Categorical imperative Essay Example for Free

Categorical imperative EssayPhilosophers usually tend to estimate and respond in totally different and opposite ways. However, in Glaucons dispute, Aristotle, Spinoza, Hume, Kant and Mill agreed that its an uncontrollable system of desire. In Glaucons challenge he describes three important themes. The first idea is of the nature and origin of unjust, according to the common ingest of them (488). The second idea is I will confront that all men who practice justice do so against their will, of necessity but not as a good (488). The third idea is I will argue that there is reason in this view, for the life of the unjust is after all better far than the life of the just (488). Each sensation of these philosophers responded to this challenge similar and different manners. Aristotle believed that to be a good man is to have good morality. In his point of view he hitchs that morality gives a reason that leads to actions. Artistotle respond toward Glaucons challenge is reason guid es passion. This makes him an injustice man because he just cares well-nigh how to please himself and follow his desire.Spinozas idea is emotions have nothing to do with human beings its reasons that guide us. He believed that passion and emotions leads us to be changeable due to how the world around us and not necessarily our knowledge. Reasons give us the opportunity to gain knowledge of life. Spinoza becomes unjust and gives reasons to Glaucons challenge. From Humes point of view he believed that benevolence makes us social being instead of self interest. Humes main concern is sympathy and empathy. Sympathy is the nature of human that makes them human beings. Its the ability to see feel pity toward other.Empathy is the understanding of pain and happiness of one another. Hume believed that all human are selfish and that their passion guides their reasons. Passion and reasons is not having emotions or tonus pity. Humes view is that we should the ability to feel others emotions and understand them. Kant sees that the categorical imperative is the that moral way to act. Categorical imperatives are based on ideals of logic and acts on duty. He believed that if you feel satisfied about something you did, you shouldnt consider it a reward but rather as a bonus for you.We only do moral things because its in fulfill our interest and benefit. Kant responds to Glaucons challenge that if the act is immoral, then it cannot be considered into categorical imperative. Mills view is that ein truthone should be satisfied and happy. He believes that everyone should think of the consequences of their actions before deciding to make them. Mill puts others as well as himself into consideration before any action. He doesnt argue towards or against Glaucons challenge, he just cares about his pleasure and others. Each philosopher had his own argument toward Glaucons challenge.Their ideas were unjust happiness towards Glaucons challenge. Aristotle and Hume had opposite views. Ari stotles idea towards the challenge was reason guides passion, where Humes idea was passion guides reason. Mill and Kant had the same assumptions. Mill expresses about pleasure and Kant was certain about duty. Mill agrees with Aristotle as well, they believe that happiness is a mans ambition and human existence. Spinoza is just unjust to the whole idea of the challenge. These philosophers ideas were very similar that a man would behave unjust if he had the ring.

The Great Gatsby Essay Example for Free

The Great Gatsby EssayThe Great Gatsby, written by F. Scott Fitzgerald, introduces the reader to scenes of violence that contribute to the meaning of the complete work. Wealthy, powerful char arrangeers such as Tom Buchanan argon the major causes of violence introduced because they are selfish and careless. Through an accident that vote outed myrtle Wilson, or the passionate murder of an innocent man, Fitzgerald incorporates themes of the novel. The violent act that begins the downward spiral in The Great Gatsby is when Tom Buchanan hits Myrtle, his mistress, in the face. It was a body capable of enormous leverage a cruel body (Fitzgerald, 12). is how pass describes Toms intimidating physique when he first meets him. So it is not surprising that when Myrtle begins to taunt him by repeating his wifes name that he reacted and broke her nose with his open hand (Fitzgerald, 41). This scene of violence demonstrates that people like Tom, living in East Egg, think that they are bet ter than everyone else and can disrespect or ignore others because of social status. This is the underlying cause of the deaths in the novel.One of the most tragic scenes of violence occur when Daisy Buchanan is driveway in the car with Gatsby, returning home from their dramatic visit to the city with her husband. She is hysterical because Tom revealed that Gatsby is a bootlegger. While passing through the Valley of Ashes, Myrtle runs out to the car because her husband is forcing her to move and she needs help. The death car, as the newspapers called it, didnt stop it came out of the gathering darkness, wavered tragically for a moment and accordingly disappeared around the next bend (Fitzgerald 144). is how the killing is described.As a result of Daisys recklessness, she brutally ran over Myrtle Wilson. Besides the fact that Myrtle was murdered, the vastness of this scene is that Daisy did not even stop to take a look at the damage her state had caused. Her ignorance ultimately w as the cause of Gatsbys death. Fitzgerald purposely include wealthy, ir obligated characters in his novel that caused the violence and completed story. To sum up the importance of the crowd with old money, this is a quote from when Nick is mouth to rejected Gatsby.He says, They were careless people, Tom and Daisy- they smashed up things and creatures and then retreated back into their money or their vast carelessness or some(prenominal) it was that kept them together, and let other people clean up the mess they had make. (Fitzgerald, 188) It is clear that all they cared about was themselves, and after the murders occurred, they left town and did not see to it one funeral. The last act of violence, when Gatsby is murdered, leaves an important impression on the reader and the novel. George Wilson is devastated by his wifes death and thinks that God wants him to kill the person who is responsible for it.Naturally, he went to the Buchanans to get some answers because it was their car . Tom was in a fragile state because he truly loved Myrtle, and directed George to Gatsby. Gatsby did not kill anybody but he paid the price for it. He was laying in his extravagant pool and saw that ashen, fantastic figure gliding toward him through the formless trees (Fitzgerald, 172). First George shot Gatsby, then he shot himself and ended two innocent lives. It was because Gatsby constantly chased one single dream his whole breeding that the scene of violence had to happen.Daisy was not good for him, and dreams keep getting pushed farther and farther away from people because the past is haunting and unchangeable. The violent scenes Fitzgerald included in The Great Gatsby are the altering moments that support the underlying themes of the past, society and class, and love. Toms powerful nature, cheating on his wife, and violence represent the danger and authority. Fitzgerald made a point to include careless, wealthy characters in the novel that contributed to completing the vi olence and work as a whole.

Effect of Inter-professional Team on Collaborative Working

Effect of Inter- superior Team on Collaborative WorkingHow Communication indoors an Inter-professional Team Can involve Collaborative Working StrategiesIntroductionSchwartz, Lowe Sinclair (2010) induct stated that effective converse is very classic for a health accusation professional and usefulness exploiter to interaction with each other successful and similarly between the health care professionals. according to Weiss Tappen (2014),P98 Communication is considered to be a join competency in promoting inter-professional collaborative recitation.This assignment will identify and discuss the differences indoors the inter-professional and collaborative working strategies, which can do health care professionals overcome any boundaries in spite of appearance polar professions. The assignment will also looked at the knowledge and skills which are vital in order to show autonomy in praxis this help nurses to breakd their level of interaction with different professionals within the an inter-professional team.Anderson(2013), have stated that talk is vital in breast feeding profession this is collectible to the nursing practice on a daily basis is build on collaborating or working with different professionals. (Garwood, Lingard et al, 2005) reported that when medical errors take place, the reasons for the error are very much traced back to breakdowns in communication between members of the healthcare team. It has been stated by Goodman and clemow(2010) nursing profession is not a solitary profession.Nurses should in that respectfore be fit communicate effectively with different professionals in order to work as a part of the team and interact successfully. If nurses can maintain this positive status of working in inter-professional collaborative working strategies and communicate effective, this will not further benefit the patient centre care but it will also reduce the conflict within different professions.Anderson (1990) stated that active l istening is a process that requires energy and concentration to avoid one missing major(ip) points which would in turn compromise delivering quality care to the service users. This has been evidenced in both Victoria Climbie baby P cases and Mid Staffordshire(Francis report 2013) where there was a lack of communication and collaboration among the inter-professional group which led to fatal incidents in both cases. According to (H either and Weaver,2001) in order to improved the quality of the service user there has to be a earnest communication, collaboration and congruence among the health care provides. To be an effective collaborative worker.The treat Midwifery Council (NMC,2008) have state in the code of pick out that nurses must adapted to work effectively as a part of a team and this can only be achieved through if nurses are willing to sharing their knowledge, skills and experience with their colleagues. making consultations, taking advice when appropriate, and making re ferrals to other practitioners. cooperate with others in the team maintain your professional knowledge and competence be trustworthy and to act to identify and minimise risk to service users This strategy naturally entails communication with other professionals. Communication in this case can be verbal or non-verbal.when communicating with different professional it is vital that the language which is used during the communication is understood by all those whom are involved in the care of the service user.(Kourkouta Papathanasiou, 2014).What that means is that during inter-professional communication the language which is use should be formal and consistent. This is another way which help to improve inter-professional communication and enhance collaborative practice. Schwartz et al.(2010) have identify that one related problem which prevent effective development of inter-professional communication, which is development of a language that is different for every profession. Having a l anguage which is only unique to one profession or discipline can seriously cause communication barrier within personnel from different professions or discipline(Schwartz et al.2010).Miscommunication could be cod that health care professionals are unable to understand the schooling which been given , now this could be due to lack of shared understanding of commonly used acronyms , terms and concepts.( Schwartz et al.2010).This can have great impact of the quality of collaboration within professionals this could be due that they are unable to understand each other on easy way. In order to deal with this problem it is important to avoided use of medical jargon, specially when inter-professional team involved non-healthcare personnel.This issue of exploitation medical jargon when communicating with non-healthcare personnel has been a hot topic during the lecture of Cares of Hertfordshire, they have stated that they deal that healthcare professional will communicate with them with t he language that they understood not so many medical jargon that they do not understand and has not been explained to them in way that they could understand it. which is wherefore it vital to recognize our own use of jargon and asked colleagues clarified unclear terminology and use jargon save language whenever is possible. Campbell(2006) Have reported that poor communication has frequently been cited as one of the biggest criticisms in health care settings.Another importance of collaboration is that it check the transfer of accurate information necessary to deliver appropriate care . Nurses have also been advice to adopt a structured format of verbal and non-verbal communication skill which is acceptable to all members of the inter-professional team. One structured which is common within the hospital known as SBAR,(Situation, Background, Assessment and Recommendation) this method make inter-professional communication to a greater extent effective and easy to understand and reduc ed any confusion . Narayan(2013,p504).According to Kourkouta Papathanasiou, (2014,p65) have stated that communication can happened even without words been said, which is it is important to have it away that non-verbal communication is quail important as verbal communication. Non-verbal communication is through body language and facial expression (Kourkouta Papathanasiou,2014 ) .This is why it is vital that nurses learn within early stage of their practice learn how read and understand other professionals non-verbal communication, which usually should use with spoken words, in order to fully understand the information communicate and eventually improve collaborative practice.It is important to have a clear and structured form of communication in order to prevent stereotyping and judgmental attitudes and unprofessional behaviours towards other members of staff. with this knowledge in hand it is important to make sure ones future professional judgement or decision are establish on a ccurate information sharing, making sure that non-judgemental avoided misunderstanding and misconception when making decision.This is one of the reason why The NMC (2008,p5) states that nurses should be able to work cooperatively within teams and respect the skills, expertise and contribution of the others. another strategy of collaborative working is that always make sure that patients or service users are involved at any decision making regarding their acre. According to Beauchamp Childress (2001) the autonomy of services users should be respected and their decision-making capacity of independent person which enabling them as an individuals to make cogitate informed choices about their treatment.It is clear that nursing profession is like any other profession which requires a certain of independence from other professions even if the practice of nursing required ones to work collaborating with other professions. Dave (2009) have state that the role and responsibilities needs to be defined, challenged and task to be shared within health care profession this will enable both nurses and different other health care professions whom are also involved in service user care. self-governing practice points to the concept of autonomy. Dewar (2010) states to be able to practice professional autonomy means that one is already in the advance practice of ones profession. Nurses should be able make clinical decision directly relating to their patients care in order to practice autonomy.It is important to know yourself and your capabilities, to understand what makes us do the things we do and why we do them. also to be self-aware. Self-awareness is a vital aspect of professional development. People are born into different backgrounds and are different in their ways, motivations, thoughts and beliefs withal as a professional, it is important to recognise how these affect others to be able to establish and maintain therapeutic relationships with patients.(Swapna ,2007) Kn owing our own thoughts and feelings, strengths and weaknesses gives us the ability to return us in our decision making, and also helps us to become more self-confident in our approachesThe main priority of service improvement is to improve admittance for patients by engaging clinical teams to reduce waits and delays at all stages across a patient pathway. Service Improvement is achieved by looking for opportunities to redesign as well as ensuring that effective waiting list management practice is implemented.ConclusionInter-professional communication gravely affects collaborative working strategies which use within an inter-professional team. It is core effect which is inefficient collaborative practice which enable to make sure high quality of care is deliver to the patients at all time. poor inter-professional communication can hinder collaboration within professionals and which in turned can have a greater impact on the quality of care which delivered to the patient. It is impo rtant to have good inter-professional communication and collaborative working practice in place to prevent any miscommunication happening within the health care. SBAR is one good example of using a formal structured language. It is also very important as a health care profession to remind ourselves to avoided using medical jargon .ReferencesAnderson, L. (2013). Why communication in the nursing profession is important? Retrieved May 10, 2015, fromhttp//www.nursetogether.com/why-communication-in-the-nursing-profession-is-importantAnderson, C. (1990) Patient Teaching Communication in an Information Age. newfound York. Delmar Publishers Inc.Beauchamp T Childress J (2001) Principles of Biomedical Ethics. Oxford. Oxford University PressDewar, K. (2010). Advanced practitioners and advanced practice. In M. Standing (Ed.).Clinical judgement and decision-making in nursing and inter-professional.(pp. 28-53). Maidenhead Open University Press.David Hutton (2009)Professional Advisor Revalidati on, Nursing and Midwifery Council Preceptorship Framework for Newly Registered Nurses, Midwives and Allied Health Professionals Department of Health (2009)Goodman, B. and Clemow, R. (2010).Nursing and collaborative practice A guide to interprofessional learning.London SAGE.Francis (2013) Report on Mid Staffordshire Hospital.Retrieved from https//www.gov.uk/government.Hall, P., Weaver, L. (2001). interdisciplinary education and teamwork A long and winding road. Medical Education, 35, 867 875.Joshi Swapna Ranade Sujata (2007)Model Answers in Obstetrics NursingPublished byJaypee Brothers Medical Publishers (P) Ltd.The Nursing Midwifery Council (2008) Code of professional conduct Standards for Conduct, Performance and Ethics. London. NMCKourkouta, L. Papathanasiou, I. (2014). Communication in nursing practice.Mater Sociomed,26(1), 65-67.Narayan, M. (2013). Using SBAR communications in efforts to prevent patient rehospitalizations.Home Healthcare Nurse,31(9), 504-515.Rita Debnath Pr ofessional Skills in Nursing A imbibe for the Common Foundation Programme (Campbell 2006) Chapter 3 Communication SkillsSchwartz, F., Lowe, M. Sinclair, L. (2010).Communication in health care Considerations and strategies for successful consumer and team dialogue.Retrieved December 20, 2014, fromhttp//www.hypothesisjournal.com/?p=885Thurgood, G. (2011). Teamwork Working with other people. In R. Burton G. Ormrod (Eds.).Nursing Transition to professional practice.(pp.118-157). Oxford Oxford University Press.Verhovsek, E., Byington, R. Deshkulkarni, S. (2013). Perceptions of interprofessional communication Impact on patient care, occupational stress and job satisfaction.The Internet Journal of Radiology.12(2) Retrieved December 20, 2014,https//ispub.com/IJRA/12/2/4895Weiss, S. Tappen, R. (2014).Essentials of nursing leadership and management.Philadelphia F.A. Davis Company.09203474 Jarra jabang1

Factors that affect the price elasticity of supply

Factors that affect the worth breeze of supplyPrice elasticity of supply is a useful archetype when we consider supply. It is also use to measure the responsiveness supply to a dislodge in price when we argon supplying a good. Below is the grammatical construction that use to calculate the price elasticity of supply.Price elasticity of supply (PES) =% change in quantity supplied% change in priceThere argon a few factors that affect the price elasticity of supply. The first factor that affects the determinants of price elasticity of supply is the number of producers. If there are a covey of producers, the easier for the industry to increase the output and cause the price increase. For example, according to the law of supply, the price of a good increase, the quantity supplied of the good increase. Thats why when there are a lot of producers, more goods will be produced and caused the price increase.Besides that, another factor that affects the price elasticity of supply is the t ime factor. Long meld is usually more elastic for supply compare with short run. For example, in the long run period the industry can invest more equipment and develop more factories. In addition, they can even enter a new market and start a bigger business. However, in the short run, industry hypocrisy extend their factory to produce more goods. Besides that, the prices of the goods are not responsive to the price. Therefore, supply is more elastic in the long run.Part BBusinesses always use the concept price elasticity to decide on their pricing strategy. The strategy that used by the businesses to decide their price is price elasticity of demand (PED). Price elasticity of demand can be define as the measurement of the rate of response of quantity demanded due to a price change. There is a formula that uses to calculate the price elasticity of demand. The formula is shown in the figure below.The percentage change in priceThe percentage change in quantity demandedPED =There are many floors that show in price elasticity of demand. Price elasticity of demand will normally be a negative relationship between quantity demanded. To determine the degree of PED, ignore the negative sign. The first degree that shows in PED is inelastic demand. This is a degree that show the percentage change in quantity demanded is less than the percentage change in price. For example, 20% decrease in price cause a 10% increase in quantity demanded. The value is less than 1 but greater than 0 (0

Reflection On Residential Workshop And Positive Interrelationships Nursing Essay

Reflection On Residential Workshop And Positive Interrelationships Nursing Es gradeRecently I attended a 7 day residential pastureshop at Findhorn Foundation in Scotland. The two middle aged co- leadership were very experienced in running this workshop, that had never worked together before. Ineka was Dutch and Annis was from the UK. The twelve participants from varying professional backgrounds were of various ages from mid twenties to mid 60s, from any over the world and with several using English as their hour language. Although clearly stated in the application form, this was NOT a therapy throng however three people had slipped through the screening process and arrived with diagnosed mental illnesses. ii were on medication but the third, Barbara, was non. The higher the level of an individuals psychological pathology e.g. depression, anger, anxiety the less able he or she is to develop and maintain caring and enriching relationships (Johnson Johnson 2009). This was my se cant visit to Findhorn, the earlier visit being 34 years ago.The purpose of the workshop was to introduce the members to the work of the Community, a World Heritage Eco Village and a spiritual community which runs many human development courses in its college every year. There was a second gear purpose of which I was unaw atomic number 18 to experience and work through a wide range of emotions to increase positive interrelations. I was strangely obtuse about this second purpose and concentrated only on the first.Entitativity is the perception that a conferenceing is cohesive with members bonded together. The stronger the joint goals, sh ared outcomes, interpsersonal bonds, the greater the apparent entitativity of a meeting (Welbourne, 1999). Our crowd had incomplete entitativity, I for one touch detached throughout. The leaders appeared unaware of the dislike many participants had for Annis, who frequently exhibited unnecessary reserveling doingss. Her autocratic title of leadership was rejected, while Inekas equally autocratic style was acceptable be let she was a more agreeable, more authentic person. This conflict was not brought into the open, instead being discussed within subgroups, during recreational times. Anniss controlling behaviour jared on the groups cohesion there was entitativity amongst the group AGAINST Annis. We found a bond in our mutual rejection of her though that bond, for me, was not sufficient to make me feel part of the group for many reasons.Socializing outside the group can increase the groups cohesion but we divided along age lines. I couldnt get interested in the younger ones, their touchs, interests and stories. Counterproductive socializing did not happen, nobody feeling excluded from cliques. One detrimental aspect of our group was our refusing to challenge one another for fear of jeopardizing impertinently forming friendships, and relying on the group as the source of our current social life. We were a long way fr om home, in an unknown setting, and extremityed each other for aflame security.Communication was autonomous rather than allonomous in its style of interaction. We talked directly to each other, rather than via the leaders. There was much praising, supporting and offering of help from us all. We all took care to understand and be understood by those who did not speak English well even when this required considerable effort. Gibb, 1961, established that evaluation, superiority, certainty and control produce defensive communication. There was a defensive reaction to Anniss control and certainty. There was evaluation and superiority expressed by participants, but mostly the leaders, against the non-Findhorn world. We were tiro insiders educating and influencing the ignorant outer world. These attitudes I rejected, which impacted on my commitment to the group.Much respect for each other and each others contributions to the group efforts were articulated. The more accepting and confir mative participants were of each other, the more likely they were to reveal ideas, feelings and reactions. The more trustworthy our groups response to such disclosures, the deeper and more personal the thoughts a participant will share (Johnson et al, 2009). We had revelations of bisexuality, of partnering with a paedophile, of terror at failing to cope with motherhood, of being overwhelmed with the exposure of self revelation. Clearly the group was achieving its goals for some of us, but not for me. I revealed more than I ever have before, but my core emotional wounds I kept hidden. I was astonished by such revelations and wanted to rescue those in distress, missing(p) any other response to such pain.Corey, Corey Corey, (2010) explains that if someone visualises it too surd to witness anothers pain, the supportive individual attempts to offer pseudo support rather than a genuine expression of concern, and empathy. I snarl helpless the first time Barbara howled with pain.I postulate that there whitethorn also be pseudo pain. The second time Barbara lay in foetal position and screamed in agony, I was astonished to see her sit back on her chair calmly, well fulfill with the attention she received. The third time she performed I felt a little exploited. Thus I remained an outside observer, wondering if I should feel guilty for not being more empathetic.Power may be directly or indirectly expressed through group norms and values. Norms are agreed modes of conduct and belief that guide the behaviour of group members (Johnson et al, 2009). Our group obeyed the direct power exercised by the leaders. We were also governing bodyatically educated in the norms expected of us by the Findhorn Community. This was through with(p) in discussion and by the leaders modelling expected behaviours. At one point Annis gave us a lecture on the rules of group communion sessions, the only time I thought she was directly criticising us and I didnt agree with those rules, wanting to piddle feedback to the person who had just shared but this was not allowed. Sharing was to be received in silence. The first time Barbara broken into howls of anguish, and shared a wickednessmarish experience she had had while on a group nature walk, she concluded with Now I feel foolish. I believed she should have been reassured that we had not found her behaviour foolish. I too felt irrational afterwards completing a task to show a side of me that others havent seen yet and I demonstrated my three year old self having a tantrum. I needed feedback.I was aware that energy is tied up in withholding feeling. When released, people typically reported terrific physical and emotional relief called catharsis. Barbara appeared not to. While expressing emotions may be culturally inappropriate in some situations it was not at Findhorn but later I questioned whether she really was experiencing the healing of catharsis. Catharsis alone is limited in regard to producing long-term change. Barbara needed to understand her experience by putting into words those intense emotions but this was forbidden by our group norm which made discussion taboo (Corey et al, 2010).Every individual and group uses a mixture of learning styles, namely experience, reflection, conceptuality and active experimentation (King Kiely, 2004). Our programme used all these adult learning styles in its varied tasks. We played games, danced, walked in Nature, meditated, listened to lectures, drew, made collages, sang, watched films plus much more. moreover the programme used mainly structured rather than unstructured exercises, which King Kiely (2004) claim is predominantly used for psycho-educational groups. As our leaders were very experienced they had create their own toolkit of creative exercises though one participant began to cry during the first mornings session of encounter games designed to bond the group and I felt uncomfortable, and sort of disgruntled, at having to presume part in these role plays as they were outside my expectations. They were too physical, too unpredictable, for me to feel safe in the group at this degree.Our group had no procedures to seek out dissenting opinions. Group think is the collective striving for unanimity so that there is no appraisal of alternatives. There is lack of reality testing, a weakening of rationality, judgemental thinking and the ignoring of inconsistent external information. Groupthink censors discussion of disagreements or arguments (Quinn Schlenker, 2002). Our group felt strong pressure to agree with one another, and failed to reside in effective discussion.If the leaders believe in members capacities to make important personal changes participants may consequently see the group as a invaluable conduit to personal growth. If the leaders listen non-defensively and communicate that they value members subjective experience, members are likely to see the power in active listing. If the leaders are actual ly able to accept others for who they are, participants will learn to accept peoples rights be themselves and be different. Modelling behaviour in groups is one of the most effective ways to acquire members how to relate to one another constructively and deeply (Corey et al, 2010). These were our leaders successes, with the exception of Anniss need for too much control. If members feel that they are deeply understood they are more likely to trust that others care about them.A misapprehension of inphoto, indicated by unjustifiable optimism and too much risk taking was present (Keyton, 2006). The norms of the group meant we were above attack and reproach. One participant, Elka, learned that her lover committed suicide while she was with us, and as a diagnosed depressive herself who had attempted suicide 6 months before, was vulnerable after hearing such news. The leaders offered her no feedback, as per their norms, and welcomed the fact that she opened herself up to this challenge Th ey stressed that they were not a therapy group but I claimed Findhorn attracted damaged people and its leaders should be trained in crisis management. But there were no contingency plans available for when participants became unstable.Absence of disagreement is the primary cause of groupthink (Courright, 1978). I kept my criticisms to myself in group time but talked about them privately to some participants as similarly did others about Anniss controlling behaviour.Members learn how they flow as a person in the world by looking at the patterns they use in the group session (Corey et al, 2010). I protected myself from vulnerability by taking on the role of critical assessor, probing for information, attempting to give advice and paying attention to the dynamics of individuals and the group. Instead of paying attention to how I may be affected in the group, I shifted the focus to others, thus I was left behind as the group developed (Corey et al, 2010). The leaders did not sensitivel y block this defensive behaviour. They could have pointed out to that I was depriving myself of the maximum benefit from the group by paying more attention to others.Schutz (1958) identifies 4 stages in group development. The first, inclusion, assesses individuals as pondering where they fit in, feeling vulnerable, excited and often fearful. The second stage, control, is the jockeying for leadership, control and power. Who is marginalised, who is threatened, who frustrated with authority problems, who projecting onto the leader? This is where I fitted in, as I became frustrated with the groups unwillingness to express negative thoughts or give personal feedback as per the censoring demands of the leaders. My defensive role of critical observer anchored me to this stage. The third stage, affection, is a time when participants feel a sense of belonging, happiness, love and harmony with each other. The others in the group were able to feel this with each other, but not with Annis. The refinement stage is termination.Creating an effective group requires an appropriate balance between support and challenge but our group lacked appropriate challenge. Our norms were supportive and several participants used that to take risks but that in-itself was not sufficient. Groups that use confrontation to strip away the defensive behaviour of members often consequently have increasingly defensive interaction. Leaders are best to refrain from highly confrontational involvement until they have developed a trusting relationship with participants. Once interpersonal trust is achieved group members are usually more accepting of challenge (Corey et al, 2010).Theasaurus to here ie done above.I never gave up the safety of my defensive detachment nor did others in the old(a) sub-group. Resistance is a normal process that can lead to productive exploration in the group. The defensive style may take various forms such as conflict, detachment, distrust or diverting but the underlying fe ar is of getting close and the vulnerability this implies. The most successful way to deal with difficult behaviours is for the leaders to simply describe to members what they are observing and let the members know how they are affected by what they see and hear. Showing a willingness to understand the members behaviour is the gentlest form of confrontation. Using such a strategy in our group would have been helpful (Corey et al, 2010). When feedback is given honestly and sensitively, members are able to understand the impact they have on others and decide, what, if anything, they want to change about their interpersonal style. Feedback has been associated with increased motivation for change too (Morran Wilson, 1997).Group leaders need to teach participants how to give and receive feedback. Members are more likely to consider feedback that may be difficult to hear when there is a balance between positive or supportive feedback and corrective or challenging feedback. Members can be nefit from both if the feedback is given in a clear, caring and personal way (Morran et al, 1997).Positive feedback should be emphasised during the early stages of the group. However positive and corrective feedback should be balanced during the middle and later stages (Moran et al, 1997). However this did not happen for us. Corrective feedback is more credible, effective and increasingly more accepted by members during the working and ending sages. Leaders need to assist in establishing appropriate norms that encourage the giving and receiving of corrective feedback. (Morran et al, 1997). Our leaders modelled positive feedback but not corrective feedback and the groups success was inhibited accordingly.Our final session involved tasks to put what has occurred in the group into a meaningful post and to plan ways to continue applying changes to situations in our daily lives. At this time members need to express what the group experience has meant to them and to state where they int end to go from here. Members need to face the reality of termination and learn how to say good-bye. The potential for learning permanent lessons may be lost if the leader does not provide a structure that helps members review and integrate what they have learned but our leaders did this (Corey et al, 2010).We exchanged email addresses and these emails became a valuable support system, particularly for Elka who returned home to find her lover had killed himself the day before. We all emailed her with our empathy and, in my case, good advice as to seeking help for herself. I remained a rescuer Assisting members in creating a support system is a good way to help them deal with setbacks and keep focused on what they need to do to accomplish their goals (Corey et al, 2010).There was an evaluation sheet that allowed participants to say what was helpful and what was difficult about the group and ways that the sessions could have been improved. It asked for feedback on the leadership which I didnt give Even at the very end I remained uncommitted to the group processes. This request for post workshop evaluation was a valid request but not sufficient. Evaluation should have been more frequent, with sagacity of the groups needs occurring throughout the programme.Keyton (2006) explains that some members enjoy the group experience so much that they do not want it to end. This was particularly true of our younger members. They felt happiness and pleasure at having had a good group experience, but they also felt sadness and loss that the group was over (Rose, 1989). The final night saw us enjoying a celebratory dinner. Keyton, (2006) claims that celebrating success solidifies individuals connections to the group and helps members gain closure.I found such expressions of sorrow irrelevant, never having moved from the control stage of the group so for me, overall, the group did not achieve its second goal. It was, however, successful in regard to this goal for the younger one s. For us all, the goal of being introduced to aspects of living(a) at Findhorn was achieved.2726 words.

Essay --

Even though I am aware that there have been big(p) strides forward, especially within the past decade, in the implementation of safer and more constructive methods, in regards to child interviewing practices, I am appalled at the gross omission of our justice system, in their failure to protect children from the brutal onslaught of such damaging interrogation. Not only does it fail to safeguard a childs health and well-fare, but it also proves counterproductive in the gathering of reliable testimony, and so therefore does not ultimately serve the constructs of justice, either. The criminal justice system, in the United States, has been very slow in recognizing and competently employing the substantial volume of relevant research data that has been available, for the past century, on the subject of the significant differences in the psychological and neurological differences between children and adults. In Europe, there was substantial and illuminating research being carried out, at the turn of the 20th century. In the work of Alfred Binet (1900), on external forces of suggestibility, free recall, and the inherent pressures resulting from a childs eagerness to please adults, and William Sterns (1910) research, on the detrimental effectuate of repeated call into question and leading questions, which were found to literally alter future recall of the same event, there was an emergence of much valuable insight into the subject of child picture testimony (Bruck, 1993, p. 406). An explanation of why the U.S. was so slow to embrace these valuable findings lies in the differences in the judicial systems, of these countries. In much of Europe there is an inquisitorial form of trail, whereby a judge is responsible for interviewing witnesses. Th... ...g disorder, and an on-going battle with depression. In reading about this case, I am struck first and foremost, by the damaging effects of improperly executed child witness interrogation practices, and the enormous val ue of the immense body of research and the resultantly improved understanding of the effects of the proper use of such a delicate undertaking. I cant help but feel that the interrogation process itself, can in effect be a traumatic event, and the manner in which it is carried out acting as either a benefit or an added stressor, to a child already in obvious distress. These considerations are directly responsible for so many cases of child abuse not being reported, out of a fear of worsening an already painful experience, and underline the great need for, and value of, such protective and progressive institutions, such as child advocacy centers.

Hurricanes :: essays research papers

Hurricane, name applied to migratory tropical cyclones that originate over oceans in legitimate regions near the equator, and particularly to those arising in the West Indian region, including the Caribbean Sea and the Gulf of Mexico. Hurricane-type cyclones in the western Pacific are known as typhoons. Hurricanes are naughty winds that move in a circular motion, around an eye (a low pressure center of a storm). The diameter of the area affected by winds of annihilative force may exceed 150 mi. Gale winds prevail over a larger area, averaging 300 mi in diameter. The strength of a hurricane is rated from 1 to 5. apparently 1 is the lowest and 5 is the highest strength. Hurricanes sometimes produce over 250 mm (10 in) of rain and lead to extensive flooding. Which in turn can cause other problem in its self. The places that are most often hit with tornados are Antigua, Bermuda, Central America, Charleston, SC, Galveston, TX, Miami, Providence, RI, Santo Domingo, Asia, Honduras, Oc eania, United States, and the West Indies. Florida has to contend with the personifyliest natural disaster in U.S. history. Hurricane Andrew sweep through southern Florida in August 1992, just south of Miami, leaving 41 people dead, making more than 200,000 homeless, and doing about $20 billion worth of property damage. In August 1995 Hurricane Erin crossed Florida along the same path, then turned and swept through the panhandle, causing an estimated $360 million in damage. The panhandle was pounded once again later in 1995 by Hurricane Opal, which caused damage of $2.1 billion. A series of tornadoes hit the central part of the state in February 1998, claiming 42 lives. That is just one representative in particular. All over the world the same story happens over and over. What is so sad is that in the 3rd world countries, there is little to no protection and many more lives are lost. Such as in 1998, Hurricane Mitch devastated Honduras, killing between 5,600 and 7,000 people. It also swept away 70 percent of their crops and cost billions of dollars to put the nation back together. Right now there are people trying to prevent hurricanes. At the present it is impossible to prevent them, still with early detection many lives have been saved.