Nurse free essay sample

Thesis statement makes the purpose of the paper clear. | | 5. 0 %Paragraph Development and Transitions| Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | | 5. %Mechanics of Writing (includes spelling, punctuation, grammar, language use)| Surface errors are pervasive enough that they impede communication of meaning. We will write a custom essay sample on Nurse or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | | 5. 0 %Format|   | 2. 0 %Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)| Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | | 3. 0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)| No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. | | 100 %Total Weightage|   | Professional Development of Nursing Professionals Review the IOM report: The Future of Nursing: Leading Change, Advancing Health http://www. iom. edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health. spx, focusing on the following sections: Transforming Practice, Transforming Education, and Transforming Leadership. In order to access the report, locate â€Å"Get this Report† and click on â€Å"Read Report Online for Free†. When the report is downloaded, it will open up to page 1. Use the table of contents, located on the right, to navigate to the required sections. Create a paper (750-1,000 words) about the impact on nursing of the 2010 IOM report on the Future of Nursing. Include: 1. The impact of the IOM report on nursing education.

Teacher who changed my life Essays

Teacher who changed my life Essays Teacher who changed my life Essay Teacher who changed my life Essay Teacher Life is unexpected experience, so full of surprises that nobody knows what will happen the very next moment, especially when you meet a person who has the ability to change your life in complete way. Most of us have met a teacher during our lifetime in school that made a difference and touched our lives in some way to make it better and to open our eyes for success. I remember when the first day of high school started. I was very nervous and stressed, scared to the point that I didnt want to be at the school. I had six classes that I had to attend that day. At the end of the afternoon, I walked in my last class and it was Social Studies. I usually dont like this subject but the teacher started to change the way I thought about social studies. Her name was Mrs.. Jennifer Smith she impressed me the way she was confident, and she told us about her story from high school to college and the success that she gained over the years of studying also the fears that she had. The bell rang, and the class is over. I stayed after class to talk to her about how I feel and how stressed I was about school. She was very nice and she welcomed me. She said Im here for you anytime . I introduced myself to her , and I told her how lonely I felt being in school and that I had no one to talk to which make me feel really awkward, plus that wasnt everything I was afraid of. I was worried about my classes too because they seemed a little hard. We talked for about an hour. She was a very good listener. She gave me a lot of advice that I needed at that time, and she told me to come to her whenever I feel like I need someone to talk to. I came back home really happy and confident. Everything I felt earlier had disappeared. My homework was perfectly done, and I was excited to start my next day of high school and meet Mrs.. Jennifer again. Years of high school was about to be over. Mrs.. Jennifer walked me to senior year even though I had one class with her. Through those three years she taught me a lot of stuff. She made from me a man for life, she opened my eyes for a bright future, and made me feel so special, but that wasnt everything. When senior year started, I were in need of help and I went to her. I wasnt sure if Im going right after I graduate from high school I will go right after to college and I really wanted to know if I did the right thing or not. She gave me the best words that actually convinced me to decide what I should do after graduation. She said through the years that I knew you, I have always seen you as a successful guy that has good head on his shoulders, I want you to go to college and prove to yourself and to me and everybody that you will never fail or take a step back Mrs.. Jennifer has changed my whole life, because of everything she did for me and that I actually listened to her advice. She played the part where I choose to attend college and look forward to be successful as I made a promise with her. Mrs.. Jennifer wasnt Just a teacher for me, but she was like a mother who really cares about her son, and she wanted to see me in a good place all he time where I can find the happiness and Joy in my life. Thats how I see her in my eyes. Maybe that could be Just a little about how I feel about her because she is indescribable person to me. I will never forget the experience that I had with her and what she taught me through high school years. Sometimes people appear in our lives suddenly, and they flip it upside down. They change us for better ones, and thats what Mrs.. Jennifer did for my life. I couldnt be more thankful than any day in my life for having her. She shaped my life in Just a way that should be shaped.

Compensation and benefits Essay Example | Topics and Well Written Essays - 750 words

Compensation and benefits - Essay Example Since every organization strives to surpass the others in business and efficient allocation of resources, many organizations take strategic measures to target the competitor’s employees with a higher pay and more benefits. This allows them to gain an upper hand over the competitors as they have a valuable resource that once contributed towards the success of their rival company. In this age of business innovation and competition, it became imperative for organizations to develop strategic compensation plans with non-tangible benefits to satisfy and retain employees. Apart from restricting their move to another organization, employees who are offered a fair and attractive compensation also tend to be more efficient at work. From the organizational point of view, employees who have been given training and have been honed to work effectively become less likely to switch. A strategic compensation package builds up the organization’s image as good employer. This image is ben eficial for any company because it attracts more qualified professionals to apply for jobs in these organizations. Traditional bases for pay involve the consideration of employees on the basis of the general cost of living, experience, qualifications, seniority and merit. These have long been determinants of the extent of pay for the service being offered. However, if the Maslow’s hierarchy of needs is considered it only satisfies the bottom two needs of the pyramid i.e. psychological, social and safety needs. With the passage of time, the compensation bases have also evolved and the modern bases of have a few more additions like variable pay according to performance, usage as a means to communicate the organization’s values and variability with the business performance. The modern system hence caters to the self-esteem and self-actualization level of the

John Cooper and Human Resources Case Study Example | Topics and Well Written Essays - 500 words

John Cooper and Human Resources - Case Study Example The study presents John Cooper as a person who has over the past five years and looking at Standard Holdings, the early phases of business improvement and own value arm of Standard Group. This was a bit challenging because the work was one he took quickly after Business College and became the Business Analyst, which was further challenging. In fact, the idea of having met or being offered the opportunity to work with Alan Kirkpatrick was one of the best experiences to Cooper. Kirkpatrick was experienced and regarded business person and founder of the standard. According to the research Cooper increased certainty to use their potential ultimately, and after that, he was welcomed to partake in numerous experiences and created a good relationship with every principal partner at Standard. Cooper really wanted to feel that he was prepared for the senior administration much sooner than anticipated. In the wake of accepting an intriguing telephone call, Cooper thought about how to accomplish one’s vocation objectives, and he began thinking about different choices accessible to him within the standard. He was able to cooperate with those who he found there was able to learn numerous things, which later made him succeed.  This is an inspirational story of a person determined to succeed; however, he is faced with numerous challenges. One of the recommendations is that, when one is confronted with various challenges in a new working environment, it is usually significant to have focus.  Ã‚  

Proof reading Essay Example | Topics and Well Written Essays - 1000 words - 1

Proof reading - Essay Example Unlike the hieroglyphics of the Egyptians, Aegean writing is not considered an art but was considered to be a craft that very few specialize during their time. The origins were blurry except for signs of Prepalatial Period influences. It also did not contain definite developments between periods found in the Aegean. Original scripts are found in ‘First Palace Period Crete’ and they are with preceding documents in written form. In Crete, the development of writing was highly necessary because of the need for recording and storying the commodities. However, this idea came from the East although it â€Å"does not characterize a completely imitative demonstration† (Dickinson, p.193). Crete writing shows no signs of its origins deriving from the Eastern civilizations which had early proofs of writing in their culture. It is regarded as inherent invention in the local level. Crete’s clay documents were sun-dried while Eastern people bake their documents. Some believe that some records were written in perishable material such as papyrus or parchment. However, the evidence was not strong enough to prove it as fact. This leaves question regarding the usage and the contents of the materials. The artifacts contained what are perceived to be records regarding commodities and other unclear matters that the era imposed. In many signs of writing, the hieroglyphics, which was the earliest script found in writing, is known to be of north Crete particularly Mallia (Dickinson p.193-194). Linear A which evolved from hieroglyphics found in Phylakopi and Ayia Irini as tablets fragments and also in Akrotiri, Kastri and Ayios Stephano. This had tremendous influence on the sc ripts found in Cyprus that later on evolved into another level of writing known as Linear B. During The Third Palace Period, Linear B seems to be a developed version of those found at Knossos. Linear B was not only the development of writing

Social Policy Development In Education

Social Policy Development In Education Introduction This essay discusses influences of social policy development in education over the last 30 years. It also discusses the impact of these policies in relation to social exclusion, inequality and poverty. Throughout the post-war period, there have been many attempts to reform the UK education system, often with an explicit intention to raise standards and make it more productive. Notable reforms have included a nationally prescribed curriculum, vigorous attempts to raise participation in post-compulsory schooling and the introduction of tuition fees for higher education. In addition to concerns about widening access and educational inequality, in the 1980s there emerged widespread fears about poor and falling standards in UK education system (Machin and Vignoles, 2006). Specifically, there were concerns that too many individuals were leaving school too early and with little in the way of basic skills. Examination underachievement had also been recognised by education policy-makers as a particular problem (ibid). In the light of these concerns, successive Conservative governments in the 1980s and 1990s increased the pace of reform and introduced so called market mechanisms into the UK education system, in an attempt to force schools to raise standards. The move towards a quasi-market in education, was kick started by a significant piece of legislation the 1988 Education Reform Act which not only introduced the market reforms discussed here, but also the National Curriculum. At the last election, Labour swept to power on the catchphrase education, education, education however, according to (Wood, Jaffrey Troman in Fielding, 2001) there has been widespread disappointment in New Labours education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher. David (2003) also agrees with this notion but argues that New Labour continues to develop educational policies on excellence, introducing notions of social exclusion and inclusion and identifying policies specifically to tackle issues of poverty through education. It may therefore be argued that raising education standards for all is important not only to the success of a modern economy but also to the creation of a socially just society. Since the 1990s, New Labours political values have shared many neo-liberalism characteristics especially in moving what has been called a post-welfare society. In implementing many of their education policies, they have continued with an emphasis on moral values, individuality and personal responsibility (Jones, 1996, pp.17-18). However, David (2003, p.356) argues that New Labour redefines such notions on an individual basis rather than on the basis of social groups, such as social class or those economically disadvantaged on the basis of family circumstances. This raises a question about fairness of opportunity in education for some social groups, for example Black and Minority Ethnic (BME) groups face additional barriers to inclusion relating to their ethnicity and are disproportionately likely to perform poorly and suffer exclusion, including; employment, educational out comes, truancy and school exclusions (SEU, 2004). It may be argued that few of the policy developments in education have had issues of equality of opportunity uppermost or explicitly on the agenda. The driving force behind policy making may therefore have been more to do with value for money and quality assurance but largely due to political influence. In addition, the public sector is more exposed to political direction and scrutiny than the private sector; public policies in education stipulate the conditions under which schools must operate. However, according to Kemmis (1990) many of the changes in educational policies over the past thirty years or so, have been due to the political work of organised social movements exerting considerable pressure for change, with calls for action on poverty, women inequalities, minorities and people with disabilities leading the government to formulate policies and programmes in education which sought to provide equality of educational opportunity. He further notes that these movements were dis satisfied with the role that education plays in the maintenance of the existing social order. Showing that, people are no longer prepared to leave policy making to politicians and bureaucrats. They wish to be involved in the steering of policy processes. For example the feminist movement will not permit issues of gender inequality in education to drop off the policy agenda. Similarly, BME groups want a direct say in the policy making process. Thus the language of educational policy, according to Kemmis (1990), is linked to political compromises between competing but unequal interests. Secondly, Changes in social attitudes towards authority, particularly among young people, have also created new pressures for education. As (Willis 1990 cited in Taylor, Fazal and Rizvi, 1997. P.4) has argued, students brought up on the cultural values of the globalised mass media are unlikely to be comfortable with the requirements of bureaucratically defined regimes of discipline. Such cultural and attitudinal changes have demanded policy shifts in education. Alcock (2008, p.198) states that social policy development is also closely dependent upon the economic structure of the society and upon the economic growth within it. While, Blakemore and Griggs (2007, p.147) state that due to economic pressures, the government abolished free tuition and instead passed the Teaching and Higher Education Act that requires students to pay tuition fees. As a consequence, there has been an increase in the number of English students choosing to attend Scottish and Welsh universities to avoid tuition fees. On the other hand, the youth labour market has led to calls for educational policies designed to ensure greater retention in senior secondary schools and curricula that are more vocationally responsive; leading to the Education Maintenance Allowances (EMA) subsidy for 16 to 19 year olds. Evaluation of EMA suggests substantial impact from the subsidy that overall, educational participation post 16 was 4.5 percentage points higher than before (Dearden et a l., 2005). Political, economic and social influences have not however been the only factors responsible for changing policy in education. Technological changes may also have demanded revision to educational policy, and in particular to curriculum priorities and teaching styles. With ever emerging new technologies changing partners of everyday life, then education cannot remain oblivious to these changes. Governments have been quick to invest large amounts of money in the teaching of Information Communication Technology (ICT) in schools and lifelong learning programmes. The introduction of new educational policies should primarily be to address personal and academic development and ultimately provide a more equitable education system for all. However, the Department for Education and Skills (DfES) (2006) stated that the impact of educational services not always able to meet individual needs has over the years disproportionately affected particularly groups of BME young people, which is recognised in the Every Child Matters (ECM) consultation paper, as it asserts that: teenagers from some BME groups face greater challenges than others in growing up (Youth Matters: Green Paper. 2005:13). The impact of poor service delivery to BME young people is compounded by the fact that minority ethnic population is over represented in almost all measures of social exclusion (ODPM, 2003) and their poor socio-economic position is closely associated with low educational attainment. This in turn impacts on their prospects to gain employment which in turn often results in being drawn into a life of crime. African Caribbean young men in particular are over represented at every stage of the criminal justice system (Graham in Sallah and Howson, 2007, p 176). One could argue that in fact the education system has systematically ensured that Black young people do not succeed (Richardson, 2006). This is not surprising as it has also been acknowledged that the British education system has also failed or lowered the aspirations of the poor and or White working class people (Sewell, 1997). This is particularly important in that, poor achievers are most obvious amongst the poor and disadvantaged. For example, high socio-economic groups appear to have better information on, and understanding of school performance, via league tables (West and Pennell, 1999). Whether parents act on this information, choosing for their children to attend the best schools, then there is a clear tension between strategies to raise standards and policies to reduce inequality. Soci o-economic background also relates to school quality and pupil performance via peer groups. For example, attending a school with very few children from lower socio-economic groups is highly beneficial academically speaking (Feinstein, 2003). If parental choice leads to greater socio-economic segregation across schools, such peer group effects may further reinforce social exclusion. The motivation behind the introduction of the market reforms was to raise standards and achievement, rather than issues related to inequality. The evidence on the impact of these reforms on childrens achievement is minimal, however, empirical evidence from the USA (Chubb and Moe, 1990) is supportive of the view that decentralised schooling systems can produce better results, measured in terms of educational outcomes (Hoxby, 2000). Evidence for the UK by Bradley et al (2001) found that schools with the best examination performance grew most quickly and that, increased competition between schools led to improved exam performance. Gibbons, Machin and Silva (2005) report little evidence of a link between choice and achievement, but find a small positive association between competition and school performance. However, they attribute this to school location or pupil sorting. Evaluating the impact of nationally introduced education policies and the impact of continual vocational systems is not easy according to Machin and Vignoles (2006). Perhaps the best way to evaluate new qualifications is to consider their labour market value, since this reflects the demand by employers for this type of qualification and the skills embodied in it. The evidence is that NVQs and indeed GNVQs, have minimal economic value in the labour market (Dearden et al., 2002). In particular, NVQ2 qualifications may actually have a negative impact on individuals wages, in many sectors of work. Higher Education (HE) in the UK is viewed as a success story, with continually rising participation in HE since the late 1960s. However, there have been concerns about who is accessing HE. Evidence by Machin and Vignoles (2006) showed that during the last fifteen years, participation in HE had largely been the preserve of the higher socio-economic groups in the UK. Furthermore, there is evidence that the gap in HE participation between richer and poorer students actually widened, at least in the mid and late 1990s (Blanden and Machin, 2004). Contrary to what many believed before the expansion of higher education, the expansion appears to have actually acted to increase educational inequalities, so that a greater share of HE participants is from well off backgrounds (ibid). It may be argued that although poorer students are more likely to go on to higher education than they were in the past, the likelihood of them doing so relative to their richer peers is actually lower than was the case in earlier decades. Furthermore, tuition fees introduced by labour in 1999 leave poorer students with huge debts to pay on graduation. Conclusion This essay concludes that, educational policies do not emerge in a vacuum but reflect compromises between competing interests expressed by the dominant interests of capitalism in the one hand, and the oppositional interests of various social movements on the other. While it is true that some policies are responses to particular social changes, it is also the case that these changes may themselves be represented in a variety of different ways and accorded contrasting significance. Educational policy initiatives may thus be viewed as responses to the struggle over particular constructions of social political, economic and cultural changes. However, the evidence of positive impact of the reforms on the poor, minorities and the socially excluded is minimal. In this way, it can be concluded that the state is not neutral and politically driven with respect to the changes occurring in education, as its own interest in sponsoring some changes and preventing others is reflected in policy deve lopment.

A Change Is as Good as a Holiday.

‘’A change is as good as a holiday†¦ really? ’’ According to my personal experience a change is better than a holiday. I changed my life by moving to another country, the UK, where I can create something and develop my life, unlike going on holiday for a short period of time and returning to do the same thing again. During my time in Iraq I enjoyed spending time with my family and I was happy as a clown. However, on April the 9th 2003 USA had a master plan to invade Iraq, as a child I was scared due to my parents clearly being worried; this made me anxious I was so terrified and shaken like an electric tooth brush.It was like I had adrenalin rush, I couldn’t sleep – I was alive with fear. As the army entered the city of Baghdad, Iraq†¦ The sky was red like blazing flames and I could hear the bullets shoot through my ears like thunder. The gun powder rushed into my nose from the chimney from the fire place in the comfort of my own hom e. There were so many reasons why I had left my country with my family, and one of them was the war. However I’ve been through the hard times and I could’ve just stayed. Not knowing what my destiny would be but as a family we made the decision of leaving.We all agreed that if we left Iraq then we could all have a better life and could continue with our education to have the best life possible. Who wants to leave their home town? Obviously it was a struggle and to look back and leave behind everything and everyone I know: The home I grew in for 11 years and the place where my childhood was full with amazing memories. On the way to the airport I felt miserable; I was reluctant to get on the plane. I hesitated to step forward, however a decision has been made and I had no choice apart from getting on the plane as I knew that my dad was at the other end of the journey.The dream came true! My first step out of the plane towards success, I continued walking through the tunne l to see my dad for the first time in a year. I was bursting with joy to see my father; I was pumped with energy full of happiness: I couldn’t express my feelings so I just hugged him, and my heart was finally relieved. The family and I were on the way out of the airport, into to the car that my dad bought which was blue like the Circassian sea, and we were on the way to the house in Neasdon, London. When I was in the car whilst my dad was driving, I was scared; I didn’t know anyone or the language they spoke.The weather was dull; the clouds were grey and the dark streets. It was due to rain my dad said. I couldn’t play the sport I loved; swimming was my favourite sport back home. There was indoor swimming but it wasn’t the same. I couldn’t even go to my own back garden to do anything, and it was full of mud. A week after I arrived it had snowed, for the first time in my life I saw little white flakes falling from the sky, like a blessing from god. I wanted to go out, but I had a cold and I wasn’t even used to this miserable demotivating weather.Back in Iraq it was blazing hot nearly every day of the year. Every day it was a staggering 50 degrees Celsius like the Saharan desert. As I started school I felt the effects of the change, I didn’t know whether it would be for the better or worse; however I knew I was going to achieve something great, and become a role model to inspire my brother as he was young and needed someone to look up to besides my dad. I feel a little safer nowadays due to people being nice, although there are those occasional racist remarks people give.But altogether the people all colours, races and nationalities are not as I expected; there are mixed cultures and religions -they did not shun me they welcomed me to the area and country; even though they did not know where I was from, who I am, or what I do. Till this day the dream of a better life still lives on. Change instead of a holiday ca n be good in some circumstances such as mine. For me my safety was more important so I had to leave. Sometimes freedom and safety are something a holiday can’t give.

Person Centred Therapy Evaluation Essay

In order to evaluate the claim that Person-Centred Therapy offers the therapist all that he/she will need to treat clients, one must look at the theoretical concepts of person-centred therapy (PCT) and its underlying philosophical influences. The PCT approach was developed during the 1940’s and 1950’s by an American psychologist Carl Rogers, now known as Rogerian counselling; he proposed new humanistic ideas for counselling which moved away from the doctor/patient relationship. PCT emphasises person to person relationship between the therapist and client and focuses on the client’s point of view; through active listening the therapist tries to understand the client’s presenting issue and emotions. In PCT the client determines the direction, course, speed and length of the treatment and the therapist helps increase the client’s insight and self understanding. Rogers and Abraham Maslow, another psychologist, were the founders of the humanistic approach to psychology. â€Å"Humanistic theories of personality maintain that humans are motivated by the uniquely human need to expand their frontiers and to realise as much of their potential as possible† (Sanders 2002 p22). A humanistic approach is based on all human beings having an inbuilt ability to grow and achieve their full potential known as â€Å"actualisation†. If this quality can be harnessed then human beings can resolve their own issues naturally, given the right conditions. Rogers and Maslow believed in a person’s potential to reach self actualisation. Maslow however referred to the ‘psychology of being’ and that self actualisation was an end in itself at the top of the hierarchy of needs whereas Rogers considered the ‘psychology of becoming’- the process of being able to take charge of your life and become the person you want to be â₠¬â€œ a continuous process. Maslow felt that human beings are always striving for self improvement which goes beyond that of the basic needs for survival. He believed that a person’s behaviour stems from the way in which people strive to meet different needs. From 1943 to 1954 he developed the 5-level Hierarchy of Needs: * The first, lowest level, concerns a person’s physiological  needs: survival, food, water and shelter. * The second addresses safety: protection from danger and need for security, order and predictability. * The third covers love & social behaviour: for love, friendship and acceptance by peers. * The fourth addresses self respect and esteem: the need for status, independence, recognition, self confidence and respect from others. * The fifth and highest level concerns self-actualisation: the need to fulfil one’s personal potential. His theory states that each need must be met in turn starting with the lowest concerning the need for survival and only when the lower needs are met is a person able to move on to the higher needs. However if something should happen and any lower needs are no longer satisfied then a person will concentrate on regaining them before attaining the higher ones. The lower four levels are known as ‘deficiency’ needs which a person will strive to fulfil thereby satisfying the deficiency. However behaviour relating to self actualisation is known as a ‘growth’ need, governed by the person’s inborn need to grow and realise his full potential. Maslow felt most people only ever achieved the first four needs, and he wanted to help clients to obtain ‘Self-Actualisation’ in order to really become themselves. â€Å"The higher up the hierarchy we go, the more the need becomes linked to life experience and the less ‘biological’ it becomes.† (Gross 1996 p.97) It is a fact that people achieve self actualisation in many different ways, related to experience in later life rather than biology. If a person has a deficiency in one of the lower levels of needs then self- actualisation cannot be achieved, resulting in anger, frustration, unhappiness and depression. Rogers trusted in people and viewed them in a positive and optimistic way, believing all human beings naturally strove to achieve their potential; mental health issues arose when barriers to personal growth were present. Accordingly a person’s behaviour is down to self perception or interpretation of a situation and as no one else could know how something was perceived, the perceiver would be the best person to help themselves. PCT looks at how the client is currently interpreting and perceiving their  situation, the moment to moment experience and what is being thought and felt. Rogers viewed psychological development as the process of a person following the path of actualisation and so becoming oneself. A fully functioning person was someone on his way to self actualisation and he identified certain qualities that enabled that person to realise his potential. A person needs to have:- Openness to experience: he can accurately perceive his own feelings and experiences in the world; Existential living: he lives in the present rather than the past; Organismic trusting: know what is good for one and trust thoughts and feelings as accurate, doing what comes naturally; Experiential freedom: the feeling of freedom when making choices and taking responsibility for personal actions; Creativity: a person will naturally socialise and participate in society through work, social relationships or through the arts or sciences. A principal element of Rogers’ theory is the concept of self, described as being a set of self perceptions and beliefs, including self awareness or image, self esteem and worth, and Ideal self. Human behaviour is driven by people attempting to maintain consistency between their self image and esteem; sometimes this consistency is not achieved and a person’s self image may differ from their actual behaviour and how it is perceived by others. A highly successful and respected person, may see themself as a complete failure: as their actual experience is not consistent with their ideal self, an incongruent condition. People experiencing incongruent feelings, because of conflict with their self image, feel threatened and may block or deny these feelings. It is these defence mechanisms which prevent the self from growing and changing; widening the gap between reality and the self-image until the latter becomes more unrealistic when the â€Å"incongruent person† will start to feel vulnerable, confused and suffer psychological disturbances. A congruent person’s self image is flexible and changes with new experiences, the self image matches the thoughts and actions allowing for the opportunity to self-actualise. A person’s self concept develops through childhood. Rogers believed that  humans developed conditions of worth: the conditions where positive regard would be given. In order to maintain this conditional positive regard a person will suppress or deny actions and feelings which are unacceptable to people who are important, instead of using those thoughts, feelings and perceptions as a guide to behaviour. It is this denial that causes the difference between the organism and the self, the organism being everything a person does, feels and thinks, and the self being the part that is accepted liked and respected by others – positive regard. As people have an inherent need to be loved and accepted and therefore a need for positive self regard, they behave and act in ways that meet approval so in turn think of themselves as good, lovable and worthy. In order to experience positive self regard a person’s behaviour and condition of worth must match; sometimes conditions can force one to behave and act in ways that prevent self actualisation, thus living life by someone else’s standards. This can cause conflict between experience and self concept, leading to the development of psychological disorders. Congruence and self actualisation can only be reached if a person is functioning as a whole organism so conditions of worth need to be substituted with organismic values. Rogers maintains that the human organism has an underlying â€Å"actualising tendency† which drives a person to develop and become independent. When a person is acting under conditional positive regard which prevents realisation of full potential, these conditions need to be removed. The difference between the self and organism then becomes minimal and the person more closely aligned with his natural values: more relaxed and happy with life. PCT aims to provide the right environment to enable the client to grow and develop, and work through any problems by utilising the ability for personal growth. Rogers believed that the therapy should take place in a supportive environment created by a close personal relationship between the client and the therapist. It allows insight into the client’s feelings and behaviour whilst the therapist’s function is to offer warmth and empathy, congruence and unconditional positive regard toward the client, accepting what is said in a non judgmental way. Rogers felt that the most important factor in  successful therapy was the therapist’s attitude. A key element of the PCT is to reflect the client’s feelings without judgement and by doing this the client will relax and express inner feelings. It also lets the client know that the therapist is listening, trying to understand, as well as clarifying what the client is communicating. Clarification arises when the therapist picks out the key points, uses the clients own words to develop an atmosphere of trust, enabling rapport to develop leading the client to feel able to appreciate current feelings and past experiences. Rogers believed that in order to create this environment for growth and change three core conditions need to be provided for a therapeutic relationship to be formed. Empathy. The therapist must try to enter the client’s inner world and understand how the client is feeling through sensitively listening and reflecting back what the client is saying. â€Å"Carl Rogers described empathy as the ability to sense the client’s world as if it were your own without losing the â€Å"as if† quality† (Sanders 2002 p68). Congruence. This involves the therapist being â€Å"real† open to the expressed feelings and being genuine with the client. There should be no air of authority, enabling the client to feel the therapist is being honest and responding as a real person not analysing what is being said and trying to fit it to a therapeutic model. Unconditional positive regard (UPR). The therapist must provide non judgmental warmth and acceptance of the client, regardless of past behaviour, as a worthwhile person free to explore and discuss all thoughts, feelings and behaviour positive and negative without fear of rejection or judgement. The client must not feel the need to earn positive regard; many people seek help because of disturbances caused by unreasonable harsh judgements. It is very important to ensure that experience is not repeated during therapy. If the client feels an evaluation is being undertaken, a false front may be put up or the therapy stopped altogether. It is these three core conditions that form the foundation of the therapeutic relationship. However, Rogers also believed that fundamental to providing the right conditions for change the helper must make psychological contact with the client. â€Å"Client and therapist need to be simultaneously aware of  each other before anything therapeutic can happen† (Sanders, Franklin & Wilkins 2009 p 39.) Psychological contact, the relationship between therapist and client; the client is vulnerable or anxious; and receives empathy, UPR and congruence. All of these conditions are necessary and the core conditions must be used sufficiently for helpful change. These core conditions are believed to enable to the client to grow and develop in his own way to become the desired person. PCT focuses on the client’s own thoughts and feelings, not those of the therapist and provides an environment where the client can explore personal experiences to strengthen self structure which in turn helps to reach actualisation. The two primary goals of PCT are to increase a client’s self esteem and openness to experience. The therapy also helps to bring the clients self image and ideal self closer together and allows the client to have a better self understanding. The client’s levels of defensiveness, guilt and insecurity are lowered resulting in more positive and comfortable relationships with others and an improving ability to experience feelings and emotions when they occur. The results of studies carried out using this approach show that clients maintain stable changes over long periods of time, and that the changes are comparable with changes achieved using other types of therapy. It is a very effective way to treat people suffering from depression or relationship issues but PCT does appear to be less effective than other humanistic therapies where the therapist offers more advice. Rogers originally developed his PCT in a children’s clinic as ‘play therapy’ and his theory has been used to help people suffering from depression, anxiety, alcohol disorders, cognitive dysfunction and personality disorders and has been proved successful when used on an individual basis as well as in group and family therapy. In the later part of his career he worked with people suffering from schizophrenia. Although PCT is popular and does achieve a level of success, a key criticism in this approach is that the core conditions should always be provided by a good therapist before moving onto different theories and strategies to help make the client better. This criticism shows there is a degree of misunderstanding of the real problems of constantly providing UPR, empathy and congruence in the therapeutic setting, as these can clash and cause  conflict. Purely being able to maintain these core conditions requires much work on the part of the therapist, given that everyone has values and beliefs which are hard to suppress and ignore, so it may be more real for the therapist to own their own values and beliefs whilst not judging others. PCT does not require the counsellor to undergo any specific training or self development in any particular way through personal experience, other than to provide the core conditions. Rogers believed it is the relationship between the therapist and the client that brings about the therapeutic change. Further criticism, of therapists demonstrating the core conditions, is that it can lead the client to believe that the therapist is supportive of the situation and viewpoint to such an extent that the client no longer feels the need to change. This is due to the therapist offering no alternatives as there is no position of authority in the PCT to guide the client to make constructive changes. PCT has also been criticised for its lack of structure and insufficient direction to help people in real crisis. Some therapists would argue that this type of approach is not suitable or effective for clients who are inarticulate or poorly educated, whereas other feel that this approach can be applied to anyone. Although this approach is positive is it enough to solely create a good relationship between client and therapist and provide the clients with a safe space to feel valued and supported in order for change to take place? If a client is experiencing real difficulty and is unable to see a way forward and has lost all hope then it is important for the help to come from the therapist. Clients who have experienced this type of therapy often feel that is does not provide the desired solutions they are looking for and have become bored, frustrated and annoyed with the Rogerian style. In summary, although the person-centred approach is clearly a highly effective method of helping and is widely accepted and used by clinical psychologists today, I do not feel that it offers the therapist all that he/she needs to treat clients. I believe that no one therapy can claim an absolute success rate in treating clients, as human beings are inherently different due to differing cultural backgrounds and life experience and  hence each therapist and client relationship will be unique, producing differing results. I feel that one theory that suits everyone is not the approach a good therapist should adopt. Some people may find it easy to talk about their feelings and be able to help themselves in a PCT environment whereas to another this type of approach would be completely bewildering and unproductive. I believe PCT is an effective therapy for treating self esteem and relationship issues however it does not go nearly far enough to help those with deep rooted psychological disorders. A client in crisis may not have the ability to self-help and the nondirective approach can be unhelpful and ineffective when a client is seeking clear guidance from a counsellor. Therefore I believe it is the job of the therapist to determine which theory would help the client best to resolve their issues and be prepared to be flexible in approach. The skill set of a good therapist would have a variety of different strategies and therapeutic approaches to offer the client and although a person-centred approach is a good place to start, the therapist should be prepared to progress to more structured approaches as appropriate.

The Most Lucrative Business Majors By Starting Salary

The Most Lucrative Business Majors By Starting Salary The average starting salaries for business majors can vary depending on the individual, the job, and the school where the degree was earned. However, there are some lucrative business majors that seem to rise to the top in the National Association of Colleges and Employers Salary Survey Report. For undergraduate business majors, its management information systems, supply chain management, and finance. For graduate business majors, its marketing, finance, and business administration. Lets take a closer look at each of these business majors to learn more about areas of focus, average starting salaries, and post-graduation career opportunities. Management Information Systems Management information systems is a business major that focuses on the use of computerized information systems to guide managerial decisions and manage business operations.  Average starting salaries for people with a bachelors degree in management information systems exceed $55,000 and increase exponentially with more work experience. At the masters level, average starting salaries are just under $65,000. According to PayScale, annual salaries for MIS grads can get as high as $150,000 or more for certain job titles (like a project manager). Common job titles include business analyst, systems administrator, project manager, and information systems manager. Supply Chain Management Business majors who focus on supply chain management study logistics and supply chains, which include any individual, organization, or operation that participates in the production process (procurement and transportation of materials), manufacturing process, distribution process, and the consumption process.  According to PayScale, average starting salaries for business majors with a bachelors degree in supply chain management exceed $50,000. At the masters level, average starting salaries are just shy of $70,000. Supply chain management grads can work as supply chain managers, logistics directors, supply chain analysts, or strategic sourcing managers. Finance Finance is a business major that focuses on economics and the management of money. This is a popular and lucrative business major for both undergraduate and graduate students. Average starting salaries for finance majors exceed $50,000 at the bachelors level and $70,000 at the masters level. According to PayScale, annual salaries for finance majors with just a bachelors degree can get as high as $115,000 for portfolio and finance managers. Common job titles for finance majors include financial analyst, credit analyst, financial planner, and finance officer.   Marketing Marketing majors learn the best ways to promote, sell, and distribute products and services to end consumers. According to PayScale, the average starting salary for marketers at the bachelors level is under $50,000, but at the masters level, that number exceeds $77,000. Both of those numbers increase with time and experience. PayScale reports a salary range for marketing majors that tops out at $150,000 at the bachelors level and goes much higher at the MBA level. Common job titles for business majors who specialize in marketing include marketing manager, marketing research analyst, and account executive.   Business Administration Students who major in business administration study business operation, particularly the performance, management, and administrative functions. According to PayScale, the average starting salary for grads with a bachelors degree in business administration/management is over $50,000. At the masters level, grads earn an average starting salary of more than $70,000. The business administration degree is a general business degree, which means that there are many different career paths for grads. Students can go on to work in management or get jobs in marketing, finance, human resources, and related areas. Learn more about your options with this guide to high-paying management jobs.

St. Anselm

St. Anselm Does God exist? That is one of the burning questions which have been asked over the centuries. Many theologians have answered this question with a variety of responses.In the twelfth century scholars went about studying theology in much the same way as scientists studied science. Scholars took a methodical approach, and had a specific purpose. During this time theologians were held on the same level as scientists in regard to respectability, etc... There was however a conflict during this time between people. One group believed the bible was to be talked about and not debated while the other group believed that the bible should be argued and discussed in order to better our understanding of it.One of the most influential in this respect was Saint Anselm of Canterbury (1033-1109). Many of Saint Anselm's ideas have endured the test of time and are still influential to this day. Saint Anselm played such an important role during this time period that he has been labeled by many as the fa ther of medieval scholasticism.English: Chester ( England ). Cathedral: Refectory...Saint Anselm was born in Aosta Piedmont in 1033 A.D. Anselm knew he wanted to be a monk at an early age. After Anselm's father forbid him to pursue his dreams of being a monk, Anselm left home in his early twenties. Anselm moved to France where he became a monk in 1060 A.D. A few years later Anselm became prior before becoming Abbot. In 1093 A.D. Anselm was consecrated as Archbishop. The years that followed were that of tension and turmoil between Anselm and the king over matters such as money, etc... Saint Anselm took the issue to Rome where he received less help than he anticipated. During this time King William died and Saint Anselm returned to England. The new king thought very highly of...

Is There a Hispanic Challenge to American Nationalism Essay

Is There a Hispanic Challenge to American Nationalism - Essay Example However lately it has been seen that the influx of Hispanics has increased in the region and this has ignited a debate between the multiculturalists and American nationalists. It is at this point that the nationalists argue that their culture and identity is being changed from what it was before when the protestants formed it. On the other hand the multiculturalists believe that the Hispanics are a part of the American culture and they are not harming the integrity of the American nationalism. In my view Hispanics are only giving a platform to the American identity through which they can flourish in a bilingual country. Their language and culture is being assimilated such into the nationalism that the original roots are still being revived. This essay would further revolve around the issue of Hispanic challenge to the American nationalism (Huntington 2004; Strum et al 2004). According to Huntington the culture of America was formed by the protestants and whites whereas with the large influx of Hispanics into the region this culture is seriously being challenged. He believes that the Americans do not ponder much on the issue of Hispanic immigration in the region but rather focus on the economic benefits that the Hispanic immigrants are providing the nation with. Huntington further argues that this can bring a challenge to the identity of America by forming two different cultures with two different languages. He argues that if the immigration of Latin Americans is stopped the wages of the U.S citizens itself can improve along with the original identity of the American nationals. Stopping them would not only allow to improve the policies of immigration but would also help the authorities to assimilate these immigrants into the American culture as it was previously. The Hispanic immigrants have increased so much in the south-western region that some schools in Los Angeles are slowly becoming Mexican as put by Huntington. Moreover with the rapid influx of these immi grants it is also seen that within no time the Hispanics would not have any incentive in learning the English Language. This can create differences between the American citizens and the immigrants and thus all these factors are put forward when discussing the challenge that the Hispanics pose to the American nationalism (Huntington 2004; Lowenthal 2004). On the other hand the proponents of Hispanic immigration have totally different views about the challenge that it poses to American nationalism. According to the proponents no such challenge is posed by the Hispanic population on to the American nationalism. According to consensus it has been seen that the Hispanic population has been largely dispersing into the assimilated neighbourhoods where they can easily get used to the new language and culture (Skerry 2005). The argument that the Hispanics don’t tend to learn English is denied by the proponents as they put forward the 2000 consensus in which it was found that the 50% o f the Mexican born immigrants only talked in English or knew how to speak in English very well. Similarly immigrants from Mexico have lived in America for years and it has been found that the coming generations are talking frequently in English. This clearly shows that the Hispanics are not affecting the language culture formed in the United States (Citrin et al 2007). The 2002 Pew National Hispanic Survey

Phase 1 Individual Project (LOG676) Coursework Example | Topics and Well Written Essays - 500 words

Phase 1 Individual Project (LOG676) - Coursework Example The humanitarian logistics have the collaborations with the donors to source the funding for their engagements and helping disasters. IV. Both involve the human resources in their endeavors and activities. Business logistics require skilled labor and in the case of humanitarian logistics the engagement of volunteer labor is administered. V. In the both cases we have Key performance indicators. Ordinarily, the business logistics is usually based on the performance metrics while in the humanitarian logistics it is based on the time to respond to a given disaster. VI. Both the logistics have the financial flow in their engagements. The business logistics have a bilateral and a known financial flow. The humanitarian logistics have the unilateral financial flow from the donors to the beneficiaries. I. The objective of business logistics is profit maximization where the appropriate strategies are instilled to avoid losses. In contrarily, the objective of humanitarian logistics is to help and save the lives of people who are in disasters. II. The business logistics clients include the final consumers of goods and services while those of humanitarian logistics are include the beneficiaries who are usually the people who have been affected by the disasters. III. The business logistics have two to three supplies previously known by the business while the humanitarian logistics have multiple donors and suppliers who met without prior agreement or engagements. (Renata, 2012) V. Ordinarily, the demand patterns in business logistics are stable and can be predicted using forecasting techniques as opposed to the humanitarian logistics where the demand patterns are irregular, volatile and very uncertain. VI. The material flow in the business logistics includes the product market while in the humanitarian logistics it includes features such as shelter, food, hygiene, cleaning kits including the