Sport Is Neither Solely Media Essay

Sport Is Neither Solely Media Essay Sport is often overlooked regarding its influence on cultural and social structures in society Schirato, 2007 However, research has demonstrated that sport associations and various sport-related special interest groups have a resounding impact on larger societal perceptions. Furthermore, sport serves as a key outlet of cultural expression, and often contributes to national pride (Schirato Webb, 2003). The purpose of this essay is to discuss sports role in society and its impact on these cultural and social structures. Specifically, this essay aims to address sports specific role as a vehicle for cultural homogeneity, as well as a medium for national resistance. Drawing on examples of sports role in the global process and its impact on national identity, this essay provides evidence supporting the argument that this form of cultural expression fulfils multiple societal purposes. This essay concludes with a brief summary and outline of key points. Sport as a Vehicle for Cultural Homogeneity This section discusses the role of sport as a vehicle for cultural homogeneity. First, a definition of cultural homogeneity is provided, along with a general discussion of sports implications for promoting this ideology. The Olympic Games are cited as a specific example of sports facilitating role in promoting cultural assimilation. Finally, football is a key example of sport contributing to homogeneity and this sport is discussed in relation to both the United Kingdom and the European Union. Cultural Homogeneity Cultural homogeneity refers to a sense of societal similitude, in which the majority of the population shares the same ideas, values, and even demographic characteristics (Tomlinson Young, 2006). Contrary to cultural diversity, a culturally homogenous society is one that is generally dictated by political leaders (Stolyarov, 2011). According to Tomlinson and Young (2006), cultural homogeneity provides a number of advantages, such as facilitating national pride and increasing peace within a nations borders. However, Tomlinson and Young (2006) also warn of the perils of a culturally homogenous society. For example, the idea is cultural homogeneity is often one that is forced on citizens by the ruling class, and can inhibit national progress (Stolyarov, 2011). Furthermore, cultural homogeneity stifles independent thinking and can contribute to racism and bigotry toward other cultures (Stolyarov, 2011). Ideally, a balance between cultural homogeneity and cultural diversity must be struc k. Sport is a form of cultural expression that helps facilitate this balance and promotes more positive aspects of cultural homogeneity (Schirato, 2007). In many cultures, sport is essential to national identity (Schirato, 2007). Similarly, sport serves as a vehicle for the expression of nationalist sentiment, (Bairner, 2001, p. 12) allowing politicians to promote a link between sport and national political thought. Olympic Games The Olympic Games have long served as a vehicle for cultural homogeneity, both within the host country and each respective participating nation (Dzankic, 2012). In preparation for the Olympic Games, the host country often experiences increased national uniformity and diminished conflict (Schirato, 2007). For example, during the 2000 games in Sydney, the Olympic Games promoted an effective cultural focal point as increasing migrant problems continued to threaten Australias cultural homogeneity (Magdalinski, 2001). During this time, the Asian economic recession severely affected Australias financial security and the nation experienced widespread societal conflict (Magdalinski, 2001). However, the emphasis on preparing for the games helped to unify citizens, as well as provide an economic boost. Both of these benefits have had a lasting impact within Australias borders (Magdalinski, 2001). The 2012 summer games in London have had a similar impact within the United Kingdom. Concerns existed in hosting the games in London due to the 2011 riots that occurred in various boroughs (Dzankic, 2012). More than 3,000 people were arrested within London and five died from the violence associated with the riots. Although the specific cause of the riots was due to a police shooting, the societal outcry reflected more widespread issues such as racism, class discrepancies, and a general economic decline within the United Kingdom (Dzankic, 2012). Furthermore, the violence exhibited cultural problems such as diminishing social morality and rising criminal behaviour (Dzankic, 2012). As with the Sydney games, London was praised for its high level of security and organisation (Dzankic, 2012). Hosting the games helped unify Londons citizens and enthuse the population (Dzankic, 2012). The economic and social impacts of the games still remain to be seen. However, Dzankic (2012) asserts that t he positive repercussions from hosting the games will be felt for multiple generations within London and the United Kingdom. Football Football serves as a particularly strong vehicle for cultural homogeneity within the United Kingdom and throughout Europe (King, 2000). Research (e.g., Tomlinson Young, 2006) has indicated that football plays a central role in promoting both individual and group identity among its fans. European club football, for example, has developed into a central focus for cultural and economic assimilation within the European Union (King, 2000). Interestingly, this integration has not contributed to increased cultural homogeneity among the union, but has, rather, promoted rising competition between its national members (King, 2000). The cultural homogeneity has become stronger within individual countries and not for the union itself (Tomlinson Young, 2006). Oftentimes, the success of European football clubs serves as an expression of emerging national identities and has significant cultural and economic influences (King, 2000). FC Barcelonas success in recent years is a contemporary example o f the emergence of the Catalan national identity. Sport as a Vehicle for National Resistance This section describes sports role in promoting national resistance. A definition of national resistance is first provided, followed by a discussion of historical examples in which sport has helped support citizens efforts to resistance national politics. Finally, specific examples are presented within the United Kingdom. National Resistance National resistance occurs anytime citizens within a nation express opposition to the overlying philosophical, social, and political ideologies of the ruling class (Schirato Webb, 2003). A number of specific national resistance movements have occurred in developing and developed nations worldwide. Even within the United Kingdom, multiple national resistance movements have occurred among groups that seek to prevent cultural homogeneity and protect the typically conservative values of its advocates (Schirato Webb, 2003). Historical Examples As with cultural homogeneity, sports social and political underpinnings have served as a platform for supporting various forms of national resistance (Bairner, 2001). In a classic example from the 1968 Olympic Games, a group of African American athletes symbolically protested their nations involvement in the Vietnam War by raising their fists on the podium (Bairner, 2001). Ok (2005) also illustrates the political significance of sport in a case study of Korean national resistance to Japanese colonial policy in the early 20th century. Finally, Lin and Lee (2007) assert that sport provided a medium for national resistance as baseball gained widespread popularity in Asia during the late 19th and early 20th centuries. According to these authors, baseball played a central role in advancing the Japanese colonial governments efforts to integrate Taiwanese society (Lin Lee, 2007). However, the Taiwanese were well aware of this political strategy and the acceptance of baseball was met with r esistance (Lin Lee, 2007). Sport can also be viewed as a means of cultural resistance within minority groups against racism and classism (Rowe, 2003). According to Rowe (2003), sport is particularly powerful in the United States as African Americans use sport as a form of resistance to Caucasian racism. In the two most popular sports leagues in the United States, the National Football League and the National Basketball Association, the majority of players are of African American descent (Rowe, 2003). In Major League baseball, a large percentage of players are also of African American descent, while Hispanics and Asians also account for a substantial portion of the league (Ok, 2005). According to Carrington (1998), sport has resulted in the development of specifically race-themed sport institutions, and served as a symbolic indicator of cultural identity in opposition to a predominantly Caucasian society. Sport and National Resistance in the United Kingdom One historical example of national resistance within the United Kingdom occurred in the mid-1990s when Sport England began to allocate funding gained from the Sports Lottery (Garrett, 2004). At the time, this funding source was the largest ever made available to sport in the United Kingdom and resulted in a substantial number of voluntary sports clubs at the grass roots level (Garrett, 2004). However, this funding allocation was initially criticised for serving to advance the political goals of the Department of Culture Media and Sport (DCMS), and did not necessarily reflect the needs of the population (Garrett, 2004). Voluntary sports clubs varied in their willingness to support the funding conditions, and national resistance resulted due to the discrepancy between the amount of funding allocated and the level of benefit granted to sport within England (Garrett, 2004). The United Kingdom has experienced similar results as the United States in the development of its professional sports leagues (Spracklen, Hylton Long, 2006). Sport has served as a platform for minority groups to resist the contingent notions of whiteness embedded in British sport (Spracklen, Hylton Long, 2006, p. 291). Although sport in the United Kingdom continues to be dominated by Caucasians, the Sporting Equals Racial Equality Standards have helped resist this status and promoted organisational change within United Kingdom sports leagues (Spracklen, Hylton Long, 2006). Sports Role in the Global Process This section describes sports role in the globalisation of a culture and the general global process. The global process is first defined, followed by sports specific role in cultural globalisation. Specific examples of the effects of this increased globalisation are then presented. Global Process The global process is a general term to describe the assimilation and increased congruence of cultures worldwide (Schirato Webb, 2003). Globalisation is caused by multiple factors, including social, cultural, political, and environmental contributions (Schirato Webb, 2003). The 21st century has witnessed the most rapid period of globalisation in history, as more information is shared between cultures than ever before (Schirato Webb, 2003). Any process that contributes to a broader international exchange of information and resources can be considered a form of globalisation, and advances in communication technologies have significantly influenced this phenomenon (Schirato Webb, 2003). Role of Sport There is little question that sport has greatly contributed to globalisation. Major worldwide sporting events, such as the Olympic Games and Word Cup serve as primary examples of this globalisation process. The expansion of sport and infusion of athletes from all over the world into major sports leagues has played a pivotal role in integrating cultural and social ideals (Dzankic, 2012). While few would argue that sport has been at the forefront of increased globalisation in the 21st century, some researchers (e.g., Rowe, 2003) attest that sport may not promote the cultural assimilation than was previously thought. For example, Rowe (2003) asserts that sport is so deeply dependent on the production of national cultural difference that it repudiates the possibility of comprehensive globalization (p. 281). Rowe (2003) contests that sports inherent nature actually promotes a resistance to globalisation, and prevents future cultural assimilation. Though this view is somewhat bleak and over-simplistic, an increasing number of sociologists appear to be adopting the same position (Stolyarov, 2011). Perhaps a more accurate depiction of sports role in the globalisation process is to suggest that it serves not just as a vehicle for cultural homogeneity or resistance, but fulfils both outcomes. The cultural integration that has occurred through major worldwide sporting events is undeniable (Schirato Webb, 2003). Though sport is riddled with deep historic national roots that have been the subject of intercontinental controversy, these barriers have been typically overcome in most cases as sports have experienced more internationally-based governing bodies (Schirato, 2007). Congruence has been reached in most major sports regarding rules and politics and few sports belong to just one nation or another (Giulianotti Robertson, 2009). Effects of Globalisation Giulianotti and Robertson (2009) describe how, in just a few centuries, simplistic pasture games have evolved into complex sports with precise rules, and are competed on a global level. All major sports include athletes from all over the world, and the accessibility of equipment and sports leagues for young athletes has increased at an exponential rate in recent history (Giulianotti Robertson, 2009). However, like Rowe (2003), these authors suggest that sports role in the global process does not necessarily facilitate the most ideal forms of cultural integration. The competitive nature of sport may induce a rise in cultural tension in many cases, and the globalisation of the economic side of sport has been the subject of cultural conflict (Giulianotti Robertson, 2009). As sport not longer serves solely as a form of entertainment, and has significant financial ramifications for many countries, some attest that sport is equally responsible for cultural dissemination (Giulianotti Rob ertson, 2009). Within the United Kingdom, Boyle (2010) further highlights the manner in which sport has changed from a form of entertainment into a capitalist industrial complex (p. 1300). The complex relationship between globalisation and national identity particularly manifests itself in the form of football (Boyle, 2010). The severe economic underpinnings of football within the United Kingdom have contributed to a number of cases of international tension and conflict. When beloved football star David Beckham left Europe to play professional football in the United States, for example, he became the scapegoat for increased cultural tensions between citizens of each nation (Boyle, 2010). Sports Role in the Reproduction of National Identities This section emphasises sports role in the reproduction of national identities. As sport is closely related to the adoption of ones national identity, this form of cultural expression provides an outlet to reproduce these ideals on an international level. A definition and discussion of this process is first presented on a global level. Specific examples related to the United Kingdom then follow. National Identities A national identity refers to a persons feelings of belonging to a particular nation, and the congruence of these feelings with other members of the nation (Boyle, 2010). A national identity tends to develop and evolve over time, and is highly dependent on an individuals acceptance of the political, cultural, and social ideals of his or her country. Although this concept is highly variable, research (e.g., Smith Porter, 2004) illustrates that national identity consistently strengthens through multiple platforms, such as the military and media (Smith Porter, 2004). Role of Sport Sport has also consistently served as one of these key platforms of national identity. According to Bairner (2001), most citizens display increased national pride when a member of his or her country experiences athletic success on a global level. Sport has also been used to symbolically reflect the strength, beauty, and vitality of its citizens. A common perception exists that athletic success translates to economic and political fortitude of a particular nation, and numerous countries distribute large percentages of funding resources into sport programs for this very reason (Tomlinson Young, 2006). Even in smaller nations such as Taiwan, sport plays a role in forming citizens national identities and contributes to civic patriotism (Bairner, 2001). Athletic success further contributes to the global perception of cohesiveness among a particular nation and helps integrate divided ethnic groups (Bairner, 2001). The advantages of sport in reproducing national identities is no more obvious than in the competition between nations to host the Olympic games or other global sporting events (Tomlinson Young, 2006). According to Tomlinson and Young (2006), these events provide a basis for which political ideologies can be spread, emit a global sense of cohesive national identity, and serve as measuring sticks for the evolving social and political environment of an ever-increasing global society. Furthermore, the long-term financial advantages gained from these perceptions of national pride, such as increased trade and foreign investment, far outweigh the initial costs of hosting major sporting events (Dzankic, 2012). Historical Examples During the imperial stages of Britains cultural history, sport was used as a means of training citizens to adopt its values and beliefs (Giulianotti Robertson, 2009). This period had a strong influence on forming the British national identity, and also served to promote both social and political assimilation among lower and higher classes (Rowe, 2003). The results from the adoption of sport continue to manifest in the form of local and national competitions that honour the British crown and celebrate British cultural similitude (Rowe, 2003). Once again, the London Olympics illustrate the links between sports and reproduction of national identity (Dzankic, 2012). While sport is often only viewed for its competitive aspect, Dzankic (2012) asserts that sport has become an increasing symbol of national pride. The level of patriotism displayed at global sporting events such as the Olympics places a spotlight on the nations politics, and sport plays an important role for understanding a nation and its citizens (Dzankic, 2012). Sport goes beyond its superficial physical aspect and serves as a manifestation of all of a nations social, political and cultural elements (Dzankic, 2012). Contributing to sport and rooting for national teams, individuals display their citizenship and exhibit their consolidation to a political regime (Rowe, 2003). In every nation that has hosted the Olympics, England included, the citizens have enjoyed an increased sense of unity and national identity in the years that followed (Dzankic, 2012). Summary and Conclusion Sport is often overlooked regarding its influence on cultural and social structures in society. Sport can be considered a form of cultural expression that promotes more positive aspects of cultural homogeneity. Specifically, the Olympic Games have long served as a vehicle for cultural homogeneity, both within the host country and each respective participating nation. Football also serves as a particularly strong vehicle for cultural homogeneity within the United Kingdom and throughout Europe. National resistance occurs anytime citizens within a nation expression opposition to the overlying philosophical, social, and political ideologies of the ruling class. As with cultural homogeneity, sports social and political underpinnings have served as a platform for supporting various forms of national resistance. Sport can also be viewed as a means of cultural resistance within minority groups against racism and classism. One historical example of national resistance within the United Kingdom occurred in the mid-1990s when Sport England began to allocate funding gained from the Sports Lottery. Globalisation is caused by multiple factors, including social, cultural, political, and environmental. There is little question that sport has greatly contributed to globalisation. Major worldwide sporting events, such as the Olympic Games and Word Cup serve as primary examples of this globalisation process. All major sports include athletes from all over the world, and the accessibility of equipment and sports leagues for young athletes has increased at an exponential rate in recent history. Sport has consistently served as one of these key platforms of national identity. The advantages of sport in reproducing national identities are evident in the competition that exists between nations to host the Olympic Games or other global sporting events. The level of patriotism displayed at global sporting events such as the Olympics places a spotlight on the nations politics, and sport plays an important role for understanding a nation and its citizens. Based on the evidence provided, it can be said that sport is both a vehicle for cultural homogeneity, as well as a medium for national resistance.

Mentoring Is Where A Mentor Engages His Mentees To Learn Nursing Essay

Mentoring Is Where A Mentor Engages His Mentees To Learn Nursing Essay Executive Summary Throughout the study, the practical importance of the subject has been bore in mind. Mentoring is where a mentor engages his mentees to learn and reach their development goals. The Mentoring program is also a framework where both parties in a relationship can be supported in clarifying their roles and their objectives. It also provides a framework for the mentee to develop and learn alongside an experienced peer. The ultimate objective of the mentoring sessions was to facilitate the mentees to achieve their development goals. The mentor has helped the mentees to do this by arranging different activities on a weekly basis. The aim of the activities was to challenge the mentees to finally use their own initiative and help them understand the steps they need to take when solving a difficult problem. The mentor made clear at the start of the mentoring session as to what he will do, to avoid any disappointments. This reflective essay reports the outcome of an eight week mentoring session carried out with first year engineering students. The aim for the mentor was to help their transition from secondary education to higher education. This essay outlines the process the mentor developed to understand his mentees and the action he put in place to facilitate and challenge their learning. The essay reflects on the positive and negative aspects of the sessions and evaluates if the mentoring sessions were a success or not. Acknowledgements I would like to express my appreciation of Dr Roger Clarke He maintained a continual interest in my work, providing advice when required. I have appreciated not only his advice but also his encouragement and confidence in me which has inevitably allowed me to peruse this work with a level of independence that I had not anticipated. I would also like to thank my mentees Umar and Sohail who enabled to gain experience as a mentor. Table of Contents Chapter 1 Introduction 1.1 Background Learning is essential in allowing individuals to be successful. This concerns both our personal and professional lives. The process of learning begins on the day we are born, and continues all the way through our entire life. Mentoring is observed to be one of the best methods to enhance individuals learning and development (Klasen 2007). The purpose of mentoring is to encourage and support the mentees to administer their own learning in a way that they can maximise their potential, improve their performance develop their skills and become able to accomplish their career aspirations. 1.2 The Need for Mentoring Whittaker and Cartwright, (2000) postulate that the use of mentoring and other development methods reflect a widespread recognition of the limitations of classroom-based teaching. Whittaker and Cartwright, (2000) suggest that the later can be ineffective in various ways, notably the transferral of knowledge and skills. The hypothesis by Whittaker and Cartwright, (2000) is also echoed by Ragins and Cotton, (2000) as from their own experience they believe that students can forget as much as thirty five percent of classroom-style learning before they leave the learning situation. Within a month, more than seventy percent of the learning can be forgotten and in the long term, little of the learning is either remembered, or transferred. In contrast to that, mentoring can be seen as an effective method of enhancing the development of individuals, precisely because it typically improves both learning retention as well as the transfer of the learned information to real life situations. 1.3 Objectives of the Mentoring Sessions The purpose of the mentoring sessions is to support and encourage the mentees to manage their own learning in order that they may maximise their potential, develop their skills, and improve their performance which consequently facilitates their transition from secondary education to higher education. In saying that, it cannot be overemphasised that the mentors task will be to merely assist the mentees in making these transitions, not to do the work for them! The mentor will enable his mentees to learn from their past successes and failures, and encourage them to engage in self-determined learning and to find their own solutions. Chapter 2 Mentoring Process 2.1 Three Stage Process The whole point of the mentoring process was to create a reflective environment in which the mentee can address issues of career and personal growth. The role of the programme is to support the mentoring process, and that in turn demands effective programme processes. The model adopted to facilitate the mentoring process is a three stage process applied to mentoring in Alred, Garvey and Smith (2010). The application of this process will give a shape to the mentoring sessions. The process is depicted in figure 1 below. Figure Three stage process model Alred et al (2010) The application of this process will enable the mentor to take a democratic approach rather than an autocratic. The reason for this approach is because the mentor does not want to dictate the agenda of the meeting, let alone the issues to be discussed. The main focus needs to be on his mentees: it is the mentees needs that ultimately determine the content and order of the meetings. The idea is that through appropriate exploration, new understanding is gained and then actions can be considered in relation to the understanding. The three stage process will also be viewed as a map of mentoring. A map that shows the mentor the way and facilitates the mentor of this report to plan a route. The process will become a valuable tool so that both the mentor and mentee understand what is happening. In short the process will allow the mentor to: Help the mentee to identify and raise their issues and other needs. Provide guidance so as to keep the meeting focused and productive. Enable them to become an independent, enthusiastic learner. 2.2 Exploration Understanding the mentees and their situation was vital because their problems can only be correctly identified, and a tailored personal development plan (PDP), detailing the mentees goals and objectives can be designed. As both the mentees were not clear about what aims they seek to achieve. Identifying these is of course, an ongoing process; however, the mentor through questioning prompted the mentees to evaluate their needs and objectives. What would you like to talk about in the mentoring session? What activities would you like to take place? What would you like to achieve in these session? What skills would you like to develop? What module in specific would you like extra help with? The answers to these questions which are depicted in figure 2, however, are not set in stone. To the contrary, the mentor realises that the relevance of the goals and objectives may change over time. This process was also supplemented through the use of one Myer-Briggs-Type indicator self-assessment questionnaires (See Appendix). It was imperative to allow the mentees the freedom to take responsibility for this process and put together their own PDP without the mentor pointing to needs and goals in an attempt to speed up the progress. This process was vital for the mentor as he wanted to send out consistent messages: after all, the learning relationship is supposed to centre on the mentees agenda, and from start to finish the mentee ought to be in control. PDP depicted in figure 2. A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS 2.3 New Understanding Understanding his mentees was vital for the mentor to make the relationship work. As explained in Chapter 1, learning is the process of acquiring new knowledge, skills and understanding. However, the way people embark on this process varies greatly. According to Honey and Mumford, (1983), who have based their model on work by Kolb, (1984) there are four disparate types of learning styles: activist, reflector, theorist and pragmatist. For the mentor to be successful in developing his mentees, a learning styles questionnaire was completed by his mentees (See Appendix for LSQ). The results from the questionnaire facilitated the mentor in knowing his mentees learning styles and adjust their development efforts to these. Adapting to the mentees learning style will also allow the mentor to help his mentees to identify those learning opportunities from which they are likely to benefit from. This would be mainly such that they correspond to his mentees preferred style. For example, both the mentees were identified as pragmatists and should learn best in situations in which they can apply their learning to actual practice to see if they work. In respect to that the mentor encouraged the mentees to use the other learning styles, particularly the one least preferred; this is because according to Parsloe and Wray, (2000) the best learning occurs only when an individual passes through all four stages of the learning cycle. 2.4 Action Planning From the exploration stage of the mentoring process it became evident, as to what had attracted the mentees to the mentoring relationship. Their responses from the questionnaire and the identification of development needs listed in their PDP included the need to carry on informal mentoring in a formal manner and the desire to focus on the self and develop in a relationship with an experienced peer. The need to gain different perspectives, learning opportunities and the general enjoyment of mentoring were further noted. These comments reflect an Egocentric dimension of attraction to mentoring. For the mentor, he was attracted to mentoring in relation to the need and desire to pass on their experience (in and out of the academic environment) and to encourage and explore the potential of the mentee. Learning from their mentees were further reasons for relationship engagement. Both Egocentric and Altruistic comments reflected the mentors attraction to mentoring. In order to endeavour theses comments and the mentees individual PDPs the mentor came up with a list of activities. These were aligned with his mentees goals and will support their achievements. List of these activities planned by the mentor are catalogued in table 2. By creating different activities the mentor created a stepping-stone approach to achieving the mentees final goals; they were designed to move mentees gently forward, allowing them to make accomplishments as they go along. According to Kram, (1983) creating such short term successes is a good means by which to build the mentees self-confidence and motivation, inevitably facilitating their progress through the course and university life. WEEK ACTIVITY WEEK3 (1) Ice breaker (Jenga) (2) develop PDP (3) List activities that can fulfil PDP WEEK4 (1) Career workshop: Placement, CV, Gradcarcker, ICE and information how to contact Placement officer WEEK5 (1) Tutorial session: AutoCAD and engineering computation WEEK6 (1) Surveying exercise led by James Haigh WEEK7 (1) Presentation and report writing workshop WEEK8 (1) Talk with Mr J.Philby: has 30 years experience in industry. Both of his sons are engineers one working for MACE. Will give mentees chance to ask questions and gather information on the engineering industry WEEK9 (1) Fluids Laboratory tour: Will also show mentees different types of flow regimes i.e. Turbulent, laminar, transitional and hydraulic jump WEEK10 (1) Examination workshop: Provide technique on exam preparation Table 2 Week-by-week schedule of activities planned for the mentees 2.4.1 Mentoring Contract Once it was established what both parties intended to achieve from the mentoring sessions, an agreement on how best they can work together was established. A mentoring contract was created by the mentor to facilitate him in defining the ground rules for the relationship, and assist him in keeping the mentoring relationship on track; each party now clearly knows what their individual responsibilities and roles will be. The key purpose of the contract was to avoid any future disappointments and to gain commitment from the mentees and mentor. A further aim was to clearly communicate what was expected from each person within the relationship. Table 2.1 details characteristics of the mentoring contract by the two mentees and the mentor. Chapter 3 Outcomes of Mentoring 3.1 What has worked Week three, exploration and planning: Key benefits for the mentee included having the opportunity to review their development objectively in a supportive environment, addressing work-life balance issues, developing their own PDP and developing to the requirements of further higher education. In contrast, personal outcomes included developing a sense of perspective and gaining confidence. Week four, careers workshop: Highly successful and was valued by both mentees. Gaining insight into the Civil Engineering industry and recognising the main differences between a contracting engineer and a consulting engineer. The discussion also allowed the mentees to re-confirm that engineering is an excellent profession with endless opportunities. Week five, AutoCAD and engineering computation tutorial: Again both mentees worked very well both individually and as a group. They supported each other well and have been able to bring considerable knowledge to the sessions. They have retained their enthusiasm and are keen to carry on attending the mentoring sessions Mentors work: The mentor reports learning with his mentees, developing and expanding his management styles and developing mentoring skills, as important professional benefits resulting from the mentoring experience. Furthermore, understanding different approaches to learning, achieving high levels of self-development and developing awareness the mentees were additional benefits. Personal benefits included becoming friends, enjoying the exchange and developing a new awareness of academic issues and the way to resolve them. 3.2 What has not worked so well Week six surveying exercise: Both mentees showed little interest in the surveying exercise. The reason for this cannot be understood as it was an activity that they were looking forward to the previous week. There was no sense of awkwardness between the two mentees as they both supported each other in setting up the surveying equipment. Week seven-to-ten: There was no mentees to mentor, understandably as their workload increases they had to prioritise their time. However, for the mentor he reports frustration with the mentees development, time demands and mentees own poor priority structure. Furthermore the mentor reports being exasperated at the fact that after spending time creating a mentoring contract that both the mentor and his mentees can adhere to the mentees have not taken the initiative to respond to the mentors email and give him an explanation to the reason for their absence, knowing very well the mentor has arranged an activity that they agreed to. Mentees work: The main problems for the mentees included time and workload demands, low preparation time, the amount of effort required for constructive engagement, slow personal development and poor goal establishment. 3.3 Measurement Categories After week 6 the interest the mentees were showing seemed to have become obsolete. There was no attendance in the following weeks and there was no reason given through the various contact mediums we established. In terms of what to assess, the simple answer was to revisit the original proposal for mentoring and pull out the objectives for the programme to establish the reason the mentoring experience has not gone the way as was planned. 3.3.1 Mentoring organisation: To maximise the time and productivity of both parties, the meeting works best when it is organised. The mentor wanted this regimented style because chaos and a lack of focus can decrease the mentees desires to meet with the mentor and further decrease their abilities to effectively work with him. Having an organised flow for the meetings also gave the mentor the opportunity to be flexible. As on some occasions the mentees raised unexpected issues however, it was easier to adjust the conversation when everyone was following a track. Was this style to regimented, agreeing to a mentoring contract of what is expected by each mentee too disciplined? To be honest you will never know. According to Murray and Owen, (1991) mentoring is successful when the mentor has an organised plan which allows both the mentor and mentee to understand what is going to happen and when. This also removes the possibility of any disappointments from the mentoring sessions. 3.3.2 Learning Styles: Through the LSQ it was understood that the mentees preferred learning style was a pragmatic approach rather than an activist theorist or reflector. Knowing this the mentor arranged an activity like the surveying exercise in week 6. Could it now be argued that he is to blame for the absence and lack of interest shown by the mentees? Well the mentors answer to that is no. The mentor new very well the preferred learning style of his mentees however, he wanted his mentees to use the other three learning styles, particularly the one least preferred; this was because the best learning occurs only when an individual passes through all four stages of the learning cycle. So for example the surveying exercise would have suited an activist as the exercise created a situation in which they were simply confronted with a new task without preparation. 3.3.3 The relationship: As mentioned earlier chapter the purpose of the mentor was that the mentees take control of what they want to happen. This was vital for the mentor as he wanted to send out consistent messages: after all, the learning relationship is supposed to centre on the mentees agenda, and from start to finish the mentee ought to be in control. The way the mentor understood it was that the aspects of informal mentoring involve efforts to facilitate mentees do for themselves. The emphasis was on mentees being able to solve problems, make decisions, and set plans at their own levels of responsibility-versus being dependant on the mentor for the answers. The mentoring approach adopted followed the old adage Give a man a fish, and the man will eat for a day. Teach a man to fish, and he will eat for a lifetime. So taking this approach the mentor made the mentees to put together their own PDP. This gave the mentees the freedom to take the responsibility for this process. So was this the wrong approach, should the mentor have taken responsibility and treated the mentees like children? Well my role was to facilitate their transition and guide them through their 1st year, not to do the work for them. The mentor was there as an experienced guide. Obviously he gave insight into his own experiences and went through the problems they were having but wanted his mentees to take the initiative and responsibility. 3.3.4 Mentor behaviour, Telling: Even if it was comfortable for the mentees to be told what to do without having to think and decide, personally too much direction defeats the aim of mentoring. For example the mentees required the mentor to help them solve mathematic tutorial questions. The mentor developed his own problem and solved it to show the mentees the technique they need to apply. If the mentor was too autocratic the mentees growth towards self-reliance is not supported. Furthermore, if the mentor pushed his own agenda and did not actually focus on the needs, of his mentees then this renders the mentoring process worthless. Was this again the correct procedure or should the mentor have solved the problem the mentees were having? Not sure here really. The mentor saw this as an opportunity to use his mentees learning style to solve the problem. Apply the problem to a different situation from which the mentees can see the technique, procedure and relevance. Were these the reasons as why the mentees disengaged from the mentoring sessions? Was the mentor to disciplined and strict? Was he following a mentoring process too much that he was not able to see he was alienating his mentees? Should he just have told them what to do and give them the answers to the problems they were having? To be totally honest the mentor does not know. The mentor was acting like a mentor and trying to guide his mentees to take responsibility, thats the aim of higher education, the mentoring was just a process that would facilitate and lighten up this transition. 3.4 The Re-appearance of the Mentees Wait a minute what have we here. In week 11 and 12 both mentees arranged more than 1 meeting time in the two weeks. In total the amount of hours spent with the mentees within the last two weeks was more than the entire 10 week schedule that we had planned. So what was the reason that both of them re-developed contact, even though the mentor sent weekly emails outlining the schedule of the session just to see no show and no interest in returning a quick email for apologies? The reason for the contact was that they both were struggling with coursework for engineering computation and visualisation. Both of which were very challenging compared to when the mentor had read them. The mentor had no problem in helping the mentees through this challenge. It was more interesting as there were things that the mentor got to learn in the process. Engineering computation: As the coursework is all based on Matlab the mentees were having difficulty in understanding how to programme Matlab to do various tasks. The mentor himself a novice outlined he would be of no help as he himself is new to the software. However, the sessions were interesting as both the mentor and mentees learnt how to programme the software by helping each other. The same with visualisation the introduction of digital mapping and civil 3D is totally different to what we have done. The mentor applied all the knowledge he had of the programmes to assist the mentees. Here the mentor forgot about the mentoring models and processes and just showed them how to go about doing it and at the same time learning himself. The sessions seemed more rewarding and both mentees were fully engaged in the process of learning and helping each other. 4.0 Final Conclusion So in the end was this mentoring?, the mentor agrees that the first three sessions were in the essence of mentoring however, in weeks eleven and twelve the mentor mentee relationship became very different. The mentor believed the point of mentoring was to develop a mentee to accomplish their goals and facilitate the mentee into developing skills that they outlined in their PDP. If general help when a person is stuck on tasks is mentoring then the mentor has been mentoring for years. Showing his fellow colleagues how to solve problems is that classified as mentoring or developing a colleague through like a graduate scheme where the mentor analyses the mentee in order to see their progress and enable them to progress higher in the company or to see if they are ready to take professional exams? I personally think it is the later. However, with that said the experience has been invaluable and will help the mentor in his future endeavours. 5.0 References Alred, G. and Garvey, B. (2010) Mentoring pocketbook. 3rd Edition, Management pocketbooks Ltd Honey, P. and Mumford, A. (1983). Using your learning styles. Peter Honey Publications Kolb, D. (1984). Experiential Learning. 1st Edition, Prentice Hall Kram, K. (1983). Phases of mentoring relationships. Acad. Man. J., 26 pp 608-25 Klasen, N. and Clutterbuck, D. (2007) Implementing mentoring schemes. 2nd Edition, Elsevier Ltd Murray, M and Owen, M. (1991) How to facilitate an effective mentoring programme. 1st Edition, Jossey Bass Ltd Parsloe, E and Wray, M. (2000). Coaching and mentoring-Practical methods to improve learning. Korgan Page 1st Edition Ragins, B. R. and Cotton, J. L. (2000) Marginal mentoring: the effects of type of mentor, quality of relationship, and program design on work and career attitudes. Acad. Man J., 43, pp 1177-94 Whittaker, M. and Cartwright, A. (2000) The mentoring manual, Gover Publishing Ltd

Daggers found in shaft graves during the bronze age :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The ornamental daggers of the late bronze age found in the shaft graves at Mycenae, that date between 1550, and 1500 B.C. were made by Cretans for the mainland market. Even though these daggers were made in Crete none have ever been found there. Some other places where similar daggers have been found are the island of Thera, Vapheio, Pylos, and the Argire Heraeum. This shows that there was trade among all of those places during the time period that the daggers were made. Most of the daggers were found in grave circle A at Mycenae. How they were made   Ã‚  Ã‚  Ã‚  Ã‚  The men who made the daggers found in the shaft graves were very skilled craftsmen. They showed contrast of color and of relief with the decoration of their work. On both sides of the daggers was a slotted silver or gold plate which would be decorated before being put on. They would decorate the plates with gold, silver, copper, alloys, and another technique known as niello. Niello is a black metallic alloy of sulphur, copper, silver, and usually lead, used as an inlay on engraved metal. It is considered painting in metal. The metal surface is brushed with a borax solution as a flux to help distribute the heat evenly, dusted with powdered niello, then heated. After cooling, the surface is scraped and shows a black pattern in the incised lines. The Egyptians are credited with originating niello decoration, which was practiced in classical times, spread throughout Europe during the middle ages, and came into high repute in the 15th century(Encyclopedia Britannica). Even though Egypt came up with the idea, you must note that it is native work, and not merely an imported article. (Web page, 7) The attitude of the figures and of the lions, and the form of the cat, are such as no Egyptian would have executed.(Web page, 7) After the plates were decorated, they used rivets rather than a soldering technique to put the parts together. They also used the technique of inlaying on the daggers when adding the gold portions. They would cut a narrow strip of gold from a thin sheet. Then they would make undercuts and dovetails wherever the gold would be going. After that they would then put the strip of gold over the undercuts, and use a hammer and a small wedge to bang the gold in. Decorations used on the daggers Daggers found in shaft graves during the bronze age :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The ornamental daggers of the late bronze age found in the shaft graves at Mycenae, that date between 1550, and 1500 B.C. were made by Cretans for the mainland market. Even though these daggers were made in Crete none have ever been found there. Some other places where similar daggers have been found are the island of Thera, Vapheio, Pylos, and the Argire Heraeum. This shows that there was trade among all of those places during the time period that the daggers were made. Most of the daggers were found in grave circle A at Mycenae. How they were made   Ã‚  Ã‚  Ã‚  Ã‚  The men who made the daggers found in the shaft graves were very skilled craftsmen. They showed contrast of color and of relief with the decoration of their work. On both sides of the daggers was a slotted silver or gold plate which would be decorated before being put on. They would decorate the plates with gold, silver, copper, alloys, and another technique known as niello. Niello is a black metallic alloy of sulphur, copper, silver, and usually lead, used as an inlay on engraved metal. It is considered painting in metal. The metal surface is brushed with a borax solution as a flux to help distribute the heat evenly, dusted with powdered niello, then heated. After cooling, the surface is scraped and shows a black pattern in the incised lines. The Egyptians are credited with originating niello decoration, which was practiced in classical times, spread throughout Europe during the middle ages, and came into high repute in the 15th century(Encyclopedia Britannica). Even though Egypt came up with the idea, you must note that it is native work, and not merely an imported article. (Web page, 7) The attitude of the figures and of the lions, and the form of the cat, are such as no Egyptian would have executed.(Web page, 7) After the plates were decorated, they used rivets rather than a soldering technique to put the parts together. They also used the technique of inlaying on the daggers when adding the gold portions. They would cut a narrow strip of gold from a thin sheet. Then they would make undercuts and dovetails wherever the gold would be going. After that they would then put the strip of gold over the undercuts, and use a hammer and a small wedge to bang the gold in. Decorations used on the daggers

Cabaret Essay -- essays research papers

'How do the cabaret songs and routines comment on the social issues which are the background for the story of Cabaret?' Satirical on every level, Bob Fosse's 1972 film Cabaret redefines the previously accepted genre of the musical. Using the songs and routines as cunning tools of social commentary the musical numbers both predict and interpret the world of Berlin in 1931. The opening routine, 'Wilkommen', is a powerful introduction to the opposing worlds of the protagonists Brian and Sally and also indicates the significance all songs in the Cabaret will be instilled with. As the camera moves from the distorted mirror to the grotesquely masked face of the Master of Ceremonies (Joel Grey) who claims, 'I am your host, wilkommen', the need to look below the 'beautiful' surface of both the cabaret and Berlin is established. As the opening progresses the MC welcomes in three languages, English, French and German, communicating from the outset that the satirical and political messages of the film are universal, but often in need of personal interpretation. It is obvious the the MC as a good host will meet all our needs and it is vital to note that it is with him that we establish our initial identification; the relationship with Brian (Michael York) is secondary even though he is the protagonist. Like the audience, the MC is an observer who seeks to critiqu e the world of Berlin. The initial establishment of the female protagonist, Sally Bowles (Liza Minnelli), is also undertake...

Decubitis Ulcers :: essays research papers fc

1.  Ã‚  Ã‚  Ã‚  Ã‚  Decubitis Ulcers are also known as bed sores.(Marsh 1) They are mostly seen in Geriatrics patients. They occur in people who are put on bed rest, or long periods of wheelchair use. â€Å"A traumatic decubitis ulcer is precipitated by continuous pressure on the skin and deep tissue with ischemic necrosis† (Plewig 369). These particular ulcers are mainly found on bony parts of the body. They develop when the cells die because there is a tremendous amount of pressure put on the skin and it is trapped between a mattress or chair and tiny blood vessels collapse. The parts of the body that are affected by these ulcers are the back of the head, ear, shoulders, elbows, hips, sacrum, knees, ankles, and heels. Decubitis ulcers can be classified into three grades. (1) Area is more reddened, skin is dry. (2) Area is more reddened, epidermal layer of the skin is broken, and blisters form. (3) Deeper layers of the skin are affected, blisters are broken open, and bone m ay be visible. (Hegner, Caldwell 421) 2. Before treating decubitis ulcers, viewing of the nurse or caregivers feelings about the care is important. Heshe should determine whether or not they agree with the patients wishes and is capable of completing that care. â€Å"When making these decisions, consider the stage of the ulcer and the treatment needed, the benefits and the burdens of the treatment, and the anticipated treatment outcome† (Darkovich 47). After these views are looked at, there are many treatments available. If the area is reddened, all that is needed is a gentle massage. If the skin is open, bacteriostatic agents, antiseptic sprays, and antibiotic ointments are used to reduce or prevent bacteria. The surgical process called grafting is practiced to treat these ulcers. This is when a patch of skin is removed from one part of the body, and is placed onto the infected area. Sheepskin pads, alternating air pressure mattresses, heel protectors, and egg crate mattresses are also used. (Hegner, Caldwell 427 ) 3. The first lab test that I found is a urinalysis. This is a test of the urine to detect alcohol, drugs, sugar, and other abnormal substences. This tells us if there is any bacteria in the body, and if it is located in the decubitis ulcer, so we can know if it is infected or not. The second lab test that is done on these ulcers is CD, this determines the antigens on the white blood cells.

Achieve success in life Essay

Education is the best tool in order to achieve success in life. This is the fundamental factor that determines one’s place in a very dynamic society. As an educator, my sole purpose is to ensure that students obtain a high-quality academic and social training that would equip them with the necessary knowledge and experiences to be well-prepared for the real world. Given this responsibility, I am determined to do everything that I can to make sure that my students reach their goals and objectives in life. Since one of my students is having some difficulty in combining his/her studies with work, I would try to help by alleviating the burdens of that student. First, I would conduct a one-on-one talk with him/her to determine the problems. It was mentioned that this student is a scholar and he/she must acquire a C average for the class to be able to keep his/ her scholarship. This student has no other option but to do better in class. But this does not mean that there is only a glimmer of hope because as a teacher I can maker some minor adjustments in order for the student to catch up in class. Some of the things that I would do are to extend deadlines, provide extra projects to pull up her average and utilize different technologies so that students can submit their outputs anytime and anywhere.

Orientation to Counseling Theory

Having extensively learnt about counseling theories, I have already decided on the theory that would fit my desired line of work. My desire is to work with the chemically dependent because I believe that there is hope for them and that through cognitive behavior therapy it is possible to help them stop their unhealthy way of life. I know I will be met with client resistance and that cognitive behavioral theory has its own limitations but I will handle these. The most important thing is that I will try to use this theory to help the chemically dependent. Cognitive behavioral theory proposes that cognition is important for behavior change.According to the theory, the thoughts an individual has affects their behaviors and if an individual has negative thoughts, it would be very difficult for the individual to positively change their behavior (Perkinson, 2002). In counseling, this theory is applied to help clients through cognitive behavior interventions where both behavior and cognitive strategies are employed to help solve their psychological and behavioral problems (Perkinson, 2002). The theory explains that by altering an individual’s thinking processes, an individual can clearly think about the choices that they make as well as the behaviors they engage in.The theory views behaviors such as chemical dependence as learned behaviors which are acquired through life experiences (Perkinson, 2002). The cognitive behavioral theory is a combination of two theories which are the behavioral theory and the cognitive theory. This theory fits both my personal beliefs and my value system. Personally I strongly believe in guarding what I let dominate my mind. I believe that if I let my mind dwell on negative aspects of life, my behavior will follow suit. I also believe that if I find myself having negative thoughts, the ability to alter my thinking and start thinking positively is in my hands.I also do not see substance abuse as having any positive effect whether on a person or on the society. In fact, to me substance dependence is a major source of problems in the society one of which is marriage breakups. This theory fits these beliefs and values in that the theory explains that by altering the thinking processes one can alter their behavior. This theory fits the chemically dependent perfectly. This is because in counseling them my main objective would be to change their behavior. To change their behavior I would need to help them recognize that they have a problem and then work towards changing their behavior.Chemical dependence is a learned behavior that is usually acquired following continued use of a given substance (Kadden, 2002). In most cases these substances are used to achieve certain results in the absence of other means. For example having realized that alcohol enables one to temporarily forget their problems, one would repeatedly drink in an attempt to forget his or her problems and at long last the individual would become addicted . Using this theory it is possible to help the addicted individuals learn about the triggers of their behavior which could be either the environment or certain people (Kadden, 2002).The individuals can then be helped to respond differently to these triggers using healthy means. This way the addicted individuals would stop being chemically dependent by changing their way of thinking and thus the way they respond to the triggers. To help my clients I would have to formulate treatment goals. To help my clients using the cognitive behavioral theory, together with the client we would try to identify the particular needs that the substances are being used to meet (Kadden, 2002). This would be one of my goals.To do this I would talk with the client and ask them several questions such as when they are most likely to drink in order to find the trigger. After identifying the trigger, as a counselor my second treatment goal would be to help the client develop skills that would provide the clie nt with alternative ways of meeting the needs that the substance is being used to meet (Kadden, 2002). This way I would help the client to change their behavior and thus stop being dependent on drugs. In order to achieve positive results using the cognitive behavioral theory, both the client and I as a counselor have roles to play.To begin with, the client must be willing to change his or her negative thoughts and replace them with positive thoughts-the client needs to actively participate in the therapy. The client has the responsibility of providing as much information as possible to me as a counselor, this way I would know which is the best therapeutic approach to the client’s problem. As a counselor my work is to listen to the client carefully and prod for questions to gather as much information as I can to be in a position to help the client. Another role is to provide coping-skills training to the client to enable the client respond alternatively to triggers.I also shou ld encourage the client. Resistance from clients cannot be ignored. I understand that the clients will not happily play their role and that they may find it difficult to expose themselves to me. However, I will try to deal with this resistance in a way that is consistent with cognitive behavioral theory. As a counselor I will need to know what the client hoped to gain from substance abuse in different circumstances and I expect some of the clients to be hesitant. This could be due to embarrassment such as when use of substance is the only way a client can feel comfortable in social situations.As a counselor I would handle this resistance with understanding and assure the client that what they were trying to get from substance abuse is not unreasonable. I would explain to the client that the desire to blend during social occasions is common to many people. This way I would have helped the client in cognition. In dealing with chemically dependent individuals using cognitive behavioral theory I would apply several therapeutic techniques. One of this is the coping skills training method. I would choose this method depending on the information given to me by the client.Using this method I would help the client choose or develop an alternative healthy way of meeting a need as an alternative to taking the addictive substances (Kadden, 2002). This is because development of coping skills is a major step towards recovery from chemical dependence. Another therapeutic method that I would apply would be the relapse prevention technique. I would choose this method depending on whether a client is at high risk of relapse. Using this method I would help the client stop being dependent on chemicals by helping them avoid high risk situations (Kadden, 2002).Cognitive behavioral theory though good for helping the chemically dependent, it has its own limitations. One of these is that it does not fit everyone which means that not everyone will get off drugs following treatment usin g cognitive behavioral therapy (Perkinson, 2002). This also applies to other populations and not only to the chemically dependent. Another thing is that it calls for active participation from the client and in case the client is not active, the therapy may be ineffective. Active participation comes in the form of assignments which can be very challenging (Perkinson, 2002).Another limitation is that the method uses a confrontational approach where clients are supposed to face their shortcomings head on (Perkinson, 2002). Many clients may find this very uncomfortable and this may lead to resistance. Another thing is that since the work of counselors in cognitive behavioral therapy is to make the clients face their faulty beliefs, there is risk of therapists misusing their position to push clients to adopt the therapist’s beliefs which would compromise the neutrality of therapy (Perkinson, 2002).Cognitive behavioral theory as an approach to helping the chemically dependent limit s the clients I can deal with as well as the kind of settings I can encounter. This is despite the fact that the approach is very successful both with adult and adolescent clients and can be used in a wide variety of settings which range from inpatient to outpatient settings (Wanberg & Milkman, 1998). Groups of clients to whom my expertise as a cognitive behavior therapist would be limited include the clients with DSM-IV personality disorders and clients who are medically unstable (Wanberg & Milkman, 1998).In addition, I cannot work with unmotivated clients since they would not actively participate in the therapy and this would make the therapy unsuccessful (Wanberg & Milkman, 1998). Other forms of challenges are related to limited time and costs. Due to cost containment, some of the clients are usually unable to complete their sessions as some of the managed care organizations are unwilling to cover all the required sessions (Kadden, 2002).The recommended sessions for one who is un dergoing cognitive behavior therapy are 24 sessions but most of the managed care organizations are only willing to cover 6 sessions (Kadden, 2002). This leaves the clients afraid that they have not had enough treatment and this poses a challenge to the therapist who should work towards boosting the client’s confidence by assuring the client that they can overcome their addiction by employing the skills already learnt (Kadden, 2002). Following my extensive research and study on the cognitive behavioral theory, I have learnt a lot.To begin with I have learnt that this therapeutic approach cannot be used on all the clients who are chemically dependent. I have learnt that there are groups of clients to whom this therapy has limited effectiveness. I have also learnt that I would need additional training if I were to change people’s lives by practicing this theory. The most relevant course that I would wish to pursue would be a course in substance abuse counseling. By doing such a course, I would gain in-depth knowledge on the issue of drug abuse and how to help the addicts.References Kadden, R. M. (2002). Cognitive-behavior therapy for substance dependence: Coping skills training. Retrieved 19 August, 2010 from http://www. bhrm. org/guidelines/CBT-Kadden. pdf Perkinson, R. R. (2002). Chemical dependency counseling: A practical guide. California: Sage Publications. Wanberg, K. W. & Milkman, H. B. (1998). Criminal conduct and substance abuse treatment: Strategies for self-improvement and change; a provider’s guide. California: Sage Publications.