A Study On HNC Social Care Social Policy Essay Essays

A Study On HNC Social Care Social Policy Essay Essays A Study On HNC Social Care Social Policy Essay Essay A Study On HNC Social Care Social Policy Essay Essay Valuess are criterions and principals by which we live our lives. These criterions are many and frequently depend on people`s background e.g. Culture, category, faith, gender, age. Valuess are highly single attitudes that direct people`s responses to the universe around them. Amongst some of the values I live my life by and regard are privateness leting me to hold infinite to myself and esteeming the fact that others may want privateness, to be safe and besides leting others the same, holding self regard, being trusty, being non judgmental, being anti discriminatory, respect life and religion, value freedom and equality, value pick and others points of position. I have learned to populate my life this manner from my parents and their households. The schools and church where I was taught, espoused the values of human self-respect, solidarity for the common good, charity, and the household, all of which I continue to keep beloved. I hence try to guarantee that I treat people the manner I would wish to be treated. Because of these values, I am able to work merrily alongside the organisation I volunteer for, as their policies and processs represent many of these common values. We guarantee the right to self-respect, pick, regard, privateness, and protection. I must see my clients beliefs and penchants. I presently volunteer as a Befriender for a group that helps grownups with larning disablements become included within the community through socialisation, by fiting Befriendees with supportive Befrienders. I, as a voluntary for this organisation, provide their service participants with the chance to take a full and fulfilling portion in their community. I besides help to raise consciousness of issues impacting grownups with larning troubles in community engagement. I did this in a major manner by take parting in the aggregation and presentation of our request to the Scots Parliament to bespeak that Befriending is to be financed with nucleus support. Although Befriending, to assist societal inclusion was briefly mentioned as a agency of back uping grownups with larning disablements in â€Å"Same as you Strategy†2000, this article has neer been defined by the authorities as a nucleus service to be provided by councils. As a consequence, Befriending for Adults with Learning Disabilities has seldom been financed or delivered by statutory services. However, the societal work section is the chief agencies of referral to our organisation and so for the minute receive this service free, financed by charitable contributions. I feel this is a signifier of statutory favoritism against our client group and trust our request resolves this state of affairs. This request has received a positive reaction from the requests commission and is still traveli ng through the commission processes. The nucleus values of our administration are underpinned by the National Care Standards, which were set up under the Regulation of Care ( Scotland ) Act 2001. This Act came about to modulate the attention and societal work force and set out the principals of good attention pattern. The Care Commission was set up under this Act to register, modulate, and inspect all attention services listed in the Act. It besides established The Scottish Social Services Council ( SSSC ) . The SSSC has purposes and aims to protect the service users, rise criterions, strengthen, and support work force professionalism. There are six chief criterions laid down in National Care Standards that are at the Centre of any attention pattern. Dignity â€Å"making person feel worthy and impressive† as defined in the Oxford English Dictionary. I guarantee that I give self-respect by esteeming persons for who they are. I recognise all persons are different and I am sensitive and cognizant of this. Privacy and confidentiality is the demand and right to privacy. The rule of confidentiality between me and the service user is built on common regard and trust. Confidentiality is farther reinforced by the Data Protection Act 1998. This allows our service users to see any information that is held on them. I must guarantee that this information is held firmly in a locked filing cabinet. Any information I write in an activity program must be true, factual, and accurate with my sentiments to be nonsubjective. Choice means giving and explicating different options to persons. I support our service users by promoting their right to take. By offering they limited options that will promote them to look at positive options within a safe environment. Safety means that I must guarantee my service user when in my attention, is protected from injury and maltreatment. If I suspect or observe that injury and maltreatment has or is taking topographic point, against a service user, I must describe the incident in an Incident Report Form within 36 hour of the episode to my line director. I besides complete a hazard appraisal signifier before any activity. Gaining Potential ensures that I must let my service users the opportunity to take to accomplish things great and little within their abilities. These nucleus values are represented within our administrations policies and processs. To guarantee client safety we have a Health and Safety Policywhich is designed to follow with the Health and Safety at work Act 1974. Hazard Appraisals are used on a day-to-day footing before an activity to guarantee that the staff and clients are safe on the premises. We besides have Accident and Incident Reporting processs which are required under the Reporting of Injuries, Diseases, and Dangerous Occurrences Regulation 1995 ( RIDDOR ) , Social Security Regulations 1979 ( SRR ) , Data Protection Act, to be reportedin an efficient mode. I must finish relevant signifiers and study to my line director. If an event requires describing straight to RIDDOR the records should be kept firmly for at least three old ages. Our Equalities policy complies with the Sex Discrimination Act 1975 and 1986, the Race Relations Act of 1976 and the Race Relation Amendments Regulations of 2003, the Disability Discrimination Act 1995. Our organisation opposes all signifiers of unjust and improper favoritism on the evidences of coloring material, race, faith, nationality, societal background, gender, sexual orientation, matrimonial position, age and disablement. It besides promotes the rule of equal chances in paid employment, voluntary work, and service proviso. Although it is of import to use positive values within my pattern, it is sometimes hard to make so. Giving person pick demands to be balanced by guaranting that this pick is safe and positive. Giving Adults with Learning Disabilities excessively many picks can do confusion and sometimes fear. So I give limited positive picks to guarantee that this does non go on. Safety issues can besides restrict picks, as under the Health and Safety at Work Act 1974 and National Care Standards it is of import that I guarantee my client is safe from injury and maltreatment. If a hazard appraisal shows that an activity is non suited to the client because of safety issues so the pick of making that peculiar activity is reduced. The values conflicting here are my clients wellness and safety and his right to pick. Privacy and confidentiality is dealt with in our Confidentiality policy. Our organisation requires information about clients, voluntaries, staff other organisations and our ain organisation. I am hence committed to guaranting that all information is stored safely which besides allows appropriate retrieval. Confidential stuff must be kept in a locked cabinet. Volunteers are merely able to see files â€Å"on a demand to cognize footing only† . Computer entree is limited to authorised staff and information backed up. All of these policies are compatible with the Data Protection Act 1998.If a client discloses something to me and inquire me non to state anyone so I must esteem his/her wants as a affair of trust. However, sometimes this can be hard, particularly if maltreatment is disclosed. Under these fortunes I am obliged to state him/her that I understand his/her demand for confidentiality, but the fortunes require me to rede my line director in authorship and that this will be in his/her best involvements and to seek non to worry. The values conflicting here are protection from injury and maltreatment and confidentiality. As we do non provide a attention service, w e are non required to register with the Care Commission, but we guarantee all our policies and processs meet their criterions. As all clients under these criterions are lawfully allowed an individualized attention program, we alternatively have an activity program. To guarantee no favoritism takes place the client is assessed utilizing ( Ref1 ) PIES. We take into history, our clients Physical demands, Intellectual needs, Emotional needs, and Social demands. Needs were foremost described as demands for our endurance in the theoretical account put frontward by ( Ref 2 ) Abraham Maslow, a Humanist Psychologist. He stated that human demands can be arranged in a step ladder pyramid and that the lower degree demands must be satisfied before higher degrees can be met. Get downing from the basic psychological demand, so traveling to safety and security, societal, esteem, and self- realization. He suggested that non fulfilling these needs the individual could go defeated and emotionally hard-pressed, with perchance poorness and crisis taking topographic point. He besides suggested that these demands must be met in order. Prejudice as ( Ref3 ) defined in the Collins dictionary â€Å"is an unreasonable disfavor of a peculiar group of people or things, or a penchant for a one group of people or things over another† . Prejudice is caused by a deficiency of apprehension of something, doing the incorrect feeling to be created. ( Ref4 ) The Functionalist positions province that society can be likened to the human organic structure, with different variety meats ( establishments ) holding different maps yet all working together to maintain the organic structure ( society ) alive. The negative facets of favoritism harmonizing to the functionalists province that it exacerbates poorness and offense, that society fails to utilize the resources of all persons, discourages good will, and deter the declaration of differences. These negative facets can supply occupations by holding to use constabulary officers, justness system, and civil retainers. Although non to be encouraged, the functionalists province tha t the positive facets of prejudice keep people in their proper topographic point within society and deter them from oppugning their topographic point within society. The functionalists believe that it is normal for one group to be superior to the other, that society is unequal and competition within society is natural. Discrimination happens when one group does non desire to hold another group change their set functions. Changes in the economic system can see prejudice impacting those in poorness because other groups may experience that the benefit system budget is being abused by those who are out of work. Prejudice can be seen in my client group, which has a definite demand of the benefit system. Working with people with larning disablements has shown me that bias arises amongst some of the local community. This is a little subdivision of the community pre- judgment those with learning disablements through deficiency of cognition and so they hold unfavorable positions or sentiments towards people who are different and so blustery can take topographic point. Adults with learning disablements are a subdivision of society that tends non to be able to stand up for themselves. They rely on household, societal workers, protagonism workers, and support workers to rede them on their rights, picks, and duties. Unfortunately, through no mistake of their ain, some subdivisions of this community may non have this relevant information. They do non have the attention, benefits, and advice that they need, or they do non have the statutory services they deserve. This can be caused by certain people denying our client group their rights and so know apart against them. Harassment, intimidation, and hate offenses of those with learning disablements takes topographic point in many countries. The recent decease of a female parent and girl burned to decease in England after legion menaces and torment is an inordinate illustration and consequence of favoritism. Discrimination takes topographic point through fright, misinterpretation, misinformation, and so every bit good as Torahs against favoritism, we need to educate and supply preparation against it. To seek to guarantee that the incident that took topographic point does non go on in our community, our organisation is involved in supplying a preparation service to the community. I have taken portion in preparation to seek to educate young persons from the local secondary school about Learning Disabilities. This resulted in them going equal voluntaries to younger kids with Learning Disabilities from the local school for autistic kids. A music group was set up to convey these two groups of childs together, with positive consequences. ( Ref 5 ) Adults with Learning Disabilities are more likely to develop wellness jobs. Therefore, without support, they may non be able to do their feelings known and so screening and or intervention may be denied. The demand for support to let them to take as normal a life as their abilities allow and to entree services, has a fiscal cost to society. The belief that people with larning disablements, are a fiscal load to society, and non supplying relevant support is grounds of discrimination.Their ailment wellness has my client group grownups with larning disablements trusting on benefits. Therefore, being able to afford the usage of conveyance and taking portion in societal activities are reduced for those who are on benefits. This is more apparent in those with larning disablements in rural countries. They are socially excluded and marginalized, through the deficiency of low-cost and regular conveyance services. The opportunities of employment for this group of persons are rare as most do non hold the capacity to prosecute in work and so they will go on to populate on benefits. Psychologically that can ensue in depression, low self- regard, defeat, or anger. Causing their behavior to be affected, by them going withdrawn or violent. Through statute law, societal attention organisations now have to be more accountable and have increasing duties to compose and keep policy and processs. These have to follow with current statute law and exist to protect people`s rights and guarantee quality services are provided. Our policies and processs must hold specific guidelines, for illustration, they cover confidentiality and privateness, equal chances, wellness and safety, maltreatment policies, lone working patterns, activity planning and reappraisals and hazard appraisal and direction. I have a duty to read the organisations policy and processs exhaustively and incorporate them into my pattern. I should question any uncertainnesss and describe any violations. If I am uneasy about the pattern of others within the organisation or within any other bureau I come into contact with, I must describe to my line director and seek advice. My director has a duty to bring forth these policies and processs guaranting they incorporate current statute law. Management ensures that staff and service users have easy entree to them. Discussion and contemplation of policies and processs to guarantee they are justified and explained to staff is encouraged. I receive continued preparation, support, and supervising and engage in partnership working with relevant bureaus. Mentions. 1. Elizabeth Bingham + . ( 2009 ) . Social Care: Group Award Graded Unit. In: Heinemann HNC in Social Care. Edinburgh: Heinemann. 147. 2. Elizabeth Bingham + . ( 2009 ) . Psychological positions and Theories on development and demands. In: Heinemann HNC in Social Care. Edinburgh: Heinemann. 86-89. 3. hypertext transfer protocol: //dictionary.reverso.net/english-cobuild/prejudice 4. Eliz Bingham + ( 2009 ) . HNC in Social Care. Edinburgh: Heinemann. 112 5. hypertext transfer protocol: //www.learningdisabilities.org.uk/media/news-releases/news releases-2005/14-july-2005/ ? locale=en

Economic issues for a country in Africa Annotated Bibliography

Economic issues for a country in Africa - Annotated Bibliography Example They further stated that the nation’s credit ratings have been decreased by both S&P and Moody’s rating agencies and this has happened for the first time since the apartheid ended. S&P stated that they have decreased their ratings as a feedback to the strikes and the uncertainty of the political conditions of South Africa. The article further asserts that a huge part of the workforce and in accordance to the findings of the Deutsche Bank, 30% of the total mining workers are at strike. The Bank has even made a calculation of decline in the GDP that is targeted to decline by 2.5% if the strikes continue. The mining industry happens to be the backbone of South Africa and it is a huge producer and exporter of minerals such as palladium and platinum. These strikes pose a very significant issue to the economy of South Africa as the 50% of the exports gained by South Africa are backed by mining industry. These strikes are not only impacting the nation in a negative manner, the effect has been experienced by nations that import minerals from South Africa as an example of Anglo American company has been stated that has experienced reduction in production as a result of these strikes. South Africa’s strikes in the mining sector has increased concerns for people all over the world as these strikes have entered different areas of mining such as coal, gold and metal. The most interesting point of this article is that issues that are caused in one nation do not only impact the nation in a negative manner, they even impact other nations around the globe. For example: in this article the strikes conducted by the South African miners have negatively impacted industries that acquire minerals and commodities from South Africa. If the South African strikes continue to exist, they will not only impact the South African economy, they will

Institutional Realities Research Paper Example | Topics and Well Written Essays - 3750 words

Institutional Realities - Research Paper Example Specific Problem in the Acute Long Term Organization. This will look at research and theories that look at the acute long term organization. This will form a basis of the problems which need to be solved with the current strategic project. Specific Problems Defined. This section describes the specific problem in RHC as well as how this relates to various aspects that need to change within the organization. Strategic Planning Issue. This will look at the one issue that will be examined in terms of RHC and how this will be formulated for continuous planning and change within the organization. Theory of Constraint. Looks at the main problem associated with RHC in terms of the theory of constraint. Process Analysis Theory. This is the second theory which applies to the problems of RHC. Application of Strategic Planning. Looks at the mission, vision, plan and implementation of the strategy while defining ways to approach the main issues. Strategy of Continuous Organizational Improvement. Examines the ways to continuously approve with the implementation of the new strategy and expectations. References. List of resources used for this project. Annotated Bibliography Bryson, John. (2004). Strategic Planning for Public and Nonprofit Organizations UK: John Wiley and Sons. This book describes the strategic change cycle as well as how this is incorporated into non –profits and care systems. Not following this cycle is the main problem of the health care system, specifically because there is the need to respond to trends and to look at the situations that are a part of the culture and the community. Carr, Deborah, Dmitry Khodyakov. (2007). â€Å"End – of – Life Health Care Planning Among Young Old Adults: An Assessment of Psychosocial Influences.† Journals of Gerontology 62 (2). This article is used to examine the different approaches which are looked at in the long term acute care system. It can be seen that psychosocial influences create a spec ific impression about the care which is offered and creates gaps with the market and the desire to be a part of the main care system. This is one of the concepts which RHC needs to look at with the re-engineering of their program, specifically to change the quality care offered. Coleman, EA, C Parry, S Chalmers. (2006). â€Å"The Care Transitions Intervention.† Archives of Internal Care 57 (1). This article is used to describe the way in which care systems need to look at staff and employment training. It shows that a main gap that is associated with the care system is based on the misunderstandings that are a part of the care transition that occurs. Employees are expected to begin understanding the need to intervene and change the approach which is taken toward the long term care. Eskildesen, Manuel. (2007). â€Å"Long – Term Acute Care: A Review of the Literature.† Journal of American Geriatrics Society 55 (5). The article that is reviewed looks at the general issues of long – term acute care and how many are influenced by the specific needs that are in the facilities. Looking at the review of literature helps to define the issues ranging from cost control to the associations that are a part of the acute care. Ford, JD, AD Amelio. (2008). â€Å"Resistance to Change: The Rest of the Story.† Journal of Management 72 (3). This article is used to explain the difficulties with change and change management. The article will be used to

Social and emotional learning (SEL)

Social and emotional learning (SEL) There is a daunting list of issues which face students and educators alike. A growing number of genuinely effective educational establishments are now coming to realise that competence in socio-emotional development and academic achievement are intrinsically linked and an integrated, coordinated approach (i.e. not just teaching children how to pass exams but educating them in how to develop life skills and deal with social challenges) in each of these areas not only helps students maximise their potential in school but throughout their lives. Educational establishments are now viewed as an important if not central arena for health promotion [and] primary preventionà ¢Ã¢â€š ¬Ã‚ ¦ in addition to the education of students (Roeser, Eccles, Samoroff, 2000, p. 467). This information however, is far from new. Wang et al. (1997) examined 28 learning influence categories which were based on handbook chapters, surveys of national experts and research syntheses. Of their findings they discove red that of the 11 most influential categories, 8 of them involved factors which were socio-emotional (classroom climate, peer group, social interaction, etc). In support of this work the (American) National Center for Education Statistics (2002) cited that among the predominant reasons given for children dropping out of school several involved socio-emotional factors. Generally feeling left out made up 23.2% whilst those who did not get on with peers or teachers accounted for 20.1% and 35% respectively. 12.1% of the students said they did not feel safe. These worrying figures led Wang et al. to conclude that intervention of a direct kind in the psychological determinants of learning promises the most effective avenues of reform (p. 210) which also supports the cohesive provision of social and emotional learning throughout school-life. Social and emotional learning (SEL) is the ability within the student to recognise emotions and manage them effectively whilst establishing positive and healthy relationships with others around them (competencies which are inarguably essential for all pupils). Accordingly, the objectives of SEL are a combination of cognitions, behaviours and emotions. It is this process of knowledge acquisition and its effective application regarding attitudes and the development of related skills (including managing emotions, developing concern and care towards others, decision-making in a responsible manner and capably handling situations which may be challenging) (Beaty, 2008). Through positive engagement in activities within the classroom and outside the learning environment the students can learn SEL skills in a similar fashion to the manner in which they learn academic skills, then apply them and put them into practice. The increasingly complex situations which todays children face have are bet ter faced when these integrated and enhanced skills are applied (Elias et al., 1997). Much of prevalent practice and methodologies on SEL has evolved largely from research conducted by Goleman (1995) and Gardner (1993), both of whom started a great interest in SEL throughout the 1990s which has continued to the present day. On-going research has increasingly shown that those schools which make efforts to employ SEL and adopt its requirements produce outcomes which are positive. Parents and educators alike are progressively recognising the relationships across socio-emotional learning and academia, in particular within the systems of support found within the context of schools (Kearns, 2010). Within the context of safe, caring, well-managed and participatory school, classroom and extraneous learning environments, these learned skills are reinforced in the home, at school and within the community. All children benefit from instruction in social and emotional learning, although those who are already at risk, are beginning to engage in behaviour that is negative or those who may already display problems which are significant are particularly suited to SEL development. This is why early implementation of SEL programming is essential in order to allow children to develop their skills throughout their early childhood into adolescence. SEL programming focusses mainly on the universal prevention of behavioural problems and the promotion of socio-emotional competence as opposed to direct intervention. There may be smaller numbers of pupils who may require treatment which is moderate to intensive in order to develop socio-emotional competence but the intention of SEL programming is to enhance and promote growth in these areas for all children and to allow them to develop healthy behaviour structures as opposed to behaviours which may be mal-adaptive or unhealthy (Rice et al., 2006). A comprehensive and continuous system of support services which are based on student needs is the context within which SEL should be viewed. As such a support system, SEL is a concept which unifies the integration and coordination of school-based promotion and prevention programmes which reduce marginalisation and minimises fragmentation of these efforts. The most sustained and effective approaches should involve a partnership between educators, parents, students and community members in order to continuously and effectively plan, implement and evaluate the efforts of SEL. Socio-emotional education should begin in pre-school and continue throughout formal education. It should also be intentionally entwined to academic development and is an integral element of the national curriculum (Elias et al., 1997; Talay-Ongan Ap, 2005). With so many situations that can have negative effects on both the socio-emotional and the academic development of children, ultimately affecting their happiness in their lives, it is crucial that children are given SEL from an early age. An increased and generalised sense of fear and insecurity is purveyed throughout the media, from fanatical terrorism and government fear propaganda to adverts and unattainable levels of exquisiteness in teen magazines and music television. This is compounded by a continually increasing level of inequity between the rich and the poor (Wollman et al., 2003). The media constantly bombards the unprepared public with lurid stories of sleaze and corruption, spanning across all walks of previously respected life. Politicians, businessmen, people in positions of esteem, sports icons and popular culture figures (to name but a few) are all regularly featured in relentless stories and reports of unethical conduct and questionable behaviour. This was not a conc ern for generations gone by when the media was less forthright about the delivery of messages which encouraged unhealthy behaviour, nor was the threat of online danger via internet chat rooms and violent video games so prevalent. With so many role models with publicly tarnished reputations, and unethical behaviour increasingly commonplace, more and more students are finding a feeling of uncertainly with their lives and their futures. This disenfranchisement, insecurity, disillusionment, and in many cases, fear, provides a palpable case for stating that perhaps SEL is now more than ever an essential element of educational reform (Zins, et al., 2004). Many SEL initiatives which currently exist are fragmented in methodology and approach which detracts from their collective effectiveness. Extreme action such as the introduction of metal detectors, searching pupils upon entrance to school property, alongside school change management, recreational activities, school architecture and information materials (brochures, posters, etc.) can help prevent problem behaviours whilst promoting a safe environment but are far from the provision of a coordinated and cohesive programme. Rather the outcome is the loss of opportunities to reinforce skills across activities and initiatives along with a seemingly inevitable competition for resources. By using SEL as the organisational framework for such initiatives it can serve a broad array of positive promotional efforts whilst delivering effective prevention of negative behaviours (Gottfredson Gottfredson, 2001). There are several key competencies that are regarded as essential to be reinforced in SEL programming. They consist of: Self-awareness (the identification and effective regard for ones own emotions, a recognition of strength in both ones self and in others and a sense of self-confidence), a social awareness (which involves a sense of empathy and respect for others), responsible decision making (evaluating and reflecting upon personal, ethical responsibilities), self-management (controlling ones impulses, managing stress, developing persistence, setting goals and developing self-motivation) and relationship skills (learning cooperation, seeking and providing help and developing effective communication) (Bear, 2005). As previously noted, it is when they are taught and developed in a caring, well-managed and supportive learning environment that these competencies are they delivered most effectively. Autonomic development, ethical advancement and self-discipline are all more effectively furthered in environments whereby care, consideration, mutual respect, cooperation and decision making are normal conduct. These contexts find themselves structured in such a way that they encourage exploration among students to try new or innovative learning activities. They can also provide accessible opportunities in order to address personal problems or requirements and allow support with the establishment of positive peer and adult relationships. The result is that students feel a sense of safety and security, and are not fearful of making mistakes. A reciprocal relationship should exist in the classroom between SEL and the climate of the school. The school environment which is positive and promotes SEL effectively is affected positively by the development of SEL in its students. This synergistic process exists due to the interdependent nature of social, emotional and academic growth (Dolby, 2007). Given the continuing positive outcomes of research conducted on SEL it seems clear that the responsibility to deliver effective programmes is evident. This means that educators should not only teach and assess SEL for all students within their care but should also be responsible for the conduction of reliable assessment of socio-emotional, health related and academic outcomes in tandem with acknowledgement and development of the school climate. All of this should be based on input gained from a range of constituencies, including, but not limited to, the students themselves, parents, community members and teachers. The assessment of SEL is an area which is still in need of further development and may soon become an area of particular interest to school psychologists. For acceptability and accountability purposes, a determination needs to be made regarding the value-assessable outcomes of SEL with regards to student learning and socio-emotional development, and to enable adequate devel opmental strategies in order to effectively review and improve the instruction delivered (Stormont, 2007). It is essential for todays students to be prepared not only to pass academic exams but pass tests that they will encounter in day to day life. Socio-emotional competence is closely related to academic achievement and to remain effective, educators should focus efforts on coordinated and integrated instruction on each area thoroughly in order to maintain the greatest potential among pupils to succeed both in academia and throughout their lives. Growing research concludes that SEL intervention of an evidence-based nature is increasingly becoming associated with health, academic achievement and ethical conduct. This creates the constant challenge of how to implement SEL as a core element of the national curriculum and perhaps more importantly how to develop relevant programming which is sustainable and effective.

Effective Communication in the Workplace

As a baby, you learn that if you cry and fuss, Mom and Dad will rush over to comfort you; however, as you mature, you realize that there are better ways of communicating. I will present my message here today on â€Å"Effective communication in the work place. † Communication in the work place is essential because first, communication skills prepare you to perform specific duties in the work place making you a better employee. Second, communication skills in the work place prepare you to exercise flexibility. Last, communication skills form better relationships and understanding amongst other employees and managers. Body I. Communication skills prepare you to perform specific duties in the workplace making you a better employee A. Good communication passes information along and if you can effectively communicate, then people understand you much better, and information you are trying to tell or receive will get across without being misunderstood. 1. Marsha Ludden states in a book he had written that, â€Å"if you can communicate effectively what you need or want, you are more likely to be successful in getting it. An example will be a bigger salary. 2. Effective communication also helps you to convince others to agree with you in a persuasive setting. B. Good communication helps you to think better which are essential to make you perform well when performing duties in the workplace. 1. In order to communicate effectively, you have to think ahead and organize your thoughts. 2. When performing job duties this teaches you not only how to learn how to organize, but how to plan ahead. II. Communication skills in the work place prepare you to exercise flexibility A. Communication in the workplace reflects key personality traits, as well as key competencies for success. Show yourself, your staff or your employer you have the necessary intellectual, creative and behavioral flexibility to handle what each work day brings. 1. Studies show to suggest positive aspects of a challenging situation. Examine how a change in a supplier, for instance, can improve a product you manufacture or a service your company provides. Resist insisting that a change cannot work, advises the University of Bradford, Career Development Services office. 2. Have a scheduled time with each department in your company. Add to your skills set to enable you to better understand new issues that may arise in each department. B. Find the secret of effective, easy performance to get more equip with difference task including other workers. 1. Implement team problem-solving measures. Meet with key staff members when changes arise. 2. Get brief insight and solutions from your team if, for example, a valued client decides not to interact in certain situations. III. Communication skills form better relationships and understanding amongst other employees and managers A. Good communication passes information along and if you can effectively communicate, then other employees understand you much better, and information you are trying to tell them will get across without being misunderstood. 1. This prevents arguments, especially between co-workers, explain your thoughts and feelings, and then you won't misunderstand each other. 2. If you can effectively communicate, then you can get along better with other employers. Most arguments are caused by people not communicating effectively and not being able to negotiate with each other. B. Being respectful and using manners in the work place sets a great tone in the environment and forms better relationships with managers 1. Good listening skills are part of good communication; you need to understand what you’re manager is saying to you as well as to say what you want. 2. Communication often includes non-verbal clues such as tone of voice, facial expression, gestures, and body posture. Good communicati on includes being observant and focusing on the other person. Conclusion I. There is always room for improvement when it comes to communication skills. The more you practice by interacting with others, the better you will be. In addition, you will be better able to tell when you are getting your ideas across effectively, and how to improve if you are not. The better you are at communicating, the easier it will be to do your job and work with others- making the workplace more enjoyable, and making you a more successful employee. II. In the words of Tony Robbins, â€Å"To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others. †

Machine Essay

Society is in all shapes and forms a lie. Consumerism drives our economy, our government, and our lives. As a people we are amazed and enthralled by the new technology that has become available to us in recent years. From smart phones to 3-d televisions we have it all, technology may as well be an extention of our bodies at this rate, it is creeping in. The speed at which technology has developped is impressive to say the least, we are able to make the blind see, the def hear, or the mute able speak. Computers have connected the world, opening a wealth of information to anyone witch access. With the annoucement of a new wearable computer called â€Å"Google Glass† we have taken a step forward into the cyborg age, not only that but we have taken a step into the what will be known as Surveillance States. We have given the oppurtunity to the government to control us even further. There are many positive and negative developments that come with the age of information, like the ease of accesing information from anywhere, to constantly being watched by our government or even to the militirization of these technologies. How could this affect our lives today, and more importantly tomorrow? Mann is an innovator, a man who excels in the field of technology. He had created a portable CD player before they were officially marketed, in time he began working on a portable computer that would allow him to access any of the information he needed. He even created a program that would replace ads on bilboards with things he felt were more important, and that he wanted to see. Some may wonder when this technology may be available but the fact of the matter is, it is available. It is all around us, Mann began experimenting with portability and computer in 1987. It is now the year 2013, and the technology has developped at an exponential rate, with the release of Google Glass we will be able to live the way Mann lived, replacing ads we dont want to see with other things that interest us. Another thing this technology will allow us to accomplish is having a better understanding of dissabilities, and how we can â€Å"correct† them; that is to say giving a blind individual the ability of sight. We’ve had the technologies to accomplish these feats for some time, but is only until now that we have seen them begin to surface. Not everything about these technological advancements are good, although they may seem that way we must always think about the way this tech can change our lives, potentially for the worst. With the route government is taking these technologies might end up being used against us, inventions like Google Glass will permit the government to have 24/7 surveillance of everything we do. Countries have slowly been turning into Surveillance states, all illusions of privacy are slowly being taken away and we are doing nothing to change this. The population has been made docile, we sit at home on computers and walk around with phone in hand while the world around us closes in; slowly suffocating us until we can no longer catch our breath. Soon enough all of this technology will be implemented into our bodies, turning us into, basically, cyborgs. Can we expect to live life like Mr. Roboto, becoming the â€Å"modern man†. Imagine seeing Robocop prowling the streets for miscreants while we all access our own personal â€Å"HUD† the song that is playing. These are the things we can come to expect, along with a number of severe problems; cyber terrorism, iruss, trojan horses, â€Å"key stroke† programs (that is to say, in this context, a program able to acces your mind and watch everything you do). How will these issues be resolved is a mystery as it is nearly impossible to eradicate and keep up with the number of programs that are being made even today. Will the human race become â€Å"more machine than man†? Can we still consider ourselves human if we are made up of more computer and metal then we are of flesh? How will we experience life differenty? Do we really want to take this direction with technologie, considering the repercussions of such an act and the sacrifice involved? It may be safe to say that we may be going too far. Although the technological advancements we are creating are phenomenal we cannot expect them to be used to only improve our lives; it is a well known fact that the human race is a self-destructive creature, and seems to be addicted to finding new and more efficient ways to kill eachother. That being said the technological era we are moving into brings a great many benefits to society, and to the army. The militirization of these innovations will be inevitable. This can be both seen as good and bad, depending on your point of view. War often incites change and pumps up the economy, although with these technologies we will be experiencing a different kind of war, one that could quite possibly affect us all. What will happen to these technologies in the coming years is somewhat of a mystery, perhaps â€Å"Johny Mnemonic† will be the world of tomorrow, those who chose to augment themselves versus those who did not. This technology brings a number of opportunities to better our lives, we will be able to improve our life span and cure more illness and disease, amputees will be able to live normally and those with ental dissabilities may be â€Å"cured† with the use of microchips. With the direction we are taking concerning technology we will have to come to expect that the government will take advantage of these technologies, with profit in mind, and it is very likelly that the uneven distribution of wealth and power will be easily distinguishable in the world of tomorrow. It is impossible to know exactly what the future holds and so we must simply do what we can today, to ensure that tomorrow is the way we want it too be. With that said, how far away are we from being able to see into the future?

Kubla Khan - - 1289 Words

#8220;Kubla Khan#8221; by Samuel Taylor Coleridge is a poem about the creative powers of the poetic mind. Through the use of vivid imagery Coleridge reproduces a paradise-like vision of the landscape and kingdom created by Kubla Khan. The poem changes to the 1st person narrative and the speaker then attempts to recreate a vision he saw. Through the description of the visions of Kubla Khan#8217;s palace and the speaker#8217;s visions the poem tells of the creation of an enchanting beautiful world as the result of power of human imagination. The second part of the poem reveals that although the mind has the ability to create this paradise-like world it is tragically unable to sustain this world. It is believed that #8220;Kubla†¦show more content†¦The river metaphorically represents nature as the source of life of all mans creation. As men cannot measure these caverns, the poet can not completely comprehend the power and dimension of natures influence on poetry but is de pendent on it. In the second stanza the poem shifts focus from the perfect #8220;pleasure dome#8221; created by #8220;Kubla Khan#8221; to the tumultuous landscape that surrounds it. The #8220;sunny spots of greenery#8221; in Khan#8217;s realm in the first stanza are interrupted with the exclamation of #8220;But Oh!#8221; and the reader is exposed to a vision of a #8220;deep romantic chasm#8221;. This landscape is described with extremely contrasting adjectives. It is #8220;savage#8221;, but it is #8220;holy#8221; and #8220;enchanted#8221;. The enchantment is compared to that of a #8220;woman wailing for her demon lover.#8221; This sexual image gives an impression of the earth as mourning for the fulfillment of an evil urge. This chasm below the paradise of Kubla#8217;s #8220;pleasure dome#8221; is plagued with #8220;ceaseless turmoil#8221; or chaos. The result of this turmoil upon the earth is further personified as the earth #8220;breathing#8221; in #8220;fast pants#8221 ;. The earth breaks though it#8217;s constraints and creates a mighty eruption. The power of this eruption sends fragments of rocks dancing and causes the sacred river to beShow MoreRelatedKubla Khan1621 Words   |  7 Pagesâ€Å"Kublah Khan† Samuel Coleridges poem â€Å"Kubla Khan† is an example of romantic creative thought which uses idealistic process to capture a dream of another world. Through the use of strong imagery, Coleridge produces a paradise like vision of a rich landscape, which is surrounded by a dome built by the main character named for the title, Kublah Khan. This alludes to an important aspect of the poems theme, man verses nature. The overriding theme of the work contains extensive imagery that allows forRead MoreThe Paradoxes Of Kubla Khan1658 Words   |  7 PagesThe Paradoxes of â€Å"Kubla Khan† The Romantic poem â€Å"Kubla Kahn† by Samuel Taylor Coleridge contains many paradoxes in its description of a certain euphoric scene. Coleridge claimed that he dreamt the poem â€Å"Kubla Kahn† while in an altered state of consciousness due to an opium high. When he went to write it down, he was disrupted in the middle, and as a result was not able to complete the poem. However, when analyzing the poem that resulted, although it may not have been complete, it serves as a greatRead MoreEssay on Samuel Coleridges Poem Kubla Khan1122 Words   |  5 PagesSamuel Coleridges Poem Kubla Khan In the poem Kubla Khan by Samuel Coleridge, language is used to convey images from Coleridge’s imagination. This is done with the use of vocabulary, imagery, structure, use of contrasts, rhythm and sound devices such as alliteration and assonance. By conveying his imagination by using language, the vocabulary used by coleridge is of great importance. The five lines of the poem Kubla Khan sound like a chant or incantation, and help suggest mystery and supernaturalRead MoreKubla Khan Essay4320 Words   |  18 PagesKubla Khan If a man could pass thro Paradise in a Dream, have a flower presented to him as a pledge that his Soul had really been there, found that flower in his hand when he awoke -- Aye! and what then? (CN, iii 4287) Kubla Khan is a fascinating and exasperating poem written by Samuel Taylor Coleridge (. Almost everyone who has read it, has been charmed by its magic. It must surely be true that no poem of comparable length in English or any other language has been the subjectRead MoreKubla Khan: A Dream, or Something Greater Essay2208 Words   |  9 Pages and so borrow as to repay by the very act of borrowing. Examine nature accurately, but write from recollection, and trust more to the imagination than the memory.† Coleridge followed his own advice in the crafting of Kubla Khan; which presents his interpretation of the Kubla Khan court when under the influence of opiates. Due to the complexity of the poem, many have found that the poem lacks a true theme but instead focuses on â€Å"the nature and dialectical process of poetic creation.† Coleridge createdRead More Poetic Inspiration in Kubla Khan and Rime of the Ancient Mariner2238 Words   |  9 PagesPoetic Inspiration in Kub la Khan and Rime of the Ancient Mariner      Ã‚  Ã‚   An examination of the characters that Coleridge presents in The Rime of the Ancient Mariner and Kubla Khan and the situations in which they find themselves reveals interesting aspects of Coleridges own character that are both similar to and different from the characters named in the titles of these poems. In particular, an examination of these characters with an eye toward Coleridges conception of poetic inspirationRead MoreCritical Analysis of Kubla Khan by S.T. Coleridge1627 Words   |  7 PagesIn the poem Kubla Khan by Samuel Coleridge, language is used to convey images from Coleridges imagination. This is done with the use of vocabulary, imagery, structure, use of contrasts, rhythm and sound devices such as alliteration and assonance. By conveying his imagination by using language, the vocabulary used by Coleridge is of great importance. The five lines of the poem Kubla Khan sound like a chant or incantation, and help suggest mystery and supernatural themes of the poem. Another importantRead MoreKubla Khan Essay1578 Words   |  7 Pagesof Samuel Taylor Coleridge’s paradoxical poem â€Å"Kubla Khan,† we see an approach to literacy that is far different than his predecessors. This is partly due to his role as one of the founders of the Romantic Era. Coleridge, along with William Wordsworth, published an anthology of poems entitled â€Å"Lyrical Ballads.† This collection was the beginning of an overwhelming movement to praise the power of imagination rather than that of reason. While â€Å"Kubla Khan† was not a part of this work, it is still a clearRead More Coleridges Kubla Khan and the Process of Creativity Essay1922 Words   |  8 PagesColeridges Kubla Khan and the Process of Creati vity Coleridges Kubla Khan is an extremely enchanting poem which is based around the stately pleasure dome of the emperor, Kubla Khan. Although the poem is set around this pleasure dome, it can be noticed that the poem had profound depth to it. If one is able to understand the hidden symbols and meanings within the poem, it becomes clear that Coleridges Kubloa Khan does not simply describe a pleasure dome, it is also a prolongedRead MoreContrast and Comparison of Wordsworths Tintern Abbey and Colderidges Kubla Khan1591 Words   |  7 PagesContrast and Comparison of Wordsworths Tintern Abbey and Colderidges Kubla Khan When comparing William Wordsworths Tintern Abbey, and Samuel Colderidges Kubla Khan, one notices a distinct difference in the use of imagination within the two poems. Even though the two poets were contemporaries and friends, Wordsworth and Colderidge each have an original and different way in which they introduce images and ideas into their poetry. These differences give the reader quite a unique experience when