Unit 9 Assignment Example | Topics and Well Written Essays - 3750 words

Unit 9 - Assignment Example There is a basic difference between management accounting and financial accounting. While the former provides necessary information to the management so that they can make right decisions for the company, the latter provides financial data to the shareholders, creditors and other stakeholders so that they can get information about past and present conditions of the company. Management accounting provides information about future trend of the company as managers need this information to make long term decisions while financial accounting provides factual data to shareholders and creditors so that they assess the performance of the company as their funds are in stake. One major purpose of management accounting is to provide cost information about products and services. Costs are classified into five broad groups – behavior, traceability, controllability, relevance, and function. Behavior costs can be fixed, variable or mixed. Fixed costs do not change with increase in the volume of production like rent, variable costs can increase with increase in the volume of production like wages and cost of raw materials, and mixed costs are combination of both fixed and variable costs. Traceability costs can be direct costs that are incurred specifically for production like wages of factory workers, and indirect costs that cannot be specified as specific cost of production like salaries of office employees. Controllability costs can be controllable like wages of workers since number of labors can be reduced with proper management, and uncontrollable costs like house rent has to be paid irrespective of the volume of production. Costs of relevance can be sunk, out-of-pocket, and opportunity costs. Sunk costs are those expenses that have been made and cannot be recovered like costs incurred in installing a machinery which turns out to be unproductive.

God - Religion Essay Example for Free

God Religion Essay 1. Metaphysics Metaphysics is the study of â€Å"reality. † More specifically it is the study of reality that is beyond the scientific or mathematical realms. The term â€Å"metaphysics† itself literally means â€Å"beyond the physical. † The metaphysical issues most discussed are the existence of God, the soul, and the afterlife. 2. Epistemology This philosophy study concerns human knowledge: what knowledge is, what the conditions are which make human knowledge possible and the extent to which human knowledge can grasp or reach. 3. Morality is the differentiation of intentions, decisions, and actions between those that are good and those that are bad. Morality can be a body of standards or principles derived from a code of conduct from a particular philosophy, religion, culture, etc. , or it can derive from a standard that a person believes should be universal. 4. Philosophy of God God is characterized as the metaphysically ultimate being (the first, timeless, absolutely simple, and sovereign being, who is devoid of any anthropomorphic qualities), in distinction to other conceptions such as Theistic Personalism, Open Theism, and Process Theism. Despite extensive writing on the nature of God, these classical theists did not believe that God could be defined. They believed that it would contradict the transcendent nature of God for mere humans to define him. 5. Philosophy of Religion is the branch of philosophy that is concerned with the philosophical study of religion, including arguments over the nature and existence of God, religious language, miracles, prayer, the problem of evil, and the relationship between religion and other value-systems such as science and ethics. Philosophy of Religion is the branch of philosophy that is concerned with the philosophical study of religion, including arguments over the nature and existence of God, religious language, miracles, prayer, the problem of evil, and the relationship between religion and other value-systems such as science and ethics.

Coaching Session Using the GROW Model

Coaching Session Using the GROW Model This study looks to conduct a coaching session with one individual. In order to do this effectively, a range of coaching techniques will be drawn upon using empirical research. As this study cannot cover all areas of coaching research, we will only focus on areas that will directly influence the implementation of the coaching session and therefore topics have been carefully chosen to suit the GROW model and the coaching relationship. Once a good base of literature is collected, the paper will then apply these guidelines to develop an evidence-based framework to implement. In order to assess the success of this framework, a self-reflection log and client feedback will be documented to evaluate the impact of the session on a more personal level. A discussion will also be formed to critical assess the data collected. This will help to understand any implications and improvements for future practice. GROW is arguably the most well-known approach used in coaching (Palmer Whybrow, 2007; 2009; Palmer, 2011; Grant, 2011). Although the GROW model has been around since the early 1990s (Whitmore, 1992), it has only been empirically measured over the last decade (Alexander Renshaw, 2005). It is a behavioural model that focuses on external behaviour and how it is adapted. The coaching relationship is one that is similar to Socrates and Plato, where the coach uses open-ended questions to help move the coachee through each of the four steps. By moving through these four steps the coachee enhances their performance and moves closer towards achieving their self-chosen goal. These four interrelated steps are: Goals; Reality; Options; and Way Forward. The definitions of these can be found in table 1. Goal setting is seen as the start of a â€Å"GROW journey† which then moves into reality which helps the coach gain understanding of where they are currently (Grant, 2011). GROW description table with example questions. Sourced: Grant Greene, 2004; Whitmore, 1992. Although research suggests that having a basic structure like GROW in place is effective, many would argue that GROW alone is incomplete. McKenna and Davis (2009) developed four ‘active ingredients’ that directly affect the success of the coaching outcome. These include: Client factors (40%) The relationship (30%) Placebo or hope (15%) Theory and technique (15%) These percentages suggest that the success of coaching largely due to the coachee’s own processes and the coach’s ability to develop and maintain a robust coaching relationship. It further argues that applying GROW to the session will only contribute a small part to the coaching outcome. Therefore, a primary focus on building the relationship as the coach cannot control intrinsic factors of the coachee. Since these findings, more research has been published to argue the importance of the relationship (De Haan, 2011; 2013) and linking it to outcomes (Ianiro et al., 2012). Passmore (2007) suggests that a coach needs to invest more into the relationship when the group of participants is smaller. Passmore (2007) further states that the relationship is most fragile at the beginning because this is when coachees are unsure whether they trust or like their coach. A relationship built on trust and respect is not a new concept to psychology. To build a relationship effectively, Rogers (1957), a humanistic writer, suggested that a successful therapeutic relationship relies on a series of factors. Firstly, the coach needs to hold a positive self-image. This implies that coaches with high self-esteem construct stronger relationships. This may reflect â€Å"I’m ok† from the Transactional Analysis model (TA). Secondly, the coach must believe that the coachee is able to find the answers to their own problems. This may reflect the â€Å"you’re ok† in TA. Passmore (2007) adds that a coachee’s self-esteem rises when they feel that their coach believes in their ability. Thirdly, the coach must be able to empathise with the coachee throughout their relationship. Fourthly, the coach needs to act with integrity in the relationship. Lastly, the coach must work with the sole objective of meeting the needs of the coachee. Rodgers (1957) meta-research findings were written over 70 years ago, but still have an impact on recent theory and practice (Passmore, 2007). More recently, Passmore (2007) also added that the coach must be non-judgemental of the coachee for the coaching relationship to be successful. These findings are potentially a good framework for developing the coaching relationship, however are not sufficient to maintain it. Passmore (2006) published a study looking at whether executives value the outcome of coaching. They found that a coaching relationship is not solely based on trust and respect. The coach must be able to create an environment that optimises achieving goals. In order to do this effectively, the coach must be able to firstly monitor their own behaviours and feelings. Secondly, monitor the behaviours and feelings of the coachee and the coach needs to manage his or her emotions. Lastly, adapt behaviours appropriately to maintain both professional detachment and empathetic supp ort. These are all key components of emotional intelligence (EI) which have been linked to forming and maintaining effective relationships (Stein Book, 2000). If a highly effective coach is one that uses transference and countertransference effectively (able to transfer or redirect feelings from one to another), then a coach needs to be aware of the dangers of an unbalanced power dynamic forming (Pezet, 2007). Instead, a successful power dynamic that surrounds the relationship must have the best interests of the coachee at heart. Otherwise, the coach may be seen as a â€Å"superhero or supervillian† neither of which fit into the â€Å"I’m ok, you’re ok† approach mentioned earlier. An approach to reduce the likelihood of an unbalanced power dynamic forming is to set all expectations at the start of the relationship. This allows the coachee and the coach to know what to expect from the relationship. There are also guidelines available for coaces which are provided by their chosen professional association. There is a range of coaching associations available. Popular associations include International Coaching Federation (ICF), Association for Coaching (AC) and the British Psychological Society Special Group of Coaching Psychology (SGCP). The ICF and AC are popular associations within the industry, but they do not align with the practice of SP. SGCP are one of the few associations where SP as a primary focus. As a result, this report abides to the SGCP ethical regulations, as the practice of SP is essential when working as an Organisational Psychologist. Please see appendix C for a clear understanding of all the SCGP guidelines considerations needed when designing and implementing a coaching session. In order to create an effective coaching session, a coach must firstly set expectations with the coachee to reduce any conflict or power dynamic forming. The coach must further create a relationship based on trust and respect. This can be achieved by adopting an EI approach to coaching, as well as being high in self-efficacy and able to put any agenda they have aside. Lastly, in order to be an effective coach psychologist, one should follow the ethical guidelines of SGCP. Methodology Participant- 93 The participant involved in this study has been recruited online from a Social Media advert posted on a social media site. In order to achieve a coaching relationship with no power dynamic, the participant is an individual that is not close to me. However, as I am not insured nor am I officially signed to SGCP, the client I have chosen is someone that is in my network. I have chosen these specifics as this participant is the safest option and still allows enough distance to prevent any pre-determined dynamic effecting the session. Establishing the Coaching Relationship- 243 In order to set expectations effectively, a welcome pack (appendix C) and a coaching contract (appendix D) was generated explaining what coaching is and asked the coachee a few questions about their: Expectations of the coaching process Expectations of the coach Expectations of the coachee Experience of therapeutic relationships (what they found to be a good/poor approach) How they would like to be treated within the coaching relationship if challenged A coaching contract is also a part of the welcome pack. The contract further sets expectations of the coaching relationship, e.g. logistics of the coaching session and set expectations of coaching and the coachee. Both the contract and the welcome pack state clearly that an SGCP ethics guideline sheet will be provided if requested. It should be noted that, the contract will state that all details about the coachee will be kept anonymous. Once these questions have been answered, a follow-up phone call will be arranged with the client. This helps to cement expectations by both parties answering any questions. We will then arrange a time and date for a session that is suitable for both parties. For my own record keeping, I will also keep a confidential record online of the coachee’s details and create a spreadsheet log of my coaching (Appendix D) Conducting the Coaching Session- 139 The session will be conducted in a meeting room in City University Library. This location is neutral to both parties to keep the power dynamic balanced and the session undisturbed. Both parties will have their phones switched off to ensure no interruptions. I will further arrange the chairs so that they are sitting next to one another is a less intimidating stance for both parties (STUDY). The coach and coachee will be provided with a pen and paper for note taking. As a means of gauging the success of the session, the client will fill in a short Likert scale questionnaire before and after the session (See appendix E). Diagram 1: Seating positions of coach and coachee In the 60-minute session, the coach will follow the GROW model (see Diagram 2) using the framework set in table 1. The session will commence with a tighter structure at the beginning, but the structure of the session will become less tight as the session moves in ‘R’ and ‘O’. However, once heading into ‘W’, the session will become tighter again. Allowing flexibility in ‘R’ and ‘O’ gives the client creative freedom to explore their situation and their options. Please see Diagram 3 for a clear understanding. Diagram 2: GROW MODEL PROCESS Diagram 3: Dimensions of Session Structure Once the session is complete, the client will be advised to email a week later with any homework and feedback from the session. This aims to give the client accountability and give leverage their self-chosen goal. A final questionnaire will be sent to the coachee to see whether their motivation has fluctuated from the previous. Follow-up from client 480 â€Å"Coaching was an overall good experience. I particularly liked being given permission to speak about my passion! I also enjoyed breaking things down into small manageable goals- smaller than I usually would. I further enjoyed indentifying where motivations like, or is enjoyable about work. The questions were sometime difficult but they were thought-provoking and forced me to consider things from a different perspective. However, a little more input would have been helpful. I realise the point is for you to get me thinking, but possibly some suggestions of your own, or things that other people have tried might help when Im stuck on finding an answer for something. I am happy with the general dynamic. I think the style of a semi-structured conversation works well, it let us explore things as they came up but also felt like there was a clear process. As a person I think youre very approachable and friendly but you keep a strong focus at the same time so that works well.† Self-Reflection- 308 I have written a self-reflection report to clear my thoughts on the session and improve my self-awareness and skill set. In this session, the client initially came into the session with a long-term goal and so most of the session was spent breaking it down. I did my best to help the client find their tangible first step that they can achieve in the short term and provided the coachee with homework to research and evaluate different options. However, I felt that more work could have been done to add value to the goal. For instance, I could have spoken about the benefits and consequences of achievement more. I could have also done more work on drawing out client’s strengths and highlighting previous success strategies. This would build on their ‘can-do’ attitude, which could increase the quality of actions they may generate in their homework and make it much more likely to leave with a specific idea of what resources to research when completing their homework. Nonetheless, I feel that I was able to challenge my coachee and was unafraid to question their commitment to action, their motivation and the possible consequences of inaction. Additionally, I feel that I was able to active listen without having the urge to interrupt or give advice, with only the urge to interrupt once to provide a suggestion. I tackled this by asking the client’s permission to give the suggestion and provided two other options alongside it. I did not so that the choice of action was still in their hands. Lastly, I made sure to paraphrase and summarise using the client’s words (i.e. habit, energy, focus) at every milestone in the session. I did this by writing down key words being said by the coachee. This helps both the coachee and I gain understanding and reflection on what was previously said.

Revolution Girl-style Now! Essay -- essays research papers fc

Revolution Girl-Style Now! Riot Grrrls were originally born out of the â€Å"Punk† scene where rebellion was expressed in attitude, appearance, style, and music. Defining Riot Grrrl is much like defining Punk. There is no central organization, no authoritive definition, just an attitude concerned with pointing out social hypocrisy and empowering people to â€Å"do it yourself†, creating a culture of their own when they see that the mainstream media does not reflect their concerns or provide outlets for their efforts. Riot Grrrl is a supportive environment for girls and young women which is concerned with feminist issues such as rape, abortion rights, bulimia/anorexia, sexism, sexuality, double standards, self-defense, fat oppression, classism, and racism. Riot Grrrl is a network of fanzines that are produced by the angry â€Å"girl revolutionaries† who identify with the music that is associated with Riot Grrrl. The fanzines, self-designed and self-written, uncensored and uninhibited photocopied publications, are often intensely personal. That personal outlet is translated to larger political action when the fanzines are available to the public, bringing people together for conventions and other consciousness-raising activities. The ethos is about supporting each other and empowering each other. In actuality, Riot Grrrl is a frame of mind. It's a way for them to come together in a common cause: â€Å"Revolution Girl-Style Now!†. Since no specific person or people claim they created it, Riot Grrrl has meant many things to many people. Most girls do not attempt to define it anymore. â€Å"EVERY GRRRL IS A RIOT GRRRL. All you need is a healthy dose of pissed-of-ness at the treatment of womyn in our society. We are NOT all punk, all white, all lesbians, all musicians, all fanzine editors, all vegetarians, all victims of abuse, all straight edge. There is no ‘stereotypical' Riot Grrrl.† (Knight 9) The early Riot Grrrl scene was a â€Å"loose-knit† affiliation of feminist Punks, formed circa 1991 in Olympia, Washington and Washington D.C. The philosophy of â€Å" do it yourself† and â€Å"you can do anything† seemed to apply mostly to boys, who were the ones making the music and dictating the styles. By the early ‘90s, more and more girl bands started springing up, but ironically they found themselves battling sexism and discrimination within a movement originally based in a consciousness about youth ... ...ther in a common cause: â€Å"Revolution Girl-Style Now!†. Bibliography Carlip, Hillary. Girl Power: Young women speak out. New York: Warner Books, Inc., 1995 "Grrrls kick ass!". Online. Available HTTP: http://www. Micoks.net:80/~ tiffani/girl.html Hanok, Emily. The Girl Within. New York:Fawcett Books, 1989 Knight, Zain. Luster fanzine. San Fransisco. Madhu.. "Riot Grrrl". Online. Available HTTP: http://www.angelfire.com/nj/alienshe/grrrl.html Orviro, Rachel. "I Am a Girl". Online. Available HTTP: http://www. voiceofwomen.com/sac/girl.html. Pipher, Mary, Ph.D. Reviving Ophelia: Saving the Selves of Adolescent Girls. New York: Ballantine Books, 1995 "REVOLUTION GIRL STYLE NOW!". Online. Available HTTP: http://www. Smu.edu/~hnovales/girl.html Sam. "I AM XL & PROUD". Kingfish fanzine. SanDiego. Spirit. "What is a Riot Grrrl anyway?". Online. Available HTTP: http://www. columbia.edu:80/~ril 3/music-html/bikini kill/girl.html "So What the heck is Riot Grrrl?". Online. Available HTTP: http://www. indieweb.com/riotgrrrl/rg-perplexed.html Wilson, Jodi. Crisco fanzine. San Fransisco.

Opinions and Social Pressure Essay

In â€Å"Opinions and Social Pressure â€Å"(Solomon E. Asch), author shows that: Group pressure can Influence an Individual to deny the evidence of their own senses. The author supports the main Idea , by using experimental studies with individuals and showing that when put in group settings and asked to answer questions, which make their answers the minority answer. In the first study seven to nine college students gathered for a â€Å"psychological experiment†. The students were informed that they would be comparing the lengths of lines tended to surrender their own judgment to the others, in the same experiment. In the first experiment all the students choose the same matching line. Again in the second experiment the students are unanimous. The third experiment took on a surprise. As the group continued to answer unanimously one student disagrees. Even though this single student answers all his questions correctly he begins to to worry and second guesses his own answers. What the student didn’t know ,is that all the other students in the group were told to give incorrect answers. When the majority size decreases, the individual in the minority tends to contribute independently out of his own experiences, rather than conforming with the majority. The next experiment consisted of 123 subjects from three different colleges. two of them allowed the subject to act independently. Normally subjects made a mistake 1 % of the time and went with the majority and the minority mislead the majority’s judgement in 36. 8% of the time. The study provided evidence that when an individual’s resistance to group pressure, depends on the degree on how wrong the majority is. The study also brought up concern that in a society that requires consensus as a indispensable condition, it also requires society to have each individual to contribute independently.

Fascism essays

Fascism essays Fascism is defined as a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism. Fascism takes many forms, but despite the many forms that fascism takes, all fascist movements are rooted in two major historical trends. First, in late 19th-century Europe mass political movements developed as a challenge to the control of government and politics by small groups of social elites or ruling classes. For the first time, many countries saw the growth of political organizations with membership numbering in the thousands or even millions. Second, fascism gained popularity because many intellectuals, artists, and political thinkers in the late 19th century began to reject the philosophical emphasis on wisdom and progress that had emerged from the 18th-century intellectual movement, called the Enlightenment. Adolf Hitler was Chancellor of Germany during World War II. He transformed Germany into a military state, based on the beliefs of Nazism, making Germany an Anti-Semitic, Nationalist state. During his rule, he expanded his empire, conquering most of Europe, and some African states, in an effort to conquer the world. His Germany was a state of racial purity. Millions of Jews, Gypsies, Slavs, and non-Germanic people were slaughtered, because they were considered inferior. The slaughter of the millions of people became known as the Holocaust. Germany and the axes lost World War II, and Hitler committed suicide in 1945. Benito Mussolini (1883-1945) Benito Mussolini was dictator of Italy from 1922 to 1943. He was the founder and leader of Il Duce, or Italian Fascism. Mussolini joined the Germans in the Second World War, and following their example, he also had millions of Jews slaughtere ...

Social ontology Essay Example

Social ontology Essay Example Social ontology Essay Social ontology Essay Ontology is concerned with the nature of the reality to a greater extent than epistemological considerations, this raises questions of the assumptions researchers have about the way the world operates and commitment held to particular views. Questions of social ontology are concerned with the nature of social entities. The central point of orientation here is the question of whether social entities can and should be considered objective entities that have a reality external to social factors or whether they can and should be considered social constructions built up from the perceptions and actions of social actors. (Saunders, Lewis and Thornhill, 2006, p.108). Objectivism; and Constructivism are examples of ontological positions. Objectivism is an ontological position that asserts that social phenomena and their meanings have an existence that is independent of social actors (Saunders, Lewis and Thornhill, 2006, p.108).  Constructivism is an ontological position that asserts that social phenomena and their meanings are continually being accomplished by social actors (Saunders, Lewis and Thornhill, 2006, p.108). EPISTEMOLOGY Epistemology is defined as a branch of philosophy that studies the nature of knowledge and what constitutes acceptable knowledge in a field of study. (Saunders, Lewis and Thornhill, 2006, p.102). There are primarily two constracting research approaches- Positivist and Interpretivist.  A positivist researcher has a belief that the world conforms to fixed laws of causation; that there is a complexity that can be tackled by reductionism; and that asserts an emphasis on objectivity, measurement, and repeatability. These researchers have both a realist and an objective view of the world. The methodologies most often used by positivist researchers include quantitative analysis, confirmatory analysis, deduction, laboratory experiments, and nomothetic experiments (Saunders, Lewis and Thornhill, 2006, p.103). An interpretivist researcher believes there is no universal truth. This type of researcher understands and interprets from his/her own frame of reference. He/She believes that uncommitted neutrality is impossible and realism of context is important. These researchers have both a relativist and a subjective view of the world. The methodologies most often used by interpretivist researchers include qualitative analysis, exploratory analysis, induction, field experiments, and idiographic experiments (Saunders, Lewis and Thornhill, 2006, p.106).  Ã‚  Nomothetic methodology focuses on an examination of regularities and relationship to universal laws, while ideographic approaches centre on reason why indivudual create and interpret their world in a particular way (Putnam, 1983; 41). HUMAN NATURE Assumptions about human nature are deterministic or voluntarist. One views individuals as product of their environment; the other believes individuals create their own environment (Putnam, 1983; 36).  My Ontological are based on constructivism because I think that knowledge is socially constructed. My research is very much interpretivist in terms of epistemology because of the fact that this study is subjective and it might vary from one student to another. My research is Qualitative in nature. 3. RESEARCH STRATEGY Research strategy can be used for explanatory, descriptive and explanatory research (Yin, 2003). As my assumption are based on constructivism and interpretivism so my research is qualitative in nature because it involves analysis and experience of International Students who have been the victim of crime and does it affect them mentally and in their studies? And to those students who have not experienced this but how do they feel even if they think about it and whether they find this country safe or not. The data that I have generated from this study is completely interpretive and not Quantitative in nature. From the constructionist point of view we get all the facts from the people, they are the actual one where anyone can get the truth. Hence, it is meaningful to make this choice. In Quantitative method the researchers:  1) Review conceptual framework and relationships to be studied. 2) Prepare data for analysis.  3) Determine if research involves descriptive analysis or hypothesis testing.  4) Conduct analysis.  5) Evaluate findings to assess whether they are meaningful. (Hair, Money, Samouel and Page, 2007; p.304)  And this is clearly not my area in what I am doing my research on.  There are many approaches to conduct qualitative research, but four of them are widely used which includes Phenomenology, Ethnography, Grounded Theory and Case Study. (Hair, Money, Samouel and Page, 2007; p.289). I used Phenomenology approach in my research strategy as I intend to interpret the experience in relation to those students who have been the victim to crime and to those students who are scared and have not experienced this and I also want to know that how does it affect them mentally and in their studies. When I am doing this research I as a researcher should set aside my feelings and ideas that I have on this issue. PHENOMENOLOGY is a qualitative research method that studies human experiences and consciousness. It is the study of phenomena, or how things appear in our experiences, the way we experience things and therefore the meanings things have in our experiences. Phenomenological studies examine conscious experiences from the first person (interviewer or observer) point of view, ranges from experiences involving perception thoughts, desires, memories, emotions and imagination to bodily awareness and social interactions. These studies sometimes are referred to as lived experiences because they focus on how human behaviour is shaped by relationships with ones physical environment, including objects, people and situations. A specialized field of phenomenology is hermeneutics, which attempts to understand and explain human behaviour based on an analysis of stories people tell about themselves. (Hair, Money, Samouel and Page, 2007; p.289).