The qualitative study carried out by Barke, Coad, Harcourt (2016) informs that children with NF1 and their parents have problem in managing the uncertainty of the disease. They are also affected by the altered appearance of their children and have less understanding of disease management. Due to such problems, parents are not able to significantly help their children with development disabilities. The study also found that providing effective information about the disorder and related symptoms have been beneficial for the parents. Parent understanding and awareness towards the disease, has helped them to support their children. Francess parents also lack understanding and awareness of the development disability and neuropsychological problems she is going through. The study of Ageranioti-Blanger et al (2012) informs that children suffering with intellectual disability also suffer from behavior disorders. Such disorders can create problems in everyday life of children and also results in psychiatric illness. The behavior problems in such individuals significantly impacts the family members and also affects the individuals level of functioning including cognitive, adaptive, social-functioning, levels of receptive understanding and expressive language (Ageranioti-Blanger et al, 2012). Family history can significantly affect the condition of the Frances. Family history of depression can also result in her depressive and aggressive condition. The psychiatric problems are found to be very high in individuals suffering with development or intellectual disabilities. Thus, Frances may also suffer from such problems due to psychiatric illness. Treatment Plan for Frances There is no specific treatment for the NF1, but the treatment of Frances will mainly focus on the behavioral problems, functional and cognitive disabilities. Involvement of the Parents and Family members: The first intervention for the treatment of Frances will include the involvement of the caregivers. The first care givers for Frances are the family member. Involvement of the family members and parents in care of the individual helps in providing positive environment (Ageranioti-Blanger et al, 2012). Frances lack the support and care of family. Involvement of her parents in the care plan can help her to build bonding with her parents. Engaging families in the treatment of the children provides great benefit. The great degree of parental involvement helps children to gain confidence, feels supported, and also helps in providing valuable insight to their condition (Ferrel, 2012). Frances is going through depression and isolation. Involvement of her family members will help her to come out of isolation and to participate in social activities. Challenging Behavior: Challenging behavior is seen in Frances, which impacts the daily life of her and her parents as well. Challenging behavior includes problem of self injury, aggression, non-compliance and destroying objects (Ke, Liu, 2012). These problems can be overwhelming for the family and may also seek medical help. Such individuals are often not able to cope with their condition. Behavior assessment and treatment is very important for Frances, because it will help in correcting her behavior and will increase the quality of her life. Challenging behaviour, such as aggression towards others, self-injury or non-compliance, is often concerning reason for a behaviour assessment (Virtanen, 2016). Frances will be observed for environmental stressor that triggers the challenging behavior. Her daily routine requires to be observed for possible environmental factors for her challenging behavior. Interview of Frances with psychiatrist will help in finding stressors. Medication: Medication is an effective treatment that can be used in the case of Frances to control her behavior and depression. Medication can be provided according to the prescription of the healthcare professional. Medication helps in controlling behavioral challenges (Ke, Liu, 2012). There are many medications like antidepressants, antipsychotics and mood stabilizers that can be used in treatment of Frances. Ineffective Coping: The treatment for ineffective coping is very important in the case of individuals, who are suffering from beahvioural, cognitive and functionin problems. Frances suffer from mild development disability as well as NF1, which resulted in hel altered behavior and social isolation. She is also found involved in self-injury. To encourage patient for forming coping skills it is important to establish therapeutic relationship with her. Frances will be provided with supportive and caring atmosphere, where she can discuss freely about her problem, fears and feelings (Townsend, 2010). Altered body image may be the main reason of problem, thus she will b supported to accept her physical image and to feel comfortable with it. She must also be encourage to identify her own strengths and capabilities to deal with her problems. Barriers or Challenges The three major challenges or barriers that may arise while treating Frances are Resilience could be the challenge that can hamper treatment. Development of resilience in Frances is important for improving treatment outcomes, so she will be encouraged to stay positive, develop hope and ability to cope with stress. She will be encouraged for self regulation over feelings and thoughts (Stuntzner, Hartley, 2014). Non-Adherence could be another barrier in case of Frances. Due to beahvioural problems, she may not adhere to treatment plan. Non compliance or non adherence to the treatment can result in increasing severity of the disorder. The main goal would be to make therapeutic relations with Frances and her parents will be involved for supporting her. Depression is also barrier in the case of Frances. She may not be able to accept the treatment or to understand the importance of treatment. Medication will be used to overcome this barrier. Conclusion This paper is based on the case study of 14 years old girl Frances. She suffers from mild development disability and neurofibromatosis (NF1). The paper discussed assessment plan for Frances followed by a formulation and treatment plan. Paper also discussed the three major barriers that may arise while treating Frances. References Ageranioti-Blanger, S., Brunet, S., DAnjou, G., Tellier, G., Boivin, J., Gauthier, M. (2012). Behaviour disorders in children with an intellectual disability.Paediatrics child health,17(2), 84. Barke, J., Coad, J., Harcourt, D. (2016). Parents experiences of caring for a young person with neurofibromatosis type 1 (NF1): a qualitative study.Journal of community genetics,7(1), 33-39. Coutinho, V., Kemlin, I., Dorison, N., de Villemeur, T. B., Rodriguez, D., Dellatolas, G. (2016). Neuropsychological evaluation and parental assessment of behavioral and motor difficulties in children with neurofibromatosis type 1.Research in developmental disabilities,48, 220-230. Ferner, R. E., Huson, S. M., Thomas, N., Moss, C., Willshaw, H., Evans, D. G., ... Kirby, A. (2007). Guidelines for the diagnosis and management of individuals with neurofibromatosis 1.Journal of medical genetics,44(2), 81-88. Ferrel, J. (2012). Family engagement and children with disabilities: A resource guide foreducators and parents.Family Involvement Network of Educators (FINE). Ke, X., Liu, J. (2012). Intellectual disability. Retrieved From: https://iacapap.org/wp-content/uploads/C.1-Intellectual-Disability.pdf Levine, T. M., Materek, A., Abel, J., ODonnell, M., Cutting, L. E. (2006, March). Cognitive profile of neurofibromatosis type 1. InSeminars in pediatric neurology(Vol. 13, No. 1, pp. 8-20). WB Saunders. Lewis, A. K., Porter, M. A., Williams, T. A., North, K. N., Payne, J. M. (2016). SocialCompetence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability.Journal of Childhood Developmental Disorders. Martin, S., Wolters, P., Baldwin, A., Gillespie, A., Dombi, E., Walker, K., Widemann, B. (2012). Socialemotional functioning of children and adolescents with neurofibromatosis type 1 and plexiform neurofibromas: relationships with cognitive, disease, and environmental variables.Journal of pediatric psychology, jsr124. Noll, R. B., Reiter?Purtill, J., Moore, B. D., Schorry, E. K., Lovell, A. M., Vannatta, K., Gerhardt, C. A. (2007). Social, emotional, and behavioral functioning of children with NF1.American Journal of Medical Genetics Part A,143(19), 2261-2273. Riccio, C. A., Sullivan, J. R., Cohen, M. J. (2010).Neuropsychological assessment andintervention for childhood and adolescent disorders. John Wiley Sons. Sangster, J., Shores, E. A., Watt, S., North, K. N. (2010). The cognitive profile of preschool- aged children with neurofibromatosis type 1.Child Neuropsychology,17(1), 1-16. Stuntzner, S., Hartley, M. T. (2014). Resilience, Coping, Disability: The Development of a Resilience Intervention. Tonsgard, J. H. (2006, March). Clinical manifestations and management of neurofibromatosis type 1. InSeminars in pediatric neurology(Vol. 13, No. 1, pp. 2-7). WB Saunders. Townsend, M. C. (2010).Nursing diagnoses in psychiatric nursing: care plans and psychotropic medications. FA Davis. Virtanen, M. (2016). Nursing interventions in the management of challenging behaviour in adults with learning disabilities. Vranceanu, A. M., Merker, V. L., Park, E. R., Plotkin, S. R. (2015). Quality of life among children and adolescents with neurofibromatosis 1: a systematic review of the literature.Journal of neuro-oncology,122(2), 219-228.

The Notre Dame Legend Essay Example For Students

The Notre Dame Legend Essay The Notre Dame LegendIn this epic tale of courage, bravery and persistence is made of exciting magnitude and loyalty of one man, named Rudy, to fulfill his life-long dream to play for Notre Dame University on the football team. His pride to become part of the Nations best football team was his dream, to become an All-American hero. His struggles in life were of tremendous value to him. All around him, all his life, family and friends had put him down and told him that he will never become a Notre Dame team member. His realization for life began as his dear friend died. As to then, Rudy has dedicated himself into becoming a part of the Notre Dame Varsity football team. His first engagement with the priest led him to begin school at the Holy Cross Community College. The priest had promised him that if he had studied hard enough and had received good grades, then he would then be granted another free semester and so on. Until then, Rudy had visited the field on where the desired football team played, being escorted shortly off by the keepers of the field. He then rushed to the Head Coach to enlist onto the team but could not because he was not a full-time student at their College. If he had done well enough, then the Father again promised him entry into the Notre Dame Campus. Rudys persistence to become part of the team had taken sympathy from the father of the church. He soon began attending college at this University. He had later encountered a companion to aid Rudy so that he may pass his clas ses with above-average grades. Of course, in return, his newly greeted friend, Peabody, was of a shy sort and had wanted his help into being introduced to some women of his class. Peabody had also wanted to leave for the University of Miami to study the profession of Law. We will write a custom essay on The Notre Dame Legend specifically for you for only $16.38 $13.9/page Order now Peabody was one of the very few friends, which Rudy adored. He had promised to help Rudy study and pass his courses as long as he had helped him with the Female Department. Peabody had also promised Rudy that he would be at the first starting game that he was in. Peabody was also very fond of Rudy, because they watched each others backs. As fate had it, as Rudy advanced in his classes, he had kept enrolling into Notre Dame University only to be turned down, time after time after time. Rudy then applied for attendance upon the Booster Club for the team after deliberately lying that he was enrolled in the school. He was caught doing so after Peabody had asked him to find out if a girl had a boyfriend or not for him, since that was the deal they had made; studies for girls. As to then, Rudy had attended all of the teams Pep Rallies and the such but was later discovered to have not been in the schools list of alumni due to failure to show a valid School Identification. Rudy was too dedicated to let his dreams off too easily as this. He applied for recruitment of the Field Maintenance crew, which worked on the field of the legendary Notre Dame team. His employer stated to him that to never give up his dreams to do whatever he wanted to do in life. This had a bit influential part upon Rudy himself though he had his goal set to make the team, no matter what. His employer had also pretended to not know of the key which was found in the office, which Rudy stated was big enough for a person to live in. As well that his other new friend, his boss, knew he did not have a place of his own, until then. Since Rudy was a Freshman at Holy Cross College, he had spent all of his precious time studying and practicing vigorously to make his name appear on that list and to make the dress cut. As so, for the following, hard, two years, he was never accepted to his school of choice. .ue4826ecae974132370bd6034ae49d75e , .ue4826ecae974132370bd6034ae49d75e .postImageUrl , .ue4826ecae974132370bd6034ae49d75e .centered-text-area { min-height: 80px; position: relative; } .ue4826ecae974132370bd6034ae49d75e , .ue4826ecae974132370bd6034ae49d75e:hover , .ue4826ecae974132370bd6034ae49d75e:visited , .ue4826ecae974132370bd6034ae49d75e:active { border:0!important; } .ue4826ecae974132370bd6034ae49d75e .clearfix:after { content: ""; display: table; clear: both; } .ue4826ecae974132370bd6034ae49d75e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue4826ecae974132370bd6034ae49d75e:active , .ue4826ecae974132370bd6034ae49d75e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue4826ecae974132370bd6034ae49d75e .centered-text-area { width: 100%; position: relative ; } .ue4826ecae974132370bd6034ae49d75e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue4826ecae974132370bd6034ae49d75e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue4826ecae974132370bd6034ae49d75e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue4826ecae974132370bd6034ae49d75e:hover .ctaButton { background-color: #34495E!important; } .ue4826ecae974132370bd6034ae49d75e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue4826ecae974132370bd6034ae49d75e .ue4826ecae974132370bd6034ae49d75e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue4826ecae974132370bd6034ae49d75e:after { content: ""; display: block; clear: both; } READ: Effectiveness of Communication Arts EssayWhen the Christmas Holidays had arrived, Rudy returned home to visit his parents and the rest of his family. His mother greeted him with joy as to see her son once again but his father was in a very ill mannered mood. At the fact that his son had received stupendous grades at the Holy Cross Community College, he did not accept him because he had not been enrolled into the Notre Dame, school of fame. To make matters even worse for Rudy, as his brother entered the home doorway, he had found that his fianc had married his brother, putting him directly on the spot of being unaccepted into the family. Though his mother had tried to stop him, his anger was out of proportion and immediately left to his new home. After some time now, after being rejected by the Administration of Notre Dame several times, Rudy had received a letter reading of his acceptance to the University, since they would not accept Senior transfers, he was accepted in his 2nd Semester of his Sophomore year. This made him extremely joyous and boastful and had went to his fathers work place to show him that he could make it alone. That he could make it, period. His coaches of the football team then started to take a liking to him because of all the heart and effort he put forth on the field. Though not making dress cut, he had later pleaded to the Head Coach if he could at least dress for one game, any game. The coach had wondered and thought and had asked him why he would ask of such a thing. Rudys response was to show to his father that he could make the team. Though this was not the only reason, of course, he wanted to show to all the people that told him that he would never become a football player for the Notre Dame te am because of whatever reason they could give him. The coach had given him his word that he would play in one game of the season, though it was almost impossible as he had retired and in came a new coach from the Green Bay Packers, which whom was not informed of this promise. Rudy was extremely scared that he would not start a game because of this newer and even more disciplined coach. When he had later spoken to his friend, Peabody of this, he had found to see he was ready to go on to the University of Miami to study his profession of Law. He had also seen that Peabody had a girlfriend also, whom was a very intelligent and shy girl, such as him (Peabody). Since the new coach had not let Rudy dress for one game, his fellow comrades stuck up for him and threatened to quit the team if Rudy had not been given the chance to dress for a game, as promised. The coach took this as a bluff and one by one, the players proudly threw their jerseys upon the desk of the Head Coach. This was a sure sign, which Rudy would dress for a game. Rudy not yet knowing of this had returned to the Convent where the priest had originally started him off at the Holy Cross. They had quite a discussion and the priest had told him that praying would not be enough to succeed. He would h ave to try his hardest and until that day came, he would continue trying. Rudy had also spoken to his friend/boss. His boss later told him that he never watched a game form the standsthat he watched the game from the bench. He was an ex-football player who had regretted on quitting the team for because of his skin color, he was always discriminated and was never allowed to play most of the time. He told Rudy in a vigorous and harsh tone that he would regret quitting the team when he had tried so hard to make it in the first place. Rudy had returned to the locker room and discovered that once again he would be dressing for a game. As he did so, he was actually glad he had listened to his friends. .ubdf9f7a20790e2d12ed78def2d86b5cd , .ubdf9f7a20790e2d12ed78def2d86b5cd .postImageUrl , .ubdf9f7a20790e2d12ed78def2d86b5cd .centered-text-area { min-height: 80px; position: relative; } .ubdf9f7a20790e2d12ed78def2d86b5cd , .ubdf9f7a20790e2d12ed78def2d86b5cd:hover , .ubdf9f7a20790e2d12ed78def2d86b5cd:visited , .ubdf9f7a20790e2d12ed78def2d86b5cd:active { border:0!important; } .ubdf9f7a20790e2d12ed78def2d86b5cd .clearfix:after { content: ""; display: table; clear: both; } .ubdf9f7a20790e2d12ed78def2d86b5cd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubdf9f7a20790e2d12ed78def2d86b5cd:active , .ubdf9f7a20790e2d12ed78def2d86b5cd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubdf9f7a20790e2d12ed78def2d86b5cd .centered-text-area { width: 100%; position: relative ; } .ubdf9f7a20790e2d12ed78def2d86b5cd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubdf9f7a20790e2d12ed78def2d86b5cd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubdf9f7a20790e2d12ed78def2d86b5cd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubdf9f7a20790e2d12ed78def2d86b5cd:hover .ctaButton { background-color: #34495E!important; } .ubdf9f7a20790e2d12ed78def2d86b5cd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubdf9f7a20790e2d12ed78def2d86b5cd .ubdf9f7a20790e2d12ed78def2d86b5cd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubdf9f7a20790e2d12ed78def2d86b5cd:after { content: ""; display: block; clear: both; } READ: Ontrast Between Language Of Love In The Balcony EssayAs game-day arrived and the time was right. The team players had kept repeating to the coach to put in Rudy to play, since his father was in the stands, along with his best-friend, Peabody, and his boss, who had both promised him that they would be there. The coach was soon aggravated as the players had changed the plans and dedicated a play for Rudy, for being persistent, dedicated and worthy of being on the Notre Dame football team. The offensive players then began to chant Rudy and had the whole stadium repeating them in a matter of minutes. The last play of the game, the players forced the coach to play him. Rudy entered in a humble manner, a bit embarrassed as to the chanting, knowing over one thousand pairs of eyes are looking down on him as he enters the grid-iron field. As the play begins, Rudy pushes himself past the defensive linemen and makes a sack on the quarterback, debunking their chance to make a touchdown with only 7 seconds left on the clock. The clock stops at zero and the Home team (Notre Dame) beats an Offensive challenging team, Georgia Tech. University. The crowd raises the volumes of their own noise level as the clock stops ticking and his teammates carry Rudy off the field. Rudy has yet become a legend in the history of Notre Dame, for he has been the only player to be carried off that field among the shoulders of his comrades. He had shown not only his father and brother that he had succeeded in his life-long dream and goal, but he has shown the rest of the world that he went all the way and did not quit. The movie is of a historical, true-to-life tale. Rudy achieved his 15 minutes of fame and more. He had consummated his glory in proving to everyone who had ever put him down that he can be someone if he puts his hard effort and a little more to do what he wants to do in life. English Essays