Management Functions and Roles Essay Example for Free

Management Functions and Roles Essay This week I interviewed Mr. Bradford, the health care administrator of Willis Knight Health Center. Mr. Bradford has been in the health care field for 17 years. He has been the coordinator and director at the Willis Knight Health Center for 11 years. Human Resources and leadership are two most pressing functions according to Mr. Bradford for his organization. Human resources is the organizational function that deals with issues related to people such as compensation, hiring, performance management, organization development, safety, wellness, benefits, employee motivation, communication, administration, and training. humanresources. about. com). Human Resource is also a strategic and comprehensive approach to managing people and the workplace culture and environment. Effective human resource management enables employees to contribute effectively and productively to the overall company direction and the accomplishment of the organization’s goals and objectives. (humanresources. about. com) Leadership plays an important role as well. As a leader you should be able to create more leaders, you must be able to have the people following you stand up and get noticed so they in turn have other people following them while a chain of responsibility and cohesiveness forms so you create a well-oiled machine. Working with different individual on daily basics there is no way that you can satisfy each and every one. Creating a safe, healthy and happy workplace will ensure that your employees feel homely and stay with your organization for a very long time. Paying out bonuses or having any kind of variable compensation plan can be both incentive and disillusionment, based on how it’s administered and communicated. Adopt a systematic approach to ensure that knowledge in databases to provide greater access to information posted either by the company or the employees on the knowledge portals of the company. Have open house discussions and feedback mechanism as a leader you should be able to take constructive criticism. (empxtrack. com) There are five key challenges or areas, some strategic and some operational. Leadership, pay and reward, equality and diversity, talent management and service transformation and efficiency. Placing and shaping community leadership and delivering services to empowered and engaged citizens requires a new order of leadership skill and capacity from public sector leaders, both political and managerial. Pay and reward remains the immediate battleground for HR in the short term. National negotiating machinery is increasingly out of touch with the needs of local employers, politically directed by ministers and, as a consequence, is more focused on managing cost managing cost pressures and the broader economic position. Increasingly, the need to ensure organizational approaches to diversity has a true focus upon communities and community cohesion has meant that the role of HR in shaping, supporting and embedding good approaches to equality and diversity. Supply and demand: talent spotting and development and, most importantly, the ability to deploy talent effectively for the future means that HR needs to provide resourcing and development solutions that are faster, more flexible and technology enabled to reduce the bureaucracy and paper-based approaches that many still protect and love. Finally service transformation and efficiency the big challenge, in the future get involved with service transformation and modernisation. (personltoday. com) In conclusion to better services the people we serve is to continue to educate the staff, make winners out of your staff, always make individuals better as you become better and have a great relationship with your staff and patients. Additions to training life experiences can help alone the way, best lessons learned are the ones we learn on our own.

Incorporating Theory And Practice To Achieve Competency Nursing Essay

Incorporating Theory And Practice To Achieve Competency Nursing Essay Dewey (1938) stated that all genuine education comes through experience. Certainly, in practice-based professions such as the health care professions, clinical experience should be the basis for learning. To extract learning from experience, we need to create meaning from our experiences as we interact with and react to, them. We cannot allow any experience to be taken for granted; once we do so, actions become routine and habitual, we stop noticing and enter into a rut (Stuart 2007). Critically discuss this quotation by focusing on the complexity of learning in practice, the complexity of supervisory process and the end goal of creating a competent practitioner. Table of Contents Introduction John Dewey, one of the paramount philosophers and educational theorists of this century, wrote the book Experience and Education, more than 70 years ago, toward the end of his career. The book is based on the principle that all genuine education comes about through experience. Are his ideas relevant to nursing education in this day and age? Can we develop a theory for learning in our workplace? Are all experiences educative? Should clinical experience be the basic of learning? The following assignment shall use these questions as the basis of critical discussion about the complexity of learning and supervising and the formation of competent practitioners. The Maltese Code of Ethics for Nurses and Midwives (1997) seeks to promote the highest level of care delivered by nurses and midwives to their patients. This goal can only be achieved in the nursing profession, by the confluence of the two segments of health care; science and art. It was Florence Nightingale who created the art and science model of professional nursing practice and entrusted it to future generations. Nursing as a science and a profession is characterized by a close relationship between theory and practice (Papastavrou, Lambrinau, Tsangari, Saarikoski, Lieno-Kilpi, 2010), which involves the technological and research aspect of patient care. Conversely, the art of nursing is a more holistic view and takes into account all the patients mental, physical and spiritual needs. Hence, competent professional practice requires educational theoretical knowledge, as well as knowledge gained through hands on experience. Clinical experience and learning in practice Dewey (1998) argued that all genuine education comes about through experience. If Deweys statement is accurate, then why is the number of students attending universities increasing year after year? Why youths do not find employment instead of going to universities if the essential education can be gained directly through work experience? Is it feasible to allocate students in a ward, without any background knowledge about nursing? It is a fact that the knowledge base of nursing can be found in books, journals, and media and in handbooks of practice. On the other hand, Handal and Lauvas (1983) argued that a different component of practical theories is the transmitted knowledge and understanding communicated by others. This is because we pick up others knowledge and understanding together with our own experiences. Bonwell James (1991) stated that research consistently has shown that traditional lecture methods, in which lecturers talk and students listen, dominate university classroom s. Rolfe (1998) added that although this kind of knowledge forms the foundation of the science in nursing, nurses also need to have knowledge about themselves, their own clinical practice and their individual patients, if ever nursing has to become holistic and patient centered rather than disease focused. YourDictionory.com (2010) defines experience as an activity that includes training, observation of practice, and personal participation. Therefore, experience offers opportunities to the student to live through alternative ways of approaching the practice setting. However, nursing procedures, which may initially be taught in university clinical skills laboratories, require more varied and complex skills than can be taught in classrooms. It is not sufficient for a student to learn, for example, aseptic techniques, by reading a book, attending a lecture, or performing a skill in the lab where the environment and role model are perfectly controlled. Although knowledge learnt in the lecture rooms is essential as basic information, performing the skill in real life is something different altogether. For instance, when considering aseptic technique, a student on the wards can actually observe the wound, any odour or exudates, and assess pain whilst answering patient questions. Moreover, Po lanyi (1967) argued that much of the knowledge which inheres in human skill is tacit, and can only be learnt by observation. Thus clinical practice is a combination of practice of skills, the use of tacit knowledge, the use of knowledge about the skill and the use of knowledge of the field of practice (Jarvis, 1992). Besides, Nightingale (1893) as cited by Alliggod and Marrier-Tommey (2006) believed that nursing education should be a combination of both clinical and classroom experience. She states that Neither can it (nursing) be taught in lectures or by books (alone) although these are valuable accessories, if used as such: otherwise what is in the book stays in the book (p.24). In addition, Dewey (1998) further argued that experience alone, even educative is not enough. To a certain extent, it is the meaning that one perceives in and then constructs from an experience that gives the experience value. Consequently, this leads to the role of reflection, where its function is to make meaning out of our experiences. Loughran (2002) acknowledged that reflection is continually emerging as a suggested way of helping practitioners better understand what they know and do, as they develop their knowledge of practice through reassessing what they learn in practice. Moreover, Schon (1983) emphasis that reflection is a way in which professionals can bridge the theory practice gap, based on the potential of reflection to encourage knowledge in and on action. Since reflection facilitates discussion, it promotes the concept of shared learning. Furthermore, Schon (1987) acknowledged that when clinicians are trained to make their knowing in action clear, they can inevitably use this awareness to enliven and change their practice. However, one can argue that reflection is not a natural state or known without someone introducing it, but as Schon stated these systematic processes need to be guided experiences so that practitioners can derive the best possible outcomes from them. On the other hand, Crathern (2001) asserts that once reflective skill is mastered it will not leave the person. Thus clinical supervisors should help and guide students to develop and engage in the process of reflection as a means of deriving knowledge from their clinical experience. The complexity of learning in practice Antonacopoulou (2006) declared that learning is a process as well as a product, a cause, a consequence and context in which life and work patterns are achieved, and in turn organise learning. People have been trying to understand learning for over 2000 years. However, everyone has a different suggestion how to approach learning. Some might argue that learning is an increase in knowledge, that it is memorizing, or that it is acquiring facts or procedures that are to be used. Others may say that learning is making sense or understanding the reality. On the other hand, learning theorists have provided us with a set of ideas about how people learn, to facilitate practical implications for teaching (Darling-Hammond, Rosso, Austin, Orcutt, Martin, 2001). Yet, one must keep in mind that students practice experience is one of the most important aspects of their preparation for registration. Bransford (2000) affirmed that research has found that the brain plays a role in learning. Thus we cannot assume that all students learn in the same way. One must keep in mind that different students have different needs, and the concept that one size fits all is inaccurate. Additionally, if teaching methods do not match a students strength or learning style this may affect learning and behaviour. Mentors should primarily assist students to integrate into the practice setting while continuously providing ongoing support. Through observation, interaction and discovering a students interests, mentors can determine which learning styles would best facilitate the learning process. Novice students require an approach that is supportive, facilitative and structured, where careful monitoring, observation, demonstration and teaching are essential (Benner 1987). Alternatively, more advanced students need to be empowered to provide reflective holistic care. However, communication and an effect ive working relationship is the key to success (Chan, 2002; Papp, Markkanen, von Bonsdroff, 2003; Saarikoski Leino-Kilpi, 2002; Berggren, Barbosa da Silva, Severinsson, 2005). Learning is also based on the associations or connections we make. According to the learning theorist Jean Piaget accessing prior knowledge is how we make sense of the world. We attempt to take new information and fit it into existing knowledge in order to create a schema, or mental map that fits into a specific category. This makes the information more accessible because it is more memorable. On the other hand, workplace learning is of central importance and a crucially important site for learning. Nevertheless, students need to have theoretical background knowledge before working in a ward in order to be more motivated. Additionally, Burns and Peterson (2005) acknowledged that having a good role model is beneficial for the students. However, researchers found that sometimes mentors act as poor role models, where students alleged that they have observed malpractice practice in the clinical area (Rungapadichy, Mandill, Gough, 2004). Consequently, the key to successful practice learn ing lies in the level of support and guidance that students receive from mentors (Block, Claffey, Korow, McCaffrey, 2005 Jones, Walters, Akehurst, 2001) and other healthcare professionals. Gone are the days where students only require friendly or emotional support in practice settings. Besides, they also demand and deserve good quality, appropriately delivered practice learning that challenges the professionals delivering it and develops practice based on theoretical principles (Andrews, 2007). One of Jarvis points is that professionals also learn in situations with routine actions, because they are able to ask questions both about their actions and the attitudes behind them. Along these lines, they are able to regenerate disjuncture (Jarvis, 1999). Yet, can ritualism deteriorate into alienation, where skills will be performed without meaning? Thus it is important to discuss with the students what they want to learn and express their decisions in the form of learning objectives. The sequence of learning tasks should be moved from simple to complex and adequate guidelines and feedback (Darling 1985, Elliott Higgs, 2005) should be incorporated, so that the key points of learning are reinforced. Hammnond, Austin, Orcutt, Rosso, (2001) observed that the different ways people think and feel about their own learning affects their development as learners. Glasersfeld, (1989) argued that responsibility of learning should reside increasingly with the learner. Thus social constructivism is important so that students will be actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the lecturer to teach and where students played only a passive role. Therefore, students should be encouraged to develop critical thinking skills and not just emulate the practices they observe. Motivation is another crucial assumption where some might give all the responsibility to learn to the students confidence in their potential for learning. However, one must keep in mind that other underlying problems might be the cause, such as personal problems or stress during clinical placement. Building a good relationship with the mentee can solve such problems, because when students confide their problems, mentors can address them appropriately. This would be supported by Darlings (1984) work, where in her study, after she interviewed 50 nurses, 20 physicians and a number of healthcare executives about their experiences with mentors, she identified that there were three vital ingredients for a mentoring relationship: attraction (admiration for the other person), action (invests time and energy to the relationship) and affect (positive feelings toward the other person). In addition, Prawat and Floden (1994) believed that feelings of competence and beliefs to solve new problems are derived from firsthand experience of mastery problems in the past and are much more powerful than any external acknowledgment and motivation. Consequently, the importance of being good role models is once more being stressed where with appropriate behaviour and attitudes, and with interaction together, the mentee will be helped to achieve the state of a competent practitioner. Strengths, problems, and challenges of learning in practice The clinical environment is a strong provider of learning (Cope, Cuthbertson, Stoddart, 2000). In fact, it is the only setting in which the skills of history taking, skills practicing, clinical reasoning, decision making, empathy, and professionalism can be taught and learnt as an integrated whole. However, common problems with clinical teaching exist such as lack of clear objectives and expectations, focusing on factual recall rather than on development of problem solving skills and attitudes, passive observation instead of active participation from the student, lack of reflection, discussion, and feedback and at times teaching by humiliation. These problems may arise due to time pressure, competing demands (especially when needs of patients and students conflict) and last but not least due to the increasing number of students and lack of mentors. Complexity of supervisory process Ever since research reports appeared to suggest that a theory-practice gap existed in nursing (Alexander 1983), a search has been in progress for new roles for nurses in clinical practice and in nurse education. These roles might ensure that what is taught in the theoretical component of nurse education corresponds, at least to some degree, with what happens in clinical practice. Evidently, the key to progressing from novice to an expert is the key to excellent mentor support (Watson, 2000), otherwise the nursing student may make defective assumptions based on inadequate personal reflections. It is useless having a state of the art hospital learning environment, without having enough supportive mentors who are really interested in mentoring. Such learning environment gives students the opportunity to get the most out of their learning processes and to achieve the objectives of clinical placements. On the other hand, failure to meet students expectations can cause disappointment to students during their clinical placement, where they can proclaim that their experience was unfruitful since for learning to take place, there is the need to create meaning from the experience (1998). Thus, one can question if all mentors are enthusiastic and committed to mentoring. Alternatively, mentorship may be supported, by developing workshops (Howatson-Jones, 2003) and other tools to teach, in order to remind mentors how to optimize their skills and to promote mentors and mentorship. Some authors argue, that the choice of the mentor is crucial to a meaningful supervisory relationship, and that this relationship is integral to the whole supervision process in relation to uptake and effectiveness (Jones A., 2001a; Spence, Cantrell, Christie, Sammet, 2002). However, mentorship in Malta is still in its infancy, and there are not enough mentors to accommodate all the students in the faculty, let alone choosing their mentors. Consequently, the need for more responsible mentors arises. Llyod-Jones, Walters, Akehurst, (2001) in their study of 81 pre-registered students found that those students who did not work with a mentor, were usually not supported by any other trained staff, leading to auxiliary nurse work being delegated to the student. Nevertheless, the system in Malta overcame this problem by giving the opportunity to every student to be mentored by different mentors according to the clinical placement, in most of their clinical placements. The environment itself is a valued characteristic for students to learn, mostly characterised by co-operation among staff, and an atmosphere in which they are treated as colleagues not as an extra pair of hands. The impact of a good ward cannot be overstated, where the philosophy of nursing team affects the ward atmosphere. Pearsy and Elliot (2004) declared that if students observe mentors acting as poor role models it affects the students learning negatively. Thus the supervisor role is to assist the supervisee to apply theoretical knowledge, appropriate attitudes and therapeutic communication into practice. This can only be done through the medium of supervisory relationship, since it is through others that we develop into ourselves (Vygotsky 1981). Mentoring is founded upon relationships between people and, like all relationships, is affected by what each participant brings to the relationship. Openness, self-awareness, and a belief in the value of mentoring are important qualitie s for both mentors and mentees to possess. Competency to mentor is built on a balance of individual cognitive, emotional and relationship abilities; personal virtues or characteristics, such as integrity and empathy, and competencies both within ones field of practice and related to mentorship itself (Epstin Hundert, 2002). The success of clinical supervision depends mainly on the supervisee (Dewar Walker, 1999), and it can be useful if they look at their responsibilities in the role. It is important that students are treated with respect as an equal partner. The primary responsibility of the mentors is for their own development and willingness to learn and change, irrelevant to the extent of experience. Yet mentors serve a variety of roles, including being a professional parent, teacher, guide, counsellor, motivator, sponsor, coach, advisor, role model, referral agent, and door opener. Hence a successful mentor must be capable of blending these roles with other important characteristics such as being patient, available, approachable, respected, people oriented, knowledgeable, and secure in their position, in order to help students in the process of competency. Creating competent practitioners Ensuring competence to effectively and safely practice should be the aim of mentoring, and a critical task for the educators. Kane (1992) defines competence as the degree to which the individual can use the knowledge, skills and judgment associated with the profession, to perform effectively, in the domain of possible encounters, defining the scope of professional practice. On the other hand, domains of competence can be assessed to some degree via direct observation because it provides the opportunity to make multiple assessments over time and across different clinical circumstances. Yet, this is not always possible due to time constrains with the student. Thus the faculty must find another approach how to combine lectures and clinical practice in order to give ample time for the student to work with the mentor. Moreover, another question might arise regarding the system sufficiency in providing competent and safe practitioners. The introduction of mentorship was the first step aiming to provide better competent practitioners. However, there are strategies that both mentors and mentees can employ to ensure that they get the most out of a mentoring relationship. Yet, are there policies in place that support the selection of competent, appropriate mentors? Equally important, is the method of students assessment acceptable? Burns Peterson (2005) declared that the assessment must be on going, where the mentor provides formative assessment in line with outcomes and competencies they are expected to achieve. Thus, locally, the final four hour role play, (where students can be motivated purely by the process of assessment to adapt to what they perceive as the requirements of the assessor rather than moving towards achievement of goals such as independent thinking, problem solving and originality) should not contain too much weight in determining students competence. Hence supervision methods will be more effective if used within the context of a healthy supervisory relationship. Asadoorian Batt ( 2005) acknowledged that self assessment should be the first step in self directed learning. However, self-assessment should only complement and not replace another means of assessment. Portfolios, on the other hand, can address a wide range of competencies because it provides a reflective insight into mentees abilities to self assess and learn from experiences. Conclusion Although experience is extremely important as a means of education, theoretical knowledge must be the basic to prepare students for the clinical practice. On the other hand, the need for nurses to be able to integrate theory and practice effectively has long been recognised. Thus, competent mentors are required to help students in minimizing the theory practice gap. The gap can be bridged through reflection and critical thinking so that experience can be transformed into learning. A good relationship between mentor and mentee is important for learning. Mentees appreciate a learning environment where they have the opportunity to learn, to act professionally and to learn about the values and norms on the ward. Moreover, since nursing is a practical profession, there is a need to ensure that practical assessment systems are able to discern the true knowledge base of students. Alternatively, the key to success is to monitor both student and mentor feedback on the learning practice enviro nment.

Essay --

We are living in the world of technology; the most important of all is the communication channels through which we can communicate with each other ever from far. People need to be in contact with each other to continue their life. There are many ways of communication now a days like phone, internet, email, mobile and face to face interaction. Over last few years technology has been developed so fast that now distance of meters are no more far, the person you want to talk is with you on telephone, the friend we want to chat is at our doorstep through the internet. In short world has become very small due to improvement of technology and still it is increasing day by day. People now choose Social Media over face to face interactions because its better tool for integrated marketing communication.it also provides platform for raising funds and charity. Furthermore it helps to stay in touch with family members that live far away much easier through the use of onlin e social networking. People now choose social media over face to face interaction because...

The Hero’s Journey in Francis Ford Coppola’s Apocalypse Now Essay

The Hero’s Journey in Francis Ford Coppola’s Apocalypse Now The hero’s journey in Francis Ford Coppola’s â€Å"Apocalypse Now† begins in the known natural world. The hero in Francis Ford Coppola’s masterpiece is Captain Willard. A call to adventure arouses when Willard is sent for to report to the general in command to receive his mission. Willard is informed of a renegade Colonel by the name of Kurtz, who has assembled his own followers and army. Kurtz left and disappeared from the Army and is killing American soldiers that come into his turf. Willard’s mission is to travel up river by boat deep into Cambodia, find Colonel Kurtz, and eliminate him by any means necessary. After Willard receives this call to adventure, he sometimes recalls in his head how silly his choice is to go throu...

Teacher Certification Requirements History :: Education Teachers Teaching Essays

Teacher Certification Requirements History The first training facility for teachers dates back to 1785. Many others came about between 1785 and the early 1800’s. It was not until the mid 1830’s that these teacher preparation schools became state subsidized. In the year 1839 the first state normal school was established, two others would follow the next year. Also, during the 1830’s and 1840’s, there was a movement to replace tuition schools with common schools. This created two different types of schools: rural, one room school houses, and city schools (Angus). Teacher certification became a requirement in the latter half of the nineteenth century. The process of certifying teachers began primitively. Prospective teachers were required to take oral examinations conducted by local officials, usually the principal. The purpose of these examinations was mainly to ensure that the prospective teacher was more highly educated than the oldest student attending the school was. Due to the shortage of teachers, the proctor of these exams made sure that almost everyone qualified. Urban boards of education had the liberty to dictate the difficulty of the entrance exams depending upon the current demand for teachers (Angus). An account from Martha Russel’s journal in 1868 regarding these examinations reads â€Å"I feel wretched this evening and a good deal relieved as the teachers examinations came off today and I came through alive, as you see. Did better than I expected†¦there were six in the class† (Macneal). This goes to show that all of the examinations were not as simple where teachers were in less of a demand. In 1897 teacher certification was granted to those who graduated from college without taking any further exams in twenty-eight of the states. Due to the fact that one did not have to have their degree in education to teach, only about a dozen out of the 400 colleges and universities offered teaching degrees. During this time 114 colleges and universities only offered specific courses for teachers. At the close of the nineteenth century the state supported teacher schools, or as they were more commonly called, normal schools became popular ways for teachers to be certified.

Gangs vs Cults

Gangs and Cults Gangs and cults at first glance may seem very different, and in some ways they are, but when you look closer their cultures are very similar. Cults promote a particular belief system, recruiting members by tricking them or influencing them to believe what they are teaching or telling them. Gangs pretty much do the same thing. They create glorified myths about the gang that appeal to young recruits, and far too often these myths become the foundation for young aspirations.Gangs differ from cults by promising things like money, sex, power, and materialistic things to their members. In the following essay I will show how the two groups have similar and different cultures when it comes to the use of symbols, behaviors, and language. Symbols are a very important part of the gang culture. Signs and symbols are used to identify a certain gang or to intimidate and disrespect rival gangs. There are times when they are used to identify a group of gangs, referred to as a â€Å" nation†.Gang members use tattoos, graffiti, and a particular color of clothing to show who they are affiliated with. Cults use symbols to identify different religious beliefs. Some examples of these signs or symbols are as follows; the inverted pentagram is used in witchcraft and occult rituals to conjure up evil spirits, the hexagram is one of the most potent symbols used in the working of the powers of darkness, and the upside down cross symbolizes mockery and rejection of Christ.Symbols are used in very different ways in the two cultures. Gangs represent their set very proudly and openly displaying who they are affiliated with, while cults mostly display their symbols through jewelry. Slang is the unique language used by the street gangs and prison gangs in America. Gangs have created a language of their own. Some of the words and symbols have a universal use and meaning, while others have an ethnic, cultural, or regional meaning.A few terms used by gangs are; a buster-a fa ke or imitation, ace kool-best friend or backup, bangin-gang fighting or violence, baby gangster-very young (7-12 years) who are used to act as lookouts, hold drugs, and guns. Cults use hypnotic language patterns and metaphors, either consciously or unconsciously. Every religion or cult has its own language. Most cults will speak their native language to one another in private, or during ceremonies. It is usually considered rude to not speak common when there are people from another cult present.Cults tend to completely withdraw from normal regular society, into a communal isolated lifestyle. That lifestyle can be a relative one, where people withdraw locally within their regular communities, or, actually withdraw as a group into a distant or remote area with others who follow their beliefs. The polygamists of southern Utah, who live in Colorado City, are an example of this behaviour. Gangs on the other hand are completely different when it comes to behaviour. They are typically ref erred to as a group of people who engage in criminal activity.Gangs exist in urban and even in rural areas as well. There are well over a quarter million youths throughout the country who are involved in gang activity (Curry et al. 1992). In Los Angeles County their violent acts claim an average of one life a day (1989 McBride & Jackson). In the past three-and-a-half years, more than 23,000 people have been killed along the U. S. border in connection with gang violence. â€Å"21 dead in Mexican gang gun battle near U. S. border,† The Associated Press, July 2, 2010. These two groups are similar in the way the form their groups, and recruit members.Yet they are very different in their actions. In spite of external pressures on gangs and cults to conform to conventional social norms, they choose to follow an alternative lifestyle and adopt untraditional values. While some members of the general public tolerate their existence, others express covert or even hostility towards them through threats or physical crimes.References Bissel, B. (n. d. ). Signs and symbols. Retrieved from http://www. exposingsatanism. org/signs2. htm Walker, R. (2010, November 09). Gangs or us. Retrieved from http://www. gangsorus. com/index. html

Selection of College Major

Purpose 1 is to generate a personal analysis of personal behavior based on the responses that I have formulated and gathered from the Self-Analysis Worksheet. Purpose 2 is to develop critical thinking skills with the use of the available data and information with an integration of the lessons that are discussed in class. Questions Question 1 is about the capability of this assignment to bring out the critical thinking skills that I posses. Question 2 is about the relevance of this assignment in the development of my critical thinking skills. ConceptsAccording to the assignments, concepts are ideas that we use in thinking to be able to make sense of something. In line with this one can generate three basic types of concepts, cognitive concepts, behavior concept and affective concept. Cognitive concepts are ideas that helps us to become aware of the things the surrounds us. Usually these ideas compose the things that we learn through the use of our sense-perception. For instance the co ncept of finishing college in four years is a standard cognitive concept among students taking a four-year baccalaureate degree.Behavior Concepts on the other hand is composed of ideas that makes sense of our habits or those that are formed through everyday experience. Behavioral concepts includes the ideas that one use to justify his/her action. One major Behavior concept could be the optimistic behavior that I have towards finishing college through going to class everyday and taking notes during lectures. Affective Concepts are those that make sense of our fears, goals and ambitions. Somehow, affective concept s is responsible for the purpose of ones actions.Such is the case that one does not do bad things because it generates bad Karma or because it makes one to become hated. Information Study I found out that when I study for two hours for a subject, I anticipate that I could get high grades. This is a cognitive concept since these are information I gathered from observing my ac tion through factual data available in the surrounding. In relation to studying, I turn into behavioral concepts that reflect my study habits, which are taking notes and studying in bulk once a week or before examination.Affective concepts in relation to study can be seen in the way that I sense relief after studying and sense of enjoyment I felt when studying with the music turned on. Motivation to Complete College I have learned that my motivation to complete college basically arise from the changes that college can bring to my life. The commitment that I have, to finish college in four years is actually the main reason why I am striving so hard to finish my studies on time. Mainly, the idea of completing college and enjoying the life that it could open to me motivates me everyday into looking forward to do my best.Selection of College Major In selecting my college major I believe that it will dictate the course of my life and my career. Nonetheless, it is only now that I learned that it also hinders me to study other things besides my major subjects. It somehow limits my horizon and cuts off my other potentials. Family Responsibility and Support I found out that I am not yet ready for any family responsibility. I still enjoy my life as a child and a teenager. My family is very supportive of me and I want to help them in as much as I can. Thus, I seldom ask for financial support if I can manage my own expenses.Support from Instructors or Counselors Instructors and Counselors can really help one out in his or her assignments and the topics that he or she cannot understand. I found out that I do not really ask help from my instructors and counselor as much as I should, especially when I do not understand the lessons. Assumption Assumption 1 is about the reason why I am in college. Before answering the worksheet, I assume that I go to college simply because everyone is in college. But through thinking about it in a deeper sense, I have realized that it is reall y a personal want to finish college and start a new life.Assumption 2 is about taking my major course. Before, I assume that I take the major because it seems fine and I find it easier than other majors, now I realized that there are so many things that I cannot do anymore because I need to concentrate on my major. Thus taking a major is actually a matter of priority rather than of luck or chance. Inference Inference 1 is about the fact that after completing the worksheet I would try to give some more time to my studies. With respect to this, I would try to asked questions to instructors and counselor/s when needed.Inference 2 is about making more appropriate decisions through critical thinking. That is that this assignment will be able to help me practice critical thinking in dealing with ideas and concepts. Implications Implication 1 is if do study on time and if I consult with my instructors, if I will be able to utilize my time more effectively, I would be able to have higher gr ades and I will be able to finish my college degree. Implication 2 is if I do not develop critical thinking during this assignment, I might as well repeat the assignment and find out what might be the reason why I cannot develop critical thinking.Point of View I view myself as a student who is ordinary, I mean someone who is neither a high profile intellectual nor a retard. I study for the sake of having a degree not because I love the major or I dreamed of being successful in the field. As a student I often look into things with lesser depth and with a practical point of view. This assignment has helped me sort out my behavior and my ability to reason. It gives me an idea regarding how I see myself. It develops a deeper and more profound type of thinking that makes one realize that there are reasons behind things. Reference Person. Lecture Notes and Assignments. 2008