Social Media And Other Technological Devices - 1312 Words

Social media and other technological devices differ with the ways of usage from one individual to the next. The focus group interviews held at the University of California, Irvine asked a multitude of questions pertaining to one’s use of technology during stressful and lonely times. They were also asked what their background was and if they were extroverts or introverts. These group interviews were aimed to discover what the differences are between college students’ social media usage and how it affects their connections to the campus community. While conducting these interviews a few themes emerged from these focus groups: differences in social media uses, real in-person connections, stepping back from social media during stressful times, and finally the different types of people and social media. The five focus group interviews showed trends of college students technology use and how they relate in stressful times. Differences in social media uses All social media sites have different communities and uses. Within technology, there are endless possibilities of the uses for each individual site or application. The majority of respondents said, Facebook, Instagram, Snapchat and Tumblr are the most used social media sites in this group of college students. As one of the respondents in Transcript 5 states, â€Å"Okay, I use it (Facebook) during the year. I use it a lot for my on-campus activities because I’m involved on campus and all my profile pictures are fliers and promos. SoShow MoreRelatedWhat Is Digital Media Convergence1467 Words   |  6 Pagesquestion â€Å"what is digital media convergence†, not just a simple answer of what it is because the question may seem simple but in digital media convergence there are several underlying convergences which make up the whole idea, in this essay I am going to try and cover what these are and what effects technologically, socially and culturally they are having on us. First of what is Digital media convergence? It can be simplified as several processes, these are technological, social, industrial and culturalRead MoreSocial Media And Its Impact On Society Essay1560 Words   |  7 Pageshigh, society has become more and more dependent on social media. One must realize, while the use of social media in today’s society is a necessity due to the fast-paced environment that has been created, it can never fully replace the value received from personal interaction with others. The short film titled, The Library Book, perfectly illustrates this as the characters within the film learn to assimilate in a society dominated by social media. The actions of each character and their surroundingsRead MoreFacebook Is An Online Social Networking1079 Words   |  5 PagesFacebook is an online social networking website founded by Mark Zuckerberg along with his fellow Harvard College roommates Andrew McCollum, Dustin Moskovitz, Eduardo Saverin, and Chris Hugh es. The website allows you to create your own wall on which you can share images, personal information, videos etc. Through the site’s messaging feature persons are able to connect with friends, families and many other people around the globe. The success and popularity of the website has attracted over a billionRead MoreFinal Project Milestone1746 Words   |  7 Pagesprogress of children today. This dependence has greatly influenced how children interact with their peers, how they learn and how they spend their free time. It is important as educators and parents to find a balance between learning and using technological devices for recreation. Children today have developed a total reliance on technology for communication and entertainment. Steve Carell, the actor/comedian, in his commencement speech at Princeton University in 2012 said, â€Å"When I was in college, IRead MoreA Virtual Generation: Social Media ´s Negative Impact on Our Generation820 Words   |  4 Pagesgrasp of social media as it has been incorporated into our everyday lives. We almost instinctively pull out our cell phones in the middle of a dull conversation and glance at our Instagram feed without a second thought. Many of us are guilty of spending unreasonably large amounts of time without even acknowledging it is a problem. What if these small actions are leading to a misconception of what society should be. In the end, are the risks severe enough for the problems to stop? What if social mediaRead MoreTechnology And Its Effect On Technology957 Words   |  4 Pagesof these devices: a computer, laptop, tablet, or a cell phone. So many people seem unable to function through their daily routine without having access to some form of technology device. I’m willing to bet that you have at least two of these devices in your home, too. Now, stop and think about how often we use technology devices throughout the day. As a result of the growing need for technological devices, we have become dependent on technology in the work place and school, for social media, and simpleRead MoreThe Negative Effects Of Social Media1209 Words   |  5 PagesIs too much anxiety and depression being created on the youth? What about the negative ways they view themselves? Can we relate this to the way social media is the reasonings for the world’s problems and concerns? Social media can be classified as propaganda that is rapidly progressing. It is starting to impact so many lives that is affecting those negatively. From the way technology was brought to the world about 180 years ago, its’ use is becoming adapted through generation s. Many are losing outRead MoreRichard Louv s Last Child On The Woods ( 2008 )1539 Words   |  7 PagesThe twenty-first century comprises fast-improving technology that alters people’s lives. The world adapts to technological use as the standard way of life, and those who do not apply it are considered â€Å"out of touch.† Society has become too reliant on their smartphones, televisions, and video games that people are delusional about the world around them and tend to go outside less and stay inside more, hiding from humanity. 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Individuals relied on traditional forms of mass media, such as the television, radio, newspapers, and magazines, to attain knowledge of the outside world. Thereafter, the development of new forms mass media evolved, and we were introduced to the Internet and other wireless communication

Hamlet s Hamlet - 1699 Words

Victoria Cigarroa Period 4 Mr. Emigh AP English Literature 26 January 2015 Hamlet Take Home Essay Prompt 1 Hamlet is known for his soliloquies and sarcastic, highly educated remarks. At surface level, Hamlet uses his wits to get the upper hand and manipulate the conversation. However, Hamlet took his father’s death very harshly and on top of that he sees his mother jumping ship to love his uncle so quickly after the funeral. Hamlet speaks negatively about life in his most known soliloquies and contemplates suicide. In Hamlet’s most famous soliloquy in Act III Scene I, his first line is â€Å"To be, or not to be- that is the question†, he is asking if he should live or die (3, 1, 57). Hamlet is a vulnerable man that is going crazy from what has happened to him in his life. He continues â€Å"Whether ‘tis nobler in the mid to suffer/The slings and arrows of outrageous fortune/Or to take arms against a sea of troubles, /and by opposing end them† (3, I, 58-61). He is questioning if he should keep fighting or give up and end his life. In present day, suicide is a big issue and no one wants to see it happen, and Hamlet is asking the same questions people who are suicidal today are asking. It puts in perspective what he was going through and how much he felt betrayed by his mother and uncle. His mother and uncle showed no support of his grieving over his father. He wanted to give up because there was no support from them and he blames them. When there is no support, Hamlet goes in aShow MoreRelatedHamlet : William Shakespeare s Hamlet1259 Words   |  6 PagesOmar Sancho Professor Christopher Cook English 201-0810 Hamlet Paper 23 May 2016 Hamlet Character Analysis â€Å"There is nothing either good or bad, but thinking makes it so.†(Act 2, Scene 2, 239-251) Hamlet by William Shakespeare is one of the most famous plays written that conveys a multitude theme. But most predominant is the presence of Hamlet s obsession with philosophy of life, throughout the play Hamlet philosophy reviles his point of view love, loyalty, the importance of family and friendsRead MoreHamlet By William Shakespeare s Hamlet1936 Words   |  8 PagesWilliam Shakespeare s, Hamlet, written in the seventeenth century and first performed in 1602, is still a complex and intriguing play that encompasses many Jungian archetypes in relation to the setting and characters. This play was approximately four centuries old before Shakespeare reworked it for the stage. Hamlet is based on events involving the death of the King of Denmark according to the Norse legends. This paper deals with a small portion of the entirety of the events in Hamlet. Scholars continueRead MoreAna lysis Of Hamlet s Hamlet 1547 Words   |  7 PagesHamlet’s Hamartia Shakespeare s longest play is Hamlet, which takes place in the Kingdom of Denmark. Hamlet is a tragic tale about the Prince of Denmark and is a drama about revenge. Prince Hamlet is visited by his father’s ghost who demands he kill his uncle, Claudius, after Claudius killed Hamlet’s father. Yet despite being â€Å"†¦ the son of a dear father murdered, prompted to my revenge by heaven and hell,† Hamlet delays enacting vengeance on Claudius (II,2,584-585). This delay ultimatelyRead MoreWilliam Shakespeare s Hamlet - Hamlet1160 Words   |  5 PagesPart 1: Hamlet Word Count: 1000 In what ways does Shakespeare s Hamlet explore the human mind? The play Hamlet written by William Shakespeare, is seen to be an exploration of the human mind and shows the consequences our actions have when they are acted in pure impulse and emotion instead of being thought about. The character Hamlet makes majority of his decision in the heat of the moment, but had trouble deciding which action to take after intense consideration. The actions that Hamlet doesRead MoreShakespeare s Hamlet - Hamlet And Ophelia958 Words   |  4 PagesHamlet and Ophelia The play, Hamlet, by William Shakespeare is the perfect example of how love can not always conquer all. Hamlet may be regarded as one of Shakespeare s greatest plays. This play follows the story of a young prince named Hamlet who lost his father and had his family torn apart by the hands of his Uncle, Claudius who is now king and step father to Hamlet. Subsequently, Hamlet was also having relational problems with his love, Ophelia. The relationship between Hamlet and OpheliaRead MoreHamlet s Rational Mind : William Shakespeare s Hamlet1071 Words   |  5 Pages 4th January 28, 2016 Hamlet’s Rational Mind In William Shakespeare s Hamlet, there are many conflicts present that can be applied to modern time. Hamlet, as the protagonist, displays many difficult aspects that haunt mankind to this day. Hamlet is a dynamic character. He believes that he is the smartest person in the room, which most of the time he is. He comes up with conniving schemes to get his revenge. Although Hamlet believes in his brilliant plan to feign madness, it causes so much suspicionRead MoreWilliam Shakespeare s Hamlet And Hamlet1442 Words   |  6 Pagesvarying interpretations contributes to the textual integrity of a text. Madness and its portrayal throughout Hamlet and Hamlet’s ruminations endows audiences thoughts into the complex nature of revenge. The impacts of madness, introspection, uncertainty and honour on Hamlet’s ability to enact revenge contribute to the complex nature of revenge in Hamlet. Thus, the textual integrity of Hamlet is linked to the enduring debate over the nature of rev enge in the play. 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Hamlet tries to develop a pl an to kill King Claudius, but only time is stopping him. Time inevitably leads toward expiration of a human life. Hamlet shows a great concern for time and its effects, which was brought upon a death that contributedRead MoreWilliam Shakespeare s Hamlet - Hamlet s Revenge1742 Words   |  7 PagesHamlet’s Vengeance Hamlet is one of the greatest literary works that has the innate ability to transcend time with the study of the human condition. William Shakespeare investigates themes of revenge, morality, sex, and familial complexities that entangle us all at one point and time. Shakespeare story of Hamlet gives us one of our first tragic heroes in modern literary history. In his quest for revenge for his father’s death we also see the systematic decline and lapses into madness that will

Education Skills for Practice Development

Question: Discuss about theEducation Skills for Practice Development. Answer: Introduction Group facilitation is a process where one member engages to assist group members in achieving something or solving a problem. It involves sharing ideas and opinions to come to effective decision making (Bens 2012). As our group activity was based on understanding self in group facilitation, it is important to have an understanding of self and self-concept to proceed with the session. Self-concept is a collection of self-schemas related to part, present and future self-behaviour. It includes elements such perception of professional performance, academic performance, self-identity and dignity. It is centred around cognitive development which interacts with a persons self-esteem and intellectual knowledge to give idea about personality of an individual (Hattie 2014).This essay is based on the group activity of understanding self in group facilitation and it will reflect on our group activity of facilitating a short session on the topic. It required members in the group to identify indiv idual facilitation skills. The essay describes the experience of engaging a group in the topic and deconstructs the experience using the Johns framework of structured reflection. It will help in the understanding of how understanding self-concept will help in facilitating a group session. Our experience of facilitating a group session is described according to Johns Model of Reflection. The first step is to describe our experience and significant factors of group activity. We were a total of four members and we were assigned a group activity of understanding self in group. In order to facilitate a successful group activity, our first objective was to interact with our peers and get to know what idea do each members have about self-concept in groups (Kaner 2014). We decided that we will first note down our negative and positive self-concepts and then ask other member to give an opinion about our personality according to those self-concepts. This activity was important because it will help in smooth function of group in any activity. Group facilitation is a method of working with group of people by sharing ideas and opinions to critically identify basic needs and develop a solution to achieve those needs. Facilitation can be done in many settings such as a teacher facilitating a student, therapist facilitating a client or a professional facilitating their peers (Schuman 2012). It was important for me to have effective facilitation skills to guide the members together and train them for the assigned topic. To facilitate the group of peers in the task, i first made the group clear about what I want to achieve and our main goal was to effectively present the concept of understanding self in group in front of everyone. This type of discussion helps in understanding what a team wants to achieves and facilitates better coordination of group (Killen 2006). The interaction began by asking questions related to the topic and emphasizing on the level of involvement of each members. The first step in understanding self in gr oup is to understand what we are as a person and what values shape my personality. This question was for all members in the group and the members need to record their self-understanding in a note book. Self-concept is related to understanding ones motives such what we like and we do not like in our surrounding or personal habits (Hirschmller et al., 2013). After sharing each others views on self-concept, our ideas on the topic broadened. While some member stressed more on their physical appearance as part of self-concept, others thought about how they interact socially as part of understanding themselves. It meant an obese member thought that she is not confident because of her physical appearance and her obesity restricts her in life. Similarly other members reported she has good skills in knowing a person as she interacts a lot in social gathering. While liked to keep to themselves, other wanted to always be surrounded by many friends and relatives. Thus, this interactive session with group on our topic helped us to understand that there is great diversity of opinion on self-concept. This is influenced by cognitive development, influence of thinking pattern of parents and the environment in which a person lives. Impact of all this factor together composes the characteristics of an individual (Marsh et al., 2013). To facilitate a successful group session, our role was to interpret others opinion to know what they are trying to express and encouraging them in case of good actions. Self-concepts about each member can also be determined by their past or recent feelings on a task. My motive was to activate all members to engage and express their feelings. It began with conversations like- Lets take some time out to know ourselves better and express what we think of ourselves. Another advantage of this activity is that it will help all members to know about the bad and good qualities in each other. This will help in building a strong group and coordinating activities according to skills of members (Sessa and London 2015). The key influencing factors in facilitating our group was to work according to the principles and values of facilitation. In order to facilitate effective group facilitation, it is necessary to consider the context within which the facilitation takes place. It also depends on commitment to implement the change process (Wardale 2013). This included understanding both verbal and non-verbal expression of members, not reporting the discussions in the group to other group members, respecting individual contribution to task, giving equal opportunity to all members to direct the group and regard each members sharing activity as valuable. We also wanted to create an inclusive environment and to understand this we would question ourselves like-what do each members bring to the group? or What do i offer to the group? or what issues are a challenge for me?. The first step towards creation of an effective environment was to set ice-breaker questions so that each member introduces themselves and get to know each other (Montano and Kasprzyk 2015). I wanted to breakdown any feeling of shyness and wanted everyone to be actively involved in the activity. I also stated my intention of forming the group and explained to the members that we need to work on understanding self in group and each one of them have to list down their strength and weakness about oneself. This will be useful at the time of presenting the topic to the audience. I also questioned about the intention of participant and asked them why understanding self is important in groups. After interaction with the groups the key strength and weakness of each member became evident. Different perspective about the reasons for understanding self in group in different setting became clear. Some were of the opinion that this understanding will help a multi-professional health care team to tackle medical emergencies efficiently. This will help in coordination of activities so that individual skills are utilized and the team performs their best up to their potential. One member also stated that if health professionals know the skills to self-assess their strength and weakness, then they can also teach patients how to self manage illness. Torres et al. (2010) study also focused on how healthcare professionals use their knowledge and perceptions to teach patients to manage their diabetes. They also participated in facilitation group with patients to discuss about their health practices, how to effectively self-manage diabetes and identify challenges that patient face in diabe tes self-management. The research findings showed that issues in self-management occurs due to inappropriate attitudes of patients too. The health care professionals intervened to make patient understand they need to understand their self needs first and their strengths and weakness so that they can according take steps to manage complications in diabetes. In the context of other profession, the opinion was that understanding self will help in developing their own professional values. Health professionals like nurses will be more confident in work as they will work according to their strengths and they will avoid any weakness to come in their path of success (Kristoffersen and Friberg, 2015). The different view about the importance of understanding self in professional setting was commendable and i was now more confident that we will be able to accomplish our task successfully. We were trying to develop an organized group which contribute to completing the topic of understanding self-in group. However, we also face some challenges in the process when conflict arose between our members. Our facilitation criterion was to complete our presentation before allocated time and interact well with co-ordinators. We still faced problem during the preparation of the task because the group dynamics was not working. Though each member had good grasp on the topic, but they forget that we are working as team and we have to be prepared so that each member works together in a synchronized way to present the topic to the audience. The problem arise when each of them were working individually not as a team. We all had to prepare our list of advantages and disadvantages of understanding self in group and each member had to explain their weakness and strengths one by one to the audience. Conflict arose because some members were too dominating and talked too much (de Wit 2015). Other members started feeling that they are given equal chance in discussion. There group members started developing grudges among themselves. Our motive was to engage in interactive discussion on the topic, but it turned into an argument with each members. I tried to deal with the above problem and my approach for a dominant participant was to stop him mid way and redirect the questions to other participants. I also gave the dominating member another task of observing others and reporting their activities to me. This transition from an avid talker to an observer worked and it diverted his attention and developed the sensitivity of the person too. A contrasting challenge also arose when some members did not wish to talk or participate in group discussion. Henningsen and Henningsen (2007) explained that marginal members have a negative effect on other group members and the key knowledge possessed by such person is lost if they do not share such information. Hence, to remove the negative effect on the team, I also decided to approach the person to remove negative influence on the group. I realised the person might be too shy to speak in front of everyone and so I decided to arrange for a smaller group discussion. This helped the participa nt to be at ease and gain confident to speak in a small group. This made the participant less conscious and reduced the fear of answering gibberish or wrong answers. I also encouraged them to write their views on blackboard in case they were felt shy to speak up. In order to tackle arguments in group, i decided that no discussion will be left ambiguous. It mostly arise because many members had different values about the understanding self (Gaertner and Dovidio 2014). I intervened to make them aware this is an individual concept and the answers will different according to different person perception. I listed down both sides of the argument and just commented on what can be a strong point that we can include in or presentation and what were too vague to be taken. During interactive session, I also made sure that members do not go off the track and start discussing on an irrelevant topic (Corey et al. 2013). Hence, I always intervened to stop any off the track topic abruptly. After the above process of facilitating a new group, involving them in a discussion and addressing challenges in the group, our major accomplishment was that we were now prepared without learning material on the topic of understanding self in group. We had prepared an attractive presentation were all information were summarised systematically. It first began with introducing the topic of self-concept and then explaining the importance of understanding self in professional setting. The presentation was an effective way to display to the audience the benefits that a person can reap in their profession if they understand their self-identity and strengths. For example nurses can benefit by understanding how appropriate communication skill facilitate delivery of high standard of nursing care (Hemsley et al., 2012). The second task for us was to work on how deliver the speech on the topic as a team. For this we needed to strengthen our communications skills. Another task for us was to make all members aware about the criteria for facilitation. This knowledge will help us in successfully completing the group facilitation process. The first criteria for facilitation focussed on organization of team such as how a team completes the task within given time frame and how is the relation between co-facilitators. The main objective was to evaluate group contributions like reflection on the topic, idea generation and recommending opportunities for change (de Lichtenberg and London 2008). While stating the first criterion to the participants, I also explained them how we will excel in this part. I instructed them that we will present ourselves to the audience in such a way that they get a feeling that we work well together and we also respect the time given to us for the task. Therefore the intention was to facilitate smooth flow of presentation where each member participates in a synchronised way to put forward their understanding on self-concept to the audience (Duarte 2013). The second criterion was related to content which meant that whether a group had clearly identified the topic, stated the objective of group s ession, supported their views by recent literature or not. They also wanted good integration of concepts along with the use of an effective teaching resource (Coopman and Lull 2014). Regarding preparation for our second task, our content was ready and we just needed to integrate our concepts and explain it through a relevant You Tube video. The participants were now engaged to find an appropriate video on self-understanding which the audience like nurses and other professional groups can easily assimilate (Mc Carthy et al., 2013). Accordingly, we found a video on How we perceive ourselves through self-understanding. The video explained the stepwise way by which a person tries to contemplate who they are. It gave explanation about different perspectives of a persons understanding of self-concepts. Hence, we were well prepared for second part of the criterion too. The final criterion included marks on facilitation itself such as how the facilitation proceeded. Credit was given to clear introduction of topic, logical sequence of group activities, using appropriate terminology to explain the topic, ability to attract viewers attention, communicating effectively, being enthusiastic while speaking and ending with a clear conclusion on the topic (Allan et al., 2013). To succeed in this part we needed to completely hone our communication skills. Our groups preparation for effective communication were as follows- The above mentioned criteria were the things that affected my decision making. I made all decisions according to the criteria for facilitation. I first wanted to observe the body language of each member while they were speaking. Their manner of speech should not be monotonous and audience should not feel that they are confused about the topic (Garmston and Wellman 2013). I observed each members delivery of speech and I found that some were speaking too fast. I stopped them in between to explain them that the speech should not so hasty that audience miss out what we are saying. There should be clarity in expression and members should also present themselves in an enthusiastic manner (McCroskey 2015). This will give positive vibes to the audience. The second task was to prepare the team to attract attention of audience through their communication skills. It meant working on both verbal and non-verbal message. Tone of voice is a powerful indicator for audience and hence each member need ed to work on the tone of voice to express their message to audience. I also stressed that they need to work on volume and pitch so that audience do not feel that group member are nervous or they are in fear (Beebe and Masterson 2014). It was also important that members understand the non-verbal message of audience such as what effect the listener is getting about their speech. They should accordingly divert the attention of audience. A relaxed attitude was important to make sense to everyone that the group are in control of each other. If one member falters, then instead of getting nervous they should immediately take actions to repair the situation. With immense practice in this area, our group also excelled in this area and where confident on the day before our presentation (Hackman and Johnson 2013). This section is a reflection on what our facilitation group was trying to achieve and what we actually achieved on the day of our presentation. With extensive training on our topic, our group attained the necessary expertise to pass on the information to others. The presentation will enhance transformational practice development and understand the dynamic of working in a multi-professional team such as the health care team (Crisp, J. and Wilson, V., 2011) As it was our last presentation after every group had given the presentation, we felt that we were on the disadvantaged side. This was because by then everyone in the class was sleepy as they already had listened to a lot of topic. We started with introducing ourselves and our four member group were divided into two groups. Two members listed down the advantages of understanding self and another two members listed down the disadvantage of self-understanding. We were moving to each activity in a synchronised way although we faltered some times. To generate more attention of audience who were already sleepy, we immediately started explaining our topic through a You Tube video. This was an effective strategy as many people now started paying attention and listened enthusiastically to what we were saying. We finally concluded the topic by stating what will be the implications of self-understanding on building professional values and career. What we achieved became evident from feedback from the tutor. By analysing the feedback we got to know that they our group worked well together but sometimes they were unprepared when a new question arise from the audience. We got good point for our content on the topic and integrating them with support from video. However, we got low points on clarity and sequencing on activities. After this experience, our group were very happy because we were able to successfully complete most of the criterion. Our strengths included politely attracting attention of the audience, linking the concept with the role of health professionals and our manner of summarizing ideas on the note board. With this experience, i will be able to effectively facilitate a group to a short session. I would also improve my facilitation skill in the future by working on sequence of activities and clarity of expression of groups. Hence, with this experience my moral knowledge regarding the effective facilitation skill has increased and it will be beneficial for me in the future. Hence, from the reflection on experience of facilitating a group to short session, we can conclude that successful facilitation can be achieved by following a systematic process to involve group members to achieve certain objective. In relation to the group preparation for the topic of understanding self in group, this essay provided the sequence of actions taken to prepare the group members. It started with discussion on individual perception self-concept and then taking steps to address conflicts in the group. The focus was also on effective delivery of speech and utilizing appropriate communication skill to engage the audience. The feedback from facilitator gave us an understanding about our groups weakness and strengths in group activity. The experience is useful for all of us develop ourselves in our professional career. Reference Allan, J.L., Sniehotta, F.F. and Johnston, M., 2013. The best laid plans: Planning skill determines the effectiveness of action plans and implementation intentions.Annals of Behavioral Medicine,46(1), pp.114-120. Beebe, S.A. and Masterson, J.T., 2014.Communicating in small groups: Principles and practices. Pearson Higher Ed. Bens, I., 2012.Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. John Wiley Sons. Coopman, S.J. and Lull, J., 2014.Public speaking: The evolving art. Cengage Learning. Corey, M.S., Corey, G. and Corey, C., 2013.Groups: Process and practice. Cengage Learning. Crisp, J. and Wilson, V., 2011. How do facilitators of practice development gain the expertise required to support vital transformation of practice and workplace cultures?.Nurse Education in Practice,11(3), pp.173-178. de Lichtenberg, J. and London, M., 2008. Evaluating group interventions: A framework for diagnosing, implementing, and evaluating group interventions.Group Facilitation, (9), p.37. de Wit, F.R., 2015. 9 CONFLICT IN PROJECT TEAMS.The Psychology and Management of Project Teams. Duarte, N., 2013.Resonate: Present visual stories that transform audiences. John Wiley Sons. Gaertner, S.L. and Dovidio, J.F., 2014.Reducing intergroup bias: The common ingroup identity model. Psychology Press. Garmston, R.J. and Wellman, B.M., 2013.The adaptive school: A sourcebook for developing collaborative groups. Rowman Littlefield Publishers. Hackman, M.Z. and Johnson, C.E., 2013.Leadership: A communication perspective. Waveland Press. Hattie, J., 2014.Self-concept. Psychology Press. Hemsley, B., Balandin, S. and Worrall, L., 2012. Nursing the patient with complex communication needs: time as a barrier and a facilitator to successful communication in hospital.Journal of advanced nursing,68(1), pp.116-126. Henningsen, D.D. and Henningsen, M.L.M., 2007. Examining the Effect of Marginal Members in Information Sharing Groups.Group Facilitation, (8), p.22. Hirschmller, S., Egloff, B., Nestler, S. and Back, M.D., 2013. The dual lens model: A comprehensive framework for understanding selfother agreement of personality judgments at zero acquaintance.Journal of Personality and Social Psychology,104(2), p.335. Kaner, S., 2014.Facilitator's guide to participatory decision-making. John Wiley Sons. Killen, R., 2006.Effective teaching strategies: Lessons from research and practice. Cengage Learning Australia. Kristoffersen, M. and Friberg, F., 2015. The nursing discipline and self-realization.Nursing ethics,22(6), pp.723-733. Marsh, H.W., Craven, R.G. and MARTIN, A., 2013. Multidimensional Perspectives.Self-esteem issues and answers: A sourcebook of current perspectives, p.16. Mc Carthy, J., Cassidy, I. and Tuohy, D., 2013. Lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students.Nurse education today,33(1), pp.36-40. McCroskey, J.C., 2015.Introduction to rhetorical communication. Routledge. Montano, D.E. and Kasprzyk, D., 2015. Theory of reasoned action, theory of planned behavior, and the integrated behavioral model.Health behavior: Theory, research and practice (. Schuman, S. ed., 2012.The IAF handbook of group facilitation: Best practices from the leading organization in facilitation(Vol. 1). John Wiley Sons Sessa, V.I. and London, M., 2015.Continuous learning in organizations: Individual, group, and organizational perspectives. Psychology Press. Torres, H., Rozemberg, B., Amaral, M. and Bodstein, R. (2010). Perceptions of primary healthcare professionals towards their role in type 2 diabetes mellitus patient education in Brazil.BMC Public Health, 10(1). Wardale, D., 2013. Towards a model of effective group facilitation.Leadership Organization Development Journal,34(2), pp.112-129.

Sea Pollution and the Great Pacific Garbage Patch free essay sample

Sea Pollution and The Great Pacific Garbage Patch Water is the most abused and wasted natural resource. Clean water is very precious. There are about 1 billion or more people who do not have access to clean drinking water in the world today. We must be very careful with our water and take the proper steps necessary to conserve it. Pollution is the introduction of harmful substances, particularly a contaminant or toxin, which produces some kind of harmful impact on the environment or living organisms. When we talk about pollution, 3 types of pollution usually come to mind: air pollution, water pollution, and land pollution. There are numerous types of water pollution and pollutants that contaminate it. I would like to focus specifically on sea pollution by using the Great Pacific Garbage Patch as an example. Sea pollution is a major problem. What people may not realize is that sea pollution affects not only the seas and oceans, but it also affects the entire earth. We will write a custom essay sample on Sea Pollution and the Great Pacific Garbage Patch or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While marine plants and animals are the most immediate victims of sea pollution, animals higher up the food chain that feed on marine life, including humans, are not spared. Once the toxins are concentrated in the tissue of one animal they can magnify across the food chain very similar to the pesticide DDT. In addition, toxic substances are washed up shores and destroy beaches. Toxic substances that get washed upstream destroy valuable drinking water. There are three major types of pollution in the sea: dumping of waste sewage, dumping of refuse and toxic industrial waste, and oil spills. Sewage dumping is the dumping of untreated or under-treated sewage into the seas and oceans. According to Waterencyclopedia. com, about 80% of urban sewage released into the Mediterranean Sea is untreated. This is because there are still many cities around the world that have ineffective, little or no sewage treatment. Sewage discharged from ships and other large vessels sailing the seas also contribute. Human sewage largely consists of excrement from toilet flushing, and wastewater from bathing, laundry, dishwashing and kitchen garbage disposals. The discharge of sewage sludge into the sea has devastating effects on the marine environment. Firstly, this sewage serves as food for algae and bacteria, which flourish in the presence of the sewage food. These organisms then overpopulate the seas and oceans, use up most of the dissolved oxygen naturally found in water, and upset the ecological balance in the water bodies. The shortage of oxygen in the water makes it difficult for other organisms in the water to survive. The overgrown population of bacteria and algae is basically strangling the other marine organisms. In serious cases, dead zones may be formed in the seas or oceans, for example, the Gulf of Mexico and the Baltic Sea, where no marine life could be supported. Sewage dumping also introduces harmful bacteria and other microorganisms that spread water-born diseases (i. e. cholera, typhoid fever and salmonellas) into our water. In a report by the World Health Organization in 2008 titled â€Å"Safer Water, Better Health†, it is estimated that 1. 4 million children die in a year as a result of diarrhea from drinking unsafe water or inadequate sanitation. Refuse and toxic waste dumping is another one of the major 3 type s of pollution in the sea. Rubbish dumping in the ocean was actually an accepted practice for centuries until the 1970’s! Almost any type of rubbish generated on land, including household waste, industrial chemical waste, or even radioactive waste, had a chance of making its way to the ocean. While the dumping of toxic waste into the ocean is being restricted today, the ocean is still suffering from the impact of past dumping practices. The garbage that ends up in the seas are swept by oceanic currents and winds into what are known as oceanic gyres. A gyre is a large system of rotating ocean currents, often accompanied by large winds. The gyre is actually a vortex, or a spinning flow of oceanic waters around an epicenter. The rotating flow of water within the gyre draws in garbage from the surrounding waters and prevents the garbage debris from leaving the vortex. At the same time, the surface water currents, driven by winds in the gyre, gradually moves the suspended or floating debris toward the relatively low-energy center of the gyre. It is at this epicenter that the various garbage patches are found. There are 5 main gyres in our oceans. For example, the Great Pacific Garbage Patch is located in the middle of the North Pacific Gyre, while the North Atlantic Garbage-Patch is found in the North Atlantic Gyre and the Indian Ocean Garbage-Patch is found in the Indian Ocean Gyre. Today, the Great Pacific Ocean Garbage Patch is known as the world’s largest rubbish dump in the ocean. The patch is found to contain extremely high levels of pelagic (near the water’s surface) plastic debris, chemical sludge, and other debris such as Styrofoam, plastic bags, toothbrushes, lighters, fishing nets, balloons, you name it. But unlike the garbage dumps on land, the garbage debris in these oceanic patches does not form a solid, compact or continuous garbage pile. Instead, the debris are diffused over large distances of water surface, as well as suspended throughout the water columns (with higher concentrations in the upper column). As described by Michael J. Moore, racing boat captain and oceanographer who â€Å"discovered† the Great Pacific Garbage Patch, the patch is like a â€Å"plastic soup†. According to Moore, garbage coming from Asia would take about one year to reach the Great Pacific Garbage Patch, while garbage from the United States would take several years. The Great Pacific Garbage Patch was actually predicted in a 1988 paper published by the U. S.