Barriers to Verbal and Nonverbal Communication

Barriers to Verbal and Nonverbal Communication Communication is a process and has many aspects to it. Communication is a dynamic process by which information is shared between individuals (Sheldon 2005). This process requires three components (Linear model Appendix figure 1.1), the sender, the receiver and the message (Alder 2003). Communication would not be possible if any of these components are absent. While Peate (2006) has suggested that communication is done every day through a linear process, Spouse (2008) argues that it is not so simple and does not follow such a linear process. He explains that due to messages being sent at the same time through verbal and non- verbal avenues, it is expected the receiver is able to understand the way this is communicated. Effective communication needs knowledge of good verbal and non-verbal communication techniques and the possible barriers that may affect good communication. The Nursing and Midwifery council (2008) states that a nurse has effective communication skills before they can register as its seen as an essential part of a nurses delivery of care. (WAG 2003) Reflecting on communication in practice will also enforce the theory behind communication and allow a nurse to look at bad and good communication in different situations. This will then enforce the use of good communication techniques in a variety of situations allowing for a more interpersonal and therapeutic nurse patient relationship. This assignment discusses health care communication and why it is important in nursing by: Exploring verbal and non-verbal communication and possible barriers By exploring the fundamentals of care set out by the Welsh assembly and the nurse and midwifery councils code of conduct a better understanding of the importance of communication is gained. Reflecting in practice using a scenario from a community posting. VERBAL COMMUNICATION Verbal communication comes in the form of spoken language; it can be formal or informal in its delivery. Verbal Language is one of the main ways in which we communicate and is a good way to gather information through a question (an integral part of communication) and answer process (Berry 2007; Hawkins and Power 1999). Therefore verbal communication in nursing should be seen as a primary process and a powerful tool in the assessment of a patient. There are two main types of questioning, open-ended questions or closed questions (Stevenson 2004). Open-ended questions tend to warrant more than a one word response and generally start with what, who, where, when, why and how. It invites the patient to talk more around their condition and how they may be feeling and provoke a more detailed assessment to be obtained (Stevenson 2004). The use open-ended questions make the patient feel they have the attention of the nurse and they are being listened too (Grover 2005). It allows for a psychological focus to be given, this feeling of interest in all aspects of the patients care allows for a therapeutic relationship to develop (Dougherty 2008). Closed questions looks for very specific information about the patient (Dougherty 2008). They are very good at ascertaining factual information in a short space of time (Baillie 2005). There are two types of closed questions: the focused and the multiple choice questions. Focused questions tend to acquire information about a particular clinical situation (e.g. asking a patient who is been prescribed Ibuprofen, are you asthmatic?) whereas multiple choice questions tend to be more based on the nurses understanding of the condition being assessed. It can be used as a tool to help the patient describe for example the pain they feel e.g. is the pain dull, sharp, throbbing etc (Stevenson 2004). For verbal communication to be effective, good listening skills are essential. Sharing information, concerns and feelings becomes difficult, if the person being spoken to doesnt look interested (Andrews 2001). Good active listening can lead to a better understanding of the patients most recent health issues (Sheldon 2005). Poor listening could be as a result of message overload, physical noise, poor effort and psychological noise. Therefore being prepared to listen and putting the effort and time are essential in a nurses role (Grover 2005). NON-VERBAL COMMUNICATION This type of communication does not involve spoken language and can sometimes be more effective than words that are spoken. About 60 65 per cent of communication between people is through non verbal behaviours and that these behaviours can give clues to feelings and emotions the patient may be experiencing (Foley 2010, p. 38). Non-verbal communication adds depth to speech; to re affirm verbal communication; to control the flow of communication; to convey emotions; to help define relationships and a way of giving feedback. The integration between verbal language and paralanguage (vocal), can affect communication received (Spouse 2008) Berry (2007, pg18) highlights the depth of verbal language due to the use of paralinguistic language. The way we ask a question, the tone, and pitch, volume and speed all have an integral part to play in non verbal communication. In his opinion, personality is shown in the way that paralanguage is used as well as adding depth of meaning in the presentation of the message been communicated. Foley (2010) identifies studies where language has no real prevalence in getting across emotional feelings, in the majority of cases the person understands the emotion even if they dont understand what is being said. Paralanguage therefore is an important tool in identifying the emotional state of a patient. Non-verbal actions (kinesis) can communicate messages, such as body language, touch, gestures, facial expressions and eye contact. By using the universal facial expressions of emotion, our face can show many emotions without verbally saying how we feel (Foley 2010) refer to Appendix table 2. For example, we raise our eye brows when surprised, or open our eyes wider when shocked. First impressions are vital for effective interaction; by remembering to smile with your eyes as well as your mouth can communicate an approachable person who is open. This can help to reassure a patient who is showing signs of anxiety (Mason 2010). BARRIERS TO COMMUNICATION An understanding of barriers in communication is also very important. The Welsh Assemblys fundamentals of care (2003) showed that many of the problems associated with health and social care was due to failures in communication. These barriers may be the messenger portraying a judgmental or power attitude. Dickson (1999) suggested that social class can be a barrier to communication, feeling inferior to the nurse may distort the message being received, making communication difficult to maintain. Environmental barriers such as a busy ward and a stressed nurse could influence effective communication. This can greatly reduce the level of empathy and communication given as suggested by Endacott (2009). People with learning disabilities come up against barriers in communicating their needs, due to their inability to communicate verbally, or unable to understand complex new information. This leads to a breakdown in communication and their health care needs being met (Turnbull 2010). Timby (2005) stresses that when effectively communicating with patients the law as well as the NMC (2008) guidelines for consent and confidentiality must be adhered to. This also takes into account handing over to other professionals. He suggests that a patients rights to autonomy should be upheld and respected without any influence or intimidation, regardless of age, religion, gender or race. The use of communication in practice is essential and reflecting on past experience helps for a better understanding of communication, good and bad. REFLECTION Reflecting on my experience while on placement in a G.P with a practice nurse in south Wales Valleys, has helped me understand and gain practical knowledge in communicating effectively in nursing practice. The duration was for one week and includes appointments in several clinics to do with C.O.P.D (Chronic obstructive pulmonary disease). I will be reflecting upon one appointment using the Gibbss reflective cycle (1988). Description Due to confidentiality (NMC, 2008) the patient will be referred to as Mrs A.E. The Nurse called Mrs A.E to come to the appointment room. I could see she was anxious through her body language (palm trembling and sweaty, fidgety, calm and rapid speech). The nurse asked her to sit down. The nurse gained consent for me to sit in on her review (NMC, 2008). The review started with a basic questionnaire the nurse had pre generated on the computer. It was a fairly closed questionnaire around her breathing including how it was, when it was laboured. Questions were also asked around her medication and how she was taking her pumps. Reflecting on these questions, I feel the questions did not leave much opportunity for Mrs A.E to say anything else apart from the answer to that question. The nurse controlled the communication flow. The Nurse did not have much eye contact with the patient and was facing the computer rather than her patient. I wondered if the nurse had notice the anxious non-verbal communication signs. The patient seemed almost on the verge of tears, I wasnt sure if this was anxiety, distress from being unwell, or she was unhappy about something else. I felt quite sorry for her as all her body language communicated to me that she was not happy. She had her arms crossed across her body (an indication of comforting herself) and she did not smile. She also looked very tense and uncomfortable. The Nurse went on with the general assessment and did the lung test and I took the blood pressure and pulse, gaining consent first as required by the NMC. Once all the questions had been answered on the computer the Nurse turned to face Mrs A.E and I noticed she had eye contact with her and had her body slightly tilted toward the patient (non verbal communication). The Nurse gave her information on why her asthma may be a bit worse at the moment and gave her clear and appropriate information on how she can make manage her COPD at this time of year. The Nurse gave her lots of guidance on the use of her three different pumps, and got her to repeat back to her the instructions, to make sure she understood. I could feel the patient getting more at ease as the communication progressed and also on the confirmation that she understood the instruction. The Nurse knew this patient well and then set the rest of the time talking to the patient about any other concerns she had and how she was fe eling in herself, using a more open question technique. The nurse used her active listening skills and allowed the patient to talk about her problems and gave her empathy at her situation as well and some solutions to think about. She gave the patient information of a support group that helped build up confidence in people with chronic conditions and helped them deal with the emotional side of their condition. Feelings After the patient had gone, my mentor explained that the patient was a regular to the clinic, she had many known anxiety issues which werent helped by her chronic asthma. Through-out the beginning of the review I felt very awkward. I thought, because I was sitting in on the review, may have been the reason the lady had not said why she seemed so anxious and upset. I also felt the nurse was not reacting to the sign of anxiety from Mrs A.E and this made me feel uncomfortable. I felt like I wanted to ask her if she was ok, but felt that I couldnt interrupt the review. However by the end of the review I felt a lot better about how it had gone. I did feel that by building up a relationship with the patients allowed the nurse to understand the communication needs of the patient and also allowed her to use the time she had effectively. She used empathy in her approach to the lady and actively listened to her. I understand that the start of the review was about getting the facts of the condition using a lot of closed questions, whereas the later part of the review was a more open questions and non verbal communication approach, allowing the patient to speak a bout any concerns and feelings about those questions asked earlier. Evaluation Effectively using closed questions allow for a lot of information to be gathered in a short space of time, and can be specific to the patients review needs. These pre-generated questionnaires are good at acquiring the information needed by the G.P. and also for good record keeping which are essential in the continuity of care delivered to the patient (NMC 2008). It can also protect the nurse from any litigation issues. The use of open and closed questions also allowed for the review to explore the thoughts and feelings of the patient, thus allowing for empathy from the nurse and is considered a vital part of the counselling relationship (Chowdhry, 2010 pg. 22). However the use of the computer screen facing away from the patient, did not allow for good non-verbal communication skills to be used. The lack of eye contact from the nurse may have exacerbated the anxiety felt by the patient. Hayward (1975, p. 50) summarised in research that anxiety highlighted an uncertainty about illness or future problems. This link to anxiety was also linked to increased pain. Nazarko (2009) points out, it is imperative that a person has the full attention of the nurse when they are communicating. He states that being aware of ones own non-verbal behaviours, such as posture and eye contact can have an effect on how communication is received by the patient. As evident in the reflection, the patient at the beginning of the review was anxious, upset and worried. By the end of the review her body language had significantly changed. The patient looked and felt a lot better in herself and had a better understanding of how her condition was affecting her and understood how to manage it. However if this information was badly communicated, the patients anxiety could have been prolonged (Hayward, 1975). This also links back to the need to understand medical conditions so that communication is channelled to the patients needs at the time. The fundamentals of care set out by the Welsh Assembly Government (2003), states that communication is of upmost importance in the effectiveness of care given by nurses. By looking at all the fundamentals of communication and the effect on patient care we can understand and recognise that the communication in this reflection was good communication in practice. Analysis The closed questions were used at the beginning of the review, had their advantages. They allowed the nurse to focus the on the specific clinical facts needed. The start of the review used mainly closed questions to get all the clinical facts needed to be recorded, such as Personal information, Spirometry results, blood pressure, drug management of COPD (Robinson, 2010). The structured approach allows the nurse to evaluate using measurable outcomes and thus interventions adjusted accordingly (Dougherty, 2008). The closed question approach allows the consultation to be shortened if time is an issue. However the disadvantage of this as identified by Berry (2007) is that important information may be missed. The use of closed questions on a computer screen hindered the use of non-verbal communication. Not allowing for eye contact, which is an important aspect of effective communication. The use of open questions in the review allowed the patient to express how they were feeling about their condition or any other worries. The nurse used active listening skills, communicated in her non-verbal behaviour. It gave the opportunity to the patient to ask for advice on any worries they might have. The use of open questions can provoke a long and sometimes not totally relevant response (Baillie, 2005), using up valuable time. Eye contact is another important part of communication in the reflective scenario. The eye contact at the start of the review was limited. The nurse made slight eye contact when asking the closed questions, but made none when given the answer. This may have contributed to the patients anxious state. However, the eye contact given during the open questions section. At this stage, there were several eye contacts between the nurse and patient and information was given and understood. The value of eye contact in communication is invaluable and has great effect at reducing symptoms of anxiety (Dougherty 2008). Reflection conclusion The use of communication in this COPD review was very structured. The use of closed questions helped to structure the consultation and acquire lots of information from the patient. The open questions allowed for the patient to express any feeling or concerns. The nurse used verbal and non-verbal communication methods, to obtain information about the patient; assess any needs and communicate back to the patient, within the time period. However in my opinion, if the computer screen was moved closer to the patient during the closed question section, better interaction could have been established from the beginning. It would also allow the nurse to look at the patient when asking the questions leading to a more therapeutic relationship, whilst still obtaining and recording a large amount of information. Therefore, the use of effective communication skills as seen in this review along with a person centred approach can significantly increase better treatment and care given to the patient (Spouse, 2008) and thus signifies good communication in practice. Action Plan The goal of the plan is to increasing patient participation in the use of the computer as an interactive tool. By allowing the patient to see what is on the screen and being written, allows the patient to feel more involved in the assessment and takes away any feeling of inferiority from social class difference. In attempt to achieving these goals, the following steps would be taken: Set up a team to investigate the issue which could involve nursing staffs or other hospital staffs. Drawing up a feedback questionnaire, to investigate how patients feel about the closed questions on the computer, including a section on how they would feel if they were allowed to look at the screen. Collation, analysis and review of the results of the feedback Identify barriers to the implementation of the plan (e.g. willingness of nurses to this change). Inform the NMC on the issues and the findings from the feedback questionnaire. Implementation of the plan. Set up a monitoring and evaluation team to see if the plan is being implemented appropriately. CONCLUSION This assignment has looked at communication and its importance in nursing practice. Communication is thus an important process involving the interaction between one or more persons using verbal and non-verbal methods. Understanding the barriers to communication contributes significantly to how effective a nurse communicates in practice. The use of questioning in nursing has been a valuable tool in assessing a patient and obtaining information. However the way this is done can have an effect on the development of empathy, trust, genuineness and respect, between the nurse and the patient. It is imperative for nurses to however reflect on their communication in practice to further improve the therapeutic relationship between them and the patient as has been identified as essential in the delivery of care (WAG 2003). REFERENCES Alder, RB. Rodman, G. 2003. Understanding human communication: (8th edition). USA: Oxford university press Andrews, C. Smith, J. 2001. Medical Nursing: (11th edition) London: Harcourt Publishers limited Berry, D. 2007. Basic forms of communication. In: Payne, S. Horn, S. ed. Health communication theory and practice. England: Open university press. Chowdhry, S. 2010. Exploring the concept of empathy in nursing: can lead to abuse of patient trust. Nursing times 160(42), pp. 22-25 Dickson, D. 1999. Barriers to communication. In: Long, A. ed. Interaction for practice in community nursing. England: Macmillian press LTD, pp. 84-132 Dougherty, L. Lister, S. ed. 2008. The royal marsden hospital manual of clinical nursing procedures. Student edition. 7th ed. Italy: Wiley-Blackwell Egan, G. 1990. The skilled helper: A systematic approach to effective helping. 4th ed. California: Brooks /Cole Ekman, p. Friesen, WV. 1975. Unmasking the face. Englewood cliffs, NJ: prentice-hall INC Endacott, R. Jevon, P. Cooper, S. 2009. Clinical Nursing Skills Core and Advanced. Oxford : Oxford University Press. Foley, GN. 2010. Non-verbal communication in psychotherapy. Psychiatry (Edgemont) 7(6) pp. 38-44 Gibbs, G. 1988. Learning by doing: a guide to teaching and learning methods. Oxford: Oxford further education unit. Grover, SM. 2005. Shaping effective communication skills and therapeutic relationship at work. Aaohn journal 53(4) pp.177-182 Hawkins, K. Power, C. 1999. Gender differences in questions asked during small decision-making group discussions, small group research.(30) pg.235-256 Hayward, J. 1975. Information A prescription against pain. London: Royal college of nursing. p. 50 Marie- Claire Mason 2010. Effective interaction: Nursing Standard 24(31) p 25. Nazarko, L. 2009. Advanced communication skills. British journal of healthcare assistants. 3 (09) pp 449-452 Nursing and Midwifery Council (NMC)2008. The Code: Standards of conduct, performance and ethics for nurses and midwives. London. NMC Peate, I. 2006. Becoming a nurse in the 21st century. England: Wiley and Son Robinson, T. 2010. Empowering people to self-manage COPD with management plans and hand held records. Nursing times. 106(38) pp. 12-14 Sale, J. Neal, NM. 2005. The nurses approach: self-awareness and communication. In Ballie, L. ed. Developing practical nursing skills. 2nd ed. London: Oxford university press. Pg. 33-57 Sheldon, L. 2005. Communication for nurses: Talking with patients. London: Jones and Bartlett publishers. Spouse, J. Cook, M. Cox, C. 2008. Common foundation studies in nursing (4th edition). London: Churchill livingstone. Stevenson C, Grieves M, Stein Parbury J. 2004. Patient and Person: Empowering Interpersonal relationships in Nursing London. Elsevier Limited. Timby, BK. 2005. Fundemental Nursing Skills and Concepts Philadelphia. Lippincott Williams and Wilkins Turnbull J, Chapman ,S. 2010. Supporting Choice in Health Care for People with Learning Disabilities. Nursing Standard 24 (22) pp 50 55 Welsh Assembly Government 2003. Fundamentals of Care Guidance for Health and Social Care Staff Cardiff: WAG

Internet Pornography :: Essays Papers

Since the internet is so easy, accessible and essentially unregulated, it leaves room for many controversies, including electronic commerce, credit card fraud, invasion of privacy and more. One of the most controversial problems is internet pornography. Imagine receiving unwanted e-mail and suddenly get sent nude pictures of people and links which invite you to more of what they have already shown. Think about your son, daughter or even yourself being on a music site and you accidentally click a link and before you now it you are being subjected to hard core pornography. It just became apparent that pornography on the net not only encompasses controversies about pornography itself, but also all the other controversies and problems the internet already has. Sex has always been something which has intrigued people, and that is probably in essence how pornography became to be. As society developed in the 21st Century red-light districts flourished which centralized anything which had to do with sex in one geographic location. As sex and pornography became a more and more pertinent issue, the supreme court ruled in 1976 that cities could use their zoning powers to keep out sex-oriented businesses, and that more or less was the end of red-light districts in America. Nowadays with the Internet coming along as a more widespread medium the issue of pornography resurfaces and along with it, it carries many other disputes. One of the main controversies about pornography on the web is if it should be permitted in first place, since it is morally wrong to some people, and because it allows adolescents to access pornography, both willingly and unwillingly. Since there are no specific laws for the internet, a simple disclaimer is the only barrier between a user and X-rated material, in addition some pornographic sites have addresses which are similar to popular sites, such as www.whitehouse.gov (the real site) and www.whitehouse.com (the porn site), causing people to be lured to their sites through a simple misunderstanding or even a minute typing error. Before one can come to a consensus about what is right, there has to be found a way to enforce any laws, which would be written for the Internet. This aspect is so critical, because otherwise any laws would be in vain.

Character Cannot Be Developed in Ease and Quiet Critical Lens Essay

Critical Lens Essay Helen Keller once said â€Å"Character cannot be developed in ease and quiet. Only through the experience of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved. In other words what this quotation means is what individuals go through in life makes them what they are. Individuals have to go through good and bad to learn love and strength. Two examples that support the validity of this quotation are Night by Elie Wiesel and The House on Mango Street by Sandra Cisneros.In Night by Elie Wiesel, the protagonist, Eliezer, is taken to Birkenau during World War Two with his father and is separated from the rest of his family. When seeing such horrific conditions in the concentration camp, Eliezer starts to lose faith in God and in himself, yet as his character builds, he starts to mature as time went on. Eliezer’s experiences educate individuals that life in not always far; some individuals lose faith and give u p yet some, like Eliezer, gain strength from their experiences and build up their character.In The House on Mango Street by Sandra Cisneros, the protagonist, Esperanza, lives on Mango Street with her family and struggles with events where she is faced with adult responsibilities and maturity. In the vignette â€Å"Red Clowns†, she is taken advantage of and experiences an act of nature where she is transformed into a woman. Esperanza shows that overcoming catastrophes make you a stronger person. With such experiences comes strength and maturity.In both Night by Elie Wiesel and The House on Mango Street by Sandra Cisneros, the protagonists, Esperanza and Eliezer are faced with events that make them stronger and better people. They are two examples of individuals that support the validity of the quote that Helen Keller once said â€Å"Character cannot be developed in ease and quiet. Only through the experience of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved†. Even when the going gets tough, individuals learn love and strength which allows them to obtain victory and build character and achieve their dreams.

A Definition of Liberal Media Bias

A Definition of Liberal Media Bias A  Gallup poll found that just 40% of Americans trust the media to fairly and accurately report the news. Much of this has to do with the liberal tilt of news coverage and stories. In politics, conservatives often deal with an overwhelming liberal bias within the mainstream media, which includes the news divisions of major broadcast networks and major newspapers. This is typically just referred to as media bias. Media bias does not refer to the political punditry class as political affiliations are usually known and the commentary is intended as opinion-oriented. Media bias does not refer to media figures such as Rachel Maddow, Bill OReilly, and Al Sharpton who are expected to give political viewpoints. What Is Media Bias?   Media bias refers to the allegedly objective journalists in print and media who intentionally - and sometimes unintentionally - report or cover stories in a way favorable to Democrats and liberals and unfavorable to Republicans and conservatives. Journalists such as Dan Rather, Bob Schieffer, and Wolf Blitzer who portray themselves as pure newsmen could have their biases exposed by delivering one-sided news stories. Dan Rathers attempted takedown of George W. Bush comes to mind. Examples of Media Bias Barack Obama received free passes in both the 2008 and 2012 presidential races as the media was primarily interested in highlighting the historic nature of Obamas campaign. While Sarah Palin was heavily criticized by the media as lacking the experience to be Vice-President, the question was never a major issue with the decidedly less-experienced Obama. In 2012, the media turned every statement by Mitt Romney (dogs on vacation!) into stories that lasted weeks, while at the same time refusing to cover the Fast and Furious scandal or the Benghazi attacks with seriousness. And CNNs Candy Crowley infamously interrupted a debate exchange between Romney and Obama by debating Romney herself on Benghazi. (She was wrong, but the ramifications were huge.) While VP Joe Biden could barely take the stage without making a hysterical gaffe during his tenure, his sanity or competence was never questioned in the way that Dan Quayles was for once adding an e at the end of potato during a spelling bee. That the card was given to Quayle by the school with the incorrect spelling and that Quayle had questioned the spelling on the card is the part of the story the media always enjoys ignoring. While Democrats regularly get softball question and answer sessions from serious journalists, conservatives are usually left answering absurd questions based on absurd assumptions. When a deranged gunman shot Congresswoman Gabby Giffords of Arizona, the media had absolutely no problem claiming Sarah Palin was to blame because she once had a map on her website that had used a target on it to imply that it was going to be a competitive congressional race. Unbiased, Fair and Objective   The problem with media bias is that the journalist and media personalities are claiming to be unbiased, fair, and objective but typically end up delivering one-sided viewpoints disguised as fact. Many Americans will not look deeper into every issue presented by the media, instead of taking the stories at face value. Any information that might dispel the media bias myths has to be actively sought. Pronunciation: me-di-a bÄ «Ã‰â„¢s Also Known As: Mainstream Media; Lamestream media (Sarah Palin); Dinosaur Media (Laura Ingraham) Alternate Spellings: none Common Misspellings: none Examples In a free country, people depend on the media for their information about government and other powerful institutions. If the press sounds the alarm about some danger, people have to pay attention. But if they have lost confidence in the press – because of its biases – then there’s a good chance we’ll ignore the warning. And that could be dangerous. - Bernard Goldberg on Media Bias 60 Minutes used to be synonymous with gotcha, and it certainly was when it broke the Abu Ghraib story to hurt Bush in 2004, and when Dan Rather flaunted fake Texas Air National Guard documents to hurt Bush months later. In the 2008 election cycle, â€Å"60 Minutes† asked John McCain why he would let the Wall Street executives sail away on their yachts and leave this [bailout] on the American taxpayer? They hammered Romney about avoiding military service – and his five sons avoiding military service. Kroft has never asked Obama about his failure to serve in the military, and he certainly never asked about whether he had premarital sex with his wife – which Mike Wallace threw at Romney. - Brent Bozell

Discrimination in Hiring

Discrimination in Hiring Introduction As the position of a general customer service representative for the call center requires certain skills and knowledge, the applicant should have some experience in dealing with customers via the phone communication and solving the problems in a cost-efficient way for the company and customers. Besides, the speech of an applicant should be distinctive enough so that a customer can easily understand the speech of a newly-employed.Advertising We will write a custom research paper sample on Discrimination in Hiring specifically for you for only $16.05 $11/page Learn More A second language learner can be hired for this position if he/she has sufficient language skills that would not prevent a customer from understanding the message and the essence of the information provided by the general customer service representative. As the applicant should know about the company and functions to be performed, it is necessary to make a general overview of the c ompany, its history, and peculiarities of the position for which the applicant might be hired. A person should be punctual due to the specifics of the work and dependable in being at work regularly with minimal exceptions for child care issues. Moreover, it is necessary to find out whether an applicant is planning to obtain this position for a period of five or more years or considers this to be a job for 2-3 years. A List of Questions with Reasoning Do you have some experience in the area of cold calls? For what period of time you did you obtain the position at previous job? Was the communication with customers related to orders (due date, specifications, or terms of payment)? These questions are aimed at making sure that the person is experienced in the sector of communication with customers via the phone. Die you experience difficulties with understanding someone’s speech? Are you capable of formulating your questions correctly so that customers understand exactly what the problem is? These questions should help to investigate if a person has adequate comprehension skills and language skills in order to be able to speak and listen to customers without any difficulties. Are you punctual? This information is necessary to see if an applicant is punctual. Do you have some serious health problems that can prevent you from being at work regularly? Some applicants can consider this question discriminating but it focuses on the assessment of a person dependable being at work regularly.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Do you plan to work at our company for a long period of time? This is a direct question to find out if the person fits the requirements. Is there any possibility that you may want to discontinue your performance earlier than five years elapse? This is a way for making sure that a woman would not leave due h er maternal leave or a young man would not want to go to the army or to enter a college. Did you ever have conflicts with customers while speaking on the telephone? This question will help to analyze the psychological conditions of an applicant. Legal Issues in Questions Some questions should not be asked because an applicant can take the company to court alleging some type of discrimination. The discrimination issues include separate lists of questions for men and women, questions that concern the ethnicity and origin matters, background and a number of children in the family asked in a question can become a reason for a law case. In this case, all applicants should be treated equally (Weiss, 2004, pp. 43-44). It is necessary to ask whether the applicant understands all questions correctly (Steingold and Steingold, 2009, p. 20) in order to make sure that an applicant does not feel as being discriminated due to poor language skills or other factors that can make him/her take the c ompany to the court. References Steingold, F. S., and Steingold, F. (2009). The employers legal handbook (9th ed.). Berkeley, CA: Nolo. Weiss, D. H. (2004). Fair, square legal: Safe hiring, managing firing practices to keep you your company out of court (4th ed.). New York: AMACOM Division of American Management Association.Advertising We will write a custom research paper sample on Discrimination in Hiring specifically for you for only $16.05 $11/page Learn More

EMPLOYMENT LAW Essay Example | Topics and Well Written Essays - 3000 words

EMPLOYMENT LAW - Essay Example The employee should be provided with 28 paid holidays and only be working for 48 hours in a week and the extension of the hour can only be made with consent of the employee, which is mentioned in Working Time Regulations Act 1998. The Employment Rights Act 1996 states that an employee has the right to avail leave for child care and request for flexible working hours. The Act also states that if the employer dismisses the employee from work, the employer needs to provide a concrete reason for the dismissal along with the payment that needs to be settled with the employee. According to the Act the employer cannot remove the employee from the service with unfair reasoning. In case there is a taken over of the company by another company there should not be worsening of the terms of employment, which includes the dismissal as well without a proper organizational, technical or economic reason. This employment right is protected by the Transfer of Undertakings (Protection of Employment) Reg ulations 2006. According to section 1 of Employment Rights Act 1996 the employer needs to provide the contractual terms and conditions of the employment to employee in written. However, there are exceptions to this law. There is a provision under section 2(4) of the Act to provide the statement in installment. However, the statement should be given within two months of the employment. In the year 2010, Equality Act has been employed in the Employment Law of the UK. This act is way beyond employment, which provides access to both public and private services. According to this Act all the employees should get equal treatment irrespective of their gender, race, sexual preference or orientation, religious belief, age etc. These are some major perspectives of the Equality Directives of the Equality Act 20103. The Equality Act 2010 goes beyond the absolute discrimination and fights the discriminations that are made based on race, gender including pregnancy, belief, sexuality including

Combat Medicine Ancient Times to the present Research Paper

Combat Medicine Ancient Times to the present - Research Paper Example In most parts of the world, armies were mobilized when the need to engage in warfare arose. This means militaries have been mainly unprofessional and so has the medical services related to the military over the past years. This paper examines the history of combat medicine and medical and health intervention in military settings. The paper will examine the earliest methods and approaches used to deal with military health issues and how this was evolved over the centuries. In order to undertake this study, the core aim of the research will be to examine the origins, history and development of combat medicine from ancient times to the present. In order to conduct the study, the following objectives will be explored: In prehistoric times, disagreements between people were resolved by individual battles and hand-to-hand combats. However, as societies evolved and more people lived together in larger communities, conflicts between communities became more complicated and better weapons were invented to inflict more fatal injuries to people1. The seriousness of the wounds inflicted by modern weapons led the the need for more effective and efficient ways of dealing with the wounds inflicted in warfare. This led to the consolidation of military and combat medicine from inception to about 2,000 BCE. Most of the earliest treatment systems for combat victims were mainly done through metaphysical methods. People used what will be known today as faith-healing to deal with their wounds and other war-oriented medical complications because that was what was in vogue and accepted in different nations and communities around the world. The metaphysical approach to dealing with war wounds and war medications involved the use of alchemy, astrology and the calling up of deities and angels to help to deal with the wounds and other challenges of warfare2. However, the data and