Counselling, Caring and the Ambulance Service Essay Example for Free

Counselling, Caring and the Ambulance Service Essay Introduction In order to discus counselling and its meaning both generally, and in my workplace, it is necessary to come up with a definition. The dictionary describes it in terms of advice but this interpretation is a traditional one and carries an immediate implication of inequality for those involved. It is a narrow interpretation of the concept when compared to modern attitudes, which usually include a psychological aspect. Nevertheless, the traditional view still bears three of the fundamentals of counselling. These are: * That it involves at least two people, thus constitutes a relationship. * That there is agreement about the nature of the interaction, i.e. it is cooperative. * The aim is to help those involved. According to Stephen Murgatroyd (1990, P.5) counselling is not the sole prerogative of professional counsellors. It is a process that is widely used in within a community, which can take many forms. I have found this particularly true in my own profession. As a Paramedic within the NHS for ten years I have used techniques, which I now recognise as essentials of counselling practice, but have never considered myself a counsellor. Rather a professional who can learn much from the subject. In my workplace I find frequent examples of the more traditional model of counselling, as described by Murgatroyd (1990 P.7) as prescriptive or directive but also of other the facilitative or developmental forms, which seek to encourage patient centred self-actualisation. These I will seek to analyse. I hope to draw out some of the problems involved and discuss ways in which to improve. Counselling, Caring and the Ambulance Service Once upon a time ambulance staff had a clear job specification, or at least their managers liked to believe so. Crews were told their mission was to preserve life and transport to hospital with the minimum of deterioration in the patients well-being. In reality things are not that simple and ambulance staff deal with a myriad of human responses and emotions every day. In the past many of my colleagues thought of counselling as a nebulous concept, which had no place at the cutting age of ambulance work. More attention was paid to physical trauma than emotional. With hindsight we can see that the best ambulance staff were those that used the skills that we now identify and welcome, in a natural and confident way. Usually they were also those that had plenty of experience. Just as my job covers a range of human conditions, so counselling and guidance demands a range of approaches to those being counselled. In my job these can be patients, their friends, relatives, bystanders or other professionals. Also though, it includes my colleagues. I have discussed briefly the nature of counselling, now I would like to examine it in more detail. Nelson-Jones (1983) talks of a distinction between skills and specialism or counselling relationships, whereby counselling is the primary activity, and helping relationships in which counselling skills form part of the helpers relationship with another person. Clearly the latter applies to my own job as well as many others. Our primary role is not that of counsellors but we use some of those skills so as to be effective practitioners. Davis Fallowfield examine four models of psychological theory that have had a major impact on counselling. These are: * Behavioural * Cognitive Behavioural * Person Centred * Psychodynamic Each of these allows us a better understanding of the processes of helping by affording us a different view of the human psyche. In my work I can recognise elements of all the models in patients and colleagues. Rogers, (Person Centred), gives insight into the importance of the conditions necessary to create an effective relationship. Based on humanistic philosophy he espouses the belief that all people have the capacity to achieve self-actualisation, if the basic conditions can be created. Freud, (Psychodynamic) demonstrates the importance of the relationship, the unconscious processes which arise from them and the insight into them in dealing with problems The behaviourist theories espoused by Pavlov, Skinner, Ellis and others, deal with the nature of behaviours learned and observable, and how maladaptive thought processes can be unlearned by the use of cognitive processes. A fifth model, that of Gerard Egan, integrates many of the ideas of the former to create an eclectic model that I believe has particular relevance to my workplace. In The Skilled Helper (1994) Egan incorporates some of Rogers and Maslow`s humanistic ideas in a pragmatic way, to outline some of the counselling skills that we use so much as teachers or carers. As Egans model is concerned with problems other than just psychological it provides a more relevant ethical base for those in teaching or healthcare and has been increasingly embraced by those professions in recent years.(Burnard 1990 P.27) Egan mirrors modern healthcare by treating the patient in an holistic way. He proposes a need for empathy, respect, genuiness and mutual respect. All of these are very necessary to accomplished ambulance staff. The Three-Stage Model Egan uses a three-stage model to outline the helping process. The first stage concentrates on the social skills that I find so important to my job, setting the scene and allowing a warm relationship to flourish through showing genuine empathy. Skills such as body language active listening and attention giving are prerequisites. Communication is established and advanced. Stage two moves the process forward by drawing out themes to allow the subject a new perspective. The subject is gently challenged so as to recognise themes, feelings and experiences. . Building on the previous stages, the third seeks to encourage a creative ambience. Problem solving drawing on points raised, maybe seeking solutions and encouraging the subject to establish a plan of action. The establishment of communication is common to the whole process. This is a massively important. The process may also move backwards or forwards. It is not intended to be prescriptive but rather to draw out the empathetic human qualities that can help. I can recall so many instances where Egans ideas have been used in my workplace that it is hard to select examples. We are often called upon to assess our patients well being in a very short time. Once we have established that avenues of communication are possible, i.e that the patient is able to communicate in a rational way, we embark on a dialogue that seeks to put them at ease, allow them insight and hopefully afford them a feeling that they have some measure of control over the situation. Power thus becomes an important issue. In Davis Fallowfield (P.15) the patient/practitioner relationship is discussed. They state that one of the most common problems encountered is the need for medical staff to take on the role of expert in order to reach conclusive goals. Very often this leads to neglect of the patient as a whole. Sanders (1994) identifies two qualities that he describes as non-counselling. One of them, he describes as being distant and expert. Sometimes, in a medical emergency, this is a necessary quality but creates feelings of guilt. I have often left relatives at the scene of a cardiac arrest at home whilst taking the role of expert and wondered at the emotional carnage that we have just encountered as we speed towards hospital with their loved one. Many times I know that we have not even begun to address their needs. It is certainly easier not to shoulder that sort of emotional involvement, as mentioned by Burnard (P.148), when he talks of the possibility of burnout. But sometimes assuming the role of expert can be used as an excuse to avoid emotional involvement. I believe that in my workplace this is a very common problem and have many times taken issue with colleagues who have deliberately refused to move away from the expert mode and address the patient as a whole person. In one such incident a young female patient was brought by chair into the AE department by a crew. Wheeled into the centre of the busy department she sat hunched, clearly embarrassed, and hiding her face. One of the crew held a large collection of empty pill packets, making it obvious to those who could see that the patient had overdosed. Overdoses are a very common emergency and can bring out negative attitudes from all medical workers. Whilst the patient remained on public view the ambulance man walked up to the nursing station and ritualistically poured the packets onto the desk in an obviously condescending way. The patient began to cry quietly. The behaviour of this colleague incensed me. He had ritualistically humiliated his patient presumably because of his intolerance and judgmentalism and a refusal to see the patient as anything but a manipulator. I believe that the ability to extract necessary information and perform tasks in an empathetic way is not only achievable using Egans techniques, but also vital to patient well-being. During my time in the ambulance service time I have passed through stages that have been identified by Maynard Furlong (1998) as distinct points in development, from early idealism to realism and occasional disenchantment. I have found that after several years a degree of cynicism is a common occupational hazard and is probably to be expected. Staff have to come to terms with what is achievable within the constraints of the job and workplace stress is common. Very often in my workplace I witness a range of abilities in communication. Simple techniques such as positioning, eye contact and general body language can be taught but I am convinced that without a genuine love for ones fellow man these techniques are not convincing. The humanistic approach that I have discussed is not always easy. It is easy to dismiss, especially when staff are tired and demoralised. Judgmental attitudes are commonplace and to some extent inevitable. The ability to rise above these and retain an open mind is something that can be massively affected by peer pressure in a working situation where crews work in twos. Usually one crewmember is senior and the dynamic of the relationship is affected by experience, sex, strength, (psychological and physical), age etc. This can often create an imbalance of power, between crewmates. This particularly affects less experienced younger staff in a workplace where experience is such a valuable commodity. Sometimes staff suffer because of their role as unofficial counsellors. Burnard (1990) talks of the potentially painful relationship between the parties. I believe that prolonged exposure can lead to problems and in my workplace this had lead to the formation of a structure designed to aid the problem. Five years ago the ambulance service started an in-house Staff Support Scheme network, in order to create a pathway to help to reduce the impact of psychological problems. It was thought that staff who had been trained to identify some of the symptoms of psychological or emotional problems were in an excellent position to guide the subject to help in the form of professional counselling. Whilst I wholeheartedly supported the concept and became a member, I had doubts about some of conditions attached, particularly about the principles of confidentiality and supervision. We were trained in debriefing techniques (not as counsellors) by a very experienced professional counsellor. However the trust felt bound to encourage us to disclose not only health safety and legal confidences, but also those that may contravene trust rules. This I felt was unethical and impractical. They also had no formal supervision structure in place and no mechanism for further development. All these factors left the idea profoundly flawed. I continue to serve as a staff support member but refuse to create reports on individuals or to pass on confidences. This is a position that is supported by Nelson-Jones (P.143) who maintains that breaking confidences is a serious breech of ethics. Counselling and helping work colleagues outside the classroom can be a much more intimate affair. Crews routinely spend twelve hours in each others company, often on standby or on station, alone, un-chaperoned and unsupervised. Thus if there are emotional needs and issues the workplace can become extremely intense. Staff obviously have issues themselves, quite apart from the problems they may face with patients and support can be close at hand. But the operational ambulance environment can also become a minefield of ethical limits and the process of helping can be impaired as well as enhanced. Burnard (P.139) discusses the problems of transference and countertransference. In the above-mentioned situation where an inappropriate relationship develops he suggests the transfer of the client to a more senior counsellor. Although the obvious solution, this is not always possible and it is obvious that problems will continue to occur. Development The back of an ambulance is no respecter of class and ambulance work can be a great leveller. As a developing teacher of ambulance staff I am in the privileged position of teaching those who I believe are routinely placed in a position of power and privilege that can be used or abused. I believe a major part of my teaching role is to encourage the use of the humanistic approach, and to encourage students to reflect on their own attitudes and judgements in order to allow them to better use the skills described by Egan and the key aspects required as described by Carl Rogers in Kischenbaum Henderson, (1989). The humanistic approach is already practised in my workplace and has been by the more experienced staff for years. Even though they did not attach labels to their skills they were using the humanistic approach espoused by Egan, Rogers and others. In the emergency care setting they have honed these skills to bring benefit to their patients as quickly as possible. It remains a joy to watch I see my future role as that of a champion for the humanistic approach, by my actions and my teaching methods. As more demands continue to be heaped on staff this may become more difficult. We are in danger of becoming more concerned with the product than the process. Bibliography Murgatroyd. S (1985) Counselling and Helping. Haworth Press Nelson-Jones.R (1997) Practical Counselling and Helping Skills. Cassell Davis.H and Fallowfield.L (1993) Counselling and Communication in Health Care Wiley Sons Burnard.P (1990) Counselling Skills For Health Professionals Chapman Hall Borck.L and Fawcet. S (1982) Learning Counselling and Problem Solving Skills. Haworth Press Kirchenbaum Henderson (1989) The Carl Rogers Dialogues (From Course Handout)

Situation Simulation in Nursing | Research

Situation Simulation in Nursing | Research INTRODUCTION Background In nursing education, simulation is a mainstay for clinical learning (Tanner, 2006), particularly in the areas of safety, problem solving, and communication (Durham Alden, 2008). Also simulation-based education leads to improved self-confidence in performance (Cant and Cooper, 2010) According to Jefferies (2005), successful learning using simulation requires alignment of the design, teaching activities, competencies, and learning outcomes. The case scenario, including simulations of actual clinical problems, provides an interactive learning environment, engaging students in the learning process and encouraging them to make connections between and among concepts. Environmental interactivity and feedback typically is achieved through the use of a high-fidelity patient simulator supplemented with role-play techniques (Good, 2003). Although simulation has been used successfully, more recently, in medical and nursing education programs (King Reising 2011; Tan, Ti, Ho, Lee, 2002), its use as an evaluative tool is still not fully developed. Student performance evaluation is a very important step during simulation-based practice. There is limited research in the use of simulation in nursing education and the evaluation of student competency (Reed, 2010). The instrument, developed by Jenkins (1985), is a self-report measure in which respondents are asked to identify processes or strategies used in deriving clinical decisions. Because one used for evaluating the quality, the validity of a general self-report measure would be questionable. Faculty evaluation of student performance was found to be the primary evaluation method, with student report of performance second and evaluation of videotaped performance third (Nehring Lashley,2004). Radhakrishnan et al.(2007) described using simulation to evaluate clinical skill performance in several areas: safety, basic assessment, prioritization, problem-focused assessment, ensuing interventions, delegation, and communication. Lasater (2007) also developed Lasater Clinical Judgment Rubric (LCJR) based on Tanner’s Clinical Judgment Model (noticing, interpreting, responding, and reflecting). The LCJR defines what is meant by noticing, interpreting, responding, and reflecting with 11 dimensions with four scale levels. Although, LCJR has relevance for all clinical contexts, including acute care, long-term care, and community health (Lasater, 2007), for simulation evaluation with emergency situation such as asthma, competency evaluation in clinical decision making should be undertaken. It is reported in both the nursing and medical literature (Edwards, 2007; Ottestad, Boulet, Lighthall, 2007) that real-time observation may be necessary to appropriately evaluate clinical decision making because it can reveal contextual and communication factors that may not otherwise be uncovered. Furthermore, to enhance the effectiveness of simulations in nursing education, a reliable and valid evaluation instrument is needed to measure students’ performance. Asthma mostly leads to emergency conditions because it shows spasmodic respiratory relapses and unpredictable occurrences. Especially, if asthma continues for a long time, it can progress into chronic lung disease and patient can experience suffering (Ko et al., 2010). Therefore it has to be considered as first priority problem in nursing care and nursing students must be prepared to provide emergency nursing care with high-fidelity simulation experiences for caring patients with asthma. Accordingly, simulation modules may help to provide a comprehensive understanding of asthma and asthma management. The purpose of this article are ; (a) to develop a scenario for patients with asthma for simulation education of nursing students, (b) to develop the evaluation checklist, and (c) to evaluate students’ performances. METHODS Design This study is a methodological study to evaluate students’ performance according to developing and applying of simulation scenario for patients with asthma in emergency units. Context and Participants The study was conducted at a regional school of nursing that offers a Bachelor of Nursing program in South Korea. In 2013, following ethics approval, third year (N=112) nursing students undertaking their first simulated learning experience were informed about the study. Total participants were divided 28 groups and the member of each group was 4 students (the role of doctor, nurse1, nurse2, family). The allocation of team and participants` role was assigned by randomization. The participants ages ranged from 20 to 24 years. The majority of students (88.9%) were women. Development process of asthma scenario with algorithm and evaluation checklist nursing journals (Poirier et al., 2000; Sarrell et al., 2002; Walsh et al. 2006). Issues included signs and symptoms of dyspnea, coughing with sputum, and anxiety related to the validity of the simulation evaluation by expert review. This scenario was based on a real dyspnea case with asthma that had occurred in emergency center of general hospital. To evaluate student performance in simulation, a team of researcher developed a template of an evaluation tool to include key elements from simulation course objectives. The following three main contents were identified: patient safety (infection control and error identification), communication, and critical thinking related to patient assessment, problem identification with nursing diagnosis, and intervention with evaluation. The items of evaluation checklists were selected, reviewed, and analyzed by 9 expert panel including 2 internal medicine doctors, 3 emergency center nurses, and 4 nursing educators. All items of checklist include a core set of key behaviors expected in this simulation course. The evaluation checklist based on three main contents (patient safety, communication and critical thinking) was formulated according to nursing process Finally, 4 items were deleted and 24 items reached by consensus (Table 1). The preparation subdomain consisted of three checkpoints, while the assessment subdomain was divided into seven checkpoints. Three nursing problems were included in the problem identification subdomain. The intervention with evaluations subdomain consisted of eleven checkpoints (Table 1). The evaluation checklist score was based on a 3-point Likert scale (1: not fulfill, 2: partially fulfill, 3: fulfill). The higher the evaluation checklist score, the higher the performance rating. Content validity is an important part of scale development because the results gained from an instrument with high representative nature are more reliable (Waltz Bausell, 1981). Content Validity Index (CVI) is a commonly used indicator of scale validity and in particular content validity. A content validity test was conducted with 10 nurses who worked in a medical-surgical unit in one of the three general hospitals sampled; each had at least three years of experience in the unit. According to Lynn (1986), an expert panel ideally includes about ten people. Each expert checked validity using the 4-point Likert scale; 1 means ‘not validate at al’, 2 means ‘not validate’, 3 means ‘validate’ and 4 means ‘very validate’. There were 24 items in total; the mean score of each item ranged from 3.30 to 3.90. The results of the Content Validity Index were above 80% (Waltz Bausell, 1981). Data collection A 20 minute scenario requiring students to use their clinical reasoning ability to identify and respond to a deteriorating ‘patient’ with asthma was presented. Four nursing students were engaged in the simulation at the same time. One operator and one instructor observed the simulations from the control room. Evaluators had simulation exercise for conformity degree of evaluation using two group students selected for evaluation practice. The evaluation of students’ performance was completed two times, immediately following simulation practice and reviewing of video-recording by two instructors. For accurate evaluation, evaluators rechecked and discussed item by item to decrease evaluation bias replaying video. Their performance was evaluated as a group. Data analysis method Collected data were analyzed using SPSS 18.0 for Windows (SPSS Inc, Chicago, IL) to calculate descriptive and t-test statistics for the evaluation checklist. RESULTS Algorithm with a scenario of simulation-based asthma management The simulation-based asthma scenario in this study was developed to identify and solve patient’s problems applying nursing skills and utilizing critical thinking. Development of this scenario was based on a real dyspnea case with asthma that had occurred in an emergency center. 1. Learning objective Learning objectives were formulated as follows: Explain pathophysiology of asthma Assessment of asthma patient Explain medication and effects of asthma drug Identified nursing diagnosis based on critical thinking Effectively communicate with the patient and colleague Implementation of evidenced based adequate nursing interventions 2. Development of a simulation-based asthma scenario The contents of scenario based on four steps was formulated; preparation, assessment, problem identification, interventions and evaluation. The preparation subdomain was consisted of the preparation content that should be cared for patients who admitted to emergency unit. The assessment subdomain were included in check the chief complaint, identify symptom related to chief complaint (dyspnea pattern, cyanosis, delayed expiration, pallor, color of mucus membrane, check SpO2, identify vital signs, auscultate respiratory sounds, check EKG rhythm with cardiorespiratory monitoring equipment), and identify past history. Problem identification subdomain organized that student can be present nursing diagnosis related to asthma; 1) Ineffective airway clearance related to excessive secretion, 2) Ineffective breathing pattern related to airway obstruction, 3) Anxiety related to dyspnea. Intervention and evaluation were organized focusing on the nursing process for dyspnea care(high fowler`s position), encourage of deep breathing (pursed-lip breathing, abdominal breathing), notify doctor and receive treatment order, administration of O2 and medication, nursing care for dyspnea control(drainage sputum with coughing), reassess patient`s condition(vital signs repeatedly, SaO2, EKG monitoring, respiratory status, physical examination, , SpO2, ABGA), educate coping behavior when symptoms are aggravated(deep breathing, coughing, drinking water, and aging nurses), support patient and family with therapeutic communication(explain easy, listening, relieve anxiety, communicate clearly with peers), arrange materials and instruments and wash hands, and record the nursing implementations. 3. Development of algorithm The algorithm proceeded as follows: patient safety (Step 1) and critical thinking and communication(Step 2)(Figure 1). Evaluation checklist The evaluation checklist consisted of four subdomains based on nursing processes: preparation, assessment, problem identification, intervention, and evaluations. The mean score of each subdomain is shown in Table 1. Table 1. Means of Items of Developed Evaluation Checklist The total mean score of the evaluation checklist was 2.39 ( ± .15). The mean score of each subdomain was as follows: preparation 2.05( ±.49), assessment 2.52 ( ± .33); problem identification 2.74 ( ± .33); intervention and evaluation 2.22 ( ± .30). The interobserver reliability between evaluators (Cohen`s Kappa score) was 0.949 % and there were no statistical significant differences among each item. The evaluation of students’ performance In the subdomain of preparation, students showed the highest mean score in the item ‘identify patient by name care and asking’ (2.46 ±.54) while the lowest item was ‘introducing self to the patient his/her parent(s)’ (1.68 ±.86). In the subdomain of assessment, the strong practice areas that student was well done were ‘identify vital signs’ (2.93 ±.26) while the lowest mean score was ‘auscultate respiratory sounds’ (2.11 ±.73). In the subdomain of problem identification, the highest mean score was ‘ineffective breathing pattern related to airway obstruction’ (2.93 ±.83) while the lowest mean score was ‘ineffective airway clearance related to excessive secretion’ (2.55 ±.74). In the subdomain of interventions and evaluations, the highest mean score was ‘notify doctor and receive treatment order if needed’ while the lowest mean score was ‘educate coping behaviors when symptoms are aggravated’ (1.93 ±.60). DISCUSSION In this study, the contents of simulation was formulated with asthma situation which is the most high frequency and required nursing care with education to improve an appropriate coping ability of nursing students. For this, the 3rd year students who have experienced only theoretical learning about respiratory care were selected to identify clinical performance ability according to learning objectives. So, the contents of scenario in this study was focused to achieve clinical performance ability of nursing students with three main contents (patient safety, communication and critical thinking) There are few studies which was dealt with respiratory problem. A simulation scenario for emergency care of patients with dyspnea used by Hur Park (2012) included only contents to train theoretical education as the nursing process. In case of other research dealing with simulation case for patients with asthma in emergency units (Ko et al, 2010), the contents of scenario was formulated into five categories as follows: problem recognition, focused assessment, nursing diagnosis, intervention and problem resolution. However, there was a limitation about testing clinical performance ability. We suggest that three domains and contents of a scenario developed in this study are more suitable to improve students’ clinical performance. Lindsay(2010) suggest that measuring the performance of nursing care directly is more effective than using psychological variables as testing the effect of simulation learning. The evaluation checklist used in this study was developed to examine students’ critical thinking as well as their knowledge and skills in proper nursing care and validated by expert panels. The evaluation domain, which fully implements high-fidelity simulations, offers information to nursing educators about students learning outcomes. The use of simulations to evaluate clinical ability provides a more direct correlation to actual clinical settings than other commonly used forms of evaluation. The evaluation indicated that the focus was on performance rather than learning. The studys evaluation checklist would also be a useful and established guide for nursing educators evaluating student performance through simulations. This checklist describes the overall evaluation process and clarifies the evaluations target subject and procedure. This encourages students to repeat checkpoint reviews, leading to the correction of earlier mistakes. The effect of reviewing past checkpoints cr eates an integrative, rather than a static learning experience (Reed, 2010). To test evaluation validity, the consensus between evaluators was identified and showed almost similar evaluation results with no statistical significant difference. In the domain of patient safety, students showed the highest mean score in the item ‘identify patient by name care and asking, while the lowest item was ‘introducing self to the patient his/her parent(s)’. This result implies that addressing to introduce oneself to patient before caring patients as a part of simulation education is necessary. The research (Kim et al., 2013) which was developed simulation-based fever management module and evaluated student performance showed that ‘introducing self to the patient his/her parent(s)’ was identified as the lower mean score among other evaluation items. These similar results suggest that noticing themselves to the patient is so important to protect patient’s safety. In the domain of critical thinking and communication, the strong practice areas that student was well done were ‘identify vital signs’ in assessment, ‘ineffective breathing pattern related to airway obstruction’ in problem identification, and ‘notify doctor receive treatment order if needed’ in interventions and evaluations. However the weak practice areas which education and practice will be needed were ‘auscultate respiratory sounds’ in assessment, ‘ineffective airway clearance related to excessive secretion’ in problem identification, ‘educate coping behaviors when symptoms are aggravated’ in interventions and evaluations. It is required that students needs high level practice of assessment and performance skill with critical thing. Jeffries (2005) suggests that simulation education through direct participation and prompt feedback is effective learning method to reinforce clinical performance ability. In this study, theoretical class and orientation about simulation situation was given before simulation practice to find more effective nursing intervention. As a next step, students could enhance the strong point and make up week areas in the process applying nursing care with direct participation. Based on this result, we suggest that integrated simulation approach after learning of theoretical knowledge and nursing skill training could be effective education method to improve clinical performance ability and critical thinking of nursing students. The study of Kim et al (2007) supports these aspects that simulation education is more effective than lecture focused on knowledge and simple skill practice i n acquisition clinical performance skill of nursing students. CONCLUSION This study could provide a clinical performance or starting point for educators who desire to introduce simulation as teaching-learning strategy with high-fidelity simulation experiences for caring patients with asthma. The results provide evidence to support the integration of simulation as an effective teaching strategy that helps to improve nursing students` safety, problem solving, and communication in applying clinical skills using evaluation checklist. Annotated Bibliography: Portrayal of Women in the Media Annotated Bibliography: Portrayal of Women in the Media Literature Review The last 20 years has been a steady increase in the number of women professionals, although most common in the media business, politics and the economy continues to rely on men as experts in. Mostly Women portrayal news stories about accidents, natural disasters, or domestic violence instead of their professional capabilities or proficiency. Women in politics are similarly sidelined. Canadian journalist Jenn Goddu analyzed newspaper and magazine 15 years on the treatment of three women’s lobby groups. She found that journalists likely more focus on the domestic issues of the politically participated woman’s life (such as their fashion, routine life and way of living and dealing) rather than her point on the issues. Pdf _______________________________________________-04 http://www.mediaawareness.ca/english/issues/stereotyping/index.cfm Arpita Sharma, studied the Portrayal of Women in Mass Media in India. He stated that Indian sate have a free and responsible press. He investigated the issue women were sold in Eluru of Andhra Pradesh that issue news published in 1998. On such kinds of incidents he found two major aspects. One is women still only sold and purchased and unwanted away if you cursed suffer discrimination and degrading of women in various parts of the country may be a reflection of goods is considered one of the eateries. Second, but only a few sensational newspapers flashed on issues, emphasizes the role of the media in public construction. Usually, it is determined the place in the newspaper. He added that in India a few newspapers are running women’s page that represents the beauty tips, recipes and fashion. He also studied the womens magazines seek constantly to lead the feminine energies in narrow channels and define their concerns, concerns and aspirations within imposed arbitrarily framework of womens work. Apart from the looks and dresses stress it comes to the development of the mental faculties and the behavior in a way that they can fit into womens male dominated social structure. He studied the structure of the stories in magazines and described that women are described with the ambition of life get a straight man and his retention at all costs. The media advocacy group studied, the womens and mens news and current affair programs (1994) they stated that women have traditionally been associated with areas limited relationship programs. Even those women call their exterior prettified setting; can be seen to give their views on topics related to home and family. In conclusion words, Sharma says that Media in India not to discuss serious issues related to women and womens roles in society is equal to its own rights and makes a sufficient effort to ready to play. To change this situation, the benefits and disadvantages of the bride and the media constantly monitor is required. Arpita, Portrayal of Women in Mass Media The news media is changing to reflect their increasing womens representation in political status as elected representatives and community participation and and New Zealand national policy is clear. But it does not mean that the old adage applies better. Every day on television, radio broadcasts and print media increased visibility of women, in politics, structural, systematic gendering. This time, however, Women themselves with tolerance, gendering of tolerance and the representation of women in politics sexist media feeds. The media does not reflect the truth in politics or outdated, the ladies sexist images and words and concepts are mired in the private sphere about womens place (van Acker, 1999). New Zealand while on top of the world in terms of womens political resources are represented as instances of the trivialisation and condemnation, and continue to occur, in some cases, trivial media portrayals of women employed by the public relations strategies for political gain. I would suggest. Neglect, in its original form, dotted with high-profile women in the contemporary political scene, but the evidence is less relevant to the concept of womens perspectives, is still in some places is omitted. Journalism educators in the 21st century in terms of visibility/invisibility of gender theory, news and media, you must reboot for the quality of less represented. Susan Fountaine, Judy McGregor, Reconstructing gender for the 21st century: News media framing of political women in New Zealand With more than 50 State Capitol Hill each year representing the women, many women politicians have noted that the same treatment is not allowed, such as media men. In a study of women politicians on the news focuses on character traits and its policy more arguments less than male colleagues for that. 03. News coverage of female politicians focuses on personality, males on the issues Date: July 3, 2013, Source: SAGE Publications Dunaway et. al studied the Traits versus Issues: How Female Candidates Shape Coverage of Senate and Gubernatorial Races, in the State Elections of 2006 and 2008 elections, approximately 10,000 newspaper articles covering the data collected across the USA. The study authors Dunaway et. al, the focus in terms of the [political] stated that the net change between the races. The previous literature and their own expectations, in General, women candidates are racing against male races more likely the property feature stories. They found that Only 6% of the time and the character traits to choose coverage problems% 34.5 time, male-female issues from time to time the races, properties,% 10.8% focused on articles and only male selections, 33.0 character properties is focused on the issues from time to time,% 9.4% 32.1 found stories stories. The researchers concluded that, personal characteristics and properties of the candidates with a more focused news races women candidates and finding the Governor campaigns especially stark. J. Dunaway, R. G. Lawrence, M. Rose, C. R. Weber.Traits versus Issues: How Female Candidates Shape Coverage of Senate and Gubernatorial Races. Political Research Quarterly, 2013; DOI:10.1177/1065912913491464 In nature, this paper adopted the content analysis method. This did it begins with the small Big Naira Kobo, entrepreneurship is a leading national newspaper in Nigeria, a property of the column to explore womens participating in the media frame Because he was selected to work in the newspaper business desk signature page column. Analysis, paper print media framing, enhancing their socio-economic empowerment for Women Entrepreneurship is important for the world as a tool that can serve as the finish. Therefore, the Mission of becoming a real instrument of social change punch newspaper to fulfill this while maintaining his begins with the small Big Naira Kobo column property of the positive image you will have to increase the numerical quota framework womens characterization, frame. To the extent that these are three of the four women featured in the successful entrepreneur, the punch is acting as a complementary agency of women empowerment, Women womens ability to use their own aspects of the control is defined while they participate in the way of effective group work for social change. Samuel Okere, Justina Sam-Okere, Print Media Framing of Women in Entrepreneurship: Prospects for Women Empowerment IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 9, Issue 6 (Mar. Apr. 2013), PP 31-38 e-ISSN: 2279-0837, p-ISSN: 2279-0845. The depiction of women in the Indian media, its just a bad time is rude. Newspapers to give news about rape, crime, politics, scandals, sports and Economy, serious discussions and debates on womens issues in General is completely missing. Local media reported the woman Gets a share of only pages where the colorful portrayal of a lot of players in the TV serial or movie stars, as well as some of the warm welcome, and pin-up about the grapevine. The British press, hot babes snaps and party-Mania lives on the provision of very erotic Photo Gallery star hotels. Even sports stars are a way of depicting their physical attraction photos. The woman in the Indian media, be it Movies, TV series, news, media, Visual advertising, or modernized traditional media, social science research and studies of people indeed for a space is a big concern. Some studies have found women (status and equality of opportunity) the inevitable social issues related to the sensational stories of crime stories in the newspapers about women with less than nine percent between 52 to 63 percent. (Nitin Jugran Bahuguna) Dr. Sanjeev K. Sharma Depiction of Women in Indian Media- A Case of Introspection for Media Planners. Published in Samaj Vigyan Shodh Patrika, Amroha, Vol. I, No.1, April-Sep.2005, pp.32-36 Grant (2013) argued that analysts tend to think in terms of two broad categories: visibility, reporting and quality. How much a person shows the visibility or discussed, and how important is placed in a newspaper or news broadcast coverage. Women election participants from time to time get a lot of news coverage due to their novelty value because they associate with powerful man, as in the case of Chow, who married with former NDP leader Jack Layton is mentioned in every newspaper stories according to Grant analyses of coverage of the 2006 Canadian federal election. Such kind of women coverage portrayal women as different because of their sex, likely norm of as the men view however, it is not clear that it would be a direct electoral drawback for women. In fact, depending on the quality of the coverage more coverage may be useful for candidates. Grant also found in his study that important issue ofhowmen and women news story are covered differently. He stated that coverage of female candidates usually fall under the four categories; sex object, mother, pet, and iron maiden, each of which is equal to the representation of women in politics more generally, as well as for the danger of gender equality. However, Iron Maiden is another popular and at the same time, the male toughness while unfeminine implicitly criticized the women candidates is my discovery book news, intruder behavior with exaggerated. This news depiction of women politicians, aggressive behavior is actually harmful to the voter may be to find the book for the evaluation. He concluded that when a woman goes on the distasteful, voters’ evolutes her news stories more negatively, and a result that was not produced for her male comparators in this portion of the study. The general attitude and reporting directly link between news media under the cross-hairs of women assessing the political. Grant. G, Elizabeth News Media Coverage of Elections Contributes to Women’s Political Under-Representation 2013 http://womensuffrage.org/?p=22202 The study focused on womens issues related to the Newspapers by the welcome. The two daily newspapers in Hindi, Amar Ujala Jagran Danik is taken to work and . Both papers published and in Dehradun (capital of Uttarakhand state) circulation of Uttarakhand. Researcher analyized the newspapers about equality womens issues such as Health, education, sexual harassment, violence against women, police brutality and crime-related issues. All kinds of printed material on these issues articles, news, analysis, opinions, Editor, the letter was taken for analysis as a separate column, and etc. the year 2006 was selected to examine the contents of the newspaper. Newspapers are less indicates that the percentage of womens issues. Usually, the newspaper is a good place for an eye-catching image of women in the news; property, or ads. Womens issues in terms of sexual harassment such as more coverage to violence, crime and police brutality than the equality health, education, health coverage. The newspapers give a high rate of sexual abuse against women, developmental problems and other issues less coverage than this issue. The analysis also indicates that the given space vs. equality, health, womens education, as well as other topics to Newspapers by negligible. The newspaper society in a changing world does not provide a balanced picture of womens diverse lives and contributions to the data. He concluded that participation, representation and advancement of women in the media and its impact on access and use, and as a tool for empowerment of women. Dr Vandana Nautiyal Mr Jitendra Dabral WOMEN ISSUES IN NEWSPAPERS OF UTTARAKHAND Global Media Journal – Indian Edition/ISSN 2249-5835 , Summer Issue / June 2012 Vol. 3/No.1 Women in the absence of mass circulation Urdu language newspaper in a way that is evident in the senior ranks, in addition to smaller circulation in shaping social attitudes which the province plays a very important role in the regional press. Independent press, but applications of self-censorship and ethics, the outlook varies according to demand and audience made the newspapers. For example, while some shun the violence and disregard for others are projecting to highlight the needs of the people. The main concern in a way that the projection of women. Even while direct damage, this time the female victim, rape, wife-beating and humiliation of names through print, photo or both, always hinted at this without the permission of their privacy by. Objections to grow poor especially disadvantaged and often â€Å"made outcast. References Butt Mourion (1996) studied the portrayal of women in general press, is practically non-existent with the exception of magazine sections and limited news. The Womens lack of realism in private press and exhibits extreme offers the sad situations with fantasizing or is over-whelming portrayal. In addition, the scope of women in rural production, womens education, health, etc. is your own level of performance compared to the low level. The woman seems to be unaware of the needs of communities, and the private press skill does not address the various layers in a positive direction, whereby, in a variety of trades and social assistance programs is displayed, and a comprehensive and realistic way to portray positive women taught in different areas of our society contributes to this by the media projected us and women real projection would be a turning point for the progress and development of Women in the country. Butt, A. G. Mourion (1996). Portrayal of Women in the Communication Media, Lahore: Pakistan Women’s Institute. Gibbons (2006), in her latest study of women in journalism, found that women continue to be the breaking and making news away from the second sex. Radio, television and newspaper content on the same day, a full day after 76 countries that ignore the issues and resources for underrepresented and sometimes downright notice, regardless of the medium also commented. Women outnumber men as newsmakers in single big news. The effect of gender-based violence, intense women even stories like inserts; the judge is the voice of a man. This report, women second class status, grossly, and in general the judge reveals. Gibbons, S. (2006) â€Å"Womens Lowly News Status Is a Global Insult† Women News, Run Date: 02/22/06, http://www.womensenews.org/article.cfm?aid=2646, Retrieved on 19th July, 2006 Tiongson (1999), presented an outline of Isis International-Manila, Violence against Women in Media, a media pack, March 1998. She said that the depiction of women in the media that the victims, nurturing, selfless, obedient, and dependent, his mother and his wife, being heterosexual, sex-object, whore, mistress in Asia – the characteristic was consistent, she said and also contributing to the development process, many women workers, farmers and professionals. To make matters worse, some members of the media tend to the efforts of womens organizations or alleviate the cartoon. News womens visibility is often sensational stories, rape, sexual harassment, domestic violence and other violence-related. She further assumed that Asian media stereotypes, inaccurate and Biased media portrayal of women persistent content and pictures of stereotypical and traditional roles of women, thus perpetuating patriarchal and sexist gender identities, and to strengthen the relationships between men and women. Constant negative portrayal of women and freedom of expression in print, broadcast and Film screening has become a license for. This is an insult to womens portrayal of the nature of, in fact, its hard to pinpoint in the last few years has been more subtle and insidious.

Motivation Theories: Maslows Hierarchy

Motivation Theories: Maslows Hierarchy It is interesting to learn more about motivation because it has a long way to grow a business. First of all, motivation can be explained in simple terms as desire or willingness to do something; enthusiasm: keep staff up to date and maintain interest and motivation (Oxford dictionaries online, 2012). Motivation can be defined as Motivation is a reflection of the reasons why people do things. All behavior is therefore based on choice-people choose to do things that they do (Richard, 2007, p553). Moreover, Cole states that Motivation is the term used to describe those processes, both instinctive and rational, by which people seek to satisfy the basic drives, perceived needs and personal goals, which trigger human behavior. (Cole, 1995, p119).The motivation is one of the employer needs which encourage him to be more loyal and work with more enthusiasm. Motivation theories Maslows Hierarchy Maslows theory relates motivation to a hierarchy of needs with basic needs at the bottom and higher needs at the top as in Figure 1. The first level is the physiological needs such as food, housing and clothingà ¢Ã¢â€š ¬Ã‚ ¦is it enough to allow you to enjoy life. The second level is safety needs it is needs for stable environment relatively free from threats and it is security that your job is safe and secure that your working condition are safe. The fourth level is love and belonging it is being recognized for doing your job well, for example a feeling of belonging with your colleagues they support you and communicate with you. The fifth level is self-actualisation it is being promoted and more responsibility also given the chance and the scope to develop new ideas. ( Richard,2007,p557, from class) Maslow argued that there was a relationship between the different classes, the needs at the bottom of the hierarchy are basic and they need to be satisfied before a person can move on to the next level. For example an individual has not eaten; he or she feels hungry and as a response he or she eats and diminishes feelings of hunger so he or she cannot work well before this need is satisfied. Maslows theory became an early useful framework for discussions about what people needs may experience ate work also the ways in which their motivation can help them to meet managers. One criticism of this theory is that systematic movement up the hierarchy does not seem to be a consistent form of behaviour for many people. Figure 1: Hierarchy of needs (GOOGLE) Taylors Scientific Taylors motivation theory is created in 1911 and this theory is called a scientific management theory, thats mean a relation between science and management at the organization of work. According to Taylors research motivation thinks that money is the first thing which motivates people to work. But give to the employers some promotion and time to think about them self can help them to improve and work more seriously. Taylor believed that monetary reward was an important motivating factor. This is known as piece work. He lined how much money a person earned to how much the produced in a day. Their output was linked to a piece rate if people worked hard and produced a lot that day they would earn a lot of money, if they didnt work hard and didnt produce much they would not earn a lot of money that day. (From class) There are some problems with Taylors approach. He treats people as machine rather than as humans. He assumes that people are only interested in getting money from work in fact people want other things from work, a service of achievement, friendships with colleagues and work fulfills more than just monetary needs. Elton Mayo Elton Mayo (1880-1949) participated in Human relations Movement. He contributed with the social research performed at the Hawthorne plant of the Western Electric Company in Chicago, USA, between 1927 and 1932, and named the Hawthorne Studies. Elton Mayo is considered as the founder of the human relations movement. He was working on some studies concerning fatigue; accidents and labor turnover at work when he was approached by executives of the Western Electric Company for advice. The studies were conducted over several years in a number of different stages, as follows: first stage (1924-1927). This was carried out by the companys own staff under the direction of Messrs Pennock and Dickson. This stage was performed with respect to the effects of lighting on output. One group, had a consistent level of lighting, the other group had its lighting varied. The experimental group productivity increase even when the lighting was reduced to a low level. Stage two (1927-1929) is to make more d etailed study of the effects of differing physical conditions on productivity. In this research the separated six women working in the relay assembly section from the rest and they give them rest pauses and lunch times different in timing and in length. The result was that their productivity increased in better and worse conditions. The women productivity increased because they were the center of attention.(Cole,2004,p33) Mayo suggested that motivation at work was promoted by such factors as: -a good communication with the employer -a good teamwork which the employer feel relaxed -showing interest in others -ask the other before to make a decision -ensuring the wellbeing of other -ensuring work is interesting and non-repetitive Mayo believe that motivation encourage employer to work more and to choose their position in the work. 1-4 Herzberg Herzberg concentrated on satisfaction and dissatisfaction at work. His theory is sometimes called the two-factor theory which divided into: -Motivators factors or satisfiers for example: work itself, responsibility, achievement. -Hygiene factors or dissatisfies for example salary, company policy, working conditions.(Cole,2004,p37) The factors of motivators are all related to the actual content of the work place and job responsibilities. The hygiene factors are good or adequate will not in themselves make the person satisfied, by ensuring that they are indeed adequate. In other part, where these aspects are bad, extreme dissatisfaction was reported by all respondents. The work of Herzberg has tended to encourage attention to such as factors as: Suitable supervision which encourages the labor force rather than restricts it. Job enlargement programs, job enrichment and job satisfaction which can often be increased through work restructuring. The setting and achieving of targets and objectives. In order to manage the two-factor approach to motivation effectively, attention in the following areas: -A management style, attitude and approach to staff, trust and honesty, limitations or technology concerned in the work itself. -General factors of status, believed in, given opportunities for change and development of the organization. -staff has a good relationship between each other that is facilities the successful of the activities within organization.(Pettinger,2007,p560) David McClelland McClelland (1961) and his colleagues have examined how people think and their work led them to identify three categories of human need which are: Need for affiliation: to develop and maintain interpersonal relationships. Need for achievement : to show successful task results and take personal responsibility Need for power: to be able to influence and control others and to shape events. (Boddy,2002,p399) McClelland secluded need for achievement as a main human motive, and one that is influenced strongly by personality and by environment. Humans with a high need of achievement seem to have characteristics such as: their need for achievement is consistent, they seek tasks in which they can exercise personal responsibility, they prefer tasks which present a challenge without being too difficult and which they see as within their mastery and they want feedback on their results. Also they are less concerned about their social or affiliation needs. McClelland realized that the need for achievement is affected by education, childhood experiences and culture background. Therefore designing helping programmes can help increase the achievement motive in employees at work place. Using motivation theories in business It is important when doing investigative work, especially about motivation, that we remember that the existing theories on human behavior are just that theories. Theories are there to be challenged. Over a period of time, theories come and go. Just because you read one theory does not mean to say it is exactly what happens or that is how humans behave. As time passes and we gain new knowledge, theories may become totally discredited. The identification of the fact that business organisations employ people because of the contribution they make to production. In return for that contribution, people receive money in the form of a wage or salary.The successful of business start from the motivation theory for example if a firm can motive its employees after that it can improve employee morale and increase productivity then the business will be enhance. (bized, 2012). Motivation within the institution is when leaders encourage their subordinates to accomplish their tasks and provide a sui table environment in which they feel able to work. Employees give of themselves to change the work environment, considering each as an employee in order to ensure the proper functioning of the company so that its resources are fully optimized. Ensure that the tasks well paid because employees are a Family Company that is why they are the first team success, in order to generate intense harmony between all members of the institution to create its own culture the company. This allows the institution to stand very well on the socio-economic and financial institution made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹him guaranteed future periods, since everyone is projected to a plane that is the health of the firm as the short, medium and long term. (Memoire online, 2012) The successful of business start from the motivation theory for example if a firm can motive its employees after that it can improve employee morale and increase productivity then the business will be enhance as in figure2: Figure2 (Madura,2007) A firm may not be able to motivate some employees, regardless of its efforts or the methods used to motivate them. If not form of motivation is effective, the threat of being fired may serve as a last resort to motivate these employees. Firms can enhance job satisfaction and therefore motivate employees by providing: an adequate compensation program, which aligns compensation with performance; job security; employee involvement programs and a flexible work schedule. A firms decisions regarding the motivation concepts summarized here affect its performance, if a firm can motivate its employees, it can improve employee morale and increase productivity. While there are many motivation theories, the proper form of motivation varies with the firms characteristics and may even vary among employees.(Madura,2007) Example of company using a motivation theories Case study: Kelloggs Kelloggs created in 1898 from W.K. Kellogg, and his brother, Dr. John Harvey Kellogg and this company produced the delicious recipe for Kelloggs Corn Flakes. In 2006, The Kellogg Company celebrated its 100-year commitment to nutrition, health and quality. In this time e Kellogg Company is the worlds leading producer of breakfast cereals. Its products are manufactured in 18 countries and sold in more than 180 countries also it has been a leader in health and nutrition. The most important of success the company it return from adapt the motivation theory. Kelloggs culture supports its role as a good employer. Employees are encouraged to speak positively about each other when focusing on their strength. The creating of a great place to work for Kelloggs is supported by the motivation theory. First of all Kelloggs adapt the motivation theory of Maslow by every employee is motivated to work through each of 5 levels and its positive effects for each employee and the company for instance: In physiological needs: Kelloggs offers competitive salaries this helps people to acquire the basic needs for living. Also Kelloggs gives people a childcare vouchers, cash alternatives to company cars and discounted life assurance schemes. These things help workers to be motivated and to be loyal to the company. In safety needs: Kelloggs securities the safety of all employees. The company is responsible to give a safe and healthy work environment to prevent accidents. Kelloggs also offers employees a range of working patterns. For example some may want to work part-time others may want career breaks or undertake homeworking. This will be a variety of options for the employees in a healthy work-life balance. In social needs: Kelloggs operates weekly group huddles. These provide opportunities for employees to receive information on any part of the business, including sales data and company products. Kelloggs positively recognizes and rewards staff achievements. In self-actualization: Kelloggs supplies employees with the possibility to take stimulating responsibilities and on challenging. This is helpful to the employees to develop and improve. For example: Laura Bryant joined Kelloggs in 2002 after fished her university. She joined the Field Sales team initially that help her to visit five to ten supermarkets a day to develop relationships at a local level. After two years she was promoted to Customer Marketing Manager at Head Office. This helped to increase her profile as she wanted to move into marketing. By encouraging from her manager, Laura made the transition from Sales to Marketing as Assistant Brand Manager on Rice Krispies and Frosties. In 2009 she was promoted again to manage the marketing plan for Special K and she is now Brand Manager for Kelloggs Cornflakes. The company has helped motivate her to raise the hierarchy of needs and achieve her career ambitions. In the second part Kelloggs adapt the motivation of Taylor for example many employees are motivated by cash alternatives which include the opportunity to buy and sell their holiday days. Also Taylors theory breaks down jobs into specialist tasks through the division of labor and this is corresponds to large companies like Kelloggs. Also the staffs of the company are encouraged to be creative and use their imagination to contribute towards change. In the third part, Kelloggs apply the motivation theory of Mayo in keeps a two-way dialogue with employees through its communication programs. This is helpful to allow the workforce. Kelloggs has kind of dialogue recording for communication like this one: Here at Kelloggs listening is a central premise of the way we work. We believe that our employees have some of the best ideas and that a successful company is one that listens to the grass roots feedback and acts on it. Any employee can raise an issue or a suggestion via their rep who will raise it at one of their monthly meetings. (Sue Platt, HR Director) The Kelloggs suggestion box scheme helps to improve productivity and making business a great place to work. Also Kelloggs helps to generate ideas and has an initiative called Snap, Crackle and Save an employee suggestion scheme to save costs within the supply chain. For example a lot of ideas have been put forward over the last couple of years. One idea suggested that one thickness of cardboard could be used for packaging in all manufacturing plants in Europe. This saved around  £250,000 per year. Kelloggs helps personal development planning for employees which includes provisions such as study leave as part of staff development. This reinforces staff commitment and their sense of being treated well. In the fourth part, Kelloggs adapt the motivation theory of Herzberg by developed a number of motivating factors. For example this company has a Fit for Life program offering to the employees access to fitness centers, annual fitness assessments by healthcare specialists every spring and free health checks. It also provides a summer hours from May to September so if employees have worked a lot of hours they can adjust their working hours to balance their work against family or lifestyle commitments. This motivation is related to Herzberg because in the workplace he want to give individuals job satisfaction These include, for example, promotion or recognition for effort and performance also the level of responsibility of the job. . Herzberg believed that businesses needed to ensure hygiene factors were minimised in order to enable motivators to have their full effect, because hygiene factors make the employees in the work place feel unhappy. This motivation from Herzberg helps Kellogg s to build a business that delivers consistently strong results. For example: Home working, part-time working, flextime and job sharing. Subsidized access to local facilities or on-site gyms Parental leave, career breaks, time off for depends and paternity and maternity. This an example of employee works with Kelloggs: Claire Duckworth works in the Consumer Insight team at Kelloggs. She takes part in Latin American ballroom dancing competitively with her partner. They are ranked 7th in England in the over-35 category. Flexible working at Kelloggs enables her to travel to events and provides her with the opportunity to pursue her hobby at a serious level. This opportunity to adjust her working life to accommodate her personal ambitions makes Claire feel respected and supported. Also the Kelloggs sales team meets every Friday morning to share success stories of the week. Analyze This case study illustrates the range of different motivation measures in practice at Kelloggs. It demonstrates that highly motivated employees can improve efficiency, output and quality for a business. Kelloggs is able to make work a more profitable and competitive business also more exciting and interesting experience for employees whilst creating a more productive. Conclusion: The importance of Motivation Theory Motivation at work is the taste that the subject has to do, the extent to which it involves, perseverance, continuity of effort he agrees. Motivation resulting from the satisfaction, it is important to specify certain criteria which are:  · The work itself,  · The economic level it provides,  · Relations in which he bathes. Operation depends as much on human motivational balance and satisfaction of the tension on the search for new tensions, thus some form of imbalance, for example, when a project (cognitive or social) is the subject humans often developed another action project, he tries to carry and so on. Arguably enhancing cognitive and social activities is their own creation and not in an external object. Turning your dissertation into a 2:1 Turning your dissertation into a 2:1 Title: Dissertation Copy Writing. How to turn your dissertation from a 2:2 to a 2:1 When you are given your first piece of coursework as an undergraduate, you are also given (or should be) a copy of the marking criteria which will be applied when your work is assessed. Although by the time you reach the point of writing a dissertation you will be approaching the culmination of a course of study, the same basic judgements will be made. Of course, there is always a margin allowed for tutors and lecturers to apply their own judgement, it is never simply a ‘numbers game’, and the dissertation you present will always be marked by more than one person, but basically the same criteria will be applied at whatever level you are working. So, how do you raise your dissertation from the mediocrity which is represented by a 2:2, to the degree of excellence represented by a 2:1? Essentially, the difference in terms of actual marks is often minute: a 2:2 would normally be the result of a mark between 50% and 59%, whereas a 2:1 represents a mark between 60% and 69%. Look at the borders here, not the maximum of each: the difference between a 2:2 and a 2:1 could be as little as 2%. In reality, however, this is rarely the case. Your work will be marked interpretively and therefore in order to be sure of upping that grade, you need a comfortable difference not a borderline one. Approach this logically and you will see that you need to consider how your work can be improved in each of the applicable criteria in order to raise your grade and you should think about this from the outset. Before you begin your dissertation, look carefully at the marking criteria and note where the differences between a 2:2 and a 2:1 lie. You’ll notice that the criteria for either a 2:2 or 2:1, requires the following: Understanding of the question Identifying the major themes The ability to develop a well-structured argument The inclusion of supplementary evidence from primary texts, correctly referenced A strong conclusion A bibliography using the referencing style of your academic institution. Having probably been in academic life for some time before attempting a dissertation you should be thinking ‘this is all pretty standard’ and if you are not, then that 2:1 is just a dream because the way to turn a 2:2 into a 2:1 is down to your ability to recognise just where each of these basic requirements needs to be expanded. In general, the key differences between a 2:2 and a 2:1 exist in the depth of research and the quality of analysis. That being the case you should focus on your level of research and your analytical ability to improve your grade. Also, this ability to research and analyse must be linked seamlessly to your argument. To earn a 2:1 you must make your points cogently and show that you have expanded your reading beyond the merely required towards the comprehensive. A good way of doing this is to look at the bibliographies of a primary text because you will then be using a credible source to develop your research base. From here, you can begin to analyse, i.e. literally take apart and comment critically on the evidence so that it informs your dissertation argument and never at any point appears separate from the central themes. A 2:1 dissertation reflects a much deeper level of thought than a 2:2, which is why it is the minimum requirement of most respected universities in order to carry out post-graduate research. However, even within the 2:1 there are divisions of which you should be aware in order that you are sure of your 2:1, rather than hoping just to scrape through. In other words, you need to be aiming for a mark in the region of 65% to 69%. To achieve this, you need to demonstrate: that you can not only develop an argument but that you have anticipated some of the possible challenges to it that your reading goes beyond the basic in both collation and coherence that your analysis has added to your argument and developed your thinking that you have produced a conclusion that does more than just summarise your argument but also provides a genuine synthesis of wide-ranging yet focussed thought. Remember, that the award of a 2:1 grade reflects on the level of excellence of the academic institution to which you belong as much as you so it will not be given lightly but that, of course, is what makes it worth having, isn’t it? How to turn your dissertation from a 2:1 to a First Class In order to preserve their quality benchmark, most universities strictly limit the number of First Class degrees that they award and this is reflected in the assessment of a First Class dissertation. When you think about it, you wouldn’t really want it any other way because the expansion of the number would devalue the inherent status that achieving a First Class degree carries and the key to this is the ability to research and write a First Class dissertation. For this reason, if for no other, you need to work not only harder to achieve a First Class dissertation grade but also in a very specific way. Let’s examine precisely how by taking the structuring of a First Class dissertation step by step. You will have at your disposal a marking scheme with which by the stage in your academic career when you are required to write a dissertation, you should be very familiar. You need, now, to look at this more closely, even analytically, than you have ever done before, so that you isolate the features which separate the wider excellence of the 2:1 from the specific excellence of the First. Looking closely at the marking levels, you will instantly see that it would be theoretically possible to achieve a First Class dissertation grade by gaining a mark that is anything over 70%. In practice, however, you will more often than not be literally competing for a First against your fellow students because the university might often decide in abstract how many Firsts it ultimately intends to award and your dissertation is a crucial part of this. Therefore, you must ensure that your dissertation stands out from the rest and rather than just edging into the 70s reaches closer to 80%. The basics should not need to be stated if you are aiming at the highest level with your dissertation so let’s take it has read that you will write well, argue coherently, reference appropriately and correctly and provide a convincing conclusion; even to get a 2:2 you would need all of these to be present. Therefore, it is not on that you should focus for a First but on other factors, not called for in the lower levels, even the 2:1: this extra something is rooted in the demonstration of research abilities beyond the obvious and the ability to find the original in the familiar. In other words, a First Class dissertation will display not only wide reading but also an innovative approach to both the interpretation of the research and its application. Your thoughts need to be both critical and original and whilst the first of these may be familiar, the second will be less so because in all probability you will not have been required to display originality until now. Indeed, you m ay have been actively discouraged from allowing your own thoughts to enter into your work, as most academic work encourages you to take an objective view rather than a subjective one. You now need to forget that to some extent and begin to allow your personal perspective to enter your work. Of course, you still need to present a balanced argument, well supported by strong evidence in the form of wide and yet focussed reading, but you must now also add to this the evident ability to detect and develop a nuance so that it becomes a uniquely significant imperative in your work that separates it from the work of others. Above all, to obtain a First Class grade for your dissertation, you need to display a scholarly approach, together with an individualistic but grounded and viable methodology which includes evidence of innovation and independent thinking. This is of course a very difficult task, especially if you are working in a very familiar field. Most of the original lines of approach may appear to have been developed already but this will not be the case. There is not a single topic on which the last word has been said and if you can find and develop an original line of thought which you can support with a strong argument and comprehensive research, then that prized First Class dissertation is within your grasp, all you have to do is go for it! How to turn your dissertation from a First Class to an Upper First Class The one word with which you need to engage in order to achieve an Upper First Class dissertation is originality. Everything else that you need to accomplish should be second nature to you at this level and what you want now is to demonstrate how your thinking will add to the body of thought on the subject. Indeed, the development of a First Class dissertation to an Upper First Class dissertation may be said to rest if not exactly solely then certainly heavily upon this aspect of your work. One of the main reasons for this, is that the vast majority of Upper First Class dissertations are later developed into theses for post graduate research, may indeed already be part of it, and as the excellence of a university’s research, from its staff as well as students, is the way in which it is ultimately judged in the academic world, it is clear that this grade will not be freely awarded. Therefore, if you are hoping to achieve this level, you will need considerable intellectual insigh t combined with an innovative approach. Clearly, the fundamental basis of an Upper First Class dissertation is wide ranging research but you should approach this from the first with an eye to discovering a new approach, something that has not been explored before and that further research will help to develop into a significant contribution to the topic you are studying. This is both challenging and exciting as you have the chance to contribute to a topic for which your attraction has been demonstrated by your having chosen to study it in the first place and reached the level that you have. Also, as has already been mentioned, what you identify as areas of possible future research in this dissertation may well be the basis for further study and you should incorporate this into your dissertation as a fundamental part of its structure throughout, if you are going to achieve an Upper First Class grade, which in most cases will require you to gain over 80% as your final mark. As research is so vital at this level, it is worth taking a little time to explain how you should go about it when preparing your Upper First Class dissertation. As with the research for lower grades, you should, of course, first consult the primary sources. Every field has its experts and in your search for innovation, you should not overlook the established. However, whilst you are assembling evidence from what has been said, the Upper First Class dissertation student will be looking just as vitally for what has been omitted. Ask yourself the following as you read: What is this expert saying? Does this expert cover the topic comprehensively? Are there any areas of particular interest to me which are absent? Can my research develop this further? Has anyone else covered the thinking which I believe to be original? By breaking down your research into this critical approach, you are beginning to work in the way that is needed to obtain an Upper First Class grade for your dissertation. It should also be remarked that the level of fluid and cohesive argument that you will need to produce in order to achieve an Upper First Class grade for your dissertation must be beyond reproach. There must, of course, be no errors in either the presentation or the structure and careful proof-reading is essential. Also, you must in no way sacrifice the logical and reasoned coherence of your argument to the quest for originality. There is little point in exploring a nuance you have discovered if your basic argument is flawed. Therefore, before you expand your writing and research ensure that you have covered the basics of the topic. Remember that ultimately what is required to achieve an Upper First Class grade for your dissertation is innovative thought coupled with a well-argued central discussion. The conclusions you draw are also a fundamental part of an Upper First Class dissertation as is a comprehensive bibliography so don’t leave either your conclusion or your bibliogr aphy until the last minute. Give both the importance they deserve in your dissertation and you will leave your assessor with the desired impression: that they have read an Upper First Class piece of work which is, of course, precisely what you want and which, by following this brief guide, you will have every chance of achieving.

David Copperfield: The Many Differences Between James Steerforth And T :: essays research papers

David Copperfield: The many differences between James Steerforth and Tommy Traddles In the novel, David Copperfield, Charles Dickens contrasts many different characters. The main two characters that he contrasts are Tommy Traddles and James Steerforth. He displays the contrast between these two characters in many different ways. The only common thing that they share is their close friendship with David. Dickens shows these differences through their looks, personalities, and the final results of their lives. For one thing, Charles Dickens contrasts these two characters through their looks. He tells the readers that James Steerforth is an extremely handsome young person whom everyone seems to adore. In every instance in the book when someone sees him for the first time, they recognize him as being very attractive. He was described as being tall and thin character. On the other hand, Traddles was pictured as being somewhat on the heavy side. He reminds the reader of the fat clumsy kid in their own school. Dickens portrays this when he says, "Poor Traddles! In a tight sky-blue suit that made his arms and legs like German sausages, or roly-poly puddings," (143). Besides being different in appearance, Charles Dickens contrasts these two characters through their personalities. From the beginning, James Steerforth leads people to believe that he is a good person. There are many instances in which he shows off his true colors. The first sign of his deceitful manner occurs when David allows Steerforth to keep his money. Steerforth uses this money to buy food for many of the students. Steerforth displays his selfishness when he insults his schoolmaster, Mr. Mell, and gets him fired. Again, Steerforth shows his stern personality again when David arrives in London, and he is given a very small room over a stable. Steerforth confronts the hotel employee, and David is given a much better room. The greatest example of Steerforth's brute personality is when he runs off with little Em'ly. Dickens tells us that Steerforth and Em'ly fought a lot and finally Steerforth leaves her, and suggests she marries Littimer. On the other hand, Tommy Traddles is a very nice person. Traddles shows his kindness by introducing David to the boys at the Salem House. Charles Dickens shows Traddles' personality when he says of him, "He was very honourable, Traddles was, and held it as a solemn duty in the boys to stand by one another" (143). Traddles is a strong-willed person. Even though he receives more punishment than anyone else at the school, he maintains his honor. Traddles is a very reserved person. He keeps many of his feelings

Reality of Sports :: Movies Film Basketball Essays

Reality of Sports Upon watching the films during this course we see many strong women. Female Athletes whose bodies are in peak condition from the real life champions in the documentary to the female boxer in Girl Fight and the passionate basketball player in Love and Basketball. However stories of real women are not always as ideal as those of Hollywood. Failure, both mentally and physically, is at times a harsh reality. Sometimes when somebody is physically injured it keeps an athlete from the game entirely, if the injury is severe enough. But one may recover physically and never have quite the same mental attitude. The main character in this plot will encounter both physical and mental set backs and either triumph over her hardships or be defeated. A fourteen-year old girl runs into the gymnasium of her middle school with her teammates. They do their warm up routine to stretch their muscles. Form one of two sets of bleachers a handful of people cheer, mostly bored younger siblings and parents supporting their little girls. The baskets have been lowered at opposing ends of the court. The referee sounds her whistle for the game to begin. The two tallest girls from either team stand toe to toe posed for the toss up. Third quarter, the away team has the advantage. The fourteen year old is playing with all of her strength of body and heart. The ball is thrown; she intercepts it. Dribbling down the court, she goes for the open lay up. In mid air she is struck by a vengeful for whom threw the misguided pass. They take a hard fall jumbled on the floor, out of bounds. The girl from the visiting team stands up. The other does not. She is on the floor grabbing her knee. The coaches run out to her, and lift her up to take her back to the b ench. The game continues as she sits with a towel over head to hide the tears of anguish. A few doctors later and her joint is still not quite the same. She struggles in high school trying to get back on a team, but her knee fails her. Eventually she becomes scared to even hoops in her backyard for fear of hr knee's health. She does not want to continue injuring the same knee for fear of becoming crippled. Eventually she gives up on joining a team.

Assess the view that, in today’s society, the family losing it’s functions?

There are many sociologists who have many different views on the family and the functions that they require. For example, George Murdock and Talcott Parsons who are functionalists. The warm bath theory and feminists.A famous sociologist who looked at the family is Murdock; he thought that the nuclear family was universal. He came to believe that the family had four main functions; economic – the family pool their resources and share financial responsibility, sexual – a male and female relationship that is socially accepted within society, reproduction – spouses reproduce and have children, educational – the family learns the shared norms and values of society. This theory however has its critics, it is outdated and other structures within society, such as, banks, benefits, schools and adoption can take over to help the family perform its functions.Another functionalist is Parsons, he believed that families were to fulfil two basic irreducible functions; th e primary socialisation of children – this was important to Parsons because he thought that everyone should know the shared norms and values of society and a child begins to learn at a very young age at home. Without this there would be no consensus and without this a social life would not be possible as people would not know how to act and greet people in a respectable way. The second function is the stabilisation of adult personalities – unstable personalities can threaten the smooth-running and stability of society. Parsons believed that having a family can help support the adults and help them stay grounded.

Prostitution Should Remain Illegal in Australia

Prostitution should remain illegal in Australia. By Alex Dimitrijevic Prostitution is a dark and dangerous industry. Allowing prostitution in Australia will only expand the sex industry, have an increase in child prostitution, damage the health of the women and also be against many women’s wills. In order to prevent these negative changes from happening in our community, the Australian Government should keep prostitution illegal and possible create a stricter law to protect the women and children.Legalising prostitution means that venues such as brothels, sex clubs and massage parlours will be available for men and young boys to attend without many restrictions. These places will be advertised and made to seem ‘okay’ because they are approved by the government, when in fact, they are nowhere near okay. They are areas where women are sold and practically rented time after time. These venues are usually located in hidden, dark areas in order to function secretly but if they were to be legalised they could potentially be near your child’s school, in your local shopping centres or even down the road to you.If you want to keep your children and community safe, prostitution should remain banned. In the prostitution industry the most preferred workers are young pure women. This category falls under young girls usually in their early teens. The high demand of women in the industry will only increase the number of young girls forced to work in these dirty circumstances. It is rare to find young teenage girls willing to participate in selling their bodies and being used by men twice or triple their age but the industry needs them! So they will force and persuade these girls.More terrifying, they will be allowed to, simply because prostitution will be legal by the government that vowed to protect them. Women in the sex industry will be open to sexually transmitted infections by men who demand not to use protection. A study in the US shows that 4 7% of men expected sex without the use of a condom, 73% offered to pay more for sex without a condom and 45% of women admitted to being abused when insisting the use of a condom. This study proves to us that women in the industry risk their health and wellbeing.They get abused for trying to protect themselves and if this activity was to be legalised then the number of patients with sexually transmitted infections would rise and even lead to deaths. These infections would be passed onto the women and back onto the men who were once clean before any intercourse, those men would probably pass it onto his wife or girlfriend, and the cycle would continue. The health of many would be at risk, not just the prostitute’s. Prostitution is not a preferred occupation by many women.These women are not aware of the dangers they enter in order to earn some money. Many that do enter the industry describe it as their last option. A study shows that 67% of interviewed women did not enter prost itution voluntarily but were forced to. They work in an environment where they are treated like slaves and paid to do as they are told without arguing. They are forced to perform on men who may be sick, abusive, drunk, dirty or simply unpleasant and if they were to complain, they would be beaten. This does not sound like a job they would be proud of or looking forward to going.In conclusion, the law against prostitution should remain illegal and possibly stricter to protect the women and young girls forced to work. If this law was to be changed and this dark and dirty act was to be allowed then we would only see negative changes in our community such as the expansion of the sex industry, increase in child prostitution, damages to the prostitutes and the general public’s health and the increase in women being forced to work. The facts and evidence are there for all of us to see and they can only worsen if prostitution is legalised.