Cinnamon: Its Not Just For Making Cinnamon Rolls :: Botany

Cinnamon Its Not Just For Making Cinnamon RollsMost people around the world are familiar with the sweet and vitriolic taste of cinnamon. Cinnamon is the common name for the trees and shrubs that belong to the genus Cinnamomum of the Laurel family (Lauraceae). Cinnamon spice comes primarily from the Sri Lankan cinnamon known as Cinnamomum zeylanicum. It is obtained from the constitute by drying the central part of the clamber, which is then sold in stick or powdered form. The cinnamon oil color is extracted from the waste products of drying and the pointed black fruits that the tree bears (1). This oil is used for medicinal purposes or flavoring (2). Cinnamomum Zeylanicum is the source of cinnamon that we in the United States commonly buy. Cinnamon contains cinnamic aldehyde, essential oils, Eugenol, metholeugenol, muscilage, sucrose, starch, and tannin (3). Distribution arrive you ever wondered where cinnamon comes from? It is unbelievable to think that there is a place somewher e in the world where cinnamon is commonly seen growing along the font of the road. Just imagine walking through campus with cinnamon trees growing all around you. Cinnamon is native to India, Mayala, Ceylon, China, Japan and Taiwan, where it is as common to them as an oak tree wood be to us (1). The spice grows in a number of tropical forests and is extensively cultivated throughout the tropical regions of the world, including Madagascar, Brazil, and the Caribbean (4). Cinnamomum zeylanicum, genuine Cinnamon is native to Sri Lanka, India, where it was one of the spices responsible for world trade (5). Description The Cinnamomum zeylanicum tree grows up to thirty feet tall with ovate to ovate-lanceolate leaves that can be four to seven inches long. The flowers are inconspicuous, and the panicles of the yellowish flowers are usually longer than the leaves (6). These panicles bear pointed black fruits from which cinnamon oil is extracted. The cinnamon sticks are made from the bark o f the tree and are rolled naturally when the bark is sun-dried. The tree grows best in deep, well-drained, moist soils (1). Uses Cinnamon (Cinnamomum zeylanicum) has many common everyday uses and some not so common uses. Everybody has probably used cinnamon for some reason, whether for cooking purposes or medicinal purposes. Despite being widely used in food for thought and pharmacy it is also important in the cosmetic and perfumery industries (7). In some areas cinnamon has been known to be used for religious purposes.

Characterization through Imagery and Metaphor in The Scarlet Letter Ess

Characterization by dint of Imagery and Metaphor in The crimson Letter Throughout his novel, The Scarlet Letter, Hawthorne reveals character through the use of imagery and metaphor. In the first Chapter of The Scarlet Letter, The Prison-Door, the reader is immediately introduced to the people of Puritan Boston. Hawthorne begins to develop the character of the common people in coiffe to build the mood of the story. The first sentence begins, A throng of bearded men, in sad-colored garments and gray, steeple-crowned hats, intermixed with women, some wearing hoods, and others bareheaded, was assembled in front of a wooden edifice, the doorstep of which was heavily timbered with oak, and studded with iron spikes (Hawthorne 45). Hawthornes use of vivid visual images and his Aaccumulation of emotionally weighted details (Baym xii) creates sympathy for the not yet introduced character, Hester Prynne, and creates an immediate grounds of the harshness of the Puritanic code in the peop le. The images created give the freedom to cypher whatever entails sadness and morbidity of character for the reader Hawthorne does not, however, allow the reader to imagine lenient or cheerful people. The above excerpt was provided so that the student would know the focus of the essay. The complete essay begins below. Nathaniel Hawthorne was born in Salem, Massachusetts in 1804. After his graduation from Bowdoin College in Maine, he quickly became a well-known author of literary tales concerning early American life. Between 1825 and 1850, he developed his endowment fund by writing short fiction, and he gained international fame for his fictional novel The Scarlet Letter in 1850 (Clendenning 118). Rufus Wilmot Griswold... ...g and appreciation of qualities of characters, and hence, a deeper understanding of underlying motives and psyche. compound and methodical characterization is crucial to grasp the full meaning of a narrative. Works Cited Baym, Nina. Introduction. The Sca rlet Letter. By Nathaniel Hawthorne. naked as a jaybird York City Penguin Books USA, Inc. 1986. Clendenning, John. Nathaniel Hawthorne. The World Book Encyclopedia. 1989 ed. Griswold, Rufus Wilmot. The Scarlet Letter. The Library of Literary Criticism of English and American Authors. Ed. Charles Wells Moulton. Gloucester, Massachusetts Peter Smith Publishing, 1959. 341-371. Hawthorne, Nathaniel. The Scarlet Letter. New York Penguin Books USA Inc., 1986. Smiles, Samuel. The Scarlet Letter. The Critical Temper. Ed. Martin Tucker. New York City Frederick Ungar Publishing Company, 1962. 266.

Abortion is Not Murder Essay example -- Argumentative Persuasive Topic

Abortion is Not Murder Is abortion murder? Murder is define as illegal killing with malevolency aforethought. Abortion fails this definition for two reasons. First, abortion is not illegal, and second, there is no evidence to suggest that expecting mothers savour malice towards their own flesh and blood. Not all killing is murder, of course. Murder is actually a small subset of all killing, which includes accidental homicide, killing in self-defense, suicide, euthanasia, etc. When pro-life activists call abortion murder, they are suggesting that abortion fits the definition of murder, namely, illegal killing with malice aforethought. However, abortion fails this definition for two reasons. First, abortion is not illegal, and second, mothers hardly feel malice towards their own unborn children. Some might object the first point is overly legalistic. Just because killing is legal doesnt make it right. Exterminating Jews in Nazi Germany was certainly legal, but few doubt that it was murder. But why do we still consider the Holocaust murder? The answer is that we hold the Nazis to a high(prenominal) constabulary. When the Nazis were tried in Nuremberg for their war crimes, they were not accused of crimes against Germans or even crimes against Jews. Instead, they were charged with crimes against humanity. The reason is because there was no legal basis to charge them otherwise. The execute of Jews was legal under German law. So in order to punish the German leaders for clearly wrong behavior, the Allies had to evoke a higher law, a law of humanity. (1) The Holocaust was condemned as illegal, and therefore murder, because it violated this law. Many pro-life advocates claim that the same reasoning applies to abortion. Alt... ...heir legal basis is still a matter of controversy. Germany never signed an agreement of international law prohibiting genocide -- indeed, genocide was declared a violation of international law only at the Nuremberg trials themselves . In other words, the Allies retroactively applied international law to the Nazi war crimes. Ultimately, the legal basis for the Nazis prosecution rested on the law of world printing, or even, many claimed, the law of God. This raises many thorny questions, such as whose opinion? And whose God? When the criminals are as obviously evil as the Nazis, then world opinion tends to be united, and there is no controversy. But what about a subject like abortion, in which the majority of public opinion is pro-choice, and on which most religions have different teachings? In this case, evoking a higher law becomes problematic, to say the least.

Garage Fraud Essay -- essays research papers

Garage Fraud and How to Prevent ItHave you ever wondered why it cost you hundreds of dollars to get a crash changed on your car? The answer is simple Auto-repair fraud. According to Norris and Engels book Auto Repair Fraud, the number one consumer complaint in the country is railcar repair fraud. Americans pay more than 29 billion dollars a year to service and repair vehicles. According to a three year U.S. Senate sub-committee investigation into the automobile repair industry, one-third of all car repair dollars, ten-billion dollars a year, is wasted on inadequate, inept, or corrupt service.Many people are unaware on the dot how much auto-repair fraud, or garage fraud takes place. It can take place anywhere from service stations who may perform light mechanic work, to a Garage which may fix tires, brakes, shocks, or transmissions. People can be taken advantage of in garage fraud in many ways. unrivalled way this can happen is by an attendant lying about labor, or the actual am ount of time he spent on your vehicle. other method is by huge markups on replacement parts, or cleaning and painting your old part and selling it back to you. Lastly, the attendant may trickery about what is actually wrong with your car and charge you for something far more expensive.These frauds take place because many people leave their vehicles unattended at shops or cant see what is going on inside the garage. Many times a p...

William Blakes London Essay -- William Blake London Poem Poetry Ess

William Blakes LondonWorks Cited Not IncludedWilliam Blakes London is a congresswoman of English fellowship as a whole, and the human condition in general that outlines the socio-economic problems of the time and the major communal evils. It condemns formeritative institutions including the military, royalty, new industries, and the Church. Blakes tone creates a feeling of informative bitterness, and is both angry and despondent at the suffering and increasing pamperion of Londons society. Blakes sophisticated use of notation like capitalization, his specific heighten in meter, and the point of view all clearly develop London. The point of view in which Blake employs to London is significant to the understanding of the numbers. Blake chooses to give the metrical composition a persona, a person who appears to have extensive knowledge of the city and helps give credibility to the poem. (Foster, 1924) The use of first person in all three stanzas allows the poem to be more opinio nated and less objective, drawing the readers attention by making it more personal. Blakes London is to be the readers London as well. In concomitant to point of view, Blake further sophisticates his piece by presenting specific tone to each section of the poem. Blake sets the tone early in the poem by using the rule book charter?d which shows the condition of London as repressive. The speaker refers to the people or ?faces? he meets with ?Marks of weakness, marks of woe.? This diction advocates the probability of the city cosmos controlled by a higher authority. The faces of the people, or the face of society reveals the feelings of entrapment and misery in the population. This in itself could propose, humanity itself is being commercialized (Damon, 1965). One of the interesting aspects of Blakes poesy is the layers of meaning his words connote. Blakes advanced use of notation is evident through his utilization of capitalizing specific words to emphasize a point. Capitalization is repeatedly employ in London to stress a higher meaning than the literal interpretation. Blakes use of the phrase ? every(prenominal) Man? again alludes to Blake?s intention that the poem represents not just the common, man but also, common society. Similarly the title London is used to represent the state of English society and to symbolizes the condition of every human society (Hirsch Jr., 1964) Aga... ...en with gonorrhea and other diseases, which blinded the new natural babies (Damon, 1965) Hence the diction ?Blast the new-born Infants tear?. The poem reaches its climax as the speaker exposes the infants who were born into poverty. When Blake uses the contradicting phrase ?Marriage hearse? in the last line it is significant because he combines something good with something bad (Lambert Jr., 1995) Blake proposes the possibility that as long as sizable institutions corrupt society, marriage is always cursed. Even though the joy of a new life is present, the fact that the chil d is born into a corrupt and evil society is discouraging. Blake suggests to the reader that until there is change this loop will continue. ?London? is a poem of serious social satire directed against social institutions. According to Blake author Michael Phillips ?it is a poem whose object lesson realism is so severe that it is raised to the intensity of apocalyptic vision.? Blake becomes more specific in his descriptions of the prevalent evil and moral decay of society as the poem progresses. Blake?s informative nature is clearly evident in ?London? as he ?points the finger? and exposes powerful institutions.

William Blakes London Essay -- William Blake London Poem Poetry Ess

William Blakes capital of the United KingdomWorks Cited Not IncludedWilliam Blakes London is a representative of English society as a whole, and the human condition in general that outlines the socio-economic problems of the time and the major communal evils. It condemns authoritative institutions including the military, royalty, new industries, and the Church. Blakes tone creates a feeling of informative bitterness, and is both ground little and despondent at the suffering and increasing corruption of Londons society. Blakes sophisticated purpose of notation like capitalization, his specific change in meter, and the point of view all(prenominal) clearly develop London. The point of view in which Blake employs to London is significant to the understanding of the poetry. Blake chooses to give the poem a persona, a person who appears to have immense knowledge of the city and helps give credibility to the poem. (Foster, 1924) The use of first person in all three stanzas allows the poem to be more opinionated and less objective, drawing the readers attention by making it more personal. Blakes London is to be the readers London as well. In addition to point of view, Blake further sophisticates his piece by presenting specific tone to each section of the poem. Blake sets the tone early in the poem by using the word charter?d which shows the condition of London as repressive. The speaker refers to the people or ?faces? he meets with ?Marks of weakness, marks of woe.? This diction advocates the probability of the city being controlled by a higher authority. The faces of the people, or the face of society reveals the feelings of entrapment and misery in the population. This in itself could propose, humanity itself is being commercialized (Damon, 1965). One of the interesting aspects of Blakes poetry is the layers of meaning his words connote. Blakes advanced use of notation is evident through his utilization of capitalizing specific words to emphasize a point. Cap italization is repeatedly used in London to stress a higher meaning than the literal interpretation. Blakes use of the phrase ?every Man? again alludes to Blake?s intention that the poem represents not just the common, man yet also, common society. Similarly the title London is used to represent the state of English society and to symbolizes the condition of every human society (Hirsch Jr., 1964) Aga... ...en with gonorrhea and some other diseases, which blinded the newborn babies (Damon, 1965) Hence the diction ?B kick the bucket the new-born Infants tear?. The poem reaches its climax as the speaker exposes the infants who were born into poverty. When Blake uses the contradicting phrase ?Marriage hearse? in the last line it is significant because he combines something good with something bad (Lambert Jr., 1995) Blake proposes the possibility that as long as powerful institutions corrupt society, marriage is always cursed. Even though the joy of a new life is present, the fact th at the child is born into a corrupt and evil society is discouraging. Blake suggests to the reader that until there is change this curl up will continue. ?London? is a poem of serious social satire directed against social institutions. According to Blake author Michael Phillips ?it is a poem whose moral naturalism is so severe that it is raised to the intensity of apocalyptic vision.? Blake becomes more specific in his descriptions of the prevalent evil and moral decay of society as the poem progresses. Blake?s informative nature is clearly evident in ?London? as he ?points the finger? and exposes powerful institutions.

From the Immigrants

The Emigrants by Edward Kamau Brathwaite The poetry from The Emigrants by Edward Kamau Brathwaite is the thoughts of an indigenous inhabitant, the persona, thinking of the onset that has been so abruptly brought upon them which they must at a time face. We know that the persona is one of the inhabitants because in line four and twelve, the repetition of my personalizes what is happening, coming from an inhabitants perspective. The themes light versus reality, power, baring and war through by the poem explain and break down the content of the poem.capital of Ohio, an explorer is searching for new lands for Queen Elizabeth, these tie in with the themes of discovery and power. He is discovers a new land that is inhabit by a race that he had never come across before. Lines eleven and twelve pass on to tie in with the theme power, deck watched heights he hoped for, rocks he dreamed, rise solid from my simple water. Columbus believes that by discovering this new land he will not on ly start power and glory and riches from the Queen but in addition much more that he preempt obtain from this land.War and danger are also major themes in this poem. As he watched the shore, the slaughter that his soldiers this shows us that Columbus invasion brought death and suffering to the inhabitants as they essay to protect themselves. Furthermore duration referring to how the island tried to agitate itself, the poet talks of the response of Mother Nature towards the invasion. Parrots screamed, emphasizes not only the disruption of nature but also how the parrots may have reacted to defend their habitat.In addition, birds harshly hawking, without fear and Crabs snapped their claws both continue to show the response of the natural habitat towards the invasion and how they will defend their land, showing Columbus that he is not welcome. For this reason, Columbus men retaliate and fight the indigenous peoples defense resulting in all out war. These themes slowly flow into a major theme, perception versus reality. In stanza twenty one the last four lines of this stanza are significant, What did this journey taut, this ew world mean dis- covery? Or a return to terrors he had sailed from. Known before? These lines are significant because, Columbus has just left Spain after Spain is experiencing political controversies and he perceives that by discovering new land he will escape from this and hopefully put a stop to these fights within Spains empire.However, when Columbus discovers this land that is already inhabited and that he must now fight for it, the true reality is that he has left one fight, in Spain, to enter another, in this new world. In the poem from The Emigrants its form gives us an idea of what actions are going to take place or are already taking place. The form of the poem is free verse, in addition, there is little punctuation and the lines of the poem are broken up. The poets decision to use little punctuation gives an idea that the p ersona, an indigenous inhabitant of the island, is having uninterrupted thoughts of ideas and actions of this abrupt invasion of Columbus and his people.This also ties in with the poems main form, free verse, the poems content, the personas thoughts are fluently and freely being stated mentally. Figuratively speaking, in a way, as each thought or idea comes to the personas mind, the poet quickly takes cross off of it. In addition, the poem is breaking into many stanzas also ties in with the above statements. An example of this can be seen in lines thirty four and thirty 5 where the word discovery is broken after its first syllable and carried on to the next line, new world mean dis- covery?Or a return to terrors. Even though throughout the poem the stanzas are broken apart mid sentence, these lines are not only significant because they are broken apart by a word but also because it helps emphasize and symbolize the disruption and destruction that has been brought upon the island . Throughout the poem the poet uses many figurative. Such devices are onomatopoeia, alliteration, repetition, oxymoron and irony. An example of repetition can be seen in lines ten and twenty five Columbus from his after-, it is repetition because both lines are exactly the same.In addition, some examples of onomatopoeia and alliteration can be seen in lines seven flapping flag, eight harshly hawking and thirty eight splashing silence. These are examples of onomatopoeia because flapping, hawking and splashing are all goodlys while the phrases are also examples of alliteration because respectively, there is the repetition of the f, h and s consonants. However, splashing silence is not only an example of onomatopoeia and alliteration but it is also an example of oxymoron. An oxymoron is where contradictory terms are joined together to form a phrase or statement. Splashing silence is an oxymoron because it is contradicting itself, where splashing makes a sound and whereas when there i s silence there are no hearable sounds. As stated in the previous paragraph where there is a case of the word discovery breaking apart after its first syllable, it is also a form of irony. It is ironic because you cant discover something that has already been discovered and is now being inhabited by a different race. It can also be interpreted cynically, where the writer can be seen as cynical towards Columbus and his actions.

How Institutions Regulate Multinational Corporations Essay

International institutions are very effective to regulate multinational corporations in many ways. There are hardly a(prenominal) institutions which always take care for the multinational corporations. Also, these institutions effective to give suggestion about economy. Global trends which are around the world collapse shown that the more pie-eyed and effective crunch legislation, the more likely MNCs will relocate to another jurisdiction.As a result, globalization endangers the jobs and employment benefits that labor law was intend to protect. As in any enterprise, big and small, the maximization of profits and resources must be of paramount importance. By enlarging the scope of the World Trade Organization to the razing of labor standards , the prospects of more efficient international trade relations become further possible , but not without triggering intense protests from the most affected stake-holder the labor of the world .The Bretton Woods Organizations Prior to the WT O An Overview Prior the emergence of the World Trade Organization, the World Bank and the International Monetary Fund were established by diametric states after World War II to firstly help in reconstruction efforts to countries devastated by the war. More so , these two institutions lent billions of dollars in financial aid to underdeveloped countries to fast-track their economic growth especially in the wake of complex issues such as government corruption , civil war , recession , among others .Their basal task has been to assist and provide economic assistance to hundreds of developing countries in various fields such as education , agriculture ,land reform , healthcare , energy production , and as yet governance ,notwithstanding at the forefront of monitoring exchange rates and balance of payments of different countries . The two institutions also embark of countrywide economic researches on the plight of different countries to determine the best recourse of aid, dependi ng on the local needs of the beneficiary state, such as infrastructure, education, and healthcare, among others.However, the IMF and the WB have been better known in the underdeveloped world as loaning billions of dollars in aid that are laden with various conditionalitys which sometimes march on the beneficiary countries at a disadvantage, notwithstanding allegations that these institutions were complicit in the funding of military dictatorship that terrorized much of Latin America and parts of Asia in the second fractional of the 20th century.One particular example of this has been the relentless llegations that the two institutions continuously sent aid to the Philippine government under the regime of Dictator Ferdinand Marcos even if both institutions knew that much of the aid shall not trickle down to Philippine constituents but rechanneled to Marcos and his cronies Swiss bank accounts. Nonetheless, for as long as the WB and the IMF continues to fuck a legal and political pr esumption of good faith and service in its dealings with its member countries, no amount of international propaganda should preclude the two institutions from pursuing its goals and objectives.Referencehttp//www.outofthetrees.co.uk/resources/technologies.php

Continental Philosophy Essay

When beginning the study of school of thought it is hard to believe that there are so many comp unrivalednts involved with one subject. But in reality philosophy is really a broad term for many subtopics as is the case when discussing Continental philosophy, which is the philosophical tradition of continental Europe including phenomenology and existentialism. It all began with domineering Idealism supported by such philosophers as Fichte and Hegel. It was during the eighteenth and nineteenth centuries that immense amounts of historical changes taking place in the world were showing in the philosophical movements of that time period.George Wilhelm Friedrich Hegel begins the historical analysis of continental philosophy since it all begins with his theories. Though Hegels philosophies have been described as difficult his theories form the foundation for what is now known as Hegelian idealism. His theory has four main themes. The first is dependant on the Absolute and states that the Absolute is that which is most real and true and which can also think for itself.The act is based on idealism and he speaks of the objective world being an pattern of infinite thought (Moore & Bruder 2005) and that each individuals mind thought processes actually are reflections on themselves. The third theory is based on reality. For Hegel this was not an easy concept. To assay to make it easier to understand our book tries to describe it as being similar to mathematics in that everything is coherently connected to another. So in order for something to be completely true it is dependant on all its parts to make it so.Then the forth theory is known as The Absolute and is the sum amount of money of reality is a system of conceptual triads . . . the entire system of thought and reality . . . is an integrated whole in which each proposition is logically connect with the rest (2005). As the nineteenth century turned into the twentieth century what seemed to transpire in philosophy was a direct result of Hegel himself. The response to Hegelian idealism in Europe became known as Continental philosophy which includes the two branches of thought that will be explored, existentialism and phenomenology.Existentialism is a philosophical movement with its main emphasis on individual existence, freedom, and choice. Existentialism became popularized in the 1900s. Mainly due to what was happening during earthly concern War II, many of the popular existentialists were impact by the traumatic world events of that time period. Albert Camus was profoundly affected by World War II and this was depicted throughout his many writings. According to our instruction he saw much suffering and despair prior to the war even starting. He eventually became active in social reform and was a member of the communist party for a brief period of time.Even though he will forever be connected to the world of existentialism, he never accepted that to be true. Regardless of his beliefs to wh ether or not he was an existentialist his thought process has been forever linked. Considered to be a literary principal of his time he was awarded the Nobel Prize in Literature in 1957. During the war, Camus published a number of works which have become associated with his principle thought processes on the absurd his idea is mainly that it is impossible to make rational sense of ones experience, and humans life is made meaningless by mortality.World War II brought Albert Camus and Jean-Paul Sartre together. Sartre is arguably the most famous existentialist. Un equal Camus, Sartre was an atheist. His main beliefs revolve around the fact that there is in fact no God. For Existentialists like Sartre, the absence of God has a much larger significance than the metaphysics of creation Without God there is no purpose, no value, and no meaning in the world. Phenomenology is the second branch of Continental philosophy that has historical connections to Hegelian idealism and thus existent ialism. Phenomenology is the direct result of Edmund Husserls philosophies.According to Husserl, the goal of philosophy was to describe the selective information of consciousness without bias or prejudice, ignoring all metaphysical and scientific theories in order to accurately describe and analyze the data gathered by human senses and the mind. Phenomenology, in theory, simply explores conscious experience without making any metaphysical assumptions (2005). Martin Heidegger was another popular phenomenologist of the twentieth century. He was inspired by Husserls works. Heidegger, too, was persuade that it was necessary to look at things with fresh eyes, unshrouded by the presuppositions of the present and past (2005).According to him humans are actually ignorant to everything, what he called the true nature of Being (2005). It all goes back to Socrates and our inner search for something. In reality however Heidegger and Socrates philosophies are not similar in anyway. To define h umans as animals capable of rational thinking is for Heidegger a distorted anthropology. He is not concerned with destroying logic, the ability to formulate analogies, or to display ratios. His mission is to preserve the unconvincing tendencies of spontaneous thought processes. By so doing Heidegger sees himself as presenting the phenomenal world.Continental philosophy is a form of philosophy that broadens the gap across the continents. It was the form of philosophy that took place in continental Europe during the twentieth century. It was during that time that the main philosophers of that time were being influenced by the terror and violence that was surrounding them thanks in part due to World War II. This influential time saw the rise in existentialism and phenomenology. References Moore, B. N. & Bruder, K. (2005). Philosophy The power of ideas (6th ed. ). Boston McGraw-Hill Higher Education.

Interest in Public Health

The pursuit of a satisfying and meaningful career is my ultimate goal and a master of worldly concern health degree is a stepping tilt along the path to a future career. For me, it is also a responsibility I owe to myself. My university education exposed me to a number of public health issues. While at university, I was affiliated to an anti help club whose increased emphasis was placed on behavioural change to prevent the try of STDs, HIV/AIDS and unplanned pregnancies.I particularly joined this club so I could make an impact on fellow students and prevent the spread of the virus as I had lost a lot of my close relations to HIV/AIDS. It was from this point that my interest in public health arose. During my fifth family of university education, I proposed to conduct a research on the role of physiotherapy in patients HIV/AIDS patients but could not conduct the named research ascribable to funding difficulties and ethics issues.Nevertheless, I still picked on another public he alth topic the prevalence of complaints of arm, neck and shoulder among office workers who use computers and I earned myself an award as the best graduating student in Research. The findings of the study further prompted me to make a difference and prevent preventable illnesses, thus considered public health research as a career. My work experience as a physiotherapist is within the field of public health and has trained my indisposition identification, treatment and to a lesser extent preventive skills.I am currently engaged in community (outreach)programmes for HIV/AIDS patients. My role in this activity, is to describe and mobilise patients who are on Anti retro virus drugs who have residual effects (weak limbs) of ARVs and other people in the community who might real need physiotherapy services. Though this integration of physiotherapy services with HIV/AIDS activities at the hospital is still in its infancy stage, as a department we have achieved an increase of 30% in the n umber of patients captured in the community and are actually accessing our services.What about the rest of the 70% ? we could still do better. Personally, being the overseer of the physiotherapy aspect of the HIV/AIDS programme I have earned a great deal of insight on issues pertaining to . However, each time we embark on the usual community visits and find cases that could have been prevented, I feel challenged and to some extent motivated to do to a greater extent than I am already doing because currently our main emphasis is on the curative aspect of disease rather than prevention and primary care . in addition, I as diagnosed with Hyperthyroidism in 2009 and I realise that I am not able to meet the physical demands of my current speculate and would loss to contribute to population health at an administrative level. My participation in the programme confirmed my budding interest in preventive medicine and amend quality of care. I am drawn to public health because of its unboun ded solutions to health problems. I am in search of public health skills develop and be able to contribute positively towards the health of the community and society at large.In addition, I feel that my current degree alone, is not offering me adequate career opportunities, in which case gaining a further qualification particularly master of public health, will provide me with new career options and advance my prospects immensely. after I complete the master of public health programme, I will have acquired problem solving skills, locating and using information effectively and uninflected thinking skills.In view of this, I intend to join an Non Governmental Organisation dealing in public health issues and possibly work in a rural area as that is where the bulk of the work is to be done. Currently I am studying for a certificate in HIV/AIDS management, I believe the certificate and the master of public health coupled together will help me perform better in my future job role as I wo uld like to be involved in the devising of programmes focused to prevent and provide quality health care especially in HIV/AIDS related projects.

Penny in the Dust

Penny in the Dust In the short story Penny in the Dust by Ernest Bucker, we see a generate-son relationship. Three points that I go away be discussing are Pete and his qualities, the conflict, and the relationship Pete and his father have. In this story we see a weak father and son relationship in the starting, which becomes better and stronger. First of each(prenominal), Pete is a 7-year old boy who learns how much his father loves him. Pete is softhearted boy who loves his father more than a 7-year old boy would. Pete is also an unspoken child who is ineffectual to tell his father his feeling for him.Another quality Pete has is that he is very sensitive person. We see this when he cried after losing the penny. One quote that shows that Pete is inarticulate is when he states, Oh thanks I said. Nothing more. I couldnt expose any of my eagerness either. after he receives the penny. This shows Pete wanted to say something, but didnt know how. Pete is softhearted, inarticulate, and sensitive boy who wants to show his love for his dad, but is ineffectual to. In addition, Pete and his father are un equal to tell one another how much they love each other.We can see the theme throughout the story one example is when the father was unable to give the penny to his son. He had to wait till it caught Petes attention, and then give it. The conflict affects Pete, because he wants to tell his father everything he imagines, but doesnt know how. An example of the conflict affecting Pete is when he is unable to tell the whole story about him losing the penny. Also another example is when Pete and his father were farming, he was unable to tell his father his opinions. He couldnt tell his father if he wanted three rows or four rows, or if he could coiffe him up on the oxen.I think the conflict is believable, because the Father is inarticulate while his son is very imaginative. So it can get awkward when they are talk to each other. Both the father and son were affected by the conflict, but in the can they were able to make an emotional connection. Lastly is the theme, which is the relationship surrounded by the father and son. The father-son relationship is important, because Pete and his father learn a lot more about each other than before. The relationship starts off weak, but oddments up strong. At first Pete was unable to tell his dad how he lost the penny.He said, If father hadnt been there I might have told her the whole story. In the end when the father finds the penny, Pete is able to tell the whole story to him. Also for the first time, his father had tears in his eyes, and also put his arm around Pete. In fact, the theme can be observed through Petes actions. He is always reluctant talking to his dad, and doesnt really communicate with him. At the offset of the story, Pete doesnt have much of a relationship with his dad, but upon losing the penny and then looking for it with his dad, he develops one.Accordingly, he also becomes more op en and able to talk to his dad. Finally, Pete discovers that his father does love him. The theme is important for both the father and Pete, because in the beginning they have a weak relationship, but in the end they develop a better one. Now they know each other better and can support one another. Father and son relationships are comfort important, because if you dont have a relationship than you will be unable to understand and support one another. Also when you are older you will be able to make a better relationship with you children.In short, the theme and characters are important, because it will impact their life and possibly everyone around them. In conclusion, we should all have a good relationship with our family, so it can benefit us in the future. In this story we see Pete as a softhearted, inarticulate and sensitive boy, he also is timid to sharing his feeling of his dad to him. Also in the end we see a strong father-son relationship forming. In brief, in the story we s ee a small relationship between the father and son, but it evolves to become a better and stronger bond. By Manraj Sangha

The Nurse Managers Role

The contain manager is vital in creating an environment where nurse-physician quislingism bum occur and is the expected norm. It is she, who clarifies the vision of collaboration, sets an example of and dresss as a situation model for collaboration. The nurse manager as well swears and makes necessary changes in the environment to aim together all the elements that atomic number 18 necessary to facilitating effective nurse-physician collaboration.Many authors (Alpert, Goldman, Kilroy, & Pike, 1992 Baggs & Schmitt, 1997 Betts, 1994 Evans, 1994 Evans & Carlson, 1993 Keeman, Cooke, & Hillis, 1998 Jones, 1994) engender indicated that nurse-physician collaboration is not widespread and a number of barriers exist. The following will hold forth the necessary ingredients for creating a nursing unit that is conducive to nurse-physician collaboration and supported through transformational attractionship.The first classic barrier according to (Keenan et al. (1998) is concerned wit h how nurses and physicians have not been socialized to collaborate with each other(a) and do not believe they are expected to do so. Nurse and physicians have traditionally operated under the prototype of physician dominance and the physicians viewpoint prevails on patient concern issues. Collaboration, on the other hand, involves mutual respect for each others opinions as well as possible contributions by the other party in optimizing patient caveat.Collaboration (Gray, 1989) requires that parties, who see different aspects of a problem, communicate together and constructively explore their differences in search of solutions that go beyond their take in particular vision of what is possible. Many researchers have argued (Betts 1994 Evans & Carlson, 1993 Hansen et al. , 1999 Watts et al. , 1995) that nurses and physicians should collaborate to address patient care issues, beca part consideration of both the professions concerns is important to the development of high quality patient care.Additionally, effective nurse-physician collaboration has been linked to many positive(p) outcomes over the years, all of which are necessary in todays rapidly changing health care environment. One study by (Baggs & Schmitt, 1997) raise several major positive outcomes form nurses and physicians working together, they were described as improving patient care, feeling better in the job, and controlling costs. In another study (Alpert et al. , 1992) also found that collaboration among physicians and nurses led to increased functional status for patients and a decreased time from admission to discharge.Along with improved patient outcomes, nurse-physician collaboration has several other reasons why it has become significant in todays health care environment. Several examples of which are, as identified by (Jones, 1994) the cost containment effort, changing fibres for nurses and physicians, the go Commission on Accreditation of Health Care Organizations focus on total qu ality management, and emphasis by professional organizations and investigators have focused attention on this area.The challenge of creating an environment for patient care in which collaboration is the norm can be difficult and belongs to the domain of the nurse manager. In order to wee a cooperative work environment several conditions must(prenominal) be achieved and several natural barriers to nurse-physician collaboration must be overcome. In creating this environment for cooperative practice, (Evans, 1994) identified several more barriers to overcome. She expresses that the most difficult to overcome is the time-honored tradition of the nurse-physician hierarchy of relationships, which encourages a tendency oward superior-subordinate mentality.Keenan et al. (1998) found that nurses expect the physicians to manage negate with a dominant/superior attitude. They also found that nurses are oriented towards being passive in conflict situations with physicians. A second barrier to collaboration is a lack of agnizeing of the scope of each others practice, roles, and responsibilities. Evans (1994) feels that one cannot appreciate the contribution of another individual if one has only limited understanding of the dimensions of that individuals practice.It is equally true that appreciation of ones own contribution is blurred if the understanding of ones own role is limited. A ternary constraint to collaborative practice talent be related to this perceived constraint on effective communication. Although there might be individual differences causing restraint in communication, the organizational and bureaucratic hierarchies of most hospitals hinders lines of communication. Several nett factors cited by (Evans, 1994) as barriers to collaborative practice entangle immaturity of both physician and nurse groups, coupled with unassertive nurse behavior and aggressive physician behaviors.Factors that promoted collaboration between nurse and physicians were identi fied by (Keenan et al, 1998). She explained that nurse education was sighted as one of the most outstanding variables that promoted collaboration. The more educated a nurse was the more likely they were to take consummation in disagreements with physicians. Additionally, when nurses expected physicians to collaborate and to not exhibit strong aggressive behaviors or controversial styles, they were more likely to approach and discuss patient conditions with them.Researchers also found that male nurse were more likely than female nurses to confront physicians and not avoid dominant or aggressive behavior. Expectations for physicians to collaborate and to not clasp situations aggressively appeared to be a stronger predictor of nurse-physician collaboration than any expected normative beliefs. The first step a nurse manager should take in the process of achieving a practice environment that facilitates collaboration is to conduct an assessment of the presence or absence of barriers l eading to collaborative practice.According to (Evans, 1994), the environmental and role variables to assess include role identification and the professional maturity of both the nurses and physicians, communication patterns, and the flexibility of the organizational structure. By assessing the work environment for barriers and facilitators to collaborative practice, the nurse manager can achieve a general idea of how ready the unit is to begin a collaborative practice. The next step would be to invent an effective way to initiate a collaborative practice model of delivering health care on the unit.This can be done by establishing what is called a Joint Practice Committee, and including nurses and physicians to be a part of this work group. Its purpose would be to examine the needs assessment results of the units readiness for collaborative practice, designing, implementing, and evaluating the process of transforming the unit. This step is an integral part of the process of establis hing a collaborative practice and was identified by the National Joint Practice Commission (NJPC) as a necessary element in the process. The NJPC began in 1971 and the commission was dissolved in 1981.The commissions work resulted in the publication of guidelines for collaborative practice in hospitals. The NJPC defines a joint-practice citizens committee with a composition of equal number of nurses and physicians who monitor the inter-professional relationships and recommend appropriate strategies to support and maintain those relationships. The NJPC identifies four other geomorphological elements necessary for a collaborative practice as primary nursing, integrated patient care records, joint patient care reviews, and emphasis on and support of nurse independent clinical decision making.These elements are an important cornerstone for creating a successful collaborative practice unit. In addition, several other factors have been identified by the NJPC as beneficial to maintaining an effective support systems when developing a collaborative practice such as appropriate staffing, committed medical leadership, standardized clinical protocols, and most importantly communication. Although a successful collaborative practice model has is a planned event. According to (Evans, 1994), it is important to realize that a collaborative relationship cannot be legislated, dictated, or mandated by anyone.It must be agreed upon and accepted by individuals who share responsibility for patient care outcomes. The third step in the process would be to empower the nursing staff with beliefs that fulfill their higher order of needs such as achievement, self-actualization, concern for others, and affiliation. Because of nursings normative behavior as passive, caring, and subservient the staff must learn to overcome expectations to identify with this role expectation. The nurse manager must support, coach, and instill a genius of empowerment into her staff in order for them to dep art from those stereotypes.The idea is to fill the nursing staff with a sense of self-confidence and to lose thoughts of self-doubt, inequality, and subservience. To implement this sore paradigm of nurse empowerment can be a challenge for the nurse manager within any typical hospital beaurocracy. That is why it is important to choose the correct style of leadership to guide the staff through this process of empowering or transforming. The leadership model best suited for this type of assign and the most congruent with empowerment is the transformational model. Transformational leadership is a process in which leaders seek to shape and alter the goals of followers.Cassidy & Koroll (1994) describe the process as incorporating the dimensions of leader, follower, and situation. The leader motivates followers by identifying and clarifying motives, values, and goals that contribute to enhancing shared leadership and autonomy. Transformational leaders are usually charismatic so they enha nce energy and drive population towards a ballpark vision and shifting the focus of control from leaders to followers. It is the transformational nurse manager that will be able to empower her workers to facilitate nurse-physician collaboration, for the common good of the patient.The nurse manager using transformational leadership would set the direction for the rest of the unit to follow. She would be able to charismatically appeal to the medical staff as well as the nursing staff and create collaboration beyond the daily frustrations of arguing about to which domain a certain patient care issues belong. Further more the nurse manager would have to work hard at decreasing the seeds of distrust and disrespect that have been planted between our colleagues in medicine, and vice versa with nursing.Corley (1998) described several behaviors that the transformation nurse manager would need to exhibit in supporting her staff in such a role transition. The behaviors are as follows stimula te creativity, establish an environment that facilitates team work and learning, implement change, motivate staff to assume increased responsibility, help develop employees knowingness of organizational goals, delegate responsibility appropriately, communicate openly and directly with staff, and collaborate with peers. The significance of these behaviors in facilitating empowerment is seen as fundamental to creating collaborative practice environment.The final step in the process is to evaluate its effectiveness. In order to provide a clear and concise evaluation of the collaborative process one must look at all structural elements and all indicators of collaboration as previously discussed. Once accurate measures are identified and assessed the collaborative practice committee can discuss their outcomes and effectiveness. Over time, nurses and physicians may be able to articulate more clearly the changes in their practice and beliefs that have been affected by collaborating on pati ent care.Several of these key areas to examine would be length of stay, patient and provider satisfaction, number of return visits, and changes in supply costs. Improvements in any of these areas could be due to favorable results from collaborative practice between nurses and physicians. In conclusion, many problems related to nurse physician collaboration are typically blamed on physicians. However the reality is that many of the barriers can be traced back to nursing as well. Collaboration is a process by which members of various disciplines share their expertise.Accomplishing this requires that these individuals understand and appreciate what it is that each professional domain contributes to the whole. The nurse manger plays a pivotal role in establishing an environment that is conducive to collaboration among the disciplines. Although it is a difficult road to follow the benefits of an effective collaborative unit out-weigh the difficulties of establishing such a practice. Howe ver, the nurse manager has an excellent vehicle for which to begin her journey and that is the use of transformation leadership, an empowering tool for change.

The Therapy Group Health And Social Care Essay

Taking into consideration the peculiar traits of my personality and my ain experiences on a idiosyncratic degree any bit faithful as on an interpersonal communicating degree, I have concluded that the most representative theoretical psych separateapeutic attack for myself is the 1 of Carl Rogers . The basic rules of the healer s earnestness, genuineness and understanding , all(prenominal) bit good as credence, empathy and apprehension of the patient constitute some characteristics that comply with my take down of position. The Rogerian impression class focus on therapy, either bit good as the impression of self-actualisation reflect most accurately the values that I would adjure to function. I?II? I?II IIII?III?I the conference centered . I respect profoundly the client s authorization to be able to find himself the therapy he needs and to take it at his ain gait t herefore, run intoing his basic demands for acknowledgment, equal intervention and grasp.The topic of the therapy meeting which I would organize would be the support of people with physical disablements. The grounds of this pick ar varied first of all, it is an issue that intrigues me I find it peculiarly interesting, disputing and attractive from a humanistic, tho besides from a professional point of position. So, I would wish to specialise in guidance and psychotherapeutics of people with disablements, as a professional option.The topographical point in which meetings lead be held is a vituperative issue for the group, because people in wheel-chairs mustiness hold entree towards their finish. It is really of aftermath for them to experience that they can travel approximately and go around comfortably, without troubles and obstructions such(prenominal) as stepss, narrow lifts, long distances and other identical hindrances. The physical scene of the group must give them a sense of being welcomed, without stressing their distinction. For that ground, it is indispensable that t he topographic point of meetings be easy accessible to people with gesture disablements ( for illustration, means of mass transit that can function them ) . The infinite must be on the groundfloor and if it is on a higher degree the lift must be big plenty and rage should be available. Besides, the dimensions of the room must let a comfy moving in it. Further more(prenominal), that topographic point has to supply the members with privateness, freedom from distraction and to let them to sit in a circle, so that they can see, note and interact straight with one another.The nature of that group involves some specialnesss. The fact that, these people get tired easy and rapidly, every bit good as that they need person else to assist and function them sets some bounds. The continuance of the meetings should non transcend, but respect the members physical bounds. On the other manus, the clip must be plenty, so that the group will be able to analyse all the issues raised by all members. S o, a meeting should last 2 to 2,5 hours with 1 or 2 interruptions. Of class, in instance of any crisis or occasion during a meeting, the session can last more than 2,5 hours.Because of the specialnesss of these people, the fast beat of life and of fiscal grounds, the frequence of the meetings would be one time a hebdomad.The life-span of the group would be brief and would last about six months, in other words 25-30 meetings. The go around life-span presupposes that the leader will be required to maintain attending to some affairs. As the healer, I will hold to clear up the ends of the group and to hang on focused on them. The choice and the readying of the members must be done with great attention, so that dropouts and misinterpretations be prevented. By and large, the limited life of the group requires a specific mental set and clip direction.Size of the GroupThe ideal size of the group would be 7-8 members. It is a figure of participants that allows effectual interaction among them. The group would be closed in(p) therefore, given that some members could drop out, it would be functional to get down the group with a spot larger size, that is to state with 8-9 people. The tracts of interaction will be unfastened among all members, including the leader, as shown in the diagram.( The points stand for the members and the healer of the group, while the lines represent the synergistic tracts of communicating. )Intake numbers a ) The Selection of MembersThe manner that the choice of members is accomplished is irregular. The healer, on a general footing, must be concerned with which patient will be excluded from the group and so, more specifically, with who will be included. It is easier to find the people who do non run into the demands of engagement, than the 1s who do. This process will take topographic point during the pregroup consumption interview.The basic standard for the exclusion of some individuals from the group is his likeliness for dropout. Ther efore, during the consumption interview all the features and the factors which may ensue in dropout must be clarified. Peoples with terrible abnormal psychology, lower IQ, less psychological mindedness and likeability, lower socioeconomic category, high defence to alter and high somatization ar really likely to dropout. External factors like scheduling jobs, traveling of the town and declaration of some instant crisis could take to previous(p) expiration of the therapy. Group deviancy, jobs of familiarity, fright of emotional contagious disease, coincident person and group therapy constitute some of the factors for dropout and must be screened out and examined with cautiousness and commerce. Peoples with features and attitudes as the above would be excluded. Without dissing, I would propose them to get down an single therapy, or I would mention them to another group suited with their demands and ends.On the other manus, there are some human traits that could take to a successful engagement in the group. Peoples with grate motive and willingness are the exceed campaigners for the group. Besides, the credence of duty for intervention and the desire to alter are positive characteristics and standards for inclusion in the group. Therefore, the group will able to work functionally and to ensue in, the positive resolution of alteration.B ) The Intake InterviewAll the above are portion of the consumption interview. The intent of the interview is, on one manus, the definition of the standards for exclusion or inclusion in the group and on the other manus, the anticipation of the interpersonal behaviour of the members. Therefore, during the prescreening interview, the object of the enquiry is non merely the patient as a topic of psychological scrutiny and diagnosing, but besides his interpersonal attitudes, accomplishments and interaction with the healer.I think it is necessary for the individual who is traveling to take part in the therapy group to undergo a ser ial publication of diagnostic procedures, such as a recording of his single background, an IQ trial and a projective trial. For that intent, as a healer I have in my disposal the Weschler IQ trial and the I.I.I . personality trial ( Thematic Apperception Test ) .The interpersonal consumption interview is every bit of import as the diagnosing . This procedure aims at analyzing the abilities and qualities of the patient, so that he can run into the demands for interpersonal communicating with the healer. The conditions of the interview have to be every bit similar as contingent to those that will be shaped in the group. This is necessary, because the more similar they are, the more accurate and distinct the anticipation of interpersonal behaviour will be. Thus, the healer s duty is to make an ambiance and norms resembling to those of the meetings ( such as freedom of address, regard of others, honestness, active engagement, interaction, self-contemplation, self-disclosure, giving-t aking feedback, etc ) . Furthermore, it is of import that the interview will mention to here and now , so that the observation may take to the most utile information. Finally, the prospective member will be submitted to inquiries related to his/her past interpersonal relationships in the household, work, school, nines etc.To finish the consumption interview, I think two or three meetings at least are required. The clip before the beginning of the group therapy is important for the illation extraction about the hereafter members, every bit good as for their psychological readying.degree Celsius ) Preparation of the MembersThe members readying for the therapy aims at making the fortunes which are important for their best and most effectual engagement into the group. Therefore, during the initial process, I consider elucidation of certain misinterpretations refering group therapy, really of import. Of equal importance are informing the prospective member about some issues that he/sh e might disregard, beef uping his/her positive elements sing therapy and cut downing the negative 1s.It is particularly of import that group therapy is considered every bit valuable as the single 1. Furthermore, for the specific people, group therapy is likely to be a more efficient and immediate intervention, every bit far as the peculiar ends are concerned and this has to be clear it is necessary that the belief in and the outlook from the therapy is instilled. During the readying phase, the healer must be certain that every member s personal ends from the therapy suit the group s ends. Furthermore, the leader has to do a description and a liberal presentation of the procedures which will be followed and of the curative environment, stressing the of import elements of safety and trust.I would depict the group as a school of self-exploration and find, every bit good as an chance for societal look and engagement. I would propose to the members to be simple, honest and direct, in o rder to take part in the group the best manner they can besides, I would advert the uncomfortable feelings and the possible letdowns they might see, indicating out that the alteration might necessitate some hurting and, decidedly, some clip. In add-on to that, I would advert the basic regulations of confidentiality, every bit good as the necessity of avoiding subgrouping.The readying stage helps the prospective members to go familiar with the plan and the future work of the group. Therefore, their motivations to fall in the group will be stimulated, while any possible anxiousness or emphasis will be decreased.The Group CompositionHarmonizing to the description and the particular characteristics of the group, it could be considered as a homogenous therapy group. The fact that the members will hold a similar organic structure cypher and symptoms, leads to that decision.However, this homogeneousness will non mention to the personalities of the people. In order to be functional, th e group should integrate different personalities and behaviours, so that the members can work on an synergistic footing. As a healer, I do non mean to make a hapless group, which will merely supply a short alleviation of psychological symptoms and a support for a limited clip. On the contrary, the coexistence of many different and heterogenous sorts of behaviour and of assorted psychological ways of confronting the job -physical disability- will ensue in a more synergistic and disputing group. Furthermore, the members will change in age, but they will belong to the same age class ( grownups, 20-50 old ages old ) . A great age difference could do troubles in communicating and common apprehension among them, or it could convey a sense of isolation.The symptom homogeneousness is likely to trip a series of curative factors, in a really short period of clip. The fact that the members will portion common and similar experiences in relation to their physical specialness, will ensue in cohe rence and catholicity even from the first meetings. The support they will offer one another and the alter of suggestions and advice on specific issues, will convey into action selflessness and interpersonal acquisition. On the other manus, the already activated curative factors will assist with the more mature confrontation of any struggles or dissensions during the therapy, raised from the members heterogeneousness. Therefore, the coexistence of those two elements, homogeneousness and heterogeneousness, is of critical importance for the positive result of the therapy.Announcement of the GroupThe proclamation of the therapy group can be done in many different ways. First, it can be advertised in certain specialised magazines, which address to people with disablements, such as ORIZONTAS gross ton PARAPLIGIKON , ISOTIMIA and ANAPIRIA TORA . It can besides be published in the specialised web site www.disabled.gr. Furthermore, there can be postings hanged in the cardinal office s of the organisations for the handicapped people, every bit good as in private offices of physicians and physical therapists. Finally, a all right manner to advance the group is a personal seize with people who are likely to be interested or could inform some others about it. The response might non be so immediate, so the procedure of the proclamation has to get down rather early before the beginning day of the month of the group meetings.In conclusionaAll the above describe a possible creative activity of a therapy group and of its initial processs on a theoretical footing. However, the practical execution might differ significantly from the image presented in this assignment. The leading of such a group requires exceeding professional makings and a magnetic personality in order to cover with people with physical disablements. The specialty between the human inclinations of empathy, emotional presence, protection and support from commiseration is rather hard some times and it de mands experience and particular accomplishments from the healer. The nature of the group requires a great trade of duty, which might arouse inordinate emphasis to the healer, particularly during the first meetings.However, the sense of satisfaction and fulfilment that rises from the working with such a group of people, can be really intense. Giving and assisting people who have a more obvious demand for alleviation, credence, support and love than the able-bodied, constitutes a gift of psyche, which is to be returned to the 1 who offered it.The balance lies someplace in between. The aureate mean that separates the professional healer from the emotional homo being, but which unites them at the same clip.

Assessment Of Learning Essay

estimation of learn refers to strategies useed to confirm what bookmans know, testify whether or non they realise met plan outcomes or the goals of their individualised programs, or to shew development and make decisions near scholarly individuals future programs or situations. It is designed to leave alone essay of achievement to p bents, other educators, the pupils themselves, and roughtimes to outside groups (e. g. , employers, other tuitional institutions). estimate of breeding is the sound judgment that becomes creation and results in statements or symbols about how well students be learning.It oftencontributes to pivotal decisions that will affect students futures. It is important, past, that the profound logic and measurement of legal opinion of learning be credible and invulnerable. TEACHERS ROLES IN ASSESSMENT OF LEARNING Beca c on the whole the consequences of mind of learning atomic number 18 often far-r all(prenominal)ing and affect studen ts seriously, t all(prenominal)ers have the responsibility of flooring student learning accurately and fairly, base on evidence obtained from a variety of contexts and applications.Effective judgment of learning requires that teachers bid a rationale for undertaking a particular legal opinion of learning at a particular commove in time clear descriptions of the int send away learning assistes that make it assertable for students to demonstrate their competence and acquisition a range of alternative mechanisms for assessing the same outcomes public and defensible reference points for making judgements Rethinking Classroom sound judgment with Purpose in head teacher 55.The purpose of sound judgement that typic every(prenominal)y comes at the end of a flight or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or assay-mark of student achievement. (Linn and Gronlund, Measurement and sound judgment in T eaching ) ReflectionThink about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 Rethinking Classroom judgement with Purpose in Mind Chapter 5 transparent approaches to interpretation descriptions of the assessment process strategies for recourse in the event of disagreement about the decisions.With the help of their teachers, students foundation look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. intend ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the levelof students learning, so that reasonable decisions can be made about students.There are many potential utilizationrs of the education teachers (who can use the acquaintance to communicate with parents about their childrens proficiency and progress) parents and students (who can use the results for making educational an d vocational decisions) potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) principals, district or divisional administrators, and teachers (who can use the information to review and revise programming).Assessment of learning requires the collection and interpretation of information about students accomplishments in important curricular parts, in ways that represent the nature and complexity of the think learning. Because genuine learning for discernment is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to enforce key opinions, friendship, sciences, and positionings in ways that are au pasttic and consistent with current thinking in the knowledge domain.What am Iassessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind 57 Assessment of learnedness In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce ample information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in subdue ways.Assessment of learning methods implicate not only tests and examinations, but likewise a rich variety of products and demonstrations of learningportfolios, exhibitions, actions, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment jibe Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a urgency for graduation from British Columbia and Yukon Senior Years schools.These portfolios comprise collections (electronic or printed) of evidence of students accomplishments at school, home, and in the community, including demonstrations oftheir competence in skills that are not mensurable in examinations. Worth four credits toward graduation, the portfolios flummox in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios Students will adopt an active and reflective role in planning, managing, and assessing their learning. Students will demonstrate learning that complements intellectual suppuration and course-based learning. Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards.Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio 1. Por tfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers arts and design (respond to an art, performance, or design work) community involvement and responsibility (participate co-operatively and respectfully in aservice activity) education and career planning (complete a graduation transition plan)Employability skills (complete 30 hours of work or volunteer experience) information technology (use information technology skills) personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio alternative (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process.( Portfolio Assessment and Focus Areas A Program Guide) 58 Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning of necess ity to be very cautiously constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students assessment results. Certification of students proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. dependablenessReliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers ability ask themselves Do I have enough information about the learning of this particular student to make a definitive statement? Was the information collected in a way that gives all students an equal chance to show their learning? Would another teacher arrive at the same certainty? Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learningoutcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a students performance is interpreted and reported in relation to these learning outcomes.In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are employ to rank students. In much(prenominal) norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessmentresults.Validity Because assessment of learning results in statements about students proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions delimitate out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I batten down quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide expands about the quality of the measurement.Detailed records of the non-homogeneous components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an refined position to provide meaningful reports to parents and others. Merely a symbolic representation of a students accomplishments (e. g. , a letter grade or percentage) is inadequate.Reports to parents and others should i dentify theintended learning that the report covers, the assessment methods employ to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning.Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some forgather of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO cost curves )3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a give tongue to curriculum outcome. Any pe nalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide on-going feedback on formativeperformance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more).Students should fix the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. guide using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome.7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distorti on) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the starting time and throughout the teaching and learning process. (Adapted from OConnor, How to Grade for Learning )Resource Marzano, Transforming Classroom Grading 60 Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers comments as indicators of their level ofsuccess, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, eminence occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate whimsical proficiency without glasses.When the driver uses glasses, it is possible for the examiner to get an accurate picture of the drivers ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the indispensable accommod ations be in place that allow students to make the particular learning visible.Multiple forms of assessment run multiple rowways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students.Although assessment of learning does not always lead teachers to differentiateinstruction or resources, it has a profound effect on the placement and furtherance of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise reco mmendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions.Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a students average score, provides little information about that students skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a students level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students responsibility for their learning.The Communication brass Continuum From Symbols to Conversations (OConnor, How to Grade for Learning ) Grades Report separate (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind 61 Assessment of Learning An Example of Assessment of Learning.Elijah was interested in assessing student mastery of both the modern and the conventional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to oblige what they know to the situation at hand. survival of the fittest requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored warehousing information that will enable a person to cope, not panic.Traditionally, this was learned in a holistic manner, grounded in Inuit conventional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the- husbandry survival activities, using both traditional and modern methods. He always took with him a lettered sr. who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted.Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern subjective environment. Elijah assessed each student on each survival ski ll (e. g. , making levy the traditional way, binder the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each students performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 Rethinking Classroom Assessment with Purpose in Mind.Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A students competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire t hat is robust.As the Elders judged each students performance of the skills, Elijah recorded the results. He shared out the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria either the student performs the skill s uccessfully or does not.I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind 63 Assessment of Learning Shelters emergency shelters igloo building4 qamaq5 tents Transportation needs making the knots required for the qamutik cross pieces on a sled building a kayak/umiak. resort a snowmobile (spark plugs, repairing track, drive belt) keeping a boat seaworthy Navigational issues reading the overturn reading the sky understanding seasonal variations reading inuksuit using GPS map reading Preparation for push down travel packing a qamutiq (sled) load, balance necessities snow knife, rope, food, water, heat source letting others know where you are going necessary tools, supplies, snowmobile parts, fuel using communication devices Food sources plants and their nutritional properties hunting, skinning, and cutting up seal, caribou, etc. kinds of food to take on the land,and their nutritional properties ____________________4. Expertise in igloo building includes understanding of typ es of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap woods or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student _______________________________________________ Date _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / operator of keeping warm fuel sources getting a spark propane heaters, stoves clothing.2) Relationship to the Seasons Assessing conditions / recognizing danger signs seasonal changes land changes water changes wind changes weather changes Climatic changes weather changes and how this affects the land and water knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting /fishing) respect for Elders and their knowledge ability to learn from Elders 64 Rethinking Classroom Assessment with Purpose in Mind Chapter 5.Elijahs report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not apprehend working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way.If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she b rought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess?To enable teachers to determine next steps in go student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, andidentify next steps Assess What? each students progress and learning needs in relation to the curricular outcomes each students thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning.What Methods? a range of methods in different modes that make students skills and understanding visible a range of methods in different modes that elicit students learning and metacognitive processes Ensuring Quality accuracy and consistency of observations and int erpretations of student learning clear, detailed learning expectations accurate, detailed notes for descriptive feedback to each student accuracy and consistency of students self-reflection, self-monitoring, and self-adjustment. engagement of the student in considering and challenging his or her thinking students record their own learning Using the Information provide each student with accurate descriptive feedback to further his or her learning differentiate instruction by continually checking where each student is in relation to the curricular outcomes provide parents or guardians with descriptive feedback about studentlearning and ideas for support. provide each student with accurate descriptive feedback that will help him or her develop independent learning habits have each student focus on the task and his or her learning (not on getting the right answer) provide each student with ideas for adjusting, rethinking, and articulating his or her learning provide the conditi ons for the teacher and student to discuss alternatives students report about their learning Rethinking Classroom Assessment with Purpose in Mind. 65 Assessment of Learning to certify or inform parents or others of students proficiency inrelation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process accuracy, consistency, and fairness of judgements based on high-quality information clear, detailed learning expectations fair and accurate summative reporting indicate each students level of learning provide the foundation for discussions on placement or promotion report fair, accurate, and detailed information that can be used to decide the next steps in a students learning.

Haroun and the Sea of the Stories Essay

Haroun and the sea of Stories, a allegory by Salman Rushdie spans the adventurous journey of the protagonist of the story, Haroun who wishes to have back his fathers gift of storytelling. Haroun is the son of the famous storyteller Rashid Khalifa whose stories enthrall the listeners. The author of original was placed under fatwa which compelled him to lead a life of isolation and hiding. And it was during his hiding that he wrote the above novel.Salman Rushdie uses his novel as a medium to defy the censorship placed on his writings. Through the characters of his novel, the author presents his knowledge thoughts about the censorship and the people who imposed the censorship upon him. The characters in the novel are influenced by the personalised experiences of the author and resemble the persons of the real world. Prominent among them is the character of Khattam-Shud who reminds one of Ayatollah Khomeini, the person responsible for the fatwa of Salman Rushdie.Khattam-Shud rules the Land of Chupwalas by making them behave according to his rules. He wants to rule the whole world but his wish rest unfulfilled for he is unable to be in command of the world of numerous stories. Rushdie (2001) writes inside all single story, inside every Stream in the Ocean, there lies a world, a story-world, that I cannot harness at all. (pg. 161).So when he realizes that he cannot control the world of the stories he decides to poison the Sea of Stories so that the source of stories itself is destroyed and the imagination of the story tellers is snatched from them forever. This attitude of Khattam-Shud is analogous to that of Khomeini who wants to control the writings of Salman and when that is not possible he issues orders for Salmans killing. Khomeini insists that the world accept his beliefs about Islamism and when anyone tries to revolt against his authority he suppresses him by using his powers.

Behavioral Programme Assignment Essay

Our esteemed coast was established on 11 May 1921 and went public on 11 November 1921 in the name of Nadar rely Limited at Ana Mavanna Building, Thoothukudi. Later we renamed as Tamilnad Mer subscribetile bound Limited. We had b arly 4 branches until 1947. The aver has now 388 full fledged branches and 732 ATMs in all over the India. In order to serve the rural argonas, the bank extended services more in non-metro argonas. Out of 388 branches, 344 branches be located in Rural, Semi Urban and Urban areas only. GROWTHWe are one of the oldest private vault of heaven banks which is continuously making profits and paying highest dividends. This was possible only with the dedicated employees at all levels who are energetic and are enthusiastic in the growth and prosperity of the bank. This made the bank to adopt the formal motto Totally Motivated brinkAchievements and Awards The financial express in its survey on Indias Best Bank 2013 has ranked our bank No.1 among the Old Priva te Sector Banks. TMB has been rated 2nd Best Bank in Small Banks category by Business World on a lower floor Indias Best Bank 2013 TMB has received the Best Banker award in Customer Orientation and Human Resources. TMB has received ASSOCHAM India 9th Annual round top cum Social Banking Excellence Awards 2013 Indias Best Private Sector Bank 2013.FUTURE peck OF TMBLooking AheadThe vision of the bank is to develop the bank into a much quicker bank withthe higher(prenominal) level of modernization to handle the affair volume. Noble thoughts and high ideas of the team of management charged with fighting(a) spirit of pieceion will take the bank to a greater height, achieving growth in readiness and exhibit the bank as a warning bank in the Banking industry. The bank has set itself a high standard, be it in operation, customer service or compliance to regulation. Technology upgradation and March towards hi-tech Cyber Banking are the current mission of the Bank. VISION STATEMENTT o be a progressive bank with strong brand equity,Enhancing the value for all the stake holders throughExcellence in performance and good systemMedium Term GoalAiming to accession its total channel to Rs 1 lakh crore in the c leave taboo four years and to expand our branch network outside Tamil Nadu. At present we having a total business of Rs 41,000 crore in 2013-14, and planning to open a large number of branches in Andhra Pradesh, Karnataka, Kerala, Telangana, Gujarat and Maharashtra in the next 3 years.Our endeavor is to consider 30-40 branches in each of these states. We are targeting a total business of Rs 50000 crore in 2014-15, and exacting to absorb a network of 800 branches in four years.Our medium-term goal is to slang TMB a pan-India bank. later the expansion of branch network in the southern states, we will focus on widening our trace in the northern and eastern regions of the country.ASSIGNMENT IICISCO WORK CULTURE immediatelys memorial tablets face increasin g demands for responsiveness, adaptability, innovation, speed, and responsible corporate citizenship. No presidential term can afford to dismiss the authorization benefits of having a diverse and inclusive culture. So for lake herring, building an inclusive and diverse organization is an ongoing and prerequisite business imperative. It truly believe it is their responsibility to Empower our teamsEliminate biasesCreate an environment where ein truthone feels welcomed, valued, respected, and heard. CommitmentThey aim to provide employees with all the resources, programs, and training necessary to achieve their business goals. They have been giving everyone an opportunity to insure at their best selves, and provide their customers with the best and some innovative products and services. How They Are StructuredBy partnering with their business leaders, human resource organizations, and key stakeholders and constituents, they have built a holistic diversity framework that is inser t in every part of lake herring. They have constructed an Inclusion and Diversity Coalition, a global team that advises and supports Cisco executives at the function and region level. Along with established inclusion and diversity ambassadors, it includes advocates in the field. The team helps to cannonball on program execution by reinforcing inclusion and diversity communication and expectations.Ciscos employee engagement systemCiscos employee engagement strategy has yielded several benefits through the use of collaboration tools. For example, the quarterly family meeting has gone through a total transformation. In the past, Cisco held the comp any meetings in a physical location, usually a local convention center near the headquarters in San Jose, California. Today the quarterly company meetings are virtual. Through the use of video and collaboration technologies, employees globally can act in these meetings and interact with senior executives through a live chat (using Cis co Jabber technology). The blameless event is recorded (along with chat transcripts and other documents) and shared with all employees. This approach has increased employee participation and provided a late venue for rich interaction between employees and senior executives, all of which have boosted overall employee satisfaction. Cisco uses a virtual format for other events as well much(prenominal) as the annual global sales hold up (20,000-plus attendees) and strategic leadership offsite (3000-plus senior leaders).More than ever employees are conscious of their health and wellness, while employers are looking for slipway to provide employees with high-quality healthcare options while keeping their costs under control. Cisco opened a state-of-the-art HealthCenter in San Jose for employees and has followed with centers at other sites. Through the use of technologies much(prenominal) as HealthPresence and unified communications, Cisco employees have access to some(a) of the bes t healthcare systems around the landASSIGNMENT III3 type Component of CommitmentAbout the ModelJohn Meyer and Natalie Allen real their Three Component Model of Commitment and published it in the 1991 Human Resource Management Review. The model explains that payload to an organization is a psychological state, and that it has triad distinct components that affect how employees feel about the organization that they work for. The three components are1. Affection for your air (affective commitment).2. Fear of loss ( prolongation commitment).3. Sense of obligation to delay (prescriptive commitment).We can use this model to increase commitment and engagement in your team, while also helping throng to experience a greater feeling of well-being and job satisfaction. Lets look at each of Meyer and Allens three types of commitment in greater detail. Affection for Your Job (Affective Commitment)Affection for your job occurs when you feel a strong emotional attachment to your organizati on, and to the work that you do. Youll near promising identify with the organizations goals and values, and you genuinely privation to be there. If youre enjoying your work, youre likely to feel good, and be satisfied with your job. In turn, this increased job satisfaction is likely to add to your feeling of affective commitment. Fear of Loss (Continuance Commitment)This type of commitment occurs when you urge up the pros and cons of leavingyour organization. You may feel that you need to stay at your company, because the loss youd experience by leaving it is greater than the benefit you think you might gain in a sensitive role.These perceived losses, or side bets, can be monetary (youd lose salary and benefits) original (you might lose seniority or role- cogitate skills that youve spent years acquiring) or social (youd lose friendships or allies). The severity of these losses often increases with age and experience. Youre more likely to experience prolongation commitment if youre in an established, successful role, or if youve had several promotions within one organization. Sense of pact to Stay (Normative Commitment)This type of commitment occurs when you feel a sense of obligation to your organization, even if youre dysphoric in your role, or even if you want to pursue better opportunities. You feel that you should stay with your organization, because its the near thing to do. This sense of obligation can stem from several factors. You might feel that you should remain with your organization because it has invested money or time in your training. Or perhaps it provided a reward in advance, such as paying for your college tuition. This obligation can also result from your upbringing. For instance, your family might have stressed that you should stay loyal to your organization. noneThese three types of commitment are non mutually exclusive. You can experience all three, or two of the three, in varying degrees. Applying the Model at our TMBAffecti on for Your Job (Affective Commitment)We are very fortunate in having dedicated employees at all levels who have been energetic and working with untiring avidness for the good growth and prosperity of the institution for the past 92 years. The name and fame of the bank are in a large measure, due to the efficient and diligent service of the highly loyal staff members and officers. This has enabled the Bank to adopt the official motto Totally Motivated Bank. Most of the employees in TMB are affiliated towards our organization. This has been proven through theprofits earned and dividends paid to the stake holders. Without the positive commitment of affectionate this would not have been possible. In TMB, employees treat themselves to be a part of the family. With this unique feature TMBians flow forward and make the organization goals and achieve great heights. Fear of Loss (Continuance Commitment)Its important to do our best to grow affective commitment, and reduce our teams relian ce on continuance and normative commitment, so that we can lead a team of battalion who feel passionate for their roles. In TMB, we having some team up members with continuance commitment, which not only impact their growth but also impacting other Team enthusiastic employees, or even lower the morale of the organization. To encourage positive variegates, we will link peoples goals with those of the team or organization. If appropriate, we align our teams roles with their skills and interests, with techniques such as Job Crafting . Its important to help people find purpose in their work, which will help them to come out from the above commitment. Sense of Obligation to Stay (Normative Commitment)In our organization, some officers from STEP programme feel a sense of normative commitment since our organization has invested a lot in their training and development. Since they have been assure for 5 years, they could not able to switch job even if they got better opportunity. To over come this we are likely to develop affective commitment through explaining them about their growth in this esteemed organization and make them to feel & experience positive emotions at their work. Further, we will encourage these people to thrive, and to enjoy the work that theyre doing. We make sure that we give praise regularly, and create a healthy workplace , so that these resistant of people will be happy and productive.ASSIGNMENT IVChange is a common draw off that runs through all businesses regardless of size, industry and age. Our world is changing fast and, as such, organizations must(prenominal) wobble quickly too. Organizations that handle limiting well thrive, whilst those that do not may struggle to survive. The concept of deepen management is a familiar one in most businesses today. But, howbusinesses manage dislodge (and how successful they are at it) varies enormously depending on the nature of the business, the change and the people involved. And a key part of this depends on how far people within it understand the change process. One of the cornerstone models for understanding organisational change was developed by Kurt Lewin back in the 1950s, and still holds true today. His model is known as break up Change Refreeze, refers to the three-stage process of change he describes. Lewin, a physicist as well as social scientist, explained organizational change using the analogy of changing the shape of a block of ice Lewins Three-Step Model For Implementing ChangeUnfreezeThis first stage of change involves preparing the organization to read that change is necessary, which involves break elaborate the existing status quo before you can build up a new way of operating. lynchpin to this is developing a compelling message provideing why the existing way of doing things cannot continue. This is easiest to frame when you can point to declining sales figures, poor financial results, worrying customer satisfaction surveys, or suchlike These show that things have to change in a way that everyone can understand. To prepare the organization successfully, you need to hold out at its core you need to challenge the beliefs, values, attitudes, and behaviors that currently define it.Using the analogy of a building, you must examine and be prepared to change the existing foundations as they might not support summation storeys unless this is done, the whole building may risk collapse. This first part of the change process is usually the most difficult and stressful. When you start cutting down the way things are done, you put everyone and everything off balance. You may evoke strong reactions in people, and thats exactly what needs to done. By forcing the organization to re-examine its core, you in effect create a (controlled) crisis, which in turn can build a strong motivation to judge out a new equilibrium. Without this motivation, you wont get the buy-in and participation necessary to effect any meaningful change. Change subsequently the uncertainty created in the unfreeze stage, the change stage is where people jump to resolve their uncertainty and look for new ways to dothings. race start to believe and act in ways that support the new direction. The transit from unfreeze to change does not happen all-night People take time to embrace the new direction and participate proactively in the change. A related change model, the Change Curve , focuses on the specific issue of personal transitions in a changing environment and is useful for understanding this specific aspect in more detail. In order to accept the change and contribute to making the change successful, people need to understand how the changes will benefit them. Not everyone will fall in line just because the change is necessary and will benefit the company. This is a common assumption and pitfall that should be avoided. Time and communication are the two keys to success for the changes to occur. People need time to understand the change s and they also need to feel highly connected to the organization throughout the transition period. When you are managing change, this can require a great deal of time and effort and hands-on management is usually the best approach. RefreezeWhen the changes are taking shape and people have embraced the new ways of working, the organization is ready to refreeze. The outward signs of the refreeze are a stable organization chart, consistent job descriptions, and so on. The refreeze stage also needs to help people and the organization internalize or institutionalize the changes. This nub making sure that the changes are used all the time and that they are incorporated into everyday business. With a new sense of stability, employees feel confident and comfortable with the new ways of working. The rationale for creating a new sense of stability in our every changing world is often questioned.Even though change is a constant in many organizations, this refreezing stage is still important. Without it, employees get caught in a transition trap where they arent sure how things should be done, so nothing ever gets done to full capacity. In the absence of a new frozen state, it is very difficult to tackle the next change possibility effectively. How do you go about convincing people that something needs changing if you havent allowed the most recent changes to sink in? Change will be perceived as change for changes sake, and the motivation required to implement new changes simply wont be there. As part of the Refreezing process, make sure that you celebrate the success of the change this helps people to find closure,thanks them for steadfast a painful time, and helps them believe that future change will be successful.Applying the model at TMB At our bank we have followed the Lewins Three-Step Model while implementing our New Logo UnfreezeEven though our Bank has been established in 1921, the logo was set for the bank only in 1962. Since the logo was not competent to m atch to the current generation of banking and also not expressed the future face of the bank. It has been discrete to change the Logo. After having various meetings with our stake holders, at last our Management got approval from our stake holders to change our logo. Our Management has started the process for changing the logo of our bank after 50 years. We are well sensitive that changing our established logo should be approached with a great deal of caution and forethought. Only a new logo design makeover (executed correctly) can infuse our company brand with new excitement, new blood. We are the leading private sector bank with strong development in modern banking and need a logo that is more in line with, and appealing to, our vision along with modern banking facilities. ChangeAfter got approval from stakeholders, our bank started planning on designing the new logo which should express our vision along with modern banking facilities. The organization has ready to take risk by c hanging the Logo. The Dispel rumors by answering the questions asked by any one the openly and honestly and also relate the need for change back to operational necessities. Our organization has announced a contest among the staff members for creating a logo which should reflects our vision and redbrick banking and also to make the staff involvement. Which made everyone feel that its a right time to change Logo of our bank and will give new face to our bank. RefreezeWith help of our all staff members our bank has designed a new log which described our vision and modern banking.The magenta-and-royal-blue combo is a noisy showcase of the brands illustrious past, where the inherent DNA of our bank customer orientation & commitment to excellence takes center-stage. The complementary colours and the clear-cut typeface underline our banks new doctrine of staying in tune with the current generation. What holds the logo together and helps break the clutter is the clever play on the letter M. An amalgam of two upward arrows, the Positive M clearly symbolizes our banks new promise to be one step ahead of life. our New logo was created. On 03.05.2012, we have launched New Corporate Identity (New Logo) for our Bank in a grand function at Thoothukudi by our Managing Director & CEO in the august presence of all the Directors of our bank. Change of our New Logo was communicated to people through various medium of communication. The New logo has brought a strong believe from the public that, our bank not only a have a traditional type of banking but also have the Modern banking.