Project Management For Healthcare Essay Example | Topics and Well Written Essays - 250 words

Undertaking Management For Healthcare - Essay Example IT dangers may include PC infections, hacking, phishing or finished framework crashes. In human services these have extremely high hazard levels as they may bring about loss of significant electronic records for the association and patients subsequently unleashing ruin to the entire framework. IT dangers may likewise include the task data being gotten to by other people who might need to utilize it. The monetary component of undertaking the board can likewise be an expected hazard to medicinal services ventures; if for reasons unknown the association needs more funds for the task then it might be brought to a total stop. Risk issues are likewise normal in social insurance including the board of patients and their data and along these lines venture administrators must place into thought. Dangers coming legitimately from the task may incorporate accomplishing something just because, changes in significant prerequisites, poor estimation of assets and absence of lucidity in meaning of du ties. There may likewise be outer dangers in the types of common disasters, and guidelines for example on makers of clinical instruments and pharmaceutical organizations. Individuals dangers incorporate absence of legitimate controls, poor relations, absence of administration, hierarchical plans being poor, absence of refereeing programs set up and individuals lacking appropriate abilities to convey. In end in this manner venture the board for social insurance isn't a simple errand; such huge numbers of occasions some unforeseen may present dangers which may make it exceptionally hard to effectively run an undertaking. Dangers run from IT, issues, money related assets, the earth, individuals issues and normal occasions. It is along these lines to foresee difficulties forthright when running with undertakings and plan some alleviation designs so as to guarantee the venture is a

Individual Assigment Essay Example for Free

Singular Assigment Essay Portrayal: The universe of innovation has advanced throughout the years, and that implies the requirement for innovation has expanded also. Organizations have developed after some time with the utilization of innovation, it permits us to shop, sell, exchange, and capacity abroad. As I read over your field-tested strategy it appears that it is intended to contend in the neighborhood advertise, just as increase the value of the network. Innovation will have an immense impact in both, it permits you to make and execute an arrangement that will assist increment with benefitting and consumer loyalty. As your business will contend in the neighborhood advertise, you should consider executing Enterprise 2.0 or Web 2.0. Both Enterprise 2.0 and Web 2.0 offer numerous advantages to enable your organization to succeed and develop with the regularly changing economy and neighborhood showcase, both will permit your organization to augment your market from region to region, state to state and considerably different nations. Venture 2.0 The properties of Enterprise 2.0 practices can be valuable and adequate in conceptualizing, sharing, and assessing thoughts by using endeavor person to person communication. Venture 2.0 assists business with diminishing IT costs by diminishing the measure of equipment and programming that is required (McAfee, 2010). Endeavor 2.0 would be a decent advantage for your business, it would keep it cost down and permit the showcasing that you should be serious in your neighborhood advertise. Web 2.0 Web 2.0 likewise has numerous helpful elements that would likewise be a decent resource for your organization, it incorporates long range informal communication locales that would make extraordinary advertising apparatuses, it permits you to make site which can likewise be an incredible device for showcasing and it permits you the client to be in charge of the dataâ used. Web 2.0 offer rich client experience, client cooperation, adaptability, and opportunity. Web 2.0 offers a wide assortment of promoting apparatuses just as making a sheltered and important approach to expand benefit, and safe watchman your advantages (McAfee, 2010). .

Coping With Borderline Personality Disorder in College

Coping With Borderline Personality Disorder in College BPD Living With BPD Print Coping With Borderline Personality Disorder in College By Erin Johnston, LCSW Erin Johnston, LCSW is a therapist, counselor, coach, and mediator with a private practice in Chicago, Illinois. Learn about our editorial policy Erin Johnston, LCSW Updated on September 18, 2019 FatCamera / Getty Images More in BPD Living With BPD Diagnosis Treatment Related Conditions Living with borderline personality disorder (BPD) affects nearly every area of your life, especially where there are people involved. We also know that having BPD can affect college success. Lets take a look at an example of a person attending college with BPD, and the specific issues that can arise. An Example of How BPD Can Affect College Success A story can be worth thousands of words when it comes to describing how having borderline personality disorder (BPD) can affect the college or university experience. In order to better describe both the experience and issues a person with BPD may face, we will use a case report of a woman whose name has been changed to Martha to protect her privacy. As you read through this example, think about your own life. Have you faced circumstances similar to those faced by Martha? Did you have any of the same reactions? Then read on to learn about how some of the common issues faced by people with BPD may play a role. Background on Borderline Personality Disorder Lets start at the beginning. Having taken the last year off, Martha is planning on returning to college in the fall. Her break came as a result of not participating in classes the previous term. Martha just seemed to quit in the middle of her last semester; she stopped going to class, only turned in some of her assignments and started partying. Threatened with academic probation, she decided to sit out for a year and regroup. This was not the first time that Martha had problems in college. In high school, she was always a capable and focused student. When she started college, her future seemed planned and clear. Always one for a cause, Martha initially planned to start and run a non-profit foundation for teenage girls. Once she started school, however, her plans began to get a bit hazy. Borderline Personality Is Marked by Change When Martha took her break from college, she had already changed her major three times in two years and was thinking of changing again. She had started going out to bars until the early hours of the morning, often drinking in her dorm room before she went out (possibly self-medicating behavior). It was not uncommon for her to wake up not knowing where she was or who she was with. Through all of this, she still managed to participate in classes just enough to keep her head above water. But in her last semester, she just stopped going or doing much of anything. Impulsive Behaviors and BPD The Consequences of BPD Symptoms Martha’s last semester had started with a level of enthusiasm that rivaled her first semester in college. She was finally able to register for a class taught by a noted professor at the university. She would pour all of her efforts into assignments for the class and even stopped going out as much. She felt that she was really connecting with her classmates as well. Martha was devastated when her papers were not singled out as being exceptional. The professor did not seem to see her as a superior student. To Martha, it seemed like the professor did not like her at all. (Think about what Martha did here. Have you ever done something similar in some setting in your life?) When Martha mentioned this to her fellow students, they would assure her that the professor was treating all of the students the same. Their lack of validation was intensely frustrating and felt like an additional rejection. Martha felt alone and angry when she thought of class. (Lack of validation in childhood is considered to be one of the risk factors for borderline personality disorder, and even thoughts that a comment or grade, in this case, is invalidating, can bring to mind too many hurtful thoughts to imagine.) Martha stopped going to this class. Perhaps she thought the lack of her valuable contributions would be missed. Or, maybe she was angry and did not want to be where so was not wanted, or she wanted everyone to know how hurt she was. Soon she stopped going to her other classes as well. (To an outsider, this behavior may appear obviously self- sabotaging, but for someone living with borderline personality disorder, the insult is deep.) Common BPD Symptoms In this example, Martha demonstrates the following borderline personality disorder symptoms: Intense/Unstable Interpersonal Relationships: Martha’s initial feelings toward her professor and classmates are intense and idealized. She feels that she is really connecting with her classmates and clearly idolized her professor. These feelings quickly and suddenly change, permanently altering Martha’s perception of her experience. She begins to see her classmates as invalidating and her professor as picking on her because hes not recognizing her.Splitting: When Martha’s perception changes to one of devaluation, it is a total shift from good to bad. She is unable to recognize that she ever felt differently.Sensitivity to Rejection:  Marthas heightened sensitivity to rejection triggered thoughts that her professor and classmates did not like her. The reality of their feelings is truly unknown and may not have that much bearing on Martha’s experience of them.Impulsive, Self-Damaging Behavior: Martha consumed alcohol excessively and was promiscuous. She would wake up with stran gers and in unfamiliar surroundings. Her alcohol use resulted in her being unable to make safe decisions about those she spent her time with.Identity Disturbance: Marthas sense of who she was and what she wanted to do was fluid. Once she entered college, she lost her sense of self and found focusing on a clear self-directed goal impossible. Coping With Borderline Personality Disorder (BPD) Many people with BPD will see themselves, at least to some degree, in the example described above. The process of reading through this example may even make you feel like you want to go to bat for Martha, as you understand the hurt in her heart that has led to her choices. Find Help With the 9 Best Online Therapy Programs Whats important to understand is that the way this interaction unfolds can be changed. And the change doesnt have to originate from the culprit changing their ways, but rather in you changing how you interpret the events, and in doing so, change the way you respond to what transpired. Looking at examples in your own life can be helpful when they are broken down as Marthas story is here. If youre living with BPD, find a good therapist who can help you work through the issues posed by BPD. How to Find a Therapist for BPD

Understand the Meaning of Heterozygous

In diploid organisms, heterozygous refers to an individual having two different alleles for a specific trait. An allele is a version of a gene or specific DNA sequence on a chromosome. Alleles are inherited through sexual reproduction as the resulting offspring inherit half of their chromosomes from the mother and half from the father. The cells in diploid organisms contain sets of homologous chromosomes, which are paired chromosomes that have the same genes at the same positions along each chromosome pair. Although homologous chromosomes have the same genes, they may have different alleles for those genes. Alleles determine how particular traits are expressed or observed. Example: The gene for seed shape in pea plants exists in two forms, one form or allele for round seed shape (R) and the other for wrinkled seed shape (r). A heterozygous plant would contain the following alleles for seed shape: (Rr). Heterozygous Inheritance The three types of heterozygous inheritance are complete dominance, incomplete dominance, and codominance. Complete Dominance: Diploid organisms have two alleles for each trait, and those alleles are different in heterozygous individuals. In complete dominance inheritance, one allele is dominant and the other is recessive. The dominant trait is observed and the recessive trait is masked. Using the previous example, round seed shape (R) is dominant and wrinkled seed shape (r) is recessive. A plant with round seeds would have either of the following genotypes: (RR) or (Rr).  A plant with wrinkled seeds would have the following genotype: (rr). The heterozygous genotype (Rr) has the dominant round seed shape as its recessive allele (r) is masked in the phenotype.Incomplete dominance: One of the heterozygous alleles does not completely mask the other. Instead, a different phenotype is seen that is a combination of the phenotypes of the two alleles. An example of this is the pink flower color in snapdragons. The allele that produces red flower color (R) is not completely expressed over the al lele that produces white flower color (r). The result in the heterozygous genotype (Rr) is a phenotype that is a mixture of red and white, or pink.Codominance: Both of the heterozygous alleles are fully expressed in the phenotype. An example of codominance is AB blood type inheritance. The A and B alleles are expressed fully and equally in the phenotype and are said to be codominant. Heterozygous vs. Homozygous An individual that is homozygous for a trait has alleles that are similar. Unlike heterozygous individuals with different alleles, homozygotes produce only homozygous offspring. These offspring may be either homozygous dominant (RR) or homozygous recessive (rr) for a trait. They may not have both dominant and recessive alleles. In contrast, both heterozygous and homozygous offspring may be derived from a heterozygote (Rr). The heterozygous offspring have both dominant and recessive alleles that may express complete dominance, incomplete dominance, or codominance. Heterozygous Mutations Sometimes, mutations can occur on chromosomes that change the DNA sequence. These mutations are typically the result of either errors that happen during meiosis or by exposure to mutagens. In diploid organisms, a mutation that occurs on only one allele for a gene is called a heterozygous mutation. Identical mutations that occur on both alleles of the same gene are called homozygous mutations. Compound heterozygous mutations occur as a result of different mutations that happen on both alleles for the same gene.

Janus - Who Is Janus

Profile of Janus Two-faced Janus (Ianus), presumed to be native to Italy, is the god of beginnings/endings. Its after Janus that the first month of the year, Januarius January, is named. The kalends (the 1st) of each month may have been dedicated to him. Janus Basics Janus was usually the first of the gods to receive offerings. Consuls entered office on the Kalends of his month -- January. Janus and the Salian Priests Holding sacred shields, Salian priests sang a hymn to Janus. This hymn includes lines that have been translated as: Come forth with the cuckoo [in March] Truly all things dost thou make open.Thou art Janus Curiatius, the good creator art thou.Good Janus is coming, the chief of the superior rulers.- The Salian Hymn to Janus Rabun Taylor (citation below) eloquently describes the lack of a coherent story about Janus: Janus, like so many ancient gods who lacked the grace of a story, was a messy concrescence of scraps fallen from the table of memory. His incoherence was the cause of some puzzlement in the Roman Imperial era, and so he was periodically subjected to reassessments by master yarn-spinners like Ovid or by cosmologists and philosophers seeking to find profound symbolism in his duality. A Transitional God: War, Peace, Crossings Janus was not only a god of beginnings and transitions, but was also associated with war/peace since the doors of his shrine were opened except in times of peace. He may have been a god of stream crossings. Ovid on the Myth of Janus Ovid, the Augustan Age teller of mythological tales, provides a story about the early benefits conferred by Janus. [227] I have learned much indeed; but why is the figure of a ship stamped on one side of the copper coin, and a two-headed figure on the other? Under the double image, said he, you might have recognized myself, if the long lapse of time had not worn the type away. Now for the reason of the ship. In a ship the sickle-bearing god came to the Tuscan river after wandering over the world. I remember how Saturn was received in this land: he had been driven by Jupiter from the celestial realms. From that time the folk long retained the name of Saturnian, and the country, too, was called Latium from the hiding (latente) of the god. But a pious posterity inscribed a ship on the copper money to commemorate the coming of the stranger god. Myself inhabited the ground whose left side is lapped by sandy Tibers glassy wave. Here, where now is Rome, green forest stood unfilled, and all this mighty region was but pasture for a few kine. My castle was the hill which the present age is accustomed to ca ll by my name and dub Janiculum. I reigned in days when earth could bear with gods, and divinities moved freely in the abodes of men. The sin of mortals had not yet put Justice to flight (she was the last of the celestials to forsake the earth): honours self, not fear, ruled the people without appeal to force: toil there was none to expound the right to righteous men. I had naught to do with war: guardian was I of peace and doorways, and these, quoth he, showing the key, these be the arms I bear.Ovid Fasti 1 The First of the Gods Janus was also an augur and mediator, perhaps the reason he is named first among the gods in prayers. Taylor says Janus, as the founder of sacrifice and divination, since he can see the past and the future through his two faces, is the worlds first priest. Janus for Luck It was Roman tradition at the New Year to give the god honey, cakes, incense and wine to buy favorable signs and a guarantee of good luck. Gold brought better results than baser coins. Then I asked, Why, Janus, when I placate other gods, do I bring incense and wine to you first? So that you may gain entry to whatsoever gods you wish, he replied, through me, who guard the threshold. But why are glad words spoken on your Kalends? And why do we give and receive best wishes? Then the god, leaning on the staff in his right hand, said, Omens are wont to reside in beginnings. You train your anxious ears on the first call, and the augur interprets the first bird he sees. The temples and ears of gods are open, no tongue intones wasted prayers, and words have weight. Janus had finished. I was not silent for long, but tagged his final words with words of my own. What do your dates and wrinkled figs mean, or the gift of honey in a snow-white jar? The omen is the reason, said he - so that the sweetness replicates events, and so that the year should be sweet, following the course of its beginnings.Translation of Ovid Fast. 1.17 1-188 from Taylors article) Read more about Janus. References: The Salii and Campaigning in March and OctoberJ. P. V. D. BalsdonThe Classical Review, New Series, Vol. 16, No. 2 (Jun., 1966), pp. 146-147The Salian Hymn to JanusGeorge HemplTAPhA, Vol. 31, (1900), pp. 182-188Janus Custos BelliJohn BridgeThe Classical Journal, Vol. 23, No. 8 (May, 1928), pp. 610-614Problems about JanusRonald SymeThe American Journal of Philology, Vol. 100, No.The Shrine of Janus Geminus in RomeValentine MüllerAmerican Journal of Archaeology, Vol. 47, No. 4 (Oct. - Dec., 1943), pp. 437-440Watching the Skies: Janus, Auspication, and the Shrine in the Roman ForumRabun TaylorMemoirs of the American Academy in Rome, Vol. 45 (2000), pp. 1-40

Narrative Writing †Low Profile Free Essays

Boris Watkins was humming a tune to the radio in his car when the music was interrupted by a special news bulletin. â€Å"We break into our regular programming to bring you an update on the bank robbery that occurred earlier today at the St. George’s branch of the United Bank. We will write a custom essay sample on Narrative Writing – Low Profile or any similar topic only for you Order Now A lone gunman escaped with nearly two million dollars, wounding two guards and an off-duty police officer while making his exit. Due to a malfunction in the bank’s security cameras, a photograph is not available, but a police sketch has just been released to the public. More details will follow as they come to light. We now return you to our regular broadcast.† Boris strolled through the side door of the packed jewellery store, avoiding the business’s main entrance. Casually he surveyed the store as he pretended to study a banner proclaiming â€Å"Diamond Sale Days.† One of the clerks, an attractive young woman dressed in a formal business suit, was speaking in low tones to the store’s handsome young security guard. Though the store itself was crowded, the saleswoman’s area was experiencing a lax time. She was taking advantage of the lull by passing the time with the handsome guard. From the way the two of them spoke, Boris guessed they were planning an after-hours rendezvous when suddenly the girl’s eyes caught his. In the brief span of their eye contact, he felt something odd in her stare. Had she recognised him, or in some uncanny way knew what he was up to? There had been a sudden burst of something he couldn’t quite place his finger on before their gazes broke. No, he was just being paranoid. It was part of the rush that accompanied his thefts, something he had to control. When he was stealing, Boris always felt as if he was on the verge of being caught. If he was honest with himself, he would acknowledge that this was part of the thrill. When he glanced back at the girl, he saw that she was engaged in deep conversation with her beau, forgetting about him completely. That was the way Boris liked it; the lower the profile, the better. Boris walked out of their direct sight and approached a busy counter where several customers were vying for a lone salesman’s attentions. Perfect. He pushed his way to the counter, and after several minutes of waiting, managed to catch the man’s attention. Boris asked to see three sets of expensive diamond earrings and one set of inferior jewellery most likely brought into the store just for the sale. Pretending to ponder the choices, Boris ignored the bustling crowd at his elbows. Finally another customer grew impatient with him and said in a stern voice to the salesman, â€Å"While he’s making up his mind, I see exactly what I want. I insist that you take my money right now.† That was what Boris had been waiting for. With the salesman’s attention distracted for a few moments, Boris slipped the most expensive earrings off the counter and into his pocket before anyone could see what he’d done. In plain sight, he picked up the cheap earrings and approached the salesman with a fifty dollar bill in his hand. Boris said, â€Å"I’ve made up my mind. I’ll take these.† The salesman looked at Boris, then back at the abandoned earrings still on the counter ten paces away. Breathlessly, he said, â€Å"One moment, please,† as he retrieved the unclaimed diamond sets remaining. Frowning for a second at the counter, he shrugged slightly before replacing the remaining sets back in the display. Boris hadn’t even realized he’d been holding his breath. After accepting the woman’s purchase ahead of him, the clerk took care of Boris, pointedly ignoring his attempt at small talk as he watched a few disgruntled customers walking away empty-handed. With a store bag proudly displayed, Boris fought his way back to the side entrance he’d just come in. The odds of anyone suspecting him of wrongdoing should be negligible. After all, he had a perfectly legitimate receipt in his possession for the cheap earrings now in his bag. It was simply a matter of walking out of the store unnoticed and he’d be home free. As he passed the counter where the attractive young woman had been speaking with the security guard, Boris was relieved to see that both of them had vanished, probably taking their breaks together. He was just stepping out of the door when he noticed a squad of police facing him, their guns drawn in a semi-circle, every weapon pointing directly at him. Through a bullhorn, one of the police officers commanded, â€Å"Drop your bag and hit the ground, or we’ll shoot.† Boris did as he was told, stunned by the massive show of force. He looked up in despair as he saw an officer clad in a bullet-proof vest approach him cautiously. In seconds, Boris was handcuffed and jerked to his feet. He said, â€Å"I don’t understand what’s going on.† The officer who had cuffed him said, â€Å"Don’t play dumb. A clerk inside spotted you the second you walked in the door.† â€Å"Yeah, I’ve been arrested once before, but it was never with this much fuss.† â€Å"What did you expect? It’s not like you were keeping a low profile.† â€Å"What are you talking about?† Without saying a word, the officer reached into his back pocket and pulled out a sheet of paper. Boris found his sketched image staring back at him from the ‘Wanted’ Bulletin. His knees went weak as he realised that he was a dead ringer for the police sketch of the man who’d just robbed the bank. How to cite Narrative Writing – Low Profile, Essays

Japanese Education Essay Example For Students

Japanese Education Essay Havent you ever wondered why Japanese students continually score higher in academics than the rest of the entire world? Education and schooling in Japan varies greatly than the schooling in America. Japanese students have a greater advantage over their American counterparts in such a way that they are gaining more of an education than the Americans. The Japanese students have to study diligently and work hard to gain a hope of getting a continued education. Japanese children have a greater opportunity to seize hold of their education than the American children. Whenever people start to think about education and IQs in general they tend to think of Japan. Japan has the leading literacy rate; at over 99% of its population having the ability to read and write. The Japanese system of education is very well organized and structured. This is due, in part, to the standardization of the subject matter and teaching tools. Students have an equal chance to get the curriculum if they transfer to a different school. This is because the Ministry of Education, Culture, Sports, and Science sets the curriculum at a standard for teachers in all schools to follow. Japans modern school system was established about a hundred years ago. This was about the time when Japan was opening trade to the rest of the world and westernizing in general. It modeled its education systems after the French and German school systems. However, it does not model just one country; it models many of them. They combine this with their own ideas to form their own personal school system. Students at the elementary level have great expectations. Their environment reflects their academic priorities. There are around twenty-five thousand elementary schools throughout Japan. A typical Japanese Elementary school will have around 300 students and a variety of activities that go on. This means that the schools are many and can focus more on the children. Students get the chance to excel in their lives. In the Japanese school day, students are in their classrooms by 8:30 a.m., and school gets out at 3:45 later that day. Those are for their typical public school classes. They have six classes throughout their school day. There are a lot of things to do in addiction to learning and studying. There are committee meetings, club activities, eating school lunch, and even cleaning. The students take almost full janitorial responsibility for their schools. The students get their lessons from their homeroom classes and have the teachers switch between the classes. This allows for the students to get bonded with their peers that are in the same homeroom. This creates a teamwork ethic that the students follow. They are taught math, Japanese, science, social studies, calligraphy, and some other subjects from their homeroom teacher. Even lunch is served, for the most part, in the homeroom classes. Their lunch also varies greatly than what were used to eating. The school lunch today is deep-fried food on rice, boiled potato seasoned with sugar and soy sauce, sauted Szechwan pickles and leeks, and milk.()The only reason the students would leave the classroom for the curriculum is if they required special conditions. These could be subjects such as physical education or chemistry, which would require a lab. Students are also encouraged to study for themselves. On top of learning in school and having an average of two hours of homework a night, they also study on their own time to give them an edge at school. Fifth and sixth year students even further this in school in their computer labs. The students are taught the basics of computer functions, after that they begin to learn on their own. They also have one hour of club activities every second week. They decide what activities the club should perform. Schools have many different clubs, including a sports club, science club, computer club, bicycle club, and many other clubs. Schooling is ver y important to them. Japanese also have very unique schools that are being developed. Some of these include Akabanedai Nishi Elementary School in Tokyo. This school is one of the leading schools to incorporate computers into the classroom. Each classroom has at least one computer on a LAN (Local Area Network) and is connected to high-speed Internet access.The curriculum is also quite advanced. Lower-grade children learn the basics of computers and begin to learn with them. The gather information over the Internet, use the information in a presentation, and report what theyve learned on their own homepages. They also use groupware to set up such things as email addresses, databases, and group Internet study. Another such development is that of an open plan method. Inside the open planning method, students have no set timetable and they learn in open areas. And since schools are open to the public, this allows for the outer world to involve themselves with the students. Since students cant conceal themselves in the classroom, they tend to talk to the teachers more freely and also become more outgoing and independent. Junior high school is quite the jump for the most part. Instead of having six subjects, they have implemented eight subjects, which include math and science. Other subjects that are required are music, fine arts, health, and physical education. All these are required throughout ninth grade.Math and science, in particular, are such subjects that become increasingly difficult. The teachers feel stressed to teach all that is needed to pass the High School entrance exams. They need to get the entire curriculum out in a space of time that is almost insufficient to allow students to learn it.The junior high school science curriculum is quite difficult. Even high school teachers will look at it and say, Wow, these kids are doing difficult things in junior high. I feel that content is such that students are probably memorizing it without understanding it. ( 10th-grade chemistry teacher, Naka Vocational High School)Students have to memorize things instead of learn them to pass their entrance examinations for High School. Despite reactions to the difficulty of the materials, the pace of the lessons in the classrooms is not what one would expect from such observations.These classes appeared to progress at a slower pace that what youd expect.In fact, there are usually a lot of students who finish early and work on homework from other classes. Textbooks in the Jr. High School situation are much different than here. Most of them are no larger than a short paperback novel. Since they belong to the students, they are allowed to write notes in the margin and keep for review for the entrance examinations. Students are required to take them home; they do not even have any lockers to keep them in. Major tests are also incorporated into the Jr. High. They are called periodic major exams (teikishiken). They are similar in form to the entrance examin ations of High School and College, and they come about once every month. A lot of students admit that they wouldnt study as much if there werent these tests to motivate them.And most students do not begin studying for them until about a week before the examination. Those teikishiken (periodic major exams) are a preparation for the real entrance exams. Completion of Jr. High School marks the end of required education in Japan. However, even though it is the end of the compulsory education, over95% of Jr. High School graduates go on to High School. To make this transition, one must pass standardized High School examinations. The examinations consist of five core subjects: mathematics, social studies, science, Japanese, and English. These tests may be prefectural or national, depending on where the student is applying. The majority of students choose prefectural schools. Unlike most countries High Schools where the area in which the school you attend is based on where you live, Japanes e students have access to a larger system of schools so long as the requirements are fulfilled. Japan is highly urbanized and most places have a sophisticated public transportation system, therefore creating an intense competition for higher-ranked schools. Twelfth night analysus Essayhttp://jin.jcic.or.jp/nipponia/nipponia16/cont.html Nipponia 2001Hidetada, Shimizu. The Educational System in Japan. http://www.ed.gov/pubs/JapanCaseStudy/index.html/ June 1998Japan Online! Japan Education. http://www.asiadragons.com/japan/education 1996-2002Kinboshi Media. Japanese Education System. http://www.japan-guide.com/e/e2150.html 1996-2001Shakunage Consulting, Inc.The Japanese Educational System. Michigan: http://www.shakunage.org/page.cfm/33/ 2001Title: Japanese Educational StudyHavent you ever wondered why Japanese students continually score higher in academics than the rest of the entire world? Education and schooling in Japan varies greatly than the schooling in America. Japanese students have a greater advantage over their American counterparts in such a way that they are gaining more of an education than the Americans. The Japanese students have to study diligently and work hard to gain a hope of getting a continued education. Japanese children have a greater opportunity to seize hold of their education than the American children. I.StandardizationA. EnvironmentII.Primary SchoolsA.DutiesB.CurriculumC.StudyingD.ModernizationIII.Secondary SchoolsA.DifficultyB.MaterialsC.Entrance ExaminationsIV.Juku and YobikoA.CrammingB.TimeC.Entrance ExaminationsV.High SchoolA.CurriculumB.TrackingC.Entrance ExaminationsThese Japanese children definitely have a competitive educational edg e over a lot of the world. Although they are oftentimes pressured into their studies, they come out on top and have learned a great deal. And most of the children actually want an education. They are not just at school because they have to be. Senior High schools have over 90% admission rate to Colleges and Universities. Once they attain the College-level status, a lot of students describe it as a walk in the park in comparison to their previous years of education. These years of education allow them to become a major educated force to be reckoned with.

A Quirky Inspiration free essay sample

To inspire a person is a most powerful action. Through inspiration one can realize his or her dreams and life-long goals. For most people a family member, such as a mother, father, big brother/sister, or war-veteran grandfather would be their inspiration. As for me, even though my mother and father were both great influences, my greatest influence came from a television program. Nearly everyday after school, I would come home, snuggle into the comfort and warmth of the couch, and turn on the television. Upon hearing the fast paced dialogue, seeing familiar faces, and hearing the theme song, a sense of relief and total tranquility would wash over me. All the day’s hardships would disappear. I would forget about any former stress, and I would put off making calls to my friends to chat about all the gossip I had heard at school earlier that day. For when five o clock rolled around, I was planted in front of the TV, only to watch another gratifying episode of Gilmore Girls. We will write a custom essay sample on A Quirky Inspiration or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Gilmore Girls is what I had to look forward to in my day, if not because I was having a bad day, then because I simply loved to laugh at the quirky remarks and the sarcasm etched in each characters face and spoken in their dialogue. Each of the characters was unlike anyone I had ever known. Each character had an especially unique quality that made him or her fit into the town of Stars Hollow (often referred to as an â€Å"asylum†). The more I tuned in, the more I found myself wanting to be a Rory Gilmore: she was smart and funny; she had the kind of relationship with her mother that many girls would kill to have. The show brought a new light into television: it focused on the shy, sensitive, book-smart girl, instead of the misunderstood, beautiful, popular girl. I quickly found a character that I could identify with. This convinced me that I wanted to be exactly like her. Much of the credit for Rory’s success came from her mother, who fed her classic novels, along with meals at Luke’s Diner. In the process of getting into Harvard or to any college in fact, I recently have discovered is a long and grueling process. My mother has always pursued me to follow my dreams and to make my own decisions. I am a particularly indecisive person, so undertaking this task was not easy for me. In growing up and developing into her own person, discovering what she wanted to be and how she was willing to achieve those dreams; that was how Rory Gilmore inspired me. Being known as the ‘book-smart girl’ while all the while maintaining her friendship with Lane, going on outings with her mother, dating, and managing to make it to Friday night dinners with her grandparents has shown me that education and personal lives can come together. Although I am only one girl who is still trying to find her place, Rory made me feel as if I could conquer anyt hing, from studying for mid-terms to obtaining the college of my dreams. Disregarding which college I may choose, I will always know that the road, to which I traveled to get there, was a road well worth traveling.

Nuclear anxiety in film essays

Nuclear anxiety in film essays The aim of the paper is to discuss the issue around nuclear war and film. During the end of world war 2 Hollywood began to produce a streamline of films, which anticipated the coming of a third world war (Nuclear War). Films such as Dr. Strangelove, When the Wind Blows, Dreams, The Day after, War Games, On The Beach etc. What I will be studying is how these films tend to fall into 3 particular categories. The first category deals with The preparation for a supposed Nuclear attack or war. We will be looking at the film War Games directed by John Badham as our case study. The second category concerns the experiences of a nuclear war. We will be looking at the film When the Wind Blows directed by Jimmy T. Murakami. The third category deals with the aftermath and what happens long after a nuclear war. For this we shall be using the Japanese director Akira Kurosawas film Dreams as our case study. All in all what I will be aiming to discover in these films is how atomic bomb victims are treated within motion picture before during and after the catastrophe. How is the subject of nuclear warfare treated within motion pictures and eventually how do the Hollywood nuclear motion pictures differ to that of the Japanese. When watching the three films I was intrigued by the issue concerning trauma and how it links to the idea of repression within film. All the films I am using in my case study are bombarded with images of trauma and death. It is a talk on what the apocalypse might mean to us and it questions whether we are really prepared for such an event. Even if we were would we be able to resist. When I mention repression I mention it in terms of the fact that in viewing these films we are able to see that victims often tend to ignore the subject of nuclear war. It is often repressed within the society yet the knowledge of it is constantly being spoken of. When watching When the wind blows I was also...

Appeasement and wars Essay Example | Topics and Well Written Essays - 1750 words

Appeasement and wars - Essay Example It is through this party that Hitler controlled Germany with no mercy (Evans 2006, p. 14). This paper will discuss the universally popular consent of Hitler’s rule. In other words, this is the main view of Hitler’s dictatorship rule. Hitler attained full control of Germany the after the First World War crisis (Evans 2006, p. 23). He used charismatic oratory, as well as propaganda, appealing to financial needs, anti-Semitism and nationalism to set up an authoritarian regime in the country. With a rearmed military, as well as a restructured economy, he pursued an aggressive international policy with the aim of expanding or increasing Germans boarders (Bracher 1972, p. 15). This eventually led to the explosion of the Second World War. The fighting broke out after Germany invaded the territories of Poland and Poland chose to resist German’s attempt. Hitler’s name is never forgotten in Germany. During the First World War, Hitler joined the German armed forces. He even got rewards for his stern bravery. However, when he got news of German’s defeat in the First World War, Hitler was extremely depressed. He felt that it was extremely dishonorable for the whole Germany to lose in such a war (Bracher 1972, p. 15). Hitler used documentaries and movies as propaganda devices. He was concerned and appeared in a series of films via Universum Film AG (UFA) by the revolutionary filmmaker Leni Riefenstahl. Such films were Victory of Faith (1933), Triumph of the Will (1934) and Day of Freedom: Our Armed Forces (1935) (Bracher 1972, p. 23). Victory of Faith (1933) or Der Sieg des Glaubens was the first documentary to be directed by Leni Riefenstahl. She was hired regardless of the being opposed by Nazi officials, who disliked employing a female or a non-member of the Nazi Regime. Riefenstahl’s film talks about the Fifth Party Rally of the Nazi Regime, which took place in Nuremberg from August 30th to September 3rd, 1933. Triumph of the Wil l (1934) was made also by Leni Riefenstahl. It recounts the 1934 Nazi Party Congress that took place in Nuremberg. The event was attended by over 700,000 Nazi followers. The film contains excerpts from talks given by different Nazi leaders at the Congress, incorporating portions of speeches by Adolf Hitler, combined with recordings of massed party members (Joll 1990, p. 4). This film portrayed to the Germans of how Hitler was an able leader that could bring success to their nation. It is through this film that a majority of Germans started to admire Hitler. Hitler also used his right hand man, Fritz Darges, to spread propaganda and rule the Germans effectively. Fritz Darges headed the SS movement after being appointed by Hitler. Germans liked how the SS carried out its duties, and how it made their country safe (Bracher 1972, p. 34). The SS, the selected guard of the Nazi regime, wielded increasing control through its power over the police force. Political antagonists, mainly those in the Social Democratic Party of Germany and the Communist Movement of Germany, along with Jews, were subject to persecution, intimidation, as well as discriminatory legislation. In the opening two years of Hitler’s chancellorship, he, through the help of the SS, followed a rigorous strategy of Gleichschaltung (coordination), by which state governments, political parties along with professional and cultural organizations were brought in proportion to Nazi goals. The economy, culture, law and education all

McDonald's Strategic Choices Essay Example | Topics and Well Written Essays - 1250 words

McDonald's Strategic Choices - Essay Example This will make their comparisons and differences, clearly distinguished. McDonalds's is specialized in; beef, chicken, bread, potatoes, and milk. These are the main products in their ingredients. The firm has rapidly grown and a study on their strategies and policies places it in even a better position of further development. In fact the number of restraunts has drastically increased since its establishment. As a result, the company has built a strong goodwill and public image. Wal-Mart on the other hand has its effect felt globally. The firm has also followed suite by setting up numerous shops in different parts the world and partnering with other major companies. While McDonald's expansion is doing wonderful, Wal-Mart has had its share of disappointments in trying to sell overseas, their business in Britain and Germany was tragic and led to loses. But this in turn, has not changed the position that Wal-Mart is still the World's biggest employer. Wal-Mart expansion is also seen in local hubs unlike other corporates who target mainly the major towns and cities. (Fadtastic It should also be noted that both companies have had their hard times due to small mistakes in their different restaurants, shops and branches spread all over America, Europe and Asia. Claims launched against them being low pays, exploitation, services among others. They in turn practiced the right measures to clear the messes settling the rows. To cite examples that almost ruin their business, there was a time when the Hindu community allegedly claimed that McDonald's French fries had beef flavoring and as a result called on its community to sabotage their products. If it were not for their hardworking strategy team's speed they would have lost it. The team in turn sincerely apologized and later on paid to settle Hindus, anything to win their trust and loyalty back. Wal-Mart though has not yet managed to professionally convince its consumers completely. In fact, communities recently demonstrated over their going, 'greed policy' terming it as green/brain washing over their employee' s package offer that is, low pays and limited health care benefits. Critics say that they are rational in their business activities, workers. It demands that we look at the organization's structures as the first strategy. McDonald's management runs the business under departments with each one handling a different responsibility from the other. The Operations dealing with the equipments, Development taking care of property and structural aspects, Finance in supplies and monetary control, Marketing carrying out sales, promotions while Human Resources caters for customer care, personnel, hygiene and safety. This arrangement has enabled services and products to follow chain easily and as a result, improved on efficiency and customer confidence with are key to boosting loyalty, hence maximizing on their profits.If the consequent choice of strategy is followed, McDonald's can take their desired direction. The firm's vision for growth is in shape though competitors are always trying best to topple them. Basic secrets and traditions that still place them at the top continue to be followed with improvements coming in handy too. He alth is given the number one priority with extreme measures put to ensure that workers and the business premise are

A Comparison of Person Centred and Existential Therapies

A Comparison of Person Centred and Existential Therapies Although person centred and existential therapies are both humanistic in their approaches both these therapies have many differences as well as similarities in the use of the therapy towards their clients. Yalom agrees with Rogers in that it is the therapeutic relationship that heals. However Yalom helps his clients from a philosophical stance in dealing with their problems. Furthermore this is where existentialism differs from Rogerss person centred therapy Jones, R. (2006). This essay will compare and contrast person centred and existential therapeutic approaches to therapy. Whereas the person centred approach regards the individual as the authority on their own experience (Mulhauser, G. 2010). In contrast the existential approach views the client as having continual change and transformations throughout their experiences. However the person centred approach provides three core conditions that the client finds useful to aid them in their growth and therapeutic change these are according to Rogers as cited in Jones, R. (2006), the first is unconditional positive regard where Roger regards as the trust the therapist puts in the clients ability to constructive change. Furthermore Roger believed that as well as this trust placed in the client; that the therapists also have their own struggle in that the therapist must be mindful of the clients ability to attain constructive self-direction if that respect is part of their personality. This then makes a critical feature of Rogers therapeutic approach and the relationship in which the client is valued, and resp ected as a worthy person (Jones, R. 2006). Empathic understanding is the next core condition Rogers as cited in Jones, R. (2006) suggests it is a empathic understanding the therapist shows in understanding and accepting the clients point of view. Furthermore in understanding the clients thoughts as well as their feelings the therapist shows understanding it can also shows the client point view is important and accepted. However when Roger talks about the third condition congruence he is saying that the client does not need to guess what the therapist is really like (Mulhauser, G. 2010) however the therapist must be in touch with their feelings whilst still have awareness of these feelings which the therapist can communicate if appropriate (Rogers, 1962: 417) as cited in Jones, R. (2006). Which does not mean the therapist can come out with every feeling but must also try to avoid turning it from person centred to therapist centred; with therapists sharing their feelings this can be s een as strengthening the relationship between the therapist and client by being expressed genuinely. Furthermore these three conditions are what Rogers had confidence in that the client was able to use to develop their own identity, which resulted in the client experience of therapeutic change. Existential therapy on the other hand according to Mulhauser, G. (2010) is about facilitating the clients own encounter and, to work alongside them in the job of exploring and understanding their values, assumptions and ideals. The therapist is concerned mostly with the client (Mulhauser, G. 2010). The same can be said of person centred approach is very similar by working with the clients own experiences to help them explore and understand their values, assumptions, and ideals. Furthermore this is where both therapies have similarities in that both types of therapies try not to impose their own bias or judgements during therapy or on the client (Mulhauser, G. 2010); this then helps the client to figure out and expand on their perspective, the main objective in helping the client to live life well. The clients own assessments of their own experiences and according to Mulhauser, G. (2010) attributions of value may be replaced by creations partly or even entirely due to the pressures fe lt from other people. Which Mulhauser, G.(2010) says that the individual displaces personal judgements and meanings with those of others. This may cause Psychological disturbances which can occur when the persons self-concept clashes with their other experiences. Furthermore according to Mulhuser, G. (2010) the existential approach shows the same similarities with the clients capacity in making well- informed choices about their own life and the attitude towards it, this however highlights the need for the therapist to remain in control of their own personal and professional assumptions. He also goes on to suggest that whereas the existential approach is completely symmetric in giving emphasis to self-awareness. In contrast the person centred approach is considered asymmetric in the client self-awareness (Mulhauser, G. 2010). Furthermore he suggests that the existential idea works along similar to the person centred approach in that the two of us, you and me, are responsible for the coming to grips with the vagaries of life, meaning, and even death this is where the therapist should concentrate on the client and not themselves. Mulhauser, G. (2010) also says the same about the person centred approach in that the two of us, you and me are involved in different accomplishments, here the therapist reassures the client that they are there for them and to accept the client with unconditioned positive regard and to show congruently on them and not themselves (Mulhauser, G. 2010). On the other hand the existential approach wants to understand what it means to be human and what conflicts people face. Death for instance is one of the first existential conflicts to be addressed in that being aware of death and the predictability of death as well as some people wishing to be dead life and death is a constant source of anxiety whether it be neurotic, normal or existential. Furthermore when you here the term death terror this implies a more force of death than the anxiety of death. However the fear of death can be either conscious or unconscious from earlier experiences when growing up as children are preoccupied with death these feelings of anxiety can be repressed to form a defence to cope with this conceivable threats of terror. However this is where psychopathology has failed in its attempts to transcend death Jones, R. (2006). The second conflict is how people cope with freedom and how this leads to both anxiety and dread due to when people are separated from others can increase our sense of control in assuming accountability in that they become responsible for their own lives and their actions and this is why we give up our freedom by joining groups you can avoid isolation. On the other hand isolation can cause anxiety and people have always had a deep need for belonging and they want approval of others. Also shown in freedom above people join groups but in doing so may in overtly take on the identity of the group they have joined therefore trading their independence to belong with others, as well as this; isolation can remind the person of how vulnerable they are and their also there morality even though each person has to die sometime but when we isolate ourselves it can lead to ,choices which could even lead on to death. This type of solitary life can become a punishment that not only refers to prisons but also the home whereby as a child you are sent to your room, as well as being ignored this is used to bring unruly children and adults into line (Jones, R. 2006) . In conclusion you can see that both these therapies have both similarities and differences. Whereas existentialism focuses on freedom of choice in how a persons life is shaped it also shows us how the client is responsible to their life for self-awareness. With the uniqueness of each individual and how it shapes their own personality; this starts from being a child; also this type of therapy focuses on the present in that the therapist shows and challenge the client that they are responsible for their choices in life. So by existentialism giving this freedom of choice to the client the same can be said of the person centred approach as it also give the client more responsibility in their own treatment and the therapist will steer the client towards self-awareness by letting the client address certain denied feelings by doing this the therapist guides the client to a way of resolving these issues, as the same as existentialism person centred also focuses on the here and now. Both of t hese approaches dont consider on past events in treating the client and just look at the here and now.

Communication and professional relationships

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: help us better understand a situation or person which can help to determine our approach when engaging with them. build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. show that we care about the welfare and future of an individual and will do our best to aid in their success ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstanding s, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation.Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating.When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating.Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in hem and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person's situation trying to understand and accommodate any issues which may influence their feelings, actions and responses.Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not Just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal.If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and Jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting.As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might se e daily. Communications might, for example, utilise text speak and Jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address nd show appropriate respect for the location and people with whom you are meeting.If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate Jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting.When contacting people professionally the use of ocial media sites would not be approp riate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred.Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact.Similarly, elaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs.However, whilst it may be detrimental not to account for cultural differences you could see the same onsequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Co mmunication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak.As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should ontinue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming.Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child's level, face them and maint ain eye contact. Remaining focussed on the child rather than ontinuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill.Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child's confidence so they are encouraged to communicate more and model a real onversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use.Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. a The age of the When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example.Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken dow n into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences.If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your ethod of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact.They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children oft en view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to peak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person's ability level.Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or â€Å"you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include at tention switches to maintain focus but not as frequently. the context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson.There will be other children in the same area working on of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges.If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside nterests and we might share our own experiences to help form a bond.Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a fgure of authority. Although conversation might be more light he arted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom.The formality f the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

School Legal Issue Plan

The safety and security of the students are a major concern for our schools; especially elementary campuses. The dismissal routine at Cook elementary school is in need of revamping to a higher level of security. Each campus principal makes the decision on the dismissal procedure. Across the nation, there are numerous students who are mistakenly handed over to the wrong parent or adult or just simply come up missing from their school campus. In recent years, there have been several incidents in which the students were either handed over to the wrong person, or left the school without the staff knowing how they left.The safety of the students during dismissal should be a concerned just like it is during the instructional time of the school day. The current dismissal is the bus riders are dismissed and are expected to meet the assigned staff member at the end of the hall. Shortly after the bus riders depart, the walkers are to lineup and report to the multi-purpose room to be released. Finally, the car riders are escorted by their homeroom teacher to north side of the building where parents are able to drive-up to pick up their child(ren). Some parents have car rider numbers and some just ask for the students by name. Often times this routine is quite chaotic; especially when there is inclement weather.There have been a couple of times in which parents inquire as to how their child was released from school. Either the parent forgot to send a note or the student forgot to give it to teacher or front office. When a parent/guardian calls to check on how their child left for the day, there should be a better way to inform the parent/guardian that the child either rode a bus, walked, or was picked up via car. In 2010, at a Dallas elementary school, a kindergarten student was handed over to the wrong adult, but the incident ended well because the person returned to the school with the child. This current school year, a little girl left with one of her classmate’s mother without permission from the parents.These events cause panic among the families as well as cost the  cities and counties money because of police involvement. Although I would rather have a false alarm, than to not contact authority and have a bigger issue on hand. In light of these events, extra security measures should be implemented in an effort to avoid such incidents. This requires the involvement of all administrators, teachers, and staff to do their part to ensure safe return of all students to their homes at the end of the school day. This unit will explain in detail procedures that can be implemented to avoid handing a student to the wrong person. Suggested dismissal procedure implementation plan:Notification of dismissal routineColor code each grade levelEach student is assigned a dismissal ticket number.Exit ticket and bagsCar rider numbersTeacher creates a spreadsheet identifying students dismissal routineStages of dismissalExit tickets2nd and 3rd notification t o parents, students, and staff of the new dismissal procedure. ïÆ'ËœPTOEffective dateAccountabilityNotification of change in dismissal routineA week before the change in the dismissal routine, parents/guardians will receive notice of the upcoming change as well as a form to complete stating how their child(ren) are to be dismissed from school. The notice will clearly state that although the child(ren) may be designated as a bus rider or walker, he or she will still receive an assigned number for dismissal. The notice will also state that whenever there is a change in how the student is to leave school, a written note signed by parent/guardian must be sent to the school.Color code each grade levelEach grade level will be assigned a specific color in an effort to quickly identify the grade level of students at the end of the day. There are times when dismissal is chaotic and if the students have their dismissal tickets in hand, staff members can easily identify where the student belo ngs if he or she becomes separated from the class. In addition, the dismissal areas will be color coded for the assigned grade levels to wait for their dismissal.Dismissal ticket numbersEach student will be assigned a dismissal number which will be tied to that student’s name. Regardless of the number of siblings attending the same school, each will have his or her own number. The reasoning to avoid assigning one dismissal number for each family is because there could be a family member absent that day and it would be hard to track if there is one or two or more members per family as well as which student is absent. It is much safer for each student to have his or her own number because it is easier to account for that student.These assigned numbers, which will be color coded based on grade level along with the student’s assigned homeroom teacher’s first initial and last name becomes that student’s exit ticket. Placing the teacher’s name on the stu dent’s assigned number makes it quicker to track the student’s movement. As the student leaves school for the day, he or she will place their exit ticket in the appropriate exit bag.Car rider numbersThere will be two sets of numbers, one index card size for the students as an exit ticket and one letter paper size to be given to parents to identify which student he or she is picking up by placing the number in the front window. The color code will identify the grade level and the number identifies the student. The parents must display this number in their window when picking up their child(ren).Exit tickets and bagsThe color coded assigned numbers will serve as the student’s exit from school. These tickets are laminated to withstand long-term usage. There will be an exit bag for each method of dismissal; early departure, bus dismissal, walkers, and car riders. A designated staff member will collect the exit tickets as the students depart. The next school day, the tickets are separated by designated staff and returned to the teachers.SpreadsheetThe teacher for each class room will create a spreadsheet identifying how each student goes home at the end of the day. The spreadsheet should include: bus riders, walkers, and car riders. In the event the teacher is absent, the spreadsheet is visibly posted for a substitute to know how the students are dismissed.Stages of dismissalThe bell will continue to be the signal for the end of the school day. The students will be dismissed by the way they go home. The bus riders, which include district, private, and day care buses, will be dismissed first. These students will be escorted and supervised by designated staff members. As each student departs, each will drop his or her exit ticket into the exit bag. After about 5 minutes, the walkers will be escorted by assigned staff and released at the appointed doors(s). After giving the walkers about 5 minutes to depart, the car riders will be escorted to the designated pick-up zone to release students to parents. The teachers will carry their spreadsheet with them which indicates the students’ dismissal numbers. As the teachers and other staff members escort the students to their vehicles he/she will collect the students’ exit tickets to be placed in the exit bag for car riders.Notification of new dismissal routineUpon the onset of working on the new dismissal routine, the parents will receive a newsletter from the school notifying them of the upcoming change. A week before the implementation of the new routine another newsletter is sent home stating the date the change will take effect. The final notice of the change will be issued on a Friday before the Monday the new routine becomes official. The parents will receive notification of the upcoming change at least 3 times in an effort to prepare them for the change. In addition, the teachers will prepare the students for the change in the dismissal routine to help them tra nsition as smoothly as possible.PTOThe members of the Parent Teacher Organization (PTO) will play a very important role of getting the word out to parents/guardians of the new dismissal routine. The PTO will help to address any concerns or questions related to the new dismissal routine. In addition, whenever possible, the PTO will help in separating and returning the exit tickets to the designated teachers.Effective dateThe effective date for the new dismissal routine should take place on a Monday. This will allow parents/guardians to make the necessary adjustments in their routines. In addition, with proper notification the parents/guardians will have time to pose any questions or concerns they may have with the administration.AccountabilityThe implementation of the new dismissal routine should prove to be a less stressful way to monitor and know how each student leaves the campus. The teacher for each homeroom is responsible for ensuring his/her students are dismissed as requested by the parents. In addition, the teachers should ensure there is a form returned for each student in their homeroom.ConclusionIn conclusion, whereas this may not be a perfect plan, it will provide some extra security measures in helping the students to depart the school as the parents/guardians desire as well as provide a checkpoint to quickly determine how a student left campus during dismissal. There may be some confusion the first couple of days, but that is to be expected. However, if the plan is followed as set, the kinks will work themselves out. What is most important is the security and protection of our students.

The Impact Of Media On Body Image - 1538 Words

Introduction Over the time, the concept of body image is influenced by external factors as culture, society norms, especially with the development of modern social media, it has grown up to be an important element in affecting the perception of body image to shape the body image. The influence of mass media may be related to the social comparison process of appearance in female and male. The ideal media body image, it is easy to compare in everyday life, and that will result to dissatisfaction with people s body size. On the one hand, Orbach (1987) briefly posted that the western media produced a picture tender the ideal female body as thinness,curvy,free of unwanted hair,deodorized,perfumed and clothed. The pictures they produced are long way from the normal women s life. On the other hand, numbers of studies demonstrate that not only are women dissatisfied with their body, but also men indicated that they dissatisfied with the body. there is a gap between the ideal size in the magazine and t hemselves. in order to reduce the gap, people often use the methods of diet or exercise to achieve the target. it was not always an advantaged approach for the purpose, with the appearing of discorded eating pattern like anorexia and bulimia, there no doubt that the power of media has been changing people daily life and social norms. Thus, this research will examine that how the social media shapes the body image in presenting both female and male s ideal , and theShow MoreRelatedMedia Impact On Body Image1254 Words   |  6 Pagesthe impact of media models on children’s and adolescents’ body image? Over recent times, the media has become a prominent part in the upbringing of young people. In particular the manner by which the media portrays body image has changed in numerous ways. Body image is defined as â€Å"a person’s perceptions, thoughts, and feelings about his or her body† by Grogan (as cited in Zaccagni, Masotti, Donati Gualdi-Russo, 2014). There is a stronger focus of what is considered to be the perfect body typeRead MoreThe Impact Of Media On Body Image804 Words   |  4 PagesThe impact on body image caused by social media representation In todays society media has many different represtionations of womens body ideals and they are portrayed in many different ways. The majority of body images are female and represented with negative connotations. Women are plasteted on billboards magazine covers and play an very important role in the way young women are viewed and how they feel they should look. 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Women during this time period that are so heavily impacted by the media can link their self-worth to their looks. I used scholarly articles all relating to how social media affects body image to decide what my view point was. After research, we can conclude that social media has a negative effect on a woman’s