Therapeutic Touch : Its Effectiveness On Surgical Incision Site Pain Es

Therapeutic Touch : Its Effectiveness On Surgical Incision Site Pain INTRODUCTION Therapeutic touch has been shown to decrease patients anxiety levels and increase their pain tolerance levels when other more mainstream therapies have not been completely effective. "Therapeutic touch is a process by which energy is transmitted from one person to another for the purpose of potentiating the healing process of one who is ill or injured." (Heidt, 1981; Krieger, 1979; Lionberger, 1985; Randolph, 1984; Kramer, 1990). In my capacity as a nursing student on a medical- surgical unit, I have noticed an increase in pain medication requests among patients with incision site pain and a minimal use of alternative therapies for this pain management. With the use of therapeutic touch nurses can regain a closeness with patients and also have a direct effect on their pain level. Therefore the purpose of this study will be to determine if therapeutic touch is an effective intervention for patients experiencing surgical incision site pain within the first forty-eight hours after surgery. PROBLEM STATEMENT The question posed for study is: "Is therapeutic touch an effective intervention for decreasing a patients surgical site pain within the first forty-eight hours after surgery?". The independent variable is therapeutic touch. The dependant variable is decreasing surgical site pain. The population to be studied will be patients on a thirty bed medical-surgical floor of a Lake Charles hospital. Fifty surgical patients will be studied over a four week period. The patients will be randomly selected to avoid any bias by the researcher. SIGNIFICANCE OF THE PROBLEM "... therapeutic touch is a nursing intervention that has the potential for eliciting a state of physiological relaxation in patients and for decreasing patients anxiety" (Heidt, 1991). The use of therapeutic touch is very important to the nursing community. The need for immediate intervention in acute or chronic pain could be handled at the bedside with no need to await a doctor's order for pharmacological intervention. Anxiety could be lessened to let patients rest more comfortably in the stressful hospital environment. Also teaching could be enhanced in the less anxious and more pain free client.... ...al Nursing, 31, (2), 19-22. Keller, E., MSN,RN-C, Bzdek, V.M., PhD, RN, (1986). Effects of therapeutic touch on tension headache pain. Nursing Research, 35, (2), 101-106. Kramer, N.A., MSN, RN, (1990). Comparison of therapeutic touch and casual touch in stress reduction of hospitalized children. Pediatric Nursing, 16, (5), 483-485. Mathews, K.M., RN, MN, SCM, (1991). Mothers' satisfaction with their neonates' breast feeding behaviors. Journal of Gynecological and Neonatal Nursing, 20, (1), 48-55. Polit, D.F., PhD, Hungler, B.P., RN,PhD, (1993). Essentials of nursing research methods, appraisal, and utilization (3rd ed.). Philadelphia: J.B. Lippincott company. Publication manual of the american psychological association (6th ed.). (1995). Washington D.C.: American Psychological Association. Quinn, J.F., RN, PhD, FAAN, Strelkauskas, A.J., PhD, (1993). Psychoimmunologic effects of therapeutic touch on practitioners and recently bereaved recipients: A pilot study. Advances in Nursing Science, 15, (4), 13-26.

Debate between booker T and dubois Essay

The debate between Booker T. Washington and W. E. B. Dubois turned out to be one of the greatest intellectual as well as inspiring battles in our United States history. This great debate sparked the interest of African Americans and whites throughout the entire country. Both men had distinct views on how blacks should go about progressing politically, socially, as well as financially here in the United States. Both Du Bois and Washington wanted African-Americans to have the same rights as white Americans; But Du Bois encouraged African-Americans to demand equal rights, while Washington, on the other hand, often ignored discrimination. He believed that it was important for blacks to develop good relationships with whites because He was afraid that blacks who demanded equal rights would create bitterness between themselves and white Americans. Dubois ridiculed Mr. Washington’s tactics believing Washington’s accommodations program asked blacks to give up political power, insistence on civil rights, and higher education for Negro youth. Although Bois was ridiculed by these tactics he still respected him he says â€Å"Among his own people, however, Mr. Washington has encountered the strongest and most lasting opposition, amounting at times to bitterness, and even today continuing strong and insistent even though largely silenced in outward expression by the public opinion of the nation. Some of this opposition is, of course, mere envy; the disappointment of displaced demagogues and the spite of narrow minds† (W. E. B Dubois 3) While their strategy may have differed, both of these remarkable men had a common goal in the uplift of the black community. Born into slavery on April 5, 1856 Booker T. Washington would become an educator, author, and before his passing one of the most influential leaders during his time. Mr. Washington views for social, economic and political growth differed immensely from his counterpart w. e. b Dubois. Unlike Washington web Dubois grew up free in a community that was relatively tenant and integrated, he would become the first African American to graduate with a doctorate from Harvard University. Booker did not believe having equal rights was a necessity evident by the Atlanta compromise speech Washington says â€Å"In all things purely social we can be as separate as the five fingers, and yet one as the hand in all things essential to mutual progress. † (Washington). Booker T. Washington main focus was on having education for real life jobs that he believed would eventually turn African Americans in an economic powerhouse or at least dig themselves out of the financial whole they were already in. He believed by working hard and playing second fiddle to the white man would ultimately give black America the equal rights and respect that they always wanted. WEB Dubois focused on the exact opposite things that of Booker T. Washington. Unlike Washington, Dubois felt that inequality with whites was one of the utmost importance issues facing black America. Dubois demanded for all black citizens to have the right to vote, civic equality, and give our young blacks the right to a proper education. Dubois firmly believed that persistent agitation, political action, and academic education would be the means to achieve full citizenship rights for black Americans. His educational philosophy directly influenced his political approach. He stressed the need for liberal arts training because he believed that in order for blacks to obtain leadership skills was through education at a college. One of the biggest disagreements in philosophies between the two men was over the issue of black suffrage. In terms of voting, Dubois believed that agitating for the ballot was necessary, but opposed giving the vote to the uneducated blacks. He believed that economic gains were not secure unless there was political power to safeguard them. Washington, on the other hand, felt that the right to vote was not a necessity and the only thing that would come out of protesting for voting rights is the irritation of whites. In conclusion, the debate between W. E. B Dubois and Washington was nothing short of remarkable and genius. Although both men had two separate ways about doing things they both shared the same common goal, which was bettering the lives of African Americans. In my opinion, W. E.  B Dubois plan to go strongly for African American rights and equality was the better strategy. Not only did he help bring us together but he gave blacks a sense of self confidence that they didn’t possess before. For once blacks believed not only can you be as good as the white man but better. While some may agree that Mr. Washington’s plan to endure the second citizenship title was only degrading and keeping the black man down. Although Washington had honorable goals Dubois gave the people a strong sense of empowerment and worthiness that has helped the black race grows into what it is today.

Children And Adolescents Experience With Peers - 1896 Words

Children and adolescents experience life different ways, whether with family or with peers. The concept of children and adolescents experience with peers is that the children’s interactions with their peers plays a huge role in their development socially. Although this concept is very true and accurate, in some cases, this concept can encounter some issues when applied to everyday situations. Life situations can alter or rearrange the way the concept of children and how they learn from their peers. The article entitled,†Second Grader Brandon Schlund Is a Standout Student in His School—He s Also the Only One†, about a child named Brandon Schlund. Brandon was the only child on his entire island, Bois Blanc Island. The article included a number of interviews from the teacher at the school and Brandon’s parents. They all discussed how he was an amazing child and has the ability to do the things equivalent to those of an adult on the island. It also mentioned that he had cousins that lived in a neighboring city, which was a 45 minute ferry ride away. Brandon only interacted with adults on a daily basis, no children whatsoever. Let me explain why we should be concerned with the development of this boy, if this were to continue for years, Brandon would begin to develop one of two ways; Brandon would either have the mentality of a baby or he would begin to have the mentality of an adult. Brandon could development the mentality of a baby because the adults on t he island would beShow MoreRelatedChildren And Adolescents Experience With Peers2012 Words   |  9 Pages Children and adolescents’ experience life different ways, whether with family or with peers. The concept of children and adolescents experience with peers is that the children’s interactions with their peers plays a huge role in their development socially. 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The sociological perspective I will be applying towards my research will encompass Symbolic Interaction Sociological Perspective. I will be addressing one of the many social problems that many adolescent males undergo. I will be addressing and highlighting adolescence males living in Los Angeles, California who are peer pressured into bullying by their peers and conforming to peer pressure that leads to Cyber-bullyingRead MorePsychosocial Factors That Affect Adolescent s Behavior876 Words   |  4 Pages Psychosocial Crisis in Adolescents Adolescence is an interesting stage of development and is the fifth stage of Erikson stages of development .According to Erikson adolescence is a time of searching for one’s own identity and developing a sense of autonomy. 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Adolescents growing up in these households often have lower grades in school and a lack of self confidence verses their counterpartsRead MoreAdolescent Stages of Development1500 Words   |  6 PagesAdolescent Stages of Development Adolescence is probably the most difficult period in life of every individual since it is a transitional stage between childhood and adulthood. In this period adolescents undergo significant changes in physiological, psychological and social aspects. Naturally, these changes produce a significant impact on their lifestyle, behaviour, psychology, etc. Traditionally, adolescence is considered to start at preteens, mostly from around 9-10 years of age till 19-20 yearsRead MoreMiddle Childhood and Adolescence Essay1047 Words   |  5 PagesDevelopment Changes in Peer Relationships in Middle Childhood and Adolescence Statistics say that in the stages in middle adolescence 30% of the child’s social life and interactions there are a great stage of peer pressure. These results were compared to the 10% that is experienced during the early childhood. They show that they are competent by demonstrating their behaviors in these peer groups. During the elementary years in school, children have to prove to others thatRead MoreChildren and Sports Essay1053 Words   |  5 PagesChildren who participate in sports are developing rapidly in sports skills, sportsmanship, and psychologically, but does this come from organized sports are just nature’s process. Children develop emotional and social benefits from participating in sports. Children experience character and leadership development through peer relations leading to an increase in self-esteem and a decrease in anxiety levels. 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Creative Writing The Live of a Teenage Girl During the...

Imagine for a moment that you are a simple teenage girl. You wake up in the morning, tired from staying up too late the night before. You have to mentally cerce your body to allow yourself to get out of bed and get ready to go somewhere, and this somewhere is the last place that you want to be. You dread spending your entire day inside the same building in which you find yourself every other weekday. You practically fall asleep in the shower, in your car, and at your desk. You can easily describe yourself in one word: Exhausted. On your way to school you stop to get breakfast, you begin to realize that the price was a couple cents higher than it was when you came here for breakfast yesterday morning. â€Å"Taxes must be rising again,† you†¦show more content†¦As you walk in you hear your teacher addressing the class, â€Å"This project will help prepare you for being a mother.† Your teacher passes out a sack of flour and a pair of button eyes to everyone; you a re enthusiastic that you get to choose a name for your flour baby and dress it however you choose. you learn that you will become responsible for the baby for the next two weeks. you discover that you are going to be graded on how well the baby is taken care of and the condition of the paper sack after the two weeks has ended. Next you go to history, and learn about the Bill of Rights. You find yourself slowly zoning in and out, because after all, you have been learning about this stuff for years. you think back to a teacher you had when you were younger who got fired for teaching against the government’s strict educational guidelines. Afterward you have biology, where you cover the topic of evolution. Many of your classmates ask questions regarding a creator, considering the majority of them are religious. For this they are punished, and the other students laugh at them as they are asked to leave the classroom. â€Å"Typical high schoolers,† you mumble. After school y ou go to work at the bakery where you have been working ever since the economy crashed and your parents decided it would be best for you to help out. As you walk up the sidewalk, you see a sign on the building next door. As you get closer you noticeShow MoreRelatedGp Essay Mainpoints24643 Words   |  99 Pagesand news online †¢ Proliferation of online blogs and social networking sites such as Twitter threaten to make mainstream media a thing of the past †¢ But mainstream media adapting to suit the taste of consumers, still integral part of their lives Mainstream BAD: Comparatively slower in its dissemination of news †¢ Chicago Tribune, official website chicagotribue.com, posts instant news coverage before newspaper hit the newsstands following morning †¢ Many different perspectives on importantRead MoreOrganisational Theory230255 Words   |  922 Pagesand this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This

Kate Chopin s The Awakening - 1553 Words

For centuries literature has identified and associated women with certain images and symbols. The critical lens of feminism works to identify these symbols and further argues that gender and time period dictate the manner in which one behaves. Themes of feminism are evident throughout The Awakening by Kate Chopin. Chopin uses contrasting characters such as Edna Pontellier and Adele Ratignolle to further embody the differing aspects of feminism. Adele Ratignolle represents the ideal woman of the time period, a mindless housewife working to serve her family, whereas Edna signifies an independent and daring woman who does not conform to society’s beliefs. These two women’s differing characteristics and personalities allow Chopin to further†¦show more content†¦This parrot is a nuisance to those around it, especially men, considering it constantly repeats all it hears and, in a sense, does not shut up. This parrot personifies women of the time period, most simil arly Adele Ratignolle. Women in the 1800s were mimics; they could only exist in the shadow of their husbands. They were expected to serve their families, idolize their husband, and to not seek any further forms of pleasure. Just as the parrot is in a cage, women of the time period were caged and limited in their independance. Additionally, this parrot only repeats the french phrase, â€Å"Allez vous-en! Sapristi!† which translates to, â€Å"Get out! Damn it!† (Chopin 5). Women were an inconvenience to all those around them as is portrayed by the parrot. Adele further displays her lack of independence when she cannot pick a type of candy to eat after being offered a plate of bon bons. Adele is not used to making her own decisions, therefore picking a type of candy baffles her. Kate Chopin further contrasts Adele Ratignolle with Edna Pontellier. Edna Pontellier is also compared to a bird throughout the novel, a strong bird with courage. Mademoiselle Reisz once felt Edna’s shoulder blades to see if her wings were strong because, â€Å"the bird that would soar above the level plain of tradition and prejudice must have strong wings. It is a sad spectacle to see the weaklings bruised, exhausted, fluttering back to earth† (Chopin 138). Reisz acknowledges

The Amber Spyglass Chapter 3 Scavengers Free Essays

string(87) " and at one point in his journey, he had found himself swimming into that other world\." Serafina Pekkala, the clan queen of the witches of Lake Enara, wept as she flew through the turbid skies of the Arctic. She wept with rage and fear and remorse: rage against the woman Coulter, whom she had sworn to kill; fear of what was happening to her beloved land; and remorse†¦ She would face the remorse later. Meanwhile, looking down at the melting ice cap, the flooded lowland forests, the swollen sea, she felt heartsick. We will write a custom essay sample on The Amber Spyglass Chapter 3 Scavengers or any similar topic only for you Order Now But she didn’t stop to visit her homeland, or to comfort and encourage her sisters. Instead, she flew north and farther north, into the fogs and gales around Svalbard, the kingdom of Iorek Byrnison, the armored bear. She hardly recognized the main island. The mountains lay bare and black, and only a few hidden valleys facing away from the sun had retained a little snow in their shaded corners; but what was the sun doing here anyway, at this time of year? The whole of nature was overturned. It took her most of a day to find the bear-king. She saw him among the rocks off the northern edge of the island, swimming fast after a walrus. It was harder for bears to kill in the water: when the land was covered in ice and the great sea-mammals had to come up to breathe, the bears had the advantage of camouflage and their prey was out of its element. That was how things should be. But Iorek Byrnison was hungry, and even the stabbing tusks of the mighty walrus couldn’t keep him at bay. Serafina watched as the creatures fought, turning the white sea-spray red, and saw Iorek haul the carcass out of the waves and onto a broad shelf of rock, watched at a respectful distance by three ragged-furred foxes, waiting for their turn at the feast. When the bear-king had finished eating, Serafina flew down to speak to him. Now was the time to face her remorse. â€Å"King Iorek Byrnison,† she said, â€Å"please may I speak with you? I lay my weapons down.† She placed her bow and arrows on the wet rock between them. Iorek looked at them briefly, and she knew that if his face could register any emotion, it would be surprise. â€Å"Speak, Serafina Pekkala,† he growled. â€Å"We have never fought, have we?† â€Å"King Iorek, I have failed your comrade, Lee Scoresby.† The bear’s small black eyes and bloodstained muzzle were very still. She could see the wind ruffling the tips of the creamy white hairs along his back. He said nothing. â€Å"Mr. Scoresby is dead,† Serafina went on. â€Å"Before I parted from him, I gave him a flower to summon me with, if he should need me. I heard his call and flew to him, but I arrived too late. He died fighting a force of Muscovites, but I know nothing of what brought them there, or why he was holding them off when he could easily have escaped. King Iorek, I am wretched with remorse.† â€Å"Where did this happen?† said Iorek Byrnison. â€Å"In another world. This will take me some time to tell.† â€Å"Then begin.† She told him what Lee Scoresby had set out to do: to find the man who had been known as Stanislaus Grumman. She told him about how the barrier between the worlds had been breached by Lord Asriel, and about some of the consequences – the melting of the ice, for example. She told of the witch Ruta Skadi’s flight after the angels, and she tried to describe those flying beings to the bear-king as Ruta had described them to her: the light that shone on them, the crystalline clarity of their appearance, the richness of their wisdom. Then she described what she had found when she answered Lee’s call. â€Å"I put a spell on his body to preserve it from corruption,† she told him. â€Å"It will last until you see him, if you wish to do that. But I am troubled by this, King Iorek. Troubled by everything, but mostly by this.† â€Å"Where is the child?† â€Å"I left her with my sisters, because I had to answer Lee’s call.† â€Å"In that same world?† â€Å"Yes, the same.† â€Å"How can I get there from here?† She explained. Iorek Byrnison listened expressionlessly, and then said, â€Å"I shall go to Lee Scoresby. And then I must go south.† â€Å"South?† â€Å"The ice has gone from these lands. I have been thinking about this, Serafina Pekkala. I have chartered a ship.† The three little foxes had been waiting patiently. Two of them were lying down, heads on their paws, watching, and the other was still sitting up, following the conversation. The foxes of the Arctic, scavengers that they were, had picked up some language, but their brains were so formed that they could only understand statements in the present tense. Most of what Iorek and Serafina said was meaningless noise to them. Furthermore, when they spoke, much of what they said was lies, so it didn’t matter if they repeated what they’d heard: no one could sort out which parts were true, though the credulous cliff-ghasts often believed most of it, and never learned from their disappointment. The bears and the witches alike were used to their conversations being scavenged as well as the meat they’d finished with. â€Å"And you, Serafina Pekkala?† Iorek went on. â€Å"What will you do now?† â€Å"I’m going to find the gyptians,† she said. â€Å"I think they will be needed.† â€Å"Lord Faa,† said the bear, â€Å"yes. Good fighters. Go well.† He turned away and slipped into the water without a splash, and began to swim in his steady, tireless paddle toward the new world. And some time later, Iorek Byrnison stepped through the blackened undergrowth and the heat-split rocks at the edge of a burned forest. The sun was glaring through the smoky haze, but he ignored the heat as he ignored the charcoal dust that blackened his white fur and the midges that searched in vain for skin to bite. He had come a long way, and at one point in his journey, he had found himself swimming into that other world. You read "The Amber Spyglass Chapter 3 Scavengers" in category "Essay examples" He noticed the change in the taste of the water and the temperature of the air, but the air was still good to breathe, and the water still held his body up, so he swam on, and now he had left the sea behind and he was nearly at the place Serafina Pekkala had described. He cast around, his black eyes gazing up at the sun-shimmering rocks and the wall of limestone crags above him. Between the edge of the burned forest and the mountains, a rocky slope of heavy boulders and scree was littered with scorched and twisted metal: girders and struts that had belonged to some complex machine. Iorek Byrnison looked at them as a smith as well as a warrior, but there was nothing in these fragments he could use. He scored a line with a mighty claw along a strut less damaged than most, and feeling a flimsiness in the quality of the metal, turned away at once and scanned the mountain wall again. Then he saw what he was looking for: a narrow gully leading back between jagged walls, and at the entrance, a large, low boulder. He clambered steadily toward it. Beneath his huge feet, dry bones snapped loudly in the stillness, because many men had died here, to be picked clean by coyotes and vultures and lesser creatures; but the great bear ignored them and stepped up carefully toward the rock. The going was loose and he was heavy, and more than once the scree shifted under his feet and carried him down again in a scramble of dust and gravel. But as soon as he slid down, he began to move up once more, relentlessly, patiently, until he reached the rock itself, where the footing was firmer. The boulder was pitted and chipped with bullet marks. Everything the witch had told him was true. And in confirmation, a little Arctic flower, a purple saxifrage, blossomed improbably where the witch had planted it as a signal in a cranny of the rock. Iorek Byrnison moved around to the upper side. It was a good shelter from an enemy below, but not good enough; for among the hail of bullets that had chipped fragments off the rock had been a few that had found their targets and lay where they had come to rest, in the body of the man lying stiff in the shadow. He was a body still, and not a skeleton, because the witch had laid a spell to preserve him from corruption. Iorek could see the face of his old comrade drawn and tight with the pain of his wounds, and see the jagged holes in his garments where the bullets had entered. The witch’s spell did not cover the blood that must have spilled, and insects and the sun and the wind had dispersed it completely. Lee Scoresby looked not asleep, nor at peace – he looked as if he had died in battle – but he looked as if he knew that his fight had been successful. And because the Texan aeronaut was one of the very few humans Iorek had ever esteemed, he accepted the man’s last gift to him. With deft movements of his claws, he ripped aside the dead man’s clothes, opened the body with one slash, and began to feast on the flesh and blood of his old friend. It was his first meal for days, and he was hungry. But a complex web of thoughts was weaving itself in the bear-king’s mind, with more strands in it than hunger and satisfaction. There was the memory of the little girl Lyra, whom he had named Silvertongue, and whom he had last seen crossing the fragile snow bridge across a crevasse in his own island of Svalbard. Then there was the agitation among the witches, the rumors of pacts and alliances and war; and then there was the surpassingly strange fact of this new world itself, and the witch’s insistence that there were many more such worlds, and that the fate of them all hung somehow on the fate of the child. And then there was the melting of the ice. He and his people lived on the ice; ice was their home; ice was their citadel. Since the vast disturbances in the Arctic, the ice had begun to disappear, and Iorek knew that he had to find an icebound fastness for his kin, or they would perish. Lee had told him that there were mountains in the south so high that even his balloon could not fly over them, and they were crowned with snow and ice all year round. Exploring those mountains was his next task. But for now, something simpler possessed his heart, something bright and hard and unshakable: vengeance. Lee Scoresby, who had rescued Iorek from danger in his balloon and fought beside him in the Arctic of his own world, had died. Iorek would avenge him. The good man’s flesh and bone would both nourish him and keep him restless until blood was spilled enough to still his heart. The sun was setting as Iorek finished his meal, and the air was cooling down. After gathering the remaining fragments of Lee’s body into a single heap, the bear lifted the flower in his mouth and dropped it in the center of them, as humans liked to do. The witch’s spell was broken now; the rest of the body was free to all who came. Soon it would be nourishing a dozen different kinds of life. Then Iorek set off down the slope toward the sea again, toward the south. Cliff-ghasts were fond of fox, when they could get it. The little creatures were cunning and hard to catch, but their meat was tender and rank. Before he killed this one, the cliff-ghast let it talk, and laughed at its silly babble. â€Å"Bear must go south! Swear! Witch is troubled! True! Swear! Promise!† â€Å"Bears don’t go south, lying filth!† â€Å"True! King bear must go south! Show you walrus – fine fat good – â€Å" â€Å"King bear go south?† â€Å"And flying things got treasure! Flying things – angels – crystal treasure!† â€Å"Flying things – like cliff-ghasts? Treasure?† â€Å"Like light, not like cliff-ghast. Rich! Crystal! And witch troubled – witch sorry – Scoresby dead – â€Å" â€Å"Dead? Balloon man dead?† The cliff-ghast’s laugh echoed around the dry cliffs. â€Å"Witch kill him – Scoresby dead, king bear go south – â€Å" â€Å"Scoresby dead! Ha, ha, Scoresby dead!† The cliff-ghast wrenched off the fox’s head, and fought his brothers for the entrails. â€Å"But where are you, Lyra?† And that she couldn’t answer. â€Å"I think I’m dreaming, Roger,† was all she could find to say. Behind the little boy she could see more ghosts, dozens, hundreds, their heads crowded together, peering close and listening to every word. â€Å"And that woman?† said Roger. â€Å"I hope she en’t dead. I hope she stays alive as long as ever she can. Because if she comes down here, then there’ll be nowhere to hide, she’ll have us forever then. That’s the only good thing I can see about being dead, that she en’t. Except I know she will be one day†¦ â€Å" Lyra was alarmed. How to cite The Amber Spyglass Chapter 3 Scavengers, Essay examples

Leadership Foundations Of Cooperative Work

Question: Describe about the Leadership for Foundations of Cooperative Work. Answer: 1. Task group Task groups comprise individuals working together on a common task. The goals of all the embers are similar. They are given a specified time to accomplish the task. Members work on developing a product, proposing a contest, or improving the process of production. Reference group The members of a reference group evaluate themselves. The primary purpose of such a group is the social comparison and validation. Individuals justify their values and compare their actions with others in such groups (Galegher et al. 2014). Forming- Refers to the stage where the members come together. It is characterized by uncertainty and anxiety. Storming- The dominant group members come together. Competition and conflict are the greatest. Norming- The stage is characterized by high morale. The members focus on goal and purpose. Performing- Members are loyal, supportive, and unified in this stage. They experiment, solve problems, and test solutions. Adjourning- The task is accomplished in this stage, and the members move away (Sherif 2015). Social loafing is the phenomenon in which individuals do not exert their maximum effort in comparison to the effort they may exercise individually. Loafing is detrimental to individuals as well as groups. It reduces group productivity. One member exerts more pressure on another member to accomplish a task. A large number of members and low motivational level affects the working of a group (Hanks 2015). The three Cs of motivation can reduce social loafing: Collaboration- It is the way to get members involved by assigning meaningful and individual tasks to each member. Content- Content identifies and highlights the importance of a particular task assigned to a person within a group. The involvement of the member must be determined. Choice- The members must be allowed to choose their tasks. Imposing tasks may lead to frustration and complaints(Torbjorn et al. 2014). Coined by Irving Janis in the year 1972, groupthink occurs as a result of an error in decision making. Groupthink affects the independent thoughts and creativity of the members. The phenomenon occurs most when the team comprises members with the same background, has no defined rules, is cohesive, and is too much vocal. It also occurs due to the isolation of members (Frey et al. 2013) Advantages Group decision may improve the practical outcome of a team. It has two advantages namely, information sharing and synergy. Since a teamwork involves a lot of people, the scope of sharing knowledge and information becomes wider. Disadvantages Making the correct group is very time-consuming. Involvement of a lot of individuals results in some opinions. Hence, there is always an urgency to arrive at a decision (Riordan Riordan 2013). A mentor plays the role of a teacher, sponsor, cheerleader, counselor, and friend. He/she is a guide, role model, and a facilitator. A mentor is an experienced and knowledgeable person who guides and teaches and subsequently learns through commitment. A mentor must understand the needs of his/her mentee. A mentor must accept the mentee and get involved in a deep and personal relationship. This would lead to personal and professional growth. Mentoring is a long-term relationship while coaching is a comparatively short term based relationship and has a pre-set duration. Mentoring can be informal while coaching is very formal and follows a schedule. The focus of a mentor is on personal and career development. However, a coach mostly focuses and develops the issues. A mentor provides guidance and support so that the mentee can prepare for the future roles. On the other hand, the agenda of a coach is to achieve immediate and specific goals. Qualities of mentor A mentor must have the ability, quality, and willingness to communicate whatever he/she knows. A mentor must be prepared for making a serious and important decision for the mentee. A mentor must have a positive attitude. He/she must take an interest in nurturing the mentor-mentee relationship. A mentor must be respected by employees and colleagues at all levels in an organization (Lount Wilk 2014). Qualities of coach A coach must have excellent conversational skills. A coach must prompt the thinking of his/her client. An active coach must always develop himself/herself. He must listen and question. A coach must have different perspectives. A mentoring agreement must comprise the following points: Accountability assurances Ground rules Work plan and well-defined aims (Galegher et al. 2014). Goal setting- This approach gives importance on clear objectives and goals. Team members must plan their actions and subsequently identify ways to accomplish them. Role clarification- The members of a team must understand their own and others' perspectives, duties, and functions. This reduces ambiguity and fosters understanding and a healthy relationship between the team members. Problem solving- This involves identifying and thereby solving problems. This enhances the critical thought process of the group members. Broadly speaking, a consensus is coming to an agreement. The agreement is vital for any team, and every competent team tries to achieve consensus. An agreement determines to accept a proposal that the members of a team can support. The consensus is necessary as it involves brainstorming and combining similar concepts so that the duplicate ones can be removed. Consensus helps to deal with issues and problems associated with a project. A consensus reflects the collective thinking of a group thereby showing that there are no differences in opinions within the team (Lount Wilk 2014). Brainstorming- It is an efficient and simple method to generate ideas in the team members. The facilitator must define the topic or the problem. Then each member would suggest ideas to work on the problem. Then the ideas are refined and prioritized. Nominal group technique- It is a two step process and gives a structured approach. It involves brainstorming session that generates some ideas. Then the members clarify and discuss them. Next, they vote for the one they like the most. The idea getting the highest point is chosen by the team. Communication is important to resolve conflicts. Emotions must not drive decisions. Define job role and acceptable behavior. Viewing conflict as an opportunity may also help as it stimulates learning and innovation (Lount Wilk 2014). Dispute resolution is important for it helps to maintain a cordial relationship between the employees as it resolves issues at the earliest stage. Members would be more productive and cooperative if their grievances are heard and resolved. An effective dispute resolution process helps to avoid loss (Galegher et al. 2014). References Frey, D., Schulz-Hardt, S. and Stahlberg, D., 2013. Information seeking among individuals and groups and possible consequences for decision-making in business and politics.Understanding group behavior,2, pp.211-225. Galegher, J., Kraut, R.E. and Egido, C., 2014.Intellectual teamwork: Social and technological foundations of cooperative work. Psychology Press. Hanks, S.H., 2015. The organization life cycle: Integrating content and process.Journal of Small Business Strategy,1(1), pp.1-12. Hassan, G., 2013. Groupthink principles and fundamentals in organizations.Interdisciplinary Journal of Contemporary Research in Business,5(8), pp.225-240. Lount Jr, R.B. and Wilk, S.L., 2014. Working harder or hardly working? Posting performance eliminates social loafing and promotes social laboring in workgroups.Management Science,60(5), pp.1098-1106. Riordan, D. and Riordan, M., 2013. Guarding against groupthink in the professional work environment: a checklist.Journal of Academic and Business Ethics,7, p.1. Sherif, M., 2015.Group conflict and co-operation: Their social psychology(Vol. 29). Psychology Press. Torbjrn, N., Tommy, H., Michael, R., Derek, P.M. and Rune, H., 2014. Explicit Prior Knowledge Of Social Loafing Does Not Reduce Social Loafing In Subsequent Team Cycle Trial Performance/Predhodno Poznavanje Socialnega Izmikanja Ne Zmanjsuje Socialnega Izmikanja V Naknadni Ekipni Kolesarski Preizkusnji. Kinesiologia Slovenica, 20(2), p.17.