Wednesday, August 26, 2020

Narrative Feeling Essay Example for Free

Story Feeling Essay 1. Recognize three statements from the exchange that show how Bryce advanced in morally distinguishing his feelings. The main statement from the discourse shows how Bryce advanced in morally recognizing his feelings is â€Å"After a time of applying, talking with, paying some dues, I at last acknowledged nothing I did made a difference. I just couldn’t take another dismissal. The main concern is, nobody needs me.† The second statement that shows how Bryce advanced in morally recognizing his feelings is â€Å"I don’t know. I figure they may leave me. We’ve go through our reserve funds. We’re behind on the home loan. I’m going to lose everything. I feel terrible, however I can’t take care of it.† The third statement that shows how Bryce advanced in morally distinguishing his feelings is â€Å"Really? What did you do? That is to say, I realize you moved away.† See more: how to begin a story exposition 2. Recognize and clarify, utilizing ideas from the content, at any rate one case of a snag to imparting feelings in the situation. One case of a deterrent to conveying feelings in the circumstance is self-insurance. Bryce expressed that he hasn’t need to converse with anybody in some time which can be a sign that he might not have any desire to communicate his emotions, in dread of others having data that could influence how they see or act towards him. (Wood, 178) 3. Distinguish and clarify at any rate two instances of nonsensical convictions that Bryce holds. Two instances of unreasonable convictions that Bryce holds from the discourse would be the point at which he states â€Å"The main concern is, nobody needs me.† And â€Å"I feel awful, yet I can’t take care of it.† I feel that these convictions are silly since they are false, however Bryce accepts they are. He feels that nobody needs him, however the case might be that another person may have been a superior fit for the situation rather than him. This doesn't imply that he was not similarly as qualified as the following candidate. Bryce expressed that he quit searching for employments around a half year prior, however in the event that he would have stayed committed, he may have run into a vocation by at that point. He expressed that he can’t take care of this however honestly, he could have still kept on scanning for employments as opposed to kicking back and sitting idle. 4. Clarify, utilizing ideas from the content, how Bryce could utilize surface acting and profound acting to all the more likely adjust his feelings and conduct to the requirements of his pursuit of employment. Despite the fact that Bryce feels that discovering work is miserable, his non-verbal communication and facialâ expressions will show that. Bryce needs to figure out how to viably control his outward appearance since it will profit his pursuit of employment. An uplifting disposition consistently helps increase wanted outcomes. Indicating an outward appearance of drive and assurance to pick up work will be more helpful than his crushed demeanor. Bryce could likewise adjust his feelings and conduct to the requirements of his pursuit of employment by controlling his sentiments of misery and annihilation. He ought to discover that by having these sentiments, he is as of now diminishing his odds to deliver the ideal outcomes that he is searching for. 5. In light of the textbook’s rules for conveying feelings viably (p.182†187), distinguish and clarify in any event three moral systems Bryce could use to improve his relational correspondence in this circumstance. One technique that Bryce could use to improve his relational correspondence in this circumstance is recognizing his feelings. The content expresses that â€Å"recognizing the presence of the two emotions permits you to check out yourself and to impart precisely to others what you are experiencing.† (Wood, 182) Bryce needs to isolate his sentiments of sadness and the way that he feels that nobody needs him. Another system that he can utilize is picking whether or how to communicate feelings. Bryce is by all accounts whimsical with regards to his sentiments toward getting a new line of work. When he can really figure out where his disappointment lies and not let it expend and debilitate him, he would then be able to choose to or not to convey his feelings so as to keep them hidden. In conclusion, he can likewise utilize the methodology of checking self-talk. This would be extremely useful to Bryce in light of the fact that he can convince himself to have an increasingly inspirational standpoint with respect to his pursuit of employment, He won’t feel so low whenever he is turned down for an opening for work since he will have instructed himself to continue looking and proceed with his drive. Wood, J. (2012). Relational correspondence: Everyday experiences. Boston, MA: Wadsworth.

Saturday, August 22, 2020

Favoring In Vitro Fertilization free essay sample

A conversation on the points of interest and drawbacks of In Vitro Fertilization. This paper examines the progressed conceptive advances that empower In Vitro Fertilization (IVF). The creator portrays the different potential explanations behind fruitlessness and shows that IVF is a good answer for such issues. He further analyzes the favorable circumstances and impediments of IVF. With just a 40 percent possibility of endurance, Lance Armstrong, a prominent racer bicyclist, was resolved that his name live on, not through news sections, magazine articles, nor even through honors earned at the Tour de France. Armstrong needed a youngster. Along these lines, in spite of the fact that he had been determined to have testicular malignancy, he had the premonition to freeze his very own portion sperm. On account of his arranging, in October 1999, his better half brought forth a solid child. What's more, Armstrong, having beaten the malignant growth, can appreciate a child that would have potentially been just an unrealistic fantasy had his better half not been treated with her spouses sperm. We will compose a custom exposition test on Preferring In Vitro Fertilization or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page (Moving 78). Had his youngster been cloned, the probability of that kid enduring disease in the course of his life could have been kept away from. By applying many years of skill in IVF [in vitro fertilization], its conceivable to make cloning as protected and productive for individuals as are other conceptive innovations. Some IVF doctors as of now screen human undeveloped organisms by culling out one cell and checking it for explicit transformations before putting the remainder of the incipient organism in a womans uterus. (Travis 250).

Thursday, August 13, 2020

How to Get Promoted Without Asking

How to Get Promoted Without Asking The hardest part is to start. And that applies to everything. Can you recall the first time you enthusiastically stepped into the office eager to start working at your new job, ready to learn new things and crash your goals? If you are in that place in your career when you are ready for the next step, for the long-waited promotion â€" that is probably how you feel right now again.These kinds of feelings are normal and exciting and may pop up in our mind first thing in the morning making us want to jump out of the bed and win the day. What interferes with these emotions is the fear of not getting the promotion, the fear of not being good enough, the fear of risking the job, and so on. When it comes to fear, our mind is limitless.But to conquer that fear, we really need to focus on our strengths and our beliefs. The question imposes itself: “How can I ask for the promotion when I’m not ready to risk?”Many people have found themselves in this state and used different ways to handl e it. There are people who have no hesitation when it comes to asking for what they believe they deserve. Unfortunately, only few people are like this, and for the rest, getting a promotion is a battlefield.Thankfully, years of experience and studying human behavior have led to a clear image on how to achieve what you want without being uncomfortable with it. Let us teach you how to make your dreams come true and get the desired and well-deserved promotion.THE ART OF ASKING WITHOUT ASKINGNowadays, being straightforward is well-valued characteristic. In the past times, autocratic type of leadership was the only known type and being direct in speaking and actions was a natural thing for each leader better say boss. In years that followed, this changed a lot.After the industrial revolution, the type of leadership became one of the main topics amongst scientists. This led to forming a number of theories, which all have different approaches, but also one thing in common â€" the employee s started to matter more and it was not about autocratic appearance anymore, but about common orientation towards goals.Employees started to feel more included, as their opinion mattered and wanted to contribute even more. Probably all of us can agree that this work environment is well represented in most of the companies and many would say â€" a minimum condition we’re looking for when   looking for a new job.This change in work culture had its downsides too. Even though people are more included in making decisions and choosing the path of the company, a lot of the employees still have fear of saying something that might lead to losing their job.This fear of miscommunication and “not wanting to offend the other person” has led to people being very careful about what they are saying and having a constant need to learn new skills and techniques on how to say what they mean in an appropriate way or give the feedback to employer or co-worker.That is why we say that being straight forward is really valued these days. Only rare people have the courage to say things as they really are, without making them sound less harsh or more appealing. But is this approach always the right way?If you consider yourself a humble person who would rather let their actions and hard work speak instead of advocating for yourself, being straightforward probably scares you to your bones. You may find it narcissistic, egocentric or even amoral â€" something you definitely wouldn’t do, even if your progress depended on it.Fear no more, if you haven’t developed the skill of speaking up your mind despite possible consequences, there’s another skill you can learn that can help you get noticed and recognized for your work.When we say “the art of asking without asking” â€" we really consider it an art. Have you ever noticed people getting everything they want and just wondered â€" how did they make it possible? Some of them have developed the skill that helped them get to where they are now, consciously or unconsciously.To get you completely on the track with that, we’ll go step by step and help you remind yourself of the things that really matter.1. Be aware of your dreams all the timeWe can easily lose ourselves in a daily routine and forget why we even started something. The key to always staying on the track and going forward is to always know what is at the end of the road.What is important to you? Why do you want to achieve this? What is driving you? Why do you get up every day?Write this down on a piece of paper and hang that paper in front of your bed. It should be the first thing you see in the morning and the last one in the evening. Everything you do, every action you take, every thought that pops into your mind should be based on this dream and contribute to it. You won’t be able to move forward unless you know where you want to go.2. Don’t be ashamed of your goalsLet other people know what your life-goal ambition is. And by this, we donâ €™t mean â€" “I want to get promoted” â€" that is a short-term goal which has a deeper meaning behind it. Tell people what you really want to achieve and what will make your life purposeful.You shouldn’t be ashamed of it â€" that’s something that should be easily noticeable whenever someone speaks with you or gets to know you. Saying your dreams out loud makes other people respect you for that and also have no problem with justifying everything you do by connecting it to your dream.3. Be presentEven if you don’t want to advocate for yourself, you should be present and show that you care. Your actions and your hard work should be visible to others. You don’t have to brag about it, post a status on social media or talk with others about what you have achieved â€" it is enough just to show up every time it matters and show your contribution to the common goals â€" let people look up to you for what you do for the company and most importantly, for them.4. Let others speak fo r youIt’s not always about your achievements or how good you personally are. The best way to get your employer to notice you is to let others speak good things about you. This shouldn’t be something you do just to get a promotion or achieve another short-term goal. This is the mindset you should develop, especially if you want to progress and find yourself on a higher position where helping others is the biggest part of the job description.Think about your strengths and how you can use them to help others with their own achievements. You will still achieve your own goals, and people will appreciate what you’ve done for them. Soon, it will become well known to everyone in the company, including your boss, what you know and how many people see you in the leading position.This is something that should become a part of your personality. Implement thinking about these 4 things to your morning routine to help you get on the track and be ready for the day.However, it isn’t enough j ust to learn how to speak without actually speaking. It is also important to work on the things that are being spoken.WHAT SPEAKS INSTEAD OF YOUAfter you got familiar with the art of asking without actually asking, you should now focus on yourself. How well do you know yourself? Are you aware of the things that are your highly expressive strengths and also the things that are not that much developed yet? Most importantly, are you ready to work on becoming the best possible version of yourself?1. Your work ethicsIf people were judged only by their work ethics, would you be proud of who you are? This is the question you should ask yourself before thinking about the promotion. Getting promoted and getting a raise seems difficult, but actually, it’s easier than maintaining a new position. Where many people make mistakes is that they wait to get promoted, to prove themselves capable for the new responsibility.What would it be like if you started to handle more demanding tasks at the po sition you are currently on? It would be hard for your boss not to notice that somebody is being proactive and giving extra hand in the company.If you want to earn somebody’s trust, don’t wait for somebody to give you that possibility, but seize the opportunity by getting the job done.If you are wondering from where to start, think about what is the person who is currently in the position you desire responsible for. See if there is anything from their job description that you can take and work on.Even if there isn’t exact same thing you can do right now â€" for example, you need access to the confidential information or tasks are delegated only to that employee, you can still find something relevant to do.Think about what is in the same range as the abovementioned tasks. After you find that thing, make sure you do your best job. But don’t forget you have your prior role, and if getting other tasks to prove yourself means neglecting the position you are currently on, that is n’t proving yourself ready for the promotion, but being irresponsible.In the end, if you would really like to be the hero of the month, all you need to do is find something in your company that is common for every employee and that affects work on each level. It could be the way your company stores data, choose new projects or anything else. If you can find a way to make it more efficient and beneficial for the whole company, you will definitely be recognized for it.2. Your behaviorYou should be aware of one thing â€" it is much harder to change your behavior than to gain new skills. People in higher positions have more impact than those on the lower ones. Therefore, it is very important how they behave and how their daily actions support the desired culture in the company.That is why many companies have a hard time finding the suitable person for some higher positions â€" many people have needed skills and knowledge, but lack concrete actions in behavior that represents the cultu re of the company.This leads to the state where top management tends to find somebody within the company and promote them, rather than bringing someone outside of it who is not yet familiar with the values.This is your opportunity! You’ve been in the company for quite some time now and you are familiar with what’s important to the management and how they want to be positioned on the market.We encourage you to learn even more. Re-listen to the story of how the company was founded and what was the main idea behind it. Find people who used to work in it before you got there and discover how it was back then and what the main changes are.The company consists of its mission and the people who work on achieving the mission. How well are you connected to your company’s mission? Since you want to find yourself leading the company, it is very important for you to know what the main purpose of its existence is and how you can contribute to it.Your daily actions should be leading to fulf illing the goals of the company, but most importantly, should be in accordance with the values that the company demonstrates. Start by revising how you work and how you get your job done. There is definitely something you can improve.For example, if one of the company’s main values is striving for excellence, next time you get a task, put some extra effort in it, so it can easily be seen that you are striving for excellence in everything you do.Don’t forget the casual talks you are having with your co-workers and the boss. Find the way to demonstrate company’s and your own shared values even outside of the workplace.Our values and beliefs are the essences of our thoughts, thoughts are the essence of our actions, and our actions represent our work.3. Your care for the othersNowadays companies are nurturing teamwork. Whenever you walk into the company, you have a high chance of seeing some motivational quote, such as “the bigger the dream, the more important the team”. It is no surprise since it has been proven that by working together business achieves more.If you want to move forward in the company, you have to rely on others, too. Nobody likes an independent achiever who feels no connection to other employees, thus this means feels no connection to the company.Don’t get us wrong, there is nothing bad with you constantly trying to over-achieve everything you are doing and working on improving yourself â€" that’s for the praise. But also, bear in mind that improving yourself and improving others is not self-excluded.From the company’s perspective, an employee who works on themselves and shares the knowledge and the skills they have is much more valuable than the one who is good in their own field and takes no interest in others.This isn’t something that is necessarily hard or demands extra time. All you need to do is focus on your strengths and see what are you good at, and then share it with others. If someone is struggling with something you are good at, that is your chance. The best thing is â€" you will feel amazing afterward.If you always want to be one step ahead from where you were yesterday, you have to accept the concept of ever-learning and improving. This means that everything you do can always be done better and it is up to you whether you are going to read a book, take a course or attend a conference and then apply everything you’ve learned to your workplace.Whenever you find something that helps you do your job better â€" share it with others. It would mean a lot for them and it is multi-beneficial for you. It shows that you care for the others and also represents your expertise. You want to be seen in this light when managers are deciding who they are going to promote.4. Your knowledgeThis isn’t something that is crucial, as this is something that can easily be improved, but is definitely very important and worthy of your time. Can you remember when you first started your job â€" what set of skills did you have? When you look at yourself now, what changed?You probably have improved a lot. Now take a look a bit in the future â€" there is a position you would like to get. What set of skills should you have, in order to be able to do extraordinary work in that position?The answer to this question should be the first step on your journey to improving yourself. If you are not sure yet what you should know, go ahead and ask people who are currently in those positions what their main challenges are and how do they cope with them. This should give you a clear picture of what you need to develop in order to overcome the same or similar challenges.Don’t refrain yourself form learning as much as possible. There are lots of resources that are available. If you are more of a traditional learner, go to the local library and see what you can get there. Don’t forget online courses and webinars which are more and more popular, due to their availability and time flexibility.If you have some ad ditional knowledge or skills that are not connected to the job or position, don’t think that they are completely irrelevant. It should be well known that each experience you have in your life can be valuable to you and you can apply things you’ve learned from it to your daily tasks.Check your company’s internal knowledge base â€" there are probably lots of materials you could use to gain knowledge and skills which would qualify you for the desired position.Whatever you do, and whichever approach you choose, bear this in mind â€" it is very important to be capable of accomplishing things, but what is even more valued is the eagerness to learn and improve constantly.So, whenever there are some extracurricular activities organized by your company, make sure everyone notices that you are first in the line to learn new things. It shows that you will be modest no matter how big of an expert you are, which gives you solid ground to improve constantly and one day become the most impor tant person in the company.WHAT IF THERES SOMEONE AS EQUALLY GOOD AS ME?This is something that could definitely happen. You are probably wondering â€" what now?For the starters, you should stop comparing yourself to the others. It is not healthy and can be self-destructive. There will always be somebody who is as good as you, even somebody who is better than you. But that doesn’t mean you won’t get the promotion.Whenever you get this fear and start doubting yourself, just go to the beginning of this article and read it once again. If you start comparing yourself to others, just stop for a minute and focus on you.What are your ambitions? What do you want to achieve in your life? Why do you want to achieve this? What is your biggest strength and how does it influence your work? What is your unique contribution to the company? Why do you deserve this promotion?These are the questions you should be asking yourself, and to be sure you won’t forget them, write the answers down and r ead them from time to time. That is how you build your beliefs, which you demonstrate with your actual work that results in building the self-confidence. It is everything you need to feel empowered and ready for the next step.FINAL WORDWherever you are in your life right now â€" whether you are satisfied with the company you are working for and you want to progress, looking for a promotion, or on a journey of self-improvement, bear in mind that this journey may be a bit longer and it will take you time to start implementing everything you need to change, but eventually, you will get there and it will be worth it.You don’t have to be straightforward and demand something you wish for â€" there is a much more influential way you can approach this situation and get out of it as a winner.For the end, remember this â€" it is not how good you are, it is how good you want to be.

Saturday, May 23, 2020

Interview Analysis - 988 Words

Marion: Yes. We see a lot of different things from different clients. Just like Amazon. Amazon wants to get into the messenger business as well. But we’ll see what happens. That would be huge for them. Might knock off some of the smaller ones, but†¦ Interviewer: (34:11) Were there different options that you looked into? I’m just trying to understand. This is used to be something very industry-specific so maybe there are not so many businesses out there. Marion: There’s not very many. There are quite a few. But they’re not thousands of them. There may be a couple hundred out there. Interviewer: (34:38) That’s still a lot. Marion: Yes. Interviewer: (34:39) Because then among those few hundreds, you still--- Marion: You still have to narrow it†¦show more content†¦Marion: It’s not a party. It’s so on a different level. Interviewer: (36:14) I get that. To what extent are you involved in researching vendors and vetting initial solutions? Marion: Whatever I research, and I just do it randomly or when he says, â€Å"I need you to do this† or â€Å"I need you to do that.† He usually requests for me to do it. I’ll just start hacking away, looking into different software systems for our type of business. Then I’ll make phone calls and I’ll go and visit. They’ll ask us what we’re using and what we’re looking for. I’ll come back with all the information. We’ll sit around, talk about it. And because I use it more than he does, it’s like, â€Å"Which one do you think is best?† I may say, â€Å"This system is better because this is what we need, and this is what we need.† And put it all out in a presentation to him so that he can see it for himself. But it’s still the networking events that they have. Interviewer: (37:19) What kind of information are you looking for when putting together that presentation? Which is almost like pitch to him. Marion: Mm-hmm. (Agreement.) That’s all it is. Interviewer: (37:28) You’re pitching it to him. What’s the kind of information that you require to put together that page, that pitching information? Where do you retrieve it from? I would assume most of it is from the vendors’ website? Marion: Most of it is from the vendors’ website. A lot of it comes from visitingShow MoreRelatedInterview, Process Analysis, And Analysis1526 Words   |  7 PagesI have conducted an interview with a client and in my paper I will explain my experience and how I used the skills we have gone over in class. In the paper I will have a description of my client, my assessment, a summary of the interview, process analysis, and analysis of professional use of self. Not only will I assess the interviewer but myself as well. I will include all the interviewing skills I used and the ones I didn’t. 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Maria is 78 years old and a retired nurse, and Juan is 80 years old and a retired Veteran. Maria completed her Bachelor Degree in Nursing at Indiana University Bloomington graduating at 23 years old, and Juan stated that he join the army after completing high school. Maria stated that she didn’t have a lot of racial/discrimination experience, however, Juan stated that he experience some discrimination in the service

Tuesday, May 12, 2020

The Effects of the Digital Millennium Copyright Act of...

The Effects of the Digital Millennium Copyright Act of 1998 The verb copy is defined as â€Å"To reproduce an original.† (Webster, 57-58) This idea of copying has been around for hundreds of years. In the current time, laws have had to be written to protect against the idea of copying someone else’s work. There are ways around the copyright laws. â€Å"A copy is in violation of a copyright if the original can be â€Å"perceived, reproduced, or otherwise communicated by or from the copy, directly or indirectly.† As years go on, copyrights become more and more specific as to what uses and kinds of copying are covered. (Baase, 239) Copyrights, in general, have been around for well over 200 years. â€Å"The first U.S.†¦show more content†¦One of these exceptions is the idea of fair use. The fair use doctrine says that uses such as criticism, comment, news reporting, teaching, scholarship or research are fair game because if they weren’t, it would be violating freedom of speech. There are four factors taken into consideration when seeing if a certain use is under the fair use doctrine: 1. The purpose and nature of the use. 2. The nature of the copyrighted work. 3. The amount and significance of the portion used. 4. The effect of the use on the potential market for or value of the copyrighted work. (Baase, 241-242) There are several cases dealing with the fair use doctrine under the Digital Millennium Copyright Act. One of the more famous cases dealing with this act is the Sony verses Universal Studios. In this case, Sony had developed new recording technology called the Betamax. The Betamax could record movies off of the television to be watched at a later time. Universal Studios saw this as copyright infringement. Sony saw this case as fair use. This was taken to the Supreme Court and by weighing the four factors of fair use, the court ruled in Sony’s favor saying that recording a movie for viewing at a later time was considered fair use. (Baase, 242-243) This case with Sony verses Universal Studios is not the only example where the fair use doctrine has been tested. A very famous example is that of the idea of Napster beingShow MoreRelatedThe Digital Millennium Copyright Act Essay1621 Words   |  7 Pagesthoroughly compensated. Therefore, the Digital Millennium Copyright Act was created and instituted by the United States Congress to restrict internet piracy by banning the fabrication, allocation, and illegal distribution of pirated materials. In addition, the DMCA was used to accommodate the constant changes of the growing digital age into current copyright laws that are usually reserved for books, magazines, or articles. The Digital Millennium Copyright Act is just and protects the rights of theRead MoreDigital Technology And Its Effects On The World1639 Words   |  7 Pagesagainst some very complex issues such as how to control piracy of copyrighted digital media. However, copyright owners have sought out legal means to prot ect their intellectual assets. In recent years copyright laws have been in effect to strike a balance between protecting the rights of authors, artist and copyright owners, and according to the U.S. Constitution, to â€Å"promote the Progress of Science and useful Arts.† Digital technology, unlike analog technology that preceded it, can make large copiesRead More Copyrights: Intellectual Property and Technology Essay1535 Words   |  7 PagesCopyrights: Intellectual Property and Technology The Government and many other agencies around the world are continuously at work to improve protections for intellectual property rights and the enforcement of intellectual property laws. In today’s age of digital madness, passing legislation and actually enforcing of those laws becomes a very daunting task. However, the protection of intellectual property has both individual and social benefits. It protects the right of the creator of something ofRead MoreImpact Of The Digital Millennium Copyright Act On Copyright Enforcement And Fair Use3378 Words   |  14 PagesImpact of the Digital Millennium Copyright Act on Copyright Enforcement and Fair Use Jean-Paul Muyshondt University of North Carolina Wilmington Abstract The Digital Millennium Copyright Act of 1998 has changed the focus of copyright enforcement away from the act of copyright infringement and toward the act of circumvention of the technologies used to protect the rights of digital media owners. Additionally, the act has had adverse effects that outweigh the benefits that it provides. Key Words:Read MoreThe Digital Millennium Copyright Act1513 Words   |  7 Pagesadvent of the Internet, Congress passed the Digital Millennium Copyright Act (DMCA) in 1998 to address the obligations imposed by the World Intellectual Property Organization (WIPO) Treaty. Owners of copyright were concerned that their works would be pirated online, and the existing legal systems in place at the time were insufficient to protect individuals and the industry as a whole. The DMCA was passed in 1998 with the intention of stopping copyright infringers from circumventing anti-piracy protectionsRead MoreEssay on 1998 Digital Millennium Copyright Act1331 Words   |  6 Pages1998 Digital Millennium Copyright Act Right before a movie starts in your theatre, you’re subjected to many advertisements. One that always stood out was the piracy campaign ad which gave a perspective on the downloading of movies from an off set worker. His distinctive message was that, movie stars are paid exorbitant amounts of money but the on and off set workers are not. By downloading the movie or â€Å"screener† in advanced, you’re really hurting the people behind the magic. So what doesRead MoreThe Development Ofu.s Copyright Law1328 Words   |  6 PagesThe Development of U.S Copyright Law Simon Cho The history of U.S copyright law came from England. As a matter of fact, copyright was not intended to reward creators but to prevent sedition. As the number of presses grew in late fifteenth century in England, the authorities started to grant control over the publication of books to a group of printers, called the Stationers’ Company in mid-sixteenth century. The Licensing Act of 1662 confirmed that licensed printers have the right to publishRead MoreJudge Chavez And The Case1006 Words   |  5 Pagesher work. Copyright for photographers means owning property. With ownership, you get certain exclusive rights to that property. For photographic copyrights, the ownership rights include: (1) To reproduce the photograph; (2) To prepare derivative works based upon the photograph; (3) To distribute copies of the photograph to the public by sale or other transfer of ownership, or by rental, lease, or lending (4) To display the photograph publicly This can be found in the U.S. Copyright Act at 17 URead MoreThe Protection Of The Citizens Intellectual Property1500 Words   |  6 Pagesimportant pieces of legislation in our nation’s history: copyright law. Copyright law guarantees that the rights to somebody’s works are held by the creator. This means that works that fall under copyright cannot be used, sold, or reproduced without the creator’s consent. This gives creators the security that their assets will not be stolen, and thus, creates and environment that encourages new innovation, and fosters artistic expression. However, copyright law today is deeply flawed, often achieving theRead More Software Piracy and Copyright Laws: United States vs Vietnam2829 Words   |  12 PagesSoftware Piracy and Copyright Laws: United States versus Vietnam I. Introduction Software piracy is the unauthorized duplication, distribution or use of computer software. Five main types of software piracy exist: publisher patent and copyright infringement, industrial piracy, corporate piracy, reseller piracy, and home piracy. Software piracy is a large global issue, which has become a more pressing issue due to a number of reasons: software is now easier to distribute on a global scale

Wednesday, May 6, 2020

Southern United States Free Essays

Miss Kriz Abby Mayo AP U. S. History 14 March 2013 New England and the South History has shown explicitly the differences between the colonies in the Northern and Southern regions of the United States. We will write a custom essay sample on Southern United States or any similar topic only for you Order Now These differences were determined in the way that the east coast of the United States was settled by colonists. The colonists developed the New England, Middle, and Southern colonies separately. The most influential factor in determining what life in each region would be like was the geography of each region. The geography then determined the economy of each region, which led to political and social developments. The differences between the New England colonies and the Southern colonies were often drastic enough that one might consider them better off as completely different nations. This possibility resulted in America’s devastating Civil War in the first half of the 19th century. However, there were inevitably at least a few similarities between the North and the South; after all, both were governed by the same federal administration. Though they shared a few similar aspects, the New England colonies and the Southern colonies were unmistakably different, whether one examined their political, religious, economic, or social aspects. Politically, there were not as many noticeable differences between the North and the South as there were economically. The Northern colonies of New England developed from their conservative Puritan roots, which came from their original colonizers. The essential values of New Englanders were decency, equal rights, and moral duty. The Northern political sphere has typically been more influential in the federal government than Southern politicians, though things have never been â€Å"easy† for Northerners. Obviously Southern representatives and senators fought to make sure that southern values were not disregarded. From a Southern perspective, politics are about hierarchy, racial superiority (particularly white Protestant males). They supported greater power for individual states, while Northerners wanted a stronger central, federal government. The two factions are essentially opposites, and proved fatally polarizing in the federal legislature throughout history. These differing values were most conflicting in the years before and during the Civil War, when they reached a climax. Religion is the reason that European colonists first came to America. The Pilgrims of the Mayflower sought religious freedom in the exotic, uncharted â€Å"new world. † From there, America blossomed into a very valuable breeding ground for colonies. The first American settlers in Massachusetts were strict Puritans. Their religion was the center of their lives. Their religious views influenced their political actions greatly. In the South, religion was much less important in daily life, though it still had a presence. Over time, it came to be known that Southerners were typically Protestant or Anglican. They depended on and advocated for slavery, because their economy depended it, but also because unlike the New England colonists, their religion did not discourage it or promote equal rights. It is commonly claimed that the real religion of the South was their plantations. Religion often determined certain political views, playing a major part as a contributor to American society as a whole. However, these contributions took many different forms in the Northern colonies versus the Southern colonies. Geographical advantages and disadvantages ultimately governed the development of the individual economies in the North and the South, despite the fact that both comprised a single nation. The diverse geographical nature of the continental United States helped define factions of political and social opinion, particularly in the 19th century. In New England, as it is today, the soil was rocky and difficult to farm. Therefore, New England colonists looked to other sources of economic prosperity. They are known for having used many of the abundant natural resources surrounding them, such as granite, coal, and iron ore. They used these raw materials and used them to create products such as steel, and in doing so, made the New England colonies known for an industrial economy. The industrialist Northerners then developed more business-like political views. In the thoroughly agricultural South, the economy depended completely on cotton and other agricultural products. The plantation owners needed slaves to work their land, and slaves became a vital part of Southern economy. When Northerners challenged the ethics of slavery, the Southerners fought back in order to conserve their global economic success. This conflict developed into the bloody American Civil War. However, soon, America became known as one of the world’s foremost economic powers, permitted by the cooperation of the New Englanders and the Southerners. Political, religious, and economic views created American social society in the colonies. Inevitably, social classes developed, and they did so differently in each region. The entirety of Northern society was based on religion. Therefore, social developments were also based on religion. Their industrialism combined with their strong religious devotion caused them to place high value on literacy and education. Schools began to develop in New York and soon spread out across the colonies. Some of the prominent Northern ideals were equality, ethics, morality, and equal treatment of all people. The South could not have been more different. Rather than religion, which was a relatively insignificant part of Southern society, the South developed a typical system of social classes. At the bottom, of course, were the slaves. Middle class whites followed, and the wealthy upper class of white plantation owners were at the top of the food chain. Americans typically supported the beliefs of the region in which they lived. To them, it was just their nature to think the way they did. The dramatic differences between the â€Å"nature† of the North and the â€Å"nature† of the South caused huge problems for America as one unified nation. There were a few similarities that the North and the South shared. After all, they were part of the same country, though many of the Southerners liked to believe otherwise. Both the North and the South relied on imports for many of their manufactured goods. The Northern colonies’ industry was blossoming, but had not reached the level that many European nations were at. Additionally, they each relied on exports to finance their economic development. Finally, American colonists from both regions had trouble with Indian relations at times. The settlers believed themselves better than Native Americansin general and didn’t hesitate to show the natives what they thought of them. They also shared a common hatred for the English during the very early days of colonization and during the Revolutionary War. Though undeniable similarities existed between the Northern colonies of New England and the Southern Colonies, it is clear that the list of differences between them is much more extensive. These differences really did prove fatal for the 600,000+ Americans that died fighting for them during the Civil War. Today, it is taken for granted that all Americans share an equal nationalistic pride. There is no more division between North and South, after decades of arguing, fighting, and war trying to rescue it. How to cite Southern United States, Papers

Sunday, May 3, 2020

Macroeconomic Policy for Traditional Keynesian- myassignmenthelp

Question: Discuss about theMacroeconomic Policy for Traditional Keynesian Theory. Answer: IS-LM model is a graphical encapsulation of the traditional Keynesian theory that describes the relationship between the nominal interest rate and real output. Utilizing the IS-LM framework along with the paradox of thrift, it has been argued by the economists that decision taken by a group of a people could provide rise to a welfare while reducing the output of the economy. As per the article published by the Federal Reserve Bank of Minneapolis it has been seen that the great recession of 2008 can be explained through the IS-LM framework (Allsopp and Vines 2015). During 2001, in order to overcome the jibe of the recession in the US market Fed reduced the interest rate two times subsequently. It allowed interest rate on the adjustable mortgage to be lowered as well. It has lowered the revenue for the banks because in absence of proper incentive to invest money into the market would not be the ideal way. In another way, reduction in the Fed rate has enhanced the liquidity in the marke t that allowed another recession within three years of the Fed rate fall (Wolfson 2017). In this situation homeowners were delighted to get approved for the interest only loans and the direct outcome of this, subprime mortgage bubble started to grow. Fed has successfully crowded out the 2001 recession with the help of the lowered fed rate, however they missed the spot that they were moving towards another bug disaster (Odell 2014). IS-LM entails that, as the as the interest rate fell, investment reduced and the liquidity enhanced. It additionally enhanced the output of the nation that allowed the demand of the new homes in the country to rise. However, when the citizen of the US went to buy home, they were issued interest only loans and the buyers became happy with the same too. Most people started to buy home with the aid of cheap loan and created the asset bubble in order to sell the same in future. However, price started to fall as the asset bubble is over Now as per Keynesian mo del, as the demand started to fall Fed rate was raised by the Federal Reserve, however imprudent activity has made what it can do to the economy (Summers 2017). Post-recession, US government and the other authoritative body introduced series of regulation during 2009 in order to reduce the implication of the crisis on the economy further. As the initial step to control the GFC, Housing and Economic Recovery Act of 2008 was introduced, which provided mortgage estimate to help the homeowners (Reifshneider 2016). In addition to this, Federal Housing Finance Agency was introduced, which were expected to supervise the GSEs. Next to this during 2009 Federal Deposit Insurance Corporation included the non-bank financial institutions into their framework to provide regulatory authority to the FDIC and in addition to this firms were allowed to fall and not to be rescued in crisis situation (Valdez and Molyneux 2015). It provided much amount of freedom to the government from restricting the microeconomic organizations to fall. Next to this during 2010 Dodd-Frank Wall Street Reform was introduced which enhanced the Federal Reserve power to oversee the p erformance of the other financial performance of the NBFCs (Kaal 2014). Reference: Allsopp, C. and Vines, D., 2015. Monetary and fiscal policy in the Great Moderation and the Great Recession. Oxford Review of Economic Policy, 31(2), pp.134-167. Kaal, W.A., 2014. The Systemic Risk of Private Funds after the Dodd-Frank Act. Mich. Bus. Entrepreneurial L. Rev., 4, p.163. Odell, J.S., 2014. US international monetary policy: Markets, power, and ideas as sources of change. Princeton University Press. Reifschneider, D., 2016. Gauging the Ability of the FOMC to Respond to Future Recessions. Summers, L., 2017. Crises in Economic Thought, Secular Stagnation, and Future Economic Research. NBER Macroeconomics Annual, 31(1), pp.557-577. Valdez, S. and Molyneux, P., 2015. An introduction to global financial markets. Palgrave Macmillan. Wolfson, M.H., 2017. Financial crises: Understanding the postwar US experience. Routledge.

Thursday, March 26, 2020

Ancient Greek Civilisation Essays - Racism, Abuse,

Ancient Greek Civilisation The earliest Greek civilization thrived around 4,000 years ago. Some of the things that they had that we still use today are the arts, science, math, literature, and politics. The Greeks were known for their great intelligence, military strategies, and their buildings. All Greek's spoke the same language. This made it easier to trade and to communicate between different parts of the country. All Greeks believed in the same gods and also shared some common heritage. The Greeks believed that there was a god for everything on earth. A few examples of these gods are Zeus, ruler of the gods. Posidon was the god of the ocean and Hades, god of the under world. The Greek government was not a monarchy with a king and queen. Instead the Greek government was a city-state. A city-state is when each city has its own separate political unit. The men were a very important part of the Greek civilization because they were the ones that ran the government. The men were also the ones who would plant and work the fields or would oversee them. They would also spend time sailing, hunting, or manufacturing things for trade. For fun, the men would attend drinking parties, would wrestle, and enjoyed horse back riding. When the men held drinking parties for his friends the wives and daughters were not aloud to attend. The women in the Greek civilization were very limited to what they were allowed to do. They were permitted to attend weddings, funerals, and visit female neighbors for brief periods. The main responsibility for the women were to bear children and to watch over the house and make sure it was cleaned by one of the slaves because women were rarely ever responsible for cleaning the house. Women slaves were the cooks, cleaners, and sometimes even worked in the fields. The male slaves would act as a guard and would stand at the door and protect the women when the man was away. Only other women were allowed to enter when the man was away. Women were not allowed to participate in the Olympic games except for the chariot racing, which they were only allowed to participate in if they owned a horse. There were several different ways in which a person could be made a slave. If you were captured in battle then you could be sold as a slave. If a child was abandoned and then was found he could be kept by the person as his slave or could be sold. Sometimes a poor family might sell their baby as a slave to earn some money and in hopes that the baby might have a better life as a slave than with them. The worse thing that could happen to someone that was then put into slavery was when the baby or child was kidnapped and sold for money. Many houses in Greece in the 5th and 6th century were made up of clay, stone, and wood. They usually had two to three rooms and were built around an open air courtyard. If you were richer you might have had a kitchen, men's drinking area, and maybe even a room for bathing. The Greek's used an irrigation system to get water to their crops which consisted of olives, grapes, and figs. They would also keep goat to get milk and cheese. Many Greek's made their own wine which was a very popular thing in Greece. Meat was very expensive and was rarely eaten but was often used for religious sacrifices. The types of clothing that the Greek's wore were wool in he winter and linen in the summer. Since Clothing was very expensive to buy most families made their own clothes and just bleached them white or a bright color. All cloths if made at home were made by the mother, daughter, or female slave. We use many of the things that the Greek's have discovered today in our modern society. We should be thankful that we have used merchant's to create cultural diffusion. If we hadn't done this than we wouldn't have many of the things that we considered important or even vital to our society. History Essays

Friday, March 6, 2020

Top Road Test Tips Essay

Top Road Test Tips Essay Top Road Test Tips Essay Top Road Test Tips Many people fail their road test one, two, three, or even more times than that. I, personally, passed it on my second try by using very easy to remember tips from my Driver’s Education teacher, as well as tips from other sources and common sense as well. In here I will give you some ideas on how to pass the road test, so you can be worry free and get your license as soon as possible! These tips to pass your road test are - somewhat common sense to experienced drivers but to newer drivers, taking their road test for the first time, this may not be common sense after all. Practice Practice makes perfect, right? Even in the sense of a road test this statement holds true. From what I’ve seen, they don't usually make you go on very busy roads for your road test, so make sure to practice on side roads which are usually less busy. This is also safer since you're less prone to an accident overall due to less influx of traffic I the same area. However, you have to be careful on side roads as well since there are more children around who may walk into the street without thinking about what might happen. Stay Calm One big thing that the person judging whether you should get your license is to see is if you're calm behind the wheel. Don't be a white-knuckled nervous wreck! You should be observant, but not over-observant either, that may signal nervousness behind the wheel which may make you fail your road test. Before the judge steps into the car take a deep breath and remember everything that you have learned and practiced. Sometimes when people get nervous they also speed, this is bad, you do not want to be a road runner here. Stay at a nice, even speed throughout the entire road test session. The Start The prior information was stuff that happens before the actual driving. Staying calm is essential throughout the whole drive, do not forget that. In the beginning make sure your car is off before starting. If the car is on, this may sometime make the test failed automatically, or so I’ve heard. When the judge says it's ok, turn the car on. At the start you must pull away from the curb. Use your blinker when pulling away from the curb. Check your mirrors for other traffic that might be coming from your direction. If there is traffic coming, do not go and wait for that other car to pass. Do not go over the middle lines when pulling away from the curb, this shows you are in fact in control of the vehicle in which you are operating. The Middle The actual drive is the longest part. My drive was about 5-10 minutes. Check all signs including speed limit signs, stop signs, and so on. If there's a school zone around, make sure to go at that speed, or a little bit slower. Stop fully at all stop signs to ensure that you do not get penalized. No rolling through stop signs, and stop at the stop line if applicable. When at a stop sign it is ok to "creep" up after stopping fully at the stop line to see around a corner if there's something in the way of your vision (examples: a car, a tree, a sign, etc.). These are essential tips for passing your road test since they span throughout the whole road test itself. Listening is a big

Wednesday, February 19, 2020

Values and Ethos of Learning Communities Essay Example | Topics and Well Written Essays - 1000 words

Values and Ethos of Learning Communities - Essay Example The role of leaders is to create learning community culture in which understandings achieved during the course of practice, nurtured and not forgotten. Educational leadership should encourage students and inspire their interest to learning and self-improvement. Different leadership strategies mentioned above should not be used in isolation. The role of educational leadership is to maintain the community and support the core purpose of increasing the ability of all students and preparing students for the future. Leaders must remember that their words and stance on issues impact others in both large and small ways (Sergiovanni 2000). The main educational leadership strategies include blending leadership strategy, institutional leaders, instructional leadership and transformational leadership, facilitative leadership, visionary, ethical and direct leadership (Educational Leadership& Management, n.d.). Direct leadership is what leaders do when they work directly to enhance teacher learning. Substitutes for leadership are the structures, pathways, and norms leaders build that allow, encourage, and enhance teacher learning. In K-12 public education, the choice of leadership strategy depends upon the extent to which it matches the nature of the task, the complexity of the community setting, and the standards of quality expected. Many learning communities choose instructional and transformational leadership which help educators to meet changing learning environment and community's policies. Where task complexity is simple, direct supervision involving telling students what to do, watching them do it, and making correc tions as needed might be an appropriate choice. But as complexity increases, strategies closer to mutual adjustment make more sense. These learning communities rely on purposing and shared values, standardizing knowledge and skills, and mutual adjustment as control strategies if they want to be successful (Educational Leadership, n.d.). Facilitative, visionary and ethical leadership allows educators to form and correct basic moral values and preferences of diverse student audience. Using these strategies, educators become more sophisticated in their ability to develop capacity for teaching and leading in schools creating effective learning communities based on trust and respect. The task of facilitative leadership is to encourage the involvement of students at all educational levels. Visionary leadership is aimed to create a certain vision of culture and values shared by a particular community. This is one of the most important strategies which help educators to prepare students for various roles in their respective communities. Critics argue that ethical leadership "should have and be willing to act on a definite sense of ethical standards" (Educational Leadership& Management, n.d.). K-12 community leaders should create an effective environment and control that students are well served, and that teachers are suppor ted in their efforts in behalf of students. A leader's role is to engage teachers in determining and articulating a vision of excellence for all students. Communication in K-12 public education should include conversation about school issues and the needs of children with meetings to analyze data and plan

Tuesday, February 4, 2020

Interpretive Note on Sarah Orne Jewett's The Country of the Pointed Essay

Interpretive Note on Sarah Orne Jewett's The Country of the Pointed Firs - Essay Example The Country of the Pointed Firs is one such work, in which, Jewett subtly shows how women can live an independent life without following certain stereotypes. So, this paper analyzes how Jewett also focuses on women-dominated space, particularly their psychic. The Country of the Pointed Firs follows the trails of the unnamed narrator in the fictional town of Dunnet Landing, Maine. She is a writer from Boston, who comes to Dunnet Landing to complete the work she has started. Renting a room in the home of Mrs. Todd, she gets acclimatized to the area and becomes captivated by the old-fashioned community. Most of the town’s population are old people with ages ranging between sixty and ninety. All of them are ‘rich’ with many interesting experiences and thus they tell small stories or anecdotes about the town, the sea, as well as the town’s people, to the narrator thereby enriching the narrator’s experience. The narrator was overwhelmed by the experience with nostalgia flowing through her mind. In course of time, she strikes a ‘close relationship’ with Mrs. Todd and that gives another perspective to the work. In most of her works, Jewett, pushed by her wish to break all dichotomies, creates female characters who are strong, confident and independent. In The Country of the Pointed Firs, apart from the narrator character, the character who symbolized the above said positive virtues of woman is Mrs. Todd. This semiautobiographical novel follows a young woman writer, who while spending a summer Dunnett Landing and completing her work, comes in contact with a group of women. These women while telling many stories about the town, become emotionally attached to the writer. â€Å"There she is adopted into a loose knit group of women who weave a web of stories about the town, the surrounding islands and the folks who live, or lived, there.† (brothersjudd.com). They spend a lot of time close to each other, sharing good rapport and so

Monday, January 27, 2020

Produce Text Incorporating Three Patches On Professional Understanding Nursing Essay

Produce Text Incorporating Three Patches On Professional Understanding Nursing Essay The aim of this assessment is to produce a patch work text incorporating three patches on professional understanding. I am a second year Diagnostic Radiography student on a Inter professional programme working within the NHS. Radiography as a profession is very diverse and requires good communication among the inter-professional team. Diagnostic Radiography uses X-rays, Computerised Tomography (CT), Fluoroscopy, Nuclear Medicine, Ultra Sound and Magnetic Resonance Imaging (MRI) to generate images of bones and organs. Within this profession there are many aspects of ionising radiation that can be covered in one department; these aspects come under different modalities, many of which are mentioned above. The primary role of the radiographer is to diagnose injury or disease within the human body with the aid of these modalities using ionising radiation. As a professional body that is in control of Radiation exposure, there are regulations and guidelines I must adhere to. Such as the radiation protection legislation and the code of professional standards and conduct in accordance with the Society of Radiographers (SoR), who are the radiographers governing body. IRMER, The ionising radiation (medical exposure) regulations, lay down the basic measures for the, health protection of individuals against the dangers of ionising radiation in relation to medical exposure. This applies to anyone working with radiation within a medical environment and provides safe working surrounding s for both the radiographer and the patient. I am also bound to ten statements found within the code of conduct for radiography which exemplify the, principles of professionalism, professional responsibility and accountability. These codes and regulations are not only set in place to ensure good practice but to also protect the patient and provide excellent patie nt care. Professional Understanding Patch 1 It is on reflection of my profession and these conducts that I wish to evaluate my role and contribution to the inter-professional team with the Gibbs reflective framework 1988 being used as my guide for reflection (see appendix), as this cycle, encourages you to think systematically about the phases of an experience or activity,'(Gibbs 1988). Whilst working within the confinements of the NHS I have unfortunately stereotyped many of my colleagues and feel I do not appreciate the true meaning of collaborative practice An Interprofessional process for communication and decision making that enables the separate and shared knowledge and skills of care providers to synergistically influence the client/patient care provided, (Jones Way, 2000). As after all, we all share as professionals the priority to make the care of people our first concern, treating them as individuals and respecting their dignity, (NMC 2008) As I look back over my practical experience I can see that it was pure naivety mixed with focused ambition which caused me to initially stereotype my colleagues. I was so intent on progressing through my degree that my main focus was on what I was learning in relation to radiography, by means of what images I was producing and whether or not they where diagnostic. My focus was on insuring I wasnt missing any vital pathology or fractures and on learning more of the anatomy so I could truly understand what I was looking for and why. It was this original determination that diminished the bigger picture for me, as I was unable to see the impact that as a professional I was having not just on the patient but on how the patients treatment will be managed and by who. The fact that I had little to no interaction with paediatric or adult nurses also contributed to this problem, but this was my own fault as I ignored these chances when they arose as I felt they would inhibit my main priority. So unfortunately to me my colleagues where still labelled as either subservient, handmaidens of the physician (Pillitteri Ackerman, 1993) or the childish, plays all the time nurse as there was no interest or need on my behalf to change this erroneous view. Ironically it was these views that would inhibit my professional development as in order for me to progress in the way I desired and become the best professional I could be I needed to appreciate my colleagues and work together with, one or more members of the health care team who each make a unique contribution to achieving a common goal, (CNO 2008). It wasnt until professional issues arose on placement that I began to question why I had labelled my colleagues this way, my first thought was through slapstick comedy and the media, regardless of the reason I was sure these were labels I wanted removed. Through both practical experience and academic modules I was slowly able to gain more of an insight into the roles and responsibilities of both child and adult nurses and although there are obvious differences, the main being that I work with and administer radiation and they dont, I found I was writing more similarities. The Code of Conducts that each individual professional is bound by provides these similarities but its our personal views on each profession and our lack of understanding that causes the stereotypes. Through understanding my own codes of conduct, ten statements set by the Society of Radiographers (SoR) and by comparing those with the codes set forth by the Nursing and Midwifery Council (NMC) and the Royal College of Paediatrics and Child Health (RCPCH), the main similarity between the professions is clearly visible, as both documents publicly set out, the underpinning values and principles to promote, maintain and disseminate the highest standards of behaviour in order to enhance the good standing and reputation, (SoR 2004) of that profession and both also endorse the importance of working with others to, protect and promote the health and wellbeing of those in your care, (NMC). It became clear to me that although our individual professions dictate our role within the practical setting the codes and legislations we each adhere to entwine. As it is our collaboration with other health care professionals that promote and maintain patient centred practice, providing the patient with the right care at the highest quality. As an adult nurse provides care to support the recovery of patients, I as a radiographer diagnose disease and am responsible for the examination of patients using radiation. These differences help me to define myself as a professional, but it is through the collaboration with others that I am made more individual. As individuals we each have a specific role to play but as a collective our roles are so much more important, as we would not be able to fulfil our purpose of making the care of people our primary concern without the help of other professional bodies. 825 words Patch 2 Team work or team working can be defined as a certain number of people who have shared objectives at work and who cooperate, on a permanent or temporary basis, to achieve those objectives in a way that allows each individual to make a distinctive contribution, (CIPD 2010).This meant that traditional hierarchical forms were gradually replaced with employees that were expected to fulfil a variety of roles, now known as collaborative practice. Marc Alperstein and Amà ©lie Scalercio have constructed a piece of art, Collaborative Works, (see appendix) that I feel embodies this transition and highlights the individual issues that surround collaboration. The picture itself seems to document a conversation or argument that exists between two wills who are struggling to impose their presence or mark into an act. It is necessary that these works engage in collaborative practice to record the struggle that ensues in this dynamic exchange, one that could not exist if operating in solitude, (Art ist statement). The image almost mimics what occurs within the confines of a hospital environment, as it demonstrates that without Interprofessional working we would not be able to fulfil our collective role of good patient management and care. Making a difference, (DH 1999) suggests that effective care is the product of interagency working, where professionals work in collaboration to provide care which is designed to meet the needs of the patient. This concept was further promoted with the publication of The NHS Plan (DH 2000a) a ten year programme of reform practice. The NHS Plan (DH 2000a) aimed to create a service designed around patient needs, encouraging professionals to work together. Collaboration however, does not come without its constraints, as portrayed in the artist impression the two hands are tied together, illustrating the conflict shown by each individual profession as Interprofessional working is extremely challenging in the workplace, and is not an easy concept for healthcare professionals to adopt, (McWilliam et al 2003).Unfortunately this leads to a lower standard of care being delivered to patients within hospital environments, due to healthcare professionals misunderstanding the policies, education and research regarding Interprofessional working. This is owed to the, lack of support and training from managers, and the need for, managers to involve staff in changes within practice and that this involvement facilitates co-operation. (Deegan et al 2004). Co-operation is a major factor of a successful Interprofessional team as it not only benefits and improves the care that we provide to our patients but also enables the team itself to act efficiently by enabling professional benefits such as the, sharing of knowledge and the opportunities to experience areas of work outside ones own remit. (Barr 2004) The advantages are not only work related it is also suggested that professionals may have levels of improved job satisfaction and increased levels of confidence in dealing with difficult situations. We are all so focused on our individual job roles and on the polices and procedures that define us as a professional that we create our own conflict with an opposing profession as we try to prove ourselves, which is echoed in the picture. As each person holds one end of the tie, the tie representing the constraint we place upon ourselves and upon our professional identity, with each hand representative of how this constraint is self inflicted. After all this an image of two wills struggling to find their presence or mark in an act, as we at our place of work struggle to define our role within the patient pathway. However it is this conflict that diminishes the bigger picture as, as each hand is responsible for creating this conflict restraint; one hand can not break free of the bound without the collaboration of the other. This strongly relates back to practice as without the help and cooperation of another profession the patient like the hand would not be able to progress and conseq uently become free without Interprofessional collaboration. In order for us as professionals to provide care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions (Institute of medicine PCC) we must work as Interprofessional team and, learn from and about each other to improve collaboration and the quality of care. (CAIPE 1997). There will always be a time that I as radiographer will need to cooperate with other members of the Interprofessional team, be it in surgery with consultants, anaesthetists and nurses or in the department with the radiologists, and it is this collaboration that will ensure that the patient is the focus point and that they will be managed and assessed as an individual with all pathways collectively working together, as opposed to two wills who are struggling to impose their presence or mark into an act. Words 798. Patch 3 Throughout this past year the main focus both practically and academically has been on collaborative practice, and how this has represented itself as a personal struggle to over come problems such as stereotyping colleagues, conflict issues and communication concerns. With the aid of the CPD module these issues that once clouded personal judgment faded and the real connotation of collaborative practice was revealed. Collaborative practice infers that people from different professional and academic backgrounds form a working relationship for the purpose of enhanced service provision. Although the real value of collaborative working is clear the move towards collaborative practice in Health and Social Care proved challenging, as it was essentially, the change from institutional to community-based care, (Barr et al, 1999). This meant that the, demarcations and hierarchical relations between professions were neither sustainable, (Sibbald, 2000) or appropriate and new ways of working that, crossed professional boundaries had to be created, in order to allow a more flexible approach to care delivery, (Malin et al, 2002). This transition became the cause of conflict within a now Interprofessional team and as a result stereotypes were formed and communication problems arouse. It seems that although this change was for the better, in providing a better standard of care for the patient, this focus was lost by the professionals whose duty this was. This is still very much an issue, where professionals are so centred on their individual position; they forget how much of a r ole they play in the Interprofessional team. The fact that collaborative practice has lacked a clear definition and instead has been linked with terms such as cooperation, coordination, participation and integration, has in some ways strengthened the issues that have prevented professionals from satisfying its purpose efficiently. It is also a relatively new field of practice, with the first major studies being undertaken in the 1980s, (Roy, 2001) however, since the implementation of the 1990 NHS and Community Care Act (Department of Health, 1990), the collaborative practice has featured prominently in government policy documents to promote, joint working, partnership and the creation of a seamless service between health and social care, (Maxwell, 1998; Payne, 1995). The importance of collaboration has always been emphasised practically and is also part of the academic pathway in the hope that the surrounding issues can be resolved before practitioners become professionals. Throughout the module the significance of collaboration with regards to person centred care became more important than the issues that encircled collaborative practice. It became increasingly essential to see the patient as equal partners in planning, developing and assessing care to make sure it is most appropriate for their needs and putting service users and their families at the heart of all decisions. In order to provide an excellent level of service each patient needs to be viewed as the individual they are, they can not be stereotyped by their age, sex, or symptoms. The main reason being that the way in which one patient is managed and treated would not work for another patient representing with the same symptoms, as his or her body could react differently to that treat ment, thus complicating the initial problem. It is the duty of any professional body to provide, care that respects the person as an individual and is arranged according to their needs, (DH 2008). However this care can not be administered without good communication from each professional that is responsible for the pathway of each individual service user. Communication is pivotal in a successful relationship be it between colleagues in the work place, students at university or family at home, it enables individuals to express themselves their concerns or relay important information to others. When this barrier is broken especially within the hospital sector each department become isolated and effectively treats the patient blind, as without communication from the nursing staff or the accident and emergency department a radiographer would not be aware of the symptoms a patient presents with and would therefore not be able to conduct an examination catered to that individuals needs. T he requirement for good communication enhances not only the professionals skills and ability to provide and excellent level of person centred care but enables a successful Interprofessional team to be consolidated, something that is also promoted academically. Interprofessional Learning can be defined as, Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care, (CAIPE 2005). Interprofessional learning enables different health and social care workers and agencies to gain a greater appreciation of each others values, knowledge and abilities and facilitates the best use of their skills which underpins the reality of the complexity of healthcare. Single professions or individual professionals working in isolation do not have the expertise to respond adequately and effectively to the complexity of many service users needs, (CAIPE 2006). In order to ensure that care given is safe, seamless and of a high standard it is e ssential that individual professionals, respect the integrity and contribution of each profession, (CAIPE 2006) and communicate with them effectively, relaying all the appropriate medical history and continuing to work closely with each other to ensure the patient is managed correctly and efficiently. Good patient care stems from a well defined Interprofessional team that collaboratively work with each other, to overcome communication issues, conflict issues and the stereotyping of their colleagues. By doing this all the professionals involved are able to treat the patient as an individual and cater to their individual needs, making them a part of the process and involving them in the decisions made about them. This all bauds well for the successful running of the NHS and in turn successful patient management, each professional chooses to be apart of this system to improve the quality of life for each and every service user, but it is important to remember that this can not be achieved by individuals who become isolated form a team. Although it is important to be an individual, it is of greater importance to be individual that is a part of an Interprofessional team. Words 1014. References: Barr, H (2005) Interprofessional Education: Today, Yesterday and Tomorrow. Accessed on 30.08.10. Reviewed 2004. Available at: http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp1revised.pdf CAIPE. Interprofessional learning. Accessed on 23.11.10. Reviewed 2010. Available at: http://www.caipe.org.uk CIPD 2010 Team working. What is team working? Accessed on 03.10.10. Reviewed on 01.01.10. Available at: http://www.cipd.co.uk/subjects/maneco/general/teamwork.htm. Collaborative works. Marc Alperstein and Amà ©lie Scalercio. Accessed on 16.08.10. Reviewed 2010. Available at: http://www.marcalperstein.com/collaboration Cooper, H., Braye, S,. and Geyer, R. ( 2004) Complexity and Interprofessional education. Learning in Health and Social Care 3 (4) pp 179-189. Accessed 02.02.10. DOH (2000a) A Health Service of all the Talents: Developing the NHS Workforce. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.go.uk DOH (2000b) The NHS Plan: A Plan for Investment, A Plan for Reform. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.gov.uk DOH (2001) Working Together Learning Together: a Framework for Lifelong Learning for the NHS. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.gov.uk Framework for action on Interprofessional education and collaborative practice. Health professionals networks nursing and midwifery human resources for health. Publisher WHO the world health organisation. Reviewed 2010. Accessed 20.08.10 Freeth, D (2001) Sustaining Interprofessional collaboration. Journal of Interprofessional Care 15 pp 37-46. Accessed 02.09.10. Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford 2009. Accessed on 20.08.10. Reviewed 2009. Available at: http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html Glen, S and Reeves, S. (2004) Developing Interprofessional education in the pre-registration curricula: mission impossible? Nurse Education in Practice 4 pp 45-52. Accessed 05.09.10 Gordon F, Walsh C, Marshall M, Wilson F, Hunt T (2004). Developing Interprofessional capability in students of health and social care the role of practice-based learning. Journal of Integrated Care 12 (4) pp 12-18. Accessed 05.09.10 Interprofessional Collaboration among health colleges and professions. College of nurses Ontario (CNO). Accessed on 22.08.10. Reviewed May 2008. Available at: http://www.hprac.org Interprofessional learning. Practice based learning. Accessed n 25.11.10. Reviewed 04.09.08. Available at: http://www.practicebasedlearning.org/resources/ipl/intro.htm Interprofessional learning and caring for needs. London: South Bank University. Whitehead, D. (2001) Applying collaborative practice to health promotion. Nursing Standard. 15(20) pp33-37. Accessed 15.11.10 Jones and Way 2000 collaborative practice. Collaborative practice. Support the development of improved collaboration in healthcare. South eastern Interprofessional Collaborative Learning Environment (SEIPCLE). Queens University. Accessed 20.08.10. Reviewed no date. Available at: http://www.rehab.queensu.ca/uploads/clined/CollaborativePracticeModule.pdf Patient centred care. Why patient centred care? Accessed on 21.08.10. Reviewed 2008. Available at: http://www.patientcenteredcare.net/. Patient centred care policies (2008). Accessed on 21.11.10. Reviewed 2010. Available at: www.dh.gov.uk. Person centred care. The health foundation . Accessed on 20.11.10. Reviewed 2010. Available at: http://www.health.org.uk Person Centred Care (2006). Accessed on 21.11.10. Reviewed 2010. Available at: www.cmg.org.uk. RCPHC. Royal college of paediatrics and child health. Codes of Conduct. Accessed 23.08.10. Reviewed no date. Available at: http://www.rcpch.ac.uk. SoR statements of conduct Radiography. Statements for Professional Conduct. The college of radiographers. Accessed 22.08.10. Reviewed September 2004. Available at: www.sor.org Appendix 1 Gibbs reflective cycle 1988 http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/group-assignments/images/reflective-practice.gif

Saturday, January 18, 2020

Communication and Children

Promote children's speech language and communication Speech, language and communication are closely tied to other aspects of development. You should know what Is meant for each term. Communication Communication Is about how you send out signals to people. Communication can be seen as a umbrella term as it's all about the way you use language and speech as your facial expressions, body language and your gestures. Language Language is specific, it is a set of symbols its either spoken, written or signed, this means that it can be used and understood between people.Language can be very abstracted and we often forget this, when children are learning the sound of C-A-T the speaker is making the word can and is referring to the cat even if there is not a cat in the room. Linguists suggest that the main feature of a language is series of rules that people have to understand and use. Once it Is mastered you should allow the user to convey anything they wish. First of all the children will no t be able to use the rules, toddlers will begin by Just pointing at objects and only using one word. After a while they will learn how to construct sentences. SpeechSpeech Is vocalists language it Is normally learnt before the written form of language, in speech the symbols are not signed or written. But it is spoken as sounds. The number of sounds that children needs to master will depend on the language that they have or are being exposed to. English has more than 40 different sounds. Listening Listening is about being able to hear and more importantly understand the speech of others. Its sometimes referred as receptive speech. Babies begin the Journey of learning to speak by gaining receptive speech, and get them to learn the specific words and phrase and what they mean.This Is a referral to any difficulty that an children has In any three areas. Some children have a difficulty in producing certain sounds so they will have a difficulty with speech. If a child does not have make e ye contact this may mean that they have more global communication need.. As soon as a baby is born they begin to learn how to communicate. At first they will cry and learn that their cries will be understood or will be responded to by a adult. Babies cries change depending on what they need. Soon when you work this out and learn whether the baby is tired, bored or just hungry.Babies learn to study faces the tone of your voice and the body language, they will soon begin to respond to this their selves. Babies will cry if they hear a angry tone or if a adult smiles at them then they will smile back. By the age of one they babies should be skilled at communicating because they are able to point at things that they are interested in, they will turn their heads away to show that they are not hungry anymore. The babies will also recognize when the adult Is happy. Not Just are babies learning about the skills of communication they are also learning about the language, usually In spoken for m.Being able to communicate and be able to use and understand speech will mean it Cognition covers is a multitude of different tasks, it is mainly about our ability to process and use information that we have gained. An example is a child may see leaves fall of the tree and get told this is because its autumn. The child may see more leaves falling off and remember and make a connection with what she seen earlier with the leaves and what she is seeing now. She may remember what the adult told her about autumn and may say to another adult look leaves are falling is it because its autumn?.She will say it proudly because she has remembered. When she is at home having tea with her mum she may say that the park leaves are falling of the trees because it is autumn. This illustrates the way in which learning takes place, the child has remembered what they seen earlier and connecting to what they are hearing or seeing then come to the conclusion. The ability of the child that has labeled it as autumn will help her a lot. She is likely to notice falling leaves and making the association over and over again.She will also talk and think about autumn without thinking about the park. We can now begin to understand the limitations of body language, gesture and facial expressions when there is no language available. Even though they allow instant communication this does not help the child to understand what is being seen or provide a way in which afterwards the child can communicate what she has seen. This means that children that has basic communication skills of facial expressions gestures and body language, they find it difficult to communicate the concept.Emotional development Being able to control your own emotions is a major part of emotional development, babies and toddlers struggle with this. But as language develops they find it easier as they can express their needs, is a child has a tantrum or an outburst it is due the child being frustrated, angry or Jealousy. The y tend to b dismissed as the child learns to find a way to talk through the way they are feeling. This is why it seems to be a good thing to name the emotions, when you are working with young children. His is so they can begin to understand what the child is feeling and have the ways of expressing it other than Just physical reactions alone. Behavior Being able to manage your own behavior is all about self-control, young children are impulsive and they find it hard to control their behavior as soon as language is mastered children's behavior changes. It seems like the acquisition of language it helps children to think things over. The children will focus on the consequences of their actions, they will begin to remind themselves of what they need to do or what they should not do.The start of this progress is when a toddler goes up to something that have been told not to go near and they point to that object and say no. Social Development Emotional development is linked as being able to control your emotions. Social development builds on your emotional development. This means you need to be able to recognize this in others and being able to learn how to adjust your behavior correctly and appropriately. This means that having good communication skills and good language skills is very important. Children need to read peoples body language and facial expressions of others so they can respond correctly.Play is the main medium of solicitation with other children. Language skills become important from the age of three years old. , children tend to speak about what they are doing or when hillier have difficulties, there are likely to have many effects on their development even though the extent to which children get effected it will very depending on the nature of the difficulty. It is severity, its also how the child is supported. Some term effects on development 1. Difficulties in making friends 2. Anger 3. Low levels of confidence 4. Difficulties in learning new inf ormation 5.Find it hard to make themselves understood 6. Frustration 7. Difficulties in applying formation to new situations 8. Withdrawn These are some general terms as there is a massive different between a child that as a slight speech impairment and can use some language to a child that is not using language or understanding any language. The long term development consequences in children who have difficulties with their communication, language and speech are sometimes harder to predict but in general terms you might find that children later on may have the following 1.Not achieve their potential 2. Lower self-esteem 3. Become isolated 4. Find it hard to make and maintain relationships 5. Developed antisocial behavior in some cases 6. Not reach independence Children who have learning difficulties with their speech and communication skills hey may have a big disadvantage when it comes to their overall development and it may even effect their life outcome. A lot of babies and todd lers attempt to communicate using their body language or by vocalist sounds or words.It is important that adults know the acknowledge of these communications as well as looking for ways to support children to make the progress there are many ways that we can do this. Words and level of language One of the skills you need to acquire when prompting children's language is to work out the level of language that we need to use with children and find the style of engage that we need to adopt, babies need use to use an exaggerated facial expression and to point to objects that your talking about so they can work out what you mean.Linguists has found that adults seem to be able to change the structure of their language automatically, when they are working with babies in order to simplify it. This is practically important because babes can focus on the key words in a sentence and begin to associate the words with a meaning. The word â€Å"parents† is used to describe the style that ad ults adopt when working with babies and toddlers. With children who are older and is developing their language, our style needs need to change again, instead of you simplifying our language, you may set out to enrich it so that a four year old can develop their vocabulary.Questions By using questions it is a important part in stimulating and extending the children's speech, they can show children that you are interested in what they are doing or response and is important to be aware of different styles. Rhetorical Questions A rhetorical question is not really a question because the speaker tends to answer them their selves. This type of question is very useful when you are working with babies and toddlers, as it helps the adult sustain commentary while they are busy with the child who may not be able to say much.Rhetorical questions an make the baby and toddler feel involved as long as the adult uses eye contact whilst you are talking to them. The commentary style is one that is ver y useful as it is allowing the babies and toddlers to hear language even though the commentary must be directed at them, using rhetorical questions with a child that already has language does not work because they see a opportunity to answer the question. Closed questions By using closed questions it prompts short answers.A example is â€Å"Did you enjoy that† they are useful to engage the child, we often need them when your working with babies and very young children that can use one word answers gestures or body language. For children that have limited language its important to extend the conversation from a closed question. Closed questions can also be safe for children who are anxious or a child that does not know you. This should be seen as a starting point in a conversation. With older children the amount of closed questions should be monitored as they do not extend language. It can prevent the child getting a chance to be able to express themselves.Open questions By us ing open questions it means that your prompting for a longer answer and to help children to think. Open questions work well when that child feels comfortable with the adult as well as when they have significant language so they are able to communicate. Using questions Its often suggested that closed questions are bad and that open questions are good. The reality is more complex as the use of questions really depends on the level of language that child has also how comfortable the child feels. Many skilled immunization will switch to open questions and closed questions.The thing that distinguishes the use of questions is generally interested in what the child is saying to you. Poor communicators ask questions without really wanting to know the child's answer. This means that using ascertain a chills acknowledge. Conversations/ interactions When you look at language and the way it is used in settings and used in the children's homes it becomes clear that some adults language is used t o organize children. This type of language is essential but it is not useful when you are trying to extend and develop the children's language.For this to be able to happen the children need to be able to have time to talk and interact with an adult. Interactions with babies and toddlers For babies and toddlers early interaction is often quiet play. With a baby you may play peep and with a toddler they may give you a toy and you say thank you to them and then they take it away from you. This early interaction may not seem important but it is essential for the babies and toddlers as they are learning early skills of fun whilst they are communicating. They will also learn about turn taking eye contact and interpreting expressions.Other interactions may also include songs. Babies and toddlers also need to hear a running commentary as if the child can answer the Children that has speech needs to have time where they can talk to the adults. You should note that the children likes to be d oing something or has got something to show the adults for this to be able to take place. This is often when the adults takes time to show the children that they are available or goes and sit down. Good communication does not work when the adult is moving about and does not have good eye contact with the person who is talking to you. Information and activitiesChildren and adults need to have something to say to each other, this means that a lot of settings will work on children's language by planning activities, or they may have books that will help prompt children's speech. With babies and toddlers this could mean too have to put out an experience such as teddies and toys in a basket that has a lid on. With older children you can have a variety of activities thou can use to stimulate children's language. It is always important that you build on the child's existing interests as well as being able to provide new things for the children. Working with parents/ careersA lot of parents and careers under mind the value of or their role in prompting children's speech and extending their speech. They are more likely to only have 15 minutes a day which they are able to chat to their child without any interruption. This could be when you are walking home or at bath time. As parents have a strong relationship with their child they are able to tune in to them and adapt their language. This means that parents does have the potential to be a good language partner for their child. Many settings provide sessions for parents to learn about the importance of their role and build up their confidence.When a child has a specific speech and language need both parents and the setting needs to work together WI the speech and language therapist. Positive effects of adult support When adult support provided for children there is many positive effects. Some of the positive effects is the following: 1 . Speech, language and communication skills 2. Emotional development 3. Behavior 4. So cial interaction Speech, language and communication skills If a high quality of support is given children can show progress in their speech, language and communication skills.This means working with children can be really rewarding and parents are often delighted in the improvements that children are showing. Social interaction The heart of social interaction is children's ability to communicate. This means that positive support can quickly make the child more outgoing and confident in their interactions. A lot of practitioners report that once children have more speech and language the children are able to play easily with other children. Behavior Many children that are finding it hard to communicate or speak will show aggression. They may also be showing a sign of uncooperative or frustrated behavior.Being able to communicate effectively can make a massive difference to children's behavior. Parents will also note that when they are spending more time communicating with their child that child wills show less attention seeking behavior. Emotional development does the children become more confident, they also will be able to find words to be able to control their emotions and express their needs. Children of the same age will often have different levels of language. This will mean that you need to identify the children that has atypical language in order for them to get the support that they need.But you also need to think out how practices and procedures support the children. Settling in For children that does not have speaking language for a reason like age or because they have a additional need its very essential that they get to know the key person before any separation is taken. The key person needs to find out from that child's parents how to communicate with that child and learn the skills they use. With the children that are speaking well and can understand us will still need a similar level of care and attention, but they may find it easier to settle i n as they can express their needs and their feelings.Grouping children A lot of settings may have moments when they need to put children in to groups like when you go for lunch or when they are going for a story. It is important that you give a lot of thought in to this as children that has language needs have been grouped sensitively and carefully so they have get the opportunity to interact and get involved. Activities When activities and play opportunities are planned children's level of language needs to be considered as certain activities are required to have a higher level of language and this mean it may not be appropriate for a child who is still developing engage.Language is needed for role play and it is important to think about if the child wants to Join in with role play and needs to have support. The ability to process language will mean that some activities that require children to listen needs to be carefully thought about if there are no visual stimuli which will hel p the children work things out. Methods of providing support A starting point to be able to support the children with language problems is to consider the age of that child, the child's current level of language and what they are interested in. You should also find out the child's specific needs. AgeThe child's age needs to be considered in relation to the way we work with children. Babies and toddlers is emerging their language and we rely our gestures facial expressions and body language to help them to understand. In a way they need to use these communication tools, we also need to learn how to interrupt them correctly. By the age of three children will have developed sufficient language to be able to form sentences so our style of language will need to change again. Specific needs Its very important that when working with children you know what their milestones are in relation to the child that you are working with.This is because each child needs to be identified quickly so the y can gain the support that is necessary. Sometimes a speech and language therapist will be involved and be able to give us specific suggestions as to what kind of type of work that the child needs. Children with cognitive needs alongside language needs will also may need to use Megaton. Megaton is signs that create the visual cues to help them to understand the meaning. Abilities children has language delays, but some children does not have any delays and gets on with language with flying colors, they are hungry for attention and to get language opportunities.You need to think about how challenging the activities are and think about the language opportunities are such as stories. For other children they might like one thing like a train set, so you may sit with the child and make the sounds to encourage visitation. Home language These days children learn English as well as their home language, being able to learn more than one language at an early age is a good opportunity, its ver y important that you don't make the parents of children feel like there is a problem with that. You need to find out how much English the child has and find out how strong the chills mom language is.It is important that you find out how the parents use their home language, as some parents may choose to only use their home language to their children but other parents may decide to split up their language by using more than one language. Some parents may slide between two languages. If you have a child that comes in to your setting no using any English you need to be aware that the emotional impact may be hard as they don't use English. This is why a key person system is important, as it is a way which we can reassure the child, for children that isn't have English the progress they need is to acquire English and this can be very quick.This is why it is not a problem if the parents only speak their home language. Linguists takes the view that many ways this is desirable so that the ch ild can gain competence in both languages. When children are not making progress in either their home language or English then it is worth talking to the parents and make it clear that some distinctions in their language use so that babies and young children can work out the sounds and words and which belongs to what language. Its important to remember that children that are learning more than one language are prone to have hearing loss, sight problems and communication difficulties.It is important if they are not making progress to explore these possibilities. Gaps in vocabulary When your working with children that has two language it is important that you are aware they may have specific gapes in their vocabulary. This is because most language is learnt in context. This means that some objects or activities means different things in their home language and in the setting its different as its in English. So this may mean that children may not know some of the common household items in English like tea towel or pillow this means they may not be able to talk about what they have done in the setting to their parents.They may not have the word sand in their home language its very important that you are aware of these gaps and plan activities accordingly. Adapting own language It is important to adapt our style and language to be able to suit the needs of the children. For children with English with a additional need you may need to use more facial expression or point to objects. You might have to simplify your sentences like oh do when you work with babies and thus style will allow to break in to the meaning of the word.Scaffolding children's language Children needs to hear phrases and words before they can use them. By scaffolding children's language it involves talking to children in ways that will be able to help essential for this as As they are likely to spend more time with the child, the can also develop language routines for that child. Recasting and expa nding statements As a part of scaffolding children's language adults should know the acknowledge of children's vacillations or the attempts of communication and should recast the entente.So that the sentence is grammatically correct, or you can expand the sentence so that the child is hearing a fuller sentence because vocabulary are learnt in context by expanding the sentence from a child means that they can learn more. Giving children time to communicate A lot of adults forget that children needs to have time to be able to process what they have been told and visual the clues in the room before they are able to respond to a communication, one of the common mistake that a adult does is fill up the gaps immediately assuming that the child has not understood or can't think of anything to say.This means that reviewing our own language practice is worth thinking about how much time we are giving children in order so they can communicate with us. It is important that you give time to chi ldren who are learning English as they already have another language. They might know what they want to say but they may not be able to say it and need a moment to put it together. Many babies and toddlers process things a few hours after, this may mean when you took him/her to the pond to feed the ducks they was not very responsive but later on when they look at the photos they get very excited and try to talk about the duck.This is why it is useful to repeat activities that children have enjoyed. This is why having photographs and video clips can help the children to interact. Facilitating communication between children Children's social skills and language are connected, sometimes the role of the adult is to help the children to connect with each other so they can communicate. One way to do this is to set up some simple activities that is pleasurable for the children. Having a game that you need to have children to be paired up can work well as it can encourage them to listen to each other and enjoy being with each other.When irking with large groups it has to be organized carefully as children that has strong language skills will find it hard not to shout out. It can be hard for young children to wait and some people will argue it is unfair that they have to wait. Children who has a stutter can feel under pressure if you have told the other child to be quiet so they can listen to the child. This can sometimes make their stutter or stammer worse. Learning through play Play is Just not a medium for learning physical and social skills it is also used for language.A key skill for adults to master this is by playing with the children in ways f which the children have their own ownership of it. Role play is normally used on older children to be able to get them to develop their sentences and vocabulary, with baby's language can be learnt through peep. Play is a very good vehicle for language, its important that the materials you use and resources that are availa ble for children are interesting and satisfying. Many practitioners look for new ways of introducing new materials or the props in to children's play as it will give children something to talk about.Working with parents, careers and families Parents need to be involved with supporting their children's language as they are o one time with them parents sometimes will need support to know how to maximize the language opportunities and so some settings put workshops on where parents and children can come to play and learn together. These workshops can give parents more confidence as well as more understanding of the importance of their role in promoting their children's language. Interests of children Children tend to talk more about things that excite them or what they are interested in. His means that adults are needing to be flexible when working with children and be ready to talk and explore the things the children have noticed or that are interested in. A Autumn walk what the pract itioner was hoping to talk about the different types of leaves and the children may have found a pine cone and have to talk about them instead. Day to day activities Sometimes it is easy to forget that everyday routine activities can be fascinating for children when adults allow them to be properly involved. This may mean that you need to allow more time to value those moments in the day instead of Just trying to get through them.Tidying up can either be a quick routine task. In which children will say hardly anything at all. When tidying up the adult and children can have a DOD conversation about where things go, and what toys they don't play with or the ones that does get played with and travels around the setting. In some settings they organize the packing up so that the key person can work with the child. Some potential activities that can extend the children's language are the following 1. Dressing 2. Lunch time 3. Tidying up 4. Choosing stories for story time 5. Getting ready to go home 6.Nappy changing and other personal care routines 7. Snack time 8. Setting activities out Working with children one to one Children's language Scan improve a lot when they spend time in the company of insensitive adults who are able to respond to them carefully, the term language partner is use on this respect. A language partner is good at picking up an individual child's interest and are ready to allow conversation to be able to follow the child's interest. Chatting with children when they are doing a activity is important, by Just sitting the child down to talk to can make them very unnatural and forced.One to one is very valuable, because then the child can talk a their own pace, and does not have to compete with others. One to one works in the EYES settings, the settings would be carried out by that child's key person. As this is a way of strengthening the relationship, as well as the child should have a existing bond with their key person. Working with groups When w orking with a group of children it can be a Juggling act because children's language levels are often different this means that they process things at different speeds, it also means that the may process what they have been told in a slightly different way.By organizing a trip to the shop with the children, the children may see another child may see it as seeing a yellow car and another child may see it as seeing post box. If you have a too may children In a group or if the activity your doing is not developmentally appropriate then you may see that the children start to close down, so the opportunity of speech rather than the opportunity for them to open up. They may resort to closed questions, so they can Just answer with one word. This can mean that some children will miss out as they don't get the opportunity to hear or speak full sentences.You can make sure that the group is developmentally appropriate such as three year olds are best in a group of three or four when only elder children can be put in a group with eight, children that are under the age of three does not tend to be able to do group work as easy and find that they will walk away or start to wiggle. Evaluating practice Three are many ways in which you can evaluate your practice with the children, first you may be able to record yourself working with the children, this will help you look at the tone of voice you are using and how much time you give them to respond.. N addition we may follow the children's progress and see where you have given them extra support. By recording the children with a MPH player it can you a baseline assessment of what the child can do, then record them again to see if they have made any progress. You also need to learn how to reflect on the way you work with individual children some children enjoy puppies or talking whilst cooking byte some children talk better when they are playing and you Join in the game.This means that to be able to work effectively with differe nt children you need to be able to reflect on their reactions and adapt effectively. The importance of the environment Its important that not only we work effectively in the trees of our skills with children, UT also the physical environment includes play and activities so it creates opportunities for language. Children and adults need to have something that's worthwhile to be able to talk, environment's that are boring or activities that are unchallenged may result in minimal language use.But having settings that are loud and chaotic also does not help in proving support for reactions for interaction between children and adults. As children may not be able to focus or be able to make themselves be heard. Adults may become distracted if they can see mayhem is being caused on the other side of the room. This can prevent sustained interaction. You should provide environment's inside and out that works well in terms of communication and meet the range of children's developmental needs. You should also thing about activities and resources that are available for the children. These activities should interact because they are challenging and interesting for them. Factors that support an effective speech language and communication environment 1. Views of children 2. Activities 3. Specific toys and resources 4. Staff roles and responsibilities 5. Physical environment 6. Training needs and opportunities 7. Involvement of parents, careers and families Physical environment