Sunday, January 26, 2020
Cultivation of Red Seaweed Kappaphycus Alvarezii (Doty)
Cultivation of Red Seaweed Kappaphycus Alvarezii (Doty) Cultivation of red seaweed Kappaphycus alvarezii (Doty) in deeper-seawater of South Sulawesi, Indonesia Petrus A. Wenno Abstract. The culture of red seaweed Kappaphycus alvarezii in shallow water is at present increased in accordance with the necessity to multiply biomass. This economic commodity is highly demand for its polysaccharide. However, an effort to expand the cultivation area is difficult to several places. This problem may be overcome by employing some hanging rafts at different depths. This research was carried out for 49 days under three different treatments, i.e., two morphological types (green and brown), three initial seedlings (50, 100 and 150g) and five different water depths (100, 250, 400, 550 and 700 cm). The result showed significant differences in growth and biomass among three treatments (P Keywords: Kappaphycus alvarezii, deeper water, daily growth rate, biomass, carrageenan Introduction. The culture of red seaweed Kappaphycus alvarezii has been conducted in almost around Indonesia waters recently since it was first introduced (Adnan and Porse 1987). Normally, the culture take place in shallow waters at a depth of about 10 meters, but not all waters can be utilized for culturing. Seaweed biomass obtained through longline technique in shallow waters can produce about 12 tons acre yr-1 (Dahuri 2012). The product can reach 48 tons acre yr-1 when vertical technique is deployed in deep water (Hurtado and Agbayani 2002). Deep water area can be used as a productive culture site when meet the requirements of seeds quality, the initial weight and water depth. The utilization of deep waters should be in agreement to the status of coral reefs around the location as an essential requirement for obtaining higher biomass production (Chandrasekaran et al. 2008). High biomass production achieves through deep water culture system (Hurtado-Ponce et al. 1996) suggest that the deep water can be used for large-scale cultivation. Sahoo et al. (2002) and Sahoo and Ohno (2003) suggest that water comes from deep column is very rich in nutrients and can be used alternatively as laboratory culture media and cultivation media for Kappaphycus and other types of seaweed. However, the use of deep water has several constrains related to physical and chemical characteristics, cultivation equipment and proper environment to make it usable. As an important commodity with high market demand, cultivation of K. alvarezii requires broader area in order to meet market demand (Nurdjana 2010). There are few studies related to growth and carrageenan content generating in shallow waters (Hurtado et al. 2008; Naguit et al. 2009). However, there were not many studies dealt with growth and the yield of carrageenan in deeper waters. This study was aimed to assess the growth of K. alvarezii in deeper waters based on different strains, initial weights and depths of the waters that affect growth, biomass and the yield of carrageenan. 2 Material and Method. Seedlings of green and brown strains of K. alvarezii were obtained directly from the cultivation area in the Takalar Regency of South Sulawesi. These seeds were used after three days acclimatization. Good seeds are the young plants with their tips still sharp and in conical shape (Neish 2005). The seeds were then put at hanging raft (Figure 1) and monitored for 49 days for growth, biomass and carrageenan yield. Hanging rafts (Wenno 2014) were designed to replace hanging rope techniques (Hurtado et al. 2001). Each raft consists of two PVC pipes (L = 200 cm, à ¸ = 5 cm) filled with a mixture of concrete cement which served as the weigh. Both PVC pipes connected by two pieces of wood (H x W x L: 5 x 7 x 400 cm) at the end to form a raft. The total area of raft is 8 m2 (W x L: 200 x 400 cm). Some nylon strings (à ¸ = 4 mm) with the length of 4 m were used to connect both PVC pipes and functioning as a binding place for seaweed seeds. The distance between the nearest two strings was 20 cm. The raft was hung in the water column with the help of the buoy ropes (à ¸ = 10 mm) and was placed at different depths (100, 250, 400, 550 and 700 cm). The buoy was made of Styrofoam (H x W x L: 40 x 50 x 50 cm). During operation, the first raft was connected to the second; the second raft was connected to the third and so on until the fifth at a maximum depth of 700 cm. The hanging rafts construction was t hen tied to the anchor ropes (à ¸ = 12 mm), meanwhile the anchor was made from flour sacks filled with sand (Figure 1). buoy water line nylon ropes hangring rafts PVC with concrete cement inside sandbags anchor raft, view from above Figure1. Hanging rafts construction, viewed from frontage (Source: Wenno 2014) Seaweed seeds were then tied to the span ropes according to tie-tie technique (Goes and Reis 2010). Seedlings from different initial weights (50, 100 and 150 g) were tied to the twin knot ropes (à ¸ 1 mm). The closest distance between two nodes was 20 cm. Seeds of different strains and different initial weight (250, 500, 750 g) were placed on different rafts at different depth. Samplings were carried out for seven consecutive weeks. Data were then used to calculate daily growth rate (DGR) which was determined weekly using the following formula of Dawes et al. (1993) in Hurtado et al. (2001) as follows: à °Ã‚   ·Ãƒ °Ã‚   ºÃƒ °Ã‚ ‘†¦= à °Ã‚   ¿Ãƒ °Ã‚ ‘†º à °Ã‚ ‘Å Ã °Ã‚ ‘ ¡Ãƒ °Ã‚ ‘Å 0 1à °Ã‚ ‘ ¡ Ãâ€"100 Where : DGR = daily growth rate (%) à °Ã‚ ‘Å Ã °Ã‚ ‘ ¡ = fresh weight at day t à °Ã‚ ‘Å 0 = initial fresh weight t = time interval of measurement (7 days) 3 Seaweed biomass was recorded at the end of experiment and expressed as fresh weight of seaweed per unit culture area (g.m-2), and computed with the following formula: à °Ã‚ ‘Œ= à °Ã‚ ‘Å Ã °Ã‚ ‘ ¡Ã¢Ë†â€™Ãƒ °Ã‚ ‘Å 0 à °Ã‚   ´ Where: Y = biomass production à °Ã‚ ‘Å Ã °Ã‚ ‘ ¡ = fresh weight atday t à °Ã‚ ‘Å 0 = initial fresh weight A = area of 1 m2 raft. The measurement of carrageenan contents (yield) following the formula suggested in Hayashi et al. (2007) and Hung et al. (2009): à °Ã‚ ‘ŒÃ °Ã‚   ¶= à °Ã‚ ‘Å Ã °Ã‚   ¶Ãƒ °Ã‚ ‘Å Ã °Ã‚ ‘‘à °Ã‚ ‘ ¤ Ãâ€"100 Where: YC = carrageenan content (%) à °Ã‚ ‘Å Ã °Ã‚   ¶ = weight of carrageenan extract (g) à °Ã‚ ‘Å Ã °Ã‚ ‘‘à °Ã‚ ‘ ¤ = dry weight of analysed thallus (g) Three factor analysis of variance according to Zar (1999) were used to analyse the experiment data and was performed with SPSS v 21 software. Subsequent analysis with Tukeys HSD test was computed when there were significant differences among treatments with level of significance (P Results and Discussions. Daily growth rate of Kappaphycus alvarezii shows the interaction between strain and initial weight, strain and depth, as well as the initial weight and depth which was highly significant (P0.05). Further test showed that the highest daily growth rate of green and brown strains was obtained at the initial weight of 100g, which tend to be the same (2.84%). It was related to the density of plant (Hurtado et al, 2008), leading to rapid growth in the initial weight. Daily growth rate at the initial weight of 100g was influenced by the interaction between solar radiation, temperature, nutrient and water movement (Santelices 1999), and causing absorption of nutrients faster than other initial weights. Absorption of nutrients was influenced by the density of plants (Azanza-Corrale et al. 1996). Daily growth rate of K. Alvarezii of green and brown strains tend to be the same. The highest similarity daily growth rate in green strain was achieved at the depths of 100 and 250 cm (2.55%), and the lowest one was at 700 cm depth (2.23%). The highest similarity daily growth rate in brown strain was also achieved at the depth of 100 and 250 cm (2.83%), and the lowest one was at a depth of 700 cm (2.57%). The highest daily growth rate of green and brown strains associated with the movement of water (Santelices 1999). The movement of the water at that depth was turbulent, consequently reduce the thickness of water that is not mixed in the boundary layer (Neish 2005), and the absorption of nutrients in this depth is faster. Glenn and Doty (1990) suggested that the absorption of nutrients during the fast flowing water between thalli is higher for ammonium at a lower depth than for nitrate at the higher depth. The absorption of ammonium by seaweed is more important than nitrate (Dy and Y ap 2001; Raikar and Wafar 2006). Similarly to daily growth rate, biomass production of K. alvarezii showed the interaction between strain and initial weight, strain and depth, as well as the initial weight and depth which was highly significant (P0.05). The highest biomass production of green strain was achieved for the initial weight of 100g (10,219 g.m-2), and the lowest with the initial weight of 50g (6,709 g.m-2). The highest biomass production of brown strain was found for the initial weight of 150 g (11,450 g.m-2), and the lowest one with the initial weight of 50g (7,479 g.m-2). The highest biomass production achieved was related to the density of K. alvarezii thalli (Hurtado et al. 2008) that affect the circulation of nutrients. With the initial weight of 100g the biomass production of green and brown strains gained was two times higher than the initial weight of 50g. The 4 biomass production of green strain with the initial weight of 100g was optimal and may not be increased above this initial weight whilst the biomass production of brown strain can be increased up to the initial weight of 150g. The highest biomass production of green strain can be obtained at a depth of 100 cm (9,172 g.m-2) and of brown strain at a depth of 250 cm (10,522 g.m-2). The similarity of the highest biomass production of both strains obtained at depths of 100 and 250 cm. The highest biomass production similarity of brown strain was achieved at 100 and 250 cm depth. This is related to the absorption of nutrients in the lower depths which is faster than that of the higher depth (Neish 2005). Turbulent water movement causes the thickness of the boundary layer between the water and thalli reduced and accelerated the diffusion of nutrients into thalli (Neish 2005). Biomass production of K. alvarezii was influenced by the interaction between nutrients and the movement of seawater among thalli (Santelices 1999). The yield of carrageenan in K. alvarezii shows the interaction between strain and initial weight, strain and depth, as well as the initial weight and depth and was highly significant (P0.05). The yield of carrageenan of green and brown strains was obtained with low initial weight. The yield of green strain obtained with the initial weight of 50g was higher (15.06%) than that of the brown strain (12.33%) of the same initial weight. The yield of green and brown strains was higher at the higher depths when compared to the lower depths. The highest yield of carrageenan in green strain was obtained at a depth of 550 cm (14.71%) and brown strain at the depth of 700 cm (12.18%). The highest yield of carrageenan is the result of the interaction between depth and the initial weight at a depth of 700 cm with the initial weight of 50g (14.70%), followed by the initial weight of 100 g (13.25%) and the initial weight of 150g (11.95%). The results showed that the yield of carrageenan in both strai ns was not in line with the daily growth rate. It was found that the yield of carrageenan in this study was contrarily with the finding of Hurtado et al. (2008) with a long line cultivation technique, which yields an increase in line with the daily growth rate. In this study, carrageenan yield of K. alvarezii green and brown strain increases with the depth and corresponding with the increasing level of carotenoid which obtained at the highest carotenoid level at a depth of 700 cm for both strains. Carotenoid acts as antenna pigments for absorbing light in the process of photosynthesis to produce carbohydrates. However, carrageenan yield in this study is lower than the findings of Hayashi et al. (2007) and Distantina et al. (2011). Conclusions. Daily growth rate of K. Alvarezii green and brown strains was influenced by the initial weight and tend to be reduced by an increasing of depth. Biomass production was also reduced by the increasing depth with the highest biomass of green strain obtained with lower initial weight, and brown strain with higher initial weight. The yield of carrageenan increased according to depth with the highest yield was observed at green strain compare to brown strain. To obtain higher biomass and carrageenan yield, cultivation should be done at a lower depth for green strain and at a rather lower to higher depth for brown strain. Acknowledgements. This study was supported by BPPS grant of DGHE from Ministry of Education and Culture Affair of Republic of Indonesia. The author would like to thanks Mr. Akrim Djusdil, Chairman and Mr. Mus Mulyadi, Analyst of PT. Bantimurung Indah in Maros Regency of South Sulawesi for their help; and thanks also to Daeng Bani the seawee
Saturday, January 18, 2020
Bullying Is a Legal Crime Essay
On September 18, 2011 a 14-year-old Jamey Redeemer took his life after years of bullying. The news spread in a blink of an eye. The whole country mourned. Jamey cried for help for months. He regularly posted online about being bullied at school and how people would launch insults at him. Soon, students started to bully Jamey online. They posted horrible things like â€Å"I wouldn’t care if you died. No one would. So just do it 🙂 It would make everyone WAY more happier!†Jamey left several messages on his blog letting everyone know that he was in trouble and needed help. But still no one listened. On Saturday night he posted a lyric from Lady Gaga’s song on his Facebook page which said: â€Å"Don’t forget me when I come crying to heaven’s door.†In a few hours he wrote that he was looking forward to seeing his great grandmother, who recently died. It was Jamey’s final message. (â€Å"Suicide: Police Consider Criminal Bullying Charges†) As identified by the the United States Department of Justice, bullying has two key components: repeated harmful acts and an imbalance of power. â€Å"It involves repeated physical, verbal or psychological attacks or intimidation directed against a victim who cannot properly defend him- or herself because of size or strength, or because the victim is outnumbered or less psychologically resilient.†(â€Å"Problem-Oriented Guides for Police Series†) In other words, children are verbally and physically assaulted by their peers every day. At school, bullies rip their victim’s self-esteem to shreds while theirs gets high. It has become a huge problem in the U.S. Nearly 160 000 students stay home and miss school everyday due to the fear of being bullied. 20% of all children say they have been bullied and 20% of high school students say they have seriously considered suicide with the last 12 months. By age 24, 60% of bullies have a criminal record. (â€Å"National Center for Education Statistics (NCES) Home Page, a Part of the U.S. Department of Education†) As a matter of fact, bullying can occur almost anywhere. At home. At work. At school or even on the street. It becomes a very widespread, invisible threat. Statistics go that that one out of 4 boys or girls will be bullied sometime throughout their childhood. (â€Å"The United States Department of Justice†) The media started to pay more attention to the problem of bullying recently. While it is seemingly impossible to defeat, it can be overturned. This is possible if parents get involved, students are taught how to identify and stop bullying, and if individuals stand up for and support the victims and bullies. These solutions overtime will definitely bring bullying to its demise. One of the widespread questions is who truly a bully is, why does he or she behave in such a way or another. For the most part, bullies are the kids who feel insecure about their beliefs and appearance or who are the victims of bullying. In that case, bullying becomes a mental defense for the victims. â€Å"A number of researchers believe that bullying occurs due to a combination of social interactions with parents, peers and teachers. The history of the parent-child relationship may contribute to cultivating a bully, and low levels of peer and teacher intervention combine to create opportunities for chronic bullies to thrive (as will be discussed later).†(â€Å"Problem-Oriented Guides for Police Series†) A child that comes from a poor, abusive and usually one-parent family will probably end up a bully. Being picked on at school or simply rejected by the peers, kids tease smaller ones just to feel better about themselves and release negative energy. Tracy Vaillancourt, Canada Research Chair in children’s mental health and violence prevention at the University of Ottawa claims that there are two types of bullies. The first type is the habitual bullies. â€Å"They tend to be really impulsive and have poor emotional regulation. And that represents about 10 per cent of kids who bully others.†(â€Å"Interview: Who’s a Bully?†) Basically, Tracy Vaillancourt is saying that this type of a bully is the most rare one, but at the same time it is the most severe and brutal. It more or less becomes a disease that requires an immediate medical intervention. The point is that this type of a bully is the easiest to identify: it is usually impulsive kids who get into trouble in school for bad behavior. The second type of a bully is everyday kids. According to Tracy Vaillancourt, â€Å"they tend to be really popular; because they have power, they can abuse power.†It is the hardest type of a bully to identify. Therefore, it is the most dangerous one. Parents usually get blindsided when their kid might be bullying someone. They take their child’s side, and it is completely natural. Parents want to protect their son or daughter no matter what. Unfortunately, they don’t realize that they do more harm than good and that the consequence of such parenting behavior can be catastrophic. â€Å"In terms of childhood abuse and bullying, it is possible that intrusive, flashback memories of these traumatic events occur in adolescence and adulthood.†(â€Å"Society and Psychosis†) In other words, the authors of the â€Å"Society and Psychosis†believe that a victim of bullying will suffer psychological harm for almost the rest of his or her life. Moreover, a bullied child is more likely to develop a criminal record or get psychiatric disorder and mental illness than his or her peers. (â€Å"Problem-Oriented Guides for Police Series†) At this point, suicidal behavior becomes a real threat. And numerous teenage suicides and suicidal attempts are an alert and a call to action to all of us. As bullying becomes a serious problem, people try to come up with different ways of solving it. Different programs, developed to stop or at least reduce bulling, almost every time pay much attention to the parents and teachers. On the one hand, I agree that authorities including but not limited to parents, teachers and professor are capable of maintaining a positive surrounding for the kids creating a safe, free from bullying environment. But on the other hand, I still insist that those authorities are not the key to solving this problem. Bullying has been identified as a potential threat for a long time. This issue has been discussed many time at the different forums and summits, and all kinds of programs were introduced to stop it. But, apparently, it’s not working. Most of the teachers don’t even care about their students lives, since it’s not their business. That’s the way things are in my home country Russia. Teachers go to the classes, give lectures and go back home. They view their job as a way to educate students on a particular field of study. When, in fact, teachers are mentors for children or at least that’s what the have to be. They should set an example of a loving, accepting, tolerant human being who is willing to help and support a person in need whether it’s a student, colleague or a friend. The most important thing is that the first step in stopping bullying has to be made by us, the ones who are often easily affected by it. Every each one of us can contribute to solving this problem and making the world a better place. First of all, we have to change the climate of the school environment and stop putting the power in the hands of the teachers, or the government. I don’t believe they have the answers. I believe we do. It is out lives after all. The truth is that there’s no law that can be passed on the federal level to stop or prevent bullying. The public school system in the U.S. is operated by state laws that are hard to pass. (â€Å"Bullying Prevention State Laws†) Rather than dealing with the legal system, we should come to an understanding that we have the power to make a shift in how people view bullying and react to it. It is not an over night thing. It has to become a cultural change, a movement of tolerance, love and acceptance. Another thing is that people pay too much attention to cyber bullying and consider it as the major dangerous form of bullying. But, truthfully, it’s really not. It’s the most visible because you can see all the hate mails and comments online. The worst bullying experience is face to face, on the street, in the school, at home. There has to be a support system in our communities. We need to change the way kids think about themselves. There has to be a suppà ¾rt system around every human being that can help anyone build confidence in themselves and others. The work has to be done from the ground up. Creating a climate and an environment in schools where everyone feels safe has to become a priority today for parents, school administration, teachers and students themselves. By doing little acts of kindness, we will create a loving and accepting environment. Just come to a friend or a person you don’t know. Say a compliment or how good the weather is today, or simply: you look great. These are the things that are going to chà °nge the culture and make a huge shift in how people communicate and react to bullying in a particular environment. Just set an example. Because teenager are very impressionable. And if you set an example, the rest will follow. Find a friend. Tell somebody in your life, someone important or maybe someone you don’t know about love, tolerance and acceptance. It is not gonna be just the experts that are going to change things. It is going to be all of us. As we all know, life is an energy. And we are responsible for the energy we bring into this space. Every action has an opposite and equal reaction. If you insult someone, the negative energy you put onto them will come back to you. By brining negative energy onto those people, you are making them bring negative energy onto others. Firstly, empowering youth is one of the keys to stopping bullying. All of us have to set an example of brave and tolerant human beings. It has to become cool to be the person that says that something’s not quite right here, that help is needed here. For whatever reason, students tend to ignore the acts of bulling or teasing in school. They go to classes, do their homework, hand in the paper, go home†¦ Students notice the violence, happening in schools, but the do not speak about it. There needs to be attention that is payed to looking for signs of violence and bullying. When students start to look up for each other, then the major shift is made. Secondly, using a multifaceted, comprehensive approach will definitely decrease the percentage of bullied kids. This approach includes establishing a school-wide policy that addresses indirect bullying, providing guidelines for teachers and, most importantly, students on specific actions to take if bullying occurs, encouraging students to report known bullying, to be supportive to classmates who may be bullied and educating and involving parents so they understand the problem and the importance of it. I believe that each of us comes with a gift – to use our lives, to bring goodness to the world, to connect with other people. Every single person, whether it’s victim of violence or the person who committed the violence,has one thing in common: we all want to know that what we do and what we say and who we are matters. We want to be validated. Every single person. Every argument is really about: do you see me, do you hear me, does what I say mean anything to you? Come up to a girl who always seats alone at the canteen, talk to her. Maybe you will be the one who’ll make her day. Be loving, accepting and tolerant. Only this way we’ll create a kind, free from violence and bullying environment.
Friday, January 10, 2020
Individuals with Behavioural Difficulties Essay
When working in the care industry whether that is with the elderly, mental health or children it becomes apparent that you as an individual become empowered by virtue of being primary care for that specific individual hence being an influential figure in any individual’s life recovery and rehabilitation. Due to this factor we have had many horrific incidents which have involved individuals in a position of power and whom have abused this trust and disregarded legislation, policy and procedure to continually systematically abuse service users in a vulnerable position. It is no secret that this has happened and still continues today within places of care. This is the purpose of the new legislative law updated and reviewed to combat and eliminate such barbaric behaviours displayed by so called supportive staff members in supposedly places of secure safe environments. Look more: emotion focused coping definition essay The purpose of legislative law is to filter new and reform existing legislation through to the relevant policies and procedures within specific places of work. So to summarise the purpose of legislation in terms of managing difficult behaviours is that it functions to safe guard the vulnerability of service users in places of care which predominantly gets feed down through governing bodies to the policies and procedures file within the office within your place of work. It can be looked upon as a code of good practice with regards how to deal with vulnerable adults whom display challenging behaviours within places of care. When working within such an environment it is almost expected to receive challenging behaviour due to the different backgrounds and diagnosis the service users have so it would not be acceptable to react within such a way as you would when away from the unit due to the very essence of the clientele we deal with. This is not to say we are not in a vulnerable position to so we are legally permitted to utilise restraint techniques which is in the form of an in depth restraint course which covers floor, escorting and seated restraints for the safety of the service user, other service users and also the safety of your fellow support staff within the workplace. This form of restraint is always the last line of defence it is paramount to utilise the different approaches available to return the service user to his baseline without putting hands on a client. 1 (1.2) The reason for such care institutions is specifically to rehabilitate and educate service users in the acquisition of knowledge regarding them to facilitate them to utilise coping strategies in the effort of recovery and rehabilitation rather than punitive based techniques. There are a massive variety of different approaches and methods when attempting to change an individual’s behaviour. We will target only a specific few that are more prevalent within today’s industry. The methods and approaches will include motivational interviewing, cognitive behavioural therapy, solution-focused therapy and adult learning methods these will be the approaches and methods that I will expand upon throughout the chapter. CBT is a form of talking therapy that combines cognitive therapy and behaviour therapy. It focuses on how you think about the things going on in your life, your thoughts, images, beliefs and attitudes (your cognitive processes), and how this impacts on the way you beha ve and deal with emotional problems. It then looks at how you can change any negative patterns of thinking or behaviour that may be causing you difficulties. In turn, this can change the way you feel. CBT tends to be short, taking six weeks to six months. You will usually attend a session once a week, each session lasting either 50 minutes or an hour. Together with the therapist you will explore what your problems are and develop a plan for tackling them. You will learn a set of principles that you can apply whenever you need to. You may find them useful long after you have left therapy. CBT may focus on what is going on in the present rather than the past. However, the therapy may also look at your past and how your past experiences impact on how you interpret the world now. The concept of motivational interviewing evolved from experience in the treatment of problem drinkers, and was first described by Miller (1983) in an article published in Behavioral Psychotherapy. These fundamental concepts and approaches were later elaborated by Miller and Rollnick (1991) in a more detailed description of clinical procedures. Motivational interviewing is a semi-directive, client-centered counseling style for eliciting behavior change by helping clients to explore and resolve ambivalence. Compared with non-directive counseling, it’s more focused and goal-directed. Motivational Interviewing is a method that works on facilitating and engaging intrinsic motivation within the client in order to change behavior. The examination and resolution of ambivalence is a central purpose, and the counselor is intentionally directive in pursuing this goal. Motivational interviewing recognizes and accepts the fact that clients who need to make changes in their lives approach counseling at different levels of readiness to change their behavior. During counseling, some patient may have thought about it but not taken steps to change it while some especially those volunt arily seeking counseling, may be actively trying to change their behavior and may have been doing so unsuccessfully for years. In order for a therapist to be successful at motivational interviewing, four basic skills should first be established. These skills include: the ability to ask open ended questions, the ability to provide affirmations, the capacity for reflective listening, and the ability to periodically provide summary statements to the client. Motivational interviewing is non-judgmental, non-confrontational and non-adversarial. The approach attempts to increase the client’s awareness of the potential problems caused, consequences experienced, and risks faced as a result of the behavior in question. Alternately, therapists help clients envision a better future, and become increasingly motivated to achieve it. Either way, the strategy seeks to help clients think differently about their behavior and ultimately to consider what might be gained through change. Motivational interviewing focuses on the present, and entails working with a client to access motivation to change a particular behavior, that is not consistent with a client’s personal value or goal. Warmth, genuine empathy, and unconditional positive regard are necessary to foster therapeutic gain (Rogers, 1961) within motivational interviewing. Another central concept is that ambivalence about decisions is resolved by conscious or unconscious weighing of pros and cons of change vs. not changing (Ajzen, 1980). It is critical to meet patients/clients where they are (Prochaska, 1983), and to not force a client towards change when they have not expressed a desire to do so. Motivational interviewing is considered to be both client-centered and semi-directive. It departs from traditional Rogerian client-centered therapy through this use of direction, in which therapists attempt to influence clients to consider making changes, rather than non-directively explore themselves. Solution focused brief therapy (SFBT), often referred to as simply ‘solution focused therapy’ or ‘brief therapy’, is a type of talking therapy that is based upon social constructionist philosophy. It focuses on what clients want to achieve through therapy rather than on the problems that made them seek help. The approach does not focus on the past, but instead, focuses on the present and future. The therapist or counselor uses respectful curiosity to invite the client to envision their preferred future and then therapist and client start attending to any moves towards it whether these are small increments or large changes. To support this, questions are asked about the client’s story, strengths and resources, and about exceptions to the problem. Solution focused therapists believe that change is constant. By helping people identify the things that they wish to have changed in their life and also to attend to those things that are currently happening t hat they wish to continue to have happen, SFBT therapists help their clients to construct a concrete vision of a preferred future for themselves. The SFBT therapist then helps the client to identify times in their current life that are closer to this future, and examines what is different on these occasions. By bringing these small successes to their awareness, and helping them to repeat these successful things they do when the problem is not there or less severe, the therapists helps the client move towards the preferred future they have identified. Adult learning theory is part of being an effective educator involves understanding how adults learn best. Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasises more equality between the teacher and learner. Andragogy as a study of adult learning originated in Europe in 1950’s and was then pioneered as a theory and model of adult learning from the 1970’s by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as â€Å"the art and science of helping adults learn†. Knowles identified the six principles of adult learning outlined below. Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected 2 (2.1) When we discuss behaviours it is imperative to understand why these behaviours are being displayed and it is often something which appears very minor to care staff but it can be interpreted as a big dilemma to the individual in question. When understanding the reasons for behaviours there can be many reasons for them but here is a few more common examples, culture, gender, beliefs, personality, illness, medication side effects, family, personal occasions etc. These are all contributing factors as to why individuals will display certain behaviours. Within the unit it has been noticed that a specific factor i.e. family contact can have a huge effect on a certain individual in our care. Due to the fact that this individual has very minimal contact with his family (personal choice) when this individual does eventually get to speak with his close family it can conjure up many different feelings within and can cause indirect behaviours within the unit. Feelings such as abandonment, not loved, singled out, why? These contributing factors will mix together and inevitably have to be released e.g. become withdrawn, aggressive, depressed (low). Now the staff team have highlighted this concern and a concise care plan has been put into place and agreed by the individual it can be monitored and dealt with more effectively in the requisition for this individual to eventually become more comfortable when discussing and contact the family. 2 (2.2) When we discuss the influence of the environment and behaviour of other individuals we are basically referring to the place in which these individuals reside e.g. the psychiatric hospital or the community home etc. These environments can play an enormously important role in the behaviours of individuals whom are observing they can be easily influenced by others actions and will tend to mimic or act up to the situation or incident. It depends on the individuals in question but what can happen in a unit which is occupied by more than one service user is that individuals will observe (audience effect) and will either react in three different ways. The individual will either adopt and mimic the behaviour being displayed thus causing a major incident or the individual will remove themselves or will confront that individual or group of individuals having an incident thus again causing problems for the unit. 3 (3.1) When working in an area such as mental health it is imperative from the beginning to ensure you adopt a professional relationship and maintain this as long as you remain in the care system. It has been said to me that a good rule to follow is that of firm, fair but fun but not forgetting that there are constant boundaries that should be followed throughout your working career and not to be crossed. The working relationship is so important within mental health due to the fact specific clients will have blurred boundaries or have no boundaries at all so it is imperative as support staff the clearly and quickly introduce clear concise boundaries for service users. The working relationship has to remain purely professional for a number of reasons but mainly for the safety of the service users and that they do not miss interpret signals given by support staff and un intentionally cross the boundaries. If the professional working relationship is followed it can create a healthy relationship between support staff and service user and the avoidance of blurred boundaries. This is not to say that service users will not try and test the boundaries of specific staff members as this is commonplace within the area of mental health but as professional support worker it needs to meet with a firm approach and dealt with in a professional manner.
Thursday, January 2, 2020
Essay about Improv is a Labor of Love in the Theater
Improv was always an intimidating faction of theater. Though there is no planning or scripting, no matter when or where the show was it always seemed a labor of love. Something that was worked on for an extreme length of time but really it was formed from the performers mind only a second before the audience saw it. Even though I have done theater and dance in the past, improv always seemed something that I was never good at. From watching performances, tv programs, or improv workshops, it always looked like an art form that I could never learn or use besides the stage. With last weeks class, that all seemed to change. I saw that improv could be used in many different factions of life. Providing new life skills and practices that cam†¦show more content†¦Hayden posses creativity traits that I feel I posses as well. Sensitivity is the first one which allows for Hayden to take the pulse of his audience. By using sensitivity, he can learn how is audience is feeling. When Hay den first starting speaking, he started by being serious and working humor slowly into his speech. By doing this he could see how open or sensitive his audience was not only to him but to comedy. Being in a classroom setting a certain type of humor is appropriate but when dealing with a class that is full of his peers, Hayden had to figure out which one was better and he found it through sensitivity. I need to use sensitivity when I present my findings to clients, colleagues or even future employers. Being a history major and wanting to work in a museum setting, I must have sensitivity towards the people I speak with about history. Topics, people and certain events may be off the table depending on who you speaking too. This trait will always me to teach and be respectful to those I interact with. The next creativity trait is flexibility. Hayden used flexibility not only in comedy improv but when he presented. There were times when his presentation went offtrack but he found a way to tie it back all together and still get his message across. Flexibility is also something I possess since for my career I need to stay on my toes being ready for the different questions IShow MoreRelatedBlue Man Case Study Essay10220 Words  | 41 Pagesplayed the accordion and the piano. After high school, Phil attended the Evangel College of Arts and Science in Springfield, Missouri. Despite – or because of – being rather shy, he was attracted to theater and studied voice. He graduated in 1983 with a dual major in religious studies and theater arts. He decided his future was in acting but that he wasn’t ready for New York or Los Angeles, and would return to Savannah for a year or two first. In 1986, he headed for New York to study acting and
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