Take Networking to the Next Level Assignment Example | Topics and Well Written Essays - 750 words

Take Networking to the Next Level - Assignment Example This experience helped her realize that networking as we know it’s much too superficial to allow individuals to really find a connection and be able to utilize our connections and interpersonal relationships. Building an effective network is not just about searching for jobs, is about getting to know individuals on a personal and professional level, their experiences, skill set, interests and their passions. It’s about connecting individuals, helping each other, and learning how we can be an asset to each other on a professional and personal level. Tashee worked diligently for years at a company where she provided her best efforts to achieve the best results in her work. Four years later the company told her that she was under performing which came as a shock to her. Feeling insecure rediscovering networking through her professional association helped her better know herself, her strengths, goals and her networking colleagues helped identify her weaknesses and work in t hose areas that needed further development. CRITIQUE As the article states creating an effective network is not just about handing out a business card and a hand shake, is about building and nurturing interpersonal relationships. The process of building an effective network is a continuous process where we build a solid foundation for any future situation that might come up, from staying ahead of the competition through sharing information to finding an expert with a particular core competency. It's not just about meeting people, but getting to know them in a professional and personal level. It is not about interviewing a person, but an exchange of information where simple questions such as where a person went to school, what their hobbies are, and gaining insight about their personalities, their future goals, aspirations and what makes them tick is the key to building rapport with the individual. People in general like to talk about themselves and our job is to probe, listen, show genuine interest and have a real conversation where we share relevant information about ourselves since networking is a really a two-way street. Although the article provides some general insights about how to network effectively, it does not go into details as far the right techniques and guidelines to gain people's trust and create real relationships and effectively network. The art of small talk is the starting point of any relationship, whether is professional or romantic. Never underestimate the power of casual conversation, since most networking starts here. Expand your horizons by engaging in conversation with people you meet through your normal routine not only at work, but also in your everyday life (Hope). As a rule one must be genuinely interested in building relationships with others in order to network effectively. If one is not careful a simple networking conversation can turn negative really quick if the other person can tell that you are not genuinely interested, but are using them as a means to an end to gain information about their contacts and not as a mutual learning experience for both parties involved. There are many reasons why networking can help drive career success. Effective networking can he

Write asummary for the Specific topic i mentioned about Robert Putnam Essay

Write asummary for the Specific topic i mentioned about Robert Putnam and David Campbell, American Grace, (selections - Essay Example According to Putnam and Campbell, affiliation to a religious group does not necessarily depend on the religion of one’s parents (Putnam, and Campbell 134). Although a percentage of children adhere to the religion of parents as they grow and remain adherents even in their adulthood, the trends of the rest of the percentage are more complex than most Americans can imagine. A certain percentage of children are likely to switch the religious affiliation inherited from their parents to a different one. This switch may persist over a long period for some children while others find themselves going back to the original faith from their parents after some time. The research carried out revealed that 10 percent of Americans had swayed to a different religious group before getting back to the original religion (137). Moreover, an approximate of 20 % adhered to a different religious denomination from that of their parents. The fact that religion in the American context exhibits a level of instability becomes very clear. The authors examine the trends deciphered from a research in 2006 to 2007 that exhibit the level of instability of religion. Religion in the American society is a complex issue that needs critical analysis. For example, the number of people lacking any religious affiliation did not change in the two years. However, closer analysis revealed that 30 % of these people without any affiliation in 2007 had one in 2006 but had discarded it. The fact that the total number of people with no affiliation did not change indicates that an additional percentage of people affiliated themselves with a religious group. Such data only serves to highlight that many of the people are at the threshold of having and lacking a religious affiliation. The authors of the book describe these individuals as liminals. In the American society, they account for 10 percent of the

A critical analysis of my clinical practice and reflection

A critical analysis of my clinical practice and reflection Introduction This assignment will discuss the development of my professional skills, learning opportunities, and activities that have developed and benefited my learning experiences. I will use reflection and referrer back to written work in my portfolio this will link the theory to practice and will show a continuous improvement in the knowledge and understanding that I have gained in previous placements, according to Beskine (2009) practice from clinical placements are fundamental in allowing students to put the theory learned at university into practice under the supervision of an experienced mentor. As registered nurse I must be able to justify any action or decision made, this can be seen throughout my portfolio as I have tried to justify any action or decision I have made through evidence based knowledge and research findings, according to Richards and Edward (2003) who have stated that public trust and confidence in the profession is dependant on its practitioners being seen to exercise their accountability to ensure that the interests of the patient is respected. The Quality Assurance Agency (1997) has defined a portfolio as a structured and supported process undertaken by an individual to reflect upon their own learning, performance and achievements when planning for their personal educational and career development. As a registered nurse my goals will be to further my life long learning and gain as many skills as possible to enable me to carry out my practice safely and with competence. The evidence of this shall be shown through the ongoing development of my portfolio, which will identify opportunities for growth in my personal and professional life. According to Nursing Midwifery Council (NMC) 2004, It is necessary to show motivation and commitment through the development and planning of your own learning. There will also be discussion on the clinical skills laboratories (CLS). Main Body The Students rational for choosing the topic of; compression bandaging for leg ulcers; was the shock, when she realised that the estimated cost to the NHS in managing leg ulcers is  £300-600 million a year. (Simon et al 2004) In the UK alone, it has been estimated that between 80,000 and 100,000 people will have had a leg ulcer at one time or another, with some remaining unhealed for more than 10 years. (Walker Adderly 2007). Managing leg ulcers also places a considerable drain on health resources, with district nursing spending between 25-50% of their time treating patients with leg ulcers (Casey 1999), according to Briggs and Closs (2003), a large part of the nurses workload especially in the community is taken up with this task, as people get older they are at increased risk of developing arterial and venous incompetence, which is the underlying cause of leg ulceration, improved life expectancy means the number of people with ulcers is likely to rise (Franks and Moffatt, 2007). The student noticed this more on her final 14 week management placement with the community nurses; half of her time spent with the nurses was taken up with changing compression bandages. Reflecting back, the student looked at her logs from first year [Appendix 1] and noticed that the treatment of leg ulcers has not changed dramatically in these past three years, but the students perception knowledge and understanding of this condition has. Reflection provides a framework upon which individuals can modify both perception and behaviour based upon experience (Dewey, 1933; Schà ¶n, 1983). It is also considered to be a central part of developing expertise (Sternberg, 1999). When the student first went to a community placement in 2nd year, she along with her mentor attended a patient with leg ulcers, [Appendice2] she assisted the nurse when she washed the patients leg, using tap water, the leg was dried and a mixture of 50%50 w/w cream; (Ointment containing 50% w/w Liquid Paraffin BP and 50% w/w White Soft Paraffin), was applied below the knee of the leg, then watched as the district nurse, applied a modified form of compression bandaging. The student and her classmates had practiced this procedure in CLS labs, week three, Care of the patient with chronic wounds; the labs are designed to ensure flexibility of use in providing an environment where clinical skills learning can be facilitated to support a diversity of clinical learning experiences and environments. Every year the NHS pays out about  £400 million in settlement of clinical negligence claims.   It is increasingly recognised that up to as much as 70 -80% of medical error could be attributed to poor technical skills; those most at risk of committing errors are inexperienced practitioners. Creating simulated scenarios allows us to practice our skills and make mistakes in a safe environment (Engle 2008). The nurse explained that there where different causes for the ulcers and also different dressings and compression therapies. The student also looked up the pathophysiology, and the psychological effects of the condition, linking theory to practice, reading journals and articles the student got an overview of the disease, failing venous valves lead to blood pooling in the veins. This is confirmed by the use of a Doppler ultrasound, which tests the flow of blood in the leg. Cells and fluid, from the blood leak into the surrounding tissue, causing oedema. Red blood cells, leak into the tissue and break down, resulting in brown staining of the skin known as, haemosiderin. Further tissue damage occurs when white blood cells clump together to cause inflammatory reactions. Congestion in the veins results in reduced blood flow. Tissues do not receive adequate nutrition and the skin becomes dry, flaky and itchy. Lipodermatosclerosis can also occur, caused by fibrosis of the fatty tissue, maki ng the leg hard and woody to touch, this makes the skin fragile and scratching or trauma may lead to ulceration of the leg and a chronic wound that could take weeks or months sometimes years to heal (Stud 2009). According to (RCN 2006), (SIGN 26, 1998) compression bandage therapy is the gold standard treatment for venous leg ulcers. The bandage types are classified depending on the degree of sub bandage pressure they exert on the limb, the highest pressure is up to 40mmHg at the ankle (resting pressure), gradually reducing to about 17mmHg just below the knee Anderson (2008). Achieving this healing depends mostly on the patients willingness to accept clinically effective care; many of the patients feel that they cannot carry on with the treatment as the compression bandaging is uncomfortable. The graduated compression starts with the highest pressure at the ankle, this squeezes the lower leg as the calf muscle changes shape on movement, but the muscle movement is constrained by the compression bandage with the effect of increasing the squeeze on the veins in the legs, as the muscle movement is concentrated inward and if the vein is relatively intact it will more likely close with the extra pressure from the compression (Anderson 2008). This movement may prevent the backflow of blood as the calf muscle is strong and the speed of the venous blood is increased it could mean that the white blood cells are less likely to clump together thus reducing inflammation in the blood vessel (Oduncu et al 2004). Using compression this way, will increase flow, reduce venous reflux and ankle oedema, therefore improving the microcirculation and encourage the healing process (Board and Harlow 2002). As the flow improves nutrients reaching the skin again will improve the sensitivity and dryness of the skin. The compression therapy is not a cure it may be a lifelong process where the patient has to be properly supported. The patients psychological wellbeing is also monitored, (Jones et al 2008), studies carried out show that patients with chronic leg ulcers suffer from depression and feel socially isolated, they restrict their social lives because of the exudates and odour leaking through the bandages. In many cases the ulcer will heal with relative ease once the oedema is under control approximately 12 weeks (Moffat et al 1992). Larger ulcers may take months or years to heal, (Palfreyman et al 2007) effective treatment should help reduce the symptoms and quality of life for the patients, this is why a holistic approach is needed to ensure the patients psychological needs are also met; this in turn may encourage compliance on the patients part. The student is now in her final placement which is back in the community, she has her own case load of four patients. One of these patients has a leg ulcer, she wears compression stockings, while this is not a chronic ulcer great care still has to be taken, as the recurrence rate of venous ulcers is high, hosiery helps to reduce the risk and prolongs the time in a healed state (Bradley 2001). The student also went out with the district nurse who is mentoring her, she allowed her, under her direct supervision to wash and apply the dressings to one of her clients who has a chronic leg ulcer, it is recognised that students must be given opportunities to participate in various clinical skills, the NMC (2006) requires mentors to be able to support student nurses develop nursing competencies, while being professionally accountable for the student, and also provide support and assessment while on placement. Prior to undertaking the wound dressing, the student had to demonstrate an appreciation of the theoretical and practical aspects underpinning the procedure of compression bandaging to the mentor. This was done by the student reading journals on wound care, looking up articles on the internet, and then discussing them with her mentor. The clients consent was given, this allowed the student to carry out the procedure. The student read the last entry in the care plan to see what dressings where used previously. Then she gathered all the equipment that she would need, Towels, cream, water, a dressing depending on how bad the leg would depend on what dressing was used. The bandaging comes in kit form and is priced according to size from  £5.65 to  £10.58 (Scottish drug tariff 2007). Reading the care plan the student knew that this patient has had a chronic venous leg ulcer, for about 6 weeks, the measurements were taken at every dressing change to see if the ankle circumference has changed due to the reduction of oedema. The leg was stripped down, it was very wet and smelly, the dirty dressing then went into the bag provided and disposed of in the bin. The leg was washed with Epaderm Cream, this is very effective in moisturising the leg it counteracts the loss of essential oils from the skin. As the student knew that her mentor was going to ask her to perform the task, she looked up her reflective diaries in her portfolio and read back on them to see how she carried out the procedure then, and how she felt about carrying them out. According to Redfern and Hull (1997), portfolios offer an important contribution in the form of a step-by-step method that reflects practice. The student had written an account of her past experience in the first year log, as she had not used a model of reflection it was difficult to remember how she felt carrying out the procedure, she did describe the task well enough but the feeling and evaluation would have been useful, how did she feel about the task, was the wound really odorous, was the patient satisfied with the outcome, would she have carried out the procedure the same way, coming back to the present task the action plan would have been very handy. Gibbs model for reflection (1988), the student has applied this model to most of her work throughout the three years of placements, but at the beginning of her training she did not, she now realises that using models of reflection in essays and practice portfolios gives written evidence that shows critical thinking, and relates theory to practice. Using the six stages of Gibbs reflective model, description, feelings, evaluation, analysis, conclusion, action plan, by using this model the student can analyse her learning experience, and present this as evidence against NMC standards. The student also looked out and read tissue viability journals and wound supplements and searched the internet for wound care information. Current governmental policies have called for all professional groups to work within a framework of evidence-based practice (EBP) which is underpinned by continuing professional development. The essence of all this is to ensure that all health care professionals operate within a framework of clinical governance that assures clinical competence and provision of quality health care. (Basford and Slevin, 2003). Once the leg was washed and dried a hydrocolloid dressing was applied, this helps absorb some of the exudates, the student then applied the wool padding using a simple spiral technique with a 50% overlap, this helps to protect bony prominences and pads the ankle out. The third step is a light conforming bandage, the foot is flexed to 90 degrees and the bandage is applied from the toes to the knees also using a simple spiral technique with a 50% overlap. The forth step is applying the cohesive bandage, the student made sure the mentor was happy with what was done so far before carrying on she also asked the patient if he was alright, then keeping the foot flexed to a 90 degree angle the bandage was applied with a 50% overlap and a 50% stretch, ensuring the heel was completely covered. The student felt cautious about carrying out the final stage of this procedure because of the implication, for instance if the dressing was too tight it may cause trauma to the leg, but the mentor supervised all the way through the procedure, when the bandaging was finished the student felt that she had carried the task to the best of her ability, there was a feeling of satisfaction the bandage looked neat and secure the patient offered no complaints. When the student had asked his consent he told her that he would say immediately if he felt uncomfortable, because of the exudates the bandage would only be on for two days not a week as is the usual time in between dressing. The patient will be holistically re-assessed each week and his progress recorded, the student filled in the patients care plan and her mentor countersigned, as a student nurse preparing to register with the NMC you have both a legal and professional duty of care. This should be demonstarted in your ability to keep a record and full account of any assessment and care that you have planned for or provided (NMC 2004). The student didnt think she could have done any better, she was pleased that he mentor allowed her to carry out this procedure, a little weary about the 50% overlap and stretching the bandage, but was confident in her practice, the task went smoothly. The student will continue to reflect and study leg ulcers and compression bandaging to further her knowledge. The mentor observed the student performing the task, under direct supervision, she assessed that the student was working to the correct and appropriate standard for her level of training, this will be recorded in the students assessment practice record and signed. While in practice mentors are assessing students against the NMC standards of proficiency, they are not only assessing their practical skills, but their knowledge levels and attitudes which underpin their practice (Richards and Edwards 2003). Conclusion In this assignment I have disscused the learning opportunities and the activities that have helped develope my professional development in the area of compression bandaging for the care of leg ulcers. I have shown that reflection and reference to previous work and teaching materials have developed my skills, confidence, knowledge and intuition in the care of managing leg ulcers and applying the appropriate dressings and therefore linking my theory to practice. I have shown the ability to justify reasoning for any actions or decisions which I make through evidence based practice, knowledge and research findings. For my professional development and future practice I will continue to futher my life-long learning and gain as many skillls as possible to enable me to carry out my practice safely and with competence. The evidence of this shall be shown through the ongoing development of my portfolio which will identify opportunities for growth in my personal and professional life.

Bus Queue :: essays research papers

Bus Queue by Anges Owens In this story Bus Queue by Anges Owens I am going to discuss how the writer conveys moods through his use of language. The moods created are made by his choice of words, the dialect and dialogue, by the people at the bus stop. The moods can also be detected by the sentence structure. He expresses these moods by giving detailed sentences of the boy out of breath and the harsh cold weather. The scene in which the story is set is in an area that is poor and rough, the broken glass at the bus stop shows this; also the wire fence emphasises a poor area. The boy that arrives at the bus stop had been running, this was shown because he was gasping for air as he was out of breath, the boy must have felt like his heart was sinking from the amount of hard running he had been doing. The boy was alone, as he had no one to talk two. He could have tried to make conversation with the other person at the bus stop but whenever he looked up and tried to make conversation she drew her collar up, so that she was blocking him out as such. The woman was regarding him coldly as if to say; I want nothing to do with you so just leave me alone, but to be fair to the woman she might of just been cold as the bus shelter wasn’t really a shelter as the panes of glass were broken. The chilling wind is rushing through the holes and is getting colder as the night grows older. He starts to feel this cold bitterness in his lungs. The boy is anxious as he keeps glancing up and down the street. Here the author is describing the boy and the surroundings so that the reader of the story can sense and imagine the area around the bus stop and the essentially the people at the bus stop. Nobody cares about other people or other things that are happening around them, if you feel ok then that’s all that matters. The boy lent against the wire fence and two females approached the shelter and stood within the shelter they then started talking and created some friendly atmosphere so the boy felt welcome. They were talking about the buses and how they haven't been on time for years now and that they have been complaining for years and that nothing had been done because the area was poor and nobody cared about the people that lived there.

An Analysis Of In Arabian Nights English Literature Essay

Traveling to new states gives life a fantastic experience and helps learn a individual about the civilizations and traditions of that state. Travelling is something that teaches a individual many things as one can hold many interactions with aliens and can assist one larn many new things approximately him every bit good. Traveling is something that everybody experiences in life. Travelling besides helps a individual addition more cognition about the other states civilization, tradition and linguistic communication. Traveling can assist a individual happen his or her finish in life. Traveling to new states gives life a fantastic experience and helps learn a individual about the civilizations and traditions of that state. Travelling is something that teaches a individual many things as one can hold many interactions with aliens and can assist one larn many new things approximately him every bit good. I had a charming experience during my journey to United States of America. My chief purpose or my mission for traveling to America was for an educational intent. I wanted to cognize more about the state and wanted to research it. I had visited America in the twelvemonth 2007. It was 10 yearss school trip. I truly enjoyed my trip with my friends and I besides got to larn many new things on my trip. We were besides accompanied by our professors. My trip was fundamentally based an educational based. They were really helpful and cheerful. We visited Washington DC, New York and Florida. The experience was great and thrilling. We visited many of import landmarks, museums a nd besides many commemorations. These topographic points would assist me cognize more about the history of America. Wherever we went we would ever seek to acquire more and more information about that peculiar country or topographic point as it would assist increase my cognition about that topographic point. Peoples were really friendly in America. I did non experience that I was off from my place state. The people were astonishing. They were really helpful and cheerful. My experience taught me many things. It helped me larn how to populate an independent life. I had to make all by myself. No 1 would pack my bags or press my apparels ; everything was to be done by me. I had seen a transmutation in myself. I was going independent. It was the best experience of my life. The trip besides helped me better my communicating accomplishment. By speaking and run intoing different people in the hotel every bit good around the metropolis, it felt like I belonged to that state. The trip was real ly enlightening. By going with friends it would assist better societal development and additions adulthood in a individual. My love for travel has increased after this experience. The manner I look at the outer universe has changed. This experience has given me many unforgettable memories and has besides helped me transform myself. The experience of Tahir Shah is in a manner related to my travel experience. He was in hunt for the narrative in his bosom, whereas I was in hunt for instruction as it was during my school yearss and I wanted to hold on every bit much cognition about the state. Tahir was ungratified to happen the narrative in his bosom. He met many people and had assorted interactions with them and at last found the narrative in his bosom. I was besides ungratified approximately deriving every bit much cognition as I can. I met many new people and my interaction with them helped me derive cognition about their civilization and traditions. I had a fantastic and joyful experience. It has transformed my full life. Before I used to fear from speaking to aliens, but now I am really confident as I had an experience which transformed me. Tahirs experience was really alone for him. He had found the narrative in his bosom. On my manner to America, I was Travel trips are something that each individual must travel for. Travelling makes people explore the universe every bit good as explore one & A ; acirc ; ˆâ„ ¢s ain life. Traveling can be a fantastic experience. From the narrative written by Tahir Shah, we come to cognize how restless he was to happen the narrative in his bosom. He travelled all the manner to south of Casablanca and found the narrative in his bosom. When I went to America I excessively was ungratified like Tahir because I was in hunt for more and more instruction. Work Cited: Shah, Tahir. In Arabian Nights: a Caravan of Moroccan Dreams. New York: Bantam, 2008. Print.

Managing people Essay

2. What mental models do you have about attending a university or college lecture? Are these mental models helpful? Could any of these mental models hold you back from achieving the full benefits of the lecture? To achieve our goals with some degree of predictability and sanity, road maps are used. Road maps (mental models): are internal representations of the external world. Consist of visual or relational images in our mind, such as what the classroom looks like or Conceptually what happens when we submit an assignment late. Rely on it to make sense of our environment through perceptual grouping Models fill in the missing pieces, including causal connection among events Example: mental model about attending a class lecture or seminar assumptions or expectations about where the instructor and students seat themselves in the room, how they ask and answer questions Create a mental image of a class in progress 1st class of the semester: would expect that lecturers would go through the topic guide and what is expected outcome of this topic. Expect that lecturer would start the discussion of the tutorials before going through the lecture. An important role in sense making, yet they also make it difficult to see the world in different ways. Example: accounting professionals tend to see corporate problems in terms of accounting solutions marketing professionals see the same problem from a marketing perspective Blocks our recognition of new opportunities How do we change it? Developed through several years of experience and reinforcement. To constantly question them and ask ourselves about the assumption we make. Working with people from diverse background, cultures and different area of expertise will make us realise our own assumption These assumptions may hold me back. If I presume that the first lecture would be on going through the topic guide when there is a tutorial and I did not prepare. Or when I ought to have read the chapter before attending the first lesson so that I am able to participate. 3. Do you define yourself in terms of the university or college you attend? Why or why not? What are the implications of your answer for your university? We define ourselves to a large extent by the groups to which we belong or have an emotional attachment. Social identity theory explains the dynamics of social perception – how we perceive others. Influenced by three activities in the process of forming and maintaining our social identity Categorisation Categorising people into distinct group Remove that person’s individuality and instead see them as a prototypical representative of the group ‘Australians’. Allows you to distinguish Australians from people who live in NZ, HK and other countries in that region Homogenisation Tend to think that people within each group are very similar to each other Australians collectively have similar attitudes and characteristics Every individual is unique but we tend to lose sight of this fact when thinking about our social identity and how we compare to people in other social groups Differentiation Fulfils our inherent need to have a distinct and positive self-convept. We do more than categorise people and homogenise them Differentiate groups by assigning more favourable characteristics to people in our groups than to people in other groups It’s often subtle but can escalate into a ‘good-guy-bad-guy’ contrast when groups are in conflict with each other â€Å"Hello-kitty† people 6. Describe a situation in which you used behaviour modification to influence someone’s behaviour. What specifically did you do? What was the result? 7. Why are organisations moving toward the use of experiential approaches to learning? What conditions are required for success? Another way that employees learn is through direct experience Most tacit knowledge and skills are acquired through experience as well as observation. Begin when we engage with the environment; then reflect on the experience and form theories about how the world around us works Most important ingredient is a strong learning orientation within the organisation and its employees. People with a global mindset have a strong learning orientation that they welcome new learning opportunities, actively experiment with new ideas and practices, view reasonable mistakes as a natural part of the learning process and continuously question past practices. Encourage employees to question long held assumptions or mental models and to actively ‘unlearn’ practices that are no longer ideal