Review of Research Studies on Cultural Bias in Psychology

The population of minority cultural and ethnic groups in United States has increasing in the last few decades. It is therefore common for a psychological therapist to encounter a client from a different cultural and ethnic background. In such encounters, there is possibility for cultural bias that can affect effectiveness of the psychological intervention.Advertising We will write a custom essay sample on Review of Research Studies on Cultural Bias in Psychology specifically for you for only $16.05 $11/page Learn More Many researchers in the recent past have been concerned about cultural bias in the field of psychology and psychological therapies. The paper reviews a few of research studies on cultural bias in psychology, counseling, and marriage and family therapy. Counseling is considered the best intervention to psychological and emotional problems. However, considering cultural and ethnic diversity, counseling may not be effective if a counselor exhi bits cultural bias. In the article, â€Å"Cultural Biased Assumptions in Counseling Psychology† (Pedersen, 2003), Pedersen addresses cultural biases assumptions that may affect the effectiveness of counseling interventions. Pedersen identifies and discusses culturally biases assumptions from an earlier article by Ponterotto and Leong (2003). The author argues that cultural bias has impact on the work of counseling psychologists. Pedersen warns that cultural bias should not be underestimated given that it can have great effect on counseling psychology. To â€Å"internationalize counseling psychological† (Pedersen, 2003), Pedersen proposes that counseling psychologists adopt scientist-practitioner model. In harmony with Pedersen, Snowden (2003) found cultural bias as a major factor contributing to disparity in mental health care provision. Snowden concludes that although other factors such as economical factors led to a gap in mental health care, cultural bias was the ma jor barrier. He advocates for more research on particular forms of bias that could contribute to the disparities. Cultural bias is a major barrier to effective psychological therapy. In family therapy, cultural bias can make it impossible for a family therapist to fully understand her clients’ problems and provide an effective therapy. In the article titled â€Å"Experiential Tasks and Therapist Bias Awareness†, Bermudez (1997) notes that therapeutic process can be affected considerably by cultural bias against minority cultural and ethnic groups.Advertising Looking for essay on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Bermudez, all psychological therapists have assumptions about minority cultural groups. Some of the assumptions and beliefs could be biased and therefore affect effectiveness of a therapy. Bermudez suggests that cultural bias awareness of a therapist can help her to overcome t he bias and be effective across cultures. Bermudez proposes experiential tasks to overcome cultural bias, including role playing, visualization, written assignment, family sculpturing and role reversal. Effectiveness of a psychological therapist in multicultural and multiethnic settings is depended on her cultural competence. In an article titled â€Å"Cultural Competency: From philosophy to research and practice†, Sue (2006) explores the meaning and value of cultural competency in psychological therapies. Sue argues that cultural competency is trainable and proposes that therapist adopt cultural competency strategies in order to improve outcome. Addressing cultural competency in family therapy, Hardy and Laszloffy (2003) found cultural awareness and sensitivity to be important for cultural competency. Hardy and Laszloffy argue that ability of therapist to explore her personal cultural issues puts her in a better position to understand other cultures. In addition, the authors summarize how cultural genogram can be a successful training tool for cultural competence (Hardy Laszloffy, 2003). Cultural bias is a major barrier to counseling minority cultural and ethnic groups. Considering the multicultural nature of the society today, a therapist has to be culturally competent to be effective. Cultural competency skills can help counselors to avoid cultural bias and give better services to their diverse clients. References Bermudez, M (1997). Experiential Tasks and Therapist Bias Awareness. Contemporary Family Therapy 19 (2), 253-267Advertising We will write a custom essay sample on Review of Research Studies on Cultural Bias in Psychology specifically for you for only $16.05 $11/page Learn More Hardy, K. Laszloffy, T. (1995). The Cultural Genogram: Key to Training Culturally Competent Family Therapists. Journal of Marital and Family Therapy 21(3), 227-237 Pedersen, P. (2003). Culturally Biased Assumption in Counseling Psycholo gy. Counseling Psychologist 31(4), 396-403 Ponterotto, J. Leong, F. (2003). A Proposal for Internationalizing Counseling Psychology in the United States: Rationale, Recommendations, and challenges. Counseling Psychologist 31(4), 381-395 Snowden, L. (2003). Bias in Mental Health Assessment and Intervention: Theory and Evidence. American Journal of Public Health 93(2), 239-243 Sue, S. (2006). Cultural Competency: From philosophy to research and practice. Journal of Community Psychology 34 (2), 237-245. This essay on Review of Research Studies on Cultural Bias in Psychology was written and submitted by user Vivienne Hull to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Victims of Rape essays

The Victims of Rape essays Rape is a crime that not only takes hurts someone for the moment, but it shatters their entire life. Most women never fully recover from being a victim of rape. There are all different types of women who are raped each day, yet there tends to be a specific profile for the most frequent rape victims. There are many factors that come into play when dealing with rape, such as: the victim-offender relationship, alcohol consumption, and a prior record. Also there are many myths about the rape victim. Rape is an extremely sensitive issue for women, victims and non-victims alike. The Uniform Crime Reports and the National Crime Victimization Survey indicate that Black and Hispanic women are at a higher risk for being a victim of rape than White women. Women from ages 20-24 are the most likely to experience rape crime. Women with less education and lower income are also at a higher risk of becoming a victim of rape. Those women that are in the lowest family income category experience the highest rate of rape. Also the women who reside in the city are twice vulnerable to rapes than that of women who live in suburban or rural areas. Finally, unmarried women tend to be victimized more than married women. Thus, the model rape victim would be a black, unmarried female with little to no education, ranging from ages 20- 24, who lives in a central city, obtaining a low income. Fifty-five percent of women are victimized by someone whom they know; the remaining are raped by a stranger according to The National Crime Victimization Survey Report. A stranger injures sixty percent of women in some way during a rape. Regardless of the relationship between the victim and offender, most women report their victimization. More females who know their offender do not report the rape, than those whose offenders are strangers. Women are more likely to report a rape victimization if she sustained a serious injury, she required any type of im...

How Are You Doing on Your New Years Resolutions September 2018

How Are You Doing on Your New Years Resolutions September 2018 It’s September already. Labor Day is over and Thanksgiving is just around the corner. That means the New Year is soon to follow. For those of us who are Jewish, the New Year is already upon us. What all this means is that it’s just about time to choose some resolutions for 2019. But how are you doing on the ones from 2018 (if you made them at all)? I invite you to assess and not judge if you haven’t met your resolutions. I usually check in with you on my New Year’s resolutions in August, but hey, why not September? I’ve got three more months to work on them! And so do you to work on yours. Here’s how my 2018 â€Å"Ressaylutions† are going: 1. Create a KILLER LinkedIn portal – an online, subscription-based version of How to Write a KILLER LinkedIn Profile. I researched this option and did not find a good solution. Everything I considered seemed MORE complicated than updating the book! So my assistant and I are working on an updated e-book, which you’ll receive as soon as it’s ready (it will be at least a few months). 2. Investigate marketing How to Write a KILLER LinkedIn Profile to educational institutions. I found a good resource for this, but there were some conflicts with my agreement with Amazon that made it prohibitive. Once I get settled with all my moves, I might create a special edition of How to Write a KILLER LinkedIn Profile for students. 3. Build business to the point where I need to use editors, and use them! I did this a little. Still finding my way on training editors to match my style and preferences. 4. Improve systems in ways that support both team members and clients. I’ve made some progress here and it’s a continuing project. There’s one set of follow-up documents I want to start sending to clients that I’m still working on. I started doing weekly reports and not just requiring my writers to do them! At some point, a CRM will be useful, but I’m still recovering from my last failed attempt in that department and will wait a while to reinvest in that tool. 5. Further develop my management skills, especially skills in setting expectations and addressing breakdowns. Ditto to #4. Making progress and still have room to grow! 6. Track my sales and editing time in a new way so I understand my personal income more. Done! I have been tracking the various parts of my sales process and have a dashboard where I can see my dials, conversations, meetings, sales, etc. Having these numbers in front of me, and being required to report them every week, has been a great motivator! 7. Continue exploring NYC and surrounding areas as a possible place to move in 2019. I’ve made the most progress on this one. I decided not to renew my lease in Madison, and now I’m in the process of moving to a friend’s on the other side of town. I’ve filled 3 recycling bins so far with papers I do not want to take with me. I’ll be doing more exploration in October. If you live in the New Haven area, I’d love to talk to you about life there! I hear Westville is lovely. How’s your progress on your New Year’s resolutions? Whatever it is, it’s data. No need to make it good or bad, though I know the tendency is to do so. If you want to recommit, now’s the time! And if applying to school or getting a jump start on your job search was on your list, please contact The Essay Expert.

How would you explain the popularity of the cakewalk in the late Essay

How would you explain the popularity of the cakewalk in the late nineteenth-century United States - Essay Example This kind of song and dance competition took place among the slaves in the southern part of the US mainly before the emancipation but it is needless to say that even after emancipation the dance and song style did not die off. This paper seeks to explain the popularity of the cakewalk in the late nineteenth-century United States. Most of the facts of cakewalk dance and song were not extensively documented as at 1981. However, there existed a myriad of accounts about the dance. Brooke Baldwin in his 1981 articles (in the Journal of Social History) the Cakewalk: a Study in Stereotype and Reality submitted a nearly complete compilation of the already existing accounts of the dance (Baldwin, 1981: pp203-212). The compilation was, to larger part, accounts of the eye witnesses of the dance. These eye witnesses were the ex-slaves who may have also took part in the dance. The accounts by the Virginia and Georgia ex-slaves had already been verified by the WPA researchers in the 1930s. Baldwin clearly notes in his article that after the 1930 WPA research, it became immensely difficult to hide the happier side of slavery (Baldwin, 1981: pp207). One of the respondent recalled how she used to sing the songs and cakewalk. She also added how cakewalk was indeed fun among the slaves during the slavery times. According to this specific respondent, the women wore long dresses which were often ruffled and the men wore not only high hats but split tailed coats. They sometimes used walking sticks during the dance. The dance was done in couples and the couple that danced the best would receive the prize. It is interesting to note that the white slave owners would attend the cakewalk dances and they enjoyed a lot watching the slaves dance. Actually, the slave owners decided the winning couple. This account was a first hand account from a former slave in Virginia. Besides the first hand accounts, Baldwin also

Cross cultural issues Essay Example | Topics and Well Written Essays - 2500 words

Cross cultural issues - Essay Example Cultural diversity exists between the United States and Europe. Citizens of the two countries differ in culture, beliefs, faith practices and economic inclination. These differences make business management practices in various parts and organizations different. U.S’s proven management systems and practices may not work appropriately in Europe. For instance, a U.S based Multinational Corporation; the effectiveness of her management control system and practices would evidently differ from one country to another or even from one branch with diverse cultural inclination to another in the same country. Therefore, our study intends to compare cultural inclinations of the two countries; the U.S and Europe and understand the implications of the differences to the expansion of a U.S based organization intending to establish a branch in Europe by purchasing an already existing firm in the same line of production. Global trade has tremendously increased in the recent past. This has probed the multinational corporations or individuals who intend to venture into the international trade to learn about international business. Therefore, it is very important to learn and understand the different cultures of the world before enrolling in doing business in foreign countries. This would reduce the risks involved in business transactions. Understanding other countries’ negotiation tactics, greetings, communication styles, body language, meeting and dress, and social events are keys to have good business relationships with other partner countries. For instance, the United States and Europe are nations that regularly interact in business relations. Although they share similarities, the two countries share a lot of differences. In the United States, the first impression matters a lot and is basic to the success of every business relationship. The Americans appreciate eye contacts and a firm hand shake with business partners (Bowie, n.d, p.1-12). As a matter of

Enabling Learning and Assessment Essay Example for Free

Enabling Learning and Assessment Essay 1. The purposes of assessment Assessment is the process of evaluating an individual’s learning. It involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Tummons suggested that: ‘With assessment we can: * Find out if learning has taken place; * Diagnose learners needs; * Provide public acknowledgment and certification of learning * Allow processes of selection to be carried out; * Provide way to evaluate learning programmes; * Motivate and encourage learners.’ Tummons (2009:5) Written justification of assessment methods I have chosen to do Holding and aiming in the prone position, I would do this by getting the SUT in the tramline formation. This is where they will number off in pairs, so all the No.1’s on one side of the room whilst all the No.2’s are on the other side of the room. I will get the No.1’s to conduct the drill when I give the word of command. The No.1’s will be ensuring they adopt the prone position correctly, going through the 9 key point check list and taking aim on the target. Whilst this is happening the No.2’s will be observing throughout looking for any mistakes. Once the No.1’s have completed the drill I will go down the line asking the No.2’s if they observed any mistakes. By doing this I am getting the SUT to give out peer assessment on the progress of his/hers drill on the weapon system as this can develop and motivate student. The student will also have their own self assessment; this is where the students are assessing their own progress  throughout the lesson. These methods encourage the SUT to make decisions about what has been learnt so far, and to reflect on aspects for further development. Once the No.1’s have completed the drill, the same process will happen with the No.2’s and the No.1’s looking and observing for any mistakes. Whilst all this is going on I will be looking for any mistakes as I watch from one end of the tramline formation, this is called tutor assessment and can help give feedback to the student to guide them on their strength and areas of development. This is also known as formative assessment so it can provide for me a continuous source of information about the students’ progress, improvement and problems encountered in the learning process, so I together we can develop their confidence and competence on the weapon system. 2. Practical assessment a) Aim The aim of a practical assessment in a classroom environment is to ensure that when handling a weapon system that the necessary measures and safety precaution is carried out correctly and sufficiently. It is my aim to make sure that the SUT carry out the drills correctly, if however people are struggling to adapt to the new drills then it’s up to me the instructor to change my approach to the individual learning style. b) Reason for selecting practical learning assessment We use practical assessment in the army especially when teaching a particular subject like Skill at Arms to help us as a teacher to confirm that the SUT have understood the correct handling of the weapon. It’s not only a confirmation for the teacher but a confirmation for the individual that he/she has took on board the new skill and knowledge they have been taught in the lesson. During the lesson, when I have demonstrated a new drill, the SUT are required to imitate the drill whilst I explain and demonstrate it, taking it step by step. Once I am happy that the SUT have grasped the new drill, a confirmation is done to ensure that the SUT understands the new  weapon drill. This will be done when I give the word of command and the SUT carrying out the drill without any help or guidance as I watch and observes for any mistakes that the SUT may do. In order for the SUT to use blank or live ammunition on exercise or on the ranges, they are required to pass a Weapon Handling Test (WHT) which is a critical practical assessment as it is part of their summative test and needs to be done twice a year. I will give a number of instructions which the SUT must complete correctly and confidently in order to pass. There is no time limit and they are allowed one mistake on each stage of the test. This assessment is to show that he/she has the knowledge and skill to handle the weapon with blank or live ammunition with confidence. For assessment of practical activities, the potential barriers should be considered and reasonable adjustments developed that meet the needs of the individual learner. Many of the adjustments for a practical assessment are similar to those of a written assessment. We must however be aware of the learners/individual learning styles as this will vary across each lesson we teach. If we look at Fleming understanding of learning styles which he used the terminology of VARK, he stated that people can be grouped into four styles of learning: * Visual – Seeing. * Aural – Listening and talking. * Read/Write – Reading and writing. * Kinaesthetic – Doing. (Gravells 2012:40) The SUT will come under one or more of these learning styles and as I have seen it in the past whilst teaching, I have to adapt as a teacher to accommodate to their preferred learning style which means I have to plan and break down my lesson to ensure all SUT get the full benefit of what is being taught to them. Sue Crowley of the IFL stated: Often new teachers teach as they were taught, then perhaps as they would like  to have been taught, and finally they realise different ways and a wider spectrum of teaching and learning approaches are needed and available. (Gravells 2012:40) A statement in which I agree upon as my thought process was similar but when teaching SUT it’s taught me to adapt my teaching skills to benefit the individuals so they can get the best outcome during the lesson. c) Conduct of the practical assessment The SUT will be assessed throughout the lesson and this can be done in many ways as it is classroom based, this will be an informal assessment. As the SUT reacts to the word of command for example; ‘For inspection port arms’ they are to carry out the necessary drill in which I will observe for mistakes. Observation is a good way to assess the skills, knowledge and attitudes of the SUT. When observing, it enables me to see how well the SUT are doing, letting them make mistakes as long as it is safe, especially when dealing with a weapon so they can learn from their own mistakes. Once the drill is complete I can ask each individual if they made any mistakes and give them self assessment, otherwise I can give negative or positive feedback to the SUT. Observation is good within our training establishment as it assess the SUT competence, skills and attitudes when dealing with a weapon and the observation can follow on with a question to check the knowledge and understanding. SUT training can be assessed in two other ways and they are called peer assessment and self assessment. For the instructor to see this happen, the students will pair up and work as a team. Whilst one SUT does the drill on the weapon whilst the other partner watches for mistakes, this is called peer assessment, but at the same time SUT who is carrying out the drill can self assess as he/she goes along. If the student was to carry out the Load, Ready, Unload drill, their partner can look in for any mistakes and as the instructor asks the observer from each team if there were any mistakes, this can be useful to develop and motivate the SUT. Peer assessments can be affective as SUT feedback is given skilfully, but other students may think more about what their peers have said than about what the instructor have said. 3. Question assessment a) Aim The aim of a question assessment is for the instructor to see if the SUT can demonstrate knowledge and understanding of the subject being taught to them. It also helps when asking a question to the SUT that they have to think about their answer. b) Conduct of a Question assessment During each lesson throughout the army, as an instructor we will always ask the SUT questions of the particular topic that we have been learning about before moving on to the next topic or next stage of the lesson. This is formal or informal assessment and is used to assess cognitive ability which can be used whenever the instructor wants to assess the knowledge and understanding of SUT. When giving a lesson on Skill at Arms, ‘Different combat position.’ The instructor will always give an explanation of why we do it and when to incorporate the positions for example, on the ranges or when we are on operational tour, followed by a demonstration. As the instructor has given the explanation and demonstration, we will go through the demonstration again whilst the SUT imitate you as you take them through step by step. Whilst doing this process we normally ask the SUT questions on the next stage of the movement, pausing for a second and then state the name of the learner who can answer. This way, all SUT is thinking about the answer as soon as you have posed the question, and is ready to speak if their name is asked. This assessment not only help the instructor to confirm that the individual or group know the answer but helps their peers to understand it as well. We also do oral written assessment, as this is part  of the minimum core, for example before I start the lesson I would ask the SUT to take out their note books and pens. I will ask them a number of questions in which they will write their answers in their note books which will be marked before the lesson take place. If for some reason some of the SUT get a few questions wrong I will ensure that I make a plan in the evening to go through the questions or drill in which they got incorrect so that they are at the same stage as all the other SUT. Asking questions to the SUT and for them responding in giving the answers back to the instructor is self assessment and peers assessment so that the SUT know what areas they are good at and what areas they need to work on. However it’s good for the tutor assessment to understand how the SUT progress is going by conducting these assessments. C)  Advantages| Disadvantages| Problems can be solved| SUT don’t know the answer| Question being answered| SUT can be put on the spot| Understanding people’s views and opinions| | Gives people a voice| | 4. Reflecting on how feedback has informed your learners’ progress and achievement Feedback is a vital part of the learners’ training at the army foundation college as it informs the SUT on their progress and achievement. To make sure it is effective it is important that we develop rapport, mutual respect and trust between the instructor and the SUT. During a Skill at Arms lesson it is important to give effective feedback as this informs the SUT on how well they are doing or on what areas they might need to work on. I try to give out the best feedback as I can to the SUT or the individual as I know this will help reassure, boost confidence, encourage, motivate and develop their knowledge, skills. It can help the SUT to maximize their potential and professional development at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be  taken to improve their performance. 5. Reflecting on how feedback from others has informed your own professional practice On the 1st November 2012, I conducted a lesson on pain relief (Morphine) which was observed by an assessor. I felt that the lesson was well structured, planned and I got the key learning points across to the SUT. Once the lesson ended I sat down with my assessor and was given feedback on my lesson. The written feedback said this: The session had a clear and important content to communicate. This was achieved and checked by the test. A stronger introduction would set the scene and provide guidance to learners of what they had to do during the lesson. Focus on the test/know the purpose of the test. The conclusion could tell learners what to do with the test papers and how this will be an aide memoire. Test was very well created, covering all key learning and checking recall, understanding and application. It could be improved with clear guidance i.e. working individually without referring to their notes. As this was ‘assessment for learning’ as well as ‘assessment of learning’ learners could work individually, with a partner and finally as a whole group to get the answers/self assessment and check learning. You could get feedback on results from the test by asking those who got 100% to stand up – an energiser, positive motivation and a simple measure for you. This feedback has opened my eyes a lot clearer as I was more channelled to delivering a simple but constructed lesson. Just by delivering a stronger introduction can make the learner motivated to learn, which I didn’t realise until someone made it aware to me. It was a good motivation and energiser to hear from the assessor that the test paper was well created which gave me that sense of pride. However when it came to handing out the test paper, giving the SUT a certain amount of time to do it in and once they had completed it they would mark their own paper as I went along with the answers. Just from what the assessor has written in the feedback it can give  the learner self assessment and check their learning, so in future I will take more time on how I construct the test and how to mark it as this will give me a feedback on the progress of the SUT. 6. Reference List: * http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/barriers-to-learning.php Date accessed 8.11.12 * Tummons J – (2009) Assessing learning in the lifelong learning sector. Exeter: Learning Matters * Gravells A (2012) Preparing to teach in the lifelong learning sector. London: Learning Matters * www.faculty.londondeanery.ac.uk

Medical Errors :: Health, Miscommunication, Work Loads

In year 2000 Institute of medicine (IOM) reported that around 98,000 people die each year (Kohn, 2000). The main reason for this incident is medical errors. Medical errors cost around $29 billion loss for heath care industry (Slonim, LaFleur, Ahmed, & Joseph, 2003). These medical errors caused people to be more in hospitals, more diagnostic evaluations, un-necessary treatments, and also resulted in many deaths. Medical error is defined as â€Å"failure of planned action to be completed as intended or use of a wrong plan to achieve an aim† (Kohn, 2000). Entering wrong medical information causes adverse effect on drugs and care given to patients. Lack of proper medical record will cause patients to stay more in hospitals, more disability, and more loss for health care industry. Medical errors are considered to be eighth leading cause of deaths in USA (McGowan & Healey, 2009). Of all major departments in health care, one of crucial departments is pediatrics (Kozer, Berkovitch, & Koren, 2006). Pediatric department is one of the key departments in health care sector and comprise of around 10 % of health care industry (McGowan & Healey, 2009). There were many deaths reported in pediatric departments. The medical errors will have more impact on children than in adults due to various reasons. One reason is that most of medicines for children are off label and they don’t have standard doses (Kozer, Berkovitch, & Koren, 2006). Another reason for medical errors is that many doses of medications needs to be adjusted according to child’s weight and body mass. Some medications which are supplied need to be diluted and improper dilatation doses will result in deaths (Kozer, Berkovitch, & Koren). All these medical errors results in abnormal deaths in children. There are various types of medication errors. They are dosing errors which are caused due to improper dosing of medication and tenfold error which are caused due to prescriptions which are ten fold higher or lower in dose than recommended dose (Kozer, Berkovitch, & Koren, 2006). The other types of errors are diagnostic errors which are caused due to delay in diagnostics and error in monitoring test results, treatment errors which are caused due to delay in responding to an illness due to lack of test results and due to other issues like improper system failures and lack of backup plans (McGowan & Healey, 2009). Mostly medical errors are due to increase in work loads, abbreviations misunderstandings, and misinterpretations due to handwriting (Kozer, Berkovitch, & Koren, 2006).

My Narrative Report in Pal

Internship or on the job training is one way by which we students are given an opportunity to apply the theories and computations that we have learned from school. It also helps us to obtain applicable knowledge and skills by performing in actual work setting. Earful tool and possibly even a source of recommendation when they take that big lift from being students to career professionals. The On-The-Job Training (OJT) is one of the requirements in order for a student to be able to graduate from college and to become a professional. This training prepares the students to practice their profession. Thus, in adjusting one’s self and mingling to others one must cope up with the different standards and attitudes of the people in a particular field of industry. It is also a bridge to enhance the students’ skills that should be an advantage when they finally land a job. It’s proven and well tested! Experience is definitely the best teacher. There are countless things that I’ve learned during my On-the-Job Training at Philippine Airlines. Being in a new and never-been-to environment was a big challenge to me. I exerted great effort to cope up with the means and manner of living of the new environment that I’d indulged into. I did my best to blend in and went in with the flow of what the real world is offering. One of the requirements as graduating students of the College of Arts and Letter is On-the-Job Training. This Training exposes us to the real environment of a certain organization. Thus, adjusting oneself and mingling others is a must to cope up with different standards and attitudes of every individual in a particular field of industry. In furtherance, OJT will be a bridge to enhance our skills in communication and technical activities that makes it a plus point the sooner we landed a job and help ease the culture shock while dealing with different specialized people of their expertise. I went to other organizations to have an OJT but sad to say there were already different students from different schools who had come first to conduct an OJT. I was already desperate, hopeless and we’re running out of time. I came up with a decision and suddenly an idea flashed in my mind â€Å"Why not try Philippine Airlines? Due to lack of time, I went directly to the Branch Manager of Philippine Airlines, Legazpi City and submit a letter for approval in conducting an OJT in their organization. Knowing that I already accepted to conduct an OJT, my worries were then blown up by the wind as if my heart felt empty with thorn and pains of miseries. The manager told us the Don’ts and Do’s in the company like; Doâ⠂¬â„¢s: Wearing of Formal Attire Good Grooming Be On Time Don’ts: Do not go out in the Airline field without wearing a vest. Do not wear slippers Do not wear â€Å"maong† pants Don’t be shy Then my journey started in PAL†¦ my first week was a disastrous one. Why? Exactly 8am on the very first day of my report in the office the router was damaged due to faulty electrical wiring of transformer by ALECO. So all the computer transaction were then changed to manual type. The manager let me stay in his office for an hour or so because of what had happened. In that day I was oriented on what to do and exposes to other employees as well. And hey, before I forgot I have a company from other school, they are from La Consolacion College of Iriga City, a Tourism student. At first I am shy to them, I didn’t talk to them I just stayed in the office of the manager, but because of their super-duper nice approach to me and to their super friendly attitude we become friends. They guide and teach me what to do. My co-OJT named Margarette, Angela, Erika and Rhea. I learned more about what OJT means and to be patient is more important when you have a relationship to other people especially when you do not know them well. I had encountered different attitudes between clients and my employer, they have more jokes than us and we have to be sports and control our feelings. I meet new friends inside the company even though they have more guys than girls. I have a new co-OJT trainee after the first batch had been finished their 180 hours, named Makie, Eunice, Marieson and Shiryne. They are a tourism student from Iriga City also to be exact a classmates of my co-OJT the other month. They are a nice person and kind to me. And because of that I let them fill in to my ever loving slum book. Hehehe Check in Area I was trained on what specific things to do in the check in area like weighing the baggage’s, tagging with an international, local, perishable, push ups and fragile stickers and of the course adding baggage number and how it weighs. I was told also the allowed kilo of baggage and allowed kilo of hand carry. I was assigned also to PAL number seats in rows and columns. On the second day I was trained on what to do in the manual system. It was so strenuous even the employees were busy that time. I assist them at the back and I am always alert to avoid destruction. I was oriented also about the mandatory elements and the cleanliness around the check in area. Ticketing Office I was assigned in answering the phone for clients who wants to inquire in a specific date of flight, lucky you are if the customer is in good mood. I also type in the Documental Transmittal or Acknowledgement Receipt, Shipping Order ( I type certain records then pass it to the cargo area) Updated forms (air them back to Manila) I also do an accounting like the domestic sales report. I was also assigned to print the tickets and pass it the cashier. In ticketing area I was then given a short examination by one of the employees on how to use the electronic system of ticketing. Sir Mayor taught me how to do the work. Food Well, as part of my on-the-job training in the Philippine Airlines, I was part to the group to feed the tummy of my sir and maam. My co-trainee said that we need to prepare a food when we done our training. So I joined the group. I contributed 200php for the food. Then, there my OJT ends.

Request for funding of a community development project Essay

We at the Ottawa Foundation, Toledo Ohio would like to apply for the annual grant for financing a short term project of upgrading the community park located at the heart of the city. We are primarily a nonprofit catholic organization with strength of 50 active volunteers and we work in collaboration with local businesses and other volunteer organization such as Habitat for humanity , University of Toledo social service group etc. Our primary objective is to drive community development programs using the help of local community members and local neighborhoods. Though we are well funded by local business groups, the current economic slowdown has compelled us to search for alternative funding sources to fuel our projects. As Collins Foundation exists to improve and give greater expression to the religious, educational, cultural, and scientific endeavors in the state to assist in improving the quality of life in the state we thought that there could be no better organization that could understand and support our objectives towards the final goal of community development. So we would like to submit a detailed proposal of our plans and cost analysis to your organization for approval of a grant amount of approximately 7000 USD. We would appreciate your prompt response and would be highly obliged if we are supported in this endeavor. Thanking you, Regards, Christy Grandowics, CEO- Ottawa Foundation, Toledo, Ohio The Ottawa Foundation is a nonprofit catholic community which unites 20 civic organization, businesses and institutions to improve the areas in and around Toledo, Ohio. The major achievements accomplished in the past years include upgrade of Play pens at various local government day care centers, such as Apple tree Foundation run by University of Toledo, Sunshine at Toledo Children’s hospital. We are under the Tax Exemption Act#22 , Toledo Taxation Policy. The current project’s objective is primarily to upgrade the Wildwood metro park located at the south east part of the city. The trail starts from University of Toledo Campus and continues for about 30 miles to the crossing of Central and Reynolds. The service area includes 28 neighborhoods, with a total population of over 35,000. The neighborhoods include both multi- and single-family housing. Wild wood Park has seen extensive use by youth and adult sports leagues, trail advocates, dog trainers and general community park users. The proposed project will improve access and durability of the park, enhance patron safety, upgrade critical facilities such as children’s playground and shelter, and provide a buffer to the adjacent neighborhood. It also serves as a natural habitat for deer, rabbits and various seasonal birds and smaller animals. The park also includes different varieties of wood which are donated annually to â€Å"Small Homes & Shelter† a foundation serving the North West Ohio by providing shelters for homeless during the winter months. This project would involve the redevelopment and renovation of 5 acres of the existing 30-acre David Douglas Park in central Vancouver. Renovations will include the re-alignment of the main entry drive and expansion of parking facilities, re-alignment of trail segments, and installation of new play equipment, picnic shelter, vegetative screening, invisible dog fencing and support facilities such as night patrol for enhanced security measures. Though Ottawa Foundation is a nonprofit organization and is being supported by various flourishing local businessmen, and the state government the current economic recession has led to cost cutting of funds and so we would need some financial help urgently to fuel this project. As Wildwood Metro Park has maximum footfall during the months of April-October we would like to start the renovation during the months of October till mid December before the onset of heavy snowfall. Currently we are looking for nonprofit construction firms and student bodies like â€Å"Habitat for Humanity† to get the construction work done at a minimum cost to us. The blue print for this project is currently being looked upon by Dr Jim Weiss who serves as a faculty in the civil engineering department of University of Toledo and had served in various firms prior to his appointment as a faculty member and is experienced in transportation and construction engineering. He has his team of five graduate students who have agreed to volunteer for this current project development.

Review on the novel Playground of the Gods by Cathy Spellman

Review on the novel Playground of the Gods by Cathy Spellman Cathy Spellman's, The Playground of The Gods is an exuberant novel which deals with murder in a remote tropical paradise but can further be read as an illustration of man's ignorance and invasion of nature."Do it big, or stay in bed."( Larry Kelly). These are words that Thoros Gagarian lives by. He is one of the wealthiest men in the world and when picking his private paradise, only one place on earth could serve his needs and fantasies. This place is Mora Utu-The playground of the Gods-a green jewel in the placid blue expanse of the South Pacific, the most luxurious and seductive private preserve anywhere on the planet. Once his prized-possession has been found, Thoros immediately ships the island natives to a different island and brings in his construction crews to hurriedly build his paradise in order to have it ready for a celebratory visit by 12 of his close friends.Book coverIn the introduction to the story, Cathy Spellman makes clear the notion that the protagonist, Thoros Gag arian views himself as an indestructible god. Her descriptions of his haste purchase of his Island paradise shows a man for whom their is no boundaries. His arrogance is further displayed in his building of his compound.Spellman's voice of reason comes from a spiritual Mexican couple who are Thoros's servants. They not only warn but predict of many consequences to the ignorance to which nature is being shown. "Nature will not permit alteration on such a scale."(Emilio, 114).However, these warnings are ignored by the men who do not appreciate a bizarre servant couple speaking of things which money can't buy and power can't control. This is when Spellman's utilization of irony comes into the picture. A member of the party catches a tropical fever, yet he can't be...

Bilingualism and Brain Lateralization

Bilingualism and Brain Lateralization Polina Gavrilova Brain Lateralization and Neural Networks in Bilinguals In recent years, various studies have been conducted on bilingualism in regard to the neural basis of the first language (L1) and second language (L2) processing. The new technical advances, such as position emission tomography (PET) and functional magnetic resonance imaging (fMRI) are used to determine whether L1 and L2 share a common neural network or whether languages are represented in different areas of the brain (Dehaene et al., 1997; Perani et al., 1998; Liu, Hu, and Peng, 2010). Studies in neuropsychology have shown that for most people language processing takes place in the perisylvian areas of the left hemisphere. Research on bilinguals and polyglots who suffered brain injury revealed that occasionally aphasia affects only one of the languages that were previously acquired. This finding suggests that languages are represented in different parts of the brain (Paradis, 1995, cited in Perani et al., 1 998) and that L2 has reduced leftward lateralization (Albert Perani et al., 1998; Liu, Hu, and Peng, 2010). This paper examines whether L1 and L2 are supported by a common neural system or whether a dedicated cortical area represents each language. Furthermore, this paper identifies neural substrates activated by L1 and L2 during auditory, word production, and picture naming tasks. Dehaene et al. (1997) examined bilinguals (French-English) who acquired L2 after the age of seven. The researchers found that while listening to a task the superior temporal sulcus (STS), superior and middle temporal guri (STG and MTG), temporal pole (TP), and left angular gyrus (AG) were constantly activated in the left hemisphere for L1. STS and TP were also activated in the right hemisphere but it varied across subjects and the activation wasn’t as strong as in the left hemisphere. In addition, the neural pathway didn’t extend to AG. The findings for L2 showed greater inter-subject varia bility than for L1. The results of fMRI found that six subjects activated STS, STG, and MTG in the left temporal lobe for L2. However, the pixels of these activations were dispersed compared to the results for L1. The second language didn’t cause any activation in the left TP and AG. Also, some of the subjects didn’t show any neural activation in the left temporal region, which suggests that L2 is mostly dominated by their right hemisphere. The results also displayed that subjects activated additional resources while listening to L2. These additional sub-regions were the right STG and STS in the right temporal lobe. In addition, results of L2 showed that some subjects activated various networks outside the temporal lobe. Specifically, these subjects used the left inferior frontal gyrus, located in the Broca’s area, the inferior precentral sulcus, and the anterior cingulate. The research shows that L1 consistently activated the temporal lobe, especially stimulati ng the STS, STG, and MTG in the left hemisphere. Some subjects also activated these cerebral regions for L2 but with greater dispersion. Participants had strong leftward lateralization for L1 and inconsistent lateralization patterns for L2 across subjects. These results are consistent with the hypothesis that L1 is represented in the left hemisphere for most people. Furthermore, the study suggests that late bilinguals require additional neural networks for L2. Therefore, some subjects recruited left inferior frontal gyrus, which is responsible for language production to help maintain L2 while processing it during tasks. The anterior cingulate was another additional resource, which is responsible for attention and control. This suggests that L2 is not as autonomic as L1 and subjects needed more resources and attention to process L2 (Pardo et al., 1990; Posner Paulesu, Frith, & Frackowiak, 1993, cited in Dehaene et al., 1997).

International human resources Essay Example | Topics and Well Written Essays - 2000 words

International human resources - Essay Example patriate managers are given the responsibility of synchronizing different cultures while managing human resource for a multi-national corporation in a foreign country. The culture and business environment of a multi-national corporations vary with regions and countries. ‘International human resource management’ deals with the HRM activities of a multi-national corporation. It assists the expatriate HR managers of multi-national corporations to understand the organizational culture of the MNC and the local culture of that particular country. The functions and responsibilities of domestic human resource management and international human resource management are different in many aspects. The latter requires greater responsibility as it necessitates greater level of coordination, risk, involvement in personal lives of employees. This paper will attempt to analyze the human resource of Ford Motor Company of United States of America (USA). In the next section, the cultural context of USA MNC and the local culture will be discussed and the challenges faced by the expatriate managers will be analyzed. The overall findings will be concluded and some essential recommendations will be provided to overcome those challenges. The core functions of the human resources management are similar irrespective of countries and organizations. However, the difference in cultures poses certain hindrances for the expatriate managers. Differences existing between Asia Pacific, Middle East and USA are difficult to assimilate. The culture of USA is an immigrant one, along with the Native Americans many immigrants from different countries have been residing in USA. Greet Hofstede has identified six dimensions of the cultures that vary from country to country. These dimensions are â€Å"power distance index (PDI), individualism (IDV), uncertainty avoidance index (UAI), masculinity (MAS) and long-term orientation (LTO)† (Falkenreck, 2009, p.59). Figure 1 depicts the ‘Greet Hofstede