How to Build Your Persuasion Skills and Get What You Want

How to Build Your Persuasion Skills and Get What You Want Whether you’re about to enter an interview situation or would just like generally to be a more persuasive person, there are things you can do to build your likability- and  your ability to get what you want, when you want it. You don’t have to be innately good looking, super social, and super talented to be likable and persuasive. You just need to boost your emotional intelligence and build your persuasion skills. What Great Persuaders Have In CommonThere are some key behaviors that people who get what they want all have.People PleasingKnowing when and how to sacrifice in order to win the  war, rather than every small battle, is an important skill. Good persuaders know  how to give ground to coworkers (even adversaries!) and play the long game by making people happy.Not PushingYou must establish needs and ideas assertively and with confidence, but without being pushy or overly impatient†¦ all while never being mousy or a pushover!Knowing their AudiencePeople who get what they want know how to play to whatever crowd or group they’re  facing, know when to quit or pull back slightly, and learn to paint a specific picture in order to sell an idea.Using Body Language EffectivelySmiling is a secret weapon you should not underestimate- inspiring trust and confidence in your colleagues and managers. But other kinds of body language are helpful as well, such as keeping your arms open and not crossed, leaning in, and making eye contact.ListeningAcknowledging your listener’s point of view, asking intelligent questions, and using their name are all great ways to show your openness to other points of view and your willingness to compromise.Establishing a ConnectionIf you want to make real connections, the best way to do this is to find common ground with the people you speak to and to be genuine, rather than trying to conform to some idea of what you think people want to see or hear from you.How You can Improve Your Skills to Get a J obIf you are facing an interview situation, then there are a few extra tips to prove (and practice) your persuasiveness.Determine Whether You’re Thinking or FeelingDecide based on your interviewer whether it would be most beneficial to preface what you’re saying with â€Å"I think† or â€Å"I feel.† Research shows this makes a difference depending on how the person you are speaking to is oriented, with most analytical/cognitive-oriented people being more susceptible to thought/task-oriented language.Think of Yourself a Product to PitchRemember that an interview is a sales pitch. Don’t just rely on rehashing your experience. Find a way to market and sell yourself. Try recording three unique selling points, or your brand, that you want your interviewer to remember after you leave. Never offer a standard answer when you could tailor your answer to be more relevant to your interviewer’s business and their experience. Speak with passion and youâ €™ve got yourself a real sales pitch!Come Armed with KnowledgeDo the homework necessary to be taken as an expert. Research the industry, wield the jargon, and prepare examples of how you would be (because you already have been) effective in dealing with the kinds of problems you might confront in this job.Project ConfidenceRemember that projecting confidence is absolutely crucial to presenting your ideas. The best way to achieve the right degree of confidence is to practice as much as possible, until what you’re saying is automatic and comfortable. Then just remember to breathe regularly to keep your nerves at bay. If you get derailed, just try and mimic the behavior, postures, and tone of the most confident person you know! Eventually, you’ll start to feel as confident as you are acting.

Battle of Seven Pines in the Civil War

Battle of Seven Pines in the Civil War The Battle of Seven Pines took place May 31, 1862, during the American Civil War (1861-1865) and represented the farthest advance of Major General George B. McClellans 1862 Peninsula Campaign. In the wake of the Confederate victory at the First Battle of Bull Run on July 21, 1861, a series of changes commenced in the Union high command. The following month, McClellan, who had won a series of minor victories in western Virginia was summoned to Washington, DC and tasked with building an army and capturing the Confederate capital at Richmond. Constructing the Army of the Potomac that the summer and fall, he commenced planning his offensive against Richmond for the spring of 1862. To the Peninsula To reach Richmond, McClellan sought to transport his army down the Chesapeake Bay to Union-held Fortress Monroe. From there, it would push up the Peninsula between the James and York Rivers to Richmond. This approach would permit him to flank and avoid General Joseph E. Johnstons forces in northern Virginia. Moving forward in mid-March, McClellan began shifting around 120,000 men to the Peninsula. To oppose the Union advance, Major General John B. Magruder possessed approximately 11,000-13,000 men.   Establishing himself near the old American Revolution battlefield at Yorktown, Magruder built a defensive line running south along the Warwick River and ending at Mulberry Point. This was supported by a second line to the west that passed in front of Williamsburg. Lacking sufficient numbers to fully man the Warwick Line, Magruder used a variety of theatrics to delay McClellan during the Siege of Yorktown.   This allowed Johnston time to move south with the bulk of his army. Reaching the area, Confederate forces swelled to around 57,000. The Union Advance Realizing this amounted to less than half of McClellans command and that the Union commander was planning a large-scale bombardment, Johnston ordered Confederate forces to retreat from the Warwick Line on the night of May 3. Covering his withdrawal with an artillery bombardment, his men slipped away unnoticed.  The Confederate departure was discovered the following morning and an unprepared McClellan directed Brigadier General George Stonemans cavalry and infantry under Brigadier General Edwin V. Sumner to mount a pursuit.   Slowed due to muddy roads, Johnston ordered Major General James Longstreet, whose division was serving as the armys rearguard, to man a section of the Williamsburg defensive line to buy the retreating Confederates time (Map). In the resulting Battle of Williamsburg on May 5, Confederate troops succeeded in delaying the Union pursuit. Moving west, McClellan sent several divisions up the York River by water to Elthams Landing. As Johnston withdrew into the Richmond defenses, Union troops moved up the Pamunkey River and established as series of supply bases. Plans Concentrating his army, McClellan routinely reacted to inaccurate intelligence that led him to believe that he was significantly outnumbered and displayed the cautiousness that would become a hallmark of his career. Bridging the Chickahominy River, his army faced Richmond with about two-thirds of its strength north of the river and one-third to the south. On May 27, Brigadier General Fitz John Porters V Corps engaged the enemy at Hanover Court House. Though a Union victory, the fighting led McClellan to worry about the safety of his right flank and made him hesitant to transfer more troops south of the  Chickahominy.   Across the lines, Johnston, who recognized that his army could not withstand a siege, made plans to attack McClellans forces. Seeing that Brigadier General Samuel P. Heintzelmans III Corps and Brigadier General Erasmus D. Keyes IV Corps were isolated south of the  Chickahominy, he intended to throw two-thirds of his army against them. The remaining third would be used to hold McClellans other corps in place north of the river. Tactical control of the attack was delegated to Major General James Longstreet. Johnstons plan called for Longstreets men to fall upon IV Corps from three directions, destroy it, then move north to crush III Corps against the river.      Armies Commanders: Union Major General George B. McClellanaround 40,000 engaged Confederate General Joseph E. JohnstonGeneral Gustavus W. Smitharound 40,000 engaged A Bad Start Moving forward on May 31, the execution of Johnstons plan went badly from the start, with the assault beginning five hours late and with only a fraction of the intended troops participating. This was due to Longstreet using the wrong road and Major General Benjamin Huger receiving orders that did not give a start time for the attack. In position on time as ordered,  Major General D.H. Hills division waited for their comrades to arrive. A 1:00 PM, Hill took matters in his own hands and advanced his men against Brigadier General Silas Caseys IV Corps division. Hill Attacks Pushing back the Union skirmish lines, Hills men launched assaults against Caseys earthworks to the west of Seven Pines. As Casey called for reinforcements, his inexperienced men fought hard to maintain their position. Ultimately overwhelmed, they fell back to a second line of earthworks at Seven Pines. Requesting aid from Longstreet, Hill received one brigade to support his efforts. With the arrival of these men around 4:40 PM, Hill moved against the second Union line (Map). Attacking, his men encountered the remnants of Caseys division as well as those of Brigadier Generals Darius N. Couch and Philip Kearny (III Corps). In an effort to dislodge the defenders, Hill directed four regiments to attempt to turn IV Corps right flank.   This attack had some success and forced Union troops back to the Williamsburg Road. Union resolve soon stiffened and subsequent assaults were defeated. Johnston Arrives Learning of the fighting, Johnston advanced with four brigades from Brigadier General William H.C. Whitings division. These soon encountered Brigadier General William W. Burns brigade from Brigadier General John Sedgwicks II Corps division and began pushing it back. Learning of the fighting to the south of the Chickahominy, Sumner, commanding II Corps, had commenced moving his men over the rain-swollen river. Engaging the enemy to the north of Fair Oaks Station and Seven Pines, the remainder of Sedgwicks men were able to halt Whiting and inflict heavy losses.       As darkness approached fighting died out along the lines. During this time, Johnston was struck in the right shoulder by a bullet and in the chest by shrapnel. Falling from his horse, he broke two ribs and his right shoulder blade. He was replaced by Major General Gustavus W. Smith as army commander. During the night, Brigadier General Israel B. Richardsons II Corps division arrived and took a place in the center of the Union lines. June 1 The next morning, Smith resumed attacks on the Union line. Beginning around 6:30 AM, two of Hugers brigades, led by Brigadier Generals William Mahone and Lewis Armistead, hit Richardsons lines. Though they had some initial success, the arrival of Brigadier General David B. Birneys brigade ended the threat after fierce fighting. The Confederates fell back and fighting ended around 11:30 AM. Later that day, Confederate President Jefferson Davis arrived at Smiths headquarters. As Smith had been indecisive, bordering on a nervous breakdown, since Johnstons wounding, Davis elected to replace him with his military advisor,  General Robert E. Lee (Map). Aftermath The Battle of Seven Pines cost McClellan 790 killed, 3,594 wounded, and 647 captured/missing. Confederate losses numbered 980 killed, 4,749 wounded, and 405 captured/missing. The battle marked the high point of McClellans Peninsula Campaign and the high casualties shook the Union commanders confidence. In the long term, it had a profound influence upon the war as Johnstons wounding led to the elevation of Lee. An aggressive commander, Lee would lead the Army of Northern Virginia for the remainder of the war and won several key victories over Union forces. For over three weeks after Seven Pines, the Union army sat idle until the fighting was renewed at the Battle of Oak Grove on June 25. The battle marked the beginning of the Seven Days Battles which saw Lee force McClellan away from Richmond and back down the Peninsula.

Principles of nursing practice Essay Example | Topics and Well Written Essays - 500 words

Principles of nursing practice - Essay Example Nurses account for the well-being of their assigned patients, nursing actions and professional behavior (Bullock, Macleod Clark & Rycroft-Malone 2012, p. 223). The nursing team functions on their level of proficiency in the legally recognized range of practice. The nursing staff undertakes steps to promote the delivery of safe, and appropriate ethical care to patients. They uphold the principle of safeguarding the health and safety of each patient. They enquire and get involved to address unsafe, corrupt, or incompetent practices that interfere with their ability to provide safe, ethical, compassionate, and competent care to the patients. They also take preventive measures to minimize harm that arises from adverse occurrences. They work as a team to reduce the potential for future risks and preventable harms. Nurses provide information to patients in their care with the facts they need to make well-versed decisions connected to their health and well-being. They ensure they provide nursing care with the patients informed consent. The nurses respect the wishes of people who decline to receive information about their health conditions. The nurses recognize and respect an individuals freedom to withdraw consent for care or treatment at any time. Nurses express linguistic expertise in their practice. The nursing team engages in compassionate care through their speech and physical response in an effort to realize and care for the needs of the patients. They identify and analyze relevant information when making decisions regarding the status of the patient (Bullock, Macleod Clark & Rycroft-Malone 2012, p.159). They assist patients to learn about the health care system and assessing appropriate health care facilities. The nurses have a responsibility to exhibit competence continuously. They utilize a combination of technical expertise and clinical reasoning to provide appropriate healthcare to patients. The qualities and capabilities of nurses

Patricia Benner Essay Example | Topics and Well Written Essays - 1250 words

Patricia Benner - Essay Example Benner went on to work as nurse for several years, including a period in an intensive care unit, an emergency room, as a staff nurse, and in home care. She then returned to academia, as a researcher at the University of California. In 1984, she authored the work which set out the basic principles of her influential theories – From novice to expert – Excellence and Power in Clinical Nursing Practice. Benner had become very interested in the Dreyfus model of skills acquisition, and, in this work, adapted this to nursing. Her main intention in doing so was to answer the question ‘how do nurses learn to do nursing?’ (enursescribe.com). This book was based on 21 sets of interviews Benner had conducted with newly-graduated nurses and their preceptors. Additionally, Benner interviewed or observed some 51 experienced clinical nurses, a further 11 newly-graduated nurses, and 5 senior nursing students, hoping ‘to further delineate and describe characteristics of nurse performance at different levels of education and experience’ (Benner, 1996, p.xiv). Among Benner’s many other works are the 1996 book Expertise in Nursing Practice: Caring, Clinical Judgement, and Ethics, with Christine Tanner and Catherine Chesla, and Caregiving, with Suzanne Gordon and Nel Nodding, published in the same year. Her work has had an enormous influence on nursing training and practice, and already in 1985, the year after the publication of From novice to expert, she was elected to the fellowship of the American Academy of Nursing. Benner has also been elected an honorary fellow of the Royal College of Nursing. This influence has also spread well beyond the United States. For example, Benner’s work has provided the basis for a redesigned system of nursing practice and education in three states in Australia (earthlink.net). Benner proposed that a

Historical misperception Essay Example | Topics and Well Written Essays - 1000 words

Historical misperception - Essay Example Also, the rumor had spread throughout the Chinese community in Indonesia. Despite knowing the truth they were powerless to an authoritative government. I was in the 11th grade then and realized how different things are than what they are portrayed. They told me how a small group of people holding the administration during the time used the killings as a scheme to plan the killings of the PKI members. In fact they were being threatened by the presence of Chinese and saw their productive capabilities as a threat to their own influence on the country. They felt that if actions were not taken the Chinese would soon be dominating Indonesia and this is what they did not want. So the September 30th event was especially planned and targeted towards the members of PKI so as to vanish their existence. The government had provoked the natives to kill the members of the PKI hence they were ultimately responsible for instigating the people to carry out the killings. The people had been forced to b elieve that the killings were done by the PKI members and so did not know what the real truth was. Nevertheless, these chain of events made the government a hero in the eyes of the natives and stimulated feelings of anger and antagonism among the Chinese community who now thought that the government was anti-Chinese thereby leading to a divide between the two communities who could have dwelled in peace. 3) How has it been reinforced in your mind since you learned it? The idea has been reinforced as I continue to learn about many figures that had been heroified in American history as well. The first example is that of the American president Woodrow Wilson who has been heroified by white people in history. According to Loewen, Wilson will not be considered a... The misconception is important due to the image it has created of the Indonesian government executives of the time and of the PKI members. The way history is represented in the case of the September 30th events, it has created a divide among the native Indonesians and the Chinese immigrants giving rise to feelings of racism. As a matter of fact the killings had been directed by some people holding governance in order to carry out the killings of Chinese immigrants in the hopes to wipe out their existence in Indonesia. The Chinese felt that the government was acting against them in a specifically targeted plan whereas the Indonesians saw them as being the killers of the military officials. The implications of the G-30S/PKI event were various including increased hatred and hence racism among the two groups. Hostility and racism at that time must have been greater when there was a lot more confusion regarding the killings and about those responsible for it. If there is absence of any mi sconceptions and the information flow is perfect so that the people are aware of 100% truth then the racism among native Indonesians and Chinese immigrants would be so much less. Textbooks and media play an important role in the representation of information therefore it should be performed in a responsible way so as to eliminate ambiguity and misconceptions.

Self Directed Learning in Nursing

Self Directed Learning in Nursing Introduction Self-directed learning is important for the ongoing professional education for nurses. In its broadest meaning, â€Å"self-directed learning† (SDL) Explains a process by which individuals take the initiative, with or without the assistance of others, in analyzing and identifying their learning needs, creating learning goals, recognizing human and material educational resources, choosing and implementing appropriate learning strategies and evaluating learning outcomes. (M. Knowles, Principles of Androgogy, 1972). This is the reason that positive outcome for nurses to being self-regulated. This paper will argue that motivating nurse to be self-directed, plays an essential role in improving professional self-regulation in nursing education and the positive responses to motivational factors in accordance to self-directed learning. Background Nurses within the current health profession and education need motivation to be self-directed. Students are often motivated by a wide range of factors. According to statistical data evidently shown from Julie A. Regan has stated in response to students that motivation to SDL, student responded to 19 different aspects of statements about what motivates them towards self-directed learning (refer to appendix). The most outstanding result was that 100% (a quarter of 97%) of student respondents agreed that a good lecture motivated them to direct their own learning. This level of agreement was also redirected in the focus groups but it is acknowledged that students mentioned to any form of classroom activity as a lecture. Students in the focus groups were motivated by different factors, at different times and in different areas of the curriculum. Negative responses to motivational factors in regards to table 1, indicates a low level of disagreement with the motivation identified by the foc us groups. Thirty percent of students disagreed that strict tutors motivated them, which represents the highest level of disagreement. As only a small number of students had agreed with these statements, it may be argued that most were doubtful or misunderstood. This evidence applies to the level of motivation required, especially within the health care profession. Body 1 Motivation in relevance to self-directed learning is vital to nurses in order to overcome some difficult aspects of independent self-regulation. Two studies were conducted to prove that motivation is the key for student nurses to exceed. Student nurses were seeking feedback from their teachers but were unable to get good feedback, so it became upsetting and put more stress on students. Motivation is acknowledged as one of the most significant psychological concepts in education (Julie A. Regan, 2003, p.593–599) because of its well-established relationship to learning and performance outcomes, motivation in education has become of great interest to researchers (Julie A. Regan). Student centered approaches to teaching and learning are increasingly being adopted in nurse education and there is pressure to deliver programs with reduced classroom contact (Kenny Kendall, 2001, p. 648). It considers challenges to ensure new courses accommodate these approaches, at the same time as p romoting student motivation. Student motivation needs to be more advanced if teachers are attending to students but all that is required is to attend, not necessarily to participate or interact in any way. Therefore motivating students is part of the tutor’s role if they choose to adopt student-centered approaches to teaching and learning. (Entwistle, 1998) Traditionally this has not been the case and that motivation has been thought of as the responsibility of the student. It is suggested that this was the case in nurse education when it was assumed that such a ‘vocation’ would only attract self-motivated students. If this ever was the case, it is certainly not so today. Related studies prove that although two studies were published in 2001 which examined students perspectives of SDL, neither looked specifically at motivation in relation to SDL (Lunyk-Child et al. 2001; Hewitt-Taylor 2001). However, both studies found that a lack of specific guidance and feedbac k was frustrating for students and caused anxiety and distress. Students also found the inconsistency amongst tutors regarding the level of input they were willing to give in relation to SDL frustrating (Lunyk-Child et al. 2001; Hewitt-Taylor 2001). Feelings of frustration, anger and anxiety could affect motivation. Body2 In nursing self-regulation is important because a major function of education is the development of lifelong learning skills. After graduation from high school or college, young adults must learn many important skills informally. It is emphasizing the independence as well as it can be control by the individual who displays regulates actions toward goals of information acquisition, increasing skill, and self-improvement (Zimmerman, B.J. (2008). In particular in Nursing, self-regulated learners are aware of their academic weaknesses, strengths and they have a list of strategies as well as it can be properly apply to challenge the day-to-day tackle of academic tasks. In addition these learners hold incremental beliefs about intelligence and attribute their successes or failures to factors in their control (Zimmerman, B.J. (2008).Nurses need to have beliefs about intelligence and attribute because they can apply it upon demand and relate to tasks, becoming a self-regulated learner. It is successful because nurses can control their environment. They use this control by regulating their own actions toward their learning goals. http://buddymurr.edublogs.org/files/2009/05/adlt-601-best-work.pdf Self-directed learning readiness and nursing Body 3: Self-direct learning signify a readiness to learning ways to confront solve the problem in nursing environment. The result of these studies provides details which are relevant outfits for educator in human resources workers. â€Å"Learning readiness discusses to how likely a person is to seek out knowledge and participate in behavior change. Individuals go through various stages in order to adopt or maintain anew health behavior. In the pre-contemplative stage, the person is generally not aware of a problem or not ready to act. In the contemplative stage, the person is thinking about a change, but is not yet taking action. In the action stage, the person adopts a behavior change and is practicing it. In the maintenance stage, the person retains the new behavior as a result of reinforcement. â€Å"(Nacho ben2012) Exertlea As Zimmerman, B.J. (2008) has stated there are three important characteristics of self-regulated learning a nurse should have http://www.ifeet.org/motivation_in_nursing_management.html http://buddymurr.edublogs.org/files/2009/05/adlt-601-best-work.pdf appendix Zimmerman, B.J. (2008), Motivation and Self-Regulated Learning: Theory, Research, and Application (pp. 297–314). New York, NY: Routledge.

Funerals of Kings Essays -- Literary Analysis, Beowulf

Beowulf starts with the death of Shield a great king in the eyes of the Geats, it also ends with the death of Beowulf. These funerals are similar in many ways. These funerals can be a reflection of the lives these kings lived because each king had his own way he wanted to be remembered. These funerals both involve huge amounts of treasures being loaded on to ships or back in to the ground and how the Geat people mourned for the loss of the kings.†¨ Treasures were used to gain loyalty from other men in Geat â€Å"steadfast companions will stand by him† (Beowulf 23). Theses â€Å"steadfast companions† (Beowulf 23) help the king survive and help conquer lands and allowing a king to stay in power. In the end of this poem even those gifts will not get the support Beowulf needs. The treasure that was laid on the boat for Shield was â€Å"Far-fetched treasures / were piled upon him, and precious gear† (Beowulf 36-37) A â€Å"far-fetched treasure† (Beow ulf 36) would be some of the rarest in the world. Shield has told his men to â€Å"Shoulder him out to sea’s flood† (Beowulf 30) The boat they put him in was â€Å"A ring-whorled prow rode in the harbor, / ice-clad, outbound, a craft for a prince†(Beowulf 32-33). The description of the boat I think shows the honor that the Geat’s wanted to show their kings and how ornate they make things. At Beowulf’s funeral at the end of the poem they build a great pyre â€Å"The Geat people built a pyre for Beowulf, / stacked and decked it until it stood foursquare.†(Beowulf 3137-38). The pyre is like the boat in the first funeral the boat is built ornately and to stand the test of time. The pyre is built to be tall and strong very similar to the boat. â€Å"hung with helmets, heavy war-shields / and shining armor, just as he had ... ...going or where the â€Å"to wind and tide, bewailing him† (Beowulf 49). They built a memorial on the high grounds letting all that can see know that a great king laid there. All the treasure that had been found in the cave where the dragon had stayed was put back in to the ground where the memorial is. â€Å"They let the ground keep that ancestral treasure / gold under gravel,† (Beowulf 3166-67). These treasures had been around for ages and ages, gold is taken from the ground and in the end put back in to the ground. These kings have thought about how they wanted to be remembered by the people of the time. Their funerals reflected back on their lives, through the gold that was laid on to Shields ship and that was put in the memorial on the coast for Beowulf. Works Cited Greenblatt, Stephen. The Norton Anthology Of English Literature. 8th. A. W W Norton & Co Inc, 2006.