Human Resource Management in Innovation Term Paper

Human Resource Management in Innovation - Term Paper Example Few recommendations in favor of Advantage Recruitment Limited are provided below. Firstly, it is recommended to create a work environment and culture that encourages employees to think of having a long term career with the organization. Employees primarily quit organizations because of better job prospects in other organizations. Creating career development program could be one way of handling the crisis (Patton & McMahon, 2001, p.3). Redesigning compensation packages could be one way of retaining valuable talents. This is because employees leaving the organization have complained of low wages being a factor responsible for moving into other organizations. Working out a new pay structure is called for at this point of time (Armstrong & Brown, 2001, p.194). The formalizing of performance management and review systems is important at this stage to identify and recognize the performance of employees. Lack of performance review procedures could lead to loss of talented employees as they would be de-motivated to deliver good performance because of lack of recognition or insufficient appreciation of their works. Changing the quality of work life is important; which includes occupational health care, appropriate salaries and suitable work timing for employees. The overall idea is to improve the working conditions of employees and increasing organizational effectiveness. Lastly a transparent work culture would serve as an important factor for facilitating trust, communication, accountability and responsibility. Increased communication facilitates exchange of information, views and ideas, removes work politics and reduces chances of frustrations and stress in employees which often leads to high rates of attritions in organizations (Lotze, 2004, p.167). Implementation Creating a strong career development process necessarily requires building of strong leadership programs. Leaders would be responsible for coordinating and integrating the entire process of career developme nt of employees. A career development steering committee comprising of some of the key leaders in Advantage Recruitment would act as a guide throughout the career development process. This will be followed by creating an employee development proce

Do we train low-income students, and so limit their potential Essay

Do we train low-income students, and so limit their potential - Essay Example The main part played by engagement cannot be over-emphasized for the students whose achievements have been hurdled by limited experiences, resources as well as support and the conventional instructional practices have been identified as the main causes of increased risk of delays in students. Critical dissimilarities in achievement outcomes also favor the engaged students more than their disengaged counterparts who have the same level of ability. As the number of low-income students continues to increase, the number of low income students who complete their college their college education is significantly lower than those who come from high income families. â€Å"One explanation is simply that the rich have clearly gotten richer† (DeParle) Even though there are numerous challenges faced by the students who hail from low income families in regard to enrolment to colleges, the financial challenges they face can be mitigated through creation of policies that will reduce the costs these students have to incur. Decreased costs may reverse the fact that the low-income students are averse to debts and will try their best to avoid borrowing to go to college. High loans as well as the abhorrence to amass debts develop consequences that affect increased production in education. The students who have large loans have lower levels of persistence as compared with the ones who have considerably lower loans or no financial aid. Even the students who attend the less expensive community colleges are affected by the same phenomenon, as those who have loans are not as persistent in their education when compared to those who do not have loans. The low-income students also experience â€Å"under-matching, choosing a close or familiar sch ool instead of the best they can attend† (DeParle). When the needs of the students are not meant through

The Modern Prometheus Essay Example for Free

The Modern Prometheus Essay Frankenstein, costing just over $30 million dollars needed to re coup the costs. Therefore changes had to be made; such as the plot, character or action. The director had to edit and cut scenes to make it fit into the one hour and 40 minute time slot. The scenes had to be carefully put together to create a particular style and to create a certain effect. The director edited the scene where the daemon was being created. In this scene there was huge sets, dramatic music and a lot of hand-held camera work and many effective camera angles to capture the enormity of the laboratory. Many images were cut closely together to build up tension and suspense. This was a set piece designed for a modern audience. It is a very visual climax; where as in the book the creation of the monster is shown by, I became myself capable of bestowing animation upon lifeless matter. As a film is intense for a long time and when read a book you graze and they are much more complex; the director has to make it appealing and want to make you watch on. Often commercial pressures mean that the film is not a true or faithful adaptation of the novel. The film Frankenstein is lavish, sumptuous and has high production values. It is full of action sequences and set pieces. Frankenstein is a horror film and its purpose is to scare the audience. But the film cannot be all blood and gore of it would be given an 18 certificate, which would mean that not as many people could see it. Films are censored so that we can restrict groups of society from seeing them. But it is far more difficult to restrict people from reading published novels. In literature authors can truly express themselves. The film s a serious adaptation of the novel and there is an attempt to recreate authentically the period in which the novel is set. There is great care over detail such as costume, sets and props. The first half of the film sets about establishing the relationships, especially between Elizabeth and Victor, this way; if anything happens to them it would have a greater impact on us. It is hard to make a film and still stay faithful to the novel. When reading a novel, the reader has to use his or her imagination to what the characters look like and the background. But in a film it is laid out for you to take in. Because of this most people prefer to read the book rather than watch the film. When the director came to make Frankenstein he had to make a careful decisions about Victors mothers death. In the novel she dies peacefully in her sleep of Scarlet fever, but this had to be changed to fit the film. In the end the director made it, that his mother dies whilst giving birth to his brother. It is very dramatic and looks painful. The stains of blood on the white gown and the birthing chair made the scene very horrific and much more gripping. It also gave Victor and incentive to go and create life and rid the world of disease. The biggest dilemma for the director is to know what scenes to keep and which to change. The directors job is very demanding. The director is the person with ultimate responsibility for everything that takes place on a film set, from the technical aspects up to the movements of the actors. Many directors make a contractual obligation that the released film is their cut. However many directors come under great pressure from the producers to make compromises for commercial reasons. The producers make suggestions in what happens but it is the directors who have the final say in how the film is put together to create a certain effect. The producers represent those who have given financial backing to the film. They can have significant influence on how the film develops. They want to make a high grossing film, with high ratings to bring in the money. The whole project has to be some kind of compromise. The director will highlight the main elements of the novel and remain faithful to those. The rest of the film will be subject to dramatic licence. The film Frankenstein tries very hard to stay to the book. It shows the essence of the novel. The film employs a technique of voice-over briefly at key points within the narrative and this helps to summarise a characters actions, thoughts and motivations. A voice-over can help to cover significant sections of the novel in a short time, as the story is very long and complex. Amy Barrett Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Evaluation of Cognitive Behavioural Therapy Experience

Evaluation of Cognitive Behavioural Therapy Experience Critically analyse and evaluate your experience of using a cognitive behavioural approach to work on a project of a personal challenge or change, integrating commentary on theory, research and practice. Introduction This work discusses in an analytical and evaluative way my experience of the use of a cognitive behavioural approach towards addressing the personal challenge of being extremely anxious when using personal computers. Firstly, a project summary provides an overview of the situation with references to relevant theory and research. Then the process of cognitive behavioural assessment is illustrated. Next is a discussion of the rationale of the planned interventions and an overall evaluation of the approach. Finally, the application of cognitive behavioural approaches in my work as a psychologist at an NHS psychology centre for adults is provided with some concluding remarks. Project summary My personal challenge is to control my anxiety and dread whenever I have to use a computer. I tend to think of myself as a generally relaxed person unless I have to use a computer, then I become anxious with clammy hands and feel my heart throbbing in my chest. Although I understand that the use of computers is world wide and that using the computer is essential at most workplaces I feel anxious and sometimes sheer panic if I have to use a computer therefore at most times I avoid using a computer. This problem is affecting negatively my work and it is embarrassing to feel computer anxiety in a world full of computers. Literature review Howard Smith (1986) defined computer anxiety as the fear felt towards interacting with a computer that is disproportionate to the actual threat presented by a computer. Tseng, Tiplady, Macleod Wright (1997) observed that approximately 30% 40% of the population is too anxious to use a computer. Recent research by Smith Caputi (2001) emphasises that there is a link between computer anxiety in undergraduate psychology students and debilitating thoughts suggesting further research is needed in order to develop more thorough cognitive models of anxiety. What is anxiety or stress? There is a growing body of knowledge about stress, which has been accumulating since Dr. Hans Selye (Szabo, 1985) who has spent most of his life in anxiety stress research first developed a theory of stress. Many other physicians and psychologists are conducting research on stress, contributing to our understanding and developing promising methods of stress management. The stress researchers are beginning to provide insights into how mind and body work together to produce psychosomatic illness and how this knowledge can be used for prevention. Definition of Stress the General Adaptation Syndrome (in relation to my computer anxiety) As a result of his stress research (Szabo, 1985), Selye developed a definition of stress suggesting that stress is the bodys non-specific response to any demand placed on it whether that demand is pleasant or not and this definition is relevant to my personal challenge of being stressed about using computers. This definition means that the body has a three-stage reaction to stress: (1) alarm, (2) resistance and (3) exhaustion. This three ­-stage response is the stress syndrome called the General Adaptation Syndrome (GAS). (1) In the alarm stage, the body recognises the stressor, which for me is the computer and prepares for fight or flight. My body achieves this state by sending messages from the hypothalamus section of the brain, which stimulates the pituitary gland to release its hormones, which then trigger the adrenal glands to pour out adrenaline. As a result, the rate of my breathing and my heartbeat are quickened, my blood sugar level is raised, my rate of perspiration is increased, my pupils become dilated, and the digestive processes are slowed down. These factors create a huge burst of energy, an increase in muscular strength, and a heightening of vision and hearing natural aids to fight or flight. (2) In the resistance stage, the body must remain alert, leading to the stage of exhaustion. (3) The exhaustion stage means much more than being physically and mentally tired out. When somebody is tired in body and mind, a little extra rest or a change of scene will often quickly restore the person to full vigour; then the person has not reached physiological depletion. When somebody is physiologically exhausted, the body has lost its ability to continue to resist the continuing stress. It has used up its supply of adaptive energy and its defence mechanisms, such as its immune response, are no longer functional. The body is now vulnerable to the stress diseases, including high blood pressure, arteriosclerosis, migraine headaches, gastrointestinal disorders, rheumatoid arthritis, and asthma. The body may even give up during this stage and die. Most physical or emotional stressors do not last long and produce changes in somebody from being in the first and second stage. Usually people go through the first two stages frequently during the course of our lives, as part of our successful adaptation to the many demands of living. I tend to feel alarmed and pressurised to not use a computer being anxious about using the computer and sometimes I get headaches thinking that I should be using computers like everybody else. Positive Stress Versus Distress From what has been outlined above one might think that stress of any king is bad, but that is not the case. According to Selye (1974) there is a need to experience some stress all the time. Even when somebody is asleep our dreams produce stress. I have woken up from nightmares being in front of a huge computer unable to go back to sleep. Thinking about stressors (the computer) and situations I have experienced when my father tried to teach me how to use a computer made me realise that those were the first times I experienced stress to use a computer. This type of stressor is classified by Selye (Szabo, 1985) as damaging and liable to distress, while other stressors such as horse riding I find pleasurable. Situations then are subject to different interpretations. For example using computers is stressful for me, but a delight for others. A key idea that Selye (1974) presents is that what matters is not so much what happens to us, but the way we take it. Herein lays the key to stress ma nagement, which will be considered further later on. Selye (1974) calls the stress that we need for our survival and well-being positive stress. Examples of positive stress include those times when our bodies stress-response mechanisms stimulate us enough to produce a peak performance for an important job or to come through despite a bad cold or a lack of energy. At times, we have performed feats of strength in emergency situations even the seemingly impossible, like single handily moving a huge weight, such as getting a stalled car to the side of the road. Other examples of life situations generating positive stress are going on a first date, taking an examination, and when we are infants, learning to walk. We also get excited and enjoy watching our favourite team in a match. Pleasurable emotions produce positive feelings of exhilaration. For reasons not yet understood, these positive stresses energise us produce healthy relaxation. I would like to be able to feel positive stress and enjoy using computers instead of being distressed. A medium level of pressure and stress leads to peak performance. The performance curve (please see next page) shows that as tension and pressure increase, so our performance increases to a certain point. If pressure continues to increase to a level that is beyond our ability to cope then it soon becomes unhealthy and it can lead to exhaustion and breakdown. It is important to recognise that stress and pressure are different. Pressure is the demands that are placed upon an individual. Pressure itself is not a bad thing and can help to motivate individuals. Stress is the negative experience that results when individuals feel unable to meet the demands upon them. Performance anxiety curve The kind of stress that is bad for us and can be harmful is called distress. Distress results when the stress continues so that we need to keep adapting to it. If the distress continues long enough, it can result in exhaustion. Exhaustion usually affects only parts of the body, a runner in a marathon produces severe stress on her muscles and cardiovascular system which leads to the exhaustion stage, but after a good rest she is back to normal and looking forward to the next race (Malmo, 1959). Computer anxiety Having reviewed the types of stress and the stage responses to stress in terms of neurophysiologic responses, behaviours, thoughts and feelings I find Selye’s (1974) description of the negative stressors best describes my reaction towards using computers. Furthermore, Rosen and Weil claim that one third of college student population feel some anxiety towards using computers (DeLoughry, 1993). Although the literature suggests that I’m not the only one being anxious towards the use of computers I often feel anxious about it and this has a negative influence on how I feel about myself. Assessment What is CBT in relation to assessment and therapy of computer anxiety or stress? Cognitive behavioural assessment is a continuous process of evaluation and monitoring during the length of therapy. According to Kirk (1994) there is a clearly set process to follow aiming to reach agreement with the client about what is the target problem; then to obtain enough detailed information about what factors are responsible for the continuity of the problem and then a process of change with high client involvement. Often clients come for a CBT assessment without any prior knowledge and it is useful to illustrate the main aspects of CBT. Primarily cognitive behavioural therapy assumes that a person’s feelings and behaviour are influenced by his thinking therefore emotional problems are the outcome of debilitating, negative and unrealistic thinking and therapy starts by increasing the person’s awareness of their debilitating thoughts and changing them. CBT is a combination of cognitive therapy, behaviour therapy and learning in way that explains thoughts, feelings and behaviours as the outcome of learning. This learning can be changed so people can change their old learning and gain new ways of thinking, feeling and behaving. Social learning is one approach to learning that postulates people learn by observing what others (role models) do and say (Bandura, 1986). Social learning theory attributes my computer anxiety and stress to when my father was teaching me how to use a computer and he wasn’t patient with my progress. Taking into account that in social learning theory rewards reinforce behaviou r for me then the absence of rewards and the punishment received for not learning by my father to use the computer made me computer averse and anxious. Datttilio Padesky (1990) showed how CBT is a holistic approach because it considers thoughts, feelings, behaviour, social environment, personal history and physiology that influence my computer anxiety – stress. Further, Beck (1995) described CBT as a procedure of guided discovery where the client discovers methods and techniques that will help them to identify and address their debilitating thoughts. The guided discovery works by the client having certain ‘homework’ to complete between CBT sessions in order that he understands which of his thoughts are based on reality he experiments by behaving in different ways that test the reality of his thoughts and he can discover which thoughts are true based on experience instead of mere assumptions. While discovering true thoughts based on his experiential learning the client is encouraged to learn new skills and behave differently in order that his behaviour matches his true thoughts. The assessment of my computer anxiety and stress was done by a behavioural interview and a stress assessment questionnaire (see appendix 1) followed by self-monitoring information. According to Kirk’s (1989) cognitive behavioural assessment framework during the first stage of assessment in the interview the questions I was asked aimed to capture exactly what I feel, think and how I behave when I suffer from computer anxiety – stress. A list of typical situations in which I became anxious and stressed at various degrees was made (see appendix 2). Having discussed my problem then the onset of my anxiety and my stress towards using computers was investigated taking into account the first time I remember being anxious towards using the computer, how it continued and the predisposition to anxiety. My anxiety was measured as a general anxiety – stress concept on Selye’s (1974) classic questionnaire (see appendix 1). I said how my anxiety to use computers started since my father tried to teach me as a teenager with strict rules and impatience. Since then I always felt apprehensive, anxious and sometimes stressed out when having to use a computer especially of others are looking to see how I’m getting on. Aiming to gain enough detail about the content of a problem, cognitive behavioural assessment focuses on the interaction of four ways of responding to a situation: cognitive; emotional; behavioural and physiological (Kirk, 1989). I was asked to remember a recent situation that I felt anxious and/or stressed when having to use a computer and describe what I was thinking (cognitive), feeling (emotional), did or said (behavioural) and any changes on how my body felt. I remember how two days ago I was asked by my tutor to attend a computer class because he thinks if I get to practice using computers I will feel less anxious about them. I became stressed out when the whole class looked at me because my computer was making a loud noise tha t wouldn’t stop because I pressed something. I discovered that although I could remember what I felt (emotional) what I did (behavioural) and how sweaty my hands were (physiological) it was difficult to remember what I was thinking. Because of that my ‘homework’ was to start using a self-monitoring anxiety diary. Self-monitoring information is often used to enhance the effect of behavioural interviewing because it provides the opportunity to describe a problem (my computer anxiety) over time getting specific information about every time I experienced computer anxiety. That makes it also possible to see how often I have computer anxiety. I was asked to record the situation that provoked my anxiety, when it happened and my response using the four systems (thoughts; emotions; behaviour; physiology) as soon as possible after the event for a week. A 0-10 rating scale was also used to measure the intensity of my anxiety (see appendix 3). Beck (1995) describes homework as an essential part of cognitive behavioural therapy and as a way to emphasise its collaborative and self-help principles. This anxiety diary was useful in examining my problem with sufficient detail becoming able to point out what might be holding my problem in place using two ways: a cognitive ABC (Antecedent-Belief-Consequence) model and a behavioural ABC (Antecedent-Behaviour-Consequence) model. Trower et al., (1988) illustrated the cognitive ABC model explaining behaviour in terms of processes that take place between an environmental stimulus and behaviour. According to this model something happens and then the client focuses his attention on it and this is called Antecedent (A). Then the interpretation of what happened occurs in the form of a belief (B) and a consequence (C) which may involve a behaviour and feeling(s) (see appendix 4). On appendix 3 a number of trigger situations are listed during the week of self-monitoring. The analysis of these situations using a cognitive ABC model identified a pattern of common thought processes linking the triggering event and my anxious-stressful consequence (see appendix 4). I also used the behavioural ABC model, based on operant conditioning (Skinner 1974 in Glassman, 2000) to examine why I repeatedly get computer anxiety (see appendix 5). Similarly to the cognitive model there is an antecedent (A) then the behaviour (B) response to the event and the consequence (C) is the outcome of the behaviour. The negative reinforcer I noticed is avoiding the use of computers when asked to use them which then follow negative self-talk about not being able to master the use of a computer. I found this model less useful because of its superficially descriptive nature it does not account for thoughts. Motivation to change Miller (1983) claims that a clients motivation to change is represented as a comparison between the advantages and the disadvantages of changing because both continuing and changing a behaviour is a choice having pros and cons. I’ve done that (see appendix 6). Then I considered Prochaska. DiClemente’s (1986) model of behavioural change where the client develops from an initial precontemplation stage (with no thoughts of change) to contemplation (where the client evaluates advantages and disadvantages of changing); to preparation (where planning and commitment occur) leading to taking action towards behavioural change. If the client takes action(s) to change their behaviour then they progress to maintenance (where efforts focus on long-term change). I discovered that I’m in the contemplation stage having done the comparison between the advantages and the disadvantages of eliminating my computer anxiety it is obvious that advantages are more than the disadvantages. Plan of interventions for eliminating computer anxiety I considered several possible solutions to eliminate my computer anxiety and have discussed with my doctor the possibility of taking medication to free myself from anxiety symptoms (e.g. palpitations) when thinking of computers and when addressing them. I will do: 1. Controlled breathing technique 2. Deep muscle relaxation 3. Set smart goals in order that I get one-to-one help with learning to use computers 4. Progressive relaxation 5. Self-monitoring Evaluation CBT is a very useful approach for dealing with stress because it offers clear methods to support clients by observing, analysing and learning coping skills to deal with anxiety. The use of medication to provide relief from anxiety symptoms can be combined with CBT in order to maximise the short-term outcome. Essential for CBT is the therapeutic relationship to have empathy, trust and respect so that the client does homework between sessions and feels empowered to help themselves. It is beyond the scope of this project to evaluate the therapeutic relationship. However, I certainly developed a self-help attitude and became more aware of my thought, behaviours, feelings and physiology during computer anxiety events having progressed through the Cycle for Change. I need to develop further my motivation in terms of smart goal setting with times, milestone, have a support network and reward myself for achieving milestones and the goal of eliminating computer anxiety. Conclusion Having implemented self-monitoring I discovered that by dominant behaviour is to avoid the use of computers but that does not eliminate my computer anxiety. This is a valuable insight also about the key role my thought processes have in suffering from computer anxiety. The plan to use relaxation techniques; design of smart goals and have one-to-one supportive advice when dealing with computers is what I’ll do in addition to self-monitoring in order to conquer my challenge of computer anxiety. This project provided me with more thorough understanding of CBT assessment and therapy which I will use in my life and at my clinical practice. References Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. Beck, J. S. (1995). Cognitive Therapy: Basics and Beyond. New York: Guildford Press. Datttilio, F.M. Padesky, C. (1990). Cognitive Therapy With Couples. New York: Guilford Press. DeLoughry, T. J. (1993). Researchers Say ‘Technophobia May Afflict Millions of Students’, The Chronicle of Higher Education, 28 April, 25-26. Howard, G. S. Smith, R. D. (1986). Computer Anxiety in Management: Myth or Reality? Communications of the ACM, 29, 611-615. Kirk J. (1989). Cognitive behavioural assessment. In Hawton, K. Salkovskis, P. M. Kirk, J. and Clarke, D. M. (1989) editors. Cognitive Behaviour Therapy for Psychiatric Problems. Oxford: Oxford University Press, 13-51. Kirk J. (1994). Cognitive Behavioural Therapy for Psychiatric Problems. Oxford: Oxford medical publications. Malmo, R. B. (1959). Activation: a Neurophysiological Dimension. Psychological Review, 66, 367-386. Miller, W. R. (1983). Motivational Interviewing with Problem Drinkers. Behavioural Psychotherapy, 11, 147-172. Prochaska, J. O. DiClemente, C. C. (1986). Towards a comprehensive model of change. In Miller, W. R. Rollnick, S. Motivational Interviewing: Preparing People for Change. New York: Guilford Press. Selye, H. (1974). The Stress of Life. New York: McGraw-Hill. Skinner, B. F. (1974). About Behaviourism. London: Cape. In Glassman, (2000) Approaches to Psychology. London: Open University Press, 25-47. Smith, B. Caputi, P. (2001). Behaviour and Information Technology, 20,Number 4, 1 July, 9, 265-273. Szabo, S. (1985). The Creative and Productive Life of Hans Selye: a Review of his Major Scientific Discoveries, Experientia, 41, 564–567. Tseng, H. M., Macleod, H. A. Wright, P. (1997). Computer Anxiety and Computerised Versus Paper and Pencil Assessment of Induced Mood Change. Computers and Human Behaviour 13, 305-316. Appendices Contents Appendix 1: Danger Signs and Symptoms of Stress, Selye (1974) Appendix 2: Typical situations that I’m anxious – stressed when using a computer Appendix 3: Anxiety diary Appendix 4: Cognitive ABC model Appendix 5: Behavioural ABC model Appendix 6: Motivational change – advantages disadvantages Appendix 1: Danger Signs and Symptoms of Stress, Selye (1974) The following checklists are not precise enough to provide an accurate assessment of you but they can be a beginning point for reflection. If you have more than two of these physical signs, you may be placing your body under high risk from excessive stress. More than four of the following mental symptoms (or a total of four physical and mental symptoms) also indicate that you are a high-risk candidate from excessive stress. Summary scores Appendix 2: Typical situations that I’m anxious – stressed when using a computer When I: Try to navigate through different programs Have to do something (I don’t know what) because the computer crashes Try to use the keyboard Place the cursor on a program icon to open it Should write an essay on Word Have to use the computer in front of others Attend a class to learn to use the computer Appendix 3: Anxiety diary Appendix 4: Cognitive ABC model Appendix 5: Behavioural ABC model Appendix 6: Motivational change – advantages disadva

Do We Have Souls? :: essays research papers

Do We Have Souls? On the question of 'Do we have souls' and 'Can they survive after death', this writer will attempt a reasoned explanation and defense of my views to this philosophical question. After careful explanation of my own views , thoughts, and careful examination of the selected materials for this paper; I have come to this conclusion: unlike the problem of free will, the question of human beings having souls and their survival after the physical body is deceased, is not an easily argued topic. The problem of free will [as an example] can be more rationally discussed and analyzed through tangible means such as patterned and learned behavior and its like, but in dealing with the question of souls and in accepting their existence, it is an intangible thing which cannot be proved or disproved [at least as long as the physical body is existing]. This writer believe that a discussion , no matter how seemingly rational or even irrational is purely speculation and can have no real physical proof of that existence. Of the read philosophers on this topic, all are speculatory in their attempt to prove, disprove, or even clarify their position of the topic in question. This writer will first contribute his own speculation and proceed to explore the selected philosophers material on this subject. Though it first must be said that most of the read material is or seems to be question-begging and therefore leads only to more questions from myself. The question of having souls and their existence after the physical body is deceased has always been on men's minds. From the first beginnings of written history from the Ancient Near Eastern civilizations [Egyptians, Mesopotamian] , men [people] have always regarded the afterlife and the question of souls. It was not given much philosophical thought until the ancient Greek sophists, in the decline of their city-states that this topic was explored, but not only explored but started to gather acceptance among the people. Again, only when 'physical' life was becoming less cherished due to the decline and unhappiness with their earthly surroundings. Though the Hebrew people spoke and thought of an afterlife for their spirit, it was really not until widespread Christianity came about, and again this was at the time of decline of the Roman Empire. My initial point being that the idea of souls and their existence seemed to grow stronger at times of great depression or strife [much like when people pray to God when they only need something]. It was then that faith and hope for a better

Teaching Philosophy :: Education School Essays

Teaching Philosophy Children are our future and it has been a dream of mine to guide them into the right direction by the way of a good education. Having two children of my own, and preparing them for school, prompted me to want to achieve my goal of teaching. Watching their faces beam with pride as they learned something new, made me so proud. Teaching them preschool activities required research in knowing what I should teach to prepare them for elementary school. I used workbooks that I purchased from stores and I printed out worksheets from the Internet to help them learn. I considered myself a traditionalist; I directed the activities and had emphasis on a core curriculum that I planned for daily. After seeing them succeed from my teaching efforts, I decided I wanted to help other children succeed. I believe the purpose of education is to gain knowledge and to know how to use it to be successful in life. Without an education, a productive life cannot be had. I hope that I can always instill in my students the desire to want to know more and therefore become more knowledgeable. I want them to be excited about learning and not to look at school as a punishment. I want them to realize every goal they may have can be reached through a good education. I want to see all of my students succeed and I want them to know that I will do anything to help them. Anytime a student should need my guidance, I will do my best to help. I want them to not only gain knowledge, but to also have self-confidence and to be proud. I know, from experience, when a child is struggling in school, their self-confidence is low and their grades will reflect it. However, when a child finally grasps the knowledge he needs, his self esteem will soar as well as his grades. It's so important that s tudents feel good about themselves and I want to make sure I can do my part in making sure that happens. My classroom will reflect a realist philosophy. I will have a linear seating arrangement and they will all face the blackboard. Teaching Philosophy :: Education School Essays Teaching Philosophy Children are our future and it has been a dream of mine to guide them into the right direction by the way of a good education. Having two children of my own, and preparing them for school, prompted me to want to achieve my goal of teaching. Watching their faces beam with pride as they learned something new, made me so proud. Teaching them preschool activities required research in knowing what I should teach to prepare them for elementary school. I used workbooks that I purchased from stores and I printed out worksheets from the Internet to help them learn. I considered myself a traditionalist; I directed the activities and had emphasis on a core curriculum that I planned for daily. After seeing them succeed from my teaching efforts, I decided I wanted to help other children succeed. I believe the purpose of education is to gain knowledge and to know how to use it to be successful in life. Without an education, a productive life cannot be had. I hope that I can always instill in my students the desire to want to know more and therefore become more knowledgeable. I want them to be excited about learning and not to look at school as a punishment. I want them to realize every goal they may have can be reached through a good education. I want to see all of my students succeed and I want them to know that I will do anything to help them. Anytime a student should need my guidance, I will do my best to help. I want them to not only gain knowledge, but to also have self-confidence and to be proud. I know, from experience, when a child is struggling in school, their self-confidence is low and their grades will reflect it. However, when a child finally grasps the knowledge he needs, his self esteem will soar as well as his grades. It's so important that s tudents feel good about themselves and I want to make sure I can do my part in making sure that happens. My classroom will reflect a realist philosophy. I will have a linear seating arrangement and they will all face the blackboard.

Principles of Communication in Adult Social Care Settings

Assignment 301 – Principles of communication in adult social care settings. Ai) Identify four different reasons why people communicate. .Create and maintain relationships .To teach and to learn .To share opinions .Feelings and emotions Aii) Describe two ways how effective communication can affect relationships in an adult social care setting between individuals using the service, their carers, colleagues and other Practitioners. Effective communication is essential in building a meaningful relationship between the resident and the carer as it can help build trust and respect.Effective communication is fundamental in regards to the resident’s needs and preferences and to ensure they are met. As a carer i would discuss the options available to the resident to allow them to make an informed choice in regards to their care. Aiii) Using the table below, identify three ways of finding out the communication and language needs of an individual. For each method, describe how eff ective it is at establishing the needs of the individual. METHOD| HOW EFFECTIVE IS THIS METHOD? | Asking/Observing theIndividual. Asking/Observing is probably the best way of establishing the individual’s communication and language needs as this would immediately allow me to establish their usual language, if they are visually or hearing impaired etc. | Check the Care plan for the individuals communication needs. | The Care plan can be a good source of information on the needs of the resident, but if documented incorrectly due to human error this method becomes ineffective. | If the first two don’t provide you with the needed information you could ask resident’s family, friends, doctor or other professionals who have worked with the individual. This is another effective method, only to be used if the first two fail. | Aiv) Describe three factors to consider when promoting effective communication. .Does he/she have any equipment to aid them in communicating e. g. glasses, are they clean and are they the correct proscription? Hearing aids are they switched on, does it need new batteries and is it fitted correctly. .People suffering from dysphasia might get frustrated when trying to communicate. They might have difficulties finding the correct word so patience is required. .Is the area free from noise and distractions, and can the individual clearly see and hear you?Av) Describe three verbal and three non verbal communication methods and styles that a social worker may use in the adult care settings. VERBAL| NON VERBAL| Expression of emotions (nonspoken)e. g. grunts of exasperation, screams of pain or delight, cries of sorrow, whimpers or utterances of joy| Facial Expressionfacial expressions for happiness, sadness, anger and fear are similar throughout the world and are a huge proportion of nonverbal communication| Written CommunicationWriting is considered a form of verbal communication because words are involved. GesturesCommon gestures in clude waving, pointing, and using fingers to indicate numeric amounts. | Oral CommunicationWhen people speak face-to-face, via the phone or by webcam, it's considered verbal communication| Involuntary nonverbal communication Movements and attitudes that show how people feel. | Avi) Explain why it is important to respond to an individual’s reactions during communication. Shows you have respect for the individual and that you are truly interested and listening to what He/she is saying. Avii) Explain how an individual’s background can influence the way they communicate? Read also: â€Å"Advice About Communication†Individual’s backgrounds, customs and beliefs differ and may make communication a challenge, in some cultures for example, children are not allowed to speak to certain adults. Other cultures don’t allow women to talk to men they do not know. Life events can also influence the way people communicate. A person who has suffered a stroke might find it challenging to communicate verbally. A person who has previously been abused might be withdrawn and have difficulties communicating what they want. Aviii) Identify three examples of barriers to communication and explain how you could overcome each barrier?BARRIER| HOW IT CAN BE OVERCOME| Physical barriers| Physical barriers such as noise and temperature are easily overcome, try turning off the television or radio or setting the room to a more comfortable temperature. | Physiological barriers| Ensure any aids the individual needs to communicate are made available and are workin g correctly. | Psychological barriers| An individual suffering from dementia may sometimes struggle to communicate their wishes, in this situation I would reassure the individual Simplifying my words and speaking clearly and slowly giving them time to ask me questions and respond. Aix) Describe two strategies that you could use to clarify misunderstandings. .Ask the individual to repeat what you have told them to confirm their understanding. .Ask the individual questions to determine their understanding. .One way of preventing the misunderstanding in the first place is to refer to the individuals care plan to determine his/her preferred mean of communication Ax) A social care worker wants to enable more effective communication with Individuals using the service. Explain how they could access extra support or services that may be helpful.If a service user is demonstrating hearing difficulties, they could be referred to a general practitioner for a hearing test to determine whether or not the individual needs a hearing aid. Also if a service user is demonstrating visual difficulties could be referred to the opticians. Service users that have previously suffered a stroke may have difficulty producing and using speech, they may need a referral to Royal College of Speech and Language Therapists www. rcslt. org. uk Task B Case StudyYou are a social care worker and a service user, Hannah, tells you that she is unhappy taking her new medication. She thinks she does not need it and so she is throwing it away. You know from her care plan that Hannah does need to take the medication regularly and gets confused. Hannah begs you to keep this confidential and not tell anyone especially her daughter, who she sees regularly, as her daughter will be very angry. Bi) How would you explain the term ‘confidentiality’ to Hannah? I would first establish Hanna’s capacity and try to explain it in a way she would understand.I would try to explain to Hannah that I wo uld respect her right to privacy and would uphold my confidentiality as long as it was in her best interests as I have a duty of care towards Hanna. Bii) Describe the possible tensions that may arise between telling others of Hannah’s decision and keeping this information totally confidential. In telling others of Hanna’s decision to discontinue taking her medication it could leave Hannah feeling betrayed and could cause Hanna to stop trusting me. It would be wrong not to inform my Manager/GP as I have a duty of care to Hannah.Bii) Describe ways to maintain confidentiality in day to day communication. To maintain confidentiality I would ensure all handovers of service users information was done in private and in an unused room as not to be heard by others. Also by ensuring daily progress notes and care plans were secured in a locked cupboard. Biv) Explain when and how a social care worker should get advice about confidentiality. If a service user asked me to keep certa in information confidential and I was unsure of what to do, I would read the policies and procedures or speak to my manager to find the correct course of action.