Women in Psychology Essay Example for Free

Women in Psychology Essay Modern Psychology has been formed mainly by men during the 19th and 20th century, men like Wilhelm Wundt, Henri Bergson, and Sigmund Freud, major philosophers of the era include Franz Gall, Francis Galton, and William James. During these times women were not taken seriously in psychology; it took strong, pioneering women, such as Margaret Floy Washburn, Karen Horney, Mary Calkins, and Mary Cover Jones to bridge the gap in this male- dominated field of science. Mary Cover Jones looked at what others had studied, and rethought how to make the science better; she is known as the â€Å"Mother of Behavior Therapy† (Nevid Pastva, 2011, p. ), and contributions to psychology. Mary Cover Jones background Mary Cover was born in Johnstown Pennsylvania, in 1897. Always wanting knowledge she attended Vassar College, graduating in 1919. Mary took every psychology course offered with the exception of one. Mary Floy Washburn’s senior seminar in psychology do to Washburn disallowing Mary because of a middle of the road grade received in a laboratory course her sophomore year (Mary Cover Jones (1897-1987), n. d. ). After graduating from Vassar, Mary Cover began her graduate work at Columbia University and received her Master’s degree in the summer of 1920. While attending Columbia she met and married Harold Jones a fellow graduate and who the Harold E. Jones Children Study Center at Berkley University is named after. In 1923 Mary Cover Jones was appointed Associate in Psychological Research at the Institute of Education Research, Columbia University College Teachers College (Mary Cover Jones (1897-1987), n. d. ). Here is where she started her most famous study of Peter and his fear of furry animals. Peter and the rabbit In 1920, Mary Cover Jones attended a lecture given by John B. Watson on a child named â€Å"Albert† who was conditioned to be afraid of anything with fur due to scaring â€Å"Albert† with loud sounds whenever the infant reached for a white rat. While listing to the charismatic Watson, Mary wondered if Watson’s learning approach could be used to remove children fears (Nevid Pastva, 2011, p. 1). In 1924 Mary was introduced to Peter, a three-year-old that had a natural fear of furry animals. Adapting from Dr. Watson’s study Mary observed Peter at play in his crib, introduced a white rabbit and noticed Peter cry and flail until the rabbit was removed. Throughout her study Mary tried to introduce things Peter liked along with the rabbit to see if she could condition Peter into embracing the rabbit instead of afraid. With the other stimuli, (food) being added as the rabbit was introduced into Peter’s â€Å"space† Mary was able to bring the rabbit closer and closer until the rabbit sat on Peters lap as he ate. This counterconditioning of Peters fear not only removed his fear of Rabbits but also other fears such as, cotton, a fur coat, and Feathers (Nevid Pastva, 2011, p. 1). Contributions to psychology Peter may have been what Mary Cover Jones was most famous for, but she did much more for psychology among those are on how early and late maturation in adolescence effect personality, personality antecedents of drinking problems (Logan, 1980, 103). Mary was instrumental in her husband, Harold E.  Jones, establishment of the institute for Child Welfare at the University of California, Berkley. Mary became involved with the Oakland Growth Study where she followed a group of 200 fifth and sixth grade students from puberty to adolescences. Several follow-up studies have been done on these children as they entered adulthood. Mary Cover jones became a full professor in 1959 and in 1960 she served as president of the Division of Developmental Psychology of the American Psychological Association. That same year her husband passed away of a heart attack (Rutherford, n. . ). Conclusion Mary Cover Jones’ study of Peter challenged the predominate belief at the time that treatment of the underlying psychological conflicts rather than overt behavior is necessary to accomplish change. Her work proved that behavior can be changed through therapy and regardless of where a fear roots stem from, positive results can be achieved. Mary Cover Jones lived to be 91, and according to her sister her last words were â€Å"I am still learning about what is important in life† (Rutherford, n. d. ).

Communication Unit Essay Example for Free

Communication Unit Essay To build relationships – by smiling, waving or simply saying hello when building a relationship with a new child, new member of staff or new parents settling into our setting. †¢Maintaining relationships – by simply saying hello or goodbye to people and children in our setting is maintaining a relationship which involves a lot of our language and communication use. To gain and share information – which helps us in the way we work. Information we gain and share not only comes from the children but from the parents, families, colleagues and other professionals. †¢To gain reassurance and acknowledgement – by giving children praise, physical reassurance, making eye contact or showing interest in what activity they are doing as well as providing colleagues with reassurance and acknowledgment in sharing new ideas and information. To express needs and feelings – this includes colleagues, parents and children as we need to be able to express our needs and feelings in order for needs to be met and for the effective running of the setting. †¢To share ideas and thoughts – this includes colleagues, parents and children such as creative ideas and thoughts. (A. C 2) It is important to establish good relationships with children, parent, colleagues and other professionals to ensure the effective running of our setting which allows for us to plan and meet their individual needs. Those with good communication skills such as body language, facial expressions and ways in which others listen and talk to you, will have strong relationships with parents, colleagues, children and other professionals. Some ways that communication affects relationships are: †¢Sharing and gaining information – as we need to be able to share and gain information to help the effective running of the setting which may include information on how the child is feeling, what interests them, any information to do with their health and welfare such as any allergies, or conditions i. . asthma, learning needs i. e. referrals to speech and language therapist. †¢Settling in – as children would feel uncomfortable settling in until they are comfortable with us which means that finding ways to communicate with the child is important to start building a relationship with them which will help settle them. It is not only the child who may find it hard but their parents also so it is important to find ways to communicate with the parents to build a relationship where they have total confidence and trust in us to care for their child. Supporting children’s play and learning – this depends on the quality of the relationship between adult and child as children play and learn more effectively when they are relaxed and comfortable with those around them. They will also benefit from playing and learning activities with adults through good communication which can allow adults to help them learn new vocabulary, develop different concepts and express ideas. †¢As children get older they will move between different setting s s uch as from day nursery to nursery school which means they will be around different carers during a day. This can be made easier if all adults involved share a good relationship which allows them to communicate easily. †¢Effective teams – as we often work with other professionals it is important for us to work well together and build strong professional relationships as the quality of relationships with other professionals can be enhanced or threatened depending on how we speak to them, react to their ideas or suggestions and the tone in which we speak to them. It is important to have a good relationship as if the relationship has broken down then the quality of service for children and their families is likely to be less effective. Outcome 2: Be able to meet the communication and language needs, wishes and preferences of individuals (A. C 1) This will be seen in observation. (A. C 2) There are a number of factors that early years workers need to consider in promoting effective communication with others as it is essential to consider different communication methods which are the right communication style, although most of our communication is based on face to face interactions there are certain factors we need to consider when using this communication style such as: Environment which is important to think about the location as in a busy and loud environment it is hard to communicate and have a conversation such as for parents and young people we may choose a quiet place whereas with toddlers and young children we need to provide a welcoming and friendly place. Proximity, orientation and posture which helps us to be sensitive towards other peoples needs such as children who we may have a strong positive relationship with may feel better having us close to them but with children who we do not know this might scare or push them away which also requires us o be observe when communicating. Also how to position your body when communicating as to not be so direct when standing right in front of a child or adult as this makes it uneasy to break eye contact which could make the encounter uncomfortable where standing at a slight angle allows it to be less direct and at ease to break off eye contact, although it is not only how you position your body but o n posture also whether standing or sitting as you do not want to seem bored by maybe being slouched down. It is important to think about what signals we give out. Listening skills which is also known as active listening which requires not only listening but observing body language, gestures, facial expressions and other signals that are being sent out by the child or adult. By giving your full attention to the other person is not just listening to what they are saying but on how they say it which is important when encouraging young children’s speech and dealing with parents. Time it is important to not rush communication as children and adults need time to think of how to respond and what they would like to communicate in conversation. A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. Outcome 3: Be able to overcome barriers to communication (A. C 1) Communication is based on sharing and is important to remember when promoting effective communication is that not everyone shares the same views and experiences such as childhoods, culture, family background or linguistic knowledge. Therefore we can not be sure that our own personal styles of communication will be effective. A number of factors that can affect people’s communication are: Culture and family background affects the way in which people communicate as in some cultures eye contact is interpreted differently and is not essential in the way they communicate as well as family background as each family is different and share their own ways of communicating together such as children who hear bad language at home and repeat it not realising or a child who hears more than one language at home. Some children may come from a loud and confident family whereas another may come from a shy and timid family which affects the way they communicate in childhood and in adulthood. Personality can affect the way in which children and adults communicate as early on we can see children who are more daring and outgoing yet they may not have developed language. Identifying and observing a person’s personality is important to communication as a child or adult may seem not interested or bored where it is actually they do not like to speak in groups or to people they do not know. Literacy which involves reading and writing as some may have developed these to a higher level whereas others may find them difficult for different reasons such as learning difficulties or language barriers. ICT knowledge which involves sending and receiving emails, having internet phone conversations or accessing and uploading photos or video clips. Although some people may share them same difficulties they may have with literacy and may or may not prefer this type. Confidence and self-esteem are the main factors in the kinds and styles in which people communicate which could lead on from previous experiences they have encountered such as a child was made fun of because they said or spelt a word wrong so in later life they avoid spelling and writing, where a child who listens may become a confident adult who will share their opinions and views. A. C 2) Some potential barriers to effective communication are: Information the sender may want to send but have language difficulties and is unable to express themselves in spoken or written forms. They may also not understand others needs. ( Encoding as the sender may send out an inappropriate method of communication such as a written formal le tter rather than a verbal conversation. The sender could also may have difficulty in choosing appropriate words or use an inappropriate tone of voice. The sender may write illegibly or have language difficulties and are unable to express themselves. ( Transfer such as emails may not be received, post may go missing, background noise may interfere, verbal or written messages sent through children may not come across fully, voice mail may not be listened to by recipient or verbal messages sent by an adult may not come across fully. ( Reception as people suffer from hearing difficulties they may not realise that the communication was meant for them or a person with a visual impairment may not be able to see facial expressions. Gestures or written messages clearly. ( Decoding the recipient may not understand or hear the message correctly because of language difficulties, may not have the time or experience to fully understand the intended message, their past experiences influence how they receive and interpret messages, the relationship between sender and recipient may influence communication whether the sender is someone the recipient does not know or the recipient may be distracted and not listen fully to the message. ( Feedback may not be seen which means the sender may not realise that there are difficulties in their method of communication, they may not show any facial expressions or may interpret the recipient reaction wrong. ( Response may not be sent back and the message has not been received or fully understood or the sender may respond negatively as method of communication is misunderstood or unclear. (A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. (A. C 5) There will be a time when extra support may be needed to share effective communication with a child or adult and to meet their needs which include: Speech and Language Services which we may need the support of such as speech and language therapists who help us find was of communicating with children and young people. They would also provide us with support, guidance and suggestions of resources we can use to help aid us in communicating with children and young people such as the picture exchange communication system (PECS) or provide training in visual systems like makaton. Speech and language therapists work closely with infants, children and adults who have various levels of speech, language and communication problems. They would also work with people who have swallowing difficulties. They would assess the clients needs before developing individual treatment programmes which would enable the client to improve as much as possible involving families, carers and teachers. Speech and language therapists usually work as part of a multidisciplinary team with other health professionals such as doctors, occupational therapists, psychologists and physiotherapists and may also liaise with professionals in education and social services. Speech and language therapists job responsibilities include: †¢ identifying children’s development †¢ Identifying their speech and communication difficulties/disorders †¢ Assess and treat swallowing and communication difficulties caused by congenital problems like cleft palate or acquired disorders from a stroke or injury †¢ Devise, implement and revise treatment programmes †¢ Monitor and evaluating clients progress Advocacy Services as part of the united nations convention on the rights of the child we are obliged to share information with children and young people on matters that are important to them. The child would then be assigned an advocate who’s job role is to put forward the child’s best interests and to relay to others the feelings and needs of the child or young person. Advocates are particularly essential for children and young people who are in local authority care or for children and young people with communication difficulties. One type of childrens advocate represents or gives voice to an individual or group whose concerns and interests are not being heard. A child advocate will try to prevent children from being harmed and may try to obtain justice for those who have already been injured in some way. A child advocate may also seek to ensure that children have access to positive influences or services which will benefit their lives such as education, child care and proper parenting. Another form of child advocacy happens at the policy level and aims at changing the policies of governments or even trans national policies. These advocates do lobbying, policy research, file lawsuits and engage in other types of policy change techniques. Outcome 4: Be able to apply principles and practices relating to confidentiality (A. C 1) Confidentiality is data protection and is about respecting people‘s right to privacy and keeping information safe which they have provided and not share with other people or pass on personal information about the families and children you are working with, except when it is in a child’s best interest to do so e. g. here are concerns about a child’s welfare as they are showing signs of abuse so I would approach my boss or manager about it but not discuss it with anyone else unless it concerns them or if a parent has asked for the contact details of another child’s family where I could not give that information as I do not have consent to give it out nor do I have access to such information. Otherwise as a main rule it is essential to consider all gained inf ormation as confidential. Most settings have a confidentiality policy to help ensure that this applied which all employees MUST read and apply to their work. Congeniality is very important when working with children and young people that there is a legislation that covers all the stored information. That legislation is Data Protection Act 1998. The Data Protection Act 1998 covers both electronic records and paper based records. It strictly regulates the keeping of records, passing of information and the storing of data. The act was created to protect people’s confidential and personal information from being shared without consent. Any work settings that collect and store information about children, young people and their families must register with the Data Protection Commission and anyone who has access to any of the information must follow the acts principles. All information stored must also be up to date and access secured. (A. C 2) This will be seen in observation. (A. C 3) When working in early years settings parent and children have a right to confidentiality although there may be some times when the need to maintain confidentiality will be breached if disclosing concerns such as if there are concerns about a child’s welfare e. g. abuse. Where abuse of a child or young person is suspected all settings should have a designated person/s to deal with child protection issues. If you have concerns that a child is being abused it is our job to disclose this information to the designated person of the setting unless you think by disclosing the information will put the child/young person in further danger which can be very hard to work out so having colleagues to discuss this will help you come to a quick and more accurate conclusion. This can become very difficult if you feel that there is a child or young person abuse issue and the designated person thinks that there isn’t. I think if you have a doubt then it is better to be safe than sorry and maybe monitor the child gathering more information but if the child is in significant danger then report it to the safeguarding board immediately. Parents will have had a copy of the child protection policy which states that information regarding every child will be disclosed if it is deemed that any child is in significant harm or danger which gives us the right to report any kind of abuse to the safeguarding board without the parents, carers or guardians permission. However it is important to follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information such as if a child or young person discloses information to you do not promise to keep a secret because we will have to disclose the information given and this will make the child think that they cannot trust that person anymore as they trusted you in the first place to disclose the information. Also a main feature of sexual abuse is that the abuser asks the child to keep this a secret between them. Breaching confidentiality is very serious and most settings have a procedure in which you should follow in the case that breaching confidentiality arises. Information should be passed quickly and directly to the person in charge of dealing with such concerns although confidentiality is still upheld so that other staff, parents, etc do not know anything about the concerns UNLESS they do need to know.

Role Of The Line Manager

Role Of The Line Manager Introduction The essay topic I have chosen is â€Å"the role of the line manager as a facilitator of HRD†. The reasons behind my choice are as a result of my experience of working with Citigroup on my INTRA placement. I gained first hand experience of the efforts made by, and at times the shortfalls of my line manager when she was interacting with my fellow employees and I. I discovered that the line manager can have a profound influence on the attitudes towards work held by their subordinates, and this can affect the level and degree of learning which takes place within the work environment. I found that poor management of the facilitation of HRD training was detrimental to both my fellow employees development, general level of contentment and satisfaction within the workplace and their overall productivity within their roles. My essay will first deal with the responsibilties of the line manager in facilitating HRD. Subsequently, it will deal with the methods by which HRD can be implemented by line managers. It will also address the implications of greater line manager involvement in HRD. My aim is to provide a deeper understanding of the managerial processes that managers can employ to facilitate knowledge integration and transfer to their co-workers. Main Body A line manager can be defined as a ‘management figure who is authorized to direct the work of subordinates and is responsible for accomplishing organizational goals. (Dessler, G, 2000). A line manager is traditionally held accountable for ensuring that results are satisfactory and enabling the achievement of goals through the employees who report to them. In recent years, the expectations of the line managers role have changed. Line managers are increasingly entrusted with human resource development, and in some instances are held accountable for any shortfalls in adheering to this new responsibility. It can prove difficult for line managers to take on the additional responsibility due to existing workloads, lack of skills and inexperience of fulfilling such a role. Line managers, rather than HRD specialists, are very familiar with the business context of both organizational and individual learning needs. They are closer to the daily operations and customers. This gives line managers a unique knowledge advantage concerning organisational realities and needs, which can aid their understanding of issues arising in the daily context of work, and knowledge gaps among the workforce. There has been a move towards line managers assuming roles with a developmental focus and undertaking positions as facilitators of learning and skill expansion. This move is a part of the recent trend of empowering employees at all levels in an organisation to expand their knowledge base and responsibilities to ensure that a variety of multiskilled employees are on hand to tackle any situation that the business may be able to direct them at. xxxxxxxxxxxxxxx In order to be equipped to tackle a role in HRD, substantial investments in capacity and skill development of line managers is necessary to ensure that they are equipped to carry out their new responsibilities. Ultimately, the development and performance of a business workforce is substantially influenced by the management they operate under. Investing the necessary time, money and effort into this area is critical for the effective operation and development of an organisations processes and the employees who are charged with carrying these out. This is important as, ‘one of the principle reasons for members of the workforce leaving an organisation is due to perceived poor handling of the manner in which their talents and skills base are managed (Hay, 2002, p52-55). According to Gennard and Kelly, encouraging line managers to participate in a more centralised and involved role in HRD provides opportunities for them to experience personal growth and greater competencies as a by product of this new responsibility. The stand to gain greater competencies in managing and maintaining relationships with the people they work with on a day-to-day basis. This would be possible because of their familiarity with both the needs and expectations of employees on a business wide as well as a personal level (1997, p27-42). It is paramount that line managers recognise their role in facilitating and providing for a working environment which both promotes and supports learning. They must be aware of how critical this step is to securing the best learning environment possible for their subordinates. This entails implementing a programme of continuous learning. This would encompass on-the-job training, which from personal experience I can confidently state that I found to be far more beneficial than my time spend in classroom based training sessions in the workplace. Incorporating an effective system of both formal and informal learning and feedback on a continuous basis should be recognised not just as a benefit, but as a necessity of the everyday working environment. This should be done from the very beginning of an employees tenure in a business organisation. Individual employees should be given encouragement to seek and take control of their learning process, and attempts at looking to better themselves should be recognised and where appropriate, rewarded. Opportunities should be provided by the line manager to utilise ‘cross training to enhance their skills base, meetings to provide and receive feedback on job performance and shortfalls and mentoring programs to help employees to adapt to life in their working environment as seamlessly and comfortably as possible (Cunningham, and Hyman, 1997, p9-27). According to the study by Jurgita Ã…Â  iugÃ…Â ¾dinien, five main roles were identified which demonstrate what is expected by line managers in the context of HRD. These were that: Line managers are expected to discuss the performance and professional development of their subordinates with them on a regular basis. They are expected to liase with HRD training specialists on a wide variety of HRD and HRM issues to ensure advancement of development programs and constant feedback. They should show an active interest in conveying their interest in and support for the learning of their subordinates as part of their day-to-day responsibilities in their role. They should be proactive and heavily involved in the training and learning and development aspect of their subordinates learning within the workplace. They should be actively involved in the development of HRD strategy (2008, p33). An important influence on the attitudes of line managers towards HRD is their perception of the role they play in the development process, which ultimately affects their attitudes and motivations towards their part in the process. A study by Andrea D. Ellinger and Robert P. Bostrom, found that line managers differentiate between how they perceive their roles in facilitating the learning of employees in learning oriented organisations. Their study found that managers see a distinction between ‘managing and ‘coaching. They see them as being separate functions and in some cases, opposing influences on each other requiring a different skill set to effectively implement them. ‘Managers were perceived as being those in charge in positions of authority. Conversely, coaches were viewed as those in their positions who were entrusted with helping employees to succeed (2002, p147-179). On major barrier in the effective implementation of HRD duties by line managers is due to a lack of coaching skills and insufficient line management motivation. This outlook on the role in question is reinforced by findings that the least popular HRD delivery mechanisms include coaching and mentoring. According to Heraty, this may be due to the large commitment of time and resources needed, or that it varies considerably from the speciality skills that managers generally possess and are used to implementing in their own tried and tested fashion (2000. p21-33). By making the process more attractive to both those who administer and receive this form of HRD delivery, it is likely that organisations would see beneficial implications for the business, management and employees themselves. According to a study by McGovern and Gratton, some managers are of the opinion that they expect the HRD function to disappear over time, ‘as learning issues become ever more integrated with the responsibilities of general management. In other cases, some managers appear to see a different role for HRD professionals in the future as they transfer to the role of organizational change consultants. The study notes that the responsibility for HRD is not commonly included within the terms of a line managers performance objectives. ‘It may prove difficult for line managers to act in two opposing roles that of an assessor and that of a coach. Furthermore, line managers are not specialists in HRD. They may lack the necessary confidence, knowledge and organizational support to assume the required responsibility for HRD implementation (1997, p12-29). According to a study by Renwick, there are significant differences in the role of line managers based on the nature of business undertaken by their organisations. ‘Based on the ownership of the organisations; there are significant differences in line managers role in performance counselling, career planning, salary decisions, grievance handling, and employee termination† (2003, p262-280). This indicates that it is necessary to clarify what exactly is expected of line managers with regard to HRD, and what becomes of the role of HRD professionals should responsibility transfer to line management. Research by Ellinger and Bostrom indicated that managers were viewed as those who have to make the hard decisions, some of which would not be viewed as being consistent with those of being a coach. Managers were perceived to be involved in actions such as ‘ordering, judging and controlling the employees they worked with, whereas coaches had far more of a positive influence on their employees learning and morale, by empowering them to learn, helping them to more fully understand and removing as many obstacles that may inhibit their ability to learn. Conversely, coaches/HRD staff were seen to have far more of an influence in empowering employees to make decisions and in the process, to grow and develop into so that they can exert more influence as they increase their abilities and competencies. Managers and coaches in this study agreed that these roles were, in many cases, ‘distinct from each other and there were differing mental models and approaches that tied in with each role which influence how managers perceive different situations and how their approach will vary when addressing a situation depending on these models (2002, p147-179). All of the managers in the aforementioned study envisaged their role and responsibilities as entailing helping their employees to grow and develop to make sure that they understand how their role ties in to the rest of the organisation and how they can fulfil what is expected of them in this capacity. Managers in the study viewed the roles of being a manager and the concept of being a facilitator of learning as ‘dichotomous roles, but acknowledged that there were ‘eventualities which would involved moving between these roles in the nature of their work (Ellinger and Bostrom, 2002, p147-179). Since line managers usually are not specialists in HRD, they should be periodically screened and assessed with respect to their performance in fulfilling their roles, and their understanding of various learning needs. This should be done in both their area of their specialty, and in the area of Human Resource Development to ensure they are sufficiently confident and competent. It is important to increase their skill and knowledge in HRD, and it is advisable to consider incorporating HRD skills training in all varieties of training packages for managers. The capacity of line managers to provide advice and consultancy to all employees, be they managers or subordinates, should also be developed. Senior managers must be highly supportive in the HRD role of line managers, and an incentive system should be developed to motivate them to embrace it more fully through co-operation with HRD staff and additional training. This is essential, as ‘acting as a HRD facilitator demands a coaching management style, as opposed to a directive management style (Garavan, 1995, 11-16). The trend of increased line manager involvement is identified in the study by de Jong. He states that ‘there is a tendency toward decentralizing HRD responsibilities within organizations. He categorises the new line manager functions into three distinct areas: Analytic role: just as first-level managers are expected to discuss periodically the performance and the developmental needs of their subordinates, they should be periodically screened with respect to their performance and their developmental needs in respect of production and also in people management. Supportive role: just as they are expected to show interest in their subordinates developmental activities on a daily basis, line managers should experience continuous support from their superiors in their attempts to improve their skills. Trainer role: Just as they should provide training and coaching to their subordinates, they should receive instruction and guidance in order to develop in their management role (1999, pp176-183). Conclusion Greater management involvement in HRD reflects a significant transformation of line management responsibility in organisations. Before displacing traditional HRD roles, substantial investments in the capacity development of line managers is needed to ensure that they are capable of carrying out their new responsibilities. It can be concluded that line managers have not assumed responsibility for HRD across the board. It is difficult to fulfil this role, either because of their workload, lack of skill or lack of traditional management involvement in this area. Cooperation between line management and HRD specialists exists. However a lack of line managers involvement in HRD, as well as limited capacities of HRD specialists to support, liaise and consult with line managers can hinder this process. Future research into this area may reveal approaches by which managers can be trained in order to gain the required skill sets to be able to handle both levels of competency in which there is currently a grey area. Removing the rigid views of what it takes to be a ‘manager or ‘HRD professional and incorporating a new perspective of what the expectations of a line manager are in this process is an essential step in reconciling this process. Only after doing so can progressive steps be taken in implementing the line manager firmly in a position to facilitate an effective HRD function as part of their role. Line managers should be given more ownership of HRD strategies, allowing them to have more involvement in decision making at the policy formulation level. They should also be given the opportunity to provide input into developing a more strategic partnership with HRD specialists. In this way, they would develop a better understanding of the broader perspective of both roles and could address any weaknesses in the process. Taking an active role in supporting their employees in learning and development should become an integral part of a line managers performance objectives. References Cunningham I. and Hyman J. (1997) Devolving human resource responsibilities to the line: Beginning of the end or new beginning for personnel? Personnel Review, Vol.28, No.1/2, pp9-27. de Jong J.A., Leenders F.J. and Thijssen J.G.L.(1999) HRD tasks of first level managers. Journal of Workplace Learning, Vol.11, Issue 5, pp176-183. Dessler, G. (2000) Human Resource Management. New Jersey: Prentice Hall, Upper Saddle River, Ellinger, A.D. and Bostrom, R.P. (2002) ‘An Examination of Managers Beliefs about their Roles as Facilitators of Learning, Management Learning, 33 (2): 147-79 Garavan, T. N. (1995) Stakeholders and Strategic Human Resource Development. Journal of European Industrial Training, 1995, Vol. 19, No 10, 11-16. Gennard J. and Kelly J. (1997) The unimportance of labels: the diffusion of the personnel/ HRM function Industrial Relations Journal, Vol.28, No.1, pp27-42. Gibb S. (2003) Line manager involvement in learning and development: Small beer or big deal? Employee Relations, Vol.25, No.3, pp281-293. Hay, M. Strategies for Survival in the War of Talent,.Career Development International, 2002, Vol. 7, No 1, 52-55. Heraty N. and Morley M. (1995) Line managers and human resource development. Journal of European Industrial Training, Vol.19, Issue 10, pp31-37. Hutchinson, S. and Purcell, J.(2003) Bringing Policies to Life: The vital role of front line managers in people management. CIPD, London. McGovern P., Gratton L. and Hope-Hailey V. (1997) Human resource management on the line? Human Resource Management Journal, Vol.7, No.4, pp12-29. Renwick D. (2003) Line manager involvement in HRM: an inside view? Employee Relations, Vol.25, No.3, pp262-280. Ã…Â  iugÃ…Â ¾dinien, Jurgita (2008) Line Manager Involvement in Human Resource Development, VIEÃ…Â  OJI POLITIKA IR ADMINISTRAVIMAS, p32-36 Thornhill A.and Saunders M.N.K. (1998), ‘What if line managers dont realize theyre responsible for HR? Lessons from an organisation experiencing rapid change, Personnel Review, Vol.27, No.6, pp460-476.

renewable energy :: essays research papers

Fuel Cell: Fuel cells have been known to science for 150 years and have become the subject of intense research since World War II. A fuel cell generates electricity by producing a chemical reaction. It consists of two electrodes (cathode and anode), which is also where the reaction occurs. Hydrogen is the basic fuel cell, but all fuel cells also require oxygen, and both are supplied from external reservoirs. Most of the hydrogen and oxygen used, combine to form a harmless byproduct, namely water. Therefore, fuel cells generate electricity with very little pollution. It is the purpose of the fuel cells to produce an electrical current that can be directed outside the cell to do work, such as powering light bulbs or an electric motor. There are five different fuel cells, solid oxide, alkali, proton exchange membrane (40-50% efficiency), phosphoric acid, and molten carbonate. Biomass Energy: This is one of the oldest sources of energy known to man. Biomass energy is energy from organic matter. The organic matter contains stored sunlight in the form of chemical energy. Biomass fuel, which can be a liquid, solid, or gas, comes from plants, residues from agriculture or forestry, and the organic component of municipal and industrial wastes. Even the fumes from the landfills can be used. When the fuel is burned, the energy is released. The use of this energy has potential to greatly reduce greenhouse gas emissions. The waste generates about the same amount of carbon dioxide as fossil fuels but as the plants grow (for biomass purposes), carbon dioxide will be removed from the atmosphere. This is the major source of energy in the developing world. Wind Energy: Surface air currents that are warmed by solar rays create wind, which is an indirect source of energy. Wind farms consist of many

The Roommate Debate :: Personal Narrative College Essays

The Roommate Debate College is a life altering experience. It is a place where you leave anything and everything you have ever known, to come to a place where nothing is familiar. The summer before your freshman year of college can be a nerve racking experience. You anxiously wait for the day when the mailman will bring you that envelope that holds your fate. Enclosed in this envelope is the name of your roommate. Your roommate can have the biggest influence on your freshmen year. They can turn into your best friend or your worst enemy. You anticipate the day when you actually get to meet the person you will be living with for the whole year. At Penn State there are no guarantees that you will have anything in common with your roommate at all, and that is a scary thing. As the Housing Administration of Penn State, I ask you to put yourself in the shoes of the incoming freshmen. As a freshman, you hope for a roommate you can relate to and spend your time with. But at Penn State the chances of you getting along with your roommate are slim to none. I know so many people who cannot stand living with their roommates. Two of my friends actually switched at the semester because they could not deal with their living situation. At Penn State we are placed together by major. Two people with the same major are not guaranteed to have any of the same habits, interests, or goals. I feel that this is not an effective way of matching people up. I researched other colleges to see how roommates were paired. The colleges I researched were: Albright, Bucknell, Virginia Tech, Saint Joseph’s University, Millersville, and University of Pittsburgh. At Albright, Bucknell, and University of Pittsburgh the housing administration requires incoming freshmen to fill out a survey that asks about their sleep patterns (early bird/ night owl), taste in music, if they smoke, their qualities of an ideal roommate, pet peeves, and major. This enables the housing administration to effectively match up freshmen that would be compatible with each other. My friend Maureen, who attends Bucknell, said, â€Å"My roommate and I have become best friends and I am so thankful that we were matched together. I think that all colleges should use surveys to match up freshmen. The summer before my freshmen year, I was less nervous about meeting my roommate, because I knew that even if we were not the best of friends, I knew we would be compatible enough to live together. The Roommate Debate :: Personal Narrative College Essays The Roommate Debate College is a life altering experience. It is a place where you leave anything and everything you have ever known, to come to a place where nothing is familiar. The summer before your freshman year of college can be a nerve racking experience. You anxiously wait for the day when the mailman will bring you that envelope that holds your fate. Enclosed in this envelope is the name of your roommate. Your roommate can have the biggest influence on your freshmen year. They can turn into your best friend or your worst enemy. You anticipate the day when you actually get to meet the person you will be living with for the whole year. At Penn State there are no guarantees that you will have anything in common with your roommate at all, and that is a scary thing. As the Housing Administration of Penn State, I ask you to put yourself in the shoes of the incoming freshmen. As a freshman, you hope for a roommate you can relate to and spend your time with. But at Penn State the chances of you getting along with your roommate are slim to none. I know so many people who cannot stand living with their roommates. Two of my friends actually switched at the semester because they could not deal with their living situation. At Penn State we are placed together by major. Two people with the same major are not guaranteed to have any of the same habits, interests, or goals. I feel that this is not an effective way of matching people up. I researched other colleges to see how roommates were paired. The colleges I researched were: Albright, Bucknell, Virginia Tech, Saint Joseph’s University, Millersville, and University of Pittsburgh. At Albright, Bucknell, and University of Pittsburgh the housing administration requires incoming freshmen to fill out a survey that asks about their sleep patterns (early bird/ night owl), taste in music, if they smoke, their qualities of an ideal roommate, pet peeves, and major. This enables the housing administration to effectively match up freshmen that would be compatible with each other. My friend Maureen, who attends Bucknell, said, â€Å"My roommate and I have become best friends and I am so thankful that we were matched together. I think that all colleges should use surveys to match up freshmen. The summer before my freshmen year, I was less nervous about meeting my roommate, because I knew that even if we were not the best of friends, I knew we would be compatible enough to live together.

Physics of Snowmachine Clutches :: sport physics snowmobile clutch

* A snowmachine clutch actually consists of two separate clutches connected together by a rubber belt. o The primary clutch is connected to the engine's crankshaft o The secondary clutch is mounted on the end of the jackshaft (which connects to the drive shaft via a chain and gears). * The primary purpose of the clutch is to smoothly transmit power from the engine to the jackshaft and to remove the connection when the engine is idling so that the machine is not always rolling. * This type of system is also referred to as a continuously variable transmission. It is called this because as the engine speed increases the final drive ratio increases. That is, the difference between the engine speed and track speed decreases. It is equivalent to an automatic transmission on a car with an infinite number of gears that you never felt shift. Let's take a look at how this "infinite gearing" process works: 1. At idle the primary clutch just spins and does not "grab" onto the belt. As engine RPM (revolutions per minute) increases to engagement speed (the RPM where the snowmachine starts moving), the primary clutch begins to pull together and start squeezing the belt. 2. Now the belt is turning. This makes the secondary clutch turn, which causes the track to turn and the snowmachine to move forward. 3. As engine speed increases above engagement, the primary clutch squeezes together some more and pushes the belt so that it moves to a larger radius on the primary. Because the two clutches rotate about fixed points, the belt gets pulled into the secondary, spreading it farther apart and moving the belt to a smaller radius. * Note that the primary clutch (on the left) never stops spinning, but the secondary (right) does stop spinning at idle speeds. * In case you are curious, the engine rpm got up to about 7000 rpm and the track speed got up to about 60 mph or more during this clip. I supported the track with a stand and ran the throttle while an observer ran the camera.

Guidelines for improving self concept

Self Concept Interpersonal Communication Abstract How do you view yourself? How do you think others view you? These questions are central to the idea of self- concept how you perceive yourself and how you believe others perceive you impacts your thoughts and ideas your actions and reactions. Your-self concept developed over years through your social interactions with your fellow man. It is what you believe to be your strength and weaknesses. Years of self- evaluation and comparisons to your peers helped to paint the internal picture you feel describe your best.Unfortunately, some people struggle because they lack a healthy understanding of who they are. They focus on their weakness and shortcomings, projecting a negative image upon themselves they believe is seen by others, luckily, the self-concept cab be changed for the better, although improving it will not happen overnight. It involves changing how you view yourself and that requires thinking and behaving differently. Consistentl y taking the following steps that will put you on the path to building a healthy self-concept. Discussion I can recall a time when I was 16 years old.I finally became a candidate to participate n the cadet academy in Jamaica. This was a very well known academy, and gave young men an opportunity to acquire the basic training to become a part of the Jamaican Police Force. Law enforcement has always intrigued me, and I knew one day I would become a part of fighting crime. The spaces were very limited, and only the best were accepted in to this program. I finally making the cut was really a success. When my parents came home from work that day, I was delighted to tell them the good news. I was full of energy as I explained to them I would finally be able to pursue my passion as a cop.They applauded me for being accepted but then their face changed, and I was not prepared for what happened next. They told me I should not Join the program. They told me the crime rate in our neighborhood c ity of Kingston, Jamaica was very high, and that the civilians were killing police officers left and right. They said they wanted to see me be successful in life and pursue what I wanted, but now was not the time to do so. Therefore, because I respect my parents, I rationalized their thoughts with my thoughts and came to the decision that I would not go through with the cadet training.It was very hurtful but I did not want to sober my parents, nor did I want to risk my life at such a young age. It was a very hard decision to make, but I did it with hopes on possibly going to college and pursuing it in another aspect like maybe becoming an attorney. The guidelines for improving self-concept are some very good values with making life decisions. The first one says that I should â€Å"Make a commitment to Personal Growth† (wood, 2013, p. 53). If I had applied this concept, I would have gone ahead and went with my dream of becoming a cadet officer, knowing that there is â€Å"ten sion that accompanies personal growth† (Wood J. 13, p. 53). If I would have used â€Å"Knowledge to support my personal growth † I would have checked the statistics myself to see exactly how bad the crime was at the time, and also find out how many officers had been killed. If I would have â€Å"Set goals that were realistic and Fair† (Woodward, p. 55). I wouldn't have had any doubts in my mind that this was the proper move for me at the time, because it was very realistic to me And If I had â€Å"Sought of Contexts that support personal change†, I would have surrounding myself with people who were pro-law enforcement and who believed in my dream.According to Wood (2013)†Think about people whose appraisals of you will help you move toward changes you desire. † Conclusion The most important thing I learned about this paper is no to settle of something when it comes to your dream in life. Just because people do not see the same things as you, doe s not mean it is the wrong decision. It is important to be careful who you share your goals with, and trust your own decisions. In addition, surrounding yourself with like-minded people will help you to reach where you want to be in life References Wood, J. (2013). Interpersonal Communication. Boston, MA 02210. Headwords Change Learning.