Photography Research Paper

Section I A. Write the names of all the photography and photography-related careers that you are aware of. – Wedding photography, Under-water photography, Sports photography, General photo careers. B. Then do a preliminary research and write the names of at least 5 more photography-related careers. Commercial photography Portrait and family photography Pet, Animal and wildlife photography Police, Law enforcement and criminal forensic imaging photography Aerial photography C. Next, pick three of these careers and write three questions you have about each. Portrait and family photography- What makes a great family photo?What composition techniques are most important when considering family photo's. Is Family photography a good paying job? is it popular? Underwater Photography- What equipment is recomended for use underwater. What is your favorite object to take pictures of under-water. What challenges are presented when taking photos under-water. Aerial Photography- How do you t ake pictures from an aerial view? what methods are used to get higher up? What makes for a good subject from an aerial view? How much money would an aerial photographer make normally? Section II A. Marine Photographer: This job entails taking pictures under water. This job includes taking pictures underwater using either SCUBA or un-maned rovers with camera's. -Education and training requirements would include being SCUBA certified or certified to do whatever kind of diving needed to take the pictures. -The salary for a marine photographer in California is between 40, and 50,000$ -As an underwater photographer you are taking pictures of marine life for either research and survey purposes or simply to capture the beauty found in the ocean. Aerial Photographer: Taking photos from top views such as pictures from an airplane looking down. Training for this job includes a Four year degree, you must specialize in photography, Flight training is required as well as on-the-job sky photograp hy training. -Salary for this type of photographer ranges from 50,000 – 200,000. -As an aerial photographer you may spend your time personally contracting your work or taking pictures for a specific company. These photos may be used for Survey purposes or they may be per-request by a single person. This would be a difficult job to get into as it requires much training and experience. Portrait and family photography: These photographers take pictures of people, families, places, or events. photographers require a good eye for a picture and have excellent technical and photographic skills. They must have good communication and people skills. Photographers must be good with computer programs such as photoshop and be commercially aware and good at marketing themselves. -Salaries for family photographers range between 12,000 and 50,000 a year or more. -These photographers may fall under a specialized type of photography focusing on family photographery or they may be general photo graphers taking a wide aray of pictures including portrait and family photography. B.Marine Photographer: response from Robert Bailey Hi there, thanks for the kind words happy to help. How long have you been into photography? Since 1990, I've always been interested in photography since the age of 10 and when I took up diving there was no question that I would be taking a camera in the water to bring back the amazing scenes and show people my discoveries. How did you get your start in photography? As a youngster I always had the idea I would like to draw and was complete crap! I picked up a camera one day and realized I could express my artistic self through a camera.I've never looked back. I remember the first time someone referred to me as an artist as being very significant. What are your key interests within the business? Although I am not a professional my work has been published, and I have worked intermittantly on professional projects on land and underwater. I associate with a quite a few professionals. I am always interested to see what sells in the market. You'd be surprised by what sells, opposed to what people like to hang on their walls. Pricing yourself in the market is important. Many pros complain people give their images away and devalue the market.I am always interested in what companies are willing to pay for. I often consult with professionals before I sell images to magazines. Where do you do most of your work? The majority of my work is done in UK waters. I live and work in the UK so it makes sense to take advantage of all the area has to offer. I do work overseas periodically, but I prefer cooler climates. One goal I have is to dive under sea ice in the Arctic, or Antarctic. What do you enjoy most about this type of photography? Being underwater is like no other environment, there's no distraction with mobile phones, and people talking.I like the challenge of being able to dive in harsh environments and show people the beauty, especially in the UK, as many feel it's often dark and gloomy and there's no colour. What is the most important thing to remember to get a good image? The single most important element in getting a good underwater picture is to get close to your subject, generally a maximum of three feet for most subjects, sometimes inches away. It depends on the size of the subject you are shooting. Obviously a 30 foot basking shark is different than a one inch shrimp.The other thing is all about understanding light, whether you are using artificial light,, or natural light, or balancing the two. The next thing to consider is the background and whether the subject is accessible or not. We try very hard as underwater photographers to not damage the environment for the sake of a picture. What is your favorite photograph of your own and why? I don't have one particular favourite. This changes all the time as the obsession to keep creating new material. I like the close up pictures of Lemon sharks I have done in black and white. There are so many others, hard to say really.Some the ones which has won national competitions are no longer my favourites as I think I can do better now. What types of equipment would you recommend for use under-water? My wife shoots with a Canon S95 and a simple housing, and make great pictures. I use a Nikon D300, Inon Z240 Strobes, and a variety of lenses. My my most used lenses are the Nikkor 60 mm macro for close up and small subjects. For wide angle work I use a Tokina 10-17mm. I'd like to stress good pictures are not about the equipment, it's all about the photographer. People often look at a good image and say you must have a good camera.This isn't the case. The camera is a the tool, the photogapher is the craftsman. You don't have to spend a lot of money to get good pictures. You have to invest the time, understand the local conditions, and know your subject. What is your favorite object to take pictures of under water? There are too many to list. I like s harks, shrimps, seals, sea slugs, fish, divers, wrecks when the visibility permits. What challenges are presented when taking photo's under-water? First of all, we aren't designed to be underwater. We are land creatures. So the first challenge is you need to be a skilled diver.All your equipment, bouyancy control in the water, air management needs to be spot on, otherwise you will never make a good image. Then there's the currents, tide, visibility, the cold, and the weather. Then there's the subject, most of which are always moving, and hardly ever where you want them, when you want them. I can honestly say making pictures underwater is probably more challenging than any other environment. I think this is why I am so obsessive about doing it, it's not easy. I really hope this helps you. Am happy to discuss further after work of course. If you need some images I will help you out. Don't hesitate to call me.Regards, RB How I Found Robert Bailey: I found Robert Bailey on â€Å"Underw aterPhotography. com† C. Underwater photography as a career in photography seems like the most interesting choice. I am currently a diver and find I am most comfortable while in the water. The best thing about capturing an image of a diver in clear water is the fact that it looks as though the diver is flying. This is an unnatural environment for humans and can be dangerous and to be able to capture the beauty in it is amazing. Bibliography URL (www. robertbaileyphotography. com). Robert Bailey, 11-27-12 Bailey, Robert. Underwater photographer. 11-27-12

The Cherokee Removal Book Review

The Cherokee Removal Book Review The Cherokee Removal is a brief history with documents by Theda Perdue and Michael Green. In 1838-1839 the US troops expelled the Cherokee Indians from their ancestral homeland in the Southeast and removed them to the Indian Territory in what is now Oklahoma. The removal of the Cherokees was a product of the demand for land during the growth of cotton agriculture in the Southeast, the discovery of gold on the Cherokees land, and the racial prejudice that many white southerners had toward the Indians.The Cherokees had lived in the interior southeast, for hundreds of years in the nineteenth century. But in the early eighteenth century setters from the European ancestry started moving into the Cherokees territory. From then on the colonial governments in the area began demanding that the Cherokees give up their territory. By the end of the Revolutionary War, the Cherokees had surrendered more than half of their original territory to the state and federal government.In the late 1780’s the US began urging the Cherokees to stop hunting and their traditional ways of life and to instead learn about how to live, farm, and worship like Christian Americans. Despite everything the white people in Georgia and other southern states that abutted the Cherokee Nation refused to accept the Cherokee people as social equals and urged their political representatives to take the Cherokees land. The purchase of the Louisiana Territory from France in 1803 gave Thomas Jefferson the chance to relocate the eastern tribes beyond the Mississippi River.The War of 1812, with help from General Andrew Jackson help the United States to end what he called the â€Å"absurdity† of negotiating with the Indians tribes. From that point forward the Georgia politicians increasingly raised the pressure on the federal government to fulfill the Compact of 1802. In the agreement the federal government had to extinguish the Indian land title and remove the Cher okees from the states. The Cherokee government maintained that they constituted a sovereign nation independent of the American state and federal government. The Treaty ofHopewell in 1785 established borders between the United States and the Cherokee Nation offered the Cherokees the right to send a â€Å"deputy† to Congress, and made American settlers in Cherokee territory subject to Cherokee law. With help from John Ross they helped protect the national territory. In 1825 the Cherokees capital was established, near present day Calhoun Georgia. The Cherokee National Council advised the United States that it would refuse future cession request and enacted a law prohibiting the sale of national land upon penalty of death.In 1827 the Cherokees adopted a written constitution, an act further removed by Georgia. But between the years of 1827 and 1831 the Georgia legislature extended the state’s jurisdiction over the Cherokee territory, passed laws purporting to abolish the Ch erokees’ laws and government, and set in motion a process to seize the Cherokees’ lands, divide it into parcels, and other offer some to the lottery to the white Georgians. Andrew Jackson was declared president in 1828 immediately declaring the removal of eastern tribes. In 1830 Congress passed the Indian Removal Act which authorized the president to negotiate removal treaties.In 1831 combined army, militia, and other volunteer forces began to move the tribes along one of several routes to two forts located in Indian Territory; Fort Gibson and Fort Townson. The last tribe to be moved was the Cherokees in 1838. During this move some tribes accepted bribes of money and or land; whole others didn’t and were forced under the threat of death. During the move there were several weigh states along the route, and from bad planning or lack of concern to malfeasant actions the Indians were not allowed or given access to proper food, medical supplies, warm clothing, nor we re allowed to rest for any significant period of time.This resulted in death of many of the tribal members. The Native Americans began to cal the trail, the â€Å"Trail where they Weeped/ Cried† and it was later changed to â€Å"The Trail of Tears† by modern translation. There were approximately eleven trails that took different tribes to different locations. They ranged from 200 to 900 miles and went through around fourteen states. There was an estimated 4,000 to 15,000 Cherokees deaths during these trails.

Explore Jane Austen’s presentation Of Mr Darcy Essay

For this piece of coursework, I have been asked to explore Jane Austen – the author’s presentation of the misunderstood character Mr Darcy in â€Å"Pride and Prejudice†. I will be looking at how Jane Austen has presented the different aspects of Mr Darcy’s personality. These will include Mr Darcy’s language, behaviour, others’ opinions of him, a comparison with other male characters in the story, such as Mr Collins and finally what I think Jane Austen’s opinion on Mr Darcy is. This story was set in a nineteenth century Georgian society and in this time, the situation of marriage was that if a wealthy man proposed to you, you could not possibly give â€Å"no† as your reply. Mothers encouraged their daughters to get married by taking them to lavish balls and occasions where they would be acquainted with the wealthy. I will also be looking at the stages of Mr Darcy’s development throughout the book. This will include differences at the beginning of the novel – where he was very proud and self-centred, going on to the middle and end of the book, where his attitude changes and he turns into a caring, loving and considerate bachelor – the â€Å"perfect† man. The title of the story in itself represents Darcy’s attitude – â€Å"Pride and Prejudice† – Darcy’s pride where he thinks he is superior and his prejudices against the people he believes are less fortunate than him. Darcy is an extremely rich bachelor where he owns many houses, lands and villages. This adds to the change in his character as throughout the beginning and middle of the play, we are made to think that he is selfish and greedy, whereas in actual fact, he is the complete opposite! At the ball at Hunsford, Darcy refuses to dance with anyone, saying â€Å"there is not another woman in this room, whom it would not be a punishment to dance with.† Here is comes across as very self indulgent and pompous, having said that no other girl in that room is acceptable for him to dance with. He then goes on to say that â€Å"You (Mr Bingly) are dancing with the only handsome girl in the room†. From reading this, the mind of the audience has been already been made up – Mr Darcy is a rude and arrogant character and we are forced to immediately dislike him and his attitude because of this. As Mr Darcy talks, you can tell he has a very high opinion of himself as he talks to people as though they are beneath him and he is looking down on them. An example of this behaviour is as follows – â€Å"I certainly shall not†¦I detest it†. From this I feel that Jane Austen wants us to dislike him for a reason not yet known to the reader. Darcy’s arrogance then ceases to continue as at Lucas Lodge, where he rudely addresses the people who we at Hunsford Ball as savages â€Å"Every savage can dance† clearly suggesting that all the people at that ball were mere scavengers and did not deserve to be there as they did not deserve to be with him. In Darcy’s opinion, they were not high enough in society to be with him. He also suggests this as Sir William Lucas says â€Å"Do you not think it would be a proper compliment to the place (St James’, if he danced there), which he then replies â€Å"It is a compliment which I never pay to any place if I can avoid it.† – meaning Darcy not dancing at any certain place is in fact a compliment to him, as again he believes he is far too superior to dance at those occasions. Surprisingly, as Elizabeth Bennet’s hand is offered to Darcy, she gracefully refuses. However he accepts to take her hand when offered to her by Sir William, â€Å"Mr Darcy is all politeness†, she says this in a very sarcastic manor, and she was attempting to get back at Darcy at this ball, as he was so arrogant not to dance with anyone at Hunsford. Here, we support Elizabeth because we like her persona. At Netherfield, when Jane (Elizabeth’s sister) is ill, we again experience Mr Darcy’s arrogance and rudeness. This is a main build up of Darcy’s character as we see that he is a very serious and superior man, but at the same time, also very intelligent. We also see Elizabeth’s intelligent and witty side when she and Darcy have a minor quick-fire debate where it starts with Elizabeth saying â€Å"I hope I never ridicule what is wise or good† meaning, unlike some (Darcy) she hopes not to take advantage of the serious and good things in life. She then goes on to state after Darcy has said that everyone should understand what is good, â€Å"Such as vanity and pride† which Darcy then quickly fires back â€Å"†¦vanity is a weakness indeed†¦pride will always be under good regulation†. Finding this very funny, â€Å"Elizabeth turned away to hide a smile†. This suggests that Elizabeth is mocking, teasing and making fun of Mr Darcy, when the whole time, he is being serious. This brings an element of comedy into the story. At Netherfield Ball, Elizabeth tells Mr Darcy while they are dancing of her acquaintance with Mr Wickham, â€Å"who is blessed with such happy manners†. It then seems as though Elizabeth goes too far on talking about Wickham when she says â€Å"he (Mr Wickham) has been so unlucky as to lose your friendship†. You can tell he is not fond of Mr Wickham immediately as Austen writes â€Å"and seemed desirous of changing the subject†. At Longbourne, we experience Mr Collin’s proposal to Elizabeth. With the words that he speaks, almost made â€Å"Elizabeth so near laughing that she could not use the short pause he allowed in any attempt to stop him farther†. Again, this adds an element of comedy throughout the story, and is a comparison to Darcy’s surprise proposal. Mr Wickham uses his charm to his advantage by painting a bad picture of Mr Darcy, using his convincing persona to feel everyone. Mr Collin’s proposal is very abrupt and is obvious that he is only proposing because he feels that it is an obligation for him to do. He is therefore not proposing/marrying for the purpose of true love. â€Å"My reasons for marrying are, first†¦secondly†¦thirdly†¦Ã¢â‚¬  The fact that he is proposing in this manor also comes across as quite arrogant and selfish as he is only marrying for the purpose of himself. Before Elizabeth had had a chance to agree or disagree on the proposal, Mr Collin’s seems to already think he knows what she will say (yes), as he then refers to â€Å"When we are married†¦Ã¢â‚¬  This was the point at which Elizabeth stopped him before he gained further ideas of them married in his head. Elizabeth gracefully declines his offer â€Å"It is impossible for me to do otherwise than to decline them (offer of marriage)†. This proposal here at Rosings is what begins the change of Darcy to the considerate, kind and loving man that he turns out to be. Elizabeth still believes that Darcy is a terrible person however, as he has taken Wickham’s job (as a vicar) away from him. However, Mr Darcy begins to open up and explain to Elizabeth about his attitude. He begins with â€Å"In vain I have struggled†, making his life seem like a constant battle. He then goes straight to the point about his feelings towards Elizabeth when he says â€Å"I admire and love you† This gives a sense of truth and deep meaning and is an extremely brave thing to say. However, his use of language, as he speaks to Elizabeth, such as â€Å"†¦pride†¦inferiority†¦degradation†¦Ã¢â‚¬  suggests that Elizabeth still isn’t making him charming. Darcy also realises that his family are very much like himself too – proud and arrogant, when he says â€Å"degradation – of the family obstacles†, meaning he knows his family would object to him marrying such a â€Å"common† girl. But despite this, he still decides to go ahead. I particularly admire this moment, because it gives a sense of teasing the audience and confusing them – just as they thought they knew Darcy’s mind, they were wrong. It is extremely clever as Austen has now moved from what was portrayed as the man â€Å"in love† to suddenly a man becoming so frank and rude. Elizabeth declines Darcy’s proposal, apologising to him – quite sarcastically for any confusion or misunderstanding she has caused â€Å"I am sorry to have occasioned pain to any-one†. She insults him which is what changes him later. When looking back and comparing both Mr Collins’ and Mr Darcy’s proposals, it is clear that Mr Collins’ is the more heartfelt and honest one. Mr Collins was more careful and undoubtedly loving about his words, even though it was asked in a comical manner. It shows how much he cares for Elizabeth. Whereas Mr Darcy was just direct and abrupt and had not thought about anything else when asking, except for him; Darcy doesn’t even contemplate the fact that there is some chance of Elizabeth declining his proposal. â€Å"Wholly unmoved by any feeling of remorse†, is what is described as when the subject is brought up on Darcy’s feelings towards the end of the friendship between him and Wickham. Elizabeth still despises Darcy for stopping Bingly and her sister (Jane) from getting married. But here, Darcy is able to shake off the main â€Å"charge† against him which is arrogance, pride and prejudice; however Jane’s pain still remains the same, as she continues to say â€Å"†¦your manners impressing me with the fullest belief of your arrogance, your conceit, and your selfish disdain of the feelings of others†. However, in the reader’s eyes, Mr Darcy has become acceptable because he still cannot overcome the great force of love he feels for Elizabeth. We can see this as he leaves after Elizabeth’s speech on his behaviour, he remorsefully says â€Å"†¦I perfectly comprehend your feelings, and have now only to be ashamed of what my own have been†. Here, the reader has been made to feel sorry for Darcy and for us to think that Elizabeth is being too harsh on him, when in actual fact; the audience knows at the back of their minds that she is being perfectly honest. He explains himself for the break up of Jane and Mr Bingly as he says â€Å"Her look†¦ (was)†¦without any symptom of peculiar regard†. He then goes on to apologise about his rude arrogance in opinion of Elizabeth’s family, saying that â€Å"your mother’s family†¦betrayed by herself†¦it pains me to offend you†. We can see here that even though he is still extremely snobbish, he has some remorse for the way he spoke to Elizabeth and her family. This is obviously a tremendous change in his attitude as before, at Hunsford and Netherfield, he cared about no body except himself. He explains to Elizabeth why he feels such great hatred towards Wickham, which obviously because he ran away with Darcy’s 15/16 year old sister, after the Darcy family have done many things to try to do the best they can for Wickham. But however much they had tried; Wickham stayed a gambler with no money. As the letter continues, he opens up more and at the very end, he ends with â€Å"I will only add, God bless you†. This suggests care, consideration, regard and love for her. This comment alone in my eyes shows a true depth of feeling Darcy is encountering about Elizabeth right now. This feeling of love for Elizabeth grows as she and her family visits one of his houses at Pemberley. The first thing she notices is that his house is very tasteful and is compatible with all the things that she would look for in a house. She realises that this house has â€Å"†¦more real elegance, than the furniture at Rosings†. As Elizabeth continues to explore the house, she finds out from the housemaid that Darcy was â€Å"always the sweetest tempered, most generous hearted, boy in the world†. She then carries on to say that Darcy will be â€Å"affable to the poor†¦He is the best landlord and the best master†¦that ever lives† meaning he is a very good, kind man, who is not selfish at all as he gives some of his earnings to the poor and that he obviously treats her well†¦as a human being not as a slave â€Å"not like the wild young men nowadays†. This reinforces our changing view of Darcy. However when Mr Darcy does walk in to find Elizabeth there with her family, she sees him as â€Å"strikingly altered† so he has dramatically changed â€Å"his manners so dignified†¦such gentleness†. All of this evidence tells us that from Rosings Park to here at Pemberley, his love for Elizabeth has grown stronger. The climax of Pemberley is when he sees Elizabeth and her family and asks to be introduced to them. This was an extremely major compliment towards both Elizabeth and her family. However, Elizabeth is still hesitant about Mr Darcy’s (to her) sudden change, and therefore she is still slightly prejudice â€Å"†¦she felt like he would probably strike into some other path†. Then, Darcy shocks Elizabeth even more when he asks her is it’d be ok for him to introduce her to his friends which she didn’t expect at all as it reads â€Å"†¦for which she was quite unprepared†, and following that, he asks if it’d be alright for him to introduce himself to his sister. With his sister being the only close family he has, this must have been very important for Darcy to ask. Here Elizabeth finds that Darcy has in fact been having conversations with his sister about her. The shock of Lydia running away with Mr Wickham causes the reader to think this incident will drive Darcy away from Elizabeth’s family, but in fact it has brought Elizabeth and Darcy closer together because Darcy has lived with this torment before, having known that Wickham has tried to do it with his own sister. Therefore, Darcy does everything in his power do help find Lydia. He now realises that in order to be able to accept Elizabeth, he must take on Wickham as a brother-in-law, having seen that everything wild about Elizabeth’s family is seen in the naà ¯Ã‚ ¿Ã‚ ½ve Jane herself. Despite all this, Darcy still goes ahead to try to find them. To Darcy, it would be mortifying if Lydia and Wickham got married he would hate his brother-in law and think his sister-in-law was a stupid child. Mr Darcy helps Elizabeth’s family to find Lydia and when he does pays Wickham ten thousand pounds for him to marry her. But he ensures that Mr Gardner takes credit for it. In this asset of his personality he is a complete gentleman and in fact very modest. This is very cleverly done by Austen as she plans that we are told about this later. Privately, Mr Darcy has saved the family and Wickham single hand idly, by paying off debts of Wickham. While all the time, everyone else is left thinking it was the Uncle paying for everything. Here, we see a big change in Darcy’s behaviour, Jane Austen now wants us to think of Darcy as a misunderstood and misinterpreted character. She does this very well when we see Darcy’s gratifying behaviour, saying that Elizabeth’s â€Å"family owe me nothing. Much as I respect them, I believe, I thought only of you†. He then describes his feelings that he is â€Å"violently in love† with Elizabeth. Compared to Netherfield Ball, where he didn’t want to dance with a single person in the room, he is very compassionate. He even understands why Elizabeth insulted him and he realises that what she said about him was in fact true and he despises himself for this. He says the words have â€Å"tortured† him. He then tries to justify his behaviour by saying that it is due to his childhood â€Å"As a child†¦not taught to correct my temper†¦pride and conceit†¦many years as an only child†¦I was spoilt by my parents† He the goes on to say â€Å"†¦dearest, loveliest Elizabeth†¦you taught me a lesson†¦by you, I was properly humbled† Here, he is thanking her for helping him change and for helping him realise that he was a very arrogant man who wanted things his own way, he thanks her for changing him into a kind considering, loving man who fears that if Elizabeth didn’t come along to change him, he would still have been the selfish person he was at Netherfield. Jane Austen has clearly waited until the very end of the book, where she drops many ideas as pints such as the above of Darcy not being a bad man at all. This causes enjoyable tension for the audience. Unfortunately, Elizabeth’s mother still dislikes Darcy for his arrogant behaviour, and believes he hasn’t changed, not knowing he has helped the whole family and saved them from great debt and embarrassment. But this doesn’t bother us much as we know that Elizabeth’s mother is quite stupid and ridiculed. In conclusion we find that Fitzwilliam Darcy has undergone great change in his attitude from being rude, arrogant and full of pride at Hunsford, Netherfield and Rosings, to flourishing into the perfect gentleman as he meets his love, Elizabeth the audience finds Darcy acceptable after the letter and the second proposal, but he was never a bad person, he had never done anything to hurt anybody, it was just his personality. Maybe he was always kind hearted, but put on a show to suit his status. Mr Darcy is well worth his change as he has transformed into a humble gentleman with deep emotions. I think Jane Austen has done a very good job of portraying Mr Darcy as the loveable and romantic man she wants us to perceive him as. The whole story is structured well, with many exciting twists and turns which will keep the audience interested throughout. It is a true love story of a kind woman and a kind man, who make the perfect couple. As expected, Elizabeth becomes Mrs Darcy and everybody remains happy.

Cathedral by Raymond Carver Research Paper Example | Topics and Well Written Essays - 750 words

Cathedral by Raymond Carver - Research Paper Example Until the narrator realizes his own incapability to perceive, with Robert’s guidance, what a cathedral really is, he cannot understand about how the blind man, Robert, sustains an intimate relationship with his wife Beulah (also with the narrator’s wife). He further is blindfolded by outward appearance of things. Referring to Bub’s obsession with outer appearance, Teresa Alutto comments, â€Å"The narrator’s preoccupation with physical appearance is evident. Therefore, it is not surprising that he cannot understand Robert’s marriage, which was entirely based on the emotional and intellectual aspects of a relationship.† (2) Bub cannot understand that beauty or appreciation of beauty plays a very little role in a successful relationship. Neither can he delve deep into his wife’s mind to grow mutual understanding. The narrator, Bub expresses his confusion regarding Robert’s successful relationship with Beulah as following: â€Å"I found myself thinking what a pitiful life this woman must have led. Imagine a woman who could never see herself as she was seen in the eyes of her loved one†¦go on day after day and never receives the smallest compliment from her beloved.† (193) Bub is also aware of Robert’s closeness with the narrator’s wife. The irony of the narrator’s capability to see is that he neither tries to understand what he sees. He shows no effort to understand and explain his wife’s exasperation with him. He simply describes the mystery of Robert’s relationship with his wife in a disinterested manner. Robert takes it for granted that physical blindness is a type of obstacle in the way of close relationship. Therefore he wonders at the blind man’s ability to grow intimacy with others. In the second paragraph he comments on his wife’s disinterestedness in him, as following: â€Å"My wife finally took her eyes off the blind man and looked at me. I had the feeling she didnt like what she saw†

Garden Creation PowerPoint Presentation Example | Topics and Well Written Essays - 1500 words

Garden Creation - PowerPoint Presentation Example Influencing the concept of a garden and how it becomes a reality is the availability of money and time as well as cultural and social factors. Liable to affect their vision of a garden and their aesthetic preferences is the gardener's environmental history which shows their experience with and exposure to gardens. Meanings are given to gardens through personal, collective and cultural processes. To discover how the mental image of a garden is translated into a physical reality, we will conduct interviews with gardeners over time. Using a photographic method and a longitudinal approach, we will capture the process of 'how do' people create their gardens and turn the dream into the reality. Along with verbal explanation, a photo elicitation method whereby gardeners will photograph their gardens at different points in time will allow us to understand the factors influencing the gardener's image as well as the garden shape and character. To get your garden started; a fairly important step is choosing a border. The well-being of the plants might not actually be affected, since having a garden is a fairly aesthetic ordeal for many people so, usually one will want to choose between wood and metal. One can actually stack up boards around the perimeter of one's garden, thereby giving it a nice cabin like look. If a more modern look is preferred, one can obtain some metal lining at local home improvement store rather cheap, and installation is not that difficulty. Likely to be a little bit more challenging is how to find something nice-looking to support your plants. At times, a short metal pole may work well, but a wire mesh will be needed often for plants such as tomatoes so as to enable it to pull itself up on. These can be found at any gardening store, usually, they are pre-shaped in a sort of cone shape that is ideal for plants. The plant grows up through it, and normally it last until the plant is grown enough to support itself. After that one can just snip it free with a pair of wire-cutters. Garden Placing and Attachment Gardens do take up physical space, but they are also places with added meaning. A place has to have 3 sufficient and necessary features bundled together in one piece, namely material form or physicality, a given geographic location, and an investment in its value and meaning. It can therefore be said that only space alone, that is detached from cultural interpretation and material form cannot make up a place. Rather, "a physical space becomes a place when it encompasses such things as identity or memory. Places can depict a sense of control or mastery over the environment which relates to self identity, and the molding of a space to reflect who we believe we are. Places are also flexible and changeable over time, which is especially apparent with gardens."

Was a separate Jewish state necessary Essay Example | Topics and Well Written Essays - 4000 words

Was a separate Jewish state necessary - Essay Example Anti-Semitism is commonly said to be the cause which forced the Jews to seek out a separate homeland of their own. This idea is supported by Herzl (1896) who gives several accounts of how Jews were persecuted in his own times and those times which are recorded by history. The keenest memory of anti-Semitic behaviour comes in the form of the German Jews who were persecuted, troubled and harassed by the Nazi regime. The holocaust brought upon by the Nazi regime was a horrifying experience for the European Jews but anti-Semitic feelings also ran to a large extent across Europe and America. Isseroff (2006) says that anti-Zionist propaganda is the main reason why some people suggest that Israel was created out of pity for the Jews of Europe after the Second World War. For him the European influence existed already before the events of the Second World War : ‘Israel was created as a result of the League of Nations Mandate of 1922, which granted a mandate to Great Britain to create a "National Home" for the Jews in Palestine’ (Isseroff, 2006, Pg. 1). Even before the holocaust, and in fact, long before the discovery of the new world, there had been calls for a separate Jewish state. Arguments for a Jewish country had been put forward by many Jewish and non-Jewish thinkers who suggested that separating the Jews from mainstream Europe might be a possible answer to the Jewish question. Despite these calls for a Jewish state, there have been arguments against a separate country for Jews (Scham, 2002). These arguments are based on economic and social factors and the debate means that there is more to the story than can be discerned from a cursory glance. Even the historical background of the Jewish persecution and the problems between the Jews and other nations would require volumes of information. The counterpoints to a separate Jewish state come from many sources and although charges of anti-Semitism can be made against those

Explain the importance of consistency between firms in various Essay

Explain the importance of consistency between firms in various countries in keeping standard accounting practices. Where possible give examples to illustrate your answer - Essay Example Most importantly, it can be affirmed that the significance of consistency between firms in varied nations in the context of keeping standard accounting practices lay in raising transparency of financial reporting procedure (Securities and Exchange Commission, 2008). With this concern, the prime intent of this essay intends to analyze and discuss the importance of consistency between firms in terms of standard accounting process relating to cross-border transactions. Moreover, appropriate examples will also be provided while elaborating the above stated aspect. Standard accounting practices are regarded as structured accounting processes that aid in measuring the financial position and status of an entity. The prime objective of preparing financial statements for any business organization is to make economic decisions more accurately. Based on the viewpoints of Holloway (2011), standard accounting practices assist business entities in keeping proper record of their respective assets, liabilities, income as well as expenses along with equity and cash flow among others (Holloway, 2011). According to the report published by Governance across Borders (2013), it can be ascertained that fair presentation is highly essential for ensuring rising transparency by keeping and following varied standard accounting practices. At the same time, it can be affirmed that faithful representation of transactions can also ensure greater consistency between firms in case of cross border business operations (Governance across Borders, 2013). According to the viewpoints of Ramanna & Sletten (2009), varied standard accounting practices such as IFRSs assist global nations as well as organizations to maintain fairness in the accounting transactions. At the same time, these practices ensure keeping consistency between firms by representing realistic figures of assets, liabilities, income and expenses of a firm during the conduct of business

Any arguement with a moral or causal claim Essay

Any arguement with a moral or causal claim - Essay Example Indubitably, such religious decrees have made man what he is today, where God and His guidelines have been argued to have paved the way of human development. Astonishingly, there is no specific definition for God. Yet, man loves Him and fears Him from the ancient period. Nevertheless, humans, either in their conscious or unconscious thoughts, have faced the questions asking for the existence of God. Certainly, if God exists, and as argued in the religious verses, acts in the good of mankind then why does not He share His presence in the earthly world or even support His followers with firm evidences to proof that He exists? Thesis Statement This thesis will aim at assessing the cosmological claim of God’s existence which states that if the universe exists, it is for a cause which is none other than God and thus, it can be considered as a truth that God exists. Based on this cosmological thought and the modern day connotations, the thesis will further intend to argue regarding the causal claim to come across a rational explanation to the theological question that whether God exists, and if He does then why. Discussion Since the evolution of scientific theories, ancient human beliefs have been contradicted on various grounds, whether it is Galileo Galilei’s discovery of earth’s rotation around the sun or Albert Einstein’s theory on gravity. Although these revolutionary concepts were accepted in the human society with passing time and relatively at a much rapid pace, a few of these still remain widely debated topics amid philosophers and scientists. The arguments regarding God’s existence have been one of the most disputable issues to create a parallel distinction between atheists and theists. Certainly, due to the unavailability of requisite proof on the basis of scientific rationale and also because of the reluctance deciphered by the theists to accept the logic argued by atheists, this particular issue has contributed in moder n philosophy as a cosmological thought which has attracted critics from around the world and apparently, from every doctrine (Palmquist, 2009). Arguments raised on this ground have often pointed that if God’s existence is questioned, the historic notional views, based on which the human society has been built, shall fumble and alas, might be destroyed (Hans & Helge, 2011). The cosmological view explained with reference to kalam argument on the existence of God further affirms that, â€Å"Everything that exists or begins to exist has a cause (Premise 1: EP); The universe exists and began to exist (Premise 2: EP); The universe must have a cause (Premise 3: IP); The cause of the universe is God (Conclusion: IC)†. However, this particular argument has been strongly criticized by atheists acclaiming the view to be a paradoxical notion (Morriston, 2000). In response to these questions and arguments, various studies were conducted to prove that God exists on the basis of comp lex theoretical philosophical underpinnings. Explaining the cosmological arguments on the existence of God, Craig (2010) explained that things exist either for an external cause or because of its necessity in the world as connoted in the Premise 1 of the kalam argument. For instance, mathematics exists because of necessity while physical objects exist for a particular cause. Therefore, if the universe is regarded as a physical object, it

Six feet project 2 Assignment Example | Topics and Well Written Essays - 750 words

Six feet project 2 - Assignment Example The disputes aren’t explained as indication that they could be minor. She only highlights natural urban calamities such as noise and insecurity, as the possible reasons of the immigration; â€Å"we have no burglar bars, no guns† (1320). By the virtue that Nadine does not mention any permit requirements for this migration, the whites are represented as having a bit of freedom. The blacks are the victims of oppression and are highly maltreated. Petrus’ family is displayed as generally poor, he works in a farm, his brother; the illegal immigrant is unemployed and his father feels better off by inheriting an old suit. Moreover, unlike the whites, they ought to acquire a permit to move, regardless of the reason behind. The author uses the white farmer’s humility to her workers to portray the authority’s callousness. Lerice, takes care of his workers children (1320), she presses her husband to impress Petrus despite having illegally accommodated his brother (1324); hence making him look stupid in the eyes of the soldiers. The conclusion does not show any fairness, since Petrus, lost his money, does not his body back but at least his father gets a white man’s suit portraying some equality. Apartheid is a cruel system that puts blacks in an oppressed position, both the kind whites and the blacks are aware of this but the authority has to maintain the system to protect the minority whites. Charter, the narrator is no different from other whites, thinking that he has better management but views the blacks as poor and non-human. He despises their effort and unity to retrieve their brother’s dead body: upon receiving the  £20 contribution he says â€Å"I took it in irritation†¦, useless sacrifice by people so poor† Effects of racism killed Petrus’ brother. After death, the Apartheid system does not sympathize with the family. His body is buried without family involvement and later the authorities play fraud; take the

Organizational Situations Case Study Example | Topics and Well Written Essays - 250 words

Organizational Situations - Case Study Example The first way to deal with low morale is finding out the root causes of morale. The top managerial team are aware of the insurmountable events leading to the situation at hand. The executive need to reveal to the employees that they are the backbone of the organization success, and without them it is deemed to drown into absolute failure. Secondly, it is vital to come up with a strategic plan, so that every employee can be aware of what is expected of them in his area of jurisdiction. Effective and honest communication will elate constructive ideologies. Employees should be allowed to provide feedback to all the issues they are facing, as well as involve them in decision making and policy formulation. Most significantly, inauguration of a recognition and reward scheme will be the foundation to success since each employee will strive to remain the best, hence an escalation in productivity. It is a win-win situation for both employees and the company. A conflicts resolution committee should handle any arising issue earliest possible, so that it may not bring divisions. All these activities, on adoption, will increase the moral of the staff, which will in turn heighten their productivity. The firm will regain more profits, and occurrences of layoffs will be past

Oral Language and Reading Comprehension Essay Example for Free

Oral Language and Reading Comprehension Essay This paper is intentionally made to show the comparison between oral language and reading comprehension. Oral language and reading comprehension are both essential to every individual. All of us had undergone oral language when we are still young and as it develops and as we grow and mature, it enables us to be more knowledgeable and prepares us to a more needed comprehension in reading. This two are significant and are interrelated to each other. As a parent, talking to the child helps expands vocabulary, develop background knowledge, and inspire a curiosity about the world. The more a child engages into certain experiences and more learning that starts from parents and then to teachers, it will widen their minds and permits them into a more broad understanding of different things. Oral language is the very learning that each of us has gone through and we still have it up to now. This paper will broaden your knowledge with regards to the comparison between oral language and reading comprehension. Background of the Study: Oral language means communicating with other people. On the other hand, reading comprehension is the act of understanding what you are reading. The definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Oral language and reading comprehension are both essential because in oral language we are trained on how to communicate well with other people. Reading comprehension, on the other hand, is also a way of understanding the book that we read; it could be just a simple magazine, newspaper, or even the books we used in school. A person must be able to understand what he or she is reading. It is necessary that we know how to talk or communicate but one thing that is very useful as well in our everyday lives is the ability to read and understand what we read. There is a complete difference between â€Å"reading† and â€Å"reading with comprehension†. Now, as you go and read this paper, you will be fed with more ideas with the comparison between spoken language and reading comprehension and how these two work together for a more fluent practice of communication. It will develop your communication and reading skills; that it is not enough to know how to speak and read but being able to speak and at the same time realize what you are reading and even apply these in real life situations. Related Study: Oral language A great deal of research has been done in the field of oral language acquisition. As a means of attempting to negotiate their environment children actively construct language (Dyson, 1983; Halliday, 1994; Sulzby,1985). From a childs earliest experience with personal narrative development, oral language acquisition must be continually fostered. (IRA and NAEYC, 1998). This becomes the building block for establishing success in all areas of literacy. Oral language begins to develop at a very young age as children and parents interact with one another in the natural surroundings of the home environment (Teale, 1978; Yaden, 1988). A childs home environment greatly impacts the rate, quality and ability to communicate with others (MacLean, Bryant and Bradley, 1987; Martinez, 1983; National Research Council 1999). Factors related to language growth in the home environment include parent interaction, books, being read to, modeling; home language and literacy routines all closely parallel those of the classroom and school. The development of oral language is an ongoing natural learning process. Children observe oral communication in many contexts – home, preschool, prekindergarten, and begin to develop concepts about its purposes (Dyson, 1983; Halliday,1994;Martinez, 1983). Target skill areas such as sequencing, classification, and letter sounds oral language skills are all components of early childhood educational programs (Kelley and Zamar, 1994). Meaning is a social and cultural phenomenon and all construction of meaning is a social process. Developmental stages of child language development: Phase I – Protolinguistic or â€Å"Protolanguage†, Phase II – Transition, Phase III – Language. The Protolanguage Stage (which is associated with the crawling stage) includes noises and intonation, physical movement, adult/infant interaction – this exchange of attention is the beginning of language. During the Transition Stage (which is associated with the developmental stage of walking) there is a transition from child tongue to mother tongue. During this stage the â€Å"pragmatic† mode develops; a demand for goods and services that seeks a response in the form of an action. In Phase III – Language Stage, the child moves from talking about shared experience to sharing information with a third person. The child realizes that reality is beyond their own experience; they invite confirmation, enjoy shared experience. From the ontogenesis of conversation we are able to gain insight into human learning and human understanding. Meaning is created at the intersection of two contradictions – the experiential one, between the material and the conscious modes of experience, and the interpersonal one, between different personal histories of the interacting taking part (Halliday,1994). Properly developed oral language enables a child to effectively communicate their thoughts and viewpoints with others. It is also important for young children to have developed listening skills as they begin to experience the power of communication. The environment influences ones desire to communicate as well as the frequency of communication. Oral language develops through authentic experiences (Harste, Burke and Woodward, 1994). Kindergarten classroom environments that are alive with social interaction are ideal environments for nourishing speaking and listening skills. As children participate in communicative events, they slowly acquire an understanding of the relevance of these forms. Students need to be provided and encouraged to participate in environmental literacy activities, as those experiences are indispensable to language development (Brown and Briggs, 1987). Development of oral language skills must be addressed in Kindergarten as an integral part of the daily curriculum in order for students to be able to succeed throughout schooling and in todays society (Goodman, 1992; IRI and NAEYC,1998). Kindergarten programs need to be structured but not formal. Classrooms that are carefully structured allow for maximum oral language acquisition through authentic literacy activities that take place in natural ways during a school day (Ellermeyer, 1988). Education is inquiry based, and as such the focus with education becomes learning, and the task of teaching becomes the inquiry process. The learner is central, in the process of the learning-inquiry cycle (Harste, Burke and Woodward,1994). Students need to be provided and encouraged to participate in environmental literacy activities, as these experiences are indispensable to language development. Dyson (1983) conducted a study of the role early language plays in early writing. Through observations of children at a Kindergarten writing center she concluded that oral language is an integral part of the early writing process. Talk provided both meaning and for some children the systematic means for getting that meaning on paper. The child as a language learner progresses along a developmental continuum. Language acquisition is fundamentally a social process in which language is used to make and share meaning of experience (Corter and Park, 1993). Children require opportunities to interact with both peers and adults in a wide variety of settings as they learning and practice language and literacy knowledge, skills, and strategies (Brown and Briggs 1987; Coohn, 1981; Dyson, 1983; Ellermeyer, 1988). Children like to talk about themselves, their friends, their families, their pets, their hobbies, etc. Engaging young children in conversation about things with which they are familiar affords them a comfort level to experiment with ways to express themselves. Opportunities to increase oral language abilities and applications are embedded within the literacy program. Conversation, collaboration, and learning through others are integral to learning. A childs oral language ability is the basis for beginning literacy instruction, and as such initial informal assessments as well as ongoing assessment during the school year would provide key information regarding a childs oral language abilities.

TERMS AND CONDITONS Essay Example for Free

TERMS AND CONDITONS Essay Parents, Guardians and Participants over age 18, please carefully read the TERMS AND CONDITIONS below and provide your signature demonstrating that you have read and understood them. IF YOU HAVE ANY QUESTIONS REGARDING THE FOLLOWING MATERIAL CALL THE PHONE NUMBER GIVEN AT THE END OF THIS APPLICATION FORM. 1. The CYC Summer Program is a week long volunteer program of Credit Valley Conservation for high school aged youth living or going to school in the Credit River watershed area. 2. CYC agrees to provide evidence of a student’s volunteer participation for their community involvement hours requirement for high school graduation or for any other request for verification of volunteer hours upon the completion of their time with us (i. e.: we sign your form at the end of the week). 3. Credit Valley Conservation will not pay a salary or hourly wage to CYC participants. 4. CYC week long programs offer up to 35 hours volunteer time to high school students. Credit for additional hours can be obtained from CVC by participating in other CVC run volunteer events. 5. CYC will provide transportation to and from the assigned meeting place and all CYC work or activity sites only. 6. Transportation to and from the designated meeting place each morning will be the participants’ responsibility. 7. Volunteer contributions accumulate each day once a participant is picked up by the CYC Crew Leader in the morning at the assigned meeting place and stop once returned to the meeting place at the end of the day. 8. Only actual volunteered time will be reflected in our records and on any document CVC provides as evidence of volunteered time. For civic holidays, cancellation of a day’s activities, or for any reason a participant has missed a day, volunteer hours will not be calculated. 9. Each day volunteers will be given a break for lunch and routine breaks in both the morning and afternoon. 10. Participants will be supervised by CYC Crew Leaders and CVC staff. 11. Participants shall return any equipment or supplies provided to them unless otherwise stated. 12. Participants for the week are expected to be present on the first day of each new week for health and safety orientation, code of conduct information and other relevant training or preparation. 13. Continued participation in CYC is dependant upon adherence to all rules, safety guidelines and any instructions as given by CVC staff including CYC’s Code of Conduct as found on our website www.creditvalleyca.ca/cyc. 14. In the event that a health and safety policy or safety standard is being or is about to be violated, or if a person is in any jeopardy, immediate action will be taken by the site supervisor in charge to restore and/or maintain safety at all times. This may result in some of the following actions but not limited to: the cancellation of or alteration to a CYC activity, the removal of any number of individuals from the activity or the program, or refusal to permit an individual(s) from participating in an activity on the grounds that it may constitute a safety policy violation or failure to meet a safety standard. 15. Participants must report all injuries, no matter how slight, to their supervisor. 16. CVC reserves the right to terminate this program or the placement status of any participant at any time for failure to comply with these terms and conditions. INFORMED CONSENT, MEDICAL, PHOTOGRAPHIC RELEASE GENERAL PERMISSION, Parents, Guardians, and participants over age 18 please carefully read the paragraphs below and provide your signatures in the spaces provided demonstrating that you have read and understood them. IF YOU HAVE ANY QUESTIONS REGARDING THE FOLLOWING MATERIAL CALL THE PHONE NUMBER GIVEN AT THE END OF THIS APPLICATION FORM. INFORMED CONSENT ELEMENTS OF RISK Certain RISKS OF INJURY, DANGERS and HAZARDS are inherent to participation in  this Activity. The dangers and hazards include but are not limited to: falling on or over steep, uneven, slippery or jagged ground, walking where branches, rocks, roots, fences or other obstacles or hazards may cause a person to trip or fall, walking through or beside streams, creeks, rivers, ponds and lakes, injury from tools like shovels, hammers or other hand tools, sudden extreme weather conditions, encounters with wildlife, interaction with vehicle traffic and miscellaneous health problems related to over-exposure to the sun, insect bites, fatigue and exertion. These dangers and hazards can be beyond the control of CVC and may result from the Participant’s actions or inactions, or the actions or inactions of others including CVC, or a combination of all the aforementioned. The chance of an injury occurring can be reduced by carefully following instructions at all times while engaged in the Ac tivity. If you choose to participate in the Activity, as previously described, you must understand that you bear the responsibility for any injury that may occur. MEDICAL TREATMENT I/ We consent for the Participant, in the event of injury or illness while under the supervision of the Credit Valley Conservation (CVC), to receive first aid and/or any further medical attention that potentially may be required to the extent determined by, and at the discretion of CVC staff, emergency medical services, and licensed medical professionals. PHOTOGRAPHIC RELEASE [To be read and signed by all Participants and by Parents of Participants under the age of 18 years] I/We agree to grant permission for images of the Participant captured during the activity through use of video, photo and digital camera, to be used by CVC for promotional purposes including internet, social marketing media, printed materials and appearance in local news media and do hereby waive any rights of compensation or ownership. Application Check List: On-line Applications: Is all required information entered? A parent or guardian has read and understood the TERMS AND CONDITIONS and INFORMED CONSENT, MEDICAL, PHOTOGRAPHIC RELEASE GENERAL PERMISSION? These pages have been signed by a parent or guardian (or by the participant if they are over the age of 18) These pages are ready to be mailed, emailed or faxed to CVC within one week of completing the on-line application. (They must be submitted in order for application to be deemed complete. Remember that incomplete applications will not be considered for placement). You are able to receive emails from [emailprotected] in order to receive confirmation of acceptance to program. You will have to respond to this email to confirm attendance. Ensure emails from us will not go into your junk folder.

Contradicting Theories On Choking Under Pressure Psychology Essay

Contradicting Theories On Choking Under Pressure Psychology Essay For several decades, the relationship between stress and performance gained much attention. Numerous psychological researches provided evidence for the anecdotal phenomenon that pressure negatively affects cognitive and motor control during performance. This phenomenon is known as choking under pressure, defined as performing more poorly than expected, in situations where performance pressure is at a maximum, given at ones skill level. Contradicting theories on choking under pressure A widely accepted explanation for choking under pressure in cognitive tasks is the distraction hypothesis (Wine, 1971). In accordance to distraction theories, it is proposed in high-pressure situations, the individuals attention needed to perform the task at hand is coopted by task irrelevant thoughts and worries such as worries about the situation and its consequences that leads to choking which harm their performances. (Beilock Carr, 2001; Lewis Linder, 1997; Wine, 1971). Essentially, pressure creates a dual-task environment in which situation-related concerns compete with the attention required to accomplish the task at hand. Distraction-based accounts of skill failure propose that performance pressure affects concentration from the main task that one is trying to perform to irrelevant cues. Therefore, there are insufficient working memory resources to successfully support both primary task performance and to deal with worries about the pressure situation and its consequences un der pressure which results in skill failure. Although there is evidence that pressure prompts failure by sidetracking attention away from skill performance, a contradicting class of theories has been put forth as an alternate explanation for skill failure. Baumeister (1984) proposed a self-focus theory called explicit-monitoring theory which claims the opposite that pressure could in ¬Ã¢â‚¬Å¡uence the performance of skilled individuals by causing them to engage explicit processes that interfere with carrying out the procedure such as increase in their self- consciousness and anxiety about performing well (Gray, 2004; Masters, 1992) which in turn leads performers to emphasize their attention on skill execution to ensure optimal result (Beilock Carr, 2001). This focus on the oneself is thought to prompt individuals to turn their focus inward on the precise processes of performance in an effort to apply more explicit monitoring and control than would be applied in a non-pressure situation. Rationale Distraction and explicit monitoring theories of choking under pressure pose very different mechanisms of skill failure. While distraction theories suggest that pressure influence performance by shifting attention and working memory resources away from it, explicit monitoring theories suggest that pressure shifts too much attention toward skill processes and procedures. However it is unclear as to whether distraction or explicit monitoring will impact performance, even though both mechanisms have tendencies to occur in certain contexts. We believe that pressure can do both in aspects of the performance environment itself. Distracting thoughts, explicit monitoring, or even both will be lead to depending on the specific elements of stress suffered in high-pressure situations as it may essentially involve multiple components; therefore, exerting multiple effects. The questions as to whether performance fail or succeed, and how this failure will occur, rest on aspects of the pressure situation and the required attention for the task being performed. Aim The aim of the experiment is to study the effect of different levels of pressure inflicted by an audience on peoples performance (word count and accuracy) in a typing task. Experimental outline This study was conducted on a total of 102 undergraduate psychology students, of which 54 were females and 48 were males. The participants ranged from 17 to 55 years of age (Mean=20.51 years; SD=6.28). The participants performed a typing task under 3 di ¬Ã¢â€š ¬erent environments which is no pressure, low pressure and high pressure in random order. The no pressure condition involves participants typing while the projector screen was turned off, so no one else in the room could see what they were typing. In the low pressure condition, the screen was turned on, so the rest of the class could see what was being typed. In the high pressure condition, the class crowded around the participant as they typed. In each condition, they are allocated a script of text which they need to replicate as much and as accurately as possible in the time allocated (45 seconds). Quality of performance is analyzed by counting the number of words typed and errors made. Hypothesis We hypothesize that pressure have a negative impact on performance. In no pressure condition, we predict that the participants would achieve the highest word count with lowest number of errors, whereas in high pressure condition, we predict that the participants would achieve the lowest word count with highest number of errors. Discussion The results showed that the number of words typed was significantly affected by pressured condition. Participants performance speed was fastest in the low pressure condition compared to the high-pressure condition. The results showed that accuracy was significantly affected by pressure condition. As for the participants accuracy, it was greater in the no-pressure condition compared to the low-pressure and the high-pressure condition. As such, the results of this study support the hypothesis proposed. These findings are consistent with the study conducted by Gray (2004) who examined how expert baseball players batted in a baseball simulator in both low-pressure and high-pressure conditions. Gray (2004) found an increase in batting errors and movement variability under high pressure, relative to low-pressure situation; suggesting that pressure negatively affects performance. As with the baseball players, we believe that our participants also experienced distracting thoughts and/or explicit monitoring under pressure which interrupted their performance. As a result, the participants experience a decrease in typing speed; hence, produced less word count and made more errors while typing. Strengths of the experiment This experiment assessed both male and female which rules out any possible gender difference. With the wide age range of 17 to 55 years of age, it also rules out age difference. Also, by manipulating the pressure environment, individuals will focus on the process of performance versus the outcome of performance, allowing us to study different aspects affecting ones performance in pressure-filled situations. Improvement to the experiment A larger sample size would have enabled us to achieve more accurate results. Significance This study enables us to better understand performance failure, and ways to prevent it; across a variety of skill types and situations, from a student taking a final exam paper to a professional athlete playing on the field. Such developed knowledge aids the improvement of training regiments and performance strategies designed to lighten these choking performances as such reducing the possibility of failure. Understanding the reason choking occurs is important for developing training methods to deal with it. Understanding skill failure and success under pressure may give a clear view on the similarities and differences in the cognitive control structures underlying a diverse set of skills. Furthermore, by uncovering the mechanisms thats leading pressure-induced failure, we can also further our understanding of how emotional and motivational factors combine with memory and attention processes to impact skill learning and performance. An understanding of how the performance environment modifies cognitive processes not only advances our understanding of the choking under pressure phenomenon explicitly but also provides an perception into related situations in which performance unintentionally falters, ranging from test anxiety to the threat of conforming to a negative stereotype. Finally, these  ¬Ã‚ ndings suggest an important avenue for future research working toward an all-embracing th eory of when performance will fail versus succeed under stressful situations.

The Epidemic of AIDS in the African-American Community :: Health Medical HIV Diseases Essays

In the early 1980's, many gay men were found to suffer from Kaposi's sarcoma, a cancer usually associated with elderly men of Mediterranean ethnicity. Eventually the gay men wasted away and died. Word began to spread throughout the homosexual community that gay men were dying of an otherwise rare cancer. The medical community began to refer to this syndrome by the colloquialism "Gay Cancer". As medical scientists researched, they discovered that the syndrome included other manifestations, such as Pneumocystis carinii pneumonia (PCP). A rare form of pneumonia caused by protozoa, its name was changed to "GRID", or Gay Related Immune Deficiency. The effect that the stigma of homosexuality had on the general public's perception and handling of the disease cannot be overlooked. Within the medical community, it quickly became apparent that the disease was not specific to gay men (as blood transfusion patients, heroin users, heterosexual women and newborn babies became added to the list of afflicted), and the renamed the syndrome (Acquired Immune Deficiency Syndrome) in misconception holds that the disease was introduced by a gay male flight attendant, named Gaetan Dugas, referred to as "Patient Zero". However, subsequent research has revealed that there were cases of AIDS much earlier than initially known. It has also been theorized that a series of inoculations against hepatitis that were performed in the gay community of San Francisco were tainted with HIV. There is a high correlation between recipients of that vaccination and initial cases of AIDS, though this of course has never been proven to be accurate. Since the turn of the century, the overall health of all Americans has improved substantially. Although advances in medical and scientific technology have improved the health status of the American people, there is a growing concern and recognition that African-Americans have not benefited equally from the fruits of science. Whereas these facts are not "new news," it is apparent that most of the public and the scientific community are not fully aware of the full impact of these problems. There are government agencies that aim to provide health services to minorities: the Office of Minority Health (which seeks to develop health policies beneficial to minorities) and the National Center on Minority Health and Health Disparities (which seeks to promote minority health and eliminate health disparities). On June 23, 2004 President George W. Bush spoke at a press conference in Philadelphia, Pa. where he announced his latest HIV/AIDS initiative.

Frida Kahlo Exposed Her Soul on Canvas Essay -- Biography Biographies

Frida Kahlo Exposed Her Soul on Canvas Frida Kahlo was born in Mexico City on July 7, 1907. Though she wanted many to believe that she was born in 1910, the year of the outbreak of the Mexican Revolution. Her father was a photographer of Hungarian Jewish decent, and her mother was Spanish and Native American. From an early age Frida's life would be marked by years of physical suffering. At the age of six she was stricken with polio, this left her right leg to appear much thinner than the other, as well as leaving her with a limp. Though she suffered dearly as a child, she was fearless and brave. She was also extremely intelligent. In 1922 she entered the Preparatoria, the most prestigious educational institution in Mexico, which had only just begun to admit girls. She was one of the only thirty-five girls out of the two thousand students. It was there that she met Diego Rivera, the man that she would eventually marry. In 1925, Frida was involved in a horrific bus accident that would alter the way she would live her life from that point on. She seriously injured her spine, abdomen, pelvis, and right foot. Frida was forced to stay flat on her back, encased in a plaster cast and enclosed in a box like structure for months. Though she survived the accident, the wounds that she suffered led to a lifelong physical battle with pain. Frida eventually regained her ability to walk, but she had many relapses, which caused her to be hospitalized for long periods of time, and also caused her to undergo numerous operations (32 throughout her life). It was her accident that led her to the path of becoming an artist. Frida in itially started painting out of boredom. She would go on to paint many of her masterpieces while being confined to... ...he opening, she of course refused to listen to the doctors and at the last minute she arrived at her exhibition on a hospital stretcher. A few months later she had to have her right leg amputated below the knee, due to a persistent infection. This caused her to spiral into a deep depression. She eventually attempted suicide several times. On July 13, 1954, Frida died. No official autopsy was done, it was a rumored suicide. Her last words in her diary read "I hope the leaving is joyful and I hope never to return". Frida Kahlo would leave behind a legacy of paintings that illustrates the beautiful and talented woman that she was. She offered the world so much beauty, though her time here was spent in such tremendous pain. I only wonder if she would have been able to create such masterpieces without going through such physical and emotional difficulties. Probably not.

Nelson Mandela :: essays research papers

Nelson Mandela's greatest pleasure, his most private moment, is watching the sun set with the music of Handel or Tchaikovsky playing. Locked up in his cell during daylight hours, deprived of music, both these simple pleasures were denied him for decades. With his fellow prisoners, concerts were organised when possible, particularly at Christmas time, where they would sing. Nelson Mandela finds music very uplifting, and takes a keen interest not only in European classical music but also in African choral music and the many talents in South African music. But one voice stands out above all - that of Paul Robeson, whom he describes as our hero. The years in jail reinforced habits that were already entrenched: the disciplined eating regime of an athlete began in the 1940s, as did the early morning exercise. Still today Nelson Mandela is up by 4.30am, irrespective of how late he has worked the previous evening. By 5am he has begun his exercise routine that lasts at least an hour. Breakfast is by 6.30, when the days newspapers are read. The day s work has begun. With a standard working day of at least 12 hours, time management is critical and Nelson Mandela is extremely impatient with unpunctuality, regarding it as insulting to those you are dealing with. When speaking of the extensive travelling he has undertaken since his release from prison, Nelson Mandela says: I was helped when preparing for my release by the biography of Pandit Nehru, who wrote of what happens when you leave jail. My daughter Zinzi says that she grew up without a father, who, when he returned, became a father of the nation. This has placed a great responsibility of my shoulders. And wherever I travel, I immediately begin to miss the familiar - the mine dumps, the colour and smell that is uniquely South African, and, above all, the people. I do not like to be away for any length of time. For me, there is no place like home. Mandela accepted the Nobel Peace Prize as an accolade to all people who have worked for peace and stood against racism. It was as much an award to his person as it was to the ANC and all South Africa s people. In particular, he regards it as a tribute to the people of Norway who stood against apartheid while many in the world were silent.

Marketing Case on Target

1. What micro environmental factors have affected target’s performance over the past few years? The biggest affect would be its competitors. Walmart has affected targets performance in the past few years. The fact that they could keep low prices when that was at a high demand made target think that they had to lower their prices which would made their customers think that they didn’t have that high quality that they once had before. 2. What macro environmental factors have affected target’s performance over the past few years?The biggest affect was recession and inflation, this was not good for target because the lost a lot of money. A person wasn’t looking for quality they had to make every dollar count so they were looking for low prices. The used advertising to get there sells up and use there â€Å"pay less† marketing plan to help target become better and to get there customers back. 3. By focusing on the â€Å"pay less† part of its sloga n, has target pursued the best strategy? Why or why not? There â€Å"pay less† strategy is the best strategy.They told the old customers that they still have high quality product just at lower prices than before. They showed new customers that they could have high quality products without having to pay a high price. 4. What alternative strategy might target have followed in responding to the first signs of declining revenues and profits? 5. Given target’s current situation, what recommendations would you make to steinhafel for is company’s future? By focusing on the â€Å"Pay Less† part of its slogan, has Target pursued the best strategy? Why or why not? I believe that Target has been doing things right since the beginning.They were the first to build them selves on a very diversified and unique strategy and way of business. They set them selves a part and succeeded as their slogan â€Å"Expect More. Pay Less. † took off and had customers in love w ith their chic in products. As they reached a peek they made one small mistake and that is focusing too much of their advertising on â€Å"Expect More† only. When the Recession hit, customers were low on funds and thought that shopping at Target would be too much of a treat, fancy, and/or â€Å"More† expensive then what they can afford.They chose the right strategy to use, but definitely the wrong time to enforce it. They were late on using the other half of the slogan, which nearly ended Target. CEO Gregg Steinhafel had other plans to continue pushing the strategy to an extreme/last resort through newspapers, commercials, and other marketing and advertising. This move in strategy stabilized and saved the company, and maybe even created a better and perfect Business strategy. 4. What alternative strategy might Target have followed in responding to the first signs of declining revenues and profits?Well they could have just kept the same strategy and motto and just tweak ed it. Their motto â€Å"Expect More† â€Å"Pay Less† could be used with the current strategy to let customers know that they deserve better and/or higher quality clothes, appliances, and other products, which other stores do not provide. Like adding, â€Å"You Deserve it† at the end of the current motto will have people thinking and saying â€Å"Do I? † (Most people with a decent salary will always believe they do and spend the money) This might make it possible to tap into a completely new market segment.With a smooth transition that could provides a low risk situation. A great way to make sure the strategy follows through and succeeds would be to communicate with the company, integrating departments, give satisfying service, and value the customers. 5. Given Target’s current situation, what recommendations would you make to Steinhafel for his company’s future? The â€Å"Pay Less† strategy worked so well that I would recommend that the company itself work more intensely on keeping the â€Å"Pay Less† strategy while at the same time keep the â€Å"Expect More† strategy.As most customers love to save money no matter what economic stage, I also recommend that give more coupons out in newspapers and/or offer more discounts in store like a store membership card. With the card, the customers apply for and are able to save money and receive offers that non-cardholders are not able to receive. With these benefits, the customers will feel more self-valued, greater worth, and satisfied. This in the end will create loyal customers and bring in new customers.

Descartes methods of doubt Essay

?In this paper, I will be examining Rene Descartes’ reasons for doubting all of his beliefs. I will begin with Descartes’ first meditation, showing how he argues his reasons of doubt. Followed with Descartes’ second meditation, presenting the one piece of knowledge that Descartes finds irrefutable and explaining why he believes it to be so. Descartes formulates three different skepticisms while reflecting on a number of falsehoods he was led to believe throughout his life. Upon reflection, Descartes decides that he must establish a new foundation of beliefs, he declares, â€Å"I must once for all seriously undertake to rid myself of all the opinions which I formally accepted† (Descartes, p. 17). Descartes decides that if there is any reason to doubt one of his present beliefs, then the belief as a whole must be rejected. Descartes starts with his beliefs, which he has come to through his own senses. It is hard to doubt one’s own senses but Descartes acknowledges that even the most trusted senses have the ability to be deceitful. For example, when I look up at the sun it appears to be relatively small, but in reality the sun is much larger then I perceive it to be. Therefore, my sense of sight is not completely accurate, which then causes me to doubt my sense of sight. Unless the object in view is close at hand, then how could I possibly doubt that the object exists? Descartes finds reason for doubt even with objects up close. To argue this claim he formulates his dream hypothesis to prove that our senses can still be misleading even in cases like this, he states â€Å"I have in sleep deceived by similar illusions, and in dwelling carefully on this reflection I see so manifestly that there are no certain indications by which we may clearly distinguish wakefulness from sleep† (Descartes, p. 18). When Descartes’ senses fail in separating the two states, his trust in his senses are doubted because his senses cannot differentiate dreams from reality. It is this doubt that leads Descartes to the realization that beliefs derived from senses cannot be fully trusted, and in fact proves that there may not be any physical matter as all. Descartes dives even deeper into the role of senses in dreams, as well as art; stating â€Å"Things which are represented to us in sleep are like painted representations which can only have been formed as the counterpart of something real and true† (Descartes, p. 18). This shows that what we perceive to be real is the driving force behind our imagination. Furthermore, our dreams spawn from our imaginations’, which means that our dreams consist of only thing that we perceive to be real. Now looking back to what I previously stated, if our senses cannot be trusted to differentiate dreams from reality then how can I be sure that I’m not asleep at this very moment and that I am only dreaming of typing on a laptop. Aside from Descartes disbelief in his own senses, Descartes doubts the validity in sciences. Descartes justifies this uncertainty with his evil genius hypothesis; he says, â€Å"Some evil genius not less powerful than deceitful, has employed his whole energies in deceiving me† (Descartes, p. 19). This quote suggests, it is possible that our foundations of math and science are false, and that all beliefs may be deceptions. This skeptical hypothesis is arguably the most powerful of all skeptical hypothesizes. With this premise, doubt can be found in any belief that can be conceived and Descartes concludes that nothing has ever existed. After Descartes attempts to rid himself of all belief that he considers to be false he is left with to many doubts to forget, Descartes expresses his emotions by saying, â€Å"I had all of the sudden fallen into very deep water, I am so disconnected that I can neither make certain of setting my feet on the bottom, nor can I swim and so support myself on the surface. † (Descartes, p. 133). We can see the mixed emotions Descartes experiences with this statment. I believe that this disconcert stems from the fact that Descartes now doubts everything he knew and once believed to have validity. I also believe that it is this distress that led him to unearth the one piece of knowledge that he is unable to deny. After much thought, Descartes realizes that the only belief he cannot deny is that he himself exists. Descartes then states, â€Å"But there is some deceiver or other, very powerful and very cunning, who ever employs his ingenuity in deceiving me. Then without doubt I exist also if he deceives me† (Descartes, p. 134). This quote displays to me that Descartes knows that if he is able to be deceived, by whom ever it may be, then in fact he must exist because if he did not exist then he would not be able to be deceived. Therefore, Descartes finally finds validity in a belief, which he vitally needs at this time of conflicting thought upon all of his former beliefs. In conclusion, Descartes’ doubt in all of his believes is formed through his skeptical hypothesizes, beginning with senses are deceiving at a distance, which doubts sizes and shapes at a distance when perceived, but not up close. Following with his dream hypothesis, which can doubt things up close facilitated by the imagination, but cannot doubt truths of mathematics and sciences. Closing with the evil genius hypothesis, which is able to doubt mathematical facts such as a square having four sides, but this final hypothesis brings the one undisputable belief of existence.

Essay Level4 Health and Social Care Unit 41

|HEALTH AND SOCIAL CARE | |KNOWLEDGE SPECIFICATION | |Particular Activity Planned to Assess relevant Units (s) : | |Candidate: |Assessor: | |AIVET PHIRI | | |Date of Activity: |Location: | |Units/ |Details |KS | |Element/Pcs | | | | 41-1 |Any information you know that will improve the communication needs of a service user must be recorded | | | |in the communication book and care plan in a shareable and easy to read form, also it is important to | | | |access information on the language preference of the service users, permission should be asked before | | | |accessing such information and the information should be kept confidential.. According to the Human | | | |Right Act 1998 gives everybody the freedom of expression. Everyone has the right to respect for his | | | |private and family life, his home and his correspondence.There shall be no interference by a public | | | |authority with the exercise of this right except such as is in accordance with the law and is | | | |neces sary in a democratic society in the interests of national security, public safety or the economic| | | |well-being of the country, for the prevention of disorder or crime, for the protection of health and | | | |morals, or for the protection of the rights and freedoms of others. † Every individual and key people | | | |has the right to information, freedom of speech, right to life and religion. | | | |Also the Associated essay: Unit 4 M1Discrimination act is an Act to make it unlawful to discriminate against service users on the| | | |language difference . No individual should be discriminated against on any of the following grounds, | | | |race, sex, gender, colour, language, culture, disabilities etc. | | | |Equal opportunity Act gives very individual should be treated equally regardless of their gender, | | | |culture or sex i. e. Nobody should enjoy preferential treatment over the other when it comes to | | | |communication and treatment of language e. g. here a service user has a different language from the | | | |care worker and other service users it is the duty of the manager to employ whom could assist the | | | |staff and the service users to understand them self by interpreting the language, so that the needs of| | | |the service user can be meet. Carer can also learn some words from the service user language as this | | | |also promote good relationship. | | | |The data protect ion act gives individuals the right to see the information recorded about them and | | | |ensures that information should be treated with outmost confidentiality and must not go beyond | | | |authorised boundaries.Therefore records and reports must be treated confidentially, they should be | | | |legibly written, factual, objective, dated, timed, signed, the use of past and present continuous | | | |tense and they should be kept in a safe place for confidentiality. | | | |By having a vivid knowledge about these legislations, as a team leader I am responsible to incorporate| | | |the requirements of these legislations when communicating, recording and reporting with individuals’ | | | |key people and others. | | |When completing Records and Reports | | | |The Data Protection Act 1998 gives people a right to see the information recorded about them | | | |All information recorded about communication needed of service user or ways in which you found more | | | |helpful should be | | | |- Accurate | | | |- Factual | | | |- Clear | | | |- Easy to read | | | |Any information recorded must also keep confidentially. Do not leave confident material lying around | | | |in public areas. Whatever the purpose of the information, it is important that you record it | | | |accurately. It is also important that you pass one any information correctly in the right form and to | | | |the right person . Although information could be pass by telephone ,Fax, Email, post etc.Whatever | | | |means it is passed, it must be kept confidentially and service user consent must be seek before such | | | |information is shared. | | | |Provide active support for the individual:-Active support is giving service users the opportunity of | | | |expressing their independence in whatever they want to do. In this case, I make them do what they are | | | |capable of doing and what they enjoy doing which is in their best interest. It improves their | | | |intellectual skills and energy and it serve as a developmental procedure as well. | | |- Using Positive Body Language;- We can guess the feelings and thoughts that another person has by | | | |looking at their eyes ,face, posture, body movement, and cheerfulness promote good relationship and | | | |ensure service user are able to express their needs. | | | |Active Listening:- Paying attention to what service user makes them feel as an individual and | | | |entourage them to express their view and needs.This could be done by sitting at reasonable distance | | | |to them and look at them in the eye and touch or stroking their hand to show or send messages of care | | | |and affection. | | | |- Give them sufficient time to say and respond to any issue being discussed. | | | |- Maintaining eyes contact also makes the service user feel that we are listening to them. | | | |- Employ interpreter who can interprets the language of the service user. | |41-2b |- Sign language such as flash cards, picture and communication | | | |Recognise the uniqueness of individual and their circumstances:- | | | | | | | |Every individual has got their own style, way of life culture, race, ethnicity and circumstances, | | | |medical and mental status so this has to be put into consideration. Checking the individual care plan | | | |allows you to know their needs and strength on communication. where a service user has a different | | |language from the care worker and other service users it is the duty of the manager to employ whom | | | |could assist the staff and the service users to understand them self by interpreting the language, so | | | |that the needs of the service user can be meet The Equal treatment act:- the principle of equal | | | |treatment in the area of employment, covering disability, religion or belief, sexual orientation and | | | |age.Knowledge of this makes me ensure that I have to put into consideration the uniqueness and | | | |circumstances of individuals when communicating with them. | | | | | | | |Empower individual to take responsibilities ( as far as they are able within the restrictions placed | | | |upon them) and make and communicate their own decisions about their lives actions and risk.Providing | | | |active support also comes into this context which is the ability of giving individuals the opportunity| | | |of expressing their independence in whatever they are capable to do. An example is a case were the | | | |lunch was to be served and an individual couldn’t state his demand clearly and I happened to be in | | | |the unit by then. As the team leader I used sign language in order to make them communicate their | | | |demands.An example of empowering them to take responsibility might be by making them to do their | | | |laundry, escort them for shopping or by setting the dinning tables with my supervision | | | | | | | |How to manage ethical dilemmas and conflicts for individuals, those who us services and | | | |staff/colleagues, about communication, r ecording and reporting. | | |As a team leader in order to manage ethical dilemmas in term of communication recording and reporting,| | | |I just have to be professional in everything I say and write about individuals and to encourage other | | |41-2c |to do so. In this case I can avoid going beyond professional boundaries. In case an ethical conflict | | | |arises in such situation then I have to carry out a professional corrective measure in handling it. | | | |E. g. hen there is a misunderstanding between two individuals I need to calm both individuals down and| | | |separate them then listen to their complains then settle it amicably following equal treatment to make| | | |both involved happy | | | | | | | |How to challenge information, document, systems, structure, and procedure and practice that is | | | |discriminatory, especially to individuals communication and information needs. | | | |Basically in order to challenge information that are discriminatory I do the followings: | | | |I take disciplinary actions.Due to what might have happened by following the disciplinary procedure. | | | |Restructuring:- if the structure is discriminatory, a restructuring strategy will go a long way to | | | |combat the situation. | | | |Training:- This will boost the exposure of the team members and will aid their communication skills. | | | |Re orientation:- it is very important to re orientate members of my team if they are use to a certain| | |41-2d |act that is discriminatory and they have no know ledge about it. | | |Meetings:- this can be held in order to combat discriminatory situations. | | | |Review:- This will also go a long way in yielding positive results. | | | |Making use of legal and organisational procedure:- it is very important to seek legal or supreme | | | |advice during discriminatory situations. | | | |Accurate recoding and reporting: – documentation is quite important as well. It can be referred to | | | |over and over again. | | | | | | |Coded of practice and conduct, and standard and guidance relevant to your own and the role, | | | |responsibilities, accountability and duties of others when communicating recording and reporting | | | | | | | |The code of practice could be referred to as conditions that set the standard for the practice in the | | |41-4 |care setting. The main aim is to guide the team members and their leaders in the practice of their job| | | |and to make the care setting free from abuse discrimination and a couple of other things.It defines | | | |the roles and responsibilities of team member and their employer and also helps in making decisions. | | | |The code of practice for Employers of social care employers sets down the responsibilities of | | | |employers in the regulation of social care workers. | | | |Below are the roles of team leaders under the code of practice that reflects to communication. | | | |You must have given policies and procedures in place to enable social care workers to meet the CQC’s | | | |code of practice for social care workers. | | |You must put into place and implement written policies and procedures to deal with dangerous, | | | |discriminatory or exploitative behaviour and practice. | | | |Strive to establish trust and confidence of service users and carers. | | | |Make sure that you maintain eye contact with the service user when you are talking and avoid staring, | | | |sit where you can be comfortably seen. Don’t sit where someone has to turn in order to look at you. | | |-show by your gesture that you are listening and interested in what people are saying | | |41-5 |- nodding your head will indicate that you are interested and receptive but be careful not to overdo | | | |it and look like a nodding dog | | | |- you can show your caring and concern by using touching to communicate your caring and concern | | | |- be aware of a person’s body language which should tell if he or she finds touch acceptable. | | | | | | | |Recording and reporting | | | |Sometimes there may be the need to pass on information to other colleagues or other health care | | | |professional who contribute to the well-being of service users. Some of the things may need to | | |recorded are | | | |Signs and symptoms indicating a change in the condition of an individual | | | |Signs of a change in the care needs of an individual | | | |Difficulties or conflicts that have risen and actions taking to resolve them | | | |Actions you have taken or notice to promote the communication need of such service user | | | |All information recorded should be | | | |- Clear | | | |- should be factual | | | |- It should be legible | | | | | | | |Current local, UK and European legislation and organisational requirements, procedures and | | | |practice for: | | | |Protecting individuals from harm and abuse: – Pova, Health and safety, CRB, employees health check, | | | |knowledge from training. I have to make sure that all team me mbers go through the CRB check, medical | | |41-6 |status check taking vaccinations against hepatitis’ B or C, vesicular, and MMR before they are being | | | |employed.It is also essential that I ensure the health and safety of the working environment as well | | | |in order to make it free from abuse and accidents. | | | | | | | |Making and dealing with complaints and whistle blowing:-Complaints procedures, This has to do with | | | |the organisational procedure we do have the introduction and application of complaints forms and the| | | |same time whistle blowing procedures as well.For example if an issue arises and I happened to | | | |notify my superior, if she doesn’t take any action it is important for me to report to the regional | | | |manager and if the regional manager doesn’t take any action as well, I am saddled to report to a | | | |governing body which might be CQC with or without disclosing my identity. | | | | | | | |Promoting your organisationà ¢â‚¬â„¢s service and facilities- Quality assurance should be put in place to | | | |promote the organization’s service and facilities e. g. were there is a leakage is the duty of the | | | |manager to call the plumber to fix it as this has to do with health and safety procedures and | | | |maintenance.Health and Safety at Work act 1974- The following are the direct quotes from this | | | |legislation â€Å"It shall be the duty of every employer to ensure as far as reasonable practicable, the | | | |health and safety and welfare of all his employees† | | | |â€Å"it shall be the duty of every employee to take reasonable care of the health and safety of himself | | | |and other people who may be affected by his act or omission at work. | | |It is also mandatory for every employer to ensure that all equipments are checked and serviced from | | | |time to time. | | | | | | | |Managing and processing request for health and care services, and the parameters for accepting o r | | | |rejecting requests for your organisation. | | | |This has to do with the organisational policy and procedure which relates to other organisations | | | |request in order to provide services.Like inter- care and other organisations that are sending | | | |request in order to supply a couple of products and explaining to them the health and care services | | | |that your organisation provide and you can tell them where to go in order to get such services | | | | | | | |Workplace policies and procedures could be accessed in the following ways: | | | |From computers, file | | | |For example if the information of a client is stored in a computer or another data operating system | | | |and it is pass worded. For me to get access to such information I need to request for the password | | | |from my superior, the regional manager or the head office. | | | | | | |How to access and record information, decisions and judgement about and individual’s communication and| | | |lang uage needs and preference electronically and manually. | | | |Information about an individual could be access manually from the care plans, from the individual, | | | |social service, friends, family of the individual and the GP. It could also be accessed electronically| | | |via telephone, internet, email and fax. Always request for the are plan of an individual before | | | |dealing with them and ask if you are not sure about any of the information, and up date data | | | |electronically by pass wording and keeping the filed in their appropriate place to observe the data | | | |protection | | | | | | | |How different philosophies, principle priorities and code of practice can affect inter agency and | | | |partnership working when communicating, recording and reporting. | | | |In this case the other agency’s method of communication to my organisation might not relate to my | | | |organisations policy and procedure e. g. he social worker wants to speak to the key worker ab out an | | |41-7c |individual, but our own policy might not warrant him to use such procedure because the social worker | | | |might be asking sensitive question that needs professional response. | | | |Difficulty in inter agency relationship can result into misunderstanding, communication barrier, | | | |incorrect information, miss interpretation, loss of information as well. | | | | | | | |An up to date knowledge of literature related to best practice in recording, reporting and developing | | | |and evaluating communication systems and methods. | | |-Attending training and professional development | | | |-Through research | | | |-Being showed by your supervisor and manager as they may have more years of experience and accumulated| | |41-7d |knowledge which they are happy to share with you. | | | |-Through the Internet: following up information on the internet to improve your knowledge. Be wary | | | |about the information you get from the internet make sure that they are from a reputable source such | | | |as a government department, a reputable university or colleges. | | |-working and discussing as a group or team | | | |In order to reflect best practice, it must be signed, dated, timed, factual, readable, and objective. | | | |In this case it has to posses’ professional quality and must be readable as well. | | | | | | | |An up to date knowledge of governments reports, inquires and research relevant to recording, | | |41-7g |reporting and personal, organisational, multi-disciplinary and multi- organisational communications. | | |Updating knowledge and skills by going for more training, making more research, journals, and internet| | | |liaising with governing bodies from time to time, maintenance of constant and very good relationship | | | |with other organisations from time to time. By doing all this, as a team leader I will definitely be | | | |able to update my knowledge and skills in terms of recording, reporting and personal, organisationa l, | | | |multi-disciplinary and multi organisational communication. | | | | | | | | | | |Theories about: | | | |Human growth and development and how it can affect communication abilities | | | |Age is one of the factors that render the immune system weak; this will have adverse effect on service| | | |users. In a situation when the service user gets very old he might not be able to hear clearly, this | | | |will prompt anybody that is speaking to them make some adjustment by raising the tone of their voice | | | |while speaking to them. | | | |It brings blur speech, memory loss, the hormones gets weak, and medical status changes. | |41-7h |Team work motivate the ability to perform a task and further more multidisciplinary team can share | | | |ideas, help each others improves language and your skills and ability to communicate with client | | | |effectively when handing over a shift. | | | | | | | |Communication abilities and skills and their impact on an individual. | | |A serv ice user who comes from a foreign background and doesn’t have English as his foreign language | | | |might lose his self esteem when he sees how other service users are relating to each other. | | | |The impact is that their needs might not be fully met; it might lead to frustration, abuse or bad | | | |practice. | | |41-9 | | | | | | | |Identity, self esteem and self image:- A language difference makes it difficult to reach their | | | |self-esteem or self-image for example if the client does not speak or right effectively it brings | | | |about withdrawal of one skill and ability to work as am group. | | | |This is the way that someone pictures him or herself. Loss of it might lead to isolation of one self | | | |and not being able to communicate his/her demands. | |41-10 | | | | |power relationship and how it can be used and abused when communicating with vulnerable people | | | |For instance, a carer might take a service user for granted due to the service user’s nature of | | | |health. In a case where the service user do forget easily, the carer can decide to give some | | | |information’s which are not professional in the presence of his service user because he knows that he| | | |will forget. | | | |Power can be used positively in terms of communication by encouraging the service user and it can be | | | |used the other way round by swearing and shouting on the service user. | | | | | | |multi-disciplinary and multi-organisational working and communication | | | |I a situation where an abuse have occurred , the staff that was involved face a disciplinary panel and| | | |POVA and other governing bodies within and outside the organisation could be involved. | | |41-11 | | | | |Evidence based research and knowledge based research and benefit of both when recording and | | | |reporting. | | |Making use of legislations and quotations while reporting . It makes them serve as future reference | | | |and legal document. This authentifies the report and makes it meet professional standard. | | | | | | | |Knowledge of physical and mental condition you are most likely to deal with and make judgement on when| | | |managing and processing request for services.From my own point of view there are some physical and | | | |mental conditions of my service user that I can easily decode the cause and know the next line of | | | |action. For example of my service user that his mental status deteriorates drastically I noticed that| | | |might be as a result of his age, I informed my manager, so I had to call the social worker and GP to | | | |come and access him, so his medications was reviewed. At the conclusion of the review. I contact the | | |41-14 |pharmacist to supply. | | | | | | |Health, social emotional, financial, and environmental factors that affects the communication skill | | | |and abilities and well bearing of individuals, families, groups and communities. This could be as a | | | |result of an unsafe working e nvironment this will definitely result into a couple of things within the| | | |working environment because there is no level of security for service users, visitors, staffs, and | | | |those outside the organisation as well. Health factor could be poor facilities for hygiene and other | | | |poor facilities as well which are not helping the people within and outside the organisation. | | | | | | |How different philosophies, principles, priorities and codes of practice can affect inter agency and | | | |partnership communication and working. This can affect inter agency relationships positively or | | | |negatively. Basically inter agency relationships in the context of communication can be of different | | | |medium. The computer can be used for data processing and updating or uploading.Phones can be used | | | |for calls, reporting, enquiry, receiving. The fax machine as well can be used for reporting, | | | |receiving. Internet could be used for research, emails, while the beeper could be used for sending | | | |signals. Different organisations can have policies; principles guiding the use of this medium in | | | |dissemination of information are which might either be to the advantage or disadvantage of the other | | |41-15 |agency that is relating to them. | | | | | | |Physical and mental conditions you are likely to deal with within your work with individual’s | | | |families, carers, groups and communities and their effect on the communication needs of individuals. | | | |Physical-Ageing, sickness, disabilities, memory lose, hearing impairments, lose of sight. Mental- | | | |dementia, depression, stress, dyspraxia, alzelmhers, and the effects can be inappropriate eactions, | | | |stress, anxiety, and frustration. Lastly their needs might not be met perfectly by their community due| | | |to their inability to communicate their requests. | | | | | | | |Specific equipments that will enable individuals with speaking, sight or hearing difficulties and | | | |additional needs or learning difficulties to receive and respond to information and how to access | | | |and use this. | | | |The specific aids used in the care setting to enable individuals with speaking, sight or hearing | | |41-17a |difficulties and additional needs or learning difficulties to meet their communication needs and | | | |preferences are hearing-aids, spectacles (glasses), communicative pictures, makaton, flash cards, | | | |computer audio communication systems, interpreter etc.Not the provision of this alone to individuals | | | |who need them but to encourage them in making use of it as well. | | | | | | | |The types of records and report that you are required to complete within your work role and how to | | | |complete them | | | |Below are the records and reports that I do complete within my work role. | | |The finance register, supervision form, annual appraisal, Criminal Record be rue check, Risk | | | |assessment, Care worker assessment, Reviews, Ca re plans, Minutes of meetings, Daily Logs, Handover,| | | |maintenance records . | | | |In order to state how to complete them, they should be dated, completed, clear enough, comprehensive, | | | |timed, location, witness, subject, and should be objective as well. | | | | | | | | | |41-17b |The different types of data that can be used within records and record and which are best for records | | | |and reports you need to access, complete use and develop-Basically data means information’s. The | | | |different kind of information’s needed in the care setting is of the following categories. | | |Financial: this could be the financial information’s about the home, individual, staffs and financial | | | |relationships with other organisations as well. | | | |Medical: this has to do with the medical information’s about an individual. | | | |Social: anyway in relation to the social status of an individual e. g. Members of his family, his wife| | |41-17c |and children. | | | |Research based: this as to do with information’s received based on the research I have made. | | |Statistical: statistical in the sense of the data base that I do update from time to time. | | | | | | | |Methods of working which facilitates the resolution of the conflicts that you are likely to face | | | |when communicating with individuals and key people. Be attentive, supportive, encourage, and provide | | | |adequate information.When it comes to resolution of conflicts in relation to communication, I have | | | |got to clarify all misunderstanding in a polite and informed manner in order not to cause another | | | |create bad feelings and if I can’t solve the conflict I refer to my manager to get advice or intervene| | |41-17d |to solve the issue at hand | | | | | | | |31.How and where information communication technologies can and should be used for communicating, | | | |recording and reporting | | | |Communication technologies can be used in dif ferent ways to pass information about the service user | | | |and the staff needs during the time of reviewing and updating information about service user this | | | |techno0logy can be use to pass on information to the appropriate people that need to know this | | | |information or needs to be involved in the reviewing of the information. | | | |Some equipment and how they are being used within the setting are stated below:- | | | |Computer:- store data, updating, recording | | | |Phones: – calls, enquiry, reporting. | | |41-17e |Fax: – reporting, receiving. | | |Internet: – Emails, reporting and receiving. | | | |Beeper: – For sending signals. | | | |Pagers:- reporting and receiving, | | | |Projector, Reporting, presentation, training. | | | |All the above equipment could be found within the care setting. The computer, phones. Fax, internet | | |41-17f |can be found in the office while the projector could be found in the training room. | | | | | | | | | | | | | | | | | |41-18 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-19 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-20 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-21 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-23 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-26 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-27 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-29 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |41-31 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |