Progressive Era Essays (670 words) - Freemen Of The City Of London

Progressive Era The Progressive Era The first years of the 1900s is referred to as the ?Progressive Era.? This is because reformer were successful in what they did. Their reforms helped America ?progress? to new changes. Teddy Roosevelt is one of these reformers. He broke up the large railroad trust. The four big railroads in the Northwest was controlled by one holding company by the name of the Northern Securities Company. Since this company owned all the stock in the four major railroads it set all of the rates. So Roosevelt sued the NSC under the Sherman Antitrust Act for having a monopoly. Roosevelt then broke up the beef trust, the oil trust, and the tobacco trust. This reform helped America progress to new changes because Roosevelt started to get the federal government to regulate big businesses and help out the consumer; something that had not been focused on too heavily. Roosevelt also involved the federal government in the coal strike of 1902. The miners went on strike to improve their working conditions but the mine owners refused to deal with the miners. Then Roosevelt intervened and got the discussions between he miners and the owners started. He wanted to see that the miners got a ?squar e deal? and that is what happened. Roosevelt was important in reforming and progressing America by involving the government in regulating big businesses and helping out the common man. Middle class reforms made many changes in America. In many cities all over the country reform mayor were being elected But then in some cites the reform mayors were dying out. To make sure this would not happen some cities got rid of the mayor and city council and replaced them with a small commission. Each member ran a different part of the city. The commission made laws and policies for the cities. Other cities made a city manager. The manager was not a politician. A trained manager carried out the policies set by a small council. Following the lead of Wisconsin and Robert La Follette, state governments made many reforms. Voters had the right to chose candidates for public office, a commission was set up to control railroad rates a competitive civil service was created, restrictions were put on lobbying, and laws were passed for conservation, supervision of state banks, and higher taxes taxes on corporations. Most states began passing child labor laws, workman's compensation was es tablished, women minimum wage laws were started, and intoxicating liquors were outlawed. These changes in state and city governments were major factors in progressing America to a more equal and unique nation because of the new ways cities were run and the laws of the states. Woodrow Wilson made important reforms to the progression of America. He started out by making tariff reforms. He did not necessarily want free trade but free opportunity for American business. The duties proposed provided some revenue for the treasury but would not make industries that no longer needed tariff protection richer. To make up for lost revenue a low rate income tax was included. Though the public felt strongly about this bill and a new tariff policy was created. Wilson also created the Federal Reserve Act. This was for banking and currency reform. The country was divided into twelve districts each with a Federal Reserve bank. Every national bank had to become a member of the Federal Reserve System. The Federal Reserve banks were the ? Bankers' banks. They held the banks' reserves, lent money to a member bank and performed other duties. The Federal Reserve Act created a new currency too. Federal Reserve Notes could be issued according to the needs of the business communiti es. This act helped the member banks in time of panic. These reforms helped America progress by making a new trade law and a new flexible currency along with an easier banking method. These reforms and changes made by presidents, governors, and mayors helped America progress. So the early 1900s could accurately be described as the ?Progression Era.? History Essays

Free Essays on Great Gatsby Essay

The Great Gatsby Style Analysis Essay When Nick Carraway comes to the east the only thing that he finds amusing is Jay Gatsby. Gatsby has only one goal that he wants to achieve in his life; that goal is to get Daisy, who is Nick’s cousin, to love him as she did before he left for marine duty. Gatsby describes his experiences with Daisy to Nick as one of his best and tells him that he would love to have that back in his life. This creates a mental image in Nick’s mind and coerces him to think about it extensively. It even goes as far as Nick dreaming about the beautiful relationship that Gatsby and Daisy once had. He initially establishes a very beautiful tone as he describes their kind and loving relationship. However, as he comes closer to the reality he faces much confusion and questions their one-sided relationship. He wants the reader to feel the compassion and a sense of confusion at the same time. The relationship between Daisy and Gatsby is doubtful and has much confusion. It is full of â€Å"mysterious excitement.† While they do seem to have some compassion towards each other, Daisy seems to be more concerned with Gatsby’s past social status. Gatsby on the other hand, has true love for Daisy and it is his life long dream to cherish her forever. There is â€Å"darkness† in their relationship as Daisy does not have any sense of dignity or shame. She is a very confused person herself as her husband is cheating on her and is continually abusing her, but she still sides with him and has no problem being tormented by him for the rest of her life. Gatsby himself has been â€Å"confused and disordered† since Daisy left him. He continuously thinks about the past and tries to make it return but is unsuccessful. He has dedicated his whole life to Daisy’s impure love. The relationship has not only destroyed Gatsby’s life, but also has caused ma jor disruptions in Daisy’s personal life. The experience and love that Daisy and Ga... Free Essays on Great Gatsby Essay Free Essays on Great Gatsby Essay The Great Gatsby Style Analysis Essay When Nick Carraway comes to the east the only thing that he finds amusing is Jay Gatsby. Gatsby has only one goal that he wants to achieve in his life; that goal is to get Daisy, who is Nick’s cousin, to love him as she did before he left for marine duty. Gatsby describes his experiences with Daisy to Nick as one of his best and tells him that he would love to have that back in his life. This creates a mental image in Nick’s mind and coerces him to think about it extensively. It even goes as far as Nick dreaming about the beautiful relationship that Gatsby and Daisy once had. He initially establishes a very beautiful tone as he describes their kind and loving relationship. However, as he comes closer to the reality he faces much confusion and questions their one-sided relationship. He wants the reader to feel the compassion and a sense of confusion at the same time. The relationship between Daisy and Gatsby is doubtful and has much confusion. It is full of â€Å"mysterious excitement.† While they do seem to have some compassion towards each other, Daisy seems to be more concerned with Gatsby’s past social status. Gatsby on the other hand, has true love for Daisy and it is his life long dream to cherish her forever. There is â€Å"darkness† in their relationship as Daisy does not have any sense of dignity or shame. She is a very confused person herself as her husband is cheating on her and is continually abusing her, but she still sides with him and has no problem being tormented by him for the rest of her life. Gatsby himself has been â€Å"confused and disordered† since Daisy left him. He continuously thinks about the past and tries to make it return but is unsuccessful. He has dedicated his whole life to Daisy’s impure love. The relationship has not only destroyed Gatsby’s life, but also has caused ma jor disruptions in Daisy’s personal life. The experience and love that Daisy and Ga...

Paper on Leading Intergenerational Groups and Interpersonal Skills for Research

On Leading Intergenerational Groups and Interpersonal Skills for Leaders - Research Paper Example From this point of view, it is rather difficult to evaluate the success of a leader in regard to his ability to lead intergenerational groups. However, there are certain facts that indicate the potentials of a leader to lead successfully such groups. In accordance with Haight and Gibson (2005) the successful leadership of intergenerational groups can be identified through a series of positive outcomes: ‘a) amelioration of suffering, b) overcoming of disability, c) the chance for new experiences of self-fulfillment and so on’ (Haight and Gibson 2005, p.92). The above outcomes are related to the healthcare sector but they can be used as criteria for developing similar assumptions in regard to leadership in other sectors. Hickman (2009) refers to the differences of generations, as these differences are highlighted in the social psychology. Reference is made specifically to the view of Karl Mannheim, a social scientist, who has studied the different responses of generations to various social phenomena. In accordance with Mannheim, people belonging to a particular generation are likely to have common values and attitudes; moreover, ‘people who have born in the time period between two different generations they are likely to incorporate the values and attitudes of both generations’ (Hickman 2009, p.475). ... The management of intergenerational groups can be quite challenging when referring to the state. In fact, it has been proved that the introduction of appropriate policies for addressing the needs of intergenerational groups within a particular state requires the full understanding of each group’s needs, potentials and attitudes. This issue is highlighted in the study of Dannefer (2010). In the above study, emphasis is given on the potential effects of failures in leading intergenerational groups at state level. It is suggested that intergenerational programs would be employed for ensuring that the needs of all the groups are addressed (Dannefer 2010). In accordance with Dannefer (2010) the incorporation of intergenerational programs by state is limited, usually related only to schools and communities, a fact that decreases the benefits of these programmes for a high portion of the population. The use of intergenerational programs as an effective means for leading intergenerati onal groups is also highlighted in the study of Kaplan (1998). It is noted however that these programs can be effective only under the following term: that they are expanded in all sectors, including educational, cultural and economic activities. Moreover, it is suggested that these programs would be developed at different levels of the state, especially the communities (Kaplan 1998). The support of these programs by the state would be a critical term for their success (Kaplan 1998). 2. Interpersonal skills for leaders Different approaches have been used in order to explain the key characteristics of a successful leader. In accordance with the most common view, technical

Juvenile Justice Laws Essay Example | Topics and Well Written Essays - 500 words

Juvenile Justice Laws - Essay Example "Juvenile justice workers fulfill a dual role: a public safety and accountability role, which involves the management of youths' behavior, and a rehabilitation and youth development role, which involves mentoring and coaching youths in pro-social skill development. This duality is a source of frustration as well as opportunity among the juvenile justice workers." (Howe, Clawson, and Larivee, 2007, p 35). Therefore, an effective juvenile justice worker has great scope for assisting the society through the management of the behavior of the youths as well as helping the rehabilitation and youth development through mentoring and coaching youths in developing various pro-social skills. In other words, for juvenile justice workers to work within the field of juvenile justice means a way to contribute to the development of the society as well as the correction and rehabilitation of the youth. One of the fundamental duties of the juvenile justice workers is make sure that the young offenders follow all the strict rules and laws that apply within this field and the effectiveness of a juvenile justice worker depends on how competently he carries out this duty. It is essential to comprehend that juvenile justice falls into the area of corrections and human services work which offer these workers the opportunity of helping the society and the youth. In ensuring the strict obser

The ontological argument for God's existance Term Paper

The ontological argument for God's existance - Term Paper Example Each Christian must be familiar and informed about the teachings of the Church and Christ. However, it is also helpful to be well-versed with the philosophical and theological writings of Church members. Most of these writings of Christian philosophers and theologians can shed light on the problem of evil, God’s existence and other hostilities that are rejected by modern non-believers. A concise philosophical foreword to intellectual arguments on the subject of God’s existence can aid in propagating the truth and representing Christianity as a logical religion and a lifestyle to other people. This study concentrates on three popular arguments concerning the existence of God – the ontological, cosmological and teleological argument. These evidences have constantly been disputed by different theologians and philosophers over the years. II. St. Anselm’s First Argument St. Anselm, a Doctor of the Church and Canterbury’s Catholic archbishop, was the firs t to formulate the Ontological Argument. This argument is conceivably the most bizarre and most intensely debated proof about the existence of God. It has gained the attention of prominent philosophers such as G.W.F. Hegel (who supported Anselm’s claim) and Immanuel Kant (who opposed Anselm’s claim). ... In essence, this means that the idea of God is a concept buried in people’s minds. God is a probable being and might truly exist. This is because the concept of God does not yield internal inconsistencies. If a particular thing/being exists solely in our own perception and could possibly have existed in reality, then it might have been superior and greater. Simply put, this certain something that is existent in reality great or perfect. Something that only resides in people’s minds can become greater by existing for real. Suppose that, theoretically, God exists solely in a person’s understanding and not for real, then it is probable that God would be greater than he already is (following from premise 3). This means that God can become greater. This argument becomes ridiculous because God is already a perfect being in which a â€Å"greater† is no longer possible. This is where the contradiction lies. Hence, it follows that the notion of God existing only in a person’s understanding is false. For this reason, God exists both in people’s understanding and in reality. This argument is intriguing because it claims that God, who is perfect, should exist in all possible situations so as to gratify his perfection. A God who is existent in only selected circumstances and does not exist in others is a being who is less than perfect. III. Gaunilo’s Reply to St. Anselm’s Arguments Gaunilo is a monk of Marmoutier and a contemporary of Anselm. He was responsible for the creation of one of the most vital critiques of the argument posed by Anselm. It is a sensible to care that the contention of Anselm unlawfully moves from the existence of a concept to the existence of something corresponding to that concept. As put sometimes by the objection, things are

Qualitative and Quantitative Research: Sampling and Ethics

Qualitative and Quantitative Research: Sampling and Ethics 1. Discuss the main difference between qualitative and quantitative research? While qualitative research involves the analysis of unstructured information from interview transcripts, open ended survey responses, photos and videos, quantitative research involves the analysis of numerical data. According to Reswick, J. B., (1994 p. viii), â€Å"Quantitative and qualitative research differ in at least three major ways.First, the process is very different; second, the tools are different; and, third, the outcomes differ†. Qualitative research is used to explore and understand peoples attitudes, behaviour, experiences, value systems, concerns, motivations, aspirations, culture or lifestyles.It generates non-numerical data and tries to elicit a detailed opinion from the participants. In a qualitative study, fewer participants take part in the research but the interaction between the researcher and the subjects is longer.Qualitative research techniques include focus groups, participant observations, content analysis and in-depth interviews.A qualitative type of approach strives for depth allowing the researcher to view behaviour in a natural setting without the artificiality that sometimes surrounds experimental or survey research. Quantitative research aims to classify its subjects, counting them and constructing statistical models in an attempt to explain what is observed with the data collected being in the form of numbers and statistics. Usually the researcher knows clearly in advance what he or she is looking for. This type of study is considered to be more efficient in data collecting and is able to test hypotheses, but however as opposed to qualitative methodology, it may miss contextual detail. Qualitative research is considered to be more flexible, allowing more spontaneity and informal interaction between the researcher andthe study participant.Qualitative research uses open ended questions whilequantitative research is characterized by close ended questions.With open ended questions, the participant expresses himself or herself more freely than in close ended questions, where a â€Å"yes† or a â€Å"no† answer is expected.Thus, replies in qualitative research leave more space for subjectivity and interpretation. For example, if anorganization would like to know how many people in Malta are affected by diabetes, the researcher would have to conduct a quantitative studyas numerical data is required.On the other hand if a researcher would like to discover what are the bio-psycho-social factors that may influence which patients are able and willing to adhere to a strict regiment, self management behaviour to control their medical situation, a qualitative study would be more suitable. The research methodology can include both qualitative and quantitative research, as none of them is necessarily more scientific than another; one is not exclusive of the other. Driscoll et al (2007 p.26) believe that integrating both type of research â€Å"can provide pragmatic advantages when exploring complex research questions. The qualitative data provide a deep understanding of survey responses, and statistical analysis can provide detailed assessment of patterns of responses†. 2) What are the advantages of secondary data analysis? Secondary data is existing information collected for another purpose, by a person or organization other than the users of the data. Sources of secondary data include census data, national surveys, health care registers, government administrative records such as birth and death registers. Secondary data is economical, as itcheaper and quicker to collect than primary data as it reuses and recycles existent data already collected by a third party. According to Boslaugh S. (2007, p.3)â€Å"even if the secondary data set must be purchased, the cost is almost certainly lower than the expense of salaries, transportation, and so forth that would be required to collect and process a similar data set from scratch†. Another advantage of using secondary data is that it takes less time to collect than primary data. It is faster than doing original studies, as web-based materials and search engines makes research for secondary analysis easily accessible. This leavesmore time for the researcher to make in depth data analysis, rather than engaging in a primary data collection exercise. . Secondary data overcomes limited funds and time restrictions allowing the researcher to study large scale populations, particularly if the financial budget is constrained. Another plus is thatthe researcher using secondary data has often at his disposalâ€Å"data collection process is informed by expertise and professionalism that may not available to smaller research projects.†Boslaugh S. (2007, p. 4). Furthermore, secondary datais unobtrusive as corroborated bytheSocialResearch Association(2003, p.26) report considers secondary data as â€Å"one way of avoiding inconvenience to potential subjects is to make more use of available data instead of embarking on a new enquiry†.The researcher does not need to obtain approval from ethics committees or informed consent from the subjects particularly if the study of the research of a highly sensitive nature such as mental illness or drug abuse. 3) How are samples used to describe populations? 4) Discuss the difficulties with gaining access to the research site and the population. Researchers often face a multitude of difficulties to obtain access to the research field, organization or population.It can be â€Å"complex and depends on the researchers familiarity with the subjects, the location, local culture, bureaucracy, and political situation†. (Mathie, A. Camozzi, A. (2005). p. 105) Being familiar with the subjects will enable the researchers to follow the protocol to gain entrymore easilyinto a bureaucratic organization, such as a police force or an education system.The researchers should be prepared to deal with the complexities of facilitating and maintaining access into such organizations and dealing withâ€Å"gatekeeperswho intentionally or unintentionally prevent easy access to study subjects† (Mathie, A. Camozzi, A. (2005). p. 105) Other groups which verge on illegality are very hard to infiltrate.Schrock, A., Boyd, D., (2008, p. 13), sustain that groups suchas â€Å"online solicitors of youth, adult offenders participating in Internet-initiated relationships, and consumers of child pornography remain extremely difficult populations to research†. Besides information obtained from incarceration or rehabilitation institutions on those who commit similar crimes, other quantitativedatadoesnot exist. Another difficult study to carry out and gain access to is a secretive subject such asa Masonic Lodge or a cohesive religious cult.It might take years for a researcher to build up a trusting relationship with one of the membersandto gain access in such organizations. The task becomesfurtherextremely difficult when the research involves a sensitive topic such as mental illness. Confidentiality and data privacy issues often crop up and prohibit professionals in revealing their clients identity to the researcher.Other sensitive issues such as domestic violence, prostitution and poverty might be a hard nut to crack for the novice researcher.Social stigma prevents such vulnerable groups from revealing data to the researcherifhe or she is considered as an outsider to their group. Theresearchershave to be tactful and use social skills when it comes to taboo subjects such as sexuality, in order to gain trust and acceptance from their subjects and conduct ones research.Researchers must also always keep in mind sensitivity of such subjects and respect the persons confidentiality. 5. What are the major ethical issues in research? The researcher has a moral obligation to minimize personal and social harm of the subjects and to safeguard their human rights. The design stageshould be carefully planned covering possible scenarios dealing with ethical issues that might emerge during the research. Obtaining informed consent from interested subjects is a necessary requisite when conducting researchensuring that the subjects are voluntarily participating and are not coerced in taking part in the study.Fouka, G. Mantzorou, M. (2011, p. 5) consider that it is essential to inform the prospective research participants about the procedures and risks involved including â€Å"any physical harm or discomfort any invasion of privacy and any threat to dignity† before they give their consent to participate.When subjects are identifiedfrom vulnerable groups or individuals with diminished autonomy such as children or people with mental health problems,a written consent from guardians or relatives should be sought. The participants safety, both physical and psychological should be a primary concern for the researcher.â€Å"This is accomplished by considering all possible consequences of the research and balances the risks with proportionate balance†.Fouka, G. Mantzorou, M. (2011, p. 5) Anonymity and confidentiality are issuesclosely connected. Anonymity prevents disclosure of identities, where subjects names are changed. The use of pseudonyms is widely used in social science, to prevent the subjects from being identified. Confidentiality is the management of private information such as confidential communications, personal records and patient records, by the researcher in order to protect the subjects identity. Data should not be available to third parties outside the agreement made with the subject. â€Å"The researcher is responsible to maintain confidentiality that goes beyond ordinary loyalty†. Fouka, G. Mantzorou, M. (2011, p. 6) â€Å"The researcher should certainly resist requests for the identity disclosure of any individual subject or subjects when such disclosure could lead to the failure to preserve the anonymity of other subjects who choose not to disclose their identity† Social Research Association(2003. p. 40), Privacy is a debatable issue. What constitutes a breach of privacy mayvary from a society to another, from one culture to another.For example,Kasper, D.V.S (2005) considers both stockpiling and physical observationas invasionsof privacy, in which the research participants have little knowledge and even less control.Treece and Treece (as cited in Fouka, G. Mantzorou, M., 2011, p.7) suggest that â€Å"privacy can be invaded when researchers study certain groups without their knowledge and without identifying themselves† such as in the case of Humphries study in which he observed homosexuals during sexual activities in public mens rooms. The researcher should also be familiar and adhere to the relevant laws in which the research is being carried out taking into consideration institutional and governmental policies on the data protection of the individual. Workers Rights in Dubai: Infringement of human rights Workers Rights in Dubai: Infringement of human rights Issue: There are worse condition of workers and infringement of human rights in Dubai. Background: According to a survey report the main and important issues are the worse treatment with the workers, violation of the rights of workers/labours in Dubai. Some human rights organizations of Dubai have complained about infringement of human rights and, consideration of workers as slaves and problem of payment of recruitment fee. In 60 years Dubai has become a cosmopolitan city from fishing village and growing to become a worldwide city .In past Dubai’s economy was based on oil industry now it is generating its revenue highly from tourism, real states and financial transactions (Buckley 2012). In Dubai human rights are based on the enacted law, in which it is mentioned that all people should be treated equally apart from their race, or social status. But people of Dubai are violating the laws by not giving rights to the workers who work so hard for them honestly. Many labours or workers in the city were supposed to live in the good conditions which were illustrated by Human Rights Watch but they are forced to live in worse conditions because of their bad employers. Other bad practices they are doing with the workers that they are not giving rights to the workers to raise their voice for the sake of their own basic needs, workers are mistreated by their owners, and their lives are in miserable condition, seven to eight workers are compel to live in one room apartment and then they will be able to send money to their families, sometimes workers do not get their salaries at the end of the month, workers are not allowed to switch their jobs if they do so they can lose their job, workers are bound to work excessively , workers often work from day till night with no days off to rest so that they are not be able to have relaxation time, workers get insufficient food, some workers are threatened by their owners(some employers threat their workers if they do not listen to them they will kill them) , premature termination is also a big problems faced by workers because there is no job security for the workers (Smith 2010). These problems have increased a lot and it is become important to take some significant steps and serious action for the protection of the worker rights. Analysis: Injustices in Dubai with the labours have attracted the attention of many Human Rights groups, and these groups have tried to convince the Dubai Government to take important steps for the workers’ rights and also allow them to form the labour union. But the Government of Dubai has refuted all the allegations regarding to the labour injustice or the violation of human rights and said that the Human Rights Watch’s allegations were totally misguided (Connell et al 2009). In the end of March 2006 the Government hence allow taking steps for the construction of labour union and then allow forming labour union. In September 2005 Labour Minister instructed one company to pay unpaid salaries of the workers in 24 hours after 24 hours workers protested and they published the name of felonious company. In 2013 the Government finally reform new labour regulations with the help of Labour Ministry for the workers. In which it is stated that the employer or owner is not allowed to impose work on the worker or labour unless or until his/she has been agreed upon, and the owner is also banned to give difficult and dangerous task to the employee that can threaten the safety, health and dignity and honour of the worker, new rules also stated that employers have to pay the workers’ salary at the end of each month some additional benefits in the form of cash and cheques should also be provided to the worker, the employers are also imposed to give workers at least daily rest of nine hours per day and a day off so that workers can have relaxation time and they can enjoy their lives too, owners are not allowed to ‘rent out’ their workers, the regulations made by Government also stated that workers can get one month leave after giving two years of services. Regulation contains rules for workers as well that their duty is to take care of the owners’ property (Obay 2009), they should keep secrets of the employer and the place where they work, they should not refuse the given task or leave the job without any valid reason and should follow the rules and regulations and should not involve in any criminal activity which can give harm. The regulations also contains strict penalties for workers and employers both who violate them or try to violate them. Employers who will not follow the rules will give 2,000 dirham as a penalty and will not allowed hiring any worker, while workers who violate the regulation will be fine 2,000 dirham and will not be allow working in Dubai. There are some advantages and disadvantages of these policies; the first advantage is that the workers are now getting their rights to work; they are having freedom of speech through which they can talk about their problem freely, they can get salaries on time, they can get incentives too, if they don’t get salaries on time they can protest against it and there are laws which can protect their rights, now they are no more slaves because there are rules which can protect their dignity, now workers are not compel or bound to do illegal and dangerous work which can risk their life and health, workers can enjoy their lives by utilizing their fre e time (Vora 2011). All of these rules sound good but there are some disadvantages the first and foremost disadvantage is that the Government has made many regulations to protect the worker rights but there are many people who violate those rules for the sake of their personal interests it is very necessary to monitor the behaviour of the employers with their workers, but it is difficult for the Government to keep an eye on each and every one. Decision- maker i.e. obviously a Government had made policies or regulations for the workers but they should take certain steps to the implementations of those steps first step is to aware every one about rules and regulations by giving authority to the responsible people area wise, those responsible person would conduct workshops, seminars and interact with the people and will brief them about the regulation policies and penalties of violating those regulations, Secondly involve police and ask them to take complaints seriously whether it’s from employer si de or from worker side, Third make area consular who can keep eye on peoples’ activities and they complaint to police about the person who violate the regulation. All these three parts should have connection with each other for the betterment of the people. Recommendation: The surveys shows that still workers in Dubai are suffering from extreme exploitation problems with excessively workings hours and unpaid salaries. Although Dubai is a member of ILO i.e. International Labour Organization but they are putting their reputations are at risks because of violation of human rights laws. This means that they need to make some changes in their certain policies which they have made for the human rights or workers’ rights. The Dubai Government knows that it is facing some difficult issues like reforming of its policies for the human rights, which needs to acclimatize to high pays and protection of government. The Ministry of Labour should need to take some measure steps to tackle these kinds of situations and should change policies which can be easily implemented and can be abide by the organizations for the benefits of their workers. The policies which Government has made for the sake of human rights needs to be some change means it should be more practical. There is a rule that employer cannot give dangerous task to the worker that can risk workers’ life and workers have right to disobey the order given by the employer, this rule need some change like in this rule the government has to mentioned the criteria that which task is dangerous or risky for the worker or it can give harm on the basis of it one can follow the regulations, second rule is that owner cannot impose work on worker unless or until he/she has been ready to work this rule also need some changes in this condition again criteria is not mentioned and the workers can take bad advantage from it, there is one rule for workers is that they should take care of the employer’s property again criteria is not mentioned in this rule the owner can take disadvantage from this rule and can use it for the personal interest and can ask the worker to do his/her personal work which can be illegal and the worker are compel to do so. Unions and human rights organization have criticised a lot the policies failure of human rights because mostly workers are still paying recruitment fee to secure their jobs in the organizations which is a very bad example. And it is the biggest issue that there is a shockingly rise in the recruitment fees. Main construction companies of Dubai are also failed to follow rules made by the Government and are unable to protect the rights and safety of the labours or workers. The Dubai Government should take some practical steps with the Labour Ministry to reduce this problem and should try to make a good image of Dubai. Government should start to tackle the key issues like focusing on the issue of recruitment fees, payment of wages, workers’ basic health problems, and workers’ staying problems because seven-eight workers live in one room apartment. For handling all these major issues which is not good for cosmopolitan city like Dubai’s image. Government should need to create better incentive programs for the workers that can benefit them, government should make a ‘wage council’ for reviewing the pay from national level to the market level, they should trained their workers by conducting different workshops and arranging seminars and make it compulsory to al l the organizations to make their workers to attend those workshops and seminars so that it can benefit to workers as well as to the organization, the Government should establish a commission which duty is to investigate the complaints about the worst condition of the workers in the city, disallow the companies to do business with recruitment agencies, who charge fees from workers for employment contract, government should make law to investigate those companies who involve in violating the labour law, there should be a committee who can have the qualitative and quantitative data of workers’ riots, injuries and deaths at working place so that government can take some serious actions to deal and address those issues and can have contingency plan to deal with issues like them, government should significantly increase the inspectors who can be responsible for supervising the behaviour of the employers with the workers or labours, there should be another committee whose duty is t o educate and inform the new workers about their rights under the law made by government. These are few recommendations which can suited to deal this problem and can be helpful to resolve this problem hopefully. Dubai has made an impressive progress during six decades, and it is also progressing in particular areas like improvement in the rights for children, improvement in the living standard, improvement in education, with all those improvement it needs to work hard on it’s one sector specially that is Improvement in the law of Workers’ Right and implementation of the laws of worker’s right laws. Although it’s a tough task to make improvement in this sector suddenly, but gradually improvement can be seen by working honestly on it and by abiding and implementation of the rules and regulations made by government and the labour ministry References: Abdella, A. (2009). Global Dubai, particular challenges ahead. Retrieved from http://www.n-aerus.net/web/sat/workshops/2009/Rotterdam/pdf/Abdella.pdf Buckley, M. (2012). From Kerala to Dubai and back again: construction migrants and the global economic crisis.Geoforum,43(2), 250-259. Retrieved from http://www.sciencedirect.com/science/article/pii/S0016718511001734 Buckley, M. (2013). Locating neoliberalism in Dubai: Migrant workers and class struggle in the autocratic city.Antipode,45(2), 256-274. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8330.2012.01002.x/abstract;jsessionid=5D1E68EA13553F82BE05F0F498AF0005.f02t01?deniedAccessCustomisedMessage=userIsAuthenticated=false Caplin, J. (2009). Mirage in the Desert Oasis.Harvard International Review. Cambridge,30(4). Retrieved from http://www.homeworkmarket.com/sites/default/files/q1/11/12/download.pdf Connell, J., Burgess, J. (2009). Migrant workers, migrant work, public policy and human resource management.International Journal of Manpower,30(5), 412-421. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1810950show=abstract Obay, L. A. (2009). Corporate Governance Business Ethics: A Dubai-Based Survey.Journal of Legal, Ethical Regulatory Issues,12(2). Retrieved from http://web.b.ebscohost.com/abstract?direct=trueprofile=ehostscope=siteauthtype=crawlerjrnl=15440036AN=44574768h=52kgIFM5MmEH6Zr6uMn3ioEzmRKiveye6YUIUILnL5%2bXw7ItD8VZ9oZVF50HYXqrep4DK%2fuKQmhVaVHffG8rFw%3d%3dcrl=c Smith, B. (2010). Scared by, of, in, and for Dubai.Social Cultural Geography,11(3), 263-283. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/14649361003637182 Vora, N. (2011). Unofficial citizens: Indian entrepreneurs and the state-effect in Dubai, United Arab Emirates.International Labor and Working Class History,79(1), 122-122. Retrieved from http://journals.cambridge.org/action/displayAbstract;jsessionid=A963D95F73B00A05F525F7C18197A8F5.journals?fromPage=onlineaid=8275495

La Ruby :: essays research papers

La Rubia Deep into the swamp bayou of houma, louisianna is a tale of a little girl who finds out who she really is and the truth behind her dark past. Theres only one way in and one way out for ruby. When she soon finds out that she has fallen in love with her half-brother the secret becomes more twisted with details that only her grandmother knows, but won't let out. In the bayou at a young age, madame ruby, takes up painting to ease her mind. her grandmother sees the talent she posses and urges her to become one of the greatest. she sets up here painings at thier roadside sale to earn extra money. Deep in the swampy woods of Houma Louisianna one night, I find myself lying awake listening to the swamp creatures and gazing at the shodows in the moonlit night. I was anxious that this weekend was supposed to be a big weekend for tourist and Grandmere and I were setting up the road-side sale in the morning. As I lay tossing and turning in the bed the phone rang in an erie ring. I can hear Grandmere in the kitchen mummbling something, then she soon comes upstairs to awake me. "Ruby, Ruby, get up honey, we have to go to Louise's house. She's about to have the baby." So I calmly get out of bed and put my slippers and nite coat on. "I'm coming Grandmere" I said, from atop the stairs. I went to my stick like dresser and pulled out my charm bracelet that Grandmere had given me last Christmas and fastened it around my wrist. I quickly ran downstairs and saw Grandmere waiting by the door. I noticed she was carrying some sort of black bag and the flashlight. She gra bbed my hand and we took off out the door, slamming the front door behind us; stumbling down the steps. It was so dark that night I could barely see my hand in front of face. Grandmere knew exactly where to go. She had lived there all her life and could get anywhere at night even without a flashlight. My Grandmere was a very mystical lady, yet everyone believed in her powers and remedies. Grandmere has been called on more than one occasion for a birth. "Come on Ruby, you're walking to slow" she said about two steps in front of me as I walked through the swampy trees.

Health and Social Communication Skills

Group Interaction. Basic Details/Work Context. It is important to be able to communicate effectively in a health and social context, in order to transmit the appropriate care values appropriate to people’s specific needs. Just like my one to one interaction, I had to demonstrate my communication skills. I undertook an interaction with a group of young children that were at a primary school. But before undertaking this interaction I had to do some research on group interactions in order for me to do this interaction correctly. Walsh et all [2000] explains a group as â€Å"Groups are collections of people who come together because they have a common purpose or goal and who gradually develop a shared sense of belonging, or group identity† There are four groups in total which people can be classified when communicating together; two of these were identified by Burnard [1992]. The first one he identifies is Primary groups, these involved face to face contact and members will get to know each other. While as Secondary groups are more widely distributed these may include membership of a club such as Trade Unions. The other two groups are Task Orientated Group and Socially Orientated Groups. The Task Orientated Groups are groups that achieve a common goal/objective, a group like this may be a doctor meeting to discuss a patient’s care, and these groups tend to happen cause of a purpose or a point. The last group is the Socially Orientated Groups, these are the friendship groups, and they will share personal reasons and views with each other. As I did my group interaction within a Primary School, I was able to sit one side of the classroom with my group, which was an advantage as the children and I was still in a classroom, an environment where teaching and learning is done. I undertook the role of a teacher’s assistant and had a teacher’s assistant observing me which filled out my ‘Group Observation Sheet’. They were able to comment and feed back to me what I was doing correctly and what I could improve on. I was able to evaluate and take in their comments as they work with groups of children every day. My group interaction consisted of myself, a teacher’s assistant and five children aged from 4-5. I decided to read a story to them relating to a subject they were currently studying and during and after the story I asked questions. Asking questions allowed the children to make them feel more involved, I asked questions such as ‘What do you think is going to happen next? ’ and ‘Do you think that’s a good or bad thing they had done and why? This abled those to express what they thought were going to happen next in the story and compare their ideas with other children. Communication Skills [A01, A02 and A04] Groups can develop over a period of time, and different kinds of groups come together in different ways. A friendship group goes through mutual attraction while as working groups form by a leader. These groups formations can take time, some may be longer or shorter compared to others, but each group will gradually go through four stages of development which is suggested by Tuckman. Tuckman suggests that groups go through four basic shapes in order to become effective. The first stage is Forming, this is when a group comes together and will find out about each other and a leader may emerge. Following onto the second stage is Storming, this is when conflict occurs as group members will argue over purpose, the group members will disagree with the leader. The purpose will become clearer as the arguments are won and lost. The third stage is Norming this is when the group identify develops with a strong set of shared values and norms, their group identity begin to develop. The group becomes Cohesive, this is when all group members begin to work together for the good of the whole. Groups can be affected by the communication strategies that individuals use while being in a group which split into positive and negative. Bales [1970] identifies these types of communication behaviour used by group members. Bales identifies the following types as positive: * Proposing, are communications that offer new ideas and are constructive. * Building is the communications that develop the ideas of others. Supporting, communications that support or agree with the comments of others in the group, this is it good for cohesion. * Summarising involves summing up the contributions and discussions of the group. * Information seeking is when you seek new ideas or information from other group members. * And the last positive communication behaviour is Information giving, these are communications that contribute the ideas and information. Bales also identifies there are also neg ative types that occur when communication with a group. These are: * Disagreeing, this is ommunicating a difference which could be done in a positive or negative way. * Defensive, this is where group members with defend their idea when under attack. * Attacking, communications that challenge other group members, * Blocking, this is when obstacles are placed in the way of others. * And the last negative communication behaviour is Exclusive, this is the opposite to Inclusive, their aim is to block out specific group members. As I was able to do my group interaction within a Primary School they had a colour scheme which represents their level and how they are progressing. Within these ‘colour groups’ there are a group of 4-6 children where they are all working at a similar level. I took one of these groups for my interaction. The children all knew each other well and were able to communicate together in a sensible manner. When doing my interaction I was able to see that ‘Tuckmans’ four stages of group formation had already taken place. I think this particular group was at Tuckmans suggested stage of Storming. There seemed to be conflict between the children as they argued over where they were all sitting and some did challenge others ideas. There also seemed to be a leader of the group that decided on everything and wanted to be the centre of attention. Although once the children had calmed down I think the children had formed into the Norming stage. The group of children was able to identify similar ideas towards the story most of the time. Most of the children agreed on what were right and wrong in the story and all had similar ideas on what the ending of the story will be. The suggested leader of the group was quieter when settled when starting the task we had to complete together. Within the Norming stage Tuckman also suggested that the group becomes cohesive, when a group becomes cohesive, all group members begin to work together for the good of the whole. This was clearly shown within in the group interaction, when little tasks were asked to be completed throughout the story. Little tasks included things such as role-playing the previous chapter of the book and drawing on A3 paper to show to the rest of class when they join back together. There can be a number of factors that can influence the effectiveness of communication; some can enhance it while others can weaken it. The type of communication and the skills that are used within the communication can vary. Communication will differ between within a hospital and a pharmacy; the health care user will also affect the different types of communication you will use. There are four types of communication that can be used within the health care’s sector although I am looking at Non-Verbal Communication and Verbal Communication. Promoting effective communication should contain a balance of power in care workers and client relationships. Listening to others is essential when promoting effective communication. During my group interaction with young children I used the following skills: Non-Verbal Communication. Non-Verbal Communication is as important as Verbal Communication, According to Gahagan [1984], he believes that â€Å"Non-verbal communication is communication though any means other than language† This includes, body posture, gaze, proximity and touch, personal appearance and use of space and props and also gesture and facial expressions. Other research on Non-Verbal communication is that Argyle [1967] suggests that non-verbal communication functions in 3 ways. The first function is that non-verbal communication communicates inter-personal attitudes and emotions are a key part of interaction, this includes facial expression. Another function is that it supports verbal communication, e. g. listening is a key part of interaction and non-verbal communication establishes evidence that it is happening. The last function is that non-verbal communication replaces speech, e. g. sign language. Eye Contact. Eye contact can send a particular message to a health care user. We often get eye contact messages mixed up, an example of this would be. Long broken eye contact, this can show two very different messages, one of them being attraction or unfriendly staring. Eye contact can also show that you’re listening to what the other person is saying and that you are generally interested in what they have to say. Strengths and Weaknesses of the Skill I was able to demonstrate this skill of eye contact correctly by viewing everyone equally and not just focusing on one particular child. I didn’t use long direct eye contact as this would have made the children feel uncomfortable. Eye contact is a great way to show Bales inclusiveness, I was able to correctly show this, by looking at everyone in the group; I was able to involve everyone in the group by bringing them together and asked for their opinions and views on what’s going to happen next in the story. I extremely focused on children that were more isolated and quiet and often shy, although I ensured that I used eye contact at a comfortable gaze comfortable eye as to much direct eye contact can make an individual feel uncomfortable, anxious and even nervous with the children. I also ensured that all my attention was spread out to everyone; I just encouraged the shy children to bring out their opinion. Contexts of the Skill. Comparing the skill of eye contact and the use of it when communicating with younger children is much easier when using the skill for Therapy groups with the clients being Alcohol Anonymous. With children my group was at a smallish number and they all seemed generally interested except for some of the disruptions. When talking and running a therapy group for Alcohol Anonymous the leader of the group will need to focus on all the group members which tends to be a much larger group. I would need to use eye contact in an appropriate way; it can help to show reassurance and interest which is essential when talking to people in an Alcohol Anonymous. The eye contact will need to be comfortable and not to overpowering when talking to the group, as people within the group will be finding this situation very sensitive and you don’t want to offend them by overpowering eye contact. Body Language. Body language can refer to many various things, such as eye contact, facial expressions and posture. An individual’s posture refers to how an individual sits or stands; this is one way how messages and emotions can be transmitted to the receiving person. Strengths and Weaknesses of the Skill During the interaction I ensured my body posture was open so it could be transmitted onto the group of children. With my body posture being positive and open it allowed the chance of all the children to know that I was relaxed and open to talk and teach. This would be a positive effect on the children’s self-concept on the whole, with my body posture giving of the impression I want to listen to what the children have to say, would of made their self-esteem positive, the way they value themselves would be higher as well. I think my open posture also transmitted that I was confident in what I was going to do with the children, read them a story and various tasks. My body posture remained open throughout the whole of the interaction, during reading the story and helping them with their tasks. Having an open body posture is also a way of letting of positive energy and made the children feel good as I wanted to take all the time to teach and talk to them, especially as I was new visitor in the class. Contexts of the Skill As body posture is an important skill to transmit the right feelings and expressions across to the receiving person, a health care professional needs to be able to transmit the right expressions correctly. In a dentist context, I would need to be able to transmit a happy comfortable body posture to my patient. A dentist can be a scary uncomfortable place for many individuals, so a positive posture is needed to almost comfort their patient. I would demonstrate this skill by welcoming the patient gently and using hand gestures to guide them to the seat. I wouldn’t be standing upright as this would suggest I’m tense or serious, but my posture would be open which a sign of relaxation and comfort is. The patient would able to recognise and read my body posture, which would be able to keep them calm and the feeling of being able to trust me would also appear. The patient should be able to feel in safe arms with me being the dentist. Facial Expressions. Facial expressions can also be used to show and express what an individual may be thinking or feeling and can replace verbal communication. During my interaction with the children I ensured I made my facial expressions match what I was actually saying, as this was going to avoid confusion with the children. As most of the interaction was reading a story to the children and stopping at parts of the story to discuss what had happened and what was going to happen next. I was able to show excitement during the story by using my mouth to smile and my eyes were large as this is seen as a sign of interest and excitement. Although I doubt the children would notice about the eyes as they haven’t been exposed to pick up the signs of eye contact. Along with my facial expressions I also used hand gestures; this also helped explain what was saying to the children. Strengths and Weakness of the Skill. Being able to perform the skill of facial expression was one of the easiest skills to perform to the children. I was able to correctly use facial expression to match what I was saying verbally. Examples of this is when a sad part of the story came up and I was told to discuss what had happened and how the child would feel if they were in that position. I was able to show the sadness by facial expressions by making my mouth frown almost like and showed emotion through my eyes. The use of gestures was also used by suggesting what it could feel like with my hands. I was able to use the ‘OK’ hand gesture to a child sitting at the back of the group, as they asked to go to the toilet. When I first replied the children did not hear me, but when I repeated the answer again and did the ‘OK’ hand gesture, the child understood what I was saying. Contexts of the Skill Hand gestures and facial expression would be extremely important if you are communicating with a child who has learning difficulties. In a context of a Nursery the child may have difficulties understanding verbal language. The use of facial expressions would be extremely useful to the child as they would be able to pick up key signs such as smiling would mean something positive is being said and would be able to digest that easily. I would also use hand gestures would also be useful as I would use my hand to suggest where the toilet is, or where a particular item is. Hand gestures can also be used to do sign language to help the child. Verbal Communication. Asking Questions. The workers in the health and social care sector need the ability to help people discuss and talk about their feelings, thoughts and concerns. Burnard’s theory refers to this as drawing out. He suggests there are four main components to this process. These include, Open questions, reflection, understanding the checks and Empathy building statements, which I have previously explained in my one to one interaction. There are two different types of questions that can be used in communication, closed and open questions. I used more of the open questions, as this allowed the children to think and discuss their ideas of the story with their peers and myself. There are also Prompts and Probes which can be used within asking questions. I used both types, but used Probes much more then Prompts. Strengths and Weaknesses of the Skill I think I was able to perform the skill of opening questions correctly and precisely each time, open questions are great to keep the conversation flowing. The children were able to say their views and listen to what the other children had to say, the children argued on certain points which in general turned out to be a healthy debate about the story we was currently reading together. I used many probes during my interaction; Probes are a very short question that usually follows on from an answer that the other individual has given. I used Probes as they are used to dig deeper into the child’s answer. Which is great when discussing, it abled me to probe into what a child had and then for them to reply with a more detailed answer and often allowed them to explain their answer in a more detailed context. A weakness of this skill of asking questions is that I didn’t use as many Prompts as I should of, prompts are short questions or words which you can offer to person in order to prompt them to answer. There were a couple of shy children who might of distanced their selves from the group when discussing the story, even though they are shy they might of felt excluded as I didn’t try to involve them as much as I should of. This would have affected their self-concept negatively; their self-image and self-esteem could have been affected by this. I should have used more Prompts in order for the shy children to join in with the group discussion 100%, using such words as ‘and what does that mean to you? ’ ‘what do you think is going to happen next? ’ could of provoked more responses out of the shy children which would of made them feel more part the group and feel way more involved. Contexts of the Skill The way you ask questions can vary on what the context of the situation is, the way you ask questions to a young child will be far easier then asking an adult. The questions will be far more complex when speaking to adults comparing it to young children. With each client a health care professional must be able to adapt asking the appropriate questions to their client user. In the context of a doctor asking their patient what is wrong with them, i will need to ask the essential questions to find the diagnosis. A doctor uses questions daily when interacting with their patient; I would use a persistent use of probes and prompts to get the information out of the patient. This allows me to get the correct symptoms out of the patient and for them to prescribe a prescription if needed. There are some cases where a patient is embarrassed or shy when visiting them. If this was to happen I would approach the situation delicately, I would slowly ask questions but allowing the patient to think of their answer and wait for them to reply. I may begin the conversation with an open question such as ‘Hello, what can I do for you today’ and the patient will then explain their symptoms or illness. I would then prompt the patient to answer questions relating to the illness I think they have. I wouldn’t s use too many prompt questions, as this will be pressuring the patient into answering and will make them feel highly un-comfortable. A doctor needs to enrol the role of a professional in which the patient feels they can trust them. Tone ,Pace and Volume of Voice. During my group interaction I had to adjust my tone, pace and volume to fits with the children’s acquirements and needs. I had to speak directly to all the children, so I made sure I projected my voice so that every child could hear what I was saying and wouldn’t be left out. I ensured i kept my sentences short as they were young children. My sentences remained quite simple and not as complex to if I was speaking to an adult. I also used traightforward language and vocab due to the children’s young age. I made sure I used straightforward language and vocab so they could actually understand what I was talking about, wouldn’t want to use over complicated words and for the children to get confused about what is being said. I also maintained comfortable eye contact with all the children when they were speaking; this showed that I w as listening and generally interested in what he was going to say. I was able to speed up my pace of voice, which showed excitement when reading the story which was able to transmit onto the children. Speeding up will invariably makes the tone of voice more urgent and compelling. Strengths and Weaknesses of the Skill I was able to demonstrate my tone, pace and volume effectively during my group interaction with the children. I was able to adjust my voice with the children. I ensured I had a positive tone of voice as they made the children want to communicate back with me. This was because my tone of voice was soft and inviting which convinced the children I wanted to talk to them and listen to what they had to say. As the children are quite young, I did speak a bit slower than usual so the children could digest and understand what I was saying. I made sure I wasn’t patronising to the children with my slow voice, but ensured they felt comfortable to talk to me. I think I was promoted the children’s self-concept during the interaction, by congratulating them when they said a good answer or point. I really allowed the children to talk and express their opinions thoughtfully. As I was a new visitor to the class, I needed the children to trust me and feel comfortable to talk to me as they were unsure of whom I was. My tone of voice had to invite the children in and make them want to talk to me about the story they were currently studying. My volume of voice stayed stable during the whole conversation, it was a comfortable relaxed volume of voice. The observer of the interaction said ‘my tone, pace and volume ‘were at a correct level when speaking to a group of children’ My observer who is also a teacher’s assistant followed on to say that ‘ I was well spoken and had a voice that edged the children to speak to me perfectly fine. After my observer commented on my tone, pace and volume they then followed onto to say that ‘Although she did sometimes use to over complicated words which the children couldn’t understand and enquired about’. As this all comes under the vocab I used, I should have researched more into what words the children would know and what they wouldn’t. I could have overcome this weakness by speaking to the teacher or even the teacher assistant that works with the group of children every school day what kind of reading level they were all at. This would of abled me to research on the amount of knowledge the children would have. A good thing I could have done was asked the teacher or teacher assistant what words they have recently learnt and ensured I used them in my interaction. Contexts of the Skill Adjusting your tone, pace and volume of your voice varies on what service user you are talking to. If I was a nurse working with an elderly person in a care home, I would have to adjust my voice to ensure the individual could hear me properly and for them to communicate back with me. It is typical to stereotype that all elderly people are death and need hearing aids, although there hearing does deterates over time, we can’t assume they are deaf. As this would hurt their self-esteem. I would be very sensitive towards the matter, I wouldn’t jump to conclusions that all people struggle with their hearing when speaking to them. I would address them I would with any other people, as they would reduce them feeling patronised. I would adapt their volume of voice to suit the service user. I would not shout at the individual as this may make them feel intimidated, although I may speak a tad louder so they could hear them. As older peoples hearing does deteriorate over time, they may have difficulties in what I was talking about so they may ask to repeat what I was saying. I would not get angry towards them for not being able to understand me, as this would make the individual to feel little and worthless. I would simply repeat what i said over and over again until they understood properly. For all of this to be possible for the elderly person to communicate back with me. I would ensure to make myself seen clearly and would face the care user, so this allows my mouth to be visible to the elderly person. I would then continue to speak clearly and slowly. I would also have to reduce the background noise, so this wouldn’t interfere with the conversation. I could also make the communication easier for the elderly person by using non-verbal signals where it’s appropriate. Care Values and Transmission [AO1, AO2 and AO4] Maintaining Confidentiality. During my group interaction I was able to demonstrate the care value of Confidentiality precisely. I was able to do this by not mentioning any specific names in this coursework; I always refer to the ‘children’ or the ‘child’. This shows that I was protecting the children’s identity and keeping them protected. Also on the observation sheet that I made sure my observer didn’t comment on any specific children that were in the group I was interacting with. I was also able to demonstrate the skill of confidentiality by saying to the children before the interaction had started what I was going to do through the interaction and ensured that no names would be use when writing about it in my coursework. I also got the children to sign a sheet which explained what was going to happen and that their identity would be kept safe and anonymous. (This sheet is attached to the coursework) The teacher also went through what was going to happen with the children to guarantee they knew what was happening, I also asked if any of the children had any questions before the interaction took place which I would be happily to answer. Contexts of the Care Value. Every Health and Social Care Sector needs to be able to stick and demonstrate the Care Value of Confidentiality with every client they are presented with. Confidentiality can be easily shown in an Alcohol Anonymous group. As a group leader I would ensure and stress that all members are safe to talk about their previous experiences and thoughts, and must allow the members to feel comfortable with the group knowing that they are all together as one. I could show confidentiality at the beginning of the session by saying ‘Whatever is said today stays within the walls of this room and doesn’t travel out of it’. This should make all the group members feel safe and ready to share their experiences. Promoting Anti-Discriminatory Practice. Anti-Discriminatory practice involves challenging unfair discrimination and counteracting any effects that it has already had on an individual. Discrimination can be done in many ways such as: age, sex, disability and even homophobia. It is important to keep within this care value as I was working with a group of children and within this group I had many children who shared different cultures and beliefs. I was able to treat every child equally and didn’t favor or disfavor and particular child. I ensured that every child felt included, secure and valued. I was able to show this Anti-Discriminatory practice by allowing the children to form a circle, also known as ‘circle time’ to discuss ideas about the cultures within the story. The children are more likely to feel comfortable about exploring issues if they feel that what they say and do is cared about. Circle times allowed children to help listen to each other, talk about other cultures they knew and religion. Contexts of the Care Value. My context is going to be within a primary school with children, I will explain how Anti-discriminatory practice takes place within schools, as I wasn’t able to show this as much as I wanted to during my interaction. Children need to hear songs and stories from a range of cultures, Music and dance offer opportunities for expression regardless of language; however, there is a need for sensitivity around dancing in some cultural groups. Music and dancing allows the children to feel as if they were in that particular culture and for them to express themselves, which would be making their self-image and self-esteem positive. The way the children see theirs selves and value themselves will be much higher than before. Dressing up clothes can also represent the styles of different communities, allowing children to take on roles and develop imaginative play skills. The school can also have a large selection of books that introduce different cultures which can be introduced to the children and for them to become aware of them and well educated. The book corner should also involve traditional stories from around the world. Strengths and Weakness of the Care Value. I think I was able to demonstrate the care value correctly, as I kept everyone equal and didn’t favour any of the children. Although there were children who had different culture backgrounds and shared different beliefs compared to other children but I wasn’t able to investigate and promote Anti-Discriminatory Practice within the rest of the children. If I was undertaking a activity with the children talking about religion and cultures I would have been able to promote the differences and make the children more aware that there are many different cultures and religions in the world. Promoting Effective Communication. During my group interaction, I showed the way how projected the sound of my voice when speaking to the whole of the group. As my group were young children, I had to adjust the vocabulary I used; this was due to their age. I couldn’t use over complicated vocabulary as the children wouldn’t of understood and would then be confused. I was able to promote an Effective Communication with all the children during the story and smaller group activities. I was encouraged to use ‘Circle Time’ as this would influence the children to talk and discuss their ideas. To encourage the children to discuss their ideas I used a range of prompts and probes to get information out of the children. This encouraged the children to really express his thoughts and feelings towards the book. I asked every child in turn, what their thoughts were and ensured them that there was no wrong answer. I praised each child when they told the rest of the group their thoughts, praising the child made the children’s self-esteem more positive. The way they value themselves would increase as I praised them for their good work and made them feel good about their self. When asking these questions I allowed enough time for the children to think of a response, and when they replied I ensured I listened to their reply and commented back. All these things show that I was able to Promote Effective Communication with all the children, due to them having happy facial expressions and smiling throughout the whole interaction. Contexts of the Care Value. In the situation of a support group for giving up smoking with the NHS sector, the leader/host of the group would need to show Effective communication throughout the whole group towards everyone. I would have to show support and encourage group members to quit together. I would also show praise towards people that have achieved a goal or a target. A simple thing like praising the individual will affect their self-concept on a whole. Their self-image will be positive and their image will also look more appealing to their selves. I could have given up smoking 10 years ago and knows what the struggles are when trying to give up. This means that I would be able to sympathise with all the group members as I have been through the whole situation herself. When sympathising with a member, I would ensure I speak directly to the individual and ask them to express their feelings as best they can. The best ways to show sympathy is to listen attentively while the other person talks. Asking questions can also make individuals feel more comfortable in the group and will also make them feel welcomed and part as a group, as a leader, a target is to include everyone in the conversation. Finding out information about the individuals can do great good both for the individual and me. The individual may feel like something has been lifted of their chest, by explaining their situation, thoughts and feelings. I would also ensure that I listen thoughtfully when the individual is replying and would use head gestures and ‘replying with yes’ gives the individual that they are being listened to. Promotion of Equality And Diversity. This care value was easy to transmit in the group interaction, when talking about the story I made sure the children was in ‘Circle Time’ so we could discuss the children’s ideas and thoughts. Following on Circle Time I asked the children to get into smaller groups (pairs) for some activities and then asked them to go alone to complete the given task. I went round and gave attention to every child equally and didn’t leave anyone out. Strengths and Weaknesses of the Care Value. I gave attention to each child when discussing what they thought was going to happen next in the story. I asked every child in my group to ensure no one felt left out. I spent roughly the same amount of time on each child when discussing with them about the story, I was giving out my divided attention equally to everyone. During the activities we had to complete, the children were put into smaller groups or by their selves for some activities. In their solo activities I went round and gave them my divided attention, I asked what they were doing and encouraged them to do their best. I did this with every child so again they didn’t felt left out but felt involved just like other group members. I also ensured that I kept an eye on what the other group was doing with their teacher; we were both doing the exact same activity and had a routine/plan to stick to. When the teacher moved onto the next section I also did the same. All the children in class 1 had the same amount of time to complete the tasks; no one had any extra time as this would be making a child seem more important than the others. Contexts of the Care Value. In the situation of working within A&E, it is constantly busy throughout the day and workers need to be able to deal with the rush of patients needing emergency medical attention. A nurse or doctor needs to be able to give every patient the same quality of care and support, they must all treat every individual the same. Every patient that comes to the A&E is unique and nurses and doctors need to recognise their individual differences. For example, they need to address how serious the injury is and if they need to be prior due to the fatal accident and if addressed quickly and lead to serve consequences for the patient. All different service users will use A&E and the workers need to figure out what care to give them, different service users need different care, such as elderly care will be different compared to young children. If a young child came in with a serve injury such as cracking their head open due to something landing on their head, and their head is full of blood and is not stopping, and another service user came in A&E with a ‘sore wrist’ which comes out to be just a sprained wrist. The nurses will put the child first as without immediate attention the child will bleed to death while as the client with a ‘sore wrist’ is not a major injury, although the nurses will give the appropriate care to the client but will put the child first as its more serious. Promoting Anti-Discriminatory Practice In my interaction it was essential and so important not to discriminate against of the children because of their age, sex, race or religion. Within my small group I had a child who suffered from a learning disability they was diagnosed with dyslexia. This made certain school work activities hard for him to complete and took him longer to do so compared to the other children. I didn’t discriminate against their learning disabilities and treated him equally like I did with any of the other children. I influenced the children to voice their opinion and thoughts and share them with the other children. When discussing thoughts in ‘Circle Time’ I influenced and persuaded the children to talk about what they really thought. There was children in the group who had different religious beliefs and culture compared to me and the other children, which meant they had different opinions to certain subjects. I welcomed any new ideas and thoughts from the children and listened to them with an open mind and didn’t reject their opinions. I praised the children when they voiced their opinion and told them what I thought about their opinion in a positive way which influenced their self-esteem, the way individuals think about their selves positive. Strengths and Weaknesses of the Care Value. I don’t think I was able to transmit their Care Value as much as I wanted to; this was because the teacher told and advised me to do a range of particular ideas so I couldn’t really demonstrate what I would do to promote Anti-Discriminatory Practice. If I was given the chance to transmit this Care Value I would of asked to be in a religious studies (RE) lesson, this would mean that I could explain many different religions and cultures. I may tell the children all the ifferent religions we have in our country, after doing so I would then further on to explain some of the religious beliefs they have and similar ones we share. I would get a group discussion going with the children so they could express their own thoughts and would answer any questions about different religions beliefs if children asked. After telling them loads of information about the religions, I could get the children to do a task in small groups, this would c onsist the children being given a particular religion and them to draw/write on an A3 bit of paper about the religion. Then the groups of children would have to explain what they had written/drawn on the A3 sheet to the rest of the class, every group would do this in turn. Work Related Issues/Problems [A03] Encouragement of Independence and Choice. During my interaction I allowed the freedom of choice to all of the children when interacting with them. Even though I was instructed by the teacher to do certain actives I did allowed the children to choose what small group they wanted to work with. I noticed that the children worked with the people who they were sitting next to, and they seemed quite happy to all be working together. This may suggest that they were working with their friends, and by doing this they produced great group work by working as a team. I supported the children’s opinion when expressing in ‘Circle Time’, I often praised the children when they spoke their thoughts and feelings. This would have made every child’s self-esteem value much higher than usual. The way the children values themselves should be positive due to my positive comments I made throughout the interaction. I also allowed the choice and independence of the children going to the toilet by themselves. Adjusted Vocabulary I was able to present myself in a happy positive way when being introduced to the group of children. I tried to use a range of sentences to gain the children’s attention due to my self being a new visitor to the class and the children had never met me before so they seemed to be very anxious of me. so Bob wouldn’t get to confused, this was done so that he could digest the conversation we was having. I also allowed enough time for Bob to think what I had previously said; I didn’t hesitate when he asked me to re-peat what I had said. Even though I tried to use simple vocab, my observer did comment on the ‘use of over complicated words’ which of made Bob struggle. I should have done more research on the language and vocab disability children can understand, to overcome this barrier I could of seeked permission from his mother to look through his school books and completed home work so I could get an idea on what language and vocab Bob uses himself. Interferences/Disturbances. Ensuring the environment is comfortable and not to over powerful is an important factor to effective communication. It is important to make the perfect environment for the interaction to take place. My interaction was completed in a room where my group of children felt comfortable, relaxed and defiantly not anxious of where they were. This was because my room was the classroom the children are used to. This is where they come five days a week to learn and be in school. This made the children easier to settle down as they were in their normal environment. If I had asked the teacher to be placed in a separate room, separated from the rest of the children, it could of made the children feel un-easy and uncomfortable and this could of cause problems such as the children playing up and not setterling down. It could of made me interaction very difficult and negative which would then be picked up by the children. Although I did ensure the place where my interaction took place was in view of the rest of the children and teacher, but was at the other end of the class. This made sure there wasn’t too much background noise, as this would have affected my communication with the children. Being to close to the rest of the class could have intruded on the conversation I was having with the group, this again would cause distraction and make the group hard to settle down and be quiet. This also might have made it hard for the children to pay focus to me, if they could overhear the teachers voice and other children discussing. The lighting was not to bring nor to dark, as this can effect non-verbal communication. This was already done due to being in a school environment. Too much darkness reduces the ability to read non-verbal messages, It can affect people with degrading eye sight or with people who have bad eye sight but use glasses; poor light would of enable the children to see my face clearly. Therefore making it difficult for them to communicate and understand properly what I was saying. Positively Establishing a Friendly Relationship. I effectively promoted a friendly relationship with the whole class. Although it was a struggle at the beginning, this was because I was a new face to the class. The children had never met me and I had never met them either. It took time for the children to pay attention to me; I had to start the interaction by introducing myself and asking the children’s names. The children were still a bit weary of me at that time, so I started a conversation by saying ‘I use to go to this school’ this opened up a lot of conversation between me and the group of children. By saying a true statement like that it abled the children to trust me and feel comfortable with my presence. I also relaxed and wasn’t so tense, which the children could of picked up on. I treated all the children in a sensible manner and treated them all equally. I didn’t pick or favourite any child. By allowing a positive friendly relationship to form I ensured my body posture and facial expressions were transmitting positive ideas to establish this relationship to the group of children. I made sure I smiled when I was listening to the childrens ideas and also nodded which transmitted to the children that I was generally happy to speak to them and listen to all what they had to say. Comparison [AO4] During the one to one interaction with ‘Bob’ I could easily communicate and get them to pay attention to me without struggling to much, but in the group interaction with the small group of school children was much harder to ensure that every child was paying attention to me. I was dealing with a group of children instead of just one person. Although it was only a small group of children, I had never interacted with them before, so this made the children unaware of me and did take a while to settle and actually listen to me. Even after the children were comfortable with my presence it was hard to give them all my focus and attention, as I had to share it out equally between a group of them. There were some children who craved for more attention from me then the other children, so if I was giving them attention by answering questions. I would be giving my divided attention onto just one child instead of the group. Even though some children weren’t afraid to ask more questions, there was still one child who was highly shy and hardly asked or answered questions when I directed it at them. So that particular child wasn’t getting the same divided attention as the other children. This could have had an effect on the child’s self-concept. Also my one to one interaction was with a child who had a learning disability, Bob easily got upset when he couldn’t accomplish tasks that were set. Bob found school life more complicated and frustrating then other school children. Even though Bob had a learning disability, I was able to go through some of his school books and talk to his mother before the interaction so I could gather up an idea what it was like for Bob himself. Also just being a one to one interaction, I was able to communicate with Bob and get him to open up to me about what specific things he found hard and how these things had an effect on the way he felt. I was able to get Bob to confide in me and tell me how he really felt, while playing one of his favourite games. We were in a familiar environment which made myself and Bob feel comfortable and not out of place. While as the group interaction I felt highly uncomfortable at first as I was in an environment which I wasn’t comfortable with and I think the children could see this. Which made the interaction difficult at first, I had to get the children to know me first before they started answering questions and asking questions about the book we were reading together. Even though Bob had a learning disability and this did make me think more carefully about what I was going to say and what I shouldn’t say, I found this interaction easier to complete, as I was only dealing with one individual. While as the group interaction I was dealing with a group of children and had more responsibility then the one to one, I had to ensure I didn’t offend any of the children so I had to watch what I said. Although the children were roughly the same age, the one to one interaction with Bob was much easier to complete then the group interaction. Also when dealing with a group of different individuals, they all have different views and thoughts compared to each other, they all have different perspective views into their religion and their beliefs. I had to take this into account as I didn’t want to offend anyone in what I was saying. This made things more complicated as some of the children had different religious beliefs then the other children and me. So I ensured that I didn’t say anything insulting or anything which may seem insulting to a particular child and single them out. With the one to one interaction I only had to talk to one person, and Bobs religious beliefs were the same as mine, so I knew what to say and not what to say. Conclusion [AO4] During this assignment comparing the two interactions it made me think how different communication techniques are used when interacting one to one or to a group. You also use different techniques and skills when communicating with different client groups and different ages. It is important to ensure Health and Social care professions are able to transmit care values to their users and clients. It is important for these care values to be in place as these care values such as Maintaining Confidentiality, Promoting Anti-Discriminatory Practice and Promoting Effective Communication protect and help the individuals that use the services. If these services didn’t provide these care values such as Maintaining Confidentiality, patients at a Doctors surgery’s personal details would be on show and no long anonymous. People would be able to ask for other people’s personal information without people questioning it. Service users use this care value, to keep their details anonymous and to protect themselves. In the one to one interaction I was in Bobs family home, this made things easier for myself and Bob. Bob was comfortable when talking to me as he was in a friendly well known environment which made him feel comfortable when speaking to me. I think if the interaction took place in a different environment which was not known to Bob, then possibly Bob wouldn’t have been so open with me and wouldn’t of told me how he was really feeling when discussing what he thought about school and his school work. Bob could of possibly not trusted me like he did during our interaction, if you’re in a comfortable environment you’re going to feel comfortable enough to talk to anyone as you feel safe in your own family home. Knowing that Bob felt comfortable it also made me relax a little bit more, which is why me and Bob got along so well! Even though I think both my interactions went well, there are still improvements to be made to make the interactions more successful if I was to do them again. Both my interactions could have been better, but if I was to re-do the one to one interaction I would of done some internet research and textbook research on Bobs learning disability so it would make the interaction possibly more easier. Doing that extra research could reveal doing specific tasks in which Bob would be better at, for example. ‘Bob might find visual tasks easier then memory ones’ These interactions have made me realised how important communication is in a Health Care Profession, without good communication the workers and service users relationship would be very poor. Essential communication is needed to sort out problems and ask for advice and even book appointments in a doctor’s surgery or dentist. I will be able to use all my skills that I have learnt during the interaction in future situations. I can use the communication skills when communicating with my family, my work colleagues and even teachers. These interactions have taught me how we use eye contact, facial expressions, and hand gestures along with verbal communication to transmit excellent communication to other individuals. This can be extremely useful when working in a health/care and even retail environment, as all these services should provide excellent customer service, and using the above skills can help these services please service users, in which means they will be willing to come back.

Definition and Examples of Formal Prose Style

Definition and Examples of Formal Prose Style In composition, formal style is a broad term for speech or writing marked by an impersonal, objective, and precise use of language. A formal prose style is typically used in orations, scholarly books and articles, technical reports, research papers, and legal documents. Contrast with informal style  and colloquial style. In The Rhetorical Act (2015), Karlyn Kohrs Campbell et al. observe that formal prose is strictly  grammatical  and uses complex sentence structure and precise, often technical  vocabulary. Informal prose is  less strictly grammatical and uses short, simple sentences and ordinary, familiar words. Observations Whenever we speak or write, we make certain assumptions about what kind of language is appropriate to the situation at hand. Basically, this amounts to deciding how formal or informal to be. Rhetorical style ranges from the formality of a presidential address or scholarly article on the one hand to the informality of a radio or TV interview or a conversation- perhaps even a text or twitter message- with a friend on the other. Generally speaking, as style becomes more informal, it becomes more conversational or colloquial.(Karlyn Kohrs Campbell, Susan Schultz Huxman, and Thomas A. Burkholder, The Rhetorical Act: Thinking, Speaking and Writing Critically, 5th ed. Cengage, 2015)Formal and Informal StylesToday rhetoricians speak of formal and informal styles. The former is characterized by more advanced vocabulary, longer, more complex sentences, use of one instead of you, and is appropriate for more formal occasions such as lectures, scholarly papers, or ceremonial addresses. The inform al style has feature such as contractions, the use of the first and second person pronouns I and you, simpler vocabulary, and shorter sentences. It is appropriate for informal essays and certain kinds of letters.(Winifred Bryan Horner, Rhetoric in the Classical Tradition. St. Martins, 1988) The tone is polite, but impersonal. The pronoun you isnt usually appropriate in formal writing.The language of formal writing doesnt include contractions, slang, or humor. It is often technical. In an attempt to avoid pronouns like I, you, and me, some writers overuse the passive voice, which makes their writing stuffy and indirect.Sentence structure includes lengthy sentences with complex subordination, long verb phrases, and the expletive pronouns it and there for subjects. Since the information content of formal, technical, or legal documents is high, both readers and writers expect the reading pace to be slower than in informal writing.Characteristics of a Formal Style- Formal style is characterized by long and complex sentences, a scholarly vocabulary, and a consistently serious tone. Grammatical rules are scrupulously observed, and the subject matter is substantial. The selection may include references to literary works or allusions to historical and classical figures. Absent a re contractions, colloquial expressions, and an identified speaker, with impersonal one or the reader frequently used as the subject.(Fred Obrecht, Minimum Essentials of English, 2nd ed. Barrons, 1999)- These are some typical characteristics of formal style: Formal style is appropriate for official documents, computer documentation, scholarly articles and books, technical reports, or letters with a negative message.(Deborah Dumaine. Instant-Answer Guide to Business Writing. Writers Club Press, 2003)

Free Essays on Tarzan

Tarzan, a Man Among Beasts The Edgar Rice Burroughs novel Tarzan of the Apes was written in the year 1912 as a series in a magazine. The reviews were nowhere near as grand as the book’s two years later which labeled it an instant classic. The novel’s main themes touch on man’s survival and protection of the things that are closest to him as well as the identity of race and gender as symbols of power throughout the novel. And also of that man’s need to explore the wild frontier and that they are the most sophisticated thinkers, hunters, and species in the world. All of these themes are evident not only in the novel Tarzan of the Apes but also in the everyday lives of middle-class American men at the beginning of the twentieth century, as the nation was growing so were the ideologies of the supremacy of the white male. The first theme in the novel Tarzan of the Apes that will be examined is the idea that the male must support the weak and to protect the people that cannot protect themselves. This is evident throughout the novel as Tarzan protects everyone he loves to the furthest extent with no care for himself. His battles with neighboring tribes, huge lions, and other apes do nothing but reinforce his power and his protection to those that he holds dearest to himself. This helps to further explain the author Edgar Rice Burroughs view on modern life in the 1910’s and how white males should be protectors of their families and go to any extent to make sure that they are and always will be protected at all times under all conditions. The significance of these ideas is that to the reader, the reader being a white male American, is that he is not only the head of the household but also the protector of the weak and everyone in the family. Another point that was extremely evident throughout the reading of Tarzan of the Apes is that of survival of the fittest. In order to survive throughout the novel Tarzan is forced t... Free Essays on Tarzan Free Essays on Tarzan Tarzan, a Man Among Beasts The Edgar Rice Burroughs novel Tarzan of the Apes was written in the year 1912 as a series in a magazine. The reviews were nowhere near as grand as the book’s two years later which labeled it an instant classic. The novel’s main themes touch on man’s survival and protection of the things that are closest to him as well as the identity of race and gender as symbols of power throughout the novel. And also of that man’s need to explore the wild frontier and that they are the most sophisticated thinkers, hunters, and species in the world. All of these themes are evident not only in the novel Tarzan of the Apes but also in the everyday lives of middle-class American men at the beginning of the twentieth century, as the nation was growing so were the ideologies of the supremacy of the white male. The first theme in the novel Tarzan of the Apes that will be examined is the idea that the male must support the weak and to protect the people that cannot protect themselves. This is evident throughout the novel as Tarzan protects everyone he loves to the furthest extent with no care for himself. His battles with neighboring tribes, huge lions, and other apes do nothing but reinforce his power and his protection to those that he holds dearest to himself. This helps to further explain the author Edgar Rice Burroughs view on modern life in the 1910’s and how white males should be protectors of their families and go to any extent to make sure that they are and always will be protected at all times under all conditions. The significance of these ideas is that to the reader, the reader being a white male American, is that he is not only the head of the household but also the protector of the weak and everyone in the family. Another point that was extremely evident throughout the reading of Tarzan of the Apes is that of survival of the fittest. In order to survive throughout the novel Tarzan is forced t...