Organizational Theory & Research Essay Example for Free

Organizational Theory Research Essay Organization is a â€Å"concept used in a variety of ways such as (1) a system or pattern of any set of relationships in any kind of undertaking; (2) an enterprise itself; (3) cooperation of two or more persons; (4) all behavior of all participants in a group; and (5) the intentional structure of roles in a formally organized enterprise† (Koontz, et. al. , 1980, p. G-11). Organization development is a â€Å"systematic, integrated, and planned approach to improve the effectiveness of people and groups in a enterprise through the use of techniques for problem discovery and various intervention techniques for solving these problems† (Koontz, et. l. , 1980, p. G-11). One of the key aspects of managing is â€Å"organizing† and it is a skill required of any manager if he or she is to be effective and successful in attaining organizational objectives and effecting change (see Koontz, et. al, 1980, p. 330). Management literature has acknowledged that people tend to cooperate with one another in the face of a crisis because man has learned that it is better to cooperate than to compete with one another. In cooperative activities, goals or objectives are achieved much easier than when individual persons act separately in attempting to achieve a group goal or objective. Organizing involves identifying the right people to involve in the design, development, and implementation of the process of problem identification and problem solving. One requirement of effective organizing is knowledge of the fundamental nature of group dynamics. When two or more people are formed to work on a particular task, they usually undergo certain stages of group development. These are forming, storming, norming, performing, and adjourning. During the â€Å"forming† stage, group members tend to be cautious and almost become aware of each word that each says to others; in the â€Å"storming† stage, members become impatient of formalities and tend to express themselves and demonstrate antagonism and sarcasm; in the â€Å"norming† stage, members learn to tolerate frustrations and become more acceptable of other members of the group; in the â€Å"performing† stage, team members has put aside their differences and concentrate on the objectives of the group, thereby performing to the fullest and achieving their preset goals and objectives; in the â€Å"adjourning† stage, group members have achieved their objectives and disbands themselves and return to their home organizations or department.

Qualitative Research on How We Know the City

Qualitative Research on How We Know the City How do we come to know the city? A city can be defined in a number of ways (Parr, 2007): firstly, in a physical sense of the territory it occupies (Smart, 1974); secondly, by its population size (Newling, 1996; Eeckhout, 2004); or alternatively, by the area dedicated to urban activities (Hall Hay, 1980). All of these interpretations of the meaning of a city have come about from different perceptions of certain cities, which can be researched using various qualitative methods. The qualitative methods that will be discussed in this essay include ethnography, participant observation, interviewing, and focus groups, arguing that a combination of approaches should be taken to reflect the dynamism of cities. Thus, this essay will examine how we come to know a city, taking a particular focus on Newcastle, located in North East England (Miles, 2005). The city is a taken-for-granted concept, frequently used unthinkingly in everyday life (Cloke et al., 2005). We live in an increasingly urbanised world (Hamnett, 2005), with 60% of the global population expected to be housed in cities by 2030 (United Nations (UN), 2016). However, trends of rapid suburbanisation and counter urbanisation have been witnessed since the 1980s, particularly in developed countries such as the UK, in which the city of Newcastle is located (Champion, 1989; Cheshire, 1995). In some cities, this suburbanisation is coupled with inner-city decline, subsequently followed by gentrification and city centre regeneration (Ley, 1996; Peach, 1996; Smith, 1996). Thus, contemporary cities are often characterised by growing inequalities, social segregation and socio-spatial unevenness (Hamnett, 2003; Knox Pinch, 2010). As Geographers, it is important to know how these cities are changing, both in terms of their economic foundation and social structure (Hamnett, 2005). Thi s can be done using qualitative research methods, which examine the ways in which different social groups visualise, feel and know the city, through a multitude of senses, rather than merely sight (Cloke et al., 2005). Therefore, a multiple-method approach is most desirable in order to know that there is more to a city than its physical existence and material construction (Elwood, 2010). Unlike quantitative research methods, qualitative methodologies do not begin with the presumption that there is a pre-existing world that can be known; instead, we see the world socially, as a construct that is constantly changing (Limb Dwyer, 2001). The emphasis, therefore, is to understand the meanings of everyday experiences of the cities (Limb Dwyer, 2001). Ethnographies are one of these such methods, which are characterised by in-depth approaches (Watson Till, 2010), rather than aiming to necessarily produce statistical data. This method involves living and working within a community to understand how people experience their everyday lives, and thus the city (Cook, 2010). Participant observation is a research method heavily emphasised by ethnography. It enables investigation into behaviours and socio-spatial interactions (Cloke et al., 2004) in a more natural setting, therefore producing more reliable responses as participants feel at ease (Western, 1992). Although this method does provide the researcher with a greater depth of understanding as they come to know the participants on a personal level, the research is based upon a very small sample size, which raises questions over to what extent reliable conclusions can be drawn (Limb Dwyer, 2001). Thus, it is important to use other methods, such as interviewing different groups of people, in order to overcome the temptation of generalising. Furthermore, it can be difficult for the researcher to detach themselves and remain an outside observer, as one becomes an intimate member of the group, often over a prolonged period (Chrisman, 1976). Overall, participant observation as a part of ethnographic resea rch produces tacit knowledge of peoples interactions with the city (Stake, 2005), thus aiding in explanation of how we come to know the city. Defined as a conversation with a purpose (Bingham Moore, 1966), semi-structured interviews are one of the most commonly used qualitative methods in social science research, and Human Geography in particular (Crang, 2002; Longhurst, 2003; Kvale, 2007). Despite often mistakenly being criticised for not being representative or scientific, as Valentine (2005) outlines, an interview enables the researcher to understand the mental world of individual people (McCracken, 1988), and how they experience and make sense of their own everyday lives, and thus, how they come to know the city. Interviewers tend to loosely base their questions on an interview schedule, which consists of memory prompts and key topics of discussion (Keats, 2000; Bryman 2004), however, this is often deviated from due to the fluid nature of this methodology (Limb Dwyer, 2001). Time consuming. Cultural and historical knowledge. Another qualitative research method that can be used to investigate how we come to know the city is focus groups. These usually consist of a one-off meeting among five to eight individuals (Limb Dwyer, 2001) where they are often presented with a set of small tasks, such as watching a short video (Goss, 1996). For the researcher, this is an efficient way of gaining an insight into the ways in which people come to know the city (Krueger Casey, 2015), by getting participants to share their personal experiences and argue for different points of view (Barbour Kitzinger, 1999). Rather than interviewing on an individual basis, which can create disproportional power relations (Smith, 2006), the focus group context shows the researcher how certain individuals interact with each other, allowing conversations to develop in arguably a more common social situation (Lunt Livingstone, 1996). However, if the group are not interested in the topic, it can be very difficult for the researcher to ge t the conversation to flow (Agar MacDonald, 1995). Furthermore, it is important to be aware of high dropout rates, and factor this in when planning research using this method (Limb Dwyer, 2001). For this reason, focus groups tend to be used in conjunction with other methodologies, such as interviewing, rather than as a stand-alone approach (Frey Fontana, 1993). Produces practical, context-dependent knowledge (Starman, 2013). Knowledge. Several misconceptions, such as that knowledge is only gained through observation of the world (Sayer, 1992). (Law, 2005). According to Sayer (1992), knowledge is in fact gained through a common language, interaction with other people, and the use of shared resources. Different types of knowledge are appropriate to different functions and contexts (Sayer, 1992). The city looks and feels different, depending on the perspectives of those inhabiting the space (Law, 2005). Dominant way of looking in Geography normalised as white, heterosexual male. (Rose, 1993; Rose, 1997). Excludes viewpoints of people from different races, sexualities, genders, and abilities (Law, 2005). Marginalisation of deaf and blind people, etc. in the city until the turn of the century (see Kitchen et al., 1997). These people are likely to have different experiences of the place. In terms of gender, women can find streets lined with trees intimidating at night as they reduce the visibility of being see n (Valentine, 1989). To others, it feels natural and seems aesthetically pleasing, particularly during the day. The city looks and feels, and is therefore known as, being different, depending on the perspectives of those inhabiting the urban space (Law, 2005). Mixed methods. Historically, Geography has been understood as a visual discipline. However, as Rodaway (1994) highlights, we come to know a city through a variety of senses: smell (Porteous, 1985), sound (Ingham, 1999; Smith, 2000), touch (Podock, 1993), taste. Cosgrove (1998) further recognises this in our association between the visual world and the production of reliable knowledge, with little consideration of other sense. If we rely only on vision as the best way of knowing a city, we, as Human Geographers, consequently only research the remarkable and elite landscapes (rather than the everyday) that are often theoretically only seen from above, rather than below (Law, 2005). If we mimic the position of urban planners in only seeing the city from above, we risk fixing its meaning, and thus denying its complexity (Law, 2005). Thus, it is important to take a multiple-methods approach in order to come to know the city through all of our senses In conclusion, this essay has argued that the city can become best known through a multiple-method qualitative research approach, incorporating a combination of ethnographies, participant observation, interviews and focus groups. It is important not to over-emphasis on visual sight, but also consider other, less-appreciated senses that contribute to our overall knowing of the city.

Technology and Ethics as Depicted in Becketts Waiting for Godot and Vo

Technology and Ethics as Depicted in Beckett's Waiting for Godot and Vonnegut's Slaughterhouse Five After a cursory examination of present day world politics, it seems there exist no sterling examples of society's progression towards utopia, or even a higher state of tolerance or knowledge. It is not that humanity does not seek knowledge or improvement. It is not a fault that curiosity drives society's scientists to explain and improve the world beyond the realm of the philosophers. The fault lies in how easily this motive can be manipulated by the vices of greed, the propaganda of the mass media, the centuries-old, unwavering human thirst for power. It is this desire for power and profit, not the journey in creating new technologies and deducing the mechanisms of life and the universe, which becomes convoluted and thus halts the growth process, just as a biologist can halt or suspend the process of life, of dividing cells, by a simple chemical treatment of colchicine. Though the treatment of cells with a solution of colchicine is meant to preserve the cells in a state that can be studied, after this treatment they are no longer viable. They cannot continue their mitotic or meiotic divisions; they cannot continue to reproduce, to be continually studied. Theirs is a one-time-only offer. Even with this simple example some say that moral questions arise. Is it really right for humans to kill other living things, no matter how small, to further their own "understanding"? Or is this simply the price, or penance, humanity pays to be able to explain, in somewhat greater detail than was previously possible, the processes, functions, and malfunctions of life? This example, being defined only in terms of dividing ce... ...ime and energy to developing viable treatments for cancer and AIDS, we have scientists who are at the mercy of huge biotech and pharmaceutical companies. We've got scientists developing "The New Pill That Can End Aging" (Reader's Digest, November 2003) along with Viagra and Propecia, pills for impotent and balding men. Do we see a little misdirection of effort? Yes. Aging, impotence, and hair loss are not threatening an entire population with imminent death, like the AIDS epidemic in Africa. Aging and impotence have not stricken the child population like leukemia. We must start to care about what's really important, we must consider all of the body and mind as we improve technology, and we must think about its implications for future generations. At that time, technology will have been put to its fullest use and will easily go hand in hand with human values.

Marine Pollution: Causes and Solutions Essays -- Marine Biology

As the world develops and the human population grows there is more pollution being dumped into the oceans, causing major problems to marine life and ecosystems. Major causes of marine pollution involve non-point pollutants, marine garbage, toxic ocean pollutants and sewage disposal in oceans. From heavy metal poisoning including lead and mercury killing predators such as sharks and whales, to waste getting trapped in the digestive tracts of marine animals, this essay focuses on how human interference causes horrifying problems to the marine life, but also how to fix it. It will also explore the normal activities of people including farming and how this can cause an imbalance in an ecosystem. Everyday activities can cause massive nutrient loading in an ecosystem, but by reducing the amount of washing you do within the week, or using earth friendly washing detergents and fertilizers, this problem can be reduced. Marine Pollution: Causes Aquatic Biodiversity Biological diversity is the variability among living organisms from many different sources including marine and aquatic ecosystems, and the diversity within species and of ecosystems. (Gray 1996) Some of the major components of marine biodiversity include genetic diversity, species diversity, functional diversity, community and ecosystem diversity, and habitat diversity. There are numerous amounts of living creatures and plants under the water’s surface that have not been identified. 90% of fish live off the coral reefs, although only 1% or 17,650 of the life forms and species of the sea have been properly identified and studied. (Miller & Spoolman 2012). Toxic ocean pollutants One of the major causes of marine pollution is toxic ocean pollutants. Heavy metals such as ... ..., Biological Institute, University of Oslo, Norway, viewed on 28 April 2015, http://www.avesmarinhas.com.br/20%20- Harrison, RM 2001, Pollution: Causes, Effects and Control, 4th edn, The Royal Society of Chemistry, Cambridge, UK. Marine Polution: Causes and Consequences, 2003, EMCBTAP-ENVIS Newsletter, Department of Geology, University of Kerala, Kariavattom, viewed 27 April 2015, Miller, G & Spoolman, S 2012, Living in the Environment, 17th edn, Brooke/Cole, Cengage Learning, USA. Nixon, SW 1995, Coastal Marine Eutrophication: a Definition, Social Causes, and Future Concerns, Graduate School of Oceanography, University of Rhode Island, Narragansett, USA, viewed on 28 April 2015,

Event on Social Gathering for Women’s Day Essay

Gathering means a group of people together in one place and social gathering means a gathering for the purpose of promoting upliftment of the society/fellowship. A social gathering is an informal user generated event for those interested in social entrepreneurship enterprise, share ideas and meet new people. A social gathering is open to anyone with an interest in social enterprise. It helps in gaining advice, support and inspiration from entrepreneurs. It is an event specially organized for the awareness of the current issues. The event may include speeches, discussions, dramas, songs and many more cultural activities to make people aware. It is organized 4 to 5 hrs or lesser. It may include social issues like suicides, girl education, water conservation, garbage, etc. mostly the social gathering on these issues are followed by a campaign on large scale. Social gathering includes all the general public. The publicity is done on great extent. The targeted people are colleges, universities, other NGO’s, own NGO’s members and volunteers contacts and family and relatives etc. Since gathering means a collection or accumulation an assembly of persons, so the people gather for completing a task. It is a fully refreshing and entertaining type of event. Thus the event includes lunch together, and has discussions. This is organized in such manner that every one participate in the task taken on the issue. Mostly the social gathering is free of cost or low cost. The speakers are well-qualified and master in their field. The speeches by them are very practical which we can have in our daily-scheduled-routine life. The term female feticide means killing the female fetus in the mother’s womb. Sex selective abortions and increase in the number of female infanticide cases have become a significant social phenomenon in several parts of India. It transcends all castes, class and communities and even the North South dichotomy. The girl children become target of attack even before they are born. India is growing dynamically in all the fields†¦ the country have witnessed advancement all over but female feticide is still prevailing in India. In spite of all the stringent laws framed to curb the female feticide still, the practice continues. Many girls missing from our country are seen buried in the graveyard. The bias against females in India is related to the fact that sons are called upon to provide the income; they are the ones who do most of the work in the fields. In this way, sons are looked to as a type of insurance. With this perspective, it becomes clearer that the high value given to males decreases the value given to females. The exorbitant dowry demand is one of the main reasons for female feticide. A girl means accumulation of sufficient recourses for the dowry the parent have to give away, when the girls get married. As a matter of prestige too, more money and material goods are asked in dowry. Poor families are unable to give so much of things in dowry. Result is in front of you many, many women are treated hostile by their ‘in laws’’ so many of them commit suicide. Murders of women whose families are deemed to have paid   insufficient dowry have become increasingly common. Another major problem among girls is that in many villages of India, girls are considered as a big trouble to their parents. They are killed as soon as they are born. The phenomenon of female infanticide is as old as many cultures, and has likely accounted for millions of gender-selective deaths throughout history. It remains a critical concern in a number of â€Å"Third World† countries today, notably the two most populous countries on earth, China and India. In all cases, specifically female infanticide reflects the low status accorded to women in most parts of the world; â€Å"Female infanticide is the intentional killing of baby girls due to the preference for male babies and from the low value associated with the birth of females.† It should be seen as a subset of the broader phenomenon of infanticide, which has also targeted the physically or mentally handicapped and infant males as with maternal mortality. Some would dispute the assigning of infanticide or female infanticide to the category of â€Å"genocide† or, as here, â€Å"gendercide†. When demographic statistics were first collected in the nineteenth century, it was discovered that in â€Å"some villages of India, no girl babies were found at all; in a total of thirty others, there were 343 boys to 54 girls. In rural India, the centuries-old practice of female infanticide can still be considered a wise course of action.† According to census statistics, â€Å"From 972 females for every 1,000 males in 1901 †¦ the gender imbalance has tilted to 929 females per 1,000 males.

Reflective essay -Counselling session Essay

In this reflective essay I will provide an analysis of the counselling session I conducted and recorded. This will include a summary of the session. I will also describe the micro and advanced counselling skills utalised, as well as a critical evaluation of their effectiveness. A discussion of my application of these skills, as well as areas of possible improvement will supported by reference to relevant literature. Summary of the session. Leesa is a 37-year-old woman who I have seen around four months previously. At the previous session Leesa spoke of her frustrations at work and of her hopes of securing a promotion. Leesa’s presentation was one of lethargy consistent with someone who was suffering feelings of depression. I began the session by welcoming the client and reminding her of the confidentiality agreement. Leesa had previously worked in the hospitality industry but explained that had decided to terminate her employment after being overlooked for a promotion. She also explained that she had felt a lack of fairness and respect from her employer and fellow employees. Since leaving her position in hospitality Leesa had sought employment through an agency that provides office work opportunities. Leesa explained that she had had four different jobs in the past three months and that she was experiencing a similar feeling of being disrespected. Leesa spoke of experiencing a lack of self-confidence at the moment and a feeling of being stuck as well as frustration and uncertainty around her future direction. However the client was able to identify that she would like to be more financially secure, feel respected at work and to achieve a greater sense of confidence. Leesa spoke of a time when she enjoyed her work and private life more, and was able to relate some of the key differences that contributed to her feeling more respected and confident in general. The client identified that she would like to seek alternative employment that allowed her to take on grater responsibility and that involved less travel. Leesa believed that her employment agency may be able to assist her, but admitted that she had not been discerning about the kinds of roles that she took recently due to her  financial situation. She also disclosed that she had been isolating due to her current state of mind. Accepting a homework challenge Leesa agreed to approach some friends to see if she could catch up with them at the next weekend. She also agreed to compile a list of the sorts of jobs that she felt she was qualified for and believed that she could achieve a greater feeling of responsibility and respect. Leesa said that she would approach her employment agency to see if they could help, and that she would bring her list to the next counseling session. Counselling skills application. Reflecting upon the counseling session it is clear that I utalised a range of conversational micro skills. Attending Behaivour Hackney & Cormier (2009) & McLeod (2007), explain that a counsellor leads by following the client, which is done by encouraging the client to tell their story using verbal and non-verbal encouragers. Another way to explain what attending is that it allows the client to continue talking with minimal interruption (Armstrong, 2006). When watching the recorded session I could observe numerous occasions where examples of attending behaivour are present. For example my posture was relaxed and I leant forward. My tone of voice was moderate and consistent, and I maintained eye contact. I constantly nodded my head and aid â€Å"mm hmm or, oh really†. This combination of skills conveyed that I was interested and empathetic to what the client was saying. Similarly Egan (2010) describes an effective guideline for turning into clients as represented by an acronym: SOLER, which is important in the beginning of any counselling session. This means; S – face the client squarely O – maintain open posture L – lean towards the other E – good eye contact R – relaxed and natural in these behaviours Minimal responses. Throughout the session I used a range of minimal responses that let the client know that I was interested and engaged in what she had to say. It also conveyed that I was empathetic towards her situation. Geldard and Geldard (2009) explain that minimal responses not only convey that the counselor is listening, they can also be used to convey a message, such as surprise, agreement or even to challenge what has been said. The meaning of these minimal responses is also influenced greatly upon the delivery of them. Tone of voice, facial expression, posture and eye movement all help to determine the way in which these messages are received. An example of a minimal response I made that conveyed empathy would have been; when the client was describing her feelings of not being respected in her workplace and I responded by saying: â€Å"sounds horrible†. This short response did not interrupt the flow of conversation, and encouraged the client to continue. My tone of voice and facial exp ressions were also congruent with someone who empathized and was interested in what was being said. Reflective Listening. Summarising, paraphrasing and reflection of feelings are all examples of counselling micro-skills that let the client know that the counselor is listening and understanding them correctly. Although it is important to try to respond accurately it is not essential as an incorrect response can encourage the client to re-think what they have said and then clarify it, possibly resulting in a better understanding for both parties. Geldard and Geldard (2009) explain that these reflections also serve as deepening the therapeutic relationship. And that the most important to be: â€Å" genuinely yourself and aim to create a real, trusting, caring empathetic relationship with the person seeking help.† Examples of when I utalised reflective listening techniques would include: When the client had explained the reasons why she had left her previous employment, I reflected back by saying: â€Å" So you’ve left there you weren’t happy with that job, you felt like you were unfai rly treated, is that..?† Another example would have been after the client had explained that she had experienced a number of negative employment situations within a short period of time. I reflected back: â€Å" Would I be right to suggest that perhaps you are feeling a bit stuck, you’re not really sure what you are doing? †. Questioning Techniques and Advanced Counselling Skills. During the session I used a range of open and closed questions. I opened the session by referring back to the subject of her difficulties at work covered in the previous session and then asked: â€Å" How has that been going?† Later I asked the client: â€Å"Can you tell me a little more about the situation, what was going on for you?† Overall I was happy with the mix of open and closed questions. It felt like I was getting the information I needed, without interrupting the client. The counseling modality I used was solution focused. I tried to structure the session with Egan’s ‘Three Stage Model’ in mind. Egan (2010) provides a structured and solution focused approach that can be broken into 3 major sections. The initial part of the session saw me ask a range of questions designed to ascertain ‘what was going on?’ For the next section: ‘What do I want instead?’ I used a range of questioning techniques. For example: ‘s caling questions’. At a point in the session it had been identified that the client had become stuck and was unsure of what direction to take due to a series of negative experiences at work. The client had agreed that a pattern had emerged she felt disrespected at work. At this point I also felt a little stuck. It felt as if I should explore this as a theme and try to help the client to identify her blind spots. However I also felt like it might be counterproductive to challenge the client at that stage, as she appeared to have a low self-image. At the time, although uncertain it felt a little dangerous to examine her role in the situation. In order to firstly establish that the clients self esteem was low, and to then help her to identify what would have to change for her to feel better I asked her to rate her level of self-esteem, or confidence on a scale of one-to-ten. Her response was a three. This strategy was useful in establishing that the client was unhappy and felt stuck in her situation, and therefore provided a platform to work with. However it was not successful in helping the client to identify ‘what she wants instead’ (Egan 2010). I was unsure at this point as to weather the client was genuinely uncertain of what she would like to change or if she was reluctant to say. It was this feeling that led me to self-disclose. This gave me the opportunity to express empathy indirectly and to help the client feel like the relationship was equal. Geldard and Geldard (2009). It was also useful  in clarifying that she felt frustration and not the anxiety that was present in my disclosure. In an effort to move to Egan’s second stage I chose to ask a variation of the ‘miracle question’. De Jong and Berg (2008), propose that the miracle question allows the client an opportunity to step out of their current situation for a moment and consider the possibility of something better (as cited in Corey 2013). Although the client’s response was not immediate she could identify that she wanted â€Å"to be more financially stable, to have more confidence, and to be respected.† I then asked the client â€Å" Has there ever been a time in your working like, that you can remember where you felt respected and happy at work?† This question had an almost immediate positive reaction, as evidenced by the clients change in posture and facial expression. This coincided with what might have ordinarily been the negative situation of a refrigerator making a loud noise. However this situation added a useful element of humor that would probably not been possible. â€Å"Both clients and counselors can enrich a relationship through humor† (Corey 2013 p.31). Having identified that there was a time when things were different, coupled with the comfortableness achieved through humor, it felt like I had permission to ask what was different in her personal life at that time. The responses gave me the information I needed to begin to help the client look at Egan’s (2010) third stage of ‘how do I get to what I want?’ This also gave me the opportun ity to work with the immediacy that was evident in the change of mood when the client reflected upon a time when her life was going well. This person-centered approach added a real sense of genuiness to the relationship and allowed the client to identify emotionally connect with the difference in her life at that time (Corey 2013). During a summary of what was different, when the client’s life was going well new information was disclosed that the client had not been discerning about the jobs that she took due to her financial situation. I made the comment that; â€Å"that was understandable, we all have to pay our bills†, thus normalizing the clients experience, Normalising a clients experience can help them to look at their situation more positively Geldard and Geldard (2009). This was useful as the session moved into the third stage of the framework provided by Egan (2010). During this stage we brainstormed ways in which the client could access alternative employment, and also how to achieve greater life balance through recreational activities. The client agreed to continue to develop this list and to approach some employment agencies. She also agreed to contact some friends socially the following weekend as a homework tasks. Tompkins (2006) suggests that there are clear advantages to the counselor and client working in a collaborative manor in negotiating mutually agreeable homework tasks. (as cited in Corey 2013). I felt that overall the session went well. At times I think I could have injected more energy into my responses. It is strange, as I felt more enthusiastic inside than what was conveyed. I was happy that I could work to a framework and I found that I enjoy the positivity of the solution-focused modality. It did seem a little too perfect at times, which is difficult to avoid in a role-play situation. References. Armstrong, P. (2006). The practice of counselling. Melbourne: Thomson Higher Education Corey, G (2012). Theory and Practice of Counselling and Psychotherapy. 9th.Ed. Melbourne. Canage Learning. Egan, G. (2010). The Skilled Helper 9th Ed. Belmont, USA: Brooks/Cole, Cengage Learning. Geldard, G & Geldard, K (2012) 7th Ed. Basic Personal Counselling: A Training manual for counsellors. N.S.W Australia. Pearson.

Antimicrobial Agents

Food preservation has long been practiced since the olden times with processes such as heating , drying, fermentation and refrigeration. In spite of this, physical methods are not enough to eliminate all microorganisms found in foods. Therefore, antimicrobial agents are needed to destroy these foodborne pathogens, so that the food will have a longer shelf-life. As technology progresses, improvements in the processing procedure and packaging systems considerably contribute to the preservation of food. Even so, antimicrobial agents still play an important role in protecting the food supply. Antimicrobial agents are chemical compounds biosynthetically or synthetically produced which either destroy or usefully suppress the growth or metabolism of a variety of microscopic or submicroscopic forms of life. 2. Factors Affecting the Selection of Antimicrobial agents 2. 1 Antimicrobial activity against different organisms It is desirable to use an antimicrobial agent that can inhibit a wide range of spoilagecausing microorganism. A good understanding of the chemicals mode of action is also useful in selecting a preservative. 2. 2 Microbial load of the food product . The food must be of the highest microbiological quality initially. Food should always be processed under the most meticulous sanitary conditions to minimize contamination. A high microbial population would require higher doses of antimicrobial agents. Use of antimicrobial agents should not be viewed as a substitute for good sanitation. 2. 3. Chemical and physical properties In choosing an antimicrobial agent, properties such as solubility, boiling point, and dissociation are mportant. Water solubility is important since microbial growth requires water. 1 Volatile preservatives are easily lost if the food is heated during processing. Dissociation of sorbic acid has an important bearing on its effectiveness in inhibiting harmful microbes. Most compounds are effective in their undissociated form. Stability Constituents in food such as protein and fiber can react with the preservative and reduce its effectiveness. For this reason, the stability of antimicrobial agents during storage is very important. 2. Processing and storage conditions The conditions of storage and interactions with other processes must be evaluated to ensure that the antimicrobial will remain functional over time. 2. 6 Flavor The addition of the antimicrobial agent should not interfere with the flavour of the food product, or rather enhance it. 2. 7 Cost The choice of antimicrobial should be cost-effective and suited to the food product. 2. 8 Safety and legality Antimicrobials agents must not be toxic to humans. The use of antimicrobial agents is often strictly regulated. As a processor, it is essential to use chemicals as prescribed by the regulations. 3. Types of Antimicrobial agents and their Functions 3. 1 Benzoic Acid and Sodium Benzoate ? Structure: Fig 1. Structures of Benzoic Acid and Sodium Benzoat e (Image from Wibbertman, Mangelsdorf Melber, 2000) ? Sources: o Benzoic acid occurs naturally in many plants and resins such as cranberries, plums, prunes, cinnamon. However, benzoic acid can be produced commercially by the reaction of toluene with oxygen at temperature around 200C in the liquid phase. The process is catalyzed by cobalt or manganese salts. Fig. 2 Production of Benzoic Acid (Image from Wikipedia. rg) o Sodium benzoate Sodium benzoate is produced by the neutralization of benzoic acid with sodium hydroxide. ? Properties: Benzoic acid is a white solid that starts to sublime at 100Â °C, with a melting point of 122Â °C and a boiling point of 249Â °C. Its solubility iin water is low (2. 9 g/litre at 20Â °C). 3 The undissociated form of benzoic acid (pKa=4. 2) is the most effective antimicrobial agent. It was reported that the compound was 100x as effective in acid solutions as in neutral solutions. Sodium benzoate is a white crystalline powder with a sweet astringent taste. It has a melting point above 300Â °C. It is very soluble in water (550-630 g/litre at 20Â °. Benzoates are most effective at pH 2. 5-4. 0and least effective at pH 4. 5. ? Primary use: Benzoic acid and its salts are used as antimycotic agents against yeast and molds, such as Saccharomyces cerevisae and Aspergillus parasiticus. ? Mechanism/s of action: o Formation of benzoic acid-oxidase complex Benzoic acid inhibits amino acid uptake in molds and bacteria. Benzoates also inhibit enzymes in the bacterial cell such as those controlling acetic acid metabolism and oxidative phosphorylation. Klein and Kamin (1940) reported that the activity of the d-amino acid oxidase was decreased by benzoic aci ( e. g. , the rate of oxidation of 1 mg. of d(-)-alanine by preparations of the oxidase was decreased about 60 per cent by benzoic acid). They suggested that the inhibitory effect of benzoic acid is due to the formation of a benzoic acid- oxidase complex. o Inhibition via depression of internal pH of the cell ? Applications: Sodium benzoate is used in carbonated and still beverages, margarine, soy sauce, jams and jellies, storage of vegetables, fish preserves, fruit salads, and other high acid foods. ? Regulatory Status: GRAS, up to a maximum of 0. 1%. Toxicology: Low order of toxicity for animals and humans. The reason is because humans and animals have an effective detoxification mechanism for benzoates. 4 3. 2 Sorbic Acid and Sorbates ? Structure: Fig. 3 Sorbic Acid (Image from John Wiley Sons, 2000) ? Sources: Sorbic acid, which is also known as 2,4-hexadienoic acid, was fi rst isolated from rowanberry (berries of the mountain ash tree) decades ago by A. W. van Hoffman, a German chemist. It is now prepared for industrial use via condensation of malonic acid and crotonaldehyde: Fig. 4 Synthesis of Sorbic acid (Image taken from Lookchem. com/Chempedia) ? Primary use: Sorbic acid and its salts targets yeasts, molds, and bacteria. Some of these include species Candida, Oospora, Fusarium, Mucor and Trichoderma. ? Properties: Sorbic acid is a white crystalline powder and is slightly soluble in water (0. 16g/100mL).