Does Violence in Today’s Media Influence Aggressive Behavior Among Adolescence Essay

Chapter 1 Introduction Background and rationale There is increasing evidence that the programs aired on TV are responsible for the aggressive nature of children in their adolescent and early adulthood (Task Force on Television and Society. 1992). Cartoons and programs targeting children are more likely to have violent content than would an average soap opera or movie aimed at an adult audience. Violence aired on children’s shows is normally directed at the evil character or perpetrated by the ugly person who rarely gets punished. The victim of the violent act does not bleed or feel pain and as such the children believe that violence is acceptable as it does not cause any permanent damage. These misconceptions lead the children to adopt aggressive attitudes in a bid to imitate their TV stars. By reenacting scenes they watched, the children end up actually hurting one another and with time they internalize this behavior if they are not warned against it. This study is aimed at adding to the literature on the subject by investigating the influence of media violence on the aggressive nature of adolescents. By determining if a co-relationship exists between the exposure to media violence and the aggressive nature of adolescents in general, the research would have provided the basis for more research to be conducted into more detailed areas. The impact of TV violence on adolescents from different ethnic backgrounds, economic statuses and ages can be investigated to see if there are differences in overall results and if so why. This research will be deemed to have been successful it can come up with a general statement regarding the influence of media violence of the behavio r of children. Thesis Statement The researcher opines that, ‘media violence is responsible for the rise in adolescent aggressiveness in recent years.’ Statement of problem Parents, teachers, pediatricians and other stakeholders are increasing concerned at the trend of violent actions perpetrated by adolescents. The Columbine High School shooting shocked the nation into reassessing the triggers that make young people turn to extremely violent ways to deal with their problems. Video games and violent TV programs were singled out for mention as the possible contributors to the boys’ actions. In finding solutions to the problem of TV violence and its influence on adolescents, the stakeholders are keen to be better informed on the co-relationship between the two aspects so they can face the challenge more effectively. This research aims to fill the literature void and come up with realistic options that can be pursued. Chapter 2 Review of Literature In studies conducted by the American Psychological Association, it was found that the amount of violent TV watched had a corresponding effect on the level of violence exhibited by the viewer (Task Force on Television and Society, 1992.).The viewer becomes immune to the grim realities of violence and the consequences thereof that they begin to treat violence as an acceptable behavior. Cartoon figures rarely get hurt and violence meted on the characters appears funny as nobody bleeds even after being clobbered on the head with a hammer. The children attempt to play the same games they viewed on TV with painful results. Other programs glorify the use of armed weapons and killings such that the adolescents become desensitized and gradually accept violence as a mode of life and something to be emulated. Â  Unless the parents or caregivers can disabuse the children and get them to eschew violence, this view remains with them into adult life. Adolescents can be expected to act aggressively immediately after watching a violent movie (Comstock, 1980). The studies indicated that the individual is psyched up by the action viewed and needs little motivation to perpetrate violent actions against anything or anybody that will challenge their ego. Studies have indicated that children are more susceptible to media violence influences between the ages of 1-10. After that age the impact of media violence is tempered by the individual’s perception of life and a realistic view of things. By that time a child knows that being hit on the head with a hammer will cause a lot of pain and will not imitate everything they see on TV. However, adolescents can still be influenced to act violently especially if their hero succeeds through aggressive behavior (Lefkowitz, et al., 1977). Television programs have been scheduled such that the times those children are free to watch TV there is a lot of violence. Studies conducted found that between 8 and 9 am violence was screened at least 9 times while on Saturdays, the average number of violent scenes per hour peaked at 21(Greenberg et al., 1980). Yet another study established that parents have got to careful what they allow their children to watch as a lot of the programs being aired are violent or have adult themes that are unsuitable for adolescent viewing (Josephson, 1995). The findings further revealed that the viewing habits a child develops in their youth are carried on to adulthood. Thus, if they are used to violent movies, they will continue to prefer these over other programs and consequently internalize violent behavior as the accepted norm. In a bid to tackle the problem posed by media violence, specific measures must be taken by the caregivers to limit the exposure of the child to TV and to direct their energies to more productive pastimes. Where a child has developed aggressive behavior, it is crucial to counsel the child on the dangers of violence and encourage them to adopt a friendlier attitude towards people and life in general.

Progression of Homosexuality

Abstract Progression of Homosexuality: Evolution of a phenomenon over time Some authors believe that homosexuality is not a kind of conduct, as commonly supposed, but a psychological condition (Woggon, 1981). Thus, it is important to understand that the genuine homosexual condition or inversion, as it is often termed. This condition is something for which the subject is in no way responsible. Some literature suggests that homosexuality in itself it is morally neutral. Like the condition of heterosexuality, however, it tends to find expression in specific sexual acts; and such acts are subject to moral judgment (McNeill, 1966). A major premise established in contemporary literature is the concept that sexual orientation ranges along a continuum, as opposed to simply being heterosexual or homosexual. It is possible that this is mainly because increased attention has been paid to the attraction and not merely the action. Braverman (1973) has examined a scale developed by Kinsey, who thought that homosexuality is a normal manifestation of human sexuality. This scale operationalizes the continuum. People are rated on a scale of zero to six. Zero representing exclusive heterosexual inclinations and six exclusive homosexual inclinations. Those who don’t fall into either extreme feel a mixture of both to varying degrees. This middle group is theoretically bisexual. However, people who are close to either extreme tend to be absorbed into that respective category. This absorption leaves only those closer to the centre in the bisexual group. Most research conducted has grouped people into these three categories. The Causes of Homosexuality Fathers, on the other hand, were thought to prefer the other children. In doing so, fathers failed to protect the child from the destructive influence of the mother. The researchers espousing biological and genetic causes of homosexuality were considered to be fringe in those times. Even so, there were studies corroborating such causes. Kallman (1952) conducted a study in which male homosexual monozygotic twins were found to be significantly more similar (in terms of homosexual tendencies) than dizygotic twins. These results were not taken to mean that genetic composition was a necessary condition for the development of homosexuality. Rather, it was generally hought by proponents, that a hereditary physical trait played a role in the cultural shaping of a homosexual. In other words, if a young male or female exhibited physical characteristics associated with the opposite gender that individual would have been treated as if they were homosexual. This would in turn influence their development (a self-fulfilling prophecy). Silberner (1984) referred to a st udy conducted by the State University of New York, in which researchers found a physical correlate to homosexual behavior. They went further to conclude that biological markers for sexual orientation may exist. Even so, researchers made it clear that findings did not focus on definite causes of homosexuality. However, it was admitted that there was a real possibility that there is a biological element of the phenomenon. Even into the 1990’s this vein of research has continued. For example, Bower (1993) identified that significant progress had been made in the pursuit of identifying a gene that may influence some instances of male homosexuality. It was suggested that a gene within a small segment of the X chromosome (passed from mother to son), contributes to the sexual orientation of a subset of homosexual men. Interestingly, a tendency to focus on male homosexuals in scientific research can be seen at this stage. Although an exhaustive list of studies on homosexuality cannot be provided in this forum (nor would it be practical), from a review of the available literature, this is confirmed. The APA removed homosexuality from its Diagnostic and Statistical Manual of Psychological Disorders in 1973. In 1975 it then released a public statement that homosexuality was not a mental disorder. In 1994, two decades later, the APA finally stated, â€Å"†¦ omosexuality is neither a mental illness nor a moral depravity. It is the way a portion of the population expresses human love and sexuality† From the premises established in this section, a holistic illustration of world-views regarding homosexuality, can be detailed. World Views of Homosexuality Secular As discussed previously, the first half (and a little beyond) of the 20th century spawned varying views of homosexuality (constitution al, developmental and genetic were the main ones). However, the worldviews resulting from such were congruent in the main. This is primarily because of the fact that these theories were aiming to explain the occurrence of a class of aberration/disorder. Consequently, claims, such as homosexuality being classified as a serious psychiatric and social problem (Bieber, 1969), were commonplace in academic literature and reverberated in the wider society. The passage of time into the final quarter of the last century, realized a progressively softer position regarding homosexuality, by both from the academic and wider community. This softening can be observed as being simultaneous with stances adopted by the APA. After the organization’s actions in 1973 and 1975 concerning acceptance of homosexuality, the literature had been littered with expressions of the wide variability in the social acceptance of homosexual activity (Greenberg & Bystryn, 1982). Christian The ELCA encourages its congregations to welcome gay and lesbian persons as church members, but it does not allow for the approval or affirmation of gay or lesbian relationships. Specifically, the ordained, commissioned, and consecrated ministries†¦are open to homosexuals only it they remain celibate and no provisions exist for the blessing of same-gender unions (Childs, 2003, p. 32). From these official points of view, a sense of where Christianity stands with regard to homosexuality is only halfway complete (at best). Individual members of the Church, including clergymen, sometimes have conflicting views. As demonstrated, a plethora of worldviews exist, with regards to homosexuality. It is as a result of these, that there a re various views of the role that psychology and counseling should play in the life of a homosexual and the phenomenon (homosexuality), as a whole. Role of Psychology/Counseling Conclusion Throughout the literature reviewed for this paper, the themes of variability and non-consensus are recurrent. There has been no conclusive study which has unearthed potential causes of homosexuality. Resultant worldviews are varied across and even within secular and religious sources, allowing for no clear-cut path for psychologists/counselors to take in dealing with the phenomenon. By looking at past and current events in the field, it appears as though distinct lines will be drawn, but in non-traditional ways, namely, within as opposed to without. This is with reference to the dichotomy within Christian and secular views of homosexuality. It appears as though the only area of near-consensus is the view that homosexuals (distinct from homosexuality) are not to be condemned, or view as inherently pathological. Holding firm to this premise, further research and interest from the various interest groups may be beneficial to all. References A vicious intolerance. (2009, September 19). Economist, 392(8649). Authorized Version King James Bartoli, E. , & Gillem, A. R. (2008). Continuing to depolarize the debate on sexual orientation and religious identity and the therapeutic process. Professional Psychology: Research and Practice, 39, 202-209. Benoit, M. (2005). Conflict between religious commitment and same-sex attraction: Possibilities for a virtuous response. Ethics & Behavior, 15, 309–325. Bieber, I. (1969). Homosexuality. The American Journal of Nursing, 69(12), 2637-2641. Bieber, I. , Dain, H. J. , Dince, P. R. , Drellich, M. G. , Grand, H. G. , Gundlach, R. H. , et al. (1962). Homosexuality: A psychoanalytic study. New York: Basic Books. Binder, C. V. (1977). Affection training: An alternative to sexual reorientation. Journal of Homosexuality, 2, 251-259. Bower, B. (1993). Genetic Clue to Male Homosexuality Emerges. Science News, 144(3), 37. Broman, C. L. (2003). Sexuality Attitudes: The Impact of Trauma. The Journal of Sex Research, 40(4), 351-357. Brooke, H. L. (2005). â€Å"Gays, ex-gays, ex-ex-gays: Examining key religious, ethical, and diversity Issues†: A follow-up interview with Douglas Haldeman, Ariel Shidlo, Warren Throckmorton, and Mark Yarhouse. Journal of Psychology and Christianity, 24, 343-351. Bullough, V. L. (1976). Sexual variance in society and history. New York: Wiley. Campos, P. E. , & Goldfried, M. E. 2001). Introduction: Perspectives on gay, lesbian, and bisexual clients. Journal of Clinical Psychology, 57, 609-613. Childs, J. M. (2003). Faithful Conversation: Christian Perspectives on Homosexuality. Minneapolis: Fortress, 132. Cianciotto, J. , & Cahill, S. (2006). Youth in the crosshairs: The third wave of ex-gay activism. New York: National Gay and Lesbian Task Force. Davison, G. C. (1976). Homosexuality : The ethical challenge. Journal of Consulting and Clinical Psychology, 44, 157-162. Davison, G. C. (1978). Not can but ought: The treatment of homosexuality. Journal of Consulting and Clinical Psychology, 46, 170–172. Davison, G. C. , & Wilson, G. T. (1973). Attitudes of behaviour therapists toward homosexuality. Behavior Therapy, 4, 686-696. Ellis, A. (1956). The effectiveness of psychotherapy with individuals who have severe homosexual problems. Journal of Consulting Psychology, 20, 191-195. Ellis, A. (1959). A homosexual treated with rational psychotherapy. Journal of Clinical Psychology, 15, 338-343. Ellis, A. (1965). Homosexuality: Its causes and cure. New York: Lyle Stuart. Erzen, T. (2006). Straight to Jesus: Sexual and Christian conversions in the ex-gay movement. Los Angeles: University of California Press. Freud, S. (1962). Three Essays on the Theory of Sexuality (J. Strachey, Trans. ). New York: Basic Books. (Original work published 1905). Good, R. (2000). Human Behavioral Genetics/ Sexual Orientation. The American Biology Teacher, 62(5), 322-324. Greenspoon, J. , & Lamal, P. A. (1987). A behavioristic approach. In L. Diamant (Ed), Male and female homosexuality: Psychological approaches (pp. 109-128). Washington, DC: Hemisphere. Hacking, I. (2002). How â€Å"Natural† are â€Å"Kinds† of Sexual Orientation?. Law and Philosophy, 21(1), 95-107. Haldeman, D. C. (2004). When sexual and religious orientation collide: Considerations in working with conflicted same-sex attracted male clients. _The Counseling Psychologist, 32, 691-715. _ Hart, T. A. , & Heimberg, R. G. (2001). Presenting problems among treatment-seeking gay, lesbian, and bisexual youth. Journal of Clinical Psychology, 57, 615-627. Herek, G. M. (2000). The Psychology of Sexual Prejudice. Current Directions in Psychological Science, 9(1), 19-22. James, S. (1978). Treatment of homosexuality: II. Superiority of desensitization/arousal as compared with anticipatory avoidance conditioning: Results of a controlled trial. Behavior Therapy, 9, 28-36. Jones, S. L. , & Yarhouse, M. A. (2007). Ex-gay? A longitudinal study of religiously mediated change in sexual orientation. Downer’s Grove, IL: Intervarsity Press. Kallmann, F. J. (1952). Comparative Twin Study on the Genetic Aspects of Male Homosexuality. The Journal of Nervous and Mental Disease, 115(1), 283-298. Katz, J. (1995). Gay American history: Lesbians and gay men in the United States. New York: Thomas Crowell. King, M. , Smith, G. , & Bartlett, A. (2004). Treatments of homosexuality in Britain since the 1950’s—an oral history: The experience of professionals. British Medical Journal, 328, 429-432. Kinsey, A. C. et al. (1948). Sexual Behavior in the Human Male. Philadelphia: W. B. Saunders Co. , 610-666. Langevin, R. (1983). Sexual strands: Understanding and treating sexual anomalies in men. New York: Erlbaum. LeVay, S. (1996). Queer science: The use and abuse of research in homosexuality. Cambridge: Massachusetts Institute Technology Press. Maguire, D. (1983). The morality of homosexual marriage. A Challenge to Love: Gay and Lesbian Catholics in the Church (R. Nugent ed. ), New York: Crossroad Martell, C. R. , Safren, S. A. , & Prince, S. E. (2004). Cognitive behavioural therapies with lesbian, gay, and bisexual clients. New York: Guilford Press. Massett, L. (1969). Homosexuality: changes on the way. Science News, 96(24), 557-559. McMinn, L. G. (2005). Sexual identity concerns for Christian young adults: Practical considerations for being a supportive presence and compassionate companion. Journal of Psychology and Christianity, 24, 368-377. McNeill, J. J. (1966). The church and the Homosexual. Kansas City: Sheed Andrews and McMeel, 42-66. Moberly, E. (1983). Homosexuality: A new Christian ethic. Greenwood, SC: Attic Press. Murphy, T. F. (1992). Redirecting sexual orientation: Techniques and justifications. Journal of Sex Research, 29, 501-523. Murphy, T. F. (1997). Gay science: The ethics of sexual orientation research. New York: Columbia University Press. Nicolosi, J. (1991). Reparative therapy of male homosexuality. Northvale, NJ: Jason Aronson. Nicolosi, J. , Byrd, A. D. , & Potts, R. W. (2000). Retrospective self-reports of changes in homosexual orientation: A consumer survey of conversion therapy clients. Psychological Reports, 86, 1071-1088. O’Leary, J. S. (1987). Sexual Orientation. The Furrow, 38(11), 680-685. Phillips, J. C. (2004). A welcome addition to the literature: Non-polarized approaches to sexual orientation and religiosity. The Counseling Psychologist, 32, 771-777. Ponticelli, C. M. (1999). Crafting stories of sexual identity reconstruction. Social Psychology Quarterly, 62, 157-172. Safren, S. A. , & Rogers, T. (2001). Cognitive behavioural therapy with gay, lesbian, and bisexual clients. Journal of Clinical Psychology, 57, 629-643. Shidlo, A. , & Schroeder, M. (2002). Changing sexual orientation: A consumer’s report. Professional Psychology: Research and Practice, 33, 249-259. Silberner, J. (1984). Hormone Markers for Homosexuality? Science News, 126(13), 198-199. Silverstein, C. (1991). Psychological and medical treatments of homosexuality. In J. C. Gonsiorek & J. D. Weinrich (Eds. ), Homosexuality: Research implications for public policy (pp. 101-114). Newbury Park, CA: Sage. Silverstein, C. (2007), Wearing two hats: The psychologist as activist and therapist. J_ournal of Gay & Lesbian Psychotherapy, 11_(3/4), 9-35. Spitzer, R. L. (2003). Can some gay men and lesbians change their sexual orientation? Two hundred participants reporting a change from homosexual to heterosexual orientation. Archives of Sexual Behavior, 32, 403-417. Stevenson, I. , & Wolpe, J. (1960). Recovery from sexual deviations through overcoming nonsexual neurotic responses. American Journal of Psychiatry, 116, 737-742. Stevenson, M. R. (1988). Promoting Tolerance for Homosexuality: An Evaluation of Intervention Strategies. The Journal of Sex Research, 25(4), 500-511. Tan, E. (2008). Mindfulness in sexual identity therapy: A case study. Journal of Psychology and Christianity, 27, 274-278. Thomson, & Devine. (1998, May 5). Homosexuality: biologically or environmentally constructed. Retrieved October 18, 2009, from Wolkomir, M. (2001). Emotion work, commitment, and the authentication of the self: The case of gay and exgay Christian support groups. Journal of Contemporary Ethnography, 30, 305-334. Wolkomir, M. (2006). Be not deceived: The sacred and sexual struggles of gay and ex-gay Christian men. New Brunswick, NJ: Rutgers University Press. Yip, A. K. T. (1994, June 23). The Development of Lesbian and Gay Rights Movement within the Christian community in Britain. Lecture presented at Organizing Sexuality Confernce, University of Amsterdam. Yip, A. K. T. (1997). Attacking the Attacker: Gay Christians Talk Back. The British Journal of Sociology, 48(1), 113-127.

Technology implementation paper Essay Example | Topics and Well Written Essays - 1250 words

Technology implementation paper - Essay Example The traditional business generally relies on a series of technologies, including separate payroll systems, distinct inventory and warehousing applications, and various accounting software in order to meet the needs of the business environment. When such a disconnected series of systems exists, the business tends to require multiple support staff, from the information technology team to the end-user, in order to make the business function efficiently. However, in the fast-paced, contemporary business environment, with rising labor costs and the economics of cost reduction initiatives, the need for a more enhanced, streamlined method of doing business is required so as to stay competitive within any particular industry. For firms in search of enhanced business applications, SAP can mean the difference between business success or failure. purchasing, human resources, and logistics, into a singular program (Blackstone & Bujold, 2005). The process of implementing SAP is not a simplistic operation, as with most companies the set-up process involves group representatives from each division of the business, who must offer advice and suggestion to the SAP programmers in order to incorporate actual business practice into the design of the new technology, thus making SAP a unique application, custom-tailored for the needs of each individual firm. Having offered a brief understanding of SAP and its purpose, this report will highlight the long-term plan required for incorporating this application across the domestic divisions of ABC Industries. There are four phases required to SAP implementation: The planning stage, blueprint and training development, tangible program development, and the testing phase, in which a significant portion of the business staff are involved in running divisional scenarios to test the integrity of the system and the viability of its programmed features (Vogle, 2004). This process, based on the needs of ABC Industries, will

Evalution Essay Example | Topics and Well Written Essays - 750 words

Evalution - Essay Example The Company’s aim is to produce the most qualified staff in the courier services that ensure that effectiveness and efficiency are maintained in our process, structures and outcomes. As competition grows higher; the need for quality service delivery in courier services remains a challenge, hence well trained personnel becomes necessary in our policies (Donald, 2009). Our measurements were based on three basic evaluation tools; that is, sensitivity, reliability and validity. Reliability is the capacity of a measurement system to give consistent result when applied several times. This is vital in determining whether the measurement method can achieve the required purpose (Donald, 2009). Sensitivity on the other hand is the ability of the applied technique to identify changes in the program. Finally, validity is the extent to which a technique measures what it is required. These measurement tools are vital in ensuring that the result needed in the program are accurate and free from deviation (Owen, 2007). To draw concise training evaluation program for the Mach Speed, it should be known that our goal was to produce excellent courier service providers in the market. This follows in line with several objectives we drew to achieve better program results. Our first method in evaluation was collecting data (Astd, 2008). Using the trainee assessment forms, shown by the sample, the people who carried the evaluation were able to calculate the results using the rubric table shown in the appendix. Each category of score was evaluated against the marks scored (Marrow, 2010). A percentage score is then drawn for every form on each evaluation element, and then their averages are taken. This could tell the planers where the short falls occurred and the best method of tackling the issue to solve the problem, and to attain an efficient training mode. The planner will gauge from these score whether the training succeed or failed (Astd,

Child care Essay Example | Topics and Well Written Essays - 500 words - 1

Child care - Essay Example The Australian governments has taken several measures such as child care benefit determination 2000, GST free supply determination 2002, family assistance determination 2003, to ensure that children receive best attention and to improve child care facilities. Child care centers provide services throughout standard hours, weekends, overnight, school holidays, before and after school working hours etc. For working parents, it is a safe place to entrust their children to the care of the qualified child care workers. Generally, they follow a policy of strict confidentiality and do not reveal any information related to children and parents to outsiders. When the children are enrolled, an agreement is signed between parents and the childcare centers. First of all, the child care centre agrees to provide a secure, homely environment to all children. There won’t be any discrimination between children based on caste, religion, color, and financial status. Moreover, they provide a conducive atmosphere for the mental and physical development of children. They also promise to inculcate good qualities in the child through moral education. In return for all these services, the parents agree to provide a certain amount as fees. There is an effec tive mechanism in place in order to deal with complaints from the parents as well as the children. All the grievances of parents and children are immediately looked into and according to the specific nature of the complaints, actions are recommended. As the child care centers have several qualified trained personnel, they can bring up children in a secure, family focused environment. The children in child care centre learn through play and examination. Sometimes, unqualified child worker may look after children in a child care centre, child’s home, or at carer’s home. They also work in hospitals, women’s shelters and some

Evaluating Instructional Design Research Paper Example | Topics and Well Written Essays - 2000 words

Evaluating Instructional Design - Research Paper Example The three basic outlines for how to approach instruction are defined and given meaning in relationship with instruction. Fifteen principles are involved in the discussion of instructional design, and from these fifteen principles it is intended that seven will be further explored through examples of videos in which they have been violated. In learning how to appropriately use a theory it is often beneficial to see how it has been erroneously applied, or not followed. In looking at the principles of instructional design, it is valuable to see how others have failed to follow the ideas put forth and the effect that these missed steps have on the information that is intended. Merrill on Instructional Design M. David Merrill (2008) has been in the instructional design business for about 40 years. His opinion is that the internet has allowed for easy access to the public, but has created a glut of information dumps through which true instruction is ineffective. He assesses the glut of wor k as representative of an inability to create effective instruction at a broad level, with even professional organizations falling short of those principles that have been determined as necessary to create effective instruction. Merrill (2008) outlines three important aspects of designing learning. The first is the need to show people what is being instructed rather than just tell. Giving people an opportunity to practice what has been learned is more than just multiple choice questions. Getting them involved in more complex tasks is required for good learning. The final aspect of educating that is important for learning is motivation. Real learning comes when a student is able to do something that they were not able to accomplish before the education event, with a real world application being the reward so that they can do what they could not do before the instruction. Being able to do something new is the greatest motivational factor available to the instructor, according to Merri ll. He states that through demonstration, activation of practical application, then through the motivation of learning how to do something, the basics have been covered to improve instruction. Broken down to simple, one word explanations, a teacher must engage the student by showing, practicing, and doing. The emphasis on real world application seems to have a strong focus for learning practices, where abstract concepts are far more difficult to achieve than concepts that are applicable in the real world. Clark and Mayer (2011) break this idea down into farther into three additional types of teaching, the first being show and tell which is receptive, show and do which is directive, and teaching by problem solving which is guided discovery. However, these three concepts are based upon the idea that the student is motivated towards learning because they will be able to do something after the conclusion of the learning experience. The last two of these types of teaching are particularl y directed towards creating a system in which the student is given a form of a doable result from the instruction. Overview of 15 Principles of Instructional Design The discussion of education in relationship to instructional design is based upon the use of principles that guide instruction towards affecting the student to engage in learning. The first principle is alignment between activities and outcomes. In order to create effective learning, it is important

Coursework on Family Law Example | Topics and Well Written Essays - 1500 words

On Family Law - Coursework Example Sue can no longer tolerate such extreme levels of violence and wants Barry out of the rented flat. However, Barry is registered disabled after suffering a back injury a few years ago. His mobility is limited and the flat has been adapted to suit his needs; the couple were given a ground flat because Barry finds it difficult to climb stairs. Therefore, any legal advice to Sue in regard to her intention to have Barry out of the flat should consider the following; the couple are married or in civil partnership, they live in a rented flat (they do not own a home), the marriage is characterized by domestic violence, and Barry is a registered disabled. As such, Sue has several options regarding her attempt to have Barry out of the flat. However, there are some legal provisions that make this intention difficult to execute. Sue cannot have Barry out of the flat because they are married and as long as the status of marriage has not changed both partners have rights to occupy matrimonial or c ivil partnership dwelling- house. This right is granted under the Family Law Act 1996: Rights to occupy matrimonial or civil partnership home (section 31) (The National Archives, 2011). ... Legal actions against Barry can lead to two possible outcomes; Barry will be charged for domestic violence and may be fined or imprisoned, or both, and secondly, the court may grant a divorce if it establishes that Barry behaved so badly and the couple cannot reasonably be expected to live together any longer as decided in Yemshaw v London Borough of Hounslow.3 In the first scenario, she would have had Barry out thanks to imprisonment; in an event Barry is fined, he may have learned his lessons and stop drinking heavily hence not causing harm to his wife. Besides, Sue has another option which is out- of- court alternative; she can take Barry to rehabilitation centre or to counselling specialist to help him reduce or stop heavy drinking thus restoring normalcy in marriage, because apparently the violence is caused by Barry’s heavy drinking behaviour. Lastly, considering that Barry is registered disabled, having him out of the flat that has been adapted to suit his needs may pro ve inappropriate regardless of his wrongdoings. This is because the Disability and the Equality Act 2010 requires that the interests of the registered disabled be given utmost priority especially by the carer such as spouse or parent.4 It is therefore appropriate that Sue considers all these aspects and exhaust out-of-court options such as seeking counselling and rehabilitation services before resorting to court. Q2: Civil Partnership Act 2004 and its Implications on Same Sex Marriages The Civil Partnership Act 2004 is an Act that governs Civil Partnership in the United Kingdom. Most provisions of the Act govern the new responsibilities and rights conferred on couples of same sex and who are registered as

Business Strategy and Organization Essay Example | Topics and Well Written Essays - 2500 words

Business Strategy and Organization - Essay Example The strategic coalition with industry's professional's commitment to delivering the right manufacturing product to targeted consumer with cost effective approaches (Klijn 2007). Therefore, the current market industry efforts are in the strategic management performance with regards to a focused platform of customer satisfaction. The approach is a review of the competitive advantages of the overall site process methods. The measures make it clear that what are the best practices to use in today's social networking industry from the original concept of stages of quality strategic management system. The approach will outline the fundamental concept of acknowledging the applied quality strategic management which would aim at the consumers. The defining of the competitor edge provides the platform to reassure that the gained research data on networking is implemented successfully. The current market industry analysis for competitive organizations is to acquire an IT structure that delivers results in a business application industry through phases. The advantages are in the platform of using a synergy with the SaaS innovation, in order to form creative IT technology. This approach provides for a method to increasing sales in the targeted market. The IT technology offered by the industry is to present the product/service to a winning strategy for a long lasting effort to reach the market industry standards goals. The current industry role in modeling the three main phases of outputting the business applications for consumers are inputs, performances, and outcomes: Inputs Performances Outcomes Entry of user and passwords Quantity of work Confirmation of authorization Time assess to transfer Quality of work Concluded access Security Safety rules/regulation Variety of Benefits High level Platform Game Levels Extended areas of focus data Key areas sorted Demonstrated ability Data relayed New level fields Manageability Signed off conclusion of data Joined links Faster deliver Visual data displayed Figure A. According to Lynch's (2009) article, the Dell Corporation focused on low cost leadership in the computer industry that relied on operations and manufacturing skills. This approach provides the fundamental concept of current market industry trends to be succeeding in business on different platforms. The industry target market that represents businesses sizes of 500k-1million with a customer base of 3,500 to 8,000 can proactively hone on the beneficial aspects to delivering applications that address market concerns (Informationweek.com 2009). The industry competitive review of the concepts presented the streamline of criterion that allows a steady formation to synergize the core attributes of the product and service. The strategic fundamental aspect of establishing a strong IT strategic management scope within the organization is to achieve the desired goals and results. The IT strategic management scope can accomplish tasks outside of the normal activities within the confinement of the organization to acquire the outcome. The SaaS objective in the current market is too solely initiative IT management protocols for a successful implementation of a proposed plan initiative. The business identified industry competit

Management Research Methods Assignment Example | Topics and Well Written Essays - 1500 words - 1

Management Research Methods - Assignment Example Qualitative research on the other hand does not involve use of numbers or statistical tools but an in depth analysis of the observations conducted during the study. Qualitative research differs from quantitative research in the aspect of the fact that the former is used to gain a deeper insight and generate triangulation in findings that is quite contrary to the quantitative research methods that normally involve statistical analysis of the data collected that helps in generating forecasts and other definitive trends in business (Chrusciel & Field, 2006, p.511). A qualitative research methodology is normally used by researchers during researches that involve greater complexity; persona and contextual analects involve multiple factors. In addition to this qualitative research methodology involves analyzing relationships including a cause and effect analysis. Quantitative research although considered to be more advanced and favoured by a large percentage of scholars and academicians fa ils in these aspects as they fail to answer these deeper insights in a particular research question (Gummesson, 2006, p.167). Philosophically there can be certain differences in the qualitative as well as quantitative research frameworks. In a philosophical underpinning point of view a qualitative research involves a position based on phenomenon i.e., the analysis is largely based on the aspects of analyzing individual’s actions, faiths and beliefs thereby interpreting the psychological aspects of the respondents. Qualitative research involves interpreting the actual experiences and views of the respondents by using feelings and other visible gestures. Quantitative research methodology on the other hand, is based on a position of positivism. This form of research analysis involves conversion of the individual discreet units into smaller sub units and comparing these smaller sub units with other sub units using various statistical tools (Maykut, Maykut,

Why did the 1905 Russian Revolution break out Essay Example for Free

Why did the 1905 Russian Revolution break out Essay The 1905 Russian Revolution was the first of the revolutions that took place in attempt to overthrow Russias Tsarist (or Imperial Autocracy) regime. The revolution broke out in 1905 because of the public unrest and economic depression caused by the Russo-Japanese war in 1904-5; and because of the Bloody Sunday of January 9th, 1905. The significance of the 1905 Revolution was determined by the October Manifesto, which was the Tsars response to the revolution, and by the Tsarist-opposing parties realisation after the Tsars issuing of the Fundamental Laws. In 1904 the Tsar Nicholas IIs Minister of the Interior, Plehve, recommended to him that Russia expanded its Empire in the Far East and in doing so create a small victorious war to stop the revolutionary tide. The resulting Russo-Japanese war was a failure for the Russians, as the Japanese seized Port Arthur and destroyed most of the Russian fleet. The war ended in 1905 with Russia defeated by Japan. Although the resulting peace treaty (the Treaty of Portsmouth) was relatively easy on the Russians, the defeat was humiliating as Japan was only a second-rate power and should have been easily defeated by Russia, one of the five great powers of the time. The war itself caused significant economic strife in Russia, creating food shortages and mass unemployment. This, added to the public opinion that the war with Japan had been completely unnecessary, created unrest among the Russian population, and many of those who were upset blamed the Tsar. On January 9th 1905 the Leader of the Assembly of Russian Factory Workers, Father Gapon, led 150,000 workers to the Winter Palace in St. Petersburg to hand the Tsar (also known to the people as the Little Father of Russia) a petition asking for the release of political prisoners; freedom of speech, press, meetings and conscience in religion; universal and compulsory education; responsibility of the ministers before the people; and equality before the law of all. The Assembly of Russian Factory Workers was tolerated by the government because the police had several informers -including Father Gapon himself- in the group. However, on the workers arrival at the palace, the troops there opened fire on the mass, killing more than a hundred of the demonstrators. This caused the Russian view of the Tsar as their Little Father to be completely shattered and produced a great deal of unrest and  sympathy strikes, leading to the 1905 Russian Revolution. One significant effect of the 1905 Revolution that brought about political change was the Tsars response to the revolution. In order to appease those who would overthrow him, Nicholas II set up a Duma (Russian Parliament) under the October Manifesto of 1905, as well as a set of constitutions granting freedom of conscience, speech, meeting and association and promising that in future no one would be imprisoned without a trial. Although many Russians felt that the Manifesto was not enough of a reform, the small step towards democracy was also seen as a basis for further development, and was enough to put an end to the revolution. The first and seconds Dumas were dissolved by Nicholas as they contained too many radicals from parties such as the Mensheviks, Bolsheviks, Octobrists and Constitutional Democrat Party. However, these first two Dumas allowed the Russian people to discuss and vote on issues, which to them was the slow beginning of a democracy, and was very significant in bringi ng about political change. The fact that the October Manifesto was meant by the Tsar not to bring about change to Russia, but to stall for time, was made clear to the Russian population when Nicholas II issued the Fundamental Laws in 1906. These laws stated that The Emperor of all the Russias possesses the supreme autocratic power, and The Emperor approves laws; and without his approval no legislative measure can become law. While the Fundamental Laws also confirmed the rights granted by the October Manifesto, they sent out the message that while the Tsar had granted the Russians a Duma, Russia was still very much an autocratic country, and that the Tsar could take away the Duma any time he wished. After these Laws were issued, Tsarist-opposing parties such as the Mensheviks and the Bolsheviks realised that there could be no real political change in Russia while the Tsar was still in power. This idea, brought about by the Fundamental Laws, was of crucial significance in bringing about political change in Russi a. In conclusion, the 1905 Revolution broke out in Russia because of unrest and the depression caused by the Russo-Japanese war in 1904 to 1905; and because  of the Bloody Sunday on the ninth of January, 1905. The 1905 Revolution was of important significance in bringing about political change by 1912 because the Duma granted by the October Manifesto allowed the Russian people to get their first taste of democracy, and because the Fundamental Laws issued by the Tsar the following year made them realise that in order to bring about political change, they must overthrow Nicholas II, Tsar of Russia. Bibliography: Lenin and the Russian Revolution by Steve Phillips, published 2000 http://en.wikipedia.org/wiki/Revolution_of_1905 http://www.historylearningsite.co.uk/1905_russian_revolution.htm

Clinical experience

Clinical experience Describe an example of communication from your recent clinical experience and discuss the factors that contributed to its outcome â€Å"Most people have felt anger and helplessness at not being listened to when saying something important. Also the intense frustration of being misunderstood† Ellis, RB. (2003). Defining Communication. In: Ellis, RB, Gates, B, Kenworthy, NInterpersonal Communication in Nursing. 2nd ed. London: Churchill Livingstone. p3. All names in this text have been changed, to respect the confidentiality of the patient and other healthcare professionals (NMC 2002). I have recently been on 7 week placement in a nursing home for the elderly. It was a residential home but also had a small dementia unit in which patients with mental health problems were taken care of. This experience has taught me that communicating with elderly patients with dementia can be extremely difficult due to their loss of memory, language skills, lack of attention and general disorientation. In certain circumstances although the patients indicated that they wanted my attention I found it hard to understand what they wanted due to these communication barriers. In my essay I begin by outlining what dementia is, what communication is and how important verbal and non verbal communication is to sufferers of dementia. Currently in the UK it is estimated that 700,000 people are suffering from dementia (BBC statistics) Dementia is a condition that is connected with an ongoing declineof the brain and itsabilities. It is generally caused by damage to the structure of the brain and is most common in people over the age of 65. Thinking, language, memory, understanding, and judgement are all affected in someone who has Dementia. Sufferers may also have problems in controlling their emotions andbehaviour when in social situations. Due to this their personalities may appear to change. There are 4 kinds of dementia. Alzheimers disease, Vascular dementia, Dementia with Lewy bodies and Front or temporal dementia. These 4 kinds were all present in patients in the dementia unit, where I spent 7 weeks; however I will be concentrating on Alzheimers. Communication is commonly defined as the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs. Although there is such a thing as one-way communication, communication is normally a two-way process in which there is an exchange and progression of thoughts, feelings or ideas towards a mutually accepted goal or understanding. Communication is a process whereby information is imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. All forms of communication require a sender, a message, and a receiver. Therefore communication requires a common medium. There are auditory means, such as speech, song, and tone of voice, and there are nonverbal means, such as body language, sign language, touch, eye contact, and writing. (Unknown Author (2000).Communication.Available: http://en.wikipedia.org/wiki/Communication#Communication_Modeling . Last accessed 2 Jan 2010) All forms of communication verbal and non are used by a healthcare worker. With dementia sufferers, good non verbal communication is essential. (Argyle, 1978) believes that non verbal communication can have five times as much effect on a persons understanding of a message compared to the verbal communication at the time. Chomsky calls the act of speech (verbal communication) ‘performance and the knowledge of the language ‘competence. People perform the complexity of speech daily but have no real knowledge of why or how they came to be able to. Speech allows us to hold conversations, ask question, give instructions, hide the truth, build routines and most importantly talk about interactions in which we are involved (Argyle, 1978). Berlo has produced the following model of communication. It is stated below, taken from Berlo, D.K ( 1960) The Process of Communication: an introduction to the theory and practice. New York. Holt, Rinehart and Winston. Berlo believed that the most valuable tool for successful communication is in the relationship between the communicator, known as the Encoder or Source, and the listener, known as the Receiver or Decoder. He believed that common factors must exist between the encoder and decoder for successful communication to occur; as well as an agreed format of communication, known as a Channel. Berlos SMCR model describes the communication process into four components: Source, Message, Channel and Reciever. Berlo states that the source and receiver must share the same set of fundamentals in order to have successful communication. He argues that the way people communicate relate to their position within the socio†cultural system whether they are educated or non†educated, wealthy or poor. He claims that it is these factors that affect both Source and Receiver and in turn, affect the communication process. Both Source and Receiver have to possess the following elements: Communication skills: Both Source and Receiver have to use the same language or code in order to converse. They also have to share the same usage of signs, words and imagery. Berlo states that there are five verbal communication skills that fall under this category. The first four are taken from the Shannon†Weaver model; two encoding skills being speaking and writing and two decoding skills listening and reading. The fifth skill is the most crucial as it relates to thought and reasoning. Take for instance a highly skilled linguist who is fluent in numerous languages. As the linguist travels abroad, he succeeds in speaking and communicating with the natives of the country but fails to comprehend the codes of etiquette or gestures. In doing so, the receivers opinion of the source alters whilst the source is unaware of this mishap; resulting in a changed relationship between the two. Good communication skills are extremely important for health workers. It is essential for a healthcare worker to understand a patients needs and individual requirements in order to ensure best care and patient well being and to ensure that the patient feels respected, valued and is treated with dignity. All of these considerations contribute to patient care. If a patient cannot be understood properly it is very hard to give appropriate care. If there is good communication between a patient and healthcare worker, it will also ease the patients anxiety. Research has shown that patients are at risk of high levels of anxiety and frustration if communicative attempts are unsuccessful. (Finkee, Erin HMS 2008). Communication helps the carer and patient get to know each other better, it helps them to bond which usually results in the patient feeling able to express what makes them happy or upset, what foods they like and more importantly any problems they are experiencing. A good bond can be hard to achieve with a patient with dementia as short term memory is often lacking so previous conversations can be forgotten. Approach towards patients with dementia is very important, facial expressions, tone of voice, uniform and how we present ourselves can say a lot about us and our attitude to the patient. When communicating with the elderly residents if I were to raise my voice in an aggressive way they may feel threatened and scared by me, but if I speak to them in a pleasant tone of voice the then the resident is more likely to feel at ease around me. Eye contact was very important particularly when trying to engage a disorientated patient. I could then start gaining trust and understanding between myself and the resident. When a patient has dementia they cant speak by the final stage. Closed questions are usually more effective by this stage. There are 2 types of questions, open and closed. Open questions leave the answer open to respond with a lot of information or a little. Closed questions are those that a patient has nod or shake their head to or use other body parts such as thumbs up or down. Closed questions such like Are you okay?†, Are you hungry?† allowed the patient to communicate with us without having to construct a sentence. These types of closed questions are a type of non verbal communication.(Berlos communication channel) It was often very difficult to use verbal communication with Alzheimers patients because there short term memory is limited so they quickly lost the thread of the conversation. Nevertheless it is essential to communicate with dementia sufferers in order not only to care for them but to provide comfort and reduce the fear and isolation associated with the disease. On several occasions during the placement I drew on the communication skills I had learned from caring for very young relatives such as my younger brothers. Using games and closed questions to engage them, opening discussions on items around them which were precious to them such as photos or ornaments. Allowing them to discuss the game or object. However I was careful never to push them to recall memories as this may have caused them distress especially if they could not remember such things as where they were born. (In Berlos model I was trying to ensure a common channel) Even using closed questions one sometimes had to explore further than one answer. I witnessed a female patient who was obviously agitated. When questioned she indicated that yes she would like to go to the toilet. When the duty nurse attempted to assist her she became severely distressed to the point of hysteria. Even after she had been to the toilet she remained upset. After some time it became apparent through much questioning that although she needed assistance she had not wanted it from the male duty nurse. Bearing in mind the fact that the patient was a very elderly female who may have been raised with certain attitudes to propriety this incident could have been avoided with more effective communication. (This appears to be an incompatability between the codes of te two individuals making communication impossible. The nurse understood the language of the lady in that she wanted the toilet but did understand the cose/ etiquette of her upbringing) According to Argyle (1990) in a conversation, words make up only 7% of a message; tone, tempo and syntax make up to 38% and body language makes up to 35%. Non verbal communication can be expressed by our facial movements, gaze and eye contact, gesture and body movement, body posture and body contact, use of space and time and how we dress. (Henley 1977) states that how powerful we feel in an interaction can be expressed non- verbally. Our unspoken communication can be shown through our body language. Touching patients can be an essential tool for a nurse. It can offer support and understanding, comfort and security. It adds extra meaning to the spoken word. Often a patient would simply ask me to sit or stand with them or hold their hand. Although this seemed a very simple form of care it was often very emotional for me but seemed to be of benefit to the patient. I have wondered if at such moments the patients were feeling disorientated and the simple act of someone trustworthy being close seemed to help reduce their anxiety for a short while. It was my experience that a smile when appropriate often initiated an attempt to communicate. Macleod and Clark (1991) suggest that most touch between nurses and elderly patients is related to practical procedures, fulfilling a practical rather than an emotional purpose. However i found this not to be true, as i mentioned often i patient would just want you to hold there hand for emotional comfort. Care workers are not always able to spend as much time with individual patients as they would like. This on occasion led to a mismatch between verbal and non-verbal communication. Patients got upset with care workers who although they were carrying out a helpful task looked tired or impatient possibly because of their workload but not because they didnt care. Some patients would like care workers to sit with them during meal times but this could not always be done and on occasion such patients did not eat their meal. It is well recognised that giving nurses the time to listen and be attentive assist patient well-being. Contrary to this were the occasions when patients refused to eat or drink either because they did not want to eat or drink or because they were neither hungry nor thirsty or they did not like the food or drink. These opinions were communicated non-verbally by patients refusing to open their mouth, spitting food out. The inability to explain verbally was a significant barrier to communication. Staff in turn needed to ensure that their verbal and non-verbal communication did not cause further barriers e.g. impatient tone of voice, facial expression or body language. Where patients could communicate verbally barriers still existed to ensuring full understanding especially where lack of concentration was a concern. Background noises, e.g. loud radios or televisions, people around talking as well as us, this can confuse and provide distraction patients. Turning the television down whilst having a conversation with a patient can help. Speaking clearly in a language, style or accent understood by the patient improves verbal communication. Speaking clearly and giving simple instructions also helps patients understanding but listening is by far the most important verbal communication in understanding patients needs. It is important to learn patients names and use them. This helps attract and hold patients attention and more importantly identifies them as an individual with individual needs and not simply a patient. Working in the dementia unit was very emotional. Patients were often distressed and unhappy and seldom happy. Regardless the patients were welcoming and often keen to engage on differing levels. I endeavoured to maintain a positive attitude and outward appearance, to listen and be aware of my own body language. Although I endeavoured to show empathy rather than sympathy it is impossible to really understand how terrible it must be to lose our communication skills so dramatically but most nurses make every effort to ensure maximum two way communication with patients, utilising different means of communication. A nurse can also ensure that she/he obtains a full understanding of the problems dementia sufferers face and guidance on professional best practice. The following case study from my recent clinical experience illustrates communication and the factors that contributed to its outcome. Mr. Jones was brought to the nursing home by his son. He is 88 and has suffered from dementia for a number of years but in the past year Alzheimers has progressed fairly quickly and the need for round the clock care has left his son unable to care for him. Mr Joness symptoms include major confusion, withdrawal from society, delusions and extreme mood swings, he often gets extremely angry. He needs carers for certain normal activities essential for daily living such as finding the toilet, helping him on with his clothes and generally watching over his throughout the day. Some of his needs may also be due to his age; he has problems with his mobility so needs a carer for that not just due to the Alzheimers. My mentor asked me to spend some time with Mr Jones, talking to him and trying to build up a rapport with him. The day before my mentor had given me some leaflets on the subject of dementia and Alzheimers to prepare me and give me a better understanding. When I first sat down with Mr Jones he just seemed like a ‘normal elderly gentleman of fine health for his age, however as I began speaking to him I found quickly how advanced his Alzheimers was. It was quite upsetting for me as I had never been in that situation before. Within the first 20 minutes of speaking to Mr. Jones he had asked me the same question and we had the same conversation around 5 times. I found this rather awkward as I was unsure whether to continue with the repetitive conversation or try to change the subject as I was not sure if either of these would cause Mr. Jones to become distressed. I decided to continue to listen to Mr Jones showing interest in his conversation. Eventually Mr Jones was able to extend that particular conversation little by little telling more of the story. Mr Jones mentioned to me that he was the homes Gardener. Confused by this I went to my mentor who assured me that this was a delusion he had thought was real since his son moved him into the home and to just ‘leave him to it. I was not able to speak to a dementia expert on the subject but I did wonder if this ‘delusion was an expression of a proud mans need to be independent and a provider. Perhaps it was a coping technique at the thought of being put into a home. I therefore chose to discuss gardening with Mr. Jones. I was very careful not to ask any questions about the particular gardening he did at the home for fear of causing embarrassment or confusion. During these conversations one would not have known that they were based on a delusion and Mr Jones remained calm at all times. I found that after the first week of my working there Mr Jones recognised my face, he still continued to ask me the same questions such as ‘where do you live?, ‘do you know my son? and tell me about his gardening job but he would remember by name. The outcome of listening and being attentive during our conversations had enabled Mr Jones to remember my face and in time he might have associated my name with my face. Would this have provided some sense of continuity in his life? The thing that worried me the most however was that Mr Jones would ask me when he was going to get his pay cheque. The other staff told me to tell him ‘next week. I found this shocking and an insufficient answer. I felt that if I did as the other staff told me this would just reinforce the delusion and so I when he asked me the next time I told him the truth. This however made him very distressed and upset. The NMC (2002) advises that we must not add extra stress or discomfort to a patient by our actions. I should have asked my mentor for an explanation of her advice. I have now read further on the subject of dementia and by telling him ‘next week it allowed him to stop worrying about it at that time and enabled us to change the subject to one we could communicate about or to engage in an activity such as a board game. Telling him ‘next week was using his short term memory to prevent distress. This experience has shown me that I have lack of knowledge in my communication skills; I had focussed too much on my morals and worry that I was being untruthful with him when infact perhaps reinforcing his view would have caused him less displeasure. I had not considered his other needs like his wishes or desires and I had not gathered enough personal information about him beforehand to know this maybe he liked gardening.( It would appear that we (Mr Jones the source and me the encoder were speaking the same language but were not on the same cultural channel which led to poor communication in that neither of us understood the others message) This experience was very frustrating and upsetting and highlighted the need for me to improve my communication skills and ensure better understanding of patients conditions and needs before attempting anything more than basic needs communication e.g. are you hungry? I tried not to communicate my frustration, lack of understanding and emotional distress to Mr. Jones by being attentive, asking appropriate questions and using open, non agitated body language ( promoting empathy in the form of my own body language to promote active listening (Egan 2002) until the moment he became distressed at which point I did not have the necessary communication skills to deal with the situation positively I should have allowed more time to understand what Mr. Jones was thinking and feeling by maybe asking him calm questions such as do you know where you are, how long have you been here? And perhaps he would have come to a gradual realisation by himself. I now realise that my concerns about the value of truth (truth is always the best policy) were not compatible with his care needs. when taking into account Berlos model, when one element is missing the communication fails. In the example given, the source and the receiver had a common channel but the message was interpreted differently, there was no common understanding of the message. I hope with further training i will develop a better understanding of communication. Rowe (1999) explains that a person must identify their weaknesses as an initiative for becoming self-aware. I will take all this into account when on my next placement and through the rest of my nursing career.