Counseling male rape victims Research Paper Example | Topics and Well Written Essays - 1500 words

Counseling male rape victims - Research Paper Example The victims are also required to process the rape and the possible experiences they may face after the ordeal with their formal and informal providers of support. Second, observations made from evaluating therapeutic techniques show that cognitive behavioral therapies (CBT) can work quite well in the reduction of the short term post rape anxiety and fear symptoms. Though, feminist therapies focus on the long term issues in dealing with self blame and guilt, they are known to work at times for the short term issues. Finally It is common for the mental health practitioners who deal with the male rape victims to also experience disturbing feelings that are similar to those experienced by the rape victim. These symptoms are referred to as Secondary Traumatic stress usually experienced by practitioners who deal with a high number of sexually assaulted victims, thus, the need for the application of self-care strategies for these therapists. Introduction The term rape/sexual assault are usu ally defined in many different ways, but, it is explained that rape is the unwanted sexual acts that range from touching to penetration. Usually it is assumed that phrase ‘victims of sexual abuse’ or ‘rape victims’ usually refer to women, but contrary to that, men and boys are also victims of the vice and research shows that in America 10% of the rape victims are men and boys. According to the mental health practitioners who dealt with them, men and boys suffer post-traumatic stress similar to those experienced by women, but are not willing to accept that they are rape victims and need assistance. For some time now practitioners, researchers have tried to find out how sexual assault on males impacts the individuals health psychologically and to create therapies that efficient in enhancing the recovery of these male victims. This essay seeks to explain the research results on three major issues for the practitioners who deal with the male rape victims. These issues are: one, the experiences of the male rape victims and the issues they may put forward in therapy, two, the therapeutic techniques and methods that have yielded success in enhancing recovery of the victims, lastly, the effects of dealing with the male rape victims on the health practitioner dealing with them. The experiences of the male rape victims and the issues they may put forward in therapy Currently, research focuses mainly on putting down and explaining the post traumatic impacts ion the male rape victim’s way of life. The research findings show that the victims struggle with the effects of the assault directly and the effects of the assault on the people who are close to them, that is family and friends. Thus, these results shows that the male rape survivors may share a variety of concerns in therapy and the therapists must be informed of the various negative impacts of sexual assault (Odem & Warner, 1998). Sexual assault/ rape are devastating and normally it wrecks the survivor’s ability to maintain a consistent illusion of safety at the personal level, their invulnerability, and threatens some of the beliefs and assumptions the victims identify with and the larger community that surrounds them. The victims are likely to display extreme levels of psychological distress, guilt, fear, shame, tension, anxiety, anger among others. These different psychological symptoms are usually viewed as an exhibition of the

Importance of Monitoring Assessment Record keeping and Reporting

Importance of Monitoring Assessment Record keeping and Reporting Over the course of the previous 30 years assessment has been a major focus of educational discussion and research. It is generally accepted that assessment is a vital part of a teachers role which needs to be carefully considered. According to Kellough and Kellough (1999, p. 417), Teaching and learning are reciprocal processes that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching. Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning. Although this is a fairly broad definition, it does allude to the wider importance of assessment. Assessment is used to measure teaching and learning and to inform future practice by individuals on various levels related to education: Pupils to identify current achievement, attainment and areas for progression. Parents / carers can identify and aid student progression; additionally understanding individual and school performance compared to national standards. Teachers to identify areas of strength and weakness in their pupils skills and knowledge, thus informing planning, providing work of an appropriate challenge, covering the national curriculum and ensuring progression. Senior Leaders / Governors to identify schools areas of strength and areas of development with regard to national standards and additionally to local issues and demographics thus informing the school development plan. Government can use a variety assessment data and statistical testing to measure school performance, identifying good / best practice or areas which may need closer monitoring and support. The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, assessment of learning (AOL) and assessment for learning (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (ONeill Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002). The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990). Clearly, assessing achievement encompasses ipsative assessment, assessing pupils progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tab les. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy. Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions as ked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by coached pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made. Coaching or teaching to the test is somewhat of a topical issue within keys stage 2 and 3 education; with many schools choosing not to entre students into Standard Assessment Tests (SATS) at the end of key stage 2 and 3 because of aforementioned issues. As mentioned coaching for a test can provide weakness in subject knowledge resulting in overinflated expectations of a pupils ability causing problems for teachers and senior leaders. Firstly teachers will have to retest or find true baseline information allowing for effective provision and challenge of work; later difficulties can be created due to students having over estimated predicted grades or potential. This is an obvious concern for senior leadership as school results may be affected by a child not achieving potential, a potential which may be unrealistic before intervention and provision. For senior leaders at key stage 2 and 4 the figures could produce a rather insignificant league table of results affecting reputation and i ntake. Such problems are trying to be resolved with alternative forms of testing. The Middle Years Information System (MidYis) test is now commonly used. Midyis tests are sat with no prior preparation and are designed to test ability and aptitude for learning rather than achievement (http://www.cemcentre.org/midyis). The tests are available for students at the end of key stage 2 and 3 and have good correlations with attainment. The test measures a whole host of skills including reading, writing, maths, perception and skills such as visualisation, block counting and spatial awareness. As no prior preparation is involved, teaching to the test is removed. Many schools now deploy assessment points throughout the year to monitor progression of pupils. There are many ways of collecting this data to monitor progression. Some schools may use the discretion of the teacher to produce a level based on their professional judgement; this can be done for academic ability / achievements and also personal qualities such as effort level. Additionally data can be produced from blanket assessments across faculties for particular year groups; or again with discretion of teachers to provide an assessment for their particular classes. Both rationales have merits and drawbacks to be considered before advancing with a particular methodology. Indeed at key stage 4, summative assessments are mainly produced by or with reference to qualifications being studied by pupils. Qualification boards provide the criteria to judge students objectively within cohorts studying the same qualification; however differences in qualification expectations are vast. There is great provision set aside for young people in an attempt to ensure every child can achieve, make a positive contribution and ultimately develop and become employed. Depending on demographics and catchment the provision made by the school will vary greatly. A more affluent catchment area consisting of employed families with a higher regard for education is more likely to encourage academic achievement and qualifications, such as triple award science and GCSE qualifications; providing a more academic qualification base instead of a more skills, practical base. From limited experience these differences have been apparent; with a more affluent lead school offering a wider ran ge of academic qualifications and GCSEs compared to a more deprived second school which provided a whole host of alternative qualifications such as BTEC, OCR National or applied GCSEs. Indeed this reflects engagement and choice from students but also shows the judgments which must be made by schools to match students to appropriate qualifications and assessments. Due to the nature of KS4 assessment teaching to the test is not an option. Skills based, practical qualifications often involve students producing evidence of meeting benchmark standards or gaining experience. The more academic qualifications ask questions in a variety of ways, including open questions, forcing students to understand their subjects. There is some discrepancy and controversy in data being produced at the end of key stage 4 due to GCSE equivalent qualifications. Schools currently use equivalents as a part of the data produced for Key stage 4 A-C grades; with many arguing that equivalents do not have the same rigour as GCSEs, an issue currently being reviewed at Government level by Professor Alison Wolf on behalf of the Department of Education. The data being produced at the end of key stage 4 via summative assessment plays a vital role in school performance. RAISEonline provides analysis of school and pupil performance data with aims of allowing school to better self evaluate, provide common data analysis for schools, LA, inspectors and school improvement partners and better support teaching and learning; it will enable schools to examine context, attainment and value added data explore hypotheses about pupil performance and moderate pupil targets (https://www.raiseonline.org/About.asp). The subjects mainly covered by RAISEonline are English, Maths and Science with some information on all GCSE subjects at the end of Key Stage 4. The document can provide a comparative of the school relative to national standards not only on attainment but also context and demographics. It is possible to see percentage of pupils on free school meals indicating deprivation, looked after children, percentage of pupils from ethnic backgrounds or that has Special Educational Needs status; all of which bring about varied challenges for schools. This allows schools to be put into to context in terms of pupils, catchment and demographics. Additionally prior attainment can be considered. Those schools with a higher than average number of pupils achieving a level 4 (on average) and a lower than average achieving a level 5 at the end of Key Stage 3 will find it more difficult to achieve a higher percentage of A-C grades (as with second school experience). This may result in more intervention being made for a larger number of students on C/D borderline to help increase attainment levels. RAISEonline uses an average point score (each level given an equivalent number to allow for statistical testing) to provide a picture of the attainment of pupils of all abilities. This can be used as mentioned above or it can be used to identify groups which may need more assistance e.g. a high score for GCSE points but low A-C points would suggest many students received qualifications for GCSE or equivalents but only managed 4 or less and not 5. This may suggest that middle ability students need to be extended further to achieve a C or that equal opportunities could be better promoted as other schools on average attain more C grades. At the lead school, average point score for English, Maths and Science is consistent with the national average however A*-C score is higher, this may suggest that middle ability students are focused on more for the core subjects with optional subjects being better resourced and focused to achieving higher grades. The final piece of RAISEonline data I will consider is the Contextual Vale Added (CVA) score. CVA is a prediction of attainment that accounts for pupil background, prior attainment, demographical or situational difficulties (as mentioned). If a school has a high CVA score (as with second school) it would suggest that the school is making very good progress with students, this may not be reflected in the average point score for A-C grades; but catchment area of pupils will limit that potential. If a school is very high in CVA it would suggest that the pupils are making more progress than predicted compared to national average. If this is not the case, further investigation can be complete to determine areas which need more attention and support to raise attainment, thus affecting the school development plan; an area which should continually evolve with the use of RAISEonline data. Over the next few months and years RAISEonline itself is likely to be adapted and evolved as current gove rnment reviews will change how schools and education is measured. The aforementioned Wolf Review will focus on vocational qualifications to determine which are sufficiently rigorous and useful to students and economic society. The recently released White Paper The Importance of Teaching is set to change how schools are measured; with an inclusion of Science to English and Maths as a floor target. The paper also outlines the importance of GCSEs and the movement away from vocational qualifications; rendering such vocational or alternative qualifications as obsolete and ineffectual. Within the exploration of summative assessment, there have been improvements in my knowledge of the range of assessments (Q12 appendix 2), which have incorporated the assessment requirements for those who I need to teach and their qualifications (Q11 appendix 1). The range is vast and importance must be placed on suiting the student to the qualification, considering rigour of qualification, strengths of the student and their aspirations. This is particularly important for student attainment and achievement and also school performance. Due too much of the data generated in summative assessment being used to provide data for statistical analysis (Q13 appendix 3); its importance must not be undervalued. Having accurate information on student ability, school context and issues can only serve as a benefit for teachers, a benefit which should be maximised. The information can be used coherently as part of the teaching and learning process, raising standards and levels of attainment. The second strand of assessment, Assessment For Learning (AFL), is very different to AOL. AFL is more concerned with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue, rather than assess the learning taken place Assessment Reform Group, 1999; 2002). The term formative assessment is commonly used in place of AFL being described by Bell and Cowie (2001) as assessment which is intended to enhance teaching and learning. An analogy of making soup describes the difference most clearly; when a soup is being prepared, the cook tastes the soup, adjusting amounts of ingredients and determining what needs to be added, this is formative assessment. When the soup is served and tasted by customer that is summative assessment (Guskey 2000, cited in Lund and Tannehill 2010 p86). AFL is usually an informal process, entrenched in all facets of teaching and learning (Black et al 2003). As figure 1 illustrates, formative assessment can be best described as an ongoing process that interlinks with other elements such as planning, teaching and learning (Casbon and Spackman, 2005) Figure 1. The plan-teach-learn-assess cycle (cited Bailey, 2001 p141) The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learni ng process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference. Upon completion of DA, the continual cycle mentioned above will become an inherent focus for the teacher. As emphasised by ONeill Ockmore (2006), assessment should not be viewed as a separate entity, but rather an imbedded principle as the other elements are dependent on this to develop and progress effectively. Using the levels ascertained in summative or diagnostic assessment, the teacher can then enhance learning and future attainment. An influential paper by Black and Wiliam (1998) Inside The Black Box; raising standards through classroom assessment showed formative assessment to have a pivotal role in raising standards, particularly when students are actively involved in the assessment process; and the results of assessments are used to inform planning. This information is invaluable to teachers. As mentioned via the learning cycle assessment is vital to inform planning and thus facilitating effective teaching and learning. By incorporating students into the process, focusing o n quality of learning and feedback, educational and learning standards can be raised. Additionally, Black and Wiliam (1998) explored developmental areas for improvement; providing some indication of evidence to support particular improvements of formative assessment methodology; indicating that the process requires further developments. The Assessment Reform Group (ARG) attempted to provide such developments; as a follow up to Inside The Black Box, the ARG produced Assessment For Learning: Beyond The Black Box (1999) identifying five key factors in effective AFL: providing effective feedback to pupils; actively involving pupils in their own learning; adjusting teaching to take account of assessment results; recognise the influence of assessment on pupil motivation and self-esteem, both vital to learning considering the need for pupils to be able to assess themselves and to understand how to improve. In practice, for educators, the factors clearly allude to facilitating understanding of what good learning or work is to students; they can therefore identify their stage of learning, areas to develop and how to improve. The ARG (1999) also provided risk factors with regard to assessment, factors which undermine the AFL process and should be avoided, these include; having an emphasis on quantity and presentation rather than valuing quality of learning; lowering confidence / self-esteem by concentrating on judgements and thus not providing advice for improvement; providing feedback to serve managerial / social purposes rather than helping pupils learn more effectively; working without a sufficient understanding of pupil learning needs. Building on the ARGs work and their own work in developing formative assessment Black and Wiliam et al (2002) produced Working Inside The Black Box; Assessment For Learning In The Classroom; hoping to pick up where they had left off and further develop AFL pedagogy under four main headings: Questioning To develop educators questioning skills, asking pertinent questions, allowing thought and response time for students, having follow up activities that are meaningful, and finally, only asking questions for which the teacher requires information or that the students need to think about. These are fairly simple points and a concept which can be considered and introduced to teaching practice quickly and efficiently; improving teaching and learning with a fairly immediate effect. Peer and Self Assessment Criteria for evaluating learning must be shared with and be clear to pupils; thus facilitating a clear overview of the aims of the work and what it means to be completed successfully. Pupils should be taught the habits and skills of self and peer assessment so that students can keep in mind the aims of the work and assess progress as they proceed. This will hopefully allow pupils to develop learning in a unique way which cannot be achieved in any other way. Practically this means sharing learning objectives and outcomes of lessons and activities and making self and peer assessment a common process. Revisiting aims of learning and assessing success can then be used to guide learning both for the teacher and by the student, promoting independence. Feedback Through Marking Written tasks should encourage pupils to develop and show understanding of key features of the subject studied. Written feedback should identify areas of strength, improvement and how to make that improvement; additionally providing opportunity for the improvements to be made. And finally to be effective, feedback should stimulate thinking to take place. In an area often rushed, it is clearly invaluable for teachers to consider their comments. Providing effective feedback empowers the student and allows for independent improvement; indeed, opportunities for learners to make the improvements are vital. The effective feedback concept is one which can be closely linked to peer and self evaluation. Having a consistent approach with clear criteria, making assessment and feedback a habitual process, will assist all feedback to be thought about and considered by the learner. Formative Use Of Summative Tests Summative tests should be seen to be a positive part of the learning process. Pupils should be engaged in a reflective way of the work they have done to revise effectively. This may and should involve students setting and marking questions within given criteria, to help them understand how the assessment process works and ways to improve. This can be linked closely to peer and self assessment and effective feedback once again promoting self ownership to students. It is imperative that teachers consider the formative assessment process and apply principles effectively and frequently. Teaching and learning goes hand in hand emphatically underlying the need for an open, clear process, which involves the student to think and consider at every possible opportunity. At the lead school many different activities have been engaged as part of the formative assessment process; many of which reflect the aforementioned principles and features of AFL. There is however a clear scope for improvement; especially in providing a transparent criteria for students to understand in completing their work. This does not reflect coaching to the test as mentioned in summative assessment, more of an understanding of what is expected to classify excellent work and how expectations can be met. To improve practice it is important to habitually employ the features of good AFL technique; this will assist students in becoming very aware of the learning process and their own learning needs whilst allowing teachers to facilitate the learning to maximal effect and efficiency. Within my exploration of AFL there have been vast improvements to my pedagogy and practice of assessment. The formative assessment process has immense importance to ensure effective teaching and learning (Q12 appendix 2). The AFL process can encapsulate all other forms of assessment to make the purpose more beneficial to the student; enhancing the learning cycle and thus teaching and learning. Statistical data and national information (Q13 appendix 3) can be used to inform the AFL process; likewise AFL can be used to enhance the summative process. In my opinion, AFL is one the most important aspect of classroom practice. It will allow further knowledge of students and ability, both by the student themselves and the teacher; leading to better planning, teaching and learning. This can only better serve the student and facilitate improvements in attainment. An area for development at the lead and second school was the recording of AFL. Formative assessment can provide a far more holistic picture of a child, the learning journey and performance comparatively to summative assessment. It removes individualised responses to the test condition and pressure felt at the time. Additionally, recording the formative assessment process enables teacher reflections of the learning taken place; ensuring all range and content is covered whilst facilitating better planning and enhancing the active learning cycle. This is an area which has little focus but could play a vital part in best practice for teaching and learning. A particularly important area for me is to ensure improved links between the formative and summative process. The summative process must be used in a more engaged, learning centred way stimulating thought and encompassing more AFL ideology. Thus making the learning journey more meaningful and enjoyable for students; hopefully promoting confident, motivated, independent, life long learners; of which all reach their full potential. In conclusion, all forms of assessment have merits and advantages. It is however the skill and knowledge of the teacher, in selecting the best suited assessment for the task, student ability and aims of learning which is most vital. The assessment process for the student must be transparent and informed allowing for though and reflection thus facilitating higher standards and superior learning. Appendices Appendix 1 Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Appendix 2 Q12 Know a range of approaches to assessment, including the importance of formative assessment. Appendix 3 Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Active Euthanasia- A Kantian Perspective Essay -- essays research pape

Active Euthenasia – From A Kantian Perspective Euthanasia is one of society's more widely debated moral issues of our time. Active euthanasia is; "Doing something, such as administering a lethal drug, or using other ways that will cause a person's death." In the other hand, Passive euthanasia is; "Stopping (or not starting) a treatment, that will make a person die, the condition of the person will cause his or her death." It seems that this one is not to debate, as much as the other one (active). I have chosen to look more closely at the issue of active euthanasia, and that it should not be considered ethical, by Kantian standards. Those who support active euthanasia can argue that helping the ill to bring their own deaths, allowing them to determine the how and when, is not only a human act but also allows the person, who is "living to die," to maintain their dignity; this way, they will let them die in peace, rather than suffer to the end. Because if not, they think of themselves as a disgrace, to those they love. According to recent researches and surveys, many Canadians would agree to this, but my question is, have they taken a close look at the ethical debate? Those who are against active euthanasia would say not, and would argue that by participating in the practice of active euthanasia, they are "playing God," or perhaps, that they are not acting out of mercy, therefore, the act is nothing less than cold-blooded murder. Murder by the law is defined as; "The unlawful, premeditated killing of one human being by another." Euthanasia, in Canada, remains unlawful as of today, and the act of euthanasia is premeditated, whether for the purpose of mercy or not, euthanasia is, by definition, murder. According to Kantian perspective established by Kant the philosopher, and the Holy Bible, murder is both a sin and a crime, therefore we ought not participate in the practice of euthanasia, because it is murder, and it is the wrong thing to do. The euthanasia debate raises many questions. Questions such as: who is the one benefited by the murder? Or should we allow family members to make a life-or-death decision over a loved one who may never have expressed a desire to die, simply because they could not say with words a will to live? If a person should be suffering with an illness of which there seems no hope of r... ...sidered as ethical because it totally violates the will, the freedom of choice, and also the values of the ill person. Barbara McKinnon, "Euthanasia," Ethics Theory and Contemporary Issues, second edition, p.126, 1998 Barbara McKinnon, "Euthanasia," Ethics Theory and Contemporary Issues, second edition, p.126, 1998 http://charlacon.infosel.com/000165/lomejor.htm TTI Market Explorers, Poll of 603 Adults in British Colombia, Euthanasia Prevention Coalition, 1997 Clarendon Press, "Concise Oxford Dictionary", p. 895, 1995 . http://www.sagrado.edu/personal/lazaro/jlazaro.html Pieter Admiraal, "Euthanasia in the Netherlands - A Dutch Doctor's Perspective," (speech presented at the national convention of the Hemlock Society, Arlington VA, 1986) http://www.vrweb.cl/mf/wwwboard/messages3/1131.html Brown, Henteleff, Barakat and Rowe, "Is It Normal for Terminally Ill Patients to Desire Death?," American Journal of Psychiatry, Flora Johnson Skelly, "Don't Miss Depression, Physicians say," American Medical News, p. 28, 1992 Dahlgren, "Suicide and Life Threatening Behaviour," Attempted Suicides 35 Years Afterward, 1977

Communication Technology in the 21st Century Essay

In 21st century that we live in, communication can be done in many different ways other than conventional speaking right in front of each other. The reason for that is because of the existence of communication technology and the wide interest in this technology from people around the world. Communication technology is improving as we speak and more important sector is depending on it to gain benefits such as business and politics. Communication technology includes telephone, radio, television, internet, and social media. Communication Technology impact on public and private life Communication Technology has a profound impact on both public and private life. In public life communication technology serve more advantages than disadvantages. We can find friends through social media or online game sites, we can even find suitable partner through dating sites. The disadvantages are that people can provide false information and exploit the advantages of social media on people public life and cause misunderstanding, loss of properties or sometimes even lives. In private life, the disadvantages are more than the advantages. The advantages are that we can communicate and stay connected with our family or friends online, but it is also easy for hackers to access our personal profile online. Many cases have been reported that such incidents do frequently happen. For example, taken from a website;† Gang Used Social Media Sites to Identify Potential Victims† (Teen Prostitution 2012). Our private lives are easily exploited through the advancement of Communication Technologies too. Development of Communication and Information Technology Communication technology helps us in many ways. Communication Technology can broadcast information to a wide range of people around the world in a short period of time, this is very useful for advertisements, conveying important messages to wide range of audiences and updating citizens of current news. Communication nowadays can even be accessible from anywhere as long as the device can connect to the internet and there is internet coverage in that area. Part of the advancement of communication technology is credited to the invention of Smartphone in the market that makes it easier to access and connected to different types Communication Technologies. Social media has became the most popular and most effective aspect of communication technology, the reason being users around the world can communicate with each other anywhere and anytime they are on the internet. Social media became the most used communication technology in comparison to television, radio, and conventional telephone. Advertisement companies and even political figures around the world use social media network to convey their message. As shown in a video online, radio took 38 years to reach a market audience of 50 million, television took 13 years, internet took 4 years, Ipod took 3 years and social media giant-Face book took only 2 years. (Did You Know 3. 0 2012) This proves that communication technology is improving over the years and is an important way of broadcasting information. Communication Technology has been improving and developing since the first television was born, many ideas and suggestion of what the future will look like with the continuous development on communication technology. Avery interesting example of the advancement on communication technology is a device called Sixth Sense technology. â€Å"Sixth Sense is a wearable gestural interface device by Pranav Mistry, a PhD candidate in the Fluid Interfaces Group at the MIT Media Lab†. Sixth Sense 2010) This technology shows that technology can be more interactive with human and someday we will not have to wear or bring many different types of devices such as hand phone, watch, I Pad, IPod, but one device can provide information from all the devices we have now combined and so much more. Advantages and Disadvantages of Communication Technology As mentioned above, Communication Technology provides advantage and disadvantages to our society. The advantages of communication technology are none other than the reason communication technology are being invented for, to let people around the world to communicate freely to each other, but now communication technology can share even more things such as photos, videos, and even organize events with people we did not know before. But with the nature of communication technology to be free and open to everyone, some people tend to misuse communication technology for personal gain and interest by affecting other people. Besides addiction, the issue of communication technology these days are users around the world did not use the provided communication technology â€Å"smartly†. Users of communication technology should be aware and educated about the do’s and don’ts using communication technology such as social media. There have been cases where people post their social number or even bank account carelessly on their social media that attracts the idea of exploiting the advantages of communication technology. Some users that post all kinds of photos on their social media also provide ample of information to the public and easily can be targeted by culprits. Legislation concerning Communication Technology To protect the people of their country, governments around the world have made health, safety and communications legislations. In Ireland, Data Protection Act 1988 has been produced and was amendment by Data Protection (Amendment) Act 2003. This act is to provide security when important personal information is given to an organization or individual to a person. The aim of these rights is to help you to make sure that the information stored about you is: factually correct; only available to those who should have it; only used for stated purposes. Data Protection Commissioner) Freedom of Information Act 1997 have also been produced in Ireland and amended by the Freedom of Information Act (Amendment) 2003. The Freedom of Information Act establishes the following statutory rights: A legal right for each person to access information held by public bodies and government departments. A legal right for each person to have official information relating to himself/herself amended where it is incomplete, incorrect or misleading A legal right to obtain reasons for decisions affecting himself/ herself. Freedom of information in Ireland) In summary, communication technology provides advantages and disadvantages and without a doubt have a huge impact on society and the future. Communication technology can be said to be the invention of the century because of the changes it make to the human race, it can be said to be the â€Å"line† that distinguish between the era of information technology in comparison to the last era. Communication technology provides an insight to our future and will continue to bring benefit to our society provided we keep in mind of how to use communication technology efficiently.

A Personal Perspective: Personal Reflections on Followership and Leadership Essay

I will discuss personal follower and leader interactions with two individuals that I have worked with over the last five to seven years. I selected these individuals because of my relationship with them and their leadership capabilities. Secondly, I admire and model after both of them. Finally, I selected these individuals because they believe in me and have invested in my professional and personal development. I will discuss their leadership style in context with course materials and illustrate how I am able to be an effective follower under their leadership. I will also discuss the leadership qualities that make them highly effective leaders. A Personal Perspective: Personal Reflections on Followership and Leadership Trust is the most important factor in most relationships, professional and personal. It is very easy to follow someone that you trust, even when there are differences of opinion. I have worked under the leadership of two dynamic leaders for the last five to seven years. The first is my boss, Karen Schrock, President & CEO of Adult Well-Being Services. The second individual I selected is my Pastor, James Minnick. I selected Karen and James because of my relationship with them. They are both highly effective leaders that I admire for their ability to lead under pressure, manage difficult people and situations, accomplish what needs to be accomplish and remain positive. They believe in me and have invested in my professional and personal development. I strongly concur with the statement leaders are only as good as the people who follow (Johnson, 2011). Bjudstads defines followership as the ability to effectively follow the directives and support the efforts of a leader to maximize the organization (Bjudstad, 2006). An effective follower is one who is enthusiastic, self-reliant, and fulfills their duties with enthusiasm (Kelly, 1998). Courageous, honesty, credibility, competence, and focus are  also qualities of a good follower. It is easy to follow when you are lead by leaders who are competent, passionate, exhibit compassion, and are able to communicate the vision, goals and objectives. I have worked with Karen for seven years, first as her Administrative Assistant and now as the Manager of Executive Office Operations and Stapleton Operations. I worked as a project manager with my previous employer and the skills I developed in that position enabled me to transition to the position of Administrative Assistant for the President & CEO of an organization with ease. They refer to us as the dynamic duo because we work so well together. Karen is very organized, a detailed planner, and clearly communicates her expectations. I am very organized and a detailed planner. We meet at the beginning of each week. We both prepare a list of priorities (often they contain the same items). We differ in communication style. I prefer emails. She prefers face to face or phone communication. A good follower adapts to the style of the leader when necessary. So, I’ve adapted my style somewhat. When managing contacts for her, I will make the call or contact in person. Leaders and foll owers have to be flexible. I am able to approach her and discuss my view when we disagree because of our relationship and her leadership style. She always takes the time to make sure I understand even high level decisions. She shares information so that I am able to make better decisions and work more effectively as a follower. I follow her because I trust that she has my best interest, as well as the best interest of the organization, in her perspective as she leads us. Another quality that allows me to be an effective follower is Karen allows me to do my work. I cannot imagine how frustrating it is to be micromanaged. I don’t require a lot of supervision. I know her expectations. I know the organization. I ask questions and for help when necessary. I am also proactive. It is not necessary for her to tell me what needs to be done in every instance. After working with her for so long, I often know what is expected and accomplish it before it is requested. I advise her of ongoing projects and issues that require her attention. It is my responsibility as a follower to ensure she is informed. Johnson states followers have a responsibility to give good information (Johnson, 2011). Good information i s not necessarily pleasant. I am able  to tell her things others often sugar coat. If something is not working, she needs to know. I also present her with possible solutions when presenting problems. I am comfortable making decisions and informing her of the problem and my resolution. If I make a bad decision, she uses that as a learning opportunity. This is empowering, and has built my confidence and helped me develop as a manager. My relationship with James Minnick started many years ago. We grew up in our local church and I have known him for over thirty five years. I did not work closely with him until he became our Pastor. Shortly after becoming Pastor, he asked me to serve as a Trustee. I am now the Assistant Financial Secretary. It is in this capacity that I have grown to respect him as an effective leader. I am able to exhibit the same qualities of a follower as a Trustee that I exhibit when working with Karen. The environment is different; however, I am who I am. I am just as efficient at a Trustee a nd Assistant Financial Secretary as I am as an employee of Adult Well-Being Services. Good stewardship is required in both environments. Good leaders are able to identify the talents and abilities of their followers to fulfill the vision and mission of the organization in business and non-business environments. I have the same commitment to the Church and its leader as I have to the organization that I work for. I follow James because I trust him and his ability to lead membership. It is easy to follow him because he allows each of us to first recognize, and then use our gifts to support the ministry. I have grown tremendously under the leadership of both of the individuals I’ve discussed. I am able to use my skills, talents and abilities at both organizations and use the resources of both organizations for the common good. I have learned from experiences at Adult Well-Being Services that have helped me as a Trustee and Financial Secretary at the church. They have assigned me projects that I did not believe I was capable of managing but with their encouragement, I accomplished them. James is also the Director of Transportation for Detroit Public Schools. I volunteered to head a project at work to use his expertise to improve our transportation operations. I have watched Karen develop collaborations and relationships to benefit the organization, and used this as a model to develop opportunities and relationships that benefit the organization and church. Goleman (2000) identified six leadership styles: coercive, reflective, affiliative, democratic, pacesetting and coaching. Goleman and Gupta explain good leaders use all of the leadership styles; however, they consistently use only four of the leadership styles. Not all of the styles produce positive results and a positive work climate (Goleman, 82). I was able to visualize how Karen and James use the styles presented and their impact on the organizations they lead. On a more personal note, I was able to see how the styles have impacted my relationship with them and my ability to be an effective follower. The four leadership styles that produce positive results and create a positive work environment are: 1. Authoritative (Mobilizes people toward a vision, encourages others to be a part); 2. Democratic (Works towards consensus, seeks the input of others); 3. Affliliative (Builds harmony and emotional bonds, people come first); and 4. Coaching (Develops people for the future, encourages new ideas/actions). These four styles, as well as the coercive and pacesetting, are demonstrated in the follower and leader interactions I have with James and Karen. I have to admit there are times when I say to them â€Å"Hold-up. You’re taking me too fast.† But I later appreciate that they trust my ability to do what they are asking me to do (even when I don’t). There are also times when they have to pull rank and say â€Å"just do it† because I am resistant and may not want to comply with what I’m being asked to do. I’m learning that there are times when they just want things accomplished. While it may not be my responsibility, it would prolong their desire to have the task accomplished if I don’t do it. Most of the time their leadership styles exhibit the characteristics of leadership apparent in the democratic, coaching, authoritative, and affliliative leadership styles. Not only are these leadership styles beneficial to me, they benefit the organizations the lead. Under their leadership, stressful and chaotic situations become less stressful and chaotic. No one can ever say that they don’t know what’s expected of them because the goals and objectives are always communicated clearly. Karen and James possess values that enable me to follow without reservation. Honesty is first and foremost. They also value people as individuals, recognizing individual strengths and weaknesses. Bjugstad theorizes that organizations can maximize the strengths and minimize the weaknesses of leader-follower relationships by matching the styles of leaders and followers (Bjugstad, 2006). I did not seek leaders from the delegating leadership quadrant. The selected me and  have allowed me to develop into an exemplary follower. I also model their leadership styles and am growing as a leader. Exemplary leaders make it easy for others to be exemplary followers. References Bjugstad, K., Thach, E. C., Thompson, K. J., & Morris, A. (2006). A fresh look at followership: A model for matching followership and leadership styles. Journal of Behavioral & Applied Management, 7(3), 304–319. Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90. Retrieved March 25, 2014, from the Business Source Complete database. Gupta, S. (2011, July). Leadership that delivers results. Siliconindia, 14(7), 34-35. Retrieved March 26, 2014, from Business Source Complete. Retrieved from the Walden University library database. Johnson, B. (2011, September). Good followership. Training Journal, 32–36. Retrieved March 15, 2014, from the Walden Library databases. Kelley, R. E. (1988). In praise of followers. Harvard Business Review, 66(6), 142–148. Retrieved March 15m 2014, from the Walden Library databases. Walumbwa, F. O., Lawler, J. J., & Avolio. B. J. (2007). Leadership, individual differences, and work-related attitudes: A cr oss cultural investigation. Applied Psychology: An International Review, 56(2), 212-230. Retrieved March 25, 2014, from the Business Source Complete database.