Qualites of an Effective Helper Essay Example for Free

Qualites of an Effective Helper Essay I believe that ill be an effective helper because I am caring trustful honest and open minded. I also know What its like self , family problems I also know the feelings of being unwanted and unloved is so Powerful that its hard to over come. I am motivated by desire to help all types of people work thought their problems no matter how big or little they are. The qualities that I have that will make me an effective helper are that I am a good listener, I am open- minded about all most everything even if I don’t really understand. I am honest and I don’t mind telling the truth to someone even if it hurts their feelings sometimes people need to hear the truth it helps them see it through someone’s else’s eyes, but I also know when to be respectful to other people needs, beliefs and values. I have had some personal problems that I think other people may have, I don’t mind sharing them with a client to show them that I have been down that road in life and with sharing I would hope that it will help our relationship. I don’t like to judge people because at some point in life everyone has had some kinds of problems and I have no right to judge we are all human we all live and learn. I have an happy go lucky presonallalliti so smiling and showing that I care comes easy for me, I have no problem putting myself on the spot to break the ice with a client. I am a patience person, I know that time is the key to help out with the relationship,, I know that it is hard to open up to someone that you think will judge you. I believe that helping a client find forgiveness it the key to most problems and that forgiving ourselves is one of the hardest things to do. I believe that everyone should have respect for all and be understanding, I try to understand everyone’s views, values and beliefs but when it comes to someone that has sexual abuse or killed a child would be really hard for me because I see children as the best gift in life, I don’t understand how any one would want to hurt them in any way. I know that they may have had it done to them . If I had to work with that has done one of those thing I would try really hard to put my feelings aside as best as I could. Nicki Prudhomme

The Quality of Early Child Care and Children’s Development Essay Example for Free

The Quality of Early Child Care and Children’s Development Essay ABSTRACT—The past half-century saw dramatic changes in families that altered the daily experiences of many young children. As more mothers of young children entered the labor force, increasing numbers of young children spent substantial hours in various child-care settings. These changes gave rise to a large body of research on the impact of the quality of early child care on children’s development. However, a full understanding of the role of the quality of early child care requires consideration of the interplay among child care, family, workplace, and society. This article places what we know about the quality of early child care and children’s development in this larger ecological context, and suggests directions for future research and practice. The past half-century saw dramatic changes in families that altered the daily experiences of many young children. In 1970, only 24% of mothers with a young child (birth through age 3) were in the labor force; by 2000, this figure had risen to 57%. This growth in maternal employment was accompanied by changes in children’s daily experiences. By 2000, 80% of children under the age of 6 were in some form of nonparental care, spending an average of 40 hours a week in such care (National Research Council and Institute of Medicine, 2003). Research on children’s experiences saw a parallel change that was equally dramatic. Early research in the field focused primarily on the question of whether child care (or maternal employment) per se was good or bad for children; current research asks questions about the relation between children’s development and variations in the quality and quantity of child care that they experience. The field also now recognizes varying types of child care, including center-based care, licensed or regulated home-based care by nonrelatives (family-childcare homes), and other home-based care, such as care by relatives or in-home sitters. There have been methodological advances as well. Early research was more likely to study small samples and examine correlations between child care and children’s outcomes at a single point in time; current research is more likely to involve large samples at multiple sites, to use experimental or quasi-experimental designs, and to follow participants over time. Perhaps the most important advance in child-care research has been theoretical. Early research tended to study the effects of child care in isolation from other significant aspects of children’s lives. Current research is more likely to be grounded in ecological systems theory, which considers children’s development in the context of the child-care system as well as the family system, and recognizes the links between these systems and the larger society. In this article, I focus on one segment of current research on early child care—the links between the quality of child care and children’s development—drawing on ecological systems theory to provide an overview of recent advances and to suggest directions for future research. ECOLOGICAL SYSTEMS THEORY AND EARLY CHILD CARE Ecological systems theory places child development in an ecological perspective, in which an individual’s experience is nested within interconnected systems (Bronfenbrenner, 1989). Microsystems, such as families or child-care settings, are characterized by face-to-face connections among individuals. Mesosystems consist of two or more microsystems and the linkages or processes that combine or connect them. These mesosystems exist within the larger context of the exosystem, those settings in which the child does not directly participate but that influence the lives of parents and other adults in the child’s world, such as a parent’s workplace, educational institutions that train child-care teachers and providers, and government agencies that set regulations for child-care facilities or establish welfare-reform policies. The mesosystems and exosystems operate within the context of a macrosystem of societal and cultural beliefs and practices. Note that these systems are not static, but may change over time. The Mesosystem of Family Child Care Children inhabit both families and child-care microsystems, and these systems are linked. Parents select particular types of child care, of varying quality, for children of different ages—and these decisions vary with family structure, parental characteristics, geographical location, and other factors. Singer, Fuller, Keiley, and Wolf (1998) argued that child-care researchers must consider these selection effects if they are to accurately model the impact of child care on children’s development over time. 1 Through their selection of particular child-care arrangements, parents have an indirect impact on their children’s development (in addition to their direct impact within the family system). But this linkage between the family system and child-care system operates in both directions: The child-care system can also influence the family system. For example, Ahnert, Rickert, and Lamb (2000) described a particular mesosystem characterized by shared care; in this mesosystem, mothers adapted their interactions with their toddlers in response to the toddlers’ experiences in child care. The Exosystem The family child-care mesosystem operates within the larger context of the exosystem of parental employment—one of the primary functions of child care is to enable parents, particularly mothers, to work outside the home. Historically, the child-care system has developed in response to characteristics of parents’ employment . For instance, the current child-care system includes child-care centers, which tend to have operating hours that match those of parents who are working weekdays, as well as family-child-care homes and kith-and-kin care, which are more likely to meet the needs of parents who are working evenings, weekends, or variable hours. However, in industries that operate around the clock, particularly those with highly skilled workers such as hospitals, we are more likely to see on-site child-care centers, sick-child care,2 and other accommodations to parents’ employment needs. Another important aspect of the exosystem is government policies and regulations that affect both the demand for child care (such as welfare-reform efforts that require low-income mothers to seek employment) and the affordability of child care. Although the United States provides some child-care subsidies for families, many low- and moderate-income families do not have effective access to subsidies. 3 Given the links between the quality of care and the cost of care, it is not surprising that children in low-income families who are not in the higher-quality, government-subsidized programs tend to receive lower-quality child care than children in middle-income families (cf. Phillips, Voran, Kisker, Howes, Whitebook, 1994). In this way, the exosystem of government policies and regulations provides an important context for the operation of the family ! child-care mesosystem. THE QUALITY OF EARLY CHILD CARE AND CHILDREN’S DEVELOPMENT Using ecological systems theory as a framework, I turn now to the question of the relation between the quality of early child care and children’s development. I begin with a discussion of the concept of quality, and then move on to an overview of what researchers currently know about the role of the quality of early child care in children’s lives. What Is Quality? The underlying assumption of all definitions of quality is that a high quality early-child-care setting is one that supports optimal learning and development. However, quality has been measured in a variety of ways across different studies. Measures of child-care quality can be categorized as either structural or process indicators. Structural characteristics include the child:staff ratio (the number of children per teacher or provider), the group size (number of children in the setting), and the education and specialized training of teachers, providers, or directors. The features of structural quality can be regulated, and most states set minimum standards for at least some aspects of structural quality, at least in center-based care. Studies that assess structural quality are most useful in evaluating the impact of features that can be regulated. Although understanding the links between structural indicators of quality and children’s development is important, we also need to understand the mechanisms by which structural quality affects children’s development, which requires examining what actually happens in the early-care setting (i.e., the process). How do adults and children interact? What materials are available for the children, and how do adults support children’s use of those materials? Process quality refers to the nature of the care that children experience—the warmth, sensitivity, and responsiveness of the caregivers; the emotional tone of the setting; the activities available to children; the developmental appropriateness of activities; and the learning opportunities available to children. Unlike the features of structural quality, process quality is not subject to state or local regulations, and it is harder to measure. One of the more commonly used measures, the Early Childhood Environment Rating Scale (ECERS; Harms, Clifford, Cryer, 1998), assesses multiple aspects of process quality. Such multidimensional process measures tell us much more about the quality of care that children receive than do structural measures alone. Structural Indicators of Quality and Children’s Development What do we know about the links between the structural indicators of quality in early child care and children’s development? The research to date has found that better ratios (fewer children per adult) and more education or training for teachers are associated with higher language, cognitive, and social skills of the children cared for (National Research Council and Institute of Medicine, 2003). However, many of the studies that have examined structural indicators have employed small samples (fewer than 100 children) or have not considered selection effects in their analyses, so studies that do not have these limitations are of particular importance. In an interesting study that assessed the links between structural quality, process quality, and children’s outcomes, the NICHD Early Child Care Research Network (2002) found that the relation between caregiver training and child-staff ratio, on the one hand, and children’s cognitive and social competence, on the other hand, was mediated by process quality— that is, higher levels of caregiver training and lower ratios of children to adults in child-care settings were associated with higher levels of process quality, which were, in turn, associated with children’s greater cognitive and social competence. Process Quality and Children’s Development Among studies published in the past 15 years, those that employed an ecological model4 consistently found that higher process quality is to greater language and cognitive competence, fewer behavior problems, and more social skills, particularly when multidimensional measures of quality, such as the ECERS, are used or quality is assessed at more than one point in time. For example, the Cost, Quality and Child Outcomes Study (Peisner-Feinberg, Burchinal, Clifford, 2001) found that higher process quality in preschool classrooms predicted fewer behavior problems 1 year later, and predicted higher language and math scores in kindergarten and second grade, although the magnitude of these associations declined over time. This same study also found a link between the child-care and family systems, such that the association between child-care quality and children’s school performance was moderated by mothers’ education; specifically, the association was stronger for children whose mothers had less education. BEYOND SELECTION EFFECTS I began this article with a discussion of the importance of considering children’s development from an ecological systems perspective, which considers the family ! child-care mesosystem as a context for children’s development. Many studies of child care now consider the role of selection effects by statistically controlling for family characteristics. However, other linkages within the mesosystem must also be considered if one is to adequately understand the role of child-care quality in children’s development. For instance, aspects of the family system, such as the mother’s education or depression, parenting practices, and family income, may have independent effects on children’s development. In fact, in a study of 1,100 children, the NICHD Early Child Care Research Network (2001) found that although the quality of early child care consistently predicted socio-emotional and cognitive-linguistic outcomes during the first 3 years of life, family factors were more consistent predictors of children’s development than quality of child care, or any other child-care factors examined. Research on the family child-care mesosystem is familiar territory for many psychologists. However, Bronfenbrenner’s ecological systems theory calls attention to other influences on children’s development—the exosystem of parental employment and government policy and the macrosystem of societal beliefs about the desirability of maternal employment and the desired outcomes for children. For example, there is a complex interplay between parental employment, government policy, child care, and children’s development for low-income families. Government policy and the macrosystem of societal beliefs promote employment for low-income parents. However, low-income parents tend to have less education and fewer marketable skills compared with other parents, and are likely to be employed in sectors of the labor market where jobs are part-time or contingent (temporary), allow little flexibility for managing family demands, and offer few benefits. Work schedules are also likely to include hours outside of the typical Monday-through-Friday daytimes when childcare centers normally operate. Although government subsidies are available to some low-income families, most do not receive subsidies. As a result, children from low-income families are likely to be placed in lower-cost and lower-quality center care or informal care that is itself often of lower quality (cf. Henly Lyons, 2000). Viewing this ‘‘choice’’ as a selection effect leads one to interpret it as parental preference—but an ecological perspective suggests a different interpretation: Regardless of their individual preferences, low-income families’ choices are constrained by the operation of the exosystem of the workplace and government policy. FUTURE DIRECTIONS Current state-of-the-art research has provided clear evidence that the quality of early child care matters to children’s development. Children who attend higher-quality child-care settings have greater language and cognitive competence and greater social competence than children who receive lower-quality child care. However, several studies have documented the prevalence of mediocre or inadequate child care in the United States (National Research Council and Institute of Medicine, 2003, pp. 53–54). In addition, the high-quality care that does exist is not equitably distributed—lower-income children are less likely than higher-income children to have access to it. The next step is to answer the question: How can we best raise the quality of early child care for all children? Ecological systems theory draws our attention to the importance of placing this question in the context of family processes, parental employment, governmental policies, and societal beliefs and goals when developing theoretical models and models for practice. We must integrate our societal goals of supporting healthy families, economic self-sufficiency, and women’s employment with our goals of supporting healthy development and school readiness for children, if we expect to advance research and practice in the area of early-child-care quality and children’s development. Recommended Reading Lamb, M.E. (1998). Nonparental child care: Context, quality, correlates. In W. Damon, I.E. Sigel, K.A. Renninger (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 73–134). New York: John Wiley Sons. National Research Council and Institute of Medicine, Committee on Integrating the Science of Early Childhood Development, Board on Children, Youth, and Families. (2000). From neurons to neighborhoods: The science of early child development (J.P. Shonkoff D.A. Phillips, Eds.). Washington, DC: National Academy Press. National Research Council and Institute of Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Family and Work Policies. (2003). (See References) Phillips, D.A., Voran, M.N., Kisker, E., Howes, C., Whitebook, M. (1994). (See References) REFERENCES Ahnert, L., Rickert, H., Lamb, M.E. (2000). Shared caregiving: Comparisons between home and child care settings. Developmental Psychology, 36, 339–351. Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249. Harms, T., Clifford, R.M., Cryer, D. (1998). Early Childhood Environment Rating Scale: Revised edition. New York: Teachers College Press. Henly, J.R., Lyons, S. (2000). The negotiation of child care and employment demands among low-income parents. Journal of Social Issues, 56, 683–706. National Research Council and Institute of Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Family and Work Policies. (2003). Working families and growing kids: Caring for children and adolescents (E. Volume 13—Number 4 167 Nancy L. Marshall Smolensky J.A. Gootman, Eds.). Washington, DC: National Academies Press. Retrieved August 14, 2003, from http://www.nap.edu/openbook/ 0309087031/html/R1.html NICHD Early Child Care Research Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Applied Developmental Psychology, 22, 457–492. NICHD Early Child Care Research Network. (2002). Child-care structure! process! outcome: Direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13, 199–206. Peisner-Feinberg, E.S., Burchinal, M.R., Clifford, R.M. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534–1553. Phillips, D.A., Voran, M.N., Kisker, E., Howes, C., Whitebook, M. (1994). Child care for children in poverty: Opportunity or inequity? Child Development, 65, 472–492. Singer, J.D., Fuller, B., Keiley, M.K., Wolf, A. (1998). Early child-care selection: Variation by geographic location, maternal characteristics, and family structure. Developmental Psychology, 34, 1129–1144.

Management and Organizational Theories: Pros and Cons

Management and Organizational Theories: Pros and Cons Task 1 Evaluate the contributions, strengths and weaknesses of the following three major schools of thought in management and organizational theories: (E1 – PC 1.1) Answer: Classical management theory: The classical management theory is a school of thought which management theorists delved into how to find the best possible way for employees to perform their duties. Strengths: Current management and organizational structure can provide many of its roots in the classical management theory. One of the main advantages of the classical management theory was a methodology for how management should work remember. Management principles can be seen as a basis for the current management behavior today, such as use as a power of authority and responsibility. Coined in this period In addition, another advantage of the classical management theory is the focus on the division of labor. By dividing labor tasks would be faster and more efficiently, thereby increasing productivity. Division of labor can be seen in many applications today, ranging from fast food restaurants, big production. In addition, the classical management theory also gave rise to an autocratic style of leadership, allowing employees to take. Direction and command of their managers PRESIDENT CEO MANAGER SUPERVISOR EMPLOYEES WEAKNESSES: The main weakness of the classical management theory arose from its tough, rigid structure. One of the main principles of the classical management theory is to increase productivity and efficiency; however, achieving these goals often came at the expense of creativity and human relations. Oftentimes, employers and theorists would focus on scientific, almost mechanical ways of increasing productivity. For example, managers would use assembly line methods and project management theories that focused on efficient division of tasks. Humanistic Theory: The Humanistic Management Center advocates a paradigm shift away from economistic views on market activities in the direction of a humanistic attitude. To move from criticism of the status quo towards abundant discourse on alternatives we have developed a three stepped approach offering guidance and a broadcaster for reflection on managerial decisions as well as decision making routes. We understand humanistic management on the basis of three interrelated dimensions. STRENGTHS: Its a holistic theory, so it looks the entire whole person. For example most other theories reduce people to components, in order to treat disorders; the humanist theory would state that the answer lies from looking at the entire person. Weaknesses: Lack of empirical evidence, the self-help therapy involved can teach narcissistic tendencies. The disadvantage of the humanist approach becomes all too evident at a humanist funeral. There is absolutely no comfort in the words of the so called service, and absolutely no hope to the relatives and friends of the dead person of the resurrection which Jesus proved and of life after death. References: http://uk.answers.yahoo.com/question/index?qid=20080406145409AA9vMr9 Contingency Theory: The contingency school of management can be summarized as an â€Å"it all depends† approach. The appropriate management actions and approaches depend on the situation. Managers with a contingency view use a flexible approach, draw on a variety of theories and experiences, and evaluate many options as they solve problems. STRENGTHS: Leader Identification: Fiedlers model gives organizations a rapid method to identify a particular group of the best. Potential leaders the theory includes a least-loved colleague scale, which helps identifies the management of human relations orientation and task orientation of potential leaders. Leaders with a task orientation are best suited to groups in which they defined tasks with a high level of control and supervision. On the other hand, leaders can a relationship orientation to use to get the job done their interpersonal skills and can deal with complex problems when taking decisions. Flexibility: This theory has been designed as a contingency model and is not intended to describe. All possible situations Because the model is to provide flexible enough to fit all kinds of groups leaders and group relationships. Only the results of example, the margin as a group has a leader with low human relations skills, Fiedlers model still gives management the ability to make an effective group with clearly defined roles and increasing the capacity of the leader to rewards or provide information to punish their subordinates. Prescriptive: This model provides managers create by adapting a number of variables. Instrument for effective groups According to Fiedlers contingency model, there is not just one type of successful leadership style, but each type of leader can thrive in the right group sites. The model provides a number of factors may change management to improve efficiency. Group For example, according to Fiedlers theory but an impersonal task oriented leader can be effective in a group while the group is highly structured and clearly defined roles. Weakness: Leader Position power: Position power is determined at the most basic level of rewards and punishments that the leader has officially at his or her disposal for either reward or punish members of the group based on performance. The more power the leader has, the more favorable the situation. References: http://smallbusiness.chron.com/advantages-fiedlers-contingency-model-18368.html Different Organizational Structures: SchoolorganizationalStructure: Company Organizational Structure: The sources of power, influence, and authority within present-day organizations, and explain their impact and effectiveness on organizational structure: Sources are the full utilization of resources in the management. Managers very well how to make use of the person to use and in what area it is perfect. Managers know the second person to lead the charge. Following the organization Compare and contrast the traditional and the current outlook of the following: 1) Delegation.: There are delegates going into the meeting and represent the company in the other meetings that are held throughout the world. The person who talks about the organization and the goals of the organization. 2) Participation:. There is the participation of managers and other employees and the boss. But in some organizations, the boss only participates in decision making. . 3) Decision-making: The boss makes the decision after consultation with all the managers and other employees. Boss gives the right to take part in some cases, the manager decisions. Identify and examine the principles for vertical and horizontal coordination in relation to their past and current relevance to management effectiveness: Determinants of Emergency Management Effectiveness There is a considerable amount of research conducted over the past 30 years that many conditions influence the effectiveness of Lemmas been. Identifies this research will be further described in the following pages, but can be summarized by the model in Figure 3-2. This figure indicates that LEMA effectiveness measured by such organizational outcomes as quality , timeliness and cost of the risk by the community is the most direct consequence of the individual results and the schedule adopted and implemented changes . Results for the individual members of the LEMA and LEMC include job satisfaction, organizational commitment, individual effort and attendance, and organizational citizenship behavior. The planning process includes staffing / equipment, organizational structure, team development environment, situational analysis and strategic choice. In turn, the planning process is determined by the level of community support officers, news media and the public. The planning process is also influenced by risk experience, as measured by direct experience with disasters and vicarious experiences that reveal. Potential impact of future disasters Hazard experience also shows an indirect effect on the planning, through the effects on community support. It is important to recognize that although the model as shown in Figure 3-2 static, that is to say, the arrows starts on the left and finishes on the right side of the figure the actual process is dynamic, because success tends to be a self-amplifying process in which a produce increased levels of indirect experience with disaster demands (through emergency training, drills and exercises) , community support , better staff and organization , and more emergency planning resources . High degree of individual and organizational outcomes Hazard Exposure / Community Vulnerability Numerous studies have shown the level of community adjustment hazard is increased by the experience of disaster impact, especially catastrophic consequences. To the vulnerability of the community to hazards easier to remember and more likely to encourage. Frequent for action, recent and serious consequences In some cases, this leads to the development of a disaster subculture in which residents routine patterns of disaster behavior (Wenger, 1978) to determine. When disasters are rare, long removed in time, or have had minimal disruptive impacts, vulnerability threat likely to elicit little attention households, organizations, or the community as a whole. However, the exposure of the community can be made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹by indirect experience gained by reading or hearing about experiences of other communities with disaster. Salient to environmental hazards These can be obtained through newspaper articles or television accounts or, most powerfully, through first-p erson accounts especially if they come from peers (Liddell, 1994a) . For example, a local fire chief is most likely to be affected by the accounts of their experiences other fire chiefs, a city manager is most likely to be affected by another city manager, and so on . Hazard exposure can also be affected by salient cues such as the daily sight of the cooling towers of a nuclear power plant, the intricate maze of piping at a petrochemical plant, or the placards on railcars and trucks passing through town. Information from hazard and vulnerability analyses can also have an effect on the community, but this pallid statistical information is likely to have less of an effect than the vivid first-person accounts described above (Nesbit Ross, 1980). As will be discussed in the next chapter, Risk Perception and Communication, the psychological impact of hazard/vulnerability analyses can be increased by linking data on hazard exposure to likely personal consequences. Task 2 Compare the relevance and application of the motivation theories to workplace behavior in present-day organizations. Two content schools of thought: 1.)Physiological needs: The most basic level in the hierarchy, the physiological needs, generally corresponds to the unlearned primary needs discussed earlier. The needs of hunger, thirst, sleep, and sex are some examples. According to the theory, once these basic needs are satisfied, they no longer motivate. 2.)Safety needs: This second level of needs is roughly equivalent to the security need. Maslow stressed emotional as well as physical safety. The whole organism may become a safety-seeking mechanism. Two process schools of thought: 1.)Esteem needs: The esteem level represents the higher needs of man. The need for power, Performance and the status can be considered as part of this level. Maslow carefully pointed out that the esteem level includes both self-respect and self-esteem of others. . 2) The need for self-actualization: Maslow important contribution, he portrays this level as the peak of the lower, middle and higher human needs. People who update themselves become complacent and have already realized their potential. Self-Actualization is closely related to the self-concepts. In fact, self-actualization is the motivation of the perception of the reality of the individual self. Evaluate two managerial approaches to motivation below for their distinctive contributions to management in organizations. (E1-PC 2.2) . 1) Pay and performance at work: Managers prepare only the grids and paid to the employee. Managers keep a strict eye on the employees how they work and how they perform. 2) Quality of Work Life Programs:. Managers only environment friendly and have a look at how their employees standard of living. They only tell the job how to improve their work. Skills and communication skills examine the positive or negative implication of management style below in relation to management practice in organizations. (E1-PC 2.3) 1.)Autocratic style: Boss takes the decision without consulting with the other employees and managers whether the decision is right or wrong. 2.)Participative style: Boss takes the decision with consulting with the other employees and managers whether the decision is right or wrong. Examine the job design for Marketing Manager below and answer the following questions. What are the motivational effects in terms of task characteristics and personal and work outcomes of the job design options? As a job manager i will motivate the employees in order to achieve the goal and i will also consult the problems which are faced by the employees and how they can overcome it and what are the solutions. What are the implications of the job design options for management? If a job manager, it is my duty to hire and fire staff, because if after boss Im only looking after the company in the absence of the boss. Moreover, I should be the person in whose area he / she is a perfect fit. Evaluate the social influences on individual work effectiveness and motivation and their implications for group functioning and team work: If the employees are faced with a family problem then it will obviously effect the performance of the employees work, and moreover it is my duty to motivate so that he can produce more results in the future worker and I have the solution for tell which is faced by him in the society. Problem Task 3 1. Describe the distinction between management and leadership roles. Leadership is setting a new direction or vision for a group that they follow, ie: a leader is the spearhead for that new direction. Management controls or directs people / resources in a group according to principles or values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹that have already been established. 2. Explain the impact of management and leadership roles on organizational structure Managers need to fulfill many roles in an organization and how they deal with different situations will depend on their styles of management. A leadership style is a general method of leadership used by a manager. 3. Compare two different leadership styles and identifies and contrasts attributes and skills required for each style evaluate their strengths and weaknesses in terms of their significance for effective leadership in organizations. Comparison of Leadership Style  © IANZ | 9735| Demonstrate knowledge of theory in relation to management in organization Page 1 of 11

AIDS :: Free AIDS Essays

The media is full of aids stories these days. Articles in different newspapers and magazines headline the death of celebrities, new aids tests, and controversies about who should be tested, promising advances in the research labs, and frustrating and tragic problems of coping with the disease using the treatments available today. Aids is not only pervading the newspapers and magazines, but the television fare as well, not only the news items and features, but also in dramas sitcoms and soap operas. Aids has become an impetuous monster that has wrapped up society in its terrible claws through the fears it has promoted, the people it has affected, the true reality of the disease and the consequences it has brought upon its prey. With all this media coverage, it seems as though aids is the number one health problem facing the world today. In opinion polls, this disease now rivals cancer and blindness as the health problem most people fear. The pervading of aids have prompted a reassessment of our beliefs and customs and have challenged our laws and social institutions (Mathews 21). At first glance, the statistics do not seem to support this heavy emphasis. The total of all the aids cases reported in the United States has continued to rise, reaching more than 160,000 by the end of 1990, and the number of aids cases worldwide is close to a third of a million (Hull 22). These numbers may seem impressive compared to the number of people who gather to watch a World Series game or the Super Bowl and in reality they are. Yet each year three-quarters of a million Americans die of heart disease and close to a half million die of cancer, while the total of aids related deaths in the United States in 1990 was about 30,000. In 1990, aids ranked 10 among our top leading causes of death. Worldwide, aids tolls are only a fraction of the 200 to 300 million new cases and 2 million deaths from malaria each year (Silverstein 47). Why all the attention to aids, then? It is just the latest media hype, playing on our emotions and needlessly building up our fears? There are several reasons why people have reacted so emotionally to aids. First of all, it is a new disease. Cancer, heart disease, and malaria have been killing people ever since there have been humans on earth, but scientists did not even find out about aids since 1981. AIDS :: Free AIDS Essays The media is full of aids stories these days. Articles in different newspapers and magazines headline the death of celebrities, new aids tests, and controversies about who should be tested, promising advances in the research labs, and frustrating and tragic problems of coping with the disease using the treatments available today. Aids is not only pervading the newspapers and magazines, but the television fare as well, not only the news items and features, but also in dramas sitcoms and soap operas. Aids has become an impetuous monster that has wrapped up society in its terrible claws through the fears it has promoted, the people it has affected, the true reality of the disease and the consequences it has brought upon its prey. With all this media coverage, it seems as though aids is the number one health problem facing the world today. In opinion polls, this disease now rivals cancer and blindness as the health problem most people fear. The pervading of aids have prompted a reassessment of our beliefs and customs and have challenged our laws and social institutions (Mathews 21). At first glance, the statistics do not seem to support this heavy emphasis. The total of all the aids cases reported in the United States has continued to rise, reaching more than 160,000 by the end of 1990, and the number of aids cases worldwide is close to a third of a million (Hull 22). These numbers may seem impressive compared to the number of people who gather to watch a World Series game or the Super Bowl and in reality they are. Yet each year three-quarters of a million Americans die of heart disease and close to a half million die of cancer, while the total of aids related deaths in the United States in 1990 was about 30,000. In 1990, aids ranked 10 among our top leading causes of death. Worldwide, aids tolls are only a fraction of the 200 to 300 million new cases and 2 million deaths from malaria each year (Silverstein 47). Why all the attention to aids, then? It is just the latest media hype, playing on our emotions and needlessly building up our fears? There are several reasons why people have reacted so emotionally to aids. First of all, it is a new disease. Cancer, heart disease, and malaria have been killing people ever since there have been humans on earth, but scientists did not even find out about aids since 1981.

Edgar Allan Poe?s ?The Philosophy of Composition? :: essays research papers

Shortly after Edgar Allan Poe had completed his masterpiece, â€Å"The Raven† and sold it for $15 in 1845, he composed an essay entitled â€Å"The Philosophy of Composition†. In the essay, he claims that writing a poem was a methodical process, much like solving a mathematical problem. Poe emphasized that a poem should be read and enjoyed in one sitting, thus concluding that a poem should be around 100 lines long (The Raven was 108 lines long). Poe also states that his method of writing a poem consists of writing it backwards. Each section of the poem relies heavily upon alliteration and alternating interior rhythms. Poe used a method to appeal to both popular and critical tastes by hitting upon the most melancholic of all subjects: the death of a beautiful woman. "The death†¦of a beautiful woman is, unquestionably, the most poetic topic in the world – and equally is it beyond the doubt that the lips best suited for such topic are those of a bereaved lover". Of all the themes, he chose death, because it was an emotion that everyone can relate to. Poe believed that the most poetic use of the theme death was the death of a beautiful woman. Having the theme and subject planned out, he composed his poem backwards, adding uses of the word â€Å"nevermore†. The alliteration of â€Å"nevermore† builds tension, stanza by stanza. Poe wanted to create poetry of feeling, to be able to relate the reader with the narrator. However, it has been suggested that â€Å"The Philosophy of Composition† was a hoax, and it is unlikely that it is an account of his poem, â€Å"The Raven†. Scholars are skeptical because he enjoys revealing his secrets a little too much in that he loved to explain and analyze his writing skills.

Puerto Rico and the United States Essay -- American History Puerto Ric

Puerto Rico and the United States Since Puerto Rico was first discovered by Christopher Columbus on November 19, 1493, and Spanish colonization ensued in 1508, Puerto Rico has experienced all of these pressures of identity and culture. When Columbus first arrived he found the island populated by thousands of Taino Indians who made the mistake of showing Columbus gold nuggets in the river. This was all Spain needed to finance its crown. Differences between the Spaniards and the Taints began around two years later when Diego Salcedo was killed by the Indians. The Taino Indians revolt against the Spaniards was met with no success and many left the island or fled into the mountains where they began new lives. Though living in the secluded mountains, the Tainos were still colonists of Spain, but at heart were Borinquens. Even though they were a part of the "State" of Spain, i.e. a legal and political organization, with the power to require obedience and loyalty from its citizens. (Morris, p.12) the Tainos were a Nation or "a self defined community of people who share a sense of solidarity based on a belief in a common heritage and who claim political rights that may include self determination, history, language, culture and territory". (Morris, p. 12) This was the beginning of the Foundation of the four storeyed building. In Jose Luis Gonzalez's article Puerto Rico, The Four Storeyed Country and Other Essays he too uses the metaphor of floors, stairs or foundation. Gonzalez saw that Puerto Rico's foundation though has grown more and more obscure over time, either by Puerto Ricans or other people who have transferred or erased the first and second floors. (Prof. Figueroa, lecture notes of 9/15/98) In Rosario Fe... ...tality and their way of life. The question is how much longer will it going on being this way? Bibliography: Fernandez, Ronald. The Disenchanted Island: Puerto Rico and the U.S. in the Twentieth Century. 2d. ed. (Westport, Conn.: Praeger, 1996). Ferre, Rosario. The House on the Lagoon. (New York: Farrar, Straus and Giroux, 1995). Glasser, Ruth. My Music is My Flag: Puerto Rican Musicians in New York and their Communities, 1917-1940. (Berkeley: University of California Press, 1996). Gonzalez, Jose Luis. "The Four-Storey Country," in The Four-Storey Country and Other Essays. (Princeton: Marcus Weinner, 1993). Morris, Nancy. , Puerto Rico: Culture, Politics, and Identity. (Westport, Conn.: Praeger, 1995). Rigau, Jorge. Puerto Rico 1900. Santiago, Roberto (ed.), Boricuas: Influential Writings—An anthology. (New York: Ballantine Books, 1995). Puerto Rico and the United States Essay -- American History Puerto Ric Puerto Rico and the United States Since Puerto Rico was first discovered by Christopher Columbus on November 19, 1493, and Spanish colonization ensued in 1508, Puerto Rico has experienced all of these pressures of identity and culture. When Columbus first arrived he found the island populated by thousands of Taino Indians who made the mistake of showing Columbus gold nuggets in the river. This was all Spain needed to finance its crown. Differences between the Spaniards and the Taints began around two years later when Diego Salcedo was killed by the Indians. The Taino Indians revolt against the Spaniards was met with no success and many left the island or fled into the mountains where they began new lives. Though living in the secluded mountains, the Tainos were still colonists of Spain, but at heart were Borinquens. Even though they were a part of the "State" of Spain, i.e. a legal and political organization, with the power to require obedience and loyalty from its citizens. (Morris, p.12) the Tainos were a Nation or "a self defined community of people who share a sense of solidarity based on a belief in a common heritage and who claim political rights that may include self determination, history, language, culture and territory". (Morris, p. 12) This was the beginning of the Foundation of the four storeyed building. In Jose Luis Gonzalez's article Puerto Rico, The Four Storeyed Country and Other Essays he too uses the metaphor of floors, stairs or foundation. Gonzalez saw that Puerto Rico's foundation though has grown more and more obscure over time, either by Puerto Ricans or other people who have transferred or erased the first and second floors. (Prof. Figueroa, lecture notes of 9/15/98) In Rosario Fe... ...tality and their way of life. The question is how much longer will it going on being this way? Bibliography: Fernandez, Ronald. The Disenchanted Island: Puerto Rico and the U.S. in the Twentieth Century. 2d. ed. (Westport, Conn.: Praeger, 1996). Ferre, Rosario. The House on the Lagoon. (New York: Farrar, Straus and Giroux, 1995). Glasser, Ruth. My Music is My Flag: Puerto Rican Musicians in New York and their Communities, 1917-1940. (Berkeley: University of California Press, 1996). Gonzalez, Jose Luis. "The Four-Storey Country," in The Four-Storey Country and Other Essays. (Princeton: Marcus Weinner, 1993). Morris, Nancy. , Puerto Rico: Culture, Politics, and Identity. (Westport, Conn.: Praeger, 1995). Rigau, Jorge. Puerto Rico 1900. Santiago, Roberto (ed.), Boricuas: Influential Writings—An anthology. (New York: Ballantine Books, 1995).

Outline of persuasive speech Essay

Specific purpose: To persuade my audience that IQ testing is not a valid measure to be used on modern populations. Central Idea: At the end of my speech the audience will know all about the disadvantages of IQ testing in addition to the bad impact it has on today’s society. Introduction: After taking 3 different IQ tests and averaging the results I can tell you that my IQ is either of 82 which is considered as low average or of 123 which is considered as superior! Ask yourself one question; would you look at me differently if you knew which one it really is? At the end of the speech you’ll know all about the disadvantages of IQ testing and why it is not a fit measure to be used on modern populations.  I’m going to first tell you about the consequences that a low IQ test result can have on a person’s life, then I’m going to tell you about how the IQ test is in fact not as reliable as anyone would think and finally even though it might not be 100% reliable it is still the best existing way of measuring logic. Body: I- A low IQ test score can result in having a psychological as well as a social impact on the test taker. A. Social impact: 1. The most dangerous assumption on IQ testing is that it measures someone’s biological or inborn intelligence that is set in stone and therefore can never change. The family and the teachers of someone with a low IQ will expect much less of that person which will then fail because of the lack of encouragements he is receiving. 2. Moreover, according to Bruce Uditsky in his article:† One of the original purposes of IQ tests was to determine or predict which students would require additional help to be successful in school. It then is an interesting question as to how these IQ scores evolved into stigmatizing, categorizing, racially prejudiced and negatively life-defining outcomes for students with developmental disabilities and others†. B. A child with a low IQ score will start feeling inferior to his  friends specially that at a young age competition between friends is at its peek. The negative labels applied as a consequence of an IQ test are lifelong and in the current context of our society limiting and hurtful. Transition: Therefore it is important to ask ourselves if this test that can determine if someone is mentally less capable than someone else is in fact reliable enough. II- The reasons why intelligence quotient tests are not reliable enough: A. A score can differ significantly from one IQ test to another taken by the same person, in the same conditions: 1- â€Å"During 2002–2003, as part of validation for their new IQ test, the KABC-II, Alan and Nadeen Kaufman looked at IQ test scores from a dozen children aged 12-13 who were tested on three different contemporary IQ tests. The first thing to note is that those exposed to greater opportunities for learning tended to score higher on IQ tests than those from lower-SES backgrounds. But even collapsing across SES, every single preadolescent had a different IQ score based on which test they took. The differences for the dozen children ranged from 1 to 22 points, with an average difference of 12 points†. 2- Therefore if a chi ld scored 75 on a test he would be labeled as â€Å"slow learner†, but it is very possible that the same child could have scored 95 on another approved IQ test, and a score of 95 is an average score. B. Moreover, IQ tests are culturally unfair, most of the approved ones are designed for use among white middle class children. And as we can see in this slide, an average Ethiopian person would be considered retarded in Hong Kong. Transition: On the other hand IQ tests are still the best way to measure logical thinking and can benefit children who get a good score on it. III- Benefits of IQ testing: A. If a student who has a high score is having difficulties learning, directly an assumption is made that his learning processes needs to be understood and educational strategies need to be applied in order to help the student become successful. B. In addition, if we don’t generalize it to be a test that measures intelligence IQ testing is the best way to measure logical abilities, which is the closest thing to intelligence. Conclusion: In conclusion, because IQ tests are administered by human beings on human beings, they are not 100% reliable and the same person can get very  different results on two different tests and because they are culturally unfair; IQ tests shouldn’t be considered as a valid measure of human intelligence and therefore a person with a low score should not be categorized and stigmatized for life. References: Udistky, B. (n.d.). IQ testing: A critique for parents of children with developmental disabilities. www.acl.org. Retrieved December 5, 2013, from http://www.aacl.org/clientuploads/documents/IQarticle.pdf Kaufman, S. B. (2013, July 7). IQ tests hurt kids, schools — and don’t measure intelligence. www.salon.com Retrieved December 5, 2013, from http://www.salon.com/2013/07/07/iq_tests_hurt_kids_schools_and_dont_measure_intelligence/ Countries with the Highest / Lowest Average IQ. (n.d.). Statistic Brain RSS. Retrieved December 5, 2013, from http://www.statisticbrain.com/countries-with-the-highest-lowest-average-iq/