An exploration into the perspectives of working mothers on their young Dissertation

An exploration into the perspectives of working mothers on their young children's social life - Dissertation Example Working mothers face the dual challenging of providing economic support and taking care of the needs of their children. Due to this challenging situation, many working mothers tend to adopt various perspectives depending on their individual situation and priorities. One category that often gets neglected among necessities such as food and education is the influence of social life in the social development of young children. This study tries to explore and find out the various perspectives that working mothers have with regard to the social life of their young children. The study is based on qualitative interviews conducted for different individuals such as working mothers, non-working mothers, children and fathers. It was found that these different categories adopted different perspectives when it came to social life. Purpose and Aims The goal of this study is to understand the way in which being employed changes the perspective of working mother’s towards the social life and social development of their children. The aim is to focus on mothers with young children to explore if there are differences in perspectives between working and non-working mothers. Most researchers who have explored the topic of employed women and effects on children have focussed mostly on the challenges and work life balance. In addition, the research had focus on overall development, but not on social development exclusively. The impact of social development because of the mothers being employed is a topic that has not been explored fully. This research aims to fill up the gap to provide more insights and understanding of the subject. Social life among young children often takes a backseat because a huge amount of the working mother’s time is taken away in catering to the basic necessities such as good food, high quality education and co-curricular activities. As social development is essential in young children, it is important to understand if the involvement of the mot her in social activities proves to be an influence in the way their social life shapes up. In the modern day society, the social development of an individual is as important as any other aspects of development. The way in which any human being behaves in a social set up gets majorly influenced by the social life they encounter during the period when they were young. In such a situation, the perspectives that the mothers have regarding the social life of their young children become important. The concepts of social developed and the influence of mother in this developmental aspect is looked at in a detailed manner in this research. In this research, the category of working mothers refers to mothers who are working full time in an organization and hence, who spend the major part of the day outside the house and away from the children. The category of young children is narrowed down to children who are between the ages of 7 – 14. The research aims to identify the different persp ectives as well as the reasons as to which the working mothers have adopted various perspectives. New mothers who are concerned about the social development of their children can benefit from this research. In addition, child psychologists and counsellors also can understand the various perspectives and the influence that each of these perspectives have on the social life of the children. The specific research questions are to find out the

The Assessment Process Essay Example for Free

The Assessment Process Essay Introduction Assessment is the process of judging a learner’s skills and knowledge within the work place or training environment, set against the National Occupational Standards. (NOS) These standards reflect best practice in the particular industry. Learners will be assessed as either competent or not yet competent and their evidence will be judged as sufficient or insufficient for them to have reached these standards. see more:identify ways of supporting an individual to make informed choices The assessor will work closely with the learner and work towards a National Vocational Qualification (NVQ) Note NVQs in the UK are now progressively being replaced with the Qualifications and Credit Framework (QCF) NVQ’s are typically arranged in levels which are structured into units each unit carries a number of credits, they are competency based i. e. they require the demonstration of abilities to perform a standard of job, both in skills and an understanding of what the learner does and why. Learners can undertake an NVQ at any time, they will be required to attend an initial induction session within which the learner will choose units to work on. Each unit covers a general area of work and carries a certain number of credits and outcomes. Learners are required to complete a number of mandatory units and then optional units are chosen to achieve the required number of credits. Learners will have regular meetings in the workplace, with their assessor to discuss evidence criteria, progress and set targets. The Assessment Process The assessment process can be broken down into the following sections :- 1 Recruitment, induction initial assessment Once the learner is recruited and inducted into the programme an Initial assessment is carried out. This involves the identification and collection of a wide range of information to enable the assessor to develop an effective, efficient, personalised and positive training programme for the learner. The assessor’s role is to aid the learner to gain an overview of the qualifications he or she hopes to gain and to plan their route to achieving it involving selecting the right units, in the right order and identifying any extra support they might need. Information collected during the initial assessment includes:- * Social/ethnic background. * Learning difficulties, disabilities and health or personal difficulties. * Previous abilities, experience, education, qualifications and achievements (RPL) * Learner strengths. * Areas for development – weaknesses. * Current job role. * Learners short and long term ambitions, goals, needs and expectations. * Time resources. * Available facilities and support. It is the assessor’s responsibility to determine the learner’s attitude and commitment and to ensure that he/she is fully involved in the process. Failure to carry out a thorough initial assessment can result in guiding the learner to unsuitable options, the training taking too long and wasting time, effort and resources, leading to frustrated learners and resulting in a high rate of â€Å"drop outs†. 2 – Planning Before the assessment of a learner begins, it is important to make a plan of how the assessor will carry out the assessment. The overall aim is to plan for the types of evidence needed to inform the assessor’s decisions. A holistic approach is important here i. e. the assessment process needs to be planned around what the learner is doing, then linking these activities to the occupational standards, not the other way round Important for learners in the working environment. Valuable steps for the assessor during planning are to :- 1. Ensure an overview of all the relevant units within the learners chosen path, taking into account the results of the initial assessment. 2. Have all necessary documents concerning the learners existing achievements to hand 3. Gauge the level at which the learner is currently working. 4. List day to day activities, responsibilities and functions and link units to these key activities It is vital that the learner is involved at every step of the process, and crucial that all details are agreed by him/her especially the learning goals and time scales. Assessment plans The results of the planning stage should be recorded by the assessor on a document called The Assessment Plan. Each assessment plan should record :- * Who is being assessed, where and when. * What activity is being assessed, and the units for which the evidence will be provided * What assessment methods will be used, how they will be recorded and where the evidence will be stored after the assessment. * When and how feedback will be given. * Who else needs to be informed of, or involved in the assessment. * What the arrangements are for reviewing progress and updating arrangements for assessment. * Anything the learner needs to bring on the day of assessment. 3 – The fundamental responsibilities of the assessor Good assessment practice relies greatly on an honest and trustworthy relationship between the assessor and the learner, vital for successful and credible results. Credibility in assessment is guaranteed by ensuring that all assessment practices and procedures are governed by the following set of principles :- Fairness, transparency objectivity. The assessor must :- * Give the learner the best opportunity to demonstrate their learning and knowledge and the assessment process must not hinder or advantage the learner in any way. * Consider the needs and characteristics of the learner. * Provide transparency i. e. communicate clearly with the learner to ensure he/she is fully informed about, understands and is able to participate in the process. * Inform of appeal opportunities and procedures. * Not discriminate on sex, race or disability (the equality act 2010) Validity. Validity is a measure of the accuracy of an assessment or is the assessment actually doing what it is supposed to be doing? Each assessment should be designed to allow learners to produce the evidence to show that they have the required knowledge, understanding and skills for the qualification they are aiming for. An assessment is valid when it :- * Is appropriate for the purpose, e. g. a practical assessment should be used to assess practical skills, a written assessment that asks learners to write about a skill rather than demonstrate it would have low validity. * Allows learners to produce sufficient evidence of the knowledge, understanding and skills that are required to satisfy standards of the qualification. * Allows assessors to make reliable assessment decisions for all learners. Reliability Reliability is a measure of the degree of consistency with which a learners responses to an assessment are judged. To be reliable, assessment decisions on learners performance must be consistent across all assessors for all candidates undertaking the same assessment task. In any assessment system, procedures have to be put in place to ensure this. Assessment decisions are reliable when :- * They are generated by valid assessments which are produced under conditions of assessment that are consistently applied. * They are consistent across the range of assessors applying the assessment in different situations, contexts and with different learners. * They are taken on the basis of clearly-defined standards of performance. * The authenticated work of the learner is being assessed. * They are consistent over time. The relationship between validity and reliability Validity and reliability are interdependent. An assessment that produces inconsistent results cannot provide valid information about a learner’s achievement. On the other hand, highly consistent results do not necessarily indicate high validity, since the test may be inappropriate for the competence being assessed. For example, the results of a maths test involving routine calculations may have a high degree of validity for indicating arithmetical skills but a low degree of validity for indicating problem-solving abilities. High validity and high reliability are more likely to be achieved when assessors :- * Measure learners against outcomes of learning which have clearly defined performance levels. * Use assessment instruments that are appropriate to the outcomes. * Minimise subjectivity. 4 Learning and development The learner undergoes training and development over time and :- * Acquires skills and knowledge. * Practises and applies what they have learned. * Starts to perform to the standards. * Consistently performs to the standards under a variety of conditions at work. Assessment for learning takes place at regular intervals to see how the learner is progressing. Learners are given feedback on their performance, targets are adjusted and further training and development are arranged as necessary. Formative Assessment Formative assessment is an informal process used by assessors and learners to recognise and respond to student learning in order to enhance that learning during the learning. It is a method of assessing for learning as opposed to assessment of learning (summative assessment) It takes place during the assessment, is an integral part of the learning process and involves the assessor indentifying the learner’s present standard of abilities and work. It provides feedback which supplies suggestions on how the learner can develop and helps the assessor to modify the learning process to suit the learner on an ongoing basis. Advantages :- * Provides the learner with a â€Å"safe place† allowing him/her to make mistakes and learn from them as opposed to the penalties of summative assessment. * Guides assessor into making decisions about future instruction enabling them to keep track of progress and adapt training to the needs of learners. * Improves learner motivation and achievement. * Engages the learner in self assessment. * Facilitates continuous improvement for both learner and assessor. Summative assessment Summative assessment focuses on learning completed, happens after a learning period and comes in a form of formal testing of what has been learned to produce marks or grades. Advantages:- * It acts as a formal measurement and evaluation of a learner’s growth and achievement after instruction. * Enables learners to enhance their achievements. * Provides rigorous, reliable and valid verification of a learner’s performance. * Develops learners as active participants in their own assessment, enabling them to develop as independent learners and effective professionals. 5 – Assessment methods There are many assessment methods available to the assessor. It is important to choose methods which are fair, valid and most effectively assess the objectives of the unit. See table below which lists the key methods and their application METHOD| DESCRIPTION| APPLICATION| Observation| Watching learners perform in the workplace or simulated environment | To see learners demonstrate their practical skills as they do their job activities. Most standards specify observation as a mandatory method| Examining or evaluating work products| The outcomes or products of a learners work activity or task| In conjunction with observation,questioning or professional discussion – must be the result of real work| Questioning| Using a range of questioning techniques either spoken or written| To find out whether the learner has learned necessary knowledge| Discussion| A conversation in which learners describe and reflect on their performance and knowledge in relation to the requirements of the standards| To test the validity and reliability of a learners evidence. Can often be used to cover a range of work activities and units. An affective way to test deep rather than superficial learning| Evidence from others (witness testimony)| Another person’s account of what the learner has done, usually to confirm existing knowledge from assessors own observation| To support an observation and to confirm consistent performance over time. May be used in conjunction with RPL to verify a learners claim to existing knowledge and skills| Learner statements| The learners account of what they have been doing in relation to the standards to be achieved| To support consistent performance over time. Or for evidence of reflection on, and improvements in, performance | Projects, assignments and case studies| Assessing the outcomes of case studies, projects and assignments that the learner has undertaken as part of their vocational learning against specified criteria| In conjunction with questioning or discussion (although projects and assignments set as part of the learning process provide no evidence of competence)| Simulation| Using a replica of the work environment to assess competence. When it is impossible or unsafe for the learner to perform in a real-life work environment| Skills tests| Formal testing of skills under test conditions| When it forms part of the requirements for independent assessment in certain qualifications. Usually where the learners need to acquire a range of technical skills before they can perform them in the work environment, or safety related knowledge and skill requirements. | Recognition of prior learning| Assessment of a learners existing level of knowledge and skill in relation to the standards| To match prior learning to units in a qualification so the leaner doesn’t have to repeat what they have already learned. Without detailed assessment it can be difficult to judge whether prior claims constitute valid, authentic and current evidence. | 6 – Evidence All the different methods of assessment have one thing in common the collection of evidence. Evidence can be defined as The proof produced by a learner that shows that he/she complies with the requirements of the criteria of the standards they wish to gain credits for. Evidence can come from a variety of sources, it is the responsibility of the assessor to ensure that the evidence collected is valid i. e. is authentic, sufficient and current before he/she can make an accurate judgement of the learners competence. Authenticity of evidence * Can the evidence be attributed to the learner? * Is the evidence the learners own work? The assessor has to verify that the evidence is the learners own work therefore the learner must be able to explain and substantiate the evidence produced. Sufficiency of evidence * Is there enough evidence to meet all criteria needed to judge the learner as competent? * Is the assessor confident that the learner has the relevant level of knowledge and skills and that performance can be repeated? Rather than focussing on quantity of evidence the assessor needs to ensure that assessment decisions are based on quality of evidence that demonstrates the learner is competent. To be sufficient evidence must show that :- * The learner has attained all of the relevant skills and knowledge outlined in the standards. * The learner has shown competence over a period of time. * The learner is confident to repeatedly demonstrate skills and knowledge. Currency of evidence * Is the evidence related to current competence? The assessor needs to judge the evidence as up to date with the latest developments and environmental factors such as legislation and must assure that it is the most recent available, especially important when assessing prior learning.

Culture of India :: Ancient World Culture

It is not surprising that thinkers as diverse as Ralph Waldo Emerson and Mahatma Gandhi have found inspiration in The Bhagavad Gita, the great HINDU religious poem. At first glance, this statement must seem odd to you: after all, The Bhagavad Gita describes a momentary surcease in a vast battle in which brothers fight brothers in bloody, historical technicolor. The principal character, Arjuna, sits in a chariot in the midst of the mass of soldiers who wait -- surprisingly patiently -- as Arjuna looks into his conscience and questions his divine charioteer, Krishna. Krishna's temporary job as charioteer is by no means accidental: this moment before the heat and horror of battle was chosen as precisely the right time to reflect on the nature of duty and devotion. The Bhagavad Gita, then, becomes a record of Arjuna's questions and Krishna's provocative responses. You might ask: What does this single work, a strangely didactic addition to the epic Mahabharata, "say" about ANCIENT INDIA? What does this work "say" about modern India? Can a reading of The Bhagavad Gita help us today to "recreate" life in Indian societies some 25 centuries ago? Can a reading of The Bhagavad Gita "disclose" elements of Indian life? It is doubtful that Emerson read The Bhagavad Gita as a guide to the world of the Hindoos (as he would have spelled it). It is doubtful that he felt he "knew" India as a result of his reading, much as people (foolishly?) feel they know a country by reading a travel and tourism guide to that nation. Instead, Emerson responded to the great concepts and questions that The Bhagavad Gita explores: the notion that an individual human life is but part of a greater reality of which humans, likewise, are a part; the notion of the transitory nature of suffering and pain (not to mention pleasure); the valorizing of the spiritual, not the material, part of human nature.

Electrolytes :: science

Electrolytes Electrolytes are liquids that conduct electricity. Most need to be dissolved into water or another solvent. Battery ¡Ã‚ ¦s have an electrolyte in them, either as a liquid or as a paste. Liquid electrolytes are used in electrolysis, electroplating, and other chemical processes. When electrolytes dissolve they release positive and negative ions. The released ions carry electric charges between electrodes, in the solution. Cations (a positively charged ion that migrates to the cathode, a negative electrode) carry positive electric charges toward the cathode. Anions carry negative electric charges toward the anode, positive electrode. Strong electrolytes release many ions and conduct electricity well. Weak electrolytes, like acetic acid, don ¡Ã‚ ¦t release many ions and conduct poorly. Non electrolytes, like sugar, release no ions and form non conducting solutions. A couple electrolytes conduct electricity as solids. These solid electrolytes have ions that can move and carry charges without solvents. There are two ways to be able to have ions that are able to conduct electricity, the dissociation of Ionic Compounds, and the Ionization of Polar Covalent Molecular Substances. The Dissociation of Ionic Compounds is where particles are ionically (electrically) bonded together. They already made out of cations and anions, but in their solid state the ions are locked into position in their crystal structure, and can ¡Ã‚ ¦t move around. When the ionic compound is dissolved into water the water molecules, which are polar,(having a positive and a negative end) will be attracted to the positive ions. This attraction of different charges will create tension in the crystal and it will overcome the attice (the arrangement of molecules in a crystalline solid) energy keeping the crystal in place. Once this happens the cations will be surrounded by water molecules, and so will the anions. This is called the solution process. This makes a lower order of organization of the ions. The ions are now in a simpler form so they have higher mobility, and can carry electrical particles to conduct electricity. Salts that are completely dissolvable in water are usually strong electrolytes. The salts that are barely dissolvable are weak. The strength of an electrolyte is measured by its ability to conduct electricity. There ¡Ã‚ ¦s also the way of Ionization of Polar Covalent Molecular Substances. Polar molecular substances are substances whose atoms are co-valently bonded. Each molecule has a net molecular dipole moment (the product of the distance between two poles of a dipole and the magnitude or either pole) that is made because of the dipole moments of the bonds do not cancel each other out.

A Different Kind of Leadership

When The Economist magazine recently asked 180 leaders what the major influence on future organizations would be, two-thirds of them said it would be teams and groups. Clearly, the John Wayne model of leadership won't work. What is needed today is a different kind of leadership. People who think they can do it by themselves are somewhat deluded. Despite these kinds of statements the cult figure of the Chief Executive Officer still exists. They are enshrined, and probably celebrated too much. This is partly an American phenomenon. However throughout Europe there are beginning to be reactions against these icons for companies and these are ominous signs for the future of figureheads. Groups, teams, communities, partnerships, stakeholders, colleagues, collaborators signal the end of the â€Å"Great Man,† the death of the John Wayne myth. As the business world becomes more complex and interdependent, executives cannot afford to lead in isolation. Instead, they must tap into the collective knowledge and expertise of their colleagues by creating real teamwork at top levels of the organization. They need to build truly effective leadership teams. Successful management in today's society are forever trying to seek out the most competent individuals to employ in specific roles within a business environment. The criteria on which an individual is selected are widely recognised as the common attributes of a leader. These qualities would include; intelligence, forcefulness, sensitivity, patience, decisiveness, the person would be reflective and dynamic, a good communicator as well as being a good listener. The list of desirable traits continues to describe the perfect leader-manager who would be effective and most probably flawless. In reality this person could not exist, simply because many of the characteristics seem to conflict with one another. It is unlikely that someone could be both forceful and particularly sensitive. The inability of a single individual to possess all the skills that are sought after, presents the opportunity for the development of a team that certainly could. Teams also have the advantage that if a single member of a team is unavailable, then the productivity of the team may not be impacted significantly, whereas if a single person had full responsibility for a task and then was taken ill for example, any progress due to be made on the task would be halted. Another problem with focussing on training individuals to a high level and therefore becoming somewhat reliant on that person is that, if that person decided to leave to take a position with a competitor or to take early retirement to spend time with their spouse then the business is left trying to adjust for the loss. By focussing on teams the business is somewhat less exposed to these potential problems. However the development of teams to provide protection against competitors ‘poaching' personnel, has become less effective, especially in the service industries. An example of this kind of activity occurring was seen in November 1999 when a team of Merrill Lynch & Co. telecom analysts defected to Credit Suisse First Boston (CSFB). This forced Merrill to reshuffle its depleted research effort just as the firm's telecom bankers were positioning to land the mandate on what could be the biggest initial public offering in history. The highly regarded telecom analysts Dan Reingold and Mark Kastan left Merrill for CSFB on 22nd November, taking with them a group of five other analysts – almost Merrill's entire U. S. telecom research team. With such an emphasis on the formulation of effective self-managed teams, the question of whether leadership is actually required arises. It has been suggested that to organize genius and to have a great group, the fine art of herding cats must learnt. This analogy is used to demonstrate the difficult skill of persuading members within a team to carry out tasks they may not particularly want to, and feel good about doing it. This ‘soft skill† is very important if a group is to have a member in a leading capacity. Some leaders have managed to succeed without having great people skills. Examples include Steve Jobs at Macintosh Computers, Walt Disney, Kelly Johnson at Lockheed's Skunk Works, and John Andrew Rice at Black Mountain College. In fact they have been described as having herded their cats with whips; and yet still produced phenomenal results. Leaders typically provide direction and meaning that resonate in the heart, soul and mind. But many leaders of great groups are abrasive, if not downright arrogant. Another analogy used to describe these people is that they are all alchemists. They are creating something out of nothing. They are creating something magical. They are creating an object of enchantment. An explanation given for why these team leaders were obnoxious at times was that when believing that they were involved in a group that would change the world, they could be afforded the opportunity of being a â€Å"son-of-a-bitch† for a time. If a group can be created that thinks they can â€Å"make a dent in the universe,† as Steve Jobs told the team that created the Macintosh computer, one's personal foibles, losing one's temper, one's style become less important. If the team feels transported, and part of the excitement, the thrill and the electrifying feeling of doing something that nobody has ever done before, arrogance on behalf of the leader can be excused. Undoubtedly this aggressive style of team leadership producing outstanding results is the exception to most group situations. The charismatic nature of the people involved probably had more to do with the eventual result rather than the manner in which they lead. Charisma is intangible, difficult to assess, and cannot be taught, yet can override all learnt skills of good team leading. However there have been studies that suggest that the personality of the leader may adversely affect the team†s performance. Mary Fontaine, head of the Hay/McBer's competency practice, a U. S. management consulting group, carried out a study that found that team leaders with a variety of managerial styles-authoritative, affiliative, democratic and coaching can be successful as long as they encourage dialogues. However team leaders with a coercive managerial style were found to be far less successful at promoting dialogues. In contrast to the success of the individuals and their organisations mentioned earlier it was found that it wasn't the best and the brightest who excelled. â€Å"Sucking the oxygen out of the room with excessive charisma or with an intimidating intellect and self-confidence was often detrimental to team efforts,† Fontaine says. â€Å"The truly outstanding leaders frequently were those whose contributions were less visible, who worked behind the scenes to create structures and arrange for organizational supports that made it easier for their teams to excel. There seems to be a threshold level of team skills required to be a competent leader, and above this level charisma can either make an average leader-manager into someone special or more likely hinder the groups performance. The ideal that leaders are not born, but make themselves supports this theory. A person may develop to be charismatic, however in order to grow as a leader they must learn the necessary people or ‘soft† skills. These are the hardest skills to learn. They are the things that will make the biggest difference in organizations. Bob Haas, CEO of Levi Strauss, has said the hard skills are not getting the pants out the door. The hard skills are creating the work force that will be motivated to be productive. So, the soft skills are the hardest skills. It seems that there is still a place for leaders within teams, but not in the traditional sense. Leaders are purveyors of hope who suspend disbelief in their groups. They represent the group†s needs and aspirations. They don't know that a task cannot be achieved. Most individuals are hungry spirits, and any leader who can dangle a dream before them usually gets their attention and the collective talents within a team make that dream a reality. Today the one thing that the majority of professional people want is to be inspired. For many years the qualities of individuals have been studied, and the successful characteristics copied. However the successful features of a management team are less well understood. A team has proved more difficult to study than a single person. However there has been recognition of some of the main elements of what makes one team more successful than another. A number of studies have been carried out to try to depict the foundations of teamwork and the complimentary relationships between members. The format of the team and the relationships within seem indicative to whether the team is successful. It is not necessarily the ability of individuals within the team. Given a free choice of members and the need to form a high-powered management team to solve complex problems, it would seem sensible to select members who have sharp analytical minds. This would suggest creating a team composed entirely of intellectually clever people. These types of people would be equipped for coping with major projects and big decisions. Creating a ‘Think-Tank' would initially appear to be the best solution for high profile managerial teams. However, studies carried out by Belbin concluded that the grouping of highly intellectual and similarly analytically minded people within a team in general does not produce the expected high performance. Belbin championed the result as â€Å"Apollo Syndrome†, named after the team consisting of the intellectually clever people that carried out the executive management exercises he designed. The analysis of these highly intellectual ‘Apollo' teams illustrated some of the flaws within the group interaction. A large proportion of each individual's time was engaged in trying to persuade the other members of the team to adopt their own particular, well stated, point of view. No one seemed to convert another or be converted themselves. This was largely due to the ability to spot weak points in each other's argument. There was, not surprisingly, no coherence in the decisions that the team reached – or was forced to reach. Subsequent to the eventual failure of the team, finishing last in the exercise, the aftermath was marked by mutual recrimination. If having a team consisting of homogeneous people with respect to members' demographics, cognitions and high intellect does not create a successful group, then the obvious alternative would be to create groups of heterogeneous individuals. Scholars have carried out studies to investigate the various types of diversity within a group. Diversity differentiates individuals by the degree to which they are directly related to the task at hand. Job relatedness is one form of diversity and is an important property because it determines whether a particular type of diversity constitutes an increase in a group's total pool of task-related skills, information, and perspectives. The magnitude of this pool, in turn, represents a potential for more comprehensive or creative decision making. This concept has been studied by Milliken and Martins. The idea of having a diverse team to provide a wide spectrum of views has been used as a starting point to formulate teams. However, teams do not just happen when people get together. At the start, a team is just a collection of individuals. And, like most collections, it is only as strong as its weakest member. The optimum number of individuals within a team is a major issue for discussion when creating a team. This figure would to some extent depend on the amount of work that needs to be performed. In general the larger the group, the greater the unseen pressures that make for conformity. These pressures may impinge upon an individual to the extent that in mass meetings, congregations and assemblies they feel anonymous. Behaviour within the group is further complicated by group structure. The stronger the structure, the less tolerance there is for dissenters or for any form of deviant expression. Where groups are unstructured, for example large numbers of people meeting for a purpose but without any imposed constraints, studies have shown that rather than the individual recovering a sense of mature individuality, they are likely to revel in the anonymity which size offers. Investigations have discovered that large gatherings of people has the effect of either their constituents becoming excessively passive or, if full self-expression is permitted, inclined to irresponsible behaviour, aggressive verbal declarations, or even acts of destruction. In a team building situation this type of behaviour would clearly not promote the synergy and effectiveness that is sought after.

Tattoo Removal - How to Remove Tattoos

Tattoo Removal - How to Remove Tattoos Tattoos are meant to be permanent, so as you might imagine, they arent that easy to remove. Generally speaking, tattoo removal involves destruction or decolorization of the tattoo ink or else removal of the skin that contains the tattoo. A surgeon usually performs one of the following procedures on an out-patient basis: Laser Surgery This is the most common procedure because it is bloodless and produces few side effects. Laser light is used to break up or decolorize the pigment molecules. The color of the laser light depends, to some extent, on the color of the tattoo. Multiple treatments may be required. Effectiveness depends on several factors, including the chemical nature of the tattoo ink. Dermabrasion The doctor abrades or sands away the top layers of the skin to expose the tattoo and remove the ink. Some discoloration or scarring may result. Incomplete tattoo removal may result if the tattoos were inked deeply into the skin. Surgical Excision The doctor essentially cuts out the portion of tattooed skin and stitches the skin back together. This treatment is appropriate for small tattoos. A raised scar may result at the site of the stitches. Tattoo Ink Recipes | Tattoo Ink Chemistry

Nursing Essay Writing How the Paper Differs from Other Types

Nursing Essay Writing How the Paper Differs from Other Types Among a variety of occupations, the nursing profession is among the most demanding ones. The essential goal of the job is to maintain a healthy level of life and provide the population with a decent level of medical care. The studies of a nurse compose of numerous activities, and writing an essay is only a single type of assignment that is fulfilled by young practicing nurses. A professional medical nurse should be capable of boasting with extensive writing skills that are required for everyday medical practice. The description of the health status of the patients and clinical observance of the disease history require decent skills of writing in order to provide a detailed analysis of the medical case. What is Professional Nursing Essay Writing? Good quality essay writing proves the dedication of a medical student to the case. It forms the required level of professionalism in both social and educational fields. Writing is obviously an essential part of the medical work, so it is an integral skill that is necessary for every representative of the profession including both nurses and high-class practitioners. A fundamental difference of nursing writing against all other academic writing fields is the importance of material due to a great impact on the life of a potential patient. The nurse that will work on the assignment needs to put into operation all the practical skills, supporting them with the evidential base. Most of the writing is expressed through the observations of the student so that is why this activity is among the most essential skills for medical nursing students. The essay writing on nursing topics prepares the students for the following future responsibilities: Nursing resumes with the description of personal skills. Creation of health history. Taking nursing notes regarding the health state of the patient. Creating the nursing care plan and medical report. Researching the disease case. Reviewing medical articles with the following critical analysis. Organization of comparative charts regarding some particular situation. Personal Qualities the Nursing Essay Reveals The work of a nurse requires a portion of decent skills. The process of academic writing can be considered a preliminary stage of formation of the habits and abilities which are necessary for the foundation of a personality of a medical worker. It teaches attentiveness. The writing involves numerous aspects, and a student is supposed to maintain a decent level of attentiveness in order to work simultaneously on various aspects of the research object. It develops self-organization. The amount of the types of essay assignments differs greatly starting with simple explanatory texts and finishing with some serious nursing presentation topics to teach the student the self-control. It increases the adaptability level. The written tasks are composed of numerous sub assignments from various medical aspects, so it is required to shift from one field of medicine to another using all the knowledge in possession. It contributes to the growth of quick-thinking. There are multiple tricky tasks that develop powerful situational thinking. It increases the level of hard working. Medical students obtain a lot of tasks, and professors demand all the tasks to be fulfilled on time. That increases the hard-working level a lot. Specifications for Nursing Essay Writing Demands The nursing writing has several points to which the writer should pay a portion of attention. All the points are connected with the academic formatting of the document and form a contextual unity which solves the assignment. Content. The essay’s content is dictated by the questions that are posed in the task. The content should correspond all the assignments posed in the task. Structure. The structure of the text should be logically organized so that the readers could understand the order of the writer’s thought and receive the information in small portions. Such presentation of the ideas is more beneficial for apprehending the material. Balance is a specific feature of the nursing essay when information is analyzed from various points of view and such approach forms the credibility of the material that is under review. Argumentation. Every decent medical essay should be filled with strong arguments as they make the work look solid and reliable. It increases the work’s applicability and value among the essay of similar type. Theoretical basis. The fundament of every essay is the theoretical basis. The student should prepare strong evidence and interesting investigations which are supposed to describe the case in the brightest light. Applicability. Most of the nursing essays have a practical aim and the applicability is among the most vital features of nursing essays as it shows how important the conducted investigation is as well as what positive changes it can bring. Facts. Like any other paper, nursing writing assignment has to be interesting as well. Thus, make sure you have used catchy facts that will help you make the audience involved in the writing. Hopefully, the information above will add you some knowledge about the importance of professional nursing essay writing, and how students develop themselves while working on it. There are practical types of assignments which basic goals are to contribute to the development of health level in the world.