The Stages Of The Counseling Process And Communication - Free Solution

Question: Discuss about The Stages of the Counseling Process and Communication. Answer: Introduction Counseling is the process by which a professional provide guidance and assistance meant to resolve psychological, social and personal difficulties (Pickard Carroll, 2015). According to McLeod (2013), the psychological therapy that the counselor provides to the client includes relationship therapy, cognitive behavioral therapy, and psychotherapy. The client should communicate the difficult feelings to the counselor and the counselor help the client in finding their own solutions for the problem. The essay will discuss the main stages that are involved in the counseling process which includes: relationship building, problem assessment, the creation of assessment goals, interventions for the problem, follow-up, and termination. The essay also discusses the communication skills required during counseling and includes: listening skills, questioning skills, responding skills, analytic skills, observation skills, and influential skills. The communication barriers during counseling that inc lude being judgmental, sending solutions and lack of attendant behaviors have also been discussed in the essay. Discussion There are five stages of counseling process which includes the following. Establishment of a rapport with the client (Relationship building) The counselor should initiate the counseling process by establishing a rapport with the client (Hackney Cormier, 2013). The counselor has several tasks to undertake in order to build a relationship with the client. The task includes articulating their roles as counselor to their client. The counselor should also introduce himself/herself by full names to the client and should also address the client by their names. According to Bond (2015), an informed consent is important while establishing a relationship with the client as the client should understand the whole process of counseling and give assent to it. According to Hackney Cormier (2013), the core conditions required for a successful relationship building includes empathetic understanding, respect, immediacy, self-disclosure, concreteness, congruence and unconditional positive regard. Assessment and Diagnosis Assessment and diagnosis represent the second stage of the counseling process. According to Nelson-Jones, (2013), the assessment and diagnosis stage is when the counselor gathers the information from the patient in order to understand his/her problem and reasons for undertaking the counseling. The counselor should help the client to communicate their problems rather than pronouncing for them. Hackney Cormier (2013) assert that the problems of the client being counseled can be categorized into several divisions that include stressors which are unpleasant events that cause a person to experience distraction and distress. The second problem may be a need where the client may be lacking something that is very vital for life and hence becomes disturbed. The third problem may be life conditions which are the conditions that are out of control of the client which limit his success for happiness. The fourth problem may be dysfunctional social patterns in which the client experiences problem s in relating with some people but get along well with other people. The counselor should, therefore, look forward to understanding the client problem in order to set the necessary goals and interventions meant to alleviate the client problem. Hackney Cormier (2013) argues that the cause of the client problems seeking to counsel may be relationship based, behavioral based, milieu based, emotion based and thought based. The counselor should be observant to the client in order to detect any signs of manifestation of their problems. The client manifests their problems through worries, fear, feelings, and an unsatisfactory interpersonal relationship among others. Formulation of Counseling Goals Goals formulation is an important stage during the process of counseling. The setting of goals is vital in determining whether the counseling is working and when should be concluded. According to Bhargava Sriram (2016), the general goals associated with counseling include a reduction in dysfunctional behaviors, reduction in emotional stress, and assistance in decision-making, development of potential and promotion of adaptation. The specific goals of counseling should be set immediately after understanding the client expectations and problems. The counselor has a role at this stage in guiding the client in setting the goals that aim towards alleviating the client distressing condition. Intervention and Problem-solving Intervention and problem solving is the stage where the counselor and the client initiate a solution to the client problem. The solution to the problem is related to the assessed problem by the counselor and the formulated goals. The counselor should first ask the client on the solution they have tried for their problem but it has failed. The counselor is, therefore, able to design an alternative solution to the problem. According to Jordans, Komproe, Tol, Nsereko de Jong (2013), the counselor should relate the client problem with the intervention the client will use. The problem that is related to how the client view on the life situation (cognitively determined problem), the appropriate intervention would endeavor to bring cognitive changes to the client ((Hackney Cormier, 2013). The intervention for behavioral changes would be used if the client has a problem that is related to how he/she affects other people. The intervention to resolve emotional crises would be used to a clien t that experiences emotional problems. The identification of the client problem is, therefore, important in formulating the right intervention for the client. Termination and Follow up The counseling process does not end immediately after providing the interventions necessary to solve the client problem. The client should have appointments with the counselor so that the counselor can be able to access whether the client is in the process of solving the problem (Manthei, 2007). The counselor should encourage the client to call if a need arises before the appointment date. The purpose of follow-up is to ensure that the counseling solves the client problem and identifying other needs for counseling before the counseling process is terminated. According to Manthei (2007), the termination of counseling should not be abrupt but procedures should be used which includes: evaluating the client readiness for termination, providing notice of termination in advance and discussing with the client on whether he/she is ready to terminate the counseling. Communication Skills that should be Integrated into Counseling Stages Effective Listening and Attendant Behaviors The counselor should try to understand the client deeply at the early stages of the counseling process. Active listening is important in the entire stages of the counselling process. According to Beebe, Beebe Redmond (2014), eye contacts, encouraging gestures and leaning forward slightly are some of the attentive body languages in communication. Questioning and Interviewing Skills The most effective communication skills required during the assessment and the diagnosis stage is the questioning skills. Beebe, Beebe Redmond (2014) assert that questioning skill is important in all stages of the counselling process. Questioning skills are used to guide the conversation process and help to gather enough information from the client. Both the open-ended the question and close-ended questions are used in counseling. Analytic Skills The analytic skills refer to the skills necessary in collecting information, visualize it and make decisions on how the problem will be solved. According to Egbochuku (2010),the analytic skill is most important communication skills during the identification of counseling goals and intervention stage of counseling. The counselor should be able to analyze the patient problem and come up with the goals and treatment plan for the problem. Feedback / Responding Skills The skill is important in the entire process of counseling. Egbochuku (2010) assert that the responding skills encourage the client to explain his/her story and allow clarifications. Observation Skills The observation of both the verbal and nonverbal message for the client is a vital skill in all stages of the counseling process. Beebe, Beebe Redmond (2014) argues that the observation of body languages like tone variations and facial expression are important signs that help in understanding the client problem and coming up with the solutions. Influential Skills The influential skills are important in changing the client ways of thinking and behaviors. The counselor should embrace the influential skills in order to have an impact on the client problem (Saarinen, 2015).The influential skills are mostly important during the intervention stage of the counseling process. Barriers to Communication during Counseling Judging Judging is one of the barriers to communication during counseling. Egbochuku (2010) assert that the counselor should refrain from judging the client during the entire process of counseling. The counselor should not impose his/her values to the client in order to promote communication with the client. The counselor should avoid judging the client so that the client can be open to them and create a good rapport with them. The counselor can reveal his/her judgemental nature to the client through criticism and manipulation. Sending solutions for the client Sending solutions for the client is a barrier to communication during the helping process. The clients should be given time to explain their problem and the counselor should facilitate their decision making but not imposing the decisions on their behalf without their involvement. Egbochuku (2010) argues that the counselor should encourage communication by refraining from ordering, avoid excessive/inappropriate questioning, avoid finishing sentences for the client, avoid moralizing and threaten the client. Lack of Attentive Behaviors Lack of attentive behaviors is a communication barrier in helping the process. The client requires that the counselor should be attentive so that he/she can deliver his/her problems. The client would not communicate effectively if the counselor does not give hi/her attentive ear. According to Egbochuku (2010), the counselor should use the listening skills and body language like nodding of the head and smile so that the client can recognize his/her attentiveness. Conclusion Counseling is important in solving psychological, social and personal problems that most of the people experience in their lives. The processes required in counseling should include the establishment of rapport with the client, problem diagnosis, goals setting, treatment and intervention, and follow-up which is finally concluded by the termination of counseling. The counselor has a role in ensuring that he/she embraces the appropriate communication skills while dealing with the client so that he can build a rapport with the client and the client is guided on how to solve his/her problem. References Beebe, S. A., Beebe, S. J., Redmond, M. V. (2014). Interpersonal communication: Relating to others (7th ed.). Harlow, Essex: Pearson Education Bhargava, S., Sriram, S. (2016). Counsellor Characteristics and the Counselling Experience. InCounselling in India(pp. 13-33). Springer Singapore. Bond, T. (2015).Standards and ethics for counselling in action. Sage. Egbochuku, E. (2010). Counselling Communication Skills: Its Place In The Training Programme Of A Counselling Psychologist.Edo Journal Of Counselling,1(1). https://dx.doi.org/10.4314/ejc.v1i1.52380 Hackney, H., Cormier, L. S. (2013). The professional counsellor: A process guide to helping (7th ed.). Boston: Pearson. Jordans, M. J. D., Komproe, I. H., Tol, W. A., Nsereko, J., de Jong, J. T. V. M. (2013). Treatment processes of counseling for children in South Sudan: a multiple n= 1 design.Community mental health journal,49(3), 354-367. Manthei, R. (2007). Clients talk about their experience of the process of counselling.Counselling Psychology Quarterly,20(1), 1-26. https://dx.doi.org/10.1080/09515070701208359 McLeod, J. (2013).An introduction to counselling. McGraw-Hill Education (UK). Pickard, E., Carroll, M. (2015). Counselling Psychology.Elements of Applied P

College Essay Sample - How to Write a Successful College Essay

College Essay Sample - How to Write a Successful College EssayCollege students who are struggling with their writing skills often wonder if it is worth it to hire a professional essay writer to help them with their college essays. Are they wasting their money? I think they are but I will provide some tips on how to succeed in a college essay sample.Many students are so used to writing their own essay that they do not realize the pitfalls that await them. Writing a college essay is a daunting task for a student since the purpose of the essay is to demonstrate to the reading class that the student has a grasp of their topic. The student is not required to submit their work for evaluation; however, there is an expectation that the student write a college essay on a topic that they have expertise in. That is why a college student should have their college essay professionally written and proofread before submitting the college essay sample.The first point that you must consider before hi ring a professional is that the writing samples will be judged. Students who are not used to writing need a refresher course before submitting their essay to the college. They are at the mercy of the student and the essay that are submitted. When the student takes the time to rewrite their college essay at home, they give themselves a break from the stress of a college essay sample.Your resume and portfolio will be reviewed by the reading class. The student who submits a poorly written essay is in danger of getting an F, as the feedback will clearly state. Your resume or portfolio will include your previous school career as well as your writing samples.Your resume and portfolio will be reviewed and analyzed by the reading class as well. Your portfolio will be evaluated and compared to other profiles of people who have submitted college essay samples. The reviews will most likely come in two categories: one category is those students who have actually submitted their essay, and the o ther category is the student who thought that a resume and portfolio is just a piece of paper without substance. By applying some creativity and attention to detail in your resume and portfolio, you will find that your resume and portfolio will prove to be useful in the reading class.What's important is that you have developed a resume and portfolio that include your career goals, your strengths, and your weaknesses. These three items will show the reading class that you have thought about your goals and created a resume and portfolio that best represents you. After all, the reading class has been provided with the same set of expectations that you had when you submitted your essay.If you want to succeed in a college essay sample, then read over the sample and look at your CV and portfolio. You can then begin to refine the portfolio to reflect the changes that you have made in your life.

Unit 5 Cache Level 3 Childcare and Education Essay Example

Unit 5 Cache Level 3 Childcare and Education Essay In this assignment I will be covering the assignment criteria for Unit 5 which is the principles underpinning the role of the practitioner working with children. The responsibility of the practitioner is to work as part of a team with other professionals and staff members effectively to bring children and parents the best possible service i. e. working with social workers, speech and language therapists, and family support workers.Practitioners must also have a working partnership with parents, to work effectively with the child as the parents are the primary carers and they will know what the child is like at home and what the child’s interests are. For example they would have a policy called †parents as partners†. They would give their opinions and views about their child’s progress and development, what they are going to plan for the child to make sure they are meeting the child’s needs as well as trying to provide the best opportunity for learning .All practitioners must provide an inviting, relaxed and welcoming environment for the parents and children, and for any other people that come into the setting. They must have a professional relationship with the parents of the child and they must keep regular contact by getting the parents involved and participate in their child’s development and progress as much as possible. They must follow the rules of confidentiality and must work appropriately to the principles of the sector, meeting the individual learning needs of each child, planning and providing activities and experiences that help each child learn and develop further (Tassoni.P et al, 2007). For example creating individual learning plans for a child and what steps are going to have to be taken in order to help the child’s development, providing plenty of activities that can support each area of the child’s development, trying to include new experiences for the child i. e. â€Å"Forest School† the experience of outdoor activities. Taster days in primary school providing experiences in the setting such as foam shapes and the children can play and explore. Knowledge and understanding of a child’s individual needs is important when maintaining professional relationships with children and their parents ecause the parents are the main carers, and they know about the needs of their child i. e. the practitioner needs to find out as much information from the parents about the child, so that they can care for the child in the best possible way and the needs such as medication the child has to take, any allergies or disabilities the child may have and what interests does the child have. Every child has got individual needs that the practitioner has to meet and must not discriminate against a particular child.They need to know the child’s needs, so activities can be adapted to meet those needs (Tassoni. P et al, 2007) i. e. a child has difficulty with learning the alp habet so the practitioner can adapt an activity that lets the child learn the alphabet ,singing the alphabet in a song for example. If a child is having difficulty with their fine motor skills the practitioner can set up an activity with â€Å"foam† that lets the child draw and use their hands in the foam to improve the child’ skills or encourage the child to use chalk.Being reliable is important in maintaining professional relationships with children and adults, because it contributes to the well-being of the child, being reliable shows you are being professional. Being unreliable causes conflict and will be difficult in maintaining professional relationships with the parents and colleagues (Tassoni. P et al, 2007). For example staff rely on each other to maintain confidentiality and to support one another day to day.Being accountable is important when maintaining professional relationships with parents and children because you need to be professional when building re lationships with the children and adults (Tassoni. P et al, 2007). This involves maintaining confidentiality and supporting families who may be in need. If a child is experiencing difficulties then more people will contribute to helping to resolve the child’s problems and will offer additional support for the child and their parents, achieving a better outcome for the child, their parents, the practitioner and other professionals.The multi-agency team work together to support the child and their family sharing information in meetings, identifying problems and trying to solve the problems as soon as possible. The practitioner should have regular contact with the other professionals to provide the child and their family with a better service. (The Department for Eduation ,2012 www. education. gov. uk, 2012) The practitioner and other professionals will share ideas and comments, the diversity of the different professionals that the practitioner will be working with will benefit the child and their family.The other professionals will have different experiences and will be likely to offer more information and solutions to help the child and their family. (Tassoni. P et al, 2007). For example a practitioner is working with other professionals to meet the needs of a child that has special needs and this child will be starting primary school soon and the practitioner is working with someone who is a SENCO worker (Special Educational Needs Co-ordinator).They have got to work out a solution on how best to meet this child’s needs by involving the child in as many activities as possible and encouraging the child to be as independent as possible by making the most of opportunities for the child to take care of himself, putting on shoes, washing hands , letting the child pick what food they would like to eat and drink and then let them pour their own drink. Practitioners have got to work with other professionals when meeting the needs of a child with a hearing impairment and this child may need medical intervention to assist the child’s hearing i. . hearing aids. They would work with a speech and language therapist to help the child’s language and communication, the child would have benefited from the multi-agency approach because the child will have learned specific skills that will help the child to become independent and hopefully this extra help will make the transition to primary school less stressful for the child and make it easier for him to fit in with his peers.The main purpose for reflective practice is to improve the Practitioners own professional practice and seeing how their standards of practice could be improved, for example looking at their abilities and what they are good at, but also looking at the areas in which they could improve on i. e. lack of communication with staff and parents and this needs to be improved or making more of a contribution in team meetings (Teaching expertise,2008, www. teachingexp ertise. com,2012). They should set targets for themselves and plan how they are going to achieve these targets, this helps them be successful in their own professional practice.Reflective practice also benefits the other staff because the staff can provide feedback to the them on their performance, offer support to them on how to improve (Tassoni. P et al, 2007) i. e. the staff can provide feedback from observing the practitioner with the children or the parents and see how they act around them and if anything could be improved, reflection is a vital component to ensure that staff are improving their practice and are aware of their professional development.The ten principles have been created and were from the UNCRC (The United Nation’s Convention on the Rights of the Child) and the codes of practice are what the practitioner must follow in order to support the children in the setting and the ten principles of the codes of practice are called the welfare of the child, keeping children safe and maintaining a healthy and safe environment, working in partnership with the parents/families, children’s learning and development, valuing diversity, equality of opportunity, anti-discrimination, confidentiality, working with other professionals and the reflective practitioner (Tassoni.P et al, 2007). Keeping children safe and maintaining a healthy and safe environment means that the environment around the practitioner and the children has got to be clean and tidy and this links in with the EYFS (The Early Years Foundation Stage) because the environment has got to support the child’s learning and development (Tassoni. P et al, 2007) , another principle is the working in partnership with the parents and this is where the practitioner has got to work with the child’s parents and by working with the child’s parents they are meeting the needs of the child i. . listening to the parents advice on how to meet their child’s needs and thi s helps the practitioner meet the needs of the child more effectively with that child and this links in with the EYFS (The Early Years Foundation Stage) because this principle links in with the second principle of the EYFS which is positive relationships (Tassoni. P et al, 2007).The child’s learning and development is important and the practitioner must make observations on that child to assess the child’s learning and development and this links in with the EYFS (The Early Years Foundation Stage) because this principle links in with the fourth principle of the EYFS which is learning and development (Tassoni. P et al, 2007). Valuing diversity means treating each child as an individual, a practitioner must celebrate a child’s culture, language, race and religion (Not discriminating against any of the children at the setting but valuing ll of the children’s individuality) and the principle for equality of opportunity means that all children are given the sam e opportunity to learn and achieve, even if that child has special needs or a disability, they would still be given the same chance as the other children and this links in with the EYFS (The Early Years Foundation Stage) because this principle links in with the fourth principle of the EYFS which is learning and development (Tassoni. P et al, 2007).Anti-discrimination is where the practitioner treats every child as an individual and respects every child’s needs and interests and when they have any personal information about a child then this must be kept confidential and not shared with anyone unless they are involved in the child’s care i. e. other professionals, staff members or parents. They must work with other professionals to help support the child and their parents in the best possible way, they must be reflective in order to improve their practice and overcome problems in order to become successful and benefit the children, their parents, staff members and the s etting (Tassoni.P et al, 2007). The welfare of the â€Å"Child Principle† means that the practitioner must take the child’s needs into consideration and the â€Å"Every Child Matters† links in with this principle because they have to make sure they are meeting the needs of the child as well as meeting the five main points that the â€Å"Every Child Matters† states. The principle also links in to the â€Å"EYFS† (The Early Years Foundation Stage) because the principle comes under the fourth act which is learning and development (Tassoni.P et al, 2007). The â€Å"Every Child Matters† function is to support children in the five main points they state and these are be healthy, stay safe, enjoy and achieve through learning, make a positive contribution to society and achieve economic well-being and this underpins practitioners when working with children because it influences the day to day practice (Tassoni. P et al, 2007). Every Child Mattersâ⠂¬  supports the practice because the practitioners are using this in their daily practice to meet the care needs of children (Tassoni. P et al, 2007). , for example they need to make sure that the children are eating healthily so they must use plenty of fruit for snacks and vegetables for lunch to support the children’s growth and nothing unhealthy is provided because that will have a negative effect on the children’s diet and could lead to obesity.Planning activities where the children will gain a full learning experience from, will gain new skills that will benefit the children later on in life. An example of this is at my placement, the children are given a bowl of fruit for snacks and at lunch the children have vegetables such as carrots and peas and the drinks the children have are milk or water, they choose what they want to drink.Valuing the children’s interests and experiences allows the practitioner to see what the child most enjoys, for example singi ng and making music with instruments or painting with sponges and brushes and the practitioner can gain ideas from seeing what the children play with and plan activities around these interests/ experiences so the activity is something that the child is going to want to do and the child will benefit more because they are getting a better learning experience by focusing on an activity that is planned around something they like to do. (Tassoni.P et al, 2007), for example whilst I was on placement a new child came into the setting but will she would not socialise with any of the other children. The practitioner had to talk to the parents and they said that their child loved to paint at home and loved to put glitter on her paintings so the practitioner was able to plan an activity that the child could be involved in, the practitioner set up the activity and encouraged the child to come over with some other children. The child soon started to talk to the other children. This activity allo wed the child’s interests to be valued as well as helping the child to more become confident.The EYFS (Early Years Foundation Stage) have introduced a new guideline that changes the way reflective practice is looked at and practitioners now work as a team, they look at the overall issues of practice and work out solutions as a team to be successful in meeting these issues. The practitioner and the other staff members work out these issues by holding regular staff meetings to discuss problems that need resolving, the staff then discuss the possible answers to these issues and this benefits the whole team as well as the individuals. Nursery World, 2008, www. nurseryworld. co. uk ,2012). The research that I am going to be evaluating is the EYFS (Early Years Foundation Stage) guideline for reflective practice. The research will help the practitioner’s professional practice because the practitioner has the benefit of working with the other staff members in the team to work together on how to deal with situations together, therefore this is bringing better practice for the people in the team by co-operating together in the future.The children and their parents will benefit as well because the practitioner is reflecting on her/his practice as well as the setting’s overall practice. The practitioner’s professional practice will develop because the practitioner is developing new skills, becoming able to look at their own practice and look on what areas need improving. (Nursery World, 2008, www. nurseryworld. co. uk ,2012).A recent initiative that has recently been introduced is called ECAT (Every Child A Talker), this looks at the importance of children’s language and communication and the environment the child is in and that it should be helping the child learn to communicate and improve their language, ECAT (Every Child A Talker) supports all children, and helps children to develop their language and communication to the best of the ir abilities by finding out how to encourage/find the correct technique that helps the child to communicate, check agreed plan to see how the child needs helping and how this is going to be planned out.A professional and well maintained relationship between the practitioner and the parents must be established, this includes supporting children who have English as a second language and the practitioner is set guidelines that they must follow in order to make everyday activities revolve around communication and language. (Meggit. C et al, 2011) The recent Initiative that I am going to be evaluating is called ECAT (Every Child A Talker), the recent initiative will help the professional practice because the communication between the staff and children will promote the characteristics of ECAT.The children will benefit from this, because they are getting the same response from the staff. By holding regular staff meetings there can discussions on any changes that may need to be made to mak e the conditions in the environment better for the children’s learning. The day to day activities help to promote the children’s knowledge and vocabulary, this knowledge then helps them when they start school and will continue to help them as they progress through school. Wigan council,www. wigan. gov. uk, 2012) It is important to reflect on your own practice, this allows you to realise what skills you are good at and what you may need to improve on. For example observing children or developing listening skills when talking to parents or children. Reflective practice also helps you set reasonable tasks for yourself, and work towards a goal to help this skill that needs improving (Tassoni.P et al, 2007), a theoretical example is that of a student, who did not read the physical contact policy at his setting. A child comes up to him wanting to be picked up, he picks the child up and a staff member tells the student to put the child down or he might drop the child, the stu dent questions himself on what he did wrong and feels frustrated. The next day the child asks to be picked up again by the student, but the student has learned from his mistake that he cannot pick the child up so he says no to the child.Another theoretical example of a student who was interacting with a child, a nursery nurse asked that student to set out the beds but the student did not listen to the nursery nurse. The student continued to interact with the child and when the nursery nurse came to check how the student was doing, she saw that the beds were not put out and the student was slouching on a chair, the nursery nurse was not pleased that the student had not listened.The student was annoyed that she did not listen and apologised to the nursery nurse the next day in the setting. The reflective cycle lets you look at different situations that you may have been in the setting, ask someone to comment or give you ideas on how to improve on the outcome next time you encounter th e situation again, for example talking to your supervisor or another staff member can provide feedback and support.The reflective cycle lets a person look at what they did in that situation they were in and what action plan is going to be needed next time, sometimes you are going to encounter problems that are going to be hard to figure out but these problems must not stop progression to achievement or else you are going to feel like you are underachieving and not going to be successful. (Tassoni. P et al, 2007), for example a student wanted to plan an activity for the children and this activity was going to be understanding and earning how to count numbers and the next day the activity was carried out by the student with the children but the activity did not go so well and the student felt like she was under achieving and was questioning herself on what went wrong but she remembered the reflective cycle that was mentioned in college and she used the reflective cycle to discover wha t the problem was and this problem was resolved and the activity was carried out again and it was successful.One strategy to use when improving your own performance is listening to the opinions of the other people in the setting about your practice, this is a learning strategy because the feedback can be used to consider the ways of improving your own performance and what areas of development you need to improve on. (Tassoni.P et al, 2007), A theoretical example of a supervisor telling a student they needed to improve on their communication skills to become more confident, the supervisor could suggest different solutions to the area that needs developing, the supervisor could support the student when planning a task that could lead towards developing their communication skills. Another strategy to use when improving your own performance is setting SMART (Specific, Measurable, Achievable, Realistic and Timescale) targets for yourself, and make sure these targets are specific because you need to know what you want to achieve.The targets need to be measurable because you will need to know when you have been successful in a task, the tasks need to be achievable so you can complete the tasks and aim towards the goal you have set, the tasks need to be realistic so you can set yourself a task that can be done in a reasonable time and know the timescale of how long each task is going to take or otherwise you are going to struggle to meet the tasks if you do not know how long you are going to take with each task. (Tassoni. P et al, 2007), for example if someone wanted to become a teacher, they would need to get training and experience to get towards that goal.The person would have to plan out in stages of what they were going to achieve, when and how they were going to achieve the task and by the person setting tasks for himself he is motivating himself towards an aim that he wants to achieve to become successful. Another example of a student who wanted to create a fol der for their observations, they would need to collect all of their observations they had made on the children. The next step would be to get a file to store them in, but if the student had not done any observations on children then they would need to ask their supervisor if they could do an observation on a child in the setting.

Notes On Theories Of Mass Communications Essays - Free Essays

Notes On Theories Of Mass Communications Essays - Free Essays Notes On Theories Of Mass Communications Essay 1 - GSC2411 (Theories of Mass Communication unit, Monash University, Australia) This is NOT an essay - it is a collection of notes which are the foundation of an 800 word comparison of two articles regarding the place of humanities in university studies, and the roles of mass communication. Part 1 (800 words - 30%) You will be given two short readings by the end of Week 3 of the Semester. Identify the approach or approaches used in each, and with reference to the features and examples of the identified approaches as presented in Subject materials, justify your answer. Andrew Riemer's article, Cannon or Fodder? (The Weekend Australian, 16-17 November 1996) can be identified as having both Idealist and Leavisite approaches within the text. This is indicated in several passages of the text: My colleagues in the Department of English were irresponsibleThey were trivialising the disciplineby allowing undergraduates to sidestep the so-called canonical writersin favour of whatever transient phenomenon or writer of small talent happened to be their latest obsession. They were reprehensible in encouraging their students to impose simple sub-Marxist, sub-feminist templates on complex and mysterious works of literature Milton's Eve reduced to a mere victim of the patriarchy. Alluring though it might be, we cannot recover intellectual integrity by turning back the clock. Cannon or Fodder? (The Weekend Australian, 16-17 November 1996) When looking at the approaches as they are presented in the Subject Materials, one is able to identify them as clearly being both Idealistic and Leavisite. Our Subject Book indicates that the Idealistic view of culture has been conceived in the humanities and in journalism and popular social commentary a realm of moral, spiritual and aesthetic values which exist largely independent and above society. Further, this view states Culture was isolated from society - autonomous because it had to be abstracted from one way of life (pre-industrial) and then transmitted and extended to another (allegedly inferior) way of life to 'save' that society. The Leavisite concept of culture is still common and is firmly bound up in the theory of mass society and mass culture. Mass communications are seen to hold a crucial and privileged place in mass society, taking over the role of creating and distributing the values and information common to a society. Mass culture, unlike high culture, is unable to transcend its time and place and offer any kind of lasting truth to its audiences and, at worst, positively damages them. Critics of Leavis have questioned the narrowing of 'culture' to literature. idealist concept of culture, synonymous with 'high' culture, it carries with it its implied opposite - the denigrated 'mass' culture. a central assumption of the approach is that there exists a natural hierarchy of high culture and mass culture. This is how the idealist approach deals with differences. Media vs. Humanities Simon During The Australian Identified approaches: materialist/Frankfurt School The mainstream perception is that universities produce and teach truth through research while the media produce and communicate quickly consumable information and opinion. The weird, ill-judged consensus that the culture is dumbing down, which the media itself has helped to forge, is an important expression of this belief assuming as it does that the media breeds stupidity. the notion that the media is shallow and deals in opinion while the universities deal in depth and truth is misguided (though by no means simply false). The media are in unacknowledged competition with the humanities. in the interest of truth rather than ideology, they have also undercut the western classics claim on transcendental value to which the mainstream still genuflects. The humanities' old ethical project has been marginalised first by the democratisation of cultural and media consumption, second by the commercialisation of leisure pursuits, and last, by the segmentation of culture into market niches. Reader The central materialist assumption is that it is the material conditions of physical, historical and social being or existence which determine what counts as consciousness. Marx and Engels argued that social problems were political and needed solutions that put social interests ahead of private interests. in direct opposition to idealism The Frankfurt School's critical theory, as it is known, consisted of investigations into sociology, ideology and philosophy in which their aim was a Marxist analysis of contemporary society.

What changes would you make to the English law of restitution Explain Essay

What changes would you make to the English law of restitution Explain why you think these are desirable, but also identify any potential disadvantages that might result from them - Essay Example fusion of contract and equity based remedies justified under the head of restitution and generally, the courts have been unwilling to recognise restitution as a separate principle of recovery due to alternative common law methods of recovery such a quantum valebat and quantum meruit, the doctrine of waiver in tort and equitable claims3. As such, Tettenborn argues that â€Å"faced with this situation it is not surprising that the judges chose to remain within the existing categories of recovery rather than postulate any new theory of liability4.† The focus of this paper is to critically evaluate the law of restitution and consider possible reform. To this end, I shall firstly consider the essential principles of restitution and it is submitted that the inherent problem with restitution based claims is the doctrinal difficulty of quantifying the concept of â€Å"unjust enrichment†. As such, the underlying objective of restitution has often been confused with equitable trust law principles, compounding legal certainty in this area as evidenced by the swaps litigation in decisions such as Westdeutsche Landesbank Girozentrale v Islington LBC5 Accordingly, in evaluating the law of restitution and possible reform, I shall contextually consider the swaps litigation and submit the proposition that possible reform in restitution should consider categorisation of according to the nature of the dispute and consider the common intention of the parties in considering the concept of unjust enrichment. As highlighted above, the underlying basis for restitution under English law is to protect a claimant against the unjust enrichment of a defendant. However, in practice the inherently ambiguous nature of what constitutes â€Å"unjust† in order to merit recovery has led the judiciary to obfuscate the distinction between restitution, equity and contractual principles for recovery6. This in turn has fuelled academic debate as to the appropriate role and applicability of restitution

The U.S Debt Ceiling Term Paper Example | Topics and Well Written Essays - 2000 words

The U.S Debt Ceiling - Term Paper Example In essence, it can just limit the Treasury from settling expenditures once the limit has been achieved, but which have already been permitted and appropriated. When the debt limit is normally reached devoid of any raise in the limit having been passed, the Treasury has to use extraordinary measures to provisionally fund government expenditure and responsibilities till a resolution can be reached. The U.S. Treasury has never, in the past, reached the level of wearing out extraordinary actions, leading to a default, even though the Congress, on a number of occasions, seemed like it would permit a default to occur (Masters, 2013). Managing of the U.S. public debt is a significant aspect of the macroeconomics of the country’s financial system and economy, and the debt limit is a restraint on the Treasury’s capacity to run the United States economy (Abotalaf, 2011). However, there are talks on how the U.S. financial system should be controlled, and whether a debt limit is a suitable method for restraining government expenditure (Abotalaf, 2011). This paper will discuss the consequences of debt ceiling in the United States economy, how the country got there and how they can get out of it. What the United States Got to the Current Debit Ceiling In Article I, Section 8 of the American Constitution, only the Congress can consent to the loaning of money by the United States on credit (Levit et al., 2013). From the independence days of the U.S. till the early 90’s, the Congress openly consented to every singled debt issued (Masters, 2013). To offer more elasticity to support the U.S.’s involvement in the First World War, the Congress modified the technique through which it legalized debt in the 1917, 2nd Liberty Bond Act. Under this law, the Congress created a summative limit also known as a â€Å"ceiling†, on the overall amount of fresh bonds, which could be issued (Austin et al., 2012). The current debt limit is a summative limit relev ant to almost all national debt, which was significantly created by the both the 1939 and 1941 Public Debt Acts that have consequently been amended to transform the limit amount (Abotalaf, 2011). From time to time, political disagreements occur when the Treasury informs the Congress that the debt limit is almost to be reached (Masters, 2013). When the debt ceiling is achieved and pending a raise in the limit, the Treasury can use "extraordinary measures" to seek extra time before the limit can be increased by the Congress (Austin et al., 2012). The U.S. has never got to the level of a default where the Treasury was not able to pay United States debt requirements, even if it has been close on a number of occasions. The only exemption was in the 1812 War when a number of areas in Washington D.C., and also the Treasury, were burned to the ground (Levit et al., 2013). The U.S. reached, in 2011, a crisis level of close to a default on public debt. The holdup in raising the debt limit led to the initial downgrade in the U.S. credit ranking, a quick plunge in the stock market, as well as a raise in borrowing expenditure. Another debt limit crisis developed in early 2013 when the ceiling was reached once more, and the Treasury assumed extraordinary measures to evade another default (Levit et al., 2013). The 2013 debt limit crisis was settled, for now, on 4th February, 2013, when the President consented to the No Budget, No Pay Act and also delayed the debt

Household Appliance Engineering Report: Standing Fan

Household Appliance Engineering Report: Standing Fan Household appliances  Engineering report Making of stand fan. Due date:24/03/2017 The introduction This report explores and examines the history and evolution of the stand fan detailing how they work and the materials used. The purpose of the report is to illustrate the functions and special features as well as to provide information about the social, environmental, sustainability and cultural connection that rose due to development and use of the stand fan. As the time progressed, technologies have drastically changed, the use of polymers and smaller sized powerful motors have allowed the stand fan to be lighter as well as improved performance and lowered the manufacturing cost when compared to heavy metals and bigger motors used in the past. a stand fan is a common household appliance used for cooling an area it is basically a traditional fan set on an adjustable pole which is attached to a base, it also contains at least 3 wind speed range. The earliest model of fans appeared during the 1800s it was basically a bipolar motor attached to a six-leaf shaped flat brass blades. These early fans were either a unique, or an expensive appliance, used in large offices or wealthy homes. The decade of 1910-1920 brought major changes. Around 1910, electric fans were being made for residential use, they had six wings and ran on slower speed and the cages were now made with steel due to lack of brass as well as the blades were rounded in shape and shrank from diameter of 8 down to 5. Description A stand fan is a common household appliance they are much more effective and popular than other table fans as it can be adjusted to move up and down as well as its head oscillates till 180 degree or remain steady pointing at one direction. A stand fan is just like a normal table fan but its set on an extendable pole which is attached to a base. It has three speed settings and an on off button usually named as 0. This type of fans is usually placed at a corner of the room or in an advantageous location to achieve greater cooling experience. 2.1 How it works Stand/pedestal fan works with the help of an electric motor. A motor consists of coil of wire wrapped around a metal center and when electricity is passed through this, it produces rotational motion and a hub/cap connects the motor with the metallic/plastic blade which circulates the air around, these blades are shaped on an angle which helps to carry air from one point to another. The control box contains four switches three to control speed and one to turn the fan on or off. The extendable pole can be used to increase or decrease the height of the fan. 2.2 Assembly Slide the 2-off base cross sections together. Remove the screws from the center of the base cross section, and then fasten the fan pillar in position. Now unscrew and remove the plastic retainer that locks the two support sections together slide over and fit the plastic base cover. Set the height of the extension pole and then lock into position with the plastic screwed retainer. Set the motor and switch control section over the extension pole and secure into position with the locking screw. Remove shaft protecting cover and unscrew guard retaining nut/hub/cap anti-clockwise and remove. Take the rear-guard section and slide it over the threaded screw on the fan body (make sure, the handle on the guard is facing upwards). Screw on the plastic nut/hub/cap to secure the rear guard in place. Push the blade on to the motor shaft until it reaches the stop. Screw on the blade retaining cap/hub/nut in a clockwise direction to secure the blade in position. Hook the front guard on to the rear-guard section at the top. Secure the two guard sections together with the clips around the edges. The screw and nut at the bottom of the grille MUST be fitted. Components Guard (rear and front grill) it is a metal netting used to protect fan blades from any physical contact this protects the fan from any damage as well as the user. Motor it is the heart of the fan as it converts the applied electrical energy into mechanical output energy. Blade these are the paddle shaped objects connected to the motor which spins and creates airflow Hub/cap it is a device which connects the fan blade with the motor. Extension pole this is the component that makes stand fan special, it allows the user to adjust the height of the fan according to their preference. Head support frame this component gives the stand fan its feature of tilting its head up or down. Switch box/ control box this is the component which contains the electric circuit and switches which controls the speed of the fan as well as turn it on or off. Component Material made from blades Polymer/aluminum Rear and back grill steel Extendable pole Polypropylene polymer/ metal Screws Metal (carbon steel/stainless steel) and plastic 3.1 Materials materials component Why it is used? Polymer/plastic -blades -Screws -Hub/nut/cap -switch -it is used because plastic would be more safer and cheaper than metals as well as it will decrease the weight of the fan. Metal (carbon steel/stainless steel) -extension pole -screw -guard (front and back grill) -it is used to make the product more durable Advantages and disadvantages 4.1 Advantage They are very easy to assemble also put them away when you are not using it as you can separate the components easily. You can move them around the house easily and put them in an advantageous location. Due to its extendable pole, you can adjust its height according to your preference. It is cheap and you can assemble it yourself. Theyre lightweight and can provide cool air over large area. They can be easily cleaned. 4.2 disadvantage Theyve less safety for children as they might stick their finger inside the grill. Cooling range is smaller. theres too much noise when the fan runs in higher speed. Impact on society This household appliance had a great impact on the society and peoples life. As before the invention of pedestal/stand fan there was only mechanical fans which required people to apply energy physically to cool the temperature or circulate air. When pedestal/stand, fan was invented it made peoples life way easier. During the early stage of the invention these fans were only used in big offices or wealthy homes but when refrigerated air was used in commercial buildings the fan makers focused more towards residential use. Then these types of fans started to appear at everyones home. The invention of pedestal/stand fan made life of the people more easier as they were cheaper and easy to assemble as well as it didnt need much maintainance. Conclusion The making of the stand fan and different materials used in the stand fan has been explored in this report. Pedestal/stand fan is usually made of polymers and metals like stainless steel, aluminum. They are more advantageous than other table or ceiling fans due to its extendable pole which allows the user to increase and decrease its height according to their preference and also because its cheaper than ceiling fans as well as it is easy to assemble.