Essay --

QUESTION 1 Cost-effectiveness analysis (CEA) is a seemingly straightforward analytical tool that is used to assess complex public policy decisions, however CEA does not always account for all intangible benefits. Cost-effectiveness is used to help pinpoint neglected opportunities for improving health and then allotting scarce resources to obtain better health outcomes for society. Since Britain’s has limited resources to concentrate on public health issues that have varying outcomes with regards to survival and quality of life. Cost-Utility Analysis (CUA), part of the cost-effectiveness family is an appropriate technique to utilize when making such decisions because it allows different health outcomes to be transformed to a common unit, known as QALYs (quality-adjusted life year). Yet, societal benefits and costs are often not considered for CUA. Additionally, measuring QALYs is harder than measuring the monetary value of life through improvements in health, as is done with cost–b enefit analysis. Cost-Benefit Analysis (CBA), also a part of the cost-effectiveness family is used to recognize value in terms of economic efficiency, in that it improves allocation of scarce resources. In addition, some individuals believe that life is invaluable and there are moral problems with assigning a value on human life. The main limitation for CEA, is the weighting of QALYs through trade-offs and specific health outcomes may also make it hard to quantify, thus making it harder to measure all factors that may influence QALY for an individual. Also, QALY’s lack of usefulness to physicians in determining the proper route of treatment for their patients represents another limitation. Additionally, older individuals are presumed to have a lower QALY... ...e surface appears to be a good idea however some individuals may argue that this would interfere with individual liberties. The best approach to find out if providing incentives works or if excise taxes works to decrease obesity is to use the cost-effectiveness analysis tool. Researchers will be able to pinpoint which policies are working and which ones are failing because cost-effectiveness is associated with cost-benefit analysis. This means if the benefits outweigh the costs, then policymakers should implement the policy with the most benefit. I believe the optimum approach to addressing the obesity epidemic is to have government incentivize individuals for maintaining a healthy Body Mass Index and to expand evidence-base school interventions. More effort should be focused on education because behaviors are learned not only in the home but also in the classroom.

What Are the Career Doldrums? :: Employment Jobs Work Essays

What Are the Career Doldrums? The notion of the career doldrums is not a new one. Individuals have suffered from the symptoms associated with this concept for as long as jobs and careers have existed. What is new is the more open acknowledgment of the phenomenon. Judith Waterman, a career counselor in San Mateo, California, has seen her client base change significantly during the last 20 years. After beginning with reentry women in the 1970s, Waterman reports that "during the 1980s, [she] was seeing high achievers who were thinking, 'How did I get here and why am I not happy?' but they were keeping it under wraps." By the mid-1990s, however, she reports that it had become more acceptable to admit career dissatisfaction (Hornaday 1995, online). Betsy Collard, another career specialist, believes that part of this trend is related to "how personally knowledge workers view their work and the meaning of it," but that it is also related to changes in the economy. "In times of change, everybody turns inward to get clear about what's important to them, who they are, and what they want out of this" (ibid.). The career doldrums may also be associated with certain career stages. Careers are like lives in that they go through stages that frequently include transitions into new phases. One framework (Nicholson cited in Kidd 1998) for analyzing work transitions includes the following stages: . The preparation stage that occurs prior to assuming a work role. . The encounter stage that covers the early days of a career experience in which individuals begin to make sense of the chosen career. This stage may include shock, rejection, and regret. . The adjustment stage that involves the period in which individuals learn to do their work and make the adjustments necessary to reduce any dissonance between career choice and personal traits. . The stabilization stage in which job performance is the main focus. In this stage, failure, boredom, and stagnation are not uncommon. The symptoms associated with the career doldrums are most closely aligned with the stabilization stage. Individuals are not likely to become bored with or dissatisfied with their careers until they have had an opportunity to experience them for a while. Individuals who are in careers that are not a good fit may begin experiencing symptoms in the adjustment stage as they accommodate their careers to their personal traits and aptitudes.

The Role Of The Media In Democracy Essays -- essays research papers f

How much does your vote really count? As a voter, does your choice really matter? How much influence does the media have on your vote? How many choices does the media actually make when it comes to our nation's leadership? These are questions pondered by both political scientists and the average American citizen each year as the second Tuesday in November approaches. Though we know that the framers founded this nation on the principles of representing it's citizens, and on the ideals of a nation for the people and by the people; it is obvious that the people feel that their vote doesn't always count. In this paper I plan to expand on these questions and the justifications behind asking them, and I plan to follow up with a specific example in which the media played a highly significant role in the choice of high government officials. How much does your vote really count? Does your choice really matter? According to the framers, your choice does matter. They say that one man equals one vote. Congress also seems to believe that the American vote should count. They have passed Amendments to the Constitution in order to give more people the chance to vote and the chance to make a choice of their representatives. But why then does the people actually directly elect so few officials? Perhaps they agree with the ideas of Converse and Lane and are using voting only as a way to attempt to get the citizens out of the voting slump they seem to be in. Converse stated that voters are minimally informed, minimally capable, and therefore incompetent of voting. Lane claims that this is not the problem, but that instead, voters are simply lazy in their ideology. (Muraca, July 13, 1999) I tend to agree with both, but I don't feel that the fault lies on the shoulders of the people. Rather, I feel that the burden of voter incompeten ce lies on the shoulders of the media. Voters are not uninformed perse, but they are limited in the amount in information that they posses. The reason that this information is limited is because of the media. Media makes the choice everyday what they do and do not want the public to know. The power to make the choice of our knowledge rests in their hands. Without the information they pass on from day to day, we, as voters know nothing about the happenings of our government. Yet on more than one occasion the media has held back information that c... .... It is a nation founded on free speech and freedom of the press, and the media uses these freedoms to influence some of the most important decisions that may ever occur in our country. It is somewhat scary that the fate of our nation could be put in the hands of the King of Porn, but at the same time it is somewhat invigorating. As citizens, the framers entrusted everyday citizens with the right to influence the actions and fate of our government, even if only through a small article in the newspaper. Even though they did give the media this right, and we as citizens the right to use it, they still found fault with the nation as a whole. Otherwise, citizens would have been given the chance to directly elect those they feel represent them the best. The question of why they did this remains, but the fault lies at the feet of the media for keeping the citizens left uninformed and unable to cast a reasonable vote. Works Cited Janda, Berry, Goldman. The Challenge of Democracy. Sixth Edition. Houghton Mifflin, 1999. Muraca, Stephanie, T.. In-class-notes. July 13, 1999. Shepard, Alicia, C.. "Gatekeepers Without Gates", American Journalism News Link. March 1999.

A Role for Equity Theory in the Turnover Process Essay

The purpose o f the present study was to examine the role o f equity theory in the context of the contemporary turnover process. A model was developed and tested with 192 hospital employees using structural equation modeling (SEM), which placed satisfaction and intention to quit as mediators of employee turnover. The results strongly support the present model, but also suggest a role for other mediators, some of which are suggested for future research. Equity theory (Adams, 1963, 1965) continues to be a major model stimulating considerable research regarding work motivation in recent years (Bretz & Thomas, 1992; Carr, McLoughlin, Hodgson, & Maclachlan, 1996; Glass & Wood, 1996; Greenberg, 1990; Harder, 1991, 1992; Huseman, Hatfield, & Miles, 1985, 1987; Johnson & Johnson, 1991; Joshi, 1990; King & Miles, 1994; King, Miles, & Day, 1993; Miles, Hatfield, & Huseman, 1994; Perry, 1993; Sheehan, 1993; Sweeney, 1990; Van Dierendonck, Schaufeli, & Sixma, 1994). Briefly summarized, equity theory suggests that an employee compares the ratio of his or her outcomes to inputs to the ratio of outcomes to inputs of some referent other. Employees who perceive themselves in an inequitable situation will be dissatisfied and will try to reduce the inequity. Although Adams (1963,1965) proposed a number of ways that employees might reduce inequity, research concerned with organizations has tended to focus on employee reactions to pay inequity, such as low performance and dissatisfaction (Greenberg, 1990). Leaving the situation (i.e., voluntary turnover) was also postulated as a tension reaction mode by Adams ( 1 963, 1965), but only a few studies have examined the impact of inequity perceptions on turnover in the context of contemporary ideas regarding a turnover process (e.g., Horn & Griffeth, 1995; Mobley, 1977). The purpose of the present study is to test the relationship between equity perceptions and turnover within the context of such a contemporary turnover process model.  Ã¢â‚¬ËœThe authors greatly appreciate the comments of Peter Hom, Debra Cohen, Peggy Lewis, and two anonymous reviewers on earlier versions of this paper. 1018 GRIFFETH AND GAERTNER Early research into the equity-turnover relationship, using aggregate rates of turnover, found mixed results. For example, Telly, French, and Scott (1971) found aggregated perceptions of equity within subunits of an organization to be significantly related to that subunit’s turnover rate for the previous 11 months on five of the seven dimensions (e.g., supervision, social aspects). Dittrich and Carrel1 ( 1 979) developed and tested a five-dimension measure of equity perceptions that they called the Organizational Fairness Questionnaire (OFQ). They found that the five factors (pay rules, pay administration, work pace, pay level, and rule administration) underlying the OFQ were not predictive of turnover rates by department. However, pay rules (a factor that combines comparisons of one’s own pay to that of coworkers with the fairness of the rules for granting pay increases and promotions) and work pace (fairness of the supervisor in maintaining a fair pace of work activity) were predictive of absence. While not directly predictive of turnover, employee perceptions of the fairness of pay rules and equality of pay among coworkers and of supervisor control of the work pace were strongly predictive of job satisfaction ( R 2 = S8). Equity and Individual Turnover At the individual level, tests of a direct relationship between equity perceptions and turnover have also had mixed results. For example, Oldham, Kulik, Ambrose, Stepina, and Brand ( 1 986) found that equity perceptions in combination with job complexity descriptions were marginally predictive of  turnover. Vecchio, Griffeth, and Hom’s (1986) initial findings were that perceptions of supervisor control over work-pace equity were significantly related to turnover. However, when leader-member exchange quality was added, this variable fully mediated the equity-turnover relationship. Finally, Randall and Mueller (1995) found no significant direct relationships between turnover and distributive or procedural justice perceptions. They suggested two plausible explanations for this lack of significant findings. First, the effect of equity on turnover is not direct, but rather is mediated by several other variables such as job satisfaction, organizational commitment, and intention to stay. Second, a lack of alternative employment opportunities among the nurses in their sample induced them to stay despite possible inequities. This latter explanation seems less probable since turnover and shortage rates among nurses remained high into the mid-1990s (Hom & Griffeth, 1995). Another set of studies has examined the relationship of equity perceptions to intention to stay. The results in these studies have also been mixed. Scholl, Cooper, and McKenna ( 1 987) found that comparisons using others outside the company in similar jobs and comparisons of one’s own pay in the past were significant predictors of turnover intentions. However, Ronen (1 986) found that neither equity referent (others inside the organization or others outside the organization) nor job level (skilled workers vs. managers) was significantly  related to turnover intentions. Finally, Berg (1991) found that global perceptions of equity were significant predictors of intention to stay among television employees. Strictly speaking, however, Berg did not actually measure equity. Instead, he asked employees to assess their perceptions of fairness without reference to some comparison other. Again, it seems plausible, especially based on Adams’ (1 963, 1965) theory, that job  dissatisfaction would be the immediate result of inequity perceptions, mediating the effects on turnover intentions and actual turnover. In conclusion, these studies show relatively weak or inconsistent support regarding the relationship between inequity perceptions and turnover. There are several reasons for this inconsistency. First, all of these studies examined the direct influence of equity on turnover, generally ignoring the mediating role of felt tension of job dissatisfaction (Adams, 1963, 1965). Some studies attempted to link equity perceptions to intention to stay (or quit), a weak test of the equityturnover relationship. According to Steel and Ovalle (I 984), intention to quit is a relatively poor surrogate for actual turnover, typically accounting for less than 25% of turnover variance. Moreover, the earlier studies were unable to take advantage of recent advances in the study of turnover identifying the process of employee turnover (Horn & Griffeth, 1991, 1995; Hom, Griffeth, & Sellaro, 1984; Mobley, 1977). Contemporary turnover theorists posit a series of cognitive and affective linkages translatingjob dissatisfaction into turnover cognitions and behavior. Perhaps the major weakness of each of these studies was the omission of satisfaction as a mediating variable. More recent models that propose linkages between equity and turnover explicitly incorporate perception of equity as an exogenous variable that has an impact on turnover via job satisfaction and quit intentions (Hulin, Roznowski, & Hachiya, 1985; Price & Mueller, 198 1). Two studies have placed the equity-tumover relationship within the context of such a process model. Summers and Hendrix (1991) included perceptions of pay equity for comparisons with a generalized other (someone of similar knowledge, skills, and abilities), self (past), others inside the company, and others outside the company. Respondents were then asked to select the three most important referents. Only the equity perceptions with regard to the single most important referent were used as a measure of pay equity. Of respondents, 6% chose others outside of the company as their most important referent. A generalized other was the most frequently selected, followed closely by self (past). The model test revealed a significant mediated relationship between pay equity and turnover. The significant and hypothesized intervening variables were pay satisfaction, overall job satisfaction, and intention to  leave. Iverson and Roy (1994) performed a relatively comprehensive test of the Price and Mueller (1981, 1986) turnover model, which specifically includes elements of equity perceptions of various benefits and pay in relationship to coworkers. Although the correlation coefficient for the relationship between equity and job satisfaction was positive and significant, the hypothesized and  revised model yielded a negative (also significant) relationship between the two variables. Such a reversal may be indicative of multicollinearity (Neter, Wasserman, & Kutner, 1990) and suggests that a more parsimonious model might be practical. A second weakness of this test of the equity-turnover relationship is the use of behavioral commitment, or intention to stay, rather than actual turnover as the ultimate dependent variable (Steel & Ovalle, 1984). However, both the hypothesized and the revised model confirm affect Cjob satisfaction) as a mediator of the relationship between equity and intention to stay. For both of the process model tests, the conceptualization of equity was narrowly limited to distributional outcomes, such as pay and benefits (Iverson & Roy, 1994; Summers & Hendrix, 1991) or to comparison others inside the organization (Iverson & Roy, 1994). Prior research has found multiple comparison others to be important and, although pay seems to dominate perceptions of equity (Berg, 1991; Scholl et al., 1987; Summers & Hendrix, 1991), other facets are also important (Oldham et al., 1986; Telly et al., 1971; Vecchio et al., 1986; Wilhelm, Herd, & Steiner, 1993). It is the primary purpose of the present investigation to reexamine the role of equity perceptions within the context of contemporary turnover theory and empirical research at the individual level of analysis. Toward this end, a model of this process is developed and tested based on equity theory. Both the predictive and nomological validity of this model are examined using structural equation modeling (SEM). This model and the hypothesized relationships among the model constructs are shown in Figure 1. Model Development The present model posits a turnover process initiated by perceptions of  inequity in relationship to three key determinants of job satisfaction: pay satisfaction, satisfaction with one’s supervisor, and satisfaction with the work itself. We postulate perceptions of inequity as determinants of these facets of job satisfaction, and, in doing so, we expand on two components of Adams’ (1 963, 1965) equity theory. First, Adams’ conceptualization of equity as concerned with the ratio of inputs to outcomes only (distributive justice) reflects the contemporaneous understanding of justice. More recently, justice has been characterized as a process, and researchers have delineated two meaningful elements in addition to distributive justice as important to explaining perceptions of justice (Bies & Moag, 1986; Greenberg, 1990). These two elements are procedural justice, which refers to the rules and procedures used to arrive at the distribution of outcomes, and interactional justice, which refers to the way those who carry out the process relate to the recipient party (Bies & Moag, 1986; Greenberg, 1990). While these elements tend to be highly correlated, each uniquely adds to our understanding of the justice perceptions and reactions to those perceptions (Folger & Konovsky, 1989; McFarlin & Sweeney, 1992).

Greatest Speeches of All Time †Franklin Roosevelt’s Speech Essay

In his first paragraph, Roosevelt states that he is certain that his fellow Americans expect he will address them with honesty and a decision which the people will push forward. He also states that this is the distinguished time to speak the truth. That Americans should not shrink from honestly facing conditions in their country today. America will endure as it has endured and will revive and flourish. So first of all, he will support his firm belief that the only thing they have to fear is fear itself- unjustified terror which stops needed efforts to transform retreat into advance. He makes a point about how values have shrunken dramatically as taxes have risen, ability to pay has fallen, the government is faced by diminishment of income, exchange means are frozen in trade, the industrial enterprise is falling (â€Å"withered leaves†), farmers cannot sell produce, savings of families are gone and there are going to be more unemployed citizens. He speaks about how America doesn’t have the problems they once had with loss of produce and how â€Å"our forefathers conquered† and that American’s should appreciate it. He says that the country has many resources and shouldn’t waste them, like leaders have wasted resources before, whether it was because they stubborn or just plain dumb, they have passed on these habits to their future rulers. He acknowledges that they have tried, but their efforts were in vain. They have only ever proposed the lending of money. People before him have not had the choice to lure people to follow him by using money promises; they resorted to persuading the people through â€Å"pleading tearfully for restored confidence. These people had no vision and only knew the rules of a generation of self-seekers, and with this vision people perish. He acknowledges that social values are more important than money values and that is where the restoration should begin. He also acknowledges that money doesn’t bring you happiness but the joy of achievement does. He also acknowledges that the joy and moral side of work no longer need to be forgotten in the chase of diminishing profits. He also states that recognition of material wealth being the standard of success being a false idea going hand in hand with the â€Å"abandonment of the false belief that public office and political position are to be valued only by the standards of pride of place and personal profit†, also that there must be an end to the wrong doing to the citizens who trust in banking and in business. If the nation is to be restored both ethics must be changed and action must be taken. He recognises action needs to be taken so that more people are in the workforce and are able to get into the workforce. He states that we must recognise that most of the population lives in the city and that the land should be put to better use. This can be achieved by raising the value of agricultural products and with this power to purchase the output of cities. It can be helped by preventing the tragedy of the growing loss of small homes and farms. It also helped by insistence that the federal, state and local governments act on demand to have their costs reduced. If national planning for supervision of all forms of transportation and communication were in place it would also help. He states that it cannot merely be helped by talking about it and actions must be put in place quickly. He states that to return to the safeguard of work there must be strict supervision of all banking and credits and investment, there must be end to speculation with other people’s money and there must be provision for an adequate but sound currency. He goes on to explain how he will fill his duties in a fulfilling way. The event the speech addresses: The event the speech addresses was Inauguration Day, 1933. This marked the commencement of a four year term. On this day there was a swearing in ceremony which consisted of Roosevelt taking an oath of office and delivering a speech. This speech outlined that Roosevelt understood that the American Constitution had proved itself as an enduring modern political mechanism and how Roosevelt planned to ease the effects of the Great Depression. Profile of Franklin Roosevelt: Franklin Delano Roosevelt was born in 1882 at Hyde Park, New York. Hyde Park (New York) is most famous for being the hometown of Roosevelt and his grandfathers’ home is located near the Riverview Circle of the Hudson River. He was born as the only child of James Roosevelt and Sara Ann Delano Roosevelt. He was born into a family of riches and the sense of self importance. He was educated by tutors and governesses and his upbringing was far different from the common people. In 1896 he attended Groton school for boys where he found it hard to fit in as most of the boys excelled at athletics while he did not. After graduating in 1900, Roosevelt attended Harvard University and Columbia Law School but in 1907 he passed the bar exam yet didn’t receive a degree. In 1905, on St. Patrick’s Day he married Eleanor Roosevelt, his fifth cousin, niece of Theodore Roosevelt, also his fifth cousin. Theodore Roosevelt was Franklin Roosevelt’s idol and Roosevelt aimed to follow in his footsteps. Theodore Roosevelt became commander-in-chief in 1901 after William McKinley was assassinated and president in 1904 after winning second term. Roosevelt won a seat in the New York senate in 1901. He was stricken with Polio in 1921, but not many people knew exactly how paralysed he was as he was never seen in a wheelchair. He fought to regain the use of his legs though hydrotherapy. Franklin Roosevelt was the only president to be elected four times. Roosevelt had become the 32nd President of the United States in 1933. In 1935 many members of the public were against Roosevelt’s New Deal program even though the Nation had received some measure of recovery as national product went up and unemployment went down. The New Deal program was a series of domestic programs enacted in the United States between 1933 and 1936. Roosevelt was re-elected in 1936 by a huge margin. Roosevelt had pledged the United States to the â€Å"good neighbour† policy, when France fell and England came under siege in 1940, he began to send Great Britain all possible aid short of actual military involvement. Hopes of keeping America out of the war ended on December 7, 1941 when Japan attacked Pearl Harbour. Roosevelt helped in the area of advising military personnel and did this successfully in 1942 in an invasion on South Africa, in 1943 in both Italy and Sicily and followed by the D-Day invasion in Europe in 1944. During this time Roosevelt also promoted the formation of the United Nations (UN). Also in 1944 Roosevelt had been tested and diagnosed with many problems but despite this he ran for president with his running mate Harry S. Truman who he nominated as his senator and won 36 of 48 states, yet again becoming president. In February, 1945, Roosevelt attended the Yalta Conference which was held to discuss after-war reorganisation with British Prime Minister Winston Churchill and Soviet General Secretary Joseph Stalin. Roosevelt died on the afternoon of April 12th in 1945, as the World War II came to a close from a cerebral haemorrhage. His passing shocked America even though people knew he looked exhausted in photographs and news reels, no one was prepared for his passing. Historical Analysis: Roosevelt’s presidency had forever changed the United States and the way it was run. He led a country through the Great Depression, as well as the greatest war in human history, and his social programs during the Great Depression have redefined the role of government in Americans’ lives. He established the United States leadership on the world stage through his role in World War II. The 12 years he spent in the White House had redefined liberalism and set a precedent for the expansion of presidential power for future generations.

Factors Affecting Psychological Pressures on High School Students

The many pressures of high school can have various effects on students. Depending on the student and their lifestyle, the effects can be either positive or negative. There are many aspects that have an affect on a student†s performance in school. Some of the factors include home life, social life, academic life and after school life. The entirety of their time management and decisions has the most affect on their performance (Katz 11). At home, a student goes through many different circumstances that their peers and teachers may be unaware of. For example, if a student has divorced parents, this will play a key role in determining how they perform in school. Alcoholic and abusive parents are also sometimes a factor. Often, students with a rough home life will perform at a lower level in school due to the other things they are going through at home. On the other hand, often an abused teen will put more effort into their schoolwork in order to fulfill needs of self-satisfaction that are not being met at home (Pickett 14). Often teens with older siblings perform better in school. Studies show that the younger children do better in high school. This is most often attributed to the fact that they have seen what high school students go through and have learned from their siblings mistakes as well as achievements. Though the criteria for graduating high school and the individual courses are becoming more difficult each year, younger siblings seem to improve over their older brothers and sisters (Katz 11). The social life plays a big role in high school life. It is often difficult for a student to balance the many aspects of high school life and often they go overboard with either social or academic obligations (Childress 618). The friends that a teen keeps will play a major role in determining how the student will perform in school. Their friends will determine how much and what type of peer pressure the student is submitted to. There are two types of peer pressure. The first type, and most common is negative peer pressure. With this type of peer pressure, the teen will be pressured to participate in many negative acts. This may include, but not be limited to, drugs, alcohol, skipping school, cheating and putting down other students (Kate 11). The second type of peer pressure is positive peer pressure. With this type of peer pressure the teen is influenced to do things such as strive for good grades and participate in other positive activities (Katz 12). Parties are a common part of the teen life today. Often, teenage parties will include negative influences, however it is not difficult for a student to avoid such situations if they just have strong morals (Katz 11). A teen†s social life may also include a job. Working teens are becoming more and more common. The need to feel accepted by peers and have the â€Å"right† clothes and car are major influences in this. Teens may also elect to keep a job to help with family financial difficulties or just to keep them busy (Katz 12). Academic life is the most crucial part of the high school experience. How they perform in high school will dictate what kind of college they will attend. It is important for students to have a well-rounded social life while still performing well in their academics. The last two years of high school are the most important. This is when the teen should be preparing to enter college and take things more seriously. However, this is usually opposite of what happens (Childress 617). If a teen can balance a healthy social life while still performing well academically, they usually will be able to do the same in college and life. Extra-curricular activities occupy much of a teen†s life. What they do to participate in other school-sponsored activities will take up a lot of their time. This can be solved by only selecting activities that will add to their learning experience (Childress 616). The life a teen takes on after school each day is very important in understanding their life in general. They may participate in sports and clubs that will use up much of their time (Kruse 6). Football is a major sport that is taken very seriously in high school (Wahl 92). The competition in high school sports is enough to take some athlete†s minds off their schoolwork. Rival schools games against each other often will tear the entire school away from academics the week prior to the game (Guss 10). Clubs are also a big part of teen†s life. Often they participate for fun and other times just for looks of it on college applications. However, if a student overloads on clubs and other after school activities, their academics may suffer. In its entirety, a teenager†s life is very hectic. They have many stresses and pressures to deal with each day. It is in it†s own, a major accomplishment just to make it through high school and on to college. With the pressures being put on teens to succeed growing each day, each goal met in school, is a victory in itself. The different aspects of the teen†s life all have an effect on the outcome of their performance in school. To some, high school is like a big game. Each move made is a crucial decision towards the outcome of life. When one focuses on only one part of the teen†s life, it is impossible to make any conclusion about their lifestyle. In the game of a teen†s life, maybe Maurice Freeman put it best when saying, â€Å"We†ve got to win. † (Person 12)

Into Communication in Health and Social Care

Q 6 : Give four examples of how you can you check a person has understood what you have communicated ? To check by repeating whethet the person has understood. can Be checked the person is following the instruction what has given By responding if the person has understood what has said to him By showing reaction. Q 3 A: You will have to know how to recognise what is being communicated to you and be able to commmunicate with others without always having to use words. Consider reading: How and When to Seek Advice About CommunicationWhen carried out the previous activity you will have found out that there are many factors that told you what your patiant was trying to communicate it is not only the expression on people s faces that tells you about how they fell Q 2: Identify five ways communication can help you in your work and why ? 1: Writing reports -I will write report about individuals so next shift staff can read and affect accordingly. By completing charts and records. I will mention in the care plan if any Changes have made in my shift which will help for all staff.I will communicate with my colleagues and pass all information regarding individuals. By recording and sharing appropriate information. 3 Explain why it is important to observe an individual s reactions (facial expressions,body language etc) when communicating with them ? All communication has an effect on the person you are communicating with it is a two way process called an int eraction, and it is important that you watch the effects so that any problems can be identified and dealt with.Any relationship comes about through communication in order to be effective in providing care and support, you must learn to be a good communicator. Buy communication is much more than talking to people. People communicate through A speaking,facial expression,body language, position,dress,gestures. 4: Indentify twelve barriers to effective communication ? 1: Not listening 2 : Using jargon 3 : Using slang 4 : Physical barrier 5 : Attitudinal barrier 6 : Interpersonal communication 7 : Poor lighting 8 : Inappropriate temperture : Lack of basic communication skills 10 : Lack of knowledge Emotional interference Semantic communication Q 9 : How do you seek advice regarding confidentiality ? You should seek advice on confidentiality when ever you are asked to disclose information (whether in writing or verbally) about an identifiable individual that. Includes information about bo th clients and colleagues. The only time it permissible to breach confidentiality is if you receive information. That an individual is considering actions that may bring harm to themselves or others. 0 : When would you ask for advice about confidentiality ? The only time you seek advice when a child or adult has spoke to you in confidentiality is when that person is in danger for example. If being sexually abused. Physically abused. Threatening to kill them selves etc. If the person in care is not in any danger then what is spoken between carer and caregiver has to remain between them two. Q 8 : Give three examples of when confidential information may need to be passed on ? 1 : To protect the best interests of the individual where they are risk at harm. : To protect an indiviuals health. 3 : To protect the health and safety. Q 7 : What does the term confidentiality mean ? A : It means that whatever information you tell to a service will not be passed on and the person you see won't tell anyone that you've been to see him or her without your permission . It gets more complicated if you want to talk to the service about something that he or she thinks may be harming you or someone else,like you're being hurt by someone or someone is making you do something you don't want to do .If that happens the service will talk to you and try to persuade you to get help. but if you don't agree the service can get help without your permission if he or she thinks it's best for you. This will only happen if the service is concerned about your safety. Q 6 : Give four examples of how you can you check a person has understood what you have communicated ? To check by repeating whethet the person has understood. 2: can Be checked the person is following the instruction what has given. 3: By responding if the person has understood what has said to him. 4: By showing reaction.Q 3 : A: You will have to know how to recognise what is being communicated to you and be able to commmunicate with others without always having to use words. When carried out the previous activity you will have found out that there are many factors that told you what your patiant was trying to communicate it is not only the expression on people s faces that tells you about how they fell. Q 2: Identify five ways communication can help you in your work and why ? 1: Writing reports -I will write report about individuals so next shift staff can read and affect accordingly. 2: By completing charts and records. : I will mention in the care plan if any Changes have made in my shift which will help for all staff. 4: I will communicate with my colleagues and pass all information regarding individuals. 5: By recording and sharing appropriate information. Q 3 : Explain why it is important to observe an individual s reactions (facial expressions,body language etc) when communicating with them ? All communication has an effect on the person you are communicating with it is a two way process called an in teraction, and it is important that you watch the effects so that any problems can be identified and dealt with.Any relationship comes about through communication in order to be effective in providing care and support,you must learn to be a good communicator. Buy communication is much=0D=0Amore than talking to people. People communicate through speaking,facial expression,body language, position,dress,gestures. Q 4: Indentify twelve barriers to effective communication ? 1: Not listening 2 : Using jargon 3 : Using slang 4 : Physical barrier 5 : Attitudinal barrier 6 : Interpersonal communication 7 : Poor lighting 8 : Inappropriate temperture : Lack of basic communication skills 10 : Lack of knowledge 11 : Emotional interference 12 : Semantic communication=0D=0A Q 2: Identify five ways communication can help you in your work and why ? 1: Writing reports -I will write report about individuals so next shift staff can read and affect accordingly. 2: By completing charts and records. 3: I will mention in the care plan if any Changes have made in my shift which will help for all staff. 4: I will communicate with my colleagues and pass all information regarding individuals. : By recording and sharing appropriate information. =0D=0AQ 3 : Explain why it is important to observe an individual s reactions (facial expressions,body language etc) when communicating with them ? All communication has an effect on the person you are communicating with it is a two way process called an interaction, and it is important that you watch the effects so that any problems can be identified and dealt with. Any relationship comes about through communication in order to be effective in providing care and support,you must learn to be a good communicator.Buy communication is much more than talking to people. People communicate through speaking,facial expression,body language, position,dress,gestures. Q 4: Indentify twelve barriers to effective communication ? 1: Not listening 2 : Using jargon 3 : Using slang 4 : Physical barrier 5 : Attitudinal barrier 6 : Interpersonal communication 7 : Poor lighting 8 : Inappropriate temperture 9 : Lack of basic communication skills 10 : Lack of knowledge 11 : Emotional interference 12 : Semantic communication Q 9 : How do you seek advice regarding confidentiality ? #You should seek advice on confidentiality when ever you are asked to disclose information (whether in writing or verbally) about an identifiable individual that. Includes information about both clients and colleagues. The only time it permissible to breach confidentiality is if you receive information. That an individual is considering actions that may bring harm to themselves or others. Q 10 : When would you ask for advice about confidentiality ? The only time you seek advice when a child or adult has spoke to you in confidentiality is when that person is in danger for example. If being sexually abused. Physically abused.Threatening to kill them selves etc. If the person in care is not in any danger then what is spoken between carer and caregiver has to remain between them two. Q 8 : Give three examples of when confidential information may need to be passed on ? 1 : To protect the best interests of the individual where they are risk at harm. 2 : To protect an indiviuals health 3 : To protect the health and safety. Q 7 : What does the term confidentiality mean ? It means that whatever information you tell to a service will not be passed on and the person you see won't tell anyone that you've been to see him or her without your permission .It gets more complicated if you want to talk to the service about something that he or she thinks may be harming you or someone else,like you're being hurt by someone or someone is making you do something you don't want to do . If that happens the service will talk to you and try to persuade you to get help. but if you don't agree the service can get help without your permission if he or she thinks it's best for yo u. This will only happen if the service is concerned about your safety.