Communication and Professional Relationships with Children, Young People and Adults Essay

Unit 301 – Communication and professional relationships with children, young people and adults. 1.1 – Effective communication is important in developing positive relationships with children, young people and adults because it ensures strong relationships between on another and helps create a positive working environment. By demonstrating and modelling effective communication skills with others you will create positive relationships. It is important that we know how to communicate to one another in a polite, friendly manner even in moments of stress. If we have positive relationships with children, young people and adults we are more likely to communicate information to one another. By thinking about the different ways we can communicate to each other this will ensure positive working relationships are carried out. 1.2 – If we can ensure children, young people and adults are comfortable in our company this will encourage relationship building. It is important that we build on positive relationships with one another to create a friendly, happy and positive environment to work in. Children, young people and adults can pick up on unfriendly or negative atmospheres so by ensuring that we are relationship building with one another and are creating positive relationships through effective communication the whole setting will benefit. There are a few key points that ensure a positive relationship. These include; Effective communication, Being considerate, Maintaining a sense of humour, Showing respect, Remembering issues which are personal to them, Taking time to listen to others and Being clear on points. All of these key points will help build positive relationships with others. 1.3 – When working in different social, professional and cultural contexts it is important that we learn how to adapt the way we communicate in different situations. When working with others it is important that we consider the context in which w e are working. For example, if I was in a meeting I would use more formal language and behaviour. If I was communicating with a parent it would be more informal and more personal. It is important that all practitioners are aware of different types of communication with adults. For example, if I had a professional conversation over the phone, I would ensure that I listened well, I was attentive and responded well when speaking to the other party. When dealing with other professionals there will be meetings and discussions as well as more informal communication at times. On some occasions non-spoken forms of communication can be an issue if they aremisread by others. For example, how quickly someone responds to an email or phone message. It is also important that we are aware that different cultures will have their own norms of behaviour which will extend to gestures, body language and eye contact. 2.1 – In order to have effective communication with children and young people you need to demonstrate a number of skills. Children learn to communicate through the response of oth ers: If they do not feel that their contributions are valued, they are less likely to initiate communication themselves. Whilst communicating with children and young people it is very important that you make eye contact and actively listen. Body language is extremely important. When interacting with children and young people you should get down to their level. Children are aware of facial expressions and how approachable you are. It is important that we as practitioners smile and react in a positive way to what children are saying. It is important that we allow children the chance to communicate and make sure that they are given sufficient opportunities to talk. As practitioners we should always react and comment on what children and young people are saying. On some occasions you may need to repeat back to pupils to check our understanding, particularly if they have used incorrect language. One of the main skills is to always be interested in what children have to say and ensure we respond and question children to maintain conversation. For children to be able to communicate effectively we should encourage them to ask questions and put their ideas forward. 2.2 – In order to build relationships with children, you will need to adapt your behaviour and communication accordingly. By effectively communicating and interacting with children of all ages, cultures and abilities it will help them feel secure and valued. A) It is important that you adapt the way you communicate when interacting with children and young people of different ages. When interacting with younger children they may need more reassurance. They may also need to have more physical contact as a result. Children of different ages will require varying levels of attention. It is important that we know how to adapt our vocabulary and we consider how to interact positively with children and young people as we listen and respond to them. B) When working with children you will be dealing with children in a variety of different situations. It is important that we adapt our verbal communication accordingly. For instance, if a group of children and me are carrying out acircle time activity it is important that all the children are engaged and focused and that I have dealt with any distractions before they interrupt my activity. However, when talking to children in more social situations such as lunchtime or free play, it is important that we use this time to create and develop positive relationships with children, although we should always speak to them in a way which maintains the relationship of professional carer to child. C) When working with children who have communication differences it is important to ensure care and sensitivity. Some children will need to take their time and may feel under pressure when they are speaking. It is very important that we adapt the way in which we communicate accordingly to the child’s individual needs. Some children may not have many opportunities to speak, or may be anxious or nervous. If they have a speech disorder, such as a stammer, or conditions which make communication difficult for them, they should be allowed to take their time and not feel rushed. It is important that we try not to fill in words for them or guess what they are going to say, as this may add to their distress. When working with children who have communication differences you may need additional training such as makaton or sign language. This is so you are able to communicate effectively. In some cases where children have special educational needs you may need to have additional equipment in order to communicate with one another. 2.3 – When communicating with adults and with children there are many similarities, always maintaining eye contact and interest, responding to what they are saying and treating them with courtesy and respect. However when communicating with children it is very important to maintain the relationship of carer to child and what this means in a preschool setting. Children will always see adults as carers no matter how well you get along with one another and we have to ensure that our relationship with them will always be on a formal basis when in school and out. When communicating with children we need to be clear so they understand what is expected of them and so they can learn to communicate themselves. When communicating with children it is important that the vocabulary and verbal expressions we use are at the right level for all children. It is also very important that we as carers do not encourage physical contact when communicating with them. It can be very hard to avoid this with young children as they will often initiate hugs. In this situation it would be inappropriate to tell them not to. However we should not offer physical contact with children or be overly physical with them at any time. 2.4 – There are many ways in which we can adapt communication to meet different communication needs of adults. It is important that we are sensitive to the needs of other adults, particularly if they have communication difficulties. It is important that we adapt the way we communicate. Sometimes we will do this without even realizing. For example, if I am speaking to a parent or carer who has a hearing impairment, I will make sure that I am facing them and I am making eye contact so that they can lip read. It is important that when working with adults that have communication needs we observe, reflect and adapt our means of communication. If a parent speaks English as an additional language (E.A.L) we may need to have a translator and meet together if the information we are communicating is complex or difficult to convey. 2.5 – When managing disagreements, it is important that we do so carefully so that bad feelings do not persist afterwards. In many cases, disagreements are down to lack of communication or miscommunication with others. Poor communication can cause conflict within in certain areas, between carers and children and young people and between carers and adults. The best way to resolve areas of poor communication is to discuss them to establish a cause and then find a way forward together. The important thing to do is not to ignore the problem or talk to everyone else about it except the individual concerned. Sometimes adults may not have the same ideas about the purpose of an activity or meeting, or come with a different idea in mind. It is important to always clarify the aims of what we are there to do and why. Different values and ideas can cause disagreements between parents and settings. It is important that we work alongside parents and explain or clarify why things need to happen in a different way at nursery. Sometimes adults can act in an aggressive way if they are not sure about what they are doing or lack in confidence. It is very important that we are sensitive to this and offer encouragement and support. 3.1 – In settings we ask parents and carers for a variety of information so that we are able to care for children as effectively as we can while they are with us. These records include Record of information, Health and medical records and records for children who have special educational needs. These records are confidential and are only used for the purpose for which it was gathered. If theinformation needs to be passed on to others for any reason, parental consent will need to be given. This is asked for when a child starts nursery and their parent or carer will fill out a consent form. This information is confidential and can only be shared with people with a right to access it. For example, the child’s key worker, line manager or an external agency. The Data Protection Act 1998 is a legislation that all child care settings must adhere to along with Every Child Matters. Within Peter Pan Nursery we ask all parents to sign a consent form which allows practitioners to take photographs for the evidence of the child’s development and for displays. It is very important that all practitioners are aware that you should not pass on any information about the child or their family to other parents, other professionals unless their parents have been consulted or visitors. 3.2 –When all parents / carers hand over the child’s record of information, health and medical records and any records of special educational needs we ensure that they are aware that all this information is kept in a file which is in a locked cabinet in the office and is confidenti al. We make all parents aware that the only time any information is passed on without the parents’ consent is when we feel that the child may be in need, if the child is at risk or is being abused. Also if the child has any medical conditions then certain information may be passed on to other carers. For example, if a child has asthma or epilepsy. At Peter Pan Nursery we have information boards in each of the units displaying photographs of children with their medical conditions or allergies in an area of which only carers can access. 3.3 – At Peter Pan Nursery we have a policy in place called ‘Whistle blowing’. This means that if you think there is a suspected case of child abuse or if you think a child or young person is at risk or a practitioner is behaving in an unusual way then it is important to blow the whistle and tell the line manager. If another practitioner confides in you, it is important to remember that there are situations in which you may need to tell others. It is very important that if a child, young person or adult confides in you, you must at all times tell the individual that you will not be able to keep confidentiality if they disclose something to you in which you cannot keep to yourself for these reasons.

The Mirror with a Memory essays

The Mirror with a Memory essays The parallel between The Mirror with a Memory and USDA Government Inspected is the fact that both essays emphasize the use of visual imagery. Reiss used photographs to show the public of the conditions in which the other half lived and in the other essay they used political cartoons so that the public could identify the person which was characterized by their overemphasized traits or mannerisms. Reiss wanted to show the public how the other half lived and used photographs to show them. His photographs showed everything from street arabs to working families. He was able to connect the reader to the plight of the urban poor. This was a world that they had never seen before and he was able to bring about reform as a result of this. Political cartoonist used characters that were easily recognizable to the readers at that time. The cartoonist were able to show what current events were going on at the time while minimizing the political battles that the public never realized were going on. They were able to show Roosevelt and his usual big stick and glaring teeth beating up the trusts or other current events of the time. This was a way the public could identify with what was going on at the time. Both essays point out the use of this type of visualization and the effect it had on the public. This medium is still used today by authors and the media alike to get the public or readers to see the things that they would not normally see. ...

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Transpiration Lab essays Water is essential to plants in many ways. It first provides the major substance for living, to keep cells from shriveling up and dying. The second major function is to keep the plants rigidity. As plant cells become turgid, full of water, the cells expand, filling the extent of their cell walls, which are kept taught with turgor pressure. If the cells lose water, two problems occur. First, the cells dehydrate, causing the organism to die. Second, turgor pressure is lost as cells become flaccid, limp and unfilled, causing a loss of support for the plants structure which makes it appear wilted. As aquatic plants evolved into large complex land plants, an adaptation occurred in the center of plants to allow full growth without the problem of water loss. A system of vascular bundles extending from the tips of the furthest leaves to the deepest roots of each plant developed, carrying water in xylem sap and sugar in phloem. While phloem can transport sugar in any direction within the plant, xylem can only move water up, from root to leaf. Once in the leaf, the water evaporates through stomata-tiny gaps in the lower epidermis of each leaf, which are regulated by guard cells-a process called transpiration The movement of water into and out of the xylem involves water pressure factors in different sections of the plant. As water slips into the roots through osmosis, a positive water pressure gently pushes the water into the plants roots and supplies a jumpstart for the waters journey up the vascular bundle. However, it is not this pressure that supplies a great force towards the upward movement of water; it is the evaporation of water from the stomata that pulls water upward and out. When the stomata are open to take in carbon dioxide for carbohydrate production, water begins to evaporate and seep out of the tiny holes in each leaf. With a constant pull of water outward, other water molecules are pulled up to repla...

Unlock your minds hidden potential with this trick

Unlock your minds hidden potential with this trick Who among us doesn’t want to reach our full potential? Most of us have been told by someone at least once during our lives- possibly a parent or other family member, or maybe a friend or someone else in a position of trust, like a teacher- that we have a great deal of potential for achieving great things in life, and if we could summon the dedication, discipline, and mental fortitude to unlock it and utilize it to its fullest, we’d be successful! Using our mind’s full potential could benefit us in all areas of our lives, from strengthening personal relationships to reaching our professional and career goals and everything in between, so putting in the effort to unlock this hidden potential is a worthwhile investment.According to a blog post on pickthebrain.com, there’s a great deal of evidence that suggests people can unlock significant dormant mental potential and go on to achieve great success: â€Å"Your mind is a vast, largely unexplained source of en ergy and power†¦ many very successful people have believed in these powers and used them to create incredible fortunes and success†¦They exist whether you are willing to admit it and use it to your benefit or not. If you don’t, then you are missing out on getting the very most out of your life.†So†¦ the big question remains: How do you go about unlocking your mind’s hidden potential? Well, a recent Psychology Today article by Dr. Chris Gilbert, MD, PhD may just hold the answer to unlocking what she terms your â€Å"inner genius.†Dr. Gilbert focuses on a curious phenomenon that occurs in individuals who have suffered damage to the left anterior temporal lobe (LATL) in the brain and acquired what’s known as acquired savant syndrome, a disorder in which people spontaneously develop incredible  memories  and genius level abilities. This rare occurrence has been documented in a very small number of individuals (just 32 at the time of t his writing), but their experiences paint a powerful portrait of tapping into one’s latent potential.Take Derek for instance, who’s referred to in the article:Derek was a 39-year-old sales trainer with no musical skill when he dove head first into a very shallow swimming pool while visiting his mom. He suffered a severe head concussion and was taken to the hospital. Four days later, when he was resting at one of his friends’ house, he discovered that he was able to play the piano flawlessly and beautifully even though he couldn’t read music. That day, he played the piano for 6 hours. He is now working as a well-paid musician and composes music.Pretty powerful stuff, right? And Derek is just one example. There are others who, for some reason or another, often through an accident or brain altering illness like a stroke or dementia, acquired new talents after getting acquired savant syndrome. Dr. Gilbert notes, â€Å"Special skills in acquired savants, like the unusual abilities of ‘natural savants’ like autistic children, usually manifest as musical abilities- most often the piano with perfect pitch like Derek- visual memory, arithmetic abilities, painting, drawing, sculpting, and spatial skills where the savant can construct complex accurate models or excel at direction finding and map making.†However, before you go off and assume that you need to damage your brain’s LATL in order to get acquired savant syndrome, don’t get the wrong idea! Dr. Gilbert is not suggesting that anyone hurt themselves or do anything tragic and irreversible to their brains. However, she is saying that we can learn from the experiences of Derek and the others who have been diagnosed with acquired savant syndrome and apply this knowledge to answer the following question: Can healthy people acquire savant-like talents and unlock their â€Å"inner geniuses† by suppressing their LATL in a safer way? 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After TMS exposure, Snyder’s test subjects showed improved ability to draw objects from memory, to quantify the number of discrete objects in complex visu al scenes, and to accurately proof-read documents- all skills that depend upon memory for small details.†This means that there’s a potential sleeping â€Å"inner genius† inside all of us that’s just waiting to be woken up! But†¦can we emulate these results outside of a lab? It turns out that the answer is yes, we can.Based on Dr. Snyder’s work, Dr. Gilbert suggests that â€Å"anything we do that actively fatigues the LATL in a natural way could allow latent drawing, math, spatial, or musical abilities to surface.† She encourages engaging in activities that allow our brains to hyperfocus on the small, meaningless details of things to loosen the oppressive grip of our LATLs on our brain functioning. Things like transcendental meditation, repetition of a nonsensical mantra, and some forms of hypnosis can simulate the effects needed to temporarily suppress LATL activity, and allow our brains to unlock our hidden potential.The next time youâ €™re eager to unleash your mind’s hidden potential, consider the simple tricks mentioned here. Dr. Gilbert sums it up best: â€Å"So here’s the bottom line: To unleash your hidden talent, either focus exclusively on meaningless details or go overboard thinking about the meaning of things around you. Either way, you will push your LATL into the back seat and put your inner genius in the driver’s seat.†

MLA Research Paper Example | Topics and Well Written Essays - 1250 words

MLA - Research Paper Example Skin cancer, also known as skin neoplasia, refers to â€Å"the uncontrolled growth of unusual skin cells that can extend from the skin into other tissues and organs if left unchecked† (A.D.A.M, 1). As the cells replicate, they form a tumor. Frequently, skin tumors are referred to as lesions. If tumors are malignant, they become cancerous, which means that they intrude on and invade neighboring tissues owing to their unrestrained growth. They may also spread to the body’s remote organs either through the bloodstream or through the lymphatic system. Metastasis is a term that refers to â€Å"the process in which tumors invade a body organ and spread to other body organs† (Emedicinehealth.com 1) – they invade the neighboring tissues and overwhelm them not only by taking their space but also the oxygen and nutrients that they require to survive as well as function. Rockoff documents that skin cancer is the most common form of human cancer and that estimates hav e it that over one million new cases arise every year. He additionally asserts that annually, the rates of all forms of skin cancer are mounting, which has instigated a mounting public concern. Estimates also have it that almost half of all Americans who live to age 65 get skin cancer no less than once. Skin cancer classification depends on the particular types of epidermal cells involved. The various skin cancer categories therefore include melanoma, basal cell carcinoma/basal cell carcinoma epithelioma and squamous cell carcinoma. Melanoma takes place in melanocytes – the cells that produce pigment. Although this cancer type is not so common, it is the most dangerous as it tends to metastasize (spread) all over the body quickly. It is the principal cause of skin disease death. The basal cell carcinoma/basal cell carcinoma epithelioma develops when there is abnormal cell growth in epidermis’ lowest layer while the squamous cell carcinoma occurs due to changes in the s quamous cells, which are found in the middle layer of the epidermis (A.D.A.M., 4). Rockoff asserts, â€Å"The first phase of squamous cell carcinoma is called actinic keratosis† (para1). Further, he explains that the last two cancer types are the common-most forms of cancer and are both known as nonmelanoma skin cancer. Other nonmelanoma skin cancers include kaposi's sarcoma, merkel cell carcinoma and cutaneous lymphoma (A.D.A.M., para4). The American Cancer Society documents that â€Å"most cases of nonmelanoma skin cancers occurs on body areas that are mostly exposed to the sun, which include the backs of hands, face, ear, lips and neck†. In addition, depending on the type, they can be slow or fast growing. However, they barely ever spread to other parts of the body. It is important to note that these forms of cancer in particular are very likely to be healed in case of early identification and treatment. Risk factors of Skin Cancer There are various recognized risk factors for skin cancer. Some of them include exposure to the sun and sunburn – as earlier pointed out; areas of the skin that are often exposed to sunlight or ultraviolet radiation are more prone to skin cancer. â€Å"This is deemed the primary cause of all skin cancers† (A.D.A.M., 5). Other causes include light-colored skin, hair and eyes (fair complexion); genetics (having a family history of melanoma); atypical/multiple moles; occupational exposures to radium, coal tar, pitch, arsenic compounds or creosote; in addition to age – nonmelanoma skin

Evaluation of a Business Code of Ethics Research Paper - 4

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Near Failure at Nagasaki Essay Example | Topics and Well Written Essays - 750 words

Near Failure at Nagasaki - Essay Example The same problem is observed relating to Sweeney’s relation to flight engineer Kuharek such that when the latter firstly identified the lack of proper fuel in the tanks, Sweeney declined from communicating with Kuharek and moved over to Tibbets for gaining advice. Sweeney also reflected lack of self-confidence that is a significant necessity for a leader to govern combat operations. Firstly owing to his lack of proper knowledge of the combat he was highly dependent on the knowledge and expertise of Ashworth such that the latter exerted significant influence on him. Sweeney’s lack of self confidence owing to his limited knowledge again required Ashworth to help him identify and reach the target. Sweeney also lacked self-confidence in dropping the bomb effectively on the target for which he aptly depended on Beahan, the bombardier incorporated in the flight operations. Similarly other non-leadership qualities are also evident relating to Sweeney in which it is found that how Sweeney shifted the responsibility for the Nagasaki Mission’s fault to the shoulder of Hopkins. ... ation to be rendered to Hopkins regarding the position of the instrument aircraft which in turn deferred the operations much and made things complicated. Thirdly owing to the extra time spent by Sweeney further deferred his operations in being able to find the effective target of Kokura. This only required Sweeney to counter shift in his original plans. Thirdly inability of Sweeney to find both the effective and alternative targets and his dependency on Ashworth delayed the operations much creating threat of excess consumption of fuel. Fourthly owing to the incapability of taking decisions in a fast and timely fashion and dependence on his followers made Sweeney counter excess time loss in dropping the bomb over the target effectively. He shifted between dependency on the radar or on visual sighting to drop the bomb. Fifthly, Sweeney acted on a strange note on going on continuously circling above the target, Kokura when it was clear to be bombed that further deferred the operations. Evaluation made later on reflects that Sweeney had lost around one and a half hours in his failure to take decisions on time leading only to circling over the target a number of times. This failure to calculate the time required for the operation to be completed made Sweeney suffer from the threat of loss of required fuel to charge for the alternate targets. This continuous and unused circling over the rendezvous point made Sweeney also counter the threat of proper landing. The time being spent in an unused fashion thus triggered the need for Sweeney to prepare for a harsh landing than preparing for a crash landing. Sweeney’s failure to take decisions in a timely fashion also made him fail in catching sight of the instrument-carrying carrier. His failure to catch up with the