Succubus Dreams CHAPTER 19

Finding them wasn't so easy. No one was at my apartment, and Vincent didn't answer his phone. I drove down to the Cellar, hoping maybe they'd all decided to start drinking mid-day. Nope. The pub was barren, with only a couple bored patrons sitting at the bar. Frustrated, I called Hugh, deciding it was time to get help from my own resources. â€Å"Is Jerome back yet?† â€Å"No,† the imp said. â€Å"Do you need him?† â€Å"Kind of.† â€Å"Kind of?† â€Å"It's a long story.† â€Å"I'm in the city for a meeting. You want to have lunch and explain? I'm practically down the street from your place. I'll meet you there, and we'll go eat.† It was the first time I'd talked to Hugh since the blowup at Peter's over Seth and me. I was still reeling from all that, but I did kind of want to get feedback from another immortal source. Besides, I was rapidly running out of options. It only took ten minutes for him to show up, but it felt like an hour. â€Å"Holy shit,† said Hugh, spotting the Christmas trees when he walked in. â€Å"Your apartment's a national park.† â€Å"Be quiet.† â€Å"I'm serious. You need a ranger working in here.† â€Å"Come on. Let's go.† We walked to a deli down the street. Once we were seated with our food, I began explaining to him why I needed Jerome. By the time I finished the Nyx story, Hugh's mirth had faded. â€Å"Fuck,† he said, biting into an enormous Reuben. â€Å"That might be worth bugging Jerome after all.† â€Å"Where is he?† I asked. â€Å"Another training?† Hugh shrugged. â€Å"Not entirely sure. He was vague about it. Grace and Hiroko insinuated he's having ‘a personality conflict' with another demon and went to settle it.† â€Å"Oh, God,† I said. â€Å"Not a duel?† â€Å"I don't know. I hope not. Those crazy bitches seemed pretty smug, so they're probably hoping for some opportunity to pull a power play out of all this. You know how they are. Still†¦you could probably go to them for help with all this.† I could†¦but if Jerome had something weird going on, I didn't want to get enmeshed with his lieutenants and possibly be used in some way. The two demonesses worked for him but would seize any chance for promotion, and when political tremors shook our world, everyone was quick to exploit everyone else. â€Å"I'll hold out for the angels,† I said. â€Å"As long as I can space out my energy fixes, there shouldn't be a problem. If I can't find Carter and friends in another day or so, I'll think about talking to Grace and Hiroko.† â€Å"I can get a hold of him if you really need it,† said Hugh. I smiled at the uneasy tone in his voice. â€Å"Yeah, but your instructions were to avoid bothering him at all costs, right?† The imp nodded. â€Å"It's okay. I'll wait on the angels. If I have to go to Grace and Hiroko, they can be the ones to decide if it's worth interrupting Jerome for. I mean, the evidence is pretty solid†¦but, well, if we're wrong, and it turns out to be nothing†¦ Jerome's going to be pissed that I bothered him based on the word of two humans.† â€Å"Pissed at all of us.† â€Å"Yeah.† I idly picked holes in my sandwich with the toothpick that held it together. â€Å"Are you scared?† asked Hugh. â€Å"Of Nyx?† â€Å"Yeah. I am. I don't like the idea of anything invading my sleep. Certainly not something that powerful. That guy I mentioned – Dante – is going to try to make me a charm or something to ward her away.† Hugh snorted. â€Å"No human can make a charm like that.† â€Å"He's a magician. He said he could.† â€Å"Sweetie. Nyx is a fucking deity – no, more than that. An uber-deity. A force of the universe that was instrumental in creation. She's been weakened over time, yeah, but some strung-out, psychic sham can't make a charm powerful enough to scare her off. There are probably only a handful of humans in the world who could, and to get that kind of power†¦Ã¢â‚¬  Hugh shook his head. â€Å"I don't know. Based on what you've told me, I'm just not seeing it.† I'd had my own doubts about Dante, but I'd thus far managed to push them aside and keep hoping for the best. Hearing Hugh, I felt all of my misgivings return. â€Å"Fuck,† I said. Silence fell as we munched on our sandwiches a bit. Rain fell outside, and hungry customers ducked in to avoid it. Hugh watched a cute brunette order at the counter, then he turned his attention back to me. â€Å"Any idea when Niphon's leaving?† I frowned. â€Å"Whenever Tawny gets a victim.† Now Hugh frowned. â€Å"But she did, didn't she?† â€Å"Did she?† â€Å"I don't know. That's what Simon said. Or at least, he thought she did. He said she was up there dancing with a glow a couple nights ago. Made up for the shitty job she was doing.† A couple nights ago†¦ â€Å"No†¦that's impossible. I saw her right around then, and she still hadn't taken anybody. She was so low, I had to kiss her again. He's wrong.† â€Å"Maybe she got a glow from the kiss.† Hugh sounded kind of hopeful. â€Å"You use a lot of tongue?† â€Å"It wasn't that big of a kiss. No glow. Just enough to get by.† â€Å"Huh.† He swirled the ice around in his Diet Coke. â€Å"I guess Simon was wrong. Figured he'd be good at spotting that stuff.† I would have thought so too. â€Å"Hugh†¦this is going to sound weird, but I think Tawny may be faking how inept she is.† He looked rightfully startled. â€Å"Why the fuck would she do that?† â€Å"I don't know. I think it's to help Niphon. But none of this makes sense. This is the second time I've heard of her possibly getting a fix, but then I've seen her shortly thereafter, and she was way too low to have burned through so much so quickly.† â€Å"Maybe she's got your problem.† â€Å"I have a lot of problems.† â€Å"Your Nyx problem. Maybe Tawny's losing her energy too.† Whoa. Interesting idea. And why not? If Nyx was preying on one succubus, why not two? And it would explain how Tawny was losing energy so quickly. Except†¦ â€Å"If Nyx is taking her energy, that means she's actually getting it to begin with. But Tawny keeps telling me she isn't having sex.† â€Å"Huh. A servant of Hell lying. Go figure.† â€Å"Yeah, but why? Niphon's risking getting both of them in a shitload of trouble if Jerome or anyone else finds out. He's gambling a lot just to stick around and annoy me. And if Hell thinks Tawny isn't doing her job, they'll recall her.† Hugh gave me a funny look. â€Å"What?† I asked. â€Å"What's that for?† â€Å"You didn't read the book, did you?† â€Å"What book?† â€Å"The succubus manual.† â€Å"You know I didn't.† â€Å"And I even got you the abridged one,† he said, sounding wounded. â€Å"Hugh,† I growled. â€Å"What's your point?† â€Å"The point is that as her mentor, you're accountable for her actions. If she can't bag a victim, you're the one they'll call in.† â€Å"What? That's ridiculous.† â€Å"Those are the rules now.† â€Å"So, what, I get slapped on the wrist for her screwing up?† â€Å"Slap on the wrist? For being a succubus who can't teach another one to have sex? It's so ludicrous, it's probably never happened before. I don't know what they'd do. Censure you at the very least. Transfer you to work under a senior succubus.† â€Å"I am a senior succubus.† He shrugged. â€Å"But if she's lying†¦Ã¢â‚¬  â€Å"Then prove it.† I rubbed my eyes. â€Å"This is utterly insane. Why does Niphon hate me so much? He already bought my soul, for God's sake. What more is there?† I expected some smartass remark. Instead, I received silence. I looked at Hugh. â€Å"What? What is it now?† He pointedly glanced away. â€Å"Hugh!† â€Å"I don't know, Georgina.† Hugh rarely called me by my first name. I was usually honey or sweetie. â€Å"Sometimes we make deals, and they seem airtight, but something goes wrong.† â€Å"What do you mean?† â€Å"I worked with another imp when I lived in Dallas. Raquel. She brokered this one deal with a guy who was pissed off when his wife left him because he found out he was sterile. Couldn't have kids.† Hugh helpfully illustrated the meaning by pointing down toward his lower torso. â€Å"I know what sterile means, Mr. Wizard. Get on with it.† â€Å"So, he sold his soul under the conditions that his ex-wife couldn't have kids either. He was bitter and into the poetic justice thing, apparently. Wanted to punish her with what she'd punished him over. So, he gave up his soul, and our side gave her some kind of inflammation thing that totally destroyed her fallopian tubes and scarred up her uterus. I don't know. Girl stuff.† I had to hold back an eye roll. Hugh might feign ignorance about ‘girl stuff,' but he'd found time in his years of corruption to go to medical school. He knew more about this than I did. â€Å"Harsh,† I said. â€Å"But fitting from the guy's point of view, I guess.† â€Å"Yeah. Should have been a done deal, but something went wrong. Or, well, right. Her ovaries still worked – she was making eggs, even if she couldn't carry a baby. She and her new husband found a surrogate mother. The wife donated eggs, they mixed up a Petri dish cocktail, and the surrogate carried the baby. Bam!† â€Å"The wife had a child after all,† I mused. â€Å"Wow. Hell gets defeated by science. All those philosophers from the Enlightenment were right.† Hugh scoffed at my joke. â€Å"It was stupid. Someone – by which I mean, Raquel – should have thought of that when they picked the infection as a way to make that lady infertile. Raquel fucked up. The guy was able to take his case back to Hell and won his soul back for breach of contract.† â€Å"Oh, wow,† I said. â€Å"I bet that went over well. What's Raquel doing nowadays?† He grimaced. â€Å"I think we're all happier not knowing.† I agreed. â€Å"But what's this have to do with me? That's kind of a rare case.† â€Å"Eh, it happens more than you'd think. Most of the time, the seller doesn't even notice something got messed up. But if the imp or someone else in authority catches it, I've seen them move Heaven and Earth – no pun intended – to fix it.† â€Å"So, you're implying that Niphon's here, finagling all this stuff with Tawny, because he did something wrong in my purchase?† Hugh spread his hands out. â€Å"I don't know. All I know is that when an imp shows up and is going to this much trouble over something, the evidence suggests it's big. Maybe not a situation like Raquel's, maybe not a breach of contract, but something.† â€Å"My contract's long since done,† I murmured. â€Å"Everyone it involved is dead now. If there was a problem, I would have had to bring it up back then.† â€Å"Like I said, I don't know. Maybe I'm jumping to conclusions.† â€Å"Could you look? Could you get a hold of the contract?† â€Å"No.† Hugh's answer came almost before I finished speaking. â€Å"Absolutely not.† â€Å"But if there's some wording I didn't know about – â€Å" â€Å"You think I can just go walk into Hell's records and pull a contract I'm not involved with?† he exclaimed. â€Å"Fuck. If I got caught, it'd make what happened to Raquel look like a promotion.† â€Å"But – â€Å" â€Å"No,† he said again, voice like stone. â€Å"No debate. I love you, sweetie. You know I do. You're like my sister, and I'd do almost anything for you, but not this. I'm sorry.† I glared. He glared back. â€Å"Look, you want my advice? Get rid of Niphon. And Tawny, if you can. Expose them if they really are pulling something here, and Jerome will take it from there.† â€Å"Jerome's not even around! Damn it. Why can't you help me with this? You were so quick to help with my love life when you were talking to Seth the other night.† Hugh narrowed his eyes. â€Å"It was probably the best thing I've ever done for you.† â€Å"Are you insane? He's walking around talking about that now – all worried about how he's going to hurt me and make me miserable!† â€Å"Good,† snapped Hugh. â€Å"He should be.† I shoved my trash onto my tray and stood up. â€Å"See you later. Thanks for†¦well, nothing.† Hugh followed me over to the garbage bins. â€Å"You're behaving irrationally. On all of this.† â€Å"I'd never treat you the way you're treating me,† I said, dumping my tray. â€Å"I'm your friend.† â€Å"Friendship has nothing to do with this.† â€Å"It has everything to do with this!† He stacked his tray on the others and looked at his watch. â€Å"Look, I have to go. I'm sorry I can't give you the answers you want. Am I going to see you at Peter's?† Peter, unable to pass up party-giving opportunities, was hosting a Christmas dinner, weird as that seemed. â€Å"No. I'm going to be with Seth. Unless he breaks up with me because of your great advice.† Hugh bit his lip on some remark that probably would have been uncomplimentary. Shaking his head, he turned around and left.

A Personalised Induction Will Always Be More Effective

Introduction A personalised induction is a type of hypnotic induction that is designed to suit a certain individual. As humans, we appear to share the same traits, but in reality, we are different in various ways. This is because we have different likes, dislikes, perspectives, values, and we have diverse cultural backgrounds. Because of these unique differences, everyone has his or her way of handling various situations, and every individual has a different level of openness and resistance (Chapman 2006, p.113). Consequently, during hypnosis, it is worthwhile for the hypnotist to adopt a personalised approach because each participant has unique traits, and people normally respond to the hypnotic process in different ways. The personalised approach takes into account the client’s desires, perceptions, likes, dislikes, as well as their cultural background (James 2006, p.30). Thus, by personalising the induction, hypnotherapists can help their clients to realize better quality results that a re in line with each of the client’s goals. . In this essay, I argue that a personalised induction approach will always be more effective. As humans, we communicate with each other in various ways including gestures, facial expressions, body language, as well as tone of voice and intonation. However, during hypnosis, the hypnotist has limited techniques of communication available since the clients have their eyes closed. For instance, he or she cannot adopt non-verbal communication techniques, and this makes the message or the instructions he or she is sending to weaken. Thus, it is necessary for the hypnotist to adopt other appropriate techniques of strengthening the message being conveyed to the clients. In order to do this effectively, the hypnotist can personalise the way he or she speaks to the clients by adopting different words, tone variation, volume, and pace, but ensuring the message remains unchanged (Erickson, Rossi & Ryan 1998, p.37-59). Milton H. Erickson common ly referred to as the father of contemporary hypnotherapy recognised that people have different beliefs, values, perceptions, and cultural backgrounds, and consequently, throughout his career as a psychiatrist, he adopted the personalised induction as the best tool for hypnosis. Erickson differed with Hull’s opinion that the subject should always be a passive participant. According to Hull (1933/1968), adoption of a standardized induction would have the same effect on all the subjects (Hawkins 2006, p.36). Difference of opinion between these two great psychiatrists fuelled Erickson’s quest for a valid understanding of the best approach to the hypnotic induction. Later on, Erickson concluded that it is what the subjects do and understands that matters most, not what the operator wishes. In other words, he believed that in order to realize quality results of the therapy, the subjects must be active participants, and the suggestions given by the therapist ought to concur with the client’s desires, perceptions, values, and goals of the therapy (Zeig & Munion, 1999, p.48-51). Permissive and the authoritarian technique Erickson developed the idea that hypnosis is a natural process that needed a more viable approach such as the permissive technique, because it enhances the client’s responsiveness and cooperation. The permissive technique acknowledges that every individual has unique traits, values, perceptions, and desires. It is normally based on the assumption that every person has a unique way of entering into a trance state and receiving suggestions. In this approach, most of the clients know how to relax and enter a trance state, since the hypnotist briefs every client on how the process takes place at the start. As a result, the hypnotist simply acts as a guide as the subjects enters into a hypnotic state (Simpkins 2001, p.53). Before Erickson pioneered the permissive technique, the authoritative technique was the only available technique that was deemed effective. . The authoritative approach is commanding and direct, and its main objective is usually to establish control over the clie nt and modify his or her behaviour through adoption of repetitive commands. Pioneers of this approach believed that by establishing control over their clients, they would be able to increase the chances of getting remarkable results. However, this approach does not produce effective results as asserted by its pioneers since the subjects, who respond in a positive way to it, are only those who respect their authoritarian figures in their daily lives. As a result, authoritative technique can fail to produce quality results if the participant believes in being at the same level with all the authoritarian figures in his or her live (Sheehan 2005, p.67-70). Unlike the authoritative approach, the permissive technique mainly involves adoption of a soft tone to lull the client into relaxation. Throughout this approach, the client and the hypnotist are usually equal partners. Furthermore, more imagery is employed to increase the magnitude of the suggestions. The subject is also given greater responsibility. Since personalised imagery is incorporated in this technique, the induction becomes more real and viable than in the authoritative approach, since the suggestions used by the hypnotist conform to the clients likes and expectations (Sheehan 2005, p.70-72). Clark Hull and Sigmund Freud’s research on hypnosis Despite Erickson’s insistence on the value of the permissive technique, some people object the personalised induction approach. They claim that the personalised induction approach takes more time than the authoritative approach. Moreover, they support their stance by citing some of the works of the great traditional researchers such as Clark Hull and Sigmund Freud. Arguments involving state and the role theory are also used to analyze Erickson’s position. Hull differed with Erickson’s perspective and on the contrary, he proposed the authoritarian technique, which makes the subject a passive participant (Pintar & Lynn, 2009, p.112). He believed that adoption of a standardized approach would yield the same results on all the subjects. In 1940, Jung (1902/1957) backed him in his research, but Jung was not comfortable in using the authoritarian technique, because it involved commanding clients to do according to their therapist’s expectations. According to Jun g’s perspective, participants ought to be involved throughout the process instead of directing then to comply with suggestions that do not conform to their likes. Consequently, Jung broke away from Hull’s research (Hamill 2012, p.24). Based on this, it is clear that the authoritarian approach is not viable, and as a result, it is not logical to oppose the personalised approach based on Hull’s perspective since he does not take into account preferences and expectations of the participants. In addition, Freud’s research asserts that the process of hypnosis would give better results when the subject was on deep trance. Like Hull, Freud adopted the authoritarian technique in a more assertive manner hoping that he would get better results (Sofroniou 2010, p.12). He was particularly interested in the technique because he believed that it was the perfect way of accessing forgotten events and emotions, a cathartic process, which gave relief to his clients. Howeve r, Freud became uncomfortable with hypnosis because his patients did not respond uniformly to the process. He was also afraid that the direct suggestion technique might do away with symptoms that were important for the clients to retain. In addition, Freud had worries over the sexual perceptions that surrounded the hypnotic process, which labelled a client as ‘giving herself’ emotionally to the psychiatrist. Because of these reasons, as well as lack of sufficient experience with hypnosis both through research and clinically, Freud decided to quit hypnosis (Zeig & Munion 1999, p.48-49). If Freud had adopted the permissive approach, he would have succeeded because the personalised approach relies on suggestions that are in line with the client’s expectations, desires and likes, and as a result, the clients could not lose any important symptom. The permissive technique would also help him to eliminate the ill-sexual perception, since it gives the client greater resp onsibility unlike the authoritarian technique. State and the role theory Advocates of the state theory, which asserts that hypnotic induction arouses a unique modified state of consciousness in the patient, base their argument on the notable changes that occur to the brain during hypnosis, and to the dramatic effects, which hypnosis can cause such as the disappearance of warts and insensitivity to pain. They also claim that sometimes, both hypnotised and non-hypnotised participants take instructions differently. For instance, in a certain study, both the hypnotised and non-hypnotised were told to run their hands through their hair once they heard the word ‘experiment.’ The pretenders carried out the suggestion only when the psychiatrist said the word, but the hypnotised participants complied regardless of who gave the suggestion (Coon, Mitterer, Talbot & Vanchella, 2010, p.194). Based on this, opponents of the personalised induction claim that the authoritative approach is as effective as the permissive approach. They support their claim by a sserting that participants who do not respond to the permissive technique can respond to the authoritarian technique effectively, particularly those who respect authoritarian figures in their life. Moreover, advocates of the role theory assert that hypnosis is not a special state of consciousness. They argue that some of the changes linked with hypnosis can also take place without it. They claim that hypnotised people just comply with the demands of the situation, and act in conformity with a special role. From this point of view, hypnosis provides a socially logical reason to comply with someone’s suggestions, in the same way as a physical exam, which provides a logical reason of removing clothes on request. Supporters of the role theory justify their claims by arguing that non-hypnotised participants sometimes exhibit behaviours that are usually linked with hypnosis (Bernstein & Nash, 2008, p.153). Based on this, I disagree with the opponents of the personalised induction w ho adopt the role theory to support their stance, because the theory rejects the idea of hypnosis without providing concrete reasons. The dissociation theory The dissociation theory provides substantial reasons why the personalised inductions should be adopted during the hypnotic process. The theory suggests that hypnosis is not a single specific state, but the general condition, which temporarily reorganises our normal control over actions and thoughts. Dissociation allows body movements to occur under voluntary control and the involuntary processes to be controlled voluntarily. As Hilgard proposed this theory, he asserted that the relaxation of control occurs because of the social agreement between the hypnotist and the hypnotised person to share control (Bernstein & Nash, 2008, p.153-154). In other words, the theory supports the idea that for the process to be effective, the participant should be an active participant, something advocated in the personalised induction approach. Modern hypnosis Based on contemporary hypnosis, a personalised induction seems to be the most effective approach in hypnosis. The approach takes into account the client’s values, desires, and it views the subjects as active participants. It also supports the idea that it is imperative to have the patient as relaxed as possible, get them involved in the in the process, and discuss the expectations and goals of attending the therapy with the client. Furthermore, the modern hypnotherapist starts the therapy session by establishing a rapport with their patients, which is a key aspect of the personalised induction approach (Gaschler 2009, p.21). In the course of the personalised induction, strong relationships between the clients and the therapist are necessary in order to ensure the client is fully involved in the process. Learning Modalities Overtime, personalised induction has stood out as the best because it takes into consideration learning modalities, which are key channels through which people receive, store, and give information. Modality is comprised of perception, sensation, and memory and the key senses include smell, taste, visual, auditory, and kinaesthetic. Knowledge of modalities enables therapists to personalise screeds for each client. When a patient’s modalities are ascertained, it becomes easy to discuss with them in a way that makes them feel comfortable and relaxed (Hogan & LaBay 2007, p.226-239). As a result, it becomes easy to achieve the objective of the therapy. Conclusion The above discussion has suggested that personalised induction is more effective than the authoritarian approach. This is because we have different likes, dislikes, desires, perceptions, and we come from different cultural backgrounds. Consequently, to achieve remarkable results in the process of hypnosis, the hypnotist should take into consideration all this aspects. Although a standardized approach (authoritative approach) can be effective in some instances, it only works on subjects who respect the authoritative figures. Moreover, the authoritative technique assumes that all people react in the same manner to suggestions. However, this should not be the case since we possess different traits. Thus, the personalised induction or the permissive approach is the only method through which noteworthy results can be achieved during the hypnotic process, since it acknowledges that we have different likes, dislikes, perceptions and that we come from diverse cultural backgrounds. References Bernstein, D. A., & Nash, P. W. (2008). Essentials of psychology. Boston, MA, Houghton Mifflin. Chapman, R. A. (2006). The clinical use of hypnosis in cognitive behavior therapy a practitioner’s casebook. New York, NY, Springer Pub. Coon, D., Mitterer, J. O., Talbot, S., & Vanchella, C. M. (2010). Introduction to psychology: gateways to mind and behavior. Belmont, Calif, Wadsworth Cengage Learning. Erickson, M. H., Rossi, E. L., & Ryan, M. O. (1998). Mind-body communication in hypnosis. London, Free Association. Gaschler, T. (2009). Modern hypnosis techniques Pt. 1. Pt. 1. [Bad Sachsa], Steiner. Hamill, D. (2012). An Introduction to Hypnosis & Hypnotherapy. Bolton, MA, eBookIt.com. Hawkins, P. (2006). Hypnosis and stress a guide for clinicians. Chichester, England, Wiley. Hogan, K., & LaBay, M. (2007). Through the Open Door: Secrets of Self-hypnosis. Gretna, Louisiana: Pelican Publishing. James, U. (2006). Clinical hypnosis textbook: a guide for practical intervention. Oxford, Radcliffe Publishing. Pintar, J., & Lynn, S. J. (2009). Hypnosis a Brief History. Chichester, John Wiley & Sons Sheehan, L. (2005). Basic Hypnosis Manual. Raleigh, North Carolina: Lulu. Simpkins, C. A. (2001). Self-Hypnosis: Plain and Simple. Tuttle Pub. Sofroniou, A. (2010). The misinterpretation of Sigmund Freud. [Raleigh, N.C. ], Lulu Com. Zeig, J. K., & Munion, W. M. (1999). Milton H. Erickson. London, Sage Publications. A Personalised Induction Will Always Be More Effective Introduction A personalised induction is a type of hypnotic induction that is designed to suit a certain individual. As humans, we appear to share the same traits, but in reality, we are different in various ways. This is because we have different likes, dislikes, perspectives, values, and we have diverse cultural backgrounds. Because of these unique differences, everyone has his or her way of handling various situations, and every individual has a different level of openness and resistance (Chapman 2006, p.113). Consequently, during hypnosis, it is worthwhile for the hypnotist to adopt a personalised approach because each participant has unique traits, and people normally respond to the hypnotic process in different ways. The personalised approach takes into account the client’s desires, perceptions, likes, dislikes, as well as their cultural background (James 2006, p.30). Thus, by personalising the induction, hypnotherapists can help their clients to realize better quality results that a re in line with each of the client’s goals. . In this essay, I argue that a personalised induction approach will always be more effective. As humans, we communicate with each other in various ways including gestures, facial expressions, body language, as well as tone of voice and intonation. However, during hypnosis, the hypnotist has limited techniques of communication available since the clients have their eyes closed. For instance, he or she cannot adopt non-verbal communication techniques, and this makes the message or the instructions he or she is sending to weaken. Thus, it is necessary for the hypnotist to adopt other appropriate techniques of strengthening the message being conveyed to the clients. In order to do this effectively, the hypnotist can personalise the way he or she speaks to the clients by adopting different words, tone variation, volume, and pace, but ensuring the message remains unchanged (Erickson, Rossi & Ryan 1998, p.37-59). Milton H. Erickson common ly referred to as the father of contemporary hypnotherapy recognised that people have different beliefs, values, perceptions, and cultural backgrounds, and consequently, throughout his career as a psychiatrist, he adopted the personalised induction as the best tool for hypnosis. Erickson differed with Hull’s opinion that the subject should always be a passive participant. According to Hull (1933/1968), adoption of a standardized induction would have the same effect on all the subjects (Hawkins 2006, p.36). Difference of opinion between these two great psychiatrists fuelled Erickson’s quest for a valid understanding of the best approach to the hypnotic induction. Later on, Erickson concluded that it is what the subjects do and understands that matters most, not what the operator wishes. In other words, he believed that in order to realize quality results of the therapy, the subjects must be active participants, and the suggestions given by the therapist ought to concur with the client’s desires, perceptions, values, and goals of the therapy (Zeig & Munion, 1999, p.48-51). Permissive and the authoritarian technique Erickson developed the idea that hypnosis is a natural process that needed a more viable approach such as the permissive technique, because it enhances the client’s responsiveness and cooperation. The permissive technique acknowledges that every individual has unique traits, values, perceptions, and desires. It is normally based on the assumption that every person has a unique way of entering into a trance state and receiving suggestions. In this approach, most of the clients know how to relax and enter a trance state, since the hypnotist briefs every client on how the process takes place at the start. As a result, the hypnotist simply acts as a guide as the subjects enters into a hypnotic state (Simpkins 2001, p.53). Before Erickson pioneered the permissive technique, the authoritative technique was the only available technique that was deemed effective. . The authoritative approach is commanding and direct, and its main objective is usually to establish control over the clie nt and modify his or her behaviour through adoption of repetitive commands. Pioneers of this approach believed that by establishing control over their clients, they would be able to increase the chances of getting remarkable results. However, this approach does not produce effective results as asserted by its pioneers since the subjects, who respond in a positive way to it, are only those who respect their authoritarian figures in their daily lives. As a result, authoritative technique can fail to produce quality results if the participant believes in being at the same level with all the authoritarian figures in his or her live (Sheehan 2005, p.67-70). Unlike the authoritative approach, the permissive technique mainly involves adoption of a soft tone to lull the client into relaxation. Throughout this approach, the client and the hypnotist are usually equal partners. Furthermore, more imagery is employed to increase the magnitude of the suggestions. The subject is also given greater responsibility. Since personalised imagery is incorporated in this technique, the induction becomes more real and viable than in the authoritative approach, since the suggestions used by the hypnotist conform to the clients likes and expectations (Sheehan 2005, p.70-72). Clark Hull and Sigmund Freud’s research on hypnosis Despite Erickson’s insistence on the value of the permissive technique, some people object the personalised induction approach. They claim that the personalised induction approach takes more time than the authoritative approach. Moreover, they support their stance by citing some of the works of the great traditional researchers such as Clark Hull and Sigmund Freud. Arguments involving state and the role theory are also used to analyze Erickson’s position. Hull differed with Erickson’s perspective and on the contrary, he proposed the authoritarian technique, which makes the subject a passive participant (Pintar & Lynn, 2009, p.112). He believed that adoption of a standardized approach would yield the same results on all the subjects. In 1940, Jung (1902/1957) backed him in his research, but Jung was not comfortable in using the authoritarian technique, because it involved commanding clients to do according to their therapist’s expectations. According to Jun g’s perspective, participants ought to be involved throughout the process instead of directing then to comply with suggestions that do not conform to their likes. Consequently, Jung broke away from Hull’s research (Hamill 2012, p.24). Based on this, it is clear that the authoritarian approach is not viable, and as a result, it is not logical to oppose the personalised approach based on Hull’s perspective since he does not take into account preferences and expectations of the participants. In addition, Freud’s research asserts that the process of hypnosis would give better results when the subject was on deep trance. Like Hull, Freud adopted the authoritarian technique in a more assertive manner hoping that he would get better results (Sofroniou 2010, p.12). He was particularly interested in the technique because he believed that it was the perfect way of accessing forgotten events and emotions, a cathartic process, which gave relief to his clients. Howeve r, Freud became uncomfortable with hypnosis because his patients did not respond uniformly to the process. He was also afraid that the direct suggestion technique might do away with symptoms that were important for the clients to retain. In addition, Freud had worries over the sexual perceptions that surrounded the hypnotic process, which labelled a client as ‘giving herself’ emotionally to the psychiatrist. Because of these reasons, as well as lack of sufficient experience with hypnosis both through research and clinically, Freud decided to quit hypnosis (Zeig & Munion 1999, p.48-49). If Freud had adopted the permissive approach, he would have succeeded because the personalised approach relies on suggestions that are in line with the client’s expectations, desires and likes, and as a result, the clients could not lose any important symptom. The permissive technique would also help him to eliminate the ill-sexual perception, since it gives the client greater resp onsibility unlike the authoritarian technique. State and the role theory Advocates of the state theory, which asserts that hypnotic induction arouses a unique modified state of consciousness in the patient, base their argument on the notable changes that occur to the brain during hypnosis, and to the dramatic effects, which hypnosis can cause such as the disappearance of warts and insensitivity to pain. They also claim that sometimes, both hypnotised and non-hypnotised participants take instructions differently. For instance, in a certain study, both the hypnotised and non-hypnotised were told to run their hands through their hair once they heard the word ‘experiment.’ The pretenders carried out the suggestion only when the psychiatrist said the word, but the hypnotised participants complied regardless of who gave the suggestion (Coon, Mitterer, Talbot & Vanchella, 2010, p.194). Based on this, opponents of the personalised induction claim that the authoritative approach is as effective as the permissive approach. They support their claim by a sserting that participants who do not respond to the permissive technique can respond to the authoritarian technique effectively, particularly those who respect authoritarian figures in their life. Moreover, advocates of the role theory assert that hypnosis is not a special state of consciousness. They argue that some of the changes linked with hypnosis can also take place without it. They claim that hypnotised people just comply with the demands of the situation, and act in conformity with a special role. From this point of view, hypnosis provides a socially logical reason to comply with someone’s suggestions, in the same way as a physical exam, which provides a logical reason of removing clothes on request. Supporters of the role theory justify their claims by arguing that non-hypnotised participants sometimes exhibit behaviours that are usually linked with hypnosis (Bernstein & Nash, 2008, p.153). Based on this, I disagree with the opponents of the personalised induction w ho adopt the role theory to support their stance, because the theory rejects the idea of hypnosis without providing concrete reasons. The dissociation theory The dissociation theory provides substantial reasons why the personalised inductions should be adopted during the hypnotic process. The theory suggests that hypnosis is not a single specific state, but the general condition, which temporarily reorganises our normal control over actions and thoughts. Dissociation allows body movements to occur under voluntary control and the involuntary processes to be controlled voluntarily. As Hilgard proposed this theory, he asserted that the relaxation of control occurs because of the social agreement between the hypnotist and the hypnotised person to share control (Bernstein & Nash, 2008, p.153-154). In other words, the theory supports the idea that for the process to be effective, the participant should be an active participant, something advocated in the personalised induction approach. Modern hypnosis Based on contemporary hypnosis, a personalised induction seems to be the most effective approach in hypnosis. The approach takes into account the client’s values, desires, and it views the subjects as active participants. It also supports the idea that it is imperative to have the patient as relaxed as possible, get them involved in the in the process, and discuss the expectations and goals of attending the therapy with the client. Furthermore, the modern hypnotherapist starts the therapy session by establishing a rapport with their patients, which is a key aspect of the personalised induction approach (Gaschler 2009, p.21). In the course of the personalised induction, strong relationships between the clients and the therapist are necessary in order to ensure the client is fully involved in the process. Learning Modalities Overtime, personalised induction has stood out as the best because it takes into consideration learning modalities, which are key channels through which people receive, store, and give information. Modality is comprised of perception, sensation, and memory and the key senses include smell, taste, visual, auditory, and kinaesthetic. Knowledge of modalities enables therapists to personalise screeds for each client. When a patient’s modalities are ascertained, it becomes easy to discuss with them in a way that makes them feel comfortable and relaxed (Hogan & LaBay 2007, p.226-239). As a result, it becomes easy to achieve the objective of the therapy. Conclusion The above discussion has suggested that personalised induction is more effective than the authoritarian approach. This is because we have different likes, dislikes, desires, perceptions, and we come from different cultural backgrounds. Consequently, to achieve remarkable results in the process of hypnosis, the hypnotist should take into consideration all this aspects. Although a standardized approach (authoritative approach) can be effective in some instances, it only works on subjects who respect the authoritative figures. Moreover, the authoritative technique assumes that all people react in the same manner to suggestions. However, this should not be the case since we possess different traits. Thus, the personalised induction or the permissive approach is the only method through which noteworthy results can be achieved during the hypnotic process, since it acknowledges that we have different likes, dislikes, perceptions and that we come from diverse cultural backgrounds. References Bernstein, D. A., & Nash, P. W. (2008). Essentials of psychology. Boston, MA, Houghton Mifflin. Chapman, R. A. (2006). The clinical use of hypnosis in cognitive behavior therapy a practitioner’s casebook. New York, NY, Springer Pub. Coon, D., Mitterer, J. O., Talbot, S., & Vanchella, C. M. (2010). Introduction to psychology: gateways to mind and behavior. Belmont, Calif, Wadsworth Cengage Learning. Erickson, M. H., Rossi, E. L., & Ryan, M. O. (1998). Mind-body communication in hypnosis. London, Free Association. Gaschler, T. (2009). Modern hypnosis techniques Pt. 1. Pt. 1. [Bad Sachsa], Steiner. Hamill, D. (2012). An Introduction to Hypnosis & Hypnotherapy. Bolton, MA, eBookIt.com. Hawkins, P. (2006). Hypnosis and stress a guide for clinicians. Chichester, England, Wiley. Hogan, K., & LaBay, M. (2007). Through the Open Door: Secrets of Self-hypnosis. Gretna, Louisiana: Pelican Publishing. James, U. (2006). Clinical hypnosis textbook: a guide for practical intervention. Oxford, Radcliffe Publishing. Pintar, J., & Lynn, S. J. (2009). Hypnosis a Brief History. Chichester, John Wiley & Sons Sheehan, L. (2005). Basic Hypnosis Manual. Raleigh, North Carolina: Lulu. Simpkins, C. A. (2001). Self-Hypnosis: Plain and Simple. Tuttle Pub. Sofroniou, A. (2010). The misinterpretation of Sigmund Freud. [Raleigh, N.C. ], Lulu Com. Zeig, J. K., & Munion, W. M. (1999). Milton H. Erickson. London, Sage Publications.

Mentorship reflection Essay

This is my reflective account of my performance as a mentor in a clinical setting, assessing the learning environment and the strategies used for teaching and assessing a newly qualified theatre nurse. The purpose of this essay is to reflect upon aspects of my professional practice and development that I have encountered during my time as a student mentor. This reflective essay shall be written in the first person, In accordance with the NMC (2002) Code Of Professional Conduct, Confidentiality shall be maintained and all names have been changed to protect identity. I have been teaching students and newly qualified theatre practitioners as a registered ODP for more than 10 years and as a SODP for one year. Working with different mentors in the past, has helped me to understand the different characteristics of being a mentor and develop my own style of facilitating learning within a clinical setting. I have experience of conveying knowledge to others in a way that is comprehensible and significant through my work as a multi-skilled theatre practitioner. Whilst ODPs have a separate code of professional standards, this essentially provides a similar outline to supervision and mentorship (HPC 2008). The concept of mentoring is also part of the NHS Knowledge and Skills Framework whereby practitioners have to assist in the development of others through a variety of learning approaches and must demonstrate these through portfolio development (DH 2004). In order to be an effective role model the mentor must have high standards, must be able to demonstrate these high standards consistently, and must have good attitudes and beliefs regarding the role of their relevant profession in the wider context of healthcare (Murray & Main 2005) As this assignment is a reflection of my performance in mentoring and assessing a mentee in nursing/theatre settings ,I have chose to use Gibbs Reflective Cycle as it is clear and precise, allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice. To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. This enables the reflective practitioner to look at their practice and see what they would change in the future, how they would develop /improve their practice. Gibbs reflective cycle (1998). On the first day of meeting my mentee (Helen) immediately after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an awareness of what Helen hoped to gain from her new profession as a theatre nurse. As part of her learning opportunities a teaching session and assessment was arranged. The teaching session included both formal and informal assessments . Both sessions were carried out in the theatre operating room , the formal assessment involved performing a surgical hand scrub which is always done prior to any surgical procedure. Even though I am a competent practitioner, I still had a moderate level of stress and anxiety regarding fulfilling my role as a mentor. However, upon reflection I could draw on my previous experiences as a basic life support key trainer , previous teaching sessions I have delivered, and the support I have had from my sign off mentor (Teresa). My Mentor has helped me a great deal throughout my career, we have a great understanding of each other , and have built up a trusting and honest relationship over the years. For Helen this was her first experience of theatre post qualification, Helen had no theatre placements during her nurse training, so theatre is a totally new setting for her. Before any learning lesson took place, it was crucial to build an effective working relationship with Helen ,by being supportive to her and offering assistance for any needs she might have,it was also important that Helen felt that she is part of the team and that she doesn’t feel alone. Gopee (2008) categorically states that mentors should be ‘aware of their impact as role models on students’ learning of skills and professional attitudes’. Armstrong (2008) states, however, that role modelling is not just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i.e. closing the theory-practice gap. I planned my teaching session to ensure Helen was aware of the current information and guidelines about effective surgical hand-washing. Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department. My aim was to give her more confidence and enable her to gain the necessary knowledge and  skills to carry out the procedure. I planned to use the Peyton 4 stage approach throughout the process. Peyton (1998), a general surgeon, describes an excellent and widely advocated model for teaching skills in simulated and other settings, known as the ‘four-stage approach’. See below This model may be expanded or reduced depending on the background skills of the learner. As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills. A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation in the mind, and ensuring this combination has occurred before attempting the skill. Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton. The learner can go from a unconscious incompetence (where they do not know the procedure), through conscious incompetence (where they realise what they do not know), to conscious competence (when they begin to understand and carry out the task to the required standard). The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine (Immenroth, M, 2007). These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is unable to carry out stage four, then the process should be repeated from stage two through stage three to stage four. A common mistake in teaching is to continue to oscillate between stage two to stage four, missing out on stage three which is one of the most important parts of the process, particularly when it comes to more complex procedures which will be discussed later (Grantcharov,TP, 2008). I planned to  try and build up Helen’s confidence by expressing to her that at any point of the teaching session, if she did not understand a protocol, or why things were done, or why that thing is important, I will be there to explain and guide her. The learner must be made feel that they are welcome and important; this way will assist the learner to incorporate themselves into the clinical environment (Welsh and Swan 2006). The setting of our formal and practical learning session was essential as Helen was not familiar with working in a hospital theatre based environment. Present during the procedure were myself, Helen, and my sign off mentor (Teresa).The chosen location was a unused theatre suite, it was chosen as it is a quiet area,and would minimise interruption. This setting also ensured that Helen had my full attention during the teaching session. Using Peyton;s 4 Stage approach allowed me to have a structured session in place with observation, discussion and direct questioning, so Helen is fully aware that she is being assessed at the time of questioning. I had taken into account in which manner Helen learns ,as it is important to recognize her learning style ,so that it can be incorporated into the learning material to facilitate effective learning (McNair et al 2007). Recognizing her individual learning style helps me to arrange her learning preferences. According to Kolb (1984) there are four distinct styles of learning or preferences which are based on four stages, diverging, assimilating, converging and accommodating learning styles. Being approachable and friendly, I was able to maintain a trusting and comfortable relationship beneficial to learning. Helen felt that my character was strong with a professional relationship throughout the learning experience. According to Helen and Teresa feedback, I had delivered the teaching session well,it was well structured and with a relationship hich reduced her tension and anxiety and helped her ability to learn. Personally I thought it went very well, having planned my session and using the 4 stage approach, it gave me and Helen a greater understanding of the process and also has given me more confidence for further experiences. Personal attributes of the mentor is sometimes the number one barrier when creating an effective learning experience. You need to be a good role model to be a good mentor.To be a successful mentor, it is important that you will find ways to improve the learning environment. It can be a difficult task when creating a suitable environment and can affect the  learning experience. Students can come from varying nursing backgrounds and have also had varying experience working in their chosen healthcare setting. Therefore, it is necessary to make an appropriate environment for each individual to take full advantage of the learning process (Lowenstein and Bradshaw 2004). The operating theatre can be a fantastic clinical learning environment. However, students sometimes feel that they are left to their own devices for too long and can feel like ‘a spare part’, due to not working with their mentors enough and perhaps more worryingly working in ways which were not relevant to their practice as a theatre nurse. Observations, perhaps highlight that it is not only students that need to reflect on their practice, but also mentors as learning is a lifelong process (Gopee 2008). Mentorship has been forever present in healthcare for many years. Gopee (2008) suggests that this concept has been evolving and developing since the early 1970s, but it was formally adopted by the nursing profession in the 1980s and subsequently by Operating Department Practitioners (ODPs) (CODP 2009). The philosophy of supporting junior colleagues and students has had many different titles and names since its inception: preceptor, assessor, supervisor and clinical facilitator to name but a few (Gopee 2008, Myall et al 2008, Ousey 2009). There have been many different definitions of mentors, and according to Jackson (2008) these definitions have added to the ambiguity of the role of the mentor in today’s nursing press, perhaps the most clear definition is by the Nursing & Midwifery Council (NMC 2008) who state that â€Å"A mentor is a practitioner who has met the outcomes to become a qualified mentor and who facilitates learning and supervises and assesses students in the pra ctice setting†. Nevertheless, mentorship is now an integral part of nursing and other healthcare practitioners’ roles (Jackson 2008, Ali & Panther 2008). Indeed, Ali & Panther (2008) suggest that mentoring is an important role that every nurse and ODP has to accept at some point in their working life. Mentoring is also a part of the respective codes of professional conduct which state that â€Å"Nurses must facilitate students and others to develop their competence’s and that nurses must ‘be willing to share skills and experiences for the benefit of colleagues† (NMC 2008). Duffy (2003) suggested that there needed to be a change of emphasis for assessing and mentoring students, She argued that there was evidence of mentors  Ã¢â‚¬Ëœfailing to fail’ students whose competencies were under question. This certainly defies the CODP (2009) standards for mentorship preparation and also contradicts the two separate codes of professional conduct (HPC 2008). Duffy (2003) states that â€Å"Although sometimes the reasons for failing students proves to be difficult, the consequences of not doing so are potentially disas trous†. It is imperative that nurses and ODPs understand their accountability for their assessment decisions of a student’s competence. Practitioners are accountable to their professional bodies and are also accountable for the safety of future patients. The RCN (2007) states that mentors are accountable both for their professional judgements of student performance, and also for their personal standards of practice, the standards of care delivered by their students, and the standards of teaching and assessing of the student under their supervision. A mentoring relationship is therefore a very complex and demanding role and one for which nurses and ODPs should be adequately prepared (Duffy 2003). The recommendations from the Francis report (2013) and the NHS England Constitution (2013) both emphasise the importance of strong leadership at all levels and by all disciplines of staff. Good leaders should be role models for their peers and students, they should exhibit the values expressed in both the Francis report (2013) and NHS England Constitution (2013). These are compassion, caring, respect and dignity, competence, commitment, putting patients first, ensuring we improve people’s lives and that everyone counts regardless of who they are. This is particularly important for mentors as you are guiding and shaping the practitioners of the future and we need to ensure your student takes on and displays these values. As professionals we must equip and support our students in all care environments and at all levels of organisations to really embed â€Å" Compassion in Practice†. There should be a clear relationship between strong leadership, a caring and compassionate culture and high quality care. We all have parts to play in providing strong compassionate leadership within and across teams, and across organisational boundaries. The Francis Report 6Cs (Care,Compassion, Competence, Communication, Courage,Commitment) are values for leadership, this action area is concerned with the support and empowerment of professionals, to enable them to lead change locally and motivate their teams to improve the  experience and outcomes of the people using their services. The 6Cs belong to all health and care staff from nurses, midwives and doctors to executive boards and commissioning boards. For the vision of Compassion in Practice to become a reality, every person involved in the delivery and management of the healthcare system should commit to ensuring that staff work in supportive organisational cultures. (Compassion in Practice – One year on Author NHS England/Nursing Directorate Publication Date 26 November 2013). In conclusion, it is clear that the role of the mentor is not an easy one. The task revolves around two key characteristics, namely being a good role-model and being an active facilitator of learning. It is highly complex and carries a great deal of responsibility and accountability. Indeed, mentorship formulates the new generation of healthcare professionals and therefore poor mentorship can lead only to a lack of dedicated, knowledgeable and competent practitioners of the future. Successfully teaching and nurturing a student for myself has been be a very satisfying experience. Mentoring has also helped me to keep my practice up to date and has allowed me to network with other students and their mentors. Reference List Ali PA, Panther W (2008) Professional development and the role of mentorship. Nursing Standard. 22, 42, 35-39. April 3 2008. Armstrong N 2008 Role modelling in the clinical workplace British Journal. of Midwifery 16 (9) 596-603. College of Operating Department Practitioners 2009 Standards, recommendations and guidance for mentors and practice placements London, CODP. Compassion in Practice – One year on Author NHS England/Nursing Directorate Publication Date 26 November 2013. Department of Health 2004 NHS Knowledge and Skills Framework London, HMSO Department of Health 2013 The NHS Constitution: the NHS belongs to us all (for England) 26 March London, DH. Duffy K 2003 Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice London. Francis R QC,The Mid Staffordshire NHS Foundation Trust Public Enquiry Final Report 2013.[Online]www.midstaffspublicinquiry.com/report (Accessed April 2014). Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods. London: Further Education Unit. Gopee N, 2008 Mentoring and  supervision in healthcare London, Sage Publications. Grantcharov TP, & Reznick RK: Teaching Procedural Skills: British Medical Journal 2008; 336. Health Professions Council 2008 Standards of conduct, performance and ethics London. Immenroth M, Burger T, et al: Mental Training in Surgical Education: Ann Surg 2007; 245. Jackson D, 2008 Random acts of guidance: personal reflections on professional generosity Journal. of Clinical Nursing 17 2669-70. Kolb D 1984 Experiential Learning: Experience on the source of [Learning and development London. Lowenstein, Arlene J. 2004 Bradshaw, Martha J. Fuszard’s Innovative Teaching Strategies in Nursing,Published by Jones & Bartlett Publishers. McNair W, 2007 A vision of mentorship in practice Journal. of Perioperative Practice 17 (9) 421-30. Murray C, Main A 2005 Role modelling as a teaching method for stud ent mentors Nursing Times 101 (26) 30. NMC (2002) Code Of Professional Conduct, Confidentiality, London. Ousey K , 2009 Socialization of student nurses-the role of the mentor Learning in Health and Social Care 8 (3) 175-84. Peyton J (1998) Teaching and Learning in Medical Practice. Herts, Manticore Europe Limited. Royal College of Nursing 2007 ,Guidance for mentors of nursing students and midwives 2nd ed London. Welsh, I & Swann, C, 2002 Partners in Learning: A Guide to Support and Assessment in Nurse Education, Radcliffe Publishing.

Multi axis milling machine Assignment Example | Topics and Well Written Essays - 1500 words

Multi axis milling machine - Assignment Example This discourse compares two multi axis milling machines for the correct selection. There are several considerations made before purchasing any machinery, whether meant for domestic or industrial applications (Anderson, 2008). The majority of people like going with companies or manufactures with good reputations or brand names. It is assumed that good companies are likely to produce quality products to maintain their top positions in the market. One is likely to go for cheaper machinery to cut on expenditure hence increased revenue. However, it is important to apply some economic principles before settling on particular cost (Bradley, 2005). A machine might have cheaper buying price but high installation or maintenance cost. Durability and the ability to handle large volume of work is vital in multi axis milling machines among other industrial machinery. I will consider two multi axis milling machines from two different manufactures before advising the relevant authority on the best. It is also important to procure machinery associated with advanced technologies to meet the customers’ demand. CNC Express TM Milling Machine CNC Express TM Milling Machine is one of the best current multi axis milling machines in the market. It is considered fast with 150 revolutions per minute, hence suitable for the modern cutting designs. The machine is made by the CNC Ltd but available in major machinery stores within and without the United States (Dunfee, 2004). It is high speed is also a subject of the modern or latest DriveRack powered technologies. The machine has a Heidenhain controller which ensures reliability in both input and output Opto-isolated mechanisms (Makhanov, 2007). It beats the rest of multi-axis milling machines which rely on direct connections or printer ports for their operations. It is compatible with several latest operating systems like Window 7, Windows 8 and Windows Vista among others. It also supports USB motion controller that makes in contro llable through modern appliances with USB slots like the tablets and mini laptops among others. The machine comes with five year warranty provided its components are not interfered with. Furthermore, the main machine comes with extra components like chip tray, stand, accessories and professional crating as bonus or extras. The machine operates on a single phase connection with 115 to 230 AC voltage with good speed and frequency. It has cooling slots to reduce its temperatures when handling large volumes of work (Gillam, 2010). This is through automated oil sprayer which can be adjusted to control the amount of coolant applied in the rotating parts. It also has a spindle control to prevent the rotating parts from wobbling or interfering with its revolutions. The machine beats its competitors with its anti-backlash ball screws to maintain its conventional and milling operations in a precised direction and motion. This limits the chances of the blade breaking among other faults. Furthe rmore, the ball screws maintain accurate circular or contour cuts without twisting or breaking the blades. The machine provides attractive powered cuts with repeatable tracks should there be certain amendments or adjustments in the working designs. The machine comes with low cost accessories to enable cheap maintenance or replacements in case of breakage or faultiness. The machine is designed through international standards meaning it accommodates standard tools as well as accessories in case of

Affirmative action at the work place Research Paper

Affirmative action at the work place - Research Paper Example It is pertinent to note that there is several affirmative actions’s named reverse discrimination by the critics. Here, the critics argue that it enforces barriers between individuals instead of its down breakage. A general scenario of affirmative action in the United State is outlined as follows. With affirmative action, several issues are designed for address. First, it is pertinent to address the history of discrimination (Roach, 1997, p.52). Importantly, according to the law it is evident that many people have been excluded historically from schools, social endeavors, and jobs just to mention but a few and so in many cases there is creation of advantages from such historic pattern of exclusion. Policies are set to address the issue of current discrimination in a fight to create a more diverse and fully integrated society. In America, it is clear that there is a continued dialogue on gender, race, and inequity therefore the affirmative action needs a distinctive place in the talks. Of late, the experts affirm that the debate on affirmative action has its focus on the government-sponsored actions of affirmatives as well as university admission. It follows that due to submergence in the government-sponsored actions of affirmatives, the cooperate affirmatives actions are left unattended. The above is significant in the manners that it leaves uncertainty on the future of the affirmative action. According to research, it is argued that republican revolution of the year 1994 did weaken the affirmative action advocacy in political power. Sadly, the above decreased Capital Hill political support. Further, it is discussed that several court cases that are pending can initiate the of the voters to eliminate many forms of action of affirmative potentially. Unfortunately government sponsored affirmative actions are literally distinct from the corporate programs in a manner that it is hard to substantially multiply survival chances. It is unfortunate to realize tha t in United State the key corporate on affirmative action and attempts made voluntarily in the fight to improve diversity at the work place. Experts puts it that, affirmative actions are generally unaffected by the issue of constitutional that are preferred to us thorny. Some of the thorny constitutional issues are those raised by Michigan University and lawsuits, which plague programs like university admission. It is evident that race is one of the affirmative actions in the United States; here it is true by one of the confessions, G. Jennifer who was allegedly denied admission in one of the universities based on race despite of her qualifications. Considering the issue by Christopher M, with the continual dialogue on the pertinence of affirmative actions in terms of gender race and inequality, it is wise for the affirmative action to have a distinct place (In Defence of Affirmative Action, 1996, p. 25). Here, he also state that it is unpleasant to realize that government-sponsored affirmative actions are concentrated than the corporate affirmative. Nevertheless, it is important to realize that a number of benefits that a company can report from programs on affirmative actions are as follows; a greater innovation and opening the possibilities of perspectives in different manner as well as creativity comes in from more diverse team. Another notable benefit is the forging of customer relations that are comfortable. Therefore, it is pertinent to have a more diverse workforce so that the above goal can be achieved. Serious implementation of affirmative

Economics Assignment Example | Topics and Well Written Essays - 500 words - 1

Economics - Assignment Example (Anderson and Cavangh, 2004)Â   The unemployment rate accelerated from 9.7 percent to 9.8 per cent in September 2009. The US economy had lost 7.2m jobs since the beginning of the crisis in 2007 and about 15.1 million people were looking for jobs. The worst hit was the construction sector, which witnessed as many as 64,000 job losses. The manufacturing and the retail sectors were no exceptions where the employer cut down were 51,000 and 39,000 respectively. In this scenario of joblessness, where the growth in the unemployment rate was showing a northward trend I had to come up with a policy to address the issue on a more serious note. There is no doubt about the fact that outsourcing enhances globalization and opens trade which has been proved to be beneficial for both the parties engaged in it but at the same time it reduces the number of jobs available to the domestic workers. So a policy implication has to be made to stop outsourcing of jobs.(Anderson and cavangh , 2004) To overco me the unemployment issue in the country I have come up policies, which would stop outsourcing of work.

The cause of civil war Essay Example | Topics and Well Written Essays - 1000 words

The cause of civil war - Essay Example Generally the northerners and southerners had totally conflicting outlooks and values. The south was rich in agriculture and agricultural related output while the north was more of an industrial hub. The north was also a cosmopolitan area in both religion and nationalities (Hewitt and Lawson 104). The north was not willing to tolerate slave and slavery actions of the south states and undertook measures such as starting the abolitionist movement that aimed at ending slavery across America. The south was angered by northerners’ actions and values of protecting escaping slaves and wanted to impose the rights of states to own slaves (Hewitt and Lawson 111). Slavery among other factors made America to reach the great American tragedy since 1861, slavery was a state’s rights, and provided for in the state laws. By 1860, cracks were clear in the American society and it was no longer a homogeneous society, but instead one that had different outlooks and different values. This was vitalized by the emergence of the north and the southern divides that formed the two sides of the war (Hewitt and Lawson 173) Economically, the use of slaves in cotton plantations by the south states and northern abolitionist movements created tensions between the south and north. Four out ten people in 1860 were slaves providing labor force to the rich agricultural south and this formed the strong foundation of the southern economy (Hewitt and Lawson 165). All southerners viewed any attempt by the federal government to control the rights of slave owners as a catastrophic threat to the southern economic system. The northern merchants benefitted from the demands of the south for shipping the cheaply produced cotton abroad and the southerners also benefitted from the imports of consumption goods by the northerners (Hewitt and Lawson 133). Politically, the north and south read from different scripts with the

Personal statement for an MAB for international student

For an MAB for international student - Personal Statement Example With the guidance of the MBA program of your university, I hope could learn how to manage the business, understand the business environment and learn strategies that are considered important in managing a business. From my personal experience as an assistant manager in our own company and proper education that I will learn from your university, I want to establish also a teaching career in King Saudi University right after graduation. I have completed an undergraduate course of Business management at University of Colorado Denver, and I believe pursuing a Masters Degree in Business Administration in Shenandoah University would help me become successful in business and as an educator. Â  I will not stop with an MBA degree because my long term plan includes a higher degree of learning, and I plan to finish post graduate studies in Human Resources Management. My interest in human resources stemmed from my relations with personnel, clients, suppliers and other personal contacts during m y stint as Assistant Manager of the company.

The Historical Developments in the United States that Presented New Essay

The Historical Developments in the United States that Presented New Opportunities for Women in Society - Essay Example The industrial revolution One of the most significant contributions of the industrial revolution at the end of the nineteenth century is the rise of the status of women. Women during this period were preferred by factory owners because they could be easily employed, they could be underpaid and could be required to work longer hours. This situation divided the home and workplace. Often times, women were found to be competing with jobs in the factories which were originally male dominated. The way of life of women began to change with the introduction of technologies and the coming of the consumer society. According to, Butler Chris,(2007) women found plenty of time to stay home and be associated with â€Å"housewife role†. Women used their extra time to be related in social and political issues. At first they started participating with church activities who also discussed same issues. A middle class society eventually emerged wherein women spent more time at home and did more s pending. In time they were considered as an important aspect of the emerging society during the half of the nineteenth century (Butler, Chris). Thus, at this time the rise of women’s status began and then the isolation of women ends. The rising status of women in education The rising status of women led to other opportunities. More women were seen in the workplaces, and were encouraged to pursue secondary and college course. By the end of the 19th century, the number of women students greatly increased. According to Women’s International Center (WIC), in 1870, an estimated one fifth of resident college and university students were women and by 1900, this proportion had increased to more than one third. The figure obtained in WIC states that at the beginning of the 20th century women had: obtained l9 percent of all undergraduate college degrees, and by 1984, this figure increased to 49 percent. Women also increased their numbers in graduate study, by mid l980, women wer e earning 49 percent of all masters degrees and about 33percent of all doctoral degrees. In l985, about 53 percent of all college students were women. (WIC) As such, many courses became female dominated like nurses, teachers and secretaries. As women began to be accepted in society, many of them took casual dancing and sports. Their rising status allowed them to participate in sports like crocheting, biking and horseback riding. Even the clothing of women at the twentieth century was less confining. (Butler, Chris). In recent events, women became more daring, as they take part in swimming, tennis and other athletic fields. We even see women boxers and other extreme sports. Important women in history The end of women’s isolation allowed them to become more visible in the society. It had encouraged women to participate in politics, and to organize reforms movements. In the 18th and 19th century, the way women were treated gradually changed. For instance, the achievements of Eli zabeth of England in the 18th century, Catherine the Great of Russia in 18th century and Queen Victoria of England in the 19th century have been properly noted and recognized, WIC said. From

Hewlett packered Strategic Choices mgt 499 Essay

Hewlett packered Strategic Choices mgt 499 - Essay Example This report aims at understanding and analysing what changes Hurd has made to organisation and how it fits in with his vision for the company (HP, 2008). When Hurd was elected as the CEO of the Hewlett Packard, he also brought about a new vision for the company. He did not concentrate on the competition that the company faces. Hurd has a strong belief which he said out in one of the meeting, where he mentioned that it is important to understand how long it might take for a company to ensure the work is done. He has always believed that HP has a very high potential to improve a lot and that a few changes will help the company grow to higher levels of success. This he has been able to achieve and show in the results. Once Mark was appointed it was within five months that the company started showing improvements. He emphasised on the no ‘Drama’ nonsense and it was felt through out the organisation. Hurd brought in a strict environment of ‘No – nonsense’ which has created a strong impact over the entire organisation. Hurd has shown the importance he gives to the company performance and has been a person who believes in numbers, spreadsheets and mainly execution. He has proved in his traits that he would not tolerate any nonsense and did not believe in pitching high visions for the company. Hurd has during the first five months of his tenure tried to calm things down in the company. The company has had an idea where the company has some earthshaking event once every 15 minutes. Hurd has tried to ensure this is firstly settled as it is not clear where this idea has been developed from. Hurd believes in executing and does not bother about what is being spoken or said. Hurd has worked really hard to ensure there is complete accountability for every employee within the organisation. Hurd emphasised that the company is in no way the same old pre – Fiorina HP. Hurd as mentioned earlier is very results

Three Business Types Essay Example for Free

Three Business Types Essay Barber Shop This is a small service oriented business. It is established by one individual with the purpose of providing barbing services to the community. It provides the people of the community a place to go and have their hair cut without having to go extra distance to get hair cuts. Setting up a barber shop is not so financially demanding as all you will need is a location (shop), hair clipper(s), chair(s) and mirrors. I essence if you are renting a shop the bulk of the expenses in setting up the barber’s shop will be the shop itself. The owner of the barber’s shop in my community is skilled in the barbing of hair and so when he started out he was alone and did not have to employ the services of another barber. It was the skill he possessed that prompted him to choose to start a business of barbing. Today, with prudent financial management, excellent services and perfect customer relation he has grown the barber shop so much that he has 10 barbers working for him; and he doesn’t have to do barbing jobs himself except for very important customers. What led the owner to choose this business are:Â   (1) he has the skills; (2) proximity to market, and; (3) it is not so financially demanding to set up. Football Club The community football club is a business that is listed on the stock exchange and thus provides for general ownership by everybody within and outside the community. The business of this football club is entertainment which is also more of service inclined. It also does merchandising of its jerseys and other club memorabilia. What must have led the initial owners of this business to form it was to provide entertainment and also bring popularity to the community through the sporting prowess of her football team. In other words, it was not established for profit but overtime and with stronger popularity, the money started coming in. Energy Company This corporation started with exploration and exploitation of oil then realising that it could maximise profit going full circle into the energy industry built its own refinery and power generation machine that runs on the fuel it exploits and refines. Today it not only generates and sells electric energy and petroleum fuel; it also builds refineries and electric plants for other companies and governments across the world. The global demand for energy and the need to meet this demand must have prompted the owners of this business to set up the company that has become one of the world’s leading energy corporations. Because of the huge energy demand on a global scale there is a guarantee of huge returns on investment. Reference http://strategis.ic.gc.ca/sc_mangb/stepstogrowth/engdoc/step3/ssg-3-5.php#industry; sourced 00:45 GMT +1, 2/10/06

Exchange Relationship Essay Example for Free

Exchange Relationship Essay 1. Introduction Sociologists have long accepted that exchange relationship is a preliminary part of human interaction (Homans 1958; Emerson 1972; Blau 1986). In general, it is accepted by people that who have treated them well should be rewarded and those who have treated them unfriendly or bad should be punished (Gouldner, 1960; Perugini, Gallucci, Presaghi, Ercolani, 2003; Eisenberger, Lynch, Aselage, Rohdieck, 2004). The concept of exchange relationship is a joint activity of two or more people in which individual has something the other values. The specific task in exchange relationship is to bring benefit for people by exchanging behaviors or goods that many people cannot achieve alone (Thibaut Kelley 1959; Homans 1961; Emerson 1972). Exchange relationship originally formulated by Thibaut and Kelley (1959) and Emerson (1972). It is developed and extended by Emerson and Cook (1978) and Molm (1989). Exchange relationship between two people, who exchange resources with each other. People could be individuals or groups. Each individual resource in the exchange relationship are items in that peoples behavior that produce consequences of value for the other people (Emerson, 1972). Firstly, the valued consequences of among people may be tangible objects like money or goods, social rewards such as status or approval, or psychological states such as happiness or self-esteem. The exchange relationship provides people with opportunities to exchange resources, the relations changing in the frequency with opportunities are used after a period of time and the value and distribution of exchange. Since people provide valued benefits for one another, they are depends on each other or interdependence. Interdependence between people varies directly with the value of the benefit other people can provide, or conversely with the availability of the benefit to themselves from alternative sources (Emerson, 1972). These alternatives are other exchange relations as well, connected to each other in larger exchange networks. If exchange in one relation affects the other relation, the two relations are connected. Network connections are positive to the degree that exchange in one relation is accompanying by exchange in the other. On the other hand, negative to the degree that exchange in one relation is without accompanying by the other (Emerson, 1972). Exchange relationship had been used as a fundamental to social stability. According to the Gouldner (1960) existence of the mutual exchanges of benefits is to make the social system to be stable. Flynn and Brockner (2003) stated that both givers and receivers prefer to engage in the exchange in ways that strengthen the relationship with one another. They do not want to engage the exchange relationship in the ways that harm the particular relationship in order to make a stable social system. Exchange relationship serves as a starting mechanism to initiate the social interaction. As refer to Emerson (1972) indicated that the consequences for social relation and social structure are regularly resulting in the exchange relationship as the dependent variable. It is believe that people always form a relationship is resulting from the exchange with attention to gain a certain benefits. It also can help people to interpret, cope and adapt to the relationship formed through the exchange relationship (Larsen Buss, 2005). The exchange relationship has been at the heart of economics theory from the beginning and anthropologists such as Malinowski (1922), Mauss (1925) and Strauss (1969) focused attention on the social implications of exchange. These varied social science perspectives share the observation that exchange can be done through different forms of interaction, including negotiation, gift-giving, and even implicit understandings of direct or indirect reciprocity among individuals in networks, groups, or communities. The resulting social structures and the consequences for social relations are often taken as dependent variables in exchange relationship (Emerson, 1972) 2.0 Content 2.1 What is Ethics? The word ethics comes from the Greek â€Å"ethos† which means the customs, habits and morals of people (Trimble Dickson, 2010). Ethics is defined as a set of moral principles or values. This is the most common way of defining â€Å"ethics† as norms for conduct that distinguish between acceptable and unacceptable behaviour (Resnik, 2011). According to Crommelin and Pline (2007) stated that ethic distinguishes between what is good and bad; determines moral duty and obligations; and establishes principles of conduct for an individual and a professional group. According to Velasquez (2001), he defined ethics as â€Å"The principle of conduct or behaviour that govern an individual or a group of people.† Ferrell, Fraedrich and Ferrell (2010) have also defined ethics as â€Å"Inquiry into the nature and ground of morality†¦Ã¢â‚¬  In fact, ethics is deï ¬ ned as the systematic reï ¬â€šection on what is moral. Morality is the judgment of standards and conducts which an individual or group has about what is right and wrong, or good and bad (Velasquez, 2001). Essentially, ethics is the process of examining the moral standards of a person or society in which the degree of reasonableness in applying the moral standards to concrete situations is determined. In short, people need to systematically reflect on what people think is right or wrong. In regards to this, developing a body of moral standards that are reasonable for people to accept and apply to the choices people have to make in life, is the ultimate aim of ethics (Velasquez , 2001). Ethics is a requirement for human life. It is important in adaption of human behaviour (Gintis, Bowles, Boyd Fehr, 2003). Ethical behaviour versus unethical behaviour are based upon the degree to which a proposed act is perceived as right versus wrong, good versus evil, fair versus unfair (Roman, 2003). Human actions would be random and aimless if without ethics. According to Landauer and Rowlands (2001), people are able to organize their action to accomplish their most important values through a degree of rational ethical standard is taken. Humans feel honour toward ethical action and shame toward acting unethically because of human nature as moral beings. So, any flaw in ethics will reduce ability to be successful in the effort. 2.2 Exchange Relationships Exchange relationships refer to the dyadic interaction in which the giving and receiving resources is predicted on the expectation of equitable resources being provided directly in return (Homans, 1958; Blau, 1964). Thus, Blau (1964) defined exchange as unilateral acts of giving that either reciprocate previously rendered favors or are given with expectations of reciprocation. As Gouldner (1960) has pointed out that the need to exchange for the benefits received serves as a starting mechanism of social interaction. When people are thrown together, and before common norms or goals or role expectations have crystallized among them, the advantages to be gained from entering into exchange relations furnish incentives for social interaction, and the exchange processes serve as mechanisms for regulating social interaction, thus fostering the development of a network of social relations and a rudimentary group structure. Therefore in exchange relationships, trust and commitment are the key component to constructs and promote a long-term relationship (Gouldner, 1960; Ganesan, 1994; Sanzo, Santos, Vazquez, Alvarez, 2003). It is well accepted that the trust and commitment are desired dominant sentiments in any exchange relationship. According to the Sanzo, Santos, Vazquez, Alvarez (2003) found that the trust and commitment have a great influence in the exchange relationship directly. These two components serve as a variable to moderate in the exchange relationship. In other words, in order to build an exchange relationship, trust and commitment is the component must take into consideration. 2.2.1 Components in Exchange Relationship a) Trust Most of the researches consider trust as an antecedent of successful exchange relationship (Stanko, 2007; Cater Zabkar, 2008). Trust has long been considered fundamental to exchange relationships (Deutsch, 1962; Blau, 1964). It is one of the most important elements in exchange relationship (Gundlach, Gregory, Achrol, John, Ravi Mentzer, 1995; Geyskens, Inge, Steenkamp, Nirmalya, Jan-Benedict, Kumar, 1999). It is defined as the willingness to rely on an exchange partner with whom one has confidence (Moorman, Christine, Deshpande, Rohit, Gerald Zaltman, 1993; Morgan Hunt, 1994). The existence of trust is a central component in exchange relationship when one party has confidence in an exchange partner’s reliability and integrity (Morgan Hunt, 1994). Hon and Grunig (1999) define trust as one party’s level of confidence in and willingness to open oneself to the other party. An exchange relationship evolves in a slow process, starting with minor transactions in which little trust is required because little risk is involved (Blau, 1964). For instance, Hansen and Riggle (2009) had indicated that the relationship between ethical sales behavior and buyer commitment to the salesperson is completely mediated by buyer trust in the salesperson. Partnering relationships with other individual depend on exchange processes that are characterized by high levels of trust between the parties involved in an exchange (Morgan Hunt, 1994). An exchange relationship requires trusting others to discharge their obligations. If partners in exchange relationship trust each other more, they are more emotionally involved and less consciously weighing the benefits against the costs of that relationship (Wetzls, 1998). In other words, the receiver in an exchange relationship will tend to neglect their obligation to make a reciprocate toward the giver because of the trust build in the exchange relationship make the both partners less concern about the benefits gain compare to the cost invest in the relationship. b) Commitment Commitment in exchange is defined as the belief of an exchange partner that an ongoing relationship with each other is important to warrant maximum efforts aimed at maintaining it, including short-term sacrifices (Kumar, Nirmalya, Scheer, Lisa, Steenkamp, Jan-Benedict, 1994; Morgan Hunt, 1994; Geyskens, Inge, Steenkamp, Nirmalya, Jan-Benedict, Kumar, 1999). Research suggests that commitment is at the core of all exchange relationships and it is an essential ingredient in successful long-term exchange relationships (Anderson Narus, 1998). This means that commitment is a good indicator of long-term exchange relationship. This is because commitment includes an attitudinal component signifying an enduring intention by the parties to develop and maintain a stable long-term relationship (Anderson, Barton, Erin Weitz, 1992). Hon and Grunig (1999) reflect commitment as the extent to which the exchange parties feels that the relationship is worth spending time and energy to maintain. As indicated by Moorman, Zaltman, and Deshpande (1993), commitment defined as an enduring desire to maintain a valued relationship. 2.2.2 Interdependence in Exchange Relationship Interdependence plays pivotal roles in the exchange relationship. A shared concept among all exchange relationship derived by researcher is interdependence between people (Thibaut Kelly 1959; Homan, 1961; Blau, 1998). An individual’s behavior in exchange relationship is dependent on the other’s behavior in order to drive the interaction. According to the Blau (1998) states that interdependence is not in itself sufficient enough for exchange relationship to exist between two people. Blau (1998) suggests that there is another criterion to meet the existence of exchange relationship which is interaction with another specific individual which whom one is interdependent. Interdependences occur when someone has performed a favor to an individual is required to reciprocate that favor by that particular individual. If that person fails to reciprocate then they are seen as ungrateful and interdependence is not obtained. However, if the favor is reciprocated then it induces the other to reciprocate in kind and encourages both parties to continue such exchange. Each individual’s behavior in this exchange is dependent on the other’s behavior in order to drive the interaction. If one was to fail to reciprocate, the exchange would then halt and interdependence would no longer exist. 2.3 Importance of Exchange Relationship in Individual Behaviors Exchange relationship is an important and normal phenomenon that happening everywhere and everyday in human life. Most of the studies have examined that either how givers respond to favor they have performed (Cialdini, 1993; Latane Darley, 1970) and how a receivers respond to that favors have been done for them (Gergen, Ellsworth, Maslach Seipel, 1975; Nadler, 1991). The exchange relationship is purportedly maintained by invoking the norm of reciprocity which is stipulates that people should help those who have helped them (Gouldner, 1960). The norm of reciprocity act as a social rule that maintains, among other thing, that people should return favors and other acts of kindness (Gouldner, 1960). Blau (1964) establish the notion that individuals prefer to maintain balance in their exchanges. For individuals to enter into mutually beneficial exchange relationships, they have able to commit to fulfill their contractual obligations. A lender will not lend without being assured that the borrower will not invest the money in a hopeless venture or take the money and run. Particularly, neither givers nor receivers prefer to engage in favors exchange in ways that strengthen their relationship with one another (Flynn Brockner, 2003). This means that they will do not want to engage in favor exchange in ways that harm their relationship. A proper structure of our relationships in a manner will enables us to benefit from exchange. For instance, an individual would enter into exchange relationship unless assured that the exchange can indeed make him better off and that the other party would act in manner that will make him better off. 2.4 Exchange Relationship in Organization The relationship between employees and their organizations has often been described as an exchange relationship (Mowday, Porter, Steers, 1982; Eisenberger, Huntington, Hutchison Sowa, 1986; Rousseau, 1989). Member of organizations often request favors to perform tasks or obtain resources they might not be able to perform or obtain alone (Blau, 1964). Exchange relationship between the leaders and subordinates develop from the interactions between these parties and motivated by the mutual benefits derived from the exchange (Blau, 1964; Brown Trevino, 2006). An effective exchanges relationship must be created between the parties in order to increase their dependence upon each other for long term survival. Leader and subordinates have closer relationships, the latter will tend to receive better performance evaluations and more promotion opportunities. In addition, mutual trust, respect and care are more likely to happen between subordinates and their employers (Graen, Novak, Sommerka mp, 1982). In return, the subordinates will show more loyalty and respect toward their leader. Organizational commitments have emphasized the importance of employee perceptions of the exchange relationship with the organization. Many scholar like Major, Kozlomski, Chao and Gardner (1995) and Lee (2001) indicate that the high quality of the leader-member exchange relationship such as employees empowerment, attracting reward and compensation is positively correlated with the organizational commitment and negatively correlated with turnover. This is because they tend to be satisfied with the organization. A large number of studies have shown that employees who feel that they have been empowered are likely to remain more committed to their organizations (Allen Meyer, 1990; Liden, Wayne Sparrowe, 2000). Empowered employees will consider themselves more capable of influencing their work and organization in a more meaningful way and more willing to stay in the organization. This is where the exchange relationship exists when a employees had empowered by their managers will willing to remain and work for the organization as a return. There are two important frameworks for exchange relationship in organization which are psychological contracts and perceived organizational support. Psychological contract is means that an individual’s belief regarding the terms and conditions of an exchange relationship with another party in organization (Rousseau, 1989). Perceived organizational support captures an individual’s perception concerning the degree to which an organization values their contributions and cares about their well-being (Eisenberger, Huntington, Hutchison Sowa, 1986). These two frameworks are similar in that they are both grounded in exchange relationship as the explanatory mechanism for their consequences on employees’ attitude and behavior. The psychological contract and perceived organizational support are also both positioned as key means by which an employee globally evaluates the employment relationship with the organization. Perceived organizational support is one-sided in that it focuses on the employer’s side of the exchange as perceived by employees. Psychological contract includes an employee and employer perspective which is the contingent relationship between an employee’s perception of the reciprocal obligation between that individual and the employer (Jacqueline, Shapiro Conway, 2005). 2.5 Relationship Between Exchange Relationship And Ethics Exchange relationship and ethics are two concepts that correlated. These two concepts are explained in theory which is able to enhance the understanding of the concept. Exchange relationship is a dyadic interaction between two parties by giving and receiving resources while ethics are the basic concepts of human conduct. An ethical action can build a long-term exchange relationship. According to Hansen (2011) says that someone who had perceived as an ethical people will more likely to gain a trust from others and develop an exchange relationship easily with them. As mentioned above, trust is one of the elements in building an exchange relationship. In other words, behave ethically can gain trust easily from others party. Exchange relationship can be developed through the trust between two parties (Brower, Schoorman Tan, 2000). Besides that, commitment tends to be higher between the parties who involved in exchange relationship due to ethical behavior. This is because they perceived ethical behavior can make them constantly engage in particular relationship. By referring to Gouldner (1960) norm of reciprocity which act as a social rule that maintains, among other things, that people should return favors and other acts in kindness. This means that peoples should treat others as how they want to be treated. If an individual act ethically will tend to influence people around them to act ethically. This is a learning process take place where people learn to behave ethically during interaction in exchange relationship. Therefore, people will learn to behave ethically to affect others to act ethically so that they can be gain the ethical treatment from the others as well. According to the Brown and Trevino (2006), ethical individuals are a role model for the others to follow because they tend to seek to do the right thing and conduct their personal lives in an ethical manner. For instance, an ethical leaders in organization are in the habit of seeking out â€Å"what is right† (Brown Trevino, 2006). This means that they are tend to make a fair and balanced decision from a means rather than just an ends perspective (Brown Trevino, 2006). Most studies consider how the managers’ ethical attitudes and behaviors influence those of their direct subordinates and how the subordinate respond toward it (Porter, Allen Angle, 1983; Ginzel, Kramer Sutton, 1993; Pfeffer, 1997). Leaders who are perceived as ethical will positively influence employee work behavior (Mayer, Kuenzi, Greenbaum, Bardes, Salvador, 2009). In other words, a manager who acts ethically can make a great influence toward employee’s behavior in exchange relationship. By referring to the relational leadership theory (Brower, Schoorman Tan, 2000) stated that an ethical leader are likely to develop the exchange relationships between the leader and subordinate because ethical leaders exemplify the essential of trustworthiness in the eyes of their subordinate. In an organization, the subordinates who perceive their leader to be an ethical people will be more likely to perceive this leader as a trustworthy leader and intend to continue in the exchange relationship development process with that leader (Hansen, 2011). In other words, an ethical leader who are honest, seek to do the right thing and holding high moral standards will lead their subordinate to perceive them as a trustworthy leader. This perception of trustworthiness on the ethical leader will act as a catalyst to the development of the exchange relationship between the leader and subordinate (Brower, Schoorman Tan, 2000). Exchange relationships between ethical leaders and their subordinates develop from interactions between these parties and are motivated by the mutual benefits derived from the exchanges (Blau, 1964; Brown Trevino, 2006). Ethical leaders are more likely to develop a strong exchange relationship with their subordinate because they are trusted by their subordinates. Scholars have been suggested that exchange relationships are related to discussions of ethical leadership (Brown, Trevino Harrison, 2005; Brown Trevino, 2006). Exchange relationships require a significant amount of trust the part of exchanging parties. In other words, keeping the definition of ethical leadership in mind that characterizes ethical leaders as being ‘trusted’ by their subordinates, it is quite likely that a subordinate who perceives his or her leader to be an ethical leader will also perceive this leader to be trustworthy. 3.0 Conclusion Exchange relationship is important in human interaction. Exchange relationship is a dyadic interaction between the individual in order to gain something from other and reciprocate something as return. Norm of reciprocity serves as a guideline for individual to deal in the exchange relationship. In exchange relationship, Batson (1993) claims that an individual assume that benefits are given with the expectation of receiving a benefit in return while the receipt of benefits incur in a debt or obligation to return a comparable benefits. The benefits that issue must be intentionally given and may include anything of use or value, tangible or intangible; they need not involve money or things for which monetary value can be calculated (Clark Mills, 1979). Ethic is study of moral principle while it helps in govern our decision making and moral choices (Ianinska Zamor, 2006). Human actions always judge by others in term of ethical or unethical. Without ethic act as guide for human, human a ction will tend to be aimless. From the study, exchange relationship is required the involvement of trust and commitment elements. These two elements is important in generate a successful exchange relationship. Trust and commitment is the key component in promoting a long-term exchange relationship (Gouldner, 1960; Sanzo, Santos, Vazquez, Alvarez, 2003). These two elements serve as a starting point for an exchange relationship to be generated. Before an exchange relationship build, the two party must have a certain degree level of trust between them. Without a minimum level of trust, it is hard to deal in exchange relationship. This is because exchange involves a certain level of risk need to be taken (Blau, 1964). Besides that, interdependent is also play an important role in exchange relationship. Interdependent will occur when each of the party who delivered some favors to another party is required a return for that favour from the recipient. Therefore, the exchange relationship only can be exits through interd ependent individuals. For the individual behaviour, exchange relationship will not run away from their interaction. It is focus on how the parties perform and respond to the favour in exchange relationship (Cialdini, 1993; Latane Darley, 1970; Gergen, Ellsworth, Maslach, Seipel, 1975; Nadler, 1991). A mutually benefits is expected by both of the party in exchange relationship. Therefore, individual will expect toward the benefits to be gained when making an exchange with particular individual. Exchange relationship is vital for organization as well. As the most scholar had study the exchange relationship between the employees and organization widely (Mowday, Porter, Steers, 1982; Rousseau, 1989; Eisenberger, Huntington, Hutchison Sowa, 1986). In deep, the leader and employees move in a same direction because of willingness to exchange their value each others. For instance, the manager empowered their employee and the employees feel satisfy then they tend to perform well and commit in their duty as well as the organization (Allen Meyer, 1990; Liden, Wayne, Sparrowe, 2000). At the end, the organization is the greater beneficial receiver. Next, study on relationship between exchange relationship and ethics is the main discussion part. The researches have widely examine this topic by reflect it in the organization (Brown Trevino, 2006; Porter, Allen Angle, 1983; Ginzel, Kramer Sutton, 1993; Pfeffer, 1997). It is explain that how a person to behave ethically in exchange relationship. Normally, a person will get influence by the ethical individual in exchange relationship. For instance, Mayer, Kuenzi, Greenbaum, Bardes and Salvador (2009) claim that the ethical leader can influence their subordinate behavior in the organization. Employees will perceive the ethical leader as their role model. These means that employees will tend to be trust on their leader due to the moral principle hold by their leader. In other words, leader established a positive behaviour toward their subordinate, the subordinate will tend to act the same way in manner. In exchange, employees to be more commitment toward their leader as well as org anization due to the ethical leader had gain a trust from their employees. Last but not least, two relevant theories had been established to explain the concept of exchange relationship and ethics. Social exchange theory and leader member exchange theory had been used to provide a clear understand of the topic. Social exchange theory is the human fundamental activity aid to clarify about social behaviour through the exchange relationship. This theory explain that in exchange relationship, an individual should reciprocate on the favour that given by the giver on a pro quo basis (Brown Mitchell, 2010; Blau, 1964). In general, social exchange theory had involved three main types of exchange which are negotiated exchange, reciprocal exchange, and generalized exchange. Each of the type served in different situation in term of risk involvement. Another theory that been used is leader member theory. This theory helps in explain how the exchange relationships occur among the employer and employees. From this theory, the exchange relationship among the leader and employee is related to the quality of the relationship. Throughout this relationship, leader and subordinate will generate a trust among them to establish the exchange relationship. A high quality of relationship involves showing mutual respect, concern and sharing of decision control (Dienesch Liden, 1986; Liden Maslyn, 1993). Therefore, exchange for benefits can be developed easily between the leader and subordinate.