Professional Values and Awareness Essay Example for Free

Professional Values and Awareness Essay In this assignment I will identify issues that affect the care provided in a home for adults with learning disabilities. Using the case study format I will focus on the interpersonal relationships and identify the underlying factors that influence them, then provide explanations for these by applying established theories. Churton (2000:214) describes a case study as a detailed investigation of a single research area. The case study will form a unique representation of the individuals involved at the time they were observed. As a single study the outcomes may not be representative of all care homes, but it is reasonable to assume many issues may be similar. As a student I was able to observe both staff and clients in their normal routines. I was accepted as a member of the care team and took part in daily activities. This form of research is described in Giddens (1997:542) as Participant observation. Becker describe the role of the researcher as someone who watches the people he is studying to see what situations they ordinarily meet and how they behave in them (cited in Marsh I. 1996:124), however the by taking on a role within the group that justifies their presence the researcher acts as more than a passive observer and becomes a participant. As a stranger to the group my presence will have affected the behaviour of the clients and studies have shown that the presence of students affects the way that qualified staff work (Reed J Procter S. 1993:31). My own preconceived ideas of Learning disabilities and the staff and clients previous experience of students will all have contributed to the behaviour I witnessed. On my first day at the placement I was introduced to my mentor (the deputy manager). We discussed the homes basic philosophy and the clients disabilities. I was introduced to the nine clients, and the staff approximately 15. During this first meeting my mentor made me feel welcome and allayed some of my fears about the placement. Unfortunately other than two brief conversations this was the only time I worked with her over the six-week placement. The staff are mostly female with only four male staff. They were of all ages and came from a mix of races and religions, some single and others married with children. All of the staff are support workers and most have NVQ level 3 or are currently studying towards it. I found all the staff very friendly and felt welcome, but I also felt a like a spare part, as the clients were encouraged to do things for themselves, very little intervention was necessary. Record keeping, giving medication and supervising the clients at the many activities they attended were the main tasks. The days soon became very predictable with set activities and opportunities to be achieved. The slowness of the day meant that staff talked a lot, discussing personal matters as well as how they felt about the clients and their jobs. Conversation included issues around the low regard support workers had from the general public and other health care professionals, the quantity of paper work to be completed daily and the emphasis placed on it, little support and understanding from the management, and having to attend college in there own time. My personal performance was influenced most by the lack of a mentor. Without a mentor to shadow I would try to latch onto a member of staff only to find that we were on different activities or were at the end of their shift. My shifts and my mentors were not together, when I asked the manager if I could swap my weekend to the same as my mentors, she told me that there was no need for me to work with my mentor at all. I was left feeling very isolated. The need for student and mentor to work together as much as possible to build successful relationship is highlighted in Baillià ¯Ã‚ ¿Ã‚ ½res Study Skills for Nurses (Maslin-Prothero1997:32). Good mentoring is a two-way process requiring willingness from both mentor and mentee to build a collaborative relationship (Ellis et al 1995:121, Ajiboye P. 2000:11). Formal mentoring is relatively new to nursing (Maslin-Prothero 1997:51), and is closely related to Project 2000 (Salvage J.1999:14). The ENB define mentors as an appropriately qualified and experienced first-level nurse/midwife/health visitor who by example guides assists and supports the student in learning new skills, adopting new behaviour and acquiring new attitudes (as cited in Quinn F. 1995:188). Mentorship has existed for centuries with references dating back to Greek mythology (Ellis R. et al 1995:109), and it is widely used for career development in business, where mentors are role models, talent developers and door openers(Tyson S. Jackson T. 1992:121). There are several theories on how mentoring works, most emphasise the mentor as a facilitator allowing the student to experiment while ensuring the safety of the patient/clients, and providing a developmental bridge between theory and practice (Ellis R. et al 1995:109). Communication and interpersonal skills are the foundations on which a successful relationship is built and are therefore essential skills in a mentor (Ellis R. et al 1995:121). However the mentor themselves may be the most important factor. A mentor is a role model good or bad. Hopefully the student will witness a high standard of practice and set their own standards similarly. But when the standard is low it depends on the students knowledge of the theory as to whether they choose to imitate the mentor or apply their own higher standard. Bandura (cited in Ellis R. et al 1995:116) describes this process as Social Learning Theory, a three-stage process. Stage 1 Observational Learning: Imitating a good role model Stage 2 Inhibitory/Disinhibitory Effects: bad practice rejected or imitated Stage 3 Eliciting Effect: good practices learned and core knowledge improved. The break down of the mentor mentee relationship on my placement may have been for variety of reasons, poor communication, unrealistic expectations or time constraints. Supernumerary students have time to observe and reflect, but mentors may have an already busy schedule and supervising students can become just another pressure (Reed J. Procter S. 1993:36). Students in this environment may find themselves being used as another pair of hands (Ajiboye P. 2000:11). Many texts cite good leadership of the manager as vital to forming an atmosphere conducive to learning (Quinn F. 1995:182). A good manager will find time to inspire staff to enthusiastically provide high quality care (Grohar-Murray 1997:125). In the philosophy of care/service values of the placement it states that we have a well trained staff who have achieved a NVQ in care or are working towards it (not referenced to protect confidentiality). However the staff studying the NVQ had to attend college in there own time. This caused resentment towards the management as the staff felt that the qualification was for the companys benefit, but at their expense. Tappen (1995:69) recognises that by allocating staff time to attend lectures or college days without them incurring financial penalties the outlook is changed from just gaining a paper qualification to an opportunity to develop skills and increase personal knowledge. Encouraging staff to develop new skills is a great motivator. Motivation has been described as the oil that keeps the machinery turning (Dell T. 1988:59) and is a key element in many leader/management theories. Many motivation theories are based around the concept of fulfilling needs. Maslow (1968 cited in Hogston R. Simpson P. 1999:295/303) devised a hierarchy with seven levels, the first level are basic physical needs such as food and water progressing up to more psychological needs of self fulfilment. Individuals climb the pyramid a step at a time motivated by fulfilment at the previous level (see appendix 1). Kafka (1986 cited in Tappen 1995:304) offers five basic factors for motivation, Economic security, Control, Recognition, Personal self-worth and Belonging. But unlike Maslow the five may be placed in any order, as one person may be motivated more by the need to belong than the need for money (see appendix 2). Self-esteem/worth and belonging are needs common to both Maslow and Kafka. If managers boost self-esteem by acknowledging good practice and recognising achievements they enhance the feeling of belonging. Without feedback staff often feel overlooked and isolated. To be constructive feedback should contain both positive and negative elements and be based on observed behaviour, given objectively it can highlight areas that need strengthening and increase motivation. Kron (1981 cited in Tappen R. 1995:420) described this positive feed back as a psychological paycheque. The need to belong affects students, when they are included in procedures, and given opportunities to express opinions and dont feel in the way they become part of the team. Being accepted boosts self-esteem and motivates learning (Oliver R Endersby C. 1994:94) Dell statement that people work harder for recognition than for money(Dell T. 1988:59) is supported by a study of the affect of incentives such as pay increases and shorter hours. When each incentive was implemented productivity was found to increase. When the incentives were removed and working conditions returned to normal it was expected that the productivity would fall. In fact productivity rose to the highest levels ever. Mayos conclusion was that being in the study had caused the group to bond (belong) and that the interest (recognition) showed by researchers had encouraged the workers to achieve the level they believed the researchers expected of them (Mayo E. 1933 cited in Barratt M. Mottershead A. 1999:74). If the security of belonging is absent self-esteem deteriorates which can lead to an increase in complaints and fatigueand absenteeism is likely to rise(Barratt M. Mottershead A. 1999:73). Lack of appreciation and support are two of the ten factors cited by Tappen (1995:455) that contribute to burnout. As the most caring and most highly committed are often the ones most prone to burnout (Eisenstat Felner cited in Crawford J. 1990:48) its frequently linked to health care. Burnout is defined as, (Kozier B et al 2000:1387). an overwhelming feeling that can lead to physical and emotional depletion, a negative attitude and self concept, and feelings of helplessness and hopelessness There are many methods to prevent burnout. One of these I observed, and have been guilty of my self, is the ability to suddenly become deaf. For example one client would continually ask for a cup of tea, to which staff would respond youve just had one and the client would reply Ive just had one and walk away. But if the frequency of requests increased or they interrupted another activity staff would often pretend not to hear, they would ovoid eye contact and turn away. By ignoring the client it extended the periods between acknowledged requests. For the same reason this client was always last to receive his cup of tea when it was being made for the group. This coping mechanism denial is one of many established ways to deal with stress (Kenworthy N. 1996:91). In denial you reject the thing that is unacceptable choosing to believe it isnt there. Denial is very similar to repression where although aware of the feelings you block them out, Tappen suggest that this can leave the caregiver with a vague sense of unease towards the client. Having denied hearing the request staff would then repress their guilt, leaving them with an uneasy feeling towards the client. This practice while not acceptable, had no long-term affects on the client as he would simply ask again a few minutes later, however if all requests where dealt with in the same way it could become harmful to the client (Tappen R. 1995:11). Another behaviour I witnessed was the reliance on PRN medication; a different client was very vocal following staff around the home asking questions about her forthcoming blood test. After a couple of failed attempts to reassure her it was decided she needed PRN to clam her down. The staff had coped by rationalising the situation. Rationalisation uses one explanation to cover up a less acceptable one i.e. their reason for giving the medication was to calm the client down. But the real reason was it would stop her bothering them with questions. (Tappen R.1995:11). Often in learning disabilities carers see a clients failure to behave in an acceptable way or achieve targets as a personal failure (Brown H. Smith H. 1992:95). These failures or client losses are another factor that contributes to burnout (Tappen R.1995:455). Other factors often experience by learning disabilities cares also contribute to burnout such as low pay, discrimination and inadequate advancement opportunities. Learning disabilities are often referred to as the Cinderella of the Cinderella services(Parish C. 2001:13), and as such tend to attract the least skilled workers, who are given a low status even in relationship to carers in other fields (Brown H. Smith H. 1992:93). Care is traditionally seen as womens work and therefore unskilled and unworthy (Brown H. Smith H. 1992:162/166). This is reflected in the fact that care staff are predominately women working part time, earning low levels of pay and having few opportunities to advance their careers (Hudson B. 2000: 88). Care work is rarely undertaken solely for financial gain; often the motives are more altruistic (Dagnan D. 1994:127). A study into staff satisfaction found that in spite of low pay care staff found rewards in the close nature of the caring relationship (Hudson B . 2000:89). Recent government white papers NHS and Community Care Act and Valuing People aim to enhance the status of learning disabilities by reorganising the way that the service is provided (Beacock C. 2001:23), and give those working in social care a new status which fits the work they do (Hudson B. 2000:99). These proposals may ultimately improve the status of the service, but in the short term the changes are creating more paperwork, require new skills, and are leading to greater job insecurity. These factors are adding to an already stressful job (Hudson B. 2000:96). Studies found that the main causes of stress for care workers were the inability to provide service users with what they needed, accountability or responsibility without power, frustration at office politics and uncertainty about the future (Hudson B. 2000:90). Powerlessness and unresponsiveness to client needs added to too much paper work are more factors that can contribute to burnout (Tappen R. 1995:456). Care staff are under a great deal of pressure, in their daily work they face all of the ten factors that contribute to burnout. This must ultimately have an affect on the way care is provided. I have no doubt that the staff at my placement are genuinely caring people who do their best to provide a high standard of care for their clients. However sometimes the quality of care I witnessed reflected the pressures they were facing. Only when the attitudes towards care work improve will its status be increased. This would in turn see a rise in pay and a decrease in the stress felt by carers, which would have the end result of improving the care received by clients. References Ajiboye P. (2000) Learning partners. No Limits. Autumn 2000 pp.11 Barratt M. Mottershead A. (1999) Understanding Industry. 5th Edition. London, Hodder Stoughton. Beacock C. (2001) Come in from the cold. Nursing Standard. Vol.15 no.28 pp.23 Brown H. Smith H. {Editors} (1992) Normalisation: a reader for the nineties. London, Routledge. Churton M. (2000) Theory and Method. London, Macmillan Press Ltd Crawford J. (1990) Maintaining Staff Morale: the value of a staff training and support network. Mental Handicap. Vol. 18 June pp.48-52 Dagnan D. (1994) The Stresses and Rewards of Being a Carer in a Family Placement Scheme for People with Learning Disabilities. British Journal of Learning Disabilities. Vol.22 1994 pp.127-129 Dell T. (1998) How to Motivate People: a guide for managers. California, Crisp Publications Inc. Ellis R. Gates R. {Editors} (1995) Interpersonal Communication in Nursing: Theory and Practice. Kenworthy N. London, Churchill Livingstone. Grohar-Murray M, DiCroce H. (1997) Leadership and Management in Nursing. 2nd Edition. Connecticut, Appelton and Lange. Giddens A. (1997) Sociology. 3rd edition. Cambridge, Polity Press. Hudson B. Editor (2000) The Changing Role of Social Care. London, Jessica Kingsley Publishers Ltd. Hogston R, Simpson P. {Editors} (1999) Foundations of Nursing Practice. London, Macmillan Press Ltd. Kenworthy N, Snowley G. (1996) Common Foundation Studies in Nursing. 2nd Edition. Gilling C. Singapore, Churchill Livingstone. Kozier B. Erb G. Berman A. (2000) Fundamentals of Nursing: concepts, process, and practice. Burke K. 6th Edition. New Jersey. Prentice-Hall Inc. Marsh I. (1996) Making sense of society: an introduction to sociology. London, Longman. Masllin-Prothero S. (1997) Baillià ¯Ã‚ ¿Ã‚ ½res Study Skills for Nurses. London, Hardcourt Brace and Company Ltd. Oliver R. Endersby C. (1994) Teaching and Assessing Nurses: a handbook for preceptors. London, Baillià ¯Ã‚ ¿Ã‚ ½re and Tindall. Parish C. (2001) Take the reins. Nursing Standard.Vol.15 no.29 pp.12-13 Quinn F. (1995) The Principles and Practice of Nurse Education.3rd Edition. Cheltenham, Stanley Thornes (Pulishers) Ltd. Reed J. Procter S. (1993) Nurse Education A reflective approach. London, Edward Arnold. Salvage J. {Editor} (1999) Nursing Times Student Pack. London, Nursing Times. Tappen R. (1995) Nursing Leadership and Management: concepts and practice. 3rd Edition. Philadelphia, F. A. Davis Company. Tyson S. Jackson T. (1992) The Essence of Organizational Behaviour. Hemel Hempstead, Prentice Hall International (UK) Ltd. Bibliography Bartlett C. Bunning K. (1997) The Importance of Communication Partnerships: A study to investigate the communicative exchanges between staff and adults with learning disabilities. British Journal of Learning Disabilities. Vol.25 (1997) pp.148-154 Brigham L. Atkinson D, (2000) Crossing Boundaries, Change and Continuity in the History of Jackson M, Rolph S, Walmsley J. Learning Disability. Plymouth, BILD Publications. Booth T. Simons K. (1990) Outward bound: Relocation and community care for people with Booth W. learning difficulties. Buckingham, Open University Press. Clegg A. (2000) Leadership: improving the quality of patient care. Nursing Standard.Vol.14 no.30 pp.43-45 Clissett P. (2001) The Effectiveness of NVQ Training. Nursing Management. Vol. 8 no. 1 pp.11-13. Clutterbuck D. (1991) Everyone needs a Mentor: fostering talent at work. 2nd Edition. London, Institute of Personnel Management. Dinsdale P. (2001) Community spirit. Nursing Standard. Vol.15 no.39 pp.14 Gray J. (2001) Inside out: Analysis of the difficulties surrounding participant observation. Nursing Standard.Vol.15 no.31 pp.51 Hattersley J, Hosking G, (1987) People with Mental Handicap: Perspectives on intellectual Morrow D, Myers M. disability. London, Faber and Faber Ltd. Hill M. {Editor} (2000) Local Authority Social Services: an introduction. Oxford, Blackwell Publishers Ltd. Kroese S. Fleming I. (1992) Staffs Attitudes and Working Conditions in Community-Based Group Homes of People with Mental Handicaps. Mental Handicap Research. Vol. 5, no.1 pp 82-91. Moore S. (1987) Sociology Alive Cheltenham, Stanley Thornes (Publishers) Ltd. Oliver M. Barnes C. (1998) Disabled People and Social Policy: from Exclusion to Inclusion. London, Longman. Quinn E. (2001) Stressed out? RCN Magazine. Spring 2001 pp.14-15 Sarantakos S. (1998) Social Research. 2nd Edition. London, MacMillan. Wilson J. (1994) The Care Trade: a picture of health. Lancaster, Quay Pulishing Ltd.

Classical Theories Describing Trade Between Different Nations Economics Essay

Classical Theories Describing Trade Between Different Nations Economics Essay The following essay encompasses a review based on two of the popular Classical Theories describing the fundamental basis for trade between different nations. The foremost part comprises of a treatise about the ways in which Ricardos law of comparative advantage is superior to Smiths theory of absolute advantage. The middle part is a discussion over the gains from trade arising as a result of comparative advantage. The final part talks about ways in which a less efficient country can export anything to a second nation that is more efficient in production of all commodities. In what way was Ricardos law of comparative advantage superior to Smiths theory of absolute advantage? It is imperative to understand Ricardos law and Smiths theory in order to be able to highlight superiority of former over the later. Smiths theory of absolute advantage declares that A country benefits by producing only those products in which it has absolute advantage, or can produce using fewer resources than another country. (Cavusgil, Knight, Riesenberger, 2008 ) Adam Smith was of the view point that since one nations import is the export of another nation so it was not viable for all countries to become wealthy concurrently by following mercantilist view. He asserted that if all countries were to focus only on products in which they have absolute advantage, they could export them to other countries and in return import those products in which they do not have absolute advantage in producing. He believed that this free trade will benefit all countries simultaneously. Ricardos law of comparative advantage states that It can be beneficial for two countries to trade without barriers as long as one is more efficient at producing goods or services needed by the other. What matters is not the absolute cost of production, but rather the relative efficiency with which a country can produce the product. ( Cavusgil, et.al.2008) David Ricardo argued that international trade will benefit countries even if one nation has an absolute advantage in production of all commodoties. He believed that if a country could produce a product more efficiently than a country which was self sufficient in producing the same product but with less efficiency then it is better to import that commodity from the country producing it more efficiently. Though Smith successfully established the case for free trade, he did not develop the concept of comparative advantage. Because absolute advantage is determined by a simple comparison of labor productivities, it is possible for a nation to have absolute advantage in nothing. (www.encyclopedia.com) The above excerpt quite answers the way in which Ricardos law has an advantage over the Smiths theory. The key point of the selection is quite evident: What if a nation has absolute advantage in nothing? Does it stop importing products from other nations because it has nothing to export? This is where David Recardos law of comparative advantage is superior to Smiths theory. It is more comprehensive in terms of associating specialization with opportunity cost. Unlike Smiths theory which is completely based on absolute advantage, Ricardos law of comparative advantage generates hope for nations that are technically on the back foot by entailing that they can involve in international trade even if their labor output in all commodities is less than that of a developed country. In todays scenario, an example could be of Pakistan exporting cotton products to United States and importing military guns, tanks and missiles. (http://internationaltrade.suite101.com/) United States can produce cotton products too but relatively less efficiently than Pakistan. On the contrary, United States has a relative advantage in making military products. According to Ricardos law of comparative advantage, United States is benefitting from Pakistans efficiency in making cotton products whereas Pakistan is benefitting from United Statess efficiency in making military products. The above example justifieses the win-win situation as was proposed by Ricardo. If United States was to choose to grow cotton on its land and make its own cotton products, it could possibly have done that, less efficiently though. This signifies that if Smiths theory was implemented, Pakistan would have nothing left to trade with the United States. How do gains from trade arise with comparative advantage? Based on Ricardos law of comparative advantage, gains from trade arise in terms of increased world output for any commodities that any two countries import and export from each other. No one country wastes extra time and money producing the same product less efficiently which another country can produce more efficiently. Let us assume that Country A produces a commodity more efficiently and therefore has a relative/comparative advantage over Country B for that commodity which might be able to produce that same commodity but less efficiently. Suppose Country A exports its commodity to Country B in exchange for importing something which it cannot produce as efficiently. Both Countries A and B utilized comparative advantage to get what they wanted. Both countries gained from each others area of expertise. This assumption outlines outcome of Ricardos law of comparative advantage. Another example could be of trade between Saudi Arabia and Australia. Both nations utilize their natural advantages to gain from trade. Saudi Arabia has ample Oil which it exports to Australia. In return it imports Bauxite (finest quality of coal) from Australia. In this way, both nations are benefitting by exchanging what they have in excess with what they do not have or which may be there but more difficult to extract. Australia might be having reservoirs of Oil available deep within its Oceanic boundaries but the cost of extracting them would be too high. Labor costs are much higher in developed countries such as United States. These countries mostly hire government owned or government supported firms providing cheap skillful labor in developing countries such as China to get their task accomplished. What did they each gain from trade arising with comparative advantage? Developed countries gain: Cheap labor hence more profit. Developing countries gain: Employment. So it becomes a win-win situation. United States gets its product manufactured at a much lower cost than it would have back in United States. China gets employment. How can a nation that is less efficient than another nation in the production of all commodities export anything to the second nation? Ricardos law of comparative advantage demonstrates that a nation that is less efficient than another nation in the production of all commodities can still export to the second nation. That is because what matters is not the absolute cost of production, but rather the ratio between how easily the two countries can produce the products. (Cavusgil, et.al.2008) Ways in which Ricardos law plays its role in helping a less efficient nation export commodities to a more efficient nation have been discussed in the previous part of question. A less efficient nation can also export to the more efficient nation by implementing and incorporating competitive advantage in its international trade policies. A nation can attain competetive advantage by coming up with innovative advancements, by targeting industries for development, providing low-cost investment, reducing taxes, and by investing in emerging technologies to take up the future. Policies should be encouraging for local and foreign investments such as tax free business in Dubai. Industrial clusters should be promoted which often act as a nations export platform. Michael Porters famous Diamond Model outlines the way a country can increase its competetiveness: ( Cavusgil, Knight, Riesenberger, 2008, pp-104) Conclusion: As is evident from the above essay, Ricardos law is superior from Smiths theory because it justifies that trade is still possible between two countries even if a country does dont have absolute advantage in anything. The above arguments also prove that comparative advantage is advantageous to both the trading nations as a result of utilizing relative advantage in import and export. Besides Ricardos law of comparative advantage, competetive advantage supported by Michael Porters Diamond Model can help a less efficient nation develop industrial clusters so as to be able to export to a more efficient nation.

Emily Bronte Essay -- essays papers

Emily Bronte Emily Bronte was one of three sisters who became famous novelists. Emily's only novel is Wuthering Heights, which was published in December of 1847. Emily was from the Yorkshire village of Haworth. Emily was born on July 30, 1818 to Reverend Patrick Bront? and Marie Branwell Bront?. She was the fifth child of six. The village of Haworth was very isolated. Two years after they moved to Haworth, Mrs. Bront? died of cancer. In 1824 the four eldest girls were sent to Cowan Bridge School, a school for the daughters of improvised clergymen. The conditions there were very unhealthy, and as a result Emily's eldest sisters, Maria and Elizabeth died and Charlotte became very ill. Mr. Bront? had Charlotte and Emily brought home. As children Charlotte, Emily, Branwell, and Anne w...

The Wife of His Youth Essay -- Charles Chestnutt The Wife of His Youth

The Wife of His Youth In Charles Chestnutt’s â€Å"The Wife of His Youth,† Liza Jane is a woman who is determined to find her long lost husband, Sam Taylor. When he ran away from slavery and escaped up north, he left his wife behind. He changed his name to Mr. Ryder, to forget his past with slavery. Soon he became involved with a group called the Blue Veins, which were a group of people who believed in the preservation of light skinned blacks. In this group he was known as the dean. The Blue Vein society thought that dark skinned blacks were dirt and ignorant. Many years went by and Liza still felt that Sam was in love with her and that they would be back together. Liza was determined to find Sam. She searched for twenty-five years first going to many southern cities. Everywhere she wen...

Experiencing Pain Essay example -- Health, Philosophy, Personal Experi

Most would agree that pain is an emotion we want to avoid; however, experiencing pain has the potential for insight, knowledge, and a new understanding of life that may not have been in realization. Through experiencing or living with pain, a proper understanding of value can perhaps be brought to things that may not have been valued in a pain free life. Because of pain, the true meaning of life, what it is like to live, and the value of oneself and others is to be within one’s control. Pain is a destructive force, yet it can strengthen the mind and the spirit. As stated in Virginia Woolf’s essay on Being Ill, the true beauty of the people and the real beauty of the earth can be seen through the eyes of those who are in pain. Also according to Woolf, pain can lead to spiritual divinity. From my understanding, the power of prayer to some people is not in belief until pain has overtaken the body of oneself or of a loved one. Pain seems to open the eyes of those who have not correctly lived their lives. Small things in life are regularly overlooked due to the busy and determined career oriented lifestyles. The joys of life come through the detail of the small gestures given or received. The golden rule of â€Å"treat others the way you want to be treated,† is important for people who want to lead a happy life. Until he was deathly ill, Ivan Ilyich, the main character in The Death of Ivan Ilyich, never appreciated the small things in life. His focus was narrowed to one topic. â€Å"Ivan made work the center gravity of his life† (50). Before anything else, including his marriage, Ivan’s work and analyzing way of living was of first priority. Neither Ivan nor his friends valued one another. Ivan’s family and friends treated Ivan ... ...ckily, she survived and my passenger and I survived with minor injuries. Not a day goes by where I do not think about what happened, but I know it happened for a reason. Getting through this painful situation made me a stronger willed person. Taking things for granted is what I do not do. I truly value my life and my family’s lives. A life can be taken away at any second. Giving thanks for the joy and love in life is something that needs to be done daily. Material items are replaceable, but what is irreplaceable is a human being. Memories made will last a lifetime, but the physical presence of a loved one will be gone. The best advice is to live life to the fullest and value the sentimental belongings, especially family and friends. Pain is not an ease, but it helps ease the minds of those who are most important with respect and insight to value.

The Japanese Culture

The Japanese culture in unlike any other in the world. It has long been known for its excellence in education and its strong background of family and religion.The Japanese culture dates back to 10,000 BC with many fascinating periods and events. They span from the days of the samurai and shogun, to 1945 when the atomic bomb was dropped on Hiroshima. Although a bomb would be a devastating blow for any country, rapid industrialization and aid from the United States brought Japan to the forefront of world affairs. Japan is roughly the size of California with a population of 120 million Japanese, 670,000 Koreans and 130,000 of other nationalities. The capital of Japan is Tokyo and the government is a parliamentary democracy, made up of elected representatives. Chinese culture has about five thousand years history which is an extremely long period of time. The Chinese civilization was growing with these periods of time and it will continues greater than ever and it one of the oldest continuous civilizations in history and dominant cultural center of East Asia is China. Chinese Kung Fu, also known as Chinese martial arts, is an important part of traditional Chinese culture. It is probably one of the earliest and longest lasting sports, which utilizes both brawn and brain3Japan's economic freedom score is 72.3, making its economy the 30th freest in the 2018 Index. Its overall score has increased by 2.7 points, with dramatic deficit reduction improving the score for fiscal health and far outpacing a decline in government integrity. Japan is ranked 8th among 43 countries in the Asia–Pacific region, and its overall score is above the regional and world averages.The economy of Japan is a highly developed and market-oriented economy. It is the third-largest in the world by nominal GDP and the fourth-largest by purchasing power parity (PPP), and is the world's second largest developed economy.Japan is a member of the G7. According to the International Monetary Fund, the country's per capita GDP (PPP) was at $37,519, the 28th highest in 2014, down from the 22nd position in 2012. Due to a volatile currency exchange rate, Japan's GDP as measured in dollars fluctuates widely. Accounting for these fluctuations through use of the Atlas method, Japan is estimated to have a GDP per capita of around $38,490.China's economic liberty score is 57.8, making its economy the 110th freest in the 2018 Index. Its overall score has increased by 0.4 point, with developed scores for government honesty and legal effectiveness more than balancing declines in fiscal health, labor freedom, and property rights. China is graded 24th between 43 countries in the Asia–Pacific region, and its overall score is below the regional and world averages.4The low standard of living permits companies in China to pay their workers less than American workers. That makes products cheaper, which lures overseas producers to outsource jobs to China.

Cipd Cipd

CIPD Assessment Activity Title of unit/s |Contemporary Developments in Employment Relations | |Unit No/s |5CER | |Level |Intermediate | |Credit value |6 | |Assessment method |Written answers to questions | | |Professional discussion (mixed mode delivery only) | |Learning outcomes: | |Understand competing approaches that contextualise contemporary developments in employment relations. | |Understand contemporary labour market trends and data. | |Understand the main sources of employment relations legislation. | |Understand the role of the parties that affect the management of employment relations. | |Understand contemporary developments in employee involvement and participation. | |Understand different forms of conflict behaviour and dispute resolution. |Assessment brief/activity | | | | | |In consultation with your tutor you are required to select three out of the six questions/tasks below and provide | | |answers to each one selected. | | | | | |Define and explain the different perspectives and approaches taken to manage employee relations and the balance of |1. 1, 1. 2,1. 3 | |power between management and individual employees. | |Identify and explain the labour market, how it is regulated and, using trend data and evidence, evaluate how it has | | |changed over recent years. | | |You are required to prepare a briefing paper for newly appointed managers that: |2. 1, 2. 2, 2. 3 | |identifies and explains the main sources of employment relations legislation | | |defines a contract of employment and the essential features of a written statement of further particulars | | |assesses the impact of two recent developments in individual employment rights |3. 1, 3. 2, 3. 3, 3. | |advises on the role and scope of trade unions. | | |Explain, using examples, how the actions and behaviour of management, trade unions and the state can impact on the | | |nature of employment relations. | | |Critically assess the claim that effective employee involvement and participation will strengthen both the traditional| | |and psychological exchange between an organisation and its employees | | |You are required to brief the senior management team on recent trends in industrial action and explain the approaches |4. 1, 4. 2, 4. | |and skills required to help manage both individual and collective conflict. | | | | | | |5. 1, 5. 2, 5. 3 | | | | | | | | |6. 1, 6. 2, 6. 3, 6. | |Evidence to be produced/required | | | |Answers equating to approximately 1000 words to any three of the questions/tasks above, together with a list of cited References and a | |separate Bibliography of sources consulted but not specifically mentioned in preparing each answer (but these should be excluded from the | |word count. ) | |Professional discussion (transcript and supporting information) equating to approximately 1000 words for each question). |