Massage Questionare Essay Example for Free

Massage Questionare Essay 1. Why is it important that the therapist should know the direction of flow in each individual meridian? Yang energy flows downwards and is found mainly to the back of the body, and Yin energy flows up-wards and is found mainly in the front of the body. Because of this it is paramount for a therapist to know the direction of flow in each individual meridian, in order to administer effective treatment. 2. How would the therapist apply Shiatsu treatment to a patient who is hyperactive and unable to relax? If the client is hyperactive and unable to relax and appears to possess an excess of energy that will not fade the normal way, then thumb pressures along each meridian must move over the tsubos from the one with the highest number to the one with the lowest number. 3. Give the Japanese name and number of three tsubos which can be pressed to help relieve a patient suffering from menstrual pain? RIN KYU (12) – menstrual pain –press inwards towards the tarsus for 9 seconds 3 times. YU SEN (1) – menstrual pain- press hard inwards with both thumbs for 12 seconds 3 times. KAN GEN (2) – menstrual pain – press with palm of the hand, increasing pressure gradually for 15 seconds 3 times. 4. Give the Japanese name and number of the tsubo which is concerned with both sciatica and calf spasms. For sciatica – SHO FU, SHYO ZAN. For both Calf spasms, sciatica ICHU (22) – Press inwards for 9 seconds, three times. 5. Give the name and number of the tsubo you would press to treat an arthritic knee. RYO KYO (7) – Press hard inwards for 9 seconds, three times. 6. Give the number of the tsubo on the Bladder Meridian, which is concerned with neck pain. HAKU KO (24) – Press hard inwards towards the anterior aspect of the spine for 6 seconds, three times. 7. On which meridian is there a tsubo that is concerned with heart palpitations? Heart Meridian – SHYO-KAI – Press hard inwards for 6 seconds 3 times. 8. Which tsubo lies between the 2nd and 3rd lumbar vertebrae? This comes under Governing Vessel Meridian and would be MEI MON. 9. Give the name and number of the tsubo which lies over the middle metacarpal in the palm of the hand. What condition can it be used to correct? RO KYU (2) the condition that can be corrected is EXHAUSTION. You wish to treat a client suffering from Bell’s Palsy. Give the name, number and location of the tsubo, and describe how you would apply treatment. RETSU KETSU (3) – Press hard inwards for 9 seconds, three times Facial muscles attach to the skin allowing us to make many expressions. When these muscles are paralyzed, they begin to atrophy. Massage can be used to stimulate circulation in the face and maintain the health of the muscles. Massage can also help encourage the muscles to move and ease the discomfort associated with Bells palsy. By massaging the side of the face (above the eye down to the chin, behind the ear) and specifically the 7th cranial nerve (located just below the cheek bone) will soothe and alleviate pain and discomfort and thereby allow the paralysis to decrease. Recommended Time: 15 to 20 minutes of massaging, followed by 15 minutes of good intention Reiki, both morning and night REF: Japan Shiatsu Inc

Money Is The Biggest Motivator Commerce Essay

Money Is The Biggest Motivator Commerce Essay Money is the biggest motivator of people at the workplace. Most people are motivated by money. According to Alison Griffiths, journalist of Metro Canada, survey showed that 53 percent of Baby Boomers in Canada did want to earn more money while 32 percent of them did plan to open a own business after retirement to earn more money too. Besides that, Reuters (2012) also stated that 31.4 percent of Americans aged from 65 to 69 were still working in year 2010, compared to year 1990 with a lower percentage which is 21 percent. These showed that Baby Boomers value money as an important motivation factor. For example, A Generation X employee tells a Boomer manager that he had been working too hard and request for taking an off for family vacation. Instead of saying thanks, the Boomer replies, I work to get ahead, to get a promotion, not for a vacation. The Boomer manager then gave the employee a bonus, rather than a vacation (Hammill, G., 2005). In contrast, Generation X seek a work-life bal ance where they will take less money if they are given opportunity to work lesser hours and have time off to spend with family or take a vacation. For them, money act as an incentive or reward but it does not add value to the job. Whilst, Boomers are attracted to position and even more money rather than placing value on vacation time or flex time. According to Mcshane (2010), Generation X and Generation Y employees expect a more egalitarian workplace. For them, money is an important factor but it is not a standalone. A study by Accenture consulting firm found that 50% of middle managers were interested in new job that provide benefits such as more time off rather than more pay (Williams, R., 2010) Thus, money is very important to employees for number of reasons. I firmly believe that money is the major and biggest motivator at the workplace. Some of the motivation theory model also explains the importance of money as a major motivator factor such as Maslows Needs Hierarchy Theory, E RG Theory, Equity Theory and etc. 2.0 Content Maslows needs hierarchy theory According to Maslow, the most basic needs on the needs hierarchy had to be satisfied before the next level of needs emerge (Mcshane, 2010). Maslow stated that individual needs are arranged in a hierarchy from the lower level to the higher level of needs. It classified individual needs into 5 levels which is physiological needs, safety needs, belongingness needs, esteem needs and self-actualization. Money which is a basic needs for survival, as stated by Maslow, it is very important as money can get shelter, food, clothing, water and other necessaries of life to satisfy individual basic physical needs such as physiological and security needs. As a matter of fact, worker is motivated to work in the organization to receive economic rewards to meet his basic needs. Whilst, the organization helps an individual to satisfy their basic needs by providing good salaries, benefits and good working condition. Besides that, the most general theoretical explanation for moneys importance is the fac t that it is useful for obtaining many other things that we want and wish for because of its symbolic value (Davis, K. and Newstrom, J. W., 2002). Thus, money or pay did satisfy individual drives and needs. Company and organization such as Royal Bank of Scotland (RBS), Tesco, Kelloggs, Siemens motivates its workers by providing these basic needs wherever they create job (McShane, 2010). Furthermore, money or pay is frequently used as a standard used for comparison for social status and personal accomplishment (Davis, K. and Newstrom, J. W., 2002). In addition, money or pay can help an individual to acquire a higher level on Maslows motivational needs hierarchy, including social esteem and self-actualization (Davis, K. and Newstrom, J. W., 2002). For instance, money can carve the path towards social recognition, making it possible for early retirement, a good education for ones children as well as free time for enjoyment. For example, a manager motivate his worker by raises his worke rs pay because the worker had done a good job. The worker felt he was respected and rewarded as well as more security and was highly pleased with this recognition (Davis, K. and Newstrom, J. W., 2002). Hence, money or pay did affect ones self-esteem as well as self-respect. ERG Theory In ERG theory, needs affect an individuals behavior as described by Maslow. Alderfers ERG theory reorganizes Maslows five groups into three which is existence, relatedness, and growth (McShane, 2010). Existence needs are the same as physiological and safety needs as Maslow. Relatedness needs are the same as belongingness needs as Maslow. Growth needs are the same as self-esteem and self-actualization needs. Unlike Maslow, which only explained how people progress up the hierarchy, ERG theory also describes how people regress down the hierarchy when fail to fulfills a higher needs (McShane, 2010). In another word, Alderfer suggested that more than one needs may be operative at the same time. Likewise, assume that a nurse who is seeking a promotion because the promotion will raise her pay. This promotion will promote her to a head nurse position would help meeting the nurses needs for growth as well. After a prolonged wait, she learned that she was dropped from further consideration. Sh e becomes frustrated, disappointed, and concerned about her future. Her supervisor and her co-workers talk with her assuring her that other opportunities will occur and her value to other co-workers is immeasurable. After few days of feeling frustrated, she redirected her need for the promotion to the relatedness category and seems to enjoy her work and her colleagues. Furthermore, Alderfer also suggested that the failure to satisfy relatedness or growth needs will cause renewed interest in existence needs. For instance, this might increase the desire for more money or for better working condition. Likewise, money or pay which is the factor of existence needs. It drives people to go to work for survival. Individual at the existence level who is given the opportunity to earn additional $100 will be more motivated compare to someone earning $100,000 per year. This can be explained with McClellands theory which low achiever view monetary reward as an end in itself while high achiever v iew monetary reward as symbol of success or achievement and feedback about job performance. In contrast, the importance of money or pay is indeed a strong motivator. It ensures an individual primary needs to be met as well as providing security and personal growth and development as the worker is assign to perform more responsibility on the job. Other than achievement, money can be use to buy affiliation and power. For example, people can use money to buy their way into expensive clubs as well as giving them the capacity to influence others such as through political contributions. Furthermore, money or pay is classified as a hygiene factors in Frederick Herzbergs motivator-hygiene theory. Herzberg suggested that manager first must improve the hygienic conditions of work before trying to increase motivation. Negative hygienic conditions distract employees because they are necessary for building a foundation on which to maintain a reasonable level of motivation in employees. Therefore , the role of money or pay must not be ignored. Expectancy Theory According to Victor Vrooms Expectancy theory, the theory stated that work effort is directed toward behaviors that people believe will lead to desired outcomes. That is, people are motivated to achieve the goals with the highest expected payoff. For example, a person may be a high-performing employee because he believes that this will lead to a merit increase in pay. This means that an employee must want more pay or money which is valence, must believe that effort will be successful in producing desired performance which is expectancy, and must trust that the monetary reward will follow better performance which is instrumentality. Most employees do respond to money as a reward. For instance, a person may prefer a 10 percent merit increase rather than transfer to a new department. Thus, money often has high valence. Likewise, pay or money also plays a larger role in applicants job choices. That is, a level of pay must be met before an individual will even consider accepting a job offe r. Company that offer starting salary or pay below the market range will not even being considered by the applicant. In another word, money can attract employee as well as retaining the employee such as offering high salaries and increased variable pay. Equity Theory In equity theory, the equity principle infers that people should be paid in proportion to their contribution. The theory posits that individuals evaluate the fairness of their pay by comparing their own ratio of inputs and outcomes to the input and output of other person such as close coworkers, workers in other companies, or the employees past work history. In addition, the theory predicts that an individual who perceives his raise to be inequitable is likely to change his behavior in several ways like expressing dissatisfaction to his supervisor, working harder to get a bigger raise next year, working less to bring her inputs in line with his perceived outcomes, or even quit the job in disgust. Hence, money or pay level clearly becomes important as an outcomes perceived by the employees in exchange for their services. For instance, it will affect employee behaviors if it is cut. As such, employees are on high alert and sensitive for every time employers make pay changes. It reflect s differences in how the employees are regarded or value by the employer. In another word, employees react strongly to changes in pay. An example of employee reaction to underpayment inequity occurred in a manufacturing plant that the company cut 15 percent pay of all employees because some important contracts were canceled. The affected employees reacted by doubling their normal theft rate by stealing tools and supplies from the company. Turnover rate also increased from 5 percent to 23 percent. In particular, underreward seems to produce motivational tension with negative consequences. Hence, pay was a symbolic scorecard to employee that they are overreward, equity or underreward. 3.0 Recommendation Based on the above theory and facts, in emphasizing the importance of money as the biggest motivator, we are not saying that money is the only important motivator but money play a key role in motivating people especially among the low achiever. Indeed, it is clear that many other factors such as interesting work, participation in decision making, flexible working hour and etc are also important motivator to many people. However, in order for money to be the biggest motivator, pay or money has to be used in a way that would produce motivation such as incentives or bonuses that boost the morale of the workers by performing better performances. This is simply because money acts as a mechanism for rewarding and modifying behavior in industry. It is an extrinsic reward that encourages people to work harder, more energetically as well as motivate the employee to achieve higher level of performance. Furthermore, the effectiveness of money as a motivator depends on variety of individual and situational factors. Each individual has different perception, preferences, expectancy, and self-concept toward money. Thus, manager has to talk to their employees to understand and find out which needs or preferences a particular employee is seeking. 4.0 Conclusion In conclusion, we strongly believe that money is indeed the biggest motivator in the workplace. Based on the points and statements above, we can clearly see that money is indeed the important factor that motivates people at the workplace. Money is regarded as a very high reward for the individuals that have worked hard for it. It is also regarded as the highest form of reward for employees. The higher the pay grade, the higher the recognition they receive from their employers as well as from the working mates. Finally, we conclude that money is indeed the most important factor that motivates individuals at the work place. (2001 words) 5.0 References McShane, S.L. and Glinow, M.A.V. (2010) Organizational Behavior. 5th ed. New York: McGraw Hill. Luthans, F. (2008). Organizational Behavior. 11th ed. New York: McGraw Hill. Gibson, J.L., Ivancevich, J.M., Donnely, J.Jr. and Konopaske, R. (2003) Organizational Behavior Structure Processes. 11th ed. New York: McGraw Hill. Newstorm, J.W. and Davis, K. (2002) Organizational Behavior: Human Behavior At Work. 11th ed. New York: McGraw Hill. Gibson, J.L., Ivancevich, J.M. and Donnely, J.Jr. (1997) Organizations Behavior Structure Processes. 9th ed. United States of America: McGraw Hill. Edward, J. (2011) Organizational Behavior: Intergrating Individuals, Groups, and Organizations. 4th ed. Milton Park: Taylor Francis Group. Banerjee, M. (1995) Organizational Behavior. 3th ed. Madras: Allied Publishers Limited. Aswathappa K (2005) Human Resource and Personnel Management: Text and Cases. 4th ed. New Delhi: Tata McGraw-Hill Raju, R.S. and Parthasarathy, A. (2009) Management. 2nd ed. New Delhi: PHI Learning Private Limited. The Times 100 (2012) Motivational Theory In Practice At Tesco [Online]. Retrieved from: http://businesscasestudies.co.uk/tesco/motivational-theory-in-practice-at-tesco/taylors-motivational-theory.html#axzz2ChPkuekgl [Accessed 12 November 2012 ]. The Times 100 (2012) Motivating Through Total Reward [Online]. Retrieved from: http://businesscasestudies.co.uk/royal-bank-of-scotland/motivating-through-total-reward/what-is-motivation.html#axzz2Ch7FZfye [Accessed 12 November 2012]. Griffiths, A. (2012) The Boom In Canadian Baby Boomer Small Business [Online]. Retrieved from: http://metronews.ca/voices/alison-on-money/404772/the-boom-in-canadian-baby-boomer-small-businesses/ [Accessed 12 November 2012]. Hammill, G. (2005) Mixing and Managing Four Generations Of Employees [Online]. Retrieved from: http://www.fdu.edu/newspubs/magazine/05ws/generations.htm [Accessed 12 November 2012].

The Acquisition Vs Learning Education Essay

The Acquisition Vs Learning Education Essay The innateness of language structure is most relevant to the process by which a child learns its first language. The first language is learnt informally, naturally and spontaneously without the child being aware of the fact that it is learning something. But there comes a stage when the child learns a new language which may be the second or third language. As second or third language learning happens through a formal process, exposure to an altogether different kind is required where the learning situation is artificial. It is generally said that people acquire the first language and learn the second language but experts in the field often use it interchangeably. People learn or acquire these languages in different circumstances with different results. The difference between first language and second language acquisition are presumably due to different conditions that either facilitates or constraint language acquisition/learning. In First Language Acquisition (FLA) abundant exposure is available but it is not so with the second language where natural circumstances are available. It is through instruction that second language is mostly learnt. Second Language acquisition appears to be a process which exhibits certain regularities, is constrained by a number of factors determining its course, rate of progress, and final outcome, is subject, within certain limits, to external influences such as (methods of ) instruction(Klein, 1988.1). Krashen attempts to distinguish between the first language acquisition and second language learning by saying, there are two independent ways to developing ability in second languages. Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, while learning is a conscious process that results in knowing about language (1985.1). Hence, Acquiring a language is picking it up i.e. developing ability in a language for use in natural, communicative situations. Language learning is knowing the rules, having a conscious knowledge of the grammar (Chaudhary, 2002, 96). A second language can be acquired rather than learnt in situations where children have exposure to a wide range of languages i.e. a multilingual situation is conducive to language acquisition. However, it is necessary to keep in mind that there is a wide range of learners from different environments and settings which affect the degree to which learners have the opportunity to acquire the second language. Moreover, cognitive processes of learning by rule formation helps learners to acquire language faster than by the natural processes of unconscious acquisition. Teacher Education in India The development of both, Pre-service and In-service teacher education in India is explained, in order to gain a good knowledge of the objectives of the programmes, the developments that have taken place in various teacher education programmes and the current state of affairs in the field of teacher education in India. Pre-service teacher education Teacher education programmes have existed in the country for over a century. In the 1850s, teacher training existed as an undifferentiated course of study meant for school teachers. Later, on the recommendations of the Indian Education Commission (1884), the teacher training programmes were mode more differentiated and for graduates the course was designed to be of shorter duration. During the twentieth century, greater differentiation was sought and practised with respect to the stages at which teachers were expected to teach. Alongside this, different training modes were introduced, such as regular campus-cum-practicing school experience, correspondence-cum-contact programmes and the more recent distance learning programmes of teacher education. Despite such diversification, the basic features of these programmes as well as the theoretical premises have not altered significantly. Although newer concerns surface from time to time have been taken cognizance of, for e.g. learner-centeredness and the break-with-methods. These concerns have not influenced in any major way the main stream system of teacher education (Stern, 1983). The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education since the 1960s (Kothari Commission, 1964-66). The Commission, in particular notes the need for teacher education to be: brought into the mainstream of the academic life of the Universities on the one hand and of school life and educational development on the other. Recognizing quality as the essence of a programme of teacher education, the Commission recommended the interdiction of integrated courses of general and professional education in Universities and a comprehensive programme of internship. Subsequently (1983-85), The Chattopadhyaya Committee Report of the National Commission on Teachers envisioned the New Teacher as one who communicates to pupils: the importance of and the feeling for national integrity and unity; the need for a scientific attitude; a commitment to excellence in standards of work and action and a concern for society. The Commission observed that: what obtains in the majority of our Teaching Colleges and Training Institutes is woefully inadequate If teacher education is to be made relevant to the roles and responsibilities of the New Teacher, the minimum length of training for a Secondary teacher should be five years following the completion of class 12. Reiterating the need to enable general and professional education to be pursued concurrently, the Commission recommends that: to begin with we may have an integrated four year programme which should be developed carefully it may also be possible for some of the existing colleges of Science and Arts to introduce an Education Department along with their other programmes allowing for a section of their students to opt for teacher education. The Chattopadhyaya Commission recommends a four-year integrated course for the secondary as well as the elementary teacher. (NCERT, 2005) The National Policy of Education (NPE 1986-92) recognized that: teachers should have the freedom to innovate, to device appropriate methods of communication and activities relevant to the needs of and capabilities of and the concerns of the community. The policy further states that teacher education is a continuous process, and its pre-service and in-service components are inseparable. As a first step, the system of teacher education was to be overhauled. The Acharya Ramamurti Committee (1990) in its review of the NPE 1986 observed that an internship model for teacher training should be adopted because the internship model is firmly based on the primary value of actual field experience in a realistic situation, on the development of teaching skills by practice over a period of time. The Yashpal Committee Report (1993) on Learning without burden noted: inadequate programmes of teacher preparation lead to unsatisfactory quality of learning in schools The content of the programme should be restructured to ensure its relevance to the changing needs of school education. The emphasis in these programmes should be on enabling the trainees to acquire the ability for self-learning and independent thinking. (NCERT, 2005) In-service Teacher Education Similar developments have taken place in respect of in-service programmes of teacher education. However, it may be noted that the in-service programmes have drawn their substance from the emerging needs and concerns of education appeared from time to time. As a result these programmes have, at at best, been awareness programmes in respect of specific concerns and not teacher development programmes, as visualized. As an outcome of the National Policy on Education (1986), orientation of school teachers gained momentum on a mass scale. Efforts have been initiated over the past few years to gradually develop a network of institutions like DIETS, IASEs, CTEs with the mandate of providing in-service education to primary and secondary school teachers respectively. During the last decade the use of satellite interactive television based activities have been provided for teacher up-gradation as part of the SOPT and DPEP projects. The majority of them however continue to perform their legacy functions (NCERT), 2005). The major indicator of quality of training is its relevance to the needs of teachers. The transactional approach and other concepts like activity based teaching, joyful learning, classroom management for large size classes and multi grade situations, team teaching, co-operative and collaborative learning which require demonstration and participatory training are also planned to included in in-service education programmes. The potential for radical shifts in school practices and programmes via effective in-service education programmes has been acknowledged by most Education Committees and Commissions. The Report of the National Commission on Teachers (1983-85) highlighted the absence of of clear-cut policies and priorities for in-service education and lack of systematic identification of needs. It recommended planning ahead of time and closure scrutiny of methodologies adopted for in-service education of teachers. It also recommended that strategies used for in-service education must be imaginative, bold and varied. It further states that the most effective among them are the services organized through the school complex put forward by the Kothari Commission intends to link primary and secondary schools with a view to pulling resources and including the educational processes. The commission mooted the idea of Teachers Centres that could function as: a meeting place for teachers located in a school that has resources that it would like to share with others it is a forum where workshops practical in nature are organized for teachers of all faculties and at all levels it pools in the talents of all teachers of various schools who act as resource personnel for centres workshops and it arranges book fairs. What teachers need most is a change in the climate of schools, an atmosphere conducive to educational research and enquiry (select) teachers could be given study leave and sent to advanced centres of learning for furthering their professional competence through visiting fellowships. The landmark National Policy on Education (1986) linked in-service teacher education as a continuum with pre-service education. A Centrally Sponsored Scheme of restructuring and strengthening of teacher education was evolved and implemented. The scheme visualized the establishment of DIETs in each district, up-gradation of 250 Colleges of Education as Colleges of Teacher Education, establishment of 50 institutes of Advanced Studies in Education (IASEs) and strengthening of State Councils of Educational Research and Training (NCERT, 2005). In all these reports, common ideas expressed are: the need to restructure the teacher education programmes to the changing needs of education, and to make these programmes more as awareness- raising programmes. Also, these programmes needed to be demonstrative and participatory in nature, with varied strategies to explore methodologies. With all these developments in teacher education, it is interesting and important to see the outcome of these changes from the perspectives of teachers, teacher educators and researchers. REFERENCES Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press. NCERT (National Council of Educational Research and Training) (2005). Fifth Survey of Educational Research (1988-1992). Vol. I and II. New Delhi: NCERT. NCERT (National Council of Educational Research and Training) (2005). National Curriculum Framework. New Delhi: NCERT. II CHAPTER In order to organize and interpret the descriptive data, the following three related areas in the literature were reviewed. These are: (a) Theories of language teaching and learning, (b) The methods of language teaching and language skills and (c) In-service teacher education. This chapter puts together the summary of the review findings from these three major areas. Researchers acknowledge the complexity involved in teaching and in learning to teach effectively (Ballentyne, Bain and Packer, 1999; Calderhead, 1996; Clark and Peterson, 1986). At the primary and secondary levels, the difficult and complicated process of learning to teach has been well studied (Ethell, 1997; Wideen, Mayer-Smith, and Moon, 1998). Emerging from these researches is the understanding of the central role that teachers views and theories play in teaching practice (Pajares, 1992; Richardson, 1996; and Trumbull, 1990). The field of language teaching is subject to rapid changes. This is because the profession responds to new educational paradigms and trends, changes in curriculum, and students needs. Educational institutions also face new challenges resulting from changes in language teaching. As a result, teachers need regular opportunities to update their professional knowledge and skills. This update is necessary for teachers to take appropriate decisions in the classroom. Decision taking depends on teachers understanding and assumptions about language teaching. The dominant conception of teacher learning and development as development of skills of performance which is largely unreflective has led to a formal procedure of following instructions from authority. The result is that teachers are growing more alienated for a lack of personal significance in the teaching and learning processes. So, the search for an alternative model of development is motivated by dissatisfaction with the existing one and possibility of an alternative view as holding more potential to address issues of concern to this study. This could be in form of providing opportunities to teachers voice their views about teaching/learning English as a second language. It could also be reflecting on their practices, thus finding out their own insights in more concrete terms and, through INSET programmes, rethinking of their teaching practices for better understanding of teaching and learning processes. In the reconstituted view of teacher change, teachers are seen as playing an active, developmental and constructivist role that is based on both understanding and skills. This alternative view of teachers receives support in the literature where, for instance, teachers have been seen as authors of reform (Krishner, 2002.47), as researchers and curriculum developers (Stenhouse, 1975), and as progressing towards self-authorship (Baxtor Magolda, 2001, 2002, 2003, 200; and King, 2004). The responsibility this entails in making informed choices as a teacher is a moral and intellectual meaning making process involving the teacher in self-reflection. Beyond acquiring behaviour, it centres more fundamentally on the views of teachers about the nature of knowledge, nature of teaching and learning, and, their role in making explicit their implicit theories of teaching/learning, among other things. In this chapter, the theories of teaching and learning, methods of teaching language skills will b e discussed in detail. It will also discuss the INSET programmes offered in India and, look at some studies in these areas in order to arrive at a methodological framework of the present study. Theories of Teaching Teachers teach within the context of framework of assumptions that shape their planning and interactive decisions. Theories of teaching are central to how one understands the nature and importance of classroom practices. As Posner (1985) observes, different theories of teaching lead to a different understanding of classroom life. A didactic view of teaching is based on the belief that teaching is primarily concerned with transmitting knowledge through providing clear explanations, or discussions. A discovery view of teaching by contrast, is based on the idea that students can develop knowledge themselves through active investigation and discovery, with a minimum of teacher explanation and with a provision of opportunities to learn inductively from observation. An interactionist view, on the other hand, holds that students come with well-formed ideas, so that there is a necessary interaction between the students own ideas and the learning materials. While general teaching theories such as these have informed approaches to mainstream teaching, such as behaviourist, cognitive-developmental, social-psychological, theories specific to second language teaching and learning have been developed and formed the basis for specific methodologies for language teaching such as the Communicative Approach and Natural Approach. However, teaching is an individual activity. As such, teacher development involves teachers in creating an approach that draws on their experiences and understanding as well as their personal principles about food teaching. These are known as the teachers implicit theories of teaching. the explanations given by teachers for what they do are typically not derived from what they were taught in teacher education programmesRather, the classroom actions of teachers are guided by internal frames of reference which are deeply rooted in personal experiences, especially in school ones, and are based on interpretations of these experiences. (Marland, 1995. 131) Theories of Learning There are numerous approaches and theories which have a huge impact on learning. Generally, approaches provide information about how people acquire their knowledge of the language and about the conditions which will promote successful language learning. Five major approaches to language teaching/learning will be discussed below. The Naturalistic Approach This approach is based on the assumption that language acquisition is innately determined and that one is born with a certain system of language that one can call on later. Numerous linguists and methodologists support this innateness hypothesis. Chomsky, who is the leading proponent, claims that each human being possesses a set of innate properties of language which is responsible for the childs mastery of a native language in a short span of time (Brown, 2002. 24). According to Chomsky, the mechanism, which he calls language acquisition device (LAD), governs all human languages, and determines what possible form human language may take (Dulay, Burt, Krashen, 1982. 6). Some linguists, in particular Stephen Krashen, distinguish between acquisition and learning. Acquisition is supposed to be a subconscious process which leads to fluency. Learning, on the other hand, is a conscious process which shows itself in terms of learning rules and structures. Furthermore, Krashen claims that there are three internal processors that operate when students learn or acquire a second language: the subconscious filter and the organizer as well as the conscious monitor (Dulay, Burt, Krashen 1982. 11-45). The organizer determines the organization of the learners language system, the usage of incorrect grammatical constructions as provisional precursors of grammatical structures, the systamatical occurrence of errors in the learners utterances as well as a common order in which structures are learnt. The filter is responsible for the extent to which the learners acquisition is influenced by social circumstances such as motivation and affective factors such as anger or anxiety. The monitor is responsible for conscious learning. The learners correct mistakes in their speech according to their age and self-consciousness (Dulay, Burt, Krashen 1982.45). Cognitive Approach Cognitive psychologists claim that one of the main factors of second language acquisition is the building up of a knowledge system that can eventually be called on automatically for speaking and understanding. At first, learners have to build up a general knowledge of the language they want to understand and produce. After a lot of practice and experience they will be able to use certain parts of their knowledge very quickly and without realizing that they did so. Gradually, this use becomes unconscious and the learners may focus on other parts of the language. The cognitive theory is relative newcomer to second language acquisition and there have been only a few empirical studies about this approach so far. Although it is known that the processes of automatizing and restructuring are central to the approach, it is still not clear what kinds of structures will be automatized through practice and what will be restructured. Also it cannot predict which first language structures will be transferred and which will not. As far as the phenomenon of restructuring is concerned, psychologists state that things that one knows and uses automatically may not necessarily learned through a gradual build-up of automaticity but they may be based on the interaction on knowledge one already has. They may also be based on the acquisition of new language which somehow fits into an existing system and may, in fact, restructure this system (Lightbown and Spada, 1995. 25). Two important models in this approach are Attention processing model and Implicit and Expli cit models. The Constructive Approach In the constructive paradigm, learning emphasizes the process ans the product. Learning is process of constructing meaningful representations, of making sense of ones experiential world. In this process, students errors are seen in a positive light and as means of gaining insight into how they are organizing their experiential world. The notion of doing something right or correctly is to do something that fits with an order one has established oneself (Von Glasersfield, 1987. 15). This perspective is consistent with the constructivist tendency to support multiple truths, representations, perspectives and realities. Multiplicity is an overriding concept for constructivism. It defines not only the epistemological and theoretical perspective but also the many ways in which the theory itself can be articulated. Researchers and theorists have developed variants of constructivism or have evolved the theory in different directions. Nonetheless, there are many common themes in the literature on constructivism which permit the derivation of principles, instructional models and general characteristics. Social Interaction Approach According to Vygotsky, social interaction plays a vital role in the learning process. He emphasizes the role of shared language in the development of thought and language which stands for social interaction. According to Vygotsky (1962) children develop higher order cognitive functions such as linguistic skills, through interactions with adults or more knowledgeable peers. Eventually these skills are internalized independently. The most important interactions take place within a childs Zone of Proximal Development (ZPD). It is the teachers duty to try to take each child to the next level (X+1). The teacher does this by giving maximum help to the children. Perhaps he/she can give learners just the prompt they need. This prompt provides for the learners a breakthrough he/she needs. Sometimes the teacher can take the whole class through a series of steps, which help them solve the problem. Learning depends on the differences in their areas of zones of proximal development. Children are to be exposed to the social interaction first and it will eventually enable them build their inner resources. Vygotskys contention is that language is the key to all development and words play a central role on the development of thought but in the growth of cognition as a whole. Therefore, child language acquisition is the result of social interaction. Teaching is social responsibility and a cognitive activity. The Communicative Approach Proponents of this approach state that the goal of language teaching is communicative competence. Another aim is the development of procedures for the teaching of the four language skills (listening, speaking, reading and writing). Moreover, the four skills build the basis of the independence of language and communication (Richards and Rodgers, 1986. 64-66). According to Littlewood, one of the most important aspects of Communicative Language Teaching is that it plays systematic attention to functional as well as structural aspects of language (Littlewood, 1981.1). Another important aspect is pair and group work. Learners should work in pairs or groups and try to solve problematic tasks with their available language knowledge. Generally, communicative language teaching focuses on communicative and contextual factors in language use and it is learner-centred and experience-based. A central aspect of Communicative Language Teaching is communicative competence. (See also ) Also there is little discussion of learning theory, there are still some elements that, according to Richards and Rodgers (1986), can be defined as communication principles and meaningfulness principles. The first one includes activities that involve real communication which are supposed to promote learning. The second element describes activities in which language is used for carrying out meaningful tasks which are also supposed to promote learning. The last one states that language that is meaningful to the learner supports the learning process. Of great importance is meaningful and authentic language use (Richards and Rodgers, 1986. 72). In-service Teacher Education (INSET) Teachers can continue to be learners and develop their pedagogical understandings using their beliefs, by engaging themselves in ongoing professional development opportunities. One of these opportunities is the In-service teacher education programmes where teachers can learn to reflect on other teachers teaching and, think meta cognitively about teaching and learning which is a key factor in being able to resolve problems and dilemmas that arise in their daily teaching practices. There are fundamental assumptions underlying teacher education (Fullen, 1991): Teacher education must be thought of as a career long proposition. Teacher development and the academic development of the school in terms of curriculum, materials, and methods of teaching must go hand in hand. We cannot have one without the other. The role of teacher education programmes in preparing teachers for the difficult endeavour of teaching a second language (English) in India, and particularly the role of in-service teacher education programmes and their impact of teachers classroom teaching would be examined, keeping the above said assumptions in the forefront. In-service Teacher Education (INSET) in India The need for ongoing teacher education has been a recurring theme in language teaching circles in recent years and has been given renewed focus as a result of the emergence of teacher-led initiatives such as action research, team teaching and reflective teaching. Opportunities for an in-service education are crucial for long term development of teachers. The well established tradition of teaching and learning in India has retained its inherent strength even under adverse circumstances. The post-independence period was characterized by major efforts being made to nurture and transform teacher education. The system of teacher education has come under considerable pressure as a result of expansion and growth of school education. Having inherited the foreign model of teacher education at the time of independence from Britain in 1946, major efforts have been made to adapt and upgrade teacher education curriculum to local needs, to make it more context-based. The current system of teacher education is supported by a net work of national state and district level resource institutions working together to increase the quality and effectiveness of teacher education programmes for serving teachers throughout the country. The changing role of teachers in the changing definitions of teacher effectiveness have been frequently studied and analysed. The current focus on teacher education is to develop professional competencies, and achieve higher levels of commitment and motivation for higher level performance in teaching. Emerging information and communication technologies is an added dimension to the teacher education programmes. As a result of all these developments, teacher education in India is on the verge of major transformation. Bolam 1986) define teacher education as: Education and training activities engaged in by teachers following their initial professional certification, and intended primarily or exclusively to improve their professional knowledge, skills and attitudes in order that they can educate childrenmore effectively. In-service training for teachers in India is provided by: The State Department of Education. Colleges of Education. Educational associations. Voluntary Agencies. In-service programmes are often conducted via short term instructional courses and workshops. Many teachers take part in these programmes which contain a mix of many-courses and expository lectures. Each state has a State Council of Education Research and Training (SCERT) and whenever a new curriculum is implemented, massive training programmes are arranged across the state. At the district level, District Institutes of Education and Training (DIETS) undertake education programmes to train the teachers at district level. In the absence of DIETS, the Colleges of Teacher Education (CTEs or IASEs) are entrusted with the responsibilities of training the teachers. The INSET programmes currently in practice can all be put under five different categories based on the aims of the programmes. The following table familiarizes with some types of INSET programmes currently offered in India. Types of INSET programmes in India INSERT PROGRAMME AIMS Organized by educational Institutions such as CIEFL or RIE Enriching teachers subject knowledge and pedagogy Centrally designed programmes such as KV schools Teaching approaches such as orienting all teachers towards CLT approaches Locally determined programmes. For e.g. ALC School courses Attending to the felt needs of schools One-off short programmes Specific aims such as teaching vocabulary, or developing materials Programmes determined by individual needs Pursuing higher education or self-development Table 2:1: Types of INSET programmes in India (Source: Mathew, R.2005) These programmes differ mainly in their aims of the programmes and thereby differ in their training methodologies also. The takers of the programme also vary in each of these INSET programmes. As a result, the impact of these courses also differ. For example, many teachers who are willing to attend the three month INSET courses offered by the Regional Institute of South India (RIESI) are serious about updating themselves with the latest developments in the field of ELT and re-equipping themselves to meet the changing demands made by the students, parents and the society. Another example of an INSET course was the 5-Day intensive training programme for teachers working in rural areas which used to be offered by the RIE (i

Steven Coveys The 7 Habits of Highly Effective People Essay -- Stephe

Steven Covey's The Seven Habits of Highly Effective People In the book, The Seven Habits of Highly Effective People by Steven Covey, lessons for personal change are presented in a very powerful and understandable way. The Habits can be applied to our own lives, our leadership of other people, a school or any other organization that can be run more effectively. However, before an application of these Habits can be made, a basic understanding of the material presented in the book must be obtained. Comparison with other leadership styles and theories can also clarify and reinforce this understanding as well. Finally, application can be made to a particular setting, a school. Where a person or organization falls on a continuum from immaturity to maturity or from dependence to independence to interdependence is a key to determining its effectiveness. In developing effectiveness then a movement toward interdependence (maturity) must be made. This is similar to the Immaturity-Maturity Theory proposed by Argyris (Hersey 73-76). As we move along a continuum from immaturity to maturity, we become more independent, active, self-aware and in control of our own lives. This movement requires a change in our habits and change is usually difficult. If we are to become more effective people or increase the effectiveness of the organization we are a part of we must accept the reality of, â€Å"No pain, no gain.† In order to facilitate the change process, Covey suggests that a focus on the character ethic is important. Many people today, in contrast, focus on the personality ethic. They focus on skills and techniques and their public image in dealing with people. They do what they have to do to look good in the public eye but often ... ...ion, educational leaders are going to need to continue to work on changing the current paradigms of public education. The entire idea behind the Seven Habits of Highly Effective People is that we must start where we are with who we are to become self-aware. Self-awareness, imagination, conscience and independent will allow us to creatively encounter our daily lives, situations, or others and effectively affect our lives. By taking control of our own lives and responding positively we can grow as people and live happier lives. Works Cited Covey, Stephen R. (1989). The Seven Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, New York: Fireside. Hersey, P., Blanchard, K., & Johnson, D. (1996). Management of Organizational Behavior: Utilizing Human Resources (7th ed.). Upper Saddle River, NJ: Prentice Hall.

Tourettes Syndrome and the :: Biology Essays Research Papers

Tourette's Syndrome and the "I" Function Tourette's syndrome is characterized by a presentation of verbal and motor tics. The first descriptions of the syndrome, involving symptoms similar to Tourette's, were reported in the nineteenth century. For most of the twentieth century TS was thought to be a psychiatric disorder because of the ability the patients had to suppress their tics. In the past twenty years more biological factors have been introduced in the study of the syndrome, arising from the use of pharmacological treatment and the discovery of hereditary patterns of the disorder. In the diagnosis of Tourette's Syndrome the concept of involuntary tics has become hard to define. Many patients experience a volitional aspect of the tics, "a capitulation to an internal urge for motor discharge accompanied by psychological tension and anxiety Patients who are afflicted with Tourette's syndrome can only describe their symptoms by using terms associated with the "I" function, the consciousness of self and relation to one's environment, and many of their symptoms are associated with or affect the function of their self. This can imply that what ever is causing the symptoms of Tourette's is subsequently affecting the part of the nervous system that controls the self and the "I" function. Most of the studies done on the neuropathology of Tourette's syndrome (TS) have been focus on the basal ganglia, a group of nuclei located mostly in the diencephelon of the brain, a region beneath the cortex. This area has been classically associated with involuntary movement and tic disorders such as Parkinson and Huntington's disease. The neural circuits formed by the basal ganglia and the thalamus are critical for normal function and hypothesized to be required for the planning of movement ranging from simple to complex. Though what these pathways actually do is still very vague the basal ganglia has been found, in normal circumstances, to exert an inhibitory influence on the thalamus. Disruption of this inhibition could correspond with TS in which the making of uncontrolled and unplanned movements are involve. There is evidence that patients with Tourette's syndrome have some structural abnormalities in the region of the basal ganglia, mainly TS patients showed a comparative size reduction in the basal ganglia. There are various different behaviors through which Tourette's syndrome presents itself. The diagnostic categories of TS depend on the presence of tics, alone, although patients with Tourette may have mental or behavioral disorders, which over shadow the severity or impairment on normal function of the tics.

Acunpuncture: an Overview Essay

What is Acupuncture? How does sticking a bunch of needles into your body make you feel better? Is this stuff for real? These are all questions I’ve asked myself, and have heard from others over the years. Acupuncture is a system of complementary medicine that involves pricking the skin with needles. It’s used to alleviate pain and to treat various physical, mental, and emotional conditions; is one of the key components of Traditional Chinese Medicine; and is among the oldest healing practices in the world. In a 2007 Consensus Development Conference, The National Institute of Health determined that â€Å"According to the traditional Chinese medicine approach, stimulating specific acupuncture points corrects imbalances in the flow of qi through channels known as meridians. † Acupuncture can be dated back thousands of years, and as with any topic that old, there is a plethora of information available, and it sometimes can be hard to decipher. After researching the topic, and because of the context of the assignment, I narrowed my focus down to three specific areas: theory, which covers qi, meridians, and acupuncture points; history, which can be broken down into antiquity, middle history, and the modern era; and lastly the length, diameter, and material of needles. The basis of acupuncture deals with manipulating the flows of qi throughout the body. According to Daoist principles, qi is the active principle forming part of any living thing, and it is the central underlying principle in both Traditional Chinese Medicine and martial arts. The literal translation of â€Å"qi† is breath, air, or gas; however, it is frequently translated as â€Å"life energy†, â€Å"life force†, or â€Å"energy flow. † In A Clinical Introduction to Medical Acupuncture, the authors, Aung & Chen, state, â€Å"Traditional Chinese medicine distinguishes not only one but several different kinds of qi. In a general sense, qi is something that is defined by five â€Å"cardinal functions. † These cardinal functions are what keep the body alive. The first function qi provides is keeping the body, especially the limbs, warm during cold temperatures. The energy from it heats the blood, the extremities, and allows us to live and our biological processes to take place. Qi also enables the actuation of the biological processes such as breathing, sweating, it controls the nervous system, and most importantly the circulation of all the body fluids such as blood in its vessels. Qi also provides containment of those fluids in their proper spot; it keeps blood, sweat, urine, and semen from leaking or excessive emission. We know now that food broken down by the digestion process, and that various enzymes convert it into blood, nutrients, and that there’s a process for making the air we breathe into oxygen for our lungs. The ancient Chinese believed that qi did the transformation of food, drink, and breath into qi, blood, fluids, and the transformation of all of the latter into each other. The last function provided by qi, is defense against the Six Essences. The Six Essences are allegorical terms sometimes used to describe disharmony patterns in the body and their names are derived from environmental elements that were thought to pattern, or mimic, the symptoms. The first of the Six Essences is Wind, which is characterized by rapid onset of symptoms, wandering location of symptoms, itching, nasal congestion, â€Å"floating† pulse; tremor, paralysis, or convulsion. The second of the Essences is Cold, which manifests itself in cold sensations, aversion to cold, relief of symptoms by warmth, watery/clear excreta, severe pain, abdominal pain, contracture and hypertonicity of muscles, (slimy) white tongue fur, and hidden, string-like, or slow pulse. Fire (or heat) is the third of the Essences. Its symptoms are recognizable by aversion to heat, high fever, thirst, concentrated urine, red face or tongue, yellow tongue fur, and a rapid pulse. The last three Essences are Dampness, Dryness, and Summerheat; the symptoms of which are, respectively, sensation of heaviness, fullness, and symptoms of Spleen dysfunction; dry cough, mouth, throat, lips, skin, stool, and nosebleeds; and either heat or mixed damp-heat symptoms. In order fulfill its functions, qi has to steadily flow from the inside of the body to the â€Å"superficial† body tissues of the skin, muscles, tendons, bones, and joints. It is assisted in its flow by â€Å"channels† referred to as meridians. Traditional Chinese Medicines identifies twelve â€Å"regular† and eight â€Å"extraordinary† meridians. (Aung & Cheng, 19-20) At various points along the meridians, are acupuncture points. The number of points has varied considerably over time. Initially they were considered to number 365 acupuncture points, symbolically aligning with the number of days in the year; however, the modern total, while once considered 670, has been subsequently expanded due to more recent interest in auricular (ear) cupuncture and the treatment of further conditions. These acupuncture points are mainly, but not always, found at specified locations along these meridians and acupuncturists use the points to manipulate the qi and restore harmony and balance to the body. Though most of these points are found along the meridians, there is a second group of points, called extraordinary points, which are found outside the meridians and are credited with special therapeutic properties. Examples of these are the pressure points in the webbing between the thumb and forefinger, just inside the arch of the foot, the temples, and the anterior base of the neck. Lastly, a third category of acupuncture points called â€Å"A-shi† points have no fixed location but represent tender or reflexive points appearing in the course of pain syndromes. The history of acupuncture can be broken down into three distinct eras: that of antiquity, which goes back to its origins; its middle history dating, from the early 11th century through the 1800’s; and the modern era, which picks up in the early 20th century. The precise start date of acupuncture’s use in China and how it evolved from early times are uncertain; however, there are a myriad of theories and explanations as to how it came about. One explanation is that soldiers wounded in battle by arrows were believed to have been cured of chronic afflictions that were otherwise untreated. Another is the sharpened bian shi stones found in China, which evidence suggests the practice may date back to the Neolithic or Stone Age (Acupuncture in Medicine 10: 92–9). There have also been hieroglyphs found dating from the Shang Dynasty, which ran from 1600 through 1100 BCE. It is believed that Korea was the second country acupuncture spread to outside of China, and in 1023, the emperor of China ordered the production of a bronze statuette depicting the meridians and acupuncture points then in use. The practice of acupuncture lost a lot status after Song Dynasty. In the 16th century, Portuguese missionaries were among the first to bring reports of acupuncture to the West, and a Dutch surgeon traveling in Asia described the practice in both Japan and Java; however, in China itself the practice was increasingly associated with the lower-classes and illiterate practitioners (Barnes, 58–9. The middle era of acupuncture came to an end in 1823, when an edict from the Emperor banned the practice and teaching of acupuncture within the Imperial Academy of Medicine, as unfit for practice by gentlemen-scholars. The modern era of acupuncture came in to being around the time of the Chinese civil war, 1927-1949. Early Chinese Communist Party leaders ridiculed T raditional Chinese Medicine, claiming that it worked against the party’s dedication to science as the way of progress. Chairman Mao reversed that position, and rewrote its theory in order to make it fit into the Chinese political doctrine. Acupuncture gained attention in the United States when President Richard Nixon visited China in 1972, and his delegation was shown a patient undergoing major surgery while awake; however, it was later found out patients were chosen because they had naturally high pain tolerance, were indoctrinated into the method, and were on morphine IV’s which were claimed to have been essential nutrients and fluids. The greatest exposure in the West came after a New York Times reporter received acupuncture in Beijing for post-operative pain in 1971 and wrote about it in his newspaper column. From there, the first legal acupuncture center was opened in Washington D. C. in 1972, and in 1973, the IRS declared acupuncture was allowed to be deducted from taxes as a medical expense. The last aspect of acupuncture, and arguably the most essential, is the needle. While there are certain methods that do not involve needles, most of them do. The needles have evolved over the years, originally starting out as bone, or stone; now, however, most of the acupuncture needles are made of stainless steel, with some cultures using copper. Needles vary in length ,between 13 to 130 millimeters (0. 5 in to 5 in. ), with shorter needles used near the face and eyes, and longer needles in more fleshy areas, and range in diameter from 0. 16 mm (0. 006 in) to 0. 46 mm (0. 018 in), with thicker needles used on more robust patients. After this brief overview of acupuncture, I’ve answered a lot of my own questions and concerns with acupuncture The three aspects of acupuncture theory are qi, meridians, and acupuncture points. It long history has unknown origins, and edict from Chinese Emperor banned teaching in academy, but it brought back my Chairman Mao, and made popular in America by a reporter in the 70’s. Needles are mostly made of stainless steel, and they vary in length, and diameter,

Prolix Initiative †Care workers case study Essay

Kevin Pudney and Malcolm Rose have worked in the care sector for over 20 years. Their most recent job is part of a European project aimed at improving training and development in business and ‘speeding the time to competency’. More information on the research project is available on the Prolix website (www.prolixproject.org). The project was conducted in partnership with Social Care Institute of Excellence. The social care sector in UK was chosen to test the new systems developed as part of the project. The researcher spent 3 years in Suffolk working with 6 care homes owned by The Partnership In Care (TPIC) group. The Social Care Institute of Excellence (SCIE) [1] is responsible for this social care ‘test-bed’ and will assess the impact of the project. What’s the problem? Statistics from the Labour Force Survey show that Care Assistants and Home Carers report higher than average levels of stress related illness caused or made worse by the work they do. The PROLIX project aimed to develop systems that would help improve working lives of managers and staff at the homes. The project was not about work related stress, but the researchers recognised that there were factors present that can be associated with cases of work related stress. Staff turnover was about average for a sector that has a generally high turn over rate at around 25%. However, it was particularly high in one home after management problems, where analysis showed turnover in the previous two years of 57%. As skilled staff are replaced by unskilled staff, it increases the training demands on management. It is well established that people who need help with social care want the same carer to care for them consistently; especially those who need help with washing, dressing etc. Where homes have a high turn over rate or rely on temporary or ‘bank’ staff they struggle to offer this consistency of care to the people who live at the home. Other issues identified as part of the testing included; low pay, high job demands, low staffing levels, IT issues and needs of residents as being key issues for staff. Job demands included: 1. The care needs of residents 2. Requirements to record information on care given 3. ‘Required’ skills and knowledge in over a dozen ‘mandatory’ areas of competence. Control issues included: 1. The care needs of residents 2. Lack of control over how work is carried out 3. Lack of control over when work is carried out What did they do about it? The initiative focused on improving the management of training and development in order to give staff the skills they need to do the job and satisfy the legal requirements set by Care Quality Commission (CQC). The aim of the work was to help managers understand the issues faced by staff and for Care Assistants to get the training they need so that they could be more skilled and perform better, stay in the role longer and give residents the care that the are looking for. The general study involved all staff and managers at The Partnership in Care homes, and subsets of staff for particular areas of research. One area involved asking care staff to rate themselves on a scale of 1-10 for a set of 17 areas of competency. These areas were based on the requirements set out by CQC and other areas identified as important by the local training manager. Managers were then asked to rate each of their staff in the same competency areas. They had not seen the results from their staff when they did their assessment. This exercise helped staff identify their own Areas For Improvement (AFI) and managers to identify AFIs for staff. It also allowed comparison between staff and managers. This enabled the training manager to identify areas where members of staff did not feel confident in their role or where managers did not feel confident that staff had the necessary skills. It also allowed the training manager to look for trends within teams, for example where there were differences between the ratings given by staff and a manager. It could also identify where people may be over-confident or where they needed more support. The general findings from this competency exercise were shared with staff and managers in a supported environment to help them identify issues and properly interpret data, where training was needed and where staff felt there could be an improvement in the services offered to residents. The detailed individual results were treated as confidential and discussed further in supervision. The final results of the project research were delivered to staff and managers at each home in a day-long session at the end of the project. This enabled the consultant to explain the exercises and the results and spend time with staff and managers to give them support in receiving and delivering the results. It also enabled them to explain how these results would be fed into the development needs of the people who had taken part. There are some 600-800 person training units to be delivered per home to skill all staff to a basic level, with a significant proportion repeated annually as ‘refreshers’ and for new unskilled staff. The organisation owns 6 homes, making this a huge and time consuming activity. The Partnership in Care group has a full time training manager who is responsible for arranging and delivering these training units. Kevin and Malcolm worked with the training manager to help develop a spreadsheet that would enable trainers and managers to see at a glance who had the training they needed, what training was outstanding and when refresher training was due. â€Å"The training system has helped us see at a glance what training is outstanding and made sure that we can get people trained when they need it and nobody is missed out.† – Care home manager What else could have been done? They feel that one of the things they would do differently is to help the organisation try to identify suitable people at interview stage. This would help The Partnership In Care group to identify staff development needs at an early stage and invest in those people who have the desire to forge a career or vocation in social care from the beginning of their employment. This would help keep them with the organisation. How can it prevent stress related ill health? It must be made clear that this exercise was not put in place with work related stress in mind. The objective was to help improve the organisation and delivery of training and development within the company. However, demands and control issues were identified as part of this study. By improving the levels of competence of staff and managers and in helping them think about the skills they need to be successful in their work and improve the lives of the people who rely upon them, the work has helped address some of these demand and control issues.