Personal Skills Require for Organizational Objectives

Personal Skills Require for Organizational Objectives Evaluate the personal and professional skills, as outlined in the brief, required to meet both organization and own goals and objectives. Introduction The success of any organization is depends critically on the abilities and performance of its employee not by an individual but also on the way the employee work with each other. In a fast changing business environment it is not just enough to hire talent staff but the organization need to develop them, provide the training to the employee, retrain them in order to keep pace with technology and rival with global market. So it is very important to evaluate the personal and professional skill to achieve both organizational and individual objectives. Definition â€Å"Personal and Professional development is the process through which the organization and individual engage in the process of learning to meet the challenges and desire goal. It is associate with the development needs of the individual as well as group† In this task we have identified and evaluated key personal and professional managerial/ leadership skills like time management, running meetings, making presentations and stress management, these can be accomplished through examine current skills and preparing and impel maintaining Personal Development Plans. This plan will be acquired by Analyzing current skills and preparing and implementing personal development plans. Professional skills concerned with counselling and coaching staff to support them to learn their own learning and development requirement. Professional skills required leadership; managerial skill etc and these all are come with the self-development and continue efforts by mentor who guide the staff by delivering effective presentation, some of the example are as follow Mentoring Mentoring is a effective elements of the training to learning and development and an increasing popular tool by supporting personal development. Mentoring is the long term passing on of support, guidance and advice. In the workplace it has been liable to describe a relationship in which a more experienced colleague uses their greater knowledge and understanding of the work or workplace to support the development of a more junior or inexperienced member of staff. Its also a form of apprenticeship, whereby an inexperienced learner learns the tricks of the trade from an experienced colleague, backed-up as in modern apprenticeship by offsite training. Mentoring is used specifically and separately as a form of long term tailored development for the individual which brings benefits to the organisation. The characteristics of mentoring are: Mentoring is a important form of development It concentrates on helping an individual to shape their career and develop skills. Personal problem can be discussed more effectively by help of mentoring the individual. Such activities of mentoring have both individual and organizational goals. Counselling In todays competitive business arena, a lot of pressure is being apply on many of the employee of an organization, and this create a stress and strain which affect their physical and mental health. Thus, there is a need for proper and accurate counselling skill for some employee. The objectives of counselling are to relieve work burden and make the work very easy to create healthy work environment. So, it is imperative for a manager have to be full equipped to handle such situations as employees need professional help as well as emotional and mental support. Kavita Singh (2007) Counselling Skills for Managers, Paperback What is Coaching? Coaching is the process of creating environmental and building the relationships that boost the development of skills and the performance the direct reports and the manager. Coaching is powerful sills that can be used to maintain and improve performance and to develop new skills and enthusiasm that will help your direct reports exceed current performance and enhance their job satisfaction. When a manager becomes an effective coach, he has the ability to build a group of confident, self-motivated achievers. Following are the benefits from effective coaching Benefits to the organization Helps the bottom line since more work Is done at a lower cost Attracts high-quality job seekers because people want to work for companies that develop their people Turnover is reduced because employees want to stay Benefits to the manager Get the work done the way it needs to be done Have employees that want to work for you Can get more work done when people are able to do it Your stress level is reduced Can get time to do other work. Multitasking In the organization, multitasking is mandatory skill at the workplace. A study suggests that daily workplace interruptions, such as phone calls or e-mail, consume more than two hours of the average professionals workday. Some time it is very important to work on different project because it can save time and increase a productivity of an individual, some time extreme multitasking can cause the opposite to occur. (/www.allbusiness.com/economy-economic-indicators/economic/8898826-1.html) Leadership Leadership is the ability to motivate an individual or a group of people toward a common goal. Leadership is the essential quality of a manager. It helps manager how to follow the plan, leadership skill is not a inborn skill it comes by the experience and it can be improved with the practice. Leadership Styles There are many approaches, and style of leadership that are based on different assumptions and theories. The style that individuals use will be based on a combination of their beliefs, values and preferences, as well as the organizational culture and norms which will encourage some styles and discourage others. Some Leadership Styles in Practice are following Organize meetings The important part of leadership style is to organize the meeting for better management and communication. Schedule meeting save time and increase motivation, it also increase productivity. Meeting planning is the best way to find out the problem solution, and avoid the conflicts as well. Effective Presentation skill: Presentation skill is the part of communication; better presentation and public speaking are essential aspect for work and life. Effective presentation skills are important in the organization, whether it is a human resource department of marketing department. Communication skill develops the confident and capability in the individual anyone can give a good presentation, or perform public speaking to a professional and impressive standard. Like most things, it simply takes a little preparation and practice. Time and Stress Management The role of Leader/Manager can be very stressful! Management studies have suggested that these roles include a very wide mix of activities, most of which cannot always be controlled or even predicted. Outcome-I-BETOLA-10573 Evaluate ways in which a successful manager can acquire these skills What Do Managers Do? Personal and professional skills are essential for an individual or a manger to achieve organizational goals. There are two types of function namely, operative and managerial function. The topic below discusses the managerial function to develop professional and personal skills the managerial function are as under. 1. Planning Planning is essential before doing something, because proper planning helps an organization to achieve its objectives. A manager should have planning skill to make work effective, the main task of planning are strategic and business planning, project planning, human resource planning and promotion planning. Well beginning half done, so to get target result, pre-planning can be helpful to manager. 2. Organizing resources After making effective planning the next duty of the manager is to organize resources. Organization are division of different department like., human resource department, finance, marketing, etc., so these all are the resources of the organization, and these resources should be well organized. Organization is the main managerial function, so it is the duty of a manager to organize resources effectively. 3. Leading Leading is the important function of management because it leads the company towards the goal. After making the certain business policy, it is important to lead them on right direction; it is the duty of manager to influence the people to follow the right direction either it is individual or group. Performance management play an important role to lead organization effectively towards the certain goal. 4. Controlling/Coordinating Controlling and coordinating is the process of running the organization structure effectively. This embrace ongoing collection of feedback or monitoring and adjusting of system, process and structure accordingly for example, uses of financial controls, policies and procedures, performance management, and risk management. Outcome-IIETOLA-10573 Personal Skills Audits This task describe about the personal skill audit, knowledge and aspects, and the importance of the effective personal skill audit. The task focuses on the interpersonal skill of the manager and how managers should address any shortfalls in personal styles, in addition to provides guideline about the analysis of personal performance in the job role. Key to the audit is the notion of continuous professional development, and the need to apply all phases of the learning cycle to personal development activities. It also provides a framework to reflect on personal and professional development, notably in terms of self awareness (strengths and weaknesses, emotional resilience, creativity, analytical problem solving, social skills, mental agility, balanced learning habits). Psychometric tests are structured tests, taken in exam-like conditions, which aim to measure objectively a persons ability, or certain aspects of their personality. Most psychometric tests which measure ability, and virtually all accredited psychometric tests which measure aspects of personality, are devised by occupational psychologists SWOT analysis is a tool for auditing an organization and its environment. It is the first stage of planning and helps marketers to focus on key issues. SWOT stands for strengths, weaknesses, opportunities, and threats. Strengths and weaknesses are internal factors. Opportunities and threats are external factors. Your specialist marketing expertise. A new, innovative product or service. Location of your business. Quality processes and procedures. Any other aspect of your business that adds value to your product or service. Lack of marketing expertise. Undifferentiated products or services (i.e. in relation to your competitors). Location of your business. Poor quality goods or services. Damaged reputation. A developing market such as the Internet. Mergers, joint ventures or strategic alliances. Moving into new market segments that offer improved profits. A new international market. A market vacated by an ineffective competitor. A new competitor in your home market. Price wars with competitors. A competitor has a new, innovative product or service. Competitors have superior access to channels of distribution. Taxation is introduced on your product or service. A word of caution, SWOT analysis can be very subjective. Do not rely on SWOT too much. Two people rarely come-up with the same final version of SWOT. TOWS analysis is extremely similar. It simply looks at the negative factors first in order to turn them into positive factors. So use SWOT as guide and not a prescription. Be realistic about the strengths and weaknesses of your organization when conducting SWOT analysis. SWOT analysis should distinguish between where your organization is today, and where it could be in the future. SWOT should always be specific. Avoid grey areas. Always apply SWOT in relation to your competition i.e. better than or worse than your competition. Keep your SWOT short and simple. Avoid complexity and over analysis SWOT is subjective. Outcome-IIIETOLA-10573 Task-I produce a detailed personal development plan How to produce personal development plan A Personal Development Plan is a document process that reflect the objectives of development for further planning, this help to set-up a development objectives for the future. This plan helps to build a border for achieving goal and create atmosphere where people take responsibility for their responsibility. Effective Personal Development Plan should be: Realistic Relevant Monitored Agreed Reviewed Effective personal development plan need outline agreed development need, identified the actions to meet the need. The plan also identified timescales for completion and indicates responsibility for implementation; furthermore it should be contained suggested review dates. Objectives There are certain objectives to build an effective personal development plan among them the SMART objectives is very effective, which summaries as under. Specific clearly stating what is to be achieved Measurable how will you know you have been successful? Action-orientated specifying what needs to be done Realistic is it within your control and capability Timely achievable within a credible How to prioritise objectives? Objectives should be prioritised according to organisation / department need. You need to be careful not to have too many objectives on your PDP. Its  better to have a few that you can achieve than a long list that you cant. You  may wish to consider: What new skills do you need in your job and what existing skills must you improve Think about your current objectives related to your section /Division / service plan. Is there anything in these where Improving your knowledge and skills will enable you to achieve Your aims or improve results? For the longer-term strategic objectives of your role, is there an  obvious progression of stages? What timeframe do you see for your Career Development  objectives? Is there again an obvious progression of stages  towards your goal? Task-3- evaluate and review the effectiveness and impact of your learning, and how you will be use this for the future. An individual must have a focus for learning a new set of behaviors. Think about where you are now and where you see yourself upon completing a goal. A goal is like a finish line, you run forward for the accomplishment. You aim for the prize. Setting goals is top priority in a personal development plan. It requires a specific and clear intention followed by action. Once you have established your goal, it should be followed with consistent behaviors which are conducive to reaching that goal. How do you learn new behaviors? By educating yourself. Seeking knowledge on your specific area of focus is crucial for replacing old behaviors or habits with new ones. Plenty of resources exist today for self-help. On any level, you can find information to teach you how to identify problem areas in your life. If in the process you find yourself overwhelmed, frustrated or just plain stuck, consider using a life coach. Life coaches are a wonderful resource for success with a personal development plan. They can provide a strong support system. They have knowledge of self-improvement tools and skills to teach them to you. A life coach will give you positive feedback and encourage you to persevere. Not everyone can do it alone, that is why life coaches exist. There is a lot to be said about someone cheering you on as go for it. They can help monitor your successes and setbacks. Whether or not you choose to use a life coach or go it alone, be sure to zero in on your strengths. It is easy to fall prey to loss of confidence from not focusing on strengths. Learn new skills to complement your strengths and confidence. It is amazing how learning affects over-all well being. When you create your personal development plan, realize magic doesnt happen overnight. It is becoming conscious of your world and how you operate within it. Daily you must make choices that benefit your goals. By doing so, eventually the prize does appear. You must also realize that personal development is a life choice. Some people appear content to meander in their world, oblivious to needed changes. However, life is meant for change. If you do the same things over and over, you will get the same results. Self improvement in life settings and circumstances should always be considered relevant and necessary. You can recreate your life with a good personal development plan. Self-assessment of problem areas of your life is the first step. Set realistic goals. Choose actions and behaviors which benefit the goals. Maintain a positive support system. And most of all, applaud yourself for wanting something different for your life. Conclusion: Personal Development Plan can be very effective tools to helping an individual to reflect and record his learning and achievement in a proper way; it can also be effective to make planning his or her further personal and professional development. This process can encourage deep reflection and long term learning habits which focus on their future development.

Importance of Debate in John Milton’s Paradise Lost :: Milton Paradise Lost Essays

Importance of Debate in John Milton’s Paradise Lost Paradise Lost Is an epic novel depicting the creation of the world and Man's fall from grace. It also shows the fall of Lucifer and his entrapment in Hell with other arch demons. Though Lucifer was one of the most beautiful angels, he became the most hideous of creatures in hell as Satan, the most powerful demigod-god. Satan resents God for the punishment that he has received and seeks revenge on Him. Satan knows, however, that he and his forces are no match for the might of Heaven, so he calls for a debate among his devilish council to work through their options. John Milton portrays the arch-demons of hell like members of the Senate, toiling over how to get back at God. The arguments are similar only in that they all believe that some course of action must be taken, but in most ways they are vastly different. Each debate builds on the last until the best compromise is met. Satan begins the debate with his opening remarks. He sounds hopeful, even though he knows that Hell is no match for God. Satan then yields the floor to Moloch, who argues the most extreme course of action. He believes that a full out war on Heaven is the only way to seek revenge on God. Moloch's speech was the first argument so the other demons were the most open minded about his ideas. Belial then took the stand, though he had a far different view than Moloch's. Belial can see that they are no match for the power of God, and therefore denizens of Hell should be benign and hope that God pities them. In other words, Belial is ready to give up because he recognizes that their hands are tied. He is hoping that God wants them to realize this and will allow them back into heaven for admitting that He is superior. Belial's argument is the complete opposite of Moloch's in that he believes in repentance, not revenge. Mammon disagrees totally with Belial's argument. He thinks that because they have been banished from heaven and become so obviously hideous, there is no longer any place for them there. He believes that they are forever banished to Hell and they should make the most of their situation. Repentance is not an option in his mind. According to Mammon, the arch-demons should make the most of a bad situation.

Literary Utopian Societies Essay examples -- essays research papers f

Literary Utopian Societies â€Å"The vision of one century is often the reality of the next†¦Ã¢â‚¬  (Nelson 108). Throughout time, great minds have constructed their own visions of utopia. Through the study of utopias, one finds that these â€Å"perfect† societies have many flaws. For example, most utopias tend to have an authoritarian nature (Manuel 3). Also, another obvious imperfection found in the majority of utopias is that of a faulty social class system (Thomas 94). But one must realized that the flaws found in utopian societies serve a specific purpose. These faults are used to indicate problems in contemporary society (Eurich 5, Targowski 1). Over the years, utopian societies have been beneficial in setting improved standards for society. By pointing out the faults of society, improvement is the most likely next step. Citizens should take advantage of utopian literature in order to better future societal conditions (Nelson 104). Because it is impossible to create a perfect society in whi ch everyone’s needs can be met, society must analyze utopias in order to improve their existing environment. Plato’s Republic was the first â€Å"true† work considered to be utopian literature. In fact, the Republic influenced almost all later text written on the subject of utopia (Manuel 7). Although the Republic was one of the most influential works in utopian literature, the society that it represented also had many obvious flaws. First, Plato’s utopia had a distinct class system (Morely iii, Bloom xiii). The privileged class that ruled the society also enforced censorship in order to keep control over the Republic (Manuel 5). To perform all of the lowly tasks of the society, a system of slavery was enforced (Manuel 9). In addition, different forms of propaganda were used to keep the citizens in check (Manuel 5, Bloom xiv). The political and economic systems, in which the wealthy class controlled all the funds, were extremely restrictive (Mumford 4, Bloom xiii). With the society being in opposition to change, it would have obviously failed. A static society, in which propaganda is used to promote the State, disrupts the creative thinking process. And, without the creative thinking process, intellectual growth as a whole also slows (Mumford 4, Benz 3). Yet another famous Utopian society that appears to thrive on the surface is that of Sir Thomas More’s Utopia. More’s society was ... ...us. Brave New World. New York: Harper & Brothers, 1932. Kateb, George, ed. Utopia. New York: Atherton Press, 1971. Manuel, Frank E., ed. Utopias and Utopian Thought. Boston: Houghton Mifflin Company, 1966. Morley, Henry, ed. Ideal Commonwealths. New York: Kennikat Press, 1968. Mumford, Lewis. The Story of Utopias. New York: The Viking Press, 1962. Nelson, William, ed. Twentieth Century Interpretations of Utopia. Englewood Cliffs, New Jersey: Prentice-Hall, 1968. Taragowski, Henry W. Utopia. 6 Jan. 1999 . Thomas, John L., ed. Looking Backward 2000-1887. Cambridge, Massachusetts: Harvard University Press, 1967. Utopia and Utopian Philosophy. Ed. Jon Will. 1999. Utopia Pathway Association. 6 Jan. 1999 . Validation of Electronic Sources Phillip Benz received a Master’s Degree in English Literature and currently teaches in France. Philip Coupland is a professor at Warwick University. Jon Will is the Vice President of the Utopia Pathway Association. Henry Taragowski is a professor at Xavier University. Peter Fitting is the Chairman of the Society for Utopian Studies.

Lawmakers who Skipped Trip to Manhattan Insulted Constituents :: Letter to the Editor Essays

Lawmakers who Skipped Trip to Manhattan Insulted Constituents The visit to K-State by the Kansas Legislature last Thursday quite uplifting in a way, knowing that even though legislators face perhaps the toughest year of their careers, they still take time to get out of the chambers and listen to the people of Kansas. And then I read the article in Friday’s paper. Hopefully our elected officials have read the article I am referring to, and may they also take notice of this response. For readers who are unfamiliar with the story, although many of the leaders actually traveled to Manhattan to hear presentations about proposed research facilities, approximately 60 legislators chose not to attend. Some of them skipped simply out of protest, claiming the trip catered to lobbyists. To those few who made such a misguided choice, listen up. We’re going to review some basic concepts of government you may have forgotten. Your paycheck comes from the State of Kansas, which receives funds from Kansas taxpayers, who put you into office. Essentially, Kansans who pay taxes, myself included, are collectively your bosses. I’d love to be able to stand in front of the person who hired me and declare that I will not do my job today. Unfortunately, there is a high probability that I would not have a job the following morning. To those legislators who chose simply out of spite not to join your fellow leaders in the trip to K-State, you sent the wrong message to your approximately 22,000 constituents, telling them that you refuse to live up to the obligations placed upon you when you took office. It should be noted that some legislators had legitimate reasons for skipping the trip. But for those who did not have prior commitments or pressing matters, the blunt refusal of a request to be heard by the people of Kansas is utterly unacceptable. Public leaders should not be allowed to â€Å"protest† Kansans, even if they do consider it a â€Å"snow day.† Was the presentation in Manhattan a lobbying pitch? Perhaps, but what does it matter? Lobbyists or not, they’re still Kansas taxpayers who contribute toward your salaries, and you have an obligation to listen to them. The mindset, â€Å"we make them take off work and come see us,† is not how government should work. To our legislators who like to hide behind their desks rather than face their bosses, allow me to make a suggestion: The next time you receive an offer to visit with the public about public issues, take it.

Engage in personal development in health, social care or children’s a young people’s settings Essay

My role of a Teaching Assistant begins at 7.45 am where my colleague and I begin preparation for the school Breakfast Club. This includes setting out table top activities such as jigsaws, colouring and ipads. Breakfast Club also has a pool table so I write a weekly rota for this to ensure fair play. During breakfast club I encourage the children to sit together and eat a healthy breakfast of cereal, toast and choice of fruit juice. I have time to sit, chat and take part in the activities the children are doing which enables me to form good relationships with the children there. Breakfast Club is new to the school in Sept 2013 so we are currently putting together a display board which shows examples of the breakfasts, posters designed by the children and pictures of the staff that work there. Then I have 10 minutes in the nursery unit to help the teacher do some preparation for the day, for example this maybe hiding arrows around the playing field for the children to take part in a treasure hunt or preparing pots of paint. We then welcome the children into class and help them with hanging up coats and bags, comforting any that maybe distressed as their carer has left. Once they are settled the teacher will begin the register and my role is to help the children take part and sit quietly on the carpet and listen. We then begin our morning activity. I will be asked to take a small group with me for example to draw an apple tree and have to complete a short assessment on them. For example ask them to draw a tree; are they using brown for the trunk? Green for the leaves? Can they follow a simple instructions? Whilst taking part in this activity I bring as much of the welsh language as possible e.g. I will ask them the welsh words for the colours we are using. We then head back to the class for ‘tidy up time’ and snack. Two mornings I prepare the snack of toast and milk. Then 3 mornings I supervise the Reception children on the yard. I ensure the children are playing happily with one another and no one is left on their own. Often I bring out bikes so I have a timer to make sure each child has the same amount of time on a bike. Some children may need the toilet and I assist in any personal care needs required or if they have had an accident then I will put gloves on and change the child. Then it’s back to Nursery class for the second part of the morning which could be songs or story on the carpet where I encourage ‘good sitting and listening’ for the teacher. At 11.30 most of the nursery children are getting collected so I again help with bags and sing our welsh going home song. I then make sure the classroom is tidy and take the Reception children over to the main dinner hall for them to have a cooked lunch. Whilst there I make sure each child has a meal, desert and drink. I encourage them to eat as much as they feel they can. If the leave something, for example carrots and will ask that they eat as many as they can. Once the dinner hall is empty and the tables wiped down I supervise on the main yard with Years 1-6. There the children will ask me if they want to go inside the School for the toilet or a drink. I will discipline any children that are not acting appropriately; I make sure no one is left on their own. Then I take part in encouraging happy play by blowing bubbles for the younger children and help with skipping and taking part in any fun games they want to do. If we have any injuries then I take them to the school secretary and write in accident book and call the parents if I feel it is necessary. Page 2 – Kathryn Di Terlizzi Assignment Unit 332 (1.2) For all Teaching Assistant roles there is a set of National Occupational Standards (NOS) set out by each individual school. These NOS offer guidance on wider aspects for competent performance (Burnham 2010 pg 118). They were set up to realise the potential of all teaching support staff whatever their role. (http://www.napta.org.uk/) The standards are statements about how tasks should be carried out and the minimum acceptable quality of practice that should be delivered. I have looked closely through the standards and looked at the most important ones to me in my role and given an explanation on each one as follows – 301.3 Understand legislation, policies and procedures for confidentiality and sharing information including data protection The Data Protection Act of 1998 is designed to ensure that confidential information cannot be passed to others without the individual consent. In my role I am exposed to a great volume of confidential information and I understand I cannot pass this to anyone. My sons attend the same school so I am often approached by parents at birthday parties asking me how their child is getting on. I understand the schools confidentiality policy so say sorry I can’t discuss this outside of school, please come and see the teacher and discuss on Monday. 302.3 Understand school ethos, mission, aims and values The school ethos –â€Å"St David’s Roman Catholic Primary School is part of the living presence of Christ in the modern world. Part of our purpose is, by the education, care and protection of our children, to present a model of Christian living that is clear to all.† (https://swansea-edunet.gov.uk/en/schools/StDavids/Pages/Mission_Statement.aspx) I am employed in a Catholic primary school but I am not a Catholic. However daily I embrace the catholic ethos and take part in Mass, Prayers and Religious Education activities. For example October is the month of the Rosary Bead. This week we have been learning about the letter ‘b’ so to tie in religion I have asked the children to bring in any Rosary Beads they have to ‘show and tell’ to the class. This builds confidence talking in front of the class and brings in the school ethos. 303.2 Be able to prepare for learning activities Before the children arrive in the morning the teacher will inform me of what activity I will be doing with them. For example when we were learning about the letter ‘a’ Mrs Jones asked me to take the children to the field in small groups and draw the apple tree. Preparation is vital for this to ensure it runs smoothly. As once the children are with me on the field if I have forgotten something for safety reasons I cannot run back to the class leaving the children. Frustratingly they would have to come back with me which would cut down the activity time. First I gather the resources I need for the activity, chairs, clipboards, paper, and pencils. Then once my 5 children are ready I make sure if it has been wet they are wearing Wellington boots and coats and hold on to the handrail as they exit the classroom. I make sure they walk carefully in a straight line down the path, closing the nursery door behind me which has a safety code so no outsider can gain access. Once we have arrived at the field I make sure our immediate environment is safe for example by checking for things the children could trip over. Depending on the children I may need to adapt some of the resources for example some children find it difficult to press hard with a pencil so I make sure I have other things with me like crayons and felt tip pens. Page 3 – Kathryn Di Terlizzi Assignment Unit 332 304.2 Be able to promote positive behaviour It is imperative in any school for children to have guidelines in school so they have a clear understanding of how to behave in school. Children need to be aware of the boundaries within which to manage their behaviour, so that they understand what is expected of them. (Burnham 2010 pg 58) In our nursery unit we encourage positive behaviour with stars on their jumpers to go home and show their parents. If a child has done something positive like sat well and listened to a story we will tell the whole class how happy we are with that child and give them a bigger reward like make them the ‘helpwr y dydd’ – helper of the day. 306.2 Understand the impact of prejudice and discrimination on children and young people Children can experience prejudice and discrimination in several ways, religion, ethnicity, sex, body image, disabilities. It will affect their self esteem and their learning will almost defiantly be affected. They could be come withdrawn and may not want to attend school. You must ensure your own inbuilt ideas do not affect how you treat children. I have not come across it yet but understand I must always challenge discrimination. It can be promoted in a positive way by posters in school and bringing in guest speakers to talk about their own experiences in a positive way. 331.2 Understand the factors that influence children and young people’s development and how these affect practice There are personal factors that could influence a child’s development for example their health. We have a child in Year 4 that has a heart problem and has missed a lot of school for operations. This could also affect his social activities for example on the playground. A child’s emotional development may also be affected depending on their awareness of their needs and the extent to which they are affected. It is important that the adults in school are aware of how pupils may be affected by these kinds of conditions so we can support them by ensuring they are included as far as possible. (Burnham 2010 pg 155) External factors can also have a massive affect. Families can go through significant changes through the school years for example separation, bereavement, new partners, house move or changing country. This can affect their ability to learn. Statistics show that children that suffer from poverty and deprivation are less lightly to thrive and achieve well in school. Some children make personal choices on friendship groups and extra curricular activities, they may need advice and support from adults to make sure the choices were right for them. Some children may come from a very alternative background such as a home schooling environment. These children may need some additional support until they become settled. (Burnham 2010 pg 156) There have been a number of theories of development. Many physiologists have different ideas about how children learn. Some think it is innate and others feel it depends on the opportunities a child has been given, often referred to the nature nurture debate. One of the physiologists Watson believed that we are all born with the same abilities and anyone can be taught anything and that it does not depend on innate ability but on watching others. His idea of ‘classical conditioning’ was born out of Ivan Pavlov’s research using dogs. He noted his subjects would salivate before the delivery of food. In a series of experiments he presented a variety of stimuli before the presentation of food, eventually finding that, after repeated association, a dog would salivate to the presence of a stimulus other than food. He termed this response a conditional reflex. (psychology.about.com) Page 4 – Kathryn Di Terlizzi Assignment Unit 332 Children that come into nursery are treated the same and assumed at first to have the same abilities. As it becomes apparent some children need more support than others then the level is identified. Appropriate bodies are brought in to observe and correct support is implemented. 333.4 Understand how to respond to evidence or concerns that a child or young person has been abused or harmed Possible signs or symptoms that may be cause for concern are – Acting out in an inappropriate sexual way with toys or objects Becoming withdrawn or very clingy Becoming unusually secretive Sudden unexplained personality changes, mood swings and seeming insecure Regressing to younger behaviours, e.g. bedwetting Outburst of anger New adult words for body parts Talk of a new, older friend and unexplained money or gifts Physical signs, such as, unexplained soreness or bruises around genitals or mouth, sexually transmitted diseases, pregnancy Not wanting to be alone with a particular child or young person (http://www.parentsprotect.co.uk/warning_signs.htm#) If a child tells me something I should listen and try as best I can to write down word for word what the child is telling me and not question anything they are saying just let them speak. I will then explain to them that I am not able to keep it a secret and I must tell Mrs Jones the teacher. Mrs Jones will then take the relevant action. The UK Government ratified the Convention on 16 December 1991. This means that the Government must make sure that every child in the UK has the rights that are listed in the Convention. The Government can do this by passing laws or by taking other action, including making sure that the rights in the Convention is widely known in the UK. One of these points is as follows – Protection from violence, exploitation, abuse, neglect and maltreatment: The Government must make sure you are protected from any type of physical or mental violence, injury or abuse, neglect, maltreatment or exploitation, including sexual abuse or exploitation, while you are living with your parents or in the care of anyone else. Special procedures must be set up to help you if you have been the victim of abuse. (http://www.lawstuff.org.uk/the-facts/what-are-childrens-rights) Bibliography www.teaching-assistants.co.uk www.napta.co.uk www.gov.uk/government/publications/nos-for-supporting-teaching-learning Oct 2010 Burnham, L (2010) â€Å"Support Teaching & Learning in Schools†. Published by Heinemann Reference List Burnham, L (2010) â€Å"Support Teaching & Learning in Schools†. Published by Heinemann www.psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm (accessed on 05/10/2013) http://www.parentsprotect.co.uk/warning_signs.htm# (accessed on 05/10/2013) http://www.lawstuff.org.uk/the-facts/what-are-childrens-rights (accessed on 05/10/13) https://swansea-edunet.gov.uk/en/schools/StDavids/Pages/Mission_Statement.aspx (accessed 05/10/13) http://www.napta.org.uk/ (accessed 05/10/13)

How Does Art and Music Relates to Each Other Essay

Art and music bring many cultures from all around the world together. Both express thoughts, emotions, stories, views, ideas, and opinions of human life. For instance, art is a form of expression as well as music. Moreover, music describe a person’s culture, life, feeling and hobbies as well as art. It is how people liberty to express themselves through music in whichever way they prefer. as well as art and what people confront on a daily basis. Furthermore, art and music has change over time and it has influence in the way we dress and dance. It also reflects on violence and drugs. Finally, have an extremely negative impact on the attitudes and behaviors of American youth. Music affects society now in days by influencing teens in the wrong way. For instance, music videos have made a humongous impact on the behavior of teens. Moreover, teens flaunt their bosoms around just because they see it on the videos so they portray the same image thinking that is the style. For example, Adriana, a cousin she dresses something similar to that and her response is that is what is in. Also, the way teens dance through music. For example, the songs Bring it, Donk, Ass by listening to this type of songs they start twerking dancing. In particular, a dance that teases and inappropriately moves. It consists of how you shake your behind. personality my perspectives about those move dances are inhuman. In addition, this type of songs has made an impact on the dances and it has everybody twerking. A dance that consist of shaking hips and bottom and bouncing up and down motion, causing to shake, wobble and jiggle . Another, huge impact would be the song and dance called The Twist it had have a tremendous impact back in the days. many people were against it but some were not. Foremost, John Johnson Jr. â€Å"The Twist† The Los Angeles Times, 2013) states. â€Å"Soon, the fad hopped generations, sweeping up the â€Å"Mad Men† set of swinging company men and their hip-shaking wives. Therefore, regardless if the song influences in an appropriate dance it is still going to be a big hit and it is going to have everybody dancing. Another, social message that is transmitting through music and art is the violence. For example, some friends would always-encountered dangerous scenes because of the designs imprinted on their clothes gang related as well as the music consisting of disrespecting others. onsequently, they were getting shoot at. In addition, my cousin Arthur was involved in the Mafia. He was kill in Mexico 3 years ago because of the music he used to listing to drugs as well as the clothes he used to were. His clothes had a picture of Mal Verde a major drug dealer. The drug music would inspire him to fight. He had a tragic death that was never solve he was kidnap and torture to death. In addition, many people are being influence in the drug life because of their admiration to those kinds of art as well as the music. On the other hand, it can inspire others to get out of that life style. For example, Biello, Johnson Jr. (â€Å"The Twist† The Los Angeles Times, 2013) states that â€Å"Biello, who hope the Twist would ease his exit from the Mob, never did get out. He was assassinated in 1967, in broad daylight in downtown Miami. The crime was never solved but was likely part of a power struggle in the top ranks of Mafia leadership. † Moreover, music and art is meant for uplifting and encouraging people yet over the years it has become degrading. Finally, the way it influences the teens today. The more aggressive the music, probably the more grumpy and rebellion they tend to get. The beauty of music has exploited into evil things. For instance, the music today such as rap and hip-hop has profanity and that is the type of music that teens listing today. Consequently, can be influential, and they will try to crazy things. In conclusion, art is music it is what gives life a meaning. For example, to share ideas, express feeling, tell a story It is what brings many different cultures together from all over the world. Weather it brings out good or bad messages it is still a form of art.

Example Research Paper

The Effects of Preferred vs Standard Colors on College Students’ Short Term Memory Kristen N. Williams Emporia State University Abstract Can color help enhance students' ability to learn and better prepare for tests and with other school assignments? The participants were 15 college students at Emporia State University. I used an independent two-group design where students signed up via Blackboard. Participants had 2 min to look at the word list, either black words or color words, then another 2 min to recall what they had seen.I was expecting to find more color words recalled than black words. However, I found no significance between colors and black words. This finding is inconsistent with the findings of Camp, Pecher, Schmidt, and Zeelenber (2009) where color did in fact affect a participant's ability in remembering. Keywords: recall, colors, memory, word list The Effects of Preferred vs Standard Colors on College Students’ Short Term Memory The ability to obtain and store information in a short time is short-term memory. Factors can help increase the ability to retain more information.According to Sagi (1980) â€Å"words of colors are recalled well than and at the expense of printed colors† (p. 149). Previous research by Dreschsler (1960) has suggested that different colors have different effects on individuals and can have some connection to one’s subconscious as well. According to Tait (1912), â€Å"colors may affect multiple aspects of one’s memory† (p. 1). Past research using recall-testing (Noble, 1952; Radvansky, Gibson, & McNerney, 2011; Rockway & Duncan, 1952; Watkins & LeCompte, 1991) studied how well people can retain information.Radvansky, et al. , (2011) found that among four experiments performed, when individuals had another sense manipulated, sense of sight, the individuals were able to retain words from the word list presented to them. The best perception that increased memory retention was the aspec t of colors (Radvansky, et al. , 2011) MacKinnon, Geiselman, and Woodward (1985) found that participants’ effort and their ability to retain information when paired with an interference decreased. As one progresses with age their memory may tend to fade ut some research has found an increase in memory retention when older adults performed a recall test using colors although multiple responses does tend to decrease after multiple features (Gagnon, Soulard, Brasgold, & Kreller, 2007, p. 210). Within this research, participants were in into two groups by their ages. They underwent three different conditions, the same for each group. While one test varied on one feature, like color, the second varied with color and size, while the third varied in three different features, color, size, and font.They tested participants to see how well they were able to retain the word list, along with the other features, because of the colors, both groups had the ability to remember more from the word lists, but the older individuals were not able to remember the other features as well as the younger participants. Many have used recall tests as their form of testing in their study, whereas the others use colors within their tests to help measure how it affects the individuals memory, whether it deals with emotional ties (Tait, 1912) or to just test whether it affects one’s ability in remembering (Camp, Pecher, Schmidt, & Zeelenber, 2009).The primary goal of my research was to see if participants would memorize a higher percentage of words in color than in black. I believe that this experiment could help students better their studying, may help students remember words for a test, or quiz, and possibly use color to help transfer items from short-term memory, to long-term. Method Participants Participants in this study were 15 college students enrolled in undergraduate psychology courses in the spring of 2012 at Emporia State University. Participants possibly earned cour se credit for their participation, but their instructors will make other alternatives available.I obtained my participants via sign-up online through Black Board. Materials The following words were on a power point slide (Appendix A; Chair, Moon, Tape, Armadillo, Kitchen, Glue, Phone, Newt, Notebook, Cookie, Ring, Flower, Couch, Blanket, Fire, Sand, Lion, Bully, Window, & Hair). The recall survey (Appendix B) contained a number list for participants to fill out, along with a short demographic form (e. g. gender). Design and Procedure I obtained an ESU IRB approval (Appendix C) prior to conducting any procedures of the independent two-group design experiment.When the participants signed up for the study I assigned them to either Group Black Words (views word list in black and white) or Group Colored Words (views same word list, except in different colors). I gave and read the informed consent form (Appendix D) to the participants as they read along. They had 2 min to memorize the wor ds. After that, participants had another 2 min to recall the words onto their surveys. After time was up, I debriefed them (Appendix E). Results The independent variable was color of words (Black, Colors) and the dependent variable was participants' percentage of recalled words.I included total of all words recalled in color. I determined the mean and standard deviation for each group's recall percentage (see Figure 1). I performed a t test for independent samples to compare the group means, Black words (M = 98, SD = 3. 4) and Color words (M = 37, SD = 2. 3). However, there was not a significant difference between the means of black words and color words. Discussion The present experiment was designed to assess the effects of colored words on memory. I did not find a significant difference between words in black, and words in colors.This experiment was different from past research. For example, Sagi (1980) looked at the recall of colors and the ability to remember those colors versu s printed colors, whereas this experiment looked at how colors affect an individual’s memory in recalling a simple list of words. Also, Tait (1912) looked at how colors that are repeated can increase an individual’s ability to remember, where I searched to find if color could do the same thing except with words. The findings I had received were different from the other researches, in terms of not finding any significant effect.There were hopes in finding a connection to color, by means of memorization because Dreschsler (1960) found that individual’s were giving more emotional responses to colors rather than neutral, plain colors. That which showed it affected the individual and because of this association, I had hoped through this research I could find that aspect and show that color could also help individuals in terms of memorizing a list of words. MacKinnon, Geiselman, & Woodward (1985) found that individuals who looked over the words twice as long as the co ntrol group, they had recalled more of the word list.The reason this experiment had a different result is because they changed the length of time, whereas I changed the colors, which would explain why they found an increase in successful recall. The possible problem I could have encountered that caused an insignificant affect was that the word list could have been too simple for the college students. I had used such simple words so it could transfer to any age group, to make an easier generalization or another problem could have been the number of words, 20.Although I did not find a significant effect, I did show the great amount of words a college student can retain in their short-term memory. Just like in past research done by Gagnon, Soulard, Brasgold, & Kreller (2007), who found that as one increases in age, their memory and attention decreases, but much younger, college age, can remember and recall better, and faster. This experiment is still of worth, although there was no sig nificant affect, in terms of finding a way for individuals to better learn in school, and help with studying habits.It has opened doors to new ideas to better students, whether they are in elementary, or college. The next step to take is to increase the group sizes, and choose a greater variety of colors and more complex words, but not overly complex, because it still needs to be easily generalized to other individuals. If a significant affect is discovered then the aspects of favorite colors can be researched in hopes of finding ways for students to better themselves in school. References Camp, G. , Pecher, D. , Schmidt, H. G. , & Zeelenberg, R. (2009).Are independent probes truly independent? Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 934-942. Drechsler, R. J. (1960). Affect-simulating effects of colors. The Journal of Abnormal and Social Psychology, 61(3), 323-328. Gagnon, S. , Soulard, K. , Brasgold, M. , & Kreller, J. (2007). Effects of normal a ging on memory for multiple contextual features. Brain and Cognition, 64(3), 208-216. MacKinnon, D. P. , Geiselman, R. E. , & Woodward, J. A. (1985). The effects of effort on stroop interference. Acta Psychologica, 58(3), 225-235. Noble, C. E. (1952).The role of stimulus meaning (r) in serial verbal learning. Journal of Experimental Psychology, 43(6), 437-446. Radvansky, G. A. , Gibson, B. S. , & McNerney, M. W. (2011). Synesthesia and memory: Color congruency, von restorff, and false memory effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(1), 219-229. Rockway, M. , & Duncan, C. P. (1952). Pre-recall warming-up in verbal retention. Journal of Experimental Psychology, 43(4), 305-312. Sagi, A. (1980). Color-word interference in a recall test. Journal of General Psychology, 103(1), 149-154.Tait, W. D. (1912). A short study in dislike. The Journal of Abnormal Psychology, 7(1), 1-4. Watkins, M. J. , & LeCompte, D. C. (1991). Inadequacy of recall as a basis for frequency knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(6), 1161-1176. Appendix A Word Recall PowerPoint Slide Appendix B Survey Appendix C ESU IRB Approval Letter Appendix D Informed Consent Form Appendix E Debriefing Statement [pic] Figure 1. Mean recall scores for participants who either saw black words (n = 7) or color words (n = 8). Error bars show standard deviations.