Mgmt 4420 Essay Example | Topics and Well Written Essays - 750 words

Mgmt 4420 - Essay Example The impact of global pressures on the talent can include a drop in employee engagement, destruction of company reputation or brand, acute shortage in workshop productivity, delayed retirement, and organizational restructuring. Uncertainties create problems Employee turnovers increase and the pressure to reduce costs emerge on the horizon. However, these responses do not consider the long-term consequences. For businesses to survive given the global external pressures, innovations are necessary and the keys to innovations are the talent. In other words, global pressures require innovations for companies and firms to survive the pressures. At the same time, talent management is key for the required innovations for business survival. Some of the key questions that become more important in talent management are as follows: Clearly, the above questions are the key questions in managing the talent. Good talent management will enable the firm to position itself for survival, advantage, and growth. Good talent management that enhances positioning for survival imply workforce rightsizing, labor cost optimization, improvement in operational efficiency, and doing the basics. Good talent management that promotes positioning for advantage should imply measures that promote accelerated innovation, creation of new operating models, upgrading of critical skills, talent acquisition, flexibility in strategy, and rapid engagement and alignment. Finally, good talent management that results to positioning for growth should imply the following: Thus, talent management is a strategic imperative for business firms (Lubitsh and Smith, 2007, p. 6). The discussion of Cheese et al. (2008) is consistent with what we have discussed in the course. Talent management is about retaining the best talent. We have to selectively retain the talent we need. We ought to fire some if a talent does not have a good fit with the business organization (Hedger, 2007, p.

Rise and Decline of the Witchhunts Essay Example for Free

Rise and Decline of the Witchhunts Essay The Reformation era was a time of great change in Early Modern Europe. Sixteenth and seventeenth century Europeans were attempting to make sense of the frightening events that were happening, such as the Black Death and famine. To find meaning in a world that seemed in constant chaos, early modern Europeans looked to find patterns that would set things right. â€Å"The Reformation would not have happened if ordinary people had not convinced themselves that they were actors in a cosmic drama plotted by God: that in the Bible he had left them a record of his plans and directions as to how to carry them out. † The Reformations brought a new direction of faith, where one had to be more active in one’s own salvation. They also brought a profound sense of the fear of hell, and this directed much of the actions of the reformed. The Reformations were a catalytic force in the rise of the witch hunts during sixteenth- and seventeenth- century Europe because they brought a new emphasis on the fear of the devil, a new direction of faith that required personal accountability and brought a sense of guilt to the one that felt they were not doing as they should, and did away with the familiar tokens and practices of magic that characterized an aspect of pre-Reformation, early modern European religion. The Reformations also contributed to the decline of the witch hunts as theology evolved during the time period to include an awareness of the sovereignty of God as well as Biblical literalism. The Reformations contributed to the development of the witch hunts in several ways, the first being a new emphasis on the fear of the devil. In terms of the Protestant Reformation, this was not necessarily a contradiction to former Catholic beliefs of demonology, as Catholics had an awareness of the presence of the devil. It was simply a new heightened fear of the devil and his influence in the world. â€Å"Although the great reformers did little to change traditional Catholic demonology, they did tend to emphasize the presence of the Devil in the world and exhibit a more profound fear of him.† Catholic theology incorporated the presence of the Devil, but did not adopt the concept of diabolical power. However, during the Counter-Reformation, Catholics became just as diligent in expressing this fear of the Devil. â€Å"Catholic priests often matched their Protestant colleagues in convincing their parishioners of Satan’s omnipresence and in raising their fears of him. They could also be equally effective in encouraging them to campaign ceaselessly against him.† This awareness of diabolical activity for both the Protestants and Catholics was a new phenomenon, and it was a beginning phase in the persecution of witches during the Reformation era in that witchcraft came to be viewed as the work of the Devil. Along with this new emphasis on the danger of the Devil and diabolical temptation was an emphasis on one being active in leading a morally conscious life and being responsible for one’s own salvation. â€Å"Instead of merely encouraging conformity to certain standards of religious observance (such as attending church), the reformers of the sixteenth and seventeenth centuries instructed the people to lead a more demanding, morally rigorous life.† Personal sanctity became the new means for one’s salvation. A side effect of the emphasis on personal piety was a deep sense of sin that people sought to relieve in any way possible. Naturally, one of the methods of relief was projection of guilt onto another person. A person regarded as a witch often took the brunt of that projection during the sixteenth and seventeenth centuries. â€Å"[I]n sixteenth- and seventeenth-century England, many accusations arose when individuals refused to provide economic assistance to people who needed it and who came to one’s door asking for it. In denying this aid, which both Catholic and Protestant moral teaching enjoined, the person naturally felt guilty, but by depicting the unaided person as a witch and therefore as a moral aggressor unworthy of support, he could rid himself of the guilt he was experiencing.† Projection of guilt on to the witch eliminated the responsibility of the pious person to cope with it, as the witch was seen as someone practicing morally dubious acts. The traditional blend of pagan forms of magic and religion in Europe came under attack during the Reformations, which changed the methodology of early modern Europeans. In the opinions of the reformers, this was an effort to teach people the true Christian faith and proper forms of worship. â€Å"One of the main purposes of this instruction was to purify the faith by eradicating superstitious beliefs and practices, eliminating vestiges of paganism and suppressing magic (the great rival of true religion) in all its forms.† In the minds of the reformers, anything that was not expressly from the Bible was not true. Furthermore, a belief in anything not found in what was believed to be the direct word of God, the Bible, was a sin. â€Å"Those persons who sought to use objects for purposes which nature could not justify were guilty of idolatry, superstition, and at least implicitly of soliciting the aid of the Devil.† This contributed to the witch hunts in that it took away the usual forms of protection that those who believed themselves victims of witches were accustomed to, such as using the sign of the cross or holy water, as the reforme rs considered these to be external tokens that distracted one from true communion with God. â€Å"When that happened, the victims of witchcraft could easily have been led to the conclusion that the only way to deal with witches was to take legal action against them, thus leading to an increase in the number of prosecutions.† The prosecutions of those suspected of witchcraft was a new direction for dealing with a familiar problem, brought about by the societal shifts that the Reformations brought to early modern Europe. Just as the Reformations contributed to the growth of the witch hunts, they also contributed to their decline. This can be attributed to such things as the Protestant emphasis on the sovereignty of God and Protestant Biblical literalism. The Protestant view of the sovereignty of God made the idea of the Devil’s diabolical power a heresy, as this implied that the Devil had power equal to that of God’s. â€Å"The insistence upon God’s sovereignty led a number of Protestant writers and preachers to deny the Devil’s ability to produce certain types of marvels, such as hailstorms, and this fostered a scepticism toward maleficia that involved such wonders.† To the reformers, God’s sovereignty not only meant that the Devil did not have equal power to God’s, but that he was under God’s control. â€Å"And therefore let us mark (as experience also shows) devils may work many illusions by enchantments. And truly such things are not done in the dark. For as long as we are enlightened by God, we need not fear that a man shall seem a wolf to us, or that such trishtrash shall get the upper hand of us.† This evolving theology changed the view on the diabolical power of the Devil through witches in that God’s power began to be viewed as absolute and God’s word as absolute truth. Protestant reformers’ focus on Biblical literalism contributed to the course of the witch hunts in that the Bible contained very few references to witches, and none to devil-worship. The Bible also gave evidence of the restraints that God placed on the Devil’s power. â€Å"Calvinism may have encouraged people to engage in an incessant war with Satan, but it also encouraged them eventually to define exactly what he could do and to adopt [a] purely spiritual view of him.† Therefore, the previously held belief in the diabolical power of Satan, and the fear of the Devil, were virtually eliminated. The Reformations brought great change to early modern Europe – a new direction of faith, a new sense of the fear of Hell, a new emphasis on personal responsibility for salvation, and the elimination of magic as an aspect of life. These changes drove an increase in the witch hunts as early modern Europeans sought to make sense of the changes the Reformations brought by recognizing the witch as an instrument of evil rather than a practitioner, a projection on to the witch of their own guilt for sin, and the removal of magic as a familiar token of comfort when attempting to cope with their surroundings. Likewise, as the Reformations caused an increase in the witch hunts, they added to their decline as the reformers introduced the sovereignty of God which took away the diabolical power of the Devil, and the acceptance of the Bible as a literal instruction manual where mention of witches and worship of the Devil was virtually absent. Works Cited Calvin, John. Sermon on Deuteronomy (1550). In Witchcraft in Europe 400-1700: A Documentary History, Second Edition, by Alan Charles and Peters, Edward Kors, 267. Philadelphia: University of Pennsylvania Press, 2001. Levack, Brian. The Witch-Hunt in Early Modern Europe, Third Edition. Harlow: Pearson Education Limited, 2006. MacCulloch, Diarmaid. The Reformation: A History. New York: Penguin Books, 2005. Thomas, Keith. Religion and the Decline of Magic. New York: Macmillan Publishing Co., 1971. [ 1 ]. Diarmaid MacCulloch, The Reformation: A History, (New York: Penguin Books, 2005), 550. [ 2 ]. Brian P. Levack, The Witch-Hunt in Early Modern Europe, Third Edition (Harlow: Pearson Education Limited, 2006), 112. [ 3 ]. Ibid, 114. [ 4 ]. Ibid, 114. [ 5 ]. Ibid, 115. [ 6 ]. Ibid, 117. [ 7 ]. Keith Thomas, Religion and the Decline of Magic, (New York: Macmillan Publishing Co., 1971), 256. [ 8 ]. Brian P. Levack, The Witch-Hunt in Early Modern Europe, Third Edition (Harlow: Pearson Education Limited, 2006), 118. [ 9 ]. Ibid, 128. [ 10 ]. John Calvin, Sermon on Deuteronomy (1555), in Witchcraft in Europe 400-1700: A Documentary History, Second Edition, ed. Alan Charles Kors and Edward Peters (Philadelphia: University of Pennsylvania Press, 2001) 267. [ 11 ]. Brian P. Levack, The Witch-Hunt in Early Modern Europe, Third Edition (Harlow: Pearson Education Limited, 2006), 129.

Reflection | Percutaneous Endoscopic Gastrostomy (PEG)

Reflection | Percutaneous Endoscopic Gastrostomy (PEG) This reflective essay describes my experience in achieving my learning outcomes pertaining to care of percutaneous endoscopic gastrostomy (PEG), giving feed through PEG and administration of medicines through PEG that I have taken as part of the Overseas Nurse Program. It flows as a reflective practise as it incorporates the concept of learning. According to Bolton (2010) reflective practise involves utilising practical values and theories which influence everyday actions, by examining contemplatively and unreceptively geared towards developmental insight. Therefore, experience only does not lead to learning but deliberate reflection on the experience is essential. Consequently, to further discourse my understanding and involvement with this concept, I have adapted on a certain framework of reflection. I have chosen David Schon’s Model of Reflective Practise to reflect on my experience. I directed this framework on my experience because it enables me to recapture the events in a manner where learning occurs during the process of experiencing handling patients with PEG, gaining insights from them with the application of the theories and concepts I know and building new perspectives and understanding of doing things in relation to PEG. Schon’s model (1983) is focused on two major concepts, reflection-in-action and reflection-on-action. In the reflection-in action activity, reflection happens while in the act of doing the task (cited by Killion and Todnem, 1991). Reflecting-in-action requires me to think on my feet, be able to work instinctively by drawing on similar experiences to solve problems or make necessary decisions. It invol ved looking to my experiences, connecting with my feelings, and attending to the theories and principles in use. It entailed building new understandings to inform my actions in the situations that were unfolding. Whereas in reflection-on-action, it requires looking back on what one has accomplished and reviewing the actions, thoughts, and product (cited by Killion and Todnem, 1991). As I am working in the medical unit, I was assigned together with my mentor in one of the patients in the unit who has percutaneous endoscopic gastrostomy (PEG) surgically clasped on her abdominal area. As we entered the room to do PEG care, specifically changing the PEG dressing on a new one I was confronted with a different practise from what I used to do back in my home country. She told me that in United Kingdom normal saline is used to cleanse the PEG site instead of antiseptic solution. And now this is where the reflection-in-action came into play. Instead of insisting what I think was the best practise for me (using antiseptic solution for disinfection), I stood up and followed what my mentor told me believing that what she knows is within the standard of practice within United Kingdom. When I tried to engage myself in performing changing the PEG dressing, I tried to think on my feet and did the principle of disinfection using normal saline. I needed to reflect to ensure that this will not happen again. In another incident where reflection-in-action occurred that became my second learning outcome happened when we have to give a feed through PEG. All the while I was expecting an asepto syringe to be used to deliver the feed to the patient but to my surprise my mentor got this special set attached on what she called a Kangaroo pump to deliver the feed at a desired rate and paced time (at that time for 12 hours). It was my first time to encounter this method of administering a PEG feed to a patient. What I did was to stand back and observe how my mentor did all the attachments from the Kangaroo pump up to the PEG tube, but rather than just standing I offered my mentor if she can supervise me on how to enter the transcript (total volume, rate and running hours) on the pump which she gladly did to me. I was really surprised with the whole process and needed a reflection to establish my competence with this new process of giving PEG feed to patients. In the last incident that happened that became my third learning outcome transpired during administering medicines via PEG. I was caught off guard with regards to the preparation of medicines to be given to the same patient who got a PEG. We are giving an Aspirin dose for this patient and all we’ve got in the medicines cupboard is an enteric-coated form of this medication. Knowing that enteric-coated tablets should not be crushed when administered, I immediately asked my mentor if we can request to the pharmacy an effervescent form of Aspirin. And that’s where reflection-in-action occurred wherein I have to think of a solution on how not to breach the standards of safe medicines administration in the United Kingdom. Instead of crushing and giving it to the patient, I asked my mentor about an alternative solution to address our needs for the medicines administration. In that way I was able to think on my feet and learned something out of the experience. According to Schon’s model what I felt when those incidents happened was part of the learning process. Schon (1983) gives further information that the practitioner allows himself to be surprised, puzzle or confused in a certain situation which is unique or uncertain to him. He reflects on the event before him, and on the prior considerations which have been imbedded in his attitude. He conducts an experiment which allows him to formulate both a new understanding of the situation and a change in the situation. After all the incidents that transpired during my clinical placement in relation to my three learning outcomes, I have done a reflection-on-action in every learning outcome that I have identified. I made researches on them and took my time to recall the series of events that transpired and based the lapses I made on evidences I have come across during my reflection process. In this way, reflection-on-action was evident. On the first learning outcome, I have observed a different practise back in my home country cleansing the PEG site. We use chlorhexidine in cleansing the PEG site instead of just plain normal saline but after finding evidences about which is safe and efficient in usage, I was fully convinced that normal saline has a better concept ground than chlorhexidine. Sibbald et al (2000) emphasises that although chlorhexidine has been identified as less harmful to tissues and have effective antibacterial activity against both gram-negative and gram-positive bacteria causes damage to new tissues and should not come close to meninges and mucous membranes for it will cause permanent damage. This concept is applicable with my patient as there is an open mucous membrane where the PEG was inserted and exposure to chlorhexidine would increase the risk of microbial invasion and growth, which may precede to sepsis. Furthermore, the work of Sibbald was strengthened by Edmonds et al (2004a) and Jacobson that physiological saline is a widely recommended in irrigating and wound dressing solution since it is found to be compatible with human tissue. Thus, the practice of using normal saline in cleansing the PEG site was evidence-based practice and I have fully get an excellent grasp of why normal saline is used for PEG care. In this way, I am ensuring patient safety and embracing better understanding of evidence-based practise. On the second learning outcome, I have also witnessed a different way of giving PEG feed to our patients in our home country. We have bolus tube feeding rather than continuous tube feeding using a Kangaroo pump. Aside from observing each time a PEG feed will be given to the patient during my clinical placement, I also did researches on the efficacy of continuous feeding via pump and differences of using a pump from bolus feeding. I have done this in order to develop my competency in using the Kangaroo pump and giving continuous PEG feed to patients. Abbott Laboratories NZ Ltd (2011) gives further information that pumps continue to use microprocessors that allow the delivery of controlled enteral feeding. Its array of flow rate selection gives incremental increases in delivery which is very essential in critical care settings where low infusion rates are vital in maintaining the integrity of the gut and where maximising the feeding volume are fairly balanced. On the contrary, Bankhead et (2009) matched that gravity feeding is considered as the first-line delivery of enteral feeding in some countries but the Dieticians Association of Australia (2011) slashed the idea of Bankhead et al and proved that the usage of enteral feed pumps is now known as the most accurate way of enteral feeding provision across all healthcare settings and patients. Also, I have found out that using Kangaroo pumps instead of asepto syringe in delivering feed to patients lessen complications associated with giving feed to patients via abdominal ostomy tube. Niv et al (2009) found out that established benefits have been shown to prevent aspiration in critically ill patients. Furthermore, the jejunum produces fluid in conjunction to hyperosmolar solutions, and rapid delivery of a hyperosmolar formula will lead in hyperperisitalsis, diarrhoea and abdominal distention. Thus, a more controlled delivery to the intestine via continuous pump infusions can lessen or prevent these symptoms. On my third learning outcome, medicines administration via PEG has many aspects but the one that got me on my feet was about my competency in giving the right drug, specifically its form and preparation. According to Nursing and Midwifery Council (2008) ‘As a Registered Nurse or Midwife you are accountable for your actions and omissions. In administering medication you should think through issues and apply your professional expertise and judgment in the best interests of patients.’ As I have recalled what I did when the incident happened wherein I immediately asked my mentor if we can request to the pharmacy an effervescent form of Aspirin since enteric-coated tablets should not be crushed when administered, I considered the best interest of the patient. As a professional nurse I have a duty of care to my patients in ensuring their safety under the sphere of my care. I need to follow what is appropriate and right for the patient. Also, my mentor was able to practise with in the scope of her practise as she was able to directly supervise me in everything that I did with the patient. The Department of Health (2005) stressed that as a Registered Nurse you have a duty of care and are professionally and legally accountable for the care you provide. In line with the administration of the appropriate form of medications to be given to the patient, the Nursing and Midwifery Council (2008) has developed protocols for medicine management on the area of tablet crushing. It stipulates in the policy that nurses should not crush any medicines or break capsules that are not specifically indicated for that purpose and by so will alter the chemical properties of the medicine. Thus, as I have reflected with what I and my mentor have done is fitting and legally right. The reflection-on-action that happened to me on the three learning outcomes gave me the opportunity to evaluate my competency and efficiency as an overseas nurse on adaptation program. Prior to my reflection, I have never realised how crucial it is to do PEG care, administering medicines through PEG and giving feed through PEG until I experienced the three incidents that changed of how I do and view things in the clinical field. According to Schon (1983) when a practitioner becomes aware of a situation he sees to be unique, he perceives it as something already found in his range. The familiar situation acts as a standard for the unfamiliar one. With regards to strengths and areas of development, I believe I was able to achieve a certain level of competency in carrying out procedures related to PEG. The learning outcomes I and my mentor identified have helped me to improve myself in terms of skills, knowledge and attitude. After the reflection process happened, I was able to build my confidence in performing procedures related to PEG. I also need to be at ease with operating the Kangaroo pump although I was able to familiarise myself with the process of hooking the PEG feed on the pump and setting the rate and dosing of the feed in the equipment. It was complicated at first but after the reflection process and supervision of my mentor, I was able to get through and learned operating the pump appropriately. Medication administration through PEG has provided me with new perspectives on how to establish a process in checking the medicines to be given and how critical thinking will help me in my decision-making and if I was able to observe the six rights of medication administration. As a future plan, I need to project competency, professionalism and efficiency in everything that I do be it with the patients or other allied healthcare workers who are part of the organization. It is essential for me to maintain the standards of my profession as it will mould me into a competent registered nurse of United Kingdom. Nursing and Midwifery Council (2010) highlighted that ‘All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. They must show professionalism and integrity and work within recognised professional, ethical and legal frameworks.’ In a nutshell, reflective practice became the backbone of my learning outcomes in relation to PEG. It provided me with basis in which area needs to be improved and enhanced. Reflection-in-action and reflection-on-action are learning processes that guided me to evaluate my decisions before and after the incidents happened. These incidents gave birth to learning and turned to acquisition of new knowledge and concept that became an enriching experience for me.

Pollution :: essays research papers

Pollution   Ã‚  Ã‚  Ã‚  Ã‚  People have long used the sea as a dump for our wastes. Most of the pollution dumped into the ocean comes from human activities on land. Marine pollution is defined as the introduction into the ocean by humans of substance or energy that changes the quality of the water or affects the physical, chemical, or biological environment.   Ã‚  Ã‚  Ã‚  Ã‚  There are different types of pollution. One of them is natural pollutants. An example would be a volcanic eruption which can produce immense quantities of carbon dioxide, methane, sulfur compounds, and oxides of nitrogen. Excess amounts of these substances produced by human activity may cause global warming and acid rain. No one is sure to what extent we have contaminated the ocean. By the time the first oceanographers began widespread testing, the Industrial Revolution was well underway and changes had already occurred. Traces of synthetic compounds have now found their way into every oceanic corner. Pollutants cause damage by interfering directly or indirectly with the biochemical processes of an organism. Some pollution-induced changes may be instantly lethal; other changes may weaken an organism over weeks or months, alter the dynamics of the population of which it is a part, or gradually unbalance the entire community. Oil is a natural part of the marine environment. Oil seeps have been leaking large quantities of oil into the ocean for millions of years. The amount of oil entering the ocean has increased greatly in recent years, however, because of our growing dependence on marine transportation for petroleum products, offshore drilling, near shore refining, and street runoff carrying waste oil from automobiles. Oil reaches the ocean in runoff from streets or as waste oil poured down drains, into dirt, in trash destined for a landfill. Every year more than 908 million liters of used motor oil finds its way into the ocean. Motor oil that has been used is more toxic than crude oil or new oil because it has developed carcinogenic and metallic components from the heat and pressure within internal combustion engines. Spills of crude oil are generally larger in volume and more frequent than spills of refined oil. Most components of crude oil do not dissolve easily in water, but those that do can harm the delicate juvenile forms of marine organisms even in minute concentrations. The remaining insoluble components from sticky layers on the surface that prevent free diffusion of gases, clog adult organisms feeding structures, kill larvae, and decrease the sunlight available for photosynthesis.

Health and Social Communication Skills

Group Interaction. Basic Details/Work Context. It is important to be able to communicate effectively in a health and social context, in order to transmit the appropriate care values appropriate to people’s specific needs. Just like my one to one interaction, I had to demonstrate my communication skills. I undertook an interaction with a group of young children that were at a primary school. But before undertaking this interaction I had to do some research on group interactions in order for me to do this interaction correctly. Walsh et all [2000] explains a group as â€Å"Groups are collections of people who come together because they have a common purpose or goal and who gradually develop a shared sense of belonging, or group identity† There are four groups in total which people can be classified when communicating together; two of these were identified by Burnard [1992]. The first one he identifies is Primary groups, these involved face to face contact and members will get to know each other. While as Secondary groups are more widely distributed these may include membership of a club such as Trade Unions. The other two groups are Task Orientated Group and Socially Orientated Groups. The Task Orientated Groups are groups that achieve a common goal/objective, a group like this may be a doctor meeting to discuss a patient’s care, and these groups tend to happen cause of a purpose or a point. The last group is the Socially Orientated Groups, these are the friendship groups, and they will share personal reasons and views with each other. As I did my group interaction within a Primary School, I was able to sit one side of the classroom with my group, which was an advantage as the children and I was still in a classroom, an environment where teaching and learning is done. I undertook the role of a teacher’s assistant and had a teacher’s assistant observing me which filled out my ‘Group Observation Sheet’. They were able to comment and feed back to me what I was doing correctly and what I could improve on. I was able to evaluate and take in their comments as they work with groups of children every day. My group interaction consisted of myself, a teacher’s assistant and five children aged from 4-5. I decided to read a story to them relating to a subject they were currently studying and during and after the story I asked questions. Asking questions allowed the children to make them feel more involved, I asked questions such as ‘What do you think is going to happen next? ’ and ‘Do you think that’s a good or bad thing they had done and why? This abled those to express what they thought were going to happen next in the story and compare their ideas with other children. Communication Skills [A01, A02 and A04] Groups can develop over a period of time, and different kinds of groups come together in different ways. A friendship group goes through mutual attraction while as working groups form by a leader. These groups formations can take time, some may be longer or shorter compared to others, but each group will gradually go through four stages of development which is suggested by Tuckman. Tuckman suggests that groups go through four basic shapes in order to become effective. The first stage is Forming, this is when a group comes together and will find out about each other and a leader may emerge. Following onto the second stage is Storming, this is when conflict occurs as group members will argue over purpose, the group members will disagree with the leader. The purpose will become clearer as the arguments are won and lost. The third stage is Norming this is when the group identify develops with a strong set of shared values and norms, their group identity begin to develop. The group becomes Cohesive, this is when all group members begin to work together for the good of the whole. Groups can be affected by the communication strategies that individuals use while being in a group which split into positive and negative. Bales [1970] identifies these types of communication behaviour used by group members. Bales identifies the following types as positive: * Proposing, are communications that offer new ideas and are constructive. * Building is the communications that develop the ideas of others. Supporting, communications that support or agree with the comments of others in the group, this is it good for cohesion. * Summarising involves summing up the contributions and discussions of the group. * Information seeking is when you seek new ideas or information from other group members. * And the last positive communication behaviour is Information giving, these are communications that contribute the ideas and information. Bales also identifies there are also neg ative types that occur when communication with a group. These are: * Disagreeing, this is ommunicating a difference which could be done in a positive or negative way. * Defensive, this is where group members with defend their idea when under attack. * Attacking, communications that challenge other group members, * Blocking, this is when obstacles are placed in the way of others. * And the last negative communication behaviour is Exclusive, this is the opposite to Inclusive, their aim is to block out specific group members. As I was able to do my group interaction within a Primary School they had a colour scheme which represents their level and how they are progressing. Within these ‘colour groups’ there are a group of 4-6 children where they are all working at a similar level. I took one of these groups for my interaction. The children all knew each other well and were able to communicate together in a sensible manner. When doing my interaction I was able to see that ‘Tuckmans’ four stages of group formation had already taken place. I think this particular group was at Tuckmans suggested stage of Storming. There seemed to be conflict between the children as they argued over where they were all sitting and some did challenge others ideas. There also seemed to be a leader of the group that decided on everything and wanted to be the centre of attention. Although once the children had calmed down I think the children had formed into the Norming stage. The group of children was able to identify similar ideas towards the story most of the time. Most of the children agreed on what were right and wrong in the story and all had similar ideas on what the ending of the story will be. The suggested leader of the group was quieter when settled when starting the task we had to complete together. Within the Norming stage Tuckman also suggested that the group becomes cohesive, when a group becomes cohesive, all group members begin to work together for the good of the whole. This was clearly shown within in the group interaction, when little tasks were asked to be completed throughout the story. Little tasks included things such as role-playing the previous chapter of the book and drawing on A3 paper to show to the rest of class when they join back together. There can be a number of factors that can influence the effectiveness of communication; some can enhance it while others can weaken it. The type of communication and the skills that are used within the communication can vary. Communication will differ between within a hospital and a pharmacy; the health care user will also affect the different types of communication you will use. There are four types of communication that can be used within the health care’s sector although I am looking at Non-Verbal Communication and Verbal Communication. Promoting effective communication should contain a balance of power in care workers and client relationships. Listening to others is essential when promoting effective communication. During my group interaction with young children I used the following skills: Non-Verbal Communication. Non-Verbal Communication is as important as Verbal Communication, According to Gahagan [1984], he believes that â€Å"Non-verbal communication is communication though any means other than language† This includes, body posture, gaze, proximity and touch, personal appearance and use of space and props and also gesture and facial expressions. Other research on Non-Verbal communication is that Argyle [1967] suggests that non-verbal communication functions in 3 ways. The first function is that non-verbal communication communicates inter-personal attitudes and emotions are a key part of interaction, this includes facial expression. Another function is that it supports verbal communication, e. g. listening is a key part of interaction and non-verbal communication establishes evidence that it is happening. The last function is that non-verbal communication replaces speech, e. g. sign language. Eye Contact. Eye contact can send a particular message to a health care user. We often get eye contact messages mixed up, an example of this would be. Long broken eye contact, this can show two very different messages, one of them being attraction or unfriendly staring. Eye contact can also show that you’re listening to what the other person is saying and that you are generally interested in what they have to say. Strengths and Weaknesses of the Skill I was able to demonstrate this skill of eye contact correctly by viewing everyone equally and not just focusing on one particular child. I didn’t use long direct eye contact as this would have made the children feel uncomfortable. Eye contact is a great way to show Bales inclusiveness, I was able to correctly show this, by looking at everyone in the group; I was able to involve everyone in the group by bringing them together and asked for their opinions and views on what’s going to happen next in the story. I extremely focused on children that were more isolated and quiet and often shy, although I ensured that I used eye contact at a comfortable gaze comfortable eye as to much direct eye contact can make an individual feel uncomfortable, anxious and even nervous with the children. I also ensured that all my attention was spread out to everyone; I just encouraged the shy children to bring out their opinion. Contexts of the Skill. Comparing the skill of eye contact and the use of it when communicating with younger children is much easier when using the skill for Therapy groups with the clients being Alcohol Anonymous. With children my group was at a smallish number and they all seemed generally interested except for some of the disruptions. When talking and running a therapy group for Alcohol Anonymous the leader of the group will need to focus on all the group members which tends to be a much larger group. I would need to use eye contact in an appropriate way; it can help to show reassurance and interest which is essential when talking to people in an Alcohol Anonymous. The eye contact will need to be comfortable and not to overpowering when talking to the group, as people within the group will be finding this situation very sensitive and you don’t want to offend them by overpowering eye contact. Body Language. Body language can refer to many various things, such as eye contact, facial expressions and posture. An individual’s posture refers to how an individual sits or stands; this is one way how messages and emotions can be transmitted to the receiving person. Strengths and Weaknesses of the Skill During the interaction I ensured my body posture was open so it could be transmitted onto the group of children. With my body posture being positive and open it allowed the chance of all the children to know that I was relaxed and open to talk and teach. This would be a positive effect on the children’s self-concept on the whole, with my body posture giving of the impression I want to listen to what the children have to say, would of made their self-esteem positive, the way they value themselves would be higher as well. I think my open posture also transmitted that I was confident in what I was going to do with the children, read them a story and various tasks. My body posture remained open throughout the whole of the interaction, during reading the story and helping them with their tasks. Having an open body posture is also a way of letting of positive energy and made the children feel good as I wanted to take all the time to teach and talk to them, especially as I was new visitor in the class. Contexts of the Skill As body posture is an important skill to transmit the right feelings and expressions across to the receiving person, a health care professional needs to be able to transmit the right expressions correctly. In a dentist context, I would need to be able to transmit a happy comfortable body posture to my patient. A dentist can be a scary uncomfortable place for many individuals, so a positive posture is needed to almost comfort their patient. I would demonstrate this skill by welcoming the patient gently and using hand gestures to guide them to the seat. I wouldn’t be standing upright as this would suggest I’m tense or serious, but my posture would be open which a sign of relaxation and comfort is. The patient would able to recognise and read my body posture, which would be able to keep them calm and the feeling of being able to trust me would also appear. The patient should be able to feel in safe arms with me being the dentist. Facial Expressions. Facial expressions can also be used to show and express what an individual may be thinking or feeling and can replace verbal communication. During my interaction with the children I ensured I made my facial expressions match what I was actually saying, as this was going to avoid confusion with the children. As most of the interaction was reading a story to the children and stopping at parts of the story to discuss what had happened and what was going to happen next. I was able to show excitement during the story by using my mouth to smile and my eyes were large as this is seen as a sign of interest and excitement. Although I doubt the children would notice about the eyes as they haven’t been exposed to pick up the signs of eye contact. Along with my facial expressions I also used hand gestures; this also helped explain what was saying to the children. Strengths and Weakness of the Skill. Being able to perform the skill of facial expression was one of the easiest skills to perform to the children. I was able to correctly use facial expression to match what I was saying verbally. Examples of this is when a sad part of the story came up and I was told to discuss what had happened and how the child would feel if they were in that position. I was able to show the sadness by facial expressions by making my mouth frown almost like and showed emotion through my eyes. The use of gestures was also used by suggesting what it could feel like with my hands. I was able to use the ‘OK’ hand gesture to a child sitting at the back of the group, as they asked to go to the toilet. When I first replied the children did not hear me, but when I repeated the answer again and did the ‘OK’ hand gesture, the child understood what I was saying. Contexts of the Skill Hand gestures and facial expression would be extremely important if you are communicating with a child who has learning difficulties. In a context of a Nursery the child may have difficulties understanding verbal language. The use of facial expressions would be extremely useful to the child as they would be able to pick up key signs such as smiling would mean something positive is being said and would be able to digest that easily. I would also use hand gestures would also be useful as I would use my hand to suggest where the toilet is, or where a particular item is. Hand gestures can also be used to do sign language to help the child. Verbal Communication. Asking Questions. The workers in the health and social care sector need the ability to help people discuss and talk about their feelings, thoughts and concerns. Burnard’s theory refers to this as drawing out. He suggests there are four main components to this process. These include, Open questions, reflection, understanding the checks and Empathy building statements, which I have previously explained in my one to one interaction. There are two different types of questions that can be used in communication, closed and open questions. I used more of the open questions, as this allowed the children to think and discuss their ideas of the story with their peers and myself. There are also Prompts and Probes which can be used within asking questions. I used both types, but used Probes much more then Prompts. Strengths and Weaknesses of the Skill I think I was able to perform the skill of opening questions correctly and precisely each time, open questions are great to keep the conversation flowing. The children were able to say their views and listen to what the other children had to say, the children argued on certain points which in general turned out to be a healthy debate about the story we was currently reading together. I used many probes during my interaction; Probes are a very short question that usually follows on from an answer that the other individual has given. I used Probes as they are used to dig deeper into the child’s answer. Which is great when discussing, it abled me to probe into what a child had and then for them to reply with a more detailed answer and often allowed them to explain their answer in a more detailed context. A weakness of this skill of asking questions is that I didn’t use as many Prompts as I should of, prompts are short questions or words which you can offer to person in order to prompt them to answer. There were a couple of shy children who might of distanced their selves from the group when discussing the story, even though they are shy they might of felt excluded as I didn’t try to involve them as much as I should of. This would have affected their self-concept negatively; their self-image and self-esteem could have been affected by this. I should have used more Prompts in order for the shy children to join in with the group discussion 100%, using such words as ‘and what does that mean to you? ’ ‘what do you think is going to happen next? ’ could of provoked more responses out of the shy children which would of made them feel more part the group and feel way more involved. Contexts of the Skill The way you ask questions can vary on what the context of the situation is, the way you ask questions to a young child will be far easier then asking an adult. The questions will be far more complex when speaking to adults comparing it to young children. With each client a health care professional must be able to adapt asking the appropriate questions to their client user. In the context of a doctor asking their patient what is wrong with them, i will need to ask the essential questions to find the diagnosis. A doctor uses questions daily when interacting with their patient; I would use a persistent use of probes and prompts to get the information out of the patient. This allows me to get the correct symptoms out of the patient and for them to prescribe a prescription if needed. There are some cases where a patient is embarrassed or shy when visiting them. If this was to happen I would approach the situation delicately, I would slowly ask questions but allowing the patient to think of their answer and wait for them to reply. I may begin the conversation with an open question such as ‘Hello, what can I do for you today’ and the patient will then explain their symptoms or illness. I would then prompt the patient to answer questions relating to the illness I think they have. I wouldn’t s use too many prompt questions, as this will be pressuring the patient into answering and will make them feel highly un-comfortable. A doctor needs to enrol the role of a professional in which the patient feels they can trust them. Tone ,Pace and Volume of Voice. During my group interaction I had to adjust my tone, pace and volume to fits with the children’s acquirements and needs. I had to speak directly to all the children, so I made sure I projected my voice so that every child could hear what I was saying and wouldn’t be left out. I ensured i kept my sentences short as they were young children. My sentences remained quite simple and not as complex to if I was speaking to an adult. I also used traightforward language and vocab due to the children’s young age. I made sure I used straightforward language and vocab so they could actually understand what I was talking about, wouldn’t want to use over complicated words and for the children to get confused about what is being said. I also maintained comfortable eye contact with all the children when they were speaking; this showed that I w as listening and generally interested in what he was going to say. I was able to speed up my pace of voice, which showed excitement when reading the story which was able to transmit onto the children. Speeding up will invariably makes the tone of voice more urgent and compelling. Strengths and Weaknesses of the Skill I was able to demonstrate my tone, pace and volume effectively during my group interaction with the children. I was able to adjust my voice with the children. I ensured I had a positive tone of voice as they made the children want to communicate back with me. This was because my tone of voice was soft and inviting which convinced the children I wanted to talk to them and listen to what they had to say. As the children are quite young, I did speak a bit slower than usual so the children could digest and understand what I was saying. I made sure I wasn’t patronising to the children with my slow voice, but ensured they felt comfortable to talk to me. I think I was promoted the children’s self-concept during the interaction, by congratulating them when they said a good answer or point. I really allowed the children to talk and express their opinions thoughtfully. As I was a new visitor to the class, I needed the children to trust me and feel comfortable to talk to me as they were unsure of whom I was. My tone of voice had to invite the children in and make them want to talk to me about the story they were currently studying. My volume of voice stayed stable during the whole conversation, it was a comfortable relaxed volume of voice. The observer of the interaction said ‘my tone, pace and volume ‘were at a correct level when speaking to a group of children’ My observer who is also a teacher’s assistant followed on to say that ‘ I was well spoken and had a voice that edged the children to speak to me perfectly fine. After my observer commented on my tone, pace and volume they then followed onto to say that ‘Although she did sometimes use to over complicated words which the children couldn’t understand and enquired about’. As this all comes under the vocab I used, I should have researched more into what words the children would know and what they wouldn’t. I could have overcome this weakness by speaking to the teacher or even the teacher assistant that works with the group of children every school day what kind of reading level they were all at. This would of abled me to research on the amount of knowledge the children would have. A good thing I could have done was asked the teacher or teacher assistant what words they have recently learnt and ensured I used them in my interaction. Contexts of the Skill Adjusting your tone, pace and volume of your voice varies on what service user you are talking to. If I was a nurse working with an elderly person in a care home, I would have to adjust my voice to ensure the individual could hear me properly and for them to communicate back with me. It is typical to stereotype that all elderly people are death and need hearing aids, although there hearing does deterates over time, we can’t assume they are deaf. As this would hurt their self-esteem. I would be very sensitive towards the matter, I wouldn’t jump to conclusions that all people struggle with their hearing when speaking to them. I would address them I would with any other people, as they would reduce them feeling patronised. I would adapt their volume of voice to suit the service user. I would not shout at the individual as this may make them feel intimidated, although I may speak a tad louder so they could hear them. As older peoples hearing does deteriorate over time, they may have difficulties in what I was talking about so they may ask to repeat what I was saying. I would not get angry towards them for not being able to understand me, as this would make the individual to feel little and worthless. I would simply repeat what i said over and over again until they understood properly. For all of this to be possible for the elderly person to communicate back with me. I would ensure to make myself seen clearly and would face the care user, so this allows my mouth to be visible to the elderly person. I would then continue to speak clearly and slowly. I would also have to reduce the background noise, so this wouldn’t interfere with the conversation. I could also make the communication easier for the elderly person by using non-verbal signals where it’s appropriate. Care Values and Transmission [AO1, AO2 and AO4] Maintaining Confidentiality. During my group interaction I was able to demonstrate the care value of Confidentiality precisely. I was able to do this by not mentioning any specific names in this coursework; I always refer to the ‘children’ or the ‘child’. This shows that I was protecting the children’s identity and keeping them protected. Also on the observation sheet that I made sure my observer didn’t comment on any specific children that were in the group I was interacting with. I was also able to demonstrate the skill of confidentiality by saying to the children before the interaction had started what I was going to do through the interaction and ensured that no names would be use when writing about it in my coursework. I also got the children to sign a sheet which explained what was going to happen and that their identity would be kept safe and anonymous. (This sheet is attached to the coursework) The teacher also went through what was going to happen with the children to guarantee they knew what was happening, I also asked if any of the children had any questions before the interaction took place which I would be happily to answer. Contexts of the Care Value. Every Health and Social Care Sector needs to be able to stick and demonstrate the Care Value of Confidentiality with every client they are presented with. Confidentiality can be easily shown in an Alcohol Anonymous group. As a group leader I would ensure and stress that all members are safe to talk about their previous experiences and thoughts, and must allow the members to feel comfortable with the group knowing that they are all together as one. I could show confidentiality at the beginning of the session by saying ‘Whatever is said today stays within the walls of this room and doesn’t travel out of it’. This should make all the group members feel safe and ready to share their experiences. Promoting Anti-Discriminatory Practice. Anti-Discriminatory practice involves challenging unfair discrimination and counteracting any effects that it has already had on an individual. Discrimination can be done in many ways such as: age, sex, disability and even homophobia. It is important to keep within this care value as I was working with a group of children and within this group I had many children who shared different cultures and beliefs. I was able to treat every child equally and didn’t favor or disfavor and particular child. I ensured that every child felt included, secure and valued. I was able to show this Anti-Discriminatory practice by allowing the children to form a circle, also known as ‘circle time’ to discuss ideas about the cultures within the story. The children are more likely to feel comfortable about exploring issues if they feel that what they say and do is cared about. Circle times allowed children to help listen to each other, talk about other cultures they knew and religion. Contexts of the Care Value. My context is going to be within a primary school with children, I will explain how Anti-discriminatory practice takes place within schools, as I wasn’t able to show this as much as I wanted to during my interaction. Children need to hear songs and stories from a range of cultures, Music and dance offer opportunities for expression regardless of language; however, there is a need for sensitivity around dancing in some cultural groups. Music and dancing allows the children to feel as if they were in that particular culture and for them to express themselves, which would be making their self-image and self-esteem positive. The way the children see theirs selves and value themselves will be much higher than before. Dressing up clothes can also represent the styles of different communities, allowing children to take on roles and develop imaginative play skills. The school can also have a large selection of books that introduce different cultures which can be introduced to the children and for them to become aware of them and well educated. The book corner should also involve traditional stories from around the world. Strengths and Weakness of the Care Value. I think I was able to demonstrate the care value correctly, as I kept everyone equal and didn’t favour any of the children. Although there were children who had different culture backgrounds and shared different beliefs compared to other children but I wasn’t able to investigate and promote Anti-Discriminatory Practice within the rest of the children. If I was undertaking a activity with the children talking about religion and cultures I would have been able to promote the differences and make the children more aware that there are many different cultures and religions in the world. Promoting Effective Communication. During my group interaction, I showed the way how projected the sound of my voice when speaking to the whole of the group. As my group were young children, I had to adjust the vocabulary I used; this was due to their age. I couldn’t use over complicated vocabulary as the children wouldn’t of understood and would then be confused. I was able to promote an Effective Communication with all the children during the story and smaller group activities. I was encouraged to use ‘Circle Time’ as this would influence the children to talk and discuss their ideas. To encourage the children to discuss their ideas I used a range of prompts and probes to get information out of the children. This encouraged the children to really express his thoughts and feelings towards the book. I asked every child in turn, what their thoughts were and ensured them that there was no wrong answer. I praised each child when they told the rest of the group their thoughts, praising the child made the children’s self-esteem more positive. The way they value themselves would increase as I praised them for their good work and made them feel good about their self. When asking these questions I allowed enough time for the children to think of a response, and when they replied I ensured I listened to their reply and commented back. All these things show that I was able to Promote Effective Communication with all the children, due to them having happy facial expressions and smiling throughout the whole interaction. Contexts of the Care Value. In the situation of a support group for giving up smoking with the NHS sector, the leader/host of the group would need to show Effective communication throughout the whole group towards everyone. I would have to show support and encourage group members to quit together. I would also show praise towards people that have achieved a goal or a target. A simple thing like praising the individual will affect their self-concept on a whole. Their self-image will be positive and their image will also look more appealing to their selves. I could have given up smoking 10 years ago and knows what the struggles are when trying to give up. This means that I would be able to sympathise with all the group members as I have been through the whole situation herself. When sympathising with a member, I would ensure I speak directly to the individual and ask them to express their feelings as best they can. The best ways to show sympathy is to listen attentively while the other person talks. Asking questions can also make individuals feel more comfortable in the group and will also make them feel welcomed and part as a group, as a leader, a target is to include everyone in the conversation. Finding out information about the individuals can do great good both for the individual and me. The individual may feel like something has been lifted of their chest, by explaining their situation, thoughts and feelings. I would also ensure that I listen thoughtfully when the individual is replying and would use head gestures and ‘replying with yes’ gives the individual that they are being listened to. Promotion of Equality And Diversity. This care value was easy to transmit in the group interaction, when talking about the story I made sure the children was in ‘Circle Time’ so we could discuss the children’s ideas and thoughts. Following on Circle Time I asked the children to get into smaller groups (pairs) for some activities and then asked them to go alone to complete the given task. I went round and gave attention to every child equally and didn’t leave anyone out. Strengths and Weaknesses of the Care Value. I gave attention to each child when discussing what they thought was going to happen next in the story. I asked every child in my group to ensure no one felt left out. I spent roughly the same amount of time on each child when discussing with them about the story, I was giving out my divided attention equally to everyone. During the activities we had to complete, the children were put into smaller groups or by their selves for some activities. In their solo activities I went round and gave them my divided attention, I asked what they were doing and encouraged them to do their best. I did this with every child so again they didn’t felt left out but felt involved just like other group members. I also ensured that I kept an eye on what the other group was doing with their teacher; we were both doing the exact same activity and had a routine/plan to stick to. When the teacher moved onto the next section I also did the same. All the children in class 1 had the same amount of time to complete the tasks; no one had any extra time as this would be making a child seem more important than the others. Contexts of the Care Value. In the situation of working within A&E, it is constantly busy throughout the day and workers need to be able to deal with the rush of patients needing emergency medical attention. A nurse or doctor needs to be able to give every patient the same quality of care and support, they must all treat every individual the same. Every patient that comes to the A&E is unique and nurses and doctors need to recognise their individual differences. For example, they need to address how serious the injury is and if they need to be prior due to the fatal accident and if addressed quickly and lead to serve consequences for the patient. All different service users will use A&E and the workers need to figure out what care to give them, different service users need different care, such as elderly care will be different compared to young children. If a young child came in with a serve injury such as cracking their head open due to something landing on their head, and their head is full of blood and is not stopping, and another service user came in A&E with a ‘sore wrist’ which comes out to be just a sprained wrist. The nurses will put the child first as without immediate attention the child will bleed to death while as the client with a ‘sore wrist’ is not a major injury, although the nurses will give the appropriate care to the client but will put the child first as its more serious. Promoting Anti-Discriminatory Practice In my interaction it was essential and so important not to discriminate against of the children because of their age, sex, race or religion. Within my small group I had a child who suffered from a learning disability they was diagnosed with dyslexia. This made certain school work activities hard for him to complete and took him longer to do so compared to the other children. I didn’t discriminate against their learning disabilities and treated him equally like I did with any of the other children. I influenced the children to voice their opinion and thoughts and share them with the other children. When discussing thoughts in ‘Circle Time’ I influenced and persuaded the children to talk about what they really thought. There was children in the group who had different religious beliefs and culture compared to me and the other children, which meant they had different opinions to certain subjects. I welcomed any new ideas and thoughts from the children and listened to them with an open mind and didn’t reject their opinions. I praised the children when they voiced their opinion and told them what I thought about their opinion in a positive way which influenced their self-esteem, the way individuals think about their selves positive. Strengths and Weaknesses of the Care Value. I don’t think I was able to transmit their Care Value as much as I wanted to; this was because the teacher told and advised me to do a range of particular ideas so I couldn’t really demonstrate what I would do to promote Anti-Discriminatory Practice. If I was given the chance to transmit this Care Value I would of asked to be in a religious studies (RE) lesson, this would mean that I could explain many different religions and cultures. I may tell the children all the ifferent religions we have in our country, after doing so I would then further on to explain some of the religious beliefs they have and similar ones we share. I would get a group discussion going with the children so they could express their own thoughts and would answer any questions about different religions beliefs if children asked. After telling them loads of information about the religions, I could get the children to do a task in small groups, this would c onsist the children being given a particular religion and them to draw/write on an A3 bit of paper about the religion. Then the groups of children would have to explain what they had written/drawn on the A3 sheet to the rest of the class, every group would do this in turn. Work Related Issues/Problems [A03] Encouragement of Independence and Choice. During my interaction I allowed the freedom of choice to all of the children when interacting with them. Even though I was instructed by the teacher to do certain actives I did allowed the children to choose what small group they wanted to work with. I noticed that the children worked with the people who they were sitting next to, and they seemed quite happy to all be working together. This may suggest that they were working with their friends, and by doing this they produced great group work by working as a team. I supported the children’s opinion when expressing in ‘Circle Time’, I often praised the children when they spoke their thoughts and feelings. This would have made every child’s self-esteem value much higher than usual. The way the children values themselves should be positive due to my positive comments I made throughout the interaction. I also allowed the choice and independence of the children going to the toilet by themselves. Adjusted Vocabulary I was able to present myself in a happy positive way when being introduced to the group of children. I tried to use a range of sentences to gain the children’s attention due to my self being a new visitor to the class and the children had never met me before so they seemed to be very anxious of me. so Bob wouldn’t get to confused, this was done so that he could digest the conversation we was having. I also allowed enough time for Bob to think what I had previously said; I didn’t hesitate when he asked me to re-peat what I had said. Even though I tried to use simple vocab, my observer did comment on the ‘use of over complicated words’ which of made Bob struggle. I should have done more research on the language and vocab disability children can understand, to overcome this barrier I could of seeked permission from his mother to look through his school books and completed home work so I could get an idea on what language and vocab Bob uses himself. Interferences/Disturbances. Ensuring the environment is comfortable and not to over powerful is an important factor to effective communication. It is important to make the perfect environment for the interaction to take place. My interaction was completed in a room where my group of children felt comfortable, relaxed and defiantly not anxious of where they were. This was because my room was the classroom the children are used to. This is where they come five days a week to learn and be in school. This made the children easier to settle down as they were in their normal environment. If I had asked the teacher to be placed in a separate room, separated from the rest of the children, it could of made the children feel un-easy and uncomfortable and this could of cause problems such as the children playing up and not setterling down. It could of made me interaction very difficult and negative which would then be picked up by the children. Although I did ensure the place where my interaction took place was in view of the rest of the children and teacher, but was at the other end of the class. This made sure there wasn’t too much background noise, as this would have affected my communication with the children. Being to close to the rest of the class could have intruded on the conversation I was having with the group, this again would cause distraction and make the group hard to settle down and be quiet. This also might have made it hard for the children to pay focus to me, if they could overhear the teachers voice and other children discussing. The lighting was not to bring nor to dark, as this can effect non-verbal communication. This was already done due to being in a school environment. Too much darkness reduces the ability to read non-verbal messages, It can affect people with degrading eye sight or with people who have bad eye sight but use glasses; poor light would of enable the children to see my face clearly. Therefore making it difficult for them to communicate and understand properly what I was saying. Positively Establishing a Friendly Relationship. I effectively promoted a friendly relationship with the whole class. Although it was a struggle at the beginning, this was because I was a new face to the class. The children had never met me and I had never met them either. It took time for the children to pay attention to me; I had to start the interaction by introducing myself and asking the children’s names. The children were still a bit weary of me at that time, so I started a conversation by saying ‘I use to go to this school’ this opened up a lot of conversation between me and the group of children. By saying a true statement like that it abled the children to trust me and feel comfortable with my presence. I also relaxed and wasn’t so tense, which the children could of picked up on. I treated all the children in a sensible manner and treated them all equally. I didn’t pick or favourite any child. By allowing a positive friendly relationship to form I ensured my body posture and facial expressions were transmitting positive ideas to establish this relationship to the group of children. I made sure I smiled when I was listening to the childrens ideas and also nodded which transmitted to the children that I was generally happy to speak to them and listen to all what they had to say. Comparison [AO4] During the one to one interaction with ‘Bob’ I could easily communicate and get them to pay attention to me without struggling to much, but in the group interaction with the small group of school children was much harder to ensure that every child was paying attention to me. I was dealing with a group of children instead of just one person. Although it was only a small group of children, I had never interacted with them before, so this made the children unaware of me and did take a while to settle and actually listen to me. Even after the children were comfortable with my presence it was hard to give them all my focus and attention, as I had to share it out equally between a group of them. There were some children who craved for more attention from me then the other children, so if I was giving them attention by answering questions. I would be giving my divided attention onto just one child instead of the group. Even though some children weren’t afraid to ask more questions, there was still one child who was highly shy and hardly asked or answered questions when I directed it at them. So that particular child wasn’t getting the same divided attention as the other children. This could have had an effect on the child’s self-concept. Also my one to one interaction was with a child who had a learning disability, Bob easily got upset when he couldn’t accomplish tasks that were set. Bob found school life more complicated and frustrating then other school children. Even though Bob had a learning disability, I was able to go through some of his school books and talk to his mother before the interaction so I could gather up an idea what it was like for Bob himself. Also just being a one to one interaction, I was able to communicate with Bob and get him to open up to me about what specific things he found hard and how these things had an effect on the way he felt. I was able to get Bob to confide in me and tell me how he really felt, while playing one of his favourite games. We were in a familiar environment which made myself and Bob feel comfortable and not out of place. While as the group interaction I felt highly uncomfortable at first as I was in an environment which I wasn’t comfortable with and I think the children could see this. Which made the interaction difficult at first, I had to get the children to know me first before they started answering questions and asking questions about the book we were reading together. Even though Bob had a learning disability and this did make me think more carefully about what I was going to say and what I shouldn’t say, I found this interaction easier to complete, as I was only dealing with one individual. While as the group interaction I was dealing with a group of children and had more responsibility then the one to one, I had to ensure I didn’t offend any of the children so I had to watch what I said. Although the children were roughly the same age, the one to one interaction with Bob was much easier to complete then the group interaction. Also when dealing with a group of different individuals, they all have different views and thoughts compared to each other, they all have different perspective views into their religion and their beliefs. I had to take this into account as I didn’t want to offend anyone in what I was saying. This made things more complicated as some of the children had different religious beliefs then the other children and me. So I ensured that I didn’t say anything insulting or anything which may seem insulting to a particular child and single them out. With the one to one interaction I only had to talk to one person, and Bobs religious beliefs were the same as mine, so I knew what to say and not what to say. Conclusion [AO4] During this assignment comparing the two interactions it made me think how different communication techniques are used when interacting one to one or to a group. You also use different techniques and skills when communicating with different client groups and different ages. It is important to ensure Health and Social care professions are able to transmit care values to their users and clients. It is important for these care values to be in place as these care values such as Maintaining Confidentiality, Promoting Anti-Discriminatory Practice and Promoting Effective Communication protect and help the individuals that use the services. If these services didn’t provide these care values such as Maintaining Confidentiality, patients at a Doctors surgery’s personal details would be on show and no long anonymous. People would be able to ask for other people’s personal information without people questioning it. Service users use this care value, to keep their details anonymous and to protect themselves. In the one to one interaction I was in Bobs family home, this made things easier for myself and Bob. Bob was comfortable when talking to me as he was in a friendly well known environment which made him feel comfortable when speaking to me. I think if the interaction took place in a different environment which was not known to Bob, then possibly Bob wouldn’t have been so open with me and wouldn’t of told me how he was really feeling when discussing what he thought about school and his school work. Bob could of possibly not trusted me like he did during our interaction, if you’re in a comfortable environment you’re going to feel comfortable enough to talk to anyone as you feel safe in your own family home. Knowing that Bob felt comfortable it also made me relax a little bit more, which is why me and Bob got along so well! Even though I think both my interactions went well, there are still improvements to be made to make the interactions more successful if I was to do them again. Both my interactions could have been better, but if I was to re-do the one to one interaction I would of done some internet research and textbook research on Bobs learning disability so it would make the interaction possibly more easier. Doing that extra research could reveal doing specific tasks in which Bob would be better at, for example. ‘Bob might find visual tasks easier then memory ones’ These interactions have made me realised how important communication is in a Health Care Profession, without good communication the workers and service users relationship would be very poor. Essential communication is needed to sort out problems and ask for advice and even book appointments in a doctor’s surgery or dentist. I will be able to use all my skills that I have learnt during the interaction in future situations. I can use the communication skills when communicating with my family, my work colleagues and even teachers. These interactions have taught me how we use eye contact, facial expressions, and hand gestures along with verbal communication to transmit excellent communication to other individuals. This can be extremely useful when working in a health/care and even retail environment, as all these services should provide excellent customer service, and using the above skills can help these services please service users, in which means they will be willing to come back.

Poverty in India Essay

With 44 percent (44%) of the global outsourcing market in the off shore sector for software and other business process currently being hosted by India, it has fast gained global recognition as the premier global destination for business process outsourcing.   With generated revenues totaling over US$ 17.2 billion and employment related to outsourcing at 1.05 million as of March 2005, India has greatly increased its economic output and per capita GDP.   This economic growth of India has been heralded as one of the most amazing success stories of the 20th century.   The growth rates that India has been posting over the past five years have made it one of the reasons why investments have risen in the area. The problem is that even with the robust economic growth of India the schism between the rich and the poor continues to grow.   Outsourcing, while creating a boon for the Indian economy, has also intensified that gap by creating new social classes and spawning new cultural changes.   Therefore, because of the weak economic fundamentals of the Indian Economy, instead of narrowing the gap between the rich and the poor, it is instead widened and fewer jobs are created thus leading to more widespread poverty. The greatest problem that these poor fundamentals present to society however is the widening of social divisions that are already existent in society.   In the Indian model the social rifts that are created deal with the differences from within the family unit in relation to the outside society.   The creation and birth of a new type of middle class society which is predominantly comprised of members of the youth sector is creating a class that is being socially and culturally alienated from the rest of society, particularly in the traditionally conservative Indian society. New work habits and consumer patterns have created a new class that enjoys the more expensive and extravagant lifestyle that is supported by the relatively high wages that receive as compared with the rest of Indian society.   There is very little time to spend in the household where more solid and fundamental values are instilled and nurtured and instead the constant exposure to western society has resulted in a degradation of whatever morals were created or instilled in the first place.   For others, the pressure of keeping the job and maintaining the accustomed lifestyle isolates them from other members of society in their efforts to generate more income. In India where the economic disparity was historically at lower levels, the introduction of higher paying jobs as a result of business process outsourcing has increased the rift between social and economic classes as well.   The newly emancipated and empowered women as well as the new rich employees of outsourcing firms are now experiencing things that their parents could never have enjoyed in their lifetimes such as televisions, ipods, cars and cellular phones.   The rift would not be so great however were the opportunity available equally to all sectors of society.    As it is however, only those with certain qualifications and training are allowed those opportunities and this has created a new resentment for those who have gained so much in so little time. While this has certainly generated more income for the Indian government to utilize in other social welfare projects, the income from taxes is not spent on decreasing the economic divide that exists but has actually been spent on infrastructure projects in IT designed to drum up more business and thus increasing the social gap even more.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason for the widespread poverty in India lies in the failure of the government to enact programs to ensure that the economic developments that benefit certain sectors of society also trickle down to the masses.   The Indian Planning Commission has estimated that as of the year 2004 and 2005 nearly 27.5% of the Indian population was living below the poverty lines. Nearly 75% of all those living below the poverty line are located in the rural areas of India.   This shows that while most of the developed cities in India are beginning to grow, the rural areas of India are not able to benefit from this economic development.   With over 836 million citizens living on less than US$ 0.50 cents, it seems that the poverty problems of India are more rooted on the poor economic structure than anything else. Another reason for this is because of the different social, religious and economic groups that are in India.     The fact that the caste system was encouraged until the early 20th century has also added to the poverty rate in India because of the special rights and privileges that were given to others.   Coupled with the lack of property rights, since the right to property is not constitutionally declared in India, these barriers effectively prevent those from the lower economic classes of India from entering the middle class. There are a number of other reasons that can be cited as the cause for poverty in India.   Most of these theories are based on the poor economic fundamentals that were established during the British Regime and during the resulting political turmoil that resulted immediately after the transfer of power in 1947.   Be that as it may, such poor fundamentals have also given birth to other economic problems such as the growing divide between the different economic classes in India. The recent economic growth of India due to its growing role as a major player in the outsourcing industry has indeed granted a number of benefits to Indians but at the same time it has served to increase poverty in certain areas because of the failure of the government to ensure a more equitable distribution of income among the masses.   Lack of government infrastructure projects and rampant corruption remain to be the deterrents for India’s true economic growth.   Until India is able to address these problems, poverty will remain to be synonymous with the Indian Economic system for years to come.    References: Agrawal, A. N.: Indian Economy. Problems of Development and Planning. 18th edition, New Delhi: Wiley Eastern Limited 2002 Ahluwalia, Isher Judge: New Economic Policies. Reform of Public Sector Enterprises and Privatisation in India. mimeo, February 2004, paper presented for the Conference on Economic Liberalisation in South Asia at the Australia Singh, Ajit Kumar: Social Consequences of New Economic Policies. With Particular Reference to Levels of Living of Working Class Population. In: EPW, February 13, 1993, p. 279 – 285 Sridhan, E.: Economic Liberalisation and India’s Political Economy: Towards a Paradigm Synthesis. In: The JCCP, vol. XXXI, no. 3, November 1993, pp. 1 – 31 A overview and critical discussion on theoretical explanations of the Indian political economy Varadarajan, P.; Bharadwaj, S.; Thirunarayana, P.: Executives attitudes toward consumerism and marketing – an exploration of theoretical and empirical linkages in an industrializing country. In: Journal of Business Research, 1994, vol. 29, no 2, pp 83-100

Comparison of Colonies essays

Comparison of Colonies essays Both New England and Southern colonies were settled largely by the English. By 1700, the regions had evolved into two distinct societies. The Southern colonies developed many characteristics differing from the New England colonies. The focus of the two regions was different. Their society varied greatly based on the people who settled the regions. The government differed because New England had town meetings and the South had county government. These differences were mainly based on the very reasons settlers came to the New World. This affected the colonies focuses, social attitudes, and political ways. New England became a refuge for religious separatists leaving England, while people who immigrated to the Southern colonies generally came for economic reasons. The New Englanders were very religious-based and claimed that they "were far more godly than all other colonists". There was one clergyman for every 600 people, the highest in the New World. The Southern colonies revolved around the tobacco industry. Many people in the South didn't participate in church. The people were more materialistic and individualistic in the Southern colonies. The drive of the southern colonists was toward economic prosperity, while New Englanders were faithful followers of the teachings of their church. Thus, the people who settled the two areas were different socially. The immigrants who settled in New England were far more family oriented than those who settled in the Southern colonies. In New England, most people came in large families, and large families supported the community atmosphere. There were many children among these immigrants. The society became very conservative in New England, unlike some elaborate colonies in the South. The immigrants of the Southern colonies were mostly young men seeking profits. They were ambitious and ruthless. Differences in attitudes and geography resulted in different types of government as...

Steps to christ Essays

Steps to christ Essays Steps to christ Essay Steps to christ Essay Logged So likewise ye, when ye shall have done all those things which are commanded you, ay, We are unprofitable servants: we have done that which was our duty to do. Luke 17:10 A1 Full Member posts: 107 R Inlra Quarter2U ss LESSON 12ReTormatlonHeallng Broken Relationships ? « Reply #5 on: september 14, 2013, PM ? » Wally thanks for clearing this up as I was getting a little confused. But I would still like for Ed to clarify his statements as I was not sure what he was referring to. Sunday September 15 Quote This desertion caused Paul to Judge Mark unfavorably, and even severely, for a time. Barnabas, on the other hand, was inclined to excuse him because of his inexperience. He felt anxious that Mark should not abandon the ministry, for he saw in him qualifications that would fit him to be a useful worker for Christ. -Ellen G. White, The Acts of the Apostles, p. 170. Acts 1 5:39 And the contention was so sharp between them, that they departed asunder one from the other: and so Barnabas took Mark, and sailed unto Cyprus; This is a difficult situation because the discussion had to do with taking Mark with them on their mission trip. As it had been noted Paul has sthrong feelings about his position and so did Barnabas. Under these circumstances it seemed as if there was o other way except for the men to separate. Ccould this situation be taken care of without the sharp contention? On the bottom of Sabbaths lesson we are reminded By this all will know that you are my disciples, if you have love for one another Oohn 13:35, NKJV). Without this love, all our talk about revival and reformation will come to naught. Christians at home and at church sometimes display sthrong ideas ( both parties think they are right) about certain things and it very often can lead to sharp contention and if allowed to continue to separation. While conflict of itself is not sin the attitudes in hich we handle conflict can be sinful. How can we handle situations dealing with disagreement so that we can give glory to God? Latter Paul reaches out to Mark healing the relationship. The ministry of reconciliation is about bringing about healing and right relationships. The word reconcile mearns to change mutually or to compound a difference or to receive into favour. How can we compound a difference? Do we love only those who agree with Sundays Questions How can we learn to forgive those who have hurt or disappointed us? At the same time, why does forgiveness not always include a complete restoration of a previous elatlonsnlp? wny does It not always need These are very good questions in Mark 18:21 Peter is asking Christ about how many times he should forgive someone. Then came Peter to him, and said, Lord, how oft shall my brother sin against me, and I forgive him? ill seven times? What was Christs reply? Logged Jesus looked upon the distressed and heart burdened, those whose hopes were blighted, and who with earthly Joys were seeking to quiet the longing of the soul, and He invited all to find rest in Him. {DA 328. 3} Mimi Assistant Administrator posts: 26875 www. remnant-online. org Relationships ? « Reply on: september 14, 2013, PM ? » It is in Matthew. Matthewl 8:22 Jesus saith unto him, I say not unto thee, Until seven times: but, Until seventy times seven. Our fallen nature wants to rear up when we have sharp differences with the brethren. This is where the fruit of the Spirit comes in. In Christ, we have them and we deal with the brethren in a very different manner than if we Just want to win the argument and let our fallen natures have sway. And I can tell you, separation is quite necessary in many circumstances until these differences can be mended. Once upon a time a saint had the audacity to tell me I was not converted. Excuse e? What do you mean, I am not converted? Of course, Im converted! Well, apparently I was not acting in a manner of a converted person that day. My attitude was not consistent with the fruit of the Spirit. I stayed away from that person for quite some time. After much studying and heart searching, it dawned upon me that pride had blinded me to a bad attitude prevalent in the unconverted, so I repented and was reconverted and healed my relationship with the saint and thanked them for their painful, yet necessary rebuke. All relatlonsnlps are Important, out tnose witn tne salnts are especlally Important. They love us enough to tell us the truth. Logged Search me, O God, and know my heart: try me, and know my thoughts: And see if there be any wicked way in me, and lead me in the way everlasting. Psalm 139:23, 24 Richard Myers Servant posts: 33532 A glorious sunset teaches of trust and faith. Relationships ? « Reply #7 on: september 14, 2013, PM ? » Amen, Mimi! Oh, that all would be faithful with me. That happened today and I am so very thankful. I was in a wrong position with God and man, and one was so very wise in telling me so. The reproach I brought upon Jesus is something that I am so very sorry for. But, the Laodicean who refuses to acknowledge his sin, retains his sin and continues to bring reproach upon Christ, His church, and the truth. The Bible is true. Sadly too many who profess to believe it, reject it so very often. He that reproveth a scorner getteth to himself shame: and he that rebuketh a wicked man getteth himself a blot. Reprove not a scorner, lest he hate thee: rebuke a wise man, and he will love thee. Give instruction toa wise man, and he will be yet wiser: teach a Just man, and he will increase in learning. Proverbs 9:7-9. How is it today with you? Do you hate being taught? Do you hate being reproved? Does pride stand in the way of admitting error, a mistake, or sin? If so, the answer which is always the same is Jesus. Not a profession of faith, but the real abiding presence of Jesus in the heart. That is what the call for revival and reformation is all about, a new life in Christ Jesus. That is what this quarters lesson is all about. We need to see our need of Jesus to do any good thing. Without Jesus abiding in the heart we are what Paul describes in Romans seven. Either we believe we are alive because the commandment has not come home to our hearts or we are dead in respasses and sins attempting to keep the law without our Saviors help. Logged Im going home SOON, come along!! igina posts: 220 12ReTormatlonHeallng Broken Relationships ? « Reply on: september 15, 2013, AM ? » The nature out God does not condone sin. for it seeks out sin and devours it. Yet merciful Christ always seeks to reconcile created beings with the Father. He tried it with satan but in vain. And now He is doing it with us. He shows us how to do it by taking our very own body! We of the temple of God are building blocks f itting into the different facets therefore are different in all ways except the bond that binds us! In these differences we may err, cause others to err or others err against us. e may hurt or be hurt. The one thing we must learn to do is accept our positions. There are those gifted in resolving conflict, there are mentors in our midst, there are those who are able to nourish us with such good counsel! We should recognize all these in us and use them. To pastor Finleys question on Friday on what is ailing the church today it is Love! there is no Lob in the church that selfless love of Christ is not there in me and you! Whether in a big way or a small way we need to express this love. and nless we do revival well be far from us reformation will be but a Magee! There is no end to discovering this Love it is infinite we can never fully give it. But if we applied ourselves to giving even the smallest measure of this Love the world will know the one to whom we render service Logged A glorious sunset teaches of trust and faith.. Relationships ? « Reply on: september 15, 2013, PM ? » Amen, wigina. But, we have not this love to give. It is good to try and love your enemy, for it is a lesson in the impossible. There is only one way we can have this true love for those who despitefully use us. It is the evidence of true conversion. It is only when we are fully surrendered and self is hidden in Christ, that we have this love for others. Romans seven is the experience of all who are not in a converted state who know they cannot keep the law of God, but must to enter heaven. And. it is not salvation by works by any mearns. Keeping the law of God earns nothings. It is the fruit of salvation, not a mearns of salvation. Good fruit comes from a good tree. We are not good trees in and of ourselves. We need to die to self and become partakers of the divine nature that we may have the mind of Christ. Then, we can love as Jesus oves. It is Christ not l. When Moses near the end of his life struck the Rock, he did not have this love we speak of. No, he hated those for whom Christ died. He was angry with them. He was prlaeTul. Wltnout tnls love, we are none 0T HIS. we must De re-convertea IT we naa ever truly been converted in the past. Moses had been. He had been faithful in all of the house of the Lord. So, he understood his need of Jesus to do any good thing. He had let his mind wander away from Jesus. And, when the Spirit of God reached him, and the still small voice revealed his condemnation, it was a habit of Moses to turn to Christ. His repentance was quick and deep. When we sin, and are convicted that we have, what is our response? Do we do as did Moses? Do we fall on our faces and acknowledge our sin, or do we make excuses and think we are not under condemnation? That we may sin and escape condemnation? The wages of sin is what it always has been, death. The only way to be forgiven our sins, is to repent of our sins. And we do not have this repentance until we return to Christ. It is His grace that leads us to repentance. After almost 170 years, you would think that this gospel of grace would be well understood in the church. But, then if after almost 2,000 years the Jews had so perverted the gospel that they put to death the Son of God, why would we think we would be less prone to forget what great things God has done for us? The angels in heaven wonder at our dullness and I am sure they are surprised that any of us could be saved. But, they never tire of encouraging us to flee to Jesus. And, when one of us poor mortals does indeed cease resisting the love of our Savior, all heaven stops to rejoice. We deny Jesus His reward for all of His suffering when we sin. If we would think about that, it would encourage us to hasten to Christ the next time we sin. Or, even better, it may encourage us all to fall at the foot of cross so that we do not openly crucify our Savior again. It would be good to spend a thoughtful hour a day contemplating this great love whereby we are converted. Logged Philemon Had always wondered about the book of Philemon! Until the weeks ago I read it again and again! Many of us are employers for we at one time employ Nannies, farm hands and various other workers to do what are consideredodd Jobs what is your relationship with these people? Jesus went to them! Do we neglect them? Do we share with them? WE Need to reexamine these relationships betweenMaster and ervant at whatever level for this is part of or object lesson in the love of Christ. Angels are always ready to do Christs bidding why? is it because h He is their Master? R n Myers lc ara Relationships ? « Reply #11 on: September 16, 2013, 11:26:38 AM ? » Good point, wigina. Christ came to this Earth as an unwearied Servant of man. Ought we to emulate Him? Yes, wigina, the Lord of the universe is their Master. The question be answered is why do they choose Him as Master? I wonder if what Jesus did down here on this Earth has anything to do with their decision to serve Him as Master? Logged Relationships ? « Reply on: september 16, 2013, 03:01 PM ? » I Wonder too! I also wonder what Jesus was able to do for then when they were in the constant spotlight of the accuser!? They will tell us shortly! I certainly plan to ask or maybe I wont ask it will be shown me without asking and I will simply worship and adore!! Logged Iuliusnyar Regular Member Posts: 14 Relationships ? « Reply #13 on: September 19, 2013, 11:1 1 AM ? » Thanks a lot for the comments so far in this week lesson we are getting blessed. Jesus while being nailed on the cross said that God forgive them for they know not what they are doing. When we deserved to die eternally Jesus offered to die on our behalf to redeem us. We can only fforgive those who wrong us if Gods Holy Spirit dwells in us. lf possible please Richard postthe full lesson for this week for it helps me a lot as I prepare Tor tne class I teacn every sa Loggea Relationships ? « Reply on: september 19, 2013, PM ? » Sorry to get behind Julius, but am sitting in the ICU with my son. I will try to do some of the lessons tonight. Your prayers are appreciated. Logged Re: Third Quarter2013SDA SS LESSON 12ReformanonHealtng Broken SABBATH AFTERNOON Read for This weeks study: 2 Tim. M 1, Philem. 1:1-25, 2 cor. 10:12-15, Rom. 5+11, Matt. 18:15-17. Memory Text: For if when we were enemies we were reconciled to God through the death of His Son, much more, having been reconciled, we shall be saved by His life (Romans 5:10, NKJV). Even after Pentecost, the relationship between believers was at times strained. The New Testament records rrepeated examples of the way that church leaders and individual members dealt with such challenges. These principles are extremely valuable for the church today. They reveal the positive results that can come when we use biblical principles to deal with conflicts. In this weeks lesson we will focus on restored relationships. Great spiritual revivals In tne past Tosterea nealea relatlonsnlps. Movements 0T tne Holy splrlt Involve bringing people closer to God and to one another. They include breaking down the barriers in our relationship with God and breaking down barriers in our relationships with one another. In short, the greatest demonstration of the power of the gospel is not necessarily what the church says but how the church lives . y this all will know that you are my disciples, if you have love for one another Oohn And why is this so? Because without this love, there is no conversion. The good works seen in the Christians life does not save the sinner, it is a revelation that he is in a saved or converted condition. When a man is born of the Spirit, he has the Spirit in his heart. Therefore, he is a new creature in Christ Jesus, and all of the fruits of His Spirit are seen in the life, not one is missing. If there is a need for revival, then there is a need for conversion. No love, no conversion. No conversion, no revival. Logged Relationships ? «Reply on: september 19, 2013, PM ? » We will pray for your son our God is the greatest physician I believe he will get him ut of ICU.