Current Issues in Motivation Essay

Motivating a Diverse Workforce –Flexibility is the key to motivating a diverse workforce †¢ Diverse array of rewards necessary to satisfy diverse personal needs and goals. Flexible Working Schedule †¢ compressed workweek – employees work longer hours per day but fewer days per week. †¢ Flexible work hours (flextime) – employees required to work a specific number of hours a week but are free to vary those hours within certain limits – System entails common core hours when all employees are required to be on the job – Starting, ending, and lunch-hour times are flexible †¢ Job sharing – two or more people split a full-time job †¢ Telecommuting – employees work at home and are linked to the workplace by computer and modem. – Cultural Differences in Motivation †¢ Motivation theories developed in the U.S. and validated with American workers †¢ may be some cross-cultural consistencies Pay-for-Performance – Instead of paying for time on the job, pay is adjusted to reflect some performance measure – Compatible with expectancy theory †¢ imparts strong performance-reward linkage – Programs are gaining in popularity †¢ Research suggests that programs affect performance. Open-Book Management – involve employees in workplace decisions by opening up the financial statements – Workers treated as business partners – get workers to think like an owner – may also provide bonuses based on profit improvements Motivating the â€Å"New Workforce† – Motivating Professionals – professionals tend to derive intrinsic satisfaction from their work and receive high pay †¢ More loyal to their profession than their employer †¢ value challenging jobs and support for their work Motivating Contingent Workers – part-time, contract, or temporary workers †¢ Less security and stability than permanent employees – receive fewer benefits †¢ display little identification or commitment to their employers †¢ Hard to motivate contingent workers – Opportunity to become a permanent employee – Opportunity for training †¢ Repercussions of mixing permanent and contingent workers when pay differentials are significant Motivating Low-Skilled, Minimum-Wage Employees †¢ Difficult challenge to keep performance levels high †¢ Employee recognition programs – highlight employees whose work performance has been good – encourage others to perform better – Power of praise †¢ In service industries, empower front-line employees to address customers’ problems – tie compensation to customer satisfaction

Night World : Secret Vampire Chapter 8

When the Jetta turned into the parking lot of a7-Eleven, James smiled. There was a nice isolatedarea behind the store, and it was getting dark. He drove his own car around back, then got out to watch the store entrance. When Phil came outwith a bag, he sprang on him from behind. Phil yelled and fought, dropping the bag. It didn'tmatter. The sun had gone down and James's powerwas at full strength. He dragged Phil to the back of the store and put him facing the wall beside a Dumpster. The classicpolice frisking position. â€Å"I'm going to let go now,† he said. â€Å"Don't try torun away. That would be a mistake.† Phil went tense and motionless at the sound of hisvoice. â€Å"I don'twantto run away. I want to smash your face in, Rasmussen.† â€Å"Go ahead and try.† James was going to add,Makemy night, but he reconsidered. He let go of Phil, who turned around and regarded him with utter loathing. â€Å"What's the matter? Run out of girls to jump?† hesaid, breathing hard. James gritted his teeth. Trading insults wasn't going to do any good, but he could already tell it was going to be hard to keep his temper. Phil had that effect on him. â€Å"I didn't bring you out here to fight.I brought you to ask you something. Do you care about Poppy?† Phil said, â€Å"I'll take stupid questions for five hundred, Alex,† and loosened his shoulder as if gettingready for a punch. â€Å"Because if you do, you'll get her to talk to me.You were the one who convinced her not to see me,and now you've got to convince her that shehastosee me.† Phil looked around the parking lot, as if calling for somebody to witness this insanity. James spoke slowly and dearly, enunciating eachword. â€Å"There is something I can do to help her.† â€Å"Because you're Don Juan, right? You're gonna heal her with your love.† The words were flippant,but Phil's voice was shaky with sheer hatred. Not just hatred for James, but for a universe that would givePoppy cancer. â€Å"No. You've got it completely wrong. Look, youthink I was making out with her, or trifling with her affections or whatever. That's not what was going onat all. I let you think that because I was tired ofgetting the third degree from you-and because Ididn't want you to know what we weredoing.† â€Å"Sure, sure,† Phil said in a voice filled with equal measures of sarcasm and contempt. â€Å"So whatwereyou doing? Drugs?† James had learned something from his first encounter with Poppy in the hospital. Show and tellshould be done in that order. This time he didn't sayanything; he just grabbed Phil by the hair and jerked his head back. There was only a single light behind the store, butit was enough togive Phil a good view of the baredfangs looming over him. And it was more thanenough for James, with his night vision, to see Phillip's green eyesdilate as he stared. Phillip yelled, then went limp. Not with fear, James knew. He wasn't a coward.With the shock of disbelief turning to belief. Phillip swore. â€Å"You'rea †¦Ã¢â‚¬  â€Å"Right.† James let him go. Phil almost lost his balance. He grabbed at theDumpster for support. â€Å"I don't believe it.† â€Å"Yes, you do,† James said. He hadn't retracted hisfangs, and he knew that hiseyes were shining silver.Philhadto believe it with James standing right infront of him. Phil apparently had the same idea. He was staringat James as if he wanted to look away, but couldn't.The color had drained out of his face, and he keptswallowing as if he were going to be sick. â€Å"God,† he said finally. â€Å"I knew there was something wrong with you. Weird wrong. I could neverfigure out why you gave me the creeps. So this is it.† I disgust him, James realized. It's not just hatred anymore. He thinks I'm less than human. It didn't augur well for the rest of James's plan. â€Å"Now do you understand how I can help Poppy?† Phil shook his head slowly. He was leaning againstthe wall, one hand still on the Dumpster. James felt impatience rise in his chest. â€Å"Poppy hasa disease. Vampires don't get diseases. Do you needa road map?† Phillip's expression said he did. â€Å"If,†James said through his teeth, â€Å"I exchangeenough blood with Poppy to turn her into a vampire,she won't have cancer anymore. Every cell in herbody will change and she'll end up a perfect specimen: flawless, disease-free. She'll have powers thathumans don't even dream of. And, incidentally,she'll be immortal.† There was a long, long silence as James watchedthis sink in with Phillip. Phil's thoughts were toojumbled and kaleidoscopic for James to make anything of them, but Phil's eyes got wider and his facemore ashen. At last Phil said, â€Å"You can't do that to her.† It was thewayhe said it. Not as if he were protesting an idea because it was too radical, too new.Not the knee-jerk overreaction that Poppy had had. He said it with absolute conviction and utmost horror. As if James were threatening to steal Poppy'ssoul. â€Å"It's the only way to save herlife,†James said. Phil shook his head slowly again, eyes huge andtrancelike. â€Å"No. No. She wouldn't want it. Not atthat cost.† â€Å"What cost?† James was more than impatientnow, he was defensive and exasperated. If he'd realized that this was going to turn into a philosophical debate, he would have picked somewhere less public.As it was, he had to keep all his senses on the alertfor possible intruders. Phil let go of the Dumpster and stood on his owntwo feet. There was fear mixed with the horror in his eyes, but he faced James squarely. â€Å"It's just-there are some things that humansthink are more important than just staying alive,† hesaid. â€Å"You'll find that out.† I don't believe this, James thought. He sounds likea junior space captain talking to the alien invadersin a B movie.You won'tfind Earth peoplequitethe easymark you imagine. Aloud, he said, â€Å"Are you nuts? Look, Phil, I wasborn in San Francisco. I'm not some bug-eyed monster from Alpha Centauri. I eat Wheaties forbreakfast.† â€Å"And what do you eat for a midnight snack?† Phil asked, his green eyes somber and almost childlike. â€Å"Or are the fangs just for decoration?† Walked right into that one, James's brain told him.He looked away. â€Å"Okay. Touch?. There are somedifferences. I never said I was a human. But I'm notsome kind of-â€Å" â€Å"If you're not a monster, then I don't knowwhat is.† Don't kill him, James counseled himself frantically.You have toconvincehim. â€Å"Phil, we're not like what you see at the movies. We're not all-powerful. We can't dematerialize through walls or travel through time, and we don't need to kill to feed. We're not evil, at least not all of us. We're not damned.† â€Å"You're unnatural,† Phillip said softly, and James could feel that he meant it from his heart. â€Å"You'rewrong. Youshouldn't exist.† â€Å"Because we're higher up on the food chain thanyou?† â€Å"Because people weren't meant to †¦feed †¦ on other people.† James didn't say that his people didn't think ofPhillip's people as people. He said, â€Å"We only do whatwe have to do to survive. And Poppy's already agreed.† Phillip froze. â€Å"No. She wouldn't want to becomelike you.† â€Å"She wants to stay a!ive—or at least, she did, before she got mad at me. Now she's just irrationalbecause she hasn't got enough of my blood in her tofinish changing her. Thanks to you.† He paused, then said deliberately, â€Å"Have you ever seen a three-weekold corpse, Phil? Because that'swhat she's going to become if I don't get to her.† Phil's face twisted. He whirled around and slammed a fist into the metal side of the Dumpster.†Don't you think I know that?I've been living withthat since Monday night.† James stood still, heart pounding. Feeling the anguish Phil was giving off and the pain of Phil's injured hand. It was several seconds before he was ableto saycalmly,†And you think that's better than whatI can give her?† â€Å"It's lousy. It stinks. But, yes, it's better than turning into something that hunts people. Thatusespeo ple. That's why all the girlfriends, isn't it?† Once again, James couldn't answer right away.Phil's problem, he was realizing, was that Phil wasfar too smart for his own good. He thought too much.†Yeah. That's why all the girlfriends,† he said at last,tiredly. Trying not to see this from Phil's point of view. â€Å"Just tell me one thing, Rasmussen.†Phillip straightened and looked him dead in the eye. â€Å"Didyou†-he stopped and swallowed-â€Å"feed on Poppybefore she got sick?† â€Å"No.† Phil let out his breath. â€Å"That's good. Because if you had,I'd have killed you.† James believed him. He was much stronger than Phil, much faster, and he'd never been afraid of ahuman before. But just at that moment he had nodoubt that Phil would somehow have found a way to do it. â€Å"Look, there's something you don't understand,†he said. â€Å"Poppy did want this, and it's something we've already started. She's only just beginning tochange; if she dies now, she won't become a vampire.But she might not die all thee way, either. She couldend up a walking corpse. A zombie, you know?Mindless. Body rotting, but immortal.† Phil's mouth quivered with revulsion. â€Å"You're justsaying that to scare me.† James looked away. â€Å"I've seen it happen.† â€Å"I don't believe you.† â€Å"I've seen it firsthand!†Dimly James realized hewas yelling and that he'd grabbed Phil by the shirtfront. He was out of control-and he didn't care.†I've seen it happen to somebodyIcared about, allright?† And then, because Phil was still shaking his head:†I was only four years old and I had a nanny. Allthe rich kids in San Francisco have nannies. Shewas human.† â€Å"Let go,† Phil muttered, pulling at James's wrist.He was breathing hard-he didn't want to hear this. â€Å"I was crazy about her. She gave me everythingmy mom didn't. Love, attention-she was never too busy. I called her Miss Emma.† â€Å"Let go.† â€Å"But my parents thought I was too attached to her.So they took me on a little vacation-and they didn'tlet me feed. Not for three days. By the time they brought me back, I was starving. Then they sent MissEmma up to put me to bed.† Phil had stopped fighting now. He stood with hishead bowed and turned to one side so he wouldn'thave to look at James. James threw his words at theaverted face. â€Å"I was only four. I couldn't stop myself. And the thing is, I wanted to. If you'd asked me who I'd rather have die, me or Miss Emma, I'd've said me. But when you're starving, you lose control. So I fed on her, and all the time I was crying and trying to stop. And when I finally could stop, I knew it wastoo late.† There was a pause. James suddenly realized that his fingers were locked in anagonizingcramp. He letgo of Phil's shirt slowly. Phil said nothing. â€Å"She was just lying there on the floor. I thought,wait, if I give her my own blood she'll be a vampire, and everything will be okay.† He wasn't yelling anymore. He wasn't even really speaking to Phillip, butstaring out into the dark parking lot. â€Å"So I cut myselfand let the blood run into her mouth. She swallowedsome of it before my parents came up and stoppedme. But not enough.† A longer pause-and James remembered why hewas telling the story. He looked at Phillip. â€Å"She died that night but not all the way. The twodifferent kinds of blood were fighting inside her. Soby morning she was walking around again-but shewasn't Miss Emma anymore. She drooled and her skin was gray and her eyes were flat like a corpse's.And when she started to-rot-my dad took her out to Inverness and buried her. He killed her first.† Bilerose in James's throat and he added almost in a whisper, â€Å"I hope he killed her first.† Phil slowly turned around to look at him. For thefirst time that evening, there was something otherthan horror and fear in his face. Something like pity, James thought. James took a deep breath. After thirteen years of silence he'd finally told the storyto Phillip North,of all people. But it was no good wondering aboutthe absurdity. He had a point to drive home. â€Å"So take my advice. If you don't convince Poppyto see me, make sure they don't do an autopsy onher. You don't want her walking around without herinternal organs. And have a wooden stake ready forthe time when you can't stand to look at heranymore.† The pity was gone from Phil's eyes. His mouth wasa hard, trembling line. â€Å"We won't let her turn into†¦ some kind of halfalive abomination,† he said. â€Å"Or a vampire, either. I'm sorry about what happened to your Miss Emma,but it doesn't change anything.† â€Å"Poppyshould be the one to decide-â€Å" But Phillip had reached his limit, and now he was simply shaking his head. â€Å"Just keep away from my sister,† he said. â€Å"That's all I want. If you do, I'll leaveyou alone. And if you don't-â€Å" â€Å"What?† â€Å"I'm going to tell everybody in El Camino what you are. I'm going to call the police and the mayorand I'm going to stand in the middle of the streetand yell it.† James felt his hands go icy cold. What Phil didn't realize was that he'd just made it James's duty to killhim. It wasn't just that any human who stumbled onNight World secrets had to die, but that one activelythreatening to tellabout the Night World had to die immediately, no questions asked, no mercy given. Suddenly James was so tired he couldn't seestraight. â€Å"Get out of here, Phil,† he said in a voice drainedof emotion and vitality both. â€Å"Now. And if you reallywant to protect Poppy, you won't tell anybody anything. Because they'll trace it back and find out thatPoppy knows the secrets, too. And then they'll killher-after bringing her in for questioning. It won'tbe fun.† â€Å"Who're ‘they'? Your parents?† â€Å"The Night People. We're all around you, Phil.Anybody you know could be one-including themayor. So keep your mouth shut.† Phillip looked at him through narrowed eyes. Thenhe turned and walked to the front of the store. James couldn't remember when he'd felt so empty. Everything he'd done had turned out wrong. Poppywas now in more kinds of danger than he couldcount. And Phillip North thought he was unnatural andevil. What Phil didn't know was that most of thetime James thought the same thing. Phillip got halfway home before he rememberedthat he'd dropped the bag with Poppy's cranberryjuice and wild cherry Popsicles. Poppy had hardly eaten in the last two days, and when she did get hungry, it was for something weird. No-somethingred,he realized as he paid for a second time at the 7-Eleven. He felt a sick lurch in his stomach. Everything she wanted lately was redand at least semiliquid. Did Poppy realize that herself? He studied her when he went into her bedroom togive her a Popsicle. Poppy spent most of the time inbed now. And she was so pale and still.. Her green eyes werethe only alive thing about her. They dominated herface, glittering with an almost savage awareness. Cliff and Phil's mother were talking about gettinground-the-clock nurses to be with her. â€Å"Don't like the Popsicle?† Phil asked, dragging achair to sit beside her bed. Poppy was eyeing the thing with distaste. She tooka tiny lick and grimaced. Phillip watched her. Another lick. Then she put the Popsicle into anempty plastic cup on her nightstand. â€Å"I don't know †¦ I just don't feel hungry,† she said, leaning backagainst the pillows. â€Å"Sorry you had to go out fornothing.† â€Å"No problem.† God, she looks sick, Phil thought.†Is there anything else I can do for you?† Eyes shut, Poppy shook her head. A very smallmotion. â€Å"You're a good brother,† she said distantly. She used to be so alive, Phil thought. Dad calledher Kilowatt or Eveready. She used to radiateenergy. Without in the least meaning to, he found himself saying, â€Å"I saw James Rasmussen today.† Poppy stiffened. Her hands on the bedspreadformed not fists, but claws. â€Å"He'd better keep awayfrom here!† There was something subtly wrong about her reaction. Something not-Poppy. Poppy could get fierce,sure, but Phil had never heard that animal tone inher voice before. A picture flashed through Phil's mind. A creaturefromNight of the Living Dead,walking even though its intestines were spilling out. A living corpse likeJames's Miss Emma. Was that really what would happen if Poppy diedright now? Was she that much changed already? â€Å"I'll scratch his eyes out if he comes around here,†Poppy said, her fingers working on the spread like acat kneading. â€Å"Poppy-he told me the truth about what hereally is.† Strangely, Poppy had no reaction. â€Å"He's scum,†she said. â€Å"He's a reptile.† Something about her voice made Phillip's fleshcreep. â€Å"And I told him you would never want to become something like that.† â€Å"I wouldn't,† Poppy said shortly. â€Å"Not if it meanthanging around withhimfor eternity. I don't want to see him ever again.† Phil stared at her for a long moment. Then heleaned back and shut his eyes, one thumb jammedagainst his temple where the ache was worst. Not just subtly wrong. He didn't want to believe it, but Poppy wasstrange.Irrational. And now thathe thought about it, she'd been getting stranger everyhour since James had been thrown out. So maybe she was in some eerie in-between state. Not a human and not a vampire. And not able tothink dearly. Just as James had said. Poppy should be the one to decide. There was something he had to ask her. â€Å"Poppy?† He waited until she looked at him, her green eyes large and unblinking. â€Å"When we talked,James said that you'd agreed to let him-change you.Before you got mad at him. Is that right?† Poppy's eyebrows lifted. â€Å"I'm mad at him,† sheconfirmed, as if this was the only part of the questionshe'd processed. â€Å"And you know why I like you?Because you've always hated him. Now we bothhate him.† Phil thought for a moment, then spoke carefully. â€Å"Okay. But when youweren'tmad at him, back then,did you want to turn into-what he is?† Suddenly a gleam of rationality showed in Poppy's eyes. â€Å"I just didn't want to die, â€Å"she said. â€Å"I was so scared-and I wanted to live. If the doctors could doanything for me, I'd try that. But they can't.† Shewas sitting up now, staring into space as if she saw something terrible there. â€Å"You don't know what itfeels like to know you're going to die,† shewhispered. Waves of chills washed over Phillip. No, he didn'tknow that, but he did know-he could suddenly picture vividly-what it was going to be like forhimafter Poppy died. How empty the world was going tobe without her. For a long time they both sat in silence. Then Poppy fell back onto the pillows again. Phillipcould see pastel blue smudges under her eyes, as ifthe conversation had exhausted her. â€Å"I don'tthinkitmatters,† she said in a faint but frighteningly cheerfulvoice. â€Å"I'm not going to die anyway. Doctors don't know everything.† So that's how she's dealing with it,Phillipthought.Total denial. He had all the information he needed, though. He had a clear view of the situation. And he knew whathe had to do now. â€Å"I'll leave so you can get some rest,† he said to Poppy, and patted her hand. It felt very cool andfragile, full of tiny bones like a bird's wing. â€Å"Seeyou later.† He slipped out of the house without telling anyone where he was going. Once on the road, he drovevery fast. It only took ten minutes to reach the apart ment building. He'd never been to James's apartment before. James answered the door with a cold, â€Å"What areyou doing here?† â€Å"Can I come in? I've got something to say.† James stood back expressionlessly to let him in. The â€Å"place was roomy and bare. There was a singlechairbeside a very cluttered table, an equally clut tered desk, and a square unbeautiful couch. Cardboard boxes full of books and CDs were stacked inthe corners. A door led to a spartan bedroom. â€Å"What do you want?† â€Å"First of all, I have to explain something. I knowyou can't help being what you are-but I can't helphow I feel about it, either. You can't change, andneither can I. I need you to understand that from the beginning.† James crossed his arms over his chest, wary anddefiant. â€Å"You can skip the lecture.† â€Å"I just need to make sure you understand, okay?†Ã¢â‚¬ What do youwant,Phil?† Phil swallowed. It took two or three tries before he could get the words out past the blockage of hispride. â€Å"I want you to help my sister.†

Difficulties of Implementing Motivation to Modern Work Place Essay

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3 - Assignment Example Astronomers can notice the changes of the rate of expansion of the universe through measurements of the recession speeds and distances of very distant galaxies (Materrese & Sabino 2010). The assumption of the dark energy is that it is a gravitationally repulsive force which does not appear to cluster in galaxies. It has last been seen to stretch the space–time apart and certainly fits the accelerating-expansion scenario. Therefore acceleration of the expansion implies clearly the existence of some force that acts to push galaxies apart, and the source of this force is the dark energy. In this scenario large structure size galaxy clusters are formed first then they are segmented into galaxies. This scenario is based on radiation smoothed out the matter density fluctuations to produce large pancakes which then gradually build-up matter after recombination and grow until they collapse and fragment into galaxies. In this type, small dwarf Galaxies form first then they merge into clusters of galaxies. The density enhancements at the time of recombination are close to the size of small galaxies and the enhancements collapses from self-gravity to form dwarf galaxies. This is a theory that was proposed by mordehai milgrom and it attempts to explain the galaxy rotation problem by modifying the Newton’s second law of motion, so as the acceleration at very low values such as between distant stars is not strictly linear. It tries to resolve the problem that when astronomers observe galaxies and apply the current theory of gravity, the result shows the stars within the galaxy should go spinning apart from each other. Most astrophysicists and cosmologists do not believe that MOND fits the evidence. This falls in the somewhat less-informal category of an alternative gravity theory since it proposes fundamental changes to the understanding of the way

A Modest Proposal Essay Example | Topics and Well Written Essays - 250 words - 2

A Modest Proposal - Essay Example 10), and the remainder may be sold on the market as food for wealthy landlords. He analyzes the disposal of poor children as a â€Å"saleable commodity† (Swift, par. 7), and discusses various ways to convert the flesh of children into delectable dishes. According to Swift, his proposal would ensure a reduction in the Irish Catholic population, serve as a source of income for the poor peasant, boost the economy of the country, lighten the financial burden of the parents, â€Å"bring great custom to taverns† (Swift, par. 25), encourage marriage and the good care of children, and boost the export of flesh. He declares that there is a good market for this ‘commodity’. Swift now lists the measures which would improve the conditions of the Irish peasants: the taxation of absentee landlords, the use of locally manufactured goods, the rejection of imported luxuries, the practice of thrift, the fostering of nationalism, unity and virtue, compassion towards the poor tenants, and â€Å"a spirit of honesty, industry, and skill† (Swift, par. 29) in merchants. He concludes his essay on a cynical note, saying that these measures will not be implemented in Ireland and, therefore, his proposal is the only practical alternative. Swift signs off with the affirmation the he is a totally disinterested participant in this debate, as he has no young children whom he could sell

Human motivation Research Paper Example | Topics and Well Written Essays - 4000 words

Human motivation - Research Paper Example The behavioral scientists have mainly confirmed that raised productivity is a task of the level of human wellbeing. This notion surpasses awareness being focused on instruments only since at the core of the company and its complete structure, the employees enabled with proficiency, knowledge, mind-sets and intellect is the most important their nature in factor grouping of capital generation and creation procedure. Companies, regardless of their nature, always target at attaining their commercial objectives, or else, the endurance of such venture will be more of a delusion and not a reality such extremely significant. The achievement of any company is mostly calculated by the level of its productivity. Even though, this can be considered autonomous on the mind-set as well as self-esteem of the personnel in form of their level of job dedication. No corporation can consequently afford to overlook any of the factors that may contribute to the improving of the dedication levels of its emp loyees, which is motivation. During every productive activity, the fundamental components and factors incorporate property, funds, labor, and the capitalist (Bruce, 2002, p. 56). The laborers and the capitalists are human and as such extremely significant within any productive venture. They make use of the other aspects for the understanding for the objective of the venture. It can then be adduced that human beings have a very significant position within any system and especially in organizations.... Companies, regardless of their nature, always target at attaining their commercial objectives, or else, the endurance of such venture will be more of a delusion and not a reality. The achievement of any company is mostly calculated by the level of its productivity. Even though, this can be considered autonomous on the mind-set as well as self-esteem of the personnel in form of their level of job dedication. No corporation can consequently afford to overlook any of the factors that may contribute to the improving of the dedication levels of its employees, which is motivation. During every productive activity, the fundamental components and factors incorporate property, funds, labor, and the capitalist (Bruce, 2002, p. 56). The laborers and the capitalists are human and as such extremely significant within any productive venture. They make use of the other aspects for the understanding for the objective of the venture. It can then be adduced that human beings have a very significant po sition within any system and especially in organizations. Therefore, they should be considered with a high concern so that they can chip in successfully and competently throughout productive activities. Effect of Motivational Theories A simple meaning of motivation is what makes individuals put actual effort as well as energy into what they perform. One may anticipate the motivational theories to be the ideal place to search for a normally agreed upon meaning. However, the field of motivation is described by a large quantity of various theoretical frameworks and models that make it tricky, if not impractical, to recognize similarities and differences

Insulin-Dependent Diabetes Mellitus Essay Example | Topics and Well Written Essays - 750 words

Insulin-Dependent Diabetes Mellitus - Essay Example (Condition: Insulin dependent Diabetes mellitus, 2008) Specifically, in type 1 diabetes, the beta cells of the pancreas produce little or no insulin, the hormone that allows glucose to enter body cells. This glucose serves as the source of energy in the body, when this hormone is not produced the cells does not gets adequate energy to perform the activities. When enough insulin is not present, the body is not able to use glucose as source of energy. The body is unable to use this glucose for energy despite high levels in the bloodstream, leading to increased hunger. (Condition: Insulin dependent Diabetes mellitus, 2008) Moreover, the high levels of glucose in the blood lead to more urination in the patient and further also lead to excessive thirst. Not more, within 5-10 years most of the beta cells are destroyed and the body no more produces insulin. (Diabetes, 2005) Type 1 diabetes can occur at any age, but it usually starts in people younger than 30. Symptoms are usually severe and occur rapidly. The cause of the insulin dependent diabetes mellitus is unknown, but some research shows a viral infection may play a positive role where is causes destruction of f the insulin secreting tissues that often lead to inflammation of the pancreas. It is also reported that there are some genes responsible for causing this disease, but the pattern of inheritance is complicated. The child of a person who has insulin dependent diabetes mellitus is at a greater risk of developing the same type of the disease. But, most of the children affected with IDDM have parents who are not already affected with IDDM. Dietary measures can be used to help control the disease, but it also must be treated with insulin injections. (Condition: Insulin dependent Diabetes mellitus, 2008) The symptoms leading to IDDM develop quickly and very severe. Some of the symptoms are listed below: 1. Frequent Urination; 2. Unusual Thirst; 3. Extreme hunger; 4. Usual weight loss; 5. Extreme fatigue; 6. Irritability; 7. Nausea; 8. Vomiting; 9. Confusion; 10. The smell of the breadth is like acetone. (Condition: Insulin dependent Diabetes mellitus, 2008). If the patients encounter symptoms above then he or she should consult a doctor. The diagnosis that the doctor will perform will be doing a physical exam and some laboratory blood tests. The doctor will also work upon the optimum insulin dosage to treat hyperglycemia (high blood pressure). The dose of the insulin depends on person to person and will vary with period of time. The calorie intake will also be discussed and the amount of insulin will be panned with physical activity that will be required to reduce the blood glucose level and the thus the need of the insulin. (INSULIN DEPENDENT DIABETES MELLITUS (IDDM). Other tests like urinalnyis, glucose tolerance test, Fasting blood glucose and Glycosylated hemoglobin AIC level can also be performed. If the patient is suffering from any eye problems or any problems that involves problem with vision than operation will also be performed. Other complications might include gangrene and coronary heart disease. (INSULIN DEPENDENT DIABETES MELLITUS (IDDM). A vitamin D dose of 2000 IU per day is given during the first year of a child's life in Northern Finland because it is believed that there is a reduction of getting Type 1 diabetes latter in life, and the

Pennsylvania State System of Higher Education Internal Controls Essay

Pennsylvania State System of Higher Education Internal Controls - Essay Example The leadership is composed of qualified people both academically and management wise and hence will not only provide new aspect academically but also ensure that the management system is coordinated which leads to effective planning. The structure of PASSHE comprises of the board of governors, the chancellor, the 14 presidents of the universities and 14 councils of trustees each representing the 14 universities. The board of governors which is made of 20 members is the one that makes the final decision and this prevents power being vested in one person only (the chancellor). The structure also permits decentralization of decisions and resources and hence making planning easier and faster. The culture of PASSHE is mostly derived from the mission statement which is to provide instructions to graduate and undergraduate students beyond even the master’s level and in the fields of arts, sciences and even applied fields. It is this mission that has ensured its sole culture is furthering education and professionalism. It is the strict following of this mission that has led to PASSHE having even over 600,000 alumni, an increase in the universities and even an introduction of new studies. The internal processes of PASSHE include the governance of the employees, students and facilities. The smooth running of these areas is what makes the institution achieve its commonwealth standards. If one of these areas and their processes fails to work or slows down, then the rest will also be affected because these internal processes are interdependent. Planning therefore must involve these areas

Happy Feelings Essay Example for Free

Happy Feelings Essay Happiness is something that does normally come to everyone in one way shape or form. Happiness is not something that just comes, it’s something that you create. In a person’s life if you are waiting on something to change in order to be happy, then you’re not living life. When you adopt a positive attitude, life becomes a rewarding instead of something to get through. If you wish to be happy, you have to be less involved in your own happiness and more involved in the happiness of others. Make others happy and you become happy as a result. Involve yourself totally, throw yourself into what you are doing in life, and happiness will result. If you are compromising, i.e. doing something you hate as a means to an end so that good will result one fine day, STOP! Begin to do more of what you love now and let that grow until it fills your life. Then happiness will be yours, and you will be better able to bring happiness to the world, (Asoka Selvarajah). We look for happiness outside ourselves, thinking that if we and the right job, homes , and the right friends we would be truly happy. All our life we have tried to surround ourselves with people and things that make us feel comfortable. A step in seeking happiness is learning that we first have to learn how negative emotions are not helpful and positive emotions are helpful. †We must also realize that these negative emotions are not only very bad and harmful to one personally, but are also harmful to society and the future of the whole world, (Dalai Lama). The Dalai Lama believes that happiness is a state of mind is the source of happiness must lie within the mind. If our mind is pure and peaceful we shall be happy, regardless of our external changes. Dalai Lama believes that happiness is achieved through compassion and training the mind. To achieve happiness begins with distinguishing between spirituality and religion. To have a spiritual portion in your life, you will appreciate the happiness in your life. My first subject I chose was Jennifer Aldred, She is a close friend and someone that I recently began dating. Jennifer is 33 years old and holds a degree in Computer Science. Jennifer is employed at the Chick-fil-a Corporate Office as an Administrative Communications Assistant. The questions I had presented to Jennifer were as follows: 1. What is your definition of Happiness? 2. Has your definition of happiness changed over time? 3. What experiences have influenced your definition? 4. Do you expect your definition to change again over time? 5. Do you think the happiness of other around you affect your happiness? 1. Happiness is a relative-term that is based off of the levels of serotonin in the body. â€Å"I have a science background; what can I say.† 2. My definition of happiness has only changed slightly over time; more dramatically from childhood into adulthood. As a child, happiness was more about receiving a material gift. Now, as an adult, time is more valuable to me. And, being able to spend time with my peers gives me that same sense of happiness as when I was a child and my parents would give me a new toy. Of course, most of our basic needs such as food, shelter, love and peer bonding have continued to make me happy over time. As we age, the definition of happiness will mature as with our lives. 3. Looking into the past, I associate key events (birthdays, being able to drive for the first time, the birth of my friend’s children, getting married, vacations, etc.) with my happiness. Currently, I am very content with where I am in life so there for each day is filled with an undertone of happiness. Contentment = happiness. 4. I completely expect my definition of happiness to change again. As I progress into different stages of my life, whatever is most valuable to me will become my greatest source of happiness. 5. Yes, the happiness of others directly affects my happiness. My second subject I chose was Kristie Thompson, She is a work associate and is an Executive Assistant and holds a Master’s Degree in Business Administration. Kristie is employed at the Chick-fil-a Corporate Office. The questions I had presented to Kristie were as follows: 1. What is your definition of Happiness? 2. Has your definition of happiness changed over time? 3. What experiences have influenced your definition? 4. Do you expect your definition to change again over time? 5. Do you think the happiness of other around you affect your happiness? 1. Happiness is defined as following the path that God has lead out for you and being in His will. Only when you are doing what God has called you to do can you really be happy. It is knowing that I am doing what He created me to do regardless. 2. Happiness has changed as Ive matured, as a kid, happiness was the next big present received or achievement for parents to be proud of you. As an adult, happiness is rarely about you or your achievement. 3. As a Christian, everything is influenced by what I learn in the Bible and my life experiences, whether good or bad, just support that. 4. No, I believe that I’m am pretty set in my ways. I have my family, home and everything that I need. I’m 38 years old and believe I have found I am pretty set in my ways in what I like and don’t like. 5. The happiness of others around me may impact my mood, but not my true happiness. I’m not going let other bring me down. I can say I have brief moments of happiness, for example when my children accomplish something, but don’t overall affect my overall happiness. www.cedarfire.com/art.word-asoka.shtml Richardson, Hugh E. (1984). Tibet Its History. 1st edition 1962. 2nd edition

Observational Cinema And Forms Of Ethnographic Filmmaking Film Studies Essay

Observational Cinema And Forms Of Ethnographic Filmmaking Film Studies Essay There are many film styles which one can adopt to make an ethnographic film and observational cinema is one of them. Observational cinema includes direct and và ©rità © cinema which developed back in the 1960s. David McDougall was the most enthusiastic critical person when it came to observational cinema and also the most skilled person which used this type of ethnographic filmmaking. There are various implications when it comes to new technologies that anthropologists are still struggling with them till today. If it wasnt for the new technologies anthropologists would find it difficult to sync sound enabled documentaries because they really needed to show interactions in informal settings. Since, it never was possible to do so because an anthropologist needed a studio dramatization with fundamental fictionalization. This shows that there was a shift from the public to the private and also from the general to the particular. In the past, the pre-sync sound documentaries depended on a third-person commentary. The comments were used to contextualize the footage, to deliver the message and to elaborate sophisticated arguments captured by the anthropologist filmmaker. Commentary by the filmmakers was becoming to be seen as an unnecessary obstacle. This happened because when the viewers are watching a documentary with the natives speaking in their own native language, the editor has to cut certain comments and the meaning of the scene tend to be lost. Previous ethnographic films tend to combine the voice of the filmmaker with the voice o the film and also that in turn with voices film-as-text and the subjects in the film (McDougall David, 1998, pg5). Observational films are the most acknowledged from authors of ethnographic films, which hold on the traces of filmmaking in a form of documentary. Moreover, McDougall, points out that the know-how of understanding and viewing these types of observational films, is a very passive one which it shows the scene moving before you can notice it. This shows that the filmmakers view is important and challenging which is usually heard only through a voice. The 1960s and the beginning of the 1970s observational cinema, have given a new start for a style that is based on interviews, intercuts with archival or actuality footage. McDougall during an interview in the Film Teaching and the State of Documentary had used the same harmony sound of the new technology which had lead the way for observational cinema, both the early technology and the new technology are different in their character. When it comes to documentaries which are based on interviews, one notices the earlier style of observational filmmaking, which was going to takeover. Usually, in a standard dialogue, people are usually encouraged to say what they want and do, so that they can reflect what they had really experienced after a phenomenon. On the other hand, observational filmmakers, such as ethnographers, focus more on the life o the natives and how they actually live it, more like participatory observation. The person, who is doing the film, has to be sure that the saying or doing are drifting apart together. Somehow, the phenomenologist forgets that one should reflect on the person living his life rather than interpreting it. If certain scene have been staged for the camera, therefore they are not exactly real, may have similarities to those who act in the real self, but the final result wont be real. Observational cinema is more likely to think about the natives to get on with their own life when they are being observed rather than interrupting from their daily life. This type of filmmaking didnt want people to speak about themselves or to narrate their experiences especially when it is in front of the camera. David and Judith MacDougall influenced the ethnographic filmmaking even though through the years from 1970s onwards it continued to develop. Their films such as the African and the Australian films shows are still popular even today. Before this development in filmmaking, ethnographers didnt use subtitles when it comes to their documentaries, but the MacDougalls have introduced the subtitles in the ethnographic filmmaking rather than being talked over from the voice of the anthropologist. Subtitles had an important influence because the use of subtitles showed that the Non-Westerners, had also their intellectual lives, not as the Westerners used to think. As they used to shoot, MacDougalls still tied the natives to their physical and psychological limited perspectives. The aim of the film ethnographer is to capture the details through camera or photography but the fact that people are influenced by the presence of the ethnographer is rather an implication, therefore the ethnographer should have an aesthetic precision (McDougall David, 1998, pg9). There are various observation documentary films which reveal the real life which belong to a certain importance to journalism. This happens because in every society there is a public and political orientation. Now I will be discussing the implications they encountered during their practices with their new techniques in areas where tradition anthropology is enquired. From the start, David and Judith had their own ideas. They wanted to show the outline of every stage of their practice. The MacDougalls also wanted to show the differences they adopted from that of Jean Rouch, who altered the process of ethnographic exploration into a mystical or shamanistic journey, seeks to subvert the very kind of intellectual reasoning (Grimshaw, Ann, 2009 pg 122). Without any uncertainty, David MacDougalls writing reflects the recent cinematic ethnography development which they tackle realities of every day life of a particular society. Ann Grimshaw calls this technique as the metaphysic (Grimshaw, Ann, 2009 pg 122).. The work of David and Judith MacDougall will remain popular for their new way of observing things. Grimshaw tackles an epistemological perspective, where she argues that when someone questions something about knowledge needs to answer the question to its depth. The MacDougalls works such as films and writings are marked by a drive for clarity (Grimshaw, Ann, 2009 pg 122). Various anthropologists have searched for new methods to make documentary filming so that they can study Western societies. All they had to do was that they had to seek for something that renders things in their natural state, so that the film could make it to a larger audience. The method was that the ethnographer places him self as a filmmaker and therefore he views a certain type of ritual. The advantage of this method is that the ethnographers divided their methodological lines and observed while they also found the time to interact with the agency involved. On the other hand, Rouchs followers which are usually English speaking found it difficult to interact with the people of that particular society, unless an interview. Anthropologists by time started to adopt this observational filmmaking approach. The difference between certain other methods and this approach is that other methods tell very little to the audience and everyone can deduct his or her own story from the pictures seen. Films such as observational cinema involve people which they seem to be the owners of the wealth and effort of human experience (McDougall David, 1998, pg129). As a sort of implication the participants was seen as the co-conspirator in the filmmaking for not leaving the filmmaker out from his / her own film. This shows that the filmmaker gives much importance to the natives of the country rather than interrupting him/her self. When an anthropologist starts his or her research first s/he has to interact and then be accepted as part of that group. But when it comes to an anthropologist using the filming method, this builds a wall between the anthropologist and the natives because the anthropologist finds it difficult for him/her to show him / her self with the natives while being filmed unless there is someone else filming. Filmmaking doesnt leave much room for energy because all the energy is drained out with the camera so that the anthropologist can have an excellent result. This may lead for the anthropologist to reduce his or her participation with that society and therefore it is difficult for an anthropologist to recall whatever s/he has captured if not participated. Ethnographers are more likely to study non-Western Societies, which are very delicate to tackle and to study. The weakness of this situation is that since these societies are very weak, the ethnographer when it comes to film making should make him/herself as the recording instrument of history, which the pressure is on the ethnographer to weigh down the efforts to pursue more specific lines of inquiry (McDougall David, 1998, pg130). The situation leads the ethnographer to impersonate. Even though we, as spectators, are viewing people through the finalized film, as if they do not maintain anything on us, it is still up to us to understand whatever they mean by the things or rituals they make. Our situation combines a sense of immediacy with an absolute separation (McDougall David, 1998, pg130). With this observational method, the filmmaker is more likely to understand the meaning through a film or a picture rather than by understanding the meaning of the ritual by involving him / hers elf into the setting. The filmmaker became more of an eye of the audience, frozen into their passivity unable to bridge the separation between themselves and their subject (McDougall David, 1998, pg131). Films rather than tackling the abstract are more enthusiastic to tackle the specific, is deemed to be incompetent of serious intellectual expression. There are more than enough ethnographic films around which contains a doubtful interpretation, with a justification as a conclusion. Finally, Evans Pritchard also made a critique to Malinowski, where he stated that the themes are more than a descriptive synthesis of events. It is not a theoretical integrationthere is consequently no real standard of relevance, since every thing has a time and space relationship in cultural reality to explain everything else and from what ever point one starts on spreads oneself over the same ground (McDougall David, 1998, pg131). What Pritchard wanted to say was that it takes more from a descriptive observation to understand a situation; it takes to involve one self to understand what the meaning behind every situation is.

Report For The Child Protection Case Conference Social Work Essay

Report For The Child Protection Case Conference Social Work Essay This report is prepared for the use of a Child Protection Case Conference for the five members of the Jones family. The Jones family consists of Mark (25) And Sue (21) and their three children John (6), Emma (4) and David who is just 3 weeks old. The conference is being held to consider the extent to which the needs of John, Emma and David are being met, as also the risks to which they are exposed. With the Child Protection Conference being a meeting between the parents of children and the people from different agencies who know the family, this report aims to provide a brief detail of the family scenario and a reflective commentary on the family circumstances, suitably supported by the theoretical and practical knowledge of the author on the risks faced by the children and the framework chosen for such risk assessment. This introductory section is followed by a brief overview of the case, a reflective commentary and finally a summative section. 2. Brief Case Details The appendix to this report provides details about the family scenario and can be accessed by users of this report. To state very briefly, the Jones family has three children. John, the eldest child suffers from speech delays and is exhibiting behavioural difficulties at home and school. He demands individual attention and has tendencies for uncontrollable anger and physical violence with children as well as grownups. He has also exhibited delinquent behaviour and has been reported for shock lifting. Emma, the second child is good natured, loves going to school, has been assessed to be developmentally advanced and loves her father. David, the newly born is a premature child and is not in the best of health. It is difficult to feed him and he cries often. Mark Jones the father has a history of youth offence, criminal behaviour and domestic abuse. He has grown up in poor social and economic circumstances and is now working as a driver of heavy vehicles, a job that often keeps him away from home. Sue the mother, had her first child when she was 15 and suffered from post natal depression. Not in the best of health and having suffered from domestic abuse, she finds it difficult to take care of her three children. Whilst she comes from an affluent background, she has little contact with her parents, who disapprove of Mark. 3. Reflective Commentary Caring and protecting children is now at the very core of the social work system of the UK (Cleaver, 2004, p 14). Whilst the importance of protecting, nurturing and nourishing children and the need to provide them with appropriate environments for achievement of physical, emotional and mental development has always been felt to be important by policy makers in the UK, a number of episodes that have taken place over the years show that children continue to be exposed to various dangerous and need suitable protection. The deaths of Victoria Climbie and Aliyah Ismail in 2000 and 1998 (BBC News, 2005, p 1) created enormous media uproar and public outrage and led to numerous legal and policy measures that aimed to protect and safeguard children (Norton, 1999, p 1). The recent deaths of Baby Peter and Khyra Ishaq, who died in terrible circumstances, the first on account of violence at the home (Duncan, et al, 2008, p 1) and the second from starvation, revealed that children continue to be in danger and in need of protection and safety, both in and out of their households (Carter, 2010, p 1). Appendix 2 provides horrifying details on a number of children who experienced violence that resulted in serious injury and even death. I have, in these circumstances tried to synthesise the various legal and policy measures that are available in the UK for protection and safety of children as well as assessment of the risks to which they are exposed, for the consideration of the Child Protection Conference on the needs of the children of the Jones Family. The legislative framework for child protection in England and Wales is provided by the Children Act 1989, further amended by the Children Act 2004 (NSPCC, 2010b, p 4). The act defines harm as ill treatment or impairment of physical or mental health or physical, emotional, social, intellectual or behavioural development. The act also enshrines important principles. The paramountcy principle implies that the childs welfare should be paramount for decisions on his or her upbringing. The wishes and feelings of children should also be ascertained before the passing of any order (NSPCC, 2010b, p 4). All efforts should be made for preservation of the home and family links of children. The law also underlines the importance of parental responsibility in the bringing up of children (NSPCC, 2010b, p 4). A number of other acts like the Children and Young Persons Act 2008 and the Safeguarding Vulnerable Groups Act 2006 and the Domestic Violence, Crime and Victims Act 2004 also lay down the law on protection of children in different circumstances (NSPCC, 2010b, p 4). Apart from extensive legislation for safeguarding and protecting children, the government has introduced a series of policy measures after the death of Victoria Climbie and the publication of the Laming Report in 2003 (Department of Health, 2003, p 7). The Every Child Matters Programme details governmental policy for ensuring the safety, nourishment, growth and development of all children in the country (Department for Educationà ¢Ã¢â€š ¬Ã‚ ¦, 2005, p 4). The guidance Working Together to Safeguard Children: a Guide to Inter-Agency Working to Safeguard and Promote the Welfare of Children defines child abuse and neglect and provides guidance on the action that agencies should take to protect children. The Framework for the Assessment of Children in need and their Families provides guidance to professionals to identify children in need and ascertain the best possible ways of helping such children and their families (NSPCC, 2010a, p 3). The children in the Jones family are being currently challenged by difficult circumstances. Mark, the father has a job that keeps him away from home for long periods and he is thus not really able to help in household work or bringing up the children, except by financial support. He has a history of criminality and domestic violence. Even though it should be considered that he is undergoing an anger management programme in order to overcome his emotional instability. Sue, the mother is just 21 and has already had three children. She also has a history of post natal depression, which could possibly surface again after the birth of David, the youngest child who is not even a month old. Coming from an affluent family, with whom she is estranged for some years, she is obviously unused to the very difficult family circumstances in which she is placed and the responsibilities of a mother of three children. The chances of all three children being neglected is very high in these circumstance s, where the father is not at home most of the time and is trying to overcome his emotional instability and aggressive behaviour and the mother is prone to depression, physically tired and worn out and has been burdened with the responsibilities of caring for and bringing up three young children. The three children in the family face the real danger of physical and emotional neglect. Such neglect could specifically harm their physical, emotional and cognitive wellbeing and development, affect their performance at school, expose them to dangers of under nourishment and illness and severely affect their life chances (Howe, 2005, p 31). Neglected children are also more prone to truant behaviour and substance abuse. John the eldest child already suffers from speech problems, attachment disorders, attention seeking behavioural problems, uncontrolled anger and tendencies for violence. Such a situation could have arisen because of attention deficits in his early childhood years and greater attention being given to his younger sister by his father. John now poses a serious physical threat to his two younger siblings because of his rage and violent disposition. Emma and David are open to the risks of neglect, as well as physical harm. Whilst Emma is the favourite of the family and sha res very good relationships with her parents and may not therefore be exposed to neglect, the condition of the youngest child David is precarious. A premature child who is given to suffering from colic, David needs extra care, support and sustenance, which may clearly be beyond the ability and capacity of Sue, in her frame physical condition and her history of post natal depression. Apart from neglect, which could harm her physical and emotional development at a crucial period in her life, he also faces the threat of physical violence from John, who can well hurt him badly in a fit of rage, if his demands for attention are not met. I feel it to be very obvious that the three children in the Jones family are at considerable risk, all three from neglect and the younger two also from violence. The GIRFEC (getting it right for every child) model provides a new approach for identification and meeting of needs of children. The model places the wellbeing of children and provides a common framework for assessment, planning and intervention across all agencies (Lamey Rattray, 2009, p 2). Whilst the GIRFEC is a comprehensive model, it is specifically focused on taking the whole child approach, placing the child at the centre and keeping children emotionally and physically safe. Its ambit is thus broader than mere child protection (Lamey Rattray, 2009, p 2). It adopts a holistic view and an evidence based approach, wherein the participation and opinions of the child and parents are important for good outcomes. The model has three important components, namely the Wellbeing Indicators, My Word Triangle and the Resilience Matrix, which can be used both separately and together for finding the best solution for children in need (Lamey Rattray, 2009, p 2). The My Word Triangle in particular provides guidance to social workers on what children need from people who look after them. These include (a) everyday care and help, (b) keeping the child safe and (c) being there for the child. These three issues are specifically important for considering the circumstances of the three children of the Jones family (Lamey Rattray, 2009, p 2). 4. Summary and Conclusion This report has been prepared for the Child Protection Case Conference to consider the needs of the children of the Jones family, the extent to which they are being met and what more needs to be done to ensure the safety, development and growth of these children. Assessment of risk and ensuring safety of children is a vital element of current social work theory and practice in the UK. Extant legislation and programmes call upon social workers and other concerned agencies like the education and health services to work in close cooperation and collaboration with each other to ensure the safety and protection of children in need and at risk with the help of specific assessment frameworks, tools and processes. An application of the GIRFEC model reveals that the children of the Jones family could face difficulties on account of their parents not being able to provide adequate everyday care and help, keeping them safe and being there to ensure their physical and emotional care. These circu mstances become more ominous in light of the mothers frail health and past history of post natal depression, the frequent absence of the father from home on account of his work and the violent tendencies and behavioural problems of the eldest child. The conference must consider all these circumstances in order to appropriately assess the needs of the children and the extent to which they are being met and thereafter to plan for appropriate interventionist action. Bibliography BBC News, 2005, Climbie report urges childcare reform, Available at: news.bbc.co.uk/2/hi/in/uk//victoria_climbie/default.stm (accessed February 28, 2011). Birchall Hallett, C., 1995, Working together in Child Protection, London: HMSO. Bodley, A., Risk Assessment and Child Protection, Creative Minds, Available at: www.mylearning.org/learning/science/Child%20Protection.pdf (accessed February 28, 2011). Brandon, M., Howe, H., Dagley, V., Salter, C., Warren, C., 2006, What appears to be helping or hindering Practitioners in Implementing the common assessment Framework and lead, Professional working Child abuse Review, 15: 395-413. Carter, H., 2010, The tragedy of Khyra Ishaqs death, Available at: www.guardian.co.uk//khyra-ishaq-starving-death-background (accessed February 28, 2011). Cleaver, H., Walker, S., 2004, Assessing childrens needs and Circumstances, London: Jessica Kingsley. Department of Health, 2000, Assessing children in need and their families: practice guidelines, London: the Stationery office. Department of Health, 2003, The Victoria Climbie Inquiry report of an inquiry by Lord Laming, Available at: www.dh.gov.uk à ¢Ã¢â€š ¬Ã‚ ºÃ‚  Home  Ãƒ ¢Ã¢â€š ¬Ã‚ ºÃ‚  Publications (accessed February 28, 2011). Department for Education and skills, 2005, Every Child Matters, Green paper London: HMSO Duncan, C., Jones, S., Brindle, D., 2008, 50 injuries, 60 visits failures that led to the death of Baby P, The Guardian, Available at: www.guardian.co.uk//baby-p-child-protection-haringey (accessed February 28, 2011). Ferguson, H., 2004, Protecting children in Time: child abuse, Child Protection and Consequences of Modernity, London: Palgrave McMillan. Howe, D., 2005, Child Abuse and Neglect: Attachment, Development and Intervention, London: Palgrave Macmillan. Lamey, R., Rattray, M., 2009, The Shetland Guide to GIRFEC, GIRFEC Project Team, Available at: www.shetland.gov.uk/socialwork-health//1GuidetoGIRFEC.pdf (accessed February 28, 2011). Norton, C., 1999, The sad life, grim death and terrible betrayal of Aliyah, 13, independent.co.uk, Available at: www.independent.co.uk à ¢Ã¢â€š ¬Ã‚ ºÃ‚  News  Ãƒ ¢Ã¢â€š ¬Ã‚ ºÃ‚  UK  Ãƒ ¢Ã¢â€š ¬Ã‚ ºÃ‚  Home News (accessed February 28, 2011). NSPCC, 2010a, The child protection system in the UK, National Society for the Protection of Cruelty to Children, Available at: www.nspcc.org.uk/Inform//child_protection_system_wdf76008.pdf (accessed February 28, 2011). NSPCC, 2010b, An introduction to child protection legislation in the UK, National Society for the Protection of Cruelty to Children, Available at: www.nspcc.org.uk//child_protection_legislation_in_the_uk_pdf_wdf48953.pdf (accessed February 28, 2011). Unity Injustice, 2005, A Child Protection System so secret it Kills, Available at: www.unity-injustice.co.uk/child_victims.htm (accessed February 28, 2011). Wilson, K., James, A., 2007, The child Protection Handbook, London: Bailliere Tindall Ward, H., 1998, Using a Child development Model to assess the outcomes of Social Work Interventions with Families, Children and Society, 12 (3): 202-211. Appendices Appendix 1 Child Protection Case Conference Based on the Jones Scenario. (To consider to what extent the needs of John, Emma and David are being met). The Jones Family: background January 2010 The Jones family recently moved out of a council flat in city to small town rural area. They are struggling to pay the mortgage on their two bedrooms flat. There is no outside play area, and the flat is accessed via outside stairs. Mark Dad- 25 years old. Mark has a criminal record as a youth offender. He has a history of domestic abuse and is undertaking an anger management program. He is employed as an HGV driver. He has a large extended family. Marks background is working class with poor socio-economic circumstances. Sue Mum 21years old. At age 15 Sue had postnatal depression which was not recognized. She has a poor relationship with her own parents. They are very affluent; Sues mother continually expressed her disappointment in Sue when she was growing up and does not approve of her relationship with Mark. Sue has never worked she is pregnant with her third child. John Son (of Mark and Sue) 6 years old John has severe attachment issues. He is exhibiting behavioural difficulties and has a significant speech delay. He has been identified as requiring Additional Support for Learning. Emma Daughter (of Mark and Sue) 4 years old Emma is the favoured child. She is an easy child to care for and loves going to the nursery where it has been noted that she is developmentally advanced. She has a very good relationship with her dad. The Scenario: sequence of events Scenario January 2010 John starts at the local primary having transferred from a large school in the city. He is in a composite class of 5 and 6 year olds and he is one of the oldest. John has a significant speech delay. March 2010 Records for John have been requested from his previous school but have still to arrive. Meanwhile, his teacher, Mrs Smith is having difficulty managing Johns behaviour. He is very demanding of individual attention and if this is not forthcoming he becomes very angry. He throws things around the classroom and over the past two weeks has hit three younger children. He has also kicked his teacher. He has been reported for shoplifting and has been grounded by his parents for bad behaviour. His anger is exacerbated because he has difficulty in communicating. Additional information April 2010 David was born prematurely last month, and was small for gestational age. He is difficult to feed and is very colicky. He cries a lot and is now 3 weeks old. Following the birth of David, Mary the health visitor has visited the family home to offer support and advice to Sue. Sue present as tired, flat and listless. The house is disorganised. Sue tells Mary that David is a really difficult baby to feed and that he cries constantly. Mark cannot help as his job takes him away from the family home for extended periods of time. On the rare occasions he is at home, he is tired, irritable and sleeps a lot. The situation in the home is not helped by the constant demands of John. However Emma is co-operative happy and helps her mother around the home and with the baby.

Acid Rain :: essays research papers fc

There is a considerable problem today in our world, and its effects are astronomical. This problem is acid rain. Acid rain is any precipitation; rain, snow, or fog that contains acids such as sulphur dioxide and nitrogen oxide. These chemicals are byproducts of industrial processes and or burning of fossil fuels. The United States pumped a disgusting 16.8 tons of SO2 into the atmosphere in 1995 (Alm 349.) Nitrogen oxide emissions come mainly from the combustion engines, that operate our vehicles, furnaces, industrial and electrical utility boilers and engines. It is hard to believe that in the United States, also in 1995, the NOx emissions were an estimated 21.7 tons in weight ( Alm 349.) If these pollutants are present in the atmosphere, they can travel, via wind currents, long distances, and return to the earth dissolved in one or more types of precipitation contaminated by said chemical waste. Regular old rain, not contaminated by acid, is slightly acidic, with a pH of 5.6. This slight acidity is caused by carbon dioxide, that is naturally found in the atmosphere.   Ã‚  Ã‚  Ã‚  Ã‚  Acid rain effects every single aspect of every ecosystem. Acid rain is devastating to aquatic life, crops and forests, and not to mention human life. One would tend to think that acid rain would greatly affect trees and plants, this based on the tree’s direct contact with the acid rain. An estimated sixty five percent of trees are effected by acid rain. The leaves of the trees are scarred by the rain, the seeds sterilized, and the immune system of entire forests are damaged, exposing them to disease infestation. The growth of forestlands can also be greatly slowed by the effects of acid rain. Lakes are also greatly affected by contaminated precipitation. It has been discovered that some twenty thousand lakes have been turned acidic through groundwater contamination by acid rain. Fish start to die at around a pH of below 5.6. There are natural buffers such as calcium and lime in lakes to help neutralize these acids. If there aren’t enough buffer mater ials, or they are completely neutralized by the acids, the pH will not get better, and the lake will become sterile (Public 22.)   Ã‚  Ã‚  Ã‚  Ã‚  What can we do to help control the problem of acid rain? Well, the obvious comes to mind. The emissions of sulfur dioxide and nitrogen oxides that are released into the air must be controlled.

Teaching - Igniting the Spark in our Learning Community Essay -- Colle

Teaching - Igniting the Spark in our Learning Community I tend to be a talker. I can keep up a good bit of conversation for much longer than my schedule usually allows. The gift of gab is a quality I have learned to apply in numerous different realms, and I intend for it to lead a flow of information in my classroom. The best thing about being a talker is that at any given moment, I am usually armed with half a dozen different ways to say the same thing. I love being able to talk with someone who is having trouble understanding something, and spin the information to him or her in a new way that they can understand. Being able to successfully convey information to someone who has been confused is remarkable to me. So, with my gift, I have been exchanging ideas and information with every community I participate in, from Rock Climbing and Boy Scouts, to Drama and Classrooms. I have found a niche as a teacher able to converse with students in a variety of formats, which affords me the opportunity to participate in the passing of infor mation, and to view its flow into knowledge. Since I was endowed with such an abundance of speech, I have taken a strong interest in language, and the numerous ways that it can be used to convey a variety of information. I feel that each student in my education community should be guided toward their highest goals. Every student that walks in the door has the ability to discover a field that interests him/her, and to develop knowledge in that field. It is my job as a teacher to foster each student’s interests, and provide them with the appropriate tools of language that will allow them to succeed in any field, and thus meet their goals. This is quite easier said than done. I truly ... ...d content can keep learning interesting, and personal for each of my students. Each format will be identified as a tool of language, because information is useless for students if they don’t have a clear guide for applying it. In this WAC-type manner students will be guided to experience how important language is in every field. I believe my conversational ability will help establish this type of a classroom community. This community will benefit from a variety of activities that can illustrate the importance, and numerous uses of our language in any field my students show an interest in. I can spark others in our learning community with my interest in the abilities of language through my conversational skills, that interest can play an integral part in the achievement of the goals of everyone involved with the community at one time or another.

Essay --

What exactly is a hipster? Dictionary.com defines one as "a person, especially during the 1950s, characterized by a particularly strong sense of alienation from most established social activities and relationships". Throughout history, there have always been droves of individuals who choose to be nonconformists. This is a lifestyle that labels such people as outcasts, hippies and beatniks. Those who are labeled as such endure a rough lifestyle, whether it is living in nature or perhaps walking the streets as a vagabond. These people live by complex philosophies, but to what purpose? I’m fascinated by the fact that they experience discrimination and ridicule, but choose to keep living with it. So exactly what is the appeal to counterculture? What is it about modern society and the mainstream that causes these people to ostracize themselves and announce their individualism? That’s what I hope to find out. I decided to track back to the roots of counter culturist movements. I discovered that after World War II, the nation’s economy boomed and fear began to grow over the growing nuclear arms race. Concern about the future led many young people to become more active in social causes, from the civil rights movement to President Kennedys Peace Corps. This generation was known as the beat movement, it defined an ideology for disaffected, rebellious youth of that decade. Due to the economic boom, many people could afford to go to college and enrollment rose from 3.1 million to almost 5 million. Protest began to rage across the country. The beat movement led to many new youth culture movement in the coming years, such as hippie culture. The hippies represented a rebellion against mass culture in the U.S. They rejected traditional values an... ...ed to hold their own place in history and be known for fixing an issue or perhaps toppling the government in their own obscure fashion. I believe that growing numbers of non-conformists happens to be ironic and an entirely different situation on its own, but perhaps it’s for a more personal reason. Looking at history up to now, one would address my earlier conjecture, who would want to put themselves through hell and ridicule, most likely knowing that they cannot cause upheaval alone? I believe that it is due to the fact that none of these people are comfortable being mixed into a crowd. They strongly look towards transcendentalism to individualize themselves. The youth doesn’t want to be labeled as a just another number. They want to feel important and be their own person. Riots and violent protests might not be the most orthodox solution, but it sure is effective.

Parent Child Relationship Essay

Abstract This paper is about showing your children that you love them by promoting boundaries. It will explain what kids really want their parents know and understand. This paper also gets down to the basics of how to be a beacon of hope in this dark world. Show how to help our children maneuver through troubling situations by giving them positive values to fall back on. Love is the common thread which binds us together and without love, boundaries and discipline would not succeed the way it is meant to. This paper looks at different ways to be active at home, how to have a joy-filled home, and how to show the ones who mean the most to you how you feel. It also shows how emotions can affect how we parent. It takes us on a journey through our childhood, so many of our parenting tactics come from how we were parented whether it was good or bad it is what we based our parenting on. How Parents can Better Love & Understand Their Kids In this paper we will be discussing different techniques and methods practiced to make home the safe haven it is supposed to be. Some tips are given on how to bring fun and understanding into the home. Family White (1998) states, â€Å"if your family are the most important people in your life†¦show them, make your family your priority—strip away the non important things that take away time from them (p. 5). Kids just want to be loved and cherished. They need to feel like they belong somewhere and are special. Parents need to slow down and spend time with their children. We need to be good role models for our own kids. We need to have fun households to show the kids there is more to their music and TV, they can have a good time with the family (p. 37-41). Talk about goal setting as a family, â€Å"everyone has an opinion so everyone is included in pitching ideas of they would like to see the family accomplish, positive comments only. Then you need to clarify and organize your agreed-upon goals, and write down ways to accomplish each goal. You should designate a specific time to reflect and reevaluate your efforts as a family† (White, 1998, p. 41-42). White (1998) teaches a listening technique which was taught to him. â€Å"You begin by telling the person you are going to ask three questions and you will repeat them several times, but they need to give a different response each time. The goal is to get them to discover the solution and work toward applying it (p. 60-61). We need to be mindful of how we perceive things each person has his or her own view, and it may not match your personal view but we need to realize there is more than one way to do a task. Also, White (1998) speaks to us about time and how we cherish the moments with our loved ones, making sure our kids are confident & secure in who they are will help them be able to say no to certain things. We need to build up the kids by focusing on the positive and by letting them know they are loved (pp. 85-93). Not only is it our responsibility to build up our children, but we need to help them dream†¦have vision, and help them get to their dreams†¦don’t be a dream crusher. We may not believe what they do but we need to be supportive. How to be Positive â€Å"Your thinking directly affects your performance get rid of negative thinking. â€Å"You are what you are, and where you are because of what has gone into your mind† (Ziglar, 1989, pp. 18-20). Ziglar says, â€Å"When you change the input you change the output. We need to stop being so negative –if a task is too hard we say we can’t do it, we need to encourage our kids and ourselves to push through the tough times† (p. 24). â€Å"A successful life starts with having a loving and stable relationship with our family. Your attitude affects your outlook on life; qualities to strive for to have success in life are: dependability, friendliness, honesty and a sense of humor† (Ziglar, 1998, pp.41-42). Ziglar also said, â€Å"A solid foundation for children involves a solid moral base† meaning†¦you need to practice what you preach. â€Å"You need to look for and expect good from your children, stop looking at the bad and negative things and look for the good and positive in them and they will bloom† (Ziglar, 1998, p. 51). Be specific when you find something good in your child, tell them what it is exactly and continue to lift them up. Being Available as an Emotion Coach According to Gottman (1997), We need to help our kids deal with their emotions by being their emotion coaches and we do that with five steps 1) by being aware of their emotion, 2) recognize the emotion as a time for intimacy and teaching, 3) listen to them and validate their feelings, 4) help label the emotion with words and 5) set limits while finding ways to solve the problem (p.24). In step one, the focus is on recognizing when you are feeling an emotion, you can identify the feelings, and you are able to be sensitive to emotions in others (p. 76). Step two, when parents can use a negative experience to bring forth bonding with their children it builds intimacy and it teaches them how to deal with their feelings (p.93). During step three, two things take place, listening empathetically and validating the child’s feelings. Gottman suggests that this may be the most important step in emotion coaching! Not only are you listening with your ears, but you are using your eyes to look for physical confirmation of the child’s emotions. Parents also use their imagination to see things from the child’s perspective. They repeat back what they hear to help the child put words to his or her emotions. Lastly, they use their most precious gift of heart to feel what their child is feeling (p. 94). Step four is putting words to their emotions. Studies have shown that labeling emotions has a soothing effect on the nervous system, aiding the child to bounce back quicker from upsetting incidents (pp. 99-100). The final step is setting limits and problem solving. This step entails empathizing with the child’s feelings as well as discussing what is right and wrong behavior, and then coming up with alternative ways to handle their emotions (p. 101). Generally speaking, according to Gottman (1997), Children who have parents that practice â€Å"emotion coaching† have better physical health and score higher in academics. They seem to get along better with others and have fewer behavioral problems. Also noted, these children are less prone to act violently and seem to experience fewer negative feelings and more positive ones, and are considered to be healthier on an emotional level (p. 25). â€Å"There are results that show when parents use emotion coaching with their kids; there are buffering effects on children whose families are having difficulty and/or divorce. Another find from research shows that fathers who incorporate emotion coaching in parenting have an extremely positive impact on their children’s emotional development† (Gottman, 1997, p. 26). There are four types of parenting styles; depending on your style as a parent the effects can be detrimental to the child’s well-being. The styles are being dismissive, disapproving, laissez-faire, and the emotion coach. In the dismissive style, the child’s feelings are thought of as not important or trivial. The effect on the child is that he or she learns that their feelings are wrong or not valid. They feel that something is wrong with them as a person because of how they feel (p. 50). The disapproving style, judges and criticizes the child’s emotional expression as well as view emotions as weakness. The effect on the child is that he or she learns that their feelings are wrong or not valid. They feel that something is wrong with them as a person because of how they feel (p. 51). The laissez-faire style, does not teach the child about emotions, and offers little guidance on behavior. The effect on the child is he or she does not learn how to regulate their emotions and they have trouble making friends and getting along with others (pp. 51-52). The emotion coach style, does not feel that they have to fix every problem for the child and they respect the child’s emotions. The effect on the child is he or she can trust their feelings, solve problems, and get along well with others (p. 52). Parents need to take their time with their children, get to know them and understand their point of view. By learning to be empathetic listeners, parents can help their children learn to problem solve for themselves, enable their child to soothe themselves and become more well-rounded individuals. Showing empathy is like showing your child your heart. If you can let them know that you understand how they feel, they won’t feel down and they will feel confident that their parents care about them at the core of their emotions. How Love Heals In understanding the dynamic of parent and child Hendrix & Hunt (1997) use a metaphor describing the relationship as â€Å"a tapestry of life, meaning they are woven together by the threads and stitches of their interactions with one another† (p. 7). They use this to describe the delicate bond between the parent and child. If not careful you can tear and damage that bond. â€Å"These tears happen when you are not paying attention to the moment, or when you are experiencing emotional pain yourself† (Hendrix & Hunt, 1997, p. 8). The focus of the message given by Hendrix & Hunt (1997) is on being conscious in your parenting. This means â€Å"you are to meet the needs of your child by providing safety, support and structure as your child moves through each stage of development† (p. 38). Hendrix & Hunt (1997) mentioned â€Å"most parents are unconscious, but they are still good, kind, caring and committed people. They have been wounded and just have not healed into a greater self-awareness and self-acceptance† (p.45). According to Hendrix & Hunt (1997) there are five characteristics to unconscious parenting, â€Å"it cuts, it cuts the connection between parent and child. It is an inheritance, parents are parenting from their fears and wounds. It is unaware, these parents don’t realize what they do to their kids, and they felt cheated so the cycle continues. It causes exaggerated reactions, parents over or under react to what their child says or does. Lastly, it is ignorance, the parent doesn’t realize he or she is overreacting to the child’s normal behavior† (pp. 48-51). When a parent is ready to become a more conscious parent they need to learn how to listen and talk to their children. Hendrix & Hunt (1997) calls this â€Å"intentional dialogue; this includes mirroring, validating, and empathizing† (p. 106). According to Hendrix & Hunt, mirroring is when you have listened and repeat back what you believe you heard back to the person. Validating is when you let the speaker know that what they are saying makes sense. Empathizing is shown by recognizing the feelings of others as they explain their point of view (1997, p. 107-108). There needs to be a commitment on the part of the parent to be open to conscious parenting. Conscious parenting offers safety, support, and structure. The parent needs to create an environment that 1) is physically safe, 2) is emotionally supportive to the child’s growth, and 3) is structured to limits and boundaries (Hendrix & Hunt, 1997, pp.141-142). According to Hendrix & Hunt (1997), physical safety is the primary requirement of every living thing. The most important way to support a child is by validating how he or she feels. A conscious parent provides clear boundaries and sets limits to reinforce the child’s sense of safety and support (pp. 142-143, 153). No One Gets Me Dr Sachs is corresponding with one of his patients via letters being mailed to one another in, When no One Understands. This book was his response to what his patient wrote to him. This young lady was troubled and had tried a suicide attempt which is how they met. During their sessions she remained quiet she did not like to communicate by talking and because Dr. Sachs knew she was creative and a good writer so he decided to offer an alternative to the typical session. This brought her out of her shell a little to where she would talk to him in some sessions but the bulk of the treatment came through their letters. She did grow to trust him more and opened up to him regarding some things she felt her parents just were not â€Å"getting†. Encouragement and Self Discovery In, Taste Berries for Teens book series, is chock full of very touching letters from different teens going through different emotional trials. Youngs & Youngs do a great job at reaching out to the youth and giving them an outlet to share their feelings. â€Å"The purpose of this series is focused on â€Å"liking† yourself. A chance for getting to know and understand yourself on a deeper level. It tells of change and how one changes from year to year† (Youngs & Youngs, 2000, p.3). Boundaries Cloud & Townsend (1998) brings honest thought to mind when they discuss what kind of future is being created for your child if they are wild and reckless? We are preparing our children for the future (p. 14). There are three roles to being a parent, 1) guardian, 2) manager and 3) source. The guardian is legally responsible for the child and is his or her protector. The manager makes sure things get done and goals are reached, this role is a disciplinarian one. The source, the parent is the source of all good things (Cloud & Townsend, 1998, pp. 19-21). According to Clod & Townsend (1998) parents need to teach reality principle, which introduces true reality consequences such as not going to a movie because the room was not cleaned; it does not include negative relational consequences such as nagging or fussing. The child needs to â€Å"feel† the consequences not the parent (pp. 58-61). Setting Limitations Clinton & Sibcy talk about overprotecting, overindulging and over controlling your kids and how these can harm the child. Parents need to exercise balance we are to protect our children but when we over protect we damage their spirit and deter them from becoming the strong, independent adult they should be. Over controlling parents mean well, they want their child to succeed, but they push them to perfectionism and these children are afraid to fail. The over indulging parent may suffer from feelings of guilt but children need structure and in this case the child can become insecure, irritable and bored (p. 9-13). There is a healthy balance and it is the parent’s job to find it. Honestly it begins with love and respect, some have to learn that but it is give and take. If you don’t show the children these qualities, they cannot give it back to you. Conclusion I would just like to conclude by saying that I enjoyed this research and this topic were fun to delve into and I hope to use some of these techniques in my own home to help improve my relationship with my family communication is so important but the most important thing that I emphasize is that it all must be done in love and with love to work. You can bark orders and commands all day long but you and your children will suffer from the lack of love and respect. References Clinton, T., & Sibcy, G. (2006). Loving your child too much: Staying close to your kids without overprotecting, overindulging, or overcontrolling. Nashville, TN: Integrity Publishers. Cloud, H. & Townsend, J. (2001). Boundaries with kids. Grand Rapids, MI: Zondervan. Gottman, J; (1997). The heart of parenting. New York, NY; Simon & Schuster Hendrix, H; Hunt, H; (1997). Giving the love that heals a guide for parents. New York, NY; Pocket Books. Sachs, B; (2007). When no one understands. Boston, MA; Trumpeter Books. Youngs, B; Youngs, J; (1995). Taste berries for teens #3. Deerfield Beach, FL; Health Communications, Inc. White, J; (1998). What kids wish parents knew about parenting. West Monroe, LA; Howard Publishing Co, Inc. Ziglar, Z; (1989). Raising positive kids in a negative world. New York, NY, Ballentine Books.