We All Scream For Ice Cream Essay -- essays research papers fc

We All Scream For Ice Cream Who in their right mind could say no to the irresistible taste of ice cream? Being one of my most favorite snacks, I will admit that a carton of ice cream never stays in the fridge for more than a week. I can remember always having ice cream as a very special treat when I was younger, mostly chocolate and vanilla. Nowadays there are so many flavors of ice cream from simple chocolate to cola flavored. Ice cream may not be as popular as you think it is so here are some fun facts the show just how much us American’s love this simple dessert. Currently, ice cream is America’s second most favorite dessert according to a 1997 Nielsen survey. About 2.3 billion dollars of ice cream is sold in the America’s per year. Its competition, the cookie, holds 3.6 billion dollars in sales per year. The United States is currently the number one country in the world for consumption of ice cream. Its followers are New Zealand, Denmark, and Sweden, to name a few. I consume a large amount of ice cream, but to discover that each American consumes about 23.2 quarts of ice cream a year I was shocked! Keep in mind this is just an average because in the Northern Central States they consume over 41.7 quarts a year. For myself ice cream is best enjoyed a sunny day when you just cannot seem to escape the heat, this is why ice cream sales are the highest in the months July (National Ice Cre am Month) and August. I do not want any of my readers to try to tell me they do no... We All Scream For Ice Cream Essay -- essays research papers fc We All Scream For Ice Cream Who in their right mind could say no to the irresistible taste of ice cream? Being one of my most favorite snacks, I will admit that a carton of ice cream never stays in the fridge for more than a week. I can remember always having ice cream as a very special treat when I was younger, mostly chocolate and vanilla. Nowadays there are so many flavors of ice cream from simple chocolate to cola flavored. Ice cream may not be as popular as you think it is so here are some fun facts the show just how much us American’s love this simple dessert. Currently, ice cream is America’s second most favorite dessert according to a 1997 Nielsen survey. About 2.3 billion dollars of ice cream is sold in the America’s per year. Its competition, the cookie, holds 3.6 billion dollars in sales per year. The United States is currently the number one country in the world for consumption of ice cream. Its followers are New Zealand, Denmark, and Sweden, to name a few. I consume a large amount of ice cream, but to discover that each American consumes about 23.2 quarts of ice cream a year I was shocked! Keep in mind this is just an average because in the Northern Central States they consume over 41.7 quarts a year. For myself ice cream is best enjoyed a sunny day when you just cannot seem to escape the heat, this is why ice cream sales are the highest in the months July (National Ice Cre am Month) and August. I do not want any of my readers to try to tell me they do no...

The Importance of Global Marketing Strategy

Nowadays, for many businesses, expanding means going global; it means managing to bring your products or services to more and more target markets around the world. The technology, infrastructure, and communications have developed so much that it is no longer impossible or that difficult to open up to new business markets. However, in order to be successful in this endeavor, you need to have a global marketing strategy. The way you promote your product in the United States will not have the same impact in Australia for example, or in Asia, so you need to come up with a battle plan for each culture. The amazing thing today is that you don’t need to have a very large business or be part of a corporation in order to operate in other countries or continents. All you need is for your product to be valuable, for it to be demanded; or you can create demand for it, and that could be part of your global marketing strategy. The first thing that you need to understand about it is that it definitely is not something standardized; you need to ply your product for the consumers, you need to adapt the product itself, or the way it is promoted. You can, for example, standardize your logo, thus making it recognizable around the world, but things such as packaging, promotions, commercials, and your advertising strategy have to be adjusted to the culture, economy and society they are intended for. Your global marketing strategy is only an aspect of your global strategy, and it has to take into consideration several details, such as research and development, finances, market trends, surveys and so on. First of all, you have to define your goals; think of what you are trying to achieve by going global, about the challenges and difficulties you face with a new market, or the competitors you may or may not have. Every detail of this process is important, because the clearer your objectives are, the easier it will be to find solutions and be successful on the global market. For example, depending on the countries or continents you want to reach, think of what can stay the same and what has to be adapted to that type of society. Perhaps you can keep parts of the packaging, but the way you advertise has to be different; although you’re selling the same product, how you present it can be totally different from country to country. It doesn’t matter if you have to change things drastically for each country; be glad that you have the tools and resources to adapt. The better you promote your product, the bigger the chances of success. Learn everything you can about each target and see what they respond to; that way you’ll be able to adopt an appropriate position and become â€Å"familiar† with your new customers. Today, thanks to the Internet, people know about certain products or services even if they are not currently present in their countries; you can observe whether there is a gap in the market somewhere and go to fill it, knowing that your customers are already lined up. Moreover, you can easily see how people react to similar products, or what marketing strategies function with them. Global marketing strategy is not important just because it brings your company more money and recognition, but also because it can save the company money in those places where advertising or packaging are standardized. The world already tends towards a globalization of spirit, of culture and ideas, and getting globalized products and services is just a natural step. Start working on your global strategy today and see what it can do for your business.

Technical Writing Pdf Essay

1. Overview The traditional way of writing government documents has not worked well. Too often, complicated and jargon-filled documents have resulted in frustration, lawsuits, and a lack of trust between citizens and their government. To overcome this legacy, we have a great responsibility to communicate clearly. Studies show that clearly written regulations improve compliance and decrease litigation. Writing that considers our readers’ needs improves the relationship between the government and the public it serves. Clear writing reduces the burden on the public. It also reduces our burden because we don’t have to deal with the consequences of unclear communication. How can we be better writers? We believe that the most important goals are these– †¢ Write for your reader †¢ Write clearly †¢ Write in a visually appealing style The next several pages summarize some of the best techniques to achieve these three goals. Following the summary, you’ll find detailed suggestions for applying these techniques to your writing. Write for Your Reader Writing for your readers sends a message that you have considered who they are and what they need to know. When you communicate a concern for your readers’ needs, they are more likely to be receptive to your message. When your document is plainly written, your readers are more likely to– †¢ Understand what you want and take appropriate action †¢ Focus on key information †¢ Believe that you are concerned with their needs Identify your audience Identify your audience early and think about why the reader needs to read the document. Identify people who will be interested, even if they are not directly affected. Write to everyone who is interested, not just to technical or legal experts. Keep in mind the average reader’s level of technical expertise. Organize to meet your reader’s needs People read documents to get answers. They want to know how to do something or what happens if they don’t do something. Organize your document to respond to these concerns. Frequently this means describing events as they occur–you fill out an application to get a benefit, you submit the application, the agency reviews the application, the agency makes a decision on the application. Think through the questions your readers are likely to ask and then organize them in that order. For regulations, you can organize them into a comprehensive table of contents that will be an outline of the document. Use a question-and-answer format As much as possible, write section headings as questions. Try to ask the questions your readers would ask. Answer each question immediately. Using the question-and-answer format helps readers to scan the document and find the information they want. It also increases the chances that they will see a question that they didn’t have, but need to know the answer to. This format is enormously helpful to readers. Use â€Å"you† and other pronouns to speak directly to readers â€Å"You† reinforces the message that the document is intended for your reader in a way that â€Å"he,† â€Å"she,† or â€Å"they† cannot. More than any other single technique, using â€Å"you† pulls readers into your document and makes it relevant to them. Using â€Å"we† to refer to your agency makes your sentences shorter and your document more accessible readers. Use the active voice Active voice makes it clear who is supposed to do what. It eliminates ambiguity about responsibilities. Not: â€Å"It must be done. † But, â€Å"You [or someone else] must do it. † Using passive voice, which obscures who is responsible for what, is one of the biggest problems with government documents. Use the appropriate tone In regulations, tone is not really an issue. But the tone of other documents, such as letters, affects how well the reader takes in your message. A cold tone can cause the reader to tune out the message. In some cases, it causes him to put down your document rather than attempting to read it at all. Select the tone based on who your reader is and what his or her circumstances are. Write Clearly For years, most of us have addressed our documents mainly to technical experts and lawyers, rather than to the many other readers we want to influence. A jargon-laden, legalistic style does not clearly convey important information. You can reduce confusion or misinterpretation for all readers without sacrificing the technical integrity of your writing. How can you write more clearly? Government documents such as regulations present special challenges because of the highly technical information they often contain. At the same time, you have multiple audiences, some highly knowledgeable, some less so. In fact, focus-group results show that even technical experts do not always understand technical language easily or quickly. The following techniques will help ensure that you keep your language clear, so that your users can focus on technical information. Use short sentences Express only one idea in each sentence. Long, complicated sentences often mean that you aren’t clear about what you want to say. Shorter sentences show clear thinking. Shorter sentences are also better for conveying complex information; they break the information up into smaller, easier-to-process units. Vary your sentence structure to avoid choppiness, but don’t revert to tangled multi-clause sentences. Write to one person, not to a group Use singular nouns, pronouns, and verbs to direct your writing to one individual reader. This prevents confusion about whether a requirement applies to readers acting individually or in groups. Use the simplest tense you can Using simple present tense avoids the clutter of compound verbs and clearly conveys what is standard practice. Use â€Å"must† to convey requirements Use â€Å"must† for obligation, â€Å"may† for permission, and â€Å"should† for preference. Use â€Å"must not† to convey prohibitions. Avoid the ambiguous â€Å"shall. † When was the last time you heard â€Å"shall† in everyday conversation? Place words carefully There are several ways you can reduce ambiguity– †¢ Keep subjects and objects close to their verbs. †¢ Put conditionals such as â€Å"only† or â€Å"always† and other modifiers next to the words they modify. Write â€Å"you are required to provide only the following,† not â€Å"you are only required to provide the following. † †¢ Put long conditions after the main clause. Write â€Å"complete form 9-123 if you own more than 50 acres and cultivate grapes,† not â€Å"if you own more than 50 acres and cultivate grapes, complete form 9-123. † Use â€Å"if-then† tables If material is particularly complex and many conditional situations are involved, put it in an â€Å"if-then† table. Avoid words and constructions that cause confusion. Common sources of confusion include– †¢ Undefined or overused abbreviations and acronyms †¢ Two different terms used for the same thing (car, vehicle, auto, conveyance–choose one) †¢ Giving an obscure technical or legal meaning to a word commonly understood to mean something different (defining â€Å"car† to include trucks) †¢ Legal, technical, and â€Å"fashionable,† but confusing, jargon †¢ Strings of nouns forming complex constructions (surface water quality protection procedures) †¢ Pronouns that don’t clearly refer to specific nouns †¢ Stilted, wordy language Use contractions when appropriate. Contractions can speed reading, improve accuracy, and sometimes soften the tone of your documents. Write in a Visually Appealing Style We want our documents to help readers get information, comply with requirements, and apply for benefits with the minimum possible burden. Visually appealing documents are far easier to understand than more traditional styles. Traditional government documents are often dense and confusing. Replace blocks of text with headings, tables, and more white space. You will help your reader by making the main points readily apparent and grouping related items together. Use a clear and uncrowded presentation and your readers will be more likely to understand what you want to convey. In turn, your readers will be more likely to do what you want them to do in their dealings with your agency. How can you make your documents visually appealing? With visual layout, you draw your readers’ attention to information they need to know. Even though various government requirements, such as the Code of Federal Regulations (CFR) format, constrain government writers in a number of ways, you can still take significant steps to make your documents visually appealing to the reader. Use lots of informative headings. Headings attract your readers’ attention to important information. They help readers find their way through a document and locate important points. Pack each heading with lots of information. How often have you seen several different sections entitled â€Å"applications† or â€Å"appeals† in one set of documents? Applications for what? Appeals of what? If you say â€Å"Applications for underground mining permits on public land† the reader knows exactly what you’re talking about, and knows the difference between that section and another section entitled â€Å"Applications for a temporary use permit to transport cattle across public land. †On the other hand, headings should not be so long that they overwhelm the material in the section itself. Write short sections Short sections break up the material into easily understood segments and allow you to introduce a little white space. Short sections look easier to read and understand. Long sections can appear difficult and forbidding, even before someone tries to read them. Include only one issue in each paragraph Limiting each paragraph to one issue gives the document a clean appearance and contributes to the impression that it is easy to read and understand. By presenting only one issue in each paragraph, you can use informative headings that reflect the entire issue covered by the paragraph. Use vertical lists Vertical lists highlight a series of requirements or other information in a visually clear way. Use vertical lists to help your reader focus on important material. Vertical lists– †¢ Highlight levels of importance †¢ Help the reader understand the order in which things happen †¢ Make it easy for the reader to identify all necessary steps in a process †¢ Add blank space for easy reading Use tested emphasis techniques to highlight important points. Emphasis techniques are useful to draw the reader’s attention to a line or two. You should use techniques like bold and italics that have been tested on readers; they draw the reader’s attention to the area and are easy to read. You shouldn’t use ALL CAPS; they’re much harder to read. 2. Techniques for Better Writing This section provides examples of how to use the techniques listed in the overview. The examples are drawn from different agencies across the Federal government. Because we originally wrote this guidance for regulations writers, most of the examples are from regulations. You won’t find any of these exact examples in the Code of Federal Regulations. We’ve altered them to provide what we think are better examples of the techniques we recommend. Identify and write for your audience Identify who is affected by a document and write to get their attention and answer their questions. You have to grab your readers’ attention if you want to get your ideas across. Let’s face it, readers just want to know what applies to them. The best way to grab and hold their attention is to figure out who they are and what they want to know. Put yourself in their shoes. It will give you a new perspective. Tell your readers why the material is important to them. Say, â€Å"If you want a research grant, here’s what you have to do. † Or, â€Å"If you want to mine federal coal, here’s what you should know. † Or, â€Å"If you are planning a trip to Rwanda, read this first. † Identifying your audience should do more than just cause you to make sure the terms you use are clear. It should help you focus on the reader’s needs. You should do this by thinking about what your reader knows about the situation now. Then think about how to guide them from their current knowledge to what you need them to know. To help you do this, try answering the following questions– †¢ Who is the reader? †¢ Is there a secondary reader we need to give information? †¢ What does the reader(s) already know about the subject? †¢ What questions will the reader(s) have? †¢ What’s the best outcome for my agency? What do I need to say to get this outcome? †¢ What’s the best outcome for the reader? What do I need to say to get this outcome? Guide your readers from Point A to Point B in as straight a line as possible. Anticipate the questions readers have about what to read next. Many times a document has more than one audience. You may be talking to exporters and importers, or coal miners and surface owners, or airlines and passengers. NEPA documents typically speak to both stakeholders and agency decision makers. Break your documents down into essential elements and determine which elements apply to each part of your audience. Then group the elements according to who is affected. If you are writing about research grants, first tell the professor what he or she must do; then tell the university accounting department what it must do. Identify clearly whom you are speaking to in each section. Don’t make a reader go through material only to find out at the end that the section doesn’t apply. |Grant applications must provide the following information: |(a) When you apply for a grant, you must send us: | | | | |(a) Prior experience in the area covered by the grant; |(1) A description of your experience in the area covered by | |(b) Publications relevant to the area of the grant; |the grant; and | |(c) Other grants held at the time of application; | | |(d) Name and address of the chief financial officer; |(2) Copies of any material that you have published relevant | |(e) Nature of in-kind match being provided; |to the area of the grant. | |(f) Approved overhead rate; and | | |(g) Total proposed budget. |(b) Your financial office must send us– | | | | | |(1) The name and address of the chief financial officer; | | | | | |(2) A description of the in-kind match you will provide; | | | | | |(3) Your approved overhead rate; and | | | | | |(4) A proposed budget. | Organize to meet your readers’ needs Well-organized, detailed tables of contents make it easy for the reader to identify all elements in a document. Part of serving your readers better is organizing your document so that they can understand how a program works and where to find instructions for each step they need to complete. Your table of contents should be a reliable road map that readers can follow to get through a process painlessly. The table of contents below is organized in a logical sequence for a discretionary grant program. The organization follows the order in which events occur and in which the public might ask questions about the program. Part 791: Javits Gifted and Talented Students Subpart A: How the Grant Program Works Sec. 791. 1What is the Javits Gifted and Talented Students Education Program? 791. 2Am I eligible for a Javits Grant? 791. 3What activities are appropriate for Javits Grant funding? 791. 4What funding priorities may the Secretary establish? 791. 5What other regulations apply to the Javits Grant? 791. 6What definitions apply to the Javits Grant? Subpart B: How to Apply for an Award 791. 10Where do I write to obtain a Javits Grant application? 791. 11What materials do I need to submit to be considered for a Javits Grant? 791. 12Where do I send my application? 791. 13When is my application due? Subpart C: How the Secretary Makes an Award 791. 20How will the Secretary evaluate my application for a Javits Grant? 791. 21What selection criteria does the Secretary use to award Javits Grants? 791. 22Does the Secretary consider additional factors? Subpart D: Grantees’ Rights and Responsibilities 791. 30 Under what conditions may I use my Javits Grant award? 791. 31What are my responsibilities for serving students and teachers in private schools? The same organization works well for almost any type of regulation. Here’s an example of an administrative regulation– Part 725–CLAIMS FOR BENEFITS UNDER THE FEDERAL MINE SAFETY AND HEALTH ACT General 725. 1What does this program cover? 725. 2What special terms do I need to know to understand this part? Who is Covered. 725. 201Who is entitled to benefits under this program? 725. 202How long can my benefits last? 725. 203Are my dependents entitled to benefits? 725. 204How long will their benefits last? 725. 205Am I still eligible if I am convicted of a felony? How to Apply for Benefits 725. 301How do I file a claim? 725. 302Can other people give evidence on my behalf? 725. 303Are there any time limits for filing my claim? 725. 304Can I modify or withdraw my claim? How to Appeal Agency Decisions 725. 401Can I appeal a decision if I don’t agree with it? 725. 402How do I file an appeal? 725. 403How long do I have to file an appeal? 725. 404What types of evidence must I submit? 725. 405What happens if I won’t get a medical examination? Use useful headings 3 There are three types of headings– |Question Heading |A heading in the form of a question |Why Do We Use Headings? | |Statement Heading |A heading that uses a noun and a verb |Headings Help Guide a Reader | |Topic Heading |A heading that is a word or short phrase |Helpful Headings | Question Headings are the most useful. They ask the questions that readers are asking and guide them to the answers. Statement Headings are the next best choice because they are still very specific. Topic Headings are the most formal so many times management is more comfortable with them. But sometimes they’re so vague that they just aren’t that helpful. It’s best to stay with just one type of heading. The question-and-answer format is the most efficient way to communicate with your reader. The reader comes to your document with questions that he or she needs answered. It’s much more efficient to anticipate the reader’s questions and pose them as he or she would. By doing this, you make it easier for the reader to find information. | § 254. 11 Indian Rights. | § 254. 11 How do the procedures in this part affect Indian rights? | | § 254. 12 Applications. | | | § 254. 13 Multi-tribal grants. | § 254. 12 How do I apply for a grant under this part? | | § 254. 14 Administrative requirements. | | | § 254. 15 Appeals | § 254. 13. When must I submit my application? | | | | | | § 254. 14 Can a multi-tribal organization submit a single grant | | |request? | | | | | | § 254. 15 What special information do I need for an application by a | | |multi-tribal organization? | | | | | | § 254. 16 Must each tribe in a multi-tribal organization submit | | |certification forms and budgets? | | | | | | § 254. 17 If I receive a grant under this part, what requirements must | | |I follow? | | | | | | § 254. 18 What reports must I submit after receiving a grant? | | | | | | § 254. 19 How can I appeal administrative actions under this part? | The original version had short headings that were not helpful to the reader. In the new version, we’ve identified with the reader and written additional questions that became separate sections. Use pronouns to represent the reader and to refer to your agency. By using â€Å"you,† you address your reader personally and add immediacy to your document. When you address the reader as â€Å"you,† the reader feels that you are addressing him or her directly. Remember that even though your document may affect a thousand or a million people, you are speaking to the one person who is reading it. When your writing reflects this, it is more economical and has a greater impact on the reader. By using â€Å"you† to answer the reader’s questions, you clarify whom you are addressing. |Copies of tax returns must be provided. |You must provide copies of your tax returns. | Writing for an individual reader forces you to analyze carefully what you want the reader to do. By writing to an individual, you will find it easier to– †¢ Put information in a logical order †¢ Answer questions and provide the information that your reader wants to know †¢ Assign responsibilities and requirements clearly Be sure to define â€Å"you† clearly. |Facilities in regional and district offices are available to |If you are a member of the public, you can get copies of our | |the public during normal business hours for requesting †¦ |records at any regional district office †¦ | Define â€Å"you† by any of the following methods– †¢ State in the beginning of the document who the audience is–â€Å"This regulation tells you, a loan applicant, how to secure a loan. † †¢ Define â€Å"you† in the Definitions section–â€Å"You† means a loan applicant. †¢ Where you address different readers in different parts of the document, define â€Å"you† in each context– â€Å"How do different types of borrowers apply for a loan? If you are a small business, you must submit . . . If you are an individual, you must submit . . . † It’s especially important to define â€Å"you† where there are multiple audiences. |Lessees and operators are responsible for restoring the site. |Lessees and operators are responsible for restoring the site. | |You must ensure that †¦ |If you are the operator, you must conduct all operations in a| | |way †¦ If you are the lessee, you must monitor the operator| | |to ensure that †¦ | You may want to use â€Å"I† to refer to the reader. Since the question-and-answer format assumes that the reader is the one asking the questions, you should use â€Å"I† in questions to refer to the reader. Don’t use â€Å"I† in responses. In responses your agency (represented by â€Å"we†) addresses the reader. By using â€Å"I† to ask questions in headings, you are anticipating questions the reader may have. |Submission of applications. |How do I apply for a loan? | By using â€Å"we† to respond to questions, you state clearly what your agency requires and what your agency’s responsibilities are. You also avoid the passive and use fewer words. Since you will never be asking the questions (only the reader does that), you should not use â€Å"we† in section headings. You can define â€Å"we† in the definitions sections of your document if that will help the reader. |Loan applications will be reviewed to ensure that procedures |We review your loan application to ensure that you have | |have been followed. |followed our procedures. | |The Office of Consumer Affairs will process your application |We’ll process your application within 30 days of receiving it. | |within 30 days after receipt. | | Use active voice Active voice is the best way to identify who is responsible for what action. In an active sentence, the person or agency taking an action is the subject of the sentence. In a passive sentence, the person or item that is acted upon is the subject of the sentence. Passive sentences often do not identify who is performing the action. |The lake was polluted by the company. |The company polluted the lake. | |New regulations were proposed. |We proposed new regulations. | |The following information must be included in the |You must include the following information in your | |application for it be considered complete. |complete application. | |Bonds will be withheld in cases of non-compliance with all|We will withhold your bond if you don’t comply with all | |permits and conditions. |permit terms and conditions. | More than any other writing technique, using active voice and specifying who is taking an action will change the character of our writing. How do you identify passive sentences? Passive sentences have two basic features, although both do not appear in every passive sentence. †¢ A past participle (generally with â€Å"ed† on the end); and †¢ A form of the verb â€Å"to be. † |Regulations have been proposed by the Department of |We have proposed regulations. | |Veterans Affairs. | | |The permit will be approved by the agency’s State office. |Our State office must approve your permit. | In a very few instances, passive voice may be appropriate. For example, when one action follows another as a matter of law, and there is no actor (besides the law itself) for the second action, a passive sentence may be the best method of expression. |If you do not pay the royalty on your mineral production, you lease will be terminated [by the action of the law]. | Write Clearly Break your material into short sentences The best way to tell your reader what you want is a short, straightforward sentence. Complex sentences loaded with dependent clauses and exceptions confuse the reader by losing the main point in a forest of words. Resist the temptation to put everything in one sentence; break up your idea into its various parts and make each one the subject of its own sentence. |For good reasons, the Secretary may grant extensions of |We may extend the time you have to file the lease and | |time in 30-day increments for filing of the lease and all |required bonds. Each extension will be for a 30-day | |required bonds, provided that additional extension |period. To get an extension, you must write to us giving | |requests are submitted and approved before the expiration |the reasons that you need more time. We must receive your | |of the original 30 days or the previously granted |extension request in time to approve it before your | |extension. |current deadline or extension expires. | Complexity is the greatest enemy of clear communication. You may need to be especially inventive to translate complicated provisions into more manageable language. In the following example, we have made an â€Å"if† clause into a separate sentence. By beginning the first sentence with â€Å"suppose that† and the second sentence with â€Å"in this case,† we have preserved the relationship between the two. |If you take less than your entitled share of production |Suppose that one month you pay royalties on your full | |for any month, but you pay royalties on the full volume of|share of production but take less than your entitled | |your entitled share in accordance with the provisions of |share. In this case, you may balance your account in one | |this section, you will owe no additional royalty for that |of the following ways without having to pay more royalty. | |lease for prior periods when you later take more than your|You may either: | |entitled share to balance your account. This also applies | | |when the other participants pay you money to balance your |(a) Take more than your entitled share in the future; or | |account. | | | |(b) Accept money from other participants. | Address One Person, Not a Group Singular nouns and verbs prevent confusion about whether a requirement applies to individual readers or to groups. In the following example, the reader doesn’t know whether each applicant must file applications at several offices, or whether applicants who are members of a group must file individual requests. |Individuals and organizations wishing to apply must file |You must apply at least 30 days before you need the | |applications with the appropriate offices in a timely |certification. | |manner. | | | |(a) If you are an individual, apply at the State office in| | |the State where you reside. | | | | | |(b) If you are an organization, apply at the State office | | |in the State where your headquarters is located. | In addressing a single person, you can avoid awkwardness by using â€Å"you† to address the reader directly, rather than using â€Å"his or her† or â€Å"he or she. † |The applicant must provide his or her mailing address and |You must provide your mailing address and identification | |his or her identification number. |number. | Your reader probably will need only a single permit, application, or license. Thus, writing in the singular means that it will apply to the reader as written, eliminating the need to â€Å"translate. † Use present tense whenever possible A document written in the present tense is more immediate and less complicated. Using the present tense makes your document more direct and forceful. The more you use conditional or future tense, the harder your reader has to work to understand your meaning. Writing entirely in the present tense saves your reader work and helps you to make your point clearly. |These sections describe types of information that would |These sections tell you how to meet the requirements of | |satisfy the application requirements of Circular A-110 as |Circular A-110 for this grant program. | |it would apply to this grant program. | | Even if you are covering an event that occurred in the past, you can clarify the material for your reader by writing as much as possible in the present tense. |Applicants who were Federal employees at the time that the|You may not be covered under this part if: | |injury was sustained should have filed a compensation | | |request at that time. Failure to do so could have an |(a) You were a Federal employee at the time of the injury;| |effect on the degree to which the applicant can be covered|and | |under this part. | | | |(b) You did not file a report with us at that time. | You help your reader understand and relate to your document if you eliminate the need for him or her to â€Å"translate† the text from the past or conditional tense into the present. Remember, the less work your reader has to do to understand, the better he or she can follow your instructions. Occasionally, of course, you may need to use other tenses. For example, NEPA documents frequently refer to what may happen in the future if certain events occur. But use tenses other than the present only when necessary for accuracy. Use â€Å"must† to indicate requirements The word â€Å"must† is the clearest way to convey to your readers that they have to do something. â€Å"Shall† is one of those officious and obsolete words that has encumbered legal style writing for many years. The message that â€Å"shall† sends to the reader is, â€Å"this is deadly material. † â€Å"Shall† is also obsolete; when was the last time you heard it used in everyday speech? Besides being outdated, â€Å"shall† is imprecise. It can indicate either an obligation or a prediction. Dropping â€Å"shall† is a major step in making your document more reader friendly. Don’t be intimidated by the argument that using â€Å"must† will lead to a lawsuit. Many agencies already use the word â€Å"must† to convey obligations with no adverse legal effects. You can avoid â€Å"shall† by substituting â€Å"must† to indicate an obligation or â€Å"will† to indicate that an action will occur in the future. Be careful to consider which meaning you intend to communicate to your readers. |Section 5511. 1 Free Use of Timber on Oil and Gas Leases |Section 5511. 1 Can I use the timber on my oil or gas | | |lease for fuel? | |(a) Any oil or gas lessee who wishes to use timber for | | |fuel in drilling operations shall file an application |You must file an application to use the timber on your oil| |therefor with the officer who issued the lease. |or gas lease for fuel. File the application with our | | |office where you got your lease. | |(b) The applicant shall be notified by registered mail in | | |all cases where the permit applied for is not granted, and|Section 5511. 12 Will you notify me if you reject my | |shall be given 30 days within which to appeal such |application? | |decision. | | | |Our agency will notify you by registered mail if we reject| |(c) Where the land is occupied by a settler, the |your application. You must file an appeal of that | |applicant shall serve notice on the settler by registered |decision within 30 days. | |mail showing the amount and kind of timber he has applied | | |for. |Section 5511. 13 Must I notify anyone that I have applied | | |for use of the timber? | | | | | |You must notify any settler, by registered mail, that you | | |have applied to use timber from your lease. Include in | | |your notice: | | | | | |(a) The amount of timber you applied for; and | | | | | |(b) The kind of timber you applied for. | Place words carefully Avoid ambiguous phrasing that can mislead your reader. How you place words in relation to each other can greatly affect your document. Using short sentences will often make this problem disappear. In the example below, it’s difficult for the reader of the provision on the left to figure out which words relate to the forest products, which relate to the tribe, and which relate to the payments. |Upon the request of an Indian tribe, the Secretary may |If you ask us, we will require purchasers of your forest | |provide that the purchaser of the forest products of such|products to deposit their payment into an account that you| |tribe, which are harvested under a timber sale contract, |designate. | |permit, o.   

Regulatory Behavior Essay

The human body is regulated by the nervous system and its functions. Under normal circumstances everything runs smoothly with no issues; however, fear can have an impact on how the nervous system works. One aspect that can be examined in relation to the nervous system and the ways that fear affects it is through body temperature regulation. When fear is present it bring on the production of specific hormones that cause certain responses within the body leading to the flight or fight situation. As with any function of the body there are impairment that are always possible as well. Knowing in advance what types of things can impair one’s thermoregulation process gives people a step up against having issues later in life. The nervous system consists of two parts, the central nervous system (CNS) and the peripheral nervous system (PNS) (National Institute of Health [NIH], 2013). Each part plays a role in our bodily functions. The CNS is made up of the brain and the spinal cord, the PNS is made up of the all the branch-like fibers that come off the spinal cord and reach all over the body- arms, legs, face, neck, etc. Without the nervous system there would be no way to get information from the brain to the rest of the body; all the messages that our brain sends out must be sent though the nervous system through neuron communication. â€Å"Neurons communicate with each other using axons and dendrites. When a neuron receives a message from another neuron, it sends an electrical signal down the length of its axon. At the end of the axon, the electrical signal is converted into a chemical signal, and the axon releases chemical messages called neurotransmitters† (NIH,  ¶ 3). This process is how the b rain tells the body to walk or blink or even body temperature regulation; it is a very important process that regulates all bodily functions. Body temperature regulation is the process by which our body maintains a steady internal temperature. This process is known as thermoregulation and is mostly controlled by the hypothalamus section in the brain (Vella & Kravitz, n.d.). When properly regulating the human body’s â€Å"normal core temperature at rest varies between 97.7 to 99.5 Fahrenheit† (Vella & Kravitz,  ¶ 2); however, a factor like fear can cause fluctuations from the core body temperature. According to the Juvenile Bipolar Research Foundation, children who have high levels of fear have a harder time than children with regular amounts of fear when it comes to falling and staying asleep. The disturbance in a regular sleep cycle has been shown to affect how the thermoregulation process functions; fear can cause the body to overheat and not allow the body to cool down when needed (Juvenile Bipolar Research Foundation [JBRF], n.d.). As with any function in the body fear produces a hormonal response. When a person experiences fear the hormones glucocorticoids, produced in the adrenal cortex, and catecholamines, produced in the adrenal medulla and sympathetic nerves, are released into the body and cause the individual to  either take the flight or fight stance (Rodrigues, Ledoux, & Sapolsky, 2009). Both of the fear induced hormones impact the nervous system in many ways. For example, glucocorticoids play a large role in the functioning of the CNS. It can lead to anatomical brain changes that result in a higher likeliness of sleep disturbances, psychiatric diseases, mood alterations, and cognitive impairments (lacroix, 2014). The body’s ability to thermoregulate its temperature can become impaired. This type of impairment is sometimes caused when a person goes under anesthetics. According to Daniel I. Sessler, M.D., Professor and Chair, â€Å"Anethetic-induced impairment of normal thermoregulatory control, and the resulting core-to-peripheral redistribution of body heat, is the primary cause of hypothermia in most patients† (Sessler, 2009,  ¶ 2). In other words, if the body is unable to control it’s thermoregulation it can start going into a hypothermic state which would lead to other risk factors and issues. During surgery a patients temperature is normally watched closely to make sure this is not an issue. On the other end of the spectrum, if a person suffers from dysautonomia they can experience excessively high body temperatures and have difficulty bringing their temperature back down to a normal resting temperature. If this does happen the person may experience irritability, disorientation and confusion; this type of disorder leaves the symptoms being able to be treated but not the cause. Some suggestions for ways to help lower the internal body temperature are drinking lots of fluids and water, but avoiding caffeine and alcohol, placing cool compresses across the neck and if necessary seeking professional help from a doctor or hospital if needed. Although the human body is a very complex and impressive organism it is not invincible to ailments. The nervous system keeps our bodies running and communicating so that we are able to act on and do every bodily function possible. Looking at the thermoregulation abilities that the body posses is very impressive and intricate, but it does have ways that things like fear are able to intrude. This intrusion can change the way our body responds to thermoregulation by emitting hormones that tell the body it may need to prepare for a flight or fight situation. Thermoregulation also has the  ability to fall prey to impairment that can be very debilitating to the individual; impairments can range from unable to bring the body temperature down to a normal range or up to a normal range. In closing, thermoregulation may be an involuntary regulatory behavior, but it is still possible to impress changes upon it by either ailment or other outside factors. References Juvenile Bipolar Research Foundation (n.d.). _Sleep, activity patterns and temperature study_. Retrieved July 14, 2014, from http://www.jbrf.org/category/description-of-the-condition/ Lacroix, A. (2014). _Glucocorticoid effects on the nervous system and behavior_. Retrieved July 13, 2014, from http://www.uptodate.com/contents/glucocorticoid-effects-on-the-nervous-system-and-behavior National Institute of Health (2013). _What are the parts of the nervous system_?. Retrieved July 12, 2014, from http://www.nichd.nih.gov/health/topics/neuro/conditioninfo/Pages/parts.aspx Rodrigues, S. M., Ledoux, J. E., & Sapolsky, R. M. (2009). _The influences of stress hormones on fear circuitry_ . Retrieved July 14, 2014, from http://my.psychologytoday.com/files/attachments/37382/rodrigues-ledoux-sapolsky-arn-2009.pdf Sessler, D. I. (2009). _Temperature monitoring and perioperative thermoregulation_. Retrieved , from July 14, 2014 Synapse (n.d.). _Get the facts- temperature control and dysautonomia_. Retrieved July 13, 2014, from http://synapse.org.au/get-the-facts/temperature-control-and-dysautonomia-fact-sheet.aspx

Stock Track Report

I. Portfolio Objective: A. Allocation For our portfolio mix, we invested roughly 81% on stocks, 15% on Bonds and 4% on Cash. Our target for the portfolio allocation is that we invested 90% on stocks and 10% on Cash for short term investments. Our goal was investing 80% of our cash for stock market because we know that will get higher return form stock market instead of bonds which is safer to own but bring lower return, and we are young, so we love to take more risk. We also wanted to keep 20% of our money in cash which available for short-term investment.According to the requirements, we ended up spent around 60% on domestic market stock, 10% on international stock market, 10% for short-term stock, 15% on bonds and the rest is in cash which can also bring us interest. As we said above, we are risk takers, so we would have spent all of money for our stock market. Therefore, for this project we think that we followed both active and passive strategy, but we really understand the purpo se of this project which help us to begin investing in stock and bond market and its system. II. Performance Evaluation:Let begin our Stock-Trak performance which the regression result: Stock-Trak ReportBy Khang Nguyen and Tseveendorj Jigmedsanjaa10-08-2012| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | The 13% of the R-square is explained by the The alpha has a negative return and the p-value is greater than 1, so it means it is insignificant. In other words, I have an abnormal return. On the other hand, the beta=1. 58 which was positive and the p-value was less than 1. My annualized geometric return on the portfolio was negative along with the S&P500 returns.Therefore, it is unreasonable to explain the Sharpe and Treynor Ratio. In order to explicate these ratios, your annualized geometric return has to be positive along with the market index. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | As we seen in the table, the R-square is only . 13 which means that only 13% of Y is explained by X which is not good.The standard deviation of the portfolio is higher than the market index, which means that the portfolio was risky comparing to the market index. The alpha has a negative return and the p-value is greater than 1, so it means it is insignificant. In other words, I have an abnormal return. On the other hand, the beta=1. 58 which was positive and the p-value was less than 1. My annualized geometric return on the portfolio was negative along with the S&P500 returns. Therefore, it is unreasonable to explain the Sharpe and Treynor Ratio.In order to explicate these ratios, your annualized geometric return has to be positive along with the market index. III. Discussion On September 13, 2012, the Fed has announced the launch of Quantitative Easing 3. It is a monetary pol icy used by central banks to simulate the economy. Therefore, the Fed is buying $40 billion worth mortgage-backed securities every month until at least mid-2015. The reason is simply because lower interest rates help stimulate the economy and make loans to buy securities on margin cheaper. In other words, the purpose of quantitative easing 3 is to create more jobs.Moreover, we as investors experience that it has an immediate effects on the stock market. Investors in search of yield will have more reason to buy equities and to lend money to companies. Therefore, during September stock market indexes such as Dow Jones Industrial and S&P500 reacted positively by giving a rise in the index. However, my portfolio reaction at that time was not similar to these indexes because during September I have not made a substantial amount of trades except buying corporate bonds and short selling on stocks.As a reason for that, my portfolio returns were poorly comparing to the stock market indexes. On the other hand, I was mainly investing on Apple stocks (AAPL) throughout this 7 week period and after the announcement of the new i-phone 5 on September 12, 2012 along with the quantitative easing 3 announcement, apple was outer performing the stock market indexes. At that time, I had number of Apple shares and the price was increasing due to the positive announcements. Moreover, Apple stock hit all time high which was $702. 10 per share during September.Nonetheless, after few weeks later, I have sold all my Apple stocks because there were some minor defects on the i-phone 5 and the announcement of the new mini i-pad did not show any positive effect on the share price of Apple. I was very up to date on the Apple news because, I have invested substantial amount of money on Apple stock. Furthermore, based on the negative news after i-phone 5, I have sold all of my Apple securities because I predicted the Apple stock is going to go down after these rough news’s. Hence, it wor ked as I have planned and the current Apple stock is roughly $580 which went down by $120 from the all-time high price.Furthermore, as you can see it from the graph of the portfolio, I have a boost in my return on October 22, 2012 and major drop in my return on October 26, 2012. It is because I bought Apple call option and during that time the price was rising, so I had positive returns. The reason why it dropped significantly is because I did not sell my call options before the expiration date. IV. Commentary As a beginner investor, trading on stock market was pretty intimidating and daunting task. It was important for me to learn in a safe, insightful way to avoid unnecessary losses.By far, Stock-Trak was investing internet site that has various types of features and tools. Stock-Trak trading is conducted in much the same way as you would trade through your own brokerage account with a broker that supports trading on the Internet. With the Stock-Trak Portfolio Trading Simulation y ou gain valuable experience trading securities at actual market prices. During the seven week trading period, I have learned that there are various types of investments choices including options, money market mutual funds, commodities, bonds and so forth.Moreover, diversifying portfolio is very crucial to success on trading. It is a way of protecting your assets by reducing or eliminating risk in your portfolio. Constantly evaluating your stocks to assess their risk is important to your overall success. In additional, this graph will show the relationship of our return with the market return: V. Appendices A. End of Day Portfolio values B. Requirement return: Requirement| Position Type| Security Info*| Transaction Dates**| 1| Corporate Bond| Long| UNITED AIRLINES INC – B-UAL-12. 000-01120213| 9/27/2012-10/26/2012| 2| Common Stock | Short| FACEBOOK INC. FB| 9/14/2012-10/11/2012 | 3| Treasury Bond| Long| T-BOND 10. 625% – B-T-10. 625-15082015| 9/28/2012-10/26/2012| 4| Mo ney Market Fund| Long| iShares Dow Jones U. S. Total Market Index FundIVY| 10/5/2012-10/26/2012| 5| Domestic Index Mutual Fund| Long| JPMORGAN VALUE ADV (A) JVAAX| 10/5/2012-10/26/2012| 6| ETF| Long| | | 7| Call Option | Long| Apple Inc. AAPLAAPL1226J635| 10/19/2012-10/26/2012| 8| Put Option | Long| | | 9| Index Futures| Short| S&P500 12/12SP/Z2| 10/25/2012-10/26/2012| 10| Commodity Futures| Long| USDIDX DEC 12 DX/72| 10/25/2012-10/26/2012|

Individuals with Behavioural Difficulties Essay

When working in the care industry whether that is with the elderly, mental health or children it becomes apparent that you as an individual become empowered by virtue of being primary care for that specific individual hence being an influential figure in any individual’s life recovery and rehabilitation. Due to this factor we have had many horrific incidents which have involved individuals in a position of power and whom have abused this trust and disregarded legislation, policy and procedure to continually systematically abuse service users in a vulnerable position. It is no secret that this has happened and still continues today within places of care. This is the purpose of the new legislative law updated and reviewed to combat and eliminate such barbaric behaviours displayed by so called supportive staff members in supposedly places of secure safe environments. Look more:  emotion focused coping definition essay The purpose of legislative law is to filter new and reform existing legislation through to the relevant policies and procedures within specific places of work. So to summarise the purpose of legislation in terms of managing difficult behaviours is that it functions to safe guard the vulnerability of service users in places of care which predominantly gets feed down through governing bodies to the policies and procedures file within the office within your place of work. It can be looked upon as a code of good practice with regards how to deal with vulnerable adults whom display challenging behaviours within places of care. When working within such an environment it is almost expected to receive challenging behaviour due to the different backgrounds and diagnosis the service users have so it would not be acceptable to react within such a way as you would when away from the unit due to the very essence of the clientele we deal with. This is not to say we are not in a vulnerable position to so we are legally permitted to utilise restraint techniques which is in the form of an in depth restraint course which covers  floor, escorting and seated restraints for the safety of the service user, other service users and also the safety of your fellow support staff within the workplace. This form of restraint is always the last line of defence it is paramount to utilise the different approaches available to return the service user to his baseline without putting hands on a client. 1 (1.2) The reason for such care institutions is specifically to rehabilitate and educate service users in the acquisition of knowledge regarding them to facilitate them to utilise coping strategies in the effort of recovery and rehabilitation rather than punitive based techniques. There are a massive variety of different approaches and methods when attempting to change an individual’s behaviour. We will target only a specific few that are more prevalent within today’s industry. The methods and approaches will include motivational interviewing, cognitive behavioural therapy, solution-focused therapy and adult learning methods these will be the approaches and methods that I will expand upon throughout the chapter. CBT is a form of talking therapy that combines cognitive therapy and behaviour therapy. It focuses on how you think about the things going on in your life, your thoughts, images, beliefs and attitudes (your cognitive processes), and how this impacts on the way you beha ve and deal with emotional problems. It then looks at how you can change any negative patterns of thinking or behaviour that may be causing you difficulties. In turn, this can change the way you feel. CBT tends to be short, taking six weeks to six months. You will usually attend a session once a week, each session lasting either 50 minutes or an hour. Together with the therapist you will explore what your problems are and develop a plan for tackling them. You will learn a set of principles that you can apply whenever you need to. You may find them useful long after you have left therapy. CBT may focus on what is going on in the present rather than the past. However, the therapy may also look at your past and how your past experiences impact on how you interpret the world now. The concept of motivational interviewing evolved from experience in the treatment of problem drinkers, and was first described by Miller (1983) in an article published in Behavioral Psychotherapy. These fundamental concepts and  approaches were later elaborated by Miller and Rollnick (1991) in a more detailed description of clinical procedures. Motivational interviewing is a semi-directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence. Compared with non-directive counseling, it’s more focused and goal-directed. Motivational Interviewing is a method that works on facilitating and engaging intrinsic motivation within the client in order to change behavior. The examination and resolution of ambivalence is a central purpose, and the counselor is intentionally directive in pursuing this goal. Motivational interviewing recognizes and accepts the fact that clients who need to make changes in their lives approach counseling at different levels of readiness to change their behavior. During counseling, some patient may have thought about it but not taken steps to change it while some especially those volunt arily seeking counseling, may be actively trying to change their behavior and may have been doing so unsuccessfully for years. In order for a therapist to be successful at motivational interviewing, four basic skills should first be established. These skills include: the ability to ask open ended questions, the ability to provide affirmations, the capacity for reflective listening, and the ability to periodically provide summary statements to the client. Motivational interviewing is non-judgmental, non-confrontational and non-adversarial. The approach attempts to increase the client’s awareness of the potential problems caused, consequences experienced, and risks faced as a result of the behavior in question. Alternately, therapists help clients envision a better future, and become increasingly motivated to achieve it. Either way, the strategy seeks to help clients think differently about their behavior and ultimately to consider what might be gained through change. Motivational interviewing focuses on the present, and entails working with a client to access motivation to change a particular behavior, that is not consistent with a client’s personal value or goal. Warmth, genuine empathy, and unconditional positive regard are necessary to foster therapeutic gain (Rogers, 1961) within motivational interviewing. Another central concept is that ambivalence about decisions is resolved by conscious or unconscious weighing of pros and cons of change vs. not changing (Ajzen, 1980). It is critical to meet patients/clients where they are (Prochaska, 1983), and to not force a client towards change when they have not expressed a desire to  do so. Motivational interviewing is considered to be both client-centered and semi-directive. It departs from traditional Rogerian client-centered therapy through this use of direction, in which therapists attempt to influence clients to consider making changes, rather than non-directively explore themselves. Solution focused brief therapy (SFBT), often referred to as simply ‘solution focused therapy’ or ‘brief therapy’, is a type of talking therapy that is based upon social constructionist philosophy. It focuses on what clients want to achieve through therapy rather than on the problems that made them seek help. The approach does not focus on the past, but instead, focuses on the present and future. The therapist or counselor uses respectful curiosity to invite the client to envision their preferred future and then therapist and client start attending to any moves towards it whether these are small increments or large changes. To support this, questions are asked about the client’s story, strengths and resources, and about exceptions to the problem. Solution focused therapists believe that change is constant. By helping people identify the things that they wish to have changed in their life and also to attend to those things that are currently happening t hat they wish to continue to have happen, SFBT therapists help their clients to construct a concrete vision of a preferred future for themselves. The SFBT therapist then helps the client to identify times in their current life that are closer to this future, and examines what is different on these occasions. By bringing these small successes to their awareness, and helping them to repeat these successful things they do when the problem is not there or less severe, the therapists helps the client move towards the preferred future they have identified. Adult learning theory is part of being an effective educator involves understanding how adults learn best. Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasises more equality between the teacher and learner. Andragogy as a study of adult learning originated in Europe in 1950’s and was then pioneered as a theory and model of adult learning from the 1970’s by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as â€Å"the art and science of helping adults learn†. Knowles  identified the six principles of adult learning outlined below. Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected 2 (2.1) When we discuss behaviours it is imperative to understand why these behaviours are being displayed and it is often something which appears very minor to care staff but it can be interpreted as a big dilemma to the individual in question. When understanding the reasons for behaviours there can be many reasons for them but here is a few more common examples, culture, gender, beliefs, personality, illness, medication side effects, family, personal occasions etc. These are all contributing factors as to why individuals will display certain behaviours. Within the unit it has been noticed that a specific factor i.e. family contact can have a huge effect on a certain individual in our care. Due to the fact that this individual has very minimal contact with his family (personal choice) when this individual does eventually get to speak with his close family it can conjure up many different feelings within and can cause indirect behaviours within the unit. Feelings such as abandonment, not loved, singled out, why? These contributing factors will mix together and inevitably have to be released e.g. become withdrawn, aggressive, depressed (low). Now the staff team have highlighted this concern and a concise care plan has been put into place and agreed by the individual it can be monitored and dealt with more effectively in the requisition for this individual to eventually become more comfortable when discussing and contact the family. 2 (2.2) When we discuss the influence of the environment and behaviour of other individuals we are basically referring to the place in which these individuals reside e.g. the psychiatric hospital or the community home etc. These environments can play an enormously important role in the behaviours of individuals whom are observing they can be easily influenced by others  actions and will tend to mimic or act up to the situation or incident. It depends on the individuals in question but what can happen in a unit which is occupied by more than one service user is that individuals will observe (audience effect) and will either react in three different ways. The individual will either adopt and mimic the behaviour being displayed thus causing a major incident or the individual will remove themselves or will confront that individual or group of individuals having an incident thus again causing problems for the unit. 3 (3.1) When working in an area such as mental health it is imperative from the beginning to ensure you adopt a professional relationship and maintain this as long as you remain in the care system. It has been said to me that a good rule to follow is that of firm, fair but fun but not forgetting that there are constant boundaries that should be followed throughout your working career and not to be crossed. The working relationship is so important within mental health due to the fact specific clients will have blurred boundaries or have no boundaries at all so it is imperative as support staff the clearly and quickly introduce clear concise boundaries for service users. The working relationship has to remain purely professional for a number of reasons but mainly for the safety of the service users and that they do not miss interpret signals given by support staff and un intentionally cross the boundaries. If the professional working relationship is followed it can create a healthy relationship between support staff and service user and the avoidance of blurred boundaries. This is not to say that service users will not try and test the boundaries of specific staff members as this is commonplace within the area of mental health but as professional support worker it needs to meet with a firm approach and dealt with in a professional manner.

Teams Essay Example | Topics and Well Written Essays - 1000 words

Teams - Essay Example A set of strategies perceived to be suited to rectifying the Team's collaboration and sense of belongingness will be presented. Finally, a conclusion shall synthesise the main points of this paper, and reiterate the support for a team-centred culture, represented by the procedural manual, as a solution to the current Team environment. 1) Value: Having the ability to work independently - this is a value inherent in the role of an 'independent worker'. The employee is able to organize themselves, set goals, manage time, maintain their progress and evaluate their outcomes. Being able to rely on their skills and knowledge to achieve a task, the independent worker is self-reliant and often takes the initiative. Furthermore, when entering into a group assignment, the independent worker brings a wealth of knowledge, skills and competencies that contribute to the development of the group. Such diversity cultivates empathy, tolerance for differences, and appreciation for another's point of view. 2) Value: Distributed Responsibility and Leadership - each member of the Team acknowledges their accountability for their decisions and actions, and accepts that a combination of leadership styles must be available to guide and monitor group development. This value includes the consensus that a Team member needs to act in a professional manner, and that this requires a commitment to the group assignment. 3) Value: Communication - to consider others in our interactions, by being open and sincere in or contributions and conferencing. Each member of the group is expected to support the group and interact with other members to plan, problem solve and discuss Team issues. Each person will be listened to and provided with the opportunity to speak freely of their issue or suggestion. Members are encouraged to express their reservations with the current procedures and processes, as this will enhance the accuracy and relevance of the manual, as well as encourage group members to form bonds of trust, support, consideration and overall coherence. 4) Behavior - Democratic Vote - A decision will be made by the majority. As such, all members will have the opportunity to voice their points of view, while at the same time being required to justify their position. Issues which require a vote must have all Team members present. However, if the decision made is later evaluated and found to be lacking in effectiveness it will be revised and modified. 5) Behavior: Motivation - The Team aims to encourage and support each member, as when asking them about their job and issues at work. As a group, solutions will be brainstormed so that it is not the independent worker with the sole responsibility for progressing toward set goals. The Operations Manager will also review Team Development and comment on goals and progress. At meetings, praise is given for achievements, both as a group, and as individuals contributing to the group.Now to turn to the identified strengths and weaknesses of the Team's culture. Firstly, it is a strength that the Team decided upon a set of core