Human Rights and Mental Health

Human Rights and Mental Health Ethical Communication Human Rights and Mental Health Ethics is concerned with what is good for individuals and society and is also describe as moral philosophy .It covers a lot of dilemma such as how to live a good life, individual rights and responsibilities and the language of right and wrong(BBC 2014). Ethics defines the elements essential to human well-being. In addition it also refers to the specific values, standard and agreements people adept for conducting their lives. In other words ethics is the study of human behaviour and it is consequences in the tight of what is possible also is define as the social condition necessary for human beings to thrive. Furthermore ethics wisdom is the product of long history and it comes from the reality producing function of the mind (ETHICAL SOCIETY 2012). Ethics provide good tool for individual and ethical thrives are useful in practice and they need effect the way human beings behave. Sometime if two people are disagree or argument, ethics does not provide with the sort of help that they really want (BBC 2014). Moreover (SCU 2010) tested that ethics has to do with what your feelings tells you what is right or wrong, your religious belief and the law require. Furthermore ethics refers to well-founded standard of right or wrong that helps human ought to do and especially in terms of rights, obligations, benefits to society, fairness and specific virtues. Human rights (OHCHR 2014) state that human rights is rights for all human beings, whatever our nationality, place of residence, sex, national, ethnic origin, colour, religion, language or any other status. Human rights based on principles like dignity, fairness, equality, respect and autonomy (EHR 2014) Human Rights Act protects all of us rich, poor, old and young. Furthermore human rights may be used with anyone in the country citizens or foreigners a child and adult. (LIBERTY 2012). The human rights cover many of everyday life ranging from the righto food, shelter, education, health, freedom of thought, religious and expression. Individual who receive care they have right which will help them not to be treated inhuman. They have the right to be treated equally not to be tortured (YHR) for example for the staff to locked an individual with mental health problem in his/her bedroom without any food and drink because he refused personal care. They have got the right not to be treated deliberate (YHR) such as for the staff to leave an individual covered with faeces and urine for long-time and not giving him pressure relief because he have mental illness. Also they have the right to be treated as individual not objects (TELEGRAPH 2010). All patients with mental illness are individual and they are still the same despite their illness (TELEGRAPH 2010).They have the right to be treated with dignity and respect as a human being (MHDH). Dignity is good all the time to the individual whom I take care of because it helps staff to be close with individuals, however, and the individual they will be free to communicate their needs. Patients have the rights to accept or to refuse of treatments. To refuse other treatments like electroshock treatments and insulin shock can causes side effects (MHDH 2014). The Code of practice (1983) describes good practice that all mental health professionals should follow when treating people under Mental Health Act. The patient who is treated against this must be as fully involved in planning treatenents as possible and his wish should be taken into account by the team of mental health professionals responsible for their care in the hospital(MHA 2005) and also he have the rights to involve family members and other carer. In UK care practitioner and other professionals such as nurse they have duty to restrain an individual to protect from harming other individual, staff, visitors and him/herself. Restrain is to stop an individual or to restricting his movements and his liberty. (LTAR 2012). In other words restrain is to stopping a person during something he want to do that may harm them (BBC). I work with individual with dementia and I see many types of restrain from staff. Also all staff are trained to MAPA, DMI, Personal Safety and Restraint for them to manage to restrain patients. The type of restrain which I see are as follows, physical restrain and this involve two to five member of staff holding individual for personal care, transferred him from lounge to quite room and blocking his movement. Table, chair or bed restraining this involve equipment or any furniture to stop an individual to getting out from the chair or his bed, however, this will stop an individual freedom. Medication restrain when the individual is in bad mood, putting others on risk and banging the doors. The staff will tell anyone who is qualified to administrate medication to give him his medication which keep him to be calm. In other places they use verbal restrain this to telling an individual not to do what he want to do nor he is equipment such as hoist, stand aid , elevator and sharp objects disposal bin which is dangerous for him. Covert administration of medicines is a complex issues and involves the administration of a medicine disguised in food or drink to a patient without their knowledge or consent (Haw and Stubbs 2010). Nurses are especially hit hard in this predicaments because they are the ones in direct contact with the patients, and they are the one who administer the medicines. It should be considered, within the appropriate legal frameworks, for patients who lack capacity and should not be undertaken without being discussed between various healthcare professionals and the family or carer of the patients (RCP 2004). Individual are being admitted to the hospital without his will. In other words being sectioned or detained is the authority for admission to the hospital comes from the Mental Health Act not from him. When the individual is detained he forced to take his medication if it is necessary, also when detained you will be in the hospital until you are discharged. (RETHINK) Furthermore individual sectioned if he is unwell and the Mental Health Act will never take this light. The individual has to be suffering from a mental health disorder of a nature or degree which warrants his detention in a hospital for assessment or treatment. (RETHINK) state that the Mental Health Act give the hospital power to treat the individual against their will. As care practitioner it is part of my job role to be able to make individual happy through communication. For what I mention above about restrain it is not for the individual and for human right because staff must find what cause the individual change to his mood. They are lot of things which can make mental health patients to be aggressive, shouting and agitated such as weather, noise environment, staff and depression. (Joseph Fletcher) states that ethics is love and you should always thinking about yourself and you should do the loving thing. It is good to use good communication not physical restrain because physical restrain causes bruises and skin tear to the patient or even death and it is against his will. Communication make good relationship between staff and patients. At my work place I make sure an individual have his hearing aid and glasses before I communicate with him/her. This will help him to understand what I am saying and he give me his answer. I sit the same level with him and this helps eyes contact. I take time to listen to them even he or she is in bad mood and I give them time to explain then after I explain and tell them to calm down in love ways. When I am communicating with them I communicate clear and not length and when he is calm then I take him to a quiet place without restraining nor force. Other staff they do not even tell what they want to do but they just restrain a patient and this will cause him to be in bad mood all the time. They was a patient who died during restraint and he was classed as a high risk patient because he was prone to aggressive towards, other patient ,staff and him. One staff was grabbed him and pulled him down on top of him, however, the staff remained on top of him waiting for the other staff to come .When he came and hold the other arm the patient was not breathing. Communication is a basic human rights .The individual rights are particular important because it is their major way of communicating their needs and preference. If I did not communicate with them they are unable to realise or exercise their rights because they have the right to freedom of expression. According to United Kingdom Law, patients have the right to refuse medication and it is a general legal ,ethical, and professional principle that valid consent must be obtained before any treatments or physical investigation ,or providing personal care for patients(Department of Health 2009). The principle reflect the right of patients to determine what transpires to their own bodies and is an ultimate part of good professional practice and for consent to be valid , it must be given voluntarily by appropriately knowledgeable patients who has the capacity to consent to the intervention in question (DOH 2009). Furthermore Diamond (2011) states that it is important for nurses to act within the law with respect to respect the refusal of treatment and prevent legal action being taken contrary to them. Smith and Roberts (2011) states that, it is important for healthcare professionals to understand the ethical perceptions, legal implications and professional values in order for them to acco untable for their practice (NMC 2010). The use of covert medication should be the last resort, not to be a routine measure, or and unforeseen event should the person not agree to take their medication (MCA 2005). Covert administration of medicine should only be carried out within appropriate legal and best practice frameworks for example ;Mental Health Act, MCA 2005 ,Deprivation of Liberty ,Safeguarding and Human Rights Act. The decision to administer medication covertly must only arise through conclusive evidence of the patient’s inability to comprehend the significance of refusal and in addition it must only be considered in order to save life or to prevent deterioration of health and 0t must be in the patient’s best interest (NMC 2008). However there are certain circumstances in which covert medication could be both legally and ethical justified, providing certain requirements have been encounters .This should be done by first initiating the patient’s lack of consent (MCA 2005), refusal of medication by people with capacity should be respected, failure to do so may amount not only to criminal battery or civil trespass, but also a breach of their human rights. Furthermore (MCA 2005) state that every adults has the capacity and right to make their decisions. According to what (Joseph Fletcher) state that ethics it is love. In addition forcing of medication to the individual with mental health problem without their consent it is love because individual need to be treated their illness to relieve their pain not to deteriorate which lead them to die. Furthermore it is not be love to leave an individual with mental illness untreated. Moreover the individual have mental problem so his brain are not working properly no matter he have capacity or not but he need help. Because medication control their diseases so that he can do his daily activities in placid way. (MHCC 2013) state that people in mental health care should feel confident that physical restraint should be used competently, safely and only as a last resort with minimum force for example a patient cannot leave the hospital because he do not want to stay there for treatment. In addition (MHCC 2013) state that force may be used to achieve this if it necessary and it must be reasonable and proportionate. Furthermore it is ethical to do good to keep someone to survive that is love. References BBC- Introduction to ethics (2014). Ethics: a general introduction. [Online]. Available at: www.bbc.co.uk/ethics//intro_shtml Washington Ethical Society (2012): What does ‘’ethics’’ mean? [Online]. Available at :> www.ethicalsociety.org/article/19/about-wes/ethical-culture-our-religious-heritage/faqs-about-ethics-culture/what-does-ethics-mean Merriam Webster, Ethics definition (2014). [Online]. Available at: http://i.word.com/idictionary//ethics Santa Clara University (2010). [Online]. Available at: http://www.scu.edu/ethics/practicing/decision/whatisethics.html The Human Right Act | Liberty (2012). [Online]. Available at: www.liberty-human-rights.arg.uk/human-rights/what-are-human-rights-acts What are Human Rights (2014).[Online]. Available at: http://www.ohchr.org/en/issues/pages/whatarehumanrights.aspx Your Human Rights A guide for people living with mental health problem. [Online]. Available at: www.bihr.org.uk//bihr_mental-health_problem Equality Human Rights (2014). [Online]. Available at: http://www.equalityhumanrights.com/your-rights/human-rights/what-are-human-rights Rights for NHS patients (2010) now law. [Online]. Available at: www.telegraph.co.uk>..HealthNews Lets talk about restrain- Royal College Nursing (2002). [Online]. Available at: www.rcn.org.uk/_data//003208.pdf The Royal College of Psychiatrists (2014) Statement on being sectioned. Available at :> www.rcpsych.ac.uk/healthadvice/problemdisorders/beingsectionedengland. Nursing and Midwifery Council (2010) Fitness ton practice annual report. [Online]Accessed on 09 April 2014] Available at: http://www.nmc-uk.org/Documents/Annual reports and accounts/ FTPannualReports /NMC FTPANNUALReport2009 2010pfd The Royal College of Psychiatrists (2004) Statement on covert administration of medicines. Psychiatric Bulletin. [Online]. Available at :> http://pbrcpsch.org/cgi/content/full/20/10/385 Nursing and Midwives Council (2008): Covert administration of medicines. Modified June (2012). [Online] Available at: http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/Medicines-management-and-prescribing/Covert-administration-of -medicines/ Dimond, B., (2011) Legal Aspects of Nursing. London: Longman. Department of Health (2009) Reference guide to consent for Examination or Treatment. 2ND [online]. London. [Accessed on 30 March 2014]. Available at :> http://www.dh.gov.uk/en/PublicationsandStatistics/Publications/PublicationsPolicyAndGuidance/DH-103643 Mental Capacity Act (2005) Code of Practice. The stationery Office. [online] [Accessed on 10 April 2014]. Available at: http://webarchive.nationalrchives.gov.uk/+/http://www.dca.gov.uk/legal-policy/mental-capacity/mca.pdf. Haw, C. and Stubbs, J. (2010) Covert administration of medicine ton older adult: Journal of Psychiatric and Mental Health Nursing; 17: 761-768 Mental health crisis care: physical restraint in crisis – Mind (2013). [Online]. Available at: www.mind.org.uk//physical_restraint_formentalhealth

Child Personality Types Essay -- Classification Essays Psychology Pers

Child Personality Types Anyone who has spent time with or around children will notice that each one has a special personality all of their own. Children, like adults, have different traits that make up their personalities. Experts have researched this phenomenon in detail and classified children into different categories. Some experts have named more than three categories, but Peter L. Manigone has chosen three that most experts agree with. These categories have been named "flexible," "fearful," and "feisty." Children generally may have similar interests, but the way they interact and deal with these interests displays their personality type. The first personality type is called flexible. This is the most common of the three types. About "40 percent of all children fall into the flexible or easy group" (Mangione). These children usually handle feelings of anger and disappointment by reacting mildly upset. This does not mean that they do not feel mad or disappointed, they just choose to react mildly. These actions mean the flexible child is easy to take care of and be around. According to Mangione, they usually "adapt to new situations and activities quickly, are toilet-trained easily, and are generally cheerful." Flexible children are subtle in their need for attention. Rather than yelling and demanding it, they will slowly and politely let their caregiver know about the need. If they do not get the attention right away, they "seldom make a fuss." They patiently wait, but they still make it known that they need the attention. These children also are easygoing, so routines like feeding and napping are regular (M angione). Flexible children may be referred to as "good as gold" because of their cheerf... ...re most like. Whatever their temperament, children need to be treated according to their individual needs. When these needs are met appropriately the child will be happier, and those around the child will feel better also. Knowing the general personality types and how to react to them will help to make the caregiver's job much easier and aid in the relief of unnecessary stress. Works Cited "Facts About Temperament." Temperamentproject n.d. 25 Oct 2000. Mangione, Peter L. The Different Temperaments of Infants and Toddlers. J. Ronald Lally. Dir. Janet Poole. Media Services Unit, California Department of Education. California Department of Education. Viorst, Judith. "Is Your Child's Personality Set at Birth?" Tennessee Electronic Library. (Nov. 1995) Online. InfoTrac OneFile, A17618832.

Foundation and Empire 15. The Psychologist

There was reason to the fact that the element known as â€Å"pure science† was the freest form of life on the Foundation. In a Galaxy where the predominance – and even survival – of the Foundation still rested upon the superiority of its technology – even despite its large access of physical power in the last century and a half – a certain immunity adhered to The Scientist. He was needed, and he knew it. Likewise, there was reason to the fact that Ebling Mis – only those who did not know him added his titles to his name – was the freest form of life in the â€Å"pure science† of the Foundation. In a world where science was respected, he was The Scientist – with capital letters and no smile. He was needed, and he knew it. And so it happened, that when others bent their knee, he refused and added loudly that his ancestors in their time bowed no knee to any stinking mayor. And in his ancestors' time the mayor was elected anyhow, and kicked out at will, and that the only people that inherited anything by right of birth were the congenital idiots. So it also happened, that when Ebling Mis decided to allow Indbur to honor him with an audience, he did not wait for the usual rigid line of command to pass his request up and the favored reply down, but, having thrown the less disreputable of his two formal jackets over his shoulders and pounded an odd hat of impossible design on one side of his head, and lit a forbidden cigar into the bargain, he barged past two ineffectually bleating guards and into the mayor's palace. The first notice his excellence received of the intrusion was when from his garden he heard the gradually nearing uproar of expostulation and the answering bull-roar of inarticulate swearing. Slowly, Indbur lay down his trowel; slowly, he stood up; and slowly, he frowned. For Indbur allowed himself a daily vacation from work, and for two hours in the early afternoon, weather permitting, he was in his garden. There in his garden, the blooms grew in squares and triangles, interlaced in a severe order of red and yellow, with little dashes of violet at the apices, and greenery bordering the whole in rigid lines. There in his garden no one disturbed him – no one! Indbur peeled off his soil-stained gloves as he advanced toward the little garden door. Inevitably, he said, â€Å"What is the meaning of this?† It is the precise question and the precise wording thereof that has been put to the atmosphere on such occasions by an incredible variety of men since humanity was invented. It is not recorded that it has ever been asked for any purpose other than dignified effect. But the answer was literal this time, for Mis's body came plunging through with a bellow, and a shake of a fist at the ones who were still holding tatters of his cloak. Indbur motioned them away with a solemn, displeased frown, and Mis bent to pick up his ruin of a hat, shake about a quarter of the gathered dirt off it, thrust it under his armpit and say: â€Å"Look here, Indbur, those unprintable minions of yours will be charged for one good cloak. Lots of good wear left in this cloak.† He puffed and wiped his forehead with just a trace of theatricality. The mayor stood stiff with displeasure, and said haughtily from the peak of his five-foot-two, â€Å"It has not been brought to my attention, Mis, that you have requested an audience. You have certainly not been assigned one.† Ebling Mis looked down at his mayor with what was apparently shocked disbelief, â€Å"Ga-LAX-y, Indbur, didn't you get my note yesterday? I handed it to a flunky in purple uniform day before. I would have handed it to you direct, but I know how you like formality.† â€Å"Formality!† Indbur turned up exasperated eyes. Then, strenuously, â€Å"Have you ever heard of proper organization? At all future times you are to submit your request for an audience, properly made out in triplicate, at the government office intended for the purpose. You are then to wait until the ordinary course of events brings you notification of the time of audience to be granted. You are then to appear, properly clothed – properly clothed, do you understand – and with proper respect, too. You may leave.† â€Å"What's wrong with my clothes?† demanded Mis, hotly. â€Å"Best cloak I had till those unprintable fiends got their claws on it. I'll leave just as soon as I deliver what I came to deliver. â€Å"Ga-LAX-y, if it didn't involve a Seldon Crisis, I would leave right now.† â€Å"Seldon crisis!† Indbur exhibited first interest. Mis was a great psychologist – a democrat, boor, and rebel certainly, but a psychologist, too. In his uncertainty, the mayor even failed to put into words the inner pang that stabbed suddenly when Mis plucked a casual bloom, held it to his nostrils expectantly, then flipped it away with a wrinkled nose. Indbur said coldly, â€Å"Would you follow me? This garden wasn't made for serious conversation.† He felt better in his built-up chair behind his large desk from which he could look down on the few hairs that quite ineffectually hid Mis's pink scalp-skin. He felt much better when Mis cast a series of automatic glances about him for a non-existent chair and then remained standing in uneasy shifting fashion. He felt best of all when in response to a careful pressure of the correct contact, a liveried underling scurried in, bowed his way to the desk, and laid thereon a bulky, metal-bound volume. â€Å"Now, in order,† said Indbur, once more master of the situation, â€Å"to make this unauthorized interview as short as possible, make your statement in the fewest possible words.† Ebling Mis said unhurriedly, â€Å"You know what I'm doing these days?† â€Å"I have your reports here,† replied the mayor, with satisfaction, â€Å"together with authorized summaries of them. As I understand it, your investigations into the mathematics of psychohistory have been intended to duplicate Hari Seldon's work and, eventually, trace the projected course of future history, for the use of the Foundation.† â€Å"Exactly,† said Mis, dryly. â€Å"When Seldon first established the Foundation, he was wise enough to include no psychologists among the scientists placed here – so that the Foundation has always worked blindly along the course of historical necessity. In the course of my researches, I have based a good deal upon hints found at the Time Vault.† â€Å"I am aware of that, Mis. It is a waste of time to repeat.† â€Å"I'm not repeating,† blared Mis, â€Å"because what I'm going to tell you isn't in any of those reports.† â€Å"How do you mean, not in the reports?† said Indbur, stupidly. â€Å"How could-â€Å" â€Å"Ga-LAX-y, Let me tell this my own way, you offensive little creature. Stop putting words into my mouth and questioning my every statement or I'll tramp out of here and let everything crumble around you. Remember, you unprintable fool, the Foundation will come through because it must, but if I walk out of here now – you won't.† Dashing his hat on the floor, so that clods of earth scattered, he sprang up the stairs of the dais on which the wide desk stood and shoving papers violently, sat down upon a comer of it. Indbur thought frantically of summoning the guard, or using the built-in blasters of his desk. But Mis's face was glaring down upon him and there was nothing to do but cringe the best face upon it. â€Å"Dr. Mis,† he began, with weak formality, â€Å"you must-â€Å" â€Å"Shut up,† said Mis, ferociously, â€Å"and listen. If this thing here,† and his palm came down heavily on the metal of the bound data, â€Å"is a mess of my reports – throw it out. Any report I write goes up through some twenty-odd officials, gets to you, and then sort of winds down through twenty more. That's fine if there's nothing you don't want kept secret. Well, I've got something confidential here. It's so confidential, even the boys working for me haven't got wind of it. They did the work, of course, but each just a little unconnected piece – and I put it together. You know what the Time Vault is?† Indbur nodded his head, but Mis went on with loud enjoyment of the situation, â€Å"Well, I'll tell you anyhow because I've been sort of imagining this unprintable situation for a â€Å"Ga-LAX-y, of a long time; I can read your mind, you puny fraud. You've got your hand right near a little knob that'll call in about five hundred or so armed men to finish me off, but you're afraid of what I know – you're afraid of a Seldon Crisis. Besides which, if you touch anything on your desk, I'll knock your unprintable head off before anyone gets here. You and your bandit father and pirate grandfather have been blood-sucking the Foundation long enough anyway.† â€Å"This is treason,† gabbled Indbur. â€Å"It certainly is,† gloated Mis, â€Å"but what are you going to do about it? Let me tell you about the Time Vault. That Time Vault is what Hari Seldon placed here at the beginning to help us over the rough spots. For every crisis, Seldon has prepared a personal simulacrum to help – and explain. Four crises so far – four appearances. The first time he appeared at the height of the first crisis. The second time, he appeared at the moment just after the successful evolution of the second crisis. Our ancestors were there to listen to him both times. At the third and fourth crises, he was ignored – probably because he was not needed, but recent investigations – not included in those reports you have – indicate that he appeared anyway, and at the proper times. Get it?† He did not wait for any answer. His cigar, a tattered, dead ruin was finally disposed of, a new cigar groped for, and lit. The smoke puffed out violently. He said, â€Å"Officially I've been trying to rebuild the science of psychohistory. Well, no one man is going to do that, and it won't get done in any one century, either. But I've made advances in the more simple elements and I've been able to use it as an excuse to meddle with the Time Vault. What I have done, involves the determination, to a pretty fair kind of certainty, of the exact date of the next appearance of Hari Seldon. I can give you the exact day, in other words, that the coming Seldon Crisis, the fifth, will reach its climax. â€Å" â€Å"How far off?† demanded Indbur, tensely. And Mis exploded his bomb with cheerful nonchalance, â€Å"Four months,† he said. â€Å"Four unprintable months, less two days.† â€Å"Four months,† said Indbur, with uncharacteristic vehemence. â€Å"Impossible.† â€Å"Impossible, my unprintable eye.† â€Å"Four months? Do you understand what that means? For a crisis to come to a head in four months would mean that it has been preparing for years.† â€Å"And why not? Is there a law of Nature that requires the process to mature in the full light of day?† â€Å"But nothing impends. Nothing hangs over us.† Indbur almost wrung his hands for anxiety. With a sudden spasmodic recrudescence of ferocity, he screamed, â€Å"Will you get off my desk and let me put it in order? How do you expect me to think?† Mis, startled, lifted heavily and moved aside. Indbur replaced objects in their appropriate niches with a feverish motion. He was speaking quickly, â€Å"You have no right to come here like this. If you had presented your theory-â€Å" â€Å"It is not a theory.† â€Å"I say it is a theory. If you had presented it together with your evidence and arguments, in appropriate fashion, it would have gone to the Bureau of Historical Sciences. There it could have been properly treated, the resulting analyses submitted to me, and then, of course, proper action would have been taken. As it is, you've vexed me to no purpose. Ah, here it is.† He had a sheet of transparent, silvery paper in his hand which he shook at the bulbous psychologist beside him. â€Å"This is a short summary I prepare myself – weekly – of foreign matters in progress. Listen – we have completed negotiations for a commercial treaty with Mores, continue negotiations for one with Lyonesse, sent a delegation to some celebration or other on Bonde, received some complaint or other from Kalgan and we've promised to look into it, protested some sharp trade practices in Asperta and they've promised to look into it – and so on and so on.† The mayor's eyes swarmed down the list of coded notations, and then he carefully placed the sheet in its proper place in the proper folder in the proper pigeonhole. I tell you, Mis, there's not a thing there that breathes anything but order and peace-â€Å" The door at the far, long end opened, and, in far too dramatically coincident a fashion to suggest anything but real life, a plainly-costumed notable stepped in. Indbur half-rose. He had the curiously swirling sensation of unreality that comes upon those days when too much happens. After Mis's intrusion and wild fumings there now came the equally improper, hence disturbing, intrusion unannounced, of his secretary, who at least knew the rules. The secretary kneeled low. Indbur said, sharply, â€Å"Well!† The secretary addressed the floor, â€Å"Excellence, Captain Han Pritcher of Information, returning from Kalgan, in disobedience to your orders, has according to prior instructions – your order X20-513 – been imprisoned, and awaits execution. Those accompanying him are being held for questioning. A full report has been filed.† Indbur, in agony, said, â€Å"A full report has been received. Well!† â€Å"Excellence, Captain Pritcher has reported, vaguely, dangerous designs on the part of the new warlord of Kalgan. He has been given, according to prior instructions – your order X20-651 – no formal hearing, but his remarks have been recorded and a full report filed.† Indbur screamed, â€Å"A full report has been received. Well!† â€Å"Excellence, reports have within the quarter-hour been received from the Salinnian frontier. Ships identified as Kalganian have been entering Foundation territory, unauthorized. The ships are armed. Fighting has occurred.† The secretary was bent nearly double. Indbur remained standing. Ebling Mis shook himself, clumped up to the secretary, and tapped him sharply on the shoulder. â€Å"Here, you'd better have them release this Captain Pritcher, and have him sent here. Get out.† The secretary left, and Mis turned to the mayor, â€Å"Hadn't you better get the machinery moving, Indbur? Four months, you know.† Indbur remained standing, glaze-eyed. Only one finger seemed alive – and it traced rapid jerky triangles on the smooth desk top before him.

How to write a job specification - Emphasis

How to write a job specification How to write a job specification Its the start of the new year and the UK is sitting on a glut of unwanted Christmas presents. Matching present to person is seldom an easy task. It takes time and effort. But in the run up to Christmas, many people will have taken a wild stab in the dark; picking up something passable from a department store and hoping for the best. Little wonder then that the bill for unwanted gifts is an estimated 700 million (according to recent research by eBay and market-research firm TNS). When it comes to choosing a new recruit, no HR professional would ever use this haphazard approach. But sometimes you can outline exactly what you want in a job specification and still end up with the equivalent of a naff jumper. Communicating with prospective candidates is not a perfect science. But its disheartening to trawl through CVs or application forms that bear little relation to the qualities that you carefully described. Not to mention a waste of time and money. In such a situation, the problem is that somewhere along the line, what the hirer meant was lost in translation. And even though they may have received some spot-on applications, theyll be unable to shake the feeling that theyve lost the opportunity to find the largest pool of talented individuals. If thats ever happened to you, the good news is that learning some writing skills techniques can help you to be as clear and concise as possible increasing your chances of finding the ideal people for your positions. So here are my seven tips for writing winning job specifications that will resonate with job hunters. One Examine why you need the role to start with. To do this you can brainstorm using the headings who?, what?, where?, when?, and why? Make sure that the role fits your departmental processes and that you are not empire building. And be realistic about the nature of the role. Whether the role is temporary or permanent, you need to understand the commitment of either structure to the organisation. Two Before you begin writing the job spec, focus your thoughts on the job hunter. Avoid a one-size-fits-all approach by asking yourself: Who will read it? How much do they already know about the prospective job? What do they absolutely need to know? What will excite my ideal candidate? What response do I want from them? Then write a clear description of duties and include the key deliverables. Whether its a junior or senior role, use language that the level of applicant you want to attract will understand even if this includes jargon. But avoid management speak at all costs. Three Be honest about the duties of the role. In most situations, candidates will appreciate your candour about the level of energy required. And it will help you find someone with the right level of drive that the role requires. Four Write a summary of your company and department. And include an organisation chart defining where the position sits. It also helps to provide some background information explaining why the role has been created and how it will integrate into the organisation. Five Outline both the hard and soft skills and experience required to make the role a success. Make your writing reader-centred by using words such as you, we and us. Opt for verbs instead of nouns. For example, instead of Were looking for a hardworking consultant for the completion of an IT project write Were looking for a hardworking consultant to complete an IT project. And choose simple words over more complicated ones. Its better to say you want someone enthusiastic (or even keen) rather than someone ebullient. Six Clearly define the location, salary, benefits, duration of contract (if necessary) and start date. And make sure you account for statutory requirements, such as procurement or legal terms and conditions. Seven Finally, ensure your contact details are included and end with a call to action. Something simple such as, If this sounds like you, call the human resources department now will encourage candidates to take action. Remember to keep your focus on your ideal candidate throughout the writing process, and youll increase the chances of securing the perfect match. Robert Ashton is Chief Executive of Emphasis.

How to Write a Perfect Teaching Resume (Examples Included)

How to Write a Perfect Teaching Resume (Examples Included) if you’re a teacher (or looking to become one), it can be a daunting path: years of education, internships, certification hoops and tests. and once you get through all of those, you still have another stretch to look forward to: the job hunt. whether you’re just starting out or looking for your next opportunity as an educator, we’ve got some sample resumes that you can use as a guide. 1.Teaching paraprofessional / classroom aide resume2.Experienced science teacher resume3.School principal resumefirst up, let’s look at Greta’s resume. Greta is just out of school, and wants a job as a teaching paraprofessional (classroom aide) as a starting point for her career in education.download this resume in ms wordgreta berman 75 mockingjay lane farmingdale, nj 12345 (444) 666-7777 gretab@emaildomain.comexperienced, caring education professional with special needs student experience seeking a position as a classroom paraprofessional.core competencies  indi vidualized tutoring and lesson plansworking with students with diverse learning styles and educational needsgreat with kidsutilizing and modeling organizational skillsworking as part of a student-oriented teamknowledgeable about learning methods for elementary and middle school studentseducationplymouth rock university a.s., educationfrank sinatra high school high school diplomawork experiencespecial education classroom assistantfriendship school (magnet elementary school), springfield, nj august 2013 – june 2016planned lessons and curriculum in conjunction with the teacherassisted students with classwork and during recreational timesprovided 1-on-1 support for students with a variety of learning styles and needsmonitored classroom activitiesprovided afterschool care for special needs studentsplanned and executed group art projects for the classroomtutorbridges learning center, farmingdale, nj march 2011 – presenttutor students in reading and math at the elementary and middle school levelskeep students on track with curriculum and lesson plansassign homeworkconduct group tutoring sessions in addition to 1-on-1 lessonsplan and run parent tutoring training seminars to facilitate at-home tutoringaverage student grade improvements: 15 pointsgreta is very upfront about her goal, via her objective statement: she cares about students and wants to leverage her experience with special needs students into a next-level education role as a classroom paraprofessional. she doesn’t have tons of professional classroom experience yet, so she starts by emphasizing her core competencies (skills).next comes her education, to show that she’s on the education degree track, and has already gotten an associate’s degree in the field. her experience is broken into two parts: her professional experience, and her volunteer experience. volunteer experience isn’t necessary to list on your resume, but in a case like this, where it directly relates t o your work experience and your career path, it’s a good idea to include it. here, it shows that greta has a lengthy history of working with students outside the classroom.want to find the perfect paraprofessional job for you? thejobnetwork has you covered: search here for open positions nationwide.next, let’s look at Herman’s resume. Herman is a former teacher who’s trying to get back into the classroom after a break.download this resume in ms wordherman carson 1276 first st santa fe, nm 99999 (999) 777-8888 herman@emaildomain.comaward-winning high school science teachercommitted educator eager to resume teaching full-time currently substitute teaching district teacher of the year committed to positive student growth and learning outcomes strong classroom managementawards and certificationsdistrict teacher of the year, 2006 santa fe school districtnew mexico teacher certification renewed 2015experiencesanta fe hills high school (santa fe, nm) substit ute teacher (grades 9-12) august 2008 – presentsubstitute teacher rated highly for dependability, flexibility, and commitment to keeping students on curriculum.implement curriculum and study plans for long- and short-term assignments in earth science, biology, chemistry, and physics classestake attendance and manage classroom orderschedule and host student and parent conferences during longer-term assignmentsplan lessons for studentsst. albert high school (santa fe, nm)earth sciences/biology teacher (grades 10-12), 1998 – 2008girls’ soccer coach, 1999 – 2003created engaging lesson plans in line with state curriculum standards across several science disciplineschaired the annual st. albert science fairheld conferences with students and parents to update them on student progress and improve student outcomes as necessarycoordinated and coached the after school girls’ intramural soccer programherman has a bit of a challenge: he used to be a full-time t eacher (and apparently a popular one), but has been substitute teaching for a few years in the meantime. he wants to get back in his own classroom full-time, but how can he move closer to that goal with his resume?basically, he does it here by creating a banner/theme (that he’s a qualified, award-winning educator), then focusing on his long years of experience. notice he doesn’t go into specifics about why he was substituting for the past several years- he can use his cover letter or interview to offer more context about the whys. otherwise, he sticks with the standard reverse-chronological format, listing his experience and then wrapping up with his skills.looking for a job as a full-time classroom teacher? thejobnetwork has options all over the country: search here for open positions nationwide.last but not least, we have Derek, who is trying to move up a level to become a principal.download this resume in ms wordDerek Gabarelli 54 dog lane framingham, ma 33333 (333) 222-1111 dpgabarelli@emaildomain.comresults-oriented leader, administrator, and educator with more than 20 years of experience implementing curriculum, developing sustainable initiatives, and exceeding benchmarks.experienceassistant principalsamuel adams middle schoolnorth framingham, ma 2005 – presentimplemented the samuel adams success (sas) plan that increased student achievement and attendance rates over a two-year period, and successfully implemented common core curriculum and benchmarks.spearheaded the school improvement initiative in conjunction with six other district schools.applied for and received the massachusetts school improvement grant in 2014, with a focus on sustainable student initiatives.onboarded common core curriculum across all departments. identified testing goals, monitored progress, and course corrected to meet established benchmarks.manage $1.5 million dollar annual budget, with an emphasis on developing sustainability initiatives, minimizing studen t suspensions and maximizing professional development opportunities for faculty and staff.oversaw implementation of school breakfast program.identified and organized professional development opportunities to address gaps in staff teaching and student learning.manage a faculty and staff of 85.social studies teacherbranford middle school leominster, ma1990 – 2005  Derek wants the reader to know that he’s built the leadership skills necessary to take over as principal for a school. as such, he goes with a strong summary statement that emphasizes his high-level accomplishments, then goes right into his specific work experience. the reverse-chronological format works well here, as the reader can see that Derek has a strong background. Also, note that Derek doesn’t necessarily include every job he’s ever had- he focuses on the ones that support his goal of becoming a principal. sure, his college job waiting tables may have helped him develop resilience or peo ple skills, but those aren’t necessarily the skills he wants to emphasize to get to the next level of his career. it’s important to keep your resume energies focused on the skills and experience that matter most to the job for which you’re applying.on the hunt for a school administration job?  check out the following listings on thejobnetwork:school principalschool assistant principalschool guidance counselorWant more resume samples?How to Write a Perfect Administrative Assistant Resume (Examples Included)How to Write a Perfect Barista Resume (Examples Included)How to Write a Perfect Caregiver Resume (Examples Included)How to Write a Perfect Cashier Resume (Examples Included)How to Write a Perfect Certified Nursing Assistant Resume (Examples Included)How to Write a Perfect Cosmetology Resume (Examples Included)How to Write a Perfect Construction Resume (Examples Included)How to Write a Perfect Customer Service Representative Resume (Examples Included)How to Wr ite a Perfect Customer Service Resume (Examples Included)How to Build a Great Dental Assistant Resume (Examples Included)

Essay Sample on Hiroshima An Analysis Based on Written 2 Articles

Essay Sample on Hiroshima An Analysis Based on Written 2 Articles â€Å"If they do not now accept our terms, they may expect a rain of ruin from the air, the like of which has never been seen on this earth The Japanese city was a wasteland of scattered ashes. a few chimneys survived, standing upright. Trees were bare; mounds of bicycles lay crumpled and warped. On that bright and cloudless morning an uranium bomb as innocent sounding as â€Å"Little Boy† hit this town. After a great-blinding flash, 70,000 people were literally burned to death. The dark, ominous mushroom cloud stood as a symbol for destruction. Hiroshima became the first act of nuclear warfare and this topic remains a passionate debate today, from both a moral and strategic viewpoint. Even sixty years later this is still an event that affects many lives. Although people hold different views, none can dispute that the bombing of Hiroshima was a very important event in world history. Details, facts, and opinions of the bombing are forever sealed in the pages of hundreds of boo ks articles and minds acrosst he globe. As World War II was progressing the Japanese were showing no signs of weakening or surrendering. General Marshal believed that it â€Å"might cost one half million lives to force the enemy’s surrender on his home grounds†. Meanwhile, the United States was rushing to produce a form of atomic weapon before other countries. Months later, after development and testing in New Mexico, President Truman felt that employing an atomic bomb would be the best way to defeat Japan (Yass 70). But could Truman and the United States face the harsh realities and aftermath of the atomic bomb? Heroshima was devastated. Houses were burning and people were dying. Thousands of people could never return to the life  they once knew. The bombing of Hiroshima is arguably an important aspect of history. This dramatic bombing was not just an issue reserved for Japan in 1945. Contrarily, nations on the other side of the earth had heard of this bombing and were closely following the events pertaining to it. Even fifty years later the morality and necessity of this event is feverishly debated. Although people hold different views, none can dispute that the bombing of Hiroshima was a very important event in world history. Countless articles and books have been written on this topic. Two authors in particular, Robert P. Newman, and Fujie Ryoso, have discussed the topic of the bombing of Hiroshima. Although they hold vastly contrasting views on this event and have different writing styles, both passionately discuss the topic. In the article â€Å"What if the Bomb Had Not Been Used?† Newman explains just that. Written in 1994, Newman argues that if the war had continued on the same path,  without use of the atomic bomb,  significant death and destruction would have ensued and would have been greater than the loss of lives at Hiroshima. Four main aspects of war would have been devastating on human lives. POW camps would have deteriorated very quickly and Japanese would have focused their intense rage upon prisoners. Although it was not widely publicized, mass blockades caused much starvation throughout Japan also. Food producing areas were being fought over and stocks had disappeared. Japanese submarines were frequent in the seas as well as those of the Allies. Kamikazes, torpedoes, and naval gunfire still had a great affect on lives. Also, thousands of Japanese on home islands would have been killed in various spread out battles. Masses of races of people would have been destroyed had the bomb n ot been used at the time it was. Newman argues that Japan was the last place an atomic bomb has been used in warfare, and it saved millions of lives in the long run. Fujie Ryoso also discusses the atomic bomb inâ€Å"We Found His Testament†. She relives and describes the bombing in the year of 1982, at age 72. Fujie married 25 year-old Wataru at the age of sixteen. They raised silkworms on their own two acres of farmland. Incredibly hard work and supportive love for each other resonated through their strong, healthy four children and Wataru’s mother. On August 6, 1945 Fujie was forcing weeds from the soil and Wataru was in town when suddenly, a great blast stunned her. After hugging her children in discovery that they were unharmed, she anxiously crept through the town in a frantic search for Wataru. Day after day, she searched though the destruction and piles of bodies, hoping desperately to recognize her husband’s familiar face among the living or even dead. Weeks later, she sifted through his drawers and came upon his testament. Although she never found his body, Fujie lives by her husband’s beliefs. Her children no w happily have children of their own, but the loss of Wataru burns fresh in her mind. These two authors come from drastically different areas of the world, have different educational backgrounds, and are different genders. Aspects such as these certainly transform ideas and points of view. For example, Newman has produced over seventy articles and several books,  obtained his PHD from the  University of Connecticut, and was the President of the American Foresnic Association (Newman 233). This high level of education and experience is reflected in his artcile. He provides a very wide, researched point of view. He offers a variety of research and support for his view. His support ranges fromphotographs of prisoners released from Japanese camps(Newman 186), the United States Strategic Bombing Survey (Newman 187) and Japanese historians (Newman 190). He had many resources to make his opinionOn the other hand, Ryoso never recieved an education at all. Some of her childhood and most of her adulthood was spent farming with her close family. Although she does not have a g reat amount of knowled ge of the world, she experienced the bombing from three miles away. She was undoubtedly affected.

Data Analysis Essay Example | Topics and Well Written Essays - 2000 words - 1

Data Analysis - Essay Example Eckel and Grossman (1998) in their study have addressed the same issues. Another prominent study conducted by Fehr and Gatcher (2000) in which they further relate financial altruism to various factors. The current research work explores the altruism behavior within the context of behavioral finance and can be considered as an attempt to add to the literature that is already present on the topic. The study would also try to achieve some research objectives and answer research questions that have been listed below. The authors Eckel & Grossman (1998) clearly illustrated the difference in economic decisions between men and women. A number of studies were conducted in the past regarding similar subject matter. These studies were not only conducted for the field of economics but also psychology to assess the difference in approach between men and women. However, these studies were not able to draw the factors that create distinction between behavior behind economic decisions in both the genders because they did not know about gender being selfish or not. It can be well-stated that conclusions regarding the chosen subject cannot be achieved until or unless the behavior is easily gauged in a general environment. This indicates that the previous studies were unable to demonstrate differences other than experimental environment. Therefore, Eckel & Grossman (1998) introduced double-anonymous dictator game experiment to collect data to find the core difference of behavior of men and women while underta king economic decisions (Eckel and Grossman 1998). The authors of the study undertook testing of the hypothesis that exclaimed no difference between men and women and then the donations were taken under consideration. It was noted that men donated $0.82 on average while the amount was $1.60 among women. The statistical observation marked that p-value was less than 0.01. It is due to this reason that null hypothesis was rejected by further