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نوشته شده در شنبه شانزدهم اردیبهشت 1385ساعت 10:33 توسط روانشناسی
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Session RP01 - Poster Session VI.
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نوشته شده در شنبه شانزدهم اردیبهشت 1385ساعت 10:26 توسط روانشناسی
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Session F3S - Poster Session: Space and Astrophysical Plasmas.
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نوشته شده در چهارشنبه سیزدهم اردیبهشت 1385ساعت 15:7 توسط روانشناسی
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Quality Enhancement Strategy[approved by the Senate of Glasgow Caledonian University, June 2003] IntroductionThe quality enhancement strategy for Glasgow Caledonian University covers all of the activities of the University, i.e. all academic activity and academic and business services. Academic activity includes research and knowledge transfer as well as teaching and learning. The University has taken the opportunity, in line with our vision, values, and 2010 positioning, to move the internal culture at Glasgow Caledonian to one of self-reflection and responsible, rigorous self-regulation and enhancement. There is a significant change in the external environment. After more than ten years of external subject review, firstly by SHEFC (now the Scottish Further and Higher Education Funding Council (SFC)) and then by the QAA, we are being allowed to be fully responsible for conducting subject review (in this context, 'subject review' means review in the sense of (SHEFC) and the QAA, i.e. periodic review of all of the provision in a subject area). At the same time, the focus of external review of the University is switching from assurance to enhancement. The strategy and approach outlined below explains the components of the University Quality Enhancement Strategy, and positions subject review and external institutional review in the context of all of our quality-related activities. StrategyGlasgow Caledonian is committed to the enhancement of the student experience at the University. This will have two outcomes, firstly the student's time at University will become more rewarding, and secondly the graduate's employability will be increased. The commitment is underpinned by five key principles which guide the enhancement strategies. The strategies must:
ApproachAim: The improvement of the student experience at Glasgow Caledonian in line with the strategy described above. Proposed key features of the approach are:
ComponentsThe components of the University Quality Enhancement Strategy are:
The following new features are highlighted as part of the new enhancement strategy.
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نوشته شده در چهارشنبه سیزدهم اردیبهشت 1385ساعت 15:1 توسط روانشناسی
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نوشته شده در چهارشنبه سیزدهم اردیبهشت 1385ساعت 14:58 توسط روانشناسی
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The role of Educational Enhancement Services (EES) is to provide opportunities for the intellectual, social, and cultural development of Dickinson State University student’s eligible of TRIO Student Support Services.
WHO QUALIFIES? top Only 200 students can be admitted into EES. Admittance into the program is contingent on students meeting one of the three federal criteria and demonstrating significant academic need and motivation to use services. Admittance is limited to federal allotments for eligibility criteria.
WHAT IS EES? top Educational Enhancement Services, a Student Support Services program funded by the United States Department of Education, is a program of excellence designed to ensure academic success, at no expense to participants, by providing opportunities for the intellectual, social, and cultural development of students who are eligible for services. EES exhorts and empowers participants to achieve academic excellence |
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نوشته شده در یکشنبه دهم اردیبهشت 1385ساعت 10:36 توسط روانشناسی
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Sangeeta Singg and Kay C. Farquhar, Angelo State University This study evaluated the effectiveness of a self-enhancement program using Personal Development course materials to promote a sense of self-esteem and responsibility in at-risk high school students with low self-esteem. Of the 60 randomly selected and assigned students, 56 completed the experiment (treatment group n = 26, control group n = 30). The treatment group received Personal Development program instruction and the control group did not receive this instruction until after the experiment was completed. Both groups were administered pretest and posttest Coopersmith Self-Esteem Inventory. Compared to the control group, treatment group showed significantly greater positive change from pretest to posttest in SEI scores. It was concluded that the Personal Development program was effective in helping at-risk students to improve their self-image resulting in improved self-esteem. It is assumed that self-esteem enhancement of at-risk students would enable them to reject self-defeating behaviors and develop success identity. In recent years, self-esteem has become a controversial topic. Research has demonstrated that self-esteem does not cause academic achievement, instead academic performance influences subsequent self-esteem (Filozof et al., 1998). Furthermore, the correlation between the two variables has been reported from low to moderate (Baumeister, 1997; Moeller, 1994). However, ignoring the positive value of this construct will be just as detrimental as fostering a dangerous levels of inflated self-esteem in students according to some. Even Baumeister (1997), who suggested to Aforget about self-esteem@ after studying self-esteem for over two decades, recognizes that some students who may underestimate their abilities need boosting. Thus, self-esteem-enhancement programs might not be needed by most students, but those who are beaten down by adverse circumstances might benefit from them. While the opinions about self-esteem are divided, there are those (Durbin, 1982; Frey & Carlock, 1989; Keat, 1974; Satir, 1988) who believe that self-esteem is the "single most important variable in an individual's life" (Keat, 1974, p. 47). It has been linked to a wide range of behavioral outcomes, especially less depression (Baumeister, 1997; Brockner, 1983). According to Reisman (1985), self-esteem is the bridge between one=s identity and what is important in life. It has as much to do with how one treats others as how one feels about oneself (Mecca, Smelser, & Vasconcellas, 1989). People with high self-esteem bounce back after a failure and try again (Baumeister, 1997). However, many at-risk students who fail academically might not bounce back due to lower self-esteem and subsequently develop Afailure identity.@ This idea is in line with Glasser's Reality Therapy of which a primary goal is to help people achieve a "success identity" (Glasser, 1984). Those who possess a success identity display a positive sense of self-worth. In contrast, persons with failure identity perceive themselves as unloved, rejected, and unwanted. This idea of a success or failure identity would be helpful in understanding at-risk adolescents who have dropped out of school. If they are helped in perceiving themselves as competent and capable, their self-esteem will be enhanced than if they continue seeing themselves as unworthy and useless ادامه مطلب |
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نوشته شده در شنبه نهم اردیبهشت 1385ساعت 10:55 توسط روانشناسی
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The Aga Khan Foundation's NGO Enhancement Programmes are creating a comprehensive toolkit in the support of the resource mobilization efforts of civil society organizations in the South. The first elements of the toolkit that we are making available through the site, referred to as the "Resource Mobilization Toolkit" includes a handbook (Earthscan, 2001) and a trainer manual (downloadable from this website) written by Richard Holloway, and a web-based interactive course (delivered through locally customised CD-ROMs).
The handbook entitled Towards Financial Self-Reliance: A handbook on Resource Mobilization for Civil Society Organizations in the South (Earthscan, February 2001) is a clear and practical guide aimed at the managers of civil society organizations, including non-governmental organizations, citizens' movements, cooperatives, trade unions and other grass-roots organizations primarily in developing countries, on how to mobilize funds and other resources and in doing so become financially self-reliant. The author examines a numerous and varied options, covering earned income, local foundations, governmental sources, foreign agencies, the corporate sector, microcredit, the internet and social investments, setting these within a strategic overview of planning and management effectiveness. Included as an appendix to the handbook are 20 commentaries from leading practitioners in resource mobilization. These commentaries help to situate the handbook within particularities of place and demonstrate that the handbook is relevant in settings as diverse as India, Thailand, Kenya and Argentina. The trainer manual is available for free downloading on this website and provides a trainer with everything she needs to teach the material in the handbook, including overheads, training tips, and lesson plans.
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نوشته شده در جمعه هشتم اردیبهشت 1385ساعت 17:59 توسط روانشناسی
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Unproven Programs/Strategies: The following is an excerpt from Selected Findings in Prevention: A Decade of Results from the Center for Substance Abuse Prevention, Center for Substance Abuse Prevention, 1997, p. 11-12. Background Some addiction research of the 1960's and 1970's focused on the self-esteem portion of the self-concept model of personality, using such instruments as the Rosenberg Self-Esteem Inventory. Patients undergoing detoxification for alcohol or heroin dependence often revealed very low levels of self-esteem; theories were proposed to explain the apparent relationship between self-esteem and addiction. More recent analyses propose that the early studies were in fact developing a model of personalities undergoing detoxification rather than a model of a personality potentially susceptible to either addiction or substance abuse. Cocaine users in particular often exhibit unusually high levels of self-esteem before the onset of addiction. Nevertheless, many substance abuse prevention interventions continue to be based on the theory that self-esteem is a central issue to the onset of substance abuse (see, for example, Schroeder, Laflin, and Weis, 1993). Implication A 1994 consensus panel convened by CSAP, after reviewing all available evidence, concluded that improving adolescent self-esteem is not necessarily protective against substance use and that poor self-esteem alone is not predictive of future substance abuse. Increased self-esteem probably should not be used either as a measure of the effectiveness of a substance abuse prevention effort or as an objective of prevention efforts. Alternate psychological measures that may be more useful to prevention include changes in such areas as positive self-concept, future orientation, family conflict, or self-perceived social competence. Additionally, acquisition of competence in specific social and communication skills may have inherent protective value against substance abuse rather than merely contributing to the problematic sense of self-esteem. For more information, see the following: |
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نوشته شده در دوشنبه چهارم اردیبهشت 1385ساعت 10:47 توسط روانشناسی
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Self-esteem (or self-regard), is an evaluative measure of our self-image, what Coopersmith (1967) terms "a personal judgement of worthiness, that is expressed in the attitudes the individual holds towards himself". These personal evaluations will be based on the values of the social groups, and the society. When one of the personal characteristics that make up our self-ideal, fails to match that corresponding quality, which we, through society's eyes have placed in our ideal-self, there is a fall in self-esteem.
The teacher of any child is in a powerful position to influence the self-esteem of their pupil, through both the establishment of a caring relationship, and the use of certain systematic activities Certain situations or conditions that occur in or around a school setting can cause negative impact on a child's self-esteem level, through no fault of their own. This is normally due to failure of fitting their peer-group's stereo type of what constitutes a fellow pupil, children with EBD are particularly vulnerable. If a teacher is aware of these conditions they may be able to lessen their impact on the child Secondary school children have their own set of unique problems. Adolescence is surely the period of greatest challenge and confusion in any child's life time. Children at secondary school have to deal with a constant battle between the privileges and enjoyments of youth, and the responsibilities of adulthood. For children aged between 11 and 18 years, an identity crisis is occurring and will continue throughout their educational life. During this period adolescents' bodies are physically changing, while they are simultaneously trying to identify the position of their social status amongst a peer group. Added to this adolescence are striving for independence from their parents, and recognition of this is required in order to enhance their self-image with both their peer group and their parents. During adolescence the primary focus is on establishing a positive ego identity, peer group recognition and development of social skills. In this confusing period adolescents frequently over-identify with public figures such as pop and film stars, sports figures and politicians. ادامه مطلب |
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نوشته شده در دوشنبه چهارم اردیبهشت 1385ساعت 10:30 توسط روانشناسی
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شرح بیماریاسترس عبارت است از واکنشهای فیزیکی، ذهنی و عاطفی که در نتیجه تغییرات و نیازهای زندگی فرد، تجربه میشوند. تغییرات میتوانند بزرگ یا کوچک باشند. پاسخ افراد به تغییرات زندگی متفاوت است. استرس مثبت میتواند یک انگیزش دهنده باشد در حالی که استرس منفی میتواند در زمانی که این تغییرات و نیازها، فرد را شکست میدهند، ایجاد شود. علایم شایع
علل
عوامل افزایش دهنده خطر
پیشگیری
عواقب مورد انتظار
عوارض احتمالی
درماناصول کلی
برخی از روشهایی که به کاهش استرس کمک میکنند، به شرح زیر هستند:
داروها
فعالیت در زمان ابتلا به این بیماری
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نوشته شده در دوشنبه چهارم اردیبهشت 1385ساعت 8:52 توسط روانشناسی
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ادامه مطلب |
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نوشته شده در دوشنبه چهارم اردیبهشت 1385ساعت 8:48 توسط روانشناسی
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Enhancement of Self-service Laser PrintingIn Computer News Issue 75, we announced the launching of self-service laser printing in the microcomputer laboratories. In an effort to improve our user service, the self-service laser printing has been enhanced with the following features starting in February, 1999:
Self-service Laser PrintingStarting from September 1, 1998, laser printing is available throughout the day in the Run Run Shaw Building Room 103, and the Old Library Building Room 134. Each of these two PC laboratories is equipped with three 24 page/minute black and white laser printers and one 10 page/minute colour laser printer.In the self-service mode, users can collect their printout directly from the laser printers themselves and the equivalent number of units for the number of pages printed will be automatically deducted from the users' laser printing budget in their HKUSUA account. Laser Printing BudgetTo promote the laser printing service, each user is initially allocated a budget of 50 printing units. The laser printing budget is similar to the former laser printing coupon in operation. Each A4-size black and white page is charged 1 unit while a colour page is charged 10 units. When a user's printing budget is overdrawn, he will not be able to print until he replenishes his printing budget. Users can then purchase the laser printing budget at HK$20 for 50 units from the Centre's General Office at Room 223, Run Run Shaw Building or at the Enquiry Counter at Room 134, Old Library Building during office hours. Any outstanding balance of the printing units will be adjusted when additional budget is purchased whereas unused printing units are not refundable.Printing Budget purchase using VisaCash after office hoursStarting from February 1, 1999, the computer laboratories at Room 103, 104 and 113, Run Run Shaw Building and the laser printing service in Room 103, Run Run Shaw Building are available 24 hours around the clock throughout the year. In view of this 24 hours opening of the computer laboratories and the laser printing service, users may have a need for laser printing budget refill after office hours when the General Office at Room 223, Run Run Shaw and the counter at Room 134A, Old Library Building are closed. We are pleased to inform our users that the Computer Centre is to provide after-office-hour sale of laser printing budget at Room 108, Run Run Shaw Building from March 1, 1999. For security and safety reasons, we will only accept VISA CASH (an electronic wallet) instead of cash for sale of laser printing budget after hours in Room 108, Run Run Shaw Building as we do not wish to handle any cash after hours.Laser Printout Collection and DisposalIn the Centre's microcomputer laboratories, each laser printer is labelled with its print queue name and each PC or Macintosh workstation is associated with a default print queue. The user should note the name of the print queue to which he has sent his file for printing. He can then go to the laser printer labelled with the respective print queue name to collect his printout. The user should check carefully that the printout is his, and leave other users' printout in the output stack of the laser printer. Any printout taken by mistake should be returned immediately to the output stack of the respective laser printer.On each laser printer, there is a tray to hold any uncollected printout from that printer. The tray is emptied everyday at 8:30a.m. and any uncollected printout from the previous day is placed in a box on top of the laser printer. Uncollected printout older than one day is discarded without notice. Printing Budget Enquiry and Cancellation of Print JobsA user can enquire about his laser printing budget usage at the Budget Enquiry Page using a web browser and cancel his print jobs at the Print Job Manipulation Page. For authentication purpose, a user has to enter the account name and password of his HKUSUA account before accessing the tools. The budget enquiry page will display the user's remaining budget and his print history whereas the print job manipulation page will display the user's print requests queued up to be served. Users can access these pages from any computer connected to the campus network with a web browser installed.Notification to users running out of printing budgetIn the previous article, we suggested that users can check the status of their print jobs in the print queue at the URL: "http://web.hku.hk/LPRng". Incidentally, the status of the print jobs can also be queried from the print queue display workstation located next to the laser printers in each PC laboratory.In order to alert users running out of printing budget, a new feature has been implemented to . This implementation will hopefully inform users of why they are not able to print and urge them to purchase additional budget before submitting other print jobs. K C Chang |
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نوشته شده در یکشنبه سوم اردیبهشت 1385ساعت 20:55 توسط روانشناسی
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. Present at the meeting were: Gwen Ashburn, Keith Bramlett, Kevan Frazier, Michael Jones, Ed Katz, Jim Kuhlman, Sheryl Sawin, Betsy Wilson, and Sherry Gale.
The first discussion topic was the importance of student membership on committees. Sherry asked chairs to have a list of student committee members to her by September 1. Student members can register for IST 271. They need Sherry Gale's signature to register for the course. Much of the meeting was spent discussing the structure of the enhancement study. Each committee will use Enhancing the Development of Students: A Guide for Its Study, by Bruce Larson to guide their work. In particular the questions on pages 16-17 will be helpful in directing their thoughts and discussions. Sherry Gale is reading through the Task Force Reports and flagging recommendations that should go to each of the enhancement committees. This work will be done by Labor Day and the results will then be given to the Chancellor and the enhancement committee chairs. The Task Force Reports and the Self-study Retreat Notes are valuable resources to be used by the enhancement committees. The enhancement committee reports will be written in the four parts stated in the committee charges: a) current activities summary, b) goals, c) recommendations and rationale, d) resource and/or structural changes needed.ادامه مطلب |
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نوشته شده در یکشنبه سوم اردیبهشت 1385ساعت 20:54 توسط روانشناسی
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Self Care and Cognitive Enhancementby Steven Wm. Fowkes
If present trends continue, the 21st century will likely be very different from the 20th century. The creation and utilization of new technologies, which have characterized the twentieth century, still appear to be accelerating at an exponential rate. This ever-increasing rate of discovery and technological change will pose challenges to individuals and institutions alike.
The message within the traditional Chinese curse, “May you live in interesting times,” suggests that change offers both opportunity and danger. In many important ways, the new opportunities facing us are increasingly tied to how we use our brains and minds (as opposed to our brawn). For example, how can we effectively learn new things in middle and older ages? This issue was already becoming important in the 20th century, and will only become more so during the 21st. How can we better recognize the opportunities inherent in change? How can we enhance our personal productivity to better accumulate value (in terms of both wisdom and wealth)? And on the other side of the curse, how do we avoid the dangers of maladaptation to change? Maladaptation can occur in individuals, on both physiological and psychological levels. Or it can be a public problem, on social or institutional levels. The adaptability of individuals and institutions varies widely.................... ادامه مطلب |
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نوشته شده در شنبه دوم اردیبهشت 1385ساعت 16:55 توسط روانشناسی
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از آنجا كه دموكراسي فقط رأي دادن و يا تدارك اطلاعات عمومي بهتر براي شهروندان نيست، لذا همه پرسي هاي الكتروني و باجه هاي اطلاعات عمومي نيز شرط كافي براي تأييد موجوديت دموكراسي ديجيتال نيستند. حق تعيين سرنوشت، مشاركت، خودمختاري و اظهار نظر است كه هسته اصلي دموكراسي را مي سازند. از اين رو، دموكراسي يك فرهنگ سياسي است كه طيف بسيار وسيعي از ساخت ها را براي «خود افزايي» و بيان جمعي متقابل، شامل مي شود مطالعه زمينه هاي پيدايش «شبكه هاي جامعه اي»، اين امكان را فراهم مي سازد كه چگونگي تعامل عميق و رواج وسيع فناوري هاي اطلاعاتي در درون جامعه ها و ميان جامعه ها كشف شود، اعم از آن كه اين جامعه ها جغرافيايي و يا داراي گرايش ها و منافع مشترك باشند. در حقيقت، مي توان استعاره «شبكه» را كه زيربناي فناوري «عصر اطلاعات» را تشكيل مي دهد، بسط داد تا همه سطوح زندگي اجتماعي و فرهنگي را دربر گيرد و امكان بررسي ويژگي هايي را كه قوام دهنده شبكه هاي اجتماعي هستند، فراهم كند. ويژگي هايي مانند گفت وگو، همبستگي، ديگرپذيري، تفاهم، تعامل و اعتماد از اين جمله اند كه مي توانند نسبت به ميزان كمكي كه شبكه هاي الكتروني به حفظ، تحكيم و توسعه آن ها مي كنند، مدنظر باشند. به طور خلاصه، استعاره «شبكه» امكان مي دهد تا نقش فناوري هاي اطلاعاتي و ارتباطي در ايجاد و گسترش «سرمايه اجتماعي» مورد بررسي قرار گيرد............... ادامه مطلب |
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نوشته شده در شنبه دوم اردیبهشت 1385ساعت 16:47 توسط روانشناسی
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Auctionpay Case StudyOrganization ProfileSelf Enhancement Inc. (SEI) is a 23-year-old, nationally recognized nonprofit that helps underserved youth realize their full potential. Based in Portland, Ore., SEI serves more than 2,000 youth and their families annually in comprehensive in-school, after-school and summer academic programs providing opportunities for personal and academic success............ ادامه مطلب |
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نوشته شده در شنبه دوم اردیبهشت 1385ساعت 9:36 توسط روانشناسی
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ادامه مطلب |
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نوشته شده در جمعه یکم اردیبهشت 1385ساعت 13:24 توسط روانشناسی
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Mrs. Joy A. D. Leary is originally from Los Angeles, California. She currently resides in Portland, Oregon. Mrs. Leary holds a Bachelor of Science degree in Communication from Portland State University, a Masters degree in Social Work (MSW), a Masters degree in Psychology from Pacific University and a Ph.D. in social work research from Portland State University. Mrs. Leary has worked in the field of social work for twenty years. Her professional work experience includes extensive specialized work with adolescent and adult male and female prostitutes, homeless youth, children with emotional disorders, adults with long term mental illness and at-risk minority children and ادامه مطلب |
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نوشته شده در جمعه یکم اردیبهشت 1385ساعت 12:4 توسط روانشناسی
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Portland, Ore. … PacifiCorp Foundation for Learning announced a $10,000 gift to forge a partnership between the Oregon Symphony and Self-Enhancement, Inc. (SEI). The donation will be directed toward music programs that enrich the lives of Portland’s inner city youth.
The announcement coincided with the foundation’s 15th anniversary celebration and the retirement of is founding chair, Ernie Bloch. More than 220 people attended the gala at SEI, which featured former Oregon Governor Neil Goldschmidt as master of ceremonies and special guest James DePreist, Oregon Symphony Director and Conductor. “This celebration provided us an opportunity to celebrate two organizations that have richly deserved our support,” explained Mike Pittman, PacifiCorp Foundation for Learning and group director of Human Resources for PacifiCorp. “This donation brings together two of our interests — learning and the arts — that also are two of Ernie Bloch’s great passions.” Bloch’s passion for music is passed down from his grandfather, the famed composer Ernest Bloch, who died in Oregon in 1959. Bloch, a longtime Symphony supporter, currently serves as Vice Chair of the Oregon Symphony Foundation Board. “The Bloch name is one that has become synonymous with music in Oregon,” said Symphony President Tony Woodcock. “We are grateful to Ernie and to PacifiCorp, for their commitment to music and to the role it plays in the lives of our children.” The PacifiCorp Foundation for Learning is the third largest, utility-endowed foundation in the United States. Its mission is to foster strategic sustainable learning initiatives. Since the Foundation was established in 1988, it has awarded more than 5,000 grants totaling more than $33 million to communities served by Utah Power, Pacific Power and PacifiCorp. The Foundation has also established a permanent endowment, recently valued at $38 million. The PacifiCorp Foundation for Learning is headed by Isaac Regenstreif, executive director. |
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نوشته شده در جمعه یکم اردیبهشت 1385ساعت 12:1 توسط روانشناسی
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Self-enhancement bias is the tendency to describe oneself more positively than a normative criterion would predict. The article reviews the common-rater and common-target paradigms for the assessment of enhancement bias and proposes a social-normative paradigm as an alternative. In this paradigm, enhancement bias is conceptualized as an egocentric pattern of discrepancies between self-ratings and relevant social norms. Correlations between a person's ratings of trait descriptiveness and ratings of trait desirability indicate the degree of enhancement (or diminishment) when the group averages of these ratings are controlled. Two studies demonstrate that most people self-enhance, expect others to self-enhance, and abstain from self-enhancement when instructed to estimate the social norms. Results suggest that enhancement is a controllable bias rather than a cognitive illusion. |
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نوشته شده در جمعه یکم اردیبهشت 1385ساعت 9:30 توسط روانشناسی
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Self Enhancement Inc. (SEI)Auctionpay Case StudyOrganization ProfileSelf Enhancement Inc. (SEI) is a 23-year-old, nationally recognized nonprofit that helps underserved youth realize their full potential. Based in Portland, Ore., SEI serves more than 2,000 youth and their families annually in comprehensive in-school, after-school and summer academic programs providing opportunities for personal and academic success. Highlights
ChallengeSEI’s largest fundraiser is its annual fall Art + Soul Gala, which attracts more than 500 attendees to the popular, sold-out event held at SEI’s facility. Due to limited parking, event attendees are shuttled to SEI from a nearby hospital parking lot, with as many as 50 patrons arriving for check-in at one time. SEI staff were looking for a way to reduce auction check-in time so guests wouldn’t have to wait in line. SEI board members, who had experienced Auctionpay at other community auctions, recommended Auctionpay to help speed auction check-in, improve the guest experience and maximize revenue. SEI also knew it needed a solution that was easy to understand and use for its team of volunteers manning the check-in table, who were not used to taking credit cards or comfortable with complicated technology. SolutionSEI first selected Auctionpay to improve on-site check-in and payment processing at its 2003 gala. Impressed with the technology’s benefits, SEI again tapped Auctionpay in 2004 to assist with on-site registration and payment processing for its silent and oral auctions, as well as sales of smaller items like raffle tickets and table centerpieces. “What first peaked my interest was Auctionpay’s lower processing rate. But after seeing Auctionpay in action, I was sold on the whole convenience factor, and how much it improves the payment process,” said Marcella McGee, SEI’s finance director. “It’s just fantastic compared to when we had to take people’s credit cards manually. In the past, someone from our finance department had to be on the phone getting authorization for every single credit card payment generated from our auction, which takes a significant amount of time when you have 500 attendees. For us, to have an automated process is a big advantage, not only in helping speed reconciliation but in creating a better experience for guests.” Tips from SEI
ResultsSEI’s 2004 event raised a record $2 million, making it one of the most successful single-night fundraising events ever held in Portland. Auctionpay helped speed guest check-in by 60 percent, resulting in faster arrival of attendees to the silent auction. Since successful bidders had swiped their credit cards at event check-in, end-of-evening cashier lines were avoided, reducing check-out time by 70 percent. Auctionpay also significantly reduced the amount of time SEI spent collecting receivables post-event. “In the past, the first thing we had to do after the auction was invoice the people who left without paying, which kept us from starting on reconciliation,” said Kelly Mohr, development associate at SEI and a 10-year auction veteran. “Now we’re able to capture a majority of our revenue at the event, a huge time savings.” SEI was able to save $3,000 in payment processing costs at its 2004 event. Also valuable were Auctionpay’s staff, who according to Mohr, “really understand auctions.” They provided pre-event training for volunteers. SEI is considering utilizing Auctionpay’s online registration service, Webpay, for its next fundraising event, a golf tournament. SEI may also use Webpay to add a fundraising component to its Web site, to enhance outreach to supporters year-round. |
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نوشته شده در جمعه یکم اردیبهشت 1385ساعت 9:24 توسط روانشناسی
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The goal of my research is to understand the interplay between people's views of themselves and their social beliefs. In the area of self-perception, I have been particularly interested in the egocentric processes, such as social projection and self-enhancement. In the area of social perception, my interests have been focused on social categorization and stereotyping. Rather than studying these topics in isolation, my research strategy is to try to understand the linkages among them.
• The Hyphenated Self: Self-Esteem, Self-Enhancement, and Self-Effacement
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نوشته شده در جمعه یکم اردیبهشت 1385ساعت 9:20 توسط روانشناسی
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هر روز صبح يك دقيقه وقت براي خودتان بگذاريد و كمي فكر كنيد كه:
- كار كوچكي براي ارج نهادن به خود انجام دهيد. - بر آن شويد كه امروز را از افسوسهاي گذشته و دلواپسيهاي آينده پاك كنيد. - موارد نگران كننده تا چه اندازه ارزش غصه خوردن و تنش عصبي را دارد. - هيچ وقت اجازه ندهيد كه چيزهاي كوچك شاديهايمان را بر هم بزنند. - چگونه مي توانيد تاثير حرفهاي غير منصفانه را از بين ببريد. - چه راههايي يافته ايد تا از افكار منفي خلاص بشويد. - تجربه اي لذت بخش را به خاطر بياوريد. - بر آن شويد كه اجازه ندهيد كسي در شما احساس حقارت ايجاد كند. - درباره ي آنچه ممكن است ديگران درباره ي شما بگويند يا فكر كنند چندان نگران نباشيد. |
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نوشته شده در پنجشنبه سی و یکم فروردین 1385ساعت 12:35 توسط روانشناسی
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دنياي امروز استرس هاي مختلفي دارد كه بعضي از اين استرس ها مختص محيط كار است. نزاع با يك همكار، محروم شدن از پاداش، دير رسيدن به سر كار و فشار هيأت مديره يا رؤساي سازمان به مدير را مي توان نمونه هايي از استرس هاي محيط كار ناميد . مديران براي اين كه بهداشت رواني محيط كار را تأمين كنند بايد با مفاهيم اساسي بهداشت رواني آشنا شوند. مديران بايد توجه داشته باشند كه مديريت اثربخش نيز بدون توجه و اعتماد به سلامت رواني كاركنان حاصل نمي شود و براي رسيدن به اين مهم بايد اصول بهداشت رواني در سازمان را رعايت نمايند.مطلب ذيل به موضوع فوق مي پردازد. اصول بهداشت رواني در سازمان : ۱- ايجاد جو صميميت، همدلي، صداقت، همكاري و احترام متقابل در ميان كاركنان سازمان. ۲- پرهيز از اعمال روش هاي مبتني بر زور و اجبار در محيط سازمان. ۳- شناسايي استعدادهاي بالقوه كاركنان تحت نظارت سازمان و فراهم ساختن رشد و شكوفايي اين استعداد در حد توان و امكانات سازمان. ۴- پرهيز از قضاوت هاي كوركورانه و مبتني بر پيشداوري در مورد كار و رفتار كاركنان سازمان. استرس و نگراني هاي افراد نسبت به كار ، خانواده و نگراني هاي مادران كارمند نسبت به وضع كودكان خود، وضع اقتصادي، انتظارات سازمان از كارمندان و... همگي سبب مي شود كه فرد از لحظه بيداري بامداد تا هنگام آرميدن شامگاه همواره دچار هيجان ها، تنش ها، نگرانيها و اميدهاي گوناگوني باشد كه گاه با ظرفيت بدني، عصبي و رواني وي متناسب نيست و افراد و سازمان را دچار مشكل مي كند.اگر سازمان به سطح توليد مناسب برسد اما كاركنان سازمان افراد عصبي، افسرده، ناراحت و پرخاشگر در انتظار فرصتي تا پريشانيهاي رواني خود را با كم كاري، ترور شخصيت يكديگر، غيبت، شايعه پراكني و ايجاد سوانح و حوادث و به شيوه اي مخرب نشان دهند در اين صورت آيا مي توان چنين جامعه اي را سالم يا موفق دانست؟ شكي نيست كه پاسخ به اين سؤال منفي است بنابر اين مي توان گفت نقش و وظيفه ديگر هر مدير لايق، دورنگر و كاردان، تأمين بهداشت رواني كاركنان سازمان است. بهداشت رواني به سه قسمت تعريف مي شود : ۱- نگراني هاي مربوط به خود، ۲- نگرش هاي مربوط به ديگران، ۳- نگرشهاي مربوط به زندگي. نشانه هايي وجود دارد كه ما را از دشواريهاي رواني، به ويژه در خود فرو رفتن، پرخاشگري، خودمداري، بي اعتمادي شديد، احساس ناتواني و وابستگي مطلع سازد. به علاوه براي داشتن بهداشت رواني خوب شرايطي وجود دارد كه عبارتند از : روبه رو شدن با واقعيت، كم توقع بودن، دشمني نكردن با ديگران و كمك رساني به مردم. تعريف بهداشت رواني در محيط كار : بهداشت رواني در محيط كار يعني مقاومت در مقابل پيدايش پريشانيهاي رواني و اختلالات رفتاري در كاركنان سازمان و سالم سازي فضاي رواني كار به نحوي كه هدف هاي چندگانه زير تأمين شود: ۱- هيچ يك از كاركنان سازمان به دليل عوامل موجود در سازمان گرفتار اختلال رواني نشوند. ۲- هر يك از كاركنان از اينكه در سازمان محل كار خود به فعاليت اشتغال دارند احساس رضايت كنند و علاقه مند به ادامه كار در آن سازمان باشند. ۳- هر يك از كاركنان سازمان نسبت به خود، رؤسا، همكاران خود و به طور كلي نسبت به جهان اطراف خود و خصوصاً نسبت به جايگاه خود در سازمان احساس مثبتي داشته باشند. ۴- همه كاركنان سازمان قادر به ايجاد روابط مطلوب با محيط كار و عوامل موجود در آن باشند. اصول بهداشت رواني در سازمان ۱- ايجاد شرايطي كه كاركنان سازمان با اعتقاد قلبي و با صميميت براي خود و همكاران خويش احترام قائل باشند. ۲- پرهيز از اعمال روشهاي مبتني بر زور و اجبار در محيط كار : ۳- شناسايي استعدادهاي بالقوه كاركنان تحت نظارت و سپس فراهم ساختن شرايط لازم براي رشد و شكوفايي اين استعداد توسط مديران سازمان. ۴- شناسايي دلايل واقعي كم كاري، غيبت از كار، بي حوصلگي و بي علاقگي به كار، كم توجهي و بي دقتي كاركنان توسط مدير و پرهيز از قضاوتهاي كوركورانه و مبتني بر پيش داوري نسبت به اساس رفتار انسان. ۵- آشنا ساختن كاركنان با واقعيت هاي محيط كار و حذف آن دسته از معيارها و عوامل سازماني كه از لحاظ اخلاقي، انساني و فرهنگ سازماني صحيح تلقي نمي شود. بنابر اين مديران بايد تلاش كنند تا محيط كار براي كاركنان اضطراب آور نباشد و كارمندان احساس امنيت شغلي كنند و با شادي و نشاط و شوق و انگيزه به دور از هر گونه خشم و درگيري بيهوده به وظايف خود عمل نمايند. عوامل تشكيل دهنده محيط كار ۱- عوامل فيزيكي، در اين بخش جنبه هاي فيزيكي محيط كار مورد بحث قرار نمي گيرد. ۲- عوامل انساني الف- شخصيت و رفتار در سازمان : شخصيت از عناصر متعددي تشكيل مي شود كه رفتارهاي انساني محصول شخصيت انسان است و صفات شخصيتي بر رفتار اثر مي گذارد. در اين جا صفاتي كه رفتار سازماني را تحت تأثير مي گذارد عبارتند از : ۱- عزت نفس : عزت نفس يعني نظر شخص درباره خود، اين نظر از طريق ارزشيابي هر شخصي از رفتارها، ظاهر، هوش، موقعيت اجتماعي خود و از طريق ارزشيابي ديگران از خود در او رشد مي يابد و بر نوع كار نيز اثر دارد .مثلاً كسي كه عزت نفس بالايي دارد، در كار زياد خطر مي كند و به دنبال كارهاي سطح بالا مي رود و كارهايي را جستجو مي كند كه نياز به رقابت هاي زيادي دارد. به انتقاد، حساسيت زيادي نشان مي دهد و هدف هاي زيادي دارد و براي رسيدن به آنها تلاش هاي طاقت فرسا انجام مي دهد. بنابر اين يك مدير سازمان بايد براي كاركنان خود رقابت هايي به وجود آورد كه آنها بتوانند موفقيت هايي به دست آورند و از اين طريق عزت نفس خود را رشد دهند و احساس نمايند براي كارهاي بالاتر شايستگي دارند. ۲- منبع كنترل: منظور از منبع كنترل اين است كه شخص تا چه اندازه بر زندگي خود اثر داشته باشد. كساني كه منبع كنترل دروني دارند سازندگان اصلي خود هستند. اما كساني كه منبع كنترل بيروني دارند معتقدند كه آنچه بر سر آنها مي آيد اصولاً محصول شانس يا تصادف است. كساني كه منبع كنترل دروني دارند بر رفتار خود تسلط دارند. در مقابل پاداش ها و تنبيه هاي زندگي اثر گذارند و هرگز منفعل و ناتوان نيستند. بر عكس كساني كه منبع كنترل بيروني دارند ترجيح مي دهند زير نظر مديران مقرراتي و مقتدر كار كنند: بدين ترتيب يك مدير مي تواند با تعيين منبع كنترل كاركنان سازمان، انگيزش و رضايت آنها را بهبود ببخشد و در نتيجه به بالا بردن سطح بهداشت رواني كمك نمايد. براي مثال بايد كساني كه منبع كنترل دروني دارند را در تصميم گيريها شركت دهند. اما كارهاي سازمان يافته تر و با دستورالعمل هاي روشن تر را در اختيار كساني بگذارد كه منبع كنترل بيروني دارند. ۳- عدم انعطاف پذيري: انسان غير قابل انعطاف كسي است كه در عقايد و باورهاي خود انعطاف ناپذير است. تمايل دارد زندگي را كلاً تهديدكننده درك كند و قدرت قانون را مطلق به حساب آورد. اين افراد وقتي به قدرت مي رسند و مديريت را به عهده مي گيرند بهتر كار مي كنند اما از نظرات ديگران در تصميم گيري استفاده نمي كنند. آنها در گروه هاي سازمان يافته بهتر كار مي كنند. ۴- درون گرايي و برون گرايي: مديران اصولاً افراد برون گرا هستند. برون گرايان در محيط هاي كاري زنده، پرجمعيت و فعاليت هاي مختلف بازده بهتري دارند، در حالي كه درون گرايان در محيط هاي آرام بهترين بازده را به دست مي آورند و در فعاليت هايي كه پشتكار، تمركز، دقت، تفكر و حوصله زياد نياز دارد بهتر موفق مي شوند. ب- نگرش ها و رفتارها در كار: نگرش، عبارت است از احساس مثبت يا منفي نسبت به يك شخص يا يك شي ء. وقتي مي گوييم فلان شخص يا فلان شي ء را دوست نداريم، در واقع نگرش خود را بيان مي كنيم. نگرش ،رفتار را تحت تأثير قرار مي دهد اما الزاماً آن را پيش بيني نمي كند به برخي از نگرش ها بر حسب اثري كه بر روي رفتار انساني دارند اشاره مي شود. ۱- رضايت مندي شغلي : رضايت مندي شغلي عبارت است از يك حالت هيجاني مثبت كه نظر شخصي كاركنان را در مورد كار خود يا جو حاكم در محيط كار منعكس مي سازد. اين رضايت براي مديران مهم است زيرا كارمند راضي، بازده خوبي دارد، غيبت نمي كند، حادثه نمي آفريند، باند تشكيل نمي دهد. نقش مديريت طرح ريزي محيطي است كه از لحاظ مادي و اجتماعي خشنودكننده باشد. لازم است به منظور حصول اطمينان از اين كه كاركنان مهارت ها و توانايي هاي لازم را دارند فرايندهاي گزينش و آموزش در سازمان به كار روند. ۲- همانندسازي با سازمان : همانند سازي نگرشي است كه بر طبق آن شخص ارزش هاي سازمان و خود را همانند سازي مي كند و دو نوع است. ۱- همانند سازي عاطفي ۲- همانندسازي توافقي. كسي كه همانندسازي عاطفي دارد دوست دارد در سازمان باقي بماند و هدف و ارزش هاي سازمان را مثل هدف ها و ارزش هاي خود مي داند. براي اداره هر چه بهتر سازمان تلاش هاي لازم را به كار مي گيرد. آرزو مي كند وابسته به سازمان باشد. درستكار است و نفع سازمان را بر منافع شخصي خود ترجيح مي دهد.وقتي شخصي داراي همانندسازي توافقي است تنها به اين علت كه كار ديگري را نمي تواند انجام دهد در سازمان مي ماند . او مي ترسد كه مبادا امتيازها و برتري هاي به دست آمده در طول زمان را از دست بدهد. ۳- تغيير نگرش ها : كساني كه نگرش منفي دارند براي سازمان تهديد محسوب مي شوند، زيرا مي توانند بقيه كاركنان را نيز به سوي افكار منفي سوق دهند؛ از راه قانع سازي مي توان نگرش ها را تغيير داد. كسي كه مي خواهد ديگري را قانع كند بايد شخصي معتبر و بي طرف باشد. ظاهري جذاب و رفتاري عاطفي داشته باشد. كسي كه عزت نفس پايين داشته باشد زودتر قانع مي شود زيرا كمتر به خود اعتماد دارد. ۴- فرايند اسناد: فرايند اسناد يعني تلاش در سنجش و ارزشيابي دقيق مردم بر اساس رفتار آنان. كساني كه از نظر منبع كنترل دروني نمره بالايي به دست مي آورند، رفتار خود را به علت هاي دروني نسبت مي دهند. كساني كه نياز به پيشرفت قوي دارند موفقيت ها را به مهارت ها و شكست ها را به عدم مهارت خود نسبت مي دهند. اين نوع اسناد معمولاً احساس ناشايستگي، بي لياقتي و حالت افسردگي بوجود مي آورد كاركنان شكست هاي خود را با شماتت كردن مافوق يا همكاران، يا نسبت دادن به نارسايي ها، عقب ماندگي ها و بي نظمي سازمان تبيين مي كنند. اين رفتارها به آساني مي تواند تعارض هايي بوجود آورد و كار گروهي را تخريب كند. ۵- تعارض : تعارض در سازمان يعني اختلاف كلي، جزيي، واقعي يا احساسي بين نقش ها، هدف ها، قصدها و علائق يك يا چند فرد، گروه يا خدمات. مفهوم تعارض، مفاهيم ديگري را نيز منعكس مي كند از جمله، عدم تفاهم و مشاجره تفاوت و عدم توافق، عدم انطباق هدف ها يا روش ها، محدوديت منابع و فشارهاي ناشي از فوريت كارها و پيامدهاي ناشي از آنها نيز عناصري هستند كه ظهور تعارض ها را مساعد مي كنند. مديران بايد وجود تعارض ها را يك امر واقعي تلقي كند. البته هدف اين نيست كه به محض احساس وجود تعارض، همه نيروها را بسيج كنند تا آن را از بين ببرند بلكه بخش عظيمي از فعاليت مديران براي حل تعارض ها صرف مي شود. آنچه در تعيين نتيجه اهميت دارد شيوه حل تعارض است زيرا تعارض بلندمدت آثار رواني و جسماني وخيمي دارد. از آثار رواني آن مي توان به اختلالات نوروتيك(اختلالات رواني خفيف) و از آثار جسماني آن به اختلالات سايكوسوماتيك از قبيل زخم معده، كهير، يبوست، سردردهاي عصبي و... اشاره كرد. به نقل از سایت لینگستان |
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نوشته شده در پنجشنبه سی و یکم فروردین 1385ساعت 8:56 توسط روانشناسی
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روانشناسان كوشيده اند تا خود كشي را بر اساس نمرات آزمونهاي روانشناختي پيش بيني كنند.
البته پيش بيني قصد خود كشي در كسي كه ممكن است اقدام به خود كشي بكند بر اساس نتايج آزمونها از لحاظ عملي و نظري داراي مزاياي بي شماري است.يك مشكل غير قابل اجتناب در اين نوع تحقيقات از اين واقعيت ناشي مي شود كه فقط به بخش كوچكي از كساني كه بعد ها اقدام به كشتن خود مي كنند مي توان آزمون شخصيتي داد.علاوه بر اين............. ادامه مطلب |
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نوشته شده در دوشنبه بیست و هشتم فروردین 1385ساعت 13:39 توسط روانشناسی
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هيچ نظريه ي واحدي وجود ندارد كه بتواند همه ي اطلاعات موجود درباره ي خود كشي را در
بر گيرد .انواع مختلف واقعيات شناخته شده ممكن است ما را در ارزيابي ييچيدگي هاي مرگ چند وجهي ارادي ياري كند. اما واقعياتي درباره ي خود كشي وجود دارد............ ادامه مطلب |
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نوشته شده در یکشنبه بیست و هفتم فروردین 1385ساعت 20:21 توسط روانشناسی
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4u ![]() |
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نوشته شده در یکشنبه بیست و هفتم فروردین 1385ساعت 17:28 توسط روانشناسی
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روانشناسی یعنی : " مطالعه رفتار" یا " مطالعه علمی رفتار موجود زنده" ،" مطالعه علمی رفتار و فرایند های روانی " ، علمی که رفتار و زیرساختهای آن، یعنی فرایندهای فیزیولوژیکی و شناختی را مطالعه می کند و در عین حال حرفه ای است که در آن از دانش حاصل برای حل عملی مسائل انسانی ، استفاده میشود" . |
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نوشته شده در یکشنبه بیست و هفتم فروردین 1385ساعت 9:36 توسط روانشناسی
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- قطار زندگي همواره در حركت است و در هر ايستگاهي گروهي به ناچار پياده مي شوند اگر امروز به
ايستگاه خود نرسي فردا يا فرداهاي ديگر هم نخواهي رسيد. - هرگز نيكيهاي ديگران را فراموش مكن اگر نميتواني آن را جبران كني دست كم قدر شناس باش. - بديهاي ديگران را فراموش كن تا پيوسته نهال كينه و نفرت در وجودت رشد نكند. - كسي كه همگان را دوست دارد در باغي پر از گل زندگي مي كند كه چشم اندازهاي زيبا ميبيند عطرهاي دلپذير مي بويد. - در زندگي به كسي جز خدا تكيه مكن. - هرگز در زندگي بد بين مباش واز خوش خيالي هم بپرهيز و تا كسي را امتحان نكردي به او اعتماد نكن. - رازت را با كسي در ميان مگذار زيرا اگر آن را بازگو كردي ديگر راز نيست. - هميشه قوي باش و در پيشرفتت بكوش زيرا هم خودت از آن لذت مي بري و هم به ديگران سود مي رساني اگر هم ضعيف باشي هم خودت رنج مي بري و هم بار سختي هايت را بر دوش ديگران مي اندازي. |
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نوشته شده در شنبه بیست و ششم فروردین 1385ساعت 20:51 توسط روانشناسی
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