Developmental Psychology and Anecdotal Assignment Essay Example

Developmental Psychology and Anecdotal Assignment Essay CLDDV 101 Anecdotal Observation Assignments â€Å"Education of the mind without education of the heart is not education at all. † Aristotle Goal Observing Children The goal of observation is to enhance your understanding of the major concepts and milestones of development through observation of real children rather than just reading or hearing about how children grow and develop. Child development refers to the kinds of changes that occur from conception through late adolescence. Physical (fine and gross/large motor), cognitive, emotional, social, self-help, and aesthetic development will be explored through these observations, providing a brief account of development as it occurs. In addition, using well-written anecdotal records teachers are better able to track a child’s interests, how a child is getting along, learning, and progressing in a program, become the basis for planning developmentally appropriate curriculum to help the child build skills, and have documentation to support classroom assessments. Observations, recorded over time, and representative of all domains of development can present a comprehensive picture of a child’s development . Child Development/Developmental Domains: Child development focuses on the processes of change and stability in children from conception through late adolescence. Developmental scientists study both quantitative change and qualitative change in children. Quantitative change is a change in number or amount, such as in height, weight, size of vocabulary, or frequency of communication and is continuous throughout childhood. We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Developmental Psychology and Anecdotal Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Qualitative change is a change in kind, structure, or organization and is discontinuous. It is marked by the emergence of new phenomena that cannot be anticipated easily on the basis of earlier functioning. One example is the change from a nonverbal child to one who understands words and can use them to communicate. The processes of change and stability that developmental scientists study occur in domains. For purposes of study, developmental scientists separate the domains into different aspects of the self including physical (small and large muscles), cognitive, emotional, and personalsocial. All domains are interrelated. Physical Development: growth of the body and brain, the development of sensory capacities and motor skills including health. Cognitive Development: change and stability in mental abilities, such as learning, memory, language, thinking, moral reasoning, and creativity. Emotional Development: change and stability in the development of a full range of emotional responses to events and interactions from sad to happy to angry, and learning to deal with them appropriately. Social Development: growth in one’s ability to interact and communicate with others in meaningful ways. 01 anecdotal assignment 09/29/2010 1 Piaget’s Concrete Pre-operational Stage (2-7 years of age) The preschool-aged children that you will be observing have entered into Piaget’s preoperational stage of cognitive development. The key feature of children’s thinking in this stage is symbolic representation. The child is now able to use a symbol, an object, or a wor d to stand for something else. The use of symbols can be clearly seen in the child’s use of language; for example, the child can now represent objects in the environment with the appropriate word and can refer to past and future events. The use of symbols is also apparent in children’s drawings, imitation, mental imagery, and symbolic play. For example, a preoperational child might be observed feeding her doll imaginary cereal or drawing a picture of the balloons at her last birthday party. Thinking in terms of symbols does permit more flexibility and planning in their problem solving. Despite these increases in cognitive skills, the thought processes of preoperational children result in characteristic differences in reasoning. Because they do not use logical operations, their reasoning often seems flawed to adults. One of the most easily observed differences in how preoperational children reason at this age is the tendency to view the world from one’s own perspective only, a phenomenon that Piaget termed egocentrism. Because of egocentric thinking, preoperational children may â€Å"hide† by covering their eyes or only parts of their bodies, believing that if they can’t see the seeker than they, themselves, can’t be seen. Other preoperational reasoning errors result from thinking that is intuitive, rather than logical. For example, preschool children are incapable of conservation – they do not understand that certain properties of objects, such as volume or mass, do not change just because the superficial appearance of the object changes. Preoperational children are not only tied to their perceptions, they are also unable to de-center their thinking, or think about more than one aspect of a problem at a time. Their thinking shows what Piaget called irreversibility – they are unable to reverse or mentally undo an action. During this stage of development, children acquire new words at an astronomical rate. These rapid gains in children’s vocabulary are accompanied by mastery of more complex grammatical structures such as forming past tenses and plurals. As children acquire the grammatical rules of their language, a type of error called overregularization may occur in which children overuse the basic rules of language. For example, a 2 ? or 3-year-old may say, â€Å"I bringed my puppy,† or â€Å"My feets are cold. † Children also become more likely to use correct syntax – that is, they become more aware of how words should be ordered to convey a particular meaning. Children’s knowledge about gender and gender-role expectations develops very early. Preschoolers have a strong sense of gender identity, a sense of being male or female. Between the ages of 4 and 6, children develop gender constancy; the realization that gender stays the same regardless of how one looks or behaves. At this point, they may adopt very rigid standards for what they believe is appropriate male and female dress and behavior. 101 anecdotal assignment 09/29/2010 2 Preschool children are more likely to play with sex-appropriate toys; that is, boys are more likely to play with stereotypical â€Å"boy toys† – such as trucks; and girls are more likely to play with stereotypical â€Å"girl toys† – such as dolls and kitchen sets. Over the preschool years, gender segregation also increases, as children are more likely to play with same-sex peers rather than opposite-sex peers. Preoperational children’s social interactions become increasingly reciprocal and coordinated, which is reflected in their play. Children’s play can be divided into four categories, ranging from least to most socially complex – nonsocial activity (onlooker and solitary), parallel play, associative play, and cooperative play. Around the age of 4 of 5 there is a developmental shift in the type of play in which children engage. Four and five year olds begin to demonstrate constructive play, drawing pictures or working on puzzles in pairs or groups, purposefully creating and constructing something together. Play also becomes more complex as children begin to experiment with both everyday and imaginary roles through pretend or dramatic play. This type of play involves advances in cognition, perspective taking, and communication skills. While there are individual differences in development, most children develop typically. Some children, however, may show significant maturational delays or differences – these children are often identified with developmental disabilities. While many developmental disabilities are identified based on delays or differences from what we know of typical development, and different labels are used to describe the patterns of difference. It is important to remember, however, that a child with a disability is first and foremost a child, and that all children are typical in many ways. So instead of saying ‘disabled child’, it is more appropriate and respectful to state ‘a child with a disability. Writing Skills †¢ If you struggle with your writing skills, there are several resources including enrolling in CLDDV-48, securing a mentor through the Mentor Program (see instructor for referral), utilizing MJC’s writing lab or tutoring center, or working with a skilled highschool or college student or peers to review your assignments before they ar e due. The following pointers will help your success in writing effective and informative observational reports. o Use the spell and grammar check functions in your computer’s writing program. Carefully review versions of commonly used words such as they’re (they are), their (their shoes), and there (There are the missing shoes. ) o Carefully review words such as then and than ? Then connotes the relationship between actions, such as, â€Å"We will learn about anecdotal records and then running records. † ? Than connotes a comparative measurement, such as, â€Å"Amanda is taller than Dylan. † o The over use of the word â€Å"then† is another area to consider. Try to limit your use of it in your observational reports as it is often used excessively. o Learn the correct format for quotations. Anytime you are reporting what the child said, you must use the standard quotation format. Example: Kevin could not reach the ball. He said, â€Å"Teacher will you get the ball for me? † †¢ 101 anecdotal assignment 09/29/2010 3 o When children are using tricycles, the word that describes how their feet work is pedal. Examples: He pedaled. She pedaled. He was pedaling. o Write your anecdotal observational reports in past tense. This means your verbs will often end in â€Å"ed†. Examples: Julia played with the trains. Kevin walked from the blocks to the carpet area. Keifer asked the teacher, â€Å"May I have my turn now? How to record your observation: Directions †¢ Observations must occur in a licensed preschool center-based program. Licensed children’s centers are programs that operate either preschool and/or full-day childcare services for children between 30 months and 5 years of age. They are licensed by the State of California, Department of Social Services, Community Care Licensing and receive site visits and inspections on a regular basis. †¢ The following are NOT acceptable as observation sites: family child care homes, faith based nursery programs, family events, park visits, or play dates. Past experience has demonstrated that these observations are not effective for the purpose of this course. †¢ Select a program that is willing to work cooperatively with you and provide the necessary information such as the child’s birth date. It is appropriate to give a fictitious name to the child to keep the child’s name anonymous. †¢ Find a position where you can observe without interfering or interacting with the activities of the classroom. Come prepared with your paper and writing implements so that you do not interrupt the staff. A clipboard or supportive binder is appropriate, so that you can write â€Å"on your lap. Keep a low profile. †¢ Computer Generated Work/Word Processed Work/Paper Headings: All papers must be word processed (typewritten), with no less than a 12 font, space and a half. In addition, each paper submitted is required to be labeled with the information below in the top left hand corner of the first page. Please number each pa ge and staple all pages together. †¢ Papers will be graded as follows: o Required Information – 10% o Conforms to format provided – 10% o Written content, answers assignment – 50% o Writing (grammar, spelling, syntax, structure, etc. – 30% †¢ Developmental Domains/required to focus on for each observation o Anecdote #1-Physical Development/Large Motor Skills (i. e. pedaling a tricycle, hopping, skipping, swinging) or Physical Development/Small Motor Skills (i. e. cutting, drawing, painting, beading) o Anecdote #2- Cognitive Development (i. e. pre-math, science, memory, cause/effect, following directions) o Anecdote #3-Emotional Development (i. e . typically there will be some type of social interaction where you record the child’s emotional response to the interaction) 01 anecdotal assignment 09/29/2010 4 o Anecdote #4-Social Development (i. e. a social interaction between the child you select and one other child; you may NOT record an ob servation between a child and an adult. ) Please record the conversation between the two children. This anecdote may be slightly longer than your first three anecdotal observations. Anecdote: †¢ †¢ Write verbs in past tense. Select ONE preschool-aged child who is 3, 4, or 5 years of age. The child you select is the focus in your anecdote. Follow the child as s/he moves, if necessary. Quickly record in sequence all activity and try to quote, word for word, the child’s speech. It is not necessary to quote a teacher’s comments; just summarize teacher comments. Your very first sentence in the anecdote needs to identify that the child who is the primary focus. Observe and document in writing a developmentally significant event; keep written documentation for later use when typing so that you are not pulling from memory. A developmentally significant event is representative of the child’s particular age and stage of development. Typically, a significant event in the child’s day is something that you would share with the parent/caregiver at the end of the day while discussing the child’s growth and development. Be specific and date each anecdote. Times – note beginning time of significant moment. The anecdote is one short story, which is organized around a beginning, middle and end of a story. Some anecdotes may be 15 minutes long (i. e. several sentences) especially when documenting social interactions and conversations but most will be 2-3 minutes long (i. . 5-7 sentences. ) Avoid subjective statements where you give your opinion or make inferences about things like, o Goodness or badness (instead of saying that the child’s behavior was bad, state that when the other child grabbed the puzzle, the child reached over and hit) o Intentions (instead of saying that the child was waiting for the teacher to notice him, state without saying a word, the child was quietly standing next to his teacher) o Feelings/Emotions (instead of saying child is mad, state child is stomping feet, etc. †¢ †¢ †¢ †¢ †¢ †¢ Skill Building: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base Include two specific skills that the child is learning as from the documented significant event. Write two complete sentences and identify the domain area (i. e. aesthetic development; cognitive development, emotional development; physical development/fine motor; physical development/ large motor; elf-help skills; social development. ) 101 anecdotal assignment 09/29/2010 5 Subjective Summary: †¢ †¢ †¢ Verbs will be written in a mixture of tenses as you share what child did in the past in order to explain child’s current skill base You, the observer, share your professional opinion about what you observed during the developmentally signific ant moment. When you share your opinion, follow it with a statement of something observed to support your statement. Stay away from words such a good and great and also stay away from labeling and diagnosing behavior such as attention-deficit or autism. ) Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): †¢ You, the observer, share your professional recommendation for future curriculum activities. Suggest similar activities that will help the child increase proficiency in the area that s/he is building skills. If the child appears to be at the mastery level of his/her developmental stage of development, then suggest a more complex activity that you believe is still developmentally appropriate for that child. 101 anecdotal assignment 09/29/2010 6 Sample Anecdotal Assignment (Set up your assignment using this same format; the sample format in the syllabus is not correct. You are welcome to copy and paste this sample into your own word document and then replace the existing information with your information. CLDDV 101 Last name, first name: Smith, Laurie Title of Assignment: Anecdotal Observation #1 Due Date: Wednesday, September 15, 2010 Date Turned In: Wednesday, September 15, 2010 (on time) or Wednesday, September 22, 2010 (late) (Note: if you are turning in the assignment on time, then you will enter the same date for â€Å"Due Date† and â€Å"Date Turned In. † If you are turning it in 7 days late, then you will enter two different dates. Name of preschool: Address of presch ool: Phone number of preschool: Name of head teacher: Date of visit: Time of significant event: Number of teachers present: Number of children present: Name of child (it is okay to give the child a fictitious name): Angelica Birth date of child: January, 2006 Age of child including years and months: 4 years and 8 months Focused on the following developmental domain: Physical Development/Large Motor Objective Anecdote (do NOT use subjective words such as happy, sad, nervous, excited): While outside during free choice, Angelica walked over to Daisy and asked, â€Å"Do you want to go swing? Daisy responded with a smile on her face, and then they ran to the swings. With the help of a teacher giving Angelica some starter pushes, she smiled and began to pump. She looked at Daisy and said, â€Å"Look. I’m up so high! † Daisy, who was pumping on the swing next to her, responded by saying, â€Å"Me too. † Angelica continued to swing next to Daisy for a few more minutes before moving to another activity. Skill Building (select from chart below or create your own): In terms of Angelica’s physical development/large motor skills, she is developing balance and strengthening the large muscles in her arms and legs as she pumps on the swing. A second skill that Angelica is building is in the area of social development. The emergence of prosocial behavior is observed as she respectfully invites the other child to swing and then continues to interact with her in a positive manner during this interaction. Subjective Summary (in this area you can use your opinion): After observing Angelica swing, it is believed that she has well-developed physical coordination in the area of her large motor skills as she is able to sustain pumping on the 101 anecdotal assignment 09/29/2010 7 swing with just a little help from the teacher getting her started. In addition, Angelica appears to play well with other children as noted when she not only respectfully invited another child to swing, but also continued to initiate a conversation with the other child while swinging. Suggestion to help the child continue to progress (When making the suggestion, take a look at the child’s current skill base and then make a suggestion to scaffold to a more complex activity): In the area of curriculum development, it is suggested that Angelica continue to be provided with opportunities to engage in large motor activities such as swinging, running, jumping, climbing, and pedaling on a tricycle. Since, she already knows how to pump while on the swing, it is suggested that the teachers show her how to start the swing moving back and forth without the help of a teacher. This is a difficult skill to learn, so it is important to allow Angelica the choice to start on her own and/or get a starter push from a teacher as she works on skill building in this area. (If she was not able to pump at four years and eight months, you might say: She is encouraged to continue to practice swinging with the support of a teacher who can break down the steps as she teaches her how to pump. If she was only three years old, you might say: She is encouraged to continue to have positive experiences on the swing with the help of a teacher putting her on the swing and pushing her. As she grows older, a teacher can break down the steps as she teaches her how to pump. ) 101 anecdotal assignment 09/29/2010 8 Use this chart to help you locate skills that the child is developing. The Creative Curriculum Goals and Objectives at a Glance SOCIAL-EMOTIONAL DEVELOPMENT: COGNITIVE DEVELOPMENT: Sense of Self Learning and Problem Solving -Shows ability to adjust to new situations. Observes objects and events with curiosity. -Demonstrate appropriate trust in adults. -Approaches problems flexibly -Recognizes own feelings and manages -Shows persistence in approaching tasks. them appropriately. -Explores cause and effect. -Stands up for rights. -Applies knowledge or experience to a new context. Responsibility for Self and Others -Demonstrates self-direction and independence. -Takes responsib ility for own well being. -Respects and cares for classroom environment and materials. -Follows classroom routines. -Follows classroom rules. Prosocial Behavior -Plays well with other children. Recognizes the feelings of others and responds appropriately. -Shares and respects the rights of others. -Uses thinking skills to resolve conflicts. PHYSICAL DEVELOPMENT: Gross Motor -Demonstrates basic locomotor skills (i. e. running, jumping, hopping, galloping. ) -Shows balance while moving. -Climbs up and down. -Pedals and steers a tricycle (or other wheeled vehicle. ) -Demonstrates throwing, kicking, and catching skills. Fine Motor -Controls small muscles in hands. -Coordinates eye-hand movement. -Uses tools for writing and drawing. Logical Thinking -Classifies objects. Compares/measures. -Arranges objects in a series (i. e. sequence/set. ) -Recognizes patterns and can repeat them. -Shows awareness of time concepts and sequence. -Uses one-to-one correspondence. -Uses numbers and counting . Representation and Symbolic Thinking -Takes on pretend roles and situations. -Makes believe with others. -Makes and interprets representations (i. e. be a symbol for. ) LANGUAGE DEVELOPMENT: Listening and Speaking -Hears and discriminates the sounds of language. -Expresses self using words and expanded sentences. -Understands and follows oral directions. Answers questions. -Asks questions. -Actively participates in conversations. Reading and Writing -Enjoys and values reading. -Demonstrates understanding of print concepts. -Demonstrates knowledge of alphabet. -Uses emerging reading skills to make meaning from print. -Comprehends and interprets meaning from books and other texts. -Understands the purpose of writing. -Writes letters and words. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 9 Use the following ideas to help you locate more skills that the child is developing. The developmental domain area (i. e. physical development, cognitive development, etc. ) is not identified; therefore, you will need to identify the domain area when selecting skills from below. What Children Learn from Play WHEN I EASEL PAINT I LEARN: -to develop imagination and creativity. -hand-eye coordination. -to distinguish and purposely create shapes. -to express feelings and ideas. -that ideas have value. -relationships of space and size. -concepts of symmetry, balance, and design. WHEN I CUT WITH SCISSORS I LEARN: -to control the small muscles in my hand. -concepts of shape, size, color, and location. -to exercise imagination and creativity. WHEN I SCRIBBLE AND DRAW I LEARN: -to hold a pencil or other drawing implement and to control the pressure. -hand-eye coordination. -to exercise imagination and creativity. -that ideas have value. -Concepts of shape, size, color, and location. WHEN I FINGER PAINT I LEARN: -to exercise imagination and creativity. -about how colors mix to make new colors (science. ) -concepts and shape, size, color, and location. hand-eye coordination. -an acceptable way to make a mess, and have fun sharing ideas with others who are near. WHEN I PASTE, GLUE, AND COLLAGE I LEARN: -to exercise imagination and creativity. -concepts of shape, size, color and location, and design, relevant to reading. -about different textures. -how to create patterns and designs, a math skill. WHEN I PLAY WITH PLAY DOUGH OR CLAY I LEARN: -to see the shape agains t the background of the table, a reading skill. -concepts of shapes, sizes, length, and height. -to see negative space when cookie cutter shapes are taken away. to express feelings, especially negative feelings with squeezing and pounding. -to exercise imagination and creativity. -that the amount of a substance remains the same even when the shape changes. WHEN I PLAY WITH SAND I LEARN: –to exercise my imagination. –concepts of size, shape, and volume; empty and full. –how to use tools. –to solve problems. –concepts of warm and cool, wet, damp, and dry, heavy and light. –how to play socially with others. 101 anecdotal assignment 09/29/2010 10 –to create own patterns and symbols, reading and writing skills. –to observe changes, a science skill. EXAMINING OBJECTS AT A NATURE TABLE HELPS ME LEARN: -new vocabulary. -concepts of texture, color, weight, and size. -to group objects into categories. -to observe likenesses and differences. -to appreciate nature and develop a sense of wonder. WHEN I SORT THINGS I LEARN: -to notice details, likenesses, differences and to form categories, essential reading and math skills. -concepts of color, size, and shape. -numeral concepts of more and less. -logical reasoning. WHEN I STRING BEADS I LEARN: -hand-eye coordination. -concepts of color, shape, and location. number concepts like more, less, longer, and shorter. -to create and reproduce patterns. -pride in accomplishment. WHEN I PLAY WITH PEGBOARDS I LEARN: -one-to-one correspondence, one peg for one hole, a pre-math skill. -to make and repeat patterns, a pre-math skill. -concepts of addition as I add one peg at a time. -colors. -symmetry, shapes, order, and design. -hand-eye coordination. WHEN I DO COOKING PROJECTS I LEARN: -about nutri tion, tastes, and food groups. -how heat and cold change things. -concepts of volume and measure. -vocabulary. -whole-part relationships, math concepts. awareness of my own and other cultures. WHEN I PLAY WITH BLOCKS, CARS, AND TRUCKS I LEARN: -concepts of shape, size, length and location, all reading and math skills. -to create and repeat patterns, a math skill. -to exercise imagination. -to express ideas. -to cooperate with others. -to solve problems. -about the properties of wood. -to see oneself from a different perspective, that of a giant. WHEN I DO THINGS FOR MYSELF (SELF-HELP SKILLS), I LEARN: -to competently care for own needs. -to control the small muscles in hands when buttoning and zipping. -to problem solve. to see oneself from a different perspective, that of a capable person. -self-confidence, as new skills are mastered. -I can teach others to help themselves. -awareness of the importance of hygiene when I wash my hands before eating or after toileting. WHEN I PLAY ON RIDING TOYS I LEARN: -strength, balance, and large muscle coordination. -to use energy in a constructive way. -concepts of speed, direction, and location. -to use imagination as I pretend to be different characters and to make different â€Å"road† noises. 101 anecdotal assignment 09/29/2010 11 -to negotiate and take turns. to solve problems -self-confidence, as I master new skills. WHEN I PLAY ON CLIMBING EQUIPMENT I LEARN: -physical strength, coordination, and balance. -to use imagination. -to cooperate with others when involved in group play. -to solve problems. -self-confidence as I develop new skills. WHEN I PARTICIPATE IN CIRCLE TIME ACTIVITIES I LEARN: -to listen, sit still, and understand spoken words. -that ideas added to the discussion have value. -to wait when others are talking. -new vocabulary words. -to remember the words of songs and poems I have learned. -the names of others in the group. to cooperate and be considerate of the needs of others. -to help plan w hat we will do and what we will need to do it. WHEN I LOOK AT BOOKS AND LISTEN TO STORIES I LEARN: -that learning to read is important and enjoyable. -that letters on a page represent words. -to express own thoughts, feelings and ideas better. -to exercise imagination. -to interpret pictures to represent words and ideas. -to listen well to spoken language. -to make up own stories. -to handle books with care. -to recognize certain words when I see them in print. -to use more complex language patterns in my own speech. to follow the development of thoughts and ideas in the plot of a story. Reading to children frequently is one of the surest ways to ensure that they themselves will become eager and capable readers. WHEN I SING SONGS I LEARN: -principles of music and rhythm -vocabulary. -memory skills and sequencing. -to be conscious of others. -various concepts emphasized in songs. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -awareness and identification with my culture and other cultures. WHEN I PLAY RHYTHM INSTRUMENTS I LEARN: -to be conscious of rhythm in music. concepts of fast, slow, loud, and soft. -to express oneself in new and different ways. -listening skills. -â€Å"auditory discrimination† recognizing differences in sounds, necessary for learning to read. -to interpret and understand signals and cues. WHEN I PLAY LETTER GAMES I LEARN: -to recognize and name upper and lower case letters. -to associate letters with the sounds they represent. -to recognize own name and other words. WHEN I DANCE I LEARN: -balance and coordination. -to be conscious of the moods and rhythms of the music. -to express myself physically. 101 anecdotal assignment 9/29/2010 12 WHEN I PLAY WITH PUPPETS I LEARN: -to express ideas with words. -to take on the role of someone else. -to use voice tones as well as words. -to use imagination. WHEN I PLAY IN THE DRESS-UP AREA I LEARN: -to be flexible in my thinking and t o make decisions. -to express oneself with my words. -to try on different adult roles. -to solve social problems through negotiation with friends. -to sort and organize play things. -to improvise and use things in a symbolic way to represent something else, abstract thinking. -to exercise my imagination and creativity. WHEN I SAY GOOD-BYE TO MY FAMILY WHEN I ARRIVE TO SCHOOL I LEARN: -that the loving relationships that I have created with my family provide me with the confidence and the ability to create caring relationships at school with my teachers and my friends. -how to say goodbye. -to express how I feel; and I learn that my feelings will be accepted. -that my family will consistently return each day to take me home. -that I am a capable person. 2001 Teaching Strategies, Inc. Washington, DC. Permission is granted to duplicate in programs implementing The Creative Curriculum. 101 anecdotal assignment 09/29/2010 13

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Health Organization Case Study - Essay Example The above portrays the national focus of the Group, as will be discussed below. UnitedHealth Group Inc., was created in 1977, and is currently the single largest health care in America having initially started with the introduction of the first seniors’ health plan that was network-based. By the year 1984, it was ready to join the securities exchange, becoming a publicly traded entity. J.D. Power and Associates’ recent rating of the entity, as having the highest employer satisfaction in terms of self-insured health plans, is one of its many accreditations, which continue to portray its positive presence in American society. Adding to this was its 2011 accreditation by the American Medical Association (UnitedHealth Group, 2014). According to the Fourth Annual Report Card, as portrayed by UnitedHealth Group (2014) out of the seven national health insurance firms evaluated; in terms of the accuracy and timeliness of claims processing, United Healthcare was placed in pole position. This is concerning metrics such as approval, processing and payment, where the firm led its industry peers in – Electronic Remittance Advice (ERA) Accuracy and Contracted Fee Schedule Match Rate. The latter, is an indicator of how often insurance claim payments match the contracted fee schedules. The former pertains to measurements of the rate at which the physician practices’ projected allowed amount equals that of the insurer’s permitted amount. Thus, accordingly, the Business Insurance Magazine named the firm as the overall ‘readers last choice’ winner (2010) for its great role as the most excellent health plan provider. On the converse, the entity rated last, concerning the metric, which covers the required medications and procedures. Further still is the fact that a survey in the same year, of hospital executives who had interacted with the firm, resulted in the firm

Telecommunication systems Essay Example | Topics and Well Written Essays - 1000 words

Telecommunication systems - Essay Example If telephone lines are used then serial access program are used to enable the communication of the computer with telephone line. Because the firm employees require voice transmission voIP system is necessary, this system helps set up and separate calls into audio codec’s. The speech is encoded to allow transmission over the IP network as an audio stream (Haykin, 2001). They help in data transfer, i.e. data reception and transmission between the terminus equipment. They enable in conversion of data from analogue to digital and vice versa, modems, microwave links, wireless link, repeaters hubs are all used in computer networking to enable data transfer. In the case of the medium sized firm modems and hubs can be used. This refers to the path/ medium used for data transmission. Most common data communication channels are copper wires, fiber optic cables, coaxial cable and microwave links. The most common types of communication channels are the simplex communication and duplex communication. This is the control software present in all computers and helps in controlling network functions and activities. In the case of the medium sized firm this will include application software to be used is run on the application server such as java application server, Microsoft platforms, Zend platforms etc. for the firm to implement WAN, application web server which accept HTTP program request from the user has to be used. web severs perform authentication, handling of file static and dynamic content, HTTP support through encrypted connections, data compression for transmission, virtual hosting bandwidth throttling among other functions. Exchange server such as the Microsoft exchange server aids in electronic mail exchange, support for web and mobile programs. The help in interconnecting computers within a small area. E.g. in this case the company with 20 – 50 employees, if all the employees have computers, these computers can be interlinked

Child Case Study: Depression and Abandonment

Child Case Study: Depression and Abandonment Internship and Case Working with the public-school system makes it difficult to practice my theory practice, due to the lack of therapeutic support in the Philadelphia public schools. But I have made do; I have been working with the client that I am going to discuss since the beginning of the school year and it has been a pleasure, to not only build a trusting relationship with her, but to also provide her with the advantage that she needed/needs. My case pertains to a 14-year-old female African-American 8th grader. To ensure anonymity, I will refer to this student as Amber. Amber was born in Philadelphia and currently resides with her grandmother. Five years ago, she lost her mother at the tender age of 8. Due to infidelity, Ambers parents divorced when she was 5 years old.ÂÂ   Shortly after, her father remarried and moved to Georgia. Currently he resided with his wife and two step-children. Despite geographical barriers, Amber maintains a relationship with her through weekly phone calls. From time to time Amber is able to visit her father when she is on summer break. School records do not show mental health treatment or treatment for substance abuse issues for this student. Despite what records show, Amber has admitted to smoking marijuana when stressed. Amber presents with depression and feelings of abandonment and resentment. From my previous sessions with Amber, she disclosed that she misses her mom and is frustrated with the relationship she has with her father. Amber shared that her father is verbally abusive during their phone conversations. The inability to maintain a harmonious relationship with her father has had a negative impact on her grades.Through my interactions with Amber, I have come to the realization that she wants to mend the broken relationship with her father. During my sessions with Amber I have utilized Cognitive Behavior Therapy (CBT) and Gestalt Therapy, to appropriately assistance cope with her stressors. Overview of Theories Practiced School social work has been the base of my practice. My desire to work with children in the future has allowed me to use most, if not all the theories listed above (CBT, Narrative Therapy, Emotion-Focused, Experiential/Gestalt, Ego Psychology, Self-Psychology, and Object Relations Theory). Though all of these theories have specific techniques that work well with my client population. There are two theories that have made an impact throughout my practice these past few months/years of graduate school, work, and internship:Cognitive Behavior Therapy (CBT) and Gestalt Therapy. When working with my client population I have mainly used CBT and Gestalt Therapy, due to their effect on the clients awareness of self and thoughts. These two theories have a lot in common when it comes to their effectiveness and techniques used. From my experience, I have noticed that both theoriesfocus on the clients present state of mind.They both take into consideration the past of the person being served, and how it relates to their future. Together the CBT and Gestalt therapy focus on visual descriptive aspects and self-awareness; with Gestalt using the chair therapy technique and CBT using the rational emotive imagery technique. Concepts and Assumptions/Goals and Plans CBT is a is a type of psychotherapy that accentuates the critical part of reasoning by the way we feel and what we do. It is also problem-focused and helps people see the connection between beliefsand emotions. Through CBT, individuals discover that their observations directly impact their reactions to circumstances. In other words, a persons thought process illuminates his or her practices and activities. CBTis not aunique treatment technique; rather, it is a general term which alludes to a gathering of treatments that have certain similarities in therapeutic philosophy. Psychological behavioral specialists trust that by altering our thought process, we can straightforwardly impact our feelings and conduct. Aaron T. Beck, the psychiatrist broadly thought to be the father of CBT. Beck believed that a persons thinking pattern can become established in youth and that what we feel is influenced by what we think, and in order to feel better we need to avoid dysfunctional thoughts. Using this therapy, I able to properly assess my younger clients in order to provide them with the best care. CBT assessments are easily comprehended by clients while helping them to develop an understanding of the effect that their condition has on them. Gestalt therapy is an experiential and humanistic psychotherapy generally known for its strong focus on the clients immediate experience as a way to enhance an awareness of how an individual lives in the world. Gestalt specialists and their consumers utilize innovative and experiential systems to upgrade mindfulness, flexibility, and self-healing. The word gestalt originates from the German word meaning shape or frame, and it references the character or embodiment of something (Wagner-Moore, 2004).The persons actual experience is determined by the Gestalt, rather than the parts. The way in which multiple data are shaped is based on the individuals needs, appetites, and impulses(Wagner-Moore, 2004).Based on evidence that the whole individual is greater than the sum of its parts (Wagner-Moore, 2004). At the center of Gestalt therapy is the holistic perspective that individuals are unpredictably connected to and impacted by their surroundings and that all individuals endeavor toward development and adjust. Gestalt therapy is like individual focused therapyin this way, and in its prominence on the therapists utilization of sympathy, comprehension, and unqualified acknowledgment of the client to improve therapeutic results. Gestalt therapy also perceives that convincing someone to change ironically results in further misery and fracture. Or maybe, change comes about because of acknowledgment of what is. Therefore, treatment sessions concentrate on the personfiguring out how to end up distinctly more mindful and to acknowledge and confide in their emotions and encounters to ease trouble. Role My role as a school counselor intern,who uses CBT techniques involves a lot of sitting and talking to my clients. This approachhas allowed me to ensure that myself and the client are both focused on thegoals of the session, guaranteeing that the time spent in treatment is beneficial. The individual in treatment will then profit by a cooperative relationship in which he or she can uncover individual issues without judgment and is helped to comprehend the current issues without being told which decisions he or she ought to make. My use of Gestalt therapy throughout my experience at my internshipconsist of direct contact between myself and the student. Through our sessions, we focus on the on the what and how and how the client is dealing with the here and now. Together, the client and I assess what is going on now and what is required as an outcome. I usually avoid translating occasions, concentrating just on the now, including the physical reactions of the client. While helping the client to understand the inner-self, so they can eventuallygrasp theirbehaviors, actions, and reactions. Gestalt therapyaids to take steps into mindfulness with the goal that they can recognize and acknowledge these patterns. Values and Ethics One of the many ethical standard and responsibilities as Social Workers to our client is Self-Determination. The Code of Ethics of the National Association of Social Workers, states as, Social workers we are to respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals(DiFranks, 2008). This ethical code depicts exactly the work that is done when using CBT in therapy sessions. CBT focuses on practical problems and goals that can be achieved using your own personal story and self. This self-determinationapproach increases the effectives of therapy and endurance of the outcome. As for Gestalt therapy, the Code of Ethics of the National Association of Social Workers, states, Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice (DiFranks, 2008). To me this ethical code is consistent with Gestalt therapy because through my research I have learned that,to properly perform Gestalt therapy the therapist must be able to focus on all the clients conditions to provide the proper care for the client. And by providing the proper care for our clients ourselves, we are in fact already advocating for them and promoting social justice. Good For According to Aaron Beck, CBT is known to be best working for most clients/problems/situations. My research and personal use of CBT has also backed this theory. CBT is generally used for people, with mood disordersuch as depression, anxiety disorder, and PTSD. It is additionally used to help individuals with substance use disorder, eatingdisorder, dietary issues, personality disorder, sexual issues and psychosis. It is effectively conveyed in individual, group and couples situations. Similar to CBT, Gestalt therapy can work well for most clients/problems/situations. nearly anybody can profit by this specific approach to treatment, a few people are particularly appropriate to a Gestalt approach because of their specific battles or restorative needs. For instance, people who lack self-awarenessor people who suffer from anxiety, substance use, post-traumatic stress, depression and other mental issues that can keep individuals from living to the full.In general, individuals who take part in Gestalt therapy tend to feel more self-assured, calm and content with themselves. Not So Good For When it comes to who CBT is not suitable for, research states that CBT may not be suitable for patients with significant cognitive impairments (patients with traumatic brain injury or natural cerebrum sickness, for instance) and people who are not willing to play a dynamic part in the treatment procedure are not generally great candidates for this treatment (Beck et al., 2004).Although CBT has been utilized with kids as youthful as seven to nine years of age, its best with kids more than 14. At this age, kids have developed more cognitive skills. Adolescents ad adults respond better to the strategies used in CBT. Individuals who experience feelings of unhappiness, may also have limited triumph with CBT. Gestalt therapist are very vigorous within the therapy sessions and so, notice must be taken that they have qualities that includeinventiveness, sensitivity, empathy, and respect for clients. These qualities, alongside ethical practice, are dependent on preparing, background, and judgment of the therapist. The dominance of the treatment may not be appropriate for all patients, and even problematic for a few, despite the ability of the therapist. There is also a lack of logical research evidence supporting the effectiveness of Gestalt treatment.Furthermore, some observers of Gestalt therapy have indicated that, this therapeutic technique is not appropriate for group therapy work. Considerations Based on my own personal experience and research, there has been no modifications made when working with clients of different gender, race, ethnicity, class, age, mental or physical capacity, religion, or sexual orientation. Both theories have not been limited to any specific kind of person. The conditions may very when it comes to appropriateness in using these theories, but the kind of person has no effect on the results.

Essay on Euthanasia and Doctor-Assisted Suicide -- Euthanasia Physicia

Understanding Euthanasia and Assisted Suicide    This paper will address some of the more popular points of interest involved with the euthanasia-assisted suicide discussion. There are less than a dozen questions which would come to mind in the case of the average individual who has a mild interest in this debate, and the following essay presents information which would satisfy that individual's curiosity on these points of common interest.    Euthanasia and assisted suicide are legal in the state of Oregon and in the country of the Netherlands; these are the only two jurisdictions in the world where laws specifically permit euthanasia or assisted suicide. Oregon permits assisted suicide.(Oregon) The Netherlands permits both euthanasia and assisted suicide.(Review) In 1995 Australia's Northern Territory approved a euthanasia bill.(Rights) It went into effect in 1996 but was overturned by the Australian Parliament in 1997. Also, in 1997, Colombia's Supreme Court ruled that penalties for mercy killing should be removed.(Republic) However the ruling does not go into effect until guidelines, still to be drafted, are approved by the Colombian Congress.    The difference between euthanasia and assisted suicide is seen this way: One way to distinguish them is to look at the last act - the act without which death would not occur. Using this distinction, if a third party performs the last act that intentionally causes a patient's death, euthanasia has occurred. For example, giving a patient a lethal injection or putting a plastic bag over her head to suffocate her would be considered euthanasia. On the other hand, if the person who dies performs the last act, assisted suicide has taken place. Thus it would be assisted suicid... ...1 Medscape. Available at http://www.medscape.com/Medscape/psychiatry/clinicalMgmt/CM.v03/pnt-CM.v03.html, citing Jamison K.R., Night Falls Fast, New York, NY: Alfred Knopf; 1999. Accessed 3/19/01. Oregon's "Death with Dignity Act" (ORS 127.800-897) passed in November 1994 and went into effect in 1997. Republic of Colombia Constitutional Court, Sentence # c-239/97, Ref. Expedient # D-1490, May 20, 1997. "Review of cases of termination of life on request and assistance with suicide" was approved in April 2001. "Rights of the Terminally Ill Act," Northern Territory of Australia (1996). Wanzer,Sidney H. M.D. et al., "The Physician's Responsibility toward Hopelessly Ill Patients: A Second Look," 320 The New England Journal of Medicine (March 30, 1989), p. 848. Webster's New World Dictionary of the American Language, Second edition (1976).

Bertrand Russell: The Value Of Philosophy

Consider a man that looks to material needs as the necessities of life. He moves through his world in a twenty-four hour cycle of the mundane, never reaching for a less ignorant existence. Bertrand Russell believes that these â€Å"practical men†, as society deems them, are wrongly named. A meaningful life to this â€Å"practical man†, certainly does not include the understanding of a need for knowledge. Russell states, â€Å"It is exclusively among the goods of the mind that the value of philosophy is to be found; and only those who are not indifferent to these goods can be persuaded that the study of philosophy is not a waste of time† (page 9). The value of philosophy can be found when anyone chooses to step over the line between things and ideas. I am claiming, in this instance, that philosophy is valuable for being a source of knowledge and understanding, among other things. Those that attempt to gain these are in turn going to benefit from their efforts. A man does not necessarily need the ability to comprehend the entire universe, but just to be open to thought. In the past, men that worked towards this task of thinking, such as Newton, were able to take philosophy and evolve it into a separate science. This reasons that philosophy’s value is largely in the possibility of a greater enlightenment that has yet to be determined. There is value in the fact that a deeper reality exists. That life does not just run blindly through time, but streams around reason and thought. Knowledge should alone be enough of a value for philosophy to be an appreciated source of gaining exactly that end. Thomas Nagel writes, â€Å"†¦humans have the special capacity to step back and survey themselves, and the lives to which they are committed†¦Ã¢â‚¬  (page 23). This realization is one of the reasons that philosophy contains value for the society at large. Everyone, through examining and doubting their choices, can gain knowledge. And knowledge is the primary aim of philosophy, according to Russell and my own opinion. Socrates summarizes it best in Plato’s, Apology: Defense of Socrates, when he stated, â€Å"†¦an unexamined life is no life for a human being to live†¦Ã¢â‚¬  (page 40). Humans were given the capacity to have thought processes and go beyond the routine existence of lower level life forms. To let this possession go unused would be neglecting the possibilities of the mind. However, the value of philosophy for society at large is limited by self-assertion. The masses will find themselves looking for knowledge but being blocked by the view that the world is of less worth than themselves, or the Self. This will be the downfall of the instinctive man; he is contained in his private interests. It is almost like a trap, man fills his life with family and friends and believes that he has found his place in life. A true student of philosophy will have a want of knowledge that is free and pure. This want contains no concerns of Self, but rather of the not-Self. Knowledge arrives when man lets go of trying to fit the universe into his world and instead fits his world into the universe. In order to be a philosopher, one must overcome the narrow circle of the Self and of private interests. Therefore the largest value of philosophy is for the philosopher, for he is able to completely be open to the acquisition of knowledge. Most of the value of philosophy is then sent indirectly to the larger society. The fact that philosophy, as a subject, is prone to uncertainty can arouse disbelief in its value. It can be argued that no knowledge can possibly be gained by studying a field in which there are no definite answers. Russell agrees with this point when he maintains that even if answers are determined, none of them can be proven true without exception. The subjective areas of thought, those dealing with opinions and differences in beliefs and practices, would hold no basis in practicality. â€Å"Practical man† will continue to waste away in his secluded reality, convinced that being materialistic is the most important quality to possess. Russell himself mentions, â€Å"†¦many men, under the influence of science or practical affairs, are inclined to doubt whether philosophy is nything better than innocent but useless trifling, †¦and controversies on matters concerning which knowledge is impossible† (page 9). However, Russell contradicts his own statements on purpose with the idea that people have the wrong view of philosophy. The uncertainty in philosophy is what makes the subject intriguing and worth arguing for or against. So what if there are no definite answers? The process of coming to the conclusion that nothing is set in stone is where the knowledge lies in wait to be learned. The questions of life make for intellectual freedom in the search for the unfound answers. Philosophic contemplation best works when the desire for knowledge is unadulterated. This would then deal mainly with the area of the not-Self; it must be in union with the Self to create the right environment for the intellect. Russell helps to confirm my statement that knowledge is the value of philosophy when he writes, â€Å"†¦free intellect will see†¦without traditional prejudices†¦in the sole and exclusive desire of knowledge-knowledge as impersonal, as purely contemplative, as it is possible for man to attain† (page 11). J. J. C. Smart believes that we should never assume that we have found the ultimate and final truth about anything. But that having a condensed view will bring us closer than not pondering it at all. Then, any attempt to push beyond that line between things and thought will create a positive end. Knowledge, the total range of what has been perceived and learned, is the absolute value of philosophy in my opinion. Philosophers, as well as man, can only benefit from the scrutiny placed on thought. Without the knowledge that philosophy can provide, the world would be a very simple place based exclusively on materialistic views. The old saying that ignorance is bliss would unmistakably be true. Man would continue in his everyday life, unaware of the chance that he is missing. Think about what a waste such a world would be, when the possibility for undiminished intelligence and open mentality is right beyond the baggage that man carries around with him. Philosophy’s value in knowledge is that it makes man’s life worth not just surviving but truly living.

Cell Phones Essays

Cell Phones Essays Cell Phones Essay Cell Phones Essay Technologies are acquiring hi-tech. Everyone wants to hold the latest appliances like cell phones. As cell phones improved. more characteristics are added that causes some jobs to some school systems. Leting pupils to hold their phone in school has been debated over the old ages. Many school systems have adopted a policy that bans cell phones on school land in which I support. Cell phones can disrupt category treatments. For case. pupils frequently forget to turn off their cellular telephones in category which lead distractions to instructors and fellow pupils. This break can take away some of their clip in larning their lessons which can take to discoursing a different subject. Some pupils intentionally interrupt a category with their phones but without them holding it. they can non utilize it for distractions. Next. it will be easier for pupils to go through notes in category because of texting and other societal networking sites. They could easy utilize their phones for rip offing. For illustration. my schoolmate in my Spanish category ever brings his phone every twenty-four hours to category. I was so funny on why he kept acquiring high classs in trial when he doesn’t even make his place plants. One clip when we had a trial. I saw him interpreting the Spanish sentences on his phone which could be the ground on why he kept on acquiring high classs. So I truly do believe that phones should not be banned from any facility there is. Sincerely, Nyla Weems

Fitness for life

Fitness for life An obese person is one who has accumulated excess body fat that affects their health negatively. This condition prompted Lincoln University to introduce a ‘Fitness for life Program’, which endeavors to, peg physical fitness of students to academic merit in the attainment of diplomas.Advertising We will write a custom essay sample on Fitness for life specifically for you for only $16.05 $11/page Learn More It entails obese students taking 3 extra hours per week to cut their weight before graduating. However, this policy by the university has received mixed reactions since its inception, as it will be explained below, even as the first lot of students to whom the policy was applied nears their graduation. It has been argued that the policy is segregative and, all students should undergo the fitness test, as opposed to only those who are obese. This fact was highlighted by one student of the university; Tiana Lawson, 21 in her editorial comment, in the Lincolian, by stating that she is confused by the policy as she does not understand why some people should be healthier than others. This policy would be more effective if it were applied to all students to keep their levels of fitness at par and prevent the feelings of segregation. James DeBoy who is in charge of physical processes and activities argues that the university has limited resources. The historically black college that was founded in 1919 at San Francisco depends on public funding that is independently controlled. This eventually results in monetary constraints. If only the resources were available, then it would have been applied to all students in his view. This would then have quashed the feelings of selective application of the policy among the students. Considering the constitutional rights of the students the policy seems paternalistic and intrusive to them. A professor of law at Temple University, David Kairys is of the legal opinion that Lincoln University is breaking new ground. However, the part that seems unnecessary is forcing the students to engage in the practice. This is because it involves computing the height weight dimensions to find the Body Mass Index (BMI) and the waist size, which is mandatory for students to partake. This may then create a conflict of interest between the university policies and the laws of the land. Obesity makes an individual susceptible to certain terminal health conditions. This program according to DeBoy directly addresses the issue of obesity that is exponentially rising. All these are terminal illnesses that will eventually lead to the demise of the vibrant young men and women from college. The ‘Fitness for Life program’ will curb the possibility of contracting such ailments at an early stage.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The university risks deviating from its cor e function of providing education to compromising academic standards with physical fitness. Physical fitness does not necessarily have a direct relationship with academic performance. This fact was highlighted by Tiana Lawson in the Lincolian when she wrote in the editorial. She did not go to Lincoln to be told that her weight was not in a satisfactory range rather she went there to get an edification which, as a three-time honor student, was something she had been doing quite well. This is despite the fact that she had a slightly elevated BMI. Obesity contributes to making one both ineffective and inefficient. It compromises the on the output at the place of work as it impacts health wise on the body. Furthermore, it robs the quantity and quality of life according to DeBoy. This contributes to drastically decreasing the output of the student and being in the hunt for a job after graduating it will work to their disadvantage. The policy is instrumental in addressing such issues. Pos ition From the fore going, the ‘Fitness for Life program’ is found to have far more reaching merits as compared to the demerits both to an individual and society. The university should be encouraged to continue with the program. Furthermore, it should be adopted by institutions to ensure a healthy workforce with a high-level output and competence.

Civil Engineering Consulting in Project Development Essay

Civil Engineering Consulting in Project Development - Essay Example For any project, the importance of various consultants will differ in different stages. During the inception and feasibility, the importance of Quantity Surveyor is very crucial. He manages all the costs relating to the project. He will be responsible to prepare early stage budgets and detailed cost plans including repair and maintenance and to check whether the project is feasible. He will also be responsible to bring in systems into the projects which will include control systems, allocation of work to the subcontractors and he will also be doing the job of preparing tenders and will involve himself in the negotiation process to make sure that the budgets are not exceeded. His work will be continuing throughout the project with valuing the finished work and arranging for the payments. (www.prospects.ac.uk) The Landscape Architect comes into the project along with the Quantity surveyor. He is the one who creates a useful and attractive outdoor environment. (www.payscale.com)He will be the person who will plan and design the land areas for all the projects. They make topographic surveys. These surveys show the height of the land, the exposure to the wind, height of the land at different points and the traffic etc and make recommendations on the proper use of land. He then produces the detailed drawings so that the project gets its shape. (http://careers.stateuniversity.com) Their work is also involved in the final stages of completion. The Architects along with the Landscape architects stays right from the site selection until the completion of the project. He involves himself in designing new buildings and made plans for the other places around the buildings. He will involve himself with the discussions with other members so that's the necessary designs can be obtained which complies with all the safety requirements. Right from consulting about the designs, preparing the design proposals, he will advise the client on the practicality of the proposed project. He will make detailed drawings based on the budget and time frames specified. Based on these drawings only, the costs of the projects are made. He will be responsible to make site visits and check whether the project's progress is within the specified time scale. Any design problems during defect inspection, which arises during the project will be taken care of by him. (www.prospects.ac.uk) The civil engineer is the main person for any project. These engineers are responsible for many daily activities. The civil engineer will analyze the proposed site location as well as the entire construction job and ensure that the plan fits the location. They write the detailed reports and figure out what needs to be changed and modified and with proper approval, finalize it and check whether the changes are made. He will follow the project right from the initial stages and will ensure that the procedure is being followed based on the safety measurements. The civil engineer is the key contact person for any construction project and he will answer the questions by people involved in the project. They have to follow all the rules and regulations carefully as the project might get stalled at any point it's not complying with the same. So his role is very crucial. (www.exforsys.com)

The Financial Incentives within the SWDC Case Study - 11

The Financial Incentives within the SWDC - Case Study Example The Solid Waste Disposal Company is an organization popularly known for its successful services of providing land for waste disposal. It is one among other companies fighting for environmental sustainability. It provides a disposal ground, which can receive all types of waste products from all customers. The landfill, however, is far from the main company approximately 100 miles away. The distance from the landfill to the main company forced the manager, Don Morgan to organize a team of drivers who operate back and forth to the landfill area. The main challenge, which the drivers face is the limitation subjected to them concerning the financial incentives even if one exceed the expected number of tonnes set on the carriage. The way Don treats his employees is not just because he only considers one driver called Tim McGhee to be loyal and gives him a chance to work closer to the company. Although Tim is a loyal driver, it is not right for Don to fail to recognize the hard work of the other drivers. He has to recognize the struggle of other drivers to motivate them towards pleasing performance. Dealing with several teams as a manager in a company is challenging especially for one person. However, one can manage by ensuring equal treatment of all employees. Don experiences the challenge of balancing the incentives for his employees. He must ensure that the three team s receive equal incentives although, he should also consider awarding the best and loyal drivers, but in a fair manner. To better the teamwork of the drivers, he has to involve them when awarding the loyal employees; this will motivate the other employees to work hard to get the reward during the next event. The SWDC Company provides some incentives that do not cover the entire needs nor satisfy the employees’ requirements. The case of Tim shows that the employees have to struggle so much to meet their needs. He has to work overtime to get enough money for the bill for his hospitalized child.