Successful life Essay Example | Topics and Well Written Essays - 750 words

Successful life - Essay Example At my house, we were four children, my parents and more often than not my grandmother would visit. This meant the house was always crowded and somewhat noisy, for me this was annoying and made me eager for college so that I could move out and go be on my own, in quiet. Nonetheless, this attitude transformed when I began college and within the first year I learnt that Mr Raphaels’ wellbeing had spun for worse. I had to make new friends and adapt to new surroundings, this made me miss the familiarity of home. Mr. Raphaels had been admitted to a rehabilitation centre as he had become an alcoholic. It occurred to me that a successful life is not guaranteed by material things and being alone is quite miserable. In my opinion, a successful life is achieved through contentment and fulfillment that are complementary feelings generated from within; whereby contentment implies accepting and appreciating the situation one is in, good health, social ties family being paramount and spiritu ality. These three things, from an individual viewpoint, allow us to realize success as a constant achievement. First and foremost, success is dependent on social ties because as human beings social connection is a prime need. Social ties allude to the rapport we have with our kin, friends, neighbors and colleagues. We need to maintain fruitful relationships that satisfy that basic need for connection, where we not only seek to keep ourselves happy but also those that are around us. Family is a key factor because they know us best and have supported us throughout our lives, that is, since childhood till presently. Hence, we ought to learn to be appreciative and tolerate them; moreover, the friends we keep are essential in our success as they either lead us to positive outcomes or negative outcomes. One should encircle themselves with people that inspire, support and complement. When we are vulnerable for example because of illness or frustrations from school, we will need someone to support us. As we go about our everyday life, we must treat people with respect and be humble because we are equal as human beings. Besides that, it is important that we adapt a sense of charity towards the less fortunate. Nothing is more rewarding than giving; it brings a sense of fulfillment which is the essence of success, as it breeds contentment. Spirituality, being the second crucial factor that guarantees success, requires that we develop a sense of mastery of ourselves. This implies discovering ourselves with regard to our weaknesses and strengths. As soon as we accept these, we can better our weaknesses and magnify our strengths. Self-mastery becomes significant because we train ourselves to accept that which we cannot change and improve that which we can, all through guidance. This requires that we adapt a different attitude and behavior towards life to this reality. Nevertheless, we should be careful not to develop a bleak perspective towards life. We must have hope, rem aining optimistic, as this provides us with a renewed strength whenever we feel overwhelmed by life. Of significance as well, is recognizing that when seeking pleasure we must choose pleasures that are deep and lingering. Not forgetting, having a charitable spirit as this provides a deep rewarding feeling. Thirdly, we must ensure that we are healthy in terms of

Internet gaming is a politically charged issue in the United States Essay

Internet gaming is a politically charged issue in the United States and elsewhere - Essay Example Internet gaming is a politically charged issue in the United States and elsewhere Especially since the Act is only for operators and it doesn’t take into account foreign owned internet games, it isn’t efficient and doesn’t work well. However, the conclusion it seems is to do a cost benefit analysis of its benefits and risks and weigh them against each other to decide and make an informed call as to whether internet gambling should be legal, or regulated. Apart from internet gambling, there are many other types of internet games that have posed problems in the past and present. Casino games and other games left to chance such as the lottery are called ‘games of chance.’ And no federal law specifically prohibits casino games and there are regulations in many states that are pending or have not been passed, and it is allowed openly in Nevada except in the case of non-house banked poker. There are also no open laws in every state against lotteries and therefore they are continued. Other online applications such as Apple’s came on the Iphone based on Foxconn was removed because it led to suicide, and this is an explanation as to why this industry is a politically loaded one. This suicide raised questions about whose responsibility it was; Apple’s because it invented the Iphone and the game? Or the government because it was supposed to enact the laws that weren’t even widely understood? Such issues make it difficult to take these situations in hand especially if it has led to an incident such as a suicide already; then one can only do damage control.

Reflection On Interpersonal Skills In Clinical Practice

Reflection On Interpersonal Skills In Clinical Practice This is a reflective essay based on my experiences whilst on my five week surgical placement in a local hospital. The aim of this essay is to explore the use of communication and interpersonal skills in clinical practice. I have chosen this particular incident as I spent a considerable amount of time communicating verbally and non verbally with this particular patient. To protect the identity and maintain confidentiality of the patient I have chosen to discuss they shall be known as John, this is accordance with the NMC code of professional conduct (2008). To assist me in the process of reflection I will be using Gibbs (1988) reflective model. The structure of this framework allows the reflection to be written in a clear way, which provides opportunities to look at the incident from a number of perspectives; this will help to highlight areas of practice which could be changed in the future (Jasper, 2003). There are numerous reasons why reflection is important to nurses. Through refle ction we can get to know more about what we do and what limits our abilities and this gives the opportunity to improve the way we care (Ghaye and Lillyman, 2001). Description John was a 74 year old man admitted onto the ward from the emergency department 2 days previous to me starting my first late shift of that week. He had been suffering from retention of urine, and was in considerable pain. My mentor and I were informed during handover that we would be looking after John on this particular shift and could we change the dressing on his right leg as he had an ulcerated leg due to suffering from a condition known as Peripheral Vascular Disease (Alexander el al, 2004). As a consequence of this disease he also had his left leg amputated below the knee some years ago and mobilised using a wheelchair. It became clear during the handover that John had been very difficult the last couple of days. The nurse in charge went on to say that he had thrown items across his room and was constantly pressing his nurse call button and shouting all day, he had also refused to have a wash and change his pyjamas. As we left the room where the handover had taken place, my men tor said she thought that we should change Johns dressing now but first we should get him washed and changed and could I assist her. We gathered all the equipment we needed from the treatment room and made our way to Johns room. I knocked on his door and introduced myself as a student nurse, I then asked John for his consent for me to assist him in having a wash and change of clothing (NMC, 2008). John was sat on his bed, he appeared to be quite tense, he looked up at me and shouted no, I want to see a doctor and I havent had a cigarette for 2 days. I explained that I was here to assist in changing the dressing on his leg and to help him to have a wash and change. I moved closer towards his bed and lowered myself to his eye level. I then began to engage in conversation with him by maintaining a soft tone of voice and asking him if he would like a cup of tea after we had finished. His body language softened and he looked up and smiled, he said I would love one. I smiled back at John, I then repeated the question of assisting him with having a wash and change, whilst maintaining a relaxed posture and eye contact with him. John gave me his consent and I proceeded to assist him in maintaining his personal hygiene with respect and dignity (NMC, 2008). With Johns co operation my mentor and I were then able to go on and change his dressing on his leg. Feelings Through this learning experience I encountered different feelings towards the situation. From the initial handover, the staff nurse in charge did not paint a positive picture of John. I wondered why this particular patient was so aggressive and demanding and the staff described him as being difficult. I felt anxious, as this was my first placement as a first year student and I did not feel experienced enough to deal with the situation. During my encounter with John it became clear why he would feel so angry and frustrated. I noticed he didnt have a wheelchair in his room, and it became apparent that he was a smoker. He also hadnt been given any nicotine replacement therapy to help him cope with his withdrawal symptoms. When the full extent of Johns situation became clear to me, I felt immense frustration for him. According to the NMC Code of Professional Conduct (2008), nurses should treat patients with respect and maintain their dignity. With John not having a wheelchair, he was con fined to his bed and therefore had lost his autonomy. The situation also made me very angry, reflecting back I feel I should have been more assertive and maybe questioned why Johns requests had been ignored by the staff. Evaluation It was a shame that the professional staff acted the way that they did, ignoring how angry and frustrated John had become and not acting upon it. The nurses compassion and communication skills seemed to be very much lacking, not listening to his requests and showing no feeling towards him. This breakdown in communication in the nurse patient relationship with john, left him feeling frustrated and not in control of his own wellbeing (Garnham, 2001). At first, I could not see any good points in this situation; however looking back I can see that it did have its positive side, in as much as allowing me to examine myself and to search for my short fallings in relation to the incident. The incident has also given me the opportunity to link theory to practice. The way I communicated with John had a positive outcome for both of us in that his personal hygiene needs were met, and I learnt that effective communication is essential in building a trusting bond between the patient and the nurse (Almond Yardley, 2009). The bad points of this experience were that I judged John based on the information I received during handover without meeting him first. This could have created a barrier between myself and the patient. Accepting a patient as a unique individual and without judgment is very important in the communication process. I have learnt from this experience that as nurses we should respect a patients beliefs and values, and we should not let our own beliefs and values affect our decision making in patient care (Rogers, 1957). I also feel I should have been more assertive when it came to the way John was being treated by the staff. As a first year student I did not feel comfortable questioning the way a professional staff nurse carried out her nursing care. However, from this experience I will question bad practice in future, as the NMC (2008) states that I am personally accountable for my actions and omissions in my practice and I must always be able to justify my decisions. Analysis According to Briggs (2006) as cited in compendium of clinical skills Communication is the process of conveying information between two or people. Communication is essential in building relationships with patients and gaining trust. In the NHS the majority of the complaints brought against them were for poor communication from healthcare staff (Pincock 2004). To highlight how important communication is in the nursing profession, the NMC identified it as being an essential skill and only if a student is competent in this skill can they then go on and register as a nurse (NMC 2007b). In order to communicate with John the situation required the use of interpersonal skills, known as non verbal and verbal communication. Non verbal communication is described by lister and dogherty p62 as being information transmitted without speaking. Johns body language indicated that he was tense and anxious therefore approaching him with empathy ensured that he is being understood and that his participation in communication was valued (Peate 2006)nurs 21st. Given the history of Johns aggressive outbursts it was necessary to consider the proxemics in the situation. It is recommended that keeping within a distance of 4 to 12 feet away from a person is less intimidating for them (Egan 2002). In order to engage in conversation with John, Egans (2002) acronym SOLER was used. This is a process of using body language to actively listen to a person. By sitting squarely towards John, having an open posture, leaning in towards him, maintaining eye contact and maintaining a relaxed posture, encouraged him to relax and feel less intimidated and therefore talk more openly (Lister and Dougherty). Verbal communication with John was enhanced by the use of facial expression and paraverbal communication. (Fund Nursing p195) states that Facial expressions give clues that support, contradict or disguise the verbal message, therefore the use of a smile when approaching John indicated warmth and friendliness. This was assisted further by the use of para communication; these are the cues that accompany verbal language. These include tone, pitch, speed and volume of the person speaking, therefore by communicating with John with a soft tone of voice added further meaning to the spoken words (fund nurs). The barriers in communication during this incident were Johns aggressiveness. This could have been due to the withdrawal from cigarettes, as according to Bruce (2008) irritability is a symptom of nicotine withdrawal. If a patient is unable to smoke in hospital then nicotine replacement therapy should be introduced and the patient treated like any other dependant. Bruce (2008) suggests that Withdrawal from nicotine needs to be recognised and treated appropriately in the acute hospital and it will often be the ward nurses who are relied on to recognise the symptoms. These symptoms were overlooked by the staff and to add to his frustration he had no means of mobility to be able to leave the ward for a cigarette. This may account for his outbursts of anger. Peplau (2004) suggests that when there is an obstacle or obstruction preventing a person from achieving their goals this may lead to frustration which in turn often leads to anger. Action Plan Using Gibbss reflective cycle has assisted me in making sense of the situation and to put things into perspective, recognising how I can put this learning experience to positive use in my future practice as a Nursing professional. If this situation were to arise again I know I would now have the courage to question the nurses attitude at an earlier stage pointing out that bad practice by anyone is not acceptable. From this experience I have learnt that I need to be more assertive and if I feel the needs of a patient are not being met, my first consideration should be to protect the interests and safety of patients, in line with the NMC (2002) Code of Professional Conduct, (clause 8). This reflection has highlighted the need to increase my knowledge and understanding of the process of communicating with patients from different cultural backgrounds, I will address these issues by, listening and learning from the qualified staff and by reading relevant literature. Conclusion In conclusion it can be seen that the nurse has a very important role in communicating with patients through their treatment. When a patient is admitted to hospital, assessments should be made based on the activities of daily living, Roper, Logan Tierney (2000). Johns assessment not only should have identified the level of care needed, it should also have established his normal routine, and the fact that he was a smoker and required a wheelchair for mobility. If Johns needs had been assessed correctly the breakdown in the relationship between John and the professional staff could have been prevented. Overall, through this reflection I have learnt that communication is an essential skill that requires as much practice and consideration as any other aspect of nursing.

Gypsies Essay -- essays research papers

Gypsies: The last nomads, the free-spirited, passionate bohemians with their mysterious rituals and powers. This romanticism is nearly as unfair as the fear and hate distracting us from recognizing the hardships and persecution these â€Å"carefree† people have undergone for centuries. In Europe, the Roma (as they wish to be call) have been cast out, burned at the stake, sterilized, ghettoized, forced to give up their traditional way of life, caught in other people’s wars, and more than half a million were slaughtered in the Holocaust. Roma misfortune can be attributed to the vicious cycle of poverty that paralyzes so many minorities situated in an unforgiving society. This cycle of poverty began and still exists today due to the discrimination that the Roma face because of, among other things, their skin color and unorthodox ways of making a living. Through out history the largest complaint about the Roma, however, has been their wandering lifestyle. What is interesting though, is that the Rom are no longer nomads. The few that do move from place to place are migrant and are forced across boarders by the very authorities that complain about their way of life. While some sources speculate that gypsies originally migrated from Egypt, it is usually agreed upon by most scholars that the gypsies came from India to Eastern Europe about a thousand years ago. The true reason for this move remains a mystery but many theories exist that they my have moved as a result of changes in the government, the economic situation or perhaps they have always been wonderers. Whatever the reason for their move, we will probably never know the truth. One gypsy lady learned during her childhood that â€Å"We were being punished for stealing the fourth nail that was needed in Christ’s crucifixion. That’s why his feet are crossed and nailed together. We were forced into wondering for taking this nail.† Whether gypsies were responsible for Christ’s missing nail one thing is certain: the gypsy’s dark Indian skin has made them the subject of ridicule for centuries; for it has been a European tradition to detest the non-ayrean. The Persian poet Firdausi is said to have written, â€Å"No washing ever whitens the black gypsy.† Even within religion the gypsies are not free from contempt. In his writings a German monk described gypsies as having â€Å"the most ugly faces, black like those of Tartars.† A... ... in the making,† most of the Roma feel that to exist in a ghetto is preferable to expulsion. As with non-European citizens in Italy, Roma have been given the label of extraexcommunitari, meaning they come from outside of the European Union, although most Roma have lived within the Union all their lives. The reason for this title is because the government still considers them nomadic. â€Å"Not even my grandfather was part of the traveling culture,† say Luigi Lusi a Rom. â€Å"It is obvious that we no longer harness up the horse and move from place to place daily,† he continued. Forcing gypsies to integrate has always failed because it is impossible to force a group of people who have spent their entire lives on the fringes of society to adapt to new educational and social environments, especially when they are very poor. Aside from their dark skin, the gypsy life that many Europeans find distasteful stems almost completely from the poverty that they have forced the gypsies into. The government will never receive their desired results from education programs and housing projects unless the deeply rooted discrimination against the Roma stops—something that will be very difficult to undo.

Jadwal Kuliah

2013 The Period of February – July Course Schedule MASTER OF MANAGEMENT FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS GADJAH MADA 1|P a g e ? ? ? ? ? ? Pre-MBA Batch 62 Regular Class International Class KK-Diknas II Reg. Class Executive Class KK-MA Executive Class The List of Lecturer of Pre-MBA Batch 62 The period of February – July 2013 Nr. COURSE CREDIT SESSION LECTURER CLASS A CLASS B Preliminary Session 1 IFM 2 IB 3 4 CLASS C (swj) Prof. Dr. Suwardjono, M. Sc. Introduction to Financial Management 3 36 aa Ahmad Amin, S. E. , M. B. A. , Ak. sgt Sugiarto, Drs. , M. B. A, M. Acc. adh Abdul Halim, Drs. , MBA, Dr. , Prof.Introduction to Business 2 24 wp Widya Paramita, S. E. , M. Sc. sdy Sudiyanti, S. E. , M. Sc. ror Rokhima Rostiani, S. E. , M. Mgt. IEM Introductory Economics for Managers 3 42 stw Soetatwo Hadiwigeno, Drs. , MA, Ph. D. srt Soeratno, Drs. , M. Ec. , Dr. bsh Budiono Sri Handoko, Drs. , MA, Ph. D. SBD Statistics for Business Decision 3 42 ah M. Adnan Hadja m, Drs. , MA chs Christiana Suparmi, Dra. , SU. ssl Samsubar Saleh, Drs. , M. Soc. Sc. , Dr. , Prof. The List of Lecturer of Diknas Class Semester III The period of February – July 2013 Nr. Course Credit Session Lecturer Class A 1 2 BSRM 3 PR 4 WT Workshop Tesis 5 1|P a g e LILeadership and Innovation 3 42 TH Tesis hh Hani Handoko, Drs. , M. B. A. , Ph. D. Behavioral and Social Research Methods 3 Project 3 42 wnl 42 hrm Class B gk Gugup Kismono, Drs. , M. B. A. , Ph. D I Wayan Nuka Lantara, S. E. , M. Si. , Ph. D. iwk Indra Wijaya Kusuma, Drs. , M. B. A. , Ph. D. , Prof. Harmanto, Drs. , M. Si. (Coordinator) hrm Harmanto, Drs. , M. Si. (Coordinator) The List of Lecturer of International Class The period of February – July 2013 Nr. Batch Credit Session 1 FM Financial Management Course 61 3 42 ma Marwan Asri, Drs. , M. B. A. , Ph. D. , Prof. 2 MM Marketing Management 61 3 42 ssn Sahid Susilo Nugroho, Drs. M. Sc. , M. Phil. , Ph. D. 3 OB Organizational Behavior 61 3 42 ss t Sari Sitalaksmi, S. E. , M. Mgt. , Ph. D. 4 BL Business Law 61 2 30 pps Paripurna P. S. , Drs. , SH, M. Hum. , Dr. 5 OM Operations Management 61 3 42 wsc Wakhid Slamet Ciptono, Drs. , M. B. A. , M. P. M. , Ph. D. 6 BE Business Ethics 61 3 42 dhs Dewi Haryani Susilastuti, Dra. , M. Sc. , Ph. D. 7 SIT Systems and Information Technology 60 3 42 jgy Jogiyanto Hartono, Drs. , MBA, CMA. , Ph. D. , Prof. 8 MCS Management Control Systems 60 3 42 spy Supriyadi, Drs. , M. Sc. , Ph. D. 9 SM Strategic Management 60 3 42 ra Rangga Almahendra, S. T. , M. M. , Ph. D. 10GBE General Business Environment 60 3 54 – Course overview bsd Basu Swastha Dh. , Drs. , MBA, Ph. D. , Prof. – Demographical environment dhs Dewi Haryani Susilastuti, Dra. , M. Sc. , Ph. D. – Social environment da Djamaludin Ancok, Drs. , MA, Ph. D. , Prof. dsy Djoko Suryo, MA. , Dr. , Prof. – Cultural environment Lecturer – Domestic political environment mmd Mohtar Masoed, MA. , Dr. , Prof. â₠¬â€œ International political environment mmd Mohtar Masoed, MA. , Dr. , Prof. – Natural environment sdt Shalihudin Djalal Tandjung, M. Sc. , Dr. , Prof. – Technological environment: Information Technology jei Jazi Eko Istiyanto, Drs. , M. Sc. Ph. D. , Prof. – Technological environment: Processing technology krk Kapti Rahayu Kuswanto, Dr. , Prof. – Governmental environment wk Wahyudi Kumorotomo, MPP. , Dr. , Prof. – Economic development la Lincolin Arsyad, Drs. , M. Sc. , Ph. D. , Prof. – Regional economy tw Tri Widodo, S. E. , M. Ec. Dev. , Ph. D. , Prof. – Industry & sectoral policies mk Mudrajad Kuncoro, M. Soc. Sc. , Dr. , Prof. – Monetary & fiscal policies sa Sri Adiningsih, Dra. , M. Sc. , Ph. D. , Prof. Presentation and class discussion (Session 15 & 16) bsd Basu Swastha Dharmmesta, Drs. , MBA. , Ph. D. , Prof. bsd Basu Swastha Dharmmesta, Drs. , MBA. , Ph.D. , Prof. Business Communication 59 & 60 3 42 djs Djoko Susanto, Drs. , MSA. , Ak. , Ph. D. , Prof. BRM Business Research Methods 59 & 60 3 42 zb Zaki Baridwan, Drs. , M. Sc. , Ph. D. , Prof. 13 WT Workshop Thesis 59 1 14 TH Thesis 59 3 Presentation and class discussion (Session 17 & 18) 11 12 2|P a g e BC The List of Lecturer of Regular Class The period of February – July 2013 Nr. Course Batch Credit Lecturer Session Class A Class B Class C 1 FM Financial Management 61 3 42 sh Suad Husnan, Drs. , MBA. , Ph. D. sum Sumiyana, Drs. , M. Si. , Dr. et Eduardus Tandelilin, Drs. , MBA, Ph. D. , Prof. 2 MM Marketing Management 61 3 2 ssn Sahid Susilo Nugroho, Drs. , M. Sc. , M. Phil. , Ph. D. swi Sari Winahjoe S. , Dra. , MBA tb Teguh Budiarto, Drs. , MIM. 3 OB Organizational Behavior 61 3 42 epn Edi Prasetyo Nugroho, Drs. , MBA. 4 BL Business Law 61 2 30 mf Mukti Fajar, SH, M. Hum. , Dr. 5 OM Operations Management 61 3 42 bdh 6 BE Business Ethics 61 3 42 es 7 SIT Systems and Information Technology 60 3 42 jei Jazi Eko Istiyanto, Drs. , M. Sc. , Ph. D. , Prof. 8 MCS Management Control Systems 60 3 42 ssg 9 SM Strategic Management 60 3 42 10 GBE General Business Environment 60 3 54 Reni Rosari, Dra. , MBA. drw Diah Retno Wulandaru, Dra. , MBA. hwn rr M.Hawin, SH, LLM, Ph. D. , Prof. hwn M. Hawin, SH, LLM, Ph. D. , Prof. Budi Hartono, S. T. , M. P. M. , Ph. D. khw Kuncoro Hartowidodo, Ir. , M. Eng. , Ph. D. sut Sutrisno, Ir. , MSME, Ph. D. Eko Suwardi, Drs. , M. Sc. , Ph. D. spy Supriyadi, Drs. , M. Sc. , Ph. D. ms Mahfud Sholihin, SE. , M. Acc. , Ph. D. swr Sony Warsono, Drs. , MAFIS, Ph. D. swr Sony Warsono, Drs. , MAFIS, Ph. D. Slamet Sugiri, Drs. , M. B. A. , Dr. , Prof. frn Fuad Rakhman, S. E. , M. Sc. , Ph. D. sm Setiyono Miharjo, Drs. , MBA, Ph. D. ast Agus Setiawan, Drs. , M. Soc. Sc. , Ph. D en Ertambang Nahartyo, Drs. , M. Sc. , Ph. D. en Ertambang Nahartyo, Drs. M. Sc. , Ph. D. – Course overview bsd Basu Swastha Dh. , Drs. , MBA, Ph. D. , Prof. psp Prasetyo Soepono, Drs. , MA, MBA, Ph. D. , Prof. psp Prasety o Soepono, Drs. , MA, MBA, Ph. D. , Prof. – Demographical environment dhs Dewi Haryani Susilastuti, Dra. , M. Sc. , Ph. D. dhs Dewi Haryani Susilastuti, Dra. , M. Sc. , Ph. D. dhs Dewi Haryani Susilastuti, Dra. , M. Sc. , Ph. D. – Social environment da Djamaludin Ancok, Drs. , MA, Ph. D. , Prof. da Djamaludin Ancok, Drs. , MA, Ph. D. , Prof. da Djamaludin Ancok, Drs. , MA, Ph. D. , Prof. – Cultural environment dsy Djoko Suryo, MA. , Dr. , Prof. dsy Djoko Suryo, MA. , Dr. Prof. dsy Djoko Suryo, MA. , Dr. , Prof. – Domestic political environment Mohtar Masoed, MA. , Dr. , Prof. mmd Mohtar Masoed, MA. , Dr. , Prof. mmd Mohtar Masoed, MA. , Dr. , Prof. – International political environment mmd Mohtar Masoed, MA. , Dr. , Prof. mmd Mohtar Masoed, MA. , Dr. , Prof. mmd Mohtar Masoed, MA. , Dr. , Prof. – Natural environment sdt Shalihudin Djalal Tandjung, M. Sc. , Dr. , Prof. sdt Shalihudin Djalal Tandjung, M. Sc. , Dr. , Prof. sdt Shalihudin Djalal Tandjung, M. Sc. , Dr. , Prof. – Technological environment: Information Technology jei Jazi Eko Istiyanto, Drs. , M. Sc. , Ph. D. , Prof. jeiJazi Eko Istiyanto, Drs. , M. Sc. , Ph. D. , Prof. jei Jazi Eko Istiyanto, Drs. , M. Sc. , Ph. D. , Prof. – Technological environment: Processing technology krk Kapti Rahayu Kuswanto, Dr. , Prof. zpl Zuprizal, Dr. , Prof. zpl Zuprizal, Dr. , Prof. – Governmental environment po Poppy S. Winanti, SIP, MA, M. Ec. Dev. , Ph. D. po Poppy S. Winanti, SIP, MA, M. Ec. Dev. , Ph. D. po Poppy S. Winanti, SIP, MA, M. Ec. Dev. , Ph. D. – Economic development la Lincolin Arsyad, Drs. , M. Sc. , Ph. D. , Prof. la Lincolin Arsyad, Drs. , M. Sc. , Ph. D. , Prof. la Lincolin Arsyad, Drs. , M. Sc. , Ph. D. , Prof. – Regional economy twTri Widodo, S. E. , M. Ec. Dev. , Ph. D. , Prof. tw Tri Widodo, S. E. , M. Ec. Dev. , Ph. D. , Prof. tw Tri Widodo, S. E. , M. Ec. Dev. , Ph. D. , Prof. – Industry & sectoral policies 3|P a g e mmd mk Mudrajad Kuncoro, M. Soc. Sc. , Dr. , Prof. mk Mudrajad Kuncoro, M. Soc. Sc. , Dr. , Prof. mk Mudrajad Kuncoro, M. Soc. Sc. , Dr. , Prof. sa (Session 15 & 16) – Presentation and class discussion (Session 17 & 18) sa Sri Adiningsih, Dra. , M. Sc. , Ph. D. , Prof. sa Sri Adiningsih, Dra. , M. Sc. , Ph. D. , Prof. Basu Swastha Dharmmesta, Drs. , MBA. , Ph. D. , Prof. psp Prasetyo Soepono, Drs. , MA, MBA, Ph. D. , Prof. pspPrasetyo Soepono, Drs. , MA, MBA, Ph. D. , Prof. bsd – Presentation and class discussion Sri Adiningsih, Dra. , M. Sc. , Ph. D. , Prof. bsd – Monetary & fiscal policies Basu Swastha Dharmmesta, Drs. , MBA. , Ph. D. , Prof. psp Prasetyo Soepono, Drs. , MA, MBA, Ph. D. , Prof. psp Prasetyo Soepono, Drs. , MA, MBA, Ph. D. , Prof. Ida Rochani, Dra. , S. U. , Dr. ds Djoko Susanto, Drs. , M. S. A. , Ak. , Ph. D. , Prof. Basu Swastha Dh. , Drs. , MBA, Ph. D. , Prof. wnl I Wayan Nuka Lantara, S. E. , M. Si. , Ph. D. 11 BC Business Communicati on 59 3 42 ir Ida Rochani, Dra. , S. U. , Dr. 12 BRM Business Research Methods 59 3 42 zbZaki Baridwan, Drs. , M. Sc. , Ph. D. , Prof. 13 WT Workshop Thesis 59 1 42 14 TH Thesis 59 3 42 ir bsd The List of Lecturer of Concentration Class The period of February – July 2013 Nr. Course Batch Credit Session Lecturer 1 PTM Portfolio Management 60 3 42 sh Suad Husnan, Drs. , MBA, Ph. D. 2 MF Multinational Finance 59 3 42 ee Erni Ekawati, Dra. , M. B. A. , M. S. A. , Ph. D. 3 FRM Financial Risk Management 60 3 42 mh Mamduh M. Hanafi, Drs. , MBA, Ph. D. 4 CBA Consumer and Behavior Analysis 60 3 42 bsd Basu Swastha Dh. , Drs. , MBA, Ph. D. , Prof. 5 GM Global Marketing 59 & 60 3 42 baa Bayu Aji Aritejo, S. E. , M. M. , M.Si. , Ph. D. Cand. 6 Strategic Human Resource Management 3 42 sst Sari Sitalaksmi, SE, M. Mgt. , Ph. D. 7 OCD Organizational Change and Development 59 & 60 3 42 epn Edi Prasetyo Nugroho, Drs. , MBA. 8 SL Strategic Leadership 60 3 42 hsn Harsono, M. Sc. , DBA. 9 CS Corp orate Strategy 60 3 42 aw Amin Wibowo, Drs. , MBA, Ph. D. 10 ICA Industry and Competitive Analysis 59 3 42 adj Ahmad Djamli, Drs. , M. A. 11 BM Business Modeling 60 3 42 ni Nurul Indarti, SE, Siv. Ok. , Cand. Merc. , Ph. D. 12 4|P a g e SHRM 60 BP Business Plan 59 & 60 3 42 bst Bayu Sutikno, SE, MSM, Ph. D. Course Schedule Week 1 February 11 – 16, 2013 Monday 11No Time 1 07. 00–09. 30 2 10. 00–12. 30 3 13. 30–16. 00 4 16. 00–18. 30 No Time REG – INT CLASS 401 402 403 FM-A-61 sh 404 FM-C-61 et PRE-MM 405 412 BRM-A-59 zb 301 (A) GBE-60-Int CO bsd rr OM-C-61 sut 304 (C) 303 201 (A) 202 (B) 303 201 (A) 202 (B) GBE-60-B CO psp BRM-Int-59-60 zb BRM-C-59 wnl GBE-60-A CO bsd FM-Int-61 ma OB-B-61 302 (B) DIKNAS II BC-Int-59-60 ds GBE-60-B RE tw GBE-60-A MFP sa GBE-60-C CO psp GBE-60-C RE tw GBE-60-Int MFP sa Tuesday 12 401 402 BE-B-61 spy 403 MM-C-61 tb 404 BE-Int-61 dhs 405 412 BC-C-59 ds 301 (A) 302 (B) 304 (C) GBE-60-Int ED la GBE-60-A SE da GBE-6 0-B CE dsy GBE-60-C DPE mmd BRM-A wnlGBE-60-Int DPE mmd GBE-60-A ED la GBE-60-B SE da GBE-60-C CE dsy BRM-A wnl GBE-60-C MFP sa 1 07. 00–09. 30 2 10. 00–12. 30 3 13. 30–16. 00 GBE-60-Int PT krk GBE-60-A RE tw GBE-60-B ISP mk 4 16. 00–18. 30 GBE-60-Int RE tw GBE-60-A PT krk GBE-60-B MFP sa No Time LI-B gk BL-A-61 mf BL-B-61 hwn BL-Int-61 pps MF-59 ee Wednesday 13 401 402 403 404 BL-C-61 hwn 1 07. 00–09. 30 2 10. 00–12. 30 OB-A-61 epn FM-B-61 sum 3 13. 30–16. 00 OM-A-61 bdh BP-59-60 bst 4 Time 1 07. 00–09. 30 BE-A-61 es 2 10. 00–12. 30 MM-A-61 ssn 3 13. 30–16. 00 4 16. 00–18. 30 No Time 412 BRM-B-59 bsd 301 (A) 302 (B) 304 (C) GBE-60-Int CE dsy GBE-60-A DPE mmdGBE-60-B DE dhs GBE-60-C SE da 303 LI-A GBE-60-Int SE da GBE-60-A CE dsy GBE-60-B DPE mmd GBE-60-C DE dhs LI-A 301 (A) 302 (B) 304 (C) GBE-60-A GE po GBE-60-B ED la GBE-60-C ISP mk GBE-60-B GE po GBE-60-C ED la 201 (A) 202 (B) hh LI-B gk hh BRM-B iwk 16 . 00–18. 30 No 405 MM-Int-61 ssn GM-59-60 baa ICA-59 OB-Int-61 sst OCD-59-60 epn adj Thursday 14 401 402 403 404 OM-B-61 khw 405 412 BC-A-59 ir BE-C-61 ms OM-Int-61 wsc BC-B-59 ir GBE-60-Int ISP mk GBE-60-Int IPE mmd GBE-60-A NE sdt GBE-60-B IT jei GBE-60-A IPE mmd GBE-60-B NE sdt 302 (B) 304 (C) 202 (B) BRM-B iwk GBE-60-C IT jei 301 (A) 201 (A) GBE-60-C PT zpl GBE-60-Int GE wk

Developing Yourself as an Effective Human Resources Practitioner

The Human Resources Profession Map (HRPM) sets out the skills, activities, behaviours and knowledge (professional competence) which is essential for any successful HR role.The HRPM helps a HR professionals to assess which level they are currently working at, to think where they would like to progress, gives advice on what they need to do to get to their progress plan professional area or band and helps you reflex on what you have done.There are four bands in the HRPM bands one up to four, here is a breakdown of these bands:Band one is delivering fundamentals, this is the level you would be at if you are a HR Administrator.Band two is adviser, issue-led, you are likely to be at this level if you are a HR advisor or manages a small team. This is what band I am currently at as I am an Assistant HR Manager in my organisation, I am advising and managing a team, I handle HR issues and give flexible options and recommendations.Band three is Consultant, co-operative partner, this is the band I was working towards do currently do parts of this band like address the HR challenges, I give solutions to these challenges and I have a seat an management meetings.Band four is Leadership colleague, client confidante and coach, this bank is more if you are a partner or HR Manager/director.There are ten professional areas in the HRPM at the centre or the ‘core’ of the HRPM; you have the core professional areas which are made up of ‘Insights, strategy and Solutions’ in the very core then around this you have ‘Leading HR’.Insights, strategy and Solutions part of the core is about the understanding of the organisation and using the your insights into the organisation so you can best work out what strategy or solutions are needed to meet the needs of the organisation in the current day and going forward.When I did my personal HRPM some of the recommendations for me to be able to move through my bands were:Make sure you regularly share ‘my insights and ideas’ with your manager and key clients/team members.Ask for feedback on your contribution to business strategy forums.Communicate, communicate, communicate! Set the tone for your team and make sure you are proactive with your communications regarding the change.Leading HR is about being a role model leader, maximising the contribution that HR provides to the organisation through your own or your teams efforts.The other eight professional areas are:Organisation design.Organisation development.Resourcing and talent planning.Learning and development.Performance and reward.Employee engagement.Employee relations.Service delivery and information.Out of these eight professional areas in my current job the last six areas in the above list are relevant to me in my current job. For example ‘employee relations at band two ‘9.15.2 Coach managers to communicate clearly to employees on performance and reward matters, seeking to avoid conflict.’ And ‘ 9.5.2 Support and coach HR colleagues and managers in understanding and complying with ER policies and practices’ (http://www.cipd.co.uk/binaries/profession-map-2.4-Oct-2013.pdf page 36 and page 37). The last month in my organisation we had an issue between two employees in which a grievance was raised.I worked with the direct line manager and advised him on the process to follow in accordance with the organisations grievance procedure and making sure it was dealt with lawfully. I advised him to hold a grievance meeting with the employee who had put the complaint in and the correct process of doing such a meeting, which he did. After this meeting we looked at the minutes together and  decided this seemed to be a clash of personalities so we decided that instead of taking this to disciplinary we would hold a few mediation sessions. The outcome of this has been very successful so far.The final part of the HRPM which is the outside ring is the behaviours which are:Curious.Deci sive thinker.Skilled influencer.Personally creditable.Collaborative.Driven to deliver.Courage to challenge.Role model.Looking at the behaviour curious which is ‘being future-focused, inquisitive and open minded; seeks out ways of evolving.’ When I did this part of my HRPM this one really stuck out for me as the main part of my CIPD course which I have struggled with is the continuous development and mainly reflection. I really have to push myself to do this and some of my recommendations directly state this:Introduce a more disciplined approach to reflecting on work and non work activities in terms of ‘What have I learned from this?’How often do you ask someone directly for feedback? Incorporate these requests into your weekly if not daily operating mode as a matter of course.

10 Celebrities with College Degrees

10 Celebrities with College Degrees While not every successful person has one, a college degree is still a treasured and safe choice for your future. Whether you will work in the field you studied for or not, having a higher education can open a lot of doors for you. It is one of the most common ways of proving dedication, learning abilities and intellectual interests. Even celebrities recognize the value of a certification. In this article, we will look at a list of famous college graduates which will show that, even if you aim for unconventional paths, education can provide safe opportunities for you to be able to follow them. More than that, some of the people on this list still appreciated education so much that they continued it even after having a breakthrough in their careers. Here are 10 famous people with degrees in our new blog post. 1. Natalie Portman Psychology One of the best-known celebrities with college degrees is Natalie Portman. When she was well on her way to becoming a big movie star, she still focused on her studies. In 2003, she graduated with a degree in Psychology from Harvard, declaring that smartness was a more important goal than fame. It wasnt the first time she missed out on public activities due to education either, seeing how she skipped even the premiere of her Star Wars film in order to focus on exams. As a student, she was also involved in various research studies, making her one of the most academically impressive stars today. 2. Emma Watson English Literature In a similar fashion to our first choice, Emma Watson could have very well focused on acting and disregard education. But she didnt. Managing studies and a hectic professional life at the same time, she earned a degree in English Literature from Brown University in 2014. 3. Chris Martin (Coldplay Lead Singer) Greek and Latin When it comes to musicians with college degrees, Chris Martin is a fine example. Graduating the University of London with a degree in Greek and Latin with honors, he wouldve had proper backup plans in case his music career hadnt been successful. 4. Eva Longoria Kinesiology Eva Longoria earned a Bachelor of Science in kinesiology from the Texas AM University-Kingsville. In 2013, she also received her masters in Chicano Studies from California State University, Northridge. 5. James Franco English Another one of the many actors with degrees, James Franco has been outspoken when it comes to his interest in education. Following withdrawal from UCLA when trying to pursue acting, he re-enrolled as an English Major with a focus on Creative Writing in 2006. He later attended Columbia University for their MFA Writing Program. He has taught film classes at New York University, the University of Southern California and UCLA. 6. Arnold Schwarzenegger International Marketing And Business Did Arnold Schwarzenegger go to college? Yes, he did. While you may know him as a body-builder and a movie star, he did give attention to his education, receiving a degree in International Marketing and Business from the Univeristy of Wisconsin-Superior. 7. Will Ferrell Sports Information Not all actors with college degrees studied acting, as weve seen. Will Ferrell received a Bachelors in Sports Broadcasting from the University of Southern California in 1990. 8. Tina Fey Drama Tina Fey has attended the University of Virginia, pursuing creative endeavors such as acting and playwriting, something that has proven to be a valuable experience. In 1992, she earned a Bachelors degree in Drama. 9. Gerard Butler Law Gerard Butler graduated the University of Glasgow with a degree in Law. He even worked as a trainee lawyer, which turned out not to be a good fit for his life ambitions. It wasnt until a few years later, time in which he worked odd jobs and pursued acting, that he had his breakthrough. 10. Hugh Laurie Archaeology and Anthropology An extremely respected actor, both by his native UK and the international audience, it may surprise you to hear that he was studying archaeology and anthropology at the University of Cambridge before venturing into acting. The universitys dramatic club was the place where he met frequent collaborators Stephen Fry and Emma Thompson, launching all their careers. If theres one thing that these famous college graduates show, its that education can provide value for everyone. Its a safe way that will help you pursue your dreams, regardless of whether they are related to the degree followed or not. Making a decent living will always be a better start. And if you ever have struggled with academic papers - contact one of thistop writing websites list.