Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 2

Chapter 2 The angel wants me to convey more of Joshua's grace. Grace? I'm trying to write about a six-year-old, for Christ's sakes, how much grace could he have? It's not like Joshua walked around professing that he was the Son of God every day of the week. He was a pretty normal kid, for the most part. There was the trick he did with the lizards, and once we found a dead meadowlark and he brought it back to life, and there was the time, when we were eight, when he healed his brother Judah's fractured skull after a game of â€Å"stone the adulteress† got out of hand. (Judah could never get the knack of being an adulteress. He'd stand there stiff as Lot's wife. You can't do that. An adulteress has to be wily and nimble-footed.) The miracles Joshua performed were small and quiet, as miracles tend to be, once you get used to them. But trouble came from the miracles that happened around him, without his volition, as it were. Bread and serpents come to mind. It was a few days before the Passover feast, and many of the families of Nazareth were not making the pilgrimage to Jerusalem that year. There had been little rain through our winter season, so it was going to be a hard year. Many farmers could not afford the time away from their fields to travel to and from the holy city. My father and Joshua's were both working in Sepphoris, and the Romans wouldn't give them time off work beyond the actual feast days. My mother had been making the unleavened bread when I came in from playing in the square. She held a dozen sheets of the flatbread before her and she looked as if she was going to dash it to the floor any second. â€Å"Biff, where is your friend Joshua?† My little brothers grinned at me from behind her skirts. â€Å"At home, I suppose. I just left him.† â€Å"What have you boys been doing?† â€Å"Nothing.† I tried to remember if I had done anything that should make her this angry, but nothing came to mind. It was a rare day and I'd made no trouble. Both my little brothers were unscathed as far as I knew. â€Å"What have you done to cause this?† She held out a sheet of the flatbread, and there, in crispy brown relief on the golden crust, was the image of my friend Joshua's face. She snatched up another sheet of bread, and there, again, was my friend Josh. Graven images – big sin. Josh was smiling. Mother frowned on smiling. â€Å"Well? Do I need to go to Joshua's house and ask his poor, insane mother?† â€Å"I did this. I put Joshua's face on the bread.† I just hoped that she didn't ask me how I had done it. â€Å"Your father will punish you when he comes home this evening. Now go, get out of here.† I could hear my little brother's giggling as I slunk out the door, but once outside, things worsened. Women were coming away from their baking stones, and each held a sheet of unleavened bread, and each was muttering some variation of â€Å"Hey, there's a kid on my bread.† I ran to Joshua's house and stormed in without knocking. Joshua and his brothers were at the table eating. Mary was nursing Joshua's newest little sister, Miriam. â€Å"You are in big trouble,† I whispered in Josh's ear with enough force to blow out an eardrum. Joshua held up the flatbread he was eating and grinned, just like the face on his bread. â€Å"It's a miracle.† â€Å"Tastes good too,† said James, crunching a corner off of his brother's head. â€Å"It's all over town, Joshua. Not just your house. Everyone's bread has your face on it.† â€Å"He is truly the Son of God,† Mary said with a beatific smile. â€Å"Oh, jeez, Mother,† James said. â€Å"Yeah, jeez Mom,† said Judah. â€Å"His mug is all over the Passover feast. We have to do something.† They didn't seem to get the gravity of the situation. I was already in trouble, and my mother didn't even suspect anything supernatural. â€Å"We have to cut your hair.† â€Å"What?† â€Å"We cannot cut his hair,† Mary said. She had always let Joshua wear his hair long, like an Essene, saying that he was a Nazarite like Samson. It was just another reason why many of the townspeople thought her mad. The rest of us wore our hair cut short, like the Greeks who had ruled our country since the time of Alexander, and the Romans after them. â€Å"If we cut his hair he looks like the rest of us. We can say it's someone else on the bread.† â€Å"Moses,† Mary said. â€Å"Young Moses.† â€Å"Yes!† â€Å"I'll get a knife.† â€Å"James, Judah, come with me,† I said. â€Å"We have to tell the town that the face of Moses has come to visit us for the Passover feast.† Mary pulled Miriam from her breast, bent, and kissed me on the forehead. â€Å"You are a good friend, Biff.† I almost melted in my sandals, but I caught Joshua frowning at me. â€Å"It's not the truth,† he said. â€Å"It will keep the Pharisees from judging you.† â€Å"I'm not afraid of them,† said the nine-year-old. â€Å"I didn't do this to the bread.† â€Å"Then why take the blame and the punishment for it?† â€Å"I don't know, seems like I should, doesn't it?† â€Å"Sit still so your mother can cut your hair.† I dashed out the door, Judah and James on my heels, the three of us bleating like spring lambs. â€Å"Behold! Moses has put his face on the bread for Passover! Behold!† Miracles. She kissed me. Holy Moses on a matzo! She kissed me. The miracle of the serpent? It was an omen, in a way, although I can only say that because of what happened between Joshua and the Pharisees later on. At the time, Joshua thought it was the fulfillment of a prophecy, or that's how we tried to sell it to his mother and father. It was late summer and we were playing in a wheat field outside of town when Joshua found the nest of vipers. â€Å"A nest of vipers,† Joshua shouted. The wheat was so tall I couldn't see where he was calling from. â€Å"A pox on your family,† I replied. â€Å"No, there's a nest of vipers over here. Really.† â€Å"Oh, I thought you were taunting me. Sorry, a pox off of your family.† â€Å"Come, see.† I crashed through the wheat to find Joshua standing by a pile of stones a farmer had used to mark the boundary of his field. I screamed and backpedaled so quickly that I lost my balance and fell. A knot of snakes writhed at Joshua's feet, skating over his sandals and wrapping themselves around his ankles. â€Å"Joshua, get away from there.† â€Å"They won't hurt me. It says so in Isaiah.† â€Å"Just in case they haven't read the Prophets†¦Ã¢â‚¬  Joshua stepped aside, sending the snakes scattering, and there, behind him, was the biggest cobra I had ever seen. It reared up until it was taller than my friend, spreading a hood like a cloak. â€Å"Run, Joshua.† He smiled. â€Å"I'm going to call her Sarah, after Abraham's wife. These are her children.† â€Å"No kidding? Say good-bye now, Josh.† â€Å"I want to show Mother. She loves prophecy.† With that, he was off toward the village, the giant serpent following him like a shadow. The baby snakes stayed in the nest and I backed slowly away before running after my friend. I once brought a frog home, hoping to keep him as a pet. Not a large frog, a one-handed frog, quiet and well mannered. My mother made me release him, then cleanse myself in the immersion pool (the mikveh) at the synagogue. Still she wouldn't let me in the house until after sunset because I was unclean. Joshua led a fourteen-foot-long cobra into his house and his mother squealed with joy. My mother never squealed. Mary slung the baby to her hip, kneeled in front of her son, and quoted Isaiah: â€Å"‘The wolf also shall dwell with the lamb, and the leopard shall lie down with the kid; and the calf and the young lion and the fatling together; and a little child shall lead them. And the cow and the bear shall feed; their young ones shall lie down together: and the lion shall eat straw like the ox. And the sucking child shall play on the hole of the asp, and the weaned child shall put his hand on the cockatrice's den.'† James, Judah, and Elizabeth cowered in the corner, too frightened to cry. I stood outside the doorway watching. The snake swayed behind Joshua as if preparing to strike. â€Å"Her name is Sarah.† â€Å"They were cobras, not asps,† I said. â€Å"A whole pile of cobras.† â€Å"Can we keep her?† Joshua asked. â€Å"I'll catch rats for her, and make a bed for her next to Elizabeth's.† â€Å"Definitely not asps. I'd know an asp if I saw one. Probably not a cockatrice either. I'd say a cobra.† (Actually, I didn't know an asp from a hole in the ground.) â€Å"Shush, Biff,† Mary said. My heart broke with the harshness in my love's voice. Just then Joseph rounded the corner and went through the door before I could catch him. No worry, he was back outside in an instant. â€Å"Jumpin' Jehoshaphat!† I checked to see if Joseph's heart had failed, having quickly decided that once Mary and I were married the snake would have to go, or at least sleep outside, but the burly carpenter seemed only shaken, and a little dusty from his backward dive through the door. â€Å"Not an asp, right?† I asked. â€Å"Asps are made small to fit the breasts of Egyptian queens, right?† Joseph ignored me. â€Å"Back away slowly, son. I'll get a knife from my workshop.† â€Å"She won't hurt us,† Joshua said. â€Å"Her name is Sarah. She's from Isaiah.† â€Å"It is in the prophecy, Joseph,† Mary said. I could see Joseph searching his memory for the passage. Although only a layman, he knew his scripture as well as anyone. â€Å"I don't remember the part about Sarah.† â€Å"I don't think it's prophecy,† I offered. â€Å"It says asps, and that is definitely not an asp. I'd say she's going to bite Joshua's ass off if you don't grab her, Joseph.† (A guy has to try.) â€Å"Can I keep her?† Joshua asked. Joseph had regained his composure by now. Evidently, once you accept that your wife slept with God, extraordinary events seem sort of commonplace. â€Å"Take her back where you found her, Joshua, the prophecy has been fulfilled now.† â€Å"But I want to keep her.† â€Å"No, Joshua.† â€Å"You're not the boss of me.† I suspected that Joseph had heard that before. â€Å"Just so,† he said, â€Å"please take Sarah back where you found her.† Joshua stormed out of the house, his snake following close behind. Joseph and I gave them a wide berth. â€Å"Try not to let anyone see you,† Joseph said. â€Å"They won't understand.† He was right, of course. On our way out of the village we ran into a gang of older boys, led by Jakan, the son of Iban the Pharisee. They did not understand. There were perhaps a dozen Pharisees in Nazareth: learned men, working-class teachers, who spent much of their time at the synagogue debating the Law. They were often hired as judges and scribes, and this gave them great influence over the people of the village. So much influence, in fact, that the Romans often used them as mouthpieces to our people. With influence comes power, with power, abuse. Jakan was only the son of a Pharisee. He was only two years older than Joshua and me, but he was well on his way to mastering cruelty. If there is a single joy in having everyone you have ever known two thousand years dead, it is that Jakan is one of them. May his fat crackle in the fires of hell for eternity! Joshua taught us that we should not hate – a lesson that I was never able to master, along with geometry. Blame Jakan for the former, Euclid for the latter. Joshua ran behind the houses and shops of the village, the snake behind him by ten steps, and me behind her ten steps more. As he rounded the corner by the smith's shop, Joshua ran into Jakan, knocking him to the ground. â€Å"You idiot!† Jakan shouted, rising and dusting himself off. His three friends laughed and he spun on them like an angry tiger. â€Å"This one needs to have his face washed in dung. Hold him.† The boys turned their focus on Joshua, two grabbing his arms while the third punched him in the stomach. Jakan turned to look for a pile to rub Joshua's face in. Sarah slithered around the corner and reared up behind Joshua, spreading her glorious hood wide above our heads. â€Å"Hey,† I called as I rounded the corner. â€Å"You guys think this is an asp?† My fear of the snake had changed into a sort of wary affection. She seemed to be smiling. I know I was. Sarah swayed from side to side like a wheat stalk in the wind. The boys dropped Joshua's arms and ran to Jakan, who had turned and slowly backed away. â€Å"Joshua was talking about asps,† I continued, â€Å"but I'd have to say that this here is a cobra.† Joshua was bent over, still trying to catch his breath, but he looked back at me and grinned. â€Å"Of course, I'm not the son of a Pharisee, but – â€Å" â€Å"He's in league with the serpent!† Jakan screamed. â€Å"He consorts with demons!† â€Å"Demons!† the other boys shouted, trying to crowd behind their fat friend. â€Å"I will tell my father of this and you'll be stoned.† A voice from behind Jakan said, â€Å"What is all this shouting?† And a sweet voice it was. She came out of the house by the smith's shop. Her skin shone like copper and she had the light blue eyes of the northern desert people. Wisps of reddish-brown hair showed at the edges of her purple shawl. She couldn't have been more than nine or ten, but there was something very old in her eyes. I stopped breathing when I saw her. Jakan puffed up like a toad. â€Å"Stay back. These two are consorting with a demon. I will tell the elders and they will be judged.† She spit at his feet. I had never seen a girl spit before. It was charming. â€Å"It looks like a cobra to me.† â€Å"See there, I told you.† She walked up to Sarah as if she were approaching a fig tree looking for fruit, not a hint of fear, only interest. â€Å"You think this is a demon?† she said, without looking back at Jakan. â€Å"Won't you be embarrassed when the elders find that you mistook a common snake of the field for a demon?† â€Å"It is a demon.† The girl reached her hand up, and the snake made as if to strike, then lowered its head until its forked tongue was brushing the girl's fingers. â€Å"This is definitely a cobra, little boy. And these two were probably leading it back to the fields where it would help the farmers by eating rats.† â€Å"Yep, that's what we were doing,† I said. â€Å"Absolutely,† Joshua said. The girl turned to Jakan and his friends. â€Å"A demon?† Jakan stomped like an angry donkey. â€Å"You are in league with them.† â€Å"Don't be silly, my family has only just arrived from Magdala, I've never seen these two before, but it's obvious what they were doing. We do it all the time in Magdala. But then, this is a backwater village.† â€Å"We do it here too,† Jakan said. â€Å"I was – well – these two make trouble.† â€Å"Trouble,† his friends said. â€Å"Why don't we let them get on with what they were doing.† Jakan, his eyes bouncing from the girl to the snake to the girl again, began to lead his friends away. â€Å"I will deal with you two another time.† As soon as they were around the corner, the girl jumped back from the snake and ran toward the door of her house. â€Å"Wait,† Joshua called. â€Å"I have to go.† â€Å"What is your name?† â€Å"I'm Mary of Magdala, daughter of Isaac,† she said. â€Å"Call me Maggie.† â€Å"Come with us, Maggie.† â€Å"I can't, I have to go.† â€Å"Why?† â€Å"Because I've peed myself.† She disappeared through the door. Miracles. Once we were back in the wheat field Sarah headed for her den. We watched from a distance as she slid down the hole. â€Å"Josh. How did you do that?† â€Å"I have no idea.† â€Å"Is this kind of thing going to keep happening?† â€Å"Probably.† â€Å"We are going to get into a lot of trouble, aren't we?† â€Å"What am I, a prophet?† â€Å"I asked you first.† Joshua stared into the sky like a man in a trance. â€Å"Did you see her? She's afraid of nothing.† â€Å"She's a giant snake, what's to be afraid of?† Joshua frowned. â€Å"Don't pretend to be simple, Biff. We were saved by a serpent and a girl, I don't know what to think about that.† â€Å"Why think about it at all? It just happened.† â€Å"Nothing happens but by God's will,† Joshua said. â€Å"It doesn't fit with the testament of Moses.† â€Å"Maybe it's a new testament,† I said. â€Å"You aren't pretending, are you?† Joshua said. â€Å"You really are simple.† â€Å"I think she likes you better than she likes me,† I said. â€Å"The snake?† â€Å"Right, I'm the simple one.† I don't know if now, having lived and died the life of a man, I can write about little-boy love, but remembering it now, it seems the cleanest pain I've known. Love without desire, or conditions, or limits – a pure and radiant glow in the heart that could make me giddy and sad and glorious all at once. Where does it go? Why, in all their experiments, did the Magi never try to capture that purity in a bottle? Perhaps they couldn't. Perhaps it is lost to us when we become sexual creatures, and no magic can bring it back. Perhaps I only remember it because I spent so long trying to understand the love that Joshua felt for everyone. In the East they taught us that all suffering comes from desire, and that rough beast would stalk me through my life, but on that afternoon, and for a time after, I touched grace. At night I would lie awake, listening to my brothers' breathing against the silence of the house, and in my mind's eye I could see her eyes like blue fire in the dark. Exquisite torture. I wonder now if Joshua didn't make her whole life like that. Maggie, she was the strongest of us all. After the miracle of the serpent, Joshua and I made up excuses to pass by the smith's shop where we might run into Maggie. Every morning we would rise early and go to Joseph, volunteering to run to the smith for some nails or the repair of a tool. Poor Joseph took this as enthusiasm for carpentry. â€Å"Would you boys like to come to Sepphoris with me tomorrow?† Joseph asked us one day when we were badgering him about fetching nails. â€Å"Biff, would your father let you start learning the work of a carpenter?† I was mortified. At ten a boy was expected to start learning his father's trade, but that was a year away – forever when you're nine. â€Å"I?CI am still thinking about what I will do when I grow up,† I said. My own father had made a similar offer to Joshua the day before. â€Å"So you won't become a stonecutter?† â€Å"I was thinking about becoming the village idiot, if my father will allow it.† â€Å"He has a God-given talent,† Joshua said. â€Å"I've been talking to Bartholomew the idiot,† I said. â€Å"He's going to teach me to fling my own dung and run headlong into walls.† Joseph scowled at me. â€Å"Perhaps you two are yet too young. Next year.† â€Å"Yes,† Joshua said, â€Å"next year. May we go now, Joseph? Biff is meeting Bartholomew for his lesson.† Joseph nodded and we were off before he inflicted more kindness upon us. We actually had befriended Bartholomew, the village idiot. He was foul and drooled a lot, but he was large, and offered some protection against Jakan and his bullies. Bart also spent most of his time begging near the town square, where the women came to fetch water from the well. From time to time we caught a glimpse of Maggie as she passed, a water jar balanced on her head. â€Å"You know, we are going to have to start working soon,† Joshua said. â€Å"I won't see you, once I'm working with my father.† â€Å"Joshua, look around you, do you see any trees?† â€Å"No.† â€Å"And the trees we do have, olive trees – twisted, gnarly, knotty things, right?† â€Å"Right.† â€Å"But you're going to be a carpenter like your father?† â€Å"There's a chance of it.† â€Å"One word, Josh: rocks.† â€Å"Rocks?† â€Å"Look around. Rocks as far as the eye can see. Galilee is nothing but rocks, dirt, and more rocks. Be a stonemason like me and my father. We can build cities for the Romans.† â€Å"Actually, I was thinking about saving mankind.† â€Å"Forget that nonsense, Josh. Rocks, I tell you.†

Physiology Presentation on Bone Growth, Muscular Movement, and Nerve Transmission

Slide 1 Physiology Presentation On Bone Growth Muscular Movement Nerve Transmission Slide 2 Physiology of Bone Growth Understanding Bone Growth ?Ossification is a process of cartilage gradually changing into bone tissue. †¢Fetus’s bones are made of cartilage. †¢During childhood, the cartilage is replaced by bony tissue. †¢New bone is formed along the epiphysical growth plates. †¢The epiphysical growth plates are found at the end of long bones as the body grows taller. ?Osteocytes are bone cells. There are two types of osteoclasts and osteoblasts. Osteoclasts break down areas of old or damaged bone. †¢10% of entire skeleton is broken down and rebuilt each year (Turley, 2007). †¢Generally occurring in areas that are damaged or subjected to mechanical stress. †¢Osteoblasts are deposits of new tissue in those areas; forming, and rebuilding bones. †¢Begins as immature cells, but later becomes a mature cell that produces bone, cartilage, or co llagen fibers. ?Through all stages of life, formation of new bone is dependent on having enough calcium and phosphorous in the diet. Calcium in the body is stored in the bone throughout the body. †¢Calcium is an extremely important mineral for proper functioning of skeletal muscles and heart, keeping them contracting regularly and forcefully. †¢After the osteoclasts process, calcium is continuously released to the rest of the body. Slide 2 Speaker Notes ossification is the process of converting the cartilage in embryonic skeletons into bone. Cartilage is deposited early in development into shapes resembling the bones-to-be. Cells inside this cartilage grow and begin depositing minerals. The spongy bone forms, and osteoblasts attach and lay down the mineral portions of spongy bone. Osteoclasts remove material from the center of the bone, forming the central cavity of the long bones. The perichondrium, a connective tissue, forms around the cartilage and begins forming compact bone while the above changes are occurring. Blood vessels form and grow into the perichondrium, transporting stem cells into the interior. Two bands of cartilage remain as the bone develops, one at each end of the bone. During childhood, this cartilage allows for growth and changes in the shape of bones. Eventually the elongation of the bones stops and the cartilage is all converted into bone. Mature bone is a hard substance that is also a living tissue that undergoes change. Slide 3 IMAGE http://www. growtaller. net/ http://www. healthyfellow. com/images/2009/bone-growth. jpg Slide 4 Physiology of Muscular Movement ?Fascicle is a bundle of individual muscle fibers. These muscle fibers run parallel to each other, so when they contract they pull in the same direction (Turley, 2007). †¢Each muscle is composed of several muscle fascicles. Fascicles are composed of many muscle fibers surrounded by fascia. †¢The muscle is wrapped in fascia and connects to the tendon. †¢Fascia is a thin tissue sheet that connects each muscle or group of muscles. †¢The fascia merges into and becomes part of the tendon. ?Multinucleated is a muscle fiber having hundreds of nuclei scattered along the length of the muscle (Turley, 2007). †¢The nuclei help speed up the chemical process t hat must occur along the length of the muscle fiber before it can contract and move (Turley, 2007). †¢Each muscle fiber is composed of myofibrils. Myofibril is composed of thin strands of protein actin and thick strands of protein myosin. †¢Myofibril gives the skeletal muscle its characteristic striated (striped) appearance (Turley, 2007). †¢Actin and myosin is the source of a muscle contraction at a microscopic level (Turley, 2007). Speaker notes A muscle is composed of many parts. The body of the muscle is composed of muscle fascicles. Around each of the fascicles are arteries, veins, and nerves. Each fascicle contains bundles of muscle fibers (muscle cells) that contain thin strands of actin and thick strands of myosin. Slide 5 ? Continue†¦. from slide 4 ?Neuromuscular junction is where each muscle fiber is connected to a single nerve cell. †¢Muscles contract in response to an electrical impulse from a nerve (Turley, 2007). †¢The nerve cell releases neurotransmitter acetylcholine (Turley, 2007). †¢Acetylcholine is a chemical messenger that is moved across to the neuromuscular junction. †¢Acts as a key to unlock receptors on the muscle fiber. †¢Changing the absorption of the membrane allows calcium ions to flow into the muscle fiber. Contractions are produced by calcium ions; calcium ions cause the thin actin to slide between the thick myosin, shortening the muscle and producing a muscle contraction (Turley, 2007). †¢The muscle eventually relaxes when †¢Acetylcholine is inactivated by an enzyme at the neuromuscular junction. †¢Calcium ions are pumped out of the cell. Speaker notes Even when not actively moving, your muscles are in partial contraction. This is from the nerve impulses from the brain and spinal cord. The nerve impulses produces muscle tone that keeps the muscles firm and ready to act. This is the only aspect of the skeletal muscle activity that is not under conscious control. Slide 6 IMAGE http://www. bio. miami. edu/~cmallery/150/neuro/sf43x15a. jpg http://faculty. etsu. edu/forsman/Histology%20of%20musclefor%20web_files/image013. jpg Slide 7 Physiology of Nerve Transmission ?Each neuron consists of three parts; the dendrites, a cell body, and an axon (Turley, 2007). †¢The dendrites are multiple branches at the beginning of a neuron that receive a neurotransmitter from previous neuron. †¢Converting it to an electrical impulse, and sending to the cell body. Nucleus is the cell body that directs cellular activities, providing energy for the cell. †¢Cytoplasm around the nucleus contains structures that produce neurotransmitters. †¢Neurotransmitters then are transported to the end of the axon (Turley, 2007). ?Axon is a single elongated branch at the end of the neuron. †¢The axon is covered by a fatty, white insulating layer of myelin (Turley, 2007). †¢The axon does not directly connect to the dendrites of the next neuron (Turley, 2007). ?Myelin keeps the electrical impulses on tract throughout its travel. †¢Myelin is only present on the axon of the neuron (Turley, 2007). Synapse are spaces between the axon of one neuron and the dendrites of the neuron †¢Electrical impulses cannot across the synapse. †¢Instead the axon releases a chemical messenger or neurotransmitter (Turley, 2007). ?Neurotransmitters cross the synapse and binds to receptors on the dendrites of the next neuron. †¢These processes all happen within a fraction of a second (Turley, 2007). Slide 7 speaker notes A neuron consists of several dendrites, cell body, and an axon. The dendrites receive nerve impulses from other neurons. The cell body contains the nucleus of the neuron. The axon transmits nerve impulses to other neurons, whether it’s a muscle fiber, to a cell in an organ, or to a cell in a gland. Slide 8 http://www. clarian. org/ADAM/doc/graphics/images/en/9682. jpg http://www. cidpusa. org/synapse6. jpg Bones provide the structure for muscles to attach so that our bodies are able to move. Tendons are tough inelastic bands that hold attach muscle to bone. The nervous system ‘communicates' with muscle via neuromuscular (also called myoneural) junctions. These junctions (Figure 1) work very much like a synapse between neurons. In other words: †¢the impulse arrives at the end bulb, †¢chemical transmitter is released from vesicles (each of which contains 5,000 – 10,000 molecules of acetylcholine) and diffuses across the neuromuscular cleft, †¢the transmitter molecules fill receptor sites in the membrane of the muscle & increase membrane permeability to sodium, †¢sodium then diffuses in & the membrane potential becomes less negative, †¢and, if the threshold potential is reached, an action potential occurs, an impulse travels along the muscle cell membrane, and the muscle contracts. Some muscles (skeletal muscles) will not contract unless stimulated by neurons; other muscles (smooth & cardiac) will contract without nervous stimulation but their contraction can be influenced by the nervous system. Thus, the nervous and muscle systems are closely interconnected. Let's now focus on muscle – what is its structure & how does it work. Muscular movement is necessary, given as we are humans, and without muscular movement we would not have any strength of any kind. Without muscles, our bones would not be able to move and without bone growth, we would not have any type of size or shape–we would be formless and shapeless individuals. Without nerve transmission, our bones and our muscles would not know what to do and when to do it. In conclusion, all these processes are interrelated.

Accountant in Private or Public Sector Should Remain Impartial

Accountant In Private Or Public Sector Should Why Remain Impartial? An accountant in private or public sector should remain impartial and also loyal to ethical guidelines when preparing and reviewing the company’s financial statements for reporting purposes. Some of the contemporary issues that affect an accountant in the workplace emanate from outside or forces within trying to ensure that financial records are manipulated to make the company appear as if it is making profits when this is far from the truth(Anandarajan and Simmers, 2002). This leads to both criminal and ethical violations. The balance from the legal point of view can be considered as the assets and rights in favor of the company in a given moment of time (assets), the obligations contracted at that date (liabilities) and, as a difference, the property belonging to the owners (Bowie and Werhane, 2006). From the economic point of view, the balance sheet shows the sources of financing that existed at any given time, both from third parties outside the company, as well as from the owners of the company (liabilities and assets) and the investment or application that has been given To that (active) financing. Some of the work place problems include: the goal of makeup or "beautification" of the balance sheet is to make the company's liquidity situation appear more favorable. From this point of view, it is customary to practice transferences of securities or feigned transactions in books, aimed at taking sums from accounts considered as not realizable to other accounts held by more liquid, before the balance sheet is drawn up. Irregularities to records or accounting reports for any fraudulent purpose may be "employee fraud" or "management fraud". Employee fraud refers to dishonest acts done against the company by its employees. Examples include asset theft, charging lower sales prices to "favored" customers, receiving money from suppliers, overestimating hours worked, filling expense accounts, and embezzlement (theft of assets that Is hidden by falsifying accounting records). Management fraud refers to a deliberate misrepresentation made by top management of a business to outsiders, tending to mislead investors or creditors, concealing the truth, and to this can be added the rudeness between partners, as well Such as the fraudulent management of Directors and Directors, which may consist of misappropriation of funds or distortion of Balance Sheet. This naturally entails having to make false entries during the course of the business year, which will alter the time of the statement of the balance when it is being drawn up. The most common is that such false seats take place during the inventory; Excessive wages to managers and / or their families which allows management to use them for personal purposes; Fraudulently structured business transactions between the company and members of its senior management; Transfer of accounts to another that have nothing to do with the origin of the operation; Seats that have been embroiled in order to maintain or introduce certain values not included in the balance sheet, as in the case of value depreciation in the "goods" account when part of the goods is damaged; Fictional sales; Fictive existence of assets; False overvaluation of the Asset; Omission of commitments; Indication of a major change to the real, among many others.   According to the manner and time of its execution, the accounting offenses of the employers are broken down into three categories: those committed in the course of the exercise(Bragg, 2001). Those that are made when formulating the inventory with repercussion on the balance sheet and the offenses of balance proper, in the most limited sense, which affect the accounts of the Major to obtain the balance sheet. Management that wants to hide the situation of their business can do it in two directions: up or down. In the first case there is the purpose of making the commercial capacity appear in the books and vice versa in the second; The final effect is to distort the general situation, according to the interest that may exist according to the prevailing circumstances. The above risks are commonly handled in risk management of companies, but how could we translate them into an accounting firm? Perhaps we could handle them as quantitative, qualitative risks, risks arising from the management of the business and results of recent audits. The quantitative risk should be evaluated by aspects such as the sufficiency of the cash flows of the business, the amount of capital of the firm itself, the sufficiency of the fees to collect the financial situation of the business, and so on(Careers in accounting, 2008).The qualitative risk of the business should be given by aspects such as the industry in which the firm is immersed with its main customers, its number of customers and suppliers, management experience in charge of the business, number of products on the market, personnel Key in the operation, and so on. The problem arising from the operation of the business, by the administration in charge, results from such issues as the pressure of the partners to generate profits or positive cash flows, financing needs, additional capital, reserves not to recognize (Or recognize) inadequate income, very high administrative compensation based on results. Indications of unhealthy accounting practices may also result in a risk, only comparable to the lack of sincerity (to hide information) of the administration towards the partners of the firm. The results of recent audits of our own accounts and controls can point us to the risks that other Accounting professionals have detected in the recent past. The pressure to impose ideas, unreasonable dates of reporting, detected frauds, unexplained departures from the firm's staff, and so on. Litigation is also a source of risk for the firm, as well as operations or contracts unnecessarily complex with parts of the firm, etcetera(Weetman, 2016).As can be seen, trying to convert traditional general risks into landed risks for the accounting profession (specific industry) is complex and it is only after a careful evaluation of them, their weights and their balances that can lead to knowing Whether the risk you are taking with your contracts is acceptable or not. One suggestion to carry out such an assessment of the total risks of the firm is the development of one or more risk matrices in which the different types of risk to which the firm is subject are evaluated by assigning values of each of the different risks Noted above. Once the analysis was developed through a matrix with weighted data, the result would be a scheme, perhaps as follows With limited exceptions, issuers may not extend or maintain credit, extend credit arrangements, or renew an extension of credit, in the form of a personal loan for any of their senior managers or executives(Test of professional competence in management accounting, 2013). An existing credit extension will not be subject to this prohibition if there is no material modification to the credit extension or renewal after the enactment of the law.   This fraud strongly impacts the financial statements. It can include asset theft, concealment of debts, manipulation of income, manipulation of expenses, among others.     Alteration of information: change of information before or during computer entry. Anyone who has access to the process of creating, registering, transporting, encoding, examining, converting information that enters the computer can do so.   Trojan horse: It consists of placing additional instructions in a program so that, in addition to its own functions, it performs an unauthorized function. It can be done by anyone who has access to any file normally used by the program. It's easy to hide among hundreds of program instructions. It can also be hidden in the operating system. They are introduced preferentially by adding the unauthorized change when implementing an authorized change to the program. Salami Technique: Theft of small amounts from a large number of records through fraud in the program. The funds thus obtained are applied to a special account. Control totals do not change. The person equipped with this course are   considered to be trusted advisors to managers who did not have a leading and driving role, much less control and monitoring, since their role was confined to making recommendations on the progress of the company and the management of its executives , Validating with their presence and their signature the acts of those, to such an extent that in business language a radical line was made between what was management and those who called themselves directors, in a denomination that was above all honorific(Test of professional competence in management accounting, 2013). This reduces ethical issues in the accounting and management profession. This eans that their performance is exclusively in the interest of society and associates and are subject to a catalog of functional prescriptions that makes them active subjects of business management, not only as drivers of their objectives but also as Vigilantes of the implementation and of the results of its policies, strategies and programs, assigning them a joint and unlimited liability to the damages caused by deceit or fault to society, partners or third parties, unless there is no knowledge Of the action or omission that generates responsibility or has been voted against, provided that those who oppose the act have not executed it. How accounting degree can be used to solve workplace problems To determine the location of accounting in the field of knowledge, assuming for the present work, the different definitions of some work that relate it to the economy, regardless of whether or not they belong to the Economic School of Accounting, which was published in the virtual International Accounting and Social Responsibility of Organizations, Accounting is a social science of an economic nature whose purpose is, by means of a specific method, a way to produce information in quantitative terms, relative to the economic-patrimonial reality that occurs in an economic unit so that the users of the information can make decisions In relation to the expressed economic unit(Management accounting, 2010). Accounting is an economic science that serves the explanatory, predictive and control information of the measurement and aggregation of the value of wealth and of the income generated in the exchange of private and public subjects Research problems and accounting research problems are needed, which lead to the diagnosis and description of aspects that generate obstacles in research. As an example, research in order of the major research topics is presented through the most representative academic journals with the intention of evidencing the global accounting research. The problem that guides the argument is the need to distinguish two problematic axes in accounting research that makes this exercise an activity that historically marches slowly, seeking to understand that with the conceptual and analytical clarifications in the conceptions that govern accounting knowledge, Could contribute to the disruption of this issue. It is established that problems are not the same as motivators of research, that the problems that revolve around research as a human activity. This writing has been thought with two purposes, which are meant to mean in the title(Management accounting, 2010). On the one hand, it is implied th at there are research problems in the science or discipline of accounting, which are those that by nature move to a field of knowledge; That is, that through the accounting an investigator could explain an own fact of such discipline. This first approximation leads to linking the problems of investigation in the plane of what can be called accounting ontology, as it refers to the object of accounting study, to the facts of which accounting is concerned. On the other hand, it is understood the problems of accounting research, as the result of an accounting epistemological analysis, in the sense of outlining the main axes that lead to problematic situations in the process of accounting research as a social activity. For this first part it is necessary to make precision about what can be understood by research problem. Traditionally it has been understood that a problem is a situation of conflict, where there are two aspects that do not correspond with each other, either the reality and the explanation of it; On the other hand, a problem is understood as the absence of an explanation about aspects of reality that have not yet been addressed and / or finally that in the face of a problem the available explanations are not coherent. The above three causes are the sources of problems in science. It is important to emphasize that problems are not exhausted in the abstraction presented here, but that many problems can be generated by confusions in language, in thought, these problems would be philosophical, however, To the extent that philosophical approaches to accounting problems exist, these ways of understanding them can significantly guide researchers in providing solutions(Management accounting, 2010). The latter aspect provides a path that is not entirely unexplored, but which has been insufficiently exploited for the benefit of accounting discipline. Accounting as a scientific discipline can be approached from any of these models of science. Whatever it is, accounting research is needed from two planes; the pure and the applied. On the applied side, research becomes pragmatic, instrumental and technological, seeking concrete solutions to specific information problems derived from empirical research, inductive, starting from the state of things that exist, without trying to transform it. This investigative exercise revolves around recognizing - measuring - disclosing the accounting fact, through an information system, to generate information useful in economic decision making, within the framework of the market logic. On the "pure" side, research in accounting is based on the search for new theories, methods, techniques, to know the accounting reality through an interdisciplinary, transdisciplinary, multidisciplinary or multidisciplinary conception. The center of this type of research is the expansion of the frontiers of accountin g knowledge based on the idea that accounting is a socially, economically, politically and culturally constructed discipline. The link between these investigations and accounting practice for many is diffuse, but it must be considered that for a theory to be accepted by the scientific community it has to be recognized, tested and proven, which does not happen in short periods, even more so in The accounting field must go through the recognition of regulatory bodies and relevance to social needs. There are multiplicity of fields in which you can do accounting research either applied or what has been called here pure research, within these we locate some that are representative to give an idea of each category. The problems that are indicated in the plane of accounting epistemology are the diagnosis of the main causes of why accounting as a scientific discipline does not achieve greater developments and socio-technological impact as a social science. They belong to sociology because they detach themselves from the human relations that construct the accounting phenomenon and, therefore, it is incumbent to explain them from this perspective; Are all a consequence of the effects that variables external to the accounting science itself determine their situation. Recommendations Scientific community: the main problems around this category, is whether accounting researchers share minimum elements of methodology and there is agreement on what is or should occupy accounting? For many years there has been debate and writing on this subject, without finding any exit, given the high ideological component that occurs in the answers and proposals. Is there any consensus as to object and method? In thi s sense, apparently basic questions, but with little real impact in both research practice and academia, consensus should not necessarily be imperative. What is really required is clarity in relation to what is investigated and is intended to intervene with the investigation, in order not to invade spaces that other disciplines and sciences already of tradition do much better(Management accounting, 2010). Does the formation of the accountant support the same purposes and share the same literature? The tension in the formation of the counter, inheritance of several decades, more than diversifying approaches, alternatives and generating plurality, has been a dissociating element. What is relevant in this aspect of the problem is whether there is an understanding and understanding of opposing approaches and postures that enable academic debates of scientific rigor that contribute to a dynamic of progress. Does the community handle the same language? The semantic differences within the accounting community are evident as it arises, the distance in the members of the accounting community is not only in the language, but in the valuation and importance of the research activity and the Impact that this must have. Market: the space where accounting functions and the accounting profession properly imposes challenges on us to be able to understand the relationships that must be established between science and economics. It is an external variable of consideration because it conditions the educational system and thus the type of training that is privileged. Is accounting education contingent on the needs of the market? Is accounting research important to the market? Is there research, more for the disciplinary need than for meeting quality standards? The problems of research in accounting are a sample of the potential possibilities of disciplinary development, and are evidence that it is possible to speak of research in workplace accounting. Not only from the application of methodologies of scientific rigor, but also from the perspective of building knowledge about realities built and understood interdisciplinary, on objects and phenomena in the world that revert human, economic and social importance, from accounting as a discipline social, to build forms of recognition, measurement and accounting representation that facilitate society a much more comprehensive understanding of economic and social reality. However, the difficulties jump immediately, but they are the ones that motivate from an epistemological vision, the possibilities, the scope, the character and utility of the same, difficulties that also are object of investigation(Bowie and Werhane, 2006). This situation permeates the relationships in the accounting community, the institutions, the market and the practical utility that derives from it. The, far from being discouraging, invites us to think of research not as a problem in itself, but rather to understand it as the articulating axis that allows us to develop accounting as a dynamic social knowledge and discipline, useful to mankind, not only professionally, But in a sense of understanding of the world and of society that re-establishes it in its social value Anandarajan, M. and Simmers, C. (2002). Managing web usage in the workplace. 1st ed. Hershey, Pa.: IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA). Bowie, N. and Werhane, P. (2006). Management ethics. Malden, Mass.: Blackwell. Bragg, S. (2001). Cost accounting. 1st ed. New York: John Wiley. Careers in accounting. (2008). 1st ed. San Francisco, CA: WetFeet. Duska, R., Duska, B. and Ragatz, J. (2011). Accounting ethics. Chichester, West Sussex, U.K.: Wiley-Blackwell. Jeffrey, C. (2004). Research on professional responsibility and ethics in accounting. Bingley, U.K: Emerald. Jeffrey, C. (2008). Research on Professional Responsibility and Ethics in Accounting. Burlington: Emerald Group Pub. Jeffrey, C. (2010). Research on professional responsibility and ethics in accounting. Bingley, U.K.: Emerald. Jeffrey, C. (2014). Research on professional responsibility and ethics in accounting. Bingley, U.K.: Emerald. Jeffrey, C. (2016). Research on professional responsibility and ethics in accounting. Bingley, U.K.: Emerald. Management accounting. (2010). Wokingham, Berkshire: Kaplan Financial Ltd. Professional ethics in accounting and finance. (2012). London: BPP Learning Media Ltd. Test of professional competence in management accounting. (2013). 1st ed. London: BPP Learning Media Ltd. Weetman, P. (2016). Financial and management accounting. Harlow: Pearson

Case study group project Example | Topics and Well Written Essays - 750 words

Group project - Case Study Example This paper evaluates the communication issues and communication effectiveness of Mr. Porter, Mr. Weigand, and the disgruntled teacher, where they all made communication mistakes because leaders did not establish strong relationships with their subordinates, while subordinates reacted with inadequate critical thinking. The first section of the paper assesses the e-mail communications of Mr. Porter and Mr. Weigand, which both manifested a lack of responsiveness to one of the crucial roles of leadership, the role of building relationships, which could have helped them become more perceptive of the current workload of teachers and their feelings regarding additional class requirements. Mr. Porter and Mr. Weigand did not effectively communicate the importance of the new performance objectives because they did not understand the workload of their teachers and how they would respond to the new class requirement that they have to submit in a month. First, Mr. Porter did not consult with his principals and teachers regarding the new performance objectives. ... Second, Mr. Weigand should know more about the teachers’ situation, but instead, he merely forwarded an unsympathetic e-mail to his teachers. Apart from not expressing empathy, he did not have sufficient perception of his role as someone who could have at least tried to communicate with the teachers first regarding how they felt about the performance objectives (Lunenburg, 2010, p.5). As the principal, he should have been more aware of the potential impact of the performance objectives on his teachers because he should know more about the teachers’ everyday activities. Instead, he acted as if he was another Mr. Porter. Third, if I would put myself in the position of these teachers, I would also be surprised and frustrated after getting the e-mail. The e-mail had a demanding tone and unrealistic perception of teachers’ workload. It would certain get angry responses because it did not consider its effects on teachers, who already had regular tasks and activities. T hus, Mr. Porter and Mr. Weigand failed to build a strong relationship with their teachers that could have given them the inkling that setting performance requirements could not be done in such a rushed manner. The second section of the paper discusses how Mr. Weigand should respond to the angry teacher, where he should reply with empathy and openness to further discussion. In his e-mail response, Mr. Weigand must sound concerned by saying that he understood her frustration and that he would open the topic for further discussion with other teachers. He must be open to suggestions too on how the relevance of the performance objectives could be better explored and highlighted to his teachers (Lunenburg, 2010, p.7). Furthermore, I could have

What aurguments can you make, for and against, the assertion that Essay

What aurguments can you make, for and against, the assertion that democracy has made striking progress in the world during the past decade - Essay Example In a democratic system of governance, eligible citizens choose and replace the government via free and fair elections, all citizens enjoy the protection of human rights, there is freedom and rule of law, and citizens participate actively in all national matters. As such, democracy respects human rights, elections, women, and civil society. Democracy contrasts a monarch or an oligarchy.However, there has been an assertion that democracy has made striking progress in the world during the past decade. This paper will draw arguments for and against the progress of democracy in Turkey, Libya, and Egypt. Turkey may assume the definition of a democratic, unitary, and constitutional nation with a huge cultural diversity. It has a parliamentary system of governance and its constitution governs the centralized state. The nation has respect free and fair elections where eligible citizens elect a president for a seven-year term. The nation has universal suffrage for both sexes where all citizens above 18 years of age have the right to vote. Indeed, all citizens can participate in independent political organizations, access information and services, and own private property. In the past decades, Turkey has grown in terms of protection of fundamental rights and freedoms where perpetrators of extrajudicial killings can now face trial. Moreover, the military have taken control of the government for three times but later withdraws to allow for the resumption of democratic governance. (Turkone 1). Additionally, Turkey have shown great respect for the rule of law and the Sacred Law, as well as embracing cultural diversity and respect for the ethnic minority. Notably, previous governments introduced successive phases of limited democracy in preparation for full democracy as they encouraged the rise of civil society. However, the progress of democracy in Turkey has been very challenging as the country faced various controversies (Lewis 1) about individual liberties and freedom of w omen. Indeed, the country’s address on the  Kurdish issue (Turkone 1) contracts democratic ideals and human rights in Turkey faced international condemnation where Turkey violated the most human rights in the Council of Europe. The country had no respect for Kurdish rights, the right to life, women's rights and press freedom, and freedom from torture. The country exercised major crackdowns on press freedoms and arrested many journalists. Moreover, the constitutional problems in Turkey challenge democratic ideals. Notably, Turkey lacks a democratic identity and a democratic tradition but has made significant progress in the last decade. On the other hand, Libya is a parliamentary nation under a temporary Constitutional Declaration and governed by the General National Congress. Libya has depicted total disregard for democracy in the past decade. Indeed, the former president of Libya, Gaddafi rose to power through a military coup and ruled for 40 years. He had no respect for d emocracy as he retained all power, disregarded civil society, had no respect for human rights, and did not allow for active participation in national matters by the Libyans (â€Å"UN† 1). Libya banned all political parties from 1972 and all elections were nonpartisan under law. Indeed, Libyans did not participate in democratic elections for 47 years (â€Å"Foreign and Commonwealth Office† 1). However, the urge for democracy led to the revolution, which removed the Gadhafi government. Indeed, the National Transitional Council introduced multiparty democracy as the face of the revolution. Notably, the NTC declared Libya as a new democracy in 2010 where it promised to guarantee the rule of law, respect for civic and human

Global Health Assignment Example | Topics and Well Written Essays - 750 words

Global Health - Assignment Example As the research stresses as part of traditional healing services, fork medicine entails healing ideas and practices of health and physiology preservation. In most cases, the practice remains common in few cultures and is mostly transmitted through practices and knowledge by specific individuals’ having prior experience. In Finland’s traditional towns and cultures, fork medicine providers are always trained by prior to fork medicine practices. Anybody in Finland can be a traditional healer. As the paper explores the process depends on various aspects. In most cases, traditional healers are chosen from the community. In some cases, traditional healers tend to inherit the practice from family members who were once healers. An individual must also undergo formal training and initiation by experienced healers. Training sessions is mostly conducted at home where the healing process takes place. On the other hand, the training period depends on how the healer feels the trainee is ready. The number of female and males practicing the service also vary. Clientele seeking traditional healing services especially the fork medicine services mostly depends with people’s location in the country. In some cases, it depends with cultural beliefs and traditions. Most people from rural regions in Finland prefer using the services due to their economic situations. It is evident that herbal remedies are important especially in improving health.

The Masters Skills Personal Development Plan Essay

The Masters Skills Personal Development Plan - Essay Example The aim of a personal development plan is to get a person to reflect in a well-thought-out way concerning her or his knowledge, abilities and skills, and to engage in a course of action of continuous self-improvement. Because of this, knowledge, abilities and skills are improved (Bossidy 2010). Personal headship development plan, conversely, can be regard as a record of core qualities, traits, and abilities on which a person intends to centre her or his personal development endeavours. My objective in designing a personal headship development strategy is to assess as well as explore my behaviours, traits, beliefs, values, as well as a feeling of personal determination, and their influence on individual as well as leadership efficiency. The personal headship development strategy will also aid me in delving into and developing affirmations of personal purpose as well as leadership vision. This endeavour will aid me in planning as well as writing a persuasive and unique action plan that builds on my headship strengths and enhances my personal as well as leadership efficiency (Bossidy 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     I will design a personal headship development strategy to assess my management skills and capabilities, and to generate a strategy for me to enhance them. Via the personal development strategy, I will prime a strategy to meet the preconditions for accomplishing my position as a manager and leader (Bossidy 2010). Leadership Objective My objective is to cultivate my leadership abilities and turn into a transformative manager. Learning new ideas and developing fresh abilities and skills are amongst my topmost precedence. I always aspire to obtain new skills, which can assist me in realizing my objectives. I constantly strive for prospects to utilize what I absorb and to develop further. Reflecting back upon my educational expertise, I could disclose that I have been able to employ the things, which I learnt in various scenarios and areas. In my educational experience, I studied the practical details of managing business. I managed to finish all the allocated tasks in addition to performing well within different undertakings. A good example is my research project on strategic management within organizations. The findings of the research were very informative. I was also able to employ the theories, skills and techniques, which I studied in different activities and scenarios. I learned ideas about the various management strategies and policies. I also learned the fundamentals of management, for instance, planning, leading, organizing, controlling and co-coordinating (Christensen 2009). Transformational leadership tries to transform attitudes, beliefs and feelings. Transformational leadership ensues when a person or more people engage with one another in such a manner that followers and leaders raise each other to higher ranks of morality and motivation. Transformational leadership results to the transmutation of the followers, the leader as well as the social structure they operate in (Christensen 2009). There exist different traits of a transformational manager. A transformational manager is Charismatic. Inbeing, captivating, transformational managers encourage change, collaboration, commitment, improvement and loyalty amongst personnel. The transformational manager functions like a role model to the employees. The transformati

Determining Your Perfect Essay Example | Topics and Well Written Essays - 1000 words

Determining Your Perfect - Essay Example Lately, the same case happened with me. While our company was heading towards restructuring, I was asked by my employers about the position that would suit me the best. A detailed analysis of that job position is mentioned in subsequent paragraphs. I was working at the position of Assistant HR Manager at a local company. When our company undergone for restructuring and expansion, I was asked by my employers if I would like to change my job position. They had seen my performance for the past 4 years and therefore provided me with this opportunity of selecting my desired position. It was a chance which comes once in a lifetime and I never wanted to waste it. Therefore, I asked a time period of 24 hours in order to brainstorm and think carefully about what my skills, abilities, strengths and weakness and then answer them about their question. The very next day, I met my Senior HR Manager, with whom I have been working very closely for past 6 months. He listened and acknowledged my position as ‘HR Specialist’. The job is, indeed, of greater responsibilities covering all the disciplines of HR including hiring, recruiting, postings, employee relations, employee referral programs, training, monitoring special developmental programs when needed etc. This job not only required me to assist the subordinates but also required substantial amount of responsibility. In order to assist the subordinates, it is essential to analyze the leadership skills of a person. My employers would also have considered this point before finalizing me for this job. The way I have analyzed my leadership style and skills is mentioned below in a detailed manner. Learning Agility; HR Specialist needs to be very adaptive to the changing situation because they also have to lead the change to their subordinates. If they, themselves won’t be able to accept the change then communicating this message to employees at lower level of hierarchy can be

Otto von Bismarck as a statesman Term Paper Example | Topics and Well Written Essays - 3250 words

Otto von Bismarck as a statesman - Term Paper Example In 1838, he resigned from his job because of boredom. In 1847, he got married to Johanna von Puttkamer; this was a turning point in his life because of the enormous support he received from Puttkamer. During the same period he embraced Christian tradition of the Lutheranism and began his service in the Prussian legislature; in 1847, he was elected into the Prussian parliament. In his tenure in the parliament, he opposed the liberal movement and campaigned for the unification of Germany under the support of Prussia. He also protected the rights of the Junkers (his elite social class). He served as a Prussian minister in the German government at Frankfurt between 1851 and 1859. He also served as an ambassador to Paris in 1862 and to St. Petersburg between 1859 and 1862. In both services he acquired more insight and experience that would partially establish his subsequent policies (The Questia.com 1).it is up to today debated whether Bismarck had a master plan to expand the north German confederation of 1866 to include the remaining independent German states into one country or maybe he just wanted to expand the power of the kingdom of Prussia .many reaction to Danish and other neighboring country provided foci for German unity Bismarck was an opportunist and good diplomat than a master planner. Political discontent and democratic liberalism were spreading through the parliaments and streets of Europe and people like Bismarck staunchly opposed to democratic liberalism were staunchly opposed to democratic liberalism were to work very hard to stay afloat. Bismarck did it by being pragmatist instead of idealist. He opposed any concession to the liberals and expressed contempt for the king’s willingness to bargain with revolutionaries. He was the best into taking advantage of his opportunities and leading them in the right way always. He was the main factor in unification of Germany. Otto von Bismarck was a very conservative political leader Germany has ever ha d. Wars with Austria and France He was appointed as a premier in 1862 by William I in order to securely adopt the Prussian program for the king’s army; the program was overwhelmingly rejected in the parliament. Bismarck’s main purpose was to drive out Austria from the German Confederation. He provoked the Austro-Prussian War of 1866 by accusing Austria of violation of the Gastein treaty. Austria was defeated and Germany reorganized into the North German Confederation under the Prussian leadership; Austria was not included. He also provoked the Franco-Prussian War (1870-1871) and he was able to obtain Lorraine and Alsace from France (The Questia.com 1). Alignments and Alliances Bismarck had full control of the domestic and foreign affairs. For the consolidation of the empire, he aimed at gaining the friendship of Austria, maintain British friendship by avoiding colonial or naval rivalry and isolate France through diplomacy. Thus, in 1872, he created the Three Emperorâ⠂¬â„¢s League (Austria-Hungary, Russia, and Germany). A rift in the Russo-German relations led to a Dual Alliance with Austria and the Dual Alliance became a Triple Alliance when Italy joined in 1882. The Reinsurance Treaty of 1887 revived Germany relationship with Russia (The Questia.com 1) how strong the nationalism. Bismarck knew very well that the alliances that war could accomplish his goals. How Bismarck dealt with Austria shows his commitment to maintaining boundaries based on political and

Global relevance from a diversity of perspectives in International Essay

Global relevance from a diversity of perspectives in International Relations Theory - Essay Example This paper will evaluate the issue of global relevance from a diversity of perspectives in relation to International Relations Theory. The paper will discuss the issues surrounding global relevance and the implications on the how the various international relations theories relate to global relevance. Specifically, the paper will discuss critical theoretical perspectives in International Relations Theory such as Constructivism, Feminism and Marxism in regards to global relevance. The study will investigate the various aspects that can influence the global relevance of a state or a country and how these aspects can be controlled. It is important to note that global relevance is critical; especially in this era of globalization. Therefore, the study will endeavor to establish the critical issues that surround the issue of global relevance and how International Relations Theory affects global relevance. In order to attain the purpose of this paper, the first section will describe the is sue of global prominence in the context of global relations. The normative and theoretical perspectives in International Relations Theory that influence global relevance from a diversity of perspectives will be discussed. ... No country in the globe can prosper in solidarity and international cooperation is essential for every country. It is imperative that countries which dominate the international landscape have put in place policies that make them globally relevant (Hobson, 2009). Despite the diversity that is evident throughout the world, all countries are interlinked for mutual benefit. The aspect of global relevance can be evaluated from a diversity of perspectives that influence international relations. One of the major aspects of global relevance is economic status. The economy of a country is an important indicator of its development rate. It is important to note that economically powerful countries benefit the most in the realm of international trade. The formation of international and regional trade bodies such the World Trade Organizations imply that the exchange of goods and services is an important issue for every country. Suffice to say, trade is implemented through the principle of willing buyer and willing buyer. Therefore, in order to be able to dominate in the international trade, it is necessary for a country to improve its production capabilities (Hobson, 2009). The manufacturing, services and agricultural industries are some of the main areas of international trade. Thus, countries that can export more products and services while keeping their imports at a low level have the capability to stay globally relevant. The challenge for emerging economies that aspire for global dominance is the policies that they have to put in place in order to attain this goal. Countries that are unable to be globally relevant may invariably end up lagging behind economically. The political landscape in a country is an important

Physiological Ecology Essay Example for Free

Physiological Ecology Essay ABSTRACT   Ã‚   Mytilus edulis or the common mussels, very commonly found around the British Isles coast, with large commercial beds in the Wash, Morecambe Bay, Conway bay the estuaries of south- west England, north Wales west Scotland; belongs to the phylum Mollusca e.g. snails, slugs, mussels cockles clams class Pelecypoda e.g. clams, cockles, mussels, oysters scallops. The Mytilus is an extremely widely studies specie, mainly because of its widespread distribution, abundance, ecological commercial importance. It is also used as a bio – indicator. The objective of the study conducted was to find out the effects of respiration, water pumping activity environmental stresses on the mussel’s growth. The environmental stress includes prolonged air exposure, low salinity its action combined with elevated temperature. The main focus was regarding the age growth of the Mytilus. The mussels were challenged to a number of tests to determine their behaviour to record their response to different environments.   The tests prove that Mytilus species that live in an uncontaminated area grow faster than ones that live in polluted areas. This can be deduced effectively by the research conducted along with the experiments. INTRODUCTION   Ã‚   Mytilus are usually present on the rocky shores of open coasts attached to the rock surfaces in crevices, on rocks piers in sheltered harbours estuaries, often occurring as dense masses in cooler waters of the world; usually extending from the Arctic to the Mediterranean in the North east Atlantic. Two important factors that play an important part in the growth life of Mytilus are: TEMPERATURE: it is a vital factor responsible for the growth limitation of mussels. Extreme low temperature causes damage in Mytilus but is minimised due to nucleating agents in the haemo- lymph. The Mytilus is prone to perilous freezing conditions sporadically in even moderate temperatures; large adults can endure lab conditions of -16 degree C. easily for 24 hours are capable of surviving even if the tissue temperature falls below -10 degree C. In Sweden, mussels actively ingested seston at -10 degree C., suggesting that they can utilise spring phytoplankton blooms in boreal waters even at low temperatures. M.edulis can tolerate high temperature desiccation as well, for example the British M.edulis has an upper sustained thermal tolerance limit of about 29 degree C. (Mytilus edulis) SALINITY: in contrast with other biogenic reef species, M.edulis can bear a wide range of salinity. But it is noted that it stops the feeding process when exposed to low salinities. The M. edulis adapts well to low salinities as low as 4-5 %. Exposure to 16% salinity for a month resulted in reduced shell growth as much as 26% to 32%, while in 22% exposure caused a minute drop in growth rate. When exposed to 13% the growth rate recovered from zero to more than 80% in 32% in a month. MATERIALS AND METHODS Materials: Incubation tubes, incubator, cotton, knob, benzoic acid, All samples were divided into four groups. Two groups of prestine A and prestine B were compared with polluted A and polluted B. Pristine A Pristine B Polluted A Polluted B Curves were drawn to compare Pristine A with Polluted A and Pristine B with Polluted B. With change of temperature change in mass was observed. Mytilus were cultured in flat trays measuring 20-40 cm. Two trays had pristine while remaining two were for polluted growth. Affect of temperature change was observed in all the four trays with consequently change in mass. Mytilus was put over the trays to be cultured. Tests conducted in five different labs are being analyzed to prove that the Mytilus favor a pristine environment as compared to a polluted one. LAB #1    This particular lab deals with the energy content in a food substrate or in animal tissue which is considered as the most important component for growth of any organism. The method used to determine the energy content of biological materials is the micro- bomb calorimetry method; by using susceptible microelectrodes to assess the heat produced by igniting a pellet of dry tissue within a stainless steel bomb. The calibration is obtained through a chemical having fixed energy content; the temperature change can be transformed into energy content for the tissue. In order to deal with a small sample, a micro- bomb calorimeter is used, filled with oxygen a small wire, that works like a light bulb filament is used to ignite the tissue    Using the oxygen supplied by potassium dichromate; a strong oxidizing reagent, contained with concentrated sulfuric acid, the tissue is burnt chemically. The orange Cr is reduced to green Cr, while burning; this change can be quantified using a spectrophotometer. LAB #5:    By determining the effects of geometric constraints biological processes, the allometric isometric relationships of organism are studied. The lab deals with the examination of gill area, shell volume foot weight scale with the size of mussels; observing how the size of the mussel effects the different biological processes. The allometric scaling is explained by equations of the form Y= Ax B; the A as a constant, B an exponent, X is mass Y is a biological process. Allometric relationships are represented as curves on linear axes, but when plotted on log/log axes they become straight. The scaling exponent of the function is determined by the slope of the line. LAB #6:    This lab’s research aims to calculate the following at ambient temperature using a meticulous mode: The respiration rate of one mussel from polluted area The respiration rate of one mussel from a pristine area control respiration    The materials employed in this test are a fiber optic oxygen electrode indicating vestiges on the quenching of light emissions from a Ruthenium compound due to oxygen presence, so as to calculate the flux of oxygen in due course.   To measure the respiration rates, the mussels will be enclosed in individual restrained Respirometers, filled with seawater connected to an oxygen electrode located with a slow flow of water from a peristaltic pump, in a separate chamber. Set up the oxygen system to record data every minute for an hour. Place a cleaned mussel, attach the lid submerge the chamber. Place the electrode in the holder attach hoses to pump chamber, so that the water is flowing past them, turning on the pump to slow. The data logging will go on for an hour start a mark for a downward slop in the recorded readings. Measure the volume of chambers the water level in hoses length of the mussel to estimate the tissue weight Mussel volume to ascertain the exact volume of water in the chamber.   LAB # 7:   Ã‚   The labs main concern was to calculate the protein content in mussel tissues, by using the Lowry chemical assay, which comprises of combining a dye reagent with soluble protein to produce coloration that is directly proportional to the amount of protein present. Protein is often used in physiological ecology as it plays a functional structural role by normalizing the data, through its direct association with functional components within the cells. Often in this experiment, the Bradford assay has been used since it is an alternate method for protein determination. Dilute copper tartar- ate solution is added to the protein that forms a complex. To develop the coloration, the Folin reagent is added to the protein – copper complex, within 15 minutes it results in a blue color. This has a peak absorbance at 750nm can be quantified at this wavelength using a spectrophotometer. A calibration must be done with a known construction of known concentration of protein a calibrated line constructed.   Ã‚   The reagents in the assay when reacted with a series of known protein solution (0.2- 1.5 mg/ml) dissolved in a sodium oxide buffer to remove buffer effects in the calibration. Prepare a series of clean 2ml snap cap tubes. The likely concentration series will be made by diluting the stock Bovine Serum Albumin from concentrations stock: –x x/10 x/2 x/4 3x/4   Ã‚  Ã‚  Ã‚  Ã‚   Into the 1.7 ml soap cal tubes, transfer 25ul of the standards then add 125ul of reagent A. swirl warily. In each tube add 1.0 ml of reagent B vortex carefully. Leave for 15 minutes then measure the absorbance against 750nm distilled water. Plot the protein content along the X axis the absorption along the Y axis to obtain the calibration line. The calculation of the calibrated line can be done to estimate the protein content X from an unknown absorption Y; in the form Y= A – BX LAB # 9:   Ã‚  Ã‚   This lab research is to study the functional attributes of living enzymes, employing a quantitative approach to their measurement. By using a simple spectrophotometric assay to quantify the enzyme citrate synthase in two populations of Mytilus, any possible consequences of this variation will be identified by its functional value. The enzyme Citrate Synthase limits the rate mediating the transfer of pyruvate into the TCA cycle as citric acid. The process determines: Quantification of CS activity Quantification of the protein content to allow the CS content to be normalized. The extraction of the living tissue in a way that the enzymes remain operative is the base, on which the reaction is dependant on. The DTNB is reduced by the CoASH which is a stiochiometric by product of the reaction. The DTNB changes color, as is reduced with a peak absorbance of 412um. The procedure relies on the extraction of the CS in a cold buffer. A small portion is diluted with an Acetyl-CoA solution, the reaction begins when the Oxalo- acetate solution is added, as a result the color changes which can be monitored in a spectrophotometer. RESULTS      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Results clearly show that mytilus grow more in pristine as compared to polluted areas. There are several factors that affect mytilus growth in polluted areas. Graph polluted A (obtained from polluted A readings) Lab 6 The threshold salinity levels were recorded for the individual age groups consisting of a variation of behavioural response to salinity fluctuations. Low levels of water salinity below the critical values caused the isolating responses like closing the mantle cavity, withdrawal of siphons closing the shell valves in Mytilus. Another factor noticed was that the age did not influence the sensitivity of mussels to low salinity elevated temperature. However the older mussels exhibited a slightly lower critical salinity value after going through the fluctuations.   Ã‚   The scope for mussel growth except under treatments of no algae high silt; remained positive when carbon assimilation true, the rates of respiration excretion were balanced against energy intake. In estuarine systems, where the seston quality quantity is variable, makes the mussels living there evolve a feeding strategy involving minimal metabolic cost, at the same time maximizes energy assimilation while acquiring food from the environment. DISCUSSION AND CONCLUSIONS      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A number of factors can hinder growth of mytilus in polluted areas. In polluted areas the change in mass of mytilus was much greater with slight variations of temperature. However, contrary to this the change in mass was negligible in pristine area. Several factors can hinder growth of mytilus on polluted surface. Pollutant in water and air can hinder their growth. Pollutants also destroy the food stuff and nutrients, hence, the mytilus species may find difficulty in getting well nourishment. Environmental variations have also deep affect on their growth. The blue mussels can subsist in air for 10 14 days at a varying temperature from 10 -20 degree C. even longer at lower temperatures. Like many other intertidal mollusc, M. edulis uses a complex behavioural physiological bio chemical mechanism to tolerate prolonged periods of air exposure extreme salinity changes or other un- favourable environmental conditions. Mussels that are smaller medium in size are not as predisposed to air exposure unlike large mussels, mainly because of higher absolute values of metabolic rate in the large mussels. In our experimental research, the size did not play a role in survival in air. The factors change from specie to specie, for example in some species of mussels the resistance increases the developmental age of the animal, and once it reaches the maximum level it may be possible that the process reverses.   Ã‚   When blue mussels M. edulis were exposed to high concentrations of copper Antarctic scallop Adamussium colbecki to high concentrations of cadmium, the age factor did not influence the survival; however the capacity to convalesce deteriorates with age.   Ã‚  The physiological traits of food ingestion rate, carbon assimilation efficiency, and respiration excretion rates are integrated by the energy accessible for growth, by supplying a prompt quantitative estimation of the energy status of the mussels. Conducting researched on this fact can provide insight into the growth process the influence of physiological activities. The Geukensia demissa or commonly known as the ribbed mussels can exert a profound influence on ecological processes of salt marshes on the Atlantic coast of North America. These mussel species are quite vulnerable to predators in the sub tidal area, since they have relatively thin shells; however they are very much physiologically adapted to the extreme environment where they are exposed to 70% air of the tidal cycle, this exposure draws the mussels against some severe stress since they are unable to perform feeding, defecation other essential physiological functions due to limitation of time. The mussels favour a pristine environment over REFERENCES â€Å"Mytilus edulis† Environmental Requirements: (n.d.) UK marine special areas of conservation [Accessed 4 December 2007] http://www.ukmarinesac.org.uk/communities/biogenic-reefs/br3_4.htm Tyler-Walters, H., 2007. Mytilus edulis. Common mussel. Marine Life Information Network: Biology and Sensitivity Key Information Sub-program [14 September 2007] Plymouth: Marine Biological Association of the United Kingdom. [Accessed 4 December 2007] http://www.marlin.ac.uk/species/Mytilusedulis.htm Sukhotin, A.A. Lajus, D.L. Lesin P.A. (28 October 2002) Influence of age and size on pumping activity and stress resistance in the marine bivalve Mytilus edulis L: Journal of Experimental Marine Biology and Ecology [Accessed 4 December 2007] 284: 129– 144 http//:www.elsevier.com/locate/jembe Huang, S. C. Newell, R.I.E. (5 February 2002) Seasonal variations in the rates of aquatic and aerial respiration and ammonium excretion of the ribbed mussel, Geukensia demissa (Dillwyn) Journal of Experimental Marine Biology and Ecology [Accessed 4 December 2007]270: 241– 255 http//:www.elsevier.com/locate/jembe Eder1, E. B. Lewis, M. N. (28 April 2005) Proximate composition and energetic value of demersal and pelagic prey species from the SW Atlantic Ocean: MARINE ECOLOGY PROGRESS SERIES [Accessed 4 December 2007]Vol. 291: 43–52, Arifin, Zainal. Leah I. Bendell-Young (27 March 2001) Cost of selective feeding by the blue mussel / Mytilus trossulus as measured by respiration and ammonia excretion rates: Journal of Experimental Marine Biology and Ecology [Accessed 4 December 2007] 260 259–269 http//:www.elsevier.nlrlocaterjembe

Promote Professional Development Essay Example for Free

Promote Professional Development Essay Principles * Professional development deepens and broadens knowledge of content. Knowledge of a common core of content—which we deï ¬ ne as including the â€Å"various ways of knowing† that are intrinsic to each discipline—allows us to communicate, to work together toward common ends, to function as a cohesive democratic society, and to ï ¬ nd shared ground on which to build tolerance for our differences. * Professional development provides a strong foundation in teaching. * Professional development develops an understanding of: 1. The most useful ways of representing ideas 2. The most powerful illustrations and analogies for representing a concept 3. It makes learning speciï ¬ c things in a content area easy or difï ¬ cult; 4. It bring kinds of questions that help to reveal and develop understanding 5. It is the most effective strategies to address the misconceptions that commonly arise with regard to particular content at particular developmental levels, given with speciï ¬ c background experiences and prior knowledge. see more:what are the components of a personal development plan * Professional development provides knowledge about the teaching and learning processes. 1. Creates and maintains appropriate, orderly teaching and learning environments 2. It brings any assessment issues and clears any misunderstanding. * Professional development contributes to measurable improvement in one’s achievement. * Professional development is intellectually engaging and addresses the complexity of one’s job role. * Professional development is job-embedded and site speciï ¬ c that helps in the day to day growth of one’s knowledge and skills. * Importance: It is a tool for self-management of your development. It can provide a framework to support your development in a number of different ways. Fundamentally, its a question of regularly setting yourself objectives for development and then charting your progress towards achieving them. Its about being clear where you are, where you want to be, how you plan to get there, and how this meets current and future business needs and it is about a continuing process of reflecting on your learning and your experience to maximise its value. There is an expectation that regulators will be life-long learners in order to keep their professional skills, knowledge and experience up to date in an ever changing legislative, social and economic environment, and to ensure positive development through the right experience, and by getting the most (in terms of learning) from that experience. As a professional, you have a responsibility to keep your skills and knowledge up to date. It helps many of us already to externally verify our accreditation. Reflective learning provides a positive opportunity to identify and achieve your own career objectives. Reflecting on past experience and planning for the future in this way makes your development more methodical, and helps you to assess, and get the most from your learning. Potential Barriers to professional development: * Time Time is a crucial factor in personal growth and development, and many individuals lack enough of it. Between work responsibilities, childcare issues and just trying to survive on a day-to-day basis, you may find yourself lacking the hours necessary to devote to your own goals. * Attitude A negative attitude is a major factor in this area. If you start out with the belief that positive development is unlikely to occur, then no matter how hard you work on it, your belief will sabotage any efforts you may make. * Family Family also can be a hindrance when it comes to personal growth. Often, individuals are entrenched with ideas from their families about how much someone can develop as a person, so they dont seek to move past these set levels. * Peers Peers also can complicate our efforts to improve ourselves. Peers often try to sabotage our goals, either consciously or unconsciously. They degrade our efforts toward growth because those efforts remind them of the growth they could be pursuing, but have chosen to forgo. * Motivation Lack of motivation can be an enormous barrier to personal development. Without motivation, you have little energy to accomplish tasks leading to growth. With the right amount of motivation, however, those tasks can seem easy, and even enjoyable, to accomplish. * Money Personal growth does not have to take a great deal of money to accomplish, but depending on your goals, a lack of it can stall your efforts. Materials to learn about new topics and ways of living often cost money, but they are an investment in you. * Failure to Plan Lack of proper planning and preparation can lead to haphazard attempts to fulfil goals a recipe for wasted energy and efforts. If you are trying to break a habit, start a new career or glean insights into your thought processes, be sure to have at least a rudimentary plan to reach these goals. * Distractions Distractions, whether in the form of minor demands or activities that offers immediate gratification, can be counted on to undermine your efforts toward personal growth. * Perseverance Finally, when trying to reach personal goals, we often forget that perseverance is a key. Dont expect to achieve your dreams overnight. Overcoming obstacles consistently is the only way to become the individual you want to be. Different sources and systems of support for professional development The following are the different sources and systems of support for professional development * Inductions given for new staff. These includes giving information regarding the policies and procedures, what the company expect from them, their rights, etc. (copy of 24 hour induction form attached) * Appraisals The Annual Staff Appraisal scheme is based on objective setting in all aspects of an individual’s job, based on the contributions that they make. The review period will cover the previous 12 calendar months * Development plans A Professional Development Plan (PDP) is a short planning document that examines an individual’s current CPD needs, looks at how these might be met and lists objectives for the future. It helps the individual to structure and focus one’s training needs and should address the following points: Where am I now? Where am I going? How am I going to get there? In producing a PDP, one should: Consider once current job and the skills they need to do it competently. What changes are likely to occur in the next few years? The individual should list both short and long-term ambitions. Be realistic about their ambitions and the time needed to achieve them. Think about the areas in which they will need to target the CPD to achieve their ambitions – be realistic and prioritise. A PDP is not a request for unlimited training. Their employer will be interested in the business case for their PDP. Look to the future; don’t restrict one’s self to thinking about current professional responsibilities. Should they strengthen existing skills or develop new ones? List their priorities for the next two years. These will form the basis for deciding what CPD opportunities to take up. It is important to remember that their priorities are not cast in stone; they may decide to change them in the future. They should review and update their PDP regularly to respond to changing needs, challenges and opportunities. * Shadowing – when an individual require more supervision to ensure the quality of their job and provide teaching how do we expect them to work. * in-house training – providing all the in house training will make an individual feel that they are valued and this help them to practice in a safe way. * Training organisations – using other training organisations helps build relationship outside and helps with building competence in dealing with other individual. * Mentoring is providing support and encouragement to individual to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be. * Supervisions is one of the most important drivers in ensuring positive outcomes * Reflective Practice Reflective practice is a way of studying your own experiences to improve the way you work. It is very useful for health professionals who want to carry on learning throughout their lives. The act of reflection is a great way to increase confidence and become a more proactive and qualified professional. Engaging in reflective practice should help to improve the quality of care you give and close the gap between theory and practice. The following examples of reflective practice which will provide some idea of the various methods one can choose from. Gibbs reflective cycle Gibbs reflective cycle is a process involving six steps: * Description What happened? * Feelings What did you think and feel about it? * Evaluation What were the positives and negatives? * Analysis What sense can you make of it? * Conclusion What else could you have done? * Action Plan What will you do next time? It is a cycle because the action you take in the final stage will feed back into the first stage, beginning the process again. Johns model for structured reflection This is a series of questions to help one think through what has happened. They can read the questions here This can be used as a guide for analysing a critical incident or for general reflection on experiences. John’s model supports the need for the learner to work with a supervisor throughout the experience. He also recommends that the student use a structured diary. He suggests the student should ‘look in on the situation’, which would include focusing on yourself and paying attention to your thoughts and emotions. He then advises to ‘look out of the situation’ and write a description of the situation around your thoughts and feelings, what you are trying to achieve, why you responded in the way you did, how others were feeling, did you act in the best way, ethical concepts etc Rolfe’s framework for reflective practice Rolfe uses three simple questions to reflect on a situation: What? so what? and now what? He considers the final question as the one that can make the greatest contribution to practice. * What is the problem? was my role? happened? were the consequences? * So what was going through my mind? should I have done? do I know about what happened now? * Now what do I need to do? broader issues have been raised? might happen now? Factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date * Relevance -It has to be relevant to the job role. * Time The length of the activity should be consider/ or how long will it take for you to finish the training or course. Sometimes you can get bored and loose the motivation because it is dragging to your job role or to your other responsibilities. * Benefits – It has to benefit the company, yourself, other staff and most especially people receiving your service. * Benefits for you: 1. enhanced reputation and job satisfaction 2. increased confidence and self esteem 3. improved career prospects and employability 4. improved professional status 5. Development is a transferable skill. * Benefits for your other staff: 1. better quality training 2. up-to-date advice and information 3. training that employs new approaches and methods 4. training that better meets needs 5. Greater confidence in the training provided for your organisation. * Benefits to the people who receives service: 1. enhanced reputation more likely to be seen as credible and reliable and to become a trusted organisation in care 2. more influence from the MDT’s 3. Family and friend of the people who uses services can be good ally and so as the service user 4. A more exciting learning environment and opportunities to learn from each other. (MDT’s) * Benefits to the organisation: 1. staff who can do the job 2. more likely to achieve evolving organisational goals 3. managers can be confident that staff skill levels are compliant and up-to-date with requirements 4. improved employee engagement 5. enhanced external reputation * Refresher course to be available – This help you update if there is a refresher course available for some of the trainings you take. * Cost – cost of the training usually is an issue especially if the training budget should be distributed amongst staff. Check for charity organisations who provide courses and take the opportunity to take it as long as it is related to your job role * Availability – it is difficult when the training you like to do is not available straight away and you will need to wait for it to be available. This can be frustrating at times and hinders the development plan. Beyond these factors it is good to get a balance of learning across: * Maintenance and development needs What you need to keep refreshed and up-to-date against what will be new areas of learning for you. * Specialist subjects and training skills/knowledge If you train in a particular subject area you will need to maintain you technical abilities and knowledge, as well as developing your skills and knowledge as a trainer. * Performance requirements and personal aspirations As well as the learning you have to undertake for your job and professional requirements, you may also have personal aspirations or long terms plan you want to prepare for. * Different learning methods Even if you have a preferred learning style it is important to involve yourself in a range of different approaches. Challenge your preferences sometimes – maybe opting for a highly participative learning activity, even though you would normally choose to learn through researching or reading – and develop your other styles in doing so. Continuing professional development (CPD) is the action we take to maintain, update and grow the knowledge and skills required for our professional role. As the name suggests, it is an on-going commitment, lasting for as long as we remain within our profession. There are many reasons why we are motivated to learn new things. The fact that we are in this profession suggests that we are already enthusiastic learners. CPD requires us to focus a part of our learning specifically on areas that are related to our profession. One of the key features of CPD is that it has to be: SMARTSpecific – be clear about what you want to achieve; what is the actual result or outcome that you want?Measurable – how will you know that you have achieved? What will you see, hear and feel that will tell you that you have achieved?Achievable – the objectives in your plan should be realistic and achievable steps to take you closer to your overall ambitions.Relevant – your objectives should be steps to larger career and personal aspirations, not just random pieces of learning.Time-bound – each outcome should have an achievable end-date – ideally within the timescale of your CPD planning period.|