Analysis Of King Midas And The Golden Touch - 1042 Words

Data When giving the pre-assessment I read aloud the words as I was going over the directions for the assessment. My students made comments that they had never seen most of these words before, which makes sense because these words are very specific and are more likely to be seen in social studies content. The five words selected are from the story King Midas and the Golden Touch, which the students will be reading next week, as part of a short story unit. The words were â€Å"adorn, cleanse, lifeless, precious and realm.† When grading the assessment, I felt a bit confused about how I was supposed to grade it and I looked up how to grade it again. The students marked 1 â€Å"I don’t remember ever seeing or hearing this word† 75 percent of the time. The two words students tried to guess the definition were â€Å"precious† and â€Å"lifeless†. The two students that attempted definitions got about 50 percent on the definitions they attempted. This pre- assessment showed some of the strengths and weakness of the students. The strengths of my students include being able to self-monitor and have an awareness of their own background knowledge. The weaknesses of my students included growth mindset, because they were not willing to try to guess the meaning of the words. Students also struggle with sentence structure and grammar. The data still shows that my students lack little to no background knowledge of these words as they verbally indicated to me. Most students checked â€Å"I don’t rememberShow MoreRelatedClose Critical Analysis of Mrs Midas Essay1314 Words   |  6 PagesCritical Analysis of Mrs Midas In Mrs Midas, Carol Ann Duffy takes the well-known story of King Midas from Ancient Greek mythology and places it in a modern context from the wife’s perspective. Originally, the story is about King Midas and the power he possesses that turns everything he touches into gold, which leads him to ultimately realise that wealth alone can’t make him happy - even unlimited gold. The moral of the King Midas story is that you can’t buy happiness, and also to be careful whatRead MoreMalaysia Airlines-Strategic Management14526 Words   |  59 Pagesreport, we touch on background of the company, internal and external analysis, generate strategies, choose strategies and recommend strategies for the company. In internal analysis part, we are looking for strengths and weaknesses of the company but in external analysis part, we are looking for threats and opportunities of the company. For external analysis part, we spread to 2 parts which are general environment and industry or task environment. Then based on internal and external analysis, we generate

Development Of A Child And Adult - 1552 Words

Teaching is necessary to educate children and adults in order to open a wider world and understanding. However, everyone takes in educational concepts differently and all adults and children have different speeds in which they develop. This concept leads to a few proposed theories which were studied by Lev Vygotsky and Jean Piaget in the early 20th century, possibly changing the way educators and psychologists viewed the development of a child and adult although their work did not receive light until recently. Between these educators, there are theories which are effective and some that are not, arising many criticisms. Nevertheless, the changes made as a result of these theories are studied through the scenario of Mr. Gino and Mrs. Van by†¦show more content†¦Gino is a secondary teacher who recently had the chance to observe the learning environment of Mrs. Vans primary school class. After these observations, he realised the importance of some elements such as engaging the students in class. As shown above and in Piaget’s theory, although group work can be important, independent learning must also be in place for children to learn. An example of this is assimilation, where students gain new knowledge and experience from their past mistakes building upon their preexistent schemas. As these schemas adapt to new knowledge over time, they evolve and it is stored in their long – term memory. However, Vygotsky, on the other hand, mentioned that in order to educate someone it must happen in small groups with one better performing student indicating the importance of the Zone of Proximal Development (ZPD) (Vygotsky, 1978). The ZDP is the difference between a child’s actual development level and potential development level, undertaken by a child performing tasks with assistance from a more knowledgeable/capable peer or teacher (Duchesne McMaugh, 2016). This notion is both effective on the social and cognitive development of a young child as the theory of play is also interconnected, helping the child to develop. The ZPD is very closely intertwined with the indication of scaffolding where teachers or others provide support towards the learner in order to enable a task to be completed successfully by adjusting to theShow MoreRelatedThe Development And Growth Of A Child Into Their Adult Years2510 Words   |  11 Pagesproposals, in regards to what they believe affects the development and growth of a child into their adult years. Three of these successful theorists include: Erik Erikson, Daniel Levinson, and George Herbert Mead. They each studied the developmental stages throughout one’s life in their own perspectives, each proposing a new and revised theory. Born in 1902, Erik Erikson was a psychologist best known for his study and theory of psychosocial development and the concept of the identity crisis. 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(Duchesne, S., McMaugh, A.,2016Read MoreBenefits of Learining through Play1325 Words   |  5 Pagescognitive development. Play is important for children’s learning as it helps them to become socially adept, managing with stress and developing cognitive skills such as problem solving. Through play children explore social, material and imaginary worlds and their relationship with them. There are many different reasons why children play, sometimes they are discovering or learning new things. Play can be a way of building or strengthening relationships with either other children or adults. Children

Code of Ethics in Counselling

Question - Describe, identify and apply ethical practice skills and comply with legal responsibilities. Identify safety issues for client and others such as self harm suicide ? Answer - Introduction PACFA is an organization standing for Psychotherapy and Counselling Federation in Australia to foster development of professional practice by the means of training, supervision, research and some other clinical practices (Brett, 2011). The code of ethics giving fundamental values to be used in embracing key principles and setting up framework for ethics. However, there can be issues challenging the legal and ethical standpoints (Council). The professional values are becoming more and more significant in a way to express the ethical commitment towards values and beliefs. The analysis will lay stress upon some of the chosen principles for code of conduct in ethical and legal background by specially focusing over practical adoption of these principles in the real life companies or business organizations. The analysis also lays stress upon the upcoming challenges or barriers in the path of application or execution of those values in the ethical code of conduct. Values of counselling and psychotherapy There are primarily nine principles of ethical code of conduct as defined by PACFA (Brett) with each one of them holding special relevance in the practical scenario of business applications and ethical practices. It includes a commitment towards respecting human rights and dignity. It includes commitment to increase personal effectiveness. It includes appreciating the variety of human experience and culture. It includes enhancing the quality of relationships between people. Respecting Human Rights and Dignity This value and ethical standard complies with the fact that every counselling sessions must respect human rights and dignity of all the participants and the stakeholders connected with the session. Every participant and personnel of management must respect the rights of every other co member by upholding their work dignity (Crowden, 2008). The counsellors of professional ethics and rules teach to respect the essentiality of worth, humanity and dignity to promote value of work (Schofield, 2008) for all the potential participants in the work field. The professionals and counsellors for developing a professional identity recognize the need to protect the rights of the participants including the right to have an informed consent (Mahoney, 2006). All the practitioners and the counsellors have to abide by the laws pertaining to human rights and the society in which they practice and live. Counsellors of psychotherapy consider the social context of the participants and the stakeholders alon g with the connections they have with the laws and rules. Supervisors and counsellors are also responsible for protecting the rights of confidentiality of the clients (Anderson, 1999) in the context of information sharing. For a practical example that can be taught in the counselling process it can be seen that an organization having 70% of men and 30% of female population, it is utterly important to save the human rights in the context of safety, rules, respect, dignity, appropriateness of behavior and other factors. Tata Consultancy Services have a formularized a code of conduct in which they have explicitly mentioned that every employee shall be treated with dignity and to maintain an environment which is free of sexual harassment (physical, verbal, psychological) to help in providing merit based decisions. For a practical application of human rights and respect for dignity in the counselling process, there can be special sessions for exchanging information and communication to be able to observe the inherent respect for rights of every individual and thereby come on an analysis for every participant in the process of counselling There are some of the principles covered in protection and respect of human rights and dignity like right to life to protect the life of the participants. However, there must be counselling provided for suicidal attempts caused which may prove to a barrier to respecting this human rights. There must be respect of human rights to prohibit torture and inhuman treatment (Donnelly, 2013) and to protect the people from slavery of acts of forced labor. Counsellors must teach the participants, the right to liberty and freedom including some personal rights that the place of their practice must respect and uphold. The workplaces do protect the freedom of thought, belief and religion (Rorty, 1993) within the work environment so as to make the participants express the views freely. Human rights pertaining to discrimination are protected and respected. Social barriers are prominent in this scenario where the social stature, income group, cultural background and other factors varies resulting in to situations of discrimination and violation of human rights to each and every one. Therefore, the code of ethics state that for every institution or organization in every field of work, the human rights of people must be protected and their work dignity including the sense of diversity must be upheld within the workplace. Commitment to increase personal effectiveness Personal effectiveness is realized by the amount of work or the effort that an individual person puts into the task required. Personal effectiveness should increase with time so as to give better output to the workplace as well as it is essential for personal development. Counsellors must take necessary steps and arrange sessions so as to develop and maintain a competent environment within the organization so as to make the professionals perform well in their work culture and prove to be mutually advantageous (Council, 1985) for all. Improvement in the work and the organizational environment is the key catalyst for growth and this improvement is the sole result of the personal efficiency. It is defined in code of ethics of any workplace that participants must comply with rule to refine their professional skills by learning new skills and polishing the acquired skills (Australia, 1982) with due experience and professional domain knowledge. Some places for work also give some recommend ations and solutions to increase the personal effectiveness. Some of the key recommendations are to develop a better sense of self concept required for achieving self effectiveness and self excellence (Anderson, 1993). Workplaces lay stress over realizing crisp and clear goals for oneself so as to direct the resources and capabilities in a single direction. Organization of work (Argyris, 1974) and ethical practices is itself a focused and important task which leads to enhancement in the principles of personal effectiveness. It is also required to develop people and HR skills (Tziner, 1991) so as to learn and develop personal effectiveness and management along with developing team leadership and association skills. Various organizations are laying stress over self development techniques, principles and strategies to refine personal skills and effectiveness. Companies specifically mention this in their code of ethics to motivate the participants and to keep them self sufficient (DiMat tia, 1990) to learn and progress in the work environment. In the process of counselling there must be customized sessions for group f participants sharing common level of intellect and self learning capabilities. There must be sessions given over personal enhancement and its use in the future of any work. Counsellors must maintain an open communication to foster the development of personal effectiveness and must have a learning environment to promote self learning techniques. However, there are some of the barriers in developing this code of ethics in counselling process such as personal prejudices on development and the sources of personal effectiveness development. There may be participants who are resistant to learn new things and develop personal skills out of jealousy, competition and objective behavior. People who are susceptible to age are unable to learn in a better way and lack ethical responsibilities of self learning. Appreciating variety of human experience and culture This value under the code of ethics includes appreciating and rewarding the experience and performance of the participants in the counselling sessions to boost their personal confidence. It is essential for every counsellor to pay due respect to the past experiences and culture of every participant and to modulate and structure the sessions and strategies that are special for each of the participant. It is important to understand the uniqueness (Kleinman, 1999) that every person holds in and then formulate the strategies accordingly. Multicultural studies (Rogof, 2003) play a vital role for the counselling sessions to dwell deeper into the cultural background of the participants and seek out for solutions for upcoming ethical or legal issues pertaining to personal experience. Various counsellors seek out procedures and policies so as to appreciate the individuality and uniqueness of each and every participant. There is a respect for diversity. The opposition behavior pertaining to di verse cultured participants is checked and noticed and there is a respect for diversity within the institution. There must be reorganization of diversity within the institution so as to customize the groups within it. Top management must keep a constant check over the functioning of the sessions to monitor the behavior of participants towards diversity and cultural differences. There must be appraisals, rewards or appreciations given in some or the other form to the participants who are genuinely respecting the diversity in culture and giving due regard to the past experiences of the participants (Brown, 2006). Appreciating individual experience and background culture of the participants, will motivate every individual to create an overall safe, humble and respectable environment for everybody. There must be groups made on a dynamic basis in the counselling sessions having people from diverse backgrounds and having different work experiences in terms of age, intellect and skills. This will encourage a sense of mutual respect of culture and experience. Barriers in implementation of this code of ethics is disrespect for diversity at various work places. There have been consistent news about harassment, exploitation and mishandling with participants coming from diverse backgrounds. They are ethically and morally harassed because of their background or culture as other participants make them feel different and unwanted in the official environment. Instead of appreciating their work culture, sometimes participants with different background are judged or marked on the basis of their culture which marks the presence of discrimination in diversity. Social barriers must be overcome in the process and hence, there must be special provisions in the counselling sessions to eradicate the sense of discrimination and respect every culture. Enhancing quality of relationships between people To enhance the quality of relationship between the people, incorporates establishing and maintaining the relationship between all the stakeholders both internal and external to the counselling institution so as to uphold the integrity of the staff members (Wilson, 2000) and their cooperative support extended in business projects. Counsellors must pay special attention to build positive and beneficial relationships between the participants and the outer world giving services for a successful business venture. Mentors must also pay focus over building positive relations within the whole supply chain (Ledingham, 2000) to be able to integrate all the efforts and to produce the required end product or service. Various companies specially specify the code of conduct to be followed by the participants when they would deal with the end customers or the officials of top management. Coaches must make the participants study these code of conduct and take practical case studies for research purp oses. In the process of counselling, it is a highlighted topic of concern to teach the participants to show due regard to every other employee and establish long term and mutually beneficial relationships (Gremler, 2001) with all the stakeholders. The key role of counsellors comes into picture when they have to guide the participants to maintain a good relationship with the top management as well as junior participants or peer workers to make the system of work environment and culture healthy, positive and vibrant. The challenges in adoption of this value under ethical code of conduct is the strains and hardships that may occur due to activities of misbehavior, misunderstanding, unethical procedures in work and such other factors. On a whole, there might be classifications done on the basis of socio cultural position of an employee which might lead to strained relationships causing harm to the productivity of work. Conclusion It can be summarized that code of ethics in a counselling process should be based over ethics and mentors must be proficient with the structure of the management, culture of the participants and the values and principles abided by within the institution. This will help in making the process of counselling enriched and refined. The principles followed by the code of ethics statements in the counselling institution more or less revolves around human rights, respect for diversity, quality of professionalism, integrity of the participants, self growth opportunities and appreciation for quality work. References Brett, M. (2011). PACFA response to consultation: Draft Public Health (Code of Conduct for Certain Health Practitioners) Regulation 2011. Council, A. H. M. A. PACFA response to consultation: Options for regulation of unregistered health practitioners. Brett, M., CEO, P. eNewsletter. Crowden, A. (2008). Professional boundaries and the ethics of dual and multiple overlapping relationships in psychotherapy.Monash bioethics review,27(4), 10-27. Schofield, M. (2008). Best Practice Self-Regulation Model for Psychotherapy and Counselling in Australia. Mahoney, J. (2006). Respecting Human Rights.Law Just.-Christian L. Rev.,156, 53. Anderson, J. C. (1999). Respecting human rights: Multinational corporations strike out. Pa. J. Lab. Emp. L.,2, 463. Donnelly, J. (2013).Universal human rights in theory and practice. Cornell University Press. Rorty, R. (1993). Human rights, rationality, and sentimentality. Council, M. A. (1995).Code of ethics. Manitoba Arts Council. Australia, S. (1982).Code of ethics. Education Department of South Australia. Anderson, R. E., Johnson, D. G., Gotterbarn, D., Perrolle, J. (1993). Using the new ACM code of ethics in decision making.Communications of the ACM,36(2), 98-107. Argyris, C., Schon, D. A. (1974). Theory in practice: Increasing personal effectiveness.SanFrancisco, CA: Jossey Bass. Argyris, C. and Schn, D.(1976), Theoryin Practice: Increasing Professional Effectiveness, SanFrancisco, CA: Jossey Education,15(1), 18-33. Tziner, A., Haccoun, R. R., Kadish, A. (1991). Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies.Journal of Occupational Psychology,64(2), 167-177. DiMattia, D. J., Mennen, S. (1990).Rational Effectiveness Training: Increasing Personal Productivity at Work. Institute for Rational-Emotive Therapy. Kleinman, A. (1999). Experience and its moral modes: Culture, human conditions, and disorder.Tanner lectures on human values,20, 355-420. Rogof, B. (2003).THE Cultural NATURE~ OF Human Development. New York: Oxford University Press. Brown, E. L. (2006). Knowing, Valuing, and Shaping One's Culture: A Precursor to Acknowledging, Accepting, and Respecting the Culture of Others. Multicultural education,14(1), 15-19. Wilson, L. J. (2000). Building employee and community relationships through volunteerism: A case study.Public relations as relationship management: A relational approach to the study and practice of public relations, 137-44. Ledingham, J. A., Bruning, S. D., Ki, E. J., Kim, J. N. (Eds.). (2000).Public relations as relationship management: A relational approach to the study and practice of public relations. Routledge. Gremler, D. D., Gwinner, K. P., Brown, S. W. (2001). Generating positive word-of-mouth communication through customer-employee relationships. International Journal of Service Industry Management,12(1), 44-59.