Personality And Self Care Of Nurses Nursing Essay

Personality And Self Care Of Nurses Nursing Essay It seems that quite often in life, especially in the last few years, people have noted a tendency I have to take on roles involving the motivation of others to grow and learn. This seems to be supported by the personality classification determined by my taking of the Myers-Briggs personality test. In other words, I have an ENFJ personality type, also known as The Teacher. In reviewing my personality type, it is clear that it has profound impact on the way I view and interact with the world, practice as a nurse, handle stress and take care of myself. The Dimensions of Personality and the Practice of Nursing The letters ENFJ refer to preferences within four different dimensions of personality. Specifically the E, which stands for extroversion, describes my outward direction of energy flow. This means that in general I am focused on the environment and people around me rather than reflecting upon the world within me. This is manifested by a general excitement when I am involved in activities with others. Such experiences give me energy. As a nurse in training, this quality gives me the motivation and courage to meet new people and boldly discover ways to involve myself in their lives in a positive manner. For example, one day while doing a clinical in the oncology unit at UCLA I learned of a 21 year old patient who brought in his guitars and amplifiers. With the permission of my clinical instructor and the nursing staff, I eagerly visited his room to talk about guitars. We ended up jamming together with his mom and some fellow student nurses in attendance. This gave us an opportunity to speak of his music as well as health and hope for the future. He, his mom and, as I learned later, the nursing staff, were very appreciative. The next dimension in the Myers-Briggs sequence pertains to my preference in the method I use to acquire new information. N represents an intuitive preference, which means I have an affinity for finding insights beyond just the facts. I have a tendency to look for abstract meanings and consider possibilities for the future based upon trends I see today. In the nursing role, this quality can help me to see the big picture beyond the raw data about a patient. For example, in the Emergency Room at a recent clinical, a disturbed mental health patient kept complaining of a squeezing feeling in her calves and asking for medication. I sensed there was more to the situation and I asked her if anything stressful happened prior to these symptoms. She then expounded on a specific verbal conflict the previous day and unleashed a slew of emotional comments about her life. Soon her legs were no longer an issue and she requested transfer to the mental health unit. How I make decisions is indicated by the third dimension with my preference being an F for feeling. This means that I prefer to consider people and special circumstances as a priority above how general principles can be consistently and logically applied. In this regard I am inclined to consider the greatest good for all people involved in the situation over and against a strict cost-benefit analysis that does not incorporate the value of harmonious relationships. An affinity to rely on feelings also leads me to search for inspiration and motivation in meanings that are not readily quantifiable but are nevertheless very real. My focus on feelings leads me to make sure everyone is happy with a decision that involves them. This can benefit me as a team member on a nursing staff. Last quarter a nurse requested I do something with a patient that was technically outside the hospital protocol and different than the way we learned it in school. Though I knew her approach was common and accepted, I was not willing to perform it below the standard I had learned. However, the pressing concern on my mind was not declaring the rules, but maintaining our relationship. With this in mind I refrained from bluntly asserted the protocol, though this would have been quicker and easier in the moment. Instead I found ways to gently ask her about the protocol and the reasons for it. Then, rather than stating what I would do, I asked her how she would feel if I did it according to protocol. This made her feel as if she were a partner in the decision. At this point she heartily agreed and supported me. In this way I managed to p roceed according to the strict hospital rules without hindering my relationship with the nurse. The last dimension describes how I prefer to relate to the outside world. The J stands for judging, which means I place a high value on the accomplishment of tasks in order to create a sense of order and control. In this regard I may prefer to forgo flexibility and spontaneity in order to bring stability and predictability to life. This trait drives me to organize and track tasks in a concrete manner which can be very important as a nurse. During a clinical day last quarter I soon realized that many things could impact when and if meds were given (e.g. a med is out of stock, the patient refused, vitals or labs not within range,à ¢Ã¢â€š ¬Ã‚ ¦.) It is important for the nurse to track this as it will impact future decisions. In view of this I developed a unique chart, utilizing special symbols and notations, that I used to keep record the status of the giving of meds. This chart freed my mind to consider new tasks without forgetting why and when the situation with a previous medication needed to be revisited. The chart also served as a useful tool my clinical instructor and precepting nurse could view as well. Personality Under Fire When under stress my desire to avoid conflict sometimes leads me to forego what may be fair for myself. Recently in a clinical situation I was working with patients that required a large amount of unexpected care I naively agreed to take on. As the stress took its toll, rather than seeking help and take a much needed break, I opted to solve the problems myself by drawing upon every ounce of energy my extrovert attitude could supply. While it would have been reasonable to rely on others, the stress caused me to imagine doing so would create disharmony. As an ENFJ I do tend to focus on the opinions of others about me to gauge my value. Recently I was performing a sterile procedure under the supervision of a nurse who I felt was rushing me. In my effort to gain her approval, I went quicker than I was ready, rather than assert to her that I was already going as fast as I could. This resulted in making a mistake that required me to start over with a new set of supplies. Personality People Various aspects of the ENFJ type help me relate to people. My desire to support others helps make me sensitive to the needs of colleagues. Recently when working with an ER nurse, as she explained and showed me different procedures, I was always asking her for ways I could assist in an ancillary way, which she appreciated. I seemed to relieve some of her stress. With patients I am very comfortable walking into situations that I am unfamiliar with as I am confident my extrovert attitude with carry me. At a recent therapeutic activity group in the Geriatric Psychiatric Unit I was able to quickly interact with most patients and involve them in conversations. One woman felt comfortable sharing some great memories with me about a song she loved. Also my desire to bring out the best in people causes me to look for ways to inspire hope. With a cancer patient who was despondent over his prognosis, I encouraged him with all the good things he had in his life such as his family and community activities. This brightened his outlook and seemed to give him courage for the future. The value I place on clarity, order and the approval of others leads me to be very inquisitive with supervisors. I generally desire confirmation that I am headed in the right direction. In this way I make sure that what I am doing is appropriate. This is evidenced by the numerous questions posed to my Mental Health instructor and an overseeing hospital staff person about an upcoming therapeutic activity group. I carry this attitude into my interactions with physicians as well, which I find to be constructive. Recently I was able to interact with a surgeon in OR. He could see my desire to get involved as much as possible and began to engage me in conversation about the patients condition. My general outgoing and inquisitive attitude encouraged him to involve me more, even allowing me to palpate various organs exposed by the incision. This turned out to be a very education experience for me. With groups, I think people view me as someone who will help smooth the edges of relationships. In addition, while in group gatherings I tend to avoid attracting negative attention to anyone, even if it takes the form of good-natured ribbing, as I am sensitive to the effect of having an audience. In the previous semester, a member of my student clinical group called me to discuss some issues she had with the comments of another student in the group. After talking a bit I was able to help her see these comments in a less antagonistic way and offer her some suggestions on how to respond in the future to avoid friction. Personality and Self-Care Knowing my personality type helps me understand how I need to take care of myself. As an ENFJ I am excited about supporting others and bringing out their potential. However, this can lead me to sacrifice my own needs. Because I greatly value interaction with others, I may tend to dismiss the value solitary time that would help me gather my thoughts. Therefore, in the future I need to consciously allow myself time to be alone and reflect on life without feeling as if I am missing out on something. This is important to preserve balance in my life. Because of my disdain for conflict, I often fail to maintain proper personal boundaries, which unscrupulous people sometimes take advantage of. In view of this, if I conclude that someone has overstepped their bounds, I need to assert myself to prevent this and understand that doing so is important for a healthy relationship. It is really in the best interest of all concerned. Because I greatly desire affirmation from others, I tend to be ove rly hard on myself if I make a mistake or fall short. Therefore, just as I understand how important it is to forgive others and ask them to forgive me, I need to be able to forgive myself. To do any less would be to compromise my emotional and mental well-being and effectiveness. Conclusion As I read the general descriptions of each of the dimensions of the ENFJ personality type it is uncanny how realistically they described me in ways that were not explicitly asked about on the test. When we put all of these preference dimensions together we see the portrait of a Teacher: someone who is outgoing, looks for abstract ways to connect ideas and inspire people, understands the value of relationships, and finds satisfaction in setting goals and accomplishing a task. Knowing the basics of my personality type, along with the strengths and weaknesses, will help me understand my past and prepare for the future. References Butt, J. (2005, February 23). Extraverted iNtuitive Feeling Judging. Retrieved January 2011, 13, from http://typelogic.com/enfj.html Idealist Portrait of the Teacher (ENFJ). (n.d.). Retrieved January 12, 2011, from http://www.keirsey.com/4temps/teacher.asp Jung Typology Test. (n.d.). Retrieved January 12, 2011, from http://humanmetrics.com/cgi-win/jtypes2.asp Portrait of an ENFJ. (2010). Retrieved January 15, 2011, from http://www.personalitypage.com/html/ENFJ.html The Myers Briggs Foundation. (n.d.). MBTI Basics. Retrieved January 28, 2011, from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

AIDS :: AIDS Essays

AIDS Unprotected sex, dirty needles,pills!! Now that I have your attention, today I’ll be talking to you about the causes and effects on how you can contract this deadly virus. But first let me start by explaining what Aids/HIV really is and what it does to you once you have contracted the Aids virus. Aids/Aids lowers your immune systems ability to produce the white blood cells and antibodies that protect you from colds, infections, etc. Lowered immunity makes a person vulnerable to attacks from different types of viruses. Such as simple colds, fungi, bacteria may lead to infectious diseases and tumors. Eventually these illnesses may cause death. A simple cold can become deadly to a person who’s infected with the Aids virus. There are many ways you can contract this deadly virus. One is by drug use and the second is having unprotected sex. You can contract Aids by using someone else’s contaminated needle during drug use. If the needle your using is a dirty needle that someone else used and had Aids you easily contract Aids from them. Due to the blood that’s left in the needle or on the needle from the other person. The second way you can contract the Aids virus is by having unprotected sex or through oral sex. Infection of the virus can occur through anal or vaginal intercourse or oral genital sex with an infected partner. The virus is present in semen and vaginal secretions of an infected person. It enters your body through small tears that can develop in vaginal or rectal tissues during sexual activity. Unsafe sex not only pertains to adults but also to kids and teenagers of all ages. Its doesn’t matter how old or young you are, you can contract Aids at any age. There are many effects of this deadly virus. Aids causes sickness weakness of the body and in most cases death. The body gets weaker and isn’t be able to function properly because there aren’t enough white blood cells to fight the virus due to the Aids virus. Department of Health and Human Services report that over 1 million people between the ages of 20-39 will be infected wit Aids by the year 2000. The number of ages will drastically increase with deaths in all age groups reaching 70,000 per year. By the year 2005, 350 people a day will die from the virus. Many people believe that the medicines we have today can cure the Aids virus or stop it from spreading.

A Kinetic Study of the Base Catalyzed Cleavage

The University of Lethbridge Department of Chemistry & Biochemistry Chemistry 2740 Laboratory Experiment 2 A KINETIC STUDY OF THE BASE CATALYZED CLEAVAGE OF DIACETONE ALCOHOL USING A DILATOMETER The decomposition of diacetone alcohol into two molecules of acetone is catalyzed by hydroxide ions and is an example of an aldol condensation in reverse. O OH OHO 2CH3-C-CH3 CH3-C-CH2-C(CH3)2 The rate of decomposition is first-order with respect to the concentrations of both diacetone alcohol and hydroxide ion: Rate = k[OH-][diacetone alcohol] (1)However, since hydroxide ion is a catalyst its concentration remains constant during the reaction. The overall reaction appears first-order (i. e. is a â€Å"pseudo first order reaction†) and follows the observable rate law Rate = k' [diacetone alcohol] where k' = k [OH-] (2) Since the overall reaction is first-order we can study the kinetics of the reaction by measuring any property of the system that undergoes a change which is proportional to the extent of reaction. Such a property in this case is the volume of the reaction solution.The effective volume of one molecule of diacetone alcohol is not the same as the effective volume of two molecules of acetone and as a result the total volume of the reaction solution changes as the reaction proceeds. In this case the solution expands although in some reactions it contracts. A simple instrument for measuring volume changes is a dilatometer which consists of a glass bulb to which is attached a tube with a stopcock (for filling the bulb) and also a piece of long capillary tubing.The bulb is filled with reaction solution to the point where liquid just enters the capillary tube and then the stopcock on the filling tube is closed. As the solution expands it does so into the capillary tube causing the meniscus in the tube to rise. By measuring the distance up the capillary tube that the meniscus travels one has a measure of the volume change. One can determine the actual volume change if the crosssectional area of the capillary is known but even that is not necessary in this experiment.Since the position of the meniscus in the capillary column can be measured accurately using a cathetometer, this is a good experiment to test the Guggenheim method for determining first-order rate constants (refer to Appendix A on â€Å"First-order Reactions†). In this method readings are generally made at times t0, t1, t2, t3, etc. , with each reading Page 2 – 1 Chemistry 2740 Laboratory Experiment 2 taken at a constant, accurately determined time interval after the preceding measurement. The resulting data list is divided into equal halves.For example, if there are 20 readings taken at times t 0 – t19 with corresponding measurements P0 – P19, the data would be divided in two between readings P9 at t 9 and P10 at t10. Next, the differences between the measurements in the two data sets are taken, i. e. , P0-P10, P1-P11, P2-P12, etc. Notice that t he time interval between each pair of readings is constant. Finally a plot of the natural logarithm of the differences against time, i. e. , ln(P0-P10), ln(P1-P11),†¦ vs. t0, t 1,†¦ should yield a straight line of slope -k, the first-order rate constant.Apparatus Cathetometer, 3 dilatometers, timer. A dilatometer is a device for measuring the expansion (or contraction) of a liquid. Ours is of relatively simple design and was made locally by Luis Delgado from various pieces of glassware. It consists of an expansion bulb to which is attached a fine capillary tube with a narrow and hopefully uniform bore. The expansion tube is connected at the other end to a filling tube through a stopcock. When the stopcock is closed, a solution in the expansion tube can only expand up the capillary tube.The volume of liquid in a capillary or cylinder is given by the cross-sectional area, A, of the cylinder times its length, l (V = A x l). Thus by measuring the travel, ? l, of the liquid up the capillary tube one has a quantity that is proportional to the change in volume of the reaction mixture (? V = A x ? l). As a result one can follow first order reactions with a dilatometer and use the first order equation ln [(lo – l? ) / (lt – l? )]= kt Stopcock Capillary tube Filling tube Expansion bulb (3) A Dilatometer and other equations such as the Guggenheim equation that are derived from it to analyze the results.This assumes that ? l (and therefore ? V) is proportional to the extent of reaction. One must be careful with thermostating when using a dilatometer. A dilatometer, after all, is a glorified thermometer and a quite sensitive one at that. Thus the apparatus and the reaction solution must be pre-equilibrated to the temperature of the reaction. The Page 2 – 2 Chemistry 2740 Laboratory Experiment 2 dilatometer is filled by pouring reaction mixture into the filling tube. Try to pour down the centre of the tube and not down the walls of the tube.Al so do not fill the filling tube above the level of the water in the water bath because the part of the filling tube above water level will not be well thermostated. Next the reaction mixture must be forced into the expansion bulb by use of a rubber bulb applied to the top opening of the filling tube. Often air bubbles become trapped just below the stopcock. These can be removed by sucking back with the rubber bulb. Continue to add more reaction mixture to the filling tube, as necessary. Force reaction mixture into the expansion bulb until the liquid level reaches the top of the bulb just below the capillary tube.Stop forcing liquid into the bulb and allow the liquid level to rise into the capillary tube as a result of the flow of liquid from the filling tube to the expansion bulb. DO NOT FORCE LIQUID INTO THE CAPILLARY TUBE. Close the stopcock. The dilatometer is now ready for making measurements of the meniscus height. The cathetometer is a device for measuring the relative height of the liquid column in the capillary. It consists of a vertical steel rod with a scale marked along its length and a telescope that runs up and down the rod.In operation one measures the height of the liquid column by moving the telescope so that the cross-hair is focussed on the meniscus of the liquid column. The position of the telescope (and thus the meniscus) is then read off the scale on the bar with the aid of a vernier. Ensure that you can read the vernier scale (refer to Appendix B on â€Å"Reading a Vernier†) and can operate the telescope (focus, movement up and down, and leveling) before proceeding with measurements. Reagents Diacetone alcohol, ~ 0. 40 M NaOH. Waste Disposal A 4-litre bottle for the collection of wastes is supplied with the experimental set up.All excess stock reagents and reaction solutions should be disposed of in this bottle. The glassware can then be given a single small rinse into the waste container before being cleaned further in the sink. I n preparing reaction solutions only remove as much reagent from the stock container as is necessary to make the reaction mixtures. Page 2 – 3 Chemistry 2740 Laboratory Experiment 2 Procedure Notes: 1) In order to finish this lab in the time allotted, students must be well organized and prepared to start this experiment at the beginning of the period. 2) The ~ 0. 40 M NaOH solution will need to be standardized by each group.This can be done before or after the experiment is completed, but must be done before the calculations for the report are started. Students can arrange a suitable time for this with their instructor. (Note: A similar task was performed in Chemistry 1000 lab; it may be helpful for you to review that procedure. ) Three kinetic runs should be performed at hydroxide ion concentrations of approximately 0. 100, 0. 200 and 0. 400 M. Prepare 100 mL each of 0. 100 M and 0. 200 M sodium hydroxide solutions from the 0. 400 M solution provided. Allow a dilatometer to t hermostat in the 25 ° C water bath. Pipette exactly 50 mL of 0. 00 M NaOH solution into a 200 mL Erlenmeyer flask, stopper the flask, and allow it to thermostat in the bath as well. When the dilatometer and sodium hydroxide solution have been thermostated for at least 10 minutes, start the reaction by adding with a pipette 2 mL of diacetone alcohol into the flask containing the 50 mL of 0. 100 M NaOH solution. Stopper the flask, shake it vigorously to ensure mixing and then let it stand in the water bath for a short period to allow the bubbles to settle. Pour the settled solution into the filling tube of the dilatometer and proceed to fill the dilatometer as outlined above.When the solution enters the capillary close the stopcock on the filling tube ensuring that no bubbles remain in the bulb. Clamp the dilatometer firmly in place in the bath so that the expansion bulb is covered with water. Commence reading the height of the meniscus in the capillary column with the cathetometer and continue to do so at exactly 3-minute intervals for at least 15 readings (45 minutes). The first reading can be obtained by clamping the telescope so that the cross-hair is just above the meniscus; start the clock as the meniscus climbs to the crosshair. Because the telescope inverts its image, the meniscus will appear to be below the cross-hair when it is actually above and the meniscus will appear to be travelling down when it is actually travelling up the capillary. ) Subsequent readings will require close cooperation between lab partners. One person should follow the meniscus with the telescope while the other partner gives out the time so that the first partner can clamp the telescope in position at exactly 3-minute intervals. Page 2 – 4 Chemistry 2740 Laboratory Experiment 2 When the readings have been completed put the dilatometer aside and proceed to the second experiment.While the first experiment is being performed, the dilatometer and the 50 mL of sodium hydrox ide solution for the second experiment should be clamped in the bath to thermostat. Repeat the procedure using 0. 200 M NaOH and 0. 400 M NaOH in place of 0. 100 M NaOH and with time intervals of 1. 5 and 0. 75 minutes respectively. In the case of the run using 0. 400 M NaOH, allow the reaction to go to completion and then read the height of the meniscus. Before leaving the laboratory, please enter names, date, and experimental data into the computer. DO NOT FORGET TO ENTER YOUR STANDARDIZATION DATA INTO THE COMPUTER ONCE YOU HAVE OBTAINED IT.Calculations and Report Use the Guggenheim method to calculate the apparent first-order rate constants (k’) for each run. For the last run, also calculate k’ using equation (3). Compare the rate constants calculated by the two methods and discuss the validity of using the Guggenheim method to calculate rate constants (i. e. discuss if the value calculated using the Guggenheim method compares favourably to the value calculated usin g the standard method). Calculate the second-order rate constants (k) in each case and discuss this confirmation of the first-order dependence on hydroxide ion concentration. Page 2 – 5

Why the Model T Is Called the Tin Lizzie

Why the Model T Is Called the Tin Lizzie Despite its initial humble appearance,  the Model T became the most influential car of the 20th century. Priced so that the average American could afford it, the Model T was sold from 1908 until 1927. Many also may know Henry Fords Model T by its nickname, the Tin Lizzie, but you may not know why the Model T is called the Tin Lizzie and how it got its nickname. A 1922 Car Race In the early 1900s, car dealers would try to create publicity for their new automobiles by hosting car races. In 1922  a championship race was held in Pikes Peak, Colorado. Entered as one of the contestants was Noel Bullock and his Model T, named Old Liz. Since Old Liz looked the worse for wear, as it was unpainted and lacked a hood, many spectators compared Old Liz to a tin can. By the start of the race, the car had the new nickname of Tin Lizzie. But to everyones surprise, Tin Lizzie won the race. Having beaten even the most expensive other cars available at the time, Tin Lizzie proved both the durability and speed of the Model T. Tin Lizzies surprise win was reported in newspapers across the country, leading to the use of the nickname Tin Lizzie for all Model T cars. The car also had a couple of other nicknames- Leaping Lena and flivver- but it was the Tin Lizzie moniker that stuck. Rise to Fame Henry Fords Model T cars opened up the roads for the American middle class. The car was affordable because of Fords simple but ingenious use of the assembly line, which increased productivity. Because of this increase in productivity, the price dropped from $850 in 1908 to less than $300 in 1925. The Model T was named the most influential car of the 20th century as it became a symbol of Americas modernization. Ford built 15 million Model T cars between 1918 and 1927, representing  as much as 40 percent of all car sales in the United States, depending on the year. Black is the color associated with the Tin Lizzie- and that was the only color available from 1913 to 1925- but initially, black was not available. Early buyers had a choice of gray, blue, green, or red. The Model T was available in three styles; all mounted on a 100-inch-wheelbase chassis: The five-seat touring carThe two-seat runaboutThe seven-seat town car   Modern Usage Tin Lizzie is still most associated with the Model T, but the  term is used colloquially  today to describe a small, cheap car that looks like it is in a beat-up condition. But keep in mind that looks can be deceiving.  To go the way of the Tin Lizzie is a phrase that refers to something outdated that has been replaced by a newer and better product, or even a belief or behavior.

A Yellow Wallpape Essays

A Yellow Wallpape Essays A Yellow Wallpape Essay A Yellow Wallpape Essay Essay Topic: The Yellow Wallpaper I find â€Å"A Yellow Wallpaper† disturbing because of the author’s grim exploration of the dark underside of women’s subjugation in society. Gilman’s macabre attack on the story’s theme shocks readers to the kind of reality most women are faced with. On the outside, it may appear as John is genuinely concerned about his wife’s well-being but his affection turns out to be problematic and laden with hidden political underpinnings. John, along with the protagonist’s brother and Jennie all look down on her because of her unstable condition. I noticed that it is so easy for the other characters to assume that the protagonist is not mentally sound just because she is experiencing excessive emotional stress. According to the story, she has just given birth at that time. It may be that she is undergoing post partum depression which is why she is always weepy and lonely. Add that to the fact that she is kept in complete isolation and inactivit y. The curative prescription of her husband is definitely bizarre and insane to say the least. Why would you prescribe a mother, who is already suffering from sudden fits of melancholy, with prolonged confinement and passivity? That will only exacerbate her gloom a thousand times over.   Happiness is supposed to be the best medicine yet John prevented her from doing the thing she desires the most- writing. (pg 286) Despite her husband’s strict prohibitions she kept writing in her journal all the same. If anything, it is the only reason that kept her from losing her sanity. Just like a friend, the journal kept her company during all those silent and dark moments of alienation. Moreover, her journal entries give solid proof to the lucidity of her mind. Her accurate descriptions and informed narration give testament to her healthy and sound judgment. Just because the protagonist is emotionally vulnerable it is convenient for the society and the people around her to question he r sanity. Gilman demonstrates that women are misconstrued as immediate victims of madness and hysteria because of their biological make up. I also like the way Gilman also used symbolism to expose the anonymous and almost nonexistent life that women are made to undergo. The nameless protagonist shows that many women are stifled from achieving their own persons. Thus, they are oftentimes disregarded as unknown faces in society. Just like the woman lurking behind the wallpaper pattern, females are taken as shadows which blend seamlessly against the background.   The protagonist’s lack of name or identification suggests her missing identity. She never had a life of her own except from the secondary existence of a wife and mother. 1.  Ã‚  Ã‚  Ã‚  Ã‚   Why is the wallpaper colored yellow? What symbolisms does the yellow color represent? 2.  Ã‚  Ã‚  Ã‚  Ã‚   Why are there severed heads of women within the pattern of the wallpaper? What do they stand for? 3.  Ã‚  Ã‚  Ã‚  Ã‚   How did the use of journal writing as a form of story telling advanced the theme of the story?

Literacy Narrative Essay Example | Topics and Well Written Essays - 1000 words

Literacy Narrative - Essay Example Formative assessment plays an important role to both readers and communicators. First, before undertaking a journey to communicate, a communicator has a goal in mind or a message he would like to drive home. To achieve goals, it is important that a communicator understand the persons being communicated to through formative assessment. For instance as a communicator, formative assessment helped me to understand the gap between the desired goal and the current knowledge of the people I was addressing. On the other hand, learners get to gauge their extent of understanding. After assessing the gap, both learners and communicators can now allow this knowledge to guide them through actions necessary to obtain their main goal. An effective feedback will provide suggestions for closing the gap. Some of the methods communicators can use to assess learning include giving assignments, group discussions, and tests. Secondly, formative assessments motivate learners to improve on their understandi ng of the subject other than just getting the right answers. For instance, assignments and tests helped me as a learner to get specific comments, errors, and feedbacks on my level of understanding about a topic. Formative assessment encourage readers that each of them have great innate potential to perform better that they currently perform. More so, the feedback given from the tests encourage readers that they can do better. According to Ames, formative assessment helps support the expectation that all readers can give great performances and counteracts the notion that poor performances on some readers result from their lack of ability. Such readers may get discouraged and become unwilling to invest further in learning (Ames 262-270). A communicator can help improve the understanding of the students through several means. For instance, I can ask my discussion group members to summarise a topic or main points after a discussion. A communicator can also give related questions on the topic of study and mark them. In this, the communicator will test understanding of some vocabularies or concepts in the topic. Searching for meanings of vocabularies and answering questions proves quite helpful to me in learning. Thirdly, formative assessment plays an important role where readers can perform self-evaluation. Statistics reveal that readers who are governed by certain goals in their learning and opt to do self-evaluations are much better that those who do not. They have time to reflect on their strengths and weaknesses and filling in the gap through further learning. Additionally, formative assessment enables students with disabilities to train on how to evaluate themselves, helping them to improve. As a communicator, I assist readers to self-evaluate themselves through group discussions. Here, learners have an opportunity to receive a challenge especially where i mix the slow learners with the fast learners. A communicator can float a question and ask readers to writ e down what they think about it and read their answers around to the rest of the readers. He can also separate the students in small groups, give them time to brainstorm and have one of them present the groups work. All these will help instil the habit of self-evaluation to the students. Fourthly, formative assessment effects on teachers quality. Statistics reveal that a communicator’s quality has the highest influence on a reader’

Managing of Human Resource at Starbucks Essay Example | Topics and Well Written Essays - 2000 words

Managing of Human Resource at Starbucks - Essay Example In 1999, Schultz stepped down as CEO in favor of Smith and had given him the authority. Gareth (1998, p. 38) states: Particular attention was focused on the idea of making employees feel more useful and important by giving them meaningful jobs and giving as much autonomy, responsibility and recognition as possible as a means of getting them involved in their work. The duty of any good and successful leader or manager is to create a work environment that is effective to growth. The leaders who are ready to work in teams with an appropriate level of command and authority of making decisions are considered to be successful in motivating and raising the need amongst the employees to achieve the goals. The statement that is being provided by the company's CEO clearly showed that he has faith in himself and is confident that he would lead the company to a much higher level with a teamwork and authority because the managers or supervisors need to be authoritative in their decisions in order to lead a team. Kroom (1995, p. 355) suggests that, 'authority can be considered the managers right to act.' Leadership approach at Starbucks seemed to be of democratic style. ... Theories of Leadership at Starbuck Leadership approach at Starbucks seemed to be of democratic style. The leaders or supervisors of the company provides their subordinates with the prospect to work under their leadership and make them make the most of their potential fully by letting them play a part in the decision making process and planning phase. They believe that the most successful innovation came out from their employees and by giving them the authority to bring about their job make the employees feel esteemed and honored. McGregor proposed a theory which became a base for leadership. According to him the manager or supervisor categorize their employees in two distinct groups of human behavior, namely Theory X and Theory Y. Kroom (1995, p. 357) write that, 'the way in which manager or supervisor leads his subordinates is determined to a large degree, by his assumptions about human behavior.' Theory X is considered to have those people who are not ready to do any work, very lethargic and lazy and are controlled by their supervisors. On the other hand, in Theory Y, the human behavior of the people is positive towards the work and is very keen and enthusiastic in fulfilling the job. 'Theory Y which is a positive view, people are willing to work, will enforce self-control if they have committed themselves to objectives and will accept responsibilities.' (Kroom 1995, p. 357). The leadership style that is being used at Starbucks by the manager or supervisor is democratic management style. They gave empowerment to their employees and encouraged innovativeness. The employees mostly lie under Theory Y and have positive attitude towards their objectives. It is to believe at Starbucks that by implementing ideas by the employees gave them a sense of contribution and was