How to Manage Older Workers Essay Example | Topics and Well Written Essays - 2500 words

How to Manage Older Workers - Essay Example This will be followed by a discussion of the advantages and disadvantages of older people working in a workplace and the management of older workers. The paper will finally discuss the effects of older workers on the organization as a whole. In a report by Todd J. Maurer, Francisco G. Barbeite, the author has dealt with the issue of relationship and job performance. The report has provided a deep and step by step focus on the relationship (Maurer, Barbeite, 2002). The report has clearly shown that there is no clear relationship between job performance and the age of the people. The article clearly shows that the most important aspect of any job is the performance of the person. However, if a person does not perform well, the chances are low for the person to stay on in the same job for a longer time. It is also clear that there is no one way to judge the performance of older or younger people at a job to be compared or to be judged in terms of performance. It would be incorrect to judge a young and older employee based on the tasks that are given to them. There is a high possibility that with bias the older person would have been given a more difficult task than the younger or vice versa. The research also highlights tha t the relationship between performance and age is a linear one, i.e. with the increase in age, the performance of the individual increases or decreases consistently. The author also explains, ‘that job performance is almost always multidimensional, meaning the work requires more than one important type of behavior or skill for overall success. Thus if some workers focus their efforts on one part of a job and other workers focus their efforts on other parts of a job, their overall performance may be similar, even though they reached the performance level through allocating their efforts differently. If older workers' abilities or skills decline in one aspect of work, they may focus their efforts on another aspect to achieve the same overall level of success’ (Maurer, Barbeite, 2002).

Learning a Foreign Language Essay Example for Free

Learning a Foreign Language Essay Whats the best age to learn a new language? researchers say that you shouldnt wait too long before introducing a baby to foreign languages. According to the critical period hypothesis, theres a certain window in which second language acquisition skills are at their peak. Researchers disagree over just how long that window is some say that it ends by age 6 or 7, while others say that it extends all the way through puberty but after that period is over, it becomes much harder for a person to learn a new language. Its not impossible, but children in that critical period have an almost universal success rate at achieving near fluency and perfect accents, while adults results are more hit-and-miss. Because children are so much more skilled at picking up a second language than adults, immersion preschools and elementary schools are a popular choice for parents. Students at these schools have math, story time and social studies the way other students do, but their classes are taught in a foreign language. Not only does this give the students ample time to practice the foreign language, but some research indicates that such a program might have other academic benefits, such as higher math scores and sharper critical thinking skills. And learning a second language at such a young age doesnt hinder any abilities in the childs native language it seems a childs brain is wired so that all linguistic rules, be they native or foreign, are picked up quickly. However, just because a child becomes fluent in Italian, Russian and Portuguese doesnt mean that he or she will be speaking those languages 50 years later. Without extended exposure to a language, the childs abilities diminish, so its important to provide continued opportunities to practice these skills. anguage is too complex for children to understand. All the people know that if one wants to learn a foreign language, one must understand its grammars and vocabularies. These things can not be easily understood by a child who does not have enough experience. Children are simply reciting the rules of grammars and vocabularies. The mountain like amount of rules and vocabularies are difficult for every people, especially children. As children are reciting the rules of grammars and vocabularies, they are forgetting them gradually to none. As a result, there is no good result for both children themselves and parents. Not everyone is a genius, and so almost of the children can not hold as many languages as their parents hopes. So, from my view children should not begin learning a foreign language as soon as they start school.

Career Biography of Jack Welch Essay -- General Electric Business Mana

Career Biography of Jack Welch Management guru Jack Welch, former CEO of General Electric, has been instrumental in forming today’s top business management leaders by imparting effective knowledge in leadership management; he is widely credited with transforming GE into a multibillion-dollar conglomerate. I. Jack Welch – Who is the man? A. Biography – 1.Born in Salem, Massachusetts, in 1935. a. Growing up – The family lived in one of the poorer neighborhoods of Salem, Massachusetts. Welch has said that his mother was the most important influence on him, cheering him on in sports and academics, and always encouraging him to strive for more b. Schooling – Welch continued to pursue his education at the University of Illinois, with M.S. and PhD degrees in chemical engineering. B. Moving up the Corporate latter in GE II. Leadership Style of Jack Welch A. Strategy – â€Å"Fix it, Sell it, or close it† Jack Welch fired more then 100,000 people (almost one in four). Neutron Jack devised the "vitality curve" where the bottom 10 per cent of employees were challenged to improve or leave. B. Took General Electric from $13 billion in 1981 to more than $300 billion when he left in 2001. Ran GE like a corner shop – keeping an eye on profits, cash flow, and people III. What is he doing now? A. After his retirement in 2001 served as corporate consultant to a group of Fortune 500 companies, all in different industries B. Wrote New York Times best seller â€Å"Straight from the Gut† published in Sept. 2001 Has a new book coming out in 2005 entitled â€Å"Winning† a how-to book with Suzy Wetlaufer, former Harvard Business Review editor and Welch's fiancà ©e. Management Guru Jack Welch - Inspirational Visionary Jack Welch is one of America’s best known and most highly respected corporate CEO’s of all time. Vadim Kotelnikov’s website Leadership and New Management Secrets discusses how Jack Welch’s vision to restructure General Electric to a â€Å"unique learning culture and boundaryless [sic] organization† has help make GE one of the fastest capital growing companies. In the 1980's he was said to be â€Å"the biggest S.O.B.,† but today his management techniques are now credited with empowering the employee (â€Å"Jack Welch Gurus†). Management guru Jack Welch, former CEO of General Electric, has been instrumental ... ..., â€Å"A How-To Book for the Can-Do Boss,† Business Week, June 2002, 13 Dess, Gregory G., et al. â€Å"The New Corporate Architecture.† vol. 9, The Academy of Management Executive, August 1995, 7 â€Å"Jack Welch The Gurus Boiled Down.† The Times (London, England), September 2004, 9 Kotelnikov, Vadim. Leadership and New Management Secrets. 2004b. Ten3 Business e-coach. 24 November 2004. Rather, Dan, â€Å"GE’s Jack Welch Under Fire,† CBS Evening News Transcript, 1998, 2 Rosenstein, Bruce â€Å"How GE Chief Welch Rallies GE’s Troops,† USA Today, September 1998,15b. Tribune Business News. â€Å"In Boston, former GE chief Jack Welch works on new book with new wife.† The Boston Globe Oct 3, 2004, pITEM04277007 http://proquest.umi.com/pqdweb?RQT=309&VInst=PROD&VName=PQD&VType=PQD&sid =2&index=5&SrchMode=1&Fmt=3&did=000000706042601&clientId=12441 Welch, John, â€Å"John Welch, Jr.,† Narrative Biographies, American Decades, CD- Rom, Gale Research, 1998, 302 Welch, Jack. Interview with Geoff Colvin. Maryland Public Television and Fortune Trademark of Time, INC. Sept. 13, 2002. 24 Nov 2004. . VBM, â€Å"Thought Leader: Jack Welch,† Value Based Management.Net 2004, Last update 21-11-04 Career Biography of Jack Welch Essay -- General Electric Business Mana Career Biography of Jack Welch Management guru Jack Welch, former CEO of General Electric, has been instrumental in forming today’s top business management leaders by imparting effective knowledge in leadership management; he is widely credited with transforming GE into a multibillion-dollar conglomerate. I. Jack Welch – Who is the man? A. Biography – 1.Born in Salem, Massachusetts, in 1935. a. Growing up – The family lived in one of the poorer neighborhoods of Salem, Massachusetts. Welch has said that his mother was the most important influence on him, cheering him on in sports and academics, and always encouraging him to strive for more b. Schooling – Welch continued to pursue his education at the University of Illinois, with M.S. and PhD degrees in chemical engineering. B. Moving up the Corporate latter in GE II. Leadership Style of Jack Welch A. Strategy – â€Å"Fix it, Sell it, or close it† Jack Welch fired more then 100,000 people (almost one in four). Neutron Jack devised the "vitality curve" where the bottom 10 per cent of employees were challenged to improve or leave. B. Took General Electric from $13 billion in 1981 to more than $300 billion when he left in 2001. Ran GE like a corner shop – keeping an eye on profits, cash flow, and people III. What is he doing now? A. After his retirement in 2001 served as corporate consultant to a group of Fortune 500 companies, all in different industries B. Wrote New York Times best seller â€Å"Straight from the Gut† published in Sept. 2001 Has a new book coming out in 2005 entitled â€Å"Winning† a how-to book with Suzy Wetlaufer, former Harvard Business Review editor and Welch's fiancà ©e. Management Guru Jack Welch - Inspirational Visionary Jack Welch is one of America’s best known and most highly respected corporate CEO’s of all time. Vadim Kotelnikov’s website Leadership and New Management Secrets discusses how Jack Welch’s vision to restructure General Electric to a â€Å"unique learning culture and boundaryless [sic] organization† has help make GE one of the fastest capital growing companies. In the 1980's he was said to be â€Å"the biggest S.O.B.,† but today his management techniques are now credited with empowering the employee (â€Å"Jack Welch Gurus†). Management guru Jack Welch, former CEO of General Electric, has been instrumental ... ..., â€Å"A How-To Book for the Can-Do Boss,† Business Week, June 2002, 13 Dess, Gregory G., et al. â€Å"The New Corporate Architecture.† vol. 9, The Academy of Management Executive, August 1995, 7 â€Å"Jack Welch The Gurus Boiled Down.† The Times (London, England), September 2004, 9 Kotelnikov, Vadim. Leadership and New Management Secrets. 2004b. Ten3 Business e-coach. 24 November 2004. Rather, Dan, â€Å"GE’s Jack Welch Under Fire,† CBS Evening News Transcript, 1998, 2 Rosenstein, Bruce â€Å"How GE Chief Welch Rallies GE’s Troops,† USA Today, September 1998,15b. Tribune Business News. â€Å"In Boston, former GE chief Jack Welch works on new book with new wife.† The Boston Globe Oct 3, 2004, pITEM04277007 http://proquest.umi.com/pqdweb?RQT=309&VInst=PROD&VName=PQD&VType=PQD&sid =2&index=5&SrchMode=1&Fmt=3&did=000000706042601&clientId=12441 Welch, John, â€Å"John Welch, Jr.,† Narrative Biographies, American Decades, CD- Rom, Gale Research, 1998, 302 Welch, Jack. Interview with Geoff Colvin. Maryland Public Television and Fortune Trademark of Time, INC. Sept. 13, 2002. 24 Nov 2004. . VBM, â€Å"Thought Leader: Jack Welch,† Value Based Management.Net 2004, Last update 21-11-04

Essay example --

The Scarlet Letter starts off by throwing Hester Prynne into drama after being convicted for adultery in a Puritan area. Traveling from Europe to America causes complications in her travel which also then separates her from her husband, Roger Chillingworth for about three years. Due to the separation, Hester has an affair with an unknown lover resulting in having a child. Ironically, her lover, Arthur Dimmesdale, is a Reverend belonging to their church who also is part of the superiors punishing the adulterer. No matter how many punishments are administered to Hester, her reactions are not changed. Through various punishments, Hester Prynne embraces her sin by embroidering a scarlet letter â€Å"A† onto her breast. However, she is also traumatized deep within from everything she’s been through. Nathaniel Hawthorne depicts this story of sin by using rhetorical devices such as allusion, alliteration and symbolism. The first rhetorical device used is allusion. An allusion is used to make a reference to a person, place, or thing that has happened. â€Å"they marked out the first burial-ground, on Isaac Johnson's lot, and round about his grave.† After finding a new colony, they allot a portion of soil to a cemetery in King’s Chapel and another portion of land to a prison. Hawthorne uses this to hint something is going to happen later in the story and by saying the Puritans first built a prison and a cemetery before anything else basically leads the whole story to what we know. As we find out at the end, Reverend Arthur Dimmesdale develops a heart disease from stress of the sin he has committed and eventually dies confessing his love for Hester Prynne. In this allusion, a prison, one of the first marks in the town, is built. We le... ...ven symbolize the lesson taught in The Scarlet Letter is beautiful, despite its tragic ending. Nathaniel Hawthorne uses allusion, alliteration and symbolism to tell the perfect story. Anyone can infer from this novel that adultery is obviously wrong. Adultery doesn’t only affect the two people who have committed it, but also affects the townspeople. Keeping quiet causes extreme pain and suffering. The townspeople are always suspicious of each other and no one can trust anyone. Because Reverend Arthur Dimmesdale kept his secret bottled up and Hester admitted to the whole thing, he was left to suffer from guilt. If Dimmesdale came out and told the truth, maybe he would have been spared, lived a free life and survived long enough to spend time with the one he truly loved, Hester Prynne. That means the prison and cemetery wouldn’t mean anything in the future.

Presentation Skills Essay

Introduction Presentations are a way of communicating ideas and information to a group. A good presentation has: †¢ Content – It contains information that people need. Unlike reports, it must account for how much information the audience can absorb in one sitting. †¢ Structure – It has a logical beginning, middle, and end. It must be sequenced and paced so that the audience can understand it. Where as reports have appendices and footnotes, the presenter must be careful not to loose the audience when wandering from the main point of the presentation. †¢ Packaging – It must be well prepared. A report can be reread and portions skipped over, but the audience is at the mercy of a presenter. †¢ Human Element – A good presentation will be remembered much more than a good report because it has a person attached to it. But you still need to analyze if the audience’s needs would not be better met if a report was sent instead. The Voice The voice is probably the most valuable tool of the presenter. It carries most of the content that the audience takes away. One of the oddities of speech is that we can easily tell others what is wrong with their voice, e.g. too fast, too high, too soft, etc., but we have trouble listening to and changing our own voices. There are four main terms used for defining vocal qualities: †¢ Volume: How loud the sound is. The goal is to be heard without shouting. Good speakers lower their voice to draw the audience in, and raise it to make a point. †¢ Tone: The characteristics of a sound. An airplane has a different sound than leaves being rustled by the wind. A voice that carries fear can frighten the audience, while a voice that carries laughter can get the audience to smile. †¢ Pitch: How high or low a note is. Pee Wee Herman has a high voice, Barbara Walters has a moderate voice, while James Earl Jones has a low voice. †¢ Color: Both projection and tone variance can be practiced by taking the  line â€Å"This new policy is going to be exciting† and saying it first with surprise, then with irony, then with grief, and finally with anger. The key is to over-act. Remember Shakespeare’s words â€Å"All the world’s a stage† — presentations are the opening night on Broadway! There are two good methods for improving your voice: †¢ †¢Listen to it! Practice listening to your voice while at home, driving, walking, etc. Then when you are at work or with company, monitor your voice to see if you are using it how you want to. To really listen to your voice, cup your right hand around your right ear and gently pull the -1-  ear forward. Next, cup your left hand around your mouth and direct the sound straight into your ear. This helps you to really hear your voice as others hear it†¦and it might be completely different from the voice you thought it was! Now practice moderating your voice. The Body Your body communicates different impressions to the audience. People not only listen to you, they also watch you. Slouching tells them you are indifferent or you do not care†¦even though you might care a great deal! On the other hand, displaying good posture tells your audience that you know what you are doing and you care deeply about it. Also, a good posture helps you to speak more clearly and effective. Throughout you presentation, display: †¢ Eye contact: This helps to regulate the flow of communication. It signals interest in others and increases the speaker’s credibility. Speakers who make eye contact open the flow of communication and convey interest,  concern, warmth, and credibility. †¢ Facial Expressions: Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more likable, friendly, warm, and approachable. Smiling is often contagious and others will react favorably. They will be more comfortable around you and will want to listen to you more. †¢ Gestures: If you fail to gesture while speaking, you may be perceived as boring and stiff. A lively speaking style captures attention, makes the material more interesting, and facilitates understanding. †¢ Posture and body orientation: You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates that you are approachable, receptive, and friendly. Interpersonal closeness results when you and your audience face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. †¢ Proximity: Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by invading other’s space. Some of these are: rocking, leg swinging, tapping, and gaze aversion. Typically, in large rooms, space invasion is not a problem. In most instances there is too much distance. To counteract this, move around the room to increase interaction with your audience. Increasing the proximity enables you to make better eye contact and increases the opportunities for others to speak. †¢ Vary your voice. One of the major criticisms of speakers is that they speak in a monotone voice. Listeners perceive this type of speaker as boring and dull. People report that they learn less and lose interest more quickly when listening to those who have not learned to modulate their voices. -2- Active Listening Good speakers not only inform their audience, they also listen to them. By listening, you know if they are understanding the information and if the information is important to them. Active listening is NOT the same as hearing! Hearing is the first part and consists of the perception of sound. Listening, the second part, involves an attachment of meaning to the aural symbols that are perceived. Passive listening occurs when the receiver has little motivation to listen carefully. Active listening with a purpose is used to gain information, to determine how another person feels, and to understand others. Some good traits of effective listeners are: Spend more time listening than talking (but of course, as a presenter, you will be doing most of the talking). †¢ Do not finish the sentence of others. †¢ Aware of biases. We all have them. We need to control them. †¢ Never daydream or become preoccupied with their own thoughts when others talk. †¢ Let the other speaker talk. Do not dominate the conversation. †¢ Plan responses after others have finished speaking†¦NOT while they are speaking. Their full concentration is on what others are saying, not on what they are going to respond with. †¢ Provide feedback but do not interrupt incessantly. †¢ Analyze by looking at all the relevant factors and asking open-ended questions. Walk the person through analysis (summarize). †¢ Keep the conversation on what the speaker says†¦NOT on what interest them. Listening can be one of our most powerful communication tools! Be sure to use it! Part of the listening process is getting feedback by changing and altering the message so the intention of the original communicator is understood by the second communicator. This is done by paraphrasing the words of the sender and restating the sender’s feelings or ideas in your own words, rather than repeating their words. Your words should be saying, â€Å"This is what I understand your feelings to be, am I correct?† It not only includes verbal responses, but also nonverbal ones. Nodding your head or squeezing their hand to show agreement, dipping your eyebrows to show you don’t quite understand the meaning of their last phrase, or sucking air in deeply and blowing out hard shows that you are also exasperated with the  situation. Carl Roger listed five main categories of feedback. They are listed in the order in which they occur most frequently in daily conversations (notice that we make judgments more often than we try to understand): -3- 1. Evaluative: Makes a judgment about the worth, goodness, or appropriateness of the other person’s statement. 2. Interpretive: Paraphrasing – attempt to explain what the other persons statement mean. 3. Supportive: Attempt to assist or bolster the other communicator 4. Probing: Attempt to gain additional information, continue the discussion, or clarify a point. Understanding: Attempt to discover completely what the other communicator means by her statements. Nerves The main enemy of a presenter is tension, which ruins the voice, posture, and spontaneity. The voice becomes higher as the throat tenses. Shoulders tighten up and limits flexibility while the legs start to shake and causes unsteadiness. The presentation becomes â€Å"canned† as the speaker locks in on the notes and starts to read directly from them. First, do not fight nerves, welcome them! Then you can get on with the presentation instead of focusing in on being nervous. Actors recognize the value of nerves†¦they add to the value of the performance. This is because adrenaline starts to kick in. It’s a left over from our ancestors’ â€Å"fight or flight† syndrome. If you welcome nerves, then the presentation becomes a challenge and you become better. If you let your nerves take over, then you go into the flight mode by withdrawing from the audience. Again, welcome your nerves, recognize them, let them help you gain that needed edge! Do not go into the flight mode! When you feel tension or anxiety, remember that everyone gets them, but the winners use them to their advantage, while the losers get overwhelmed by them. Tension can be reduced by performing some relaxation exercises. Listed below  are a couple to get you started: †¢ Before the presentation: Lie on the floor. Your back should be flat on the floor. Pull your feet towards you so that your knees are up in the air. Relax. Close your eyes. Fell your back spreading out and supporting your weight. Feel your neck lengthening. Work your way through your body, relaxing one section at a time – your toes, feet, legs, torso, etc. When finished, stand up slowly and try to maintain the relaxed feeling in a standing position. †¢ If you cannot lie down: Stand with you feet about 6 inches apart, arms hanging by your sides, and fingers unclenched. Gently shake each part of your body, starting with your hands, then arms, shoulders, torso, and legs. Concentrate on shaking out the tension. Then slowly rotate your shoulders forwards and the backwards. Move on to your head. Rotate it slowly clockwise, and then counter-clockwise. †¢ Mental Visualization: Before the presentation, visualize the room, audience,and you giving the presentation. Mentally go over what you are going to do from the moment you start to the end of the presentation. -4- †¢ During the presentation: Take a moment to yourself by getting a drink of water, take a deep breath, concentrate on relaxing the most tense part of your body, and then return to the presentation saying to your self, â€Å"I can do it!† †¢ You do NOT need to get rid of anxiety and tension! Channel the energy into concentration and expressiveness. †¢ Know that anxiety and tension is not as noticeable to the audience as it is to you. †¢ Know that even the best presenters make mistakes. The key is to continue on after the mistake. If you pick up and continue, so will the audience. Winners continue! Losers stop. Never drink alcohol to reduce tension! It affects not only your coordination but also your awareness of coordination. You might not realize it, but your audience will! Questions  Although some people get a perverse pleasure from putting others on the spot, and some try to look good in front of the boss, most people ask questions from a genuine interest. Questions do not mean you did not explain the topic good enough, but that their interest is deeper than the average audience. Always allow time at the end of the presentation for questions. After inviting questions, do not rush ahead if no one asks a question. Pause for about 6 seconds to allow the audience to gather their thoughts. When a question is asked, repeat the question to ensure that everyone heard it (and that you heard it correctly). When answering, direct your remarks to the entire audience. That way, you keep everyone focused, not just the questioner. To reinforce your presentation, try to relate the question back to the main points. Make sure you listen to the question being asked. If you do not understand it, ask them to clarify. Pause to think about the question as the answer you give may be correct, but ignore the main issue. If you do not know the answer, be honest, do not waffle. Tell them you will get back to them†¦and make sure you do! Answers that last 10 to 40 seconds work best. If they are too short, they seem abrupt; while longer answers appear too elaborate. Also, be sure to keep on track. Do not let off-the-wall questions sidetrack you into areas that are not relevant to the presentation. If someone takes issue with something you said, try to find a way to agree with part of their argument. For example, â€Å"Yes, I understand your position†¦Ã¢â‚¬  or â€Å"I’m glad you raised that point, but†¦Ã¢â‚¬  The idea is to praise their point and agree with them. Audiences sometimes tend to think of â€Å"us verses you.† You do not want to risk alienating them. Preparing the Presentation -5- Great presentations require some preplanning. First, read Meetings for an outline of preparing and conducting a meeting, such as acquiring a room, informing participants, etc. A presentation follows the same basic guidelines as preparing for a meeting. The second step is to prepare the presentation: †¢ A good presentation starts out with introductions and an icebreaker such as a story, interesting statement or fact, joke, quotation, or an activity to get the group warmed up. The introduction also needs an objective, that is, the purpose or goal of the presentation. This not only tells you what you will talk about, but it also informs the audience of the purpose of the presentation. †¢ Next, comes the body of the presentation. Do NOT write it out word for word. All you want is an outline. By jotting down the main points on a set of  index cards, you not only have your outline, but also a memory jogger for the actual presentation. To prepare the presentation, ask yourself the following: What is the purpose of the presentation? Who will be attending? What does the audience already know about the subject? What is the audience’s attitude towards me (e.g. hostile, friendly)? †¢ A 45 minutes talk should have no more than about seven main points. This may not seem like very many, but if you are to leave the audience with a clear picture of what you have said, you cannot expect them to remember much more than that. †¢ There are several options for structuring the presentation: Timeline – Arranged in sequential order. Climax – The main points are delivered in order of increasing importance. Problem/Solution – A problem is presented, a solution is suggested, and benefits are then given. Classification – The important items are the major points. Simple to complex – Ideas are listed from the simplest to the most complex. done in reverse order. †¢ Can also be You want to include some visual information that will help the audience understand your presentation. Develop charts, graphs, slides, handouts, etc. -6- †¢ After the body, comes the closing. This is where you ask for questions, provide a wrap-up (summary), and thank the participants for attending. Notice that you told them what they are about to hear (the objective), told them (the body), and told them what they heard (the wrap up).  And finally, the important part – practice, practice, practice. The main purpose of creating an outline is to develop a coherent plan of what you want to talk about. You should know your presentation so well, that during the actual presentation, you should only have to briefly glance at your notes to ensure you are staying on track. This will also help you with your nerves by giving you the confidence that you can do it. Your practice session should include a â€Å"live† session by practicing in front of coworkers, family, or friends. They can be valuable at providing feedback and it gives you a chance to practice controlling your nerves. Another great feedback technique is to make a video or audio tape of your presentation and review it critically with a colleague. Habits We all have a few habits, and some are more annoying than others. For example, if we say â€Å"uh,† â€Å"you know,† or put our hands in our pockets and jingle our keys too often during a presentation, it distracts from the message we are trying to get across. The best way to break one of these distracting habits is with immediate feedback. This can be done with a small group of coworkers, family, or friends. Take turns giving small off-the-cuff talks about your favorite hobby, work project, first work assignment, etc. It talk should last about five minutes. During a speaker’s first talk, the audience should listen and watch for annoying habits. After the presentation, the audience should agree on the worst two or three habits that take the most away from the presentation. After agreement, each audience member should write these habits on a 8 1/2†³ x 11†³ sheet of paper (such as the word â€Å"Uh†). Use a magic marker and write in BIG letters. The next time the person gives her or his talk, each audience member should wave the corresponding sign in For most people, this method will break a habit by practicing at least once a day for one to two weeks. Tips and Techniques For Great Presentations †¢ If you have handouts, do not read straight from them. The audience does they should read along with you or listen to you read. not know if †¢ Do not put both hands in your pockets for long periods of time. This tends to make you  look unprofessional. It is OK to put one hand in a pocket but ensure there is no loose change  or keys to jingle around. This will distract the listeners. -7- †¢ Do not wave a pointer around in the air like a wild knight branding a sword to slay a  dragon. Use the pointer for what it is intended and then put it down, otherwise the audience will become fixated upon your â€Å"sword†,  instead upon you. †¢ Do not lean on the podium for long periods. The audience will begin to are going to fall over. wonder when you †¢ Speak to the audience†¦NOT to the visual aids, such as flip charts or overheads. Also, do not stand between the visual aid and the audience. †¢ Speak clearly and loudly enough for all to hear. Do not speak in a inflection to emphasize your main points. monotone voice. Use †¢ The disadvantages of presentations is that people cannot see the punctuation and this  can lead to misunderstandings. An effective way of overcoming this problem is to pause at the time when there would normally be punctuation marks. †¢ Use colored backgrounds on overhead transparencies and slides (such as yellow) as  the bright white light can be harsh on the eyes. This will quickly cause your audience to tire. If all of your transparencies or slides have clear backgrounds, then tape one blank yellow one on the overhead face. For slides, use a rubber band to hold a piece of colored cellophane over the projector lens. †¢ Learn the name of each participant as quickly as possible. Based upon the atmosphere  you want to create, call them by their first names or by using Mr., Mrs., Miss, Ms. †¢ Tell them what name and title you prefer to be called. †¢ Listen intently to comments and opinions. By using a lateral thinking technique (adding  to ideas rather than dismissing them), the audience will feel that their ideas, comments, and opinions are worthwhile. †¢ Circulate around the room as you speak. This movement creates a the audience. physical closeness to †¢ List and discuss your objectives at the beginning of the presentation. Let the audience know how your presentation fits in with their goals. Discuss some of the fears and  apprehensions that both you and the audience might have. Tell them what they should expect of you and how you will  contribute to their goals. †¢ Vary your techniques (lecture, discussion, debate, films, slides, reading, etc.) †¢ Get to the presentation before your audience arrives; be the last one to leave. †¢ Be prepared to use an alternate approach if the one you’ve chosen seems to bog down. You should be confident enough with your own material so  that the audience’s interests and -8- concerns, not the presentation outline, determines the format. Use your background, experience, and knowledge to interrelate your subject matter. †¢ When writing on flip charts use no more than 7 lines of text per page and no more  than 7 word per line (the 7/7 rule). Also, use bright and bold colors, and pictures as well as text. †¢ Consider the time of day and how long you have got for your talk. Time of day  can  affect the audience. After lunch is known as the graveyard section in training circles as audiences will feel more like a nap than listening to a  talk. †¢ Most people find that if they practice in their head, the actual talk will take about 25 per cent longer. Using a flip chart or other visual aids also adds to the time. Remember – it is better to finish slightly early than to overrun.

Avoid These Common Mistakes While Learning Spanish

Avoid These Common Mistakes While Learning Spanish You want to learn Spanish but still sound like you know what youre doing? If so, here are 10 mistakes you can avoid in your studies: 10. Being Afraid To Make Mistakes The truth is, nobody learns a foreign language without making mistakes along the way, and thats one we all learn, even with our native language. The good news is that wherever you go in the Spanish-speaking world, your sincere attempts to learn the language will almost always be appreciated. 9. Assuming That the Textbook Knows Best Even educated people dont always talk according to the rules. Although Spanish according to the rules will almost always be understood, it can lack the texture and sincerity of Spanish as it really is spoken. Once you feel comfortable using the language, feel free to imitate the Spanish you hear in real life and ignore what your textbook (or this site) tells you. 8. Ignoring Proper Pronunciation Spanish pronunciation isnt all that difficult to learn, and you should make an effort to imitate native speakers whenever possible. The most common mistakes of beginners include making the l of fà ºtbol sound like the ll in football, making the b and v sound different from each other (the sounds are identical in Spanish), and failing to trill the r. 7. Not Learning the Subjunctive Mood In English, we seldom make a distinction when verbs are in the subjunctive mood. But the subjunctive cant be avoided in Spanish if you wish to do more than state simple facts and ask simple questions. 6. Not Learning When To Use Articles Foreigners learning English often have a hard time knowing when to use or not use a, an and the, and its the same for English speakers trying to learn Spanish, where the definite (el, la, los, and las) indefinite articles (un, una, unos, and unas) can be confusing.. Using them incorrectly usually wont keep you from being understood, but it will mark you as someone whos awkward with the language. 5. Translating Idioms Word for Word Both Spanish and English have their share of idioms, phrases whose meanings cannot readily be determined from the meanings of the individual words. Some idioms translate exactly (for example, bajo control means under control), but many dont. For example, en el acto is an idiom meaning on the spot. Translate it word for word and youll end up with in the act, not the same thing. 4. Always Following English Word Order You can usually follow English sentence order (except for putting most adjectives after the nouns they modify) and be understood. But as youre learning the language, pay attention to the many times where the subject is placed after the verb. Changing the word order can sometimes subtly change the meaning of a sentence, and your use of the language can be enriched as you learn different word orders. Also, some English constructions, such as placing a preposition at the end of a sentence, should not be imitated in Spanish. 3. Not Learning How To Use Prepositions Prepositions can be notoriously challenging. It can be helpful to think about the purpose of the prepositions as you learn them, rather than their translations. This will help you avoid mistakes such as using pienso acerca de ti (Im thinking near you) instead of pienso en ti for Im thinking about you.. 2. Using Pronouns Unnecessarily With very few exceptions, English sentences require a subject. But in Spanish, that frequently isnt true. Where it would be understood by the context, the subject of a sentence (which in English often would be a pronoun) can and usually should be omitted. It usually wouldnt be grammatically incorrect to include the pronoun, but use of the pronoun can sound clunky or give it unnecessary attention. 1. Assuming That Spanish Words That Look Like English Words Mean the Same Thing Words that have the same or similar form in both languages are known as cognates. Since Spanish and English share a large vocabulary derived from Latin, more often than not words that are alike in both languages have similar meanings. But there are plenty of exceptions, known as false friends. Youll find, for example, that embarazada usually means pregnant rather than embarrassed, and that a violador usually is a rapist, not someone who merely committed a traffic infraction.

Mobility in stroke rehabilitation Essays

Mobility in stroke rehabilitation Essays Mobility in stroke rehabilitation Essay Mobility in stroke rehabilitation Essay Mobility in stroke rehabilitation BY Itsas0101289 Mobility in Stroke Rehabilitation The purpose of this assignment is to identify the nursing role in the mobility rehabilitation of a patient who had a lacunar ischaemic stroke affecting the right corona radiata. The nursing care and the interdisciplinary management of the impairment will be critically evaluated as well as the patient progress during the stay in the hospital. The patient that will be discussed in this assignment was given the pseudonym of Martha. Martha is a 76 year old female who had a lacunar ischaemic stroke of the ight corona radiata. She has relevant past medical history of hypertension. on admission, Martha was presented with weakness on her left side in both her leg and arm with sensation preserved and no cognitive impairments. The corona radiata is a white matter that contains both descending and ascending axons that carry information from and to the brain cells that make up the cerebral cortex, an area of the brain that is responsible for the processing of conscious information and where the orders to initiate voluntary movements (walking, tapping your foot) first originate (Similima, 2011). These areas of the nervous system activate muscles all over the body to move. Therefore if the corona radiata is affected by a stroke, movement will be interrupted. The type of stroke that affects the corona radiata is called Pure motor stroke and is the most common type of lacunar strokes, accounting for more than 50% of all cases (Similima, 2011). Pure motor strokes cause partial or complete weakness in the face, arm and leg on one side of the body. It can occur in any of these areas, alone or in combination with either of the other two. Most commonly, pure motor strokes cause either a combination of arm and leg eakness, sparing the face (this is the case of Martha), or a combination of arm, leg and face weakness. By definition, there is no loss of sensation anywhere in the body, no visual or speech symptoms or higher cognitive impairment (Wityk and Llinas, 2007). The hemiplegia is one of the most common neurological impairments following stroke and it needs to be managed by every member of the medical team all patients have the benefit of the range of expert advice needed for high quality care (NHS, 2010). Multidisciplinary teams (MDT) need to bring together staff with the ecessary knowledge, skills and experience to ensure high quality diagnosis, treatment and care. The MDT meeting is about considering the patients individual case not Just about treating a stroke. To support this, an MDT should take account of the patients views, preferences and circumstances wherever possible when consulting on the care that is most appropriate for the patients condition. MDTs should be alerted if there are significant changes to their recommendations and the reason for this is so they have the opportunity to review and build upon each case The aim of the Multidisciplinary approach to a patient who suffers from a motor impairment is to maximise functional ability by providing time, space for activities, aids and equipment, preventing injury and promoting safety (Woodward and Mestecky, 2011). When caring for a patient it is of the utmost importance to ensure there is no further injury, therefore the communication within the team is crucial. Every member of the team should know what the patient is able to do and how they should be cared for to gain the best rehabilitation. Marthas case was approached this way and her status was discussed twice daily in the handover. Also during the day it is the nurses duty to speak the physiotherapist and get her recommendations. When possible, I found very helpful going with the physiotherapist and doing the daily exercises together enabling me to get a better understanding of Marthas condition and Martha seemed to like the added support. This also gave Martha more confidence around me when doing transfers as sometimes it can be very scary for a patient trying to mobilise when suffering from hemiplegia. Along this the Multidisciplinary meetings were done twice a week with the consultant, the hysiotherapist, the occupational therapist, the ward sister and myself or the nurse who was on duty looking after Martha. Correct positioning and early mobilisation of a patient following stroke is important in preventing potential complications arising from impaired movement which can develope changes in muscle tone such as spasticity. Around 19% of patients suffer spasticity following a stroke associated with pain and which interferes with rehabilitation interventions (Woodward and Mestecky, 2011). On admission the physiotherapist performed the Modified Ashworth Scale and Martha scored 1 which eans that there was slight increase in muscle tone. This was manifested by a catch and release or by minimal resistance at the end of the range of motion when the affected part(s) is moved in flexion or extension (Bohannon and Smith, 1987) (Woodward and Mestecky, 2011). From the beginning Martha used to hate being in bed and after being assessed by the physiotherapist making sure she was safe to do so she used to spent most of the time sitting in the chair provided. She was educated to sit well back and in the centre of the chair placing the affected arm well forward n a pillow with the feet flat on floor and knees directly above the feet. She was very comfortable in that position and she always had the nursing bell close to her and used to call us if the pillow fell down or when similar issues arose. However, there were times that Martha was feeling tired and she had to spent longer periods resting. While in bed she usually prefer lying on her affected side so she could be more independent. She liked having two pillows for the head and the affected shoulder was moved well forward placing the good leg forward on a pillow and another pillow placed behind her back. Although her preference was lying on the affected side, after being educated of the complications of immobility she didnt have any problem to lie on the non affected side, especially during the night. The affected shoulder was placed forward with arm on pillow and the affected leg backward on a pillow. Plus an extra pillow was also placed behind her back. Another action taken postulated to be secondary to promotion of anti-gravity muscle activity in the trunk and lower limbs, maintenance or improvement in soft tissue and Joint flexibility, modulation of the neural component of spasticity through prolonged stretch and ltered sensory input, reduction of lower limb spasms and positive psychological effect (Stevenson VL, 2010). At the beginning this was Just carried out by the physiotherapist with the nurses help for safety reasons. Active movements were also performed to increase strength, re-educate movement patterns and improve cardiovascular fitness. Active movements should be encouraged because the effects are greater than those seen with passive exercise alone. These benefits have been seen in studies of people suffering from a stroke (Stevenson VL, 2010). Marthas rogress was incredible and when she left the hospital she was able to walk with a walking stick and the supervision of her daughter or with a zimmer frame and the Modified Ashworth Scale score was O. This was an achievement as when she came she wasnt able to mobilise at all. Another complication that can occur as a consequence of having a mobility reduction is the damage of the skin integrity therefore several tools were done to assess this risk. Within the first 6 hours of admission every patient needs to be assessed using the waterlow assessment and the MUST nutritional screening, also the skin needs to be inspected. Martha got a waterlow score of 17 on admission which placed her at high risk of developing a pressure sore, she was continent of faeces and urine and no pressure sore was found on admission. The taken actions according to NICE guidelines 2005 were to provide her an air mattress, to place her in a position chart ensuring that the prolonged pressure on bony prominences was minimised and ensuring the correct usage of manual handling devices in order to minimise shear and friction damage. Two sliding sheets were provided and the bony prominences were kept from direct contact from one another by using pillows in between them. At the beginning Martha found very difficult to get used to sleep on an air mattress because of the noise but the benefits of using it were explained and she agreed to use it. By talking to her I discovered that she loved listening to music when she was going to sleep and the following day when her family came to visit her, the difficulty of sleeping because of this device was discussed and they brought Marthas iPod with her favourite music which helped her to sleep peacefully through the night. Having a good night sleep is very important for any patient, specially for those who re having rehabilitation as they require a lot energy and strength. Additionally skin inspections were done regularly and Martha, as she wasnt mentally impaired was taught how to inspect her skin. She was shown what the high risk areas were (heels, sacrum, ischial tuberosities, elbows, temporal region of skull, shoulders, back of head and toes) and early signs of skin integrity deterioration (persistent erythema, non- blanching erythema, blisters, discolouration, localised heat, localised oedema and localised induration) (NDNQI, 2013). Regarding general hygiene, Martha required assistance due to her mobility impairment. Such care was provided regularly according to the RCN guidelines that recommends that skin cleansing should be done with mild detergents using warm water to minimise irritation and drying and particularly over bony prominences should be avoided (RCN, 2009). Martha was always very helpful and used to do as much as she could by herself, at the beginning she required more assistance but by the end of her time at the hospital we Just needed to supervise her when going to the shower and she used to do everything by herself. She usually liked to have her shower after the physiotherapist session and his preference was respected as much as possible. Also she didnt like to use the hospital clothes which according to her made her look less sick so the family brought her own clothes. The MUST score obtained was 1 on admission. Adequate nutrition is required by the body for maintaining tissue integrity and preventing tissue breakdown (NPUAP,2009) Due to this score Martha was put on food chart which helped us monitoring her food intake along with daily weight measurements and she was also referred to the dietician on the day of admission who put her on food supplements and which were discontinued when Martha started having a etter food intake. The family was made aware of the importance of having a good food intake and they brought Martha her favourite cakes and homemade food. At the beginning Martha needed assistance with feeding herself as she wasnt able to cut her food, opening leads etc. Assistance was given regularly and the kitchen staff was made aware about her requirements, therefore before serving her food they always used to come and talk to us first as it can be very frustrating not being able to feed yourself and have the food in front of you. Martha had a good progression during her tage in the hospital and she put on 3kg, her food intake was appropriate and she didnt develop any pressure ulcer. When the mobility of a patient is reduced the risk of VTE (Venous Thromboembolism) increases and therefore in a patient who suffers from hemiplegia after stroke should be assessed for this risk and preventive measurements should take place. According to The National Institute for Clinical Excellence (NICE, 2010), recommendations are that all patients should be assessed for risk of developing thrombosis (blood clots) on a regular basis. Martha was assessed on admission scoring 8 using the adapted tool rom Autar 2003 (Version 2PT 5/12) She was assessed again 24 hours after admission and when her mobility was better she was reassessed scoring 5. Because of the risk of developing a WE Martha was put on Enoxaparin and all the effects and risks were explained. Current NICE guidance suggests LMWH (Low Molecular Weight Heparin) prophylaxis for acute medical patients at WE risk unless there is a high bleeding risk (NHS, 2012). Stockings were not put on her because according to the Clots in Legs or Stockings after Stroke (CLOTS) trial 1 GECS (can even present a greater risk to patients f skin breaks, blisters, ulcers and skin necrosis (CLOTS Trial Collaboration, 2009). Early mobilisation is fundamental to prevent WE along with more risks and that is why this patient was mobilised as soon as possible with the physiotherapist support (NICE, 2010). A very weak arm due to its considerable hanging weight, is at risk of stretching the shoulder Joint structures and developing a partial dislocation or subluxation (Turner- Stokes and Jackson, 2002). Shoulder subluxation is considered a problem because it Many studies have suggested that trauma to the shoulder Joint can be prevented by roper positioning and handling. The shoulder should be protracted, the arm forward, the wrist in neutral or slight supination and the fingers extended. Another important aspect that needs to be considered is not to pull from limbs when doing transfers, especially from the affected one. Therefore Martha and family were educated not to do so. An arm sling was provided to her to support the affected arm. However,the sling was only used while doing transfer. When she was sitting on the chair a lap tray was provided positioning the arm away from the body, discouraging dduction and internal rotation and allowing bilateral upper limb activities (Turner and Jackson, 2002). Martha didnt develop a shoulder subluxation during her stage in the hospital. This was confirmed by an X-Ray that was taken to ensure there was no underlying problems. However she had pain on the shoulder and that is why this X- Ray was performed initially. Hemiplegic shoulder pain, or post stroke shoulder pain, occurs in at least 30 percent of patients although another estimate placed it at 70 percent . Post stroke shoulder pain can adversely affect both length of in patient ehabilitation and overall functional outcome (Woodward and Mestecky, 2011). Martha was on regular paracetamol but she wasnt put on NSAlDs from the beginning. When she started to feel this pain the consultant was informed who requested an X-Ray, the physiotherapist and the rest of the team were also made aware of the troubles. The consultant also put the patient on PRN Ibuprofen which was very effective in reducing the pain levels. I consider that the approach to this risk wasnt the most effective one as Martha suffered from shoulder pain and it can be an area to improve for future patients. However the communication within the team was very successful and the problem was solved in a short period of time. Another recommendation for the future supported by evidence based documentation could be the practice of passive movements which improve the spasticity (Lynch, et al. 005). After suffering a stroke the person can suffer an alteration on the body image understanding as such as the beliefs and feelings about how our bodies look and function. This is influenced by what we think we should look like, and how we think our bodies should perform. In Marthas case the main issue for her was the loss of unctionality of half of her body. Martha went from being able to perform all the activities of the daily life by h erself to require assistance for most of them. Successful adjustment and adaptation to this new situation depend on how well the acquirement of the new knowledge is and skills needed in order to get on with her life. (Woodward and Mestecky, 2011). The rehabilitation team role was crucial here because we needed to teach her new skills and this was achieved by good coordination and communication within the team. It was very important to proceed in the same way and reinforce the knowledge. As supportive measures a board was used to remind Martha the steps she had to follow and also it was very helpful for her family as they knew which was the appropriate way to help her mother. Also setting realistic goals was very positive for her as every day she had a new challenge to achieve and that kept her motivated. Motivation also plays a vital role in with the way in which a patient evaluates their chances of successful rehabilitation and that this is influenced by social or external factors (Woodward and Mestecky, 2011). Martha as already mentioned was always motivated to improve her skills and his had a very positive impact on her evolution. Also she had a very good support from her family who was always there to help her and a good support from the health team. After 5 weeks of rehabilitation Martha was discharged being able to perform the activities of the daily life by herself, walking with a walking stick and assistance from her daughter or with a zimmer frame. She went to a nursing home for a couple of weeks while they were adjusting her house for her (she lived with her daughter). After she was seen by the team (consultant, physiotherapist) as an outpatient and she also came to visit the team to the ward. 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