Hookah Assignment Example | Topics and Well Written Essays - 250 words

Hookah - Assignment Example Thus, it has developed a positive perception on people. The spread of hookah smoking is because of the perception of the society. Most people forget that it has a relation with cigarettes. The society chose to associate it with being greatness. the youths find it fun smoking the drug. However, because of ignorance, the society has accepted it. Other drugs have a negative perception because the side effects are eminent. there is a raised awareness on the effects of being under the influence of cigarettes. In addition, the difference in methods of consuming hookah and cigarettes, makes it difficult for one to establish a direct relationship (Nauert). The structure of consuming hookah tends to make the user think that it is purified. This positive perception contributes to spread of diseases in the society. It will create a health hazard . It will be only after people start suffering severely that the perception on hookah smoking would change. The youth perception is to blame for the increasing use of

Business Ethics vs. Success in Modern Business Research Paper

Business Ethics vs. Success in Modern Business - Research Paper Example en corruption and success in business in this research was retrieved from the university faculty, contemporary firms and graduate students of business. The fundamental concept on which the term â€Å"business ethics† is based is that individuals should be held accountable for their practices in business. â€Å"Businesses are at the strategic center of a civil society, and they have a stake in their communities† (U.S. Department of Commerce, 2004). In conventional terms, business ethics are thought of as drivers for successful business. In the modern age, companies and business entrepreneurs evaluate the effect of ethics on their individualistic and collective performances. A lot of studies have shown that unethical practices and corruption have been incurring the companies a cost worth billions of dollars every year. Such studies have portrayed a negative image of corruption and have emphasized upon the potential ways in which the unethical business practices affect the brand image, value of shares and the overall profitability of the business (Maheshwary & Ganesh, 2006). Following the principles of ethics is very imp ortant for a company’s success (Turner, 2006). â€Å"I have always recognized that the object of business is to make money in an honorable manner† (Cooper cited in Rajeev, 2011). Unethical business practices have traditionally caused a lot of damage to the business. However, not many business entrepreneurs are aware of the toxicity of such practices because the costs are often not obvious and come as overheads. Most of the costs of the unethical business practices are hidden. Since the business entrepreneurs can not see these hidden costs, they can only see the convenience that the unethical practices bring them. Thus, many of them are reluctant to abandon such practices. However, the harm caused by such practices is inevitable and is often borne by the society as a whole. For example, when an oil company discharges oil into the sea, it is the marine

Social Work Reflective Essay

Social Work Reflective Essay Introduction Reflection forms a central part of social work practice and education, and it is particularly important for social workers in placement settings or newly qualified social workers (Dcruz et al, 2007; Parker, 2010). In its simplest terms, reflection provides us with an opportunity to review our decisions and decision-making processes however, in practice, reflection is a far more complex concept (Trevethick, 2005: 251). It is essential that social workers have the confidence to question their own practice, the organisation that they work in, and dominant power structures in society at large (Fook, 1999). Reflection, and in particular critical reflective practice, forms a key part of this, as social workers are called on to reconsider and reconstruct the dominant social discourse. In this essay I will explore my experience of reflection during my practice placement, and in particular in relation to a specific case study. I will start by outlining my practice setting, and the details of the particular case study. I will then explore my experience of reflection, and how reflective practice supported me to apply theory to practice. Finally take a critical look at my practice, and suggest things that I could have done differently. Although I engage with and explored multiple models of reflection during my placement, the model of reflection that I found most useful was Schons theory of reflection (Schon, 1983; 2002). Schon advocated 2 types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at the positives from that interaction. The other type of reflection Schon notes is reflection-in-action, or reflecting on your actions as you are doing them, and considering issues like best practice throughout the process. Due to the limits of the current medium, I will be focusing mostly on reflection-on-action. However, appropriate use of this type of reflection should inform future practice, and encourage appropriate reflection-in-action when presented with a similar situation again. Practice Setting My placement was based at a not for profit mental health agency, where we provided psycho-social support for people who have experienced mental health difficulties. Many of the people that we worked with had been subject to section 2 or 3 orders under the Mental Health Act 1983/2007, and were now experiencing aftercare under section 117. Referrals to the agency could come from social services, GP surgeries, and other not-for-profit organisations. The people with whom we worked usually had a multitude of presenting issues and concerns, and I was aware from the onset that complex settings like this require social workers to be reflective in their practice in order to be able to deal with a variety of situations (Fook and Gardner, 2007). However, it soon became clear to me that the fast-paced working environment, where at times paperwork was promoted over practice, meant that reflection could potentially be ignored in favour of bureaucracy and targets (DCruz et al, 2007). This type of difficulty and uncertainty around reflection is common in placement settings and when starting a new role (Knott and Spafford, 2010). Reflection was particularly important when making the transition from university learning to the learning experienced in a placement setting. Social workers are provided with some guidance in practice to support this process. The Practice Competency Framework (PCF) domains provide some direction about what areas social workers are expected to emphasise in practice, and what needs to be evidenced in order to successfully complete a placement. Values and ethics are central to this framework, and comprise domain 2. Critical reflection is also part of this framework, making up the entirety of domain 6. However, it is essential that social workers do not become complacent in their personal reflection, and they cannot fall back on these types of guidance and procedures as a shield against engaging in reflection on complex ethical subjects (Banks, 2006). Case Study Many of the service users that we worked with had a dual diagnosis (problems with mental health and addiction). These service users particularly challenged me, as I found their intersecting issues usually stretch well beyond their dual diagnosis, to other areas like housing or physical health. I have, therefore, chosen to discuss one such case, where I engaged in substantial reflection. The background to this case study, and my involvement with him, will now be discussed. JK is a man in his 50s who was born in Nigeria but moved to the UK at a young age. When I worked with him, he lived in a housing project that was specifically meant to house ex-offenders. Although JK had a lead key-worker at my agency who was a permanent member of staff, I was responsible for the majority of the key working sessions with JK during my time on this placement. JK had a long history of substance misuse and mental health problems. He was diagnosed with bi-polar disorder, and dealt with significant anxiety and depression. He received depot injections monthly for his mental health difficulties, and he found these instances particularly distressing. JK also had a substantial history of criminal activity, which he said became necessary in order to maintain his addiction to certain illicit drugs. I would meet JK in a location of his choosing. Although usually this would mean either in our office or in his room, sometimes we went for a walk and I accompanied him to appointments at times also. This more informal working setting was where he felt he could speak most openly to me. Although I will discuss my involvement with JK more broadly,I will focus on one particular key working session that we had, where JK was most descriptive about all his concerns and the issues that were effecting him (session A). This is significant because reflection is particularly important when a critical incident like this has been experienced, and a less reflective approach could lead to a less holistic or even inadvertently oppressive account of what had transpired (Ruch, 2002). Reflective Practice Different models of reflection supported me throughout the reflective process. Gibbs Model of Reflection (1988) and Atkin and Murphys Model of Reflection (1994) both promote a cyclical approach to reflection, whereby reflection is ongoing and not a linear process. I found this to be the case, as I did not move through stages of refection one after the other, but moved between them, often returning to my conceptual starting point multiple times before settling on a holistic understanding of an event or situation that incorporates all systems influencing that scenario. Keeping a reflective diary of critical issues and my own thought process encouraged me to construct my understanding of the work I was doing, and justify what actions I had taken (White, 2001). Support from colleagues and supervisors was also invaluable in this process (Ruch, 2002). Yip (2006) aptly notes that models like those described above are most useful when starting out the reflective process, and I quickly adapted and developed a model of reflection that was most appropriate for me. Social work has traditionally been constructed as the professional knowing best, and continues to be practised in a way where the practitioner holds most of the power (Holmes and Saleeby, 1993). The power dynamics are slightly different in a non-statutory setting like I was working in. However, these power dynamics cannot be ignored, and underline all social work practice.I acknowledged the inherent power dynamics from the inception of my interactions with JK. I recognised that where unequal power dynamics exist in a relationship, it is usually the partner with the most power that benefits most from the interaction (Milner and OByrne, 2002). This is why it is important for social workers to listen to the perspectives of the people with whom they work, and be willing to accept different paradigms than their own or the dominant paradigm (Milner and OByrne, 2002). When working with JK, I was made aware of his engagement with mental health services, usually provided through the medical professions. He had an allocated community psychiatric nurse (CPN) who would visit occasionally, and at times he also met with a psychiatrist. Throughout my social work education, the difference between the medical model and the social model of experiencing mental illness has been stressed to me, and I clearly saw this when working with JK. The historically oppressive nature of mental health services is widely recognised in literature (Szasz, 1961; Foucault, 1967), and JK expressed to me at times that he felt that he was not listened to by medical professionals, and just moved from service to service having things done to him, rather than with him. Tew (2005) noted that the in the social model of mental distress, core values required include looking at the person and their situation holistically, removing the us and them thinking that tends to dominate mental health services, listening to what people really have to say, and being committed to anti-oppressive practice. I found these to be very helpful in working with JK. During Session A, the fact that I chose to explore JKs mental distress alongside the other issues that were going on in his life allowed me to identify that his physical health, including intense back pain that he has been experiencing, was having a substantial effect on his mental health, and I encouraged him to seek help and support with this. JK clearly appreciated my anti-oppressive approach, where I tried to work with him in partnership, and he was always keen to know when we would meet next. There is a stigma attached to having a mental illness, and even when contact with services has ceased, that stigma usually persists (Miles, 2005). JK had clearly been the subject of this stigma throughout his life. Tew (2005) believes if mental health services were more receptive to the social model of looking at mental distress, then significant amounts of this stigma and the resultant oppression would be removed. Applying Theory to Practice An important part of reflection in social work is the application and consideration of theories in practice (Trevethick, 2012). The theory base of social work is essential to all the work that we do in practice (Teater, 2010). Social workers need to be prepared to critically reflect on the theory that they are bringing to practice. It has been noted that the theory base of social work is dominated by euro-centric discourse, meaning that certain paradigms or perspectives may be excluded unintentionally (Trevethick, 2012). Being from Nigeria originally, and coming from a different cultural background than myself, meant that I had to be particularly careful in applying theory to the work that I did with JK.However, it is also clear that practice cannot just be based on routine or habit, with no basis in evidence (Thompson, 2009). The increasing influence of post-modern theory, which does not promote one paradigm over another, but focuses on the subjective nature of truth, has helped to alleviate these issues in social work to some extent (Fook, 2012). Our agency worked with some of the most marginalised and vulnerable members of society, and engaging in uninformed work with these types of service users is a dangerous undertaking (Collingwood et al, 2008). Through active engagement with reflection, I was able to work with JK using an eclectic theory and knowledge base, but was also careful to note if JK was not comfortable with some aspects of my approach, and adjusted the approach accordingly. Working closely with JK over a period of several months supported me to be able to identify any issues quickly, and by the time I we were engaged in Session A, we had a good working relationship. Of particular importance when working with service users who have a dual diagnosis was systems theory, and I found this theory to be particularly important when reflecting on Session A. Healy (2005) has recognised that systems theory have been highly influential on the knowledge base of social work. As noted above, people experiencing problems with addiction tend to have other issues in other areas of their lives (Tober and Raistrick, 2004).I was able incorporate specific applications of systems theory for the service user group I was working throughout my placement, and in particular with JK. The Six Cornered Addictions Rescue System (SCARS) was useful in that it took into account a person who was dealing with an addictions situation holistically, rather than just focusing on the addiction in isolation (McCarthy and Galvani, 2004). In Session A this allowed me to see how JKs addiction and mental health problems were also linked to issues with accommodation, physical health, relationships and employment. What could have been done differently? I have discussed my work with JK, and reflected on specific incidents and issues with him. However, returning to Schon (1983), he notes that reflection takes place within our own understanding and the meaning that we attribute to an event, rather than within the event itself. Therefore, social workers need to look at their own underlying assumptions, as well as dominant social narratives, in order to shape their holistic understanding and experience of a given incident. Dewey (1993) recognised the importance of discovering new information in reflection. This can come from both internal sources (personal reconsideration) and external sources (professional support or research), and this new information can completely re-construct the way that an incident or event is considered, and change the narrative that we are engaged in. This is helpful in reconsidering an event, and determining whether something could have been done differently or better. In relation to Session A, one area that I reflected on was that I may have focused too much on theory when working with JK. It has been recognised in literature around theory in practice that overly focusing on theory when working with service users can actually hinder the work being done, as the service user can feel depersonalised (Parker, 2010). As noted above, this was particularly important in the case of JK, who was from a different culture than me. More time could have been spent on listening to JK and his perspective, rather than trying to fit him into a theory or model for the sake of evidencing my own case notes or reflective journals. I worked with JK very much in isolation. Although I met his CPN and his drug worker, at no stage was a multi-agency meeting held that I was invited to. To some extent, this was the fault of the other professionals, who did not consult me on the work they were doing with JK, and literature has noted that collaboration is particularly difficult when working with dual diagnosis service users, as mental health and addiction services can disagree over the correct course, or who should take the lead (Clement et al, 1993; Champney-Smith, 2004). However, I could have made more of an effort to engage with them, or at least discuss with JK how much consultation he would like me to have with those other workers. Suter et al (2009) have found that a willingness to communicate is a key characteristic needed for effective collaboration, and after the other professionals were not active in engaging with me, I lost this willingness, potentially to the detriment of my work with JK. It has to be noted that reflection is not always recognised as a self-evidently positive mechanism. There are critics of the way reflection is promoted in current practice environments, with some bemoaning the cult following that has developed around reflection in the social work sphere (Ixer, 1999: 513). Boud and Knight (1996) equally describe how reflection has come to be seen as self-evidently worthwhile without significant critique (p.32). Ixer (1999) recognises that focusing too much on assessing reflection can lead to a prescriptive approach to reflection that is uncompromising. I found this to be the case at times, when I was expected to write my reflections at a certain time, and have reflective supervision in a certain way. As well as this, having someone essentially assessing my reflection made this even more difficult, as I was not able to reflect in a way that was personal for me. Parker (2010) has noted that reflection is not something that can be assessed based on traditional reductionist techniques. Therefore, I found it important to not just reflect on my work and the working environment, but also the process of reflection itself. Conclusion The issues that social workers are engaged with, and that I have discussed here, do not only reflect the concerns of the service user, but are a reflection of the issues that are inherent in wider society (Davis, 2007). Unequal power dynamics, concerns around oppression and issues with stigma are all societal problems that social workers need to engage with not just on a micro-level, but also a macro-level. To some extent this is an area that I found reflection lacking in. I was able to look at my own practice, and my own assumptions and narratives; however, I was unable to determine how best to address wider inequality and societal oppression of people like JK. In this reflective essay, I have explored my practice setting in relation to a particular case study. I introduced the placement setting and the case study, and then looked at my experience of reflection within this setting. I discussed how I engaged with different models of reflection, experienced power dynamics, and explored different interpretations of mental distress. I then moved on to look at how reflection promoted me to engage with theory in practice, in particular in relation to systems theory. Finally, I used this reflection to look at things that I could have done differently, including a decreased focus on theory and engaging more with other services. This type of critical reflection should be ongoing for social workers in practice, and to some extent it would be difficult to work in a complex setting like I was without being reflective. Although I noted some areas I could have improved on in my interactions with JK, what was most apparent in my work with him was that my willingness to explore his paradigm and perspectives opened him up to engaging with me on a range of issues, that otherwise may have remained hidden. References Atkins, S. and Murphy, K. (1994) Reflective Practice, Nursing Standard8(39) 49-56. Banks, S. (2006) Ethics and Values in Social Work, Basingstoke: Palgrave Macmillan. Cameron, A., Lart, R., Bostock, L. and Coomber, C. (2012) Factors that promote and hinder joint and integrated working between health and social care services, London: SCIE. Champney-Smith, J. (2004) Dual Diagnosis in T. Peterson and A. McBride (Eds.) Working with Substance Misusers: A Guide to Theory and Practice, London: Routledge. Clement, J., Williams, E. and Waters, C. (1993) The client with substance abuse/mental illness: Mandate for Collaboration Achieves of Psychiatric Nursing, 7(4), 189-196. Collingwood, P., Emond, R. and Woodward, R. (2008) The theory circle: A tool for learning and for practice Social Work Education, 27(1), 70-83. Davis, A, (2007) Structural Approaches to Social Work in J. Lisham (Ed.) Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory, London: JK. Dewey, J. (1993) How we Think: A restatement of the relation of reflective thinking to the education process, Boston: Health Publishing. DCruz, H., Gillingham, P. and Melendez, S. (2007) Reflexivity, its meanings and relevance for social work: A critical review of the literature British Journal of Social Work, 37, 73-90. Fook, J. (1999) Critical reflectivity in education and practice in B. Pears and J. Fook (eds) Transforming Social Work Practice: Postmodern Critical Perspectives, St Leonards: Allen and Unwin, 195-208. Fook, J. (2012) Social Work: A Critical Approach to Practice, London: Sage. Fook J. and Gardner F. (2007) Practising Critical Reflection: A Resource Handbook, Maidenhead: McGraw-Hill. Foucault M. (1967) Madness and Civilization: A History of Insanity in the Age of Reason, London: Tavistock. Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods, Oxford: Oxford University Press. Healy, K. (2005) Social Work Theories in Context: Creating Frameworks for Practice, Basingstoke: Palgrave Macmillan. Holmes, G. and Saleeby, D. (1993) Empowerment, the Medical Model and the Politics of Clienthood, Journal of Progressive Human Services, 4(1), 61-78. Ixer, G. (1999) Theres no such thing as reflection British Journal of Social Work,29, 513-527. Knott, C. and Spafford, J. (2010) Getting Started in C. Knott and T. Scragg (eds.) Reflective Practice in Social Work, Exeter: Learning Matters. McCarthy, T. and Galvani, S. (2004) SCARS: A new model for social work with substance misuse  Practice, 16(2), 85-97. Milner, J. and OByrne P. (2002) Assessment in Social Work Basingstoke: Palgrave Macmillan.Parker, J. (2010) Effective Practice in Social Work, Exeter: Learning Matters. Miles, A. (1987) The Mentally Ill in Contemporary Society, Oxford: Blackwell. Parker, J. (2010) Effective Practice Learning in Social Work, Exeter: Learning Matters. Ruch, G. (2002) From triangle to spiral: reflective practice in social work education, practice and research, Social Work Education, 21(2), 199-216. Schn, D. (1983) The Reflective Practitioner, New York: Basic Books. Schon, D. (2002) From technical rationality to reflection-in-action in R. Harrison, F. Reeve, A. Hanson and J. Clarke (eds) Supporting Lifelong Learning: Perspectives on Learning, London: Routledge. Szasz, T. (1961) The Myth of Mental Illness: Foundations of a Theory of Personal Conduct, London: Harper and Row. Teater, B. (2010) An Introduction to Applying Social Work Theories and Methods, Maidenhead: Open University Press. Tew, J. (2005) Social Perspectives in Mental Health London: Kingsley. Thompson, N. (2009) Practicing Social Work: Meeting the Professional Challenge, Basingstoke: Palgrave Macmillan. Tober, G. and Raistrick, D. (2004) Organisation of Services Putting it all Together in T. Peterson and A. McBride (Eds.) Working with Substance Misusers: A Guide to Theory and Practice, London: Routledge. Trevithick, P. (2012) Social Work Skills: A Practice Handbook, Maidenhead: Open University Press. White, S. (2001) Auto-ethnography as reflexive enquiry: The research act as self-surveillance, in I. Shaw and N. Gould (eds), Qualitative Research in Social Work, London: Sage. Yip, K. (2006)Self-reflection in reflective practice: A note of caution British Journal of Social Work, 36(5), 777-788.

The Effects of Industrialization on Society Essay -- Industrial Histor

The Effects of Industrialization on Society The Industrial Revolution changed society from an agriculture based community into a thriving urban city through many interrelated changes. One of the most important changes was the quantity and rate of products produced to meet the rising demand. Large industrial factories increased efficiency and productivity, which caused a shift in economy. Karl Marx’s believed that the new changes overturned established economies as well as society. He voiced his view through the Communist Manifesto to show people the negative effect industrialization was having on society. Prior to the Industrial Revolution, society and economics were largely determined by land and agriculture. Growth was slow and people relied on traditional means to survive. The majority of societies were farmers who raised crops and animals for a living. However, in the eighteenth century, the population exploded and grew at a significant rate. The four primary factors behind this growth are: a decline in death rate, an increase in the birth rate, the virtual elimination of plagues, and an increase in the availability of food [[i]]. This burst of population created an excessive amount of workers, who were not needed in the agriculture society. The need for workers in agriculture decreased due to the advances in technology and tools. A large number of people as well as perspective farmers had to find jobs elsewhere. This is one of the important factors in the shift of the population from rural areas to the more urban cities. The introduction of machinery initiated the Industrial Revolution making factories an important way of life. The machinery in factories used the pow... ...is, and Francisco Louà §Ã„ , As Time Goes By (New York: Oxford University Press, 2001), 164-168. [v]. Freeman and Louà §Ã„ , 194. [vi]. Montagna, [vii]. The Acts 29 Times. [viii]. Fielden, John, The Curse of the Factory System (New York: Frank Cass and Company Limited, 1969), xiii. [ix]. Wing, Charles, Evils of the Factory System (New York: Frank Cass and Company Limited, 1967), clxxxv. [x]. Fielden, 34-35. [xi]. Chris Rohmann, A World of Ideas (New York: Random House Publishing, 1999), 249. [xii]. Rohmann, 249. [xiii].Marx, Karl. â€Å"Communist Manifesto.† History and Religious Studies. 1st ed. Page 19. [xiv]. Marx, 16.

Because I Could Not Stop for Death Emily Dickenson

Miranda Jennifer Professor A. Tripp English 355 1, October 2012 Loss Is Nothing Else but Change Experiencing a loss raises overwhelming feelings that are difficult to cope with. The emotions that accompany any kind of loss can be intense and varied. There are stages of grief that everyone goes through. A sense of shock or denial usually come first followed by anger. Bargaining follows anger, then depression, and finally acceptance. In â€Å"Because I Could Not Stop for Death,† by Emily Dickinson, the speaker is taken on an un expected journey that illuminates her path of mourning, which helps her come to an acceptance with her loss.The title: â€Å"Because I Could Not Stop for Death,† states that the speaker could not begin to grieve the loss. The speaker knew it had to end but could not bear to end it on his of her own, thus â€Å"Because I could not stop for Death,/ He kindly stopped for me;†(Lines 1-2). Dickinson mentions the speaker’s outfit as a symbo lism of unpreparedness. â€Å"For only gossamer my gown/ my tippet only tulle,† (15-16). Dickinson’s word choice play a vital role throughout the poem. The term â€Å"immortality†(4) signifies that the journey would never end. The speaker is well aware that the journey embarked on was not a round trip.The speaker is taken on a journey filled with many experiences, all which he or she accepts and learns from. This journey illuminated the speaker’s perspective of grieving with the loss of something or someone. According to Oxford Dictionaries, the adjective illuminating can be defined as: â€Å"to help to clarify or explain† (Illuminate). Even though the journey was unexpected, it brought enlightenment to the speaker’s perspective of his or her loss. People feel pain when going through a loss, but in â€Å"Because I Could Not Stop for Death,† the speaker accepts it with ease, â€Å"I had put away/ My labor, and my leisure too,/ For his civility†(6-8).The speaker is essentially relieved concerning the loss. He or she is finally able to forget about everything that worries him or her. Overall, the loss brought the speaker tranquility. In stanza three, the speaker takes a trip down memory lane. â€Å"We passed the school, where children strove At recess, in the ring; We passed the fields of gazing grain, We passed the setting sun. † Remembering past times is a typical thing to do when dealing with grief. The speaker of â€Å"Because I Could Not Stop for Death,† accepted his or her loss, for it eventually led her to an immortally full of bliss.When losing someone or something, it is important to know that it will get better. Losing someone or something can be the most devastating thing for anyone, but it is important to understand that once you come to acceptance with the loss, there is light behind the tunnel. The speaker of the poem is well aware of this and he or she agrees to the journey, not knowing where his or her destination would be. After a long journey of mourning, the speaker is taken to a new home, where he or she can finally be at ease. â€Å"We paused before a house [†¦]/ The roof was scarcely visible,†(7,9).A new home signifies a new beginning. Over all the loss that the speaker is going through, has brought him or her to a new commencement in his or her life. â€Å"’Tis centuries, and yet each Feels shorter than the day I first surmised the horses’ heads Were toward eternity. † The best thing one can do when moving on from a loss is to take each passing moment as an opportunity to grow. The speaker was able to view his or her loss as an opportunity for emotional growth. Thus, the journey that the speaker in â€Å"Because I Could Not Stop for Death† took illuminated his or her path towards the acceptance of his or her loss.Marcus Aurelius said, â€Å"Loss is nothing else but change, and change is Nature’s deligh t. † Works Cited Dickinson, Emily. â€Å"Because I Could Not Stop for Death. † The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. 9th ed. Ed. Michael Meyer. Boston: Bedford/St. Martins, 2012. 844. Print. â€Å"Illuminate. † Definition of Illuminate. Oxford Dictionaries, 2012. Web. 24 Sept. 2012. . Meyer, Michael. â€Å"A Study of Emily Dickinson. † Preface. The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. 9th ed. Boston: Bedford/St. Martins, 2012. 819-28. Print.

Communication in Emergency Management

AbstractEmergency is an event or situation that occurs unpredictably causing damage to man and society. Management of emergencies is not as easy as event management. In emergency management, one has to be quicker, more knowledgeable and more resourceful in dealing with and solving emergency cases.In the same way that event management requires communication among its key persons (organizer, speakers, etc.), emergency management needs more of this element in order to carry out emergency plans well, for an effective damage prevention. The key players in managing well an emergency, namely the doctor, fire chief and police chief, must talk to one another not only to effectively do their part in the emergency management process, but also to be able to minimize as much as possible the damage done or threatening to be done. Emergency Management 101Dealing with emergencies is not a joke. It is a serious and urgent situation requiring immediate action so that no further harm can be made. Emerg ency defined is an urgent situation or occurrence threatening grave damage to man and society (P&I Services, 2006). Although emergencies are unpredictable, they can be dealt with proper knowledge and understanding both in handling the particular emergency and preventing further harm.Emergency management in its simplest sense is the process of managing emergencies or urgent situations. Managing an emergency includes assessment or assistance to affected party/ies, prevention of further damage, preparation for â€Å"after-shock’s†, responding to the situation swiftly and calmly, and recovering from such emergency situations (P&I Services, 2006).Emergency Management PlayersThe key players in the emergency management process are the hospital, fire department, and police department. The heads of these three institutions all contribute their part in the effective management of an emergency situation, and all their contributions greatly affect the success or failure of an emer gency management.Hospitals are health institutions that cater to the physical or biological welfare of people. Their role in emergency management is to ensure the health condition of affected parties. They are very important in a sense that their concern, which is human health, is of great importance to an individual, and in emergencies, threatening this part of human welfare is the first concern of an individual (Canton, 2006).The fire department on the other hand prevents the spreading of fire, the start of one, and minimizes the effects of fire to the people. Fire is a natural need of man to cook food for him, keep him warm, etc. But too much fire can threaten his welfare. The fire department, in the emergency management process, mobilizes fire situation if there is one, and prevents such fire from starting in order to minimize the harm already done.And of course, the police department plays a vital role in the documentation of emergencies. The first thing they do in an emergency situation is to mobilize the vicinity involved in the emergency, organizing the people within the vicinity to maximize the help and assistance they can contribute in the proper and effective management of the disaster at hand.These key players need to work together because even though they work differently, all their actions affect not just one another, but the whole emergency situation itself as well. Effective communication is the key to a productive and optimized management of emergencies.Emergency Management ProcessThe flow of an emergency management is as follows:First is the occurrence of the emergency. Emergencies take the form of major fire or explosion, flood, earthquake, storm or cyclone or twister, dangerous or threatening person/s (stalker/s, kidnapper/s, etc.), civil disorder, gas leak, chemical spill, and others. The initial response emergency management key players is to stay calm. As key players, their mind is in ensuring the welfare of people, particularly others n ot themselves, and not on things (Deakin University, 2006).With an emergency management coordinator around, s/he surveys the scene, before assigning tasks and assignments to his/her key players. S/he will weigh the graveness of each victim’s predicament then prioritize those who need help most at the most immediate time, and only then would s/he delegate the task at hand (Deakin University, 2006).Once the key players see the damage, they do their roles and organize themselves to cater to the needs of people. They start do what should be done to stop or minimize the effect of the crisis and to prevent further harm. The emergency management team would have to do their tasks on the spot since the emergency they are about to accomplish require their immediate attention (Deakin University, 2006).After having briefly dealt with the emergencies, victims are then evacuated to some place near and can accommodate to their needs more attentively.And of course, as emergency coordinator, s/he will gather his/her team and evaluate the work they have just done.Communication During Emergency ManagementThe key players work together, and so they could consider themselves a team. One could not completely accomplish a task if not for the help of another team mate. Their work is seen as a team, not as an individual, and so it is important that they communicate well with one another.The basic way to get them to talk to one another is to give them a reason to do so. Say, ask one of your key players to ask another key player about something. This strategy works when they have just met, and your team is not yet, of course, in the middle of a crisis.People are confident and comfortable in talking with another individual once they know something about them, even just their name. And so, as an emergency management coordinator, it would not hurt to hold an activity on the first meeting. Not only would they know who they work with, but also it gives them the chance to get comfortabl e working as a team, and trust one another as team mates.Many childhood activities do work in order to get the people communicating with one another. People may lack the initiative and confidence to speak to another because of indifference. Games do sound childlike, but then grown-ups find these as guilty pleasures. Name games and getting-to-know-you games are great starts for individuality-introduction activities.It would also greatly help if you, yourself as coordinator, do the talking first. Ask them about their interests, what they do other than the job they have, their history and the like. People talk when they know someone listens. Show that as coordinator, you want to listen, you are interested in your key player, and that you encourage others as well to listen and be interested.The art of talking does not only consist of saying everything about anything, rather saying things that concern your team that are of interest to them. Share your stories, to get them to share theirs , but then do not go overboard. Once they start, let them just handle the flow of the discussion.Another way of having them conversing with one another is setting up bonding sessions. Short, bonding, group activities allow individuals to be loose for a while and be ordinary human beings mindless of their work. Let them have such at the most convenient time, i.e. after a successful emergency management that didn’t take much of their energy that would also serve as a victory celebration. The opportunities are endless.Organizing the Emergency Management GroupOrganizing an emergency management group is not easy. It is a serious matter dealing with serious situations. Such group involves people—normal, social individuals. Thus, communication cannot possibly be taken away from such group. Communication not only strengthens the ties among the members of the group, but also allows them to work more efficiently.ReferencesCanton, L. G. (2006). Emergency management: concepts and strategies for effective programs. New York: Pantheon.Deakin University. (2006 May, 1). Deakin University: emergency management plan. Retrieved December 12, 2007 from http://www.deakin.edu.au/emergency/policies/procedures/Emergency%20Management%20Plan%202006%20Aug.pdfP&I Services. (2006 March, 7). Glossary. Retrieved December 12, 2007, from http://www.emergencymanagement.org.uk/faq/glossaryandacronyms/tabid/2090/Default.aspx