The Social Context of Death and Dying

The Social Context of Death and Dying Introduction Using course materials from Death and Dying, I will discuss the idea that death is something to be feared. I will use course material from Block 1, The Social Context of Death and Dying, focusing on units 1 and 2. I will provide evidence of arguments for and against this notion and consider other attitudes of how these views are formed by society. I will also illustrate my answers using materials form the course website, reader and audio activities. I have also incorporated some personal and professional experience. in an attempt to illustrate my points. Death is portrayed and discussed in various ways by people from all walks of life, their upbringing and religious views can have an impact on how they perceive death. As discussed in Block 1, one indicator that death is something to fear is our use of language. This anxiety is demonstrated in the euphemisms individuals use when describing or explaining a death. For example when undertaking activity 1.1, Explaining the meaning of death, (Block 1, unit 1, pg 1). I discussed my first experience of death. I recall having to explain to my youngest sibling that our mother had died. My sister was 8 years old and I sat her down and spoke firstly about angels and the stars. I went on to tell her that God had decided he needed mum to be an angel. I couldnt bear to use the word dead as I was struggling with mum being dead and was of the view that using the word ‘dead would have been too painful and therefore spoke about angels to make it less emotive. Since then I have experienced the dea th of other relatives and friends and find that I will use euphemisms such as, â€Å"passed away† or â€Å"gone to a better place†. I have also heard myself use phrases such as â€Å"kicked the bucket, however, this is usually when referring to someone I didnt really know. A number of examples are provided in block 1 in relation to euphemisms used to describe what occurs after death. Spiritualist and Mediums use words such as â€Å"crossing over† or â€Å"passed over† as they see the death as the beginning of a journey from this world to what they describe as the ‘spirit world. Komaromy (2005) spoke of how she found that whilst exploring how death and dying were managed in care homes, was â€Å"frequently met with difficulty over the use of words ‘death, ‘dying and ‘dead† (Block 1, unit 1, section 1.2, pg 13). It would appear the fear of using these words were not necessarily from the residents themselves but by those who cared for them. The beliefs instilled in people from a young age from their family, educational professionals and religious sources as well as their personal experience of death can often have a profound impact on how they perceive death and dying. Roman Catholics appear comfortable when speaking about death as they see death as a momentous event that should not be feared. Catholics believe in life after death, stating the soul leaves the body and will normally spend a period in Purgatory and when the soul is cleansed of the temporal consequences of sin they will enter heaven. However some anxiety remains, as for many, there is uncertainty of how long their soul will remain in purgatory. â€Å"They do not fear the next world, but rather the passage, the crossing over..† (Toscani, et al(2003), OU course material, website). Professor Douglas Davis research highlighted that gender plays a significant role in the belief in life after death in contemporary British Society. He states that women are far more likely to believe in an afterlife, than men, with a ratio of almost 2:1. He informs 30% of the population with a similar gender imbalance believe the dead remain among us and have had contact in one form or another with their loved one. (Audio1, activity 1.8, Identity and Belief). This I would argue is based on a persons knowledge of the deceased and is linked to their sense of identity and the need to continue the link with their loved one, which in turn may offer comfort and peace of mind to those who are bereaved. People also seek comfort through contact with the dead via spiritualists and mediums, in an effort to communicate with loved ones. Justine Picardie describes this as attending a social gathering of the dead (Picardie in Making Sense of Death and Dying and Bereavement: An Anthology, pg 198, E arle, et al). Research and studies regarding the beliefs and views of individuals in life after death vary from person to person depending on their religious or non-religious beliefs. For example the article â€Å"Life at the end of Life: beliefs about individual life after death and â€Å"good death† models a qualitive study† Toscani, F., et al, highlights two different models and arguments regarding death and what would be classed as a â€Å"good death†. The attitudes and assumptions depend on whether the individual is a believer or non-believer but even then there can be conflicting opinions between faiths. Tibetan Buddhism describes in great detail the process of death and the passage over. Tibetan Buddhists are encouraged to read â€Å"The Tibetan Book of the Dead† and when an individual is dying, there is a common conception that it is good to read this book to the dying person. â€Å"By understanding the death process and familiarisingour self with it, we can remove fear at the time of death and ensure a good rebirth† (Death and Dying in the Tibetan Buddhist Tradition, Hawter; V.P internet source: Buddahnet.com). In contrast, Seventh-day Adventist beliefs regarding death are totally different from those of other religions. Adventists believe that people do not die nor do they go to Heaven or Hell. It is their belief that the individual â€Å"goes to sleep and will rise again on the Day of Judgement†. (Kormaromy, 2005, Block1, unit 1, section 1.2, pg13). By this they mean the person will remain unconscious until the return of Christ. The views of atheists vary, although the consensus is that there is no life after death, that when we die, we die, and that is it. â€Å"If I am, death is not; if death is, I am no longer: why, then, fear death?† (Toscani,et al(2003), OU course website, pg 8). This does not mean that atheists do not have a fear of death, like believers there are similarities with regards to how they will die and where they would like to die. I worked with a family whose child was dying. When trying to support the family through this difficult period they spoke of feeling angry at individuals who had questioned why they were not in church praying. They informed me that as far as they were concerned that when their child died that was the end. They stated their only fear was that their child would die alone if they left his side. The management of death and dying has changed over time. French Historian, Phillipe Aries claimed that in the Middle Ages people appeared more optimistic with regards to death, as they acknowledged death as part of life, as it unavoidable. The death affected not only the family of the deceased but the community as a whole. With individuals being assigned particular roles, for example, preparing the body for burial, announcing the death and it was customary to view the body of the deceased. Death was a common occurrence and this may explain why death was seen as inevitable and therefore not feared. Aires argued that after the 19th century death in western society was hidden and following the First World War, death became a taboo subject and was no longer seen as a natural process of life. (Block 1, unit 2.2, pg 38). The explanation for this could be that it was due to what we know as the ‘nuclear family era? Norbert Elias (1985) would argue that in todays society the role of preparing the deceased has been taken over by funeral directors who offer a wide range of services to the family. This includes collecting and preparing the body for burial or cremation. In my own recent experience of the death of my son, the only duty the funeral director could not undertake was to register the death. Elias argument â€Å"is that dying people are now more isolated than in the past† (Block 1, Unit 2.2 pg40). It should be noted that some traditions continue, for example, the viewing of the deceased remains within many faiths be it within a church setting or funeral directors chapel of rest, although this is usually by family and close friends. This could explain why Aires theory that death after the 19th century did not have an overall impact on the community but rather than on a smaller network, family and friends. German Sociologist, Norbert Elias (1985), (Block 1, unit 2.2, pg 40) challenged Aires ideas, that in the past, death was accepted as being a natural process. Elias claimed death was painful as life was much shorter and more dangerous. Conclusion Perhaps the idea of life after death allows us to cope with what can only be seen as a natural fear as the alternative, non-existence is unimaginable and we are psychologically inept to deal with this. Therefore we need to ask the question is death something feared by all? Is this a hypothesis or could it be that for many individuals, especially, those in old age or with a terminal illness that death could be the beginning of something better. It can therefore be argued that whilst individuals and society have diverse opinions regarding death and what happens to them when they die, the majority do have a fear of how they will die. For example being alone, suffering pain, dying young or, being forgotten.

Quest for Self-Determination in I Know Why The Caged Bird Sings and Lak

Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelou's I Know Why The Caged Bird Sings and Mary Crow Dog's Lakota Woman depict the two women's "triumph over formidable social obstacles and [their] struggle to achieve a sense of identity and self-acceptance" (Draper 1).    Both women grew up in segregated societies: Mary Crow Dog on the Rosebud Sioux Indian Reservation in South Dakota, and Maya Angelou in the black community of Stamps, Arkansas. As is common with minority children, they spent most of their childhood living with their grandparents. Both women also experienced oppression by their parents and grandparents, who are the first contact with other people that children have. Even though Mary's mother and grandmother spoke the Lakota language, they refused to teach it to Mary. They told her that "speaking Indian would only hold you back, turn you the wrong way" (Crow Dog 22). They wanted Mary to have a "white man's education" (Crow Dog 22).    In contrast, Maya was denied a white man's education, not only by the dominant culture but also by her grandmother. Maya attended the Lafayette County Training School, which was the school for blacks. In addition, Maya's grandmother forbade her from reading books by white authors. This restriction is exemplified in the following passage:    Bail... ...e barriers blocking their chosen path and achieve the power to lead their lives as they see fit.      Works Cited Angelou, Maya. I Know Why The Caged Bird Sings. New York: Bantam, 1993. Crow Dog, Mary. Lakota Woman. New York: HarperPerennial, 1991. Draper, James P., ed., et al. Contemporary Literary Criticism, Vol. 77. Detroit: Gale Research Inc., 1993. Mahtowin, "Mary Crow Dog: Real Life Hero." New Directions for Women, Vol. 21, No.2, March-April, 1992, p. 28. Narins, Brigham, and Deborah A. Stanley, eds., et al. Contemporary Literary Criticism, Vol. 93. Detroit: Gale Research Inc., 1996. O'Neale, Sondra. "Reconstruction of the Composite Self: New Images of Black Women in Maya Angelou's Continuing Autobiography." Black Women Writers (1950-1980): A Critical Evaluation, edited by Mari Evans, Anchor Press/Doubleday, 1984, pp. 25-37.    Quest for Self-Determination in I Know Why The Caged Bird Sings and Lak Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelou's I Know Why The Caged Bird Sings and Mary Crow Dog's Lakota Woman depict the two women's "triumph over formidable social obstacles and [their] struggle to achieve a sense of identity and self-acceptance" (Draper 1).    Both women grew up in segregated societies: Mary Crow Dog on the Rosebud Sioux Indian Reservation in South Dakota, and Maya Angelou in the black community of Stamps, Arkansas. As is common with minority children, they spent most of their childhood living with their grandparents. Both women also experienced oppression by their parents and grandparents, who are the first contact with other people that children have. Even though Mary's mother and grandmother spoke the Lakota language, they refused to teach it to Mary. They told her that "speaking Indian would only hold you back, turn you the wrong way" (Crow Dog 22). They wanted Mary to have a "white man's education" (Crow Dog 22).    In contrast, Maya was denied a white man's education, not only by the dominant culture but also by her grandmother. Maya attended the Lafayette County Training School, which was the school for blacks. In addition, Maya's grandmother forbade her from reading books by white authors. This restriction is exemplified in the following passage:    Bail... ...e barriers blocking their chosen path and achieve the power to lead their lives as they see fit.      Works Cited Angelou, Maya. I Know Why The Caged Bird Sings. New York: Bantam, 1993. Crow Dog, Mary. Lakota Woman. New York: HarperPerennial, 1991. Draper, James P., ed., et al. Contemporary Literary Criticism, Vol. 77. Detroit: Gale Research Inc., 1993. Mahtowin, "Mary Crow Dog: Real Life Hero." New Directions for Women, Vol. 21, No.2, March-April, 1992, p. 28. Narins, Brigham, and Deborah A. Stanley, eds., et al. Contemporary Literary Criticism, Vol. 93. Detroit: Gale Research Inc., 1996. O'Neale, Sondra. "Reconstruction of the Composite Self: New Images of Black Women in Maya Angelou's Continuing Autobiography." Black Women Writers (1950-1980): A Critical Evaluation, edited by Mari Evans, Anchor Press/Doubleday, 1984, pp. 25-37.   

Free Essay: Metaphors in Sonnet 73 :: Sonnet essays

Metaphors in Sonnet 73 Â  "Sonnet 73" by William Shakespeare contains many metaphors to form a descriptive image. Shakespeare used conceits, which are "fanciful extended metaphors" (567), used in love poems of earlier centuries. Shakespeare used these beautifully in "Sonnet 73." A metaphor is a "brief, compressed comparison that talks about one thing as if it were another" (554). Shakespeare expresses three major metaphors in this sonnet. The first is about age, the second about death, and of course, love follows. These three metaphors create an enjoyable poem. The first metahphor that Shakespeare uses is that of a tree in the fall. He compares himself to the tree by saying 'That time of year thou mayst in me behold when yellow leaves, or none, or few, do hang upon those boughs which shake against the cold". Shakespeare compares his aging self to the aging tree. Just as the tree is losing its' leaves, Shakespeare could be losing his hair. Just as the tree is getting brittle, Shakespears bones are getting old and feeble. Most importantly, Shakespeare doesn't say that he is actually going through this downfall, but that his lover percieves it in him. Another metaphor in this sonnet is the comparison of death to nightfall, "In me thou seest the twilight of such day" (568). He continues, "Which by and by black night doth take away, death's second self, that seals up all rest" (568). Shakespeare perfectly describes death as the fading of a bright day to a dark black night. The third, and final, metaphor is when Shakespeare is comparing himself to the fire. Shakespeare beautifully states, "In me thou seest the glowing of such fire that on the ashes of his youth lie, as the deathbed whereon it must expire, consumed with that which it was nourished by" (568). . As the fire is dying so is Shakespeare. Â  In conclusion, Shakespeare combines these three ideas in a two line follow-up, "This thou perceivest, which makes thy love more strong, to love that well which thou must leave ere long" (568). In this he relates all three objects, aging, death, and love, to each other. He is saying that one must enjoy love when he has it because it soon grows old and must die. He is also making the point that his lover is a good person for staying with him in his old age.

Returning to School Essay

Returning to school was one of the important decisions, I have made about my future. I will be discussing my reasons for returning to school. Such as setting a good example for my children and getting a higher education. Returning to school was a very important decision for many reasons that include setting a good example for my children and carrier advancement. I firmly believe in leading by example, and I want them to see that if I can do it, they can do it as well. I am determined to be the best role model that I can possibly be. My decision in obtaining a Higher education is the key for my present and future as it will be for them. Without it I have gotten about as far as I can with my current employer and I would be left with the feeling as if I have sold myself short. If I get a college education, I will have something to help me get the job that I want and deserve. Even though higher education, Reasons on returning to school because Setting an example for my children and Getti ng a higher education. I have had several jobs over the years. The majority of them have been in nursing in one form or another, my current job is a Certified Nursing Assistant at a nursing home, and prior to that I was a Certified Nursing Assistant doing private duty for over ten years. I am working towards a Bachelor’s Degree in Healthcare Administration in Long Term Care. I know that once I receive my degree I will be qualified for a variety of jobs. The job that I would like the most would be a Administrator in a nursing home. I want to help others who don’t have the means to help themselves. Most of all I can’t stand seeing elderly people who are not properly cared for, especially those who just don’t seem to care about their well being. This is not the first attempt I have made to return to school, this is actually the second. I tried returning to school once before while working and partying before I had kids. At first everything went fairly well but over a short period of time I realized the work load would prove to be too much. I was working eighty plus hours every two weeks which did not allow for me to have the proper amount of time to spend studying so I had to end up dropping out. Pursuing a degree in Healthcare Administration in Long Term Care can help in many ways. It will help me develop communication skills. After reviewing the description of Healthcare Administration in Long Term Care and talking it over with my academic advisor, I decided to go with it. With this degree I could start my own business. Work for a non-profit organization. Also I could simply decide to pursue a management position with my current employer. I have a wide range of work I can find with this degree. I know I picked the right degree and the right time to return to school. The benefits of obtaining a college degree have been obvious. Getting a higher education to get a better job and higher salary is definitely a benefit. Setting an example and being a role model for my four children is reward enough.

Basic Ecological Concept

Basic Ecological Concept Levels of Organization Cells- are composed of Cell Membrane, Nucleus and Protoplasm. Tissue-is an aggregation of cells performing a common function or functions. Organs- is the aggregation of tissues usually forming a definite shapes, and performing a definite function within an organ system. Organ System-is a group of organs that perform coordinated functions together to keep the organism alive and functioning well. The scope of the biology includes the study of all these and may extend to the level of the organism such as behavior, and the organism mechanism for interacting with its environment.Ecology started from the study of the organism-a group of organisms that is similar in appearance, behavior and genetic make up belong to the same species. The biological species concept state that members of a species are those individual that are genetically related enough to be able to interbreed and produce fertile offspring. Population The group of the individua ls belonging to one species and is found together in a define area at a certain time.A population possesses characteristics that more empirically describe the group such as: population Density, Dispersion, Natality, Mortality, Growth, Age Distribution, and Reproductive potential. Population Density Describe the degree of crowdedness of a population in a given area. Crude Density may be computed from the number of individuals or the total population biomass per unit space. Ecological or specific Density describes the number or biomass per unit of space that is actually available to the population. Dispersion The distribution of organisms over the space where they are found.Three pattern have been observed: clumped, random, and uniform. The clumped Distribution is the most common type of pattern since the soil or medium on which organisms are found in nature are not uniform. Random Distribution is rare in nature, occurring only where the soil is generally rich so that the plants can g row and thrive anywhere. Uniform Distribution is found in artificial cultivated areas. Natality/Morality Natality corresponds to what is termed in humans as birth rate or the number of new individuals produced in the pupolation for a period of time.Morality is known as death rate in human demographics, or the number of deaths in a given time period. Growth Is an important feature of a population since the increases or decreases of population size determines its interaction with other populations in the community and its impact on the environment. Age Distribution Is classifies the population according to age brackets or to general age groups such as prereproductive, reproductive and postreproductive. Reproductive PotentialThe Reproductive potential of a population is its theoretical capacity to produce the maximum number of offspring in ideal conditions. Community The community has properties that may be used to further clarify its composition and its interaction with the environmen t. Like species dominance, diversity, relative abundance, species richness and evenness. Dominance Is attained by a species in a community by virtue of a greater number of individuals, or by size such as the overwhelming sizes of sequoia trees, or any other attribute that enables the species to control the community. DiversityDiversity is the opposite of dominance, a case where no single species has greater number or biomass or other relative importance than other species in the community. Ecosystem The basic unit of ecology because it includes the living and nonliving components. The setting includes necessary nonliving components such as soil, water, air, and the cycles that keep and renew them, which are collectively called the biogeochemical cycles. Bioenergetics Energy is necessary for maintaining the life processes of organisms. The sun is the source of all the energy that goes into the ecosystem. The solar ystem is radiated on to the earth where a tiny fraction of it is tappe d by plants and used in photosynthesis. Solar energy released in the form of light waves called photons. Herbivores are organism that feed on plants. Carnivores are organism that feed on other organism. Omnivores are organism that consume both plants and animals. Food Chain The sequence of eating and being eaten may be described by food chain. It also indicates the role, the feeding mode and rank of each organism. Food Web A food web shows the various possibilities of the sequence of eating and being eaten in the ecosystem.There are two major types of food webs in the ecosystem: the grazing food web is the more conspicuous type because it is usually composed of large plants and animals that are familiar. Law of Energy First law of thermodynamics stated that energy is never created nor destroyed but is transformed from one form to another. Second law of thermodynamics states that as energy is transformed it degrades or diminishes. Biogeochemical Cycles Substances that organisms need to survive are called nutrients such as water, carbon, oxygen, nitrogen, and sulfur.Nutrients move through the ecosystem in cycles called biogeochemical cycles where bio refers to the living organism, geo refers to the inorganic molecules such as those found in rocks, air, and water, and chemical refers to the interactions of the elements between them. Water cycle Evaporation-the heat of the sun, or solar energy makes water vapor, which is water in gaseous form, continually rising from water bodies and from the land. Condensation-it brings water into the atmosphere where the water molecules clump together. Precipitation-the clumps get too big and too heavy, they fall back down to the earth.In the form of rain, snow, hail or sleet. Water cycle is the movements of several chemical substances through the ecosystem. Carbon cycle-During photosynthesis plants use up carbon dioxide, combining it with water to form sugars particularly glucose. Consumption of these sugars breaks them down re leasing CO2. Nitrogen Cycle-Nitrogen is an important component of proteins, the building block of all living matter. Fixation- the process of converting nitrogen from the gaseous state, N2 to the usable ammonia, NH3, and nitrate NO3.Mineralization or ammonification-involve the breakdown of dead organisms and their proteins and nucleic acids are further broken down into amino acids. Nitrification-where the bacteria such as the nitosomonas use ammonia to produce their energy needs by converting it. Denitrification- is the process by which nitrogen is returned to the atmosphere. Phosphorus cycle-the sedimentary rocks which contain phosphorus in the form of the mineral apatite comprise a pool phosphorus. Phosphorus is released when these rocks weather naturally, which takes along time, or when human mines these rocks to release phosphorus which is used to fertilizers soap.Sulfur cycle- a basically sedimentary nutrients cycles through air, soil and water. The sulfur cycle involves the th ree spheres as it cycle through the soil, waterway, and atmosphere. It originates from the crust and mantle of the earth and is spewed out during volcanic eruptions. It is found in the volcanic rocks and many minerals. Limiting Factors and the Law of Tolerance Law of the Minimum- states that when there is not enough of a certain nutrient in the environment, the growth of organism that needs that nutrient will be severely limited.Studies also show that too much of any nutrient will likewise limit growth, giving rise to the Law of limiting Factors. Sunlight and Temperature are two important physical factors that limit the distribution and abundance of organism. Species Interactions The population of two species may positively or negatively affect the existence of one another in the community. Mutualism- refers to the interaction between two species where both are benefited. Competition- is an example of a positive negative interaction when two species of the same species strive to obt ain the same limited resource.Predation- is an example of a positive negative interaction wherein the predator eats the prey. Parasitism- is another type of positive negative interaction wherein the hosts provide nourishment to the parasite. Commensalism- is a form of positive zero interaction wherein in the commensal also referred to as hitchhiker attaches itself to the host while the host is neither help nor harmed by the interaction. Amensalism- is an example of a negative zero interaction wherein one organism is inhibited while the other is not affected.

Bathroom Reading

In a culture that’s filled with an incessant call to action, it is paramount that we stop from time to time to think. This may sound like common sense, but in a fast-paced world it’s hard to find time to stop and consider things for more than a few minutes. Throughout my hectic high school career I have made a point of doing what many people fail to do on a daily basis: reflect and assess my life and decisions. I am a thinker. I analyze, postulate, and contemplate– sometimes too much– but always with the intention of learning something new about myself. You might be surprised to learn that I do my best thinking not, in the classroom, not in my bedroom, but in the bathroom. The bathroom has always been a place where I can sit and relax in peace, an oasis of calm and contemplation. The closest thing to an interruption is a polite knock on the door, and a soft quiet is continually maintained. Bathrooms are kept diligently clean, and ample mirrors provide for sufficient self inspection. In short, the bathroom is the ideal place for introspection and critical thought. My bathroom, which is situated a brief walk down the hall from my bedroom, is a wonderful, pristine chamber where I take solace in silence and retreat from the stresses of my life. After a long day of high school and homework, clubs and activities, I head to my bathroom to think and reflect about the day past and the days ahead. In fact, I do some of my best thinking in the bathroom. Everything from ideas for novels, screenplays, songs and movies, from what to eat for lunch are considered when I take refuge in the bathroom. Solutions to longstanding problems come to me in epiphanies while staring into the symmetrical, blue-tiled floor. I achieve new understandings of books that I have read while looking up at the ivory coated walls. I ruminate on my friends and family, and what they mean to me. I even realize the numerous mistakes and errors that I have recently made, and attempt to resolve my flaws. The thinking I do in the bathroom– whether it be asinine fantasies about my future as a rock star, or the sorry realization that my mother was in fact correct– is important to me. Taking the time to think and reflect has kept me grounded during my high school career, allowing me to make good decisions and stay focused on what is important to me. Instead of living my life blindly and complacently, I have made a choice to think deeply and keep things in perspective. To me, the bathroom is not a place to escape the challenges of reality, but rather a place to embrace and conquer those challenges through the power of human ingenuity. I know that when I leave home for college, and eventually leave college for the real world, critical thought will remain a constant in my life. No matter what I end up doing with my life–whether it be law, film, or literature–there will always be a clean, quiet bathroom down the hall. And for me, that bathroom will always provide the opportunity to better myself through critical thought.

Strategy and Strategic management Research Essay

Strategy and Strategic management Research - Essay Example By embracing Best Practice the industry would gain; There is no single accepted definition of 'strategy' (Price and Newson, 2003, p. 184).5 A 1999 study by Price, McCaffer and Thorpe (cited by Price and Newson, 2003, p. 190) established that the construction industry prefers the definition given by Johnson and Scholes in 1999: "Strategy is the direction and scope of an organization over the long term: which achieves competitive advantage for the organization through its configuration of resources within a changing environment, to meet the needs of markets and to fulfil stakeholder expectations." Chinowsky's (2001, p. 60)6 research into existing models of strategic management, combined with interviews with executives, led him to devolve seven key considerations for executives when attempting to formulate strategic management plans: In 1998 they surveyed the ENR Top 400 Contractors in the United States. Most organisations intended to leverage technological tools and capitalise on greater market knowledge. However the research also found that there was no such emphasis on life-long learning and protecting existing market share from competitors. Critique: In answer to the obvious question: 'Where precisely will a project-focused organisation find time to grapple with 'strategy' Chinowsky and Meredith (... The need to identify, find and pursue new markets; and Improved communications between project teams and peripheral departments. In 1998 they surveyed the ENR Top 400 Contractors in the United States. Most organisations intended to leverage technological tools and capitalise on greater market knowledge. However the research also found that there was no such emphasis on life-long learning and protecting existing market share from competitors. Critique: In answer to the obvious question: 'Where precisely will a project-focused organisation find time to grapple with 'strategy' Chinowsky and Meredith (2001, p. 3) reply that without a strategic plan - which clearly identifies the tasks and evaluation measures to be undertaken at departmental level - this will be a very difficult undertaking. Given that multi-billion dollar organisations are having difficulty grappling with strategy management and strategy planning, what hope for the small employer (1-10 employees), or sole-trader who supplies to larger organisations 3. Strategic Management Process Price and Newson (2003, p184) favour the 'positioning' school of strategic theory, as exemplified by Professor Michael Porter, and look at strategy in terms of process, content and context: Strategy process is defined as the ''manner in which strategies come about'' and is concerned with the how, who, and when of strategy. Strategy content is described as "the product of the strategy process and is the what of strategy". Strategy context is concerned with the "where" of strategy and refers to "the organizational and environmental circumstances under which the strategy process and strategy content are determined". Strategic management process can be broken down into analysis, formation and