Student name Chiu Man HeiA number

Worldwide Contractors Interoffice Memo Date: To: Subject: August 28, 2014 Jason Corp., Senior Development Officer Marcia Murphy, Office Manager My New Assignment Thankful for your letter! I can go to Japan to work, I feel very excited but there are a lot of aspects to worry about. Next, I will tell you frankly. And thank you gave me good advice and experience, which Is very helpful for me. When I know I assigned to the Japanese company the time, I'm really excited, reverse, because I never thought I could be assigned to here.In the others, I did not stay long in this country, for me, it would make me feel my work environment is very unfamiliar, so I afraid cannot have a good work ability. And I know that the company has been very hope to develop and expand the market in Asia. Although this is a very long-term plan, but I know company reuse me, this trip will take me to complete the mission. Although this will give me a lot of pressure, I will try hard to complete. I will deal with th e details of each work, contract regulations and I will work to address the difficulties. I hope we can give a better development and profits for the company.This time, allocation countries is Japan, of course, I am most worried about the language barrier problem is, I know if I want to have a better development for the company, I have to learn Japanese, I'm going to work in the rest of the time. , to learn Japanese. Also, thankful taught me to understand the communication can be solved with a smiles, this is a very good way. Also, I will learn listening skills. Also, I would learn the local culture, because I know that Japanese culture Is very rotational, I have to learn vigilant, not to offend the local culture.Also, I know my colleagues are Japanese. So, I have to get along with them well. Thank you for your remind. I look forward to your reply. Student name Chic Man He number By Chic-Joyce A number: A01985385 Interoffice Memo From: Thank you for your letter! I can go to Japan to work, I feel very excited but there are good advice and experience, which is very helpful for me. Japanese. Also, thank you taught me to understand the communication can be solved Also, I would learn the local culture, because I know that Japanese culture is very

My Experience in the Military Essay

My darkest hour was also the moment I became a man. When all my years of training, all the blood, sweat, and tears of running, aiming, skills training, and hand to hand combat had finally been put to the test. My first kill. It wasn’t a proud moment but it was one on necessity and choice that I’ve played over and over again and I still get the same result. It would have gone exactly the same. September 21st 1999, 1327 Zulu time. We were flying over Almaty, Kazakhstan. The rattling of the POS tin can they call an airplane was really making me queasy. ‘Man less than an hour before we land. It’s not coming soon enough. ’ I thought. Then came the dreaded command that started the chain of events that changed my life forever. â€Å"AAG! 9 o’clock. I repeat AAG! 9 o’clock! † Yelled our Staff Sgt, â€Å"You know the drill, men. Time to grow wings! † Now to you non-military personnel, an AAG is an anti-aircraft gun. Now it doesn’t take a rocket scientist to realize, hey we’re in an aircraft. You see where this is going. Time to grow wings means, we’re jumping off this plane. This might be fine and dandy for a para-trooping unit. We were not a para-trooping unit. Now most of our unit has had parachuting training, well all except one, me. Now in my defense I had been busy with officer training so really hadn’t had much time. I now wish I had made time. So as we’re being shoveled out of the plane, there’s AAG blasts going off all around us. Then came my turn where I never thought you could get a jumping lesson in 30 seconds. Well it was enough for me. Out I went. Exciting, exhilarating, and scary as hell, were the first three things that came to mind. Now I’m no meteorologist but there are these invisible paths the air flows called vectors and if you don’t know what you’re doing you can be rerouted from you initial path. This is how I ended up drifting away from my unit. I pulled my chute once I realized this and landed about half a click north of my click. I landed in a courtyard and did the most natural instinct that could come to mind. I ran. Now the guys manning these AAG’s also had troops on foot and they figured out real quick where I was, and that I probably would make a real nice hostage. A US officer is a gold bar waiting to be snatched. I went for high ground as I checked my GPS tracker looking for my unit. Once on the roof of a nearby building, I began running south from rooftop to rooftop looking for a good place to either regroup or stand my ground in case of a firefight. I didn’t know how far behind me the enemy was but I felt them breathing down my neck, so to speak. I looked ahead on my route and noticed a 25’foot gap between me and the next building and it was a floor shorter than the building I was on. I had 10 steps to make a choice. Ten, I detach my pack. Nine, off goes my helmet. Eight, I increase my speed. Six, five, four, ‘This isn’t going to end well’, Three, I rear up, two, one†¦Ã¢â‚¬ ¦I leapt. For a second I thought this is it. But then realized I’m going to clear it, I’m actually going to clear it. I did, right into a window. I rolled twice and started to catch my bearing and get up when I felt a searing pain in my back. I was being tackled. I looked up while on my back to a sweaty, angry look I recognized all too well, the look of a man wanting to kill me. I don’t know where he came from or who he was but I knew these were things I would have to worry about later. For now I have to stay alive. I felt his arm pressing into my throat and damn it hurt. I brought my right fist up and into his temple. It jeered him enough to release the choke. He reached back with the same arm and pulled something out from what looked like his back pocket, a knife. As soon as I realized what it was it was already headed at my face. I took both arms and grabbed for the wrist of the armed hand. He twisted his hand and sliced at my left forearm, I lost grip only with that hand for a slight second, jabbed him in the ribs giving me enough time to re-grip. He was trying to put all his weight into the armed hand and still hold me down while I kept my eyes and both hands focused on the knife filled hand and wrist. I was holding up until the pain from the slice began to overwhelm me and I felt woozy. I felt like this was it, I am going to lose my grip and this knife was about to go into my face. I quickly thought of everything that would follow and everything that has happened to me up to that point in an instance. Then as if a blessing from God, the door burst open and I redirected my focus to the door. So did he, which was his mistake. I quick glanced back at him and noticed two things. His eyes were off of me and his push weakened just for a second. The only second I needed. I pivoted my upper half to my right and pulled his arm towards where my head once was, jamming the knife into the hardwood floor. I brought my right elbow into his head and he toppled over. I reached for my side arm, rolled away, up on to one side, aimed and fired twice. My pistol and eyes both rose up and to the left to the doorway and fired three more times. Both enemies, cancelled. I took what seemed like an eternity to curse, catch my breath and regroup myself. I stood up and realized the fight wasn’t over. I still had to make it to my unit. I made my way through the apartment I earlier crashed into, out into the hallway and back up to the roof. I noticed insurgents on the rooftop directly behind me making half-ass shots at me. I leapt to the next rooftop, made cover behind a chimney, pulled my pistol took two deep breaths and†¦.. Well you’ll just have to wait for next time for that one. You ask yourself what I would do if I were in a life and death situation. Did it turn out like I thought? Nothing like it. Because when it really happens you go into autopilot. It all happened so quickly, but when I relive it in the nightmares that haunt me to this day, it seems like forever. It wasn’t a cool thing to do it, but was it necessary for my survival? Yes. If I could do it all over again, I would have taken the para-trooping courses.

Essay about social medias Essay

In this essay we hear about Roger Scruton’s thoughts on social Medias. Most of his opinions on social Medias are negative, and only a few things are positive. He doesn’t think that this is how we should live our lives, and I agree completely. But we also have to look at the positive things. For instance think about how amazing it is to communicate with another person on the other side of the world. We learn new cultures much faster, and can communicate with people in other countries. One of my examples is something I have experienced in real life: About 5 years ago I met a Chinese boy in a hotel in Phuket, Thailand. We became good friends and enjoyed each other’s company for two weeks during our vacation. Just before I had to go home, I got his Email address, and within a week we could talk through MSN (Microsoft Messenger). This is what I think is amazing about social medias, and I think Roger Scruton has left out some of these advantages in his article. We just have to take small cautious steps, so we can discover new things, and new ways to communicate without ruining the normal social way to communicate face to face. It is important to remember that through a computer- screen you cannot see each other’s feelings and always understand the other persons reactions. When communicating through a computer, it is very important that you trust the person whom you are communicating with, and it is difficult to count on/ and believe in someone who is sitting on the other side of the grid, instead of sitting face to face with the person. And then again†¦. Big companies would never be able to expand as fast as they do today without the Internet. Big business deals can be signed from the vest to china and back, and we have the amazing industrial development, which we never would be able to have without grid and the on-line communication. Sometimes people just have to take a step back and but their phones and computers in the drawer and go out and meet people. Last week we were with the new beginner classes from Knord on an introduction tour. We stayed in a house south of Kà ¸ge with no internet or connection to the online net. It was amazing to see how desperate people were. Even I was running around each day to get net, and our teachers complained. Adult with 30- 40 years of experience wanted Internet so desperately. If people get that desperate and addicted to the internet it has certainly taken over our world. Sometimes things can be too virtual, and here we have to be careful. Virtual sex, virtual dates and virtual shopping is dangerous, because when we keep on being in the virtual world, one day we will not be able to see the difference between this and the real world. As Roger says in the article that real life involves taking risks, it helps in times needed, being joyful in times of celebrating together. This is what makes us special. Communication through body language, sounds and language is what makes the difference to the virtual world. We will never be able to have the same feelings and emotions through a screen, and because of that we have to make a distance to the grid. We should use it as a tool and not as a second chance in the world, were we can hide in our rooms and still communicate with everybody.

Operations and Enterprise Resource Planning Essay

Operations and Enterprise Resource Planning - Essay Example In the present day organization, SAP has taken the centre stage in the current technology revolution and the development of innovations. That is essential in aiding various beneficiaries to run at their best, as well as, improving the lives of individuals all over. This has been through the incorporation of separate systems to be in charge of core business wishes. Therefore, SAP R/3 and SAP ERP are completely integrated synchronized business systems that enable Kids in Asia charity organization, eliminate inconsistencies in sub-systems. With regard to this charity organization, SAP will enhance insight and productivity. Under improving productivity, data inputs are done once; there will be a lack of sub-systems necessary for verifying and consolidating, and data sharing in the organization will be easy through emails and internal messages. Next, the SAP system will significantly reduce risks since it has been successful with a number of organizations. Subsequently, SAP will minimize costs through increasing productivity. As a means of improving efficiency, process standardization, and adaptability, SAP broadens its business eco-system through extrapolating collaborative, information, and transaction functions. Finally, SAP will enable alignment of operations and strategies. Reason being, prior to the adoption of SAP, a vigorous analysis occurs to rectify any possible complications (Benefit of Using SAP for your Business , 2012). There are different reasons for the existence of the need to improve any given supply chain. However, a stiff integration among the suppliers can only improve the general success of a given organization that is majorly dependent on excellent services to its beneficiaries. The use of supply chain management by the Kids of Asia charity organization will be essential in managing the provision of the greatly needed aid to the needy kids. Supply Chain Management of Sap is likely to enable the given

#5 Coursework Example | Topics and Well Written Essays - 750 words

#5 - Coursework Example Constitution since the Bill of Rights because the Fourteenth Amendment ensures that equal protection by the law will be given not only to citizens of the nation, but to all people as well (Harr, Hess, and Orthmann 93). This is because it makes clear the definition of an American citizen, guaranteeing that other minority groups who were disregarded before would be given the same rights as the others. It can be said that this amendment is as crucial today as it had been before. Several current cases in constitutional law are rooted in these two basic rights of â€Å"due process of law† and â€Å"equal protection of the law† (Harr, Hess, and Orthmann 94). => The Fourteenth Amendment is mainly intended to â€Å"prevents(s) state or local governments from infringing of peoples rights when federal government would not be allowed to† (Harr, Hess, and Orthmann 118). Since its passage in 1868, the provisions granted by the Bill of Rights were slowly applied to the states. However, this process perhaps had not been an overnight work. Therefore, the entire Bills of Rights has not been embraced by the Fourteenth Amendment because â€Å"the tremendous changes occurring in the norms of this emerging country had to be given ample time to evolve on their own† (Harr, Hess, and Orthmann 119). This is because societal norms have always been the basis on interpreting the Constitution (Harr, Hess, and Orthmann 119). It can be argued that whatever part of the Bill of Rights that has not been embraced by the Fourteenth Amendment is not yet needed in present times. An evolution of the societal norms might make it possible in the future that the entire Bill of Rights will be included in the Amendment. => áÅ"Æ'áÅ" Ã¡Å"’áÅ"‹áÅ"ӇÅ"Æ'áÅ" Ã¡Å"’áÅ"‹áÅ"”Yes, it can be said that the framers of the Constitution were racist. This can be seen on few cases like The Dred Scott decision in 1856 and Plessy v. Ferguson in 1896 (Harr, Hess, and Orthmann 123).

Jazz documentaries, racism and segregation Essay

Jazz documentaries, racism and segregation - Essay Example One of most popular documentaries on Swing Jazz was released during 2000. The name of this documentary was Jazz and directed by Ken Burns. This documentary was broadcasted in a series of 10 episodes and offered information regarding the chronological history of jazz and its prominent musicians. The documentary studies various aspects of  jazz,  including drugs and  racial segregation (Burns, 2000). Racial segregation was one of the most serious issues during the peak popularity of Swing Jazz. Although, the Black community had contributed greatly in World War I and II, the society continued to discriminate against them. Even in jazz, the musicians as well as the audience during a jazz performance  was  seated separately.   â€Å"Due to the racism found in many states, clubs throughout the country were often segregated. Just a few bands were racially mixed, of which Benny Goodman’s was possibly the first† (Swing and Racism, 2015). Part 7 of documentary and chapter 18, â€Å"These Things cant happen† offers bleak information about the Black soldiers, who fought to defend the ideals of their country, liberty and equality. Swing and Racism observes: â€Å"Hollywood films handled the race issue by including the African-American swing jazz band performances in films such a way that these sections could be easily removed from the movie reels that were to be distributed to Southern States without disturbing the storyline† (Swing and Racism,

Rusnak Auto Group Human Resource Management Research Paper

Rusnak Auto Group Human Resource Management - Research Paper Example The organization has experienced company certified technicians offering general and critical repairs to different vehicles. The company has focused very well towards customer satisfaction. The organization offers services for both pre owned and new cars. The organization is very famous for all luxury brands and personalized services. The organization belongs to automobile industry. Over the years the company has offered one umbrella solutions to its customers. The organization has recorded $800 million revenue in 2013. The group was founded in 1961. The organization is selling 11 famous brands. The company is very closely related with different corporate social responsibilities. Rusnak Group maintains high quality and ethical behaviors. In USA there are many automobile dealers. The organization is one of the 100 top most dealers in the country. The organization is located into 15 different locations in the country. Over the years the organization has maintained very friendly relation ship with its customers. Providing good quality customer service is one of the most important core competencies of the organization. The company offers multi dimensional services to its customers. Rusnak sales 11 top brand cars. Cars can be pre owned or new car. Rusnak also offers services for those new and pre owned cars. The organization has designed their services according to different brands. The organization provides quick and real time services to its customers. The company has online system for scheduling different car services. Rusnak maintains certain standards. Highly skilled workers are strengths of the organization. Best professional sells personnel and technicians are very important part of the company. The organization cultivates good quality professionals into their company. Association with world’s famous automobile brands is also a core competency for the organization. The company has very close and

International Currency Essay Example | Topics and Well Written Essays - 5000 words

International Currency - Essay Example However, it is not secret that dozens of countries all over the world including Great Britain define the value of their currencies through a fixed exchange rate with the dollar. Many others, especially in Asia, keep their currencies tightly linked to the U.S. currency (Altman, 2004) Much of the world has come to realize that the dollar's value is steadily being undermined. But few Americans understand that the government along with the Federal Reserve is accomplishing the undermining. And few also realize that the main cause of the continuing failure of the American dollar is federal indebtedness brought on by virtually uncontrolled federal spending. Responding to the vast hole they have dug for all Americans, the US leaders have paid the nation's bills by borrowing from almost every corner of the globe and by creating more currency out of nothing (inflation). According to the statistics from 2006, the YS current-account deficit equals $857 billion that is absorbing the major part of the world's capital outflows. To finance this constant deficit, the United States has accumulated trillions of dollars of foreign debt, depreciating their currency, the dollar, and appreciating other world currencies. Current paper looks at the trends and implications of the "cheap " US dollar and its effects on the world major currencies, emphasis the British pound. Causes of the dollar decline Since the introduction of the euro in 1999, the US experiences severe balance of payments deficits on current account. The biggest deficits were with China and Japan. However, in order to protect their export competitiveness, both China and Japan followed macroeconomic policies that would maintain fixed exchange rates between their currencies and the US dollar. In order to accomplish this result, both China and Japan had to intervene in the foreign exchange market by buying up massive amounts of US dollars while selling corresponding amounts of their own currencies, the Chinese Yuan and the Japanese yen. These purchase showed up as capital inflows into the US. However, as the US continued to maintain historically low interest rates to stimulate its domestic economy, some critics wondered if China and Japan would continue to hold so many US dollars (Eiteman, Stonehill, Moffett 2007). As a result of extensive US exports, the country has become the world's largest debtor, rather than th e world's largest creditor, the position it held in earlier years. Net foreign purchases of US securities have retreated from their peak in 2001, while the US balance of current accounts has worsened, as show in Figure 1. Figure 1: Balance of US current account 1960-2001 According to APF Business news1, the US balance of payments deficit narrowed in the second quarter to 190.8 billion dollars from 197.1 billion in the first quarter, the Commerce Department reported Friday. The US current account figure, roughly in line with analysts' forecasts, represented 5.5 percent of US economic output or gross domestic product. For the first quarter, the current account deficit was revised up to 197.1 billion dollars or 5.8 percent of GDP. The improvement in the current account deficit, the broadest measure of trade and income flows, suggested some easing of balance of paymen

Literature assignment about change management and flexibility Article

Literature assignment about change management and flexibility - Article Example For attaining a success by an organisation , change is pervasive and is constant. Change in customers’ needs , markets , economy and trends are the factors that can influence the performance of a business orgnisation. Hence , those business organisations that fail to adopt to changes will definitely fail to succeed. A business may witness resistance to change by its employees or by its managers. Hence , a business is to perceive and educate the employees to respond to changes to remain in the business. This research article will focus on how those companies failed to stay in the business which did not respond to changes by citing real-life examples to demonstrate how significant it is for business to manage the change. Today, business managers need strategic flexibility, which is the capability to comprehend major external changes and to fastly respond to it by earmarking the required resources and to acknowledge when a strategic decision is not giving a desired result. As the business managers face a highly uncertain atmosphere in this competitive world, and the strategic flexibility appears to be absolutely needed (Robbins, Coulter & Vohra 2010:175). To maneuver efficiently in this new competitive setting, to develop and sustain competitive advantage, a business needs a novel type of organization. To attain success, the 21st century business organization needs to exercise strategic leadership, developing economic core competences, spotlighting and nourishing human capital, efficiently employing new information technologies and manufacturing, using cherished strategies thereby employing cooperative strategies and accessing global markets, introducing new organizational cultures and structures, acquiring innovative cultures, and administering the business as a mixture of assets. (Hamel et al 1998:2). Ever increasing globalization and technology innovation offer major confronts to business

Strategic Business Alliances Article Example | Topics and Well Written Essays - 750 words

Strategic Business Alliances - Article Example Financial deals were cheap and this, coinciding with the idea that most companies had much cash at their disposal creates a conducive environment for alliance activity to pick up. Additionally, making business alliances aims at expanding business market share in the sense that the business would relieve a lot of pressure making them more flexible to react quickly to changes without the investors’ weight upon them. Business alliance can make customers’ interests in the current market might end up being shelved when the management set off to concentrate and develop emerging markets elsewhere. Though it can be argued that the administrative section of the company will increase their personnel to concentrate on these new markets, they might still need support from the current managers in terms of experience in tackling hurdles that may face them and thus their focus on management might be temporarily diluted. Whether the customers’ expectations and their products quality will remain at their previous desirable level or even increase in the process remains to be a litmus test for the company considering this acquisition is still in its infant stages. The society as a whole benefit from business alliance given that apart from creating new job openings from their expansion, they increase value for people’s money by not only increasing the variety of commodities but also bringing new competition that will prompt other players to increase their efficiency in serving the society.

Team-Working Environment Essay Example for Free

Team-Working Environment Essay Compare the contribution of the different skills described in Task 4a whilst used within a team-working environment. Communication Skills In a sales team, communication skills are vital. They are vital because good communication skills allow someone to make important contributions to a team. In a team, the most important attribution is good clear communications. Good clear communications is important to a team because it helps to avoid mistakes, misunderstandings being made. Clear communication can be a tool used to effect motivation in a positive way. Being tactful this allows you to turn negative into positive. De-motivation occurs because of lack of communication. As a result this will lead to lack of punctuality. Good communication will improve motivation and increase company performance. In addition to that, good communication between team members will enforce standards and show what standards management expects. However, poor communication can lead to low or no motivation on the part of employees. As a result, this can lead to poor punctuality, low motivation, low confidence and low-esteem. In addition to that, poor communication can lead to employees not knowing their targets and this will result in the company stagnating as they are not reaching their targets. Conflicts can happen all the time. Good communication can go a long way to aid conflict management. Communication can help them members dissolve team issues and establish a way forward. Listening and meeting and through face to face communication. When an issue arises it is important to establish the correct method of communication. In the situation, it is better to use face to face contact as this method is very important because people will get to know each other and respect each other. If a team wants to be successful, then this is the way to go. Depending on the situation, for example, when conflict arises, it is better to solve the situation face-to-face rather than through email. In other cases such as a team leader wanting to remind someone of a task, a written memo could be used to remind them. If members within a team are going to work successful then the members will need to be able to understand and recognise each others differences as individuals. Another method is to get to know tea members by making face to face contact and through social encounters. When dealing with criticism, bad criticism can lead to low confidence and self esteem. Bad criticism can result in either two things happening; the person on the end of the criticism can be motivated by it or de-motivated by it. However, it is how the critique gives the4 criticism out is important. If its in a positive way fro example, a teacher is talking to a student and says look Deborah, you have done some fantastic work here but I think you need to add a little bit more detail here and you will defiantly achieve the grading criteria. This kind if criticism would give me the motivation to complete it and make sure I reach the criteria. In this case, it is important that you are open to criticism and do not take as an offensive gesture. if properly communicated then the other person will be open and understand the point you are trying to get across. Adaptability and responsiveness to different situations is important in areas such as the current business climate. Change ban be recognised through communication and implementation can be achieved through communication. Implementation often requires brave discussions taking place and courage to take path. This will be achieved better through face-to-face communication rather than methods such as emailing. In conclusion all the skills I have discussed above are needed to make a successful team are important. Many of the skills highlighted above come back to good effective two way communication skills and as a result will improve team cohesion and improve the way that targets are set and achieved. Now I will list the skills and why they are important. * Articulation of ideas- Important because you need to speak clearly to put your message across. * Tact- important because it involves being respectful for others and their ideas. * Effective listening- important because if you do not listen you will not know what to do. In addition to that listening as well as talking is needed or effective communication. * Sincerity- Important because you have to be sincere and honest when communicating with others as this makes you appear as a better person. * Concern for team members- important because when another person who is doing a task and you show concern, they will be more often than not return the favour and as a result the team will perform at a much higher level. * Building morale/confidence Important because if your team has members who have low morale and low confidence they will not be motivated to complete the tasks that I as the team leader have set. * Questioning- Important because you need to be able to ask appropriate questions. * Defusing and resolving conflict- Important because when conflicts arise it is important that you solve it in an unbiased way that suits both parties. Communication is the most important factor within a team. It is the deciding factor in whether or not a team reaches the targets that have been set.

Teaching Techniques Essay Essay Example for Free

Teaching Techniques Essay Essay Software Development is one of the main courses that I often teach. In order to teach this course to my students at undergraduate level, I use an eclectic approach by combining various teacher-centered and student-centered teaching techniques. In fact, due to the nature of this course, both theoretical education and practical work are required (Damian, Hadwin, Al-Ani, 2006; Dubinsky Hazzan, 2005; Gnatz, Kof, Prilmeier, Seifert, 2003). Therefore, teacher-centered techniques are not sufficient, and some student-centered techniques should be employed to fulfill the requirements of this course that is a key subject for software engineering students (Catalano Catalano, 1997). In general, my teaching strategy for this course consists of four different elements, including: a briefing session, teaching and explanation sessions, laboratory sessions, and a final project. While the first two elements are mostly based on teacher-centered techniques, the other elements absolutely focus on students’ activity and participation (Felder Silverman, 1988). Each of these components will be discussed in the following paragraphs. With this regard, the related teaching techniques used in each stage of my teaching are justified. The first stage of my teaching is based on lecturing, in which students are introduced to the subject and its significance. I start with a brief introduction about software development methods and their usage. This stage gives students a big picture of the whole course and they get the idea of the subject. I usually try to keep this stage short so that students do not get bored with my lecture. Then, I continue the course with the next stage that includes teaching and explanation sessions. For this stage, I use exposition and demonstration together with case study and Socratic (QA) techniques. I teach software development methods one-by-one in different sessions. For each method, I use Guided Discovery (talk and chalk) approach to provide students with the basic knowledge they need to understand that specific method. Then, I will try to elaborate more using real-life application examples. To engage students in my teaching sessions, I give them some case studies followed by QA, so that they get better insights and learn where and when to use that method for software development. After this, students are prepared for practical work in the upcoming stages of the course. The next two stages of the course are based on some useful student-centered techniques, namely: guided discovery, group work, and a sort of role-playing. Laboratory sessions are aimed at providing some hands on experiences and supervised activities. Hands-on experiences are essential for students to learn and practice some procedures that they need for their development projects (Gnatz et al., 2003). During these sessions, I explain a simple system to them, and ask them to think about the most suitable method for developing the required application. I try to involve each and every one of them in finding the best solution. Then, they will be asked to draw the related diagrams using the popular UML software (Larman, 2002). These supervised activities are also helpful for me to effectively identify their strengths and weaknesses so that I can plan accordingly to address their needs. The final stage of the course is a group work mixed with some role-playing. Students are divided into groups to do a software development project using what they have learned during the course. Although, they choose their group members themselves, I use my assessments from the previous stage to make sure that there is a fair balance in all groups (Damian et al., 2006). Then, I assign a project to each group, and they choose a project manager among them. Groups are given a dead-line to plan for their projects. Project managers are responsible to present the project plan of their groups and justify the method they used for development as well as their time-line and work-load distribution. This activity will simulate tasks performed by software development teams in industry. Moreover, students will learn and practice team-building and team-work skills, which are very important for their future career. Usually, after a successful delivery of their projects, students are motivated to become part-time developers to extend their skills while making revenue for themselves. Overall, the eclectic approach that I use for teaching Software Development course, help my undergraduate students to gain both knowledge and experience they require to carry out for developing different kinds of software such as web applications or mobile apps, which are highly demanded these days. References Catalano, G. D., Catalano, K. C. (1997). Transformation: from teacher-centered to student-centered engineering education. Proceedings of the Frontiers in Education Conference, 1997. 27th Annual Conference, Teaching and Learning in an Era of Change. Damian, D., Hadwin, A., Al-Ani, B. (2006). Instructional design and assessment strategies for teaching global software development: a framework. Proceedings of the 28th international conference on Software engineering. Dubinsky, Y., Hazzan, O. (2005). A framework for teaching software development methods. Computer Science Education, 15(4), 275-296. Felder, R. M., Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681. Gnatz, M., Kof, L., Prilmeier, F., Seifert, T. (2003). A practical approach of teaching software engineering. Proceedings of the 16th Conference on Software Engineering Education and Training, (CSEET 2003). Larman, C. (2002). Applying UML and Patters: An intr oduction to Object-oriented analysis and design and the Unified Process, Prentice Hall, ISBN: 130925691.

Implementation of Knowledge Management

Implementation of Knowledge Management 1. Obstacles to the implementation of knowledge management There are two main factors that affect implementation of KM, organizational culture and technology. Organizational Culture A pattern of shared necessary assumptions that a group has learned in order to solve their problems of outer adaption and inner integration, is a right way to be considered and therefore, to be taught to new group members as an appropriate method to look, understand, think and feel about those problems (Schein 1992:12) is a definition of organizational culture. In other words, it is a framework to perform different tasks within an organization. Culture plays a vital role in the KM initiative. Studies finding causes of KM program breakdown (Barth, 2000; KPMG, 2000) stated that organizational culture is one of the most important barriers to success than others (Tuggle, 2000). Organizational culture is a most crucial factor to create value through leveraging knowledge assets that add to organizations ability (Cole-Gomolski, 1997; Ruggles, 1998). If an organizations culture is aligned with KM then it can implement and use KM for their decision making process. When a group or individual dynamically comes in contact with each other in an organization, it leads to the creation of knowledge that can be mobilized outside the boundaries of organization. For example, a new manufacturing process can fetch changes in suppliers manufacturing method that can lead to a new way of product and process or method enhancement in the organization. Knowledge can be transferred outside from the organization and knowledge from more than one organization interacts together to develop new knowledge (Badaracco, 1991; Wikstrom Normann, 1994; Nonaka Takeuchi, 1995; Inkpen, 1996). According to Krogh, G. V., Ichijo, K., Nonaka, I. (2000) organizations physical, emotional and virtual factors are responsible for knowledge creation. An obstacle to knowledge creation is, when individuals will unable to handle new situation and information. Organizational culture focuses on sharing of knowledge and fear of innovation as well (Microsoft Corporation, 1999). Knowledge sharing can be hindered due to employees different skills, academic and technical backgrounds, languages and expectations. Language difference can cause improper verbal and written communication. An organization should allow their employees to experiment in order to learn from previous failures. Organization must build friendly environment where employees should not be afraid of committing mistakes and must encourage sharing of lessons learned in order to avoid mistakes from being repeated (Ndlela and Toit, 2001). Technology Organizations must have good IT infrastructure that supports collaboration of knowledge workers and data repositories, support computer based tools for conferencing. Furthermore, organizations should have well developed technology that can be aligned with knowledge management. Improper alignment of IT and KM can lead to implementation gap. But it is really difficult for technology structure to fully support all KM aspects, technology is a critical aspect that allows and facilitates many KM processes and initiatives (Alazmi Zairi, 2003; Artail, 2006; Davenport et al., 1998; Hariharan, 2005; Hasanali, 2002; Wong, 2005). Hansali said although technology is important but it has to be used as a tool to support KM initiatives and not as the source of initiative. If technology tools such as intranet, virtual communities of practices could be formed, that can add up to the scope and timeliness of knowledge sharing (Ardichvili, Maurer, Li, Wentling, Stuedemann, 2005). Finally, the architect ure of information system within an organization that wishes to implement KM need to provide tools that support integration of all organizational computer components. 2. Knowledge capture Knowledge capture is a term related to knowledge creation in an organization. According to Nonaka and Takeuchi (1995), an ongoing cyclic process of socialisation, externalisation, combination and internalisation is known as knowledge creation. It is really vital process in knowledge management. According to Manasco, (1996), Knowledge management supports knowledge creation by utilising some mechanism, this mechanism identifies, captures and avail the knowledge. To do this it is important to find what knowledge has to be captured, why it has to be captured, what method is required to capture, how it has to be captured, how it has to be stored, how it can be retrieve and what are the ways it can be used. After answering all the above questions there is a chance in increase of KM initiatives overall success (McCampbell et al., 1999). Knowledge is created when individuals interacts among themselves or with others and with their environment. In knowledge creation when individual and enviro nment interact with each other, changes occur at both the levels, individual influences by themselves and by the environment with which they interact. Knowledge creation within an organization consists of three elements a) the SECI process (socialisation, externalisation, combination and internalisation), it defines the knowledge creation by conversion among tacit and explicit knowledge. b) ba, shared framework for creating knowledge. c) Knowledge assets such as inputs and outputs in knowledge creation. The above three elements need to interact among each other to form a kind of knowledge spiral that captures knowledge. The knowledge assets (input and output) of an organisation are shared in ba, but tacit knowledge which is held by individuals is transformed and improved by spiral of knowledge that consists of socialisation, externalisation, combination and internalisation. Garza and Ibbs (1992), suggested four techniques of knowledge capture, each is for capturing dissimilar types of knowledge:- Examining public knowledge:- it enables capturing of knowledge in order to familiarise people to understand the current thoughts and ideas on a particular subject. Interviews:- they are of two kinds structured and unstructured. Unstructured interviews enable knowledge holder to explain liberally their feelings about the key elements in their work. Structured interviews consists all the questions that of interest to knowledge capturer. In this the interviewee has to give answers of all those questions. Observation: this technique is used to capture knowledge by watching some live incident. Induction:- it allows to identify the gaps in existing rules and to analyse the cause of it by studying the case. According to me there are some other knowledge capturing methods that vary from one organization to the other, because the knowledge structure can differ between different organizations with in same industry. But still the above basic techniques will always be a building block for knowledge capture in any type of organization. 3. KM as a tool for supporting innovation Knowledge management and innovation are related to each other. Organizations have always searched for new and improved methods of doing business to acquire competitiveness. Organizations create and exploit knowledge in order to achieve advantage over their competitors this is what we call innovation. According to Roger (1995), innovation is an idea, practice, or object that is perceived as new by an individual or other unit of adoption.. Innovation can also be defined as a decision making process by evolving change in technology, process and management approach. (Walker and Hampson 2003b, p238). Basically, the term innovation depends upon knowledge development. The transformation of one type of knowledge into other is known as knowledge creativity. Suppose if there is any knowledge involved in technology improvement it should be documented. According to Amidon (1997) there are two important aspects in KM as an approach to support innovation, first, knowledge is the main component of innovation and second, activities involved in managing knowledge flow and its use. Knowledge and knowledge workers are the intellectual capital of an organization. A companys KM performance is directly related to its intellectual capital, which affects its innovation (Wong, 2005). According to Egbu et al. (2001a), any organization that wants to gain competitive advantage needs to be innovative. Method related to the development of new product is called product innovation where as new ideas involved in the deployment of new and efficient method of production is called process innovation. The efforts related to innovation are to find, identify and deployment of new technologies, products and processes. These efforts are documented and available as information. This creation of information involves knowledge evolution. New knowledge motivates organizations into new kind of business in more rewarding industry, when knowledge management is influenced positively by findings of innovation. According to (Harari, 1994; Nonaka, 1994; West, 1992), organization that provides a framework to improve knowledge of their individuals is more likely to face present rapidly changing market and to innovate in the context where it wants to compete and do investment. Managers are responsible to underline their individuals skills and experiences which in turn evolve creativity. KM enables knowledge worker to contribute in facing new problems that requires new approaches of finding solutions and demand for innovative approaches. Today companies are interested in applying new logical approaches derived from contributed effort of KM and knowledge worker to give a better innovative way of success to their business. 4. Difference between Knowledge Management and Knowledge Management Systems Knowledge management According to (Myers, 1996; OLeary, 1998; OLeary, Kuokka, Plant, 1997)., knowledge management is a process of transforming organizational knowledge obtained from available sources and associating human resource to that knowledge. In other words, KM aims to identify, create, collect, transfer and reprocess of knowledge to help organization to compete (Devedzic, 1999, von Krough, 1999). KM involves managing of knowledge according to organizations benefit. KM enhances production and production process of an organization. Knowledge will always available within organization but proper management of knowledge is of great importance for organization to achieve success. This is the reason why companies are using systematic approach for managing knowledge. According to KPMG (1998a), the aims of KM are, To improve response time, To improve decision making process by following KM initiatives, To increase productivity and profitability, Developing different business opportunities, Cost diminution, Staff retention and Increase share value. For example, KM can be used to develop or gather resources such as design, business, learning and training (Liao, 2003). KM also includes organizational learning, organizational memory and management (Thomas et al., 2001). KM can be viewed as an umbrella consisting of organizational learning that involves capturing and utilizing knowledge to create new knowledge, organizational memory that stores organizational knowledge in database repository and management that involves the management of knowledge to enhance its success by top management. To make knowledge serve the organization continuously, it has to be captured, compiled, stored and shared among human resource. Knowledge management system KMS is a type of system that automates the process of creation, collection, organization and exploitation of knowledge. In general the aim of KMS is to automate the KM processes and create knowledge out of knowledge. KMS is a combined form of IT and KM. According to Abdullah et al. , (2002), KMS is a special kind of system comprised with information technologies and communication technologies, that automates KM processes (creation, collection, organization and exploitation of knowledge) by interacting with computer systems of the organization. KM system consists of knowledge repositories, intranets, web portals and decision making tools by which individuals can access the organizational knowledge (Ernst and Young, 2001). KMS must integrate all computer components within entire organization to provide its full feature. If the entire organizations computer components are not integrated properly with KMS, it will lead to implementation gap due to which organization will not be able to c reate new knowledge by exploiting the existing one and hence the organization cannot remain innovative. Finally, I can say that KM is a concept and KMS is used for implementing this concept. The role of organisational memory in KM Knowledge is very important for an organization. Managing that knowledge is really crucial for an organization to achieve success and to be competitive. KM is a concept used for managing knowledge. Today organizations are really interested to know what they know from their past experiences. Organizations forget what they have done, how they have done and why they have done it in the past. Organizational memory keeps the track of it and shares it among individuals within organization. Organizational memory stores and magnifies knowledge by creating, capturing, accessing and reprocessing knowledge of their employees. According to Stein and Zwass (), the process by which knowledge can be brought from past to apply it on present activities, resulting in each level of organizational effectiveness. This organizational effectiveness ultimately improves the performance of organization. Walsh, J. P. and G. R. said, organizational memory is information stored in some database that comes from o rganisations history and can be used to make present decisions.

The Character of Kent In King Lear :: William Shakespeare Plays Essays

The Character of Kent In King Lear While reading Eva Turner Clark's analysis of King Lear, in her Hidden Allusions in Shakespeare's Plays, I was struck by the polarity of our interpretation of this supreme drama. Where Clark finds historical and political allusions, especially for the years 1589-1590, I find personal ones. For King Lear is a play of internal, personal tragedy. With this in mind I strongly disagree with her statement, "I consider Kent represents Drake." (P. 869 n.) Therefore I sought another contemporary of Oxford's who would fulfill the characteristics and qualities of the Earl of Kent. In looking tor this prototype, I drew upon J. Thomas Looney's methodology. (See Shakespeare Identified, p. 80.) Simply stated my task was to examine the text of Lear, to draw from it a definite conception of the character and qualities of the Earl of Kent, and then look for a man who fits that description. Once such a man was found it was necessary to connect him with the character of Kent and with the author. Eventual ly I found that my conception of Kent had been accurately described by S.T. Coleridge, Kent is, perhaps, the nearest to perfect goodness in all Shakespeare's characters, and yet the most individualized. There is an extraordinary charm in a bluntness, which is that only of a nobleman arising from a contempt of overtrained courtesy, and combined with easy placability where goodness of heart is apparent. His passionate affection for and fidelity to Lear act on our feelings in Lear's own favor: virtue itself, seems to be in company with him. (Complete Works of Samuel Coleridge, Vol. IV, edited by W.G.T. Shedd, Harper and Bros., New York: 1884, pp. 138-39.) The first two requirements of Looney's blueprint had been completed. I had read and examined the text of Lear, and with the aid of Coleridge, I had out-lined the qualities of Kent. It was now necessary to find the man. He must be blunt but charming; noble and courteous, but not overbearing in rank or slavish to authority. He must be loyal to his country, his monarch, and his friends. He must be someone worthy to lead men; even nations. (It must be remembered that Kent is one of the triumvirate who, it is implied at the close of the play, will lead England's destinies.) He must be someone who had won the highest respect and admiration of Oxford; the man chosen to be old King Lear's personal champion (and, in effect Oxford's also?

Analyse the importance of Winston and Julias relationship in the novel

Analyse the importance of Winston and Julia's relationship in the novel. How does it contrast with the oppressive regime around them? Question 1. Analyse the importance of Winston and Julia's relationship in the novel. How does it contrast with the oppressive regime around them? In the novel Winston Smith was a quiet man in his late thirties , something of and intellectual , who nurses a secret hatred of the party in the face of the party continual alteration of document when he meet Julia he finds an outlet both for his heretical opinions and for the love he yearns to share with another human being. The Character of Julia in the 1984 is a young woman of 26 year old. She is very jealous of her apparent which devotion to the party that Winston suspects that she is a member of the thought police. Julia seems to follow Winston that Winston was thinking that maybe Julia also has a secret rebel love with Winston. Julia's view of life is very different from Winston she is not an intellectual given to long ruminations on the absurdity of the party and its society but ...

The Dawn Of Understanding: Three Years Later :: essays research papers

Throughout my life, the same scene in the television screen registered in different ways. The camera zooms in for the last shot of a lone hyena wheezing his way out of life. He may be dying of heat exhaustion or thirst or hunger, but his small eyes roll side to side slowly and then....just.....stop. Equally significant and striking is the close-up of the very violent death of a baby seal as a hyena simultaneously shakes him into submission and breaks his spine. The camera is always held steady; no one is shocked or upset yet the sense that something important has happened is always instilled in me. When I was younger I would cry during the sad moment in movies when someone died. The person or animal had a name and an identity which gave them a level of reality. My fascination for animals existed even then and I often followed with my eyes and imagination the lives of the documented animal. I turned away from the brashness of the lion tearing into the zebra because I turned away from all violence but I was too disgusted to feel any real compassion. Perhaps reality was harder to absorb than fiction. Perhaps these scenes weren't real to me because what I had seen of death in my own experience always involved sorrow and the cameramen felt none, the sun felt none and the narrator felt none. Later in my life I realized the zebra or coyote or prairie dog that was being forced to succumb to dehydration or starvation was real. I don't think that I had ever, consciously seen anything die before; watched the same close-up many times before but never really seen anything die. Insects perhaps; never a person, never a baby lemur, never a cat, never anything except within the confines of fiction. What my mind had seen as I sat there was the product of lighting and actors and a voice but unlike real fiction, this did not seem real. As I have lived in a city for most of my life and never truly experienced what wildlife was like, this was it; the cameras lent my alienated consciousness a sense of the reality experienced by the other inhabitants of this earth: the four legged (and sometimes two-legged) ones. I was being carried on the shoulders of Richard Nassau and Michael Drencher as they journeyed to the desserts of Africa and mountains of Peru.

What do you consider are the essential attributes of an interviewer and why?

Countless interviews are carried out each year by interviewers with the view to eliciting information from interviewees or assessing their suitability for job positions. The duration and cost involved in carrying out these interviews vary greatly (Lamb, Hair and McDaniel, 2000). These interviews are conducted in person or face to face, over the telephone and by email (Evans, Moutinho and Van Raaij, 1996). The ability of these interviews to achieve their desired objectives to a large extent depends on the interviewers employed. Interviewers with excellent attributes for interviewing are able to achieve the objectives they set for themselves, whereas their counterparts without them often fail to reach conclusive outcomes. By the nature of the work, interviewers need to have genuine interest in people, their behaviours, emotions, lifestyles, passions and opinions (McDaniel and Gates, 1999). Without these attributes, interviewers cannot effectively interact with their interviewees. And without effective interaction, it would be difficult for an interviewer to elicit information from the interviewee or to assess them properly. It is therefore essential for interviewers to have people’s skills, if they hope to be successful at interviewing. They also need to sharpen their interpersonal or interactive skills (Lewis, 1989; Hayden, 1991). A study carried out in Australia has revealed that irrespective of the background of interviewers, those who are relaxed, empathetic and warm in nature tend to be more effective than those without these attributes (Wright and Powell, 2007). The same study further established that these attributes were more important than knowledge of legislation, prior job experience, and interviewing techniques. These findings should not be surprising since these attributes enable the interviewer to draw needed information easily from their interviewees. Papadopoulou, Ineson and Williams (1996) also reported that the degree of empathy shown by the interviewer affected the perceptions of the interviewee. The study of Papadopoulou and colleagues also established that the overall satisfaction of interviewee with the interview was a function of the empathetic behaviour of the interviewer. Interviewers need also to possess excellent communication skills. Interviewing is all about communication. Therefore, the ability of an interviewer to express himself in clear terms greatly helps during the interviewing process. When questions are clearly posed, the interviewee is able to understand and respond to them accordingly. On the other hand, if the interviewer is unable to communicate clearly to the interviewee, it unduly drags the interview and elicitation of answers to questions posed becomes difficult. Through the art of communication, the interviewer should be able to gain the cooperation of the interviewee or respondent. Without such cooperation, it would be difficult for the interviewer to make any meaningful headway during the interview. Gaining the cooperation of the interviewee or respondent itself is an art the interviewer must learn. Another essential attribute an interviewer should possess is the ability to listen (Ross and Kimball, 2007). Good listening skills are needed to be able to take in new information. Interviewers with good listening skills make excellent interviewers. Communication is a two way process. To be a successful communicator, one must not only possess the ability to send a message across to another person, but also be able to listen to the feedback received (Van der Zouwen and Smit, 2005). Interviewers with good listening skills are able to hear what is being said and to identify what is not being said (McDaniel and Gates, 1999). From this process, interviewers are able to pose the right type of questions likely to elicit the information most needed. Listening skills are therefore a vital attribute any serious-minded interviewer should possess. With good listening skills, interviewers would be able to hear and understand what interviewees are trying to communicate to them and respond appropriately. Unfortunately, the acquisition of listening skills does not come easily, so an interviewer should be prepared to spend time in acquiring them. For interviewers to be successful at interviewing they must be deeply knowledgeable in the subject matter they are handling. They should invest the time to adequately prepare themselves for the interview. That way, they would be equipped to ask simple and straight forward questions likely to draw the required information from their interviewees. Also, interviewers would be better positioned to assess their interviewees if they prepare themselves for the occasion. Good knowledge of the subject matter by interviewers helps them from being side-tracked in the course of the interview. Interviewers are also able to pan out what is essential information from what is not if they possess adequate knowledge about the subject matter under discussion. The desire to be curious and yet not too smart is an enduring attribute any prospective interviewer should possess (Ross and Kimball, 2007). Such an attribute helps in the preparation for the occasion and also in probing issues to elicit information from interviewees. Interviewers should have interest in a wide range of topics. They should also have the ability to immerse themselves in a topic and acquire the necessary knowledge and language quickly (McDaniel and Gates, 1999). Other essential attributes of interviewers are consistency and discipline (Barclay, 2001). Interviewers sometimes use a guide to direct the discussion or conversation during the interview. The possession of these attributes enables the interviewer to keep the conversation on track, no matter how distracted the interviewee attempts to drive it. It is not uncommon to find interviewees attempting to sway the conversation from the path envisioned by the interviewer. On such occasions, it takes the attribute of consistency on the part of the interviewer to keep the interview on track. Without the attribute of consistency, an interview can drag on for hours without any meaningful outcome being arrived at. Mention has already been made about the importance of prior preparation by the interviewer. This enables a discussion guide to be prepared or where a guide has been given, to be thoroughly studied by the interviewer. Without personal discipline, preparation for interviews would be difficult for the interviewer. The consequences of poor or no preparation on the outcome of an interview have also been stressed. It is therefore incumbent on interviewers to cultivate the habit of preparing before the interview. Interviewers must develop strong work ethics. Individual creativity is another essential attribute needed by interviewers. Often interviewers undertake their tasks without procedures, guides and criteria. Even where such criteria, procedures and guides are provided, the outcome of the conversation in some cases may demand a creative input without altering the guide being used. Without such creative inputs, the interview becomes dry and unrevealing. In extreme cases, the interviewee may even become bored in the process. Creative skills therefore need to be cultivated by interviewers to enable them put life into the interview. Interviewers need to possess good observation skills. This attribute would enable them to interpret accurately body language. Furthermore, these skills would give them the ability to see in detail what is happening and steer the course of the interview accordingly. When the interviewer is able to accurately observe and interpret the turn of events, he is better positioned to tailor his questions to draw information from the interviewee. Without good observation skills, the interviewer may stick rigidly to the interviewing guide when the turn of events demand that some creative changes be introduced to save the interview. Interviewers also need to be objective. This attribute would enable them to set aside their personal ideas and feelings and remain open to ideas and feelings of others. Objectivity on the part of the interviewer enables the wider interest of the interview to be placed higher above personal ideas, interests, whims and caprices. At the end of the day, what the interviewer seeks would be what would enable the goals of the interview to be achieved. Interviewers should also have the ability to have a flexible outlook on the turn of events. This would enable them to allow interesting digressions. As it has already been pointed out, it is not always that the interview would stay on course as planned. Unexpected developments may occur. However, if the interviewer is flexible, he would be able to steer the interview on course. The ability of flexibility enables useful information to be panned out of unplanned developments or unintended digressions. It needs to be stressed that bringing digressing interviews into focus is sometimes not easy. A great deal of skill is required to keep an interview in on course. For example, unintended digressions call for the interviewer to think on his feet and make fast decisions. He should also have the ability to live with uncertainty. Interviewers also need to be patient. It is not uncommon for negative emotions to be expressed by interviewees, especially when the information being sought from them is considered to be sensitive. In such instances, if the negative emotions are met by the interviewer with similar ones, it is likely to disrupt the interview. On the other hand, if the interviewer keeps his cool and patiently keeps the interview on course, it is likely that a more productive outcome would be achieved. It takes a great of patience to tolerate negative emotions and also new information that is not consistent with what one espouses. Interviewers also need to accept and appreciate the differences in people, especially those whose lives greatly differ from their own. McDaniel and Gates (1999) call this attribute an â€Å"unconditional positive regard†. Interviewees differ remarkably in their upbringing, thought patterns, values and norms. These differences need to be taken into account when people are being interviewed. Having an unconditional positive regard would enable interviewers listen intently to their interviewees, irrespective of their background and are able to learn new information from them. Interviewers should be good record keepers. This would enable them to recall information easily in the course of an interview. Being able to recall information, positions the interviewer better to follow the conversation or discussion and to ask intelligent questions. On the hand, interviewers who are easily forgetful are unlikely to be successful at interviewing. This is because they cannot trade information well. Interviewers also need to be polite to their respondents. When interviewers show politeness to their respondents it keeps the door open for them to be contacted once again if it becomes necessary in future. Interviewers should thank respondents for their time after the interview.

Why Do People Talk About Others?

I have written my first essay. It took me hours and hours, and I just gave up. Please provide some constructive feedback. I know nothing beats practise, practise, practise, but some guide in the right direction would be muchly appreciated. Thanking in advise. Here goes: – We cannot control the evil tongues of others; but a good life enables us to disregard them. Cato the Elder (234 BC – 149 BC) There is so much good in the worst of us, And so much bad in the best of us, That it hardly behooves any of us To talk about the rest of us.Edward Wallis Hoch (1849 – 1925), Marion (Kansas) Record Never tell evil of a man, if you do not know it for certainty, and if you know it for a certainty, then ask yourself, ‘Why should I tell it? ‘ Johann K. Lavater A rumor without a leg to stand on will get around some other way. John Tudor Scandal is gossip made tedious by morality. Oscar Wilde (1854 – 1900), Lady Windermere's Fan, 1892, Act III Why do we talk ab out other people? Oscar Wilde's statement â€Å"Scandal is gossip made tedious by morality† shows something of the reason we talk about other people.Gossip relieves boredom. Gossiping carries such a negative connotation that few will proudly own to have done so, but few can say that they have not. Even John Tudor suggests that gossiping is a wide spread method of relieving boredom, when he said â€Å"A rumour without a leg to stand on will get around some other way. † For this reason, I somewhat agree with Cato the Elder's quote â€Å"We cannot control the evil tongues of others, but a good life enables us to disregard them. † For gossip is so common as to be navoidable. If gossip causes one discomfort, one will be living with discomfort all their life. Is it not a good life's phillosphy to accept this fact and not let other's ‘evil' tongue bother you? While accepting gossiping is a part of life, others attempt to advise us against gossiping. Edward Willis Hoch's quote† There is so much good in the worst of us, and so much bad in the best of us, that it hardly behooves any of us to talk about the rest of us. † suggests that there is not much point in gossiping.Also against gossiping is the the ‘think before you speak' phillosophy because as Tudor implies, rumour will spread and Lavater's â€Å"Why should I tell it? â€Å". These advice stem from the morality of giving respect for other's privacy, but they do not consider that the reason people gossip: the innate craving for learning, the comfort of having company and connection with other people. While some may say, there must be better things to learn about. Having company doesn't require talking about other people, there are other ways to connect. Yes, but why must we NOT talk about others?When talking about other people, we can: State facts: He has gone to London for a holiday. Give Opinion: They are married. What a bad match! Lie: She didn't do anything today! When we say facts, we are passing information. However, the same fact said can mean different things depending on the intent of the speaker. A child saying a by-passer is fat is simply stating an observation. Another person my say the same thing it to demean others. When we lie, it can be done with good intent. Thus it is the intent of the speaker that people are concerned about, not the gossip itself.It is through knowing one's action that one can learn from their mistakes, but one can only do so much! To learn from other's mistake is to not step in it yourself. If we do not talk about others, then one can only learn by doing things themshelves. Would this perhaps defeat the purpose of the education system? Does the benefit of learning not outweigh the intrusion into other's ‘privacy'? Not all gossip invades privacy. Gossip is a way people communicate, and learn. Gossip itself is not the immoral act, it is the intent of the gossiper that makes the act immoral or otherwise.

Texts in Time Essay Orwell’s 1984 and the Matrix

Texts in their Time essay A text is a mirror for the concerns of a time and place. Orwell’s â€Å"1984†and the Wachowski brother’s â€Å"Matrix† can be viewed as a mirror into the concerns of a time and place. â€Å"1984† depicts how a hierarchical world tyranny is set up, how it stays in power, how it treats people and what life is like living under such a system. The â€Å"matrix† is also a representation of how the world as ‘we’ know it can be manipulated into the unknown or changed to suit the ideology of one higher power.The matrix is also seen as a situation that the majority of human kind cannot relate to; it is a scenario that is not only out of their control but a scenario that the average human cannot comprehend it goes beyond a control system that the average human brain cannot relate to. The matrix brings forward concepts that do not play to everyday life. Orwell vision of 1984 was shaped by his experiences though out his time as a volunteer in the Spanish civil war and upon returning to Britain post-war when the country was a place of shortages and rationing.Orwell struggled against fascism, but was intent on destroying its anarchist and Trotskyist allies. The defeat of fascism involved the success of and the emergence of the USSR as a great power. Orwell was deeply concerned about this fact. Orwell remained a believer in the fundamental goodness of the â€Å"common people†, the workers or â€Å"proles†. Due to Orwell’s personal circumstances, his fading life expectancy from tuberculosis may have influenced the bleak creation of the world that is â€Å"1984†. â€Å"1984† is a text which depicts the story of Winston smith who is a common man or a member of the outer party in the hierarchy of the ‘big brother’ system.The â€Å"1984† world is a totalitarian society where the party or big brother tries to control everything, including thought a nd emotion. Big brother is a dictator ship which controls every movement in society through constant surveillance and harsh penalties for noncompliance such as torcher or death. Big Brother is the face of the party; the party is the very dedicated dictator ship which has complete control over Oceania during the war with Eastasia and Eurasia. Big brothers slogans are repetitive and contradictory; WAR IS PEACE, FREEDOM IS SLAVERY and IGNORANCE IS STRENGTH.Newspeak is the official language of Oceania which had been created to meet the ideological needs of Ingsoc. Ingsoc created newspeak to eventually fade out free thought, with newspeak no man or woman could commit thought crime and no person would be able to attempt to break up the party that is big brother. All words are groupings in newspeak. All concepts of liberty and equality, for instance, are all contained in the single word of ‘crimethink’, while all words grouping themselves round the concepts of objectivity and rationalism were contained in the single word of ‘oldthink’.The Wachowski brother’s â€Å"Matrix† is a post-modern text which was filmed in 1999. The matrix is part of the I. T. revolution created to depict the perfect world. The matrix is about a computer hacker ‘Neo’ who is forced into the realisation of the matrix, the matrix was created to imprison you in the massive artificial intelligence system which has tapped into people’s minds and created the illusion of a real world, while using their brains and bodies for energy.Morpheus is convinced neo is the is â€Å"the one† who can destroy the matrix and bring his people to both physical and psychological freedom. The matrix can be described as a window into the reality of the spiritual world where as humans cannot understand yet we make assumptions about a higher power this can be linked with Orwell’s 1984 with the concept of ‘big brother’ with the matrix is described as an illusion of the physical world which can be controlled through the thought of neo as he is â€Å"the one†.In the matrix and Orwell’s 1984 the futures depicted are similar yet vastly different, the matrix depicts the future as a horrible emotionless place which has very little hope for humanity, whereas Orwell’s 1984 the future still has a bleak outline but through manipulation of the language the people have no idea how to realise that their future is bleak and or domed where as if the party was to diminish the people due to the fascist ways of big brother normal society would not be able to function as the big brother system had desterilised common knowledge of life without I higher power.To conclude I believe that Orwell’s 1984 and the Matrix have been a great comparative study.

Explore the behavioral and humanistic theory Essay

INTRODUCTION This project, emphasis is on the behavioral theory and humanistic theory. My research constructed chiefly on two behavioral theorists Burrhus Fredric Skinner and John Broadus Watson and two humanistic theorists Abraham Maslow and Carl Rogers. In behavioral theory, the founder of psychological behaviorism, John Watson believed that internal thinking process could not be observed; therefore, psychologists should not focus on it. An American psychologist, Burrhus Fredric Skinner social philosopher behaviorist, inventor, and author, developed the theory of Operant conditioning believed we learn new behavior through traditional or operant conditioning and all behavior is learnt from the environment. One of the early pioneers of humanistic psychology was Abraham Maslow; he established the hierarchy levels of needs and believed that by achieving the needs in the correct order would allow individuals to become self-actualized. However, Carl Rogers a psychologist and father of Client–centered theory felt that in addition to Maslow’s hierarchical needs, in order for someone to achieve self-actualization they need to be in a positive environment. Which would provide them with, approval, understanding and authenticity, and if one were deprive of such nourishment in an environment, healthy personalities and relationships would be unable to blossom. Humanistic Theory Emphasis of the humanistic perspective is on the self, which interprets into â€Å"you†, and â€Å"your† opinion of â€Å"your† experiences. This assessment claims that you are permitted to select your own performance, rather than responding to environmental stimuli and reinforcers. Such as matters dealing with self-esteem, self-fulfilment, and needs are vital, the chief focus is to enable personal development. There are two major theorists associated with this view Carl Rogers and Abraham Maslow. Carl Rogers feels that each individual functions from an exceptional frame of reference in terms of building self-regard or his or her self-concept. As we know, self-concept is one’s own belief about one’s self. Such beliefs stem, in part, from the perception of unconditional positive affection which occurs when individuals, (especially parents), exhibit unconditional love, and  conditional positive affection happens when that love appears only when cert ain conditions are met. Rogers’s theory states that psychologically healthy people enjoy life to the fullest; hence, they are seen as fully functioning individuals. Carl believed that, along with Maslow’s hierarchical needs a loving, respectable, and truthful environment has a big part to play in developing a person, and without such commodities in the environment; healthy personalities and relationships would not be able to grow. Nevertheless, Abraham Maslow developed his theory not by studying mentally ill patients, (which is where much psychological knowledge derived from), but by studying healthy, productive, creative individuals lives and careers. Maslow felt that individuals have definite needs that must be met in a hierarchical fashion, from the lowest to highest. These comprise f basic needs, safety needs, love and belonging needs, achievement needs, and ultimately, self-actualization, according to Maslow’s Hierarchy of Needs, the needs must be achieve in order. For example, one would be incapable of fulfilling their safety needs if their physiological needs are not met. This theory founded upon the knowledge that everyone has the prospective to contribute to the social order and be a respectable person if his or her needs are attained. Psychotherapy Humanistic psychology introduced in the 1950’s as a movement to bring psychology to an understanding of what it means to be a person. The theory took psychology beyond unconscious thoughts, beliefs or behavioral responses to stimuli, to a process of understanding free will, feelings, ethics and relationships with others. Humanistic psychotherapy was initially promoted as a â€Å"third force† in psychotherapy. Humanistic theory seems to provide both the therapist and client the opportunity to focus on what the client is doing right, as well as the challenges that he or she may face. Given the emphasis on emotional genuineness, humanistic psychotherapists place a great deal of importance on the therapist  ¬client relationship. One could argue that humanistic theory cannot be taken seriously because it is intent on blending the medical and scientific along with philosophy and subjectivity. Yet, if the APA affirms that, the theory’s focus is â€Å"on people’s capacity to make rational choices and develop to their maximum potential† (APA.org), it  is difficult to determine if the critics of the theory have a valid case. Nevrtheless, added methodologies also identify the significance on the therapist  ¬client relationship, viewing the relationship mainly as a means of providing the treatment. In humanistic therapy, the relationship is the treatment. The Major Concepts of Humanistic Theory Humanism came about as a reaction to the theories of psychoanalysis and behaviourism. Humanists felt that focusing on unconscious thoughts in psychoanalysis ignored the thoughts humans were having and the experiences they caused. Unlike behaviourists, humanists felt humans have more control over their responses than to simply be a puppet to conditioning. These new thinkers focused on what it was to be human and the entire spectrum of human feeling. Qualitative Research and Idiographic Approach †¢The humanists believed that statistics and numbers told very little about the human experience and were, therefore, irrelevant as research. The only thing that mattered was so-called qualitative research, such as case studies, unstructured interviews and diary accounts. This also outlines an idiographic approach, or studying individuals. Only by experiencing what it means to be human can the researcher truly understand what a person is going through. Humanists believed in studying individuals in-depth to understand the human condition. The Self and Congruence †¢Humanists believed that the ultimate aim of human beings was to achieve a state of congruence. This is when the actual self is the same as the ideal self. They believed in the constant pursuit of self-knowledge and self-improvement to achieve this state. All people are thought to have inherent worth merely by being human. A person’s actions may be positive or negative, but that does not affect his worth. Holism †¢The person in humanism is studied as a whole. She is not looked at in separate parts but is looked at as an entire unit. The theories that came before the humanists focused on the unconscious mind or observable behavior  rather than on how a person thinks and feels. This theory was groundbreaking for focusing on what it means to be human rather than the scientific, laboratory data that other theories produced. Hierarchy of Needs †¢Abraham Maslow was one of the pioneers of the humanist movement. He developed a pathway of needs that people must meet in order to achieve self-actualization or congruence. It starts off with the need for physical things, such as air, food and water. The pyramid moves on to the need for safety, love and belonging, self-esteem and then knowledge. It ends with the pursuit of aesthetics and then self-actualization. This is where a person achieves his entire potential. This is a point not many people ever reach. Free Will †¢People who believe in free will believe that humans have the ability to choose how to live their lives free of any external forces making them chose. Humanists believe that all people have this ability and can exercise it at any time. Instead of believing that things such as behavioral conditioning or animalistic drives determine our choices, humanists believe that we naturally want to choose the positive path and will do so freely Theoretical Concepts Underlying Humanistic Theory The motivation for the development of humanism was a reaction against the idea of the human as a machine, towards a holistic and inherently optimistic view of people. The humanistic or â€Å"third force† perspective is based on the belief that the sources of personal distress lie in the conscious mind and result from experience (George Boeree 1998b). Maslow developed a theory of personal motivation based on the idea of a hierarchy of needs (Noel Sheehy 2004 p163, George Boeree 1998a). At the top of this hierarchy Maslow believed was the possibility of self-actualisation, but he saw it as a rare achievement reached by only a very few people, since in his theory all lower-level needs had to be met before self-actualisation could take place. Maslow’s Hierarchy of Needs Rogers also believed in self-actualisation, but in contrast to Maslow, believed that it was a motivating force in all humans he saw babies as the  best examples of self-actualisation. This led to the core concept in humanistic theory the Actualising Tendency (Steve Vincent 1999). This is the tendency to thrive that is built-in to human beings. This tendency also implies that people are inherently good and healthy this is a given. The emphasis then in humanistic therapies is on the â€Å"potentiality model† of human development rather than the â€Å"deficiency model† of other therapies (Dave Mearns et al. 2000 p33). Rogers proposed that distress is a result of incongruence in the individual (George Boeree 1998b, Brian Thorne 2003 p31). The greater the incongruence, the greater the distress. Incongruity is the difference between the Real Self, which is the you that you can become as a result of self-actualisation, and the Ideal Self, which is the you created by external pressures such as society, family. Thus incongruence is like the tension in an elastic band attaching the two selves the greater the separation the greater the tension. A person has a basic need for Positive Regard. However, in society this is made conditional there are social attitudes that say you are only worthy if you conform. These Conditions of Worth combine with the in-built need for positive regard to create Conditional Positive Regard and this shapes the Ideal Self as something other than the Real Self conditions of worth push the ideal self away from the real self and generate incongruence. In time this force becomes internalised as Conditional Positive Self-Regard so the person generates their own incongruence. The aim of therapy is to achieve Congruence the situation where Real Self and Ideal Self match or at least decrease incongruence and therefore distress (Carl R. Rogers 1961 p279). This is achieved by building an unconditional sense of self-worth which then gets internalised as Unconditional Positive Self-Regard. In the therapeutic relationship, counsellor and client form a personal relationship rather than a power-based professional one and it is the quality of this relationship that is key to success. It is Rogers’ claim that there are just three Core Conditions which a therapist must achieve for therapy to be effective (Carl R. Rogers et al. 1967 p89). The first is that the counsellor must be Congruent that is, without a front or professional mask in the therapeutic relationship and that the counsellor must share this congruence with the client. Secondly, the counsellor must be Empathic towards the client, that is they experience the client’s internal world and can sh are this with the  client, but without losing the separation between the counsellor’s world and the client’s. Finally, the counsellor’s view of the client must be one of Unconditional Positive Regard, one of accepting and prizing the client as a whole, without reservations or judgements. There are other forms of humanistic therapy than the Rogerian person-centred approach. Probably the best known is Gestalt therapy, founded by Fritz Perls (Gary Yontef 1993, Frederick S. Perls 1957). This has much in common with Rogers’ theories in that it focuses on process rather than content, in which counsellor and client share their perception, with the intention of allowing the client to become aware of their internal process, how they are doing it and how they can change it. There is a strong emphasis on acceptance and self-valuing. One aspect of Gestalt theory that is not present in Rogerian theory is the idea of Unfinished Situations. The idea is that a person’s natural state is one of homeostasis. However, whenever something, such as an upsetting situation, happens to the person, that disturbs the balance. The normal outcome is that the person responds in such a way as to restore the balance or a different balance that accommodates a change. However, if the nat ural response is interrupted, for example by social pressures not to respond, the person stays out of balance. This is an unfinished situation and Gestalt therapy aims to finish this situation and restore balance again. Critically Examine the Humanistic Theory The humanistic theory has profoundly affected our society. It provided much of the impetus for a broad social movement of the 1960s and 1970s in which many people searched inward to find direction and meaning to their lives. It renewed the age-old debate about free will and determinism and focused attention on the need to understand the subjective or conscious experiences of individuals (Bargh & Chartrand, 1999). Rogers’s method of therapy, client-centered therapy, remains highly influential. And perhaps most important of all, humanistic theorists helped restore to psychology the concept of self that center of our conscious experience of being in the world. Yet the very strength of the humanistic viewpoint, its focus on conscious experience, is also its greatest weakness when approached as a scientific endeavor. Ultimately your conscious experience is known or knowable only to an audience of one you. Yet how can humanistic  psychologists ever be certain that they are measuri ng with any precision the private, subjective experience of another person? Humanistic psychologists might answer that we should do our best to study conscious experience scientifically, for to do less is to ignore the very subject matter human experience we endeavor to know. Indeed, they have been joined by cognitive psychologists in developing methods to study conscious experience, including rating scales and thought diaries that allow people to make public their private experiences to report their thoughts, feelings, and attitudes in systematic ways that can be measured reliably. Though verbal or written statements of private experiences are a step removed from consciousness itself, they provide a means that scientists can use to study people’s subjective experiences. Critics also contend that the humanistic approach’s emphasis on self fulfillment may lead some people to become self-indulgent and so absorbed with themselves that they develop a lack of concern for others. Even the concept of self-actualization poses challenges. For one thing, humanistic psychologists consider self-actualization to be a drive that motivates behavior toward higher purposes. Yet how do we know that this drive exists? If self-actualization means different thin gs to different people one person may become self-actualized by pursuing an interest in botany, another by becoming a skilled artisan how can we ever measure self-actualization in a standardized way? To this, humanistic psychologists might respond that because people are unique, we should not expect to apply the same standard to different people. Humanistic Theory Usefulness to Nursing Practice Nurses provide individual care recognizing the holistic needs of the patient. Nurses seek to understand the health needs of the people they work with but also to change their behaviours, thoughts and feelings to enhance the well-being of the person, not only at present moment but also for the future. At times nurses need to provide very basic care for the people they work with but they are always looking to develop the person’s ability to be more independent in any area of their life. Nurses can use psychological research and theories to enhance their nursing practice, and most nursing practice has a foundation in psychology, sociology or biology. Nursing now  has developed its own unique body of knowledge but other sciences can still enhance nurses’ understanding and practice. Applying Theories to Healthcare Practice allows growth in a positive way for both the client and the nurse. Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones of a humanistic approach to learning (Rogers, 1994; Snowman & Biehler, 2006). The major contribution that Rogers added to nursing practice is the understandings that each client is a unique individual, so, person-centered approach is practice in nursing. Humanistic theory is especially compatible with nursing’s focus on caring and patient centeredness an orientation that is increasingly challenged by the emphasis in medicine and health care on science, technology, cost efficiency, for profit medicine, bureaucratic organization, and time pressures. Like the psychodynamic theory, the humanistic perspective is largely a motivational theory. From a humanistic perspective, motivation is derived from each person’s needs, sub jective feelings about the self, and the desire to grow. A positive self-concept, and open situations in which people respect individuality and promote freedom of choice. Maslow (1954, 1987), best known for identifying the hierarchy of needs which he says plays an important role in human motivation and nursing care. At the bottom of the hierarchy are physiological needs (food, warmth, sleep); then come safety needs; then the need for belonging and love; followed by self-esteem. At the top of the hierarchy are self-actualization needs (maximizing one’s potential). Additional considerations include cognitive needs (to know and understand) and, for some individuals, aesthetic needs (the desire for beauty). An assumption is that basic-level needs must be met before individuals can be concerned with learning and self actualizing. Thus, clients who are hungry, tired, and in pain will be motivated to get these biological needs met before being interested in learning about their medications, rules for self care, and health education. Beside s personal needs, humanists contend that self-concept and self-esteem are necessary considerations in any situation. The therapist Carl Rogers (1961, 1994) argued that what people want is unconditional positive self regard (the feeling of being loved without strings attached). It is essential that those in positions of authority  convey a fundamental respect for the people with whom they work. If a health professional is prejudiced against patients, then little will be healing or therapeutic in her relationship with them until she is genuinely able to feel respect for the patient as an individual. Rather than acting as an authority, say humanists, the role of any educator or leader is to be a facilitator (Rogers, 1994). Listening rather than talking is the skill needed. Because the uniqueness of the individual is fundamental to the humanistic perspective much of the learning experience requires a direct relationship. Safe clinical environments, where humanistic principles can be taught through caring, role modeling, small group discussion, case discussions, attention to self-awareness and feelings, role playing. Humanistic psychology contends that feeling. Humanistic principles have been a cornerstone of self-help groups, wellness programs, and palliative care. Humanistic theory has also been found to be well suited to working with children and young patients undergoing separation anxiety due to illness, surgery, and recovery (Holyoake,1998) and for working in the areas of mental health and palliative care (Barnard, Hollingum, & Hartfiel, 2006). Similar to psychodynamic theory, a principal emphasis is on the healing nature of the therapeutic relationship (Pearson, 2006) and the need for nursing students and health professionals to grow emotionally from their healthcare experiences (Block & Billings, 1998). Principles Derived From Humanistic Theory t o Improve Assess and Plan Care for Mentally Ill Client. Sometimes people understand psychosis or schizophrenia to be unrelenting, even with the intervention of psychotherapy. It is contended herein that therapy, and humanistic therapy in particular, can be helpful to the psychotic individual, but, perhaps, the therapist may have difficulty understanding how this approach can be applied to the problems of psychosis. Although it is a prevalent opinion in our society that schizophrenics are not responsive to psychotherapy, it is asserted herein that any therapist can relate in a psychotic individual, and, if therapy is unsuccessful, this  failure may stem from the therapist’s qualities instead of those of the psychotic individual. Carl Rogers created a theory and therapy indicated by the terms â€Å"umanistic theory† and â€Å"person-centered therapy†. This theoretical perspective postulates many important ideas, and several of these ideas are pertinent to this discussion. The first of these is the idea of â€Å"condi tions of worth†, and the idea of â€Å"the actualizing tendency.† Rogers asserts that our society applies to us â€Å"conditions of worth†. This means that we must behave in certain ways in order to receive rewards, and receipt of these rewards imply that we are worthy if we behave in ways that are acceptable. As an example, in our society, we are rewarded with money when we do work that is represented by employment. In terms of the life of a schizophrenic, these conditions of worth are that from which stigmatization proceeds. The psychotic individuals in our society, without intentionality, do not behave in ways that produce rewards. Perhaps some people believe that schizophrenics are parasites in relation to our society. This estimation of the worth of these individuals serves only to compound their suffering. The mentally ill and psychotic individuals, in particular, are destitute in social, personal and financial spheres. Carl Roger’s disapproved of conditions of worth, and, in fact, he believed that human beings and other organisms strive to fulfill their potential. This striving represents what Roger’ s termed â€Å"the actualizing tendency† and the â€Å"force of life.† This growth enhancing aspect of life motivates all life forms to develop fully their own potential. Rogers believed that mental illness reflects distortions of the actualizing tendency, based upon faulty conditions of worth. It is clear that psychotic people deal with negatively skewed conditions of worth. It is an evident reality that the mentally ill could more successfully exist in the world if stigmas were not applied to them. The mentally ill engage in self-denigration and self-laceration that culminate in the destruction of selfhood. This psychological violence toward the mentally ill is supported by non-mentally ill others. The type of self-abuse by psychotic individuals would certainly abate if the normative dismissal of the mentally ill as worthless is not perpetuated. In spite of a prevalent view that psychotic individuals are unsuccessful in the context of psychotherapy, Roger’s theory and therapy of compassion cannot be assumed to be unhelpful to the mentally ill. The key components of Rogers’ approach to  psychotherapy include unconditional positive regard, accurate empathy and genuineness. Unconditional positive regard, accurate empathy and genuineness are considered to be qualities of the therapist enacted in relation to the client in terms of humanistic therapy. These qualities are essential to the process of humanistic therapy. In terms of these qualities, unconditional positive regard is a view of a person or client that is accepting and warm, no matter what that person in therapy reveals in terms of his or her emotional problems or experiences. This means that an individual in the context of humanistic psychotherapy, or in therapy with a humanistic psychologist or therapist, should expect the therapist to be accepting of whatever that individual reveals to the therapist. In this context, the therapist will be accepting and understanding regardless of what one tells the therapist. Accurate empathy is represented as understanding a client from that person’s own perspective. This means that the humanistic psychologist or therapist will be able to perceive you as you perceive yourself, and that he will feel sympathy for you on the basis of the knowledge of your reality. He will know you in terms of knowing your thoughts and feelings to ward yourself, and he will feel empathy and compassion for you based on that fact. . As another quality enacted by the humanistic therapist, genuineness is truthfulness in one’s presentation toward the client; it is integrity or a self-representation that is real. To be genuine with a client reflects qualities in a therapist that entail more than simply being a therapist. It has to do with being an authentic person with one’s client. Carl Rogers believed that, as a therapist, one could be authentic and deliberate simultaneously. This means that the therapist can be a â€Å"real† person, even while he is intentionally saying and doing what is required to help you. The goal of therapy from the humanistic orientation is to allow the client to achieve congruence in term of his real self and his ideal self. This means that what a person is and what he wants to be should become the same as therapy progresses. Self-esteem that is achieved in therapy will allow the client to elevate his sense of what he is, and self-esteem will also lessen his need to be better than what he is. Essentially, as the real self is more accepted by the client, and his raised self-esteem will allow him to be less than some kind of â€Å"ideal† self that he feels he is compelled to be. It is the qualities of unconditional positive  regard, accurate empathy and genuineness in the humanistic therapist that allow the therapist to assist the client in cultivating congruence between the real self and the ideal self from that cli ent’s perspective. What the schizophrenic experiences can be confusing. It is clear that most therapists, psychiatrists and clinicians cannot understand the perspectives of the chronically mentally ill. Perhaps if they could understand what it is to feel oneself to be in a solitary prison of one’s skin and a visceral isolation within one’s mind, with hallucinations clamoring, then the clinicians who treat mental illness would be able to better empathize with the mentally ill. The problem with clinicians’ empathy for the mentally ill is that the views of mentally ill people are remote and unthinkable to them. Perhaps the solitariness within the minds of schizophrenics is the most painful aspect of being schizophrenics, even while auditory hallucinations can form what seems to be a mental populace. Based upon standards that make them feel inadequate, the mentally ill respond to stigma by internalizing it. If the mentally ill person can achieve the goal of congruence between the real self and the ideal self, their expectations regarding who â€Å"they should be† may be reconciled with an acceptance of â€Å"who they are†. As they lower their high standards regarding who they should be, their acceptance of their real selves may follow naturally. Carl Rogers said, â€Å"As I accept myself as I am, only then can I change.† In humanistic therapy, the therapist can help even a schizophrenic accept who they are by reflecting acceptance of the psychotic individual. This may culminate in curativeness, although perhaps not a complete cure. However, when the schizophrenic becomes more able to accept who they are, they can then change. Social acceptance is crucial for coping with schizophrenia, and social acceptance leads to self-acceptance by the schizophrenic. The accepting therapist can be a key component in reducing the negative consequences of stigma as it has affected the mental ill patient client. This, then, relates to conditions of worth and the actualizing tendency. â€Å"Conditions of worth† affect the mentally ill more severely than other people. Simple acceptance and empathy by a clinician may be curative to some extent, even for the chronically mentally ill. If the schizophrenic individual is released from conditions of worth that are entailed by stigmatization, then perhaps the actualizing tendency would assert itself in them in a positive way, lacking distortion. In the tradition of person-centered therapy, the client is allowed to lead the conversation or the dialogue of the therapy sessions. This is ideal for the psychotic individual, provided he believes he is being heard by his therapist. Clearly, the therapist’s mind will have to stretch as they seek to understand the client’s subjective perspective. In terms of humanistic therapy, this theory would seem to apply to all individuals, as it is based upon the psychology of all human beings, each uniquely able to benefit from this approach by through the growth potential that is inherent in them. In terms of the amelioration of psychosis by means of this therapy, Rogers offers hope. Behavioral Treatment Modalities that Evolved from Humanistic Theory Treatment modalities can be simply defined as methods of treatment. These are ways in which a doctor or an allied health professional would go about treating a condition. The major behavioral treatments in Humanistic Theory are: Client-Centered Therapy Carl Rogers and his client-centered therapy provide a clear example of the humanistic focus on the therapeutic relationship. Rogers wrote extensively about the process of fostering a warm and genuine relationship between therapist and client. He particularly noted the importance of empathy, or emotional understanding. Empathy involves putting yourself in someone else’s shoes and conveying your understanding of that person’s feelings and perspectives. The client-centered therapist does not act as an â€Å"expert† who knows more about the client than the client knows about himself or herself. Rather, the therapeutic goal is to share honestly in another human’s experience. Rogers encouraged self-disclosure on the part of the therapist, intentionally revealing aspects of the therapist’s own, similar feelings and experiences as a way of helping the client. Rogers also felt that client-centered therapists must be able to demonstrate unconditional positive regard for their clients. Unconditional positive regard involves valuing clients for who they are and refraining from judging them. Because of this basic respect for the client’s humanity, client-centered therapists  avoid directing the therapeutic process. According to Rogers, if clients are successful in experiencing and accepting themselves, they will achieve their own resolution to their difficulties. Thus client-centered therapy is nondirective. Gestalt therapy Gestalt therapy is a humanistic form of treatment developed by Perls. Perls viewed life as a series of figure-ground relationships. For example a picture is hanging on a wall. The picture is a figure and the wall is the back ground. For a healthy person current needs can be perceived clearly in that person’s life, just as figure can be perceived against a distinct ground (background).when current needs are satisfied, they fade into the ground and are replaced by new needs, which stand out in their turn and are equally recognizable. Perls believed that mental disorders represent disruptions in these figure-ground relationships. People who are unaware of their needs or unwilling to accept or express them are avoiding their real inner selves. They lack self awareness and self acceptance, they fear judgment of others. The technique of role playing that is to act out various roles assigned by the therapist. Therapies Identified in Humanistic Theory and their Therapeutic Benefits to the Client. The Benefits of Humanistic Therapy Applying Theories to Healthcare Practice allows growth in a positive way for both the client and the nurse. Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones of a humanistic approach to learning (Rogers, 1994; Snowman & Biehler, 2006). During humanistic therapy sessions, patients are treated in a manner that emphasizes their innate goodness and potential. The humanistic therapist is encouraged to act in a manner consistent with the themes of unconditional positive regard, empathy, genuineness, and congruence. In an article on the website of the Association for Humanistic Psychology, humanistic psychologist Stan Charnofsky described the benefits of humanistic therapy in this manner: †¢Ã¢â‚¬Å"Humanistic therapy has  a crucial opportunity to lead our troubled culture back to its own healthy path. More than any other therapy, Humanistic-Existential therapy models democracy. It imposes upon the client least of all. Freedom to choose is maximized. We validate our clients’ human potential. Carl Rogers proposed that therapy could be simpler, warmer and more optimistic than that carried out by behavioral or psychodynamic psychologists. According to Carl Rogers he suggested that clients would be better helped if they were encouraged to focus on their current subjective understanding rather than on some unconscious motive or someone else’s interpretation of the situation. Rogers strongly believed that in order for a client’s condition to improve therapists should be warm, genuine and understanding. The starting point of the Rogerian approach to counseling and psychotherapy is best stated by Rogers (1986) himself. â€Å"It is that the individual has within himself or herself vast resources for self-understanding, for altering his or her self-concept, attitudes and self-directed behavior – and that these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided.† Rogers rejected the deterministic n ature of both psychoanalysis and behaviorism and maintained that we behave as we do because of the way we perceive our situation. â€Å"As no one else can know how we perceive, we are the best experts on ourselves.† (Gross, 1992) Believing strongly that theory should come out of practice, Rogers developed his theory based on his work with emotionally troubled people and claimed that we have a remarkable capacity for self-healing and personal growth leading towards self-actualization. He placed emphasis on the person’s current perception and how we live in the here-and-now. Theory is the notion of self or self-concept. This is defined as â€Å"the organized, consistent set of perceptions and beliefs about oneself†. It consists of all the ideas and values that characterize ‘I’ and ‘me’ and includes perception and valuing of ‘what I am’ and ‘what I can do’. Consequently, the self concept is a central component of our total experience and influences both our perception of the world and perception of oneself. For instance, a woman who perceives herself as strong may well behave with confidence and come to see her actions as actions performed by someone who is confident. The self-concept  does not necessarily always fit with reality, though, and the way we see ourselves may differ greatly from how others see us. For example, a person might be very interesting to others and yet consider himself to be boring. He judges and evaluates this image he has of himself as a bore and this valuing will be reflected in his self-esteem. The confident woman may have a high self-esteem and the man who sees himself as a bore may have a low self-esteem, presuming that strength/confidence are highly valued and that being boring is not. Person Centered Therapy Personal Centered Therapy or client centered therapy. The Rogerian client-centered approach puts emphasis on the person coming to form an appropriate understanding of their world and themselves. A person enters person centered therapy in a state of incongruence. It is the role of the therapists to reverse this situation. Rogers (1959) called his therapeutic approach client-centered or person-centered therapy because of the focus on the person’s subjective view of the world. Rogers regarded every one as a â€Å"potentially competent individual† who could benefit greatly from his form of therapy. The purpose of Roger’s humanistic therapy is to increase a person’s feelings of self-worth, reduce the level of incongruence between the ideal and actual self, and help a person become more of a fully functioning person. Client-centered therapy operates according to three basic principles that reflect the attitude of the therapist to the client: 1. The therapist is congruent with the client. 2. The therapist provides the client with unconditional positive regard. 3. The therapist shows empathetic understanding to the client. Congruence in Counseling  Congruence is also called genuineness. Congruence is the most important attribute in counseling, according to Rogers. This means that, unlike the psychodynamic therapist who generally maintains a ‘blank screen’ and reveals little of their own personality in therapy, the Rogerian is keen to allow the client to experience them as they really are. The therapist does not have a faà §ade (like psychoanalysis), that is, the therapist’s internal and external experiences are one in the same. In short, the therapist is authentic. Unconditional Positive Regard The next Rogerian core condition is unconditional positive regard. Rogers believed that for people to grow and fulfill their potential it is important that they are valued as themselves. This refers to the therapist’s deep and genuine caring for the client. The therapist may not approve of some of the client’s actions but the therapist does approve of the client. In short, the therapist needs an attitude of â€Å"I’ll accept you as you are.† The person-centered counselor is thus careful to always maintain a positive attitude to the client, even when disgusted by the client’s actions. Empathy is the ability to understand what the client is feeling. This refers to the therapist’s ability to understand sensitively and accurately [but not sympathetically] the client’s experience and feelings in the here-and-now. An important part of the task of the person-centered counselor is to follow precisely what the client is feeling and to communica te to them that the therapist understands what they are feeling. In the words of Rogers (1975), accurate empathic understanding is as follows: â€Å"If I am truly open to the way life is experienced by another person†¦if I can take his or her world into mine, then I risk seeing life in his or her way†¦and of being changed myself, and we all resist change. Since we all resist change, we tend to view the other person’s world only in our terms, not in his or hers. Then we analyze and evaluate it. We do not understand their world. But, when the therapist does understand how it truly feels to be in another person’s world, without wanting or trying to analyze or judge it, then the therapist and the client can truly blossom and grow in that climate.† Because the person-centered counselor places so much emphasis on genuineness and on being led by the client, they do not place the same emphasis on boundaries of time and technique as would a psychodynamic therapist. If they judged it appropriate, a person-centered counselor might diverge considerably from orthodox counseling techniques. As Mearns and Thorne (1988) point out, we cannot understand person-centered counseling by its techniques alone. The person-centered counselor has a very positive and optimistic view of human nature. The philosophy that people are essentially good, and that ultimately the individual knows what is right for them, is the essential ingredient of successful person centered therapy as â€Å"all about loving†.