Biblical Worldview Essay Essay

Introduction The foundation to Christian faith is the belief that mankind is created in the image of God. My major/program of study is psychology. I am wanting to counsel victims of domestic violence. Which can be a very rewarding job because it gives me many opportunities to be able to reach out and help others as well as honor God. The way this belief will affect the way I interact with people in the field of psychology is by showing kindness, trust, patience, and understanding. In this paper I will be giving examples of how I will use my Christian faith with those I will be working with. Example 1 The field of psychology is a very enduring one. It is about helping nurture others in need. From the very beginning of time, we were all created in the image of God (Genesis 1:26-28). By being created in the image of God, who is the healer of all things gives me the ability to help others in their process of healing in the name of Jesus Christ. But it begins with being morally upright and honest. Being a psychologist you must remember that confidentiality and honesty stands above all things when doing your job. The Ethical Principles of Psychologists and Code of Conduct of the APA, states that it is every psychologist’s job to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. By being morally upright and honest with those that I work with it will show that I honor God and that I am created in the image of God. The scripture Psalm 37:3 states â€Å"Trust in the LORD and do good. Then you will live safely in the land and prosper†. For me this means to be the Christian that I am and to keep my trust and honesty in the Lord when doing all things which includes my duties at work as well as at home. Example 2 In the field of psychology you will interact with lots of different people.  Some of them may have different up-bringing, cultures, beliefs, and etc. One of the most important things for us to remember and practice when working with different people is respect. God tells us that we are to respect everyone, as Christians we must be conscious that God has created all mankind in his image. Apostle Peter states in his first Epistle: â€Å"Show proper respect to everyone: Love the brotherhood. Fear God, Honor the King† (1 Peter 2:17). None of us are perfect. So we should not look for the bad but respect the good in each person. As a Christian I always treat others as I would want to be treated and that is with respect. It doesn’t matter if it is at home, school, work, or etc. I believe that by showing my respect to each and every person I come in contact with shows that I honor God. And, not only that but for me it is rewarding to know that I am respectful to others. So as a counselor in domestic violence I plan on staying steed fast at being respectful and being the hands and feet that God wants me to be in this profession. And, that would be to be kind, caring, understanding, honest, trustworthy, respectful, and faithful to God, myself, my co-workers, and clients. Conclusion In the profession of psychology you need to be honest, trustworthy, and respectful to everyone you come in contact with. It is God’s Law and the laws of APA. As a psychologist I am going to conduct myself in a way that honors God and shows others that I am created in the image of God. Psychology is a very rewarding and life changing profession. By being the person God wants me to be I will be successful in helping other to heal and meet their needs. God commands us to be morally upright with all things and we are to obey his word.

Gas Diffusion Essay

OBJECTIVES: Determine the gas diffusion coefficient of acetone using the established Winkelmann’s method KEYWORDS Diffusivity, Gas Diffusion Coefficient, Winkelmann’s method OVERVIEW The knowledge of physical and chemical properties of certain materials is important because very often process engineering deal with the transformation and distribution of these materials in bulk. One such property is diffusivity. Mass transfer by diffusion takes place when there is a concentration gradient of the diffusing component. Naturally, the diffusion in gas phase is much faster than the diffusion in liquid phase due to the small spaces between the molecules that hinder other molecule movement. Other factors that will effect the diffusion are temperature, density, concentration and other external factors. 1. INTRODUCTION This experiment has been designed for students experiment on the technique of determining diffusivity of the vapor of a volatile liquid based on the established Winkelmann’s method. In this method the volatile liquid is allowed to evaporate in a vertical glass tube over the top of which a stream of vapor-free gas is passed. A water bath is provided for maintaining a steady temperature so that there is no eddy current in the vertical tube and mass transfer takes place from the surface by molecular diffusion alone. The rate of evaporation can be followed by the rate of fall of the liquid surface. A traveling microscope is provided for determining, the liquid fall. With the knowledge of the concentration gradient, the diffusivity of  the vapor of the volatile liquid can then be calculated. 2.THEORY When a concentration gradient exists within a fluid consisting of two or more components, there is a tendency for each constituent to flow in such a direction as to reduce the concentration gradient. This is called mass transfer. Mass transfer takes place in either a gas phase or a liquid phase or in both simultaneously. When a liquid is allowed to evaporate in a narrow vertical tube and a steady temperature is maintained, mass transfer takes place from the surface by molecular diffusion alone. This is the technique developed by Winkelmann to determine the diffusivity of the vapor of a volatile liquid. By monitoring the evaporation rate, which is the rate of fall of liquid surface, and with the knowledge of concentration gradient, one may then calculate the diffusivity. The rate of mass transfer is given by: (1) where, D=diffusivity [m2/s] CA=saturation concentration at interface [kmol/m3] L=effective distance of mass transfer [m] CT=total molar concentration [kmol/m3] CBm=logarithmic mean value of CB [kmol/m3] Considering the evaporation of the liquid: (2) where, L=density of liquid [kg/m3] M=molecular weight [kg/kmol] Combining equations 1 and 2 we get, (3) Integrating and putting L = L0 at t = 0: (4) Values of L0 or L will not be measured accurately but accurate values of (L – L0) are available. Thus, rearranging equation 4: or,(5) A plot of t/ against will give a slope s: (6) Diffusivity D can then be calculated from equation 6: 3.START UP AND SHUT- DOWN PROCEDURES 3.1Start-up Procedure Prior to running an experiment, students are advised to perform the following start-up procedure: 1.Fill the water bath with clean (preferably filtered) water to approximately 30 mm from the top. 2.Plug the mains cable to the electrical supply. Be sure that the voltage of the supply is correct to suit the equipment. 3.Switch on the main power on the control panel. 4.Adjust the set-point value on the temperature controller to 50  °C. Warning!!Do not set the temperature controller beyond 70  °C. 5.Switch on the heater. Observe the water temperature heats up to 50  °C and remains constant. 6.Switch on the air pump. Adjust the needle valve so that a steady low velocity of air stream is detected at the end of the flexible tubing. 7.The equipment is now ready for student experiment. b)Priming Procedure for the Capillary Tube Before using the capillary tube in an experiment using acetone, students are advised to clean the inside of the tube. 1.Prepare a weak solution of detergent. 2.Use a Hirschmann pipette to fill the tube with the solution. Tapping the outside of the tube may be necessary if the solution is trapped and does not flow down. 3.Turn the tube upside-down and shake. Empty the tube. 4.Repeat steps 2 to 3 with acetone. 5. The tube is now ready for student experiment. c)Shut-down Procedure After the completion of an experiment, students are advised to shut down the equipment as follows: 1.Switch off the heater and air pump. 2.Adjust the set-point value of the temperature controller to approximately 5 degree below the room temperature. 3.Allow the water to cool down until it is safe to touch. Open the drain valve and empty the water tank. 4.Detach the flexible tubing and clean the capillary tube for next use. (Refer to priming procedure) 5.Switch off the main power. Unplug the main cable if the equipment will not be used for a long period. 4.EXPERIMENTAL PROCEDURES 1. Perform the start-up procedure as outlined in section 3. 2.Initially switch off the air pump. 3.Partially fill the capillary tube with acetone to a depth of about 35 mm. 4.Carefully insert the capillary tube through the fitting on top of the water bath cover. Do not over-tighten the fitting. 5.Observe the initial level of acetone through the microscope. Record the level in the table. 6.Connects the flexible tubing from the air pump line to one end of the capillary tube. Switch on the air pump. 7.After 10 minutes, switch off the air pump. Disconnect the flexible tubing and detach the capillary tube from the fitting. Observe and record the level of the acetone. 8. Repeat steps 5 to 6 at 10 minutes intervals. 9. Record the time, acetone level and liquid fall in the table below. 5.0RESULT Time, t (ks) Level of Acetone, L (mm) Liquid Fall (L – L0) (mm) t/(L – L0) (ks/mm) 6.0TUTORIALS 6.1 Plot t/ against. Determine gas diffusivity, D from the obtained slope, s. Attached all of your calculation at the appendix in the experiment report. 6.2 Compare the experimental value with the theoretical value that can be predicted from empirical equations (e.g. modified Maxwell’s equation by Gilliland). 6.3 Discuss the factors that effect the diffusion of acetone from the graph that have been plotted. 6.4 Base on objective of the experiment and the theory in gas diffusion makes a conclusion from your finding. 7.0 SAFETY AND MAINTENANCE General Safety Procedure 1.Always read and understand the manual properly before attempting to operate the equipment. 2.Always wear proper attire during laboratory session. It is highly recommended that eye protection and gloves are used. 3.Be careful when handling hazardous material. Always refer to the material safety data sheet. Avoid inhaling in great amount any hazardous material. 4.Avoid any spillage onto electrical components to prevent electrical shock. 5.Avoid touching hot surfaces (e.g. heater) to prevent skin burn. 6.Always conduct experiment in a properly ventilated room. General Maintenance Procedure 1.Do not operate the equipment if any of the components is found to be faulty. Consult the instructor for assistance. 2.Disconnect the equipment from electrical supply when not in use. 3.Drain the water from the water bath. 4.Clean the water bath thoroughly after use. Values for Calculation: 1. Ï  L = 760.0 kg/m3 2. M = 58.08 kg/kmol 3. Partial pressure P* = 0.8062 atm 4. where for acetone, CB1=0.0377 kmol/m3 CB2=0.00731 kmol/m3 CA=0.0304 kmol/m3 CT=0.0377kmol/m3

Action Potentials in Squid Axons

Action Potentials in Squid Axons In 1952, Hodgkin and Huxley published a series of four papers in the Journal of Physiology (London) reporting their experiments to investigate the underlying events of the action potential. In their final paper, they derived a series of equations that describe the relationship between sodium conductance (gNa+), potassium conductance (gK+) and the membrane potential in a squid axon following electrical stimulation. Hodgkin and Huxley were awarded the Nobel Prize for this work. In this practical, you will use a computer program based on the Hodgkin and Huxley equations to show what is happening to the membrane potential, gNa+ and gK+ during and after electrical stimulation. An example of the output from the program is illustrated in figure 1. It can be seen that the electrical stimulation depolarises the membrane. Once a depolarisation of 30mV has occurred, the conductance to sodium ions increases rapidly and the membrane potential rises to +20mV. The rise in gK+ is slower in onset an d lasts for longer than the increase in gNa+. The fall in gNa+ and the associated rise in gK+ returns the membrane potential towards the resting value. Methods and Results    Q1 and 2. Investigate the effects of varying stimulus amplitude and duration by running all the simulations shown in the matrix below in Table 1: Enter a ‘X’ in the Table 1 matrix for experiments that produce an action potential, and record the peak height, amplitude, latency and threshold of any action potentials in Table 2 overleaf. For experiments that fail to elicit an action potential, enter a ‘O’ in the matrix below, and record a value of à ¯Ã¢â‚¬Å¡Ã‚ ¥ (infinity) for the latency and ‘-‘ for the other parameters in the table overleaf.    Q3. Plot two graphs to show the relationship between: (i) Stimulus strength and latency and (ii) Stimulus duration and latency. How these graphs should be plotted is not immediately obvious, and information on how to complete thi s task will not be explicitly given! The optimal solution to the problem is for you to find, but the following points are provided for guidance: It is not legitimate to plot infinity on graphs It is not appropriate to extrapolate beyond data points It is not legitimate to plot average latencies. The graphs must be plotted so that every value of latency (except à ¯Ã¢â‚¬Å¡Ã‚ ¥) is represented. Use the blank sheet on the proforma, there is no need to use graph paper. Graph 1 : Stimulus strength and latency Remember you need to distinguish different stim durations in this graph Stimulus Duration (ms) Graph 2: Stimulus Duration and Latency Make sure you distinguish different strengths as well Stimulus Strength (à ¯Ã‚ Ã‚ ­A/cm2) These can be plotted accurately using excel for your submitted report. Experiments with dual stimuli Q4. Run a simulation with the following parameters to demonstrate the absolute refractory period:    Briefly describe the responses obtained in simulations A and B in the space below: For simulation A and B in stimulus 1 they had peak heights of +17mv therefore producing an action potential. In stimulus 2, there is very little depolarisation in simulation A as peak height is -92mv. This is lower than the resting potential, therefore showing that the neuron did not fully recover from stimulus1.

Enterprise risk assessment, audit, and Cyberlaw policy Essay

Enterprise risk assessment, audit, and Cyberlaw policy - Essay Example the structure of any successful enterprise, the continuous data necessary exchange facilitates the efficiency of operation and enables the presence of identifiable risk factors, including the financial risk, operational risk, hazard risks, and strategic risks. The purpose of the plan is the assessment of the various risks that are associated with an interaction network which happens daily between the suppliers, investors, stakeholders, and employees while offering clear guidelines of conducting intentions to mitigate the risks. Mematech Company has consumed a lot of money, time, and human resources to ensure the security of the company is up-to –date. The company has partnered with companies like Symantec. Symantec develops industry’s security software and web security threat analysis for MemaTEch. In the report, the company outlines some of the security trends and threats and then guide on how it can be fixed and prevented. The partner also provides some practices for the company. Therefore, based on the company’s study, MemaTech has ten security practices, procedures and guidelines. The company encrypts its file systems, encrypts stored data, and encrypts the entire wire transfers. Encryption is important because it protects sensitive data and helps in preventing data loss due to equipment loss or through theft. The company also uses digital certificates to sign its sites. MemaTech saves its certificates to hardware machines like the router, or even load balancers. The company has av oided, saving the certificates on their web server and has resolved to obtain their certificate from trusted authorities only. In addition, the company has implemented auditing and DLP. The company uses data loss prevention and auditing of files in monitoring, alerting, identifying, and blocking the data flow out and into the company’s network. MemaTech has implemented are removable policy in the media. Here, the company has restricted using USB drives, thumb drives, external

Topic list in the file Essay Example | Topics and Well Written Essays - 2250 words

Topic list in the file - Essay Example By the end of the 20th century, there was a complete turnaround of gender norms comprising of mixed and reversed roles among both genders from the reserved gender roles that were exhibited and practiced at the onset of the 20th century. This paper will analyze the characteristics of the 20th century gender norms and the way these norms were enforced and justified by both genders. On the first phase of the analysis, gender norms that surfaced in the first half of the 20th century will be discussed, each with their respective enforcements. This phase contains significant gender evolutionary milestones like women suffrage, and women’s increased responsibility in acting as subordinates to men during the first and second World Wars. The second phase that constitutes the second half of the 20th century displays more dynamism in gender norms reconstruction. These go on till finally, there is a form of gender norm balance and satisfaction from both ends at the end of the 20th century. The need for a more aligned gender norm definition does not stop, as the same plea flows over into the 21st century. The conclusion of the defined characters will be succeeded with a brief explanation of the challenges that were encountered in a continual bid to adopt and accept the changes in gender norms through the 20th century. Gender norms transition: 1900 – 1950 The onset of the 20th century carried itself along with the strict gender norms that were adhered to at the close of the 19th century. The increased industrial age had amplified the disparities in the gender norms where the men were categorized as the society’s producers and the women classed as protectors of the comfort havens the men came to roost after their daily works. The women in the society thus maintained a low profile in the society with their area of confinement maintained as the household where they took care of the children, prepared food, and carried out other household chores that would ta ke away that burden from their men’s activity list (Ryan 34). In the years that preceded the 1920s, women’s suffrage was the key fight by women that aimed at giving the native-born American woman the power to participate in politics and the right to vote. This fight had persisted during the last 40 years of the 19th century with associations such as the American Women’s Suffrage Association (AWSA) by Lucy Stone and Henry Blackwell in 1869 and National Women’s Suffrage Association (NWSA) by Susan B. Anthony and Elizabeth Cady Stanton in the same year. The cries for women’s suffrage were initially ignored by the chauvinistic-dominated male administration. The years between 1910 and 1920 marked the most active years for the fighting for women’s right to vote and emphasized by an active lobbyist, Catt, who utilized her personal relation skills to obtain more than 500,000 signatures attesting for women’s suffrage. Since the advent of polit ics, it was a preserve of men whose position in politics was justified by claims of them being able enough to make decisions. Further, it was alleged that women were too religious to soil their morality in politics, which was allegedly dirty. It was preferred that they kept their sanctity and helped uphold the moral values in families and the society (Ryan 58). After many years of activism, 1922 was the year of victory when women participated for

Reaction to a video Essay Example | Topics and Well Written Essays - 750 words

Reaction to a video - Essay Example Little did I know that in the history of America, a Black adolescent could be shot dead for having whistled to a white woman. Before watching this video, this whole racism thing seemed like a melodrama to me but after having seen this video, things have started to make more sense to me and I can now understand why people take racism so seriously. I had not learned about this before probably because I never understood the importance and gravity of the real issue. Basically there is a whole history, and a very tragic and dark history of America when it comes to the people of color in general and the Black people in particular. It would be totally wrong to suggest that circumstances and conditions for the Black Americans today are the same as they were in the 1950s. However, this does not mean that the radical change in the status and acceptability of the Black Americans in America since 1950s has made the study of such videos irrelevant. I think that this topic should definitely be tau ght in the high schools in America even if racial discrimination is not as apparent in the American society today as it was before so that our children and young generation can really understand the seriousness of the issue like I did after watching this video. ... It breaks my heart to see Emmett Till’s mother narrate the tragic account of his only son’s murder at this age. Especially when she says, â€Å"†¦I saw that his tongue was chopped out. I noticed that the right eye was lying on midway his cheek†¦.† (Mobley). At the same time, I feel proud of that brave and courageous lady for having the guts to show his body as such to the world â€Å"I think everybody needed to know what had happened to Emmett Till† (Mobley). The picture of Emmett Till’s mutilated dead body oozes a very strong message that can shake the foundations of the law-making and law-enforcing agencies and organizations of our country. Unfortunate and tragic events like this should not be forgotten and should always be shown to the young generation to instill hatred for racism in their hearts and to motivate them to behave in a civilized manner in the society. This sad event also has some lessons for the young generation; lesson of bravery can be learned from Willie Reed who stood up against the whole crowd of White men and testified how Emmett Till had been killed. Even though Many Till could not get the justice she was looking for, yet the murder of her only son and the trial and then acquittal of the murderers created such a spur both in the national and in the international sphere, that exposed the racist face of America as well as the lack of justice in American institutions and also became the basis of the Montgomery Bus Boycott, ultimately leading to equality of rights between the Black and White Americans. Racism has lost strength in the roots of the society which it had back in the 1950s, but it has not altogether vanished. Even today, several accounts of racism are witnessed in

Continental Europe seeks to combine flexibility with security in its Essay

Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of - Essay Example But the criticisms of the policy direct towards the fact that the diversities present at the national level leads to the decline of the ‘one-size-fits-all’ approach that flexicurity model proposes (Muffels, 2008, p.386). The Union has taken various measures for the establishment of the same but question still arise regarding its effectiveness with the outburst of the worst financial crisis in 2008 after the Great Depression in 1930 (Flexicurity: Europe's employment solution?, 2008). The paper will be discussing the flexicurity approach adapted by the European Union along with the discussion of its principles and objectives and with special focus on Germany and Denmark. Highlight will be also given on the youth unemployment problem with reference to the Viking, Laval and Ruffert cases discussing the protection measures of the other countries with respect to the benefits in compliance with Art 3 and 49 of the EC treaty which focuses on the right to establish in any state o r that of single market and rights of provision of services across the European Union. Now the subsequent section will be dealing with the concept of flexicurity. 2. Notion of flexicurity In today’s labor market there is a requirement of rigorous levels of flexibility and adaptability both in the interest of the employers as well as the employees for anticipating and responding to the demands of the market (Flexicurity Pathways, 2007, p.3). The crux of flexicurity is an emerging concept in the European Union and has been considered as a significant approach in the labor market and within the employment paradigm (EU Council: Common 'flexicurity' principles adopted, 2008). The policy has been first generated in the Nordic countries for the purpose of solving European Union’s employment paradox. From the studies of Wilthagen and Rogowski in the year 2002 it gets revealed that flexicurity is regarded as the policy that directs towards a synchronized platform that boosts la bor market flexibilities, work organizations as well as labor relations with security provision for the weak group of people inside and outside the labor market. The authors highlight that flexibility and security can be achieved through focus on coordination. They stress that initial jolt will be derived from the macro level actors like government and social partners. Implementation will be established on all levels of the economy with different means of flexibility complementing each other with corresponding varied security forms (Meyer, 2009, p.87). From the early 2000s, the European Union policy of flexicurity included an amalgamation of easy hiring and firing rules benefiting the unemployed and following a pro labor market policy (Flexicurity: Europe's employment solution?, 2008). 3. Underlying principles of flexicurity The European Foundation for the Improvement of Living and Working Conditions (Eurofound) has been established in the year 1975 working on the area of working co nditions, living conditions and industrial relation ( Agencies and other European bodies, n.d.). The EU body while drafting policies limited itself while applying flexicurity policies with some common principles. The common principles which the flexicurity model proposes is

Knowledge and knowledge management Essay Example | Topics and Well Written Essays - 750 words

Knowledge and knowledge management - Essay Example Knowledge management practitioners and scholars acknowledge that there exist knowledge that is hard to articulate and grasp. Most of these scholars to approach the issue by a taking the representational point of view and trying to represent that which is not representable, that is, trying to make hard the soft knowledge. However, knowledge as a soft or hard quality brings out a clear perception that this is not the right understanding in knowledge management. Wenger (1999), in his understanding of knowledge management, uses shared artefacts and social processes as his case study to explain individual’s reification and participation in understanding KM If we concur that experience and interaction with individual’s milieu necessitate the learning process, then it is also easier to concur that learning involves explicit and tactic knowledge. Argote and Ingram (2000) emphasizes that the main key attribute to knowledge is that it exists in the head of individuals, and it only becomes information when it is on paper or any other medium. The original knowledge, however, remains in the author’s mind and an ideal world it is only transmitted to the readers mind through this medium. According to Grover and Davenport (2001), progresses today has seen to it that knowledge is put on record inform of stories. The above sentiments created sparks among the knowledge practitioners who questions the form that the knowledge takes in the story. With other such as Woods and Prusak (1999) wondering on whether the soft knowledge is transforming to be harder. During articulation and understanding there is always some levels of abstraction. In order to retrieve something back, the soft knowledge is necessary. Kidd (1999) explains that an individual who concentrates on the hard aspects of knowledge, mostly newcomers, can only comprehend a story at its superficial level. He further illustrates that the interpretation

Online AP Classes Are Big Business Case Study Example | Topics and Well Written Essays - 500 words

Online AP Classes Are Big Business - Case Study Example A system that allows one not to pay attention to major courses is disadvantageous for educational purposes. The AP classes have increased failure rates in schools. Many students are taking the AP classes in High schools. At the same time, statistics indicate that there is a growing number of students who fail their exams in high school. Thus, it is an indication that the AP system does not target or maximize on the students rate of learning. The learning outcomes are rather weak preventing the students from getting the maximum knowledge intended (Fandl & Smith 2013). Students undertaking the AP classes are at a disadvantage when joining college. Joining college entails students achieving a certain criteria of minimum requirements. The AP students are at a disadvantage as majority of the students fail to pass the exams. Thus, they cannot match the students who attended normal classes. The AP classes tend to cover much content in class in a short time. The students fail to have a natural interaction with the instructors. The teachers cannot help develop each students according to their capabilities. The online classes are flexible and convenient. Online classes would be helpful for college students who have to keep their day job. It offers the student a chance to learn during free time. The free time could be during odd hours like late in the night. One could easily log in the schools website and access scholarly materials or submit an assignment. The online classes are pocket friendly. One could save on certain expenses such as transportation on a daily basis. It requires a computer and constant internet to take part in learning. There are colleges that would provide their students with free internet (Bourne & Moore 2004). Online classes would allow the students to take additional courses. The classes are flexible and accommodating requiring only a few hours of attendance. A student

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay Romeo and Juliet is a tragic love story about two children whose families are feuding. It was written in about 1596 when Shakespeare was about 26 years of age. The play is set in Verona, Italy. It was set abroad because Shakespeare didnt want to offend anyone through the script, if they were to relate themselves to someone in it. Shakespeare got his inspiration from many sources. Romeo and Juliet gained its inspiration from an Arthur Brooke poem written in 1562, called The tragical history of Romeous and Juliet. At the time of writing, Shakespeare had been called a magpie because his ideas were not original. Another source of inspiration for the script could be his personal experience of young love. He was 18 when he got married to a 26 yr old woman called Anne Hathaway. Romeo and Juliet is still a popular play because of its theme. The theme of love which people can still relate to today. Also, the theme revolves around family honour and standing up for your beliefs, which people can also still relate to today. At the time that the play was set, the society was known as a patriarchal society. This meant that men were more in charge and had a higher status than women. Young girls from well-to-do families were expected to be married at a very young age, and they had very little choice in the matter. In Act 1 Scene 2, Lord Capulet is presented as a fair, liberal and generous man. In the scene he is speaking to Paris, and Paris keeps asking for Juliets hand in marriage. However, Lord Capulet disagrees, which would be unusual in those days. She hath not seen the change of 14 years, Let 2 more summers wither in their pride, Ere we may think her ripe to be a bride Here he is saying that she is only thirteen years old, and that if Paris comes back for her hand in marriage in two years, only then will Lord Capulet agree or consider wedding them both. Lord Capulet uses poetic language in this scene to show that he is a bit of a hero. It makes him look sophisticated and well mannered; therefore the audience has a positive view of him. Lord Capulet talks about Juliet in a very optimistic way. He says, She is the hopeful lady of my earth. This demonstrates to the audience that he is respectful and that Juliet means a lot to him. Juliet is also his only child, meaning that she is very precious to him. He also uses metaphors, for example he describes some women as earth treading stars. This is an example of natural imagery, which shows that Lord Capulet is quite light hearted. Another idea of the fact that he is light-hearted would be that he uses puns. An example of this is when he says the word marrd. At that moment he is talking about Juliets marriage, therefore the audience know straight away that he is referring to the word married. In old English, marrd meant spoilt. In the time that the play was set, Lord Capulet actions would have been quite unusual, and suggest that he values Juliets happiness aswel as his desire to see her married. Throughout the scene, Shakespeare gives us a positive view of Lord Capulet. He shows us that Lord Capulet is understanding and very considerate for a parent in that society. Fathers were usually not this liberal in those days therefore the audience find Lord Capulets actions and choices rather unusual. A lot happens between Act 1 Scene 2 and Act 3 Scene 4. Romeo and Juliet have met and fallen in love. They have secretly married. The only people who know this are the Friar and the nurse. Romeo kills Tybalt because Tybalt killed Romeos best friend Mercutio. Romeo has been banished to Mantua. During Act 3 Scene 4, Paris and Lord Capulet meet up again to discuss the marriage of Paris and Juliet. Lord Capulet re-assures Paris that Juliet will get married to Paris. Lord Capulet has seems to have changed his mind about the marriage. Before, in Act 1 Scene 2, he was trying to put Paris off, whereas now he wants the wedding to take place. The reason I think he has changed his mind is because Tybalt has died and he is now thinking about his own death. If Juliet was to marry Paris, she would have the security and protection that she needs. The Capulets have lost a dear member of their family therefore Lord Capulet doesnt feel as strong or confident anymore. He is grief-stricken and wants some level of protection for Juliet. I think that Lord Capulet is not being reasonable because one minute he intends to let Juliet choose who she marries, whereas now he is planning her wedding without even informing her. Lord Capulet is not confident about Juliet agreeing to the marriage. .. Of my childs love: I think she will be ruled In all respects by me; nay, more, I doubt it not. Here Lord Capulet is saying that he thinks that Juliet will agree. But then he re-assures himself that she will definitely agree. This is also a use of dramatic irony because the audience knows that Juliet has already disobeyed her father and secretly got married to Romeo. In this scene, Lord Capulet speaks in a hesitant and jerky manner. We know this because he makes a lot of references to time. He also uses very short sentences which shows his mind is breaking down too because he is also no longer using poetic language. In Act 3 Scene 5, Romeo has spent the night with Juliet and shortly after, she finds out shes going to be married to Paris. Juliet is shocked and upset, and refuses to agree. However, when Lord Capulet enters he believes that Juliet is upset because of Tybalts death. We know this because he compares her tears to a sea of grief. For still thy eyes, which I may call the sea, Do ebb and flow with tears This extended metaphor suggests that Lord Capulet is back in control because he uses poetic language. When Lord Capulet enters Juliets room he is back in control. He speaks in iambic pentameter. This gives his speeches rhythm, control and pace. However, this rhythm will break down later in the scene. He seems to be in a good mood and tries to comfort her because he thinks she is upset because of Tybalts death. Juliet replies to her father in a respectful way. She speaks her mind but at the same time stays respectful. She tries her best to stand up for herself but at the same time knows her place as his daughter. Proud can I never be of what I hate, but thankful even for hate, that is meant love. This shows that she tries to explain her decision without revealing too much. However Lord Capulet dramatically changes and starts using some extremely abusive terms. He is now describing Juliet as a mistress minion and a baggage. This means that she is worthless and slave-like. The reason Lord Capulet responds like this is because he is astounded that Juliet is refusing to marry Paris. He enters the scene in a confident and happy mood, thinking that once he tells her about the marriage she will be happy. However this backfires because he finds out she is refusing and this makes him angry. He goes from being a poetic hero to someone who is quite insulting. He also tells Juliet he will drag her to the wedding even if she isnt ready. He says, or I will drag thee on a hurdle thither, out, you green-sickness carrion! He describes her as a green-sickness carrion which means she is a diseased, rotting piece of animal meat. In the earlier scenes he was using a lot of positive natural imagery, whereas now his speech has broken down and he is insulting his only child in a very bad way. His description of Juliet shows that he is very angry at her he has turned into a typical patriarchal father. In the scene, Lord Capulet has control over Juliets life because he is deciding her future for her. Juliet is different to other girls of her time because at first she did have the choice of marrying whoever she wanted to. Also, she is disobeying her fathers wishes, which would have been unusual because girls in those days didnt tend to argue with their parents decisions, and agreed with their wishes. In conclusion, Lord Capulet language, style and tone changes dramatically throughout the 3 scenes. The overall impression that we get of Lord Capulet is that he totally unfair. The fact that he is being considerate to her at the start makes his change more dramatic and shocking. Lord Capulet does want to see Juliet happy, but in the later scenes (act 3 scene 5), he is more demanding than he was before. In the time the play was set, the society was a patriarchal society. This could explain why Lord Capulet is forcing Juliet to get married. He is starting to think along the same lines as every other patriarchal father, whereas before he was putting his daughters feelings first. Juliet is shocked at her fathers behavior. She wasnt expecting him to force her to get married. This leads to Juliet going to see Friar Lawrence about the situation because she is already married to Romeo, and if she was to marry Paris, she would be committing bigamy. If Lord Capulet was to have been a bit more understanding then Juliet may have not gone to see the Friar. Shakespeare included these scenes into his play for many reasons. The scenes move the plot quickly to its tragic end. Juliet doesnt get a chance to make a choice about her life. The scenes make the audience empathise and sympathise with Juliet, and also raise dramatic tension. Lord Capulets speech changes dramatically throughout the scenes aswel. He goes from being a poetic hero, and talking in an elequent way.. to someone who is insulting and doesnt care about what he says.

Interior Castle Or The Mansions Theology Religion Essay

Interior Castle Or The Mansions Theology Religion Essay In both Lakoff and Johnsons Metaphors We Live By and Teresa of Avilas Interior Castle or The Mansion there is a discussion of metonymy in relation to metaphor, both of which are significant crucial concepts in St. Teresas Christian conceptual metaphorical system. Within this paper I shall formulate an argument proving that St. Teresas Christian conceptual metaphorical system is coherent and falls within Lakoff and Johnsons conceptual metaphorical systems guidelines on the grounds that Teresas system appeases Lakoff and Johnsons definitions of metaphor and metonymy and all the sub-classes. In order to validate my argument I will make reference to the Teresas Interior Castle outlining the structure of her metaphorical system by covering the metaphor and metaphor sub-classes used along with identifying the target and source domains entailed in the system. Teresas Christian conceptual metaphorical system has three primary conceptual metaphors: IN GOD, IN MANSION, and IN SOUL. Teresa uses a JOURNEY metaphor to talk about the path to achieving spiritual union with God. According to Tim Perrine, St. Teresa of Avila wrote The Interior Castle as a spiritual guide to union with God. Teresa received her inspiration for this work from a religious experience she had. God gave Teresa a vision that showed her a crystal globe that contained seven mansions within it. At the centre of the globe, residing in the deepest mansion is God. Teresa interpreted this religious experience as an allegory which reveals the way for ones soul to take a journey to achieve union with God by reaching the seventh inner most mansion. The soul must go on a journey to become united with God in the seventh mansion. Each mansion represents a step closer to reaching God or climbing another level on a ladder. The Crystal Castle with seven different mansions is a metaphor re presenting the soul. The rooms closest to the seventh were able to receive a glimpse of the essence of God which resided in the seventh room. From the outside of the Crystal Castle the lights cannot be seen because darkness and impurity surrounds the outside of the castle. If one on this journey to reach the seventh room succumbs to temptation and falls victim to the devils torment, the light that was once emanating from the seventh room where God resides will as a result of being infected by sin, disappear and the venomous animals that were once held outside the Crystal Castle by Gods divine light will be able to enter the castle. In the first mansion the concern is the souls state of purity. A soul in the first mansion is surrounded by sin and is only able to reach God by seeking his divine grace through preaching humility. The second mansion is also a mansion where one practices prayer daily. The soul can only advance on its journey by humility, recognition of God in the soul and daily prayer. The third mansion is the mansion of exemplary life whereby one has such a love for God in their soul. Their soul also truly disl ikes all form of sin and the soul has a longing to do works of charity in the name of almighty God. In the fourth mansion the soul opens itself up to God, relying on him for everything and becomes purer as God increases his influence. The fifth mansion contains the initial stage of union with God whereby the soul opens itself up to embody Gods grace in order to receive his gifts. The soul commits to marry. Teresa refers to the soul as a silkworm which feeds on the sustenance of God. The soul enters a cocoon like state in order to transform into a butterfly which embodies part of Gods divine light. In the sixth mansion the soul and God are like lovers. In this mansion the soul receives an increasing amount of favors from God but is also faced with outside afflictions. In the seventh mansion the soul succeeds on its journey to achieve spiritual marriage with God as a result of the soul acquiring clarity in prayer. When one partakes in sins their soul is unable to partake in the journe y to reach God. One must be able to acquire humility and self-knowledge to understand the works of God. Once an individual on their journey learns to truly understand humility and self-knowledge they will realize the beauty of the soul as a result of Gods light. All our goodness and that good works that come from ones good are authored by God. The strength and power of ones will is strengthened by what lays behind that door of the seventh room in the Crystal Castle. The journey inside oneself that takes place in the crystal castle is likened to degrees of prayer by Teresa. One entered within themselves and penetrates the depths of their soul while gaining perfect self-knowledge along the way which ultimately leads to one reaching the seventh room where God is waiting. One who has perfect self-knowledge is able to become unified with Gods grace through a union with him which allows those who reach the seventh room to take part in his light and love. à ¢Ã¢â€š ¬Ã‚ ¦ the soul grows and profits by its communication with God (Teresa, 23), we suffer from a self-ignorance that is curable if o ne seeks to cure it. Not enough inward reflection is given to the beauty of the soul. When one doesnt reflect upon their soul which is innate they are unable to receive gifts that soul may possess, they are unable to see who is inside the soul or how important a role the soul can play in their life. à ¢Ã¢â€š ¬Ã‚ ¦souls without prayer are like bodies, palsied and lame, having hands and feet they cannot use.(Teresa, 43). In order to enter the castle and begin this journey into the soul one must take part in prayer and meditation. The mind must take part in this prayer, repetition praying and not taking God into consideration is not praying. Those typically found residing in the first mansion in the castle are typically those who self reflect occasionally and pray a few times a month. Usually these individuals are concerned with materialistic things. Teresa says that it is still possible for these individuals to realize the state of their soul on the road it is currently travelling and make adjustments and changes in their lives to set their soul on a positive path. Those who choose to do this begin the journey that takes place inside their soul which is referred to as the crystal or diamond castle. Those who enter the first rooms are followed by numerous venomous reptiles which are a metaphor for sin and the torments of hell. The sin of an individual creates these creatures which attempt to blind the individual from seeing the divine light of God which resides at the center of the castle in the seventh mansion When mortal sin is present in the soul it obscures Gods divine grace. Teresa uses a metaphor to describe what m ortal sin does to the soul, à ¢Ã¢â€š ¬Ã‚ ¦the sun in the centre of the soul, which gave it such splendour and beauty, is totally eclipsed. (Teresa, 46). The soul that is in mortal sin is separated from God and no longer a part of him. It has been tainted which causes the crystal which is a metaphor for the soul to become dark and unable to reflect the bright sun. The soul is like a crystal in the sunshine over which a thick black cloth has been thrown, so that however brightly the sun may shine the crystal can never reflect it. (Teresa, 47). Crystal is used as a metaphor to refer to a tainted mortal sin soul, throwing a black cloth over a clear crystal that was once able to reflect the sun will no longer be able to do so. The meaning behind this is that sinning taints the soul and creates a disconnection between an individual and God. As long as that thick black cloth is there, the soul will not be able to experience what the bright sun representing Gods divine grace has to offer. Teresa refers to the soul as a tree which is planted by a river. The tree receives life from the sun which enables it to bear fruit. The sun is a metaphor for God and the fruit that comes from the tree are metaphors for good deeds and good actions. Thus, God is the initiator behind those good deeds. When in the first mansion within the crystal castle one is able to be humble on this journey and that one individual should only think of God when doing any good deed or action. In the second mansion one is taught how important prayer is to reach God. One must retire into them self in order to truly know thyself; without retiring into the soul to contemplate life and ones actions, heaven will always be out of their reach. In the second mansion the soul is able to take more charge on its spiritual journey. Those who reach the third mansion are those who realize the issues that arise when one trusts in their own strength. The individuals in the third mansion live a balanced life which is achieved through prayer, penance, charity, and abstaining from sin. Through this the individual is able to go farther in their spiritual journey to become a part of Gods divine grace. In this stage of the journey the individual who has been able to enter the third mansion will have their soul baptized in the Holy Spirit. As a result of this the individual on their spiritual journey has their soul opened up and is filled with the gifts God has given them through the Holy Spirit. Teresa states that An earthy king may have subjects yet all do not enter his court (Teresa, 41). This is a metaphor which refers to those disciples of God on their spiritual journey. God may have many children and followers but this does not mean everyone is granted access into his kingdom in heaven. Nor should anyone assume that because they are a follower or believer in Him that they will automatically gain access into the kingdom because of this. On the spiritual journey in the soul those who enter each mansion will learn to be jumble and realize that they are a servant of God and entering his kingdom is something one earns by journeying within oneself and joining God in the seventh mansion. Humility is the ointment for our woundsà ¢Ã¢â€š ¬Ã‚ ¦God, who is our Physician, will come and heal us. (Teresa, 45). Teresa uses a metaphor for humility by describing it as the ointment for our wounds; she makes a point to concentrate on humility because one should learn to be humble in order to succeed on this spiritual journey. Teresa refers to God as a physician who will heal our wounds; this metaphor is used to show that no matter what one must go through on this journey God will always be there to heal the wounds of those who seek him. On this spiritual journey in the soul one must have e an everlasting unyielding love for God. According to Teresa true love for God is one of the essential things one must learn to pay à ¢Ã¢â€š ¬Ã‚ ¦no attention to the weaknesses of nature which might retard us. (Teresa, 45). God will look after the individual on their spiritual journey and reward them in proportion to their great love for God. Teresa presents a metaphor of nestling baby birds that are taught by watching elder birds. Their flight makes us try to soar, like nestlings taught by the elder birds, who, though they cannot fly at first, little by little imitate their parents: I know the great benefit of this. (Teresa, 47) This metaphor is used to teach that one should not give up if they find a trial on this spiritual journey difficult, they should consult a person who is detached from the worldly things and seeks spiritual marriage with God. Just like a baby bird learning to fly is taught by the elder more experienced bir d to fly, an individual on a spiritual journey trying to reach unity with God should consult an elder who has learnt how to get through trials and tribulations in order to become one with God. Their soul is not yet strong enough and may succumb to the suffering that their soul will be exposed to during the trials on their spiritual journey. In the fourth mansion one must practice the prayer of the quiet; this prayer is quiet and passive which allows one to travel deeper on their spiritual journey in to the soul where they meet with the divine grace of God. The soul is no longer dependant on the individuals will but becomes dependant on God. The natural and supernatural meet in this mansion; the soul receives natural understanding from God, this can be thought of as the mind being impregnated with wisdom directly from the gifts of God. Teresa uses a metaphor to explain two types of prayer one will use in the fourth mansion. The metaphor uses two fountains with basins that fill with water; these fountains are filled two different ways. One fountain receives its water from a distance that travels through numerous waterworks and pipes. The other fountain receives its water directly from the source which is the spring, no machinery or aqua-ducts are needed. The water that runs through the waterworks and pipes represents sens ible devotion which is obtained through meditation. This water is obtained through the results of an individuals endeavors which are thoughts, labor of ones mind, and meditating on created things. The fountain that receives the water directly from the spring itself is a representation for God. Prayer of Quiet or divine consolation receives supernatural favors directly from God himself just like the fountain which receives water directly from the spring. This greatness from God that presents one with divine joy is presented in the soul itself according to Teresa. This transition between the two fountains represents the individual on this spiritual journey breaking away from the bonds they once had with the outside world in order to be able to enter deep prayer which focuses on the importance of love; true love that flows directly from the spring itself which is God. On page sixty-three, Teresa presents another IN metaphor. We should rather abandon our souls into the hands of God, leaving him to do as he chooses with us, as far as possible forgetting all self-interest and resigning ourselves entirely to himself. (Teresa, 63) God is a container metaphor whereby the soul which is the target domain of the source domain. The source domain is interior castle that has seven mansions one must go through in order to achieve union with God. The journey present here is a spiritual journey where the soul must enter IN the interior castle in order to become one with God through spiritual union. God is the container object in the container metaphor along w ith the interior castle which is also the container object of the container metaphor. Throughout the rest of the journey IN the interior castle the soul opens itself up to receive more gifts from God, ultimately leading up to the seventh mansion which is the mansion of spiritual marriage where the individuals soul becomes one with God through spiritual union.

A Summers Love Essays -- essays research papers fc

A Summer Love William Shakespeare wrote about many people, places, and things throughout his life. What he might be most remembered for are his writings about love. None might be better than his sonnet 18. Shakespeare uses imagery, personification, unusual techniques and remarkable feelings in this declaration. Few have matched such a task including himself. This short sonnet number 18 is one of the best known and most loved of all 154 poems. Mabillard states that â€Å"It is also one of the most straightforward in language and intent† (Mabillard). Shakespeare starts the sonnet by the praise of his lady friend without ostentation, but he slowly builds the image of his lady friend into that of a perfect being. Shakespeare illustrates that as history writes itself down in the books, his friend or loved lady, will become one with time. The poet's hope that as long as there is breath in mankind, his poetry too will live on. Shakespeare uses a vast amount of imagery in his sonnet. Each line adds to his feeling and thoughts through flowing visions and comparisons. â€Å"Rough winds do shake the darling buds of May, / And summer’s lease hath all too short a date.† (Kennedy and Gioia). This line down plays summer and shows the negatives of the season. Shakespeare gives the fact sharp winds attack what beautiful flowers the ground and trees put out in the spring. This asks the question; if summer is so nice and perfect, how could it do this to something so lovely as the small buds on a tree or a flower? The next line sugge sts summer is short and ends far to quickly for most people’s liking. Shakespeare’s love could never end like summer does. He knows there is no limit such as time to his feelings and thoughts. Throughout the sonnet, Shakespeare combines personification and imagery to add to the effect on the mind’s eye and its view of his love. â€Å"Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed† (Kennedy and Gioia) are two lines which show this perfectly. Ray says that â€Å"Complexion in line 6 refers only to physical appearance in the face and that it points to the face of the personified sun† (Ray). Shakespeare puts down the sun which is often a favorite part of most people during summer. He also states â€Å"Shakespeare certainly also assumes the other meaning of ‘complexion’ most c... ...akespeare indented them. Therefore, they stand out and are very prominent. Being at the end of the sonnet was not enough for Shakespeare final emphasis. He had to thrust them out of the page at all who can see. This shows he is completely and utterly serious about his love if the other lines did not prove it. A strong beginning and ending just like his love. This sonnet is the prototype for one’s feelings on love. Though it is not for sure who Shakespeare is writing to, one thing is certain: his love is everlasting and beautiful. He describes his feelings almost as well as he feels them and gives the same feelings to the audience. He outdid himself with his work and few things can match his words and heart he put into this sonnet. Works Cited Kennedy X.J. and Dana Gioia, eds. Literature: An Introduction. 9th ed. New York: Longman, 2005. pg 815-816. Ray, Robert H. "Shakespeare's Sonnet 18." The Explicator. Washington: Fall 1994. Vol. 53, Iss. 1, p 10-11. Mabillard, Amanda. "An Analysis of Shakespeare's Sonnet 18". Shakespeare Online. 2000. June 26, 2005. .

Free Essays - Anne Frank :: Anne Frank

The Franks were your general German family and Anne was your general German girl. This family of four lived in Germany, Mr. Frank was an average business man, Mrs. Frank was an average mother and Margot and Anne were average students. The one thing that made them different in the eyes of Hitler, was the fact that they were Jewish. Once Hitler rose to power, the Franks fled to Holland, where the hoped to be safe from the Jewish-blood thirsty Nazis, they went on with their normal lives, until once again Hitler took over. This caused the Franks to flee again, only this time they would be in hiding. A plan was devised; the Franks would stay in an abandoned section of the Kraler office building, along with another family of three: the Van Daans. The Franks set off for their new "home" before the Van Daans. They had to carry with them things that would last for as far as they knew, years. Anne took with her two vests, three pairs of pants, a dress and skirt, jacket, summer coat, shoes, two pairs of stockings, a cap and a scarf. During the journey through the streets, non-jews looked at them with pity and sorrow, they knew that there was nothing they could do to help them, no rides, no food, no help period. Once they arrived to what they called, the "Secret Annexe" they set their things in their rooms. Anne decorated her wall with all of her favorite actors and actresses. About a week later the Van Daans joined them, Mrs. Van Daan brought with her, her "chamber" Mr. Van Daan brought a folding tea table and Peter brought his cat Mouschi. Each of them had their own individual personality, Mr. Van Daan, was pretty mellow with most of the Franks, especially Margot, but often had a word or two to say about Anne, he didn't like her constant chattering. Mrs. Van Daan was loud and flirtatious, constantly pestering people and never willing to do her part of the work around the Annexe. Then there's Peter, the quiet, dull and boring one. At first Anne cannot stand Peter's laziness, but she later grows quite fond of him. As time goes on, they each get to know each other a little better, Miep brings them news from the outside world as often as she can along with some small amounts of rations. Free Essays - Anne Frank :: Anne Frank The Franks were your general German family and Anne was your general German girl. This family of four lived in Germany, Mr. Frank was an average business man, Mrs. Frank was an average mother and Margot and Anne were average students. The one thing that made them different in the eyes of Hitler, was the fact that they were Jewish. Once Hitler rose to power, the Franks fled to Holland, where the hoped to be safe from the Jewish-blood thirsty Nazis, they went on with their normal lives, until once again Hitler took over. This caused the Franks to flee again, only this time they would be in hiding. A plan was devised; the Franks would stay in an abandoned section of the Kraler office building, along with another family of three: the Van Daans. The Franks set off for their new "home" before the Van Daans. They had to carry with them things that would last for as far as they knew, years. Anne took with her two vests, three pairs of pants, a dress and skirt, jacket, summer coat, shoes, two pairs of stockings, a cap and a scarf. During the journey through the streets, non-jews looked at them with pity and sorrow, they knew that there was nothing they could do to help them, no rides, no food, no help period. Once they arrived to what they called, the "Secret Annexe" they set their things in their rooms. Anne decorated her wall with all of her favorite actors and actresses. About a week later the Van Daans joined them, Mrs. Van Daan brought with her, her "chamber" Mr. Van Daan brought a folding tea table and Peter brought his cat Mouschi. Each of them had their own individual personality, Mr. Van Daan, was pretty mellow with most of the Franks, especially Margot, but often had a word or two to say about Anne, he didn't like her constant chattering. Mrs. Van Daan was loud and flirtatious, constantly pestering people and never willing to do her part of the work around the Annexe. Then there's Peter, the quiet, dull and boring one. At first Anne cannot stand Peter's laziness, but she later grows quite fond of him. As time goes on, they each get to know each other a little better, Miep brings them news from the outside world as often as she can along with some small amounts of rations.

Extracurricular Activities Essay -- High School Education Essays

Extracurricular Activities Research was performed on the claim of fact that students involved in extracurricular activities receive higher grades than those not involved in activities. This topic was studied because high school budgets are meager, and the administrations of these schools want to spend the money efficiently. Consequently, funding for extracurricular activities may be decreased. This report examines the correlation between extracurricular activities and academic performance. Scope The scope of the investigation only includes high school students and the relationship between their involvement in activities and their academic performance. Some collegiate level studies were used since the benefits of extracurricular activities in high school and college are the same. Methods Three experts in different fields that have knowledge of this area of research were interviewed. Laura Bestler, assistant director of student activities at the Iowa State University Student Activities Center, was interviewed since she is an expert on the activities that take place on the Iowa State campus and the benefits students attain by becoming involved in activities. Matt Craft, president of the Government of the Student Body at Iowa State University, was also interviewed because the Government of the Student Body, or GSB, supports and funds many campus activities. The intention of this component of the research was to discover why the GSB finds extracurricular activities so beneficial that they choose to financially support them. Erin Fowkes, a high school counselor at Battle Creek-Ida Grove High School in Ida Grove, Iowa, was interviewed to obtain information as to why it is important for students to participate in activ... ... do involved students get better grades? Does it matter what type of activity the student is in? Why are clubs and organizations funded by the university? How are activities a vital component of a well-rounded education? Works Cited Berson, Judith S. (1996, March). Stuent Perceptions of the Intercollegiate Athletic Program at a Community College. Paper Presented at the Annual Convention for the National Association of Student Personnel Administrators, Atlanta, GA. ERIC Document ED404607. Bestler, Laura. Telephone Interview. 11 Oct. 1999. Craft, Matthew. Telephone Interview. 11 Oct. 1999. Fowkes, Erin. Telephone Interview. 11 Oct. 1999. Rombokas, Mary. (1995, October). High School Extracurricular Activities and College Grades. Paper Presented at the Southeastern Conference of Counseling Personnel, Jekyll Island, GA. ERIC Document ED391134.

6 Steps India Can Take to Help Rape Victims Essay

The outcry over the brutal gang rape of a young woman in New Delhi last month has not only brought into focus the issue of violence against women in India but has also shone a light on the way the country’s criminal justice system frequently fails rape victims. There were 24,206 rapes reported in 2011 by the National Crime Records Bureau, equivalent to one rape every 20 minutes. While many Indians are calling for changes in the law such as capital punishment for rapists and new legislation to protect women, many civil rights’ lawyers disagree. They say India has good gender laws already, but they need to be strengthened and enforced. The following is a list of six steps India can take to ensure rape victims receive adequate care and support and that swift justice is delivered, compiled from interviews with police, lawyers and human rights activists. 1. GENDER SENSITISATION & MORE FEMALE POLICE Like most large organisations in the country, India’s police force is male-dominated – only 6.5 percent of officers are women. Deep-rooted patriarchal beliefs mean the police force, like many other institutions such as government bodies or parliament, is often seen as insensitive to the issues faced by women. Gender sensitisation training as well as increasing the number of female police officers in India will help change attitudes within the police force, activists and lawyers say. This would also help ensure victims’ complaints are treated seriously and sympathetically. 2. MORE POLICE ACCOUNTABILITY There have been numerous cases of girls and women being turned away by the police when they try to report a rape – officers do not take the crime seriously or they blame the victim. In many instances, the largely underpaid, overworked police officers have little interest in registering or investigating a gender crime that can take years to reach judgment. Sometimes, if the accused is powerful or wealthy, police can be influenced into taking no action. Activists say current methods of filing complaints against the police are cumbersome and difficult for the average Indian. A simple mechanism should be set up to channel and address public complaints and police should be penalised or suspended if found guilty of dereliction of duty, they add. See more: Analysis of Starbucks coffee company employees essay 3. GUIDELINES FOR SUPPORT OF RAPE VICTIMS India has no formal protocol in place for medical or psychological support of victims. They are often not given adequate treatment for injuries or infections, let alone counselling. Cases have been reported of traumatised victims who are made to go from one government hospital to another for medical examinations or who are forced to sit for hours in bloodied clothes after the assault. Activists say there needs to be a standard protocol across the country to examine and treat rape victims, such as the World Health Organisation’s guidelines for medico-legal care for sexual assault victims. 4. STRENGTHENING RAPE INVESTIGATIONS A failure to invest in the police force has left many officers lacking the expertise and resources required to conduct adequate investigations, resulting in weak evidence and low convictions. Lawyers say the handling of forensic evidence such as fingerprints, hair or nail samples – a key component in rape cases where the onus lies with the prosecution to prove the rape – is often collected, transported and stored in a careless manner. The core competencies of the police need to be strengthened and officers must be given training and resources to carry out their work, lawyers say. Standard operating procedures for conducting investigations need to be applied across the country, they add. 5. FAST-TRACK RAPE COURTS One of the biggest impediments to gaining justice for rape victims is the lengthy duration of the trials, awyers say. A lack of prosecutors, judges and courts mean that an average rape case can take five to 10 years to get to the judgment stage, leaving victims or other witnesses vulnerable to intimidation or unwilling to pursue such drawn-out court trials. The Delhi gang rape has fuelled demands for special fast-track courts to deal with crimes against women, but some lawyers say not only are such courts costly but that swift justice does not always mean just justice. Some legal experts add that India needs to invest more in the legal and judicial system and concentrate on hiring of thousands more judges and prosecutors. 6. WITNESS PROTECTION PROGRAM Victims and witnesses can be intimidated by the accused, who in some cases is granted bail by the court, even though rape is a non-bailable offence. As a result, victims can feel pressured into accepting illegal â€Å"out-of-court† settlements such as a small cash payment. In more extreme instances, the victim’s family is pressurised into marrying their daughter to the accused.

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.