Reviewing and evaluating financial management processes Essay

Reviewing and evaluating financial management processes - Essay Example The manager takes effective measures in controlling the budgets of the organization so that the cost does not exceed the estimated budget. The allowable cost helps in determining the allowability, reasonableness and allocability of costs for the managers. Cash management and compliance of the organization are supervised under the surveillance of the manager of the organization for better performance.Matching available resources to planned activities.The four main financial records are the trading account, the profit and loss account or the income statement, the balance sheet and the cash flow statement of a company.   These financial records provide accountability, reliability and can even be used as legal evidence while taking decisions regarding the concerned organization. The financial records are tool which can constrain the individuals from engaging in corrupt practices. Conversely, the financial records can protect an innocent of false accusations. Implementation of the recor ds management control is a must for the effective financial management process of the organization. The purpose of preparing financial performance report for the organization is to bring forth the core information which would otherwise be obscured, highlighting of significant items and relationships between them, enhancing comparability and improving the understandability of the financials of the organization.The timing of the financial report is as important to the organization as that of the financial information.... Conversely, the financial records can protect an innocent of false accusations. Implementation of the records management control is a must for the effective financial management process of the organisation.2 Answer 3 The purpose of preparing financial performance report for the organisation is to bring forth the core information which would otherwise be obscured, highlighting of significant items and relation between them, enhancing comparability and improving the understandability of the financials of the organisation. Even the stability and the riskiness of the organisation can well be determined from the financial performance report of the organisation.3 Answer 4 A person can verify the accuracy of the financial management report by4: Reviewing the financial documents in a comprehensible manner Monitor the preparation of budget of the organisation Calculate realistic funding needs and identify the appropriate sources Matching available resources to planned activities Establishing a centralized database of information Ensure that all data are consistently reported amongst subsidiaries Making executives accountable for the financial reports by personally verifying their accuracy. For example: The audited financial report of a company projected in the company’s annual report portrays the present financial condition of the company. This annual report is issued for all the stakeholders of the company who takes the decision of investment after going through the financial report of the company audited by some external auditor. Answer 5 The timing of the financial report is as important to the organisation as that of the financial information. Timing has great influence in the financial reporting of an entity which constraint the official information

Group Concepts Essay Example for Free

Group Concepts Essay Elements of an effective group. An effective group has several essential elements: positive interdependence (group members are linked with each other and are aware of this connectedness, they feel that their personal success depends on group success and group success depends on their personal success); two-way communication (exists when communication channels work in both directions and feedback is appreciated); distributed leadership (having more than one source of leadership, seeing every member of a group as an expert who is capable of making a difference); power based on expertise (those in power are those who hold the expertise; expertise becomes a source of power and an expert can influence others). Comprising all these elements, a group is â€Å"more than the sum of its parts† (Johnson Johnson, 2009, p. 20). These characteristics foster creativity and open-mindedness, for everyone can freely express his or her thoughts feeling that the feedback is appreciated. Such an environment allows challenging one another’s views, which helps seeing problems from different points of view and finding the optimal decision. 2) Team versus Group. Positive synergy is what distinguishes teams from groups. A group is a collective of individuals who share information and make decisions but who do not have a need for joint work. A group’s performance is the sum of its members’ performance. At the same time, a team is a collective of individuals united by a common goal and the need for joint efforts. A team’s performance is more than the sum of its members’ performance. Team members depend on each other and are interconnected, whereas each of group members primarily works on their own. Different tasks require different types of groups – for some, joint effort is not necessarily needed and the summation of individual performances of experts will bring the desired results; in other cases, working together is absolutely necessary for achieving the goal. It primarily concerns creative tasks that require innovation and more than one perspective. In such cases, teams can produce a better result than groups. To work in teams, not merely expertise is needed but also the desire and the ability to collaborate (Lecture 1. 1). 3) Team Effectiveness. Effective teams have the following characteristics: the goals are clear and coordinated with the individuals’ goals so that each team member is committed to achieving the team goals; conflicts are not suppressed but managed as the sources of creativity and innovation; there is two-way communication instead of one-way communication, open relationships rather than closed relationships, and feedback is asked and provided openly; all team members participate in group work, nobody is left behind; leadership is shared among team members; decision-making and problem solving involves all team members and participation is encouraged at all levels; risk taking is encouraged and mistakes are treated as the sources of learning rather than failures that deserve punishment (Lecture 1. 3). This is a rather long list but meeting all these criteria is not that complex as it seems to be, for most of these characteristics are interconnected and acquiring one entails another. For me, open relationships and two-way communication are the crucial skills; they involve opportunities for providing feedback, open discussion of goals, of conflict situations, participation in decision-making, etc. These require open mindedness and results in group’s being â€Å"more than the sum of its parts†, which is an essential characteristic of a work team that distinguishes it from a work group (Johnson Johnson, 2009, p. 20). 4) Sources and Value of Diversity. There are three major sources of diversity: demographic characteristics (ethnicity, race, religion, sex, language, age, social class, regional differences); personality characteristics (educational level, different attitudes, lifestyles, etc. ); abilities and skills (expertise in different areas, different technical or social skills, etc. ). Diversity can be a source of conflicts, misunderstandings, and hostility. However, if there is tolerance and respect to others, diversity is a powerful source of learning and creativity. If the mind is open, diversity brings in many new ideas and perspectives. People of different cultures and/or backgrounds often see the same things very differently, and acknowledging their different perspectives allows adopting a new creative and innovative approach. 5) Avoidance of Controversy. Controversy is often avoided in groups and perceived as a negative and stressful phenomenon. Thus, fear and ignorance stops group members from engaging in controversy. Yet, it should be valued and even stimulated. Controversy is an important part of any decision-making process. It means that more than one view on the problem is presented. Controversy helps weigh all possible views and find the optimal decision. In most situations, there is more than one view on the problem, and controversy helps find out the advantages and disadvantages of each view. Without an opportunity for controversy, the drawbacks of the chosen position may remain unnoticed and lead to tragic consequences. 6) Groupthink (how does leadership identify and prevent? ). Groupthink is one of the factors hindering group decision-making. It takes place when a group adopts an uncritical view of its own judgments. Usually it comes out when the group is homogeneous, values consensus, and has little time for producing a decision. It can be identified by its symptoms which include: belief that their judgments are right; illusion of invulnerability; collective rationalizing of poor decisions; sharing stereotypes concerning out-groups; self-censorship; maintaining illusion of unanimity; exercising pressure on those who disagree; protecting authority (PowerPoint Lecture 2. 2). Some of the strategies to prevent negative effects of groupthink include: resort to the help of outside experts; one of group members should be assigned a role of a critical evaluator who will question all decisions; the leaders should avoid making their own preferences explicit; allow time for discussion and elaborating alternative decisions. 7) Group Norms and how they are created. Group norms are implicit or explicit modes of conduct within the group that guide group members’ behavior without the direct application of power. Norms establish the rules and define what can be regarded as acceptable and unacceptable behavior. Group members should conform to group norms if they want to be a part of the group. Those who disobey usually experience pressure from the other group members up to the exclusion from the group. Group norms are created as a result of interaction between individuals and agreement on what can be considered right. They experience influence from the dominant culture in which the group operates. It is a kind of synergy of cultural norms, adopted organizational practices, and individual norms of every group member. Group norms regulate things from how much one can talk at a group meeting to how many times a day one can drink tea without being suspected to be lazy. 8) Experiential Learning (Lewin’s 12 principles). Experiential learning is, in short, learning through experience. It helps change learner’s attitudes, behavioral patterns, and action theories. Lewin defined 12 principles of experiential learning which describe the process of experiential learning and its effects. This kind of learning is more effective than simply acquiring new information. One of Lewin’s principles states that people tend to believe more in knowledge they discovered themselves than in knowledge taught by others. Experience is a form of active learning that is more effective than a passive process and that is able to change one’s attitudes and action theories. If action theories and attitudes do not change, the effect of learning will be only temporary. For changes in attitudes to occur, perception of oneself and one’s social environment must change. This kind of change can be easier achieved in a group context than in an individual context, and this context has to be a friendly and supportive one in order to facilitate the person’s ability to experiment with new attitudes. In fact, these 12 principles are the elaboration of the simple truth that we all learn from mistakes and experience. Like a child gets to know that fire hurts from firsthand experience rather than from the precautions of adults, we all tend to acquire new knowledge and change our behavioral patterns according to our own experience rather than taking somebody’s theories on trust. 9) Epistemic Curiosity. Epistemic curiosity is a state of mind that forces the person to search actively for more information in an attempt to relieve tension from conceptual conflict. Conceptual conflict or discrepancies in the existent practices and conditions point out that there is an information gap, which results in uncertainty and dissatisfaction. To eliminate dissatisfaction, the person strives to get more information and fill the information gap thus explaining to himself the discrepancies and acquiring certainty. Thus, epistemic curiosity is a powerful drive for knowledge. It is one of the ways by which controversies can be resolved. Stimulating data gathering and learning, it helps find optimal ways and grounds for adopted decisions. 10) Group Dynamics (what does this mean? ). The term group dynamics refers to the study of group development and of interactions within the group. Understanding group dynamics, one can diagnose how well the group is functioning, what can be done to improve performance, and intervene to make the required changes. It requires understanding of group processes and stages of group development. The essential point here is that the group is viewed not as a collection of individuals but as a real unit bound by positive interdependence. Simply put, group dynamics means the development of group over time, the processes that take place within the group, the relationships and interactions, changing attitudes, etc. B. A. R. T. analysis is a useful tool for studying group dynamics as it reveals major dimensions: boundaries (in terms of time, territory, tasks), authority (both formal and informal), roles (multiple formal and informal roles), and tasks (visions, missions, different understandings of the task, practical challenges, etc. ). 11) Stages of Group Development. Different authors describe different stages of group development. Tuckman elaborated a 5-stage model that comprises forming, storming, norming, performing, and adjourning. Johnson and Johnson (2009) list 7 stages of group development: (1) defining and structuring procedures, (2) conforming to procedures, (3) recognizing mutuality and building trust, (4) rebelling and differentiating, (5) committing to and taking ownership for the goals, procedures, and other members, (6) functioning maturely and productively, and (7) terminating (p. 28). Both models describe group development from its formation to its dismissal, but Johnson and Johnson’s model is a more elaborated and detailed one. In fact, it breaks the initial stage of forming to three stages that include defining procedures, conforming to procedures, and building trust. Thus, it underlines the normative element at the initial stages of group development. It is interesting also that according to both models rebelling, or storming, should take place before the group begins to function maturely. It once again proves the value of conflict. 12) Leadership Styles. There are three major leadership styles: autocratic, when the leader dictates his will and makes decision by himself without consulting group members; these decisions are enforced then; democratic, when the leader encourages involvement of group members into decision-making process, values opinions of others, and takes into account different views; laissez-faire, when the leader’s participation in decision making is minimal and group members are allowed maximum freedom. It cannot be concluded that one of these styles is better than the other, for the choice of style usually depends on the situation, on the leader’s personal abilities, and on company values. Some situations require autocratic leadership (for example, when there is no time for discussion and the decision, either good or bad, has to be made and implemented quickly), whereas in other cases democratic or laissez-faire leadership will work better. Giving freedom to employees make them feel valued and trusted which stimulates them. 13) Sources of Power. There are five major sources of power: legitimate power, having its source in the person’s position (group members believe that the person has a right to influence others in virtue of his or her position in the organization); reward power, having its source in the person’s ability to reward certain types of behavior; coercive power, having its source in the threat of punishment; expert power, having its source in the skills and knowledge of a person (group members believe that the person has a right to influence others in virtue of his or her expertise); referent power, having its source in person’s being liked and respected by others (group members comply out of respect). Legitimate, reward, and coercive power are usually associated with a formal position of the person, whereas expert power and referent power have its sources in the person’s abilities. Coercive power is very likely to produce resistance, and referent power results in commitment to the person. For leaders and managers, it is better to combine more than one source of power and have expert and/or referent power in addition to power based on formal position. In this case the followers will comply more willingly. 14) Organizational Culture. Organizational culture is a set of basic assumptions, norms, values, and behavioral patterns that regulate how people interact within an organization and with outsiders. It comprises rules, customs, symbols, visions, organizational environment and structures, etc. It is formed under the influence of the national culture, the management beliefs and values, and the sum of individual beliefs. None of these factors can form organizational culture on itself, but each of them can influence the formation and development of organizational culture. In fact, organizational culture is what distinguishes one organization from another. It is strong when it can stimulate a sense of belonging in the employees. Changing organizational culture is a very complex task that requires much time and care. The attempts to impose new values at once are likely to rouse a good deal of resistance. 15) Social Interdependence. Social interdependence among group members is the essence of a group. It means that one’s outcomes depend on the others, and vice versa. Social interdependence theory states that the type of interdependence existing in a group defines the type of interaction among members and, therefore, the results. Positive interdependence facilitates promotive interaction, when group members promote each other’s efforts to achieve the goal. Negative interdependence facilitates oppositional interaction when group members oppose and obstruct each other’s efforts to achieve the goal. When there is no interdependence, no interaction occurs, and group members focus on their individualistic efforts. Social interdependence makes a group a whole, because when a group member cannot achieve a goal on his own he has no choice but to interact with others. Positive interaction results in higher level of performance, because it creates supportive and collaborative working environment that stimulates each member’s efforts. 16) Gaining and loosing trust. Trust is a complex notion that is difficult to define, but without trust normal functioning of a group is impossible. Distrust increases competition and often results in conflict leading to destructive consequences. To gain trust, risk and confirmation are necessary. Risk and disconfirmation lead to losing trust. Thus, in both cases risk is an essential factor. A person should risk by disclosing his personal thoughts and feelings to another person, and in case his openness is accepted trust is built, whereas when the person’s openness is betrayed trust is destroyed. Trust is easier destroyed than built. It is enough to betray one’s feelings only once to lose trust, but it takes much time and efforts to restore it. Therefore, one needs to behave very carefully in order not to destroy trust and not abuse the other’s vulnerability. 17) Superordinate Identity (4-steps). Developing a superordinate identity is one of the four steps of the process of recognizing and valuing diversity in groups. This process includes: (1) appreciating one’s own identity (culture, religion, gender, etc. ), (2) appreciating the others’ identities; (3) developing a superordinate identity, and (4) learning a pluralistic set of values. The superordinate identity is the summation of all personal identities existent in the group; it unites and comprises diverse values in a single group identity. It is based on a pluralistic set of values and does not exclude any of the personal identities of group members. It helps overcome otherness and value differences. 18) Language Sensitivity. Being language sensitive means understanding which words and expressions are appropriate and which are inappropriate for communication with diverse groups and people of different backgrounds. It is clear that we communicate differently with our friends than with our boss. Similarly, what is good for people of one background may be inappropriate in communication with people of a different background? To avoid misunderstandings and miscommunication, individuals should heighten their language sensitivity and avoid using language that can be abusing for others. In some cases, the difference between communication patterns is obvious (like in the example with friends and boss); in other situations, we may not even be aware of differences (for example, when communicating with people from different cultures who can be used to absolutely different communication patterns). Therefore, language sensitivity often requires not merely â€Å"sensitivity† as it is but sensitivity supported by knowledge about different cultures. 19) Egocentrism. Egocentrism is the opposite of perspective-taking, or adhering to one’s own point of view so that other viewpoints are ignored. Egocentric person may even not be aware of the other points of view and of possible limitations of his or her own perspective. One’s own views are accepted uncritically whereas others’ views are criticized, and valued only if they agree with one’s own (Johnson Johnson, 2009, p. 297). Egocentrism limits the ability to see things objectively and therefore hinders decision-making process. When each member is uncritical about his personal views, a competition develops that aims not at producing the optimal decision but at proving that â€Å"my† view is the best one and making others comply. It often results in low-quality decisions. 20) Team Ethics. Team ethics is a set of moral principles adopted in a team that govern members’ behavior and define what is right. In this respect, it is related to organizational culture and group norms, for it also relies on common values. Team members are expected to comply with these moral principles, for unethical behavior is never praised. Team ethics develops alongside with team culture and experiences the influence of ethical systems adopted in the national culture and of the ethical beliefs of management and team members. However, it is usually more than a sum or a compromise of many ethical considerations. Team ethics should not level off individual ethical systems; it should rather provide a more elevated and demanding understanding of what is right. For team ethics to create a collaborative and supportive environment, it has to comprise such values as respect for others, acknowledging each member’s rights and needs, valuing liberty and diversity, respect for human rights, etc. 21) 5 steps to effective problem solving. Five steps to effective problem solving include: 1) identify the problem (formulating a single question the answer to which is likely to resolve the problem; that is why this tactics is also called Single Question Format); 2) create a collaborative setting (an agreement on principle for discussion should be reached and any assumptions and biases brought to surface); 3) identify and analyze the issues (to fully understand the nature of the problem, some minor issues, or sub-questions, should be identified and discussed); 4) identify possible solutions (several possible courses of action as well as their respective advantages and disadvantages should be defined); 5) resolve the single question (choose the optimal solution among those proposed that answers the single question). (Lecture 2. 4. ) This approach has a benefit of focusing attention on the most important issue without dispersing it to minor issues. Defining a problem correctly is a half of success in problem-solving. When the single question is defined correctly, it gets to the root of the problem, and answering it is likely to resolve all minor problems associated with the greater one. 22) Reflections on Virtual Groups and Teams. During this course, we participated in virtual groups. This experience is very different from participating in face-to-face communication. Many limitations impede group development. First of all, virtual team members communicate directly with each other only rarely, which gives only few opportunities for knowing each other better and developing trust and confidence. Then, technical issues (like the problems some of us had with microphones) may interrupt communication from time to time. Finally, I think that the lack of nonverbal communication is also an obstacle, for we often perceive the other’s feelings and intentions from facial expressions, eye gaze, etc. In this case, we only had to rely on words. I believe that all these obstacles result in the need for more time for a group to become a team and for trust and confidence to develop compared to face-to-face communication. However, the need for joint work and effort united us, and by the end of the course we were feeling quite confident. Therefore, to unite virtual groups, there is a need for regular and frequent communication and tasks that require joint efforts. References Johnson, D. W. , Johnson, F. P. (2009). Joining together: Group theory and group skills. 10th ed. Boston, MA: Allyn Bacon.

Role Of Chance Samuel Becketts Waiting For Godot Philosophy Essay

Role Of Chance Samuel Becketts Waiting For Godot Philosophy Essay The purpose of life is something mystic, that us, humans, have always seeked, yet dont really know how to find. What is our reason to live? The fact we cant explain it, leads us to believe its because of a force greater then ours. There are lots of different names to call it. God. Fate. We dont know what the meaning of life is, and theres noone we can ask. This feeling can be pretty depressing in itself, and Waiting for Godot focuses on this feeling and on the way people try to find something to live for The play basically says that our lives rely on chance entirely, and because of it, they are meaningless, and thats the reason why people rely on unknown forces guiding them through life. And the interesting part is, that even the sources, that should justify the fact that there are greater powers in the universe then we can comprehend, say that human existence has a lot to do with chance. This is clearified when a story from the bible about two thieves is mentioned. à ¢Ã¢â€š ¬Ã… ¾One of the two thiefes was rescued. Thats a reasonable percentage. (Beckett, 8) Percentage represents that chance involved in human life, and the fact that that our fate relies on chance shows that randomness is an important factor in ones life. Beckett uses this quote from the Bible to show, that even a sacred text that has been an a help for thousands of years acknowledges the existence of chance. One of the two thieves. Thats 50%. A 50% chance for salvation, and we have absolutely no control regarding th is chance. The fact that God (if he exists) stays silent, makes the chaos even bigger. The situation that God lets life work like this, makes him guilty. The peoples belief in God is explainable though, because it makes them believe that theres a reason to live. As Pascal, a french philisopher said (he was a believer by the way), theres nothing to lose, because if it turns out God doesnt exist, then people wouldnt care for anything anyway, but if it turns out he does, at least you were on the safe side all the way. But Gods silence is the main thing that keeps the characters in hopelessness, and makes this work of art a tragedy, even though the characters act comically. Either God doesnt exist, or he just doesnt care. And this statement tells that theres no divine involvment in life. The world in Waiting for Godot is one without any meaning, which shows that chaos and hopelessness are the leading forces of the world. The events in the work are repetetive. Vladimir and Estragon are at the same place every day, waiting for Godot, doing the same activites over and over again to pass time. This shows the chaotics world effects on the characters. As Einstein says: à ¢Ã¢â€š ¬Ã… ¾The sign of going mad is doing something over and over again, and expecting different results. We dont know the time cycle the events transpire in. Time is a very intersting aspect in this play. It exists, but the reasons for this are not entirely clear, because the present, the past, the future, these things dont mean anything in this world. Time is a mess. A very good symbolization of the fact that things are still happening though, are Pozzo and Lucky. They are completely different in Act I and Act II. (Pozzo is healthy/blind, Lucky is able to speak/mute). Beckett uses the change in the situation of Lucky and Pozzo to show that time, and therefore, life, is meaningless. Humans try to be distracted from this fact. Vladimir and Estragon both try to stay cheerful in the play, and try to pass time with pointless activites. Doing this, they act comical, which adds a humorous aspect to the play. The positive attitude of the two tramps thus amounts to a double negation: their inability to recognize the senselessness of their position (Andres, 143-144). Vladimir and Estragon do various things to get distracted from the endless wait. Discussing mundane topics, sleeping, and sometimes contemplating suicide. They do this because they try to ignore the fact that they are waiting for a figure, which is part of their imagination, and might never even come. They are waiting for Godot, and they think his arrival will be a salvation to all their problems. They probably know this is only a wish that might never come true, but at least they have something to look forward to. The only other alternative is death, and although they think about it, they dont have the courage to do it. In the end all a human can do are pointless actions, or to perish. They do these pointless actions because they hope relief will come in a form of an outside force. Godot symbolizes this force, and although he likely doesnt exist, he at least gives their lives a meaning.By waiting, they achieve at least a bit of meaning. Vladimir, while contemplating whether or not to help Pozzo in Act II, declares, What are we doing here, that is the question. And we are blessed in this, that we happen to know the answer. Yes, in this immense confusion one thing alone is clear. We are waiting for Godot to come- (Beckett, 51) Even though salvation is an illusion, its needed to be able to handle life, and that humans have to rely on à ¢Ã¢â€š ¬Ã… ¾Godots to live. Its not clear whether Godot is real or not. This is shown by the fact that in both acts, they mistake Pozzo for Godot. That means they have never seen Godot before.The only contact they have with him is the messenger boy he sends everyday, telling them that Godot will come the next day. When Vladimir finally realises that Godot in fact will never come, great depression overcomes him. Vladimir realizes that he has no choice but to put up with the illusion, and go on. Theres no point. But theres no other option. All of these characters go on, but in the old ruts, and only by retreating into patterns of thought that have already been thoroughly discredited. In the universe of this play, on leads nowhere (Webb, 41). Waiting for Godot is all about how the world is based on chance, and the fact that a world based on chance cant have a real time sequence, and is therefore pointless, which makes life pointless too. Realizing this, humans will create distractions and diversions, in the form of patterns and reliance on divine forces, to provide them a purpose to live. In my opinion this book is a very good demonstration of the big questions every human has to face in their lifetime.

The Use of Drugs by 1950s Artists Essay -- Illegal Drugs Speed Narcoti

A movement arose among the artists of 1950s America as a reaction to the time's prevailing conformity and affluence whose members attempted to extract all they could from life, often in a strikingly self-destructive way. Specifically, the Beat writers and jazz musicians of the era found escape from society in drugs and fast living. But what exactly led so many to this dangerous path? Why did they choose drugs and speed to implement their rebellion? A preliminary look at the contradictions that prevailed in 1950s American society may give some insight into these artists' world. At the end of World War II, American culture experienced an overhaul that ushered in a period of complacency beneath which paranoia seethed. A generation that had lived through the privations of the Depression and the horrors of world war was now presented with large suburban homes, convenient and impressive appliances, and pre-packaged entertainment. Such wonders so soon after extended hard times were greeted enthusiastically and even treated with a sense of awe. They may have encouraged few distinctions among the middle class -- the houses in a suburb were generally as identical as hamburgers at McDonald's -- but they represented a wealth to which few had before enjoyed access. Life became automated, with dishwashers cleaning up after dinner and air conditioning easing mid-summer heat. The new conveniences left more time for families to absorb the new mass culture presented through television, records, and Spillane novels. Excitement over the new conveniences and entertainment led America to increasingly become an acquiring society. To my parents' generation, childhood in the 50s was a time when people were generally pleased with themselves and with the... ...McNally, Dennis. Desolate Angel: Jack Kerouac, the Beat Generation, and America. New York: Random House, 1979. O'Neil, Paul. "The Only Rebellion Around". Life 47 (November 30, 1959): 115-116, 119-120, 123-126, 129-130. Parkinson, Thomas, ed. A Casebook on the Beat. New York: Thomas Y. Crowell Company, 1961. Peretti, Burton W. Jazz in American Culture. Chicago: Ivan R. Dee, 1997. Rigney, Francis J. and L. Douglas Smith. The Real Bohemia. New York: Basic Books, 1961. Tytell, John. "The Beat Generation and the Continuing American Revolution". American Scholar 42 (1973): 308-317. Van Den Haag, Ernest. "Conspicuous Consumption of Self". National Review VI (April 11, 1959): 656-658. Wakefield, Dan. New York in the Fifties. Boston: Houghton Mifflin, 1992. Woideck, Carl. Charlie Parker: His Music and Life. Ann Arbor: University of Michigan Press, 1996.

The Return: Shadow Souls Chapter 34

I don't think about those things, Elena answered in the same way Damon had spoken and for the same reason. I don't think because if I do I'll go insane. But if I go insane, what good will I be to Stefan? I couldn't help him. Instead I block it all out with walls of iron and I keep it away at any cost. â€Å"And you can manage that?† Damon asked, his voice shaking slightly. â€Å"I can – because I have to. Remember in the beginning when we were arguing about the ropes around our wrists? Meredith and Bonnie had doubts. But they knew that I would wear handcuffs and crawl after you if that was what it took.† Elena turned to look at Damon in the crimson darkness and added, â€Å"And you've given yourself away, time after time, you know.† She slipped arms around him to touch his healed back, so that he would have no doubt about what she meant. â€Å"That was for you,† Damon said harshly. â€Å"Not really,† Elena replied. â€Å"Think about it. If you hadn't agreed to the Discipline, we might have run out of town, but we could never have helped Stefan after that. When you get down to it, everything, all you've done, you've done for Stefan.† â€Å"When you get down to it, I was the one who put Stefan here in the first place,† Damon said tiredly. â€Å"I figure we're just about even now.† â€Å"How many times, Damon? You were possessed when you let Shinichi talk you into it,† Elena said, feeling exhausted herself. â€Å"Maybe you need to be possessed again – just a little – so you remember how it feels.† Every cell in Damon's body seemed to flinch away from this idea. But aloud he just said, â€Å"There's something that everyone has missed, you know. About the archetypal story of how two brothers killed each other simultaneously, and became vampires because they'd dallied with the same girl.† â€Å"What?† Elena said sharply, shocked out of her tiredness. â€Å"Damon, what do you mean?† â€Å"What I said. There's something you've all missed. Ha. Maybe even Stefan has missed it. The story gets told and retold, but nobody catches it.† Damon had turned his face away. Elena moved closer to him, just a bit, so he could smell her perfume, which was attar of roses that night. â€Å"Damon, tell me. Tell me, please!† Damon started to turn toward her – And it was at that moment that the liftmen stopped. Elena had only a second to wipe her face, and the curtains were being drawn. Meredith had told them all the myth about Bloddeuwedd, which she'd got from a story-telling globe. All about how Bloddeuwedd had been made out of flowers and brought to life by the gods, and how she had betrayed her husband to his death, and how, in punishment, she had been doomed to spend each night from midnight to dawn as an owl. And, apparently, there was something the myths didn't mention. The fact that she had been doomed to live here, banished from the Celestial Court into the deep red twilight of the Dark Dimension. All things considered, it was logical that her parties started at six in the evening. Elena found that her mind was jumping from subject to subject. She accepted a goblet of Black Magic from a slave as her eyes wandered. Every woman and most of the men at the party were wearing clever attire that changed color in the sun. Elena felt quite modest – after all, everything out of doors seemed to be pink or scarlet or wine-colored. Downing her goblet of Magic, Elena was slightly surprised to find herself going into automatic party-mode behavior, greeting people she'd met earlier in the week with cheek kisses and hugs as if she'd known them for years. Meanwhile she and Damon worked their way toward the mansion, sometimes with, sometimes against the tide of constantly moving people. They made it up one steep set of white (pink) marble stairs, which sported on either side banks of glorious blue (violet) delphiniums and pink (scarlet) wild roses. Elena stopped here, for two reasons. One was to get a new goblet of Black Magic. The first had already given her a pleasant glow – although of course everything was constantly glowing here. She was hoping that the second cup would help her forget everything that Damon had brought up in the litter except the key – and help her remember what she'd been fretting over originally, before her thoughts had been hijacked by Bonnie and Meredith's talk. â€Å"I expect the best way is just to ask someone,† she told Damon, who was suddenly and silently at her elbow. â€Å"Ask what?† Elena leaned a little toward the slave who'd just supplied her with a fresh goblet. â€Å"May I ask – where is Lady Bloddeuwedd's main ballroom?† The liveried slave looked surprised. Then, with his head, he made a gesture all around. â€Å"This plaza – below the canopy – has gained the name the Great Ballroom,† he said, bowing over his tray. Elena stared at him. Then she stared around her. Under a giant canopy – it looked semipermanent to her and was hung all around with pretty lanterns in shades that were enhanced by the sun – the smooth grass lawn stretched away for hundreds of yards on all sides. It is bigger than a football field. â€Å"What I'd like to know,† Bonnie was asking a fellow guest, a woman who had clearly been to many of Bloddeuwedd's affairs and knew her way around the mansion, â€Å"is this: which room is the main ballroom?† â€Å"Oh, my deah, it depends on what you mean,† the guest replied cheerfully. â€Å"Theah's the Great Ballroom out of doors – you must have seen it while climbing – the big pavilion? And then theah's the White Ballroom inside. That's lit with candelabras and has the curtains drawn all round. Sometimes it's called the Waltz Room, since all that is played in there is waltzes.† But Bonnie was still caught in horror a few sentences back. â€Å"There's a ballroom outside?† she said shakily, hoping that somehow she hadn't heard right. â€Å"That's it, deah, you can see through that wall theah.† The woman was telling the truth. You could see through the wall, because the walls were all of glass, one beyond another, allowing Bonnie to see what seemed to be an illusion done with mirrors: lighted room after lighted room, all filled with people. Only the last room on the bottom floor seemed to be made out of something solid. That must be the White Ballroom. But through the opposite wall, where the guest was pointing – oh, yes. There was a canopy top. She remembered vaguely passing it. The other thing she remembered was†¦ â€Å"They dance on the grass? That – enormous field of grass?† â€Å"Of course. It's all especially cut and rolled smooth. You won't trip over a weed or hummock of ground. Are you sure you're feeling quite well? You look rathah pale. Well† – the guest laughed – â€Å"as pale as anyone can look in this light.† â€Å"I'm fine,† Bonnie said dazedly. â€Å"I'm just†¦fine.† The two parties met later and told each other of the horrors that they had unearthed. Damon and Elena had discovered that the ground of the outdoor ballroom was almost as hard as rock – anything that had been buried there before the ground was rolled smooth by heavy rollers would now be packed down in something like cement. The only place that anyone could dig there was around the perimeter. â€Å"We should have brought a diviner,† Damon said. â€Å"You know, someone who uses a forked stick or a pendulum or a bit of a missing person's clothing to home in on the correct area.† â€Å"You're right,† Meredith said, her tone clearly adding for once. â€Å"Why didn't we bring a diviner?† â€Å"Because I don't know of any,† Damon said, with his sweetest, most ferocious barracuda smile. Bonnie and Meredith had found that the inside ballroom's flooring was rock – very beautiful white marble. There were dozens of floral arrangements in the room, but all that Bonnie had stuck her small hand into (as unobtrusively as possible) were simply cut flowers in a vase of water. No soil, nothing that could justify using the term â€Å"buried in.† â€Å"And besides, why would Shinichi and Misao put the key in water they knew would be thrown out in a few days?† Bonnie asked, frowning, while Meredith added, â€Å"And how do you find a loose floorboard in marble? So we can't see how it could be buried there. By the way, I checked – and the White Ballroom has been here for years, so there's no chance that they dumped it under the building stones, either.† Elena, by now drinking her third goblet of Black Magic, said, â€Å"All right. The way we look at this is: one room scratched off the list. Now, we've already got half of the key – look how easy that was – â€Å" â€Å"Maybe that was just to tease us,† Damon said, raising an eyebrow. â€Å"To get our hopes up, before dashing them completely†¦here.† â€Å"That can't be,† Elena said desperately, glaring at him. â€Å"We've come so far – farther than Misao ever imagined we would. We can find it. We will find it.† â€Å"All right,† Damon said, suddenly deadly serious. â€Å"If we have to pretend to be staff and use pickaxes on that soil outdoors, we'll do it. But first, let's go through the entire house inside. That seemed to work well last time.† â€Å"All right,† Meredith said, for once looking straight at him and without disapproval. â€Å"Bonnie and I will take the upstairs floors and you can take the downstairs ones – maybe you can make something of that White Waltz Ballroom.† â€Å"All right.† They set to work. Elena wished that she could calm down. Despite most of three goblets of Black Magic oscillating inside her – or perhaps because of them – she was seeing certain things in new lights. But she must keep her mind on the quest – and only on the quest. She would do anything – anything – she told herself, to get the key. Anything for Stefan. The White Ballroom smelled of flowers and was garlanded with large, opulent blooms in the midst of abundant greenery. Standing arrangements were placed to shield an area around a fountain into an intimate nook where couples could sit. And, although there was no visible orchestra, music poured into the ballroom, demanding a response from Elena's susceptible body. â€Å"I don't suppose you know how to waltz,† Damon said suddenly, and Elena realized that she had been swaying in time to the beat, eyes closed. â€Å"Of course I do,† Elena answered, a little offended. â€Å"We all of us went to Ms. Hopewell's classes. That was the equivalent of charm school in Fell's Church,† she added, seeing the funny side of it and laughing at herself. â€Å"But Ms. Hopewell did love to dance, and she taught us every dance and movement she thought was graceful. That was when I was about eleven.† â€Å"I suppose it would be absurd for me to ask you to dance with me,† Damon said. Elena looked at him with what she knew were large and puzzled eyes. Despite the low-cut scarlet dress, she didn't feel like an irresistible siren tonight. She was too wrought up to feel the magic woven in the cloth, magic which she now realized was telling her she was a dancing flame, a fire elemental. She supposed that Meredith must feel like a quiet stream, flowing swiftly and steadily to her destination, but sparkling and glinting all the way. And Bonnie – Bonnie, of course was a sprite of the air, meant to dance as lightly as a feather in that opalescent dress, barely subject to gravity. But abruptly Elena remembered certain glances of admiration she had seen directed toward herself. And now suddenly Damon was vulnerable? Yet he didn't imagine she would dance with him? â€Å"Of course I would love to dance,† she said, realizing with a slight shock that she hadn't noticed before, that Damon was in flawless white tie. Of course, it was on the one night when it might hinder them, but it made him look like a prince of the blood. Her lips quirked slightly at the title. Of the blood†¦oh, yes. â€Å"Are you sure you know how to waltz?† she asked him. â€Å"A good question. I took it up in 1885 because it was known to be riotous and indecent. But it depends on whether you are speaking of the peasant waltz, the Viennese Waltz, the Hesitation Waltz, or – â€Å" â€Å"Oh, come on, or we'll miss another dance.† Elena grabbed his hand, feeling tiny sparks as if she'd stroked a cat's fur the wrong way, and pulled him into the swaying crowd. Another waltz began. Music flooded into the room and lifted Elena almost off her feet as the small hairs on the back of her neck stood up. Her body tingled all over as if she had drunk some sort of celestial elixir. It was her favorite waltz since childhood: the one she'd been brought up on. Tchaichovsky's Sleeping Beauty waltz. But some child part of her mind could never help but pairing the sweet sweeping notes that came after the thundering, electrifying beginning together with the words from the Disney movie version: I know you; I danced with you once upon a dream†¦. As always, they brought tears to her eyes; they made her heart sing and her feet want to fly rather than dance. Her dress was backless. Damon's warm hand was on her bare skin there. I know, something whispered to her, why they called this dance riotous and indecent. And now, certainly, Elena felt like a flame. We were meant to be this way. She couldn't remember if it was an old quote of Damon's or something new he was just barely whispering to her mind now. Like two flames that join and merge into one. You're good, Damon told her, and this time she knew that it was him speaking and that it was in the present. You don't need to patronize me. I'm too happy already! Elena laughed back. Damon was an expert, and not just at the precision of the steps. He danced the waltz as if it were still riotous and indecent. He had a firm lead, which of course Elena's human strength could not break. But he could interpret little signals of her own, about what she wanted and he obliged her, as if they were ice dancing, as if at any moment they might twirl and leap. Elena's stomach was slowly melting and taking her other internal organs with it. And it never once occurred to her to think what her high school friends and rivals and enemies would have thought of her melting over classical music. She was free of petty spite, petty shame over differences. She was through with labeling. She wished that she could go back to show everyone that she'd never meant it in the first place. The waltz was over all too soon and Elena wanted to push the Replay button and do it from the beginning again. There was a moment just when the music stopped where she and Damon were looking at each other, with equal exaltation and yearning and – And then Damon bowed over her hand. â€Å"There is more to the waltz than just moving your feet,† he said, not looking up at her. â€Å"There is a swaying grace that can be put into the movements, a leaping flame of joy and oneness – with the music, with a partner. Those are not matters of expertise. Thank you very much for giving me the pleasure.† Elena laughed because she wanted to cry. She never wanted to stop dancing. She wanted to tango with Damon – a real tango, the kind you were supposed to have to get married after. But there was another mission†¦a necessary mission that had to be completed. And, as she turned, there were a whole crowd of other things in front of her. Men, demons, vampires, beastlike creatures. All of them wanted a dance. Damon's tuxedoed back was walking away from her. Damon! He paused but did not turn back. Yes? Help me! We need to find the other half of the key! It seemed to take him a moment to assess the situation, but then he understood. He came back to her, and taking her by the hand said in a clear, ringing voice, â€Å"This girl is my†¦personal assistant. I do not desire that she dance with anyone other than myself.† There was a restless murmuring at this. The kind of slaves that got taken to balls of this sort were not usually the kind that were forbidden to interact with strangers. But just then there was a sort of flurry at the side of the room, eventually pressing toward the opposite side where Damon and Elena were. â€Å"What is it?† Elena asked, the dance and the key both forgotten. â€Å"Who is it, I'd ask, rather,† Damon replied. â€Å"And I'd answer: our hostess, Lady Bloddeuwedd herself.† Elena found herself crowding behind other people to get a glimpse of this most extraordinary creature. But when she actually saw the girl standing alone in the doorway to the ballroom, she gasped. She was made out of flowers†¦ Elena remembered. What would a girl made out of flowers look like? She would have skin like the faintest blush of pink on an apple blossom, Elena thought, staring unashamedly. Her cheeks would be slightly deeper pink, like a dawn-colored rose. Her eyes, enormous in her delicate, perfect face, would be the color of larkspur, with heavy feathery black lashes that would make them droop half-shut, as if she walked always half in a dream. And she would have yellow hair as pale as primroses, falling down almost to the floor, wound in braids that were themselves incorporated into thicker braids until the whole mass was brought together just above her delicate ankles. Her lips would be as red as poppies, half-open and inviting. And she would give off a scent that was like a bouquet of all the first blossoms of spring. She would walk as if swaying in the breeze. Elena could only remember standing, gazing after this vision like the dozens of other guests around her. Just one more second to drink in such loveliness, her mind begged. â€Å"But what was she wearing?† Elena heard herself say aloud. She could not remember either a stunning dress or a glimpse of lustrous apple-blossom skin through the many braids. â€Å"Some sort of gown. It was made out of what else? Flowers,† Damon put in wryly. â€Å"She was wearing a dress made of every kind of flower I've ever seen. I don't understand how they stayed put – maybe they were silk and sewn together.† He was the only one who didn't seem dazzled by this vision. â€Å"I wonder if she would talk to us – just a few words,† Elena said. She was longing to hear the delicate, magical girl's voice. â€Å"I doubt it,† a man in the crowd answered her. â€Å"She doesn't talk much – at least until midnight. Say! It's you! How're you feeling?† â€Å"Very well, thank you,† Elena replied politely, and then quickly stepped back. She recognized the speaker as one of the young men who had forced their cards on Damon at the end of the Godfather's ceremony, the night of her Discipline. Now she just wanted to get away unobtrusively. But there were too many of the men, and it was clear that they were not about to let her and Damon go. â€Å"This is the girl I told you about. She goes into a trance and no matter how she's marked; she doesn't feel a thing – â€Å" † – blood running down her sides like water and she never flinched – â€Å" â€Å"They're a professional act. They go on the road†¦.† Elena was just about to say, coolly, that Bloddeuwedd had strictly forbidden this kind of barbarism at her party, when she heard one of the young vampires saying, â€Å"Don't you know, I was the one who persuaded Lady Bloddeuwedd to ask you to this get-together. I told her about your act and she was most interested to see it.† Well, scratch one excuse, Elena thought. But at least be nice to these young men. They might be helpful somehow later. â€Å"I'm afraid I can't do it tonight,† she said, quietly, so that they would be quiet themselves. â€Å"I'll apologize to Lady Bloddeuwedd directly, of course. But it just isn't possible.† â€Å"Yes, it is.† Damon's voice, just behind her, astounded her. â€Å"It's quite possible – given that someone finds my amulet.† Damon! What are you saying? Hush! What I have to. â€Å"Unfortunately, about three and a half weeks ago I lost a very important amulet. It looks like this.† He brought out the half of the fox key and let them all take a good look at it. â€Å"Is that what you used to do the trick?† someone asked, but Damon was far too clever for that. â€Å"No, many people saw me do the act just a week or so ago without it. This is a personal amulet, but with part of it missing, I simply don't feel like doing magic.† â€Å"It looks like a little fox. You're not a kitsune?† someone – too clever for their own good, Elena thought – asked next. â€Å"It may look like that to you. It's actually an arrow. An arrow with two green stones at the arrowhead. It's a – masculine charm.† A female voice somewhere in the crowd said: â€Å"I shouldn't think you need any more masculine charm than you have right now!† and there was laughter.

CookSafe Food Safety Management Audit

CookSafe Food Safety Management Audit Introduction to HACCP Principles and CookSafe Food Safety Management System HACCP Principles Hazard Analysis Critical Control Point (HACCP) is defined as a system concerned with food safety management (Eves Dervisi 2005). According to Riswadkar (2000), the system’s major focus is identification and prevention of hazards likely to cause food borne illnesses (FBI).Advertising We will write a custom case study sample on CookSafe Food Safety Management Audit specifically for you for only $16.05 $11/page Learn More HACCP is used to overcome the shortcomings associated with manufacturing processes with regards to food items. The system also involves of random sampling of various food products to enhance safety. Bolton, Meally, Blair, McDowell and Cowan (2008) are of the opinion that HACCP ensures quality and safety are integrated into every step of the food production process. The system encompasses specifications of the product formulation and distributio n. Consequently, safety is ensured even in cases where potential consumers misuse or abuse the food product. According to Buchanan (1990), HACCP was developed in the 1960s. Over the years, it has emerged as a major approach in securing and enhancing the safety of food products supplied in the market (Buchanan 1990). The popularity of the system emanates from its preventive approach to food safety. To this end, the system indentifies, evaluates, and controls hazards that are associated with food safety. CookSafe CookSafe, on the other hand, refers to a guidance manual for caterers. It was developed by the Food Standards Agency Scotland (Food Standards Agency [FSA] 2004). The manual provides information on the various types of food businesses.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The HACCP working group of the Scottish Food Enforcement Liaison Committee (SFELC) was a lso involved in its formulation (FSA 2004). The caterers’ guidance manual is designed to help catering businesses understand and implement HACCP based systems. It is noted that the manual categorises hazards into chemicals, micro-biologicals, and physicals (Bolton et al. 2008). Hazard is considered as anything that may harm individuals who consume the supplied food products. CookSafe adopts the HACCP approach in managing food quality and safety. It requires all caterers to conduct hazard analysis in their food businesses (FSA 2004). The analysis takes place where caterers identify the various hazards associated with each process and step in their business. Consequently, anything that can go wrong in the business is highlighted and measures to control or prevent the hazard implemented (Bryan 1999). According to Riswadkar (2000), the risk management philosophy adopted by HACCP is very basic. The system is used to highlight the critical risk areas. The identification helps the f irm to focus on these hazards. As a result, risk management efforts are maximised in the process. In light of this, HACCP provides a very systematic approach to food safety management. Outline of the Audit Report The following report provides a HACCP and CookSafe audit analysis. The report critically reviews the various aspects of these systems that are essential in food safety management. The approach adopted in this review demonstrates the effectiveness of food safety management using HACCP.Advertising We will write a custom case study sample on CookSafe Food Safety Management Audit specifically for you for only $16.05 $11/page Learn More The report highlights some of the difficulties related to the application of CookSafe in small and large catering firms. The HACCP based audit investigates the various aspects of the system. In addition, the report explores the effectiveness of HACCP application in the CookSafe program. The audit also highlights some of the major problems hindering the application and effectiveness of the CookSafe system. Key Aspects of HACCP Audit According to Ehiri, Morris, and McEwen (1995), the desire to promote food safety has made HACCP a necessity for the food processors. HACCP has emerged as the preferred mode of achieving total quality management in the industry. As such, the need for HACCP audit in this industry is made apparent. Many food regulation agencies, such as FDA, have incorporated this system into their programs. For instance, FDA made HACCP part of its audit program in its 1999 Food Code (Riswadkar 2000). At the heart of most food safety management programs today is HACCP. Auditing the effectiveness of the system in various food safety management programs involves analysing several aspects related to the same (Eves Dervisi 2005). The aspects are apparent from the process approach adopted by HACCP. Riswadkar (2000) advances seven principles associated with the implementation of the HACCP model. The first principle involves conducting hazard analysis and risk assessment. It is noted that this is the most important principle of this system. Effective food safety controls rely on the proper identification and assessment of risks. The first principle entails a very involving and engaging process.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The reason is that all the potential hazards must be identified. Failure to highlight these items can result in unacceptable risks. The risks may manifest themselves in spite of the implementation of the correct control and monitoring systems. As such, this principle is very essential in enhancing the effectiveness of HACCP. The second aspect of HACCP entails identifying critical control points (CCPs) in food preparation (Gilling, Taylor, Kane Taylor 2001). It is a fact that many aspects of the food processing system are considered as control points. However, only very few of them qualify as CCPs. CCPs refer to controllable points in a given process. Failure to control these elements may result in unacceptable risks (Gilling et al. 2001). CCPs refer to those points, procedures, and steps in the food production process where safety and hazard can be controlled. The various hazards can also be prevented, reduced, and eliminated at such stages. Most of the control points are defined i n relation to consumer protection. However, other steps beyond this basic protection can be identified and dealt with. The third principle of HACCP entails establishing critical boundaries, specifications, and limits for each of the CCPs (Gilling et al. 2001). The system requires the establishment of critical limits for each of these points. The limits ensure that the system controls the identified hazards effectively. They also act as safety margins for each of the CCPs, enhancing the control and prevention of the identified hazard in the process (Riswadkar 2000). Establishing the procedures needed to monitor the CCPs constitutes the fourth principle of HACCP (Riswadkar 2000). Monitoring and review entails a planned set of activities. It involves conducting tests and carrying out observations. The aim is to ensure that the CCPs are regulated. The principle ensures that the various aspects of monitoring are mapped out. The fifth HACCP principle entails the establishment of correctiv e action protocols for each of the CCPs (Gilling et al. 2001). It helps in making corrections in case the monitoring aspect indicates any deviations exceeding critical safety margins. Riswadkar (2000) provides a working definition of critical deviations. Riswadkar views them as deficiencies that may lead to unacceptable risks with regards to health of the consumer. Such deficiencies need to be addressed immediately. Establishment of procedures for recordkeeping constitutes the last aspect of HACCP system (Eves Dervisi 2005). Maintenance of records is very essential to the system. The records encompass all the other aspects of HACCP, including critical control points and safety limits. Corrective actions, hazard analysis, and verification activities constitute the other components of the HACCP system. The current comprehensive HACCP audit will take into account all these elements of the system. Evaluation of the key aspects will determine the efficiency of HACCP implementation in a given food safety management system. The presence of all these elements should be highlighted in the CookSafe program. According to Taylor (2001), an effective and efficient HACCP program involves a systematic approach to the issues associated with food safety management. Effectiveness of HACCP is also reflected in the risk management philosophy of the system. The philosophy puts emphasis on the reduction of potential hazards, most of which are inherent in food safety (Eves Dervisi 2005). The strategy enables food processing firms to direct their resources towards the prevention and mitigation of threats to food safety. HACCP EC 852/2004 Regulation on Foodstuffs Hygiene The suitability of HACCP in food safety management is made apparent in the wide scope of the system. The effectiveness of this approach is enhanced by various regulations. One of them is the HACCP EC 852/2004 Regulation on Foodstuffs Hygiene. Caterers and other food producers have are legally obliged to provide safe products to the consumers (Regulation (EC) no. 852/2004 of the European parliament and of the council [Regulation 852/2004] 2004). The regulations seek to modernise, consolidate, and simplify legislations on food hygiene in the European Union. In addition, HACCP EC 852/2004 regulation focuses on controlling the various public health protection systems. The regulation clarifies the primary responsibilities of food business operators, ensuring that they conduct their activities safely. Generally, regulation 852/2004 stipulates what is expected from food business operators. The regulation applies to all categories of operators, including those at the primary production level (Seward 2000). However, it is important to note that the needs of the primary producers are different from the expectations of other food operators. All food business operators are required to maintain and implement a HACCP based system (Regulation 852/2004 2004). In addition, the HACCP principles must be implemen ted. The implementation takes into consideration the flexibility of individual cases. The regulation explores flexibility levels, which simplifies HACCP’s implementation requirements for small businesses. How CookSafe Works As already indicated, this system is important in the food industry. A number of adjustments were made on food regulations in 2006. Under the new rules, entrepreneurs operating in this industry were expected to implement safety management protocols in accordance with the HACCP system. The Food Standards Agency Scotland sought the assistance of HACCP working group (the Scottish Food Enforcement Liaison Committee [SFELC]) to undertake these changes (FSA 2004). SFELC developed a guidance manual for the caterers, drawing from the perspectives of various experts in the food industry. The outcome of the taskforce was the manual referred to as CookSafe (FSA 2004). The caterers benefit from the new guidebook by following the instructions provided. They are capable of developing HACCP based approach to meet their business needs. CookSafe program consists of five phases. They include the introduction phase, the flow diagram section, and the HACCP charts part. The others include the house rules and the records sections (FSA 2004). Based on the program, it is apparent that the various aspects of HACCP system are addressed in CookSafe. The introduction phase provides caterers with guidelines on the various HACCP terms used in CookSafe food safety management program (Taylor 2001). The flow diagram section provides templates to help operators customise their business operations. The HACCP charts section outlines the steps to be followed in the business process (Eves Dervisi 2005). The section also highlights what may go wrong. In addition, it provides solutions to the problems. The section provides guidelines and examples that caterers can adapt in their business. The house rules section of CookSafe program assists caterers to develop their own bu siness regulations. The aim is to enhance the safety of their day-to-day operations (Seward 2000). The section ensures that safety practices are incorporated into the food production processes. The records part provides caterers with guidelines on the template used to link the sections constituting the entire CookSafe food safety management program (Taylor 2001). CookSafe provides caterers with a framework to fully implement HCCP in food production activities. The program can also be utilised to enhance good business practices in an already existing system. Ultimately, CookSafe addresses the issue of food safety management by caterers in general. The system is tailored to suit the needs of most catering businesses. However, the caterers are required to adapt their business records and rules to suit their business operations. The system manifests this strength by providing guidelines, a template, and recommendations for every step followed in the implementation (Tsarouhas 2012). Cook Safe food safety management program is based on the best available information. Verification and Validation of CookSafe System Elements Verification of the various CookSafe system elements constitutes a very essential aspect of the program. The process involves performing an overview analysis of the entire HACCP system (FSA 2005). Verification also includes establishing the effectiveness of the procedures followed in controlling hazards and their applications in operations. Major components of the CookSafe system facilitating the verification and validation of the elements involve documentation and the action plan (FSA 2004). Documentation ensures that the records of the steps comprising the system implementation are documented. Record keeping facilitates tracking of the system implementation process. According to FSA (2004), the action plan in CookSafe system records the progress made in the implementation of the five phases. The action plan refers to a documented record listing th e completed actions in relation to system implementation (Tsarouhas 2012). It is maintained by the person utilising the manual. The plan is used to devise a HACCP compliant food safety management system. Documentation provides the mechanism used to ensure that the elements of the CookSafe system work effectively (Pierson Corlett 1992). It details the primary intentions and the achievements made in the various sections of system implementation. If some elements exhibit shortcomings, a review is conducted and a different approach adopted. Some examples of verification elements in CookSafe system include checking for consistency in the application of control measures at CCPs (Taylor 2001). Monitoring the records for consistency and accuracy is another instance of verification in the system. Conducting CookSafe Food Safety Management System Audit According to Grujic, Keran, Vujadinovic, and Perusic (2012), employees are an important element in any HACCP system in facilities dealing wit h food production. The members of staff make up the primary force that audits the implementation and outcomes of CookSafe system. Business operators can perform the audit function, although they might favour the firm and produce biased results (Seward 2000). Grujic et al. (2012) are of the opinion that employees need motivation. Incentives facilitate compliance with the regulations, especially in relation to food safety and hygiene. In addition, providing practical and ongoing training to the staff involved in handling food is very important. The training should enhance their industrial skills and add to the general information available to the system. According to Pun and Bhairo-Beekhoo (2008), employees need enhanced knowledge on product safety, expertise, hygiene, and HACCP. Several authors have investigated the need for training in enhancing employees’ knowledge on food safety (Holford 2010). Training the employees is a strategy used to improve food safety and the overall human health. Holford (2010) argues that prerequisite training is inevitable in the successful implementation of HACCP system in the catering industry. Prerequisite activities are important in the industry, including in the implementation of HACCP CookSafe food safety management system. Other activities include health insurance, hygiene practices, pest control, and competent manufacturing practices (Kane 2011). Equipping employees in the catering sector with the relevant knowledge and skills on CookSafe food security management supports the success of the system. In addition, employees conduct excellent audit on the entire process. External auditors, such as officials from the Food Standards Agency, can also audit the process. Auditing the Food Businesses There are numerous aspects of auditing, especially in the food industry. External auditors uphold the effectiveness of the whole review process. They must be authorised and knowledgeable about the standards in the industry. As suc h, auditing the effectiveness of the CookSafe food safety management system is a major undertaking. According to Paniscello, Quantick and Knowles (1999), the frequency of auditing CookSafe food safety management system is informed by various factors. For instance, determining the CCPs in the flow chart section is subject to debate. Such factors as sanitation and location are, however, under the control of fixed guidelines (McSwane Linton 2000). In light of this, the audit process should be carried out regularly. For instance, it can be carried out on a monthly basis. The audit process must be guided by a checklist. The CookSafe system manual condenses the implementation process into five major sections (FSA 2004). Consequently, the audit checklist must highlight the achievements made in the various sections. For instance, the checklist can address such issues as the relationship between house rules and temperature control, personal hygiene, training, and cleaning (Mitchell, Fraser Bearon 2007). Other aspects that can be addressed include available hazards and risks, as well as the control measures can put in place. The checklist can highlight sub-sections on effective manufacturing processes and work flow in food processing. According to Pierson and Corlett (1992), there are various methods of collecting and reporting auditing data. Data collection should begin with the documentation feature of the CookSafe system. The information derived from this phase is secondary in nature. However, the feature is an excellent source of management information. Primary sources of data include observations, laboratory tests, and responses generated from the checklist. The methods used in collecting such information should support the legitimacy and validity of the findings. Laboratory tests, observations, and checklist findings complement each other. For instance, the documentation section of CookSafe system should enhance the results generated through observations. Public ation of the findings made in the audit is the best alternative for reporting the information generated from the CookSafe food safety management system. Publishing the findings would facilitate comparisons with outcomes from other parts of the country given that the system is implemented in the whole region. In addition, reporting the findings would help in publicising the CookSafe system. Using the Audit Approach on a Small and a Medium Business Using the HACCP food safety management system to audit the sandwich business and the restaurant would be relatively easy. The two businesses fall under the category of small and medium enterprises. Auditing the two ventures will involve a conventional approach. The process requires the presence and participation of the management teams. Submission of HACCP documentation provides the basis for the audit. Inspection of the business operations in line with relevant regulations, including Regulation (EC) No 852/2004, then follows. Review of the food safety program will include analysis of such documentations as the process flow charts, monitoring records, and the specifications for the finished product. Assessment of the hazard analysis reports and CCPs will also feature in the auditing process. Results of tests conducted on various food products, together with verification records, will also be analysed. The findings of the auditing process are enhanced by inspecting the food business license, observing the production processes, and reviewing the manufacturing practices. Review of the food safety program and implementation of corrective actions will follow. The process will come to an end following the compilation of the audit reports and inspection notes. Difficulties in Applying CookSafe Food Safety Management System The use of the CookSafe Food safety management system and the implementation of the HACCP principles are faced by numerous challenges. It is noted that HACCP is based on scientific and empirical foundation s. It is also widely publicised. However, challenges remain as far as its implementation is concerned. According to Taylor and Taylor (2004), one of the problems affecting HACCP is the bureaucracy behind the system. For instance, the documentation aspect of the CookSafe system is complex and characterised by various formalities. In addition, some SME operators feel that the system does not address the needs of their businesses adequately. Kane (2011) argues that the introduction of new legislations in relation to food hygiene poses a major problem to SME owners. For instance, the caterers who fail to comply with the regulations are forced to close down their businesses. Based on this, the system is regarded as limiting and discouraging with regards to entrepreneurship in the food production sector. The effective implementation of CookSafe system requires the utilisation of time and other resources. According to Taylor and Taylor (2004), time and money are highly valued resources tha t some players in the food industry cannot afford to waste. Furthermore, some of the businesses consider the system as unnecessary since they are already taking care of their consumers. Conclusion The HACCP concept is gaining popularity irrespective of the challenges encountered in its implementation. The system is rapidly replacing traditional approaches, such as health examinations, end product testing, and inspections. However, the future of the approach in the food industry remains unclear. However, it is apparent that HACCP principles will continue to evolve over time. The effectiveness of the approach in promoting food safety is encouraging. The need for increased vigilance in relation to food borne diseases is on the rise. As such, the continued use of HACCP depends on its effectiveness in food safety management. References Bolton, D, Meally, A, Blair, I, McDowell, D, Cowan, C. 2008. ‘Food safety knowledge of head chefs and catering managers in Ireland’, Food Co ntrol, vol. 19 no. 3, pp. 291-300. Bryan, F 1999, ‘Hazard analysis critical control point approach to food safety: past, present, and future’, Journal of Environmental Health, vol. 61 no. 8, pp. 9-14. Buchanan, R 1990, ‘HACCP: a re-emerging approach to food safety’, Trends in Food Science and Technology, vol. 1 no. 1, pp. 6-8. Ehiri, J, Morris, G McEwen, J 1995, ‘Implementation of HACCP in food businesses: the way ahead’, Food Control, vol. 6, pp. 341-345. Eves, A Dervisi, P 2005, ‘Experiences of the implementation and operation of hazard analysis critical control points in the food service sector’, International Journal of Hospitality Management, vol. 24 no. 1, pp. 3-19. Food Standards Agency 2004, CookSafe: food safety assurance system. Web. Gilling, S, Taylor, E, Kane, K, Taylor, J. 2001. ‘Successful HACCP implementation: understanding the barriers through the use of a behavioural adherence model’, Journal of Foo d Protection, vol. 64 no. 10, pp. 710-715. Grujic, S, Keran, H, Vujadinovic, D, Perusic, M. 2012. ‘Knowledge of employees in restaurants about the means and application of HACCP’, Quality of Life, vol. 3 no. 3/4, pp. 76-87. Holford, D 2010, ‘Knowledge construction and risk induction/mitigation in dialogical workgroup processes’, Qualitative Research in Organizations and Management: An International Journal, vol. 5 no. 2, pp. 127-161. Kane, K 2011, ‘Evolving methods of HACCP: costs and benefits’, Worldwide Hospitality and Tourism Themes, vol. 3 no. 5, pp. 1-6. McSwane, D Linton, R 2000, ‘Issues and concerns in HACCP development and implementation for retail food operations’, Journal of Environmental Health, vol. 62 no. 6, pp. 15-18. Mitchell, R, Fraser, A Bearon, L 2007, ‘Preventing food-borne illness in food service establishments: broadening the framework for intervention and research on safe food handling behaviours†™, International Journal of Environmental Health Research, vol. 17 no. 1, pp. 9-24. Paniscello, J, Quantick, P Knowles, M 1999, ‘Toward the implementation of HACCP: results of a UK regional survey’, Food Control, vol. 10, pp. 87-98. Pierson, M Corlett, D 1992, HACCP principles and applications, Van Nostrand Reinhold, New York. Pun, K Bhairo-Beekhoo, P 2008, ‘Factors affecting HACCP practices in the food sectors: a review of literature 1994-2007’, Asian Journal on Quality, vol. 9 no. 1, pp. 134-152. Regulation (EC) no 852/2004 of the European parliament and of the council 2004. Web. Riswadkar, A 2000, ‘An introduction to HACCP’, Professional Safety, vol. 45 no. 6, pp. 33-34. Seward, S 2000, ‘Application of HACCP in food service’, Irish Journal of Agricultural and Food Research, vol. 39 no. 2, pp. 221-227. Taylor, E Taylor, J 2004, ‘Perceptions of â€Å"the bureaucratic nightmare† of HACCP: a case study’, Br itish Food Journal, vol. 106 no. 1, pp. 23-46. Taylor, E 2001, ‘HACCP in small companies: benefit or burden?’, Food Control, vol. 12 no. 4, pp. 217-222. Tsarouhas, P 2012, ‘Reliability, availability and maintainability analysis in food production lines: a review’, International Journal of Food Science Technology, vol. 47 no. 11, pp. 2243-2251.

What Would the World be Like Without French Culture essays

What Would the World be Like Without French Culture essays Like the cultures of most regions of the world, the French culture is greatly influence by geographical and economic characteristics of the country. For example, France's fertile soil has played a large role in the country's reputation as a world culinary centre. The country's extensive coastal areas on the Atlantic Ocean, English Channel, and Mediterranean Sea, have played a significant role in making shipping and fishing important parts of the country's economy. These factors combined with a relatively less dense population[1] enabled France to become a wealthy country from the Middle Ages onwards. Although most of this wealth before the French Revolution in 1789 was concentrated in the crown, a significant wealthy class had also developed in France. The French monarchs in the 16th, 17th, and 18th centuries (like the papacy in Rome) used part of their wealth to patronize art and artists on a large scale. This attracted many of Europe's talented artists to Paris, making it the Mecca' of art and gave rise to a rich French culture. Wealth also resulted in the creation of a leisure class, which had both the time and the means for developing elegance in dress, manners, furnishings, and architecture. ("France," A world minus French culture would be deprived of one of the world's most varied literature noted for its profound examination of human society and the individual's place within society. There would be no literary movements in the world called dada, surrealism, existentialism, theater of the absurd, the new novel, and postmodernismall 20th century literary styles led by French artists. We would be unaware of the innovative and enlightening works of the great French poets such as Franzois Villon[2] and Arthur Rimbaud,[3] influential philosophers such as Jean Jacques Rousseau and Voltairewhose writings in the Age of Enlightenment' ins...

Western Europe Still Reliant on The US to Provide Security †Government Essay

Western Europe Still Reliant on The US to Provide Security – Government Essay Free Online Research Papers Western Europe Still Reliant on The US to Provide Security Government Essay Between the end of the Second World War and the collapse of the USSR in 1990 the United States was Europe’s security guarantor. The principle institution for providing security for Europe against the hostile states of the Warsaw Pact was NATO. Established in 1949, NATO provided a collective security arrangement for the states of Western Europe against the Soviet threat (Reynolds 2000: 117). The principle source of strength in NATO and the ultimate guarantor of security was United States; which possessed the world’s largest economy and nuclear arsenal as well as a huge level of conventional forces. Since the collapse of the Soviet Union in 1991 though the US has found itself lacking a clear role as it did in the Cold War, consequently so has NATO. Issues surrounding NATO’s role have been further clouded since 1990 by the ever increasing levels of European integration, especially as the EU attempts to develop its Common Foreign and Security Policy (CFSP). Some have argued that NATO has become little more than an â€Å"American protectorate for Europe† (Calleo in Duke 2000: 175). Traditionally, the US and Europe had been tied by four main features. The first is the strong economic ties between the two. The EU and the US are each others largest source of direct investment as well as being very important trading partners (Duke 2000: 183). Secondly is an appreciation of shared cultural and political values and a shared history. Thirdly is the US’ belief in its moral responsibility to ensure peace in Europe, for both political and moral reasons. Fourthly, as a combination of all these factors there is a strong political will in the US, both at the public and governmental level for supporting close ties to Europe (Geipel 1999: pp230-240). These arguments all make the case for US involvement in European affairs and there have been very few calls in the US to stop seeing Europe as a vital strategic interest (Howorth 2000: 64). Powerful figures in the US have consistently argued that it is in the continuing self-interest of the US to have an active role in European security. Sloan (2000 passim) identifies three broad schools of thought in the US regarding involvement in European security. The first is the â€Å"traditionalist† who see a strong EU as important to maintaining a transatlantic community based on mutual values and friendship. The second, the â€Å"domestic interests†, sees the EU as working with the US to benefit US domestic interests, for example by bearing a bigger burden for its own defence. The final school, â€Å"US security interests† sees developments in the EU as weakening US national security and that the US must act in order to preserve its influence in Europe. These traditional views have been challenged by some in the US since 9/11 and especially since the Second Gulf War as the US moves towards a more unilateralist stance. The development of the CFSP Proposals for the CFSP for the EU were initiated in the Maastricht Treaty of 1992 and were further developed in the 1997 Treaty of Amsterdam which developed the relationship between the civilian community of the EU and the security community of the Western European Union. The idea was for the EU to play the role of the apocryphal phone whose non-existence Kissinger bemoaned. The ultimate aim was to have the EU acting as a single security actor in the international arena with a single foreign policy. The lack of European involvement and action in the latest Balkans crisis of 1998/9 highlighted how the military weakness and cohesiveness of the EU had not improved much since the EU’s failure to do anything decisive in the Bosnian war of 1995. Although operations in Kosovo were under NATO, they were only nominally so; the US conducted 90% of all air-strikes (Mawdsley Quille 2004: 10). This was the second time the EU had failed to resolve a crisis in its own backyard and set the scene for the first moves towards the creation of a European military force at the St. Malo conference in 1998. The St. Malo summit created the grounds for compromise and since then the French and British have worked better together in relation to CFSP (Menon Lipkin 2003: 4). The two states adopted the â€Å"Headline Goal† that the EU should aim to develop the European Security and Defence Policy, which should develop the capacity for †¦ autonomous action, backed up by credible military forces, the means to decide to use them, and a readiness to do so. (ibid. p11). As with many other aspects of the EU, this process was complicated by differences between the two states. France wanted to give the EU greater autonomy with relation to security, whereas Britain remained in favour of an Atlantacist position that kept strong relations with the US (Deighton 2002: 125). At the Helsinki European Council meeting in 1999 member states agreed upon the need to create a standing military force (ERFF). The ERFF would be capable of responding to significant humanitarian, peacekeeping or crisis-management operations; the so-called Petersberg tasks (Howorth 2000: 37). This started the first moves towards giving the EU â€Å"teeth† and was a marked shift from it being a purely civilian power into one with a military aspect. This has provoked divisions in the EU regarding the CFSP over which aspects of security member states believe the EU should adopt. Whilst Britain and France wanted the EU to have greater military capabilities, the traditional hard conception of security, other states such as Sweden argue that there should be more a focus on more normative soft aspects of security (Menon 2003: 636). This cleavage came to the forefront with the invasion of Afghanistan in October 2001. The EU was divided between members who gave military support to the US, such as Britain and France, and the neutral states who did not, such as Sweden and Ireland (Maggorie 2003). More significantly is the issue of compatibility between NATO and the ESDP (Deighton 2002: 720). Problems between NATO and the EU started to develop in the mid-nineties with the NATO proposal for developing a European Security and Defence Identity (ESDI) within the structures of NATO. This aimed at giving the European states more autonomy and responsibility for resolving Europeans, while at the same time allowing the US to maintain an important role in Europe. However, it has not been developed to any great extent and appears to have fallen by the wayside as the EU states move towards developing the ESDP (NekraÃ… ¡as 2003: 2). The US now appears to be more willing to accept ESDP, partly due to NATO enlargement which as given the US increased influence over the continent. It is also worth noting that many of the new NATO and EU member states have a much more Atlantacist than a European stance, for example the Prime Minister of Poland made comments in 2003 to the effect of claiming that only NATO could guarantee Poland’s security (Menon 2003: 635). The EU is still far from achieving absolute independence in relation to security. Apart from the reasons above, namely the divisions in the EU and between the US/EU regarding the CFSP/ESDP, there are two other important factors. Firstly, in comparison to the US it spends a pittance on defence; $152.9bn in 2000 compared to the US’ $294.7bn (Howorth 2002: 10). Secondly the US still has most of the political power. For example when the EU wished to take over NATO operations in Macedonia it was kept waiting for months while NATO, i.e. the US deliberated over whether to allow this (ibid. p11). By 2001/2 the UK, France and Germany were all much more committed to pursuing the EDSP and moved towards a formalisation of relations between the EU and NATO (Menon 2004: 643). This signified a shift away from trying to develop the ESDI within the structure of NATO. NekraÃ… ¡as (2003: 2) attributes this to recognition by the EU that military forces are not needed for preservation of their territorial integrity, but to tackle smaller scale problems as they arise and a realist view that it would be unwise to constantly rely on the US. Eventually by 2002 the EU and NATO signed an agreement formalising their partnership and the first EU mission was announced in June. In April 2003 the EU undertook its first, though somewhat limited, military mission. The mission, known as â€Å"Concordia† was to take over from NATO peacekeeping troops in the FYR Macedonia. The aim of the mission was to symbolise that the EU was developing a military capacity and to provide the first step in implementing the EDSP (Felà ­cio 2003: 1). Despite this though, old tensions and concerns were apparent both before and throughout the mission. The main archeitech of the EU force going to Macedonia was France, however the British were against sending an EU force to Macedonia in case the situation should escalate for some reason, in which case NATO forces would be needed (Menon 2003: 636). The difficulties in developing the ESDP were especially highlighted by the divisions caused both transatlantically and internally in Europe by the Iraq War. The divisions in the EU were generally between the Atlanticist and European looking states; Britain, Poland, the Czech Republic and Italy on one side and France and Germany on the other (Menon 2003: 635). In addition to the divisions created by the war in Europe there was also a question of whether NATO was still needed in the post-9/11 world. The US’ shift away from using fixed bodies such as NATO and the UN towards â€Å"coalitions of the willing† as happened in both Afghanistan and Iraq, suggests that even the US may no longer see NATO as the primary instrument through which to carry out foreign policy (Howorth 2003: 236). If NATO were to be disbanded then it would be interesting to see whether the EDSP will be accelerated as a result of the need for collective security, or whether it will become increasingly difficult as the system looses the stabilising effect of US hegemony. Theoretically the success of the EU appears to have proven the strengths of both neo-liberal institutionalism and neo-realism (Baylis 1999: 21). The neo-liberal institutionalists (e.g. Keohane 1986) can point to how closer integration between member states over 50 years has made war near impossible, whilst the neo-realists (e.g. Waltz 1979) can point to the difficulties surrounding ESDP as demonstrating how state’s will act in the national interest with regards to national security matters (Christiansen 2001: 508). Given the range and number of cleavages present in the EU, especially following enlargement, it is likely to become increasingly difficult to develop the CFSP/ESDC. The increased number of member states in the EU will make it increasingly difficult to address collective action problems such as the CFSP. Despite the above problems and developments in the ESDP it is still early days for the idea of the ESDP/ERRF. Currently the US is still very much in a hegemonic position, demonstrated by its strength in both Afghanistan and Iraq. The divisions apparent over such a relatively small scale operation as Concordia highlight the difficulties that lie ahead for ESDP. When considering how long it has taken the EU states to agree on many less important and emotion factors than national defence, it is hard to be optimistic about the ERRF/EDSP coming into existence any time soon. Until the EU has developed a working and tested ERFF it is likely that in any other future crises in Europe that the US will be required for effective action. Bibliography Books Duke, S. (2000) The Elusive Quest for European Security: From EDC to CFSP (St Anthony’s: Oxford) Keohane, R. (1986) Neorealism and its Critics (Columbia University Press: New York) Waltz, K. (1979) Theory of International Politics (McGraw-Hill Education: New York) Reynolds, D. (2000) One World Divisible: a Global History Since 1945 (Penguin: London) Smith, M. (2004) Europe’s Foreign and Security Policy: The Institutionalization of Cooperation (Cambridge University Press: Cambridge) Edited Books Baylis, J. (1999) â€Å"â€Å"Logic of Anarchy† and â€Å"Logic of Community†Ã¢â‚¬  in Hodge, C. ed. (1999) Redefining European Security (Garland Publishing: London) Christiansen, T. (2001) â€Å"European and Regional Integration† in Baylis, J. Smith, S. eds. The Globalization of World Politics 2nd ed. (Oxford University Press: Oxford) pp494-519 Deighton, A. (2003) â€Å"The European Security and Defence Policy† in Weiler, J., Begg, J. Peterson, J. eds. (2003) Integration in an Expanding European Union: Reassessing the Fundamentals (Oxford: Blackwell) pp. 275-293. Giepel, G. (1999) â€Å"The Future of American Atlantacism† in Hodge, C. (1999) ed. Redefining European Security (Garland: London) Journal Articles Ball, C. (1998) â€Å"Nattering NATO Negativism? Reasons why expansion may be a good thing† Review of International Studies Vol.24; pp43-67 Cornish, P. Edwards, G. (2001) â€Å"Beyond the EU/NATO dichotomy: the beginnings of a European strategic culture† International Affairs Vol.77:3; pp587-603 Deighton, A. (2002) â€Å"The Eleventh of September and Beyond: NATO† The Political Quarterly Vol.73:1; pp119-138 Howorth, J. (2003) â€Å"ESDP and NATO: Wedlock or Deadlock?† Journal of the Nordic International Studies Association Vol.38:3; pp235-254 Menon, A. (2004) â€Å"From Crisis to Catharsis: ESDP after Iraq† International Affairs Vol.80:4; pp631-638 Online Sources Felicio, T. (2003) â€Å"EU’s Mission in Macedonia1 – Milestone for EU’s ESDP or Proof of EU’s Dependence on its Transatlantic Partners?† ciari.org/investigacao/EU_mission_macedonia.pdf (Centro de Investigaà §o e Anise em Relaà §Ãƒ µes Internacionais) Heisbourg, F. (2000) Chaillot Paper #42 â€Å"European defence: making it work† iss-eu.org/chaillot/chai42e.pdf (Institute for Security Studies, Western European Union) Howorth, J. (2000) Chaillot Paper # 43 â€Å"European integration and defence: the ultimate challenge†? iss-eu.org/chaillot/chai43e.pdf (Institute for Security Studies, Western European Union) NekraÃ… ¡as, E. (2003) EU Enlargement and the Baltic Sea Region ui.se/balticsea_programme.pdf (Swedish Institute of International Affairs) Payne, K. (2003) â€Å"The European Security and Defence Policy and NATO† nato.int/acad/fellow/01-03/payne.pdf (NATO Research Fellowships) Sloan, S. (2000) Chaillot Paper # 39 â€Å"The United States and European Defence† iss-eu.org/chaillot/chai39e.pdf (Institute for Security Studies, Western European Union) Spinant, D. (2000) â€Å"NATO Enlargements: Towards a Pan-European Security System?† nato.int/acad/fellow/98-00/spinant.pdf (NATO Research Fellowships) Van Eekelen, W. (2000) â€Å"Interim Report: Building European Defence: NATOs ESDI and the European Unions ESDP† nato-pa.int/archivedpub/comrep/2000/at-247-e.asp (NATO Parliamentary Assembly) Research Papers on Western Europe Still Reliant on The US to Provide Security - Government EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeDefinition of Export QuotasHarry Potter and the Deathly Hallows EssayTwilight of the UAWIncorporating Risk and Uncertainty Factor in CapitalPETSTEL analysis of IndiaNever Been Kicked Out of a Place This NiceOpen Architechture a white paperAnalysis of Ebay Expanding into Asia