Effective Communication Essay Example for Free

Effective Communication Essay For the past six weeks being back in the classroom has help me to shift my focus when it comes to communicating. There was a point and time when I felt like what I said and how I said it was the only thing that mattered. However, I have learned throughout this course that Communicating an authentic self requires consistency between your presentation of self and your self – concept. Our presentation of self depends on whom we are communicating with and is called facework (Dobkin (2006). Communication in a Changing World). In this essay, I am prepared to show evidence of how I have learned to communicate better as well as the things that I need to improve within my methods of communication. After reviewing my Personal Skills Inventory Chart, I am not where I want to be but I am better than what I use to be six weeks ago. These changes will not happen overnight but, I am bound to improve them prior to me advancing to my next level as a student of Walden University. My grandmothers always use to tell us that there are three sides to every story, your story, the other person story and then the truth. This old age theory still holds truth when communicating whether, it’s online or face-to-face. I have learned that in order for me to be effective in communicating that I have to be face-to-face with an individual so that the other person would be able to see and notice the sincerity that I pose within the conversation. While communicating face-to-face, I can feel assured that my point is being communicated with validity as well as the other person(s) can know that I have received their message as well. I have notice that when online I can hide my true feelings, emotions and persona. The hidden quadrant represents those things that you know about yourself but that others do not (Dobkin (2006). Communication in a Changing World) is what I find that I am able to hide behind when communication online. When communicating online whether if it is in an email or chat communication for me personally is rather difficult because there are time that the message you are typing could not be received in the manner that you intended to say it. I often communicate with my wife throughout the day via email and depending on the nature of the conversation she tries to read between the lines of the email to find my emotion in what I am saying. When she or other persons do this they tend to think that I feel a certain type of way about the conversation and most likely that is not the case. When communicating online I am also able to hide behind those emotions and not say what I really would like to say to the person. However, when communicating face-to-face that emotion cannot go unnoticed and the receiving party would have to respect your stance. As I plan to move ahead within my course of degree work, I am hoping to improve my writing skills. For some time I have always struggled with grammar and writing to be proficient and professional whether if it was an email or a paper due for class. While in seminary, we were taught to write our sermons as we would be speaking to someone so therefore you conversation style would not always match your grammar. To help me to improve in my writing I am going to continue using the tools provided for me as a student of Walden such as Grammarly. Grammarly (formerly Sentenceworks) is an automated grammar and writing revision tool for academic writing (Walden Writing Center. (2009). Scholarly writing). I have started to use this tool since week 3 of this course and I have found it to be a great help prior to submitting papers to be graded. There is another source that I would continue to use which is turnitin  . This tool has become a valuable tool for me because it assures that I am submitting my assignments to the highest degree of academic integrity that is expected of me as a student of Walden. Lastly, I would continue to employ the help of my wife who has looked over majority of my assignments to assure that I am writing with clarity and my grammar is in order. In the next term I have been enrolled in an English Composition course that I am certain is going to challenge not only my thinking but, my writing as well. I am looking forward to challenge as this is one of my main goals and focal point at this time. While Walden University offer persons like me who have a very busy personal, family and career life the opportunity to learn from home and at your time schedule it can still be a change. Therefore, going forward I plan to improve my Time Management Skills. Since this was my first time back in the classroom in 12 years, I found it hard in the beginning balance my job, family, church and other social outlets that I belong to while trying to complete assignments. My enrollment advisor was very effective in helping me manage getting assignments in on time. Going forward, I plan on working ahead, reading the material and having an understanding of the assignment prior to the due date. Now that my children are back in school that would help me out a lot as well because we can all sit down at a designated time to complete assignments instead of me trying to complete mine and entertain them while they were on summer break. In my household we have a standard of Academic Excellence that everyone who is in class is upheld to. So with this charge to my children I plan to lead by example which would help me to improve in the area of time management. Even though this course only lasted for six weeks, I am very grateful for the knowledge and information that I have learned about communication. I am now more aware of verbal and non-verbal communication and also how other people can perceive information just by â€Å"judging a book by its cover. † The challenge has presented itself in completing assignments on time while trying to manage other areas of life but for the most part I have adhered to those deadlines but look forward to improving in that area as well. Lastly, I am excited about using the tools and methods that are provided to me to help me along the way with my writing skills. I recall one the first couple days of class and looking at some other classmates discussions, at first I felt bad because I thought my writing was horrible but, then I realize I wasn’t alone. However, in due time I plan to be very proficient in my writing skills that I would only produce scholarly work.

Ethics of Civil Disobedience Essay -- Ethics Morals Philosophy Rationa

Ethics of Civil Disobedience Ban animal cruelty! Give aid to the poor! Save the rainforests! Obey the law! As a human race we must strive to fulfill these commands, for they are our moral duties and obligations. Our obligation to morality sometimes leads to a dilemma. What happens when a law contradicts the morally right thing to do? Would it be moral to act illegally by breaking the law? No matter how drastic the measure, we are still required to act morally--even if one must break the law to do so. But why is it so important to be moral that one could justify something as serious as breaking the law? If morality is so significant that one could justify breaking the law we must consider the importance of being moral in the first place. The question â€Å"Why be moral?† is difficult for many philosophers to answer. Just by our attempt to answer this question we would already be displaying the need to act morally. This is more clearly seen with the difficulty is asking a similar type of question, â€Å"Why act rationally?† According to Singer many philosophers reject the question â€Å"Why act morally?† because it is parallel to this question of acting rationally. It would take rationality to explain why one should act rationally. Thus defeating the need to explain the importance of rationality in the first place. â€Å"†¦it needs no justification, because it cannot be intelligibly questioned unless it is already presupposed† (Singer 316). Similarly â€Å"why be moral?† asks for a moral reason to act morally. Modern Kantianism considers acting rationally to be the same as acting ethically. If this is true, one could rationalize a need that is in their own self interest, yet at the same time against the interest of another individual. Since this c... ... is the only means of preventing greater violence would be responsible for the greater violence they fail to prevent† (Singer 307). Pacifism can be seen in the same way as the omission approach to euthanasia. Although you are not directly killing, by refusing to step in you are allowing to die. Since the ends can justify the means, even something as radical as violently breaking the law can be the moral thing to do. Above all we desire a meaning to life. We can find meaning by acting morally. Therefore, one is not obligated to obey a law that contradicts morality. After all, it would be morally wrong of the government to deny anyone meaning in life. Works Cited * Singer, Peter. Practical Ethics, 2nd edition. 1993. Cambridge: Cambridge University Press * Rachels, James. â€Å"The Elements of Moral Philosophy,† Fourth Edition. McGraw Hill, New York, 2003.

Four Learning Styles Essay

1.Sensing-Thinking or Mastery Learners What Motivates Mastery Learners? Master learners rely on sensing as a mode of perception and thinking as a means of judgment or decision making. They prefer well-organized, highly-reutilized classrooms where expectations are clearly described and strongly related to practical outcomes such as good grades, things they can make or do, and practical connections to jobs and careers. More than anything else Mastery learners want to appear competent, able to complete the work assigned as well or better than other students in their classrooms or grade levels. How Mastery Students Learn Most Easily The combination of sensing with thinking creates students with a strong need for purposeful action. They are frequently uncomfortable with both reading and lecture and prefer to learn from brief demonstrations followed by immediate opportunities to practice what they have seen or heard. They learn most easily in skill-based content areas where each step is modeled in a step-by-step manner, and where practice is followed by immediate feedback on how well they have done. They also look for clear instructions on how they can improve their performance. They prefer work that calls for short, right or wrong answers, and they learn most easily where there is a physical object they can manipulate or a visual diagram they can follow. 2.Intuitive-Thinking or Understanding Learners What Motivates Understanding Learners? Understanding learners rely on intuition as a mode of perception and thinking as a means of judgment or decision making. Intuition focuses the learners’ attention on ideas rather than details, abstractions rather than facts, patterns rather than components, forests rather than trees. The thinking function creates a strong need for logical consistency, a commitment to thinking things through, a preference for reason and discovery over demonstration and modeling. Though some Understanding learners share with Mastery students a desire for efficiency, they are motivated largely by a need to understand and question what they learn rather than simply accept and record what the textbook or the teacher claims. How Understanding Students Learn Most Easily The Understanding learner thrives in an intellectual atmosphere and has a strong drive for perfection. Rigorous texts, demanding and complex ideas, well-organized but provocative lectures stimulate Understanding learners’ brains to action. But this intellectual atmosphere needs to be balanced effectively with opportunities for them to develop their own ideas and to question, revise, and criticize the ideas of others. They may grasp a new concept with frightening speed and lucidity but may require more time to think things through and put the new learning into action. The demand for logical consistency means they have a strong need to question and test ideas. Finally, their concern with intellectual content and reasoning sometimes causes them to undervalue the need for routine work and practice resulting in boredom when teachers insist on drill and practice. 3.Intuitive-Feeling or Self-Expressive Learners What Motivates Self-Expressive Learners? Self-Expressive learners rely on intuition as a mode of perception and feeling as a means of judgment or decision making. The intuition of Self-Expressive learners uses hunch, guessing, and insight to organize the world into shifting patterns of possibility. Meanwhile, their feeling function applies association, memory, and emotion to the task of turning these patterns into concrete images they can use to understand what they are learning, and to create meaningful products. It is through these processes of imagination, creativity, personal expression, and communication that Self-Expressive learners become excited and motivated in the classroom. How Self-Expressive Students Learn Most Easily Self-Expressive learners need stimulation and surprise to engage and focus their attention. They thrive on imaginative literature and provocative prose in science and social studies. They master content when they can add a personal, creative hook to lessons or create a project to stimulate their imaginations: in social studies, they might look to bring in dusty diaries of ancestors or to write a history of the America Revolution through the eyes of a slave or Native American; in science class they might push for a  trip to the local pond that’s been carved in the woods by a glacier; they might use their knowledge of statistics and percentages to create a business plan. They also need sustained, quieter times to work through and implement their ideas. 4.Sensing-Feeling or Interpersonal Learners What Motivates Interpersonal Learners? Interpersonal learners rely on sensing (focus on the physical nature of the world) as a mode of perception and feeling as a means of judgment or decision making. But, unlike Mastery learners who transform the data into separate details, Interpersonal learners look to extend these physical sensations into images and emotions and strive to connect this new information to their own body of personal experience. What Interpersonal students seek that Mastery students don’t is a sense of belonging and a reason to believe they are part of a team or cooperative group. Interpersonal students are strongly motivated by the quality of their relationships to the teacher, to the other students, and to their parents and friends. How Interpersonal Students Learn Most Easily The combination of sensing and feeling provokes in the Interpersonal student a strong need for conversation. The Interpersonal student best confirms and reinforces new learning through conversation, personal connections, and shared projects. When it comes to skills, both Mastery and Interpersonal learners need modeling and demonstration, but Interpersonal learners prefer a more personal approach where feedback and correction are carried by the human voice of the teacher or another student. Though they show some preference for short answer work, they are quite comfortable with work that asks for their thoughts, feelings, and personal opinions .Physical objects and visual diagrams can aid in their learning, but it is the quality of the social content, learning partner, cooperative group, or relationship with the teacher that drives them to do their best work.

CESAREAN BIRTH Free Essay Example, 1750 words

Relation of Cesarean Birth to Nursing Practice Cesarean birth is a present trend that has a direct effect on nursing as a professional. The impacts may be categorized in both positive and negative based on the effect on the effects to the patient and healthcare community. The increased rates for C-section deliveries have led to the growth in demand for more nurses who are involved during and after the procedure. Consequently, an increment in hospitals that offer C-section facilities has been noted. The high demand leads to entry of quack doctors and nurses in some regions to earn profits from the practice. This case is mostly found underdeveloped countries where there are no regulatory bodies for nurses and healthcare. The trend leads to complications of patients and death in extreme cases. The nurse has the main role of a caregiver and manager to the patients. However, the C-section practice has made it difficult for professional nurses to take care of their patients. For example, women have the right to chose c-section in hosp itals. In some cases, the nurses do not have sufficient time to monitor and test the mother for any disorders or defect that may complicate the processes during cesarean births. We will write a custom essay sample on CESAREAN BIRTH or any topic specifically for you Only $17.96 $11.86/pageorder now As a result, any outcome that comes up, sometimes death leaves the nurses responsible for the action. However, scrutiny of such cases shows that women are at risk of some complications during cesarean births. Standard policies require that mothers should frequently be tested before undergoing the operations. On the contrary, a shift in the decision-making process from the nurse to the mother has a negative effect to the professionalism of the nurses. Additionally, the c-section delivery procedure has several risks that are not known to the pregnant mothers. They just make a random decision without awareness of the dangers. Nurses also act as primary advocates to all patients despite their cases. The use of C-section surgeries to give birth increases the workloads to cater for the mothers and children. The procedure may cause a shortage in the number of nurses to operate and take care of other patients at the hospitals. The increase cases of cesarean births means that nurses have more patients to cater for. For examples, with the increases birth rates, more cesarean deliveries will cause overloading of the theatres. As a result, pregnant women may endanger their lives and those of their children. It also reduces the bed capacities in hospitals. For example, hospital stays in the United States in 2011 was estimated at 1.6 million for C-section patients.