Values of Frederick Douglass and Benjamin Franklin Essay

3 Steps to Acing Your Upcoming Group Interview You’ve been approached in for a board meet. Perhaps you’re threatened. Perhaps frightened. Possibly you’re not even sure you comprehend what that really involves. Whatever your degree of fear, here are three simple strides to traversing your board meet tranquilly and in one piece. Stage 1: BEFOREYou reserve the privilege to ask who will be on your board. Do this. At that point inquire about each board part as well as could be expected. You’ll have the option to make sense of a considerable amount and get ready better for what each may be generally quick to ask you. What does this specific gathering of individuals educate you regarding what the organization is attempting to assess?You can likewise ask to what extent (generally) the meeting should last. This will give you a nice sentiment for what amount to and fro conversation will be conceivable, how much space you’ll be given to pose inquiries, to what extent your answers can be, etc.Step 2: DURING Treat every individual on the board like an individual not simply one more anonymous face. This isn't an indifferent divider asking you inquiries. Every questioner on your board is another chance to make a human association and persuade that a lot more individuals in the organization what an extraordinary fit you would be.Be sure to observe everybody’s name as they are presented. Record every one if that causes you recall. When responding to questions, talk straightforwardly to the person who asked, yet then attempt to widen your answer out to cause the remainder of the board to feel remembered for the discussion.Step 3: AFTERYou’ve took in their names and put forth an attempt to interface with each board part presently thank every single one of them earnestly withâ solid eye to eye connection and a quality handshake. From that point forward, it’s the typical post-meet follow-up methodology. Be that as it may, recall that you have to keep in touch with one card to say thanks for each board part. It appears to be a torment, however it’s these little contacts that will help set you apart.The board talk with: 6 hints for previously, during, and after

Cyber attacks Research Paper Example | Topics and Well Written Essays - 2500 words

Digital assaults - Research Paper Example It is worried about correspondences, transportation, water flexibly, vitality, crisis administrations, and banking and account. Data Technology has been advanced with new research and reevaluations encouraging the basic framework electronic. On the opposite side, vulnerabilities additionally rose making disturbance the basic foundation affecting in a few different ways. In spite of the fact that there are numerous vulnerabilities, digital assaults are the most unmistakable one. Digital assaults approach the objective in a non conventional way. Because of disparity in the military qualities, programmers assault this basic framework influencing both the economy just as the military segment of the nation (SANS: Critical foundation assurance). It could be worked by the administration or the private segment, the two Networks give chances to programmers to barge in the goal remotely and assume responsibility for the capacities and assets these gadgets has. The effect of hacking in these frameworks is destroying. For instance, programmers may access the military radar frameworks, Mastercard information taken, information taken from the Federal Bureau of Investigation (FBI) has uncovered mystery specialists and now their life is in danger and so on. The limit of these assaults sway on the country’s economy, security and money related dependability. They penetrate government systems which are straightforwardly identified with national administrations. A large number of new digital assaults classified with ‘Major’ and ‘Minor’ are infiltrated on the Internet day by day. The center is the force segment of the United States including sites of Poland, South Korea and United Kingdom. They all have seen digital assaults in recent months. Various schools in different satiates of America have lost a large number of deceitful wire moves (Shackelford, 2010). Digital assaults are canny just as sorted out. When the system is hacked, they introduce little cut gaps or programming gatecrashers for giving programmers get to at whatever point they

How to Choose a College Paper Sample

How to Choose a College Paper SampleChoosing a college paper sample is not an easy task. It should be something that you have an inkling on. At the same time, if you do not get this right, you might end up with a paper sample that is out of place or simply disorganized. Some of the things to look for when choosing a college paper sample are:You will need to make sure that the paper samples are dated. This way, the study guide can be used in future examinations. Make sure that the exam papers are at least six months old.In the event that you are producing this for a class, then make sure that there is a printed list of printed materials. If there is a printed list, it would be a good idea to use the blank sheets to add in additional information as well. The point is to avoid confusion as much as possible.With regard to the paper samples, there are two different kinds of papers that are commonly used in college. The first type is the printed exam paper and the second is the non-printed paper. Make sure that you learn about the differences between the two. The printed exam paper usually looks just like a normal academic paper, but the non-printed is a lot different.The printed exam paper will have some writing that will be on the sides, but you will have to put in the entire content on the front. There will be blank spaces at the bottom of the paper and the front page will have the exams contents. The entire contents will be in black ink and will not contain any writing. Sometimes, the paper can be filled in by hand, but sometimes it is easier to get them printed.When printing paper samples, there are some things that you need to consider. You should consider your budget. Remember that this is a paper sample that will be used for the upcoming exam. As such, the printing of quality paper is very important. In addition, check to see that there are no leftovers in the paper.College paper samples can be printed out in several different formats. There are full color pa per samples, micro dot, and black and white paper samples. You will want to know all of the available formats and how they work. There are other items that you need to check as well, such as the paper supply, your school, and the difficulty level of the class.

Amelia Lost Life and Disappearance of Amelia Earhart

Amelia Lost: The Life and Disappearance of Amelia Earhart by Candace Fleming is a nonfiction mystery. What happened to famed pilot Amelia Earhart on her bid to fly around the world? Where did she go wrong? And why is her disappearance still fascinating to us 75 years later? Summary of Amelia Lost In Amelia Lost, biographer Candace Fleming follows up her acclaimed works on P. T. Barnum, the Lincolns, and Eleanor Roosevelt with a fascinating look at aviatrix Amelia Earhart. Fleming’s meticulous research combines with her storytelling expertise to craft an account of Earhart that manages to breathe life into the legendary figure’s mysterious disappearance. Even though the reader knows that Amelia never returned from her fatal flight, the book’s structure and Fleming’s pacing manage to build suspense and create tension. The author intersperses accounts from the viewpoints of the many people concerned about Amelia’s whereabouts with accounts of her early years and her career, allowing the reader to know Amelia as more than a one-dimensional historic figure. We recommend Amelia Lost: The Life and Disappearance of Amelia Earhart for ages 10 and older. The Books Contents Most biographies of Earhart aimed at juvenile audiences focus on her fun-filled Kansas childhood and her desire to be a pilot at a time when women were not encouraged to climb into the cockpit and risk their lives. But Fleming digs a little deeper into Earhart’s youth and discusses not only her tomboy escapades, but also her father’s alcoholism and other family troubles. Amelia’s teen years were marked by the influences of her father’s â€Å"sickness† and the effects it had on his career. Amelia’s family moved from Atchison KS to Kansas City, Des Moines, St. Paul and eventually Chicago and each move was a step down on the social ladder. Amelia’s college efforts were scattered and halfhearted. Then she volunteered as a nurse in Canada during World War I and became fascinated by the airplanes on the nearby airfield. But her first urges to fly were stymied by the fact that women were not allowed to fly. As she said â€Å"Not even a general’s wife† was allowed to take to the air. By the time Amelia Earhart returned to the United States, she had already been bitten by the flying bug. Her fascination was increased after she attended an air show in California in 1920 and she became determined to learn to fly. She worked hard to earn enough money for lessons and found a female pilot willing to take her on as a student. Amelia had finally found her place in the sky. The author expounds on Amelia’s early efforts as a pilot and how she became the first woman to fly across the Atlantic, and she portrays Amelia’s relationship with George Putnam in an age-appropriate manner. She gives the reader some interesting details about Amelia’s willingness to be a public figure and her efforts to promote women in aviation. But the most compelling stories in the book are the accounts of her last flight of Amelia Earhart and the massive attempts to locate her after all contact was lost with her plane on July 2, 1937. The author searched communication logs and news stories, as well as primary documents submitted to the International Group for Historic Aircraft Recovery. These documents include diary entries and records of conversations from citizens who claimed to have heard Amelia calling for help in her last hours. Amelia Lost: Our Recommendation We recommend Amelia Lost: The Life and Disappearance of Amelia Earhart for ages 10 and up. The book has a lot to offer in terms of engaging young readers’ interest and historical information. By weaving the stories of Amelia’s final hours that we know of with the story of her life, Candace Fleming not only builds interest, but she also engages the reader in the immediacy and importance of Amelia’s disappearance. The 118-page book is filled with photos, news items, and memorabilia ranging from Amelia’s grade card to a note to Amelia from her co-pilot, Fred Noonan. The book includes a bibliography, index and suggestions for more information on the Web. Students looking for information about Amelia Earhart’s life for reports will find a wealth of biographical information in this work. Young readers looking for an interesting non-fiction book about a fascinating subject will be enthralled by this depiction of Amelia’s life and her disappearance. Pair this with The Roaring 20: The First Cross-Country Air Race for Women by Margaret Blair (National Geographic, 2006) for inspiring stories of other early female pilots. About Author Candace Fleming Candace Fleming has written numerous books for young readers ranging from the popular picture book Muncha, Muncha, Muncha to the award-winning biography The Lincolns: A Scrapbook Look at Abraham and Mary. She deftly blends her love of history with her ability to engage very young readers in history-based picture books such as Boxes for Katje and A Big Cheese for the White House: The True Tale of a Tremendous Cheddar. Candace Fleming has also written fiction books for elementary school students, including The Fabled Fourth Graders of Aesop School. Her 2011 biography of Amelia Earhart is her 26th published work. (Source: Official Web site of Candace Fleming) Bibliographic Information Title: Amelia Lost: The Life and Disappearance of Amelia EarhartAuthor: Candace FlemingPublisher: Schwartz Wade Books, An Imprint of Random House Childrens Books, A Division of Random House, Inc.Publication Year: 2011ISBN: 9780375841989 Additional Resources for Middle Grade Readers Who Enjoy History If your middle grade readers also enjoy historical fiction, check out our annotated reading list, linked to reviews, at Award-Winning Historical Fiction for Middle Grade Readers. Edited by Elizabeth Kennedy.

Wal Mart free essay sample

Many people continue to support Wal-Mart because they do not think they can afford to shop anywhere else. There is an element of truth to this, and of course, it is part of Wal-Marts plan kill off every low-cost competitor. In short, Wal-Mart creates poverty and then it becomes the store of last resort for victims of poverty. (Sprawlbusters) Big-box stores like Wal-Mart are detrimental in many ways to our quality of life. In 1998 Home Depot and Wal-Mart built more than 250 new stores, adding 33+million feet of retail space to America. Heres the argument against sprawl, made by the website Sprawlbusters: Sprawl is defined by the National Trust for Historic Preservation as poorly planned, low-density, auto-oriented development that spreads out from the center of communities. The 10 sins of retail sprawl * It destroys the economic and environmental value of land * It encourages an inefficient land-use pattern that is very expensive to serve. * It fosters redundant competition between local governments, an economic war of tax incentives. * It forces costly infrastructure development at the edge of towns. * It causes disinvestment from established core commercial areas. It requires the use of public tax support for revitalizing rundown core areas. * It degrades the visual, aesthetic character of local communities. * It lowers the value of other commercial and residential property, reducing public revenues. * It weakens the sense of place and community cohesiveness. * It masquerades as a form of economic development. http://www. sprawl-busters. com/caseagainstsprawl. html Wal-Mart is not alone in contributing to sprawl, but Wal-Mart is far worse in its evil practices and ill effects than any other retail company. Wal-Mart is not just the worlds largest retailer. Its the worlds largest companybigger than ExxonMobil, General Motors, and General Electric. The scale can be hard to absorb. Wal-Mart sold $244. 5 billion worth of goods last year. It sells in three months what number-two retailer Home Depot sells in a year. And in its own category of general merchandise and groceries, Wal-Mart no longer has any real rivals. It does more business than Target, Sears, Kmart, J. C. Penney, Safeway, and Kroger combined. http://www. fastcompany. com/magazine/77/walmart. html But Wal-Mart is not worse merely because it is bigger; it is bigger because it is worse. An annual list of the most ethical companies in the world includes some Wal-Mart competitors. Target, Trader Joes, Wegmans, Gap, Best Buy, and IKEA are on it this year, but Wal-Mart has never been on it. Costco is another Wal-Mart competitor that keeps prices down while treating workers decently. Costco CEO Jim Senegal pays workers more and himself less (this is a CEO who can live on just a half million bucks a year! ), allows some workers to be unionized, and still runs a profitable business. http://webhost. bridgew. edu/jhayesboh/badbusiness. html In contrast, Wal-Marts CEO made more than $19 million last year (after a $7 million pay cut), while keeping employee wages and benefits at poverty levels. Wal-Marts pay forces tens of thousands of employees to apply for food stamps and Medicaid. Some larger Wal-Mart stores have welfare offices in the store for the people who work there. http://webho st. bridgew. edu/jhayesboh/badbusiness. html Wal-Marts pay and benefit policies are costing US taxpayers billions of dollars. On April 26, as part of a campaign called Love Mom, Not Wal-Mart, five members of Congress joined womens advocates and labor leaders to assail the company for not paying its female employees more, according to a NY Times article. In December Wal-Mart agreed to pay $40 million to settle the largest wage-and-hour class-action settlement in Massachusetts history after fighting it for eight years. The case is one of many: in December, the merchant agreed to pay up to $640 million to settle 63 federal and state class-action wage-and-hour lawsuits. Wal-Mart also damages the American economy by pressuring the companies who supply it. On basic products it demands profit-killing concessions from vendors, paying less each year. Suppliers have been compelled to lay off employees and close US plants if they want to keep Wal-Marts business. Sure, its held inflation down, and its great to have bargains, but you cant buy anything if youre not employed. We are shopping ourselves out of jobs. http://www. fastcompany. om/magazine/77/walmart. html One supplier closed his factory because of Wal-Marts demands. In January, he lost money on a Wal-Mart order. A few months later, he was asked to make 10,000 intricately worked cardigans for the retailer within a week. The sample already bore a Wal-Mart price tag: $8. 47. You cant make it here at that price, Reed said at the time. Not legally, anyway. http://www. pulitzer. org/archives/6831 Other than supplying increasingly cheap and crappy products, Wal-Mart does little to serve its customers. H eres one rant: On any given day I can go to my local Wal Mart and buy a box of bullets, a pack of smokes, a movie full of swearing with either some killing or fucking in it and a video game that has a lot of killing in it but I cant pick up an unedited Eminem CD? Whats up with that? Do I even need to get into the recent censoring of books? Both America the Book by the people from the Daily Show on Comedy Central and George Carlins new book When Will Jesus Bring the Pork Chops? were pulled from the shelves of Wal Mart across the US because they were found to be objectionable. http://www. disgruntledhuman. com/wmrtnf. htm

Montessori System of Education Essay Example

Montessori System of Education Essay By: Saleem Younis Cheema (Chairman Angels School System Daska) M. A. (Education) M. A. (Pol. Sc. ) M. A. (History) D. I. A. , P. G. D. E. ,D. C. S. , D. E. L. Diploma in Montessori (American Council) Diploma in Admin. (Govt. of Pak. ) Certificate in Education,(Oxford University) Certificate in Teacher Training NPO (Govt. of Pakistan) Ex. Research Officer Lecturer (Punjab University Lahore) The latest and best pre-school educational system is no doubt, Montessori Sytem. This system was introduced and organized by Dr. Maria Montessori in 1906, when she observed mentally retorted children and experienced with the extensive studies of Frobel, Itard and Seguin. On the ideas of Itard and Seguin, she developed and devised didactic material, which is used in Montessori System with children in a special environment that is called prepared environment. Dr. Maria Montessori said that she didn’t know how to teach the children, they taught me how to teach them. She did a lot of work on her system, spent all her time in teacher’s training and traveled extensively to promote her method. This is the reason that after passing so long time period Montessori system is prevailing all over the world. The primary aim of all the teaching systems is to educate the child, right from the beginning so that by the time he becomes an adult, he has the knowledge of the world around him. Knowledge brings us closer to God and distinguishes man from animals. God in fact has directed every human being to seek knowledge. This knowledge does not dawn on the child itself, it is rather imparted by the adults. We will write a custom essay sample on Montessori System of Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Montessori System of Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Montessori System of Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In Montessori system an adult who guide the child and directs the activities and interests of the child through didactic material is named as â€Å"directress†. A trained directress brings out the potentials of man in a child through self construction and makes the child achieve maximum standards of intellect, moral and culture. The special environment in which trained directress works with the child is prepared environment, whish is an extension of home, where the child willingly spend sometime to learn through didactic material with the help of directress. Dr. Maria Montessori also did a lot of work on child development and child psychology. Self construction is the central point of her education philosophy. She focused on first 6 years of the child’s life. During these years of a child two creative sensibilities work in a child i. e; absorbent mind and sensitive period. With these two sensibilities the child interacts with his environment around him, takes the good or bad impressions form his surroundings and gradually develops his personality. However the development of a child’s personality is also effected by a Psychic Pattern â€Å"Spiritual Embryo†, which is laid down in a child during his Pre-natal development. After birth during Post-natal development from 0-6 years a child gains knowledge from his environment with the help of special gifted mind i. e; Absorbent mind. The process of learning starts with taking in impressions in his subconscious mind unconsciously, without being aware of it and without being tired of it from 0-3 years, then gradually by movements and spontaneous activities he makes these impressions meaningful and in doing so he passes through unconscious absorbent mind to conscious absorbent mind (3-6 years) trading always in the paths of joy and love. Child is a busy constructor and loves to work, so through activities and manipulation of the objects through hands in the environment he constructs his intellectual level. Another sensibility in the child is â€Å"Sensitive Periods†. Every child is attracted towards certain things in his environment with an irresistible impulse and well defined activity. These certain things in his environment are like language, culture, order, courtesy, imitations, movements etc. Different sensitive periods have different time periods. During these sensitive periods the child gains knowledge and different functions, through concentration and repetition of activities. These sensitive periods are transitory but their impressions are everlasting, and the child works without any tiredness, he feels joy, calmness and satisfaction. Now it’s directress duty to recognize the certain sensitive periods in child’s development and to make his learning perfect. Dr. Montessori rightly says that sensitive period in the child development is a â€Å"drama of love between the child and his environment. Absorbent mind is a rich mind has a special energy called â€Å"Horme†. During the period of unconscious absorbent mind (0-3 years) this â€Å"Horme† guides the child to â€Å"build up yourself† and develops the memory of the child. He takes in the impressions from his environment which later on becomes permanent. In conscious absorbent mind (3-6 years) â€Å"Horme† pushes the child to  "explore the world†. At this stage he is conscious constructor and had a determined choice and will. His hands are now instruments of his intelligence. Another aspect of child’s development is Deviation. Every child develops from nothing to something through certain invisible forces, which Montessori called inner directives. These inner directives and two streams of energies i. e; mental and physical, guides the child to build up. But if there are some obstacles on the path of inner directives, or if both the energies are not interplaying in balance, than child is not developing normally, he is now a deviated child. Deviated child is a problem child not for himself, but also for his society. Psychic fugues and Psychic barriers are two types of deviation. In Psychic fugues child remains in touch with reality but lose his concentration and interests towards reality. But in Psychic barriers child flees into fantasies and grows barriers between him and adults. Fugues are easier to cure than Psychic barriers, now it is the duty of directress to normalize the child gently through Purposeful and spontaneous activities. Directress should fulfill the rights of a child explained by Dr. Maria Montessori. i. Right to be respected. ii. Right to refuse the work. iii. Right to repeat the work. iv. Right to work at his own speed and rhythm. Independent learning and spontaneous activity are key ideas of Montessori System. In Montessori system the process of child’s learning is followed by the development of six senses and language with the help of exercises of every day practical life through cultural activities. The child is directed towards activities gradually and firmly under the kind guidance of trained directress/mother/aunty. Every activity is performed in prepared environment with real objects, which leads certain learning in child’s personality and different modes of behaviour appear while interacting with his environment. Specially prepared didactic material is used in all these activities. When every child performs activities in prepared environment or in school with real objects. He develops realistic point of view in his personality. Along with Montessori System some other pre-school systems are prevailing also like Nursery System and Kindergarten (K. G) system. But in these system psychological and physiological needs of the child’s personality are ignored, child has no rights and no respect. So child’s personality is repressed rather than progress. [pic] So we can conclude that according to the needs of time and requirements of the child’s development Montessori system is the perfect system, in which social, moral, intellectual, psychological, physiological cultural needs, and rights of a child are preferred. Child develops realistic approaches in his personality that helps him to make his interaction with his society better and easy in coming life. Dr. Maria Montessori

2nd Class Citizens In Greek Society Essays - Free Essays

2nd Class Citizens In Greek Society Essays - Free Essays 2nd Class Citizens in Greek Society Throughout human history the roles of women and men have been defined in part by physiology and in part by the attitudes conveyed by those who hold power and influence. In ancient history, societies were centered around women and the worshipping of goddesses. These roles changed quickly as hunting and warfare became increasingly more important and women's less powerful physique placed them in a weaker position. Just prior to the Hellenistic Age, three men wrote of their times, and of their perceptions, attitudes and ideas regarding men, women, and civilization. In Oedipus Rex by Sophocles we get a glimpse inside the life and tragic misfortunes of a royal family. Thucydides wrote a history of the Peloponnesian war, and in his recounting of Pericles' Funeral Oration the duties and benefits of Athenians were revealed. Plato's The Republic, was a philosophical dialogue covering the times as they were and how he felt they possibly could be better. In each of these works t! he roles of women are revealed not only through their position within the community but also through the relation of the benefits and rights men enjoyed which women were denied. During the time of Sophocles, the Greek population led a simplistic life enjoying a dynamic life of festivals, light work loads and the attendance of compulsory dramas paid for by the state for human enhancement. The Greek population consisted of free men, free women and slaves. Men were at the top of the hierarchy enjoying all the benefits provided by their civilization; involvement in politics, ownership of property, influence, and the freedom to chose their actions. Women on the other hand were primarily delegated to keeping up and nurturing the appearances of society; care of the home and children, upkeep of possessions, and more importantly upkeep of their husbands reputations and honor. Throughout Sophocles' Oedipus Rex the values that make a good citizen (that being a free male) are introduced. These include being humble before the gods, being responsible for your actions while having respect for humans and for the instructions of the gods. The expectations and roles of women are also shown through the actions of Jocasta the queen in comparison with the actions of her husband Oedipus. Jocasta is not entitled to as much public power as her husband, her role is in the background, helping direct him privately and always caring to keep up his reputation. She says during one of Oedipus's public outbursts, "Into the palace now. And Creon, you go home. Why make such a furor over nothing?"1, while at another time she submissively says, "...But do let's go inside. I'd never displease you, least of all in this."2 This weak and dependent perception of women is evidenced even more when hearing Oedipus talk of his children to Creon, "... my daughters, my poor helpless girls, clustering at our table, never without me hovering over them ... take care of them, I beg you."3 He continues saying to his children; "How I weep for you ...just thinking of all your days to come, the bitterness, the life that rough mankind will thrust upon you. Where are the public gatherings you can join, the banquets of the clans? ...And when you reach perfection, ripe for marriage, who will he be, my dear ones? ... Who will marry you then? Not a man on earth. Your doom is clear: you'll wither away to nothing, single, without a child."4 When Jocasta and Oedipus finally hear that their fate has indeed come to pass, the actions of each are very different, but also very indicative of their perspective roles. Oedipus takes a powerful stance by inflicting a life-long punishment on himself. Jocasta takes the meeker route, by hanging herself she saves herself from the dishonor of having to live with the knowledge of her fateful actions, and from the terribly rough life she would have being stigmatized and being forced to live without a proper husband and provider. By the time of the Peloponnesian War, the status of women had not changed much. Although women were allowed to own some amount of property, the daily management of that property was the responsibility of her husband. A women's

A sociological investigation into cohabitation in Britain today Essay Example for Free

A sociological investigation into cohabitation in Britain today Essay ? In my coursework I shall conduct a sociological investigation into cohabitation in Britain today. This is expanded from my previous coursework, which updated past research into the stigmas attached to cohabitation. It interests me to investigate whether facts and opinions of cohabitation have changed over time. To achieve this aim I shall look at the following questions throughout my research: 1. Why has cohabitation increased? 2. Does cohabitation have an effect on children? 3. What advantages and disadvantages are there to cohabitation? 4. Is there still a stigma attached to cohabitation? 5. Do cohabiting couples ever wish to marry or is it a permanent status? I believe that cohabitation is increasingly replacing marriage. I intend to research cohabitation using a questionnaire, which will be given to both cohabiting and married couples to complete. 133 Words Context Cohabitation has doubled since 1981 to around 25% and is greatly increasing. It is defined as when two people live together in a relationship without being married. This can be either a short-term arrangement or a permanent status in which the couple do not see the need to be legally married. Sociologists have researched into many areas of cohabitation and the family. However, more recently the main focus has been on the increase in cohabitation. It is argued that marriage is becoming less popular and so people are developing alternatives to conventional married life. Also, there are increasing numbers of marital breakdown, which are reflected in rises in the divorce rates. The General Household Survey from Social Trends (2000) found that in Great Britain between 1998 and 1999, 26% of males and 25% of females, between the ages of 16 and 59, were in a cohabiting relationship. This is relevant as it show evidence of the large numbers of cohabiting couples in society today. Chester (1980) has argued that cohabitation is only a temporary situation that often leads to marriage. Chester said that in many cases it is not possible for a couple to marry, due to one or both partners being married. Also, many couples see cohabitation as a trial period, which often determines whether they choose to marry. Chester concluded that around 2% of single women aged 18-49 are living and bearing children in â€Å"constitutional unions† which may be permanent. However, Chandler argues against this theory, seeing the increase in cohabitation as more significant. Chandler says that couples appear to be spending lengthening amounts of time cohabiting and seem to be choosing cohabitation as a permanent replacement for marriage. Chandler (1993) supports this by noting that 28% of children were born to unmarried mothers, 70% of which were registered by both parents. These arguments show the conflicting opinions, between sociologists, regarding the status that cohabitation appears to now have. Approximately 15% of one-parent families are created through the break-up of cohabiting unions, showing that cohabitation’s with children are even more likely to break-up than childless ones. Today, more than 20% of children are born to cohabiting couples, although around only a third of these children will remain with both parents throughout their childhood. This means that children born to cohabiting parents are more likely to experience a series of disruptions in their family life, which can have negative consequences for their emotional and educational development. Berthoud and Gershuny found, in ‘seven years in the lives of British families’, that 70% of children born to married parents are likely to live their entire childhood with both parents whereas only 36% of children born to cohabiting parents remain with both parents. It has also been shown that children living in cohabiting stepfamilies are at a significantly higher risk of child abuse, showing that these informal cohabiting families are the most unsafe environments for children. This is interesting as it shows an insight into the effects that cohabitation can have on children. There have been many theories as to why cohabitation has increased, alongside the simple and more obvious explanations. Marriage is seen as a more risky choice in a relationship due to the divorce rates and expense of marriage, along with the decline in religious influence and growing economic and employment insecurity worries. Single parenthood has been a partial explanation as to why cohabitation has increased as many women choose to cohabit in a relationship, rather than having the irresponsibility of raising a child outside of a stable relationship. Cohabitation has greatly occurred from the great rise in divorce rates, which may also have the effect if children, from divorced parents, being wary of marriage. However, the decline in childbirth and the conscious decision to not have children may have made it less necessary for couples to marry. Past research conducted into sociology appears to indicate that the once prominent stigma attached to cohabitation has greatly declined in society. Th decline in the negative view to cohabitation, in society, has been shown in the Social Trends Survey (1996). The results from ‘people who feel cohabitation is wrong: by gender, 1994’ show that between 1960 and 1978, 7% of males and 6% of females felt that cohabitation is wrong. This has greatly decreased from 40% of males and 37% of females in 1930. These statistics could also imply that these numbers are still decreasing in society today. Ronald Fletcher’s (1988) theory shows an inclination as to why this social stigma has decreased. He suggests that cohabitation is a form of marriage, which is similar to that of a nuclear family, rather than a different relationship form altogether. He argued that cohabiting couples are concealed nuclear families that are not legalised through marriage. This theory not only suggests reasons for cohabitation but also indicates that it could continue to increase in society. 810 Words Methodology feelings towards discussing such information. Using a questionnaire will allow me to get results in a short period of time, which will be easy for both me and my participants as it will take into account any individual variables, such as the participant being in a rush etc. Questionnaires will be the best method of data collection for my study as I can then easily quantify and analyse the results in relation to my rationale. I shall conduct my study by In sociology, structionalists and interactionists have each used different methods of attempting to research areas of sociology. Structuralists are positivists and so use scientific, quantitative methods if collecting data. Common methods used by structuralists are laboratory experiments, which isolate the variables to find a relationship between them and field experiments, which, attempt to control variables in a natural situation. Also used by structuralists are questionnaires, structural interviews and the analysis of official statistics. Interactionists, however, are anti-positivists and reject scientific research methods, using qualitative methods of collecting data. Common methods used by interactionists are informal/unstructured interviews, where the subject directs the interview, and participant observation, where the participants are observed during their daily activities. For my research I shall be using the quantitative research methods of questionnaires. I considered using formal interviews to collect my data as I would have been able to get more in-depth and personal results, but decided that this would be more difficult to conduct and a suitable sized sample may be harder to find for reasons such as time difficulties and personal handling out questionnaires to randomly aged cohabiting, married and non-cohabiting couples. I shall use 25 questionnaires to complete my study as I feel that this is a relatively suitable sized sample to gain reliable results with. I have chosen this sample in the hope that I will gain a wide variety of couples and ages, without attempting to manipulate who participates. The gender of my participants shall also be randomly selected, rather than pre-determined. I shall also distribute my questionnaires in a variety of places sixth form college, workplace, public areas) to aid my aim of getting a varied sample and ensure that my results are representative. I shall ensure that I am ethical in my approach of this by gaining their consent before handing them the questionnaire. The questionnaires shall also have details of the nature of the study written above the questions and they shall be verbally informed that it is not required of them to answer any questions that they do not wish to. The questionnaires shall also be confidential and so will not require a name or contact details from the participant, which may increase the validity of my results as they may be less likely to lie or refuse to disclose information. When constructing my questionnaire I ensured that I considered all of my aims, stated in my rationale. I included questions which required both written answers and a choice of pre-selected answers, depending on the nature of the question. For two of my questions, the answer choices were given in ranges, rather than individual answers (e. g. are you, 26-35 etc). I did this with ages to male the question less personal as the participant may be uncomfortable disclosing their exact age. It has also been done when asking how many cohabiting couples they know of, as it is unlikely that they would consider the exact amount accurately. I constructed the questionnaire in a form that is suitable for both married and cohabiting/non cohabiting couples to complete, and based all of my questions on a more personal form of my aims, which will hopefully result in valid results. Before conducting my final study, I completed a pilot study of four questionnaires to find any area of improvement which could better my final study. I conducted and distributed these questionnaires in exactly the same way as planned for the final study. I feel that my pilot study was successful and without any major problems. I shall, however, change some minor aspects of the questionnaire. I found that the question regarding ‘benefits of cohabiting couples’ may have been misinterpreted as financial benefits only, and so I shall change the structure of that question. I also found that people were writing more, for their answers, than the allocated space and so I shall add more lines per question on my final questionnaires. The remainder of my questionnaire shall stay the same. 741 Words Evidence To present the results of my questionnaire I shall display and discuss each question individually, in the order which they appear in on the questionnaire itself. 1. Are you: Male Female I decided to first gain some knowledge of the participant so that any relations could be made between the results and their personal details, if necessary. For my research, however, I am looking at the overall current opinions of the public and so am not looking for any direct relationships related to gender. Due to my random sample it was not expected that an equal number of males and females would be used, and this is shown in the above table. A sociological investigation into cohabitation in Britain today. (2017, Sep 10).

It has been written below in the assignment criteria Essay

It has been written below in the assignment criteria - Essay Example under Part II of the Supply of Goods and Services Act 1982 (the Act1) and Section 13 the service will be carried out with reasonable care and skill where it is done in the course of business as in the current scenario. Therefore failure to do so entitles Adam to make a claim for breach of contract and damages or alternatively under the law of negligence2which is what Burt Co is purporting to exclude and limit under its terms of business. The factual scenario indicates that both Adam Co and Burt Co had a regular course of dealings in respect of the Burt Co’s provision of car valet services, which were ostensibly contracted into on Burt Co’s standard terms of business. The issue in contention is whether the contract was for the Deluxe Service and if not, whether the exemption clause was incorporated into the contract. Whilst there is nothing to indicate that Adam Co expressly accepted and signed Burt Co’s standard terms and conditions, it is evident that the process of handing Adam Co Burt Co’s standard terms of business happened approximately eight to nine times within a twelve month period, which will render it difficult for Adam Co to argue that the terms and conditions do not cover the terms and conditions due to the regular course of dealings between the parties3. This in turn is crucial to the enforceability of the exclusion clause4. With regard to the current scenario, the most applicable scenario will be incorporation of terms based on previous dealings between the parties. For example, in the case of J Spurling Limited v Bradshaw,6 in circumstances analogous to the current scenario, Bradshaw had received the document with the exemption clause on previous dealings with the defendant on numerous occasions and the Court of Appeal concluded that â€Å"by the course of business and conduct of the parties the clause was part of the contract†7. In the Bradshaw case the clause had been incorporated notwithstanding the late arrival of the document

Marketing Manager of the PVT Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Marketing Manager of the PVT - Research Paper Example Thus, when it declines to list PVT among it best bidders, then there must a gross system or technological failure that Greg Morgan, the Solenergy’s chief electrical engineer noted from the electric equipment supplied to them by PVT. Morgan is portrayed as a competent person, especially in his judgments. Moreover, he has never misled Solenergy Company and its management in all matters left for him to deliberate upon thereby earning him the influence he has in the Solenergy development industry’s decision-making. Therefore, it will be pointless for the sales and marketing department of the PV Technologies, Inc. to peg their success on the personal relationship between Morgan and Salvatori. Apparently, the decision made from Morgan’s evaluation may not change based on the employee to employee relationship or business to business relationship but they can change on core values used as evaluating factors that led to the conclusion (Cespedes and Badame 05). From the understanding of the top management at the PV Technologies, PVT has been supplying reliable, durable, and efficient converters a fact that has not been confirmed by the customer, Solenergy in this evaluation. The evaluation parameters and the result are just but rumors that are yet to be confirmed to the PVT’s sale and marketing department or even to its executive. Therefore, it cannot be assumed that Morgan only pegged his evaluation on cost but not other factors that could be touching quality, efficiency, effectiveness, and durability. Moreover, it is apparent that PVT has been the main player in the market especially in the supply of electric converters. Since numerous players who have joined the same market, PVT must not assume that there are no other companies producing the same products, as in this case, converters with the same quality, durability, efficiency, and effectiveness and at lower costs than it thereby placing out of the  competition is.

Atheism :: essays research papers

Atheism, from the Greek a ("without") and theos ("deity"), commonly and loosely refers to the theoretical or practical denial of the existence of a deity. The concrete meaning of atheism has varied considerably in history: even the earliest Christians were labeled "atheists" because they denied the existence of the Roman deities. In Western culture, where monotheism has been the dominant mode of religious belief, atheism has generally referred to the denial of the existence of a transcendent, perfect, personal creator of the universe. To be an atheist need not mean that one is nonreligious, for there are "high" religions, such as Buddhism and Taoism, that do not postulate the existence of a supernatural being. Monotheism has been so basic to and compounded with Western moral and philosophical beliefs as well as political institutions that until recently atheism has been widely believed to be both immoral and dangerous to society. Plato not only viewed atheism as irrational but argued that certain atheists deserved the death penalty. When Christianity finally became the dominant religion in the West, atheism and heresy were thought to be worthy of exile or death because, as Thomas Aquinas argued, it was a much more serious matter to corrupt the soul than to damage the body. Atheism was also dangerous to the political authority of Western monarchies that claimed to rest upon divine right. Even during the Enlightenment when the divine right of kings was challenged and religious toleration defended, John Locke, a staunch advocate of toleration, denied free speech to atheists on the grounds that they undermined and destroyed religion. The believability of atheism seems directly proportionate to the growth of the sciences and the emergence of humanism since the Renaissance. In the 19th century the biological sciences seemed to make theological explanations of the origins of the universe and of the emergence of humankind unnecessary. Particularly important were the writings of David Hume and Immanuel Kant, which established that attempts to prove the existence of God from the world order were invalid. In the mid-19th century, explicitly atheistic and humanistic systems of philosophy appeared. Ludwig Feuerbach, Karl Marx, Arthur Schopenhauer, and Friedrich Nietzsche were not only atheists but also militant critics of religion generally and of Christianity particularly. Modern philosophical atheism is based on both theoretical and practical reasons.

Communication needs Essay

1.1 Explain the importance of meeting an individual’s communication needs. Answer People communicate because they need to let others know what they want and feel, as well as to find things out and get answers to their question and to pass on information and give direction. Communication is a basic human right. Without communication the individual is unable to realise or exercise their rights. Under the human rights act 1998 all individuals have the right to freedom of expression. Without identifying and supporting the individuals communication needs many may be denied their rights. The right of and individual is also up held in (GSCC) General Social Care Council. In order to effectively support an individual with his or her communication we must have a thorough understanding of their needs. All individuals have a right to communication and we are governed by standards, codes of practice, guidelines, morals and law to ensure those communication needs are met. Read more: Essay About Support Individuals with Specific Communication Needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs. Answer It is true that a person’s own beliefs and experiences could affect working practice or affect my role as a healthcare worker. However, as a  professional health care worker, it is part of my responsibilities to treat all service users equally and never allow my personal beliefs affect my role. Imposing my own beliefs and experiences is not acceptable in the healthcare practice and would be against the standard codes of practice, and organisational policies. Example giving preferential treatment to service user because I like them more than others, treating a client differently because we have the same or different religion, different values as regards personal hygiene, different sexual orientation. Furthermore, treating a service user badly because in the past I have had a bad experience with perhaps people of such colour, race or people of his/her personalities is against the practice. The Human Rights Act 1998, The Race Relations, Act 1976 amended 2000, The Sex Discrimination Act 1975. Equal Opportunities Act 2004 and the Equality Act of 2010 are all legislations that relate to equality and diversity in my own practice. These acts are about meeting and respecting the individual needs. As a healthcare worker it is my responsibly to strictly adhere and follow these guidelines. This ensure that all clients are treated equally irrespective of their colour, age, disability, gender, religion and belief and sexual orientation . It is my duties to offer a non judgemental, non bias service because of individual client beliefs. 1.3 Analyse features of the environment that may help or hinder communication. Answer Noise levels of the environment. Are they conducive to communication if an individual is hard of hearing therefore it is best to reduce the noise level or move to a quieter area to improved communication. Large groups could have a negative effective on communication if everyone is engage in a lively discussion, it best to move to a smaller group. Good/poor lighting someone with poor vision may find it difficult to see especially if they have hearing problem and relied on reading your lips as opposed to good lighting which would alleviate any anxieties and stress and reduced miscommunication as a result of having good lighting. Privacy or lack of it, offering a individual a private environment to have a conversation with someone on a one to one basic would allowed the individual to set across from you face to face, where the level of communication can be calm, timely and clear have opportunities to clarify things they are not sure about and enable clarity. focusing on the individual,space and positioning when communicating, body language and eye contact when communicating, giving individuals sufficient time to communicate, using the individual’s preferred means of communication and language, checking that you and the individuals understand the communication when communicating. No disruption/disruption, distraction example, TV off or on and even temperature is it just right or too hot/cold etc. as all these elements can have a negative or positive impact on communication. Physical- refers to the environment surrounding the participants in the communication process; for example: (good) good ventilation, chairs and other materials are properly arrange, temperature is set just right, the place or venue is presentable..etc. (bad) a very noisy place, air pollution, the place is very dirty and the materials for the event is not properly arrange, poor ventilation. 1.4 Analyze reasons why an individual may use a form of communication that is not based on a formal language system. Answer There are lots of different ways to communicate. We use all of our five senses to communicate and receive information: Visual-seeing, Auditory -hearing, Olfactory – smelling, Kin- aesthetic -feeling, Gustatory -tasting. Could be due to hearing difficulties, in which case they will use sign language, another could be because of learning problems, and these people use a form of body language , some might use their eyes, whilst others communicate by making facial expressions or sounds or even pointing. A further reason could be due to a severe medical condition, and in some of these cases the individual can learn to use electronic equipment to communicate It is important to learn about communication forms. Once we recognize the communication we can respond to it and begin shaping it into a more formal or easier to understand form of communication. 1.5 Identify a range of communication methods and aids to support individuals to communicate. Answer There are three main forms of communication, verbal, non-verbal and the written word. Verbal communication Verbal communication uses words to present ideas, thoughts and feelings. Good verbal communication is the ability to both explain and present your ideas clearly through the spoken word, and to listen carefully to other people. This will involve using a variety of approaches and styles appropriate to the Individual you are addressing. Non-verbal communication This refers to the messages we send out to express ideas and opinions without  talking. This might be through the use of body language, facial expressions, gestures, tone of voice, touch or contact, signs, symbols, pictures, objects and other visual aids. It is very important to be able to recognise what a person’s body language is saying, especially when as a health or social care worker you are dealing with someone who is in pain, worried or upset. You must also be able to understand the messages you send with your own body when working with other people. Body language – The way we sit or stand, which is called posture, can  send messages. Slouching on a chair can show a lack of interest in what is going on and folded arms can suggest that you are feeling negative or defensive about a person or situation. Even the way we move can give out messages, e.g. shaking your head while someone else is talking might indicate that you disagree with them or waving your arms around can indicate you are excited. Facial expression – We can often tell what someone is feeling by their  eyes. Our eyes become wider when we are excited or happy, attracted to, or interested in someone. A smile shows we are happy and a frown shows we are annoyed. Touch or contact – Touching another person can send messages  of care, affection, power or sexual interest. It is important to think about the setting you are in and what you are trying to convey before touching a person in a health and social care environment. An arm around a child who is upset about something in hospital or a nursery can go a long way to making them feel better but a teenager might feel intimidated by such contact from an older person. Signs, symbols and pictures – There are certain common signs or  gestures that most people automatically recognise. For example, a wave of the hand can mean hello or goodbye and a thumbs up can mean that all is well. Pictures of all forms and objects also communicate messages; an X-ray and a model of a knee joint can more easily communicate to someone needing a knee replacement exactly what is involved. Written communication This is central to the work of any person providing a service in a health and social care environment when keeping records and in writing reports. Different types of communication need different styles of writing but all require literacy skills. A more formal style of writing is needed when recording information about a client. Technological aids Technology is moving so quickly now that we have many electronic aids to help us communicate. For example, mobile phones can be used to make calls but we can also use them to send text messages and emails; and we have computers on which we can record, store and communicate information very quickly and efficiently over long distances. Some aids can turn small movements into written word and then into speech, such as the voice box most famously used by the scientist, Professor Stephen Hawking. mobile phones: these are generally affordable and available to the population at large, making them more accessible than computers and far more cost-effective. They have many uses in health and social care. For example, they enable emergency response teams to coordinate their efforts, allow a surgical team to contact someone awaiting an organ transplant, gather and send information etc. They are especially important in health and social care in developing countries, where people may live several days’ walk from the nearest doctor. telephone amplifier: these are devices that amplify, or make louder, the ring tone of a phone so that people who are hard of hearing and maybe use a hearing aid can hear the phone more clearly. They also amplify the volume of the person speaking on the other end by up to 100%. Other devices on telephones include flashing lights so someone who is hard of hearing can see  that the phone is ringing. hearing loops – a hearing loop system helps deaf people who use a hearing aid These means of communication are used for transferring information from one entity to the other, and always involve a sender and receiver. The cycle of communication is said to be complete only when the receiver has understood the sender’s message and intent. 1.6 Describe the potential effects on an individual of having unmet communication needs. Answer Having difficulties expressing on self can lead to both physical and emotional problems. Individuals who experience a gradual loss of effective communication may become increasingly withdrawn, depressed or isolated. These emotions reduce the individual’s self-esteem as they start to develop feeling of frustration and uselessness. The individual’s behaviour may change as they vent their frustrations with acts of anger or even violence. An individual, who is born deft or lose their hearing while they are young, may well have built their own society in the Deft Community based on communication through sign language. But someone who has lived in the hearing community for most of their life, then loses their hearing in later life, may feel they have no place where they can fit in. some individuals who have not received the required support to communicate effectively may become indifferent to others. They may begin to feel that there is no point in trying to express themselves, their needs or their views, when no one appears to be listening or attempting to understand them. Unsupported communication needs can result in the individual being denied their rights. As a society, if we deny an individual their rights in life we are in effect abusing that individual. 2.2 Contribute to identifying the communication methods or aids that will best suit individual. Answer At my day centre I contribute to aiding the communication needs of my service users by: Cultural needs: dietary needs of a number of service users are varied so it is essential that those who have special dietary needs are meet to help maintained and help them stay healthy example. Diabetic not given too much sugar or sweet, or those with hypertension watch the amount of salt intake in their diet identified and cultural norms of using the left hand is frown up on. Religious needs: Ensures those who practice their faith are given the opportunity to engage in such practice on a weekly basic. By providing this service to them. One page profile: Indicate the individual like and preferences and what is important to the individual and how best to meet their needs. Body language: Through developing a working relationship with an individual I am able to understand a number of cues with indicate what or how they are feeling through, facial expression, gestures that indicate that the individual is upset annoyed or confused example when an individual look at family photos they want to talk or visit their love ones. Key working: thought working with the individual and family to establish person centre approaches. Which entails their hope dreams and aspiration. Language barrier: ensuring the individual have someone to help will their language needs if their first language is not English. Technical aids: Ensuring individual have the access to hearing aid, optician to provide them with aiding with visual needs to improved their communication needs. Talking books,and large printed and Bridle books and other technical aids to help with their communication needs through partnership work with deft blind society who provide magazine to informed and update service users and their family on the latest aids that would best suit their needs. Monthly magazine leaflet: Informing and updating service users on all the activities that has taken place and will be happening at the centre. By taking photos of all the various events we are enabling service user are seeing hearing and reading all that is taking place in the day centre. Example who celebrated their birth day, what events will be happing inside and outside of the centre and pictures of who attended. Notice board: Service user are able to see and read about events and obtained information that is of interest to them or others they can shared with. Informing service users: Provide service users with Information and Advice as to where and how to obtain information on other services and community resources they can get access to. Staff meeting: Report and shared concerned information that has been disclosed or observation about service user that will benefit or aid their communication needs 2.3 Explain how and when to access information and support about identifying and addressing specific communication needs. OR 1.1What is communication? Communication is the giving and receiving of information. It is the foundation of what we do in everyday life. What we say, how we say it and what we do communicates a multitude of messages that are given and received consciously and subconsciously by using different communication methods. People communicate with you because they have something they want you to know or something they want you to tell them. We communicate to share information and ideas. The key point to remember is that everyone is different. We all think differently and communicate in different ways. The people you are supporting will communicate because they are motivated by what they need 2.2 Understand a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences There are lots of different Ways to communicate. We use all of our five senses to communicate and receive information: ï‚ · Visual – seeing Auditory – hearing Olfactory – smelling Kinaesthetic – feeling Gustatory – tasting Verbal communication Vocabulary, words and different languages Tone of voice Pitch (for example, high or low Non-verbal communication Eye contact Signs, symbols or pictures Writing Using objects Touch Physical gestures Body language and emotions Lip reading Recognise barriers to effective communication Here are some of the different barriers to consider: Sensory impairment (for example, deafness, blindness or both) Culture (for example, speaking different languages or poor English) Religion (for example, men not permitted to support females with personal care) Health issues (for example, mental ill health like Dementia) Background noise (for example, radio, television, other people, machines) Emotions (for example, difficulty in being able to listen to others) Stress (for example, failing to recognise what is happening) Strong accents (for example, from a different part of England that you find difficult to understand) Specialist communication techniques (for example, sign language is used) Prejudice (for example, allowing your beliefs to pre judge a situation) Be aware of ways to reduce barriers to effective communication Hearing Loss Hearing loss is an invisible disability, so it can become a big communication barrier. Hearing impaired people have to concentrate very hard to pick up information in stages and written information. Aids that can help these people are hearing aids, sign language, lip reading, loop systems, interpreters. It is important to limit background noise to avoid distraction. You should always make sure they can see you clearly and particularly your face as they may be able to lip read. They may also use sign language which you may need to consider learning if you will be working together regularly. Loss of Sight This can make a person extremely disorientated if they are in a strange place or they lose their glasses. When supporting a person who is blind or has limited visibility, verbal communication increases in importance. Always ensure the individual can hear you clearly. It may be appropriate to use touch to reassure them of your presence. You might need to explain things in more detail because they are unable to see your expressions and body LANGUAGE Language Barriers and Accents It can be difficult to communicate with a person who does not speak English, you may need to use picture boards, actions or an interpreter so you can communicate appropriately. Dementia and Confusion When supporting someone with Dementia be aware that even basic forms of communication may be difficult for them to understand and interpret. Use short sentences. Use names rather than he or she. Avoid open ended questions. Use closed questions, for example, rather than say â€Å"what would you like?† say â€Å"would you like this or that?† Dysphasic These individuals have usually had a stroke and may get very frustrated when trying to communicate. A speech therapist may be involved with their support and may be able to suggest ways of making things easier. Physical Disabilities Individuals may have had accidents which have changed their abilities. Some people will have previously had no disabilities and others will have always had disabilities. Some people with physical disabilities may have difficulty speaking, for example, people who may have had strokes or conditions like cerebral palsy. Others with physical disabilities may be able to communicate perfectly well in speech. You should never make judgements about individual’s capabilities in any way and don’t forget everyone is different. Cultural Differences Commonly used gestures can sometimes have different meanings in other cultures. Familiarise yourself with the cultures of those you are caring for so you are able to treat them with respect. In some cultures, men and women are not allowed to speak to each other if they are not known to each other and this could present difficulties when trying to provide care and support. A female may not want a male carer and a male may not want a female carer The Environment Consider the type of environment in which you are working. Is there lots of noise around you. Can the noise be reduced or removed altogether. Are other people making too much noise and preventing you from communicating with an individual. In an individual’s home, you may find pets or other distractions like the television being on too loud. You should also make sure that people who have particular aids to help them communicate are using these, for example hearing aids and glasses. It can often be difficult to concentrate on a conversation if the individual needs to go to the toilet. Always check the individual is comfortable. Confidence / Self Esteem If an individual lacks confidence and / or self esteem, they may find it difficult to express themselves. Lots of patience and encouragement is needed as well as regular praise to increase their confidence and the way they feel about themselves 1.5 Be aware of sources of information and support or services to enable more  effective communication There will be lots of different types of support and services that can help you and the individuals you support to improve your communication skills. Some of these services are: ï‚ · Translators Interpreters, sign language and lip speakers Speech and language specialists Advocacy services

Egyptian Civilization And The Egyptian Empire - 1614 Words

Empire is an extensive group of states or countries under a single supreme authority, formerly especially an emperor or empress. Throughout time, different empires and civilizations arose and fell. Some of them started small and then grew bigger, others arose after a long fall, but all had the dream of gaining more power by expansion and leaving a legacy behind. One of the greatest civilization that arose in the history of the world is the Egyptian empire. Egyptian Civilization has contributed plenty to the world civilization and use most of its contributions today. Egyptian Empire started with the reign of Egypt’s first king, Narmer, in approximately 3100 BCE, and ended with the death of Cleopatra VII in 30 BCE. The history of ancient Egypt occurred in a three series of stable Kingdoms which are: the Old Kingdom of the Early Bronze Age, the Middle Kingdom of the Middle Bronze Age and the New Kingdom of the Late Bronze Age. In addition, Egypt s army was not equipped with bronz e weapons, relying instead on copper weapons. Egyptian soldiers wore no armor. The idea behind the Egyptian empire was to create a buffer zone of people who had to pay tribute to the pharaoh. On the other side, over the time, the Egyptian empire fall down by the Persian Empire which ended the dream of the Egyptian pharaoh to be one of the biggest empire in the world. For these reasons, I can say that the Egyptian Empire was supposed to be one of the greatest Empire all over the world through differentShow MoreRelatedThe Punic War1028 Words   |  4 Pageshistory, many dominant and powerful civilizations have risen up and fallen down. It is interesting because each civilization had its own unique features and values. Some empires were prosperous and lengthy, while some came crashing right down. One of the most important parts of a civilization is defending and preserving the empire. 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