Mentoring and Coaching free essay sample

This essay will then go on to identify and evaluate a number of key factors that may influence the effectiveness of a mentoring relationship. This essay will focus on the example of mentoring within schools and a learning mentor to be more specific. Firstly this essay will look at the difference between coaching and mentoring. Both coaching and mentoring are processes that allow both individual and schools to achieve their full potential. Coaching and mentoring share many similarities. Both coaching and mentoring explore the needs, motivations, desires, skills and feelings of the individual. Both coaching and mentoring will also use questioning techniques to try and get the individual to explore their own thoughts and feelings, without putting ideas and problems in to their head. Both coaches and mentors will look at what the individual wishes to get out of this relationship and will review this after each session. It is the job of both the coach and mentor to observe, listen and ask questions to understand the individual’s situation (coaching network, n. d. ). The coach or mentor is responsible for making sure that the individual is not developing dependencies to their sessions that goals are trying to be achieved and that as the mentor or coach they are working within their comfort zone and the area of personal competence (coaching network, n. d. ). As can be seen above, there are many similarities between coaching and mentoring. Mentoring, in its traditional sense is seen as an opportunity for an individual to follow in the path of an older and wiser person who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities. Coaches on the other hand may not have any experience in the same problems of the individual, however they will be appointed as an individual who has the knowledge and skills to help the individual to obtain their goals (coaching network, n. d. ) The original concept of a â€Å"mentor† was based on a character from Greek mythology, namely, Homer’s story of the Odyssey. Within this story, a goddess appears in different forms to help guide, protect and support the journey of the main character within the story. This all knowing and powerful figure that Homer describes as â€Å"Mentor,† has shaped our modern day expectations and perceptions of what a mentor does or more importantly what a mentor should do. However, it is helpful to have a realistic understanding of what is meant when the term â€Å"mentoring† is used in today’s society (Dubois, Karcher, 2005, Chapter 2) According to Garvey, Stokes and Megginson (2009, p. 1) the core mentoring model is one of the more mature and experienced engaging in a relationship with a younger and less experienced person. This then shows true within schools. A mentoring relationship is one between the more experienced a knowledgeable ‘The Mentor’ and the one that needs support and guidance ‘The Mentee’. Crucial to successful mentoring is the building of a good persona l and professional relationship. Mentors need to have a range of skills and competencies in order to be effective on their role self awareness, understanding of others, commitment to their own learning and an interest in developing others. A mentor also needs to be understanding of the situation and environment that the mentee is in; they must have a sense of humour and good communication skills (George, 2010) The mentoring relationship does not stay the same throughout the process, it changes and progresses over time. The Mentor needs to be aware of the stages of the developing relationship. They need to be able to recognise that the mentee will have different needs and knowledge and require varying levels of support according to the stage they have reached. A range of mentoring styles and approaches will be needed as the mentee gains in experience and the relationship enters each new phase (George, 2010) Government schemes such as every child matters; change for children are now supporting the notion of having a learning mentor in every school throughout England. A Learning Mentor is a relatively new concept in the field of education and is used within schools to support them in raising standards. Specifically Learning mentors are placed in schools to raise pupils’ attainment, improve attendance and to reduce permanent and fixed term exclusions. Many schools have successfully implemented the Learning Mentor programme and assessed that the impact is evident on individuals and groups of pupils (George, 2010) Learning mentors tend to work on a one to one level or in small numbered groups, a learning mentor must be a good listener, be able to encourage and motivate and act as a role model and encourage the build up of a mutually respectful relationship (Hayward, 2001). According to Hayward (2001), Learning Mentors have had an incredible impact on individual pupils’ lives, in some cases transforming low achieving and unfocused students with minimal self-esteem and a lack of commitment into more confident pupils with higher grades, improved motivation and a sense of direction. What all Learning Mentors have in common is their aim to break down barriers to learning , unlocking education opportunities for school students and releasing hitherto untapped potential (Hayward, 2001). However there are many key factors that could mean that the mentoring relationship may not be as effective as it should be or factors that can ensure that the mentoring relationship is successful. A range of factors relate to the effectiveness of learning mentor provision. They include the skills, experience and ability of the learning mentors, how the work links to broader provision within the school and beyond, and how the learning mentor is supported and trained. The first part of an effective mentoring relationship is the match between the mentor and mentee.

Lab Report on Microbes Are Everywhere Sample

Lab Report on Microbes Are Everywhere Paper I would define an addiction as a behavior or activity that is psychologically and/or physiologically habit forming that a person chronically feels compelled to repeat. 2. Name three examples of common, socially acceptable addictions. Backbone, Coffee, Shopping. 3. Name three examples of common, socially unacceptable addictions. LSI, Cocaine, Heroin 4. What are three common challenges to addiction recovery (of any addiction or of specific addictions)? Acceptance on the part of the addict of their problem, fear of relapse, temptations. . Why is it important to ask for help when dealing with an addiction? Support group for addicts can be very helpful because members can help each other and understand that there are other people facing the same challenges as themselves. It allows them to see that they are not alone and that there are people there who are willing to help them as much as they want to help themselves. Family and friends of addicts can also help them by being supportive ND c reating an environment that minimizes temptations in order to allow the addict to recover. Family and friends are often more aware of the addicts weaknesses and can identify the beginning of a relapse before an addict can see it coming. The way that others see us is often quite different from the way we see ourselves and this is especially true for addicts. Addicts often dont have a clear picture of themselves or the world around them and friends and family can be particularly helpful to them for this reason. 6. Why may some people fear seeking help from others for an addiction, specially in a church atmosphere? Fear of judgment, rejection and sterilization by others in the church. 7. How can addictions stem from a desire to have needs met and why is this considered a spiritual basis for addictions? People who have addictions usually have something missing in their lives or they feel that their life is so awful that they need some outlet through which they can escape the painful reality of their lives. Instead of turning to God for help, they turn to their addiction to fill the missing holes in their life. In recovery language, what is meant by acceptance? Acceptance is when the addict understands that they indeed have an addiction and they are willing to admit their problem to others. 9. In recovery settings, what is the difference between quitting and surrendering? Quitting is when someone decides to stop their addictive behavior for some period of time. Quitting is not always permanent and addicts often have a tendency to relapse. This is because addicts are often not in control and the a ddiction is usually in control of the addict. We will write a custom essay sample on Lab Report on Microbes Are Everywhere specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lab Report on Microbes Are Everywhere specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lab Report on Microbes Are Everywhere specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Surrendering is the act of surrendering to this idea and understanding that when one surrenders, they are not in control and they do not know what the outcome will be. This is often what happens when an addict stops engaging in an addictive behavior. 10. What is the purpose of the 12 steps of AAA? The twelve steps of AAA allows addicts to slowly admit to their addiction, understand it and overcome it by turning to a higher power. Quitting is viewed as an ongoing process and a gradual growth, rather than something that just happens in an instant.

How to Relax During the College Admission Season

Let’s be honest. You can’t really relax during the college admissions season, but there are a few things that can help. Here are 7 Tips to Manage Stress During College Application SeasonYou are bound to be (and have every right to be) a stress ball for 7 months of your senior year. There’s standardized testing, senior year coursework, application essays, college interviews, scholarship applications and the list goes on. Truthfully, you probably won’t get a true sense of relief until you open your first acceptance letter. Having said that, there are ways to manage your stress during the application season so you don’t go completely crazy. 1. Mindful meditationThe point of mindful meditation is to focus on the present moment. Meditation sessions doesn’t have to be long, especially if you’re just giving it a try to help you destress! Take 10 minutes and focus your attention on the things that are happening right now. Notice and be present in your body. How fast are you breathing? What do you hear? What do you feel? Just observe. Try using Calm or Headspace to get started! 2. Draw, paint, do something creativeYou don’t have to be good at art for you to enjoy it. Grab a sketchbook and start doodling. Let your mind roam, or just sketch what is sitting in front of you. Alternatively, you can also pick up a coloring book! It seems childish, but there are also more intricate coloring books for adults you can buy. The colors can help you can focus on something other than college applications just for a little while and give your mind a break. 3. Read, for leisure Books take us to new places. If you enjoy reading, don’t let that go. Take time out of your week to enjoy a book. Let the words of JK Rowling take you to the wizarding world, or let Jane Austen bring you back to 18th Century England. 4. Soak in a warm bath There’s nothing a long bubble bath won’t cure. Get some bath salts or bath bombs and soak in a warm bath. The aroma will help you relax and relieve stress mentally, and the warm bath will relax your body physically. Theres definite science behind baths helping you slow down your heartbeat and decrease stress-inducing chemicals in your body. 5. Journal Tough sell, we know. Why write more when you’re already writing for homework and for college applications? Journaling is different. Try to write about your feelings or your thoughts. It doesn’t have to be thought-provoking or grammatically correct. A journal is a safe space for you to just jot down what youre thinking and feeling. Sometimes, writing down the running commentary in our minds can help us recognize that they dont represent objective truths and are just manifested worries. Its a good way to gain some perspective in the crazy process of college admissions. 6. Work out Workouts are always a good way to help relieve stress. Go to the gym or go for a run. Give yourself the chance to sweat all the stress out of your body and get the endorphins pumping. Instead of focusing on whatever work you still have to do, just think about completing your next mile or finishing your set. Endorphins from exercise literally make you happier. The bonus is that by catering to your physical health, youre also giving yourself the mental space you need away from your apps. 7. Indulge in a vent session Last but not least, talk to your family about whats stressing you out. Your family most likely wants to be there to support you through the process but they often dont know how to do so productively or without overwhelming you. Spend some quality time with your family and show them you value their support, but make sure to set ground rules about what you can talk about, such as no talking about school grades or homework, what you want to study, or where you want to apply. Vent about your frustrations with no judgment. ​We hope these tips help with managing the stress that comes with college applications. If we can make it any easier, remember that s platform can help you with your applications! Our premium subscriptions give you access to successful college application files to help you get into your dream school.

Dont Be Vexed by Vexillology

Dont Be Vexed by Vexillology Dont Be Vexed by Vexillology Dont Be Vexed by Vexillology By Maeve Maddox There is historical proof that Jeanne dArc had three ensigns Two were for military use: her Battle Standard, which was large in size and her Pennon which was small. The third was a religious banner made for the priests and men of the army to assemble around for morning and evening prayers. This excerpt contains four synonyms for flag: ensign, standard, pennon, and banner. English has many others. In modern usage, an ensign is a countrys official national symbol, used to identify ships, airplanes, and official installations like military camps and embassies. This is the flag flown on patriotic occasions. A pennon was a small flag, attached to a knights lance for identification. It was long, like a streamer, and usually triangular or swallow-tailed. A standard was larger and was fixed to a pole that could be stuck in the ground. The word banner is often used for its emotional connotations, as in the U.S. national anthem: O say, does that star-spangled banner yet wave Oer the land of the free and the home of the brave. In US usage, the flag is called an ensign when it is displayed on a vessel, the colors when carried by someone on foot, and a standard when displayed on a car or an aircraft, and by the cavalry. Websters thesaurus gives the following flag synonyms, most of them not much used: banderole, banner, bannerol, burgee, color, ensign, gonfalon, gonfanon, jack, oriflamme, pendant, pennant, pennon, standard, streamer A jack is the identifying flag flown on a ship. The Union Jack is the familiar British flag. When flown on land, it is properly called simply the Union. (See Wikipedia article for a differing view on the use of Union Flag. The U.S. naval jack is the canton (the blue part with the stars) of the national ensign. NOTE: The Union Jack began as the canton of a larger flag. A burgee is a triangular pennant flown by members of yacht clubs. You can see a picture of one in the Wikipedia article on maritime flags. The word oriflamme is familiar to readers of medieval history and romance. It was the sacred banner of the French kings, first mentioned in 1124. In England, people turn out for the trooping of the colour, a patriotic parade held in June to celebrate the Queens birthday. U.S. military personnel on active service salute the colors twice a day: in the morning as the ensign is raised, and at sunset when it is lowered. In his unpleasant poem, Ethiopia Saluting the Colors, Walt Whitman uses a word not in Websters list, guidon, to refer to the cavalry flags carried by Shermans soldiers on their march to the sea. The study of flags is called vexillology. The word comes from vexillum, Latin for flag. You can find all sorts of fascinating vexillological information on the Flags of the World site. For rules and regulations surrounding the U.S. flag, and some interesting violations thereof, visit the Betsy Ross flag site. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureLatin Plural Endings20 Tips to Improve your Writing Productivity

National and Global Identity in The Inheritance of Loss Essay

National and Global Identity in The Inheritance of Loss - Essay Example The key argument to be propounded within the course of the essay is that from the impressions of The Inheritance of Loss one has to conclude that the development of ‘global’ identity in non-Western societies is generally restricted to wealthier, more affluent and cosmopolitan classes of those societies, while the vast majority of population remains wedded to national identities, making a cultural bridge between these two social layers rather significant one. The nature and causes of existence of such cultural drift are fundamentally conditioned by the discrepancies generated in the course of twin processes of globalization and decolonization. Even though the decolonization and the growth in importance of the ‘Third World’ nations such as India have led to progressive shifts in the balance of forces within the global arena, it is still evident that the modern globalized world is still based on cultural patterns and assumptions that are directly inherited from the times of undisputed Western hegemony. The global identity, as expressed in the dominant models of consumption, education, etc., remains inherently Western, despite all attempts at making it more diverse and inclusive. Even though the very concept of â€Å"culture† has always been historically conditioned1, it is still evident that the vast majority of modern cultural identities are less prone to uprooting and homogenization than it is often assumed in various transnationalist concepts of world politics and culture. The globalization and the formation of the numerous layers of transnational migrants, voluntary and forced, permanent and temporary, shifted the balance from the maintenance of traditional identities, of national and local dimensions, to the construction and deconstruction of the global, homogeneous identity. However, as may be evidenced from The Inheritance of Loss, the situation may be more nuanced and difficult than can be judged from ‘common-senseâ⠂¬â„¢ representations of these processes. The growing trends for cultural integration and economic migration, despite being important for the general process of globalization, do little to mask the remaining chasms between the representatives of upper strata of non-Western societies and their compatriots remaining generally tied to cultural habits and traditions that still reign supreme over the people living in modern time. The Inheritance of Loss testifies to this very situation. The major characters of the novel are in their own way expressions of the aforementioned dichotomy. The two groups of the characters, each representing a respective social class, embody the controversies generated by globalization and de-localization. The Judge Patel and his granddaughter Sai represent the two generations of upper-class cosmopolitanism and geographical and educational mobility. While they may differ among themselves in subtleties of cultural perceptions, both of these characters are disti nguished by intense interest and self-identification with the non-Indian cultural environment – an Anglicized, respectable, upper-middle class world that is both connected with the Indian tradition, albeit of British Raj variety, and deeply estranged from it. Sai’s recollections of her upbringing in the Catholic Church and the secular and non-traditional lifestyle of her parents are indicative of that. While the secularism was not inherent in Indian

Discussing Theodore Roosevelt's views of American Nationalism and Research Paper

Discussing Theodore Roosevelt's views of American Nationalism and Imperialism - Research Paper Example By the nineteenth century, it was almost impossible to interchange the concepts of nationalism and racism. Enlightenment ideals heightened on nationalism and imperialism regardless of the emphasis on the equality and liberty of men as well as the cosmopolitan aspirations. Following the French Revolution, the republican government tries to unify all the French-speaking nations making them a single rule. This led to an aggressive campaign by the military in the Low Nations. Italian liberals on the other hand hoped to have a unified nation that would be under the Italians only and not a jumbled combination of foreign and domestic monarchs. Come the nineteenth century, there was no accord that the different species of mankind shared a common origin and that there worth was not equal. Most nations and leaders believed on the biological superiority of what was referred to as the Caucasian race and this was common with the Germanic peoples who seemed to be justified by the global colonial e mpires rise headed by the European countries. It is in the wake of this situation that this paper looks at the position taken by Theodore Roosevelt on imperialism and nationalism. Theodore Roosevelt’s came to power at a time when most of nations had adopted nationalistic and imperialistic modes as they tried to gain more territories and come up with the best military. This situation strengthened the desire of Theodore Roosevelt to construct the American race so that it becomes one that is full of ambitious, brave and hardworking men. To come up with such a race, Theodore Roosevelt’s remained open to mixing races as he believed that by mixing different races, he will be able to have men who had superior qualities than those men who were pure. Despite this position, Theodore Roosevelt also believed that there were some groups of people who he viewed as better representations of this race. He was in favor of people from the European descent as he excluded the Asians and A frican American considering them as being inferior. Some of his actions and speeches contrasted this position on race. He strongly believed and promised that people from different races were welcome and that they had the same rights as the rest of the American citizens. Early life Experience Theodore Roosevelt came from a tradition that revered the Protestant ethic, the middle class Americans. In his early childhood, he learned the ethic of the Bible and was introduced to social consciousness now that his father happened to be an avid philanthropy practitioner as well as a social worker who believed in putting in action what the Bible preached. His concern with regards to the poor was that the legislative form in pursuing to lessen the distress resulting from a new industrial and urban society. This take is evident in his progressive stance while he was serving as a New York’s Governor as well as the President. This showed that Theodore Roosevelt attitude was reverent and he pursued the highest Christian virtue ideals and opted to implement his own faith in assisting others and helping to come up with a better world. Theodore Roosevelt’s involvement in religion in his early life was that of works. His early Christianity life was behind his means to live a good life and this led to his ruling to emphasize on moral and good life. This remained to be an overriding passion in the faith of Theodore

Leadership through My Eyes My Personal Leadership Model Term Paper

Leadership through My Eyes My Personal Leadership Model - Term Paper Example Efficient leaders, however, may also be authoritative at the time when it is necessary especially when the individuals who are being led are those who are moved only by being pushed (Dublin, Dalgish and Miller 26). Therefore, leaders should combine styles such as laissez faire, participation, and authoritarianism for them to be efficient in their work. When I wrote my first paper, I argued that, â€Å"leadership is such a character that is acquired after birth by the people who have the will and power to do so because those who lack the motivation to become leaders may not acquire the characteristic.† However, at this time, I have discovered that leadership is a character that may be acquired and some people may also be born with it. I understand leadership as the ability to lead others in accomplishing certain objectives successfully. I also understand that leaders have to begin by being servants of their followers so that the servants may understand how to complete their work successfully. Frick and Robert argue that, â€Å"leaders are agents of change, and because they guide their followers in the search for wholeness, they must show their motivation and will power to achieve this goal (32).† Showing motivation and will power may only be achieved by being an example first so that followers may also gain motivation and work hard. My new definition of leadership has changed from what I thought and wrote in my first paper. This is because, in my first paper, I argued that no one is born with leadership, but now I have discovered that the character may be inborn. This is because there are people who serve others naturally without having to acquire the servant character from the world (Burns 43). However, I have not changed my argument that efficient leadership may be acquired by a combination of experience, analytical power, and self study (Burns 45). These factors are still