Presidential Elections - ESL Lesson

Presidential Elections - ESL Lesson Its the presidential election season in the United States and the topic is quite popular in classes around the country. Discussing the presidential election can cover a wide range of topics beyond just the two candidates. For example, you might discuss and explain the U.S. electoral college and process of collecting and counting votes. Advanced level classes might find the topic especially interesting as they can bring in observations and comparisons from their own electoral systems. Here are some suggestions and short activities that you can use in class to focus on the election. Ive put them in the order in which Id present the exercises in class in order to build up vocabulary. However, each exercise could certainly be done as a standalone activity. Definition Match Up Match the key vocabulary concerning elections to the definition. Terms attack adscandidatedebatedelegateElectoral Collegeelectoral voteparty conventionparty platformpolitical partypopular votepresidential nomineeprimary electionregistered voterslogansound bitestump speechswing statethird partyto electto nominatevoter turnoutvoting booth Definitions choose who will be the next presidenta state which does not typically vote either Republican or Democrat but swings back and forth between the partiesa short phrase which is used to encourage voters to support a candidatea political party which is neither Republican nor Democratthe person who runs for president  the person who is chosen by the party to run for presidentan election to decide who will be chosen by the party  a representative from a state who can vote at the primary conventiona gathering of a political party to choose a candidate and vote on other issues important to the partya standard speech that is used repeatedly during a campaignadvertising which is aggressive and tries to hurt the other candidatea short phrase which sums up an opinion or fact and is repeated throughout the mediahow many people vote in the election, usually expressed in a percentagethe group of state representatives which cast the electoral votea vote by someone in the Electoral College for the votethe number of people who vote for the president Conversation Questions Here are some questions to get the conversation going. These questions use the vocabulary in the match up to help start using the new vocabulary actively. Which parties have candidates?Who are the nominees?  Have you seen a presidential debate?How do presidential elections differ from the US election in your country?Do voters have to register in your country?Whats voter turnout like in your country?Do you understand the difference between the Electoral college and the popular vote?What do you think are the main planks in each partys platform?Which candidate appeals to you? Why? Electoral Points of View In this day and age of media sound bites, it can be a helpful exercise to remind students that media coverage almost has its own point-of-view despite claims of objectivity. Ask students to try to find examples of articles that are biased from both the left and the right, as well as from a neutral point of view.   Have students find an example of a biased Republican and Democratic news report or article.Ask students to underline the biased opinions.Each student should explain how the opinion is biased. Questions that cant help include: Does the blog post represent a specific point of view? Does the author appeal to the emotions or rely on statistics? How does the writer try to persuade the reader of his or her point of view? Etc.  Ask students to write a short blog post or paragraph presenting either candidate from a biased point of view. Encourage them to exaggerate!As a class, discuss what types of signs they look for when looking for bias. Student Debate For more advanced classes, ask students to debate the issues being presented as themes of the election. Students should base their arguments on how they think each candidate would address the issues.   Student Polling Activity A simple exercise: ask students to vote for either candidate and count the votes. The results may surprise everyone!   Finally, students might also find this presidential election dialogue helpful, as well as this longer reading comprehension on presidential elections.

Self-Editing How to Self-Edit a Book With Specific Strategies for Success

Self-Editing How to Self-Edit a Book With Specific Strategies for Success Self-Editing: How to Self-Edit a Book With Specific Strategies for Success So you’ve finished your book†¦ now what? Self-editing is what. Now its time to learn how to self-edit it- and properly.Finishing the first draft of a book is a tremendous accomplishment that’s certainly worth celebrating. But it doesn’t get any easier from here.The next step is one of the most tedious and important aspects of publishing a book- self-editing.Sure, almost all self-published authors will hire an editor in some capacity. Before that step, you do have to edit the book yourself and only yourself (unless you use Scrivener footnotes editor or other editing tools, that is).Heres our guide to self-editing your novel: Understand the need for self-editingDifference between revising and editingHow to develop a self-editing planStart the self-edit processDifferent types of verbal read-throughsDiscover your self-editing styleEdit one chapter at a timeStart self-editing TODAYAt the very least, every author will receive feedback from multiple readers before the launch date, but self-editing is key because eliminating obvious errors and minimizing mistakes in the manuscript will give hired editors and beta readers a greater opportunity to provide corrections on the things you missed.NOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Program. Learn more about it hereWhy do we need to self-edit our books?After completing a rough draft, it’s very tempting to immediately hire an editor and hand over your manuscript. But no writer can state their rough draft is the very best of their work.And after all, the better the draft you submit to an editor, the better final product.An editor will surely help improve a manuscript, but before placing that rough draft in an editor’s hands, each writer should be able to answer yes to the question:â€Å"Did I make this manuscript as strong and as good as I could have?†There’s no way the answe r to that question is yes after only writing the rough draft. Take pride in your work and make sure it’s your best before someone else reads it.Before beginning the self-editing phase, there are three important things to keep in mind:The Difference between editing and revisingSelf-editing requires patience because it takes timeDevise an editor plan for after the self-editing phase prior to startingThe Difference Between Editing and RevisingEditing and Revising sound very similar, but knowing the subtle differences can make self-editing a lot easier.Throughout my career, I’ve engaged in a lot of different writing styles. Depending on the outlet and audience, writing style may differ, but one constant is all writing needs edited and revised in some capacity.Of course, one of the most essential parts of the self-editing phase is knowing the difference between editing and revising. I’ll lay out the subtle difference and explain how to achieve both in order to turn y our rough draft into a sparkling text for your editor.Editing and Revising definitions according to the Merriam-Webster DictionaryEditing to prepare for publication or public presentation; to alter, adapt, or refine especially to bring about conformity to a standard or to suit a particular purpose.Revising to look over again in order to correct or improve; to make a new, amended, improved, or up-to-date version of On the surface, they sound exactly the same. To be fair, editing and revising are similar, but not exactly the same thing.In a basic nutshell, editing is fixing basic errors like capitalization, punctuation and spelling. Revising is the act of improving specific writing such as sentence structure, chapter structure and word choice.A good self-edit will include both edits and revisions to a manuscript.Develop Your Self-Edit PlanBefore getting started with self-editing, though, keep in mind that Self-Publishing School advises not to wait, but to reach out and/or hire an ed itor after you finish your manuscript. Performing that task upon completing the rough draft will allow the author to hand over their manuscript right after finishing the self-editing phase. Editors are often booked two weeks in advance. Waiting to reach out to editors until after the self-edit could mean there’s no movement on your book for at least a couple weeks.Now you’re ready to begin.How to Start Self-EditingThe self-editing phase will include re-reading your book at least three times. Self-Publishing School calls them verbal read-throughs. With each one, you will be looking to address different aspects of your writing.In the self-edit of my own first book, I devised three different types of read-throughs.The three different types of verbal read-throughs in self-editing:Reading for structureReading for readabilityReading for grammar and word choiceEach read-through during self-editing should be done out loud.Verbal Read-Throughs for Self-EditingSelf-Publishing Sc hool teaches to read your manuscript out loud to yourself. I couldn’t agree more. It may seem a little silly, but it’s much easier to find errors while reading the entire book out loud than silently.Find a quiet spot alone so you can read out loud.Following my three different types of read-throughs and reading them out loud will enable you to make your book as good as you can.#1 Read for StructureRemember that great mind map and book outline you constructed before even beginning to write the rough draft? It’s time to break those back out.As you begin to re-read your manuscript chapter-by-chapter, follow along with your outline as well. This will allow you to make sure every detail is in the right place and nothing is missing.This is how you can structure your self-edits for chapters:Those chapters on your outline and in your book should all have a clear and concise topic. In some ways, one could think of the individual chapters as their own little books. Each o ne connects to the others, but they can also stand alone.Double checking chapter structure is the first real key to self-editing. One personal example of how revising chapter structure helped my book:In my own rough draft, the first chapter of my book, His World Never Dies: The Evolution of James Bond, explored the popularity of the Bond film series and how the series’ portrayal of masculinity has changed over the years.When I devised my outline, it seemed natural that these two topics were tied together since Bond’s masculinity is why so many men and women have enjoyed the series over the last six decades.But I had two problems: the chapter was more than 4,500 words while the other nine chapters in my book were all around 3,000. Even worse, the first chapter bounced between these two ideas that I thought were connected- Bond’s popularity and masculinity.Upon my read-through, the chapter felt clunky and long. If readers shared the same sentiment, they might not continue to read the rest of the book.In self-editing, make sure each chapter has one clear and concise topic.Revisions were needed. It took a lot of work, but I divided the first chapter into two one that focused on the series’ popularity and the other on Bond’s masculinity. After I made this decision, I read through the entire chapter again, picking out which paragraphs applied to which specific topic.Following that step, the two new chapters were too short, which meant both needed more words. I had more writing to do.But by dividing the chapter, rearranging the paragraphs and adding more details, I had made some very strong revisions.I now possessed two chapters that started my book on the right track with each chapter standing alone and focused on one topic.This is how to go through self-editing for sentence structure transitions:Double checking sentence structure is the second important part of step one in self-editing.How each book idea flows to the next is th e second aspect to consider during the â€Å"structure† read-through. The use of transition words and phrases- next, then, furthermore, on the other hand, etc.- can be very helpful to achieve this.But the same concepts to ensuring chapter structure should be applied to sentence structure. Make sure to complete your entire thought on one subject before jumping to the next whether from chapter to chapter or inside a chapter.Proper transitions and book flow will allow readers to keep going naturally. It could prevent them from ever putting it down!#2 Read for ReadabilityIt’s very likely that you know your book topic better than anyone who reads your book. That’s especially true if you are writing a memoir, but that will likely also be the case with a self-help book or non-fiction commentary on something such as the James Bond film series.After double checking the structure of your book, the second read-through should ensure every chapter, every paragraph, every se ntence and even every word makes sense.Ask yourself these questions when editing for vague details or over-explained thoughts:Did I gloss over any details that a beginner to my topic might not know?Did I forget a vital detail to a personal story in my memoir?Does it feel like I’m bogging down my reader with unnecessary details not important to my overall point?Keep these questions in mind during the second read-through of the self-editing stage.In the second read-through, place yourself in the mind of your reader.For my book, I needed to ensure every scene of a Bond film I explain was properly detailed to my audience. I have seen the Bond movies dozens of times, but not every reader will have, so it was important to make sure even readers who haven’t seen the films can understand what’s going on in a particular scene.Heres how to self-edit awkward phrasing:In this step, authors should also be able to find awkward phrasing. This is the biggest reason why we advis e reading your manuscript out loud. Sentences that don’t make sense or that need to be reworded will stick out when spoken in voice rather than read silently.#3 Read for Grammar and Word ChoiceAs you may have guessed, the first two read-through steps are making revisions to your manuscript. In this last step, authors will be performing both edits and revisions.Once you’ve nailed down your book’s structure and readability, you’re now ready to double check grammar, spelling, capitalization and punctuation.It’s important to leave grammar until the last step of the self-editing phase. Otherwise, you will need to repeat this step after revisions are complete.Double checking word choice was vitally important in my own self-editing. I tend to repeat the same words without even realizing. In my first rough draft, I had the same transition word used multiple times on the same page or the same verb or adjective deployed on numerous occasions in the same cha pter. Get out a thesaurus and utilize different words where applicable- just be sure these words actually make sense (as we all know thesauruses cant always be trusted). This doesn’t mean change every noun to a fancier word in attempt to sound smart. Nobody likes a smart ass. But avoiding repeated words while expanding your vocabulary in a colloquial way is the last step in self-editing.Other tips for self-edit read-throughs:Find a style that worksTry re-reading only a chapter at a time the whole book togetherAgain, read the manuscript out loudThat’s the end of the actually steps needed to complete the self-editing phase, but there’s more to it than just simply reading through the manuscript and making alterations.Find a Self-Edit Style That Works for YOUAre you more of a paper and pen person or do you love using track changes on writing software like Microsoft Word or Google Docs? There is no right or wrong, but finding your best preference and consistently re peating it through each read-through is essentially. Personally, I loved the good, old-fashioned pen and paper for my self-editing. I find it easier to read out loud from a paper than a screen. It also allowed me to easily keep track of all my edits and revisions with a pen.You can do the same, though, with track changes like in the example below.Printing out your manuscript and/or working with track changes is essential to the self-editing phase.After each read-through, make the changes in your official manuscript, so they are present for the next read-through. Then repeat the process.For all the read-throughs, I would print out a new copy of my book.NOTE: To save paper, reprint on the back of the previous manuscript.Self-Edit One Chapter at a TimeMost self-published authors have other jobs. If not, they still likely have very busy lives because everyone does. That probably makes performing an entire read-through for the whole book in one sitting very unlikely.However, there are ad vantages to self-editing the whole book in one read-through during a single day.Pros to read-throughs in one sitting:Easier to receive entire pictureRepeated phrases and words can be more apparentReading it as the fans wouldReading the entire manuscript together for chapter and sentence structure is a good idea because it’s easier to get the entire picture of how the book fits together.It’s also easier to pick out repeated phrases and words. If you wait several days between reading the first and final chapter for structure, you may not realize you repeat yourself too much or that you have the exact same sentence in two places.The readers that never put your book down may experience it in an entirely different way than you did if you never performed an entire book read-through in one sitting.Cons to read-throughs in one sitting:General tirednessGrammar and spelling edits may sufferThreat of rushing through itThere are plenty of advantages to only re-reading a chapter at a time as well. For one, going through an entire read-through in one sitting can take hours and is very tiring. In the last few chapters, you might not be as sharp at catching errors as you were at the beginning of the process because of fatigue.All self-editing can be tedious, but checking for grammar, spelling and punctuation is particularly banal. It’s even harder when tired.Furthermore, if the goal is to get through the entire book with one read-through in one sitting, but you only have a set amount of time to do it, there’s a distinct possibility that you will rush. That’s not a good thing either.TIP: Try both techniques to see which self-editing works for you.The one-sitting read-through is better suited for when checking for structure. It’s better to read one chapter at a time while editing for grammar and spelling.If your book is truly too long for a read-through in one sitting, then don’t worry about it. More than likely, that means reade rs won’t be reading it all the way through at a time either.Are you ready to start your self-editing TODAY?Again, the self-editing stage is one of the most mundane aspects of publishing a book. At times, it can be flat-out exhausting with no end in sight. It’s very tempting to just give up and hand the manuscript to an editor.But before editor begins their work on your manuscript, self-editing can take your book to the next level. A full commitment in this stage can make all the difference in the quality of your manuscript.If youre ready to start (finish) and publish your book, check out this free training by Chandler Bolt!

Andy Warhol and Yasumasa Morimura Essay Example | Topics and Well Written Essays - 1000 words

Andy Warhol and Yasumasa Morimura - Essay Example The essay "Andy Warhol and Yasumasa Morimura" discusses Andy Warhol’s Marilyn Diptych and Yasumasa Morimura’s Self-Portrait (Actress)/ White Marilyn. Andy Warhol’s Marilyn Diptych and Yasumasa Morimura’s Self-Portrait (Actress)/ White Marilyn depict the cult infatuation with Marilyn Monroe. This infatuation goes deeper than Monroe’s physical beauty. Warhol’s Marilyn Diptych and Morimura’s Self-Portrait (Actress)/ White Marilyn have the same subject; Marilyn Monroe. The works were done thirty-four years apart, Marilyn Diptych in 1962 and Self-Portrait (Actress)/ White Marilyn in 1996. Yet both have the same theme. Both are about Marilyn Monroe, but not about her as a whole person. The person portrayed in Warhol’s piece is â€Å"more than twenty silkscreen paintings of her, all based on the same publicity photograph from the 1953 film Niagara† (Tate Collection). Hollywood publicity photographs are airbrushed. They wanted to present the best makeup and hairstyle possible on Monroe. This was not the real Monroe. She did not always look perfect, because like everyone else, Monroe was human. Similarly Morimura’s photograph of three figures did not portray the real Monroe. His figures are posed like Monroe in The Seven Year Itch, where her white dress is following up at an air vent. This is once more a movie posed. Monroe had wardrobe, makeup, lighting, and other Hollywood magic. So the Monroe both artists wanted to capture were not realistic, but based on her Hollywood image.

Thirsty For A Lovely Aroma Essay Example | Topics and Well Written Essays - 1250 words

Thirsty For A Lovely Aroma - Essay Example This time the guy on this ad is holding the product and facing the consumers. His head is turned towards us while holding the perfume to show us how important it is to feel like a real man. â€Å"Dune Pour Homme† by Dior and Old Spices are two examples of Steve Craig’s argument about how advertisers manipulate men and reinforce the men stereotypes in order to increase perfume sales. â€Å"Dune Pour Homme† by Dior and Old Spice’s â€Å"Smell like a MAN,MAN† use visual stereotypes portraying the image of well-established men in a way that represents the consumer. The thought processes, experiences and personality differ from person to person. That is why marketers divide consumers into various segments based on their demographics, psychographics and lifestyle attributes. They come up with advertisements that target a specific segment and throw signs that they can understand in a similar fashion. (Beasly and Danesi). Consumers can relate to these ads b y reflecting upon the stereotypes present in them. These advertisements establish a persona of the brand. This persona is established in the minds of consumers with the help of visuals and text. These signs combine together to give a single image of the brand and the personality it has. The personality of brand is close to the personality of its target market; its consumers. The ad shows that the perfume has a persona of freedom, independence, peaceful solitude, lack of concern towards normal life. This somehow represents that type of personality its consumers have or want to have. The first advertisement â€Å"Dune Pour Homme†by Dior offers stereotype of a young, sexy and heterosexual man. The man on the ad appears in a youthful, glamorous sky magazine and it clearly signifies the target segment the ad caters to. The ad shows a man in his mid-twenties, sitting on a sand dune with clear blue sky behind him. It gives a picture of peace and freedom, which is something most desi red by men of this age in American culture. There is a large bottle of perfume shown in the left side of the man, underneath which there is written â€Å"Essence of Freedom† in French. Together with the image and the line, they form a single idea of the product and the identity of this iconic brand. The sexy image of this man attracts both the heterosexual men and women who wish their men to be sexy like him. The Dior ad talks about freedom. This particular ad serves the objective well. The young age of the man who appears to be in the ad, the light colours in the advertisement, the relaxed expression on the man’s face, the loneliness he has, seems unrestricted by normal life, the loose unorthodox attire that he is wearing; all give a notion of freedom. Dior ad shows a narcissist picture of men. Writer Twitchell claims that it appeals differently in each of the individuals. Mr. Twitchell, in his essay â€Å"What we are to advertisers† talks about the different s egments advertisers divide consumers into â€Å"Are you a believer† or a â€Å"striver†, an â€Å"achiever† or a â€Å"struggler†, an â€Å"experiencer â€Å"or a â€Å"maker†?†. According to the Values and Lifestyles system, the market segment that Dior ad caters to lies in the innovators group. And will these narcissist models be a role models for raising children? Million teenagers see the ad and cannot wait for a chance to be discovered. Clear example of that is shown in chapter six (96) of â€Å"The Narcissism Epidemic†, where Jake Halpern writes that the need of becoming famous in our decade is very intense â€Å"

Patients With Post Stroke Dysphagia Health And Social Care Essay

Patients With Post Stroke Dysphagia Health And Social Care Essay This chapter deals with discussion, summary and conclusions drawn. It clarifies the limitations of the study, the implications and recommendations given for different areas in Nursing practice, Education, administration and research. DISCUSSION The present study was designed to assess the effectiveness of Selected Nursing Interventions among patients with Post Stroke Dysphagia at KMCH, Coimbatore-14. The researcher carried out the study among 30 patients and adopted pre-experimental research design with single group pre test post test design. The researcher used non probability purposive sampling technique to select the 30 subjects. The researcher conducted this study to assess the effectiveness of Shaker Exercise and Hyoid Lift Maneuver on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia. DEMOGRAPHIC DESCRIPTION OF SUBJECTS The demographic variables included in the study were Age, Sex, Education and Habits. The mean Age of the subjects was 60. Half of the subjects were in the Age group 50-70 years. Almost equal numbers of subjects were in the 30-50 and above 70 years Age groups and it was about 23 and 27 percent respectively. Regarding the Sex, nearly equal numbers of subjects were in the male and female Sex group and it showed 53 and 47 percent respectively. On the basis of their Educational Status, 67 percent of the subjects were studied up to secondary Education. About 33.33 percent of the subjects completed any one of the graduate degree course. In accordance with their Personal Habits, 53.33 percent had no bad Habits like Smoking and Alcoholism. Ten percent of subjects had the habit of Tobacco use. Seven percent of subjects were consuming Alcohol. Thirty percent of the subjects had the habit of both Tobacco and Alcohol consumption. CLINICAL DESCRIPTION OF SUBJECTS The clinical variables include Type of Stroke and Co-morbid Illness. In consistent with the Type of Stroke, 10 percent of the subjects had Stroke due to the problem in anterior circulation, 40 percent of the subjects had Stroke due to problem in middle circulation and 50 percent of the subjects had Stroke due to problem in the posterior circulation. With reference to the Co-morbid Illness, 13.33 percent of the subjects had No Co-morbid Illness. About 10 and 40 percent of the subjects had the complaints of Diabetes Mellitus and Hypertension respectively. Remaining 36.67 percent of the subjects had both Hypertension and Diabetes Mellitus. The major findings of the study were discussed according to the objectives: The first objective was to assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. In the pre test assessment of the Swallowing Performance using GUSS Score indicates 23.33% of the subjects had Mild Dysphagia, 40% of the subjects had Moderate Dysphagia and 36.67% of the subjects had Severe Dysphagia. The post-test assessment of Swallowing Performance explains that 16.67% of the subjects were improved to the No Dysphagia stage with good Swallowing and Feeding Performance. About 26.67% of the subjects had Mild Dysphagia and 23.33% of the subjects had Moderate Dysphagia. Remaining 33.33% of the subjects had severe Dysphagia with various improvements in the Swallowing Performance. The pre test and post test Feeding Performance Score using FOIS describes equal number of subjects in the Tube Dependent (36.67%) and Total Oral Intake category (63.33%). Despite the result revealed an equal number of subjects in the pre and post test assessment, the subjects had an improvement in the Feeding Performance during the post test assessment from no oral intake level to tube supplement with consistent oral intake level in the Tube Dependent category. Likewise, subjects showed an improvement from the intake of single consistency to the total intake with no restriction in the Total Oral Intake category. The present study was supported by Trapl et al., who conducted study in 2002 and described that out of 30 patients, 30 to 50% had Severe Dysphagia and showed significantly higher risk of aspiration with liquids compared with semisolid textures (p=0.001). Therefore they confirmed the subsequent sequence of GUSS. The second objective was to determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. With reference to the Swallowing Performance based on the GUSS Score, the mean pre-test SwallowingS among subjects was 12.50 and the mean post-test Swallowing Score was 13.87 based on the GUSS tool. Paired t test was used to compute the mean difference. The t value for this mean difference between pre and post test Swallowing Score was 6.150. The t value obtained at .001 level of significance and at 29 degrees of freedom. Hence there is a significant difference exist between the mean pre and post test Swallowing Scores. It further implies that the Swallowing Score in the post test was higher than the pre test Swallowing Score. This improvement was due to the Selected Nursing Interventions such as Swallowing Exercises and Positioning while Swallowing. So the Swallowing Exercises such as Shaker Exercise and Hyoid Lift Maneuver found to be effective in improving the Swallowing Performance in Stroke patients. The final result concluded that 22 subjects (73.3%) expressed improvement after the treatment. Remaining 8 subjects (26.7%) had no changes in their Swallowing Performance after the therapy. The median of pre-test Feeding Score among subjects was 5 and the median of post-test Feeding Score was 6.5. Sign test was computed to find out the difference between the pre and post test median Scores of Feeding. The sign test Score showed the p value 0.000 which was significant at .001 level. It showed that, a significant difference present between the pre and post test Feeding Scores. It further implies that the Feeding Score in post test was higher than the pre test Feeding Score. This improvement in the Feeding Performance was due to the Selected Nursing Interventions. So the Swallowing Exercises were effective in improving the Feeding Performance in Stroke patients having Dysphagia. Median test was used to compare the effect between the pre test and post test group instead of mean as because the FOIS was a 7 point likert scale. As the variables did not follow the normality and the highest Score was 7, parametric test was not applicable. Hence non parametric sign test was adopt ed which is equivalent to paired t test to find out the effectiveness. The result of the present study was substantiated with a study conducted by Mepani et al., in 2005 on augmentation of deglutitive thyrohyoid muscle shortening by the Shaker Exercise. The study involved the effect of 6 weeks shaker exercise in 11 dysphagic patients; six patients were randomized to control group and 5 patients to the Shaker Exercise group. After the therapy the change in thyrohyoid distance among Shaker Exercise group was significantly greater compared to the control group (p=0.034), this subsequently improve the swallowing function of the patients. Association of the Swallowing and Feeding Performance with selected Demographic and Clinical variables among patients with Post Stroke Dysphagia The Fisher exact test was used to associate the selected Demographic and Clinical variables with the Swallowing and Feeding Performance of the patients with Post Stroke Dysphagia. The calculated p values for the association between the Swallowing Performance of Post Stroke patients with the selected Demographic and Clinical variables such as Sex, Habits, Type of Stroke and Co-morbid Illness were not significant and hence there exist no association between them. The calculated p values for the association between the Feeding Performance of Post Stroke patients with selected Demographic and Clinical variables such as Sex, Habits, Type of Stroke and history of Co-morbid Illness were not significant and hence there is no association between them. SUMMARY The aim of the present study was to assess the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia, for which the following objectives were formulated; To assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. To determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. To associate the Swallowing and Feeding Performance with selected Demographic and Clinical variables. The study was based on Ernesteine Wiedenbachs helping art of clinical nursing theory (1970). The research design applied for the study was pre experimental single group pre test-post test design. Study was conducted in KMCH. 30 samples were selected by non probability purposive sampling technique. The tool used for data collection consists of Demographic and Clinical variables, Gugging Swallowing Screen (GUSS) and Functional Oral Intake Scale (FOIS) to assess the Swallowing and Feeding Performance in Post Stroke Dysphagic patients. The data were collected for a period of 6 weeks. Descriptive and inferential statistics were used in statistical analysis, to assess the effectiveness of Selected Nursing Interventions among patients with Post Stroke Dysphagia. Fisher exact test was used to find out the association between the selected Demographic and Clinical variables with the Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. Major findings of the study On the basis of Gugging Swallowing Screening (GUSS), the investigator observed the degrees of improvement in Swallowing difficulty after the therapy among patients with Post Stroke Dysphagia. About 16.67% of the subjects had No Dysphagia, 26.67% had Mild Dysphagia, 23.33% had Moderate Dysphagia, and 33.33% had Severe Dysphagia. In accordance with the Functional Oral Intake Scale (FOIS), 36.67% of the subjects were in Tube Dependent category and 63.33% were in Total Oral Intake category with sustained improvement in the Feeding Performance. The mean pre test score of the Swallowing Performance using Gugging Swallowing Screening (GUSS) tool was 12.50. The mean post test Score of the Swallowing Performance using GUSS evaluation tool was 13.87. There was a significant difference between the mean pre-test and post-test Swallowing Performance Score. The t value obtained was 6.150 which is significant at 0.001 level and at 29 degrees of freedom. The final result explained that, 22 subjects (73.3%) expressed Swallowing improvement after the treatment. Remaining eight subjects (26.7%) had no changes in their Swallowing Performance after the therapy. Median test was used to compare the Feeding Performance Score of the pre and post test groups. The median pre test Feeding Performance of the patients with Post Stroke Dysphagia was 5 with a range of 1 to 6 and that of post median test was 6.5 with a range of 1 to 7. The non parametric sign test was used to find out the effectiveness of the therapy on Feeding Performance. The obtained p value was 0.000 at 0.01 level of significance. This revealed a significant improvement in the Feeding Performance of Post Stroke Dysphagic patients. The final result revealed that 24 respondents (80%) showed an improvement in their Feeding Performance after the therapy and was assessed by FOIS scoring. But remaining six respondents (20%) showed no changes in the Feeding Performance when assessed by FOIS. There was no significant association exist between the Swallowing and Feeding Performance of the Post Stroke Dysphagic patients with the selected Demographic and Clinical variables. CONCLUSION The study was tested and accepted the hypothesis that there is a significant difference in Swallowing and Feeding Performance before and after the implementation of Selected Nursing Interventions in Post Stroke patients with Dysphagia. The result concluded that the study group had better outcome than the others. There was a significant improvement in the Swallowing and Feeding Performance of the Post Stroke Dysphagic patients after the Exercise and Positioning therapy. The participants had reduced the risk of aspiration and aspiration related complications after the therapy. Hence, Selected Nursing Interventions such as Swallowing Exercises like Shaker exercise and Hyoid Lift Maneuver and positioning during Swallowing can be recommended for the patients with Post Stroke Dysphagia. IMPLICATIONS The present study has its own implications in nursing practice, nursing education, nursing administration and nursing research. Nursing practice: Dysphagia is one of the major complications among Post Stroke patients. This study implies the effectiveness of Selected Nursing Interventions in the improvement of Swallowing and Feeding Performance among the Post Stroke Dysphagic patients. This study creates awareness among the nursing personnel about the importance of the various complications after the Stroke and its various evidence based management. The present study shows that the exercise intervention for the Post Stroke Dysphagic patients can prevent the risk of aspiration and aspiration pneumonia. The result shows that, Selected Nursing Intervention for the Post Stroke patients can reduce the risk of malnourishment. Nurses can gain skill for providing Swallowing Exercises in the Post Stroke Dysphagic patients to improve their quality of life. Nursing Education: The nurse educator can create awareness among the health care professionals about the complicated effects of Stroke and its various evidence based management. The nurse educator can arrange in-service Education programs to update their knowledge regarding the new techniques and modalities to manage the Post Stroke Dysphagia. The nurse educator can teach the students about the present study findings and its implication in patients with Post Stroke Dysphagia. This will help to improve the knowledge of the students on Swallowing Exercises. The nurse educator can motivate the nursing personnel and students to use this Swallowing Exercises and positioning in the improvement of Swallowing and Feeding Performance and in the reduction of aspiration risk in Post Stroke Dysphagic patients. Nursing administration: Nurse administrator should aware of the problem experienced by the clients after the Stroke. Nurse administrator can provide continuing education or short term courses in the clinical area for preparing the nurses with competence in managing the after effects of Stroke especially Dysphagia. Nurse administrator can plan and organize seminars, workshops and conferences about Selected Nursing Interventions for the improvements of Swallowing and Feeding Performance among patients with Post Stroke Dysphagia. Nurse administrator can formulate protocol to incorporate the study findings in nursing intervention. Nursing research: This study provides a basis for further studies. The findings of the study can be a foundation for conducting the study on large sample to strongly support the efficacy. The implications of the study can be used as a motivation for nurses to conduct research in India, where the health care system is advancing. This study helps to update the knowledge and proper utilization of resources in the field of nursing practice. LIMITATIONS OF THE STUDY The study was limited to small sample size of 30 subjects. The study was limited to a single setting. The study was conducted using a single group. RECOMMENDATIONS A similar study can be conducted with large number of subjects to generalize the research findings. A study can be conducted at different settings. Similar study can be undertaken using different Swallowing and lingual exercises. This study can be conducted with experimental and quasi experimental design. A comparative study can be conducted between different types of Swallowing Exercises in Post Stroke Dysphagic patients. A similar study can be done to assess the effectiveness of Swallowing Exercises among patients with Dysphagia who are receiving head and neck radiation for cancer. ABSTRACT The present study entitled Effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia at KMCH, Coimbatore-14. This study was undertaken during the year 2012-2013, in partial fulfillment of requirement for the degree of Master of Science in Nursing at KMCH College of Nursing, Coimbatore, which is affiliated to the Tamilnadu Dr. M.G.R. Medical University, Chennai. Objectives: 1.To assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. 2. To determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. 3. To associate the Swallowing and Feeding Performance with selected Demographic and Clinical variables. Research Design: Pre experimental design with single group pre test-post test design. Setting: Neuro inpatient and outpatient department of Kovai Medical Center and Hospital, Coimbatore. Samples: All Post Stroke Dysphagic patients. Sample Size: The sample size was 30. Sampling Technique: Non probability purposive sampling. Conceptual framework: Ernestine Widenbachs Helping Art of Clinical Nursing Theory (1970) was adopted. Intervention: Selected Nursing Interventions such as Swallowing Exercises and Positioning during the swallowing were incorporated. The clients were instructed to do the Shaker Exercise and Hyoid Lift Manoeuvre 3 to 6 times a day for a period of 6 weeks. The subjects were instructed to elevate or down the chin and tilt the head towards stronger side while Swallowing. Outcome Measures: Swallowing and Feeding Performance was assessed by Gugging Swallowing Screen (GUSS) and Functional Oral Intake Scale (FOIS) respectively. Results: The mean difference between pre and post test Swallowing Score was 6.150 and which was significant at 0.001 level. The p value obtained for Feeding Score was 0.000 at 0.001 level of significance. The result showed a significant improvement in the Swallowing and Feeding Performance. Conclusion: This study proved that the implementation of Selected Nursing Interventions rather than the other conventional treatment will improve Swallowing and Feeding Performance among Post Stroke patients with Dysphagia. Hence the Swallowing Exercises and Positioning can be recommended in clinical practice to improve the Swallowing and Feeding Performance in Post Stroke Dysphagic patients.

His Panic: Why Americans Fear Hispanics in the US Essay

Review by Howard Jordan, The City University of New York – Hostos Community College of book His Panic: Why Americans Fear Hispanics in the U. S. written by Emmy-award-winning journalist Geraldo Rivera. Rivera has truly emerged as a true warrior in defense of the Latino community and immigrant rights by dissecting and clarifying several myths that feed the anti-immigrant prejudice against the growing number of United States-born and foreign-born Latinos in our nation. One of the most obvious untrue assumptions surrounding immigrants is that Latinos are more prone to crime than their American counterparts. Rivera confronts the question of whether immigrants are committing crimes at higher rates than U. S. citizens. The debate started with a story about a drunk driver in Virginia Beach who killed two teenage girls in a terrible accident. The driver was an â€Å"illegal† Mexican. Rivera accusing Bill O’Reilly of making this same â€Å"cheap political point,† Rivera said, â€Å"[He] could have been a Jewish drunk, an Italian drunk, or an Irish drunk, would you still care? (p. 5). I believe this is the perfect example to showcase the constant double standard that exists when it comes to use Latinos as ‘scapegoats’ to take the blame for high rates of crimes or other issues. Statistics show that immigrants are no more prone to committing crimes than are the native-born. Another false rumor that causes anti-immigrant hostility is that Latino immigrants come here to take jobs from U. S. citizens. This statement cannot be further from the truth. With agreements like NAFTA, immigrants are not the ones to blame for stealing the jobs of American citizens. Conversely, the ones truly affected before any U. S. citizen is deprived of any opportunity are Mexicans because the jobs that NAFTA secures in the U. S. were jobs previously held by Mexican workers across the border. So, let’s take a moment to rethink who’s taking what from whom? In addition, Rivera cites several studies that show â€Å"Latino immigrants are not displacing American workers†¦ and rarely over-utilize social services†. Those criticizing must know that illegal immigrants are not entitled to receive any governmental assistance, because of their immigrant status. Going further Rivera has evidence in his book about â€Å"nonpartisan, non-ideological, scientific data [that] proves that immigrants contribute greatly to the America economy† (p. 169). Again this corrects the misinformation that immigrants are not a burdensome to the U. S. if not a huge contributing force of this nation whose rights are often violated. A further huge inaccurate detail Rivera addresses in his book is the assumption that immigrants use ‘anchor babies’ presumably to further the parents’ quest for citizenship. Anchor babies are children born of illegal immigrants to help their parents acquire citizenship status in the U. S. That cannot be further from the truth because under current law, an illegal immigrant parent seeking citizenship cannot use the fact that their child is a citizen, until that child reaches the age of twenty-one. However, immigrants are being wrongfully and constantly criminalized for intending to build and raise a family. In conclusion I believe that the United States has to stop using fear mongering to influence, manipulate the opinions and actions of its citizens with the goal of fueling anti-immigrant sentiment. This country was built by immigrants’ sweat and hard labor not just from Latin America, but from Europe and Africa. How can the U. S. carryon with not only taking their land, but also taking their pride, belittle them by inviting immigrants into this country and then deporting them as they conveniently desire when ‘those second class citizens are no longer useful’. I genuinely believe that American are in fear of Latinos. And they act they way they do to keep them at a margin, contain at a place where they are in need to settle and at often times take the poor jobs they get. It is embarrassing as a U. S. citizen that my own country carries this behavior. How can anyone be the cause of such horrible acts, of separating families due to technical issues and then praise to be the most powerful country in the world. The United States is the most powerful country in the world because our predecessors have gone out of their way to steal anything of value, not other communities’ ideas like Iroquois, or from the other developing countries of the world. The U. S must stop this way of politics and reach an agreement. An agreement where immigrants and workers are rewarded for their efforts, where we pay the price they are worth and earned for their hard work, that we restore what has been stolen, where the rich upper class get taxed according to the gross income they are earning. Where the jobs stolen are restored to Mexicans and Africans, restored for everything they have lost as a result of being brought here to build this country. This should be the land of opportunity, where everyone is equal at all levels and topics, not the land of exploiting the weak and enslaving them. Where is all this nonsense going to stop? I know is not that simple, to reverse the damage that has been done after so many years but we must start somewhere, perhaps by acknowledging the truth and not hiding the real facts behind the Latino scapegoat. People must be educated before taking a stand on what spot on the spectrum to be in. It is a very sensible topic that involves the lives of actual people, actual families. Thank you Geraldo Rivera for not forgetting about your roots, and using your position as a media figure to be an activist against the Latino immigrants.

Why Do People Resist Change At Work - Free Essay Example

Sample details Pages: 8 Words: 2349 Downloads: 10 Date added: 2017/06/26 Category Statistics Essay Level High school Did you like this example? Why do people resist change at work and how can this resistance be overcome from an HR perspective? 1. Introduction Change is a common feature of the workplace. This paper examines why people resist change at work. It then explores how this resistance can be surmounted from an HR viewpoint. 2. Resistance to change at work From research into individual and organisational behaviour, it is well established that people at work can sometimes resist change (Robbins, 1992). The Chartered Institute of Personnel and Development (CIPD) define resistance to change at work as an individual or group engaging in acts to block or disrupt an attempt to introduce change (CIPD, 2014, p.2) and argue that, in general, resistance to change in the workplace occurs in two ways: resistance to the content of change and resistance to the process of change (CIPD, 2014, p.2). The reasons for resistance to change at work are numerous. Resisting change enables stability and for the status quo at work to be maintained (Robbins, 1992). Change jeopardises the comfort zones and security of employees who are risk averse and who like familiarity (Holbeche, 2001). The fear of the unknown may result in resistance to change (Robbins, 1992). There may be resistance when change appears to threaten someones income (Robbins, 1992). Change can appear threatening to the individual worker when it is foisted on them top down without their input as they do not feel in control (Holbeche 2001). Gifford et al (2012), in their review of change programmes in NHS South of England, found that many people do embrace change, but it is easy to feel undermined or threatened by it, even if one accepts at a broad level that change is needed. As well as the challenge of embracing new ways of working, it can be hard to let go of the old ways. Not only do people have ingrained habits and ways of thinking; they also become skilled in familiar work and may feel that their credibility is based upon it. For example, if someone spends years honing skills in a specific procedure and is then told they should be using a completely different technique, this may cut at their sense of self worth (Gifford et al, 2012, p. 15). Thus, there may be resistance if a persons perception of how the world of work should be is threatened. Robbins (1992) explains that individuals shape their world through their perceptions. Once they have created this world, it resists change. So individuals are guilty of selectively processing information in order to keep their perceptions intact (Robbins, 1992, p.281). Psychologists have studied resistance to change and it has been recognised that change may involve a significant shift for the individual, like a bereavement, where what was once certain is no longer so and they have to relinquish the familiar in order to be able to embed change (Holbeche, 2001). The psychological contract is an important consideration when looking at resistance to change at work. Guest and Conway (2002) defined the psychological contract as the perceptions of both parties to the employment relationship, organisation and individual, of the reciprocal promises and obligations implied in that relationship (Guest and Conway, 2002, p.22). The CIPD (2005) argue that the psychological contract is now best seen as a tool that can help employers negotiate the inevitable process of change so as to achieve their business objective without sacrificing the support and co-operation of employees along the way (CIPD, 2005, p.4). CIPD (2005) commented that people expected commitments made to them by management to be honoured and that management should make the effort to do so. Where management is not able to honour a commitment, attempts should be made, however difficult, to explain why and its impact on the employee. A breach of the psychological contract is likely to result in employees having a negative attitude to their employer which would include resistance to change. A case study at a Scottish manufacturing plant, where employees believed that the psychological contract had been breached by the employer, noted that the regular imposition of change programmes had resulted in a high level of cynicism amongst supervisors and shop floor staff (Pate, Martins and Staines 2000). If there is a lot of organisational change in a workplace, it is likely to be negatively received by its staff (CIPD, 2005;Guest and Conway 2001). Furthermore, where there is frequent change, it is likely to result in staff believing that management do not know what they are doing and their trust in them declines (CIPD 2005) (Guest and Conway 2001). In spite of all the above, research into change management reveals that there are things that can be done to alleviate resistance to change. Don’t waste time! Our writers will create an original "Why Do People Resist Change At Work" essay for you Create order 3. Overcoming resistance to change: the HR viewpoint 3.1 Adopt a positive approach to resistance at work Resistance to change can be a cue for stakeholders in an organisation to have a meaningful debate about the merits of the proposed change. This may lead to amendments and improvements to the change (Robbins 1992). 3.2 The need to understand why change is happening Research has shown that it is important for staff to understand why change is happening in terms how it will benefit the business and ideally how will it benefit them. In the Gifford et al (2012) review of change programmes across the NHS South of England, it concluded that leaders need to sell the benefits of the change. To do this they need to express their vision in a way that makes it easy for stakeholders to relate it to the purpose and values of the NHS and to their own principles and motivations (Gifford et al., 2012, p.5). Gifford et al (2012) added that purpose and vision [of the change programme] are crucial factors (Gifford et al., 2012, p. 51) that should be communicated in many ways to make sure the message connects with the stakeholders. In redundancy situations, Holbeche (2001) discovered that there was a link between the perceived reason for the delayering and the effect on employees. If people thought that the reason for the delayering was simply cost cutting , their morale and motivation tended to be more adversely affected than where there appeared to be a more strategic reason for the change (Holbeche, 2001, 367). 3.3 Communication Communication plays a critical part in helping staff understand why change is happening and in feeling engaged in the change process. Internal communication mechanisms which enable staff to feel empowered and involved are key to minimising resistance. Two way communication mechanisms like attitude surveys can be effective, but only if visible changes arise as a result (Holbeche, 2001). Other forms of communication that can help are senior management presentations (where questions can be asked and answered), road shows, team briefings and management cascades, question and answer mechanisms (for example by email) and internal newsletters (Holbeche, 2001). Communication should ideally involve an element of being two way and should include all stakeholders. The CIPD (2005) found that top down communiques by senior managers were perhaps the most ineffectual way of delivering important messages to staff. Mission statements were slightly more effectual, but the most successful way of r eaching staff with messages that they are likely to believe is through line managers (CIPD, 2005). In recent times, storytelling, narratives and theatre have been used in change situations as innovative ways of communicating with staff in order to get them engaged and involved. These methods allow for a move away from top down senior management communication (Daley and Browning, 2014, Dennis, 2010, Thomas and Northcote, 2012). Formal communication, in times of change, should: Inform à ¢Ã¢â€š ¬Ã¢â‚¬Å" about the organizational/ personal implications Clarify à ¢Ã¢â€š ¬Ã¢â‚¬Å" the reason for the change, the strategy and benefits Provide direction à ¢Ã¢â€š ¬Ã¢â‚¬Å" about the emerging vision, values and desired behaviours Focus à ¢Ã¢â€š ¬Ã¢â‚¬Å" on immediate work priorities and actions, together with medium term goals Reassure à ¢Ã¢â€š ¬Ã¢â‚¬Å" that the organisation will treat them [staff] with respect and dignity (Holbeche, 2001, p.368). 3.4 Staff engagement Those affected by the change need to feel engaged so that they believe that they are invested in the change. This can be time consuming and difficult for those leading the change (CIPD 2005, Gifford et al. 2012). Engagement can mean getting staff to buy into change that has already been devised or it can mean getting staff involved in actually designing the change (Gifford et al., 2012). Leaders need to be clear about what level of engagement is being offered as unfulfilled expectations risk demotivating staff and weakening good will. (Gifford et al, 2012). Bearing in mind the psychological contract, the CIPD (2005) argue that managing change well involves getting employees buy-in and making sure that they are not caught unawares. Employees want fair treatment and it is important that they believe that they can trust management. As stated earlier, if employees expectations are not to be met, the reason why should be explained by management (CIPD, 2005). 3.5 Leadership Those in leadership positions in the organisation have to act as role models for change to be successful. If the behaviour of the leaders in an organisation is at odds with their verbal utterances in a change situation, it can result in cynicism in staff and thus resistance to change. Holbeche (2001) reports of a case study where company directors were charged with leading an organisational change involving paying particular attention to the customer. The directors talked to staff about the importance of the organisations values, especially teamwork. However, staff knew that the senior leadership team did not work well as a team and thus, the change message was being met with cynicism. When the Chief Executive took drastic action and threatened to punish the directors financially, that was when the directors became serious about role modelling good team work and effective leadership. As a result, the change message became believable to staff. 3.6 Apply learning from neuroscience Dowling (2014) explored the connection between neuroscience and change management. He found that neuroplasticity, the concept of the adult brain being able to change through specific activity and experiences, was applicable in change situations, if it was self-directed by the individual employee. He advised that employers should give their employees the latitude to have their own insights into the proposed change and that this would allow new neural pathways to be formed in the employees brain, making sustainable change possible. Downing (2014) also explored the impact of threat and reward on employees behaviour. He argued that when a person is faced with a perceived threat, the brain has an inbuilt defence mechanism which is activated. This provides some explanation as to why there is resistance at work when an employee feels threatened. This argument reinforces the need for those leading the change to emphasize the benefits of the proposed change so that the employees brain re ward response is activated as opposed to their threat response. Downing (2014) additionally looked at habit and how the prefrontal cortex of the human brain (the advanced cognition brain area) operates primarily on the basis of habit, otherwise it would be using a huge amount of energy which would not be sustainable. During periods of change, when individuals are being required to adopt new habits, a heavy burden is potentially being placed on the prefrontal cortex. When designing change programmes, there needs to be an awareness of the brains limited capacity for change (Downing, 2014, Scarlett, 2013). 3.7 HR HR has a pivotal role to play in staff communication and engagement as well as in planning change effectively, including taking into account the learnings from neuroscience. There has to be a real partnership between the business and HR for change to be effective. HR plays a role in assisting, developing and supporting those in leadership positions to be effective in their roles so as not to undermine the success of the change programme and engender resistance to change (Holbeche, 2001, CIPD, 2005, Gifford et al., 2012). 4. Conclusion Although resistance to change is something that occurs in the workplace for many understandable reasons, it can be minimised by good communication and staff engagement, explaining the need for change in terms of its benefits to the business and to the individual member of staff, learning from research, effective leadership as well as HR working well with the business and being an integral part of the change. Overcoming resistance at work matters, as while resistance is occurring, it may result in negative consequences such as having a negative impact on performance and productivity, creating an environment for turf wars at work as well as demoralising and demotivating staff (Holbeche, 2001,Robbins 1992, Cannon and McGee 2008, Hughes, 2010). 5. References CANNON, J. A. and MCGEE, R. (2008) Organisational development and change. CIPD toolkit. London: Chartered Institute of Personnel and Development. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT (2005) Managing Change: The role of the Psychological Contract. Research report. London: Chartered Institute of Personnel and Development. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT (2014) Change management. Factsheet. Available: https://www.cipd.co.uk/hr-resources/factsheets/change-management.aspx#link_2 DAILEY, S.L. and BROWNING, L. (2014) Retelling stories in organizations: understanding the functions of narrative repetition. Academy of Management Review. 39(1). p. 22-43. DENNIS, R. (2010) Intimacy at work: playback theatre and corporate cultural change in Mercedes Benz, Brazil. Journal of Organizational Transformation Social Change. 7(3). p. 301-319. DOWLING, N. (2014) Its all in the mind. Training Journal. Aug2014. p.47-51. GIFFORD, J., BOURY, D., FINNEY, L., G ARROW, V., HATCHER, C., MERIDITH, M. AND RANN, R. (2012) What makes change successful in the NHS? A review of change programmes in NHS South of England. Horsham: Roffey Park. GUEST, D. E. AND CONWAY, N, (2002) Communicating the psychological contract: an employer perspective. Human Resources Management Journal. 12(2). p. 22-38. GUEST, D.E. AND CONWAY, N. (2001) Organisational change and the psychological contract: an analysis of the 1999 CIPD survey. Research report. London: Chartered Institute of Personnel and Development HOLBECHE, L. (2001) Aligning Human Resources and Business Strategy. Oxford: Elsvier Butterworth Heinemann. HUGHES, M. (2010) Managing change: a critical perspective. 2nd Ed. London: Chartered Institute of Personnel and Development PATE, J., MARTIN, G. AND STAINES, H. (2000) Exploring the relationship between psychological contracts and organizational change: a process model and case study evidence. Strategic Change. 9 (8). p.481-493. ROBBINS, S. P (1992) Essentials of Organizational Behavior. Third edition. New Jersey: Prentice-Hall International SCARLETT, H. (2013) Neuroscience helping employees through change. Strategic Communication Management. 17 (1). p.32-36. THOMAS, P. and NOTHCOTE, R. (2012) Storytelling in transforming practices and processes: the Bayer case. In TYRONE, S., SIMPSON, A. and DEHLIN, E. (eds.) Handbook of organizational and managerial innovation. Cheltenham: Edward Elgar.