Saturday, February 29, 2020

An Overview Of Life Satisfaction Literatures Social Work Essay

An Overview Of Life Satisfaction Literatures Social Work Essay This chapter begins with literatures about life satisfaction and important personal and situational predictors of life satisfaction in older persons, then in order to provide a theoretical background for this study attempt to define the most important components of structural and functional support. The next portion will focus on the ways in which significant personal and situational characteristics might affect on structural and functional components. The focus will then shift to the effect of structural and functional components specifically on life satisfaction. And finally specific theories and models that have been proposed to explain the role of structural and functional components in the life satisfaction of older adults will be addressed. Over the past few years, the world’s population has continued on its remarkable transition from a state of high birth and death rates to one characterized by low birth and death rates. At the heart of this transition has been the gro wth in the number and proportion of older persons. Such a rapid, large, and ubiquitous growth has never been seen in the history of civilization (Norman mood, happiness, life satisfaction, and morale. Factors such as morale, life satisfaction and happiness are considered to be important in determining subjective well-being in the elderly (Kim, Hisata, Kai, and second as an internal and subjective perception, the individuals’ evaluation of their lives, the second approach is now more widely used (Miller, 1997). Life satisfaction is a very personal assessment, one must decide one’s own life satisfaction criteria. Two individuals may share very similar lives, and one may find life satisfactory and the other may not (Quadhamer, 1999). Havighurst proposed that measuring life satisfaction as an â€Å"inner† assessment was a better measure of successful aging. Such a measure would accommodate individual differences in conceptions and values of growing older. Specific ally, the individual whose personality most values an active life style could be as satisfied with his life as one who is more passive (Havighurst, 1961).

Thursday, February 13, 2020

Leadership Factors Assignment Example | Topics and Well Written Essays - 750 words

Leadership Factors - Assignment Example I do not believe that the authentic leadership questionnaire is really valid because the answers are too subjective to provide a real understanding of one’s leadership style. Description of My Scores My scores on the Authentic Leadership Self-Assessment Questionnaire (ALSAQ) are as follows: Self-awareness, 13; Internalized moral perspective 17; Balanced processing, 10; Relational transparency 10; with a total of 50. According to Northouse (2013) all of these scores show weakness as an authentic leader when tallied individually. However, when the scores are added together, the final score falls within the high range (Walumbwa and Associates, 2012). When I look at these scores individually and the questions that were added together to create the score, I cannot say that these scores represent me or anyone as an authentic leader. According to Tobias (2011) the area of self-awareness is to measure the personal insights that a leader has and whether they understand their strengths and weaknesses. I scored a 13 in this area but I thought this was not a good indication of my ability. As an example, one of the numbers that determined this measure was number nine which read, â€Å"I seek feedback as a way of understanding who I really am as a person.† If someone seeks feedback from others to know who they are, I would say this is a weak leader. I said this would not describe me at all. In the next section, internalized moral perspective, Tobias (2011) states that this section measures an individual’s moral code and values. It also tells whether an individual has their own control or is controlled by others. I live by my own moral code and I do not allow other people to control how I act or react to situations. I believe this is a better way to live than to have someone else tell you what to do. Tobias (2011) states that the third category, balanced processing, measures critical thinking and the ability to take in information and make decisions after listening to other people’s opinions. Again, I think this is not a true measure of a person. I think it is better to stick to your own ideas, taking other people into consideration, but you must make the decision eventually. Welch and Welch (2012) say that being authentic shows that the individual is likable. I think this is true. People who are open and honest as far as they can be, are people who can be trusted. But, this is a perception and not necessarily a reality because it is based on how someone perceives someone else. Tobias (2011) states that he final section, relational transparency, measures how the leader communicates with others and expects that they will communicate openly and honestly. I scored a 10 on this section. I believe that I communicate well with others, but if I were leading a team, I would not reveal everything about myself to that team. I think that one can be authentic without telling all the details of their life. Implications of the Scores for M y Effectiveness as a Leader I do not think these scores really give an idea of how I would be as a leader. The scores are subjective, which means that I could change my mind about some of the scores and get a better score in the end. I think that these types of scores are like taking any personality quiz or romance quiz that one can find on the Internet. Nothouse (2013) states that this test has not had enough empirical evidence to show that it is valid. I would not take this test seriously if I wanted to know how I would be as

Saturday, February 1, 2020

Co-Operative Practice and Philosophy of Working Together Essay

Co-Operative Practice and Philosophy of Working Together - Essay Example Co-operative members face the challenge of implementing their strategies effective such that every member contributes effectively to the activities of the group. Most of the times students fail to grasp individual accountability and positive interdependence in the right way results in some members perform most of the task and other just signing off as if they did the work but ultimately claim they took part in the activities. Furthermore, there is the tendency of the emergence of the ‘bossy’ students who is usually think they perform better than others and therefore refuse to allow the contribution of members considered to be poor in academics (Kagan & Kagan, 2009). Eventually, come students will learn nothing from the group. Corporative learning was developed based on the educational rationale that was propagated from socialization needs as opposed to academic needs. This perspective can be disadvantageous to some of the corporative members. Member contribution is seen as a way of achieving a social entitlement and therefore, low achievers are belittled by the higher achievers. Moreover, making the ultimate educational goal as a group affair inhibits individual education (Johnson & Johnson, 2005). Group contingencies are also responsible for development of peer pressure as members try hard to conform to influenced behavior, which can be very detrimental. Peer pressure is highly inherent in groups with many cases of conflicts as members try to achieve consensus by making affiliations with others to suppress the differences.