Influence of Non-economic Environments on Management Effectiveness Essay

Influence of Non-economic Environments on Management Effectiveness - Essay Example This paper offers a comprehensive analysis of the non-economic factors of business environment and describes the effects that this factors could have on an overall economic performance of any organization. One of the most important issues when designing a business strategy is the location and the evaluation of the factors that could influence the operation and the performance of the business. The nature of the factors that can ‘interact’ with a firm’s management can vary in accordance with the following variables: the type of business activities, the country where the firm operates, the political and natural environment and the culture/ knowledge/ ethnicity of the employees but also of the employer. Moreover, these factors can be related to financial data or to other elements of non-economic character, like the physical environment, the human resources and the market (referring to the people and not to financial activities). In order to achieve an integrated presentation of the non-economic business environment that has an influence to the structure, the decisions and the performance of its management, we should refer to its separate elements (in both external and internal area) as they can be observed from their interaction to the firm’s activities. The role of the non-economic factors to the business management can be characterized as critical regarding the consequences that they may have on the performance and for the individuals that participate to the firm’s operation. Behavior of the business as an entity is also important as it can provide the measures for the limitation or even the elimination of the negative consequences that can follow the interaction of the non-economic factors with the corporate activity.

Patriot Act Essay Example for Free

Patriot Act Essay To paraphrase Benjamin Franklin, a country that is willing to sacrifice civil liberties for safety deserves neither. In the aftermath of September 11, the United States has found itself living that prophetic statement: the country is neither safe nor free. Politicians played on the fears of the American public after the terrorist attack and stole the most basic and trusted of American freedoms: the rights to life, liberty and the pursuit of happiness. Prior to the Patriot Act, anyone arrested by American law enforcement was guaranteed to be charged or released within 48 hours. Then, under the speedy trial provisions of the U. S. Constitution, those who were charged were guaranteed that their cases would progress. This is not so since September 11. This is not the first time in American history that persons living within the United States have been held indefinitely during times of war. Japanese-Americans from southern California were taken to so-called â€Å"detention camps† after the attack on Pearl Harbor in World War II. The crime is that we have not learned the lessons of history, that we apologize and in some cases make restitution for the same thing we are now repeating at Guantanimo Bay and in other places around the world. The biggest tragedy of the Patriot Act and the methods used by federal law enforcement in the wake of September 11 is that none of these actions would have prevented the terrorist attacks. Instead, these methodologies encourage people to be more secretive and less open. The only way the attack on the World Trade Center could have been avoided would have been for there to have been a better exchange of information. Perhaps it is a sign that American education is lacking, or evidence that those in power will always seek to increase their power, but the reality is the Patriot Act has not done anything to discourage international terrorism or increase American safety. We have, in fact, sacrificed our freedom and in return lost both it and our safety.

Study On What Is Reflection Nursing Essay

Study On What Is Reflection Nursing Essay This assignment looks at the study of theoretical reflection in conjunction with how effective communication skills can be developed to expand our knowledge. To achieve this I will explain what reflection practice is using models of reflection; evaluate theories of personal development what they are and how they are used. Discuss how reflective practice benefits communication skills and in turn influence our knowledge of nursing care. What is reflection? In scientific terms reflection is seen as light, heat or sound striking a surface to give off a reflection (Darlene 2006). Reflection is also seen as philosophical understanding of how one can gain knowledge through experience and use different approaches to the same scenario (ref). Reflection can be described as; meditation, deep thinking and or giving careful considerations to possibilities and opinions of a given situation (Mcferran and Martin 2008). The novel idea of reflection rose from a theorist John Dewey (1859-1952); his proposed view on reflection is described as persistent, active thinking and taking into consideration the supporting evidence that forms knowledge to the given situation. This theorist suggests that the person uses their mind and emotions to facilitate reflection (Bulman and Schutz 2008). This suggests that John Dewey describes reflective individuals has being open-minded, responsible and wholehearted (Vaugn and Leblanc 2011). Deweys perception of reflection was a platform for many authors to elaborate on in terms of understanding reflective practice. Johns and Freshwater (2005) propose that health professionals should find the meaning of reflection through description rather than definition because to define reflection is to suggest the author has authority over its meaning. This in turn allows reflections models and frameworks to be used intuitively giving a more holistic approach, it can be subjective and purpose driven (Johns and Freshwater 2005). Mann et al (2007) describes Schons (1983) view that reflection can happen in two ways: reflecting upon activities whilst they are happening called reflection in action (present reflection) and reflecting upon activities once they have happened (reflecting on the past). Reflection can also be seen as the engine that facilitates superficial learning into finding a deeper understanding that enables the practitioner to transform what is known to knowledge in action (Boud et al 1985 cited in Rolfe et al 2011). Reflection (Broad overview) Describe some of the different theories and models of reflection that are available and how they are used. Explain how reflection can aid personal development. Schon, reflection on and in action Models of reflection, Driscolls, Atkins and Murphy, Gibbs, Johns, Kolb. 750 words Reflection Model and frameworks There are many different models of reflection which seem to have similar philosophical theories attached to each approach. Rolfe et al (2011) asserts models are methodologies and frameworks are methods used to understand and give guidance on how use the chosen reflective model and models therefore are ontological this mean they have formal specifications for representing ideas and concepts that aim to improve personal growth and development. Models of reflection developed by Schon and Argyris (1992) involves three elements: (1) knowing-in-action (2) reflection-in-action and (3) reflection-on-practice (Ghaye and Lillyman 2010). Ghaye and Lillyman (2010) have extrapolated Schons work to include knowing-in-action; they propose that practitioners customise and tailor their own knowledge or theories to the situation presented. Knowing in action is described further by Carper (1978) who identifies five approaches to knowing in action; empirical, personal, ethical and aesthetic knowing ( Newton and McKenna 2009). Empirical knowing is the formation of knowledge organised into general laws and theories for the describing and predicting phenomena pertaining to nursing practice (Averill and Clements 2007). Empirical means of knowledge tends to seek out theoretical explanation which can be replicated and be publicly verifiable (Newton and McKenna 2009). Newton and McKenna (2009) further suggest that empirical knowledge can only be effective when it is interpreted within the context of given clinical situation and how it is assimilated into practitioners personal knowledge. Personal knowing described by Carper (1978) is about finding out how much we know about ourselves when faced with clinical challenges and that health care professionals may not necessarily know about the self but do strive to know about the self. Newton and McKenna (2009) state that Caper (1978) does reiterate that it is difficult to master however it is an essential in understanding nursing care. Newton and McKenna (2009) suggest that personal knowing demands a deeper level of understanding and awareness to communicate and interact with ourselves and others. This type of knowing requires the nurse to be empathic, nurse attempt to do this by developing a personal yet professional relationship between the patients as opposed to viewing a patient as an object (Newton and McKenna 2009). Moral actions and ethical choices are intertwined with personal knowing to which Carper (1978) suggests presupposes personal maturity and freedom. Ethical knowing is about the moral aspect of nursing that is concerned with making choices, making justifiable actions and judging outcomes (Newton and McKenna 2009). The main focus of ethical knowing is trained towards issues of obligations that would require rationalisation and deliberate reasoning (Carper 1992). Chinn and Kramer (2004) suggest that rational can be expressed through codes, moral rules and decision-making. Newton and McKenna (2009) assert that having knowledge of moral issues is not isolated to ethical codes of nursing disciplines for example the Code of Conduct written by the NMC (2010). Newton and McKenna (2009) assert that ethical knowing is only partly learnt through applying codes and moral rules but is more through experiencing situations that initiate reflection upon what is or has happened and how this affects patient care. Aesthetic knowing is the process that is involved in understanding the given clinical situation by interpreting the information provided and how it impacts others involved in the situation (Johns 1994). Aesthetic knowing allows nurses to use their judgment and skill to respond in clinical situations often referred to as the art of nursing (Johns and Freshwater 2005, Bulman and Schutz 2008). Newton and McKenna (2009) assert that there is an essential component attached to aesthetic knowing which is having empathy, which gives the patient reassurance that the practitioner is able to experience another persons feeling and situation the patient is faced with. Gibbs( date) Driscoll(dates)and Kolb ( date)all conjured reflective models which are each similar to one another; they are all cyclical reveals that learning through reflection about what is or what has happened is continuous cycle. Gibbs et al (1988) model please see appendix 1 (a) Do you know of any other models that perhaps dont take on such a cyclical approach†¦ consider the work of Chris Johns, Mezirow, Boud et al also†¦. How do they compare and contrast with each other? Why might one model of reflection suit one situation or context better than another?Think about which models promote single loop or double loop learning if you can. Reflective practice (Specific) Give an overview of how reflection is used in nursing. Explain its relevance to nursing and how and when it is used. Explore the concepts of reflective practice and critical incident analysis. Introduce use of reflection for personal development. CPD, self regulation. Identify the different situations where reflection can be used. Skills V critical Incidents what is a critical incident. 750 words Reflective practice is seen has using reflective techniques to improve, maintain change in clinical procedures and influence guidelines to encourage greater safety of patients in all areas of health organisations (Bulman and Schutz 2008). Health care organisations in the UK have undergone and still continue to undergo changes to how it is regulated (Rolfe et al 2011). The emphasis is largely associated with increasing patient safety and risk reduction (Rolfe et al 2011). The four main bodies in the UK; Royal College of Nursing (RCN), Nursing Midwifery Council (NMC) and General Social Care Council (GSCC) and General Medical Council (GMC) which are concerned with the controlling, training and regulating of the healthcare system in UK (Rolfe et al 2011). Evidence-based studies have taught the NHS and regulatory bodies how to change practices and procedures to create better outcomes for patients, they have also encompassed further development for staff to promote a better use of resources through continuing professional development CPD (Ghaye and Lillyman 2010). An example of this could be the pressure sore nurses taking on the responsibility of giving guidance to non-specialist nurses to take care of patients with such conditions. This could not have been achieved if it was not for reflective thinking being part of the learning process (ref). How do we use reflective practice within our day to day practice? Consider the approaches that mentors take when supporting students, look at the principles involved in preceptorship and clinical supervision†¦ Communication skills (Application) Discuss and analyse how reflection can be utilised to improve your communication skills in practice. Explore how and when you would use it. What practical steps would you take and what resources would you utilise and why. Link reflection in and on action to communication situations giving information (in), breaking bad news (on), then use of journals, models, writing, peer support. 750 words Conclusion Sum up 500 words You have made a solid start at this assignment so far and have introduced many ideas which are relevant to the topic. These themes now need to be explored in greater detail . You have a slight tendency to introduce theoretical concepts ( not all of which are uncomplicated) without fully explaining their meaning†¦. Take care to avoid this as just mentioning them does not mean that you understand them and we will be looking for evidence of understanding. You also need to pay attention to your sentence construction as there are several poorly constructed sentences noted so far†¦. Make sure that when you lift them from the text you have referred to , that you do adapt them to make sense in the context that you are trying to use them. I would like to have a look at this piece when it has been developed a bit more. You are definitely heading in the right direction though and overall have made an effective start.

Hamlet is not Insane in Shakespeares Halmet Essay -- essays research

"Alas he's mad" (3:4:108) How far do you agree with the statement that Hamlet is mad? A great controversial talking point of the play Hamlet is whether he was mad or in fact making people think he was mad. I disagree with Gertrude's statement that Hamlet is mad. I ask you what the definition of madness, the relatively permanent disorder of the mind, a state of mind characterized by the inability to distinguish right from wrong. Indeed Hamlet only acts mad in front of certain people such as his mother, Polonius, Ophelia, Claudius, Rosencrantz and Guildenstern who he knows are spying on him. I think Hamlet by using his mad faà §ade hides his real intentions and motivations from his enemies and people that will give away information, thus driving them to madness instead. Causing Ophelia to drown, Polonius stand behind that curtain, Gertrude to drink from the poisoned cup and Laertes to put poison on his blade. Shakespeare uses Hamlets fake madness as a catalyst for the surrounding characters demise. As Gertrude says when hamlet confronts her, about marrying his uncle. ?Oh Hamlet thou hast left my heart in twain.? (3:4:154) Ophelia certainly is driven mad, partly by her father?s emotional manipulation on her, but also I believe by hamlets, denying of their love, and taunting after he finds out she is used to spy on him. Claudius I believe does, have reluctance and sometimes portrays the characteristics of a mad man, when he finds out he has been tricked by Hamlet, after the Mousetrap he shows the manic tendencies. This could be equated to anyone in the same situation. Even Claudius and Polonius believe Hamlet is not insane,- ?Love? His affections do not that way. Nor what he spake, through it lacked a form a little. W... ...the end of the play Hamlet does being to become unstable, maybe like many characters in other Shakespearian plays (Macbeth) they become enwrapped in their plan and thus become what the have pretended to be, this is shown maybe in the way in how at the end Hamlet delays no more, he has had enough. Hamlet is such a complex character originally in the play its hard to determine his exact motives, even the audience in his monologues feel there are motives and emotions deep inside that he holds back. I think Hamlet is a character that Shakespeare had many emotional feelings about. The idea that his son was called Hamlet and whether there alone is a connection. In this play I think Hamlet is trying to get the message across of how the Elizabethans poorly treated mental illness patients by treating it as something more demonic and locking them up in poor professional care.

Descartes Third Meditation: Proof of Gods Existence Essay -- essays re

Descartes' Third Meditation: Proof of God's Existence In Rene Descartes Meditations on First Philosophy, Descartes is seeking to find a system of stable, lasting and certain knowledge, which he can ultimately regard as the Truth. In his methodical quest to carry out his task, Descartes eventually arrives at the proverbial fork in the road: how to bridge the knowledge of self with that of the rest of the world. Descartesà ¢Ã¢â€š ¬Ã¢â€ž ¢ answer to this is to prove the existence of God. The purpose of this essay will be to state and explain Descartes' Third Meditation: Proof of God's Existence by identifying relevant concepts and terminology and their relationship to each other and examining each premise as well as the conclusion of the proof and finally to comment on the significance of the proof in the context of the Evil Genius assumption. In order to begin explaining the meaning and significance of Descartes' Third Meditation Proof of God's Existence, I feel that it is very important to define the terms and concepts that he uses in t he meditation and the terms and concepts that I will be using throughout the paper. The first of these concepts deals with kinds of reality. By this I am concerned with reality's relationship to the mind. The two kinds of reality introduced are subjective and formal. Subjective reality involves those things which are mind dependent, more commonly thought of as ideas. It is an object which possesses both discernible and tangible characteristics capable of being verified by all those who observe it, even without previous knowledge of such objects. It should also be noted that objects of formal reality are generally the cause of objects of subjective reality. The second concept I will examine in order to fully appreciate Descartes' Third Meditation Proof of God's Existence concerns Degrees of Reality. By this I mean a ranking of the representative qualities of either kind of reality. The lowest degree of reality deals with accidents and modifications, things which are characteristics or expressions of objects with a higher degree of reality. An example of this would be the individual holes and marks on the classroom ceiling. These characteristics cannot exists by themselves and are thus subject to the existence of things in the next highest degree of reality, that of substances. Substances are finite objects or ideas with conceivable limits. I... ...ere can only be room enough for one all powerful being and if in fact God is that being than that leaves no room for another. Furthermore, since God possesses infinite goodness it would seem contrary to his nature to engage us in a continual deception based on either our apriori or aposteriori beliefs. In conclusion, Descartes' Third Meditation Proof of God's Existence represents a critical step in Descartes overall goal of obtaining a system of certain, lasting, and stable knowledge: that of using the existence of God to bridge the gap between knowledge of self and knowledge of the external world. In building this bridge I must first define the different kinds and degrees of reality and how they relate to one another. From this we are able to see the logic behind Descartes Causal Adequacy Principle, follow his second premise, and reach the same inevitable conclusion that Descartes does: that an infinite unbounded substance through which all conceivable qualities without end (i.e. God) must exists. For Descartes' this will lay the very foundation for him to expand beyond his limited thinking mind and begin to explore the very depths of the universe in his quest to find the Truth.

Characteristics of the effective counselor Essay

I ‘d like to acknowledge the wonderful help that I received from one of the finest professors at Liberty University Online. I am very grateful to you, Dr. McCarthy, who provided me with the much needed suggested improvements and gave me the tools to complete this research paper. Thanks! Abstract The characteristics that make up an effective counselor are the personality traits that really define the counselor. Several leaders in the field of counseling have listed many of these personality qualities; self confidence, high energy level, optimistic, sense of humor, neutrality, flexibility, emotional stability, risk-taking experience, analytic thinking, creativity, enthusiasm, honesty, sensitivity, hope, self control, awareness, and knowledge. The research compiled in this paper confirm that it’s the richness of the personality that builds the effectiveness of the counselor. Being an effective counselor requires forming not just a solid relationship with your client, but an emotional experience, where the counselor works with the client in a supportive role to recognize and move through challenges as the goals are achieved. It’s the counselors and not the psychotherapists that must allow an emotional alliance and empathetic responses to their client’s issues. Overall, the most important personality qualities in any effective counselor seem to center on warmth, genuineness, compassion and empathy. These are the traits that will be addressed the most in this paper. These four traits seem to provide the purest motivation and seemingly guide the direction of the moral compass within the most effective counselors. The biggest obstacle is identifying how to increase these ideal qualities in oneself as a counselor. The answer seems to lie in a consistent daily practice of mind-body-medicine and self-care. Characteristics of the Effective Counselor Overall it’s the relationship that influences the therapeutic outcome and it’s the counselor’s personality and character that determine the depth and effectiveness of the therapeutic alliance with the client. Counselors that know themselves benefit their clients the most â€Å"†¦the single most important factor in effective counseling is the person-hood of the counselor, regardless of education, training, theoretical orientation, or counseling technique.† (as cited by Clinton, 2002). The personality and character of the counselor is the single most important variable, more important than the therapeutic techniques applied. Effective counselors possess a myriad of personal qualities that transcend their theoretical orientation and therapeutic techniques (Clinton, 2002, p. 185). In order to cultivate the best personhood, or personality of an effective counselor, the issue of identifying what these attractive characteristics or qualities are and how to increase and expand upon them becomes paramount. The combination of qualitative and quantitative measurement tools reflects the overall measure of effectiveness of a counselor. Body Effective Characteristics The classic works of Carl Rogers (1957) identified the need for presence, congruence, empathetic understanding and unconditional positive regard. Above all, he stated the importance of congruence by means of compliance between ideal self and actual self in his personality theory. The third condition is that the therapist should be, within the confines of this relationship, a congruent, genuine, integrated person. It means that within the relationship he is freely and deeply himself, with his actual experience accurately represented by his awareness of himself. It is the opposite of presenting a facade, either knowingly of unknowingly (Rogers, 1957, p. 97). The idea is to bridge the gaps in all directions, to include the therapeutic alliance gaps that separate the counselor from the client. The idea is to remove all disconnect and just experience each experience as a true and  authentic experience, without judgment and without preconceptions. Present moment awareness requires the therapist to take note of the elements that make up each experience, such as sensations, thoughts and feelings. Acknowledgment of these experiences without feeling the need to react or fix anything is critical. The Golden Triad The Golden Triad, or â€Å"therapeutic triad†, is one invaluable concept of effective counseling characteristics and lays down a solid benchmark for counselor’s to emulate and implement. The Golden Triad consists of the high display of warmth, genuineness, and empathy that effective counselors exude with their clients. The therapist’s persuasiveness, level of attention, understanding, support and encouragement all impact the results of the therapy with the client. It’s not just therapist’s ability to foster a positive relationship with the client, but specific needs and expectations for improvement must be met for the client (Clinton, 2002, p. 185). Frequently, genuine responses require more self-reflection and mindful attention. Self-reflection promotes awareness of feelings and knowing the appropriate moment to convey them to a client. Cultivating Empathy and Compassion The majority of counselors who ascribe to the values of holistic humanistic or existential approaches are less likely to avoid experiencing compassion and empathy as they enter and experience their client’s worldview, so that they can become vulnerable and understand how he/she experiences their world (Bowen & Moore, 2014, p. 18). Although the ability to be vulnerable with clients can yield both negative effects such as compassion fatigue or positive effects such as compassion satisfaction, it’s critical that the qualities of compassion and empathy are made readily available to the client in a balanced and careful manner. Being in a state of mindfulness helps to produce more balanced responses of empathy and compassion, without minimizing therapeutic presence (Campbell & Christopher, 2012, pg. 221). In order to help cultivate the many beneficial characteristics of an effective counselor, such as compassion and empathy, certain practices  should be implemented daily. Mind-body practices such as Yoga, Mediation, Qi Gong, etc. bring awareness and acceptance and help to foster a therapeutic and empathetic presence. The ability for a therapist to be present enhances the therapeutic relationship and promotes healing. The mindfulness presence increases the awareness and acceptance of their own inner experience as well as for the experience of the client (Campbell, 2012, pg. 222). Awareness and Acceptance This combination of awareness and acceptance seem to encourage less reactive behavior, by nonreactively recognizing thoughts, emotions and sensations as they arise. This practice also helps to communicate experiences and to be more present to their client’s inner experiences and sufferings in the same moment-to-moment awareness, which additionally helps clients express their body sensations and feelings. Mindfulness practicing therapists learn how to take their minds less seriously and not feel as though they needed to do something when feelings such as anxiety emerge. These mindfulness practicing therapists could also maintain a therapeutic connection with their client and become less reactive to their struggling client’s experiences, rather than sensing their own inadequacy and need to be in control (Campbell, 2012, pg. 221). The counselors freely chose if or how they were to respond to counter-transference. One choice is by acting as observers and just notice without judgment and without trying to suppress reactions to what was happening in the present moment. This mindfulness seems connected to an ability to tolerate silence and wait through it, allowing new experiences to emerge and genuine encounters to occur. This mindfulness presence allows clients to begin to experience their therapist as individual witness in the midst of their own vulnerability (Campbell, 2012, pg. 223). The Essence of Therapeutic Presence According to Rogers, three components exist in attempting to capture the essence of therapeutic presence: being open and available to all aspects of the client’s experience, being open to one’s own experience in being with the client, and having the capacity to respond to the client from the  experience. This therapeutic presence is more of a state of being rather than of doing and the beneficial influence of mindfulness extends to all participants in the therapeutic relationship (Rogers, 1957, p. 98-99). Two elements related to therapeutic presence that deserve repeating are attention and empathy, which have been shown to increase through mindfulness practice. Many practitioners of mindfulness report increases not only in attention and empathy, but in awareness, patience, focus, compassion, responsiveness, the ability to handle strong emotions, and less defensive, judgmental and reactive. (Campbell, 2012, pg. 213) One last concept to point out is that being in present moment awareness with the client occurs on four main levels; spiritually, emotionally, physically and cognitively and requires a deep knowledge of oneself, which can usually be attained through a consistent life-long commitment of integrating a daily exercise routine of mindfulness practices into a demanding schedule. These daily practices may not only induce relaxation states, but can profoundly alter our relationship to ourselves and our minds (Campbell, 2012, pg. 217). Conclusion To summarize, the most important tool that an effective counselor has is themselves. The characteristics of an effective counselor are directly related to the counselor’s personality and client relationship. Some key personality traits of an effective counselor are compassion, empathy, awareness, acceptance, warmth, genuineness as well as a congruent and fully integrated individual. One of the most effective approaches in which counselors can cultivate and nurture those qualities can be found in a daily mindfulness practice, which helps to maintain a more solid moment-to-moment awareness as the client experiences the world and the counselor maintains the role of present, nonjudgmental witness. With a consistent and daily practice of mindfulness exercises, the therapist begins to live more in the moment and less in a reactive state. By working continuously towards self-mastery and self-actualization, counselors can provide the therapeutic presence that positively impacts their clients’ growth and well-being. References Bowen, N., & Moore, J. (2014). Common Characteristics of Compassionate Counselors: A Qualitative Study. International Journal for the Advancement of Counselling, 36(1), 17-29. Clinton, Timothy, and George Ohlschlager. Competent Christian Counseling. Vol. 1. Colorado Springs: Waterbrook, 2002. 184-186, 570-574. Print. Campbell, J. C., & Christopher, J. C. (2012, July). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213+. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA297915507&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=dc53ce42d985ee78066b8600c33ca82c Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21,95-103. doi:10.1037/h0045357

Mothers are Fathers

The Parenting styles of mothers and fathers are very different. While being the two most important people in any child’s life the parents can have a varying influence on their offspring. The difference can be suggested as being gender based or merely temperamental. Whatever, the case that the differences exist cannot be argued. The parenting style has an influence in every sphere of a child’s life. From the peers relationships they have to the self confidence they establish. The socialization of the child is largely dependent on the individual parenting styles.So what is so different between the father and the mother? Notably mothers are seen as more caring. This is the rule rather than the exception, though exceptions do exist. Mothers are more emotional and their interaction with the child is such that children usually take their discipline without much adversity. They are seen to be loving and open to communication. Fathers on the other hand are less openly affection ate, have more of an harshness to their tone are more firm in their discipline. Mothers are often more subjective in their judgments and thus more forgiving.They protect their child more easily and are hard pressed to admit failure within a child’s attempt. Fathers usually balance this out by playing roughly, being more objective and pushing the child to do more. While the home situation in the current society is changing the traditional homes had the father as the primary caretaker. He came home after a long days work and wanted nothing more than peace and quiet. This meant that he was stricter with the children and most of the time spent was in discipline rather than interacting openly.Communication was usually stilted and the main caretaker was the mother. Mothers acted as the go between as the father and child struggled to gain an understanding of each other. The father was seen as the quiet and loving man, who was harsh, not very indulgent and delved out the discipline. There has been a lot of criticism about the role of fathers. They are not emotional enough, they give their child too little support and they are at times to blunt in their dealings. Regardless, of these criticisms the fact is statistics suggest that fathers are extremely important to the family.There parenting style may be different but it helps balance out the style presented by the mother consider that a child in a fatherless home is 20 times more likely to end up in prison and 14 times more likely to commit rape and 20 times more likely to have behavioral disorders. [Brandenburg, 2007] Fathers have a different physical interaction with their children. Being more physical in their play they ‘toughen’ up the kids and show them how to play rough without getting hurt. Mothers are not usually ready to take the risk with their child.Fathers will come home and throw their child in the air while the mother usually admonishes him to be careful. Fathers are the first love of any girl. The father serves as the role model for the daughter and a strong positive relationship with the father helps the girl have a better emotional relationship in the future. They also serve to control their son’s behavior in a better manner. Physically men are stronger than women and at a certain stage kids begin to understand this. That is why the mother loses control while the father acts as the barrier.All youth go through rebellion and a father is simply better equipped to physically curtail the child, not through physical abuse rather through sheer presence. [Fraenkel, 2006] Mothers are caring and provide the safety net. Children know that no matter what the mother will always be there for them. They are the soothers and the ones who help the child through emotional problems through their simple presence. That both parents are necessary cannot be argued but how important is it for both the parents to be present to make an effective family?Mothers in the past staye d at home and fathers went to work. The constant interaction with the child for the mother made her feel closer to the child. The mother associated her life with the child’s the world usually revolved around the child. Maybe that is why the parenting style of the mother was the way it was. Since fathers were away from the child’s daily routine they could be more objective and thus be seen as the authority figure. Today the scene has changed. The systematic breakdown of the traditional form of the family has changed the dynamics.Mothers are working outside the home, they are not able to give as much time to the child as they would have been if they were born two decades ago. The mother who was seen as the caretaker has switched roles. The mother is today a person who is stretched to have quality time with the child. Single parent families further aggravate the situation. From being tolerant and lenient mothers have changed into being at times as strict as the fathers. I n the past the mothers saw the world in respect to the kids but now they see the kids in contrast to the world.Where fathers were the blunt one’s preparing the kids for the real world, today mothers do the same. However, no matter how much things have changed, the differences remain. Mothers are still too soft for the good of the kids, at least in normal circumstances. Women are naturally more communicative and open about their emotions. They find it easy to tell their child they love him throughout the day. They feel no hesitation in giving hugs and kisses regardless of the child’s age. Fathers as men are more reluctant to be the same way.Though the ‘sensitive’ man is the phrase of the decade the fact is fathers are less likely to tell their adolescent child they love them. Physically and emotionally they distance themselves from the child naturally when the child reaches adolescences. That is where the main communication gap emerges. Women still reach ou t, men never force the issue. Mothers and fathers are naturally and genetically different, they respond to their child as man and woman and the difference between the two sexes can largely determine the difference between mothers and fathers. [Peters, Peterson et al, 2000]