My Beliefs and Values

‘My Beliefs, Values, and Clinical Gestalt with Individual’s and Systems’ Paper Ariele Henderson University of Phoenix CERTIFICATE OF ORIGINALITY: I  certify that  the attached  paper,  which was  produced for  the class identified above, is my original work and has not previously been submitted by me or by anyone else for any class. I further declare that I have cited all sources from which I used  language, ideas and information,  whether quoted  verbatim or paraphrased, and that any and all assistance of any kind, which I received while producing this paper, has been acknowledged in the References section. This paper includes no  trademarked material, logos, or images from the Internet, which I do not have written permission to include. I further agree that my name typed  on the line below is intended to have, and shall have the same validity as my handwritten signature. Student's  signature (name typed here is equivalent to a signature):   _________Ariele Henderson__________________ ___ ‘My Beliefs, Values, and Clinical Gestalt with Individual’s and Systems’ Paper When it comes to being a human services worker there are many needed attributes. A human service worker’s beliefs, values and clinical gestalt play very important role in how they treat and assist clients. Human service workers strive to put their clients at ease, and to help them meet their needs. Through the text exercises and classrooms discussions I have learned that there are many things that I need to work on in order to ensure that I will be an effective and productive social worker. In the exercise â€Å"Clients I might find hard to accept† I learned that it is not for me to agree or disagree with their beliefs, but it is for me to try to see things through their eyes in order to assist them properly. The goal of every human service professional is to help those in need. To do these human service professionals must not push their beliefs or values onto their clients. I will come across clients that come from different backgrounds, environments, and who different beliefs and values. None the less they are human and should be treated as such. One must keep an open mind when working with clients. When doing so clients will feel respected, confident, and comfortable. Human service professionals must learn, and grow from past experiences. A Human service professional’s repose should be calm, exhibit reliability and confidence. Clinical repose is an area that I need to work on. I need to be able to ensure that I can remain calm, regardless of what is occurring around me, or in my personal life. Large societal and system contexts, lead to immediate contexts. It is always good to know where a problem comes from, in order to find a solution that will be beneficial. Dillon & Murphy (2003) states: The clinician's anchored and relaxed presence acts as an island of calm and allows the client to stay self-focused without being distracted by the clinician's needs or anxieties. This repose is central to supportive presence. It provides a clear but unobtrusive holding environment for the work and the relationship. Clients come to know that they can count on the clinician to remain centered and steady regardless of events and developments. Even in the face of the unexpected, clinicians try to remain as calm and reliable as possible (p. 1). My personal and professional assumptions about clinical helping and their relationships to my beliefs, values, past experiences, familiar and cultural background are: that in clinical helping one must see value for the lives, health, and well being of others. In clinical helping one can learn from past experiences, from an individual’s cultural background, and maybe by even changing one’s values after learning and forming a connection with clients. Before this course I was under the impression that my beliefs, and values have no place in the human services field, I thought that leaving them out would be best for my clients, I have learned otherwise. I have come to the realization that one’s values and beliefs are what make them an excellent human services worker. Human service professionals have a genuine concern for other people. When seeking employment in the human services field, future employees look for agencies that share their beliefs and values. I would find it very difficult to work with staff members who do not try to the best of their ability to help clients due to differences in values, beliefs, backgrounds, or preconceived ideas. The National Association of Social Workers (2009) states that an ethical principal for social workers is that: Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible self-determination. Social workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession (p. 1). Insights that I have gained about the strengths, I have are that my strengths in listening, and open my mind to the views of my clients are needed strengths, and will be beneficial to me and my clients. There are some areas in which I have determined that I need to work on further. I need to be more aware of the gestures that I am making, and my facial expressions, so that my clients will feel comfortable, and place their trust in me. I also need to find a way to use my values and beliefs to assist clients, but not to form my opinions, or influence decisions. Dillon & Murphy (2003) acknowledges that: Individual values are cherished beliefs that develop in the context of family and sociocultural influences. Clinicians may value anything from personal autonomy to personal hygiene and can find themselves dismayed or offended by clients who do not share their value systems. As clinicians, we need to be aware of our values and how they influence our responses to clients in ways that may leave them feeling unaccepted. Clinicians must be dedicated to being nonjudgmental—unconditionally accepting people for who they are without necessarily accepting all their behaviors. The clinician's nonjudgmental stance leaves clients free to confide openly and honestly without fear of rejection, shaming, or reprisal. As we work with clients and are exposed to diverse situations and beliefs, we often find that our values are challenged and changed. A side benefit of clinical work is that our lenses are inevitably widened so that we both see and appreciate more of the world beyond our own. We ourselves stretch and grow through exposure to differences (p. 1). Human service professionals must be able to put their feelings aside in order to serve the client. It is our ethical responsibility to not let our beliefs and values get in the way of our decision making. It is up to the social workers to ensure that their clients feel comfortable, respected, and that they have confidence in them as a change agent. I believe that I have a lot to learn, and a lot of areas that I need to work on, but with practice and awareness I will go far. Reference Dillon & Murphy (2003) Interviewing in Action: Relationship, Process, and Change. Retrieved December 14, 2009, from e-books chapter 4 University of Phoenix National Association of Social Workers (2009) Code of Ethics of the National Association of Social Workers. Retrieved December 14, 2009, from www. socialworkers. org/pubs/Code/code. asp Rankin (n. d. ) Motivational Interviewing in Human Services. Retrieved December 14, 2009, from http://www. media. ncrtm. org/presentations/ARCA_50/ppt/rankin. ppt

Impact of Electronic Information on Individuals & Society

In this report I will discuss the impact of electronic information on individuals and society. I am going to talk about how the ways people access information has changed and how new technologies have played a part in this. Firstly I will talk about how increased availability of electronic information has changed mine and my family’s daily lives. Then I'll consider how this has affected the older generation, in particular, the elderly.After that, I’ll explore some of the ways organisations these days communicate with individuals and society, and finally I'll talk about people who do not have access or don't want to have access to the internet and the possible consequences of this. Over the past few years the amount of information I receive from paper-based information sources has decreased dramatically while electronic information is becoming more and more significant to mine, and my family’s daily lives. On a daily basis I access many different types of electron ic information such as text messages, internet and television.All these things have a huge impact on me and my family. For example, if I want to meet a friend, first of all I text them to find out if they’re at home and are not busy, while not so long ago when I didn't have a mobile phone I would go to their house and find out if they were at home, which isn’t very time efficient. Another example of how increased availability of electronic information has changed my life is the way I find the information I need. Not so long ago I was searching for information I need in paper-based sources such as books, newspapers and magazines.While now I mostly use the internet, and a search engine such as Google for searching for information. But the problem with search engines is that you have to be very accurate and know exactly what kind of information you want to find, otherwise you may not find what you need or not exactly the kind of information you need. I sometimes also watc h the television; television provides light entertainment, education and information. It means that I can be kept up to date with what is going on in the world by watching the news, or alternatively can be kept amused.In the rapidly aging population, the elderly are called upon to adapt to new technology and the demands of modern society. It is widely accepted that elder individuals show low adjustment to new technologies compared to younger generations, either because they do not have the technological experience or because of their current health status. At their effort to use new technologies, they usually face many difficulties related to the complexity of new technology. Other contributing factors for this low adjustment to new technologies are the lack of incentives, economical obstacles, digital skills and appropriate training.A commonly held view is that the market is not currently investing enough on innovations for the elder users, such as comprehensive and user-friendly s ervices for healthier living conditions. In addition, many products and services often are not appropriate to the needs of elder users, exacerbating the sense of frustration and leading to dependence on other people. The main sources of information for the elderly are the internet, thematic television channels and magazines.In their effort to take greater responsibility for their personal health, physical status and independent living conditions, the elderly users need to be more informed through the use of these sources. Technology may involve the use of most simple everyday electrical appliances (TV, kitchen, vacuum cleaner, dishwasher, etc. ) or other more complex machines (ATMs, PCs, mobile phones etc. ) This widely accepted use of new technology by the elderly population has a beneficial effect on their quality of life. More and more organizations are equipping the use websites to advertise themselves.When an organization has a website, they suddenly have a home base for the me ssages their customers have to share with everyone. They can take that to the next level by branching out and allowing their customers to sign up to be on an e-mail list on their website. They can then send potential customers updates for the latest deals, blog posts, and more. Although e-mail is a valuable communication tool, its widespread use in academic and business settings has introduced some new challenges for some people. I believe every business needs to use technology to gain competitive advantage.In today’s world, time and efficiency are very essential factors in business growth, so if you want your business to survive in this technologically demanding century, you will need to use technology. The type of technology used in business varies, as they do not all have the same needs of technology; it can be used for communication, manufacturing, packaging, quality control, record keeping, accounting, human resource management, data security, decision making, used to im prove customer service, business marketing and promotion and more.Because it is a relatively new form of communication, basic social conventions for writing and responding to e-mail are still being worked out. Miscommunication can easily occur when people have different expectations about the e-mails that they send and receive. In addition, e-mail is used for many different purposes, including contacting friends, communicating with professors and supervisors, requesting information, and applying for jobs, internships, and scholarships.Depending on your purposes, the messages you send will differ in their formality, intended audience, and desired outcome. The individuals who do not have access to the internet, do not know how to use it, or simply do not want to use it are being deprived of the benefits, social opportunities, and time saving methods the internet provides. This further segregates certain groups of society. For example, most uneducated people probably do not have access to the internet, and if they did, they would not be able to use it as efficiently as more educated people.The internet has changed the way we live, interact with others, and go about our daily lives. Social interaction no longer relies on physical location, which has many implications that sociologists are interested in studying. As a relatively new invention, we have yet to see the full implications and effects that the internet has on societies around the world. This opens up an entirely new and exciting field within sociology and it will be interesting to see where it takes us.

Thomas Hobbes State of Nature

Thomas Hobbes’ â€Å"State of Nature† argument: Morality as a prerequisite for peaceful social co-existence I have chosen to write about what Thomas Hobbes’ calls â€Å"The State of Nature† and how morality is needed in order to maintain peace among different societies. I will begin by briefly describing â€Å"The State of Nature† argument and illuminate some of the basic features within this theoretical situation. Then, through the use of excerpts from Hobbes’ book The Leviathan I will give specific facts regarding the conditions of human life as expressed within the state of nature.Next, I will demonstrate how these specific facts caused Hobbes’ to conclude that human life within the state of nature will be ruled by constant fear of other people, otherwise known as the â€Å"state of war†. I will then offer solutions for individuals to escape such an unpleasant situation because the majority of humans would find that life unde r constant fear of being harmed is unacceptable. Next, I will discuss James Rachels’ beliefs concerning the two fundamental conditions that would ultimately allow people to escape the state of nature by enabling individuals to work together.Lastly, I will explain why by putting these two fundamental conditions in place it amounts to an agreement, known as the social contract, between people to obey the basic rules of morality; I will also define the term social contract. The state of nature argument suggests that people would naturally do whatever was necessary to obtain their wants and desires without considering the consequences of their actions; there are no innate moral values that control people’s actions nor is there pure good or evil.Hobbes’ writes that morality solves the issue of societies’ tendency of self-interest and is needed in order to promote a healthy, peaceful environment for all people (Rachels, 80). Hobbes’ believed that life in this manner would be short, hard, and nasty. He dreaded a life in which there would be â€Å"no industry, no society, no commodities, no letters, no arts, and no account of time† (Rachels, 81/Excerpt from The Leviathan). There are four basic facts about life which according to Hobbes’ would make life awful; they are the equality of need, scarcity, the essential equality of human power, and limited altruism (Rachels, 81).More specifically, these four facts highlight that all humans require the same basic things in order to survive such as food and shelter however the world is not equipped with the proper amount of these needed resources to supply all beings with and no one individual is entitled to a larger share of these goods than another human being because everyone is capable of being overpowered or outsmarted; lastly, this poses an issue because everyone will put the needs of themselves above others in times of conflict so all human beings must be able to stand up for themselves.No one person is ever more powerful than another human being however a person’s desire to power others poses a major concern; Hobbes’ believes that human life within the state of nature will be ruled by constant fear of others. Hobbes’ states that the worst result, stemming, of the state of nature argument is the â€Å"continual fear and danger of violent death† (Rachels, 81/Excerpt from The Leviathan). Hobbes maintained that the constant back-and-forth mediation between the emotion of fear and the emotion of hope is the defining principle of all human actions. Either fear or hope is present at all times in all people.In a famous passage of Leviathan, Hobbes states that the worst aspect of the state of nature is the â€Å"continual fear and danger of violent death. † In the state of nature, as Hobbes depicts it, humans intuitively desire to obtain as much power and â€Å"good† as they can, and there are no laws preventing the m from harming or killing others to attain what they desire. Thus, the state of nature is a state of constant war, wherein humans live in perpetual fear of one another. This fear, in combination with their faculties of reason, impels men to follow the fundamental law of nature and seek peace among each other.Peace is attained only by coming together to forge a social contract, whereby men consent to being ruled in a commonwealth governed by one supreme authority. Fear creates the chaos endemic to the state of nature, and fear upholds the peaceful order of the civil commonwealth. The contract that creates the commonwealth is forged because of people’s fear, and it is enforced by fear. Because the sovereign at the commonwealth’s head holds the power to bodily punish anyone who breaks the contract, the natural fear of such harm compels subjects to uphold the contract and submit to the sovereign’s will.

Do some background research into the UK poplulation. E.g. size, social Essay

Do some background research into the UK poplulation. E.g. size, social and ethnic background - Essay Example Figure 2 shows the 2011 census ethnic group breakdown in the UK. White (87.2%) is the major ethnic group, followed by Asian/Asian British (6.9%), black / African / Caribbean / Black British (3.0%), Mixed/multiple ethnic groups (2.0%) and other ethnic group (0.9%) (Office for National Statistics, 2013 A). According to the 2011 census, all usual residents aged 16 to 74 in employment the week before the census was about 29.84 millions (Office for National Statistics, 2013 B). Figure 3 shows the 2011 census occupation and local authorities breakdown in the UK. About 17.3% of the people were in professional occupations, followed by Associate professional and technical occupations (12.6%), Skilled trades occupations (11.6%), Administrative and secretarial occupations (11.5%), Elementary occupations (11.2%), Managers, directors and senior officials (10.5%), Caring, leisure and other service occupations (9.42%), Sales and customer service occupations (8.56%), and Process, plant and machine operatives (7.3%). The GDP per capita is about $37,300. The median age of the UK residents is 40.3 years. The male residents’ median age is 39.1 years and the female residents’ age is 40.3 years. The male to female sex ratio is about 0.99. The population growth rate is about 0.55%. The birth rate is 12.26 births per thousands and death rate is 9.33 deaths per thousands. The mother-maternal mortality rate is 12 deaths per 100 thousand live births. The infant mortality rate is 4.5 deaths per thousand live births. The life expectancy at birth is 80.29 years with male life expectancy at birth being 78.16 years and female life expectancy at birth being 82.54 years. The literacy rate is about 99% (Central Intelligence Agency, 2014). According to BBC News (2014), the unemployment rate stands at 7.2% at the

Sunningdale Agreement Essay Example | Topics and Well Written Essays - 1500 words

Sunningdale Agreement - Essay Example The British government created Northern Ireland against the wishes of the majority of the Irish People who wanted a free and independent Irish republic. Though there are some counter claims, the victory of the Sinn Fein in the 1918 Irish Elections is a convincing indication of the people's strong republican sentiments. The 1920 partition created the first great divide between Irish nationalists and Unionists and left it festering like an open wound. (NIFR, 1984). The partition did benefit the Protestants in Northern Ireland, where they assumed the role of the majority, while the Catholics became the minority in a highly sectarian society. Discrimination against Catholics over jobs, education, and housing; violations of many of their basic rights; and Protestant apprehension over nationalist organisations and activities have only widened and hardened the differences between them. The discontent created by this situation has sparked off various protests in Northern Ireland since 1920. ... idualhighlight all possible abuses of power demand guarantees for freedom of speech, assembly and association(and) inform the public of their lawful rights." (NICRA, 1978). Sunningdale Agreement 4 "The civil rights movement drew a hostile response from the Protestant state, which saw it as a threat to its very existence." (Fitzduff, 2000). British troops landed on Northern Ireland soil in 1970 to deal with civil rights actions. Internment was introduced in 1971, and Catholics were incarcerated without being tried. This created widespread resentment. The IRA became increasingly active and received increasing support from Catholic communities. From 1970-1972, in a paroxysm of violence, almost 500 people were killed due to conflict that involved British troops, unionists, nationalists, and their paramilitary groups. By 1972, Home Rule by Stormont was replaced by direct rule by the British government. Something had to be done, and that something was Sunningdale. Sunningdale Revisited The Sunningdale Agreement provides strong assurances to Northern Ireland Unionists that the principles of consent and majority rule will preserve their dominant position in NI society. (CAIN, Sunningdale Agreement). It states that the majority of the people of Northern Ireland will decide whether they want to remain within the UK or become part of a united Ireland. Both the Irish Republic and British government guarantee that they will respect and abide by the decision of the majority. Logically, since the NI majority are Sunningdale Agreement 5 Protestant Unionists, we can expect Northern Ireland to remain within the UK for the foreseeable future under the agreement. Viewed from the other side, Catholic nationalists can expect little improvement in their situation since the

How this class has affected me Essay Example | Topics and Well Written Essays - 2000 words

How this class has affected me - Essay Example Moreover I was caused to accurately define my personal and professional roles in future practice. In this essay, I give a reflection of the course in light of the manner in which it has affected me. My reflection is based on a review and reference to the information within the readings of the course. In addition, I provide the justifications for the change of my professional roles and future plans based on the knowledge that I acquired during the course. Furthermore, I will give a detailed discussion on how the cause caused me to specifically decide to work with Child Protective Services. Anne Fadiman’s â€Å"The Spirit Catches You and You Fall Down† presents a narration of the struggles that a refugee family from Hmong culture in Laos. The book specifically describes how two different cultures collide. The scenario that is presented by the writer is within California’s health care system. In the book, the writer reveals the interaction between a Hmong child with her Doctors in America and demonstrates the social cultural problems and struggles in the provision of health care. Lia Lee is a favorite child and youngest of the Hmong family. The doctors find out that Lia is having a severe form of epilepsy. The author describes how cultural differences between the family and the American doctors acts to obstruct Lia’s treatment. ... This means that healthcare providers require understanding the culture of their patients and ensuring that it does not obstruct their moral and ethical roles of patient centered care. Barbara Myerhoff's â€Å"Number of Our Days† presents the work of a renowned anthropologist. Myerhoff was given a grant to investigate or study the process of human aging. As a result Myerhoff chose to base her study on elderly Jewish community from Venice in California. It is notable that the author and anthropologist decided that he would study and report on the indigenous community rather than on an exotic society. When reading Myerhoff’s story, I was changed by the ways in which she presents the lives and rituals of these Jewish and unique old people. More significant is the cultural value which enabled the old people to face and go through numerous problems and challenges of living. Among the problems that the author demonstrates that these old people had to face include poverty, lone liness, neglect, physical danger, poor and inadequate housing and poor health. Myerhoff’s story inspired me to play a role in helping people to overcome the problems that they face in their social environments and during care. The author depicts the agonies of aging in a manner which makes a reader to sympathize and have a desire to do something in alleviating human suffering. Through this book I appreciated the human spirit as indomitable. Moreover I was appreciative of the importance of cultural rituals in living and overcoming problems as presented by the author in wise yet funny approach. The above brief description of the two most influential readings on my life is a background to the illustration of how the anthropology cause affected me. At this point I need to

Land and water use in the USA Research Paper Example | Topics and Well Written Essays - 1500 words

Land and water use in the USA - Research Paper Example he manmade pollution of the water bodies by dumping of chemicals and intentional applications of pesticides and over the surface, certainly affects the water quality, underground or above the surface. Hence, it is necessary that use of land should suit the water available in the area, while care must be taken to avoid the contamination of water, at all levels. In addition, it is equally essential that water is not wasted, while it is used for irrigation and other purposes. This is particularly important, as the population grows and the per capita demand of water increases. However, with the limited resources of water, excess use of same for land irrigation and other purposes may leave us without sufficient drinking water. In most of the cases, the land is not used properly but misused intentionally, to maximize profits from the agricultural and industrial produce. This human activity certainly contaminates the area surrounding the particular region, along with the ground water of the area. However, the criteria for determining the magnitude of contamination of water in certain area would involve considering the process of contamination, while referring to different underground water sources. For example, the water in a well can be contaminated while the water charge for the same passes through the comminuted area before reaching the well. Accordingly, every well has a â€Å"contributing area†, which is responsible for the water quality in the well. Similarly the water bodies like streams, lakes and rivers can have contaminated water, which depends on the land use of their contributing area. The following guide map shows an indicative pattern of pollutants that occur either freely or are genera ted by manmade activities. The rainfall in the area accelerates the movement of these contaminants. The naturally moving contaminants are shown as white arrows, while the hatched arrows indicate the flow of other pollutants, resulting due to human activities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(

Introduction and Problem of Practice Research Paper

Introduction and Problem of Practice - Research Paper Example Nursing scholars have moved from developing nursing Meta theories to building theories that encounter specific problems related to nursing practice. Some of theories have been said not to cover completely nursing phenomenon. It may be argued that it is because some countries have little theoretical development. Due to this argument, many believe that the discipline of nursing is less affluent. It has also been facilitated by the transference of American nursing theories to other countries. To expand the nursing theories, theorists have gone to other countries, held conferences and participated in translation of books. Nursing theories have often been founded in the conviction that the nursing body of knowledge should be control or influence clinical practice rather than being defined by it (American Nurses Association, 2010). Nursing theories can be used in differentiating the focus of nursing from other professions (American Nurses Association, 2010). Concepts of theories have been used to guide all phases of the nursing process, including planning, implementing, and evaluating nursing care (Finkelman, 2012). In addition, they have been used in describing and explaining desired responses during practice. Nursing theories makes nurses to be focused on the goal set, hence making them more alert and confidence in their practice. They guide research; validates and modifies the theory, hence enhancing communication. Theories have been used to contribute to the development of the nursing disciple body of knowledge. Some theories are more worthy for certain situations, for example, one theory can be used to a patient in a home health care setting, whereas a patient in an acute care environment will use a different theory (Sabah, 2013). All the approaches are valid as long the nurse recognizes the value and usefulness of nursing theory as a tool for effective nursing practice. There are many theories used in the nursing field to solve problems encountered while attend ing to a patient by the professional nurses. An example of a theory to show how theories have been used in practice; Faye Glenn’s human needs theory, which was set to guide in providing human needs to those in hospital, but also has relevance for nursing care in community setting. Faye Glenn used this theory to promote the image of the nurse who was not only kind and caring, but also intelligent, adept, alert and prepared so oversee that patients receive quality services. This theory influences the nurse’s judgment in the selecting steps, in solving the patient problem and focusing in taking care of the patient. The problem facing the practice; the gap between theory and the practice in nursing has widened over the years. According to Sabah, â€Å"It is becoming difficult everyday for the nurses to administer multiple theories; this is due to conflicting knowledge they posses for use in their daily practice.† In most theoretical pieces of work in nursing, major threads of theoretical thinking are difficult to identify (Sabah, 2013). Problem in the practice that has been encountered is that, many theorists have used the term theory as interchangeable with such terms as conceptual framework, conceptual model, and paradigm. Some theories cannot be applicable when needed in the medical room to a patient (Masters, 2011). Many scholars have stated that the grand nursing theories or the conceptual framew

Article Essay Example | Topics and Well Written Essays - 1000 words

Article - Essay Example In this paper, an analysis of two articles about this biography will be done, with reference to the New York Times articles, can be considered to be the  effective  one  of the two. Janet Maslin’s article attempts to show the readers of Isaacson’s biography of Steve Jobs, that Jobs was not the nasty person that many of those who had been close to him considered him to be. She writes this article to an audience which is likely to be extremely supportive of Jobs, and which will likely be exceedingly hostile to those people who are critical of him. The purpose of Maslin’s article, therefore, is to celebrate Jobs’ life through the revelations made about him in his biography. One gathers that Maslin’s view of Jobs’ biography is highly supportive of Jobs, overlooking his faults and instead  mostly  considering  the positive aspects of his life. Maslin accomplishes her task remarkably well because she presents a Steve Jobs that was not o nly a famous man, but also a human being. The style used by Maslin in writing about Jobs’ biography leaves the reader, or audience, incredibly curious, and it is likely to encourage one to read it. The use of imagery is prevalent throughout the article, and each of the images that Maslin writes about can be considered to have a double meaning. ... It not only shows how his background helped develop his creative ability, but it also reveals those aspects of his life which made him stand out from other human beings. The positive tone of the article is also shown when one discusses Jobs’ personal life. While others would heavily criticize him for his abandonment of his illegitimate daughter, Lisa, Maslin redeems this image by stating that he later came to accept and support his daughter. The tone of the article can, therefore, be said to be positive in matters concerning both Job’s business life, and his personal life. There is extraordinarily little in the article to taint this image. The second article, by Fred Schruers, about Isaacson’s biography of Steve Jobs can be considered to be overly critical of the subject. It has for an audience who would like to see a balance between both the positive and negative aspects of Steve Jobs. Schruers criticizes the way that Isaacson wrote Jobs’ biography, stati ng that he got too close to the subject of the biography to be able to write objectively. Schruers suggests that since Isaacson was present throughout Jobs’ eventual illness, he shared too many personal moments with him, and this may have distorted his true opinion of him. The purpose of this article, therefore, is to reveal the weaknesses that are found in Steve Job’s biography. It can be said that it might even encourage a reader to study it with a pinch of salt. Schruers, in his article, also uses imagery as a way of stressing the points which he is trying to put across to his audience. At one point in the article, he states that it would have been unfair to ask Isaacson to play the role of Church Lady while interviewing

Lab report Example | Topics and Well Written Essays - 1250 words

Lab Report Example This provided input or output voltages of -10V to +10V. 2. Connect the BNC cable, shown in Figure 2 below, to Thermistor/Pressure EX J17 on the signal condition ‘pizza box’ on the side of computer cart to the pressure transducer interface box BNC connector labeled â€Å"Excitation†. 3. Capture the signal generated by the pressure transducer. Connect the Thermistor /Pressure output signal to J8 that has an SCC-FTO1 module that acquired the analog voltage and pass it into data acquisition System. 2. The instrument had a linearity of 0 .1 0 0 6, hysteresis 0.0 0 8 0 and combination of 0. 1 0 0 6 as shown in the above table 2. Maximum amplitude found on the CRO was 0.9and minimum at 0. 1 at time 0.0 0 and 1. 0 m respectively as shown in figure 6 below. Some of the data obtained deviated due to change in the environment temperature affecting the pressure of the area. This was rectified by performing the experiment under controlled environment of controlled pressure and

Counselling Theories Essay Example for Free

Counselling Theories Essay I declare that this assessment is my own work, based on my own personal research/study . I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications. I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained. 1. List three influences of the dysfunctional environment Lucy grew up in. How might these have affected Lucy as an adult? In the first example, the influence of Lucy’s father can be seen in the type of partners Lucy has chosen for her boyfriends. Lucy grew up with a father who had the disciplinary role in the family. Many of Lucy’s boyfriends have been violent towards her, she may be attracted to a partner who likes to be in control. This may be because, to her a man’s role is to dole out discipline. Lucy may be unconsciously choosing partners that model the same type of behaviour as her fathers. It would be interesting to know if many of them were also cold and distant towards her. In the second example, the influence of Lucy’s mother can be seen in how Lucy has also turned to alcohol to cope with her own depression. Lucy’s mother often found it hard to cope with life, especially when the children were younger. She allowed the eldest child Ted, to take on the responsibility of looking after the children when she felt too depressed or affected by alcohol to care. Lucy’s behaviour shows that she is finding it hard to manage her life, much like her mother did. She may be unconsciously modelling herself after her mother, in regards to how she copes with life and the issues that arise. Lucy may think of alcohol as a medication for her depression and anxiety, as she saw her mother use alcohol as a coping mechanism growing up. Lucy’s behaviour most strongly resembles her mothers, and I believe her mother has had the greatest influence and effect on Lucy as an adult. In the third example, the disruptive household Lucy grew up in has impacted on Lucy’s adult life. Firstly, in the first ten years of Lucy’s life, she was regularly exposed to her parent’s arguments and fighting. Lucy must have grown up feeling very uncertain and anxious about her life, without the nurturing support of her parents. Secondly, she must have grown up resenting her older brother for acting as a substitute parent towards her. 2. How might the sibling birth order have affected the eldest and the youngest children and how they respond to Lucy, even though they had similar modelling and reinforcement from their parents as children? Lucy’s eldest brother was the first born and often the first born child takes on the role of caretaker in a dysfunctional family unit. Ted has developed the typical characteristics of the first child in that he has taken on a leadership role within the family. Ted may feel more like Lucy’s father than her brother and this explains why he feels it is ok to voice his opinions about Lucy’s life. His role in the family has been to problem solve, so that the family functions as well as it can. Ted wants to help and care for Lucy, by offering his advice on how to solve her problems, but Lucy resents this as she sees Ted as her brother not a parental figure. Amy’s position in the birth order is the last child and so she has been sheltered from the early turmoil of the family. The last child is often protected from the reality of the dysfunctional state of the family. Amy has not had to deal with the type of problems the older two have, and does not have the same pressure that the other two have. Lucy feels that Amy does not try to control her, and so she relates better to her. 3. Suppose that Lucy’s broad goals for counselling are to stop abusing alcohol and stop repeating the pattern of abusive relationships. Outline a program of change for Lucy, including: a) Identifying the specific goals she might work towards. b) How you might apply and record reinforcement to help Lucy reach her goals? c) How you might help Lucy monitor any changes made? The specific goals that Lucy can work towards in counselling would be ‘to manage my alcohol consumption in a responsible way’ and ‘to choose a more suitable partner for a relationship’. In helping Lucy reach her goals I would encourage her to keep a diary of her behaviours and the feelings associated with these behaviours. For example Lucy could record how she is feeling the next day after drinking too much alcohol, and she could also record how she felt the next day after making the choice to abstain from drinking. She could then compare her feelings and hopefully she can find positive reinforcements to encourage her non drinking behaviour. Through keeping a diary it serves two purposes, firstly it helps Lucy identify her own successes and disappointments, and it will help clarify her own feelings  toward her drinking behaviour. Secondly it is a record that Lucy and I, as Lucy’s counsellor, can use as a reference to check on her progress in achieving the goals she has set for herself. The more the successes outweigh the disappointments the more likely Lucy will continue to modify her behaviour and improve her feelings towards herself. 4. Explain the concept of stimulus and response in counselling and describe how it might be useful in helping Lucy reach her goals. The concept of stimulus and response in counselling refers to the theory that a certain stimulus triggers a certain response in how we behave. The experiences we have (the stimulus) influences our behaviour (response). In Lucy’s case she has developed a dependence on alcohol as a response to her anxiety and depression. During our counselling I would help Lucy to recognise that she may be able to find other ways of responding to her anxiety and depression. Lucy has a learned response in regards to her feelings of anxiety and depression, which she learned from her mother. It would be beneficial for her to recognise that she can learn a new response to these issues. I would ask Lucy to think of other instances, where she has had success in overcoming an obstacle, has she tried other responses to her triggers. What has not worked in the past would also be helpful to know. 5. Explain the principles of negative and positive reinforcement and describe how they might be useful in helping Lucy reach her goals. The principles of negative and positive reinforcement are that the consequences of our behaviour is strengthened due to the type of reinforcer being used. Positive reinforcers are when we receive a pleasant consequence to a type of behaviour that encourages us to continue with that type of behaviour. Negative reinforcers are the same as positive reinforcers in the sense that we still receive the encouragement to continue with a type of behaviour but this time it is because we are avoiding an unpleasant outcome to the type of behaviour. An example for Lucy is her use of alcohol, negative reinforcement could be used to help her change her behaviour. In order for Lucy to stop abusing alcohol she needs to associate her drinking with the unpleasant outcomes of her behaviour. The use of alcohol is putting her at risk of losing her job, home and friendship. Negative reinforcement  could help Lucy recognise that by choosing to stay sober she will avoid the unpleasant consequences of putting her job, home and friendship at risk. Positive reinforcement could be used to help Lucy recognise that by choosing to stay sober, her work life will be more pleasant if her bosses notice she is showing up on time. Her home life will be more secure if she pays her rent. Her friendship will become stronger if she is seen to be working towards change. 6. Explain what is meant by negative punishment and negative reinforcement and suggest how these principles might have impacted on Lucy in the past. Negative punishment is when a particular pleasantry has been taken away as punishment for the type of behaviour being displayed. Negative reinforcement is when we stop or avoid a particular behaviour due to receiving a negative outcome to our behaviour. In Lucy’s case she has received a formal warning at her workplace, this means that she could be in danger of losing her job if she continues with this type of behaviour. She is also in danger of losing her home due to being behind in her rent, and losing her friendship with Jacquie who is her only real friend. These are all examples of the negative punishments Lucy has incurred due to her behaviour. During counselling it may be beneficial for Lucy to make the connection between her behaviour and the negative punishment she will receive as a result. Using negative reinforcements would help Lucy to avoid the behaviour, she can choose to avoid using alcohol as a way of avoiding the unpleasant outcomes this choice brings with it. 7. Explain how influences from environmental modelling in Lucy’s life as an adult could help or hinder her in reaching her goals. Helping Lucy to identify who her role models have been, and who they are now, will help Lucy have a better understanding of why she responds to certain situations in the way that she does. In the past I believe Lucy’s mother has been the most influential person in Lucy’s life. Lucy has grown up observing her mother’s behaviour, this type of modelling has taught Lucy how to respond to stressful situations. Identifying with new role models in her adult life, can help Lucy find other ways of responding to these same situations. I would encourage Lucy to think about the people in her life  now. Who does she admire, who stands out as someone she would like to be like? What type of person are they and how do they cope with life in stressful situations? By observing a different model and learning new responses to old stresses, Lucy can begin to see that there are many other ways that people respond to the stimulus in their lives.

Learning Organization Essay Example for Free

Learning Organization Essay EXECUTIVE SUMMARY are proliferating as corporations seek to better themselves and gain an edge. Unfortunately, however, failed programs far outnumber successes, and improvement rates remain low. Thats because most companies have failed to grasp a basic truth. Before people and companies can improve, they first must learn. And to do this, they need to look beyond rhetoric and high philosophy and focus on the fundamentals. Three critical issues must be addressed before a company can truly become a learning organization, writes Harvard Business School professor David Garvin. First is the question of meaning: a well-grounded, easy-to-apply definition of a learning organization. Second comes management: clearer operational guidelines for practice. Finally, better tools for measurement can assess an organizations rate and level of learning. Using these three Ms as a framework, Garvin defines learning organizations as skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from past experience, learning from the best practices of others, and transferring knowledge quickly and efficiently throughout the organization. And since you cant manage something if you cant measure it, a complete learning audit is a must. That includes measuring cognitive and behavioral changes as well as tangible improvements in results. No learning organization is built overnight. Success comes from carefully cultivated attitudes, commitments, and management processes that accrue slowly and steadily. The first step is to foster an environment conducive to learning. Analog Devices, Chaparral Steel, Xerox, GE, and other companies provide enlightened examples. CONTINUOUS IMPROVEMENT PROGRAMS  CONTINUOUS IMPROVEMENT PROGRAMS are sprouting up all over as organizations strive to better themselves and gain an edge. The topic list is long and varied, and sometimes it seems as though a program a month is needed just to keep up. Unfortunately, failed programs far outnumber successes, and improvement rates remain distressingly low. Why? Because most companies have failed to grasp a basic truth. Continuous improvement requires a commitment to learning. How, after all, can an organization improve without first learning something new? Solving a problem, introducing a product, and reengineering a process all require seeing the world in a new light and acting accordingly. In the absence of learning, companies-and individuals -simply repeat old practices. Change remains cosmetic, and improvements are either fortuitous or short-lived. A few farsighted executives – Ray Stata of Analog Devices, Gordon Forward of Chaparral Steel, Paul Allaire of Xerox-have recognized the link between learning and continuous improvement and have begun to refocus their companies around it. Scholars too have jumped on the bandwagon, beating the drum for learning organizations and knowledge-creating companies. In rapidly changing businesses like semiconductors and consumer electronics, these ideas are fast taking hold. Yet despite the encouraging signs, the topic in large part remains murky, confused, and difficult to penetrate. Meaning, Management, and Measurement Scholars are partly to blame. Their discussions of learning organizations have often been reverential and utopian, filled with near mystical terminology. Paradise, they would have you believe, is just around the corner. Peter Senge, who popularized learning organizations in his book The Fifth Discipline, described them as places where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. To achieve these ends, Senge suggested the use of five component technologies: systems thinking, personal mastery, mental models, shared vision, and team learning. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where inventing new knowledge is not a specialized activity it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker. Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. Sound idyllic? Absolutely. Desirable? Without question. But does it provide a framework for action? Hardly. The recommendations are far too abstract, and too many questions remain unanswered. How, for example, will managers know when their companies have become learning organizations? What concrete changes in behavior are required? What policies and programs must be in place? How do you get from here to there? Most discussions of learning organizations finesse these issues. Their focus is high philosophy and grand themes, sweeping metaphors rather than the gritty details of practice. Three critical issues are left unresolved; yet each is essential for effective implementation. First is the question of meaning. We need a plausible, well-grounded definition of learning organizations; it must be actionable and easy to apply. Second is the question of management. We need clearer guidelines for practice, filled with operational advice rather than high aspirations. And third is the question of measurement. We need better tools for assessing an organizations rate and level of learning to ensure that gains have in fact been made. Once these three Ms are addressed, managers will have a firmer foundation for launching learning organizations. Without this groundwork, progress is unlikely, and for the simplest of reasons. For learning to become a meaningful corporate goal, it must first be understood. What Is a Learning Organization? Surprisingly, a clear definition of learning has proved to be elusive over the years. Organizational theorists have studied learning for a long time; the accompanying quotations suggest that there is still considerable disagreement (see Definitions of Organizational Learning on page 77). Most scholars view organizational learning as a process that unfolds over time and link it with knowledge acquisition and improved performance. But they differ on other important matters. Some, for example, believe that behavioral change is required. for learning; others insist that new ways of thinking are enough. Some cite information processing as the mechanism through which learning takes place; others propose-shared insights, organizational routines, even memo. And some think that organizational learning is common, while others believe that flawed, self-serving interpretations are the norm. How can we discern among this cacophony of voices yet build on earlier insights? As a first step, consider the following definition: A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. This definition begins with a simple truth: new ideas are essential if learning is to take place. Sometimes they are created de novo, through flashes of insight or creativity; at other times they arrive from outside the organization or are communicated by knowledgeable insiders. Whatever their source, these ideas are the trigger for organizational improvement. But they cannot by themselves create a learning organization. Without accompanying changes in the way that work gets done, only the potential for improvement exists. This is a surprisingly stringent test for it rules out a number of obvious candidates for learning organizations. Many universities fail to qualify, as do many consulting firms. Even General Motors, despite its recent efforts to improve performance, is found wanting. All of these organizations have been effective at creating or acquiring new knowledge but notably less successful in applying that knowledge to their own activities. Total quality management, for example, is now taught at many business schools, yet the number using it to guide their own decision making is very small. Organizational consultants advise clients on social dynamics and small-group behavior but are notorious for their own infighting and factionalism. And GM, with a few exceptions (like Saturn and NUMMI), has had little success in revamping its manufacturing practices, even though its managers are experts on lean manufacturing, JIT production, and the requirements for improved quality of work life. Organizations that do pass the definitional test – Honda, Corning, and General Electric come quickly to mind – have, by contrast, become adept at translating new knowledge into new ways of behaving. These companies actively manage the learning process to ensure that it occurs by design rather than by chance. Distinctive policies and practices are responsible for their success; they form the building blocks of learning organizations. Building Blocks Learning organizations are skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from their own experience and past history, learning from the experiences and best practices of others, and transferring knowledge quickly and efficiently throughout the organization. Each is accompanied by a distinctive mind-set, tool kit, and pattern of behavior. Many companies practice these activities to some degree. But few are consistently successful because they rely largely on happenstance and isolated examples. By creating systems and processes that support these activities and integrate them into the fabric of daily operations, companies can manage their learning more effectively. 1. Systematic problem solving. This first activity rests heavily on the philosophy and methods of the quality movement. Its underlying ideas, now widely accepted, include: †¢ Relying on the scientific method, rather than guesswork, for diagnosing problems (what Deming calls the â€Å"Plan, Do, Check, Act cycle, and others refer to as hypothesis-generating, hypothesistesting techniques). †¢ Insisting on data, rather than assumptions, as background for decision making (what quality practitioners call fact-based management). †¢ Using simple statistical tools (histograms, Pareto charts, correlations, cause-and-effect diagrams) to organize data and draw inferences. Most training programs focus primarily on problem solving techniques, using exercises and practical examples. These tools are relatively straightforward and easily communicated; the necessary mind-set, however, is more difficult to establish. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, How do we know thats true? , recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of gut facts and sloppy reasoning, and learning will be stifled. Xerox has mastered this approach on a companywide scale. In 1983, senior managers launched the companys Leadership Through Quality initiative; since then, all employees have been trained in small-group activities and problem-solving techniques. Today a six-step process is used for virtually all decisions (see Xeroxs Problem-Solving Process). Employees are provided with tools in four areas: generating ideas and collecting information (brainstorming, interviewing, surveying); reaching consensus (list reduction, rating forms, weighted voting); analyzing and displaying data (cause-andeffect diagrams, force-field analysis); and planning actions (flow charts, Gantt charts). They then practice these-tools during training sessions that last several days. Training is presented in family groups, members of the same department or business-unit team, and the tools are applied to real problems facing the group. The result of this process has been a common vocabulary and a consistent, companywide approach to problem solving. Once employees have been trained, they are expected to use the techniques at all meetings, and no topic is off limits. When a high-level group was formed to review Xeroxs organizational structure and suggest alternatives, it employed the very same process and tools. 2. Experimentation. This activity involves the systematic searching for and testing of new knowledge. Using the scientific method is essential, and there are obvious parallels to systematic problem solving. But unlike problem solving, experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-ofa-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. They are the mainstay of most continuous improvement programs and are especially common on the shop floor. Corning, for example, experiments continually with diverse raw materials and new formulations to increase yields and provide better grades of glass. Allegheny Ludlum, a specialty steelmaker, regularly examines new rolling methods and improved technologies to raise productivity and reduce costs. Successful ongoing programs share several characteristics. First, they work hard to ensure a steady flow of new ideas, even if they must be imported from outside the organization. Chaparral Steel sends its first-line supervisors on sabbaticals around the globe, where they visit academic and industry leaders, develop an understanding of new Xerox’s Problem-Solving Process Step Questions to be Answered What do we want to change? Expansion/ Divergence Lots of problems for consideration Contraction/ Convergence One problem statement, one â€Å"desired state† agreed upon What’s Next to Go to the Next Step Identification of the gap â€Å"Desired state† described in observable terms Key causes documented and ranked 1. Identify and select problem 2. Analyse Problem What’s preventing us from reaching the â€Å"desired state†? How could we make the change? What’s the best way to do it? Lots of potential causes identified. Key causes identified and verified 3. Generate potential solutions 4. Select and plan the solution Lots of ideas on how to solve the problem Lots of criteria for evaluating potential solutions. Lots of ideas on how to implement and evaluate the selected solution Potential solutions clarified Criteria to use for evaluating solution agreed upon Implementation and evaluation plans agreed upon Implementation of agreed-on contingency plans (if necessary) Effectiveness of solution agreed upon Continuing problems (if any) identified Solution List. Plan for making and monitoring the change Measurement criteria to evaluate solution effectiveness 5. Implement the solution Are we following the plan? Solution in place 6. Evaluate the solution How well did it work? Verification that the problem is solved, or Agreement to address continuing problems work practices and technologies, then bring what theyve learned back to the company and apply it to daily operations. Inlarge part as a result of these initiatives, Chaparral is one of the five lowest cost steel plants in the world. GEs Impact Program originally sent manufacturing managers to Japan to study factory innovations, such as quality circles and kanban cards, and then apply them in their own organizations; today Europe is the destination, and productivity improvement practices the target. The program is one reason GE has recorded productivity gains averaging nearly 5% over the last four years. Successful ongoing programs also require an incentive system that favors risk taking. Employees must feel that the benefits of experimentation exceed the costs; otherwise, they will not participate. This creates a difficult challenge for managers, who are trapped between two perilous extremes. They must maintain accountability and control over experiments without stifling creativity by unduly penalizing employees for failures. Allegheny Ludlum has perfected this juggling act: it keeps expensive, high-impact experiments off the scorecard used to evaluate managers but requires prior approvals from four senior vice presidents. The result has been=a history of productivity improvements annually avenging 7% to 8%. Finally, ongoing programs need managers and employees who are trained in the skills required to perform and evaluate experiments. These skills are seldom intuitive and must usually be learned. They cover a broad sweep: statistical methods, like design of experiments, that efficiently compare a large number of alternatives; graphical techniques, like process analysis, that are essential for redesigning work flows; and creativity techniques, like storyboarding and role playing, that keep novel ideas flowing. The most effective training programs are tightly focused and feature a small set of techniques tailored to employees needs. Training in design of experiments, for example, is useful for manufacturing engineers, while creativity techniques are well suited to development groups. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a clean slate approach. General Foodss Topeka plant, one of the first high commitment work systems in this country, was a pioneering demonstration project initiated to introduce the idea of self-managing teams and high levels of worker autonomy; a more recent example, designed to rethink small-car development, manufacturing, and sales, is GMs Saturn Division. Demonstration projects share a number of distinctive characteristics: †¢ They are usually the first projects to embody principles and approaches that the organization hopes to adopt later on a larger scale. For this reason, they are more transitional efforts than endpoints and involve considerable learning by doing. Mid-course corrections are common. †¢ They implicitly establish policy guidelines and decision rules for later projects. Managers must therefore be sensitive to the precedents they are setting and must send strong signals if they expect to establish new norms. †¢ They often encounter severe tests of commitment from employees who wish to see whether the rules have, in fact, changed. †¢ They are normally developed by strong multifunctional teams reporting directly to senior management. (For projects targeting employee involvement or quality of work life, teams should be multilevel as well. ) †¢ They tend to have only limited impact on the rest of the organization if they are not accompanied by explicit strategies for transferring learning. All of these characteristics appeared in a demonstration project launched by Copeland Corporation, a highly successful compressor manufacturer, in the mid-1970s. Matt Diggs, then the new CEO, wanted to transform the companys approach to manufacturing. Previously, Copeland had machined and assembled all products in a single facility: Costs were high, and quality was marginal. The problem, Diggs felt, was too much complexity. At the outset, Diggs assigned a small, multifunctional team the task of designing a focused factory dedicated to a narrow, newly developed product line. The team reported directly to Diggs and took three years to complete its work. Initially, the project budget was $10 million to $12 million; that figure was repeatedly revised as the team found, through experience and with Diggss prodding, that it could achieve dramatic improvements. The final investment, a total of $30 million, yielded unanticipated breakthroughs in reliability testing, automatic tool adjustment, and programmable control. All were achieved through learning by doing. The team set additional precedents during the plants start-up and early operations. To dramatize the importance of quality, for example, the quality manager was appointed second-in-command, a significant move upward. The same reporting relationship was used at all subsequent plants. In addition, Diggs urged the plant manager to ramp up slowly to full production and resist all efforts to proliferate products. These instructions were unusual at Copeland, where the marketing department normally ruled. Both directives were quickly tested; management held firm, and the implications were felt throughout the organization. Manufacturings stature improved, and the company as a whole recognized its competitive contribution. One observer commented, Marketing had always run the company, so they couldnt believe it. The change was visible at the highest levels, and it went down hard. Once the first focused factory was running smoothly -it seized 25% of the market in two years and held its edge in reliability for over a decade-Copeland built four more factories in quick succession. Diggs assigned members of the initial project to each factorys design team to ensure that early learnings were not lost; these people later rotated into operating assignments. Today focused factories remain the cornerstone of Copelands manufacturing strategy and a continuing source of its cost and quality advantages. Whether they are demonstration projects like Copelands or ongoing programs like Allegheny Ludlums, all forms of experimentation seek the same end: moving from superficial knowledge to deep understanding. At its simplest, the distinction is between knowing how things are done and knowing why they occur. Knowing how is partial knowledge; it is rooted in norms of behavior, standards of practice, and settings of equipment. Knowing why is more fundamental: it captures underlying causeand-effect relationships and accommodates exceptions, adaptations, and unforeseen events. The ability to control temperatures and pressures to align grains of silicon and form silicon steel is an example of knowing how; understanding the chemical and physical process that produces the alignment is knowing why. Further distinctions are possible, as the insert Stages of Knowledge suggests. Operating knowledge can be arrayed in a hierarchy, moving from limited understanding and the ability to make few distinctions to more complete understanding in which all contingencies are anticipated and controlled. In this context, experimentation and problem solving foster learning by pushing organizations up the hierarchy, from lower to higher stages of knowledge. 3. Learning from past experience. Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employers find open and accessible. One expert has called t9is process the Santayana Review, citing the famous philosopher George Santayana, who coined the phrase Those who cannot remember the past are condemned to repeat it. Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that the knowledge gained from failures [is] often instrumental in achieving subsequent successes. In the simplest terms, failure is the ultimate teacher. IBMs 360 computer series, for example, one of the most popular and profitable ever built, was based on the technology of the failed Stretch computer that preceded it. In this case, as in many others, learning occurred by chance rather than by careful planning. A few companies, however, have established processes that require their managers to periodically think about the past and learn from their mistakes. Boeing did so immediately after its difficulties with the 737 and 747 plane programs. Both planes were introduced with much fanfare and also with serious problems. To ensure that the problems were not repeated, senior managers commissioned a high-level employee group, called Project Homework, to compare the development processes of the 737 and 747 with those of the 707 and 727, two of the companys most profitable planes. The group was asked to develop a set of lessons learned that could be used on future projects. After working for three years, they produced hundreds of recommendations and an inch-thick booklet. Several members of the team were then transferred to the 757 and 767 start-ups, and guided by experience, they produced the most successful, error-free launches in Boeings history. Other companies have used a similar retrospective approach. Like Boeing, Xerox studied its product development process, examining three troubled products in an effort to understand why the companys new business initiatives failed so often. Arthur D. Little, the consulting company, focused on its past successes. Senior management invited ADL consultants from around the world to a two-day jamboree, featuring booths and presentations documenting a wide range of the companys most successful practices, publications, and techniques. British Petroleum went even further and established the post-project appraisal unit to review major investment projects, write up case studies, and derive lessons for planners that were then incorporated into revisions of the companys planning guidelines. A five-person unit reported to the board of directors and reviewed six projects annually. The bulk of the time was spent in the field interviewing managers. This type of review is now conducted regularly at the project level. At the heart of this approach, one expert has observed, is a mind-set that enables companies to recognize the value of productive failure as contrasted with unproductive success. A productive failure is one that leads to insight, understanding, and thus an addition to the commonly held wisdom of the organization. An unproductive success occurs when something goes well, but nobody knows how or why. IBMs legendary founder, Thomas Watson, Sr. , apparently understood the distinction well. Company lore has it that a young manager; after losing $10 million in a risky venture was called into Watsons office. The young man, thoroughly intimidated, began by saying, I guess you want my resignation. Watson replied, You cant be serious. We just spent $10 million educating you. Fortunately, the learning process need not be so expensive. Case studies and post-project reviews like those of Xerox and British Petroleum can be performed with little cost other than managers time. Companies can also enlist the help of faculty and students at local colleges or universities; they bring fresh perspectives and view internships and case studies as opportunities to gain experience and increase their own learning. A few companies have established computerized data banks to speed up the learning process. At Paul Revere Life Insurance, management requires all problem-solving teams to complete short registration forms describing their proposed projects if they hope to qualify for the companys award program. The company then enters the forms into its computer system and can immediately retrieve a listing of other groups of people who have worked or are working on the topic, along with a contact person. Relevant experience is then just a telephone call away. 4. Learning from others. Of course, not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside ones immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the not invented here syndrome. Milliken calls the process SIS, for Steal Ideas Shamelessly; the broader term for it is benchmarking. According to one expert, benchmarking is an ongoing investigation and learning experience that ensures that best industry practices are uncovered, analyzed, adopted, and implemented. The greatest benefits come from studying practices, the way that work gets done, rather than results, and from involving line managers in the process. Almost anything can be benchmarked. Xerox, the concepts creator, has applied it to billing, warehousing, and automated manufacturing. Milliken has been even more creative: in an inspired moment, it benchmarked Xeroxs approach to benchmarking. Unfortunately, there is still considerable confusion about the requirements for successful benchmarking. Benchmarking is not industrial tourism, a series of ad hoc visits to companies that have received favorable publicity or won quality awards. Rather, it is a disciplined process that begins with a thorough search to identify best-practice organizations, continues with careful study of ones own practices and performance, progresses through systematic site visits and interview and concludes with an analysis of results, development of recommendations, and implementation. While timeconsuming, the process need not be terribly expensive ATTs Benchmarking Group estimates that a moderate-sized project takes four to six months and incurs out-of-pocket costs of $20,000 (when personnel costs ax included, the figure is three to four times higher). Bench marking is one way of gaining an outside perspective; another, equally fertile source of ideas is customers. Conversations with customers invariably stimulate learning; they are, after all, experts in what they do. Customers can provide up-to-date product information, competitive comparisons, insights into changing preferences, and immediate feedback about service and patt ern of use. And companies need these insights at all levels, from the executive suite to the shop floor. At Motorola, members of the Operating and Policy Committee, including the CEO, meet personally and on a regular basis with customers. At Worthington Steel, all machine operators make periodic, unescorted trips to customers factories to discuss their needs. Sometimes customers cant articulate their needs or remember even the most recent problems they have had with a product or service. If thats the case, managers must observe them in action. Xerox employs a number of anthropologists at its Palo Alto Research Center to observe users of new document products in their offices. Digital Equipment has developed an interactive process called contextual inquiry that is used by software engineers to observe users of new technologies as they go about their work. Milliken has created first-delivery teams that accompany the first shipment of all products; team members follow the product through the customers production process to see how it is used and then develop ideas for further improvement. Whatever the source of outside ideas, learning will only occur in a receptive environment. Managers cant be defensive and must be open to criticism or bad news. This is a difficult challenge, but it is essential for success. Companies that approach customers assuming that we must be right, they have to be wrong or visit other organizations certain that they cant  teach us anything seldom learn very much. Learning organizations, by contrast, cultivate the art of open, attentive listening. 5. Transferring knowledge. For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs. Each has distinctive strengths and weaknesses. Reports and tours are by far the most popular mediums. Reports serve many purposes: they summarize findings, provide checklists of dos and donts, and describe important processes and events. They cover a multitude of topics, from benchmarking studies to accounting conventions to newly discovered marketing techniques. Today written reports are often supplemented by videotapes, which offer greater immediacy and fidelity. Tours are an equally popular means of transferring knowledge, especially for large, multidivisional organizations with multiple sites.

Self-Awareness in Childcare

Self-Awareness in Childcare Introduction: In this report the author discusses the importance of self-awareness, effective interpersonal skills and the rights of the child all within an ECCE setting. It also outlines how important it is to communicate effectively with children, families of the children and work colleagues. It gives examples of effective teamwork and how to maintain a quality ECCE environment that complies with the regulations and standards of à istear. The Importance of Self Awareness and Effective Interpersonal Skills in an ECCE setting: Self-Awareness is important within an ECCE setting as it allows you as a childcare practitioner to know your weaknesses, strengths, personality, beliefs, and also allows you to reflect on different situations. You will be looked up to by children from all different age groups and you need to be a good role model and have the realisation of when to change the mood or maybe even your body language to suit the current environment. Through using self-awareness techniques it allows you to look at yourself through other people’s eyes and then to maybe make changes about yourself to suit your professional role within the ECCE setting. Self-awareness is crucial as how you handle yourself when dealing with children will slightly differ to how you represent yourself when dealing with their parents or colleagues. Interpersonal Skills play a big factor within an ECCE setting as it is a key role of all childcare practitioners. To be able to communicate effectively with children, parents and colleagues makes the job in hand easier to achieve. Some valuable steps to having good interpersonal skills are: Always smile as this gives off good energy and makes people comfortable and happy to be in your company. Always try to be positive and encouraging with all people within the workplace i.e. with children and adults. Ensure to take time to listen and observe peoples behaviours or actions, this will enable you to get to know and understand people on a more personal level. Always try to inject a fun atmosphere within an ECCE setting as this gives an overall feel good factor and makes the environment a more enjoyable place. The Rights of the child in the context of an ECCE setting: The United Nations convention on the rights of the child legislation came about in recognition of the importance for children to be respected and valued. This piece of legislation helps us require a recommended standard within the ECCE setting. The following will outline some examples: To maintain children’s right to privacy and dignity always ensure when changing a child’s nappy to do so within the private nappy changing area or if a child should have a toilet accident always make sure to cover them up be as discreet as possible to avoid embarrassment and maintain the child’s dignity. This links in with the UNCRC legislation article 16 which says that children have the right to privacy. Maintaining safety within the ECCE setting is a very crucial step and is carried out in many different ways through door buzzers, CCTV systems, following the recommended child to adult ratio and Garda vetting of all staff. This links in with article 19 within the UNCRC legislation which states all children should be properly cared for. Any disabled child joining an ECCE setting should have their needs catered for and be able to participate freely and independently within the setting. E.g. if a child is in a wheel chair the childcare setting should ensure everything is easy accessible and at the child’s level so he/she can use facilities and toys at their leisure. This links in with article 23 in the UNCRC legislation. Communicating effectively with the children, family and colleagues: Most childcare practitioners realise the importance of having a good relationship with a Childs parents. Working with, involving and informing parents in the daily activities of their children helps to stabilise a good relationship and partnership between both parties. We should always ensure to make parents feel welcome through having parent days and informing them of milestones and progression with their children we can implement this through parent teacher meetings to set down a specific allocated time to discuss the child’s development. Communication with the child/children within the ECCE setting is our number one priority as the child is our main concern so looking out for their health and safety, their happiness and over all well-being is crucial. To ensure a high quality level of communication is enforced it is up to us to always listen to a child with our ears as well as our eyes, to always come down to their level when speaking to them and most important to make sure they feel comfortable and safe in your presence. Communicating with your work colleagues is a must as everyone needs to know what everyone else is doing to ensure a smooth running of the centre. It is up to each childcare practitioner to have a good understanding of the workplace rules and polices so everyone is inflicting the same polices throughout. This can be done through filling out forms accurately and always ensuring to inform your colleagues of any major incidents like if a child falls or you have administered a child with medicine. Examples of effective teamwork: Administering Medication is one example where teamwork within the ECCE setting is essential as if you do not communicate with your team members that you have administered a child with their medication the dosage and the time you administered the medication it could lead to a child being over dosed or not getting the correct amount at the correct time. Planning an outing within the ECCE setting involves a lot of teamwork and planning. Through teamwork everyone knows what is expected of them and their role throughout the outing to ensure all of the children’s safety and well-being needs are catered for. Team members will be involved in the issuing of permission slips, booking a bus, ensuring the correct child- adult ratio is enforced and maybe a bit of brainstorming on the events that will take place on the day. Putting an End of Year Concert together also involves a lot of teamwork as everyone will work together to pick out roles, costumes, music and themes for the children. There will be informing of the concert to the families of the children involved. Then there will be ensuring that the concert runs according to plan in accordance with the concert programme. The team members will be on hand to help or reassure the children throughout the performance. Child protection cases that may arise is one great advantage when it comes to teamwork. This allows you to gather information and relay it back to your team members where they in turn will give you their opinion or advice on the situation and then as a team ye will make a collective decision on what action if any is needed. Maintain a quality ECCE environment that complies with relevant regulations and standards: Here are a few examples of how to maintain a quality ECCE environment using à istear regulations and standards: By organising a simple activity by where a child uses sand to draw shapes, numbers and pictures allows the child to communicate through play and through the use of their imagination. Then to get the child thinking about what they drew get them to explain their picture while asking questions that will get them to think how their picture relates to life and how people can read and understand their picture through the use of visual senses as well as language. This links in with à istear’s communicating theme aim 3 and learning goal 3 which states â€Å"children will broaden their understanding of the world by making sense of experiences through language. Another good and interesting activity to do with children that would make them aware of nature and also of well-being would be to make bird feeders with pieces of string allowing the child the tread through pieces of food e.g. blueberries, cheerio’s, etc. and allow the child to put the feeder out for the birds to eat. This creates great interest in animals and the need to look after them an also gives them a good example of why different foods especially fruit is good. This links with à istear’s principle of learning and developing within a holistic need for children. By getting the children to participate in a family wall chart or birthday chart links in with à istear’s theme identity and belonging aim 2 which states â€Å"children will have a sense of identity, where links with their family and community are acknowledged and extended. Conclusion: In this report the author states the importance of self-awareness and effective interpersonal skills along with the rights of the child within an ECCE setting. Notes the importance of effective communication with children, families and colleagues. Gives examples of effective team work and how to maintain a quality ECCE environment that complies with relevant regulations and standards of à istear. Bibliography: Early Education and Practice Handbook. (2015). Creative Training. google. (2015, may 29). google books. Retrieved from www.googlebooks.ie: https://www.google.ie/search?tbm=bkshl=enq=google+books+on+selfawareness= NCCA. (2015, 06 4). NCCA. Retrieved from www.ncca.ie: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/

Contact :: essays research papers

The movie Contact, based on the novel by Carl Sagan, is a fascinating journey through the human mind that attempts to answer the questions that humans have been asking since the dawn of time, “Are we alone in the Universe?'; Ellie Arroway (portrayed by Jodie Foster), the main character of the movie refers to the historic event upon which the movie is based, contact with an alien civilization, as one of the most significant events in human history, and rightly so. This film explores the religious implications of such an event as well as the faith that one has to have afterwards.   Ã‚  Ã‚  Ã‚  Ã‚  Arroway’s journey indeed resembles that of the “hero’s quest.'; Of course Ellie being the hero, is faced with something the world has yet to encounter: contact from aliens. She then voluntarily sacrifices herself for what seems to be ‘a greater good’.....to be the first human to converse with an extra-terrestrial existence, only to be disregarded because of her beliefs. That was one hurdle she had to overcome. The religious extremist was a ‘demonic adversary’ that, for a moment in the movie, appeared to have terminally halted the entire project. Then ‘the wise counselor,’ the man with cancer, emerged with his purpose: to lead Arroway on the right path. Faced again with taking the journey that could only be taken alone, she of course had to find a reason that would make it harder to leave, the ‘companion’ (Matthew McConaughtey’s character). This was another hurdle she had to overcome. She takes the journey to come out a changed person, for the better, as the movie evidently is implying. And in the end, the hero is reunited with the one she loves, her ‘companion.’   Ã‚  Ã‚  Ã‚  Ã‚  This movie bridges the gap between science and religion. How else can you explain the moving ending of an agnostic scientist trying to explain what just happened to her without the benefit of one shred of proof?

Bipolar Disorder and the Creative Genius Essay -- Biology Essays Resea

Bipolar Disorder and the Creative Genius Bipolar disorder, also known as manic depression, is a psychopathology that affects approximately 1% of the population. (1) Unlike unipolar disorder, also known as major affective disorder or depression, bipolar disorder is characterized by vacillating between periods of elation (either mania or hypomania) and depression. (1, 2) Bipolar disorder is also not an illness that remedies itself over time; people affected with manic depression are manic-depressives for their entire lives. (2, 3) For this reason, researchers have been struggling to, first, more quickly diagnose the onset of bipolar disorder in a patient and, second, to more effectively treat it. (4) As more and more studies have been performed on this disease, the peculiar occurrence between extreme creativity and manic depression have been uncovered, leaving scientists to deal with yet another puzzling aspect of the psychopathology. (5) Patients with bipolar disorder swing between major depressive, mixed, hypomanic, and manic episodes. (1-9) A major depressive episode is when the patient has either a depressed mood or a loss of interest/pleasure in normal activities for a minimum of two weeks. Specifically, the patient should have (mostly): depressed mood for most of the day, nearly every day; diminished interest or pleasure in activities; weight loss or gain (a difference of 5% either way in the period of a month); insomnia or hypersomnia; psychomotor agitation or retardation; fatigue or loss of energy; diminished ability to think or concentrate; feelings of worthlessness; recurrent thoughts of death or suicidal ideation or attempt. It is important to note that, except for the last symptom, all of these symptoms must be ... ... of such caliber in these people is something to conserve. As more effective drug treatment is being sought after, hopefully there will be medication that will permit the creative genius of the patients and allow them to function in society as well. Bibliography 1. http://www.healthguide.com/Bipolar/BASICS.htm 2. Rescorla, Leslie. Psychology 209, Abnormal Psychology. Bryn Mawr College, Apr 1998. 3. http://www.Scruznet.com/`Crawford/Madness/ 4. http://www.medscape.com/Medscape/M5/mh3183.bowden/mh3183.bowden.html 5. http://www.schizophrenia.com/ami/Cnsmer/creative.html 6. http://www.medscape.com/Medscape/M7/mh3206.bowden/mh3206.bowden.html 7. http://www.cmhc.com/disorders/sx20.htm 8. http://www.usask.ca/psychiatry/bipolar2.html 9. http://www.mhsource.com/edu/psytimes/p960533.html 10. http://www.pendulum.org/misc/famous.htm Bipolar Disorder and the Creative Genius Essay -- Biology Essays Resea Bipolar Disorder and the Creative Genius Bipolar disorder, also known as manic depression, is a psychopathology that affects approximately 1% of the population. (1) Unlike unipolar disorder, also known as major affective disorder or depression, bipolar disorder is characterized by vacillating between periods of elation (either mania or hypomania) and depression. (1, 2) Bipolar disorder is also not an illness that remedies itself over time; people affected with manic depression are manic-depressives for their entire lives. (2, 3) For this reason, researchers have been struggling to, first, more quickly diagnose the onset of bipolar disorder in a patient and, second, to more effectively treat it. (4) As more and more studies have been performed on this disease, the peculiar occurrence between extreme creativity and manic depression have been uncovered, leaving scientists to deal with yet another puzzling aspect of the psychopathology. (5) Patients with bipolar disorder swing between major depressive, mixed, hypomanic, and manic episodes. (1-9) A major depressive episode is when the patient has either a depressed mood or a loss of interest/pleasure in normal activities for a minimum of two weeks. Specifically, the patient should have (mostly): depressed mood for most of the day, nearly every day; diminished interest or pleasure in activities; weight loss or gain (a difference of 5% either way in the period of a month); insomnia or hypersomnia; psychomotor agitation or retardation; fatigue or loss of energy; diminished ability to think or concentrate; feelings of worthlessness; recurrent thoughts of death or suicidal ideation or attempt. It is important to note that, except for the last symptom, all of these symptoms must be ... ... of such caliber in these people is something to conserve. As more effective drug treatment is being sought after, hopefully there will be medication that will permit the creative genius of the patients and allow them to function in society as well. Bibliography 1. http://www.healthguide.com/Bipolar/BASICS.htm 2. Rescorla, Leslie. Psychology 209, Abnormal Psychology. Bryn Mawr College, Apr 1998. 3. http://www.Scruznet.com/`Crawford/Madness/ 4. http://www.medscape.com/Medscape/M5/mh3183.bowden/mh3183.bowden.html 5. http://www.schizophrenia.com/ami/Cnsmer/creative.html 6. http://www.medscape.com/Medscape/M7/mh3206.bowden/mh3206.bowden.html 7. http://www.cmhc.com/disorders/sx20.htm 8. http://www.usask.ca/psychiatry/bipolar2.html 9. http://www.mhsource.com/edu/psytimes/p960533.html 10. http://www.pendulum.org/misc/famous.htm

Lab Essays -- essays research papers

SEXUALLY TRANSMITTED DISEASES INTRODUCTION According to the Websters’ dictionary, a sexually transmitted disease, or commonly termed STD, can be defined as any of various diseases transmitted by direct sexual contacted that include classic venereal diseases (as syphilis, gonorrhea, and chancroid) and other diseases (as hepatitis A, Hepatitis B, giordiasis, and AIDS) that are often or sometimes contracted by other sexual means (Internet 3). This lab report will be dealing with three specific types of STDs each from a different origin. Information will be given on each STD with reference to their common/scientific names, life cycle, transmission, and other key factors that influence and maintain the existence of the STD. This report deals with what may be everyday termed diseases however, these STDs affect one in four adolescents before the age of eighteen. Though these STDs are so common and spoken of so often, without early diagnosis and treatment they pose a serious and may be, even a fatal treat to someone who is inf ected and also their sexual partners or just innocent people who have come into contact with an infected person. Herpes Simplex Virus type 1 (HSV-1) The viral disease that will be discussed is the Herpes Simplex Virus type 1 (HSV-1). This STD as stated before is a viral disease, of which a virus can be defined as any of various submicroscopic parasites of plants, animals and bacteria that often cause disease and that essentially of a core of RNA or DNA surrounded by a protein coat. Unable to replicate without a host cell, viruses are typically not considered living organisms. HSV-1 is usually associated with infections of the lips, mouth, and face. It is especially common in children between the ages of one and three years old and may cause lesions inside the mouth and inflamed gums. It causes cold sores or fever blisters and is transmitted by something as simple as oral or respiratory secretions (for example, sneezing or coughing can transmit the virus). Most people have in one point of their life been affected with the type 1 virus by the age of 20. In addition to oral and genital lesions, the virus can also cause an infection of the eye involving the eyelid, conjunctiva, and cornea. A finger infection called herpectic whitlow affects health care providers because of exposure to lung and mouth secretions during procedures and young childr... ...course if condoms were not used. Treatment comes in the form of arious antifungal vaginal fungal creams (like clotrimazole and miconazole) which are available over the counter for use in the vagina. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  We think of these diseases and most of us are in the habit of saying that it will not affect us. This lab report has brought your attention to the fact that not all STDs are contracted through sexual intercourse but rather through the air we breathe if we are in proximity to an infected person. Though the only almost full proof method of not contacting any STD would be abstinence, the use of a condom correctly during sexual intercourse is just as effective. Another effective method is to have one sexual partner and know their history before they were with you. SOURCES/REFERENCES 1. Bowen, Sylvia Cerel; Sexually Transmitted Diseases and Society. Stanford Univ.Pr., 1989. 2. Mader, Sylvia S., Human Biology. McGraw Hill Publishing, 1998 3. The Miami Herald, November 14th, 1999 4. Internet 1, March 7, 2000. www.avsc.org/disease/dchl/html 5. Internet 2, March 7, 2000. www.yahoo.com/health/diseases 6. Internet 3, March 7, 2000. www.webster.com