The Development of Emotional Intelligence and Its Application

Introduction Emotional intelligence (EI) is the â€Å"ability to perceive, control, and evaluate emotions† (Desimone, Werner and Harris 2002). There are various debates concerning EI. Some studies claim that EI is innate whereas others suggest that people can learn and improve their EI. Peter Salovey and John Mayer have studied EI since the year 1990.Advertising We will write a custom essay sample on The Development of Emotional Intelligence and Its Application specifically for you for only $16.05 $11/page Learn More According to them, EI is â€Å"the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions† (Salovey and Mayer 1990). Salovey and Mayer developed a model of EI consisting of four factors. First, they claimed that the initial stage of understanding EI involves acc urate perception of emotions. Perceiving emotions involves understanding nonverbal forms of communication such as body signals. Second, there is also reasoning with emotions. This stage involves applying emotions so as to enhance mental activities. In this manner, emotions help individuals recognise things that attract attention. Third, there is understanding of emotions. This is because different emotions may reflect different meanings and people may attempt to interpret such emotions so as to understand their causes. Finally, the model also proposed management of emotions. This entails controlling emotions and responses as well as considering emotions of others. Salovey and Mayer claimed that they arranged the model from basic to high psychological processes. In other words, the lower levels compose of simple tasks such as perceiving and expressing emotions. Conversely, the higher levels consist of complex processes such as awareness, reflection and controlling emotions. Proponent s of EI believe that both an individual and an organisation derive value from understanding EI effects on organisations and individual productivity. In most cases, majorities of workers devote limited time to personal development due to busy schedules and commitments. This affects organisations.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, organisations must develop employees’ development programmes in order to enhance EI. Organisations benefit from employees who are emotionally sensitive to customers and colleagues. This creates positive business relationships among all stakeholders. Investing in employees’ personal development increases productivity and motivation of the workforce. Individuals also benefit from developing EI in terms improving their relationships at workplaces and social life. At the same time, they also develop a better understanding and han dling of emotional situations of others. The concept of EI also applies to organisational behaviours. It is relevant in the field of industrial and organisational psychology (I/O psychology). I/O psychology scientifically studies workforce, organisations, and workplaces (Robbins 2005). EI and I/O psychology enhance organisational development through improving the workplace environment, employees’ satisfaction and their well-being. Organisations can rely on I/O for improving their hiring processes, educative programmes, and develop employees’ behaviours and attitude. In addition, studying organisational behaviour is also important for organisations during changes and developments. Thus, human capital, emotional intelligence and organisational behaviours relate to understanding workplaces and positive behaviours of employees. Positive behaviours of employees have positive contributions to organisational objectives. Relevance of Emotional Intelligence to individuals and o rganizations in the context of Organisational Behaviour Organisational goals about employees’ behaviours aim at transforming employees’ behaviours in an effective manner (Desimone, Werner and Harris 2002). In organisations, the focus has been on employees’ behaviours that improve performance and behaviours that enhance teamwork and unity. Most organisations focus their efforts on employees’ behaviours that improve organisational performance. Emotional intelligence falls in the second category of organisational behaviours that focus on improving teamwork and relationships.Advertising We will write a custom essay sample on The Development of Emotional Intelligence and Its Application specifically for you for only $16.05 $11/page Learn More However, ever since the works of Salovey and Mayer and later Goleman, EI has gained considerable recognition in modern organisations. EI has become relevant in the modern workplace. We can at tribute this interest among organisations to their desires to enhance business performance and desire among management to predict employees’ behaviours. The works of Mayer and Salovey have continued to influence the field of EI. They have created a link between emotions and mental capabilities of subjects and concluded that the two are inseparable. Thus, they concluded that emotions and cognitive were important in studying decision-making processes among people as they influenced how people react to situations. The challenge with EI is the concept of measurement. This is because measurement remains the main source of controversy in studying EI and its application in organisational behaviours. Past studies have relied on testing as the basis for measuring EI. However, we have to acknowledge that EI remains a matter of personal experience. Based on personal experiences, the measurement of EI is prone to personal bias due to self-assessment. However, self-reports have remained e ffective approach in measuring EI in a given context as Jordan and Troth noted (Jordan and Troth 2004). These studies maintain that assessing factors like emotional awareness can only be accurate when self-report is the tool of measurement. This is because people can identify their own behaviours and reactions in certain situations. As a result, they can measure such situations from lack of interest to situations that demand attention. According to Jordan and Ashkanasy, combination of self-reports and peer reports as tools of measurements of EI can provide the valid measure of emotional self-awareness among teams (Jordan and Ashkanasy 2006). These tools of measuring EI are at initial stages of development. However, studies claim that such tools have psychometric validity. Thus, they give reasonable and valid results of EI measures. Application of EI in organisational behaviours relies on empirical data that can prove findings and claims most scholars in this field advocate. However, critics believe that EI lacks sufficient data to prove such applications in organisations.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such critics argue that potential applications of EI in organisational behaviours have not undergone thorough testing to prove their validity due to infancy stage of such measurement tools in relation to other areas of measuring personality and intelligence (Locke 2005). In addition, these critics also claim that proponents of EI applications in organisational settings rely on data based on flawed models of EI. These models are not consistent with the original definition as Mayer and Salovey suggested. In addition, some of these studies have wide coverage than the original model of Salovey and Mayer. Such studies have created opportunities for critics to dismiss claims by proponents of EI applications in workplaces (Daus and Ashkanasy 2003). EI remains a controversial issue in relation to organisational behaviour as Daus and Ashkanasy discovered (Daus and Ashkanasy 2003). Landy and Locke have criticised popular models of EI (Landy 2005; Locke 2005). These researchers view these mode ls based on their shortcomings. Landy and Locke argue that modern models of EI originated from discredited views of Thorndike which are more than 80 years old. This was the source of social intelligence. Some of these criticisms fail to consider recent scientific works on EI with reference to organisations. For instance, Ashton-James concurs with the definition of EI in the works of Ashkanasy (Ashkanasy and Ashton-James 2004). However, he criticises the methods and abilities of how to measure EI. According to Ashton-James, any attempt to measure EI should put emphasis on respondents’ abilities to experience emotions that they should give their feedback on during EI tests. However, we must recognise that Ashton-James criticise EI from its original definition. This is necessary because various proponents and critics promulgate their own definitions of EI as the case of Goleman and Bar-On (Goleman 1998; Bar-On 1997). According to these critics, EI is a modern reflection of socia l intelligence. These scholars further argue that any model of intelligence that relies purely on intellectual capabilities cannot sufficiently explain human behaviours and capabilities in practical situations. Locke fiercely criticises the EI that it is an approach that has a political motivation through egalitarian ideas as â€Å"everyone will, in some form, be equal in intelligence to everyone else† (Locke 2005). Landy also supports this idea. Locke notes that EI is not an appropriate field of scholarly study and should not apply to organisations. However, proponents argue that Locke still cling to outmoded models of the past where such research relied solely on mental processes and behaviours in order to provide explanations for organisational behaviours. Studies that support EI and organisational behaviour emerged after the work of Ashforth and Humphrey as forms of support to their idea (Ashforth and Humphrey 1995). According to Humphrey and Ashforth, EI is influential i n areas of service provision, and leaders may also engage emotional labour so as to motivate and influence moods of their employees and improve performance of the organisation. These studies suggest how EI is significant in the service industry where employees interact with customers and other employees. We can see the rapid growth of service sector. In this field, EI is useful for employees who serve customers as they can be able to manage different emotions in order to meet given core values of organisations. This is how we can link job performance to employees’ EI as their abilities to control emotions may aid them cope with work requirements. Later studies have raised interest in the subject and referred to such works as affective revolution in organisational behaviours. In addition, studies of Robbins show latest research that supports EI in organisational contexts (Robbins 2005). From the renewed interests in the subject, we can argue that EI is not a new form of social intelligence or another theory to study intellectual intelligence. EI has emerged as a strong area of study in the field of I/O psychology and studies in organisational behaviours. Thus, we can use EI to predict and understand behaviours in organisations. These studies prove the relevance of EI in understanding and predicting organisational behaviour. We can observe how critics like Ashton-James have changed the definition of EI. However, we should look at EI from the earlier perspective of Salovey and Mayer. This is the ideal definition of EI that future researchers should base their criticisms. At the same time, scholars interested in understanding EI should review scholarly works that focus on EI in order to understand theoretical underpinning of the concept. This shall enable them understand EI and its application in organisational behaviour. Conclusion We have noted the development of EI and its practical application in understanding and predicting organisational behaviours. T his implies that the concept of EI shall continue to evolve in organisational behaviour studies. The field has gained recognition after the study by Ashforth and Humphrey. The focus on emotional abilities of employees continues to influence the field of organisational behaviour. Organisations find EI useful in their attempts to enhance workforce productivity and predict their behaviours. At the same time, organisations find EI relevant in recruitment and selection of employees that can adapt to different situations. This enhances team effectiveness and organisational output (Jordan and Ashkanasy 2006). Some studies have also shown that organisations that focus on EI have improved their healthy relationship among employees (Goleman 1998). Goleman’s applications of EI in workplace using concepts of self-management, empathy, self-awareness and social skills demonstrate the positive application of EI in organisations. We must also appreciate the works of critics that claim distra ct the theory of EI. Such criticisms lead to further studies in the field of EI and organisational behaviours. Thus, some scholars have concluded that emerging studies are good indicators of developments in this field of study and claims by critics lack substantial grounds. Organisations using EI tests to assess and predict behaviours of their employees face difficult tasks in developing strategies for EI testing, methods, and processes. In addition, EI lacks official body that can control types of tests subjects take. Still, these tests may be subjective and have different meanings depending on personal experiences of the subjects. To this end, we must also note the inherent bias as subjects may not provide true responses due to ambiguities with some of the test materials. Reference List Ashforth, Blake, and Ronald Humphrey. â€Å"Emotion in the workplace: A reappraisal.† Human Relations 48 (1995): 97-125. Ashkanasy, Neal, and Claire Ashton-James. â€Å"Performance impacts of appraisal and coping with stress in workplace settings: The role of affect and emotional intelligence.† Research in occupational stress and wellbeing 3 (2004): 1-43. Bar-On, Reuven. Bar-On Emotional Quotient Inventory: A measure of Emotional Intelligence, Toronto: ON: Multi-Health Systems, Inc, 1997. Daus, Catherine, and Neal Ashkanasy. â€Å"Will the real emotional intelligence please stand up? On deconstructing the emotional intelligence ‘debate’.† The Industrial and Organizational Psychologist 41 (2003): 69-72. Desimone, Randy, Jon Werner, and David Harris. Human Resource Development, 3rd ed. Fort Worth, TX: Harcourt College Publishers, 2002. Goleman, Daniel. Working with emotional intelligence. New York: Bantam Books, 1998. Jordan, Peter and Neal Ashkanasy. â€Å"Emotional intelligence, emotional selfawareness and team effectiveness.† Linking Emotional Intelligence And Performance At Work (2006): 145-164. Jordan, Peter and Ashlea Troth.  "Managing Emotions During Team Problem Solving.† Human Performance 17 (2004): 195-218. Landy, Frank. â€Å"Some historical and scientific issues related to research on emotional intelligence.† Journal of Organizational Behavior 26 (2005): 411-424. Locke, Edwin. â€Å"Why emotional intelligence is an invalid concept.† Journal of Organizational Behavior 26 (2005): 425-431. Robbins, Stephen. Organizational behavior, 11th ed. Upper Saddle River, NJ:: Prentice Hall, 2005. Salovey, Peter and John Mayer. â€Å"Emotional intelligence.† Imagination, cognition, and personality 9 no. 3 (1990): 185-211. This essay on The Development of Emotional Intelligence and Its Application was written and submitted by user Gilbert Johns to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Creative Overview of the Black Death essays

Creative Overview of the Black Death essays It is a year of our Lord 1352, on the twentieth day of the month of October. It was a sunny and steady day. Normally Genoa gets cold and miserable at this time of the year, but today, probably, God sends a pitch of mercy to our devastated land. It is quiet around. At any given moment I would have been grateful for this peace and tranquility, but today I feel just sad. No one is around. Mediterranean wind is playing with last leaves on my castano tree. They were the only spirit I could talk to these days, but looks like they are being taken away. Emptiness, darkness, misery Go, maybe you will find a better place to be. But who am I trying to deceive here? There is no better life around. Cruelty, hunger, hopelessness The curse has invaded and swallowed not only Holy Roman Empire, also Byzantine Empire, and even Constantinople. The death has touched everything from Cordoba, to Cairo, to Caffa (p.13). Everyone I have known is gone forever. Even all my animals got swept away by the plague: the dogs have died and the rats have run or hidden. It was exactly 5 years ago, when the Lord sent the curse on our land. Twelve slaves got harshly punished by God for being sinful (Michele da Piazza, p. 29). They ran away from our city all the way to Messina, but the infection had already pierced them to the bones. They left the infection spreading in Genoa before the run. The destruction has begun. The sickness was highly contagious, that anyone who spoke to them would bring an unavoidable death on himself. The consequences were terrifying in every case. Some people were losing the ability to speak; they were still alive and tried so hard to scream out for help, but their tongue just seemed incredibly heavy and out of control. I saw my neighbors family getting sick all at once, spitting their blood for three days until they were all done, all at once. In this case, the evil attacked not the head, but the lung which produced very ...

Funny Quotes on Life That Teach You to Lighten Up

Funny Quotes on Life That Teach You to Lighten Up I find funny things happening around me all the time. Just the other day, my husband and my kids were tap dancing around the house. Usually, my husband is not predisposed to dancing, but here he was making tribal sounds and jerking his shoulders, as if he had been partially electrocuted. And no, this was not a new dancing style in vogue. This was simply his attempt to hunt a little spider. That little creature had suddenly decided to go bungee-jumping from the ceiling straight into my hubbys clothes. So why were the kids tap dancing too? Because they were excited, as they expected him to turn spidery and crawl up the walls, like their favorite superhero. Well, he almost made their wish come true.And if things couldnt get worse, I managed to get out of the tangled web of spiders to walk straight into a hive of angry bees at the park. Thats when I saw some neighborhood kids laughing their guts out. I wonder what could be so funny about an oversized woman running in the park with a purse above her head, and a host of buzzing bees angrily chasing her. It was probably the high heels that grabbed too much attention! Life Is FunnyLifes funny at times. You find many situations that make you smirk or smile. Perhaps you read a funny status message on Facebook or Twitter? Or perhaps a friend said something hilarious that kept you smiling through the day? Life is funny, when you look at the lighter side of things. Humor keeps stress at bay, and makes time pass smoothly, like a well-oiled machine.Humor can be a double-edged sword though. Statements laced with sarcasm can drive home a point. Want to tell your neighbor that his dog stinks? Poke harmless fun at your neighbor. Maybe he will get the message. But what if you tell your boss that you are overworked and underpaid? Try making a humorous remark that subtly drives the message home. You may actually end up with a fatter paycheck or some other perks. That is, if you dont get fired for speaking up.What If You Cant Spot the Funny Stuff?If you are blessed with a funny bone, you will see the funnier side of things. However, if you lack the ability to la ugh, you may need help. Read these funny quotes on life. These quotes inspire you to find humor in the mundane. Whether you are trying to understand humor or life, there is a lot to gain from funny quotes.Alyce P. Cornyn-SelbyA perfect method of adding drama to life is to wait until the deadline looms large.Jane Wagner, The Search for Intelligent Life in The UniverseAll my life, I always wanted to be somebody. Now I see that I should have been more specific.Woody AllenAll people know the same truth. Our lives consist of how we choose to distort it.Yogi BerraAlways go to other peoples funerals, otherwise they wont come to yours.Herbert SamuelAn autobiography is the story of how a man thinks he lived.Mark Twain Be careful about reading health books. You may die of a misprint.Lao-TzuBorn to be wild - live to outgrow it.Robert GronockHe who sleeps on the floor will not fall off the bed.Woody AllenI am not afraid of death, I just dont want to be there when it happens.Winston ChurchillI am prepared to meet my Ma ker. Whether my Maker is prepared for the great ordeal of meeting me is another matter.Woody AllenI do not believe in an afterlife, although I am bringing a change of underwear.Whoopi GoldbergI dont like driving very much. That makes me very unhappy, because I scream a lot in the car, but other than that, life is actually pretty good.Jim RohnI find it fascinating that most people plan their vacations with better care than they do their lives.Oscar WildeI put all my genius into my life; I put only my talent into my works.Dean SmithIf you’re going to make every game a matter of life or death, you’re going to have a lot of problems. For one thing, you’ll be dead a lot.Joey AdamsIn life, its not who you know thats important, its how your wife found out.Truman CapoteLife is a moderately good play with a badly written third act.Oscar WildeLife is far too important a thing ever to talk seriously about.Bertrand RussellLife is nothing but a competition to be the criminal rath er than the victim. Djuna BarnesLife is painful, nasty and short... in my case it has only been painful and nasty.Bob MonkhousePersonally, I dont think theres intelligent life on other planets. Why should other planets be any different from this one?Fran LebowitzStand firm in your refusal to remain conscious during algebra. In real life, I assure you, there is no such thing as algebra.George CarlinThe day after tomorrow is the third day of the rest of your life.Robert HeinleinThe supreme irony of life is that hardly anyone gets out of it alive.Oscar WildeThere are only two tragedies in life: one is not getting what one wants, and the other is getting it.Benjamin FranklinWere it offered to my choice, I should have no objection to a repetition of the same life from its beginning, only asking the advantages authors have in a second edition to correct some faults in the first.Mark TwainWhen we remember we are all mad, the mysteries disappear and life stands explained.Stephen FryA cousin of mine who was a ca sualty surgeon in Manhattan tells me that he and his colleagues had a one-word nickname for bikers: Donors. Rather chilling.Neil SimonHe’s too nervous to kill himself. He wears his seat belt in a drive-in movie.Jim CarreyI think everybody should get rich and famous and do everything they ever dreamed of so they can see that its not the answer.Henny YoungmanI told the doctor I broke my leg in two places. He told me to quit going to those places.Stephen WrightI went to a restaurant that serves breakfast at any time. So I ordered French Toast during the Renaissance.Mae WestIs that a gun in your pocket, or are you just glad to see me?Cathy GuisewiteMothers, food, love, and career: the four major guilt groups.Amelia EarhartNever interrupt someone doing what you said couldnt be done.Mark TwainNever put off till tomorrow what you can do the day after tomorrow.Sholom AleichemNo matter how bad things get, you got to go on living, even if it kills you.

Strategic Planning for International Travel Essay

Strategic Planning for International Travel - Essay Example In the "Strategic planning for international travel" essay, the author describes the prevailing situation in the travel industry in the United Kingdom. The importance of International travel, infrastructure and public-private partnership for UK International Travel are described. Most of the European countries belong to the category of developed nation, and the countries like United Kingdom (UK), France, Germany, Italy etc are the major economic powers. As this paper deals with the international travel of UK, the focus will be on this country. European nations are economically and technically developed and hence, their transportation and travel system are quite advanced. UK is one of the leading financial powers of Europe. Its GDP as per purchasing power is nearly $2.189 trillion and per capita GDP is recorded $35,100 during 2010 (CIA, 2011). After the financial crisis of 2007-2008, its economic growth has experienced a steep downfall. However, UK’s economy is now at its recov ering stage and government is trying to bring further developments by encouraging trade and business. Tours and travels is an important aspect for the growth of trade and business and hence, the government is trying to improve its infrastructure and technology for availing better transportation system. The services industries are playing very crucial role in UK as 75% of its GDP is contributed by these services sectors. UK’s services industries include a number of sectors like transport, communication, financial, distribution, distribution, tourism etc. (U.S. Department of State, 2010). Increases trade and business activities in UK have necessitated major infrastructural and

Influence of Colonialism on Political Structures of Africa Nations Essay

Influence of Colonialism on Political Structures of Africa Nations - Essay Example The first Europeans to settle in Africa were Portuguese in 1446. Other Europeans came in Africa first as missionaries, then as colonizers. The British and German idea was for imperialism while the French had no problems with assimilation. The numerous natural resources made Africa attractive to most European nations. Presently, like most parts of the world, Africa has different people, cultures, languages and history partly because of colonialism (Hrituleac 2). Various literatures exist on the influence of colonization to countries. However, most political science and history research analyzes the implication of colonialism in a holistic manner. Ziltener and Kunzler observe that this analysis is not sufficient as different colonial methods were used in different colonies (305). Moreover, the debate of the political and economic influence of colonialism in Africa is still open with some school of thoughts arguing that colonialism has assisted Africa more than exploited it. The assistance in infrastructure, education, urbanization, new political and economic systems is often cited. This paper will attempt to weigh in on the debate by using secondary data to explore the influence of colonialism in Africa by observing three African countries with distinct colonial history.

Example of Business Report Essay Example for Free

Example of Business Report Essay Executive Summary The purpose of this report was to investigate a student club at a private university in Jakarta, which is called BNEC (Bina Nusantara English Club) at BINUS University. BNEC is a non-profit English organization for undergraduate students of any major studying at BINUS University. Its main purpose is to develop its members’ English skills by providing TOEFL, Debate, Scrabble, Spelling Bee, Public Speaking, and Performing classes. BNEC has actively participated in various national and international competitions. The strengths of this organization can be seen from many national and international achievements that this unit has achieved. The main reason for its success was due to its strong leadership sustainability, which allowed the changing leaders and committees of the unit always manage to accomplish the set targets and goals. Moreover, its tight selection  process for the new members has resulted in highly proficient English participants, readily supporting the arranged activities. Lastly, the high-quality training programs available have contributed to a rigorous and intensive practice of using English for public performances. However, the unit has some areas for improvement. For example, the communication styles between supervisors and subordinates were sometimes problematic, as all participants underwent the learning process of teamwork communication. The unit has also developed a certain degree of arrogance and pride, which even widened the gap between the unit with other lower proficient students studying in the university, and thus developing and strengthening its exclusivity. After taking both strengths and weaknesses into consideration, it is recommended that BNEC should begin to develop more social programs, carefully designed to help their fellow students outside their organization in the university, or even to other marginal members of the society living near the university, to improve their English proficiency and establish BINUS University and its surrounding areas as the English as a Second Language (ESL) area. 1. Introduction 1.1 Purpose The purpose of this report was to investigate a student club at BINUS University, namely BNEC (Bina Nusantara English Club), and recommend a suitable solution to its problems and some suggestions for its future development. 1.2 Scope When investigating BNEC, it was important to consider its current conditions in terms of its organizational structure, management/leadership style, materials development, marketing/promotion, programs and training. 1.3 Method The information used in this report was collected by having some interviews with personnel in BNEC, including the chairman, secretary, treasurer, promotion team, program coordinators, and some members. 1.4 Limitations PICs and members were sometimes difficult to meet Important information is difficult to collect †¦. 1.5 Assumptions It has been assumed that BNEC has not proved effective and efficient in running the organization. As the members actively participate in its programs and activities, it has been assumed that the implementation of its training programs shows little contribution to improving their proficiency levels. As most BNEC programs have generated many awards and prizes, it is assumed that there are still programs that do not result in significant achievements. 1.6 Background BNEC was established in 1992. It is the only English-based student unit at BINUS University. Its main purpose is to develop the member’s English skill by providing TOEFL, Debates, Scrabble, Spelling Bee, Public Speaking, and Performing classes. BNEC also actively participates in a variety of national and international competitions. It has achieved many achievements. Besides these, it is also widely acknowledged for its event organizing. BNEC was awarded The Best Student Organization in 2010, 2011, and 2012 by BINUS University. 2. Findings 2.1 Strengths Strong communication channels among members A variety of programs offered Active and supporting team members †¦. 2.2 Weaknesses Less involved in CSR (Corporate Social Responsibility) programs Focused only on one main headquarters, no branches Limited resources for programs development †¦. 3. Discussions 3.1 (Organization Structure) – this is just an example – Generally, BNEC consists of three big departments, which are ‘Information and Development’, ‘Product and Achievement’, and ‘Marketing and Communication.’ Each department has its own unit. In total, BNEC has 12 units, which are managed by the Board of Management. In the author’s perspectives, the way the organization is structured brings out some problems. For example, †¦.. 3.2 (Management and Leadership Style) All Board Management at BNEC are carefully selected, and each of them plays an important role in running the organization. †¦. 3.3 (Resource Development) †¦. 3.4 (Marketing and Promotion) †¦. 3.5 (Programs and Training) †¦ 4. Conclusion After investigating BNEC, it was found that †¦. It is important to consider the long term benefits to the organization when considering which programs or events were best conducted. †¦. The management style had to be easily adaptable for new opportunities such as †¦. †¦. 5. Recommendations and Implementation The findings and conclusion in this report support the following recommendations: The board of management needs to adapt to †¦ Programs need to be developed based on †¦.. Members must have email or online access on their electronic gadgets to enable them to be in contact with the organization at all times All marketing and promotion team should negotiate price and ongoing service agreements with external parties To reduce the organization long term expenses: The organization could investigate the viability of †¦. †¦. Training programs available for members should have the maximum duration of 1.5 months (6 weeks) 6. References http://mybnec.org/view/about.php

THE LESSON :: Essays Papers

THE LESSON 1 "Ah! If only I could be young again!" Most people often say this statement. People wishing they could go back to their youth and make a change. [Frag - 1] If one could become young again, would he/she really change? Or is youth a state of mind? In "Dr. Heidegger's Experiment", [,"] Nathaniel Hawthorne gives us an example of what can happen when one does become young again. The theme of this story is that morals established in one's youth remain unchanged throughout one's life. 2 The narrator does not identify himself as a character, nor if his character is present during Dr. Heidegger's experiment. [SS The narrator does not identify himself as a character or participant in the experiment.] Within the story, the narrator does mention that this [What is "this"?] might seem unbelievable and false. He alludes [Diction] that the story may be a lesson in morality. The effect of such a narrator allows the audience to decide if the story is true or a mere lesson. [A lesson cannot be true?] 3 Throughout the story, symbols of youth and age are present everywhere. The rose, which Dr. Heidegger has kept for 50 years, symbolizes his love and commitment for Sylvia Ward. It also symbolizes youth. When Dr. Heidegger places the rose in the liquid of youth, it blooms just as the characters do when they drink the elixir of life. However, the rose has a double meaning. It also means death. As the rose withers, so do the characters. [What else is the rose associated with?] 4 The experiment starts on a summer afternoon. Symbolically, a summer afternoon means youth. The characters become young during this time. When the sun sets, they age. The sunset symbolizes aging. 5 Throughout the story, we hear about this Fountain of Youth. Also referred to as the elixir of life or the liquid of youth. [Frag -1] This Fountain of Youth is really a state of mind. Like the saying goes, "you are as young as you think you are." That is what this elixir of life is really about.

Benefit of children and young people Essay

1.1 Multi-agency working is about different services working together to give each child the best possible support. It is an essential way of supporting children and families with additional needs and helping to secure real improvements in their life outcomes. Multi-agency working aims to support children and young people earlier to ensure they meet the five Every Child Matters (ECM) outcomes. The five outcomes of ECM state that we need to be working together to achieve the best possible outcomes for children in our setting. These outcomes are:†¢ Be healthy†¢ Stay safe†¢ Enjoy and achieve†¢ Make a positive contribution †¢ Achieve economic well beingMulti-agency working brings together professionals from different sectors to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. 1.2 It is vital that outcomes for any child are shared on a need to know basis and all professionals understand the importance of confidentiality. Integrated working is where everyone involved in supporting children, young and families work together to improve the lives of children. It is achieved by planning and delivering services. Information sharing Information sharing is essential if we want different sectors and services to work well together to support children and young people. The Common Assessment Framework (CAF) and the Children Index both help with information sharing between practitioners but it is part of everyday work for most of us. Common Assessment Framework (CAF) The Common Assessment Framework (CAF) is a shared assessment and planning tool which is used across all local areas in England. It uses a consistent approach to assessing the needs and strengths of a child or young person, planning the support they need and coordinating that support if more than one organisation is involved. Team Around the Child The Team Around the Child is one way of describing a group of people working together to help an individual child or young person to achieve better outcomes. The Team Around the Child approach helps to emphasise the importance of regular cooperation and joint working. It is also about valuing the individual needs of each child and young person so they receive a tailored package of support from their team. Lead Professional If more than one service or team is working to support a child or young person, one practitioner should act as the ‘Lead Professional’. It is the role of the Lead Professional to co-ordinate different types of support and usually to be the key point of contact for the child and their family. Every multi-agency plan (such as a plan made through using the Common Assessment Framework) and every Team Around the Child should have a Lead Professional. Integrated working practices and multi-agency working provides benefits for children, young people and families because they receive the best support in the most effective way. The benefits of this include: Early identification and intervention Easier or quicker access to services or expertise Improved achievement in education and better engagement in education Better support for parents Children, young people and family’s needs addressed more appropriately Better quality services Reduced need for more specialist services. 1.3 Below is a list of some of these agencies and a description of their roles. Behavioural Support Service (BEST) – A behaviour support service is part of the LA and works in partnership with schools, within a framework of inclusion, to help them promote positive behaviour, and to provide effective support to pupils, parents and schools where behaviour may be a concern. Health care professionals, speech and language therapists and health visitors – They will be employed by the local primary health care trust and will support individual children and their families. The referral may have been made by a GP or awareness raised in the setting. They will work closely with the setting and family. Educational Psychologists – They will be employed by the LA and support children who may have specific learning or psychological needs. They may be referred by the setting. Advisers – There may be advisers for all aspects of early years ranging from parenting to local childcare options. They may work for agencies like job centre plus. Social workers – Employed by social services they may be attached to children’s centre or work independently. They may support children and their families to improve their quality of life, from housing needs to bereavements. Play specialists – May support children in hospitals or work with social services supporting children in difficult family situations. Representatives from voluntary organisations – These could be organisations such as NSPCC which will help when dealing with children who are threatening positions such as domestic violence. Physiotherapist – are employed by the local primary care trust and will support children with a specific physical need. A referral is required either from a health professional or a setting. OFSTED – Inspect provision of care in the setting. They ensure all of our staff are up to date on training, we are providing a healthy and safe environment for children and following the EYFS. Ofsted provide support and advice for staff and the setting itself. Police – In case of emergency the police will provide help and support. They will be contacted if a problem arose such as child missing, breaking an entry, suspicious persons and they may also be a point of contact if there is a suspected case of abuse or violence. 1.4 Unfortunately there will always be cases were we come across barriers when working with multi- agency working. A lot of the time there will be cases were not everyone will agree on the same things no matter how little or small the issue. Different sectors work in different ways, this does not make it the wrong way, just different. People may have been trained in a different role to which they may find it difficult to be managed by a person with different skills. Some people may not be used to sharing their knowledge with others. Its important that each profession respect one another and that they value there knowledge and expertise by doing this it will make better multi-agencies working together. Language barriers can also occur so if this is to happen we must always make sure we are all on the same path and fully understand each other. Even if it means getting a translator involved as it is so important we are sharing the correct information.Make sure they have clear aims, roles and responsibilities and timetables that have been agreed between the different agencies also that good communication and information sharing is carried out. 1.5 Within my setting it may become necessary to refer a child to another professional for additional support. For example if it has been noticed that a child is having issues which speech that they cant say many words and the ones that are said are not clear then the child would benefit from support from speech and language therapist then a referral is needed. The setting would follow the steps below to make the referral. First of speak with the parent about the issue and gain consent to make the referral. Next you would need to identify the service/agency who you want to refer to. Then you would need to contact the agency and discuss the situation before making the referral. We do this to make sure the agency can offer the most suitable service/support that is needed. Next follow the agency’s referral procedure completing all necessary paperwork and return by referral deadline if required. Always keep a copy of the referral. Follow up the referral and find out the decision. 1.6 When children move between local areas or services their assessments be transferred and used without the information having to be gathered again by the new area or service. When practitioners move their skills in using the CAF should also be transferable. There is currently no single national agency which is best placed to develop a framework which must have relevance across the full range of health, education, social care and other children’s services. The DFES proposes to take responsibility for leading work to develop the CAF. Common Assessment Framework In the Children Act 2004 and Every Child Matters it is outlined that the Common Assessment Framework (CAF) is a way ensuring early intervention for a child before they reach a crisis point. CAF is a shared assessment and planning framework in all areas of England and Northern Ireland to be used by all practitioners working in children’s services. The main aim of CAF is to make sure that a child’s additional need is identified early and to ensure that agencies work together to meet the additional needs of the child. Most children will not need a CAF. CAF is for children and young people with additional needs. These are children and young people who, according to the judgement of practitioners, require extra support to help them achieve the five Every Child Matters outcomes: Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well-being The CAF consist of four main parts A pre-assessment check-list to help decide who would benefit from a common assessment. A process to enable practitioners in the children and young people’s workforce to undertake a common assessment and then act on the result. A standard form to record the assessment. A delivery plan and review form. 2.1 There are different communication methods for different situations such as: Verbal communication Verbal communication uses words to present ideas, thoughts and feelings. Good verbal communication is the ability to both explain and present your ideas clearly through the spoken word, and to listen carefully to other people. This will involve using a variety of approaches and styles appropriate to the audience you are addressing like: †¢ Paraphrasing means repeating back something a person has just said in a different way to make sure you have understood the message. †¢ Closed questions are questions that can be answered with either a single word or short phrase, for example, ‘Do you like sprouts?’ could be answered, ‘No’ or, ‘No, I can’t stand them.’ Closed questions give facts, are easy and quick to answer and keep control of the conversation. †¢ Open questions are questions that give a longer answer, for example, ‘Why don’t you like sprouts?’ might be answered by, ‘I haven’t liked the taste or smell of them since I was made to eat them all the time when I was a child†¦Ã¢â‚¬â„¢. Open questions hand control of the conversation to the person you are speaking to. They ask the person to think and reflect, give opinions and feelings. †¢ Clarification means to make something clear and understandable. Summarising means to sum up what has been said in a short, clear way. Non-verbal communication This refers to the messages we send out to express ideas and opinions without talking. This might be through the use of body language, facial expressions, gestures, tone of voice, touch or contact, signs, symbols, pictures, objects and other visual aids. It is very important to be able to recognise what a person’s body language is saying, especially when as a health or social care worker you are dealing with someone who is in pain, worried or upset. You must also be able to understand the messages you send with your own body when working with other people. Written communication This is central to the work of any person providing a service in child care environment when keeping records and in writing reports. Different types of communication need different styles of writing but all require literacy skills. A more formal style of writing is needed when recording information about a patient. Practitioners need to be able to communicate well with the written word. This could be by writing something themselves, such as a letter to refer a service user to a different service, a record of a person’s condition and treatment or entitlement to a benefit, or a prescription. This means they need to be able to use different ways of presenting information, such as letters, memos, emails, reports or forms. They need to make their meaning absolutely clear and structure the information well and in an appropriate manner so that mistakes don’t happen. It is also necessary to use grammar, spelling and punctuation correctly and writing should also be legible so th at the person the information is intended for can actually read it. Sign language Sign language is a language which instead of using sounds uses visual signs. These are made up of the shapes, positions and movement of the hands, arms or body and facial expressions to express a speaker’s thoughts. Sign language is commonly used in communities which include the friends and families of deaf people as well as people who are deaf or hard of hearing themselves. Makaton Makaton is a method of communication using signs and symbols and is often used as a communication process for those with learning difficulties. It was first developed in the UK in the 1970s and is now used in over 40 countries around the world. Unlike BSL, Makaton uses speech as well as actions and symbols. It uses picture cards and ties in facial expressions with the word to make the word more easily recognised by those with learning difficulties. 2.2 Within my setting I make sure that I always have appropriate communication which is set for that specific situation. The use of appropriate communication methods depends on the person and what relation to the person. For example, if we communicate with children we should use a verbal method based on listening, and ask open questions. It is important to pay attention to our body language in all the circumstances. In the case of parents and colleagues we would use a more formal method. When we need to share information about a child it is best to do it face to face. We can use email, letter or telephone to inform about meetings or the child situation if it cannot be discussed face to face. We also use written communication when keeping a child’s record of development. This can all change when we communicate with children with special needs or disabilities. If we communicate with people who are deaf we need to use sign language or ask help to Signers, people who can communicate using a sign language, or interpreters, people who communicate a conversation, whether it be spoken or signed, to someone in a different language they will understand. This is not easy because they not only have to interpret the words or signs but also have to find a way of expressing the meaning of the words clearly. Or if we need to communicate with people witch English is their second language we may need translators, people who change recorded information, such as the written word, into another language. 2.3 Please find accident form attached at the back of this unit. 3.1 Within my setting I give my own contribution to the development and implementation of processes and procedures for recording, storing and sharing information. This can be using our accident and incident books/forms to helping complete a learning journey and planning with the children. I always make sure this information no matter how important that it be kept safe and locked in a secure room. 3.2 Within my setting I give my own contribution to the development and implementation of processes and procedures for recording, storing and sharing information. This can be using our accident and incident books/forms to helping complete a learning journey and planning with the children. I always make sure this information no matter how important that it be kept safe and locked in a secure room. 3.3 Where abuse of a child or young person is suspectedAll settings have a designated person to deal with all kinds of child protection issues. As a practitioner it is our duty to spot potential signs of abuse. If anyone has concerns that a child is being abused it is our job to disclose this information to the designated member of staff. If you feel that by doing this you feel that it may put the child at risk then you must confide and report this to a manager.By discussing this with the designated colleague it can give you a clearer picture by gaining advice on what to do next. We should never ignore possible signs of child abuse no matter how great or small. Our role is to make sure the children are safeguarded in and outside of the setting. Parents will have had a copy of the child protection policy which states that information regarding every child will be disclosed if it is deemed that any child is in significant harm or danger. This gives us the right to report any kind of abuse to the safeguarding board without the parents permission. It is important to follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information. When it is suspected that a crime has been/may be committed. If you suspect or if a child approaches you and tells you that that their parent is possibly committing a crime or is committing a crime, depending on the crime that is being committed, depends on how we as practitioners would handle it.Crime can cover a wide range of things such as taking drugs, DVD piracy, benefit fraud, theft burglary, robbery or violence (GBH). It depends on how serious the crime is as to whether we break the trust between parent’s. Trust is essential between us because you need trust within a relationship with parents. Without the trust the child and their family is not going to be willing to share information. If a child is being hurt then it would be obvious that you have to break confidentiality to ensure that the child that you are looking after is not in any harm and is safe. If the crime that is suspected or being committed is DVD piracy then it is not going to be of significant harm to th e child in your care. Therefore there is no need to break the trust within the relationship. It is our job to make sure that the child is not in any significant harm and if they are not then we should stick to our confidentiality policy and procedure.If a child is committing a crime then it most certainly becomes a child protection issue. The crime can be shop lifting, theft, drugs or violence but one small crime can lead to another which can then lead to bigger crime being committed and a possibility of the child person being involved in a group or gang. This can introduce the child person to dangerous people. If the child’s parents are not aware of this then it is also possible the child maybe neglected.

Compact Bedford Introduction to Literature Essay

T. C. Boyle’s â€Å"Carnal Knowledge† narrates about the life of Jim, his character and feelings. The use of irony indicates about the real life events and how Jim encountered them. Use of Irony shows how Jim faced tyranny and revealed about his character. Irony is used at different points in the story. Thesis: The use of Irony in this story depicts how man tries to gain love and other materialistic things in life but how events lead to misfortunes and undesirable results. Normally true relations never develop if they’re based on lies and fake attitude. The narrator describes about the meat in the supermarket and it is the first point when Irony is used. He desperately describes the delicious ways in which meat is consumed and an indication how he loves meat and he’s not a vegan. Jim is totally inclined towards the taste and not worried about how the animals are killed. In another instance irony is used when he meets with Alena and Alf. When Jim in out on dinner with Alena, again he had no meat to eat because of Alena’s involvement in animal protection. Irony usually results from person’s own faults in character. Alf peed on Jim. There is he met Alena. Appearance of Alf was another point of irony for him as the dog peed on him. Then later dog tried to attack on him. Jim is not very caring about animals. But when he meets Alena, he does care but not for animals but only for Alena and to prove to be ‘so good’ that he cares. Though he loved to eat meat but he decline to admit in front of Alena that he eat meat and pretended that he’s a vegetarian. It was his irony that he was deprived of having meat in meal in order to show Alena that he’s the same like her and she might got interested in him seeing all these characters. The narrator is also left in irony when he was in turkey farm. Irony was used at this point when Jim’s feelings were hurt as he was left in the farm. Jim tried to save turkeys. Though he did his best to become a good heroic image in the eyes of Alena, but still she did not pay any attention to him and cleared this point to him that there is â€Å"no’ relation between us and our purpose is only to save animals. While saving turkeys he felt more like hungry then wanting to save them. At farm Jim had to handle all the core tasks while his beloved was away with other cores. Though Jim tried to impress Alena with his lies but did not succeed. It was Alena’s love for animals and that’s for she cared. She never thought about meat and the taste. But Jim’s focus was meat and the taste it gives in different forms. Jim’s irony was that he never got what he wanted to be in Alena’s eyes. Conclusion In the â€Å"Carnal Knowledge† irony is used in terms that despite his all efforts to become so good in the eyes of Alena his endeavors were wasted. His character does not seem to be realistic. He lied to prove himself good. He was not really a good person but he tried to be good just to have more attention from Alena, and finally all his efforts were wasted. Works Cited T. C. Boyle’s â€Å"Carnal Knowledge† In Compact Bedford Introduction to Literature, Seventh Edition, p. 267

When Getting Fired Is Actually a Good Thing

When Getting Fired Is Actually a Good Thing Nobody likes getting fired. It is a universally unpleasant experience. But what if it could lead to something great? If you’re afraid of losing your job, or might be in danger of being imminently fired, read on. Roy Choi is the widely acknowledged â€Å"godfather of the food truck movement,† thanks to his enormously successful gourmet Korean taco venture. He’s won tons of awards and owns several restaurants, but more interesting is how he got to where he is.Choi didn’t always work in food trucks. In fact, the genesis of his massive success was the result of being fired from his job as a chef in a regular kitchen. His life as he knew it collapsed around him and, luckily, he had the presence of mind to trust his gut and go out and do what he’d been dreaming of. And it paid off.Next time you have your back against a wall and feel desperate, make small steps in the direction of something you think is valuable or important, and more often than not the re st will fall into place. A few hard-won freelance gigs could turn into a lucrative career. An entry-level job can turn into a managerial position. An idea for a food truck could turn you into a celebrity.Sometimes you learn a lot about yourself and what you want- not to mention what you’re capable of- when you find yourself at the bottom. Don’t give up. Dig deep. Figure out what you can do, what you want to do, and then work really hard until you get somewhere.Chances are you’ll end up much better off.

The Santa Clause Quotes

The Santa Clause Quotes The Santa Clause is a 1994 movie starring Tim Allen, about Scott Calvin, a man who injures Santa Claus on Christmas Eve. He and his son Charlie find Santas sleigh and reindeer (the jolly old elf is nowhere to be found), and they finish his Christmas Eve toy deliveries. But when Scott and Charlie go to the North Pole to return the sleigh, they discover the catch: Scott is now the new Santa, and has to take on his responsibilities. Scott at first has trouble believing what happened was real, but Charlie remembers everything and starts telling people his dad is Santa Claus. This causes friction with Charlies mother, Scotts ex-wife Laura. Eventually, with the help of a magical snow globe, Scott accepts his new role, and he smoothes things over with Laura so that he can be a part of Charlies life.   The movie was a critical and box office success  and resulted in two sequels (that were not as well-received as the original).   Here are some memorable quotes from the movie The Santa Clause.   Quotes from Scott Calvin Merry Christmas to all, and to all a good night! When I get home, Im getting a CAT scan! Can we take a direct flight back to reality, or do we have to change planes in Denver? Who gave you permission to tell Charlie there was no Santa Claus? I think if were going to destroy our sons delusions, I should be a part of it. Well kids, I certainly hope you have been good this year because it looks like Santa just took out the Pearson home. Charlie, stay away from those things. Theyre reindeer, you dont know where theyve been. They all look like theyve got key lime disease. Quotes from Charlie Calvin You said you believe in Santa Claus, right Dad? Charlie:  Whoa, Dad! Youre flying! Charlie: Get the bag of toys. Scott: And do what? Charlie: Go down the chimney. Scott: Down the chimney? You want me to take the toys down the chimney into a strange house in my underwear? Bernard: Hey, how are you doing? Scott: Im just saying good-bye to Charlie. Bernard: What good-bye? Charlie, youve still got the glass ball I gave you, right Charlie: Yeah. Bernard: Well, all youve got to do is shake it, whenever you want to see your dad. He can come back to visit you any time day or night. Charlie: Really? Bernard: Have I ever steered you wrong? Quotes From Other Characters in The Santa Clause Laura: All Neil told him was that Santa was more of a feeling. More of a state of mind than an actual person. Little Elf Judy:  Seeing isnt believing. Believing is seeing. Mr. Whittle:  You should see a doctor, a shrink, a dietician, anything.  I dont know whats happening to you. Youre starting to look like the Pillsbury Doughboy. E. L. F. S. Leader:  Were your worst nightmare... Elves with attitude. Bernard:  In putting on the suit and entering the sleigh, the wearer waives any and all right to any previous identity, real or implied, and fully accepts the duties and responsibilities of Santa Claus, in perpetuity to which ​time the wearer becomes unable to do so by either accident or design.

Environmental effects on leukemia Essay Example | Topics and Well Written Essays - 1250 words

Environmental effects on leukemia - Essay Example This is what will be dissertated in the following. Leukemia is clinically and pathologically split up in to its acute and chronic forms. The acute form of leukemia is characterized by the rapid growth of immature blood cells. â€Å"Acute forms of leukemia can occur in children and young adults.† (Wikipedia, 2006). If left untreated, this form of leukemia will cause the patient to die within months or even weeks. The chronic form of leukemia is different in that it is distinguished by the excessive buildup of relatively mature, but still abnormal, blood cells. â€Å"Chronic leukemia mostly occurs in older people, but can theoretically occur in any age group.† (Wikipedia, 2006). Effects of leukemia are things such as damage to the bone marrow, by way of displacing the normal marrow cells with increasing numbers of malignant cells; and easy bruising, excessive bleeding, and even the development of pinprick bleeds (or petechiae). Other related symptoms of leukemia include: fever, chills, and other flu-like symptoms; weakne ss and fatigue; loss of appetite and/or weight; swollen or bleeding gums; neurological symptoms (headache). The effects that the environment has on leukemia are many. Firstly, there are possible environmental causes in relation to the cause of childhood leukemia. Although not many agents have actually been officially documented as causes of leukemia, in acute lymphoblastic leukemia, most researchers believe that â€Å"†¦it takes 2 or 3 ‘hits’ to the DNA in just the right places to turn a normal developing cell into a leukemia cell.† (Ped-Onc Resource Center, 2005). These ‘hits’ are considered to be either totally and completely random, or that perhaps they are due to causes or exposure to something in the environment. The effects of the environment in regards to leukemia is not only categorized with children, however. Our blood perfuses all of our body’s organs and can carry toxic