Africa Essays (561 words) - Geography Of Africa,

Africa Africa is the world's second-largest continent, the biggest after Asia. It is more than three times the size of the U. States. It also contains more independent nations than any other continent on Earth-55 in all. Africa is centrally located on the Earth's surface. It straddles the Equator, extending for thousands of miles north and sough of that line. The continent stands between two major oceans. To the west is the Atlantic Ocean and to the east lies the Indian Ocean. The Mediterranean Sea in the north and the Red Sea in the northeast also border Africa. I have 10 different opion on the most common stereotypes about Africa. For the Climate of Africa they said it is hot and dry, for most vegetation they said grassy lands, for most common animal in Africa people said monkeys, African common skin color black, Africans do for living they said herding and farming, types of family Africans live in extended, most common religion in Africa are catholic, common language spoken in Africa is English, civilization white people, government of African countries are democratic, and the biggest problem in Africa today is hunger. These are the results of my survey I have received. CLIMATE: Because of its size, almost every type of climate and vegetation can be found in Africa. The largest climate zone in Africa is the tropical climate with a wet and dry season. The savanna, a grassland, occupied this region, which covers almost half the continent. Like the tropical rain forest, the tropical savanna region is warm all year. In the summer, or rainy season, the climate is hot and wet. In winter it is warm, with little or sometimes no rainfall. POPULATION: Today the population of Africa is approaching 680 million and is growing rapidly. Population growth has created problems in the drier parts of the savanna. During times of plentiful rainfall, people seeking land move into these semiarid areas. They usually chop down trees to clear farmland and to use for fuel and heating. DESERT: Deserts cover about 40 percent of Africa. This include the Sahara in the north and the Namibia deserts in the south. LANGUAGE: Africa's speak many languages. Africans speak more than 1,000 deferent languages. The different languages that are spoken groups live within a few miles of one another. Southern Africa speak languages of the Nigercongo family. In East Africa, Arabs from the Middle East traded with local African people, some Arabic words blended into the basic Bantu languages of East Africa. CIVILIZATION: The earliest civilization in Africa developed in the Nile Valley of Egypt about 7,000 years ago. Fertile soil and plentiful wildlife allowed people to farm and hunt, as the people perfected their farming skills, they produced more food, allowing the population to grow. RELIGION & GOVERNMENT: Belief in life after death was central to Egyptian religion. Rich nobles prepared carefully for the journey..... They built huge pyramids, tombs, and filled them with food, clothing, and jewels that they would need in the afterlife. To the Egyptians, the pharaoh was a god, descended from Amon-Re. The pharaoh had total power over the lives of the people. Priests and nobles helped the pharaoh run the government. Most of the people had some idea of African life. Some where right some where wrong about Africa. The most interesting thing about Africa I learned is how they live in the straw houses. It is really hard to live in a straw house, cause u never know when it's going to be gone. History Essays

Quotes from Poets About Death

Quotes from Poets About Death Its difficult to know what to say when trying to comfort someone who has suffered the loss of a loved one. But death is part of the human condition, and there is no shortage of literature about death and dying. Sometimes it takes a poet to give us perspective on the meanings of life and death. Here are some famous, and hopefully comforting, quotes about death from poets and writers that would be appropriate when offering condolences. William Shakespeare Quotes About Death And, when he shall die, Take him and cut him out in little stars, And he will make the face of Heaven so fine That all the world will be in love with night And pay no worship to the garish sun.- From Romeo and Juliet Loves not Times fool, though rosy lips and cheeksWithin his bending sickles compass come;Love alters not with his brief hours and weeks,But bears it out even to the edge of doom.-    From Sonnet 116 Cowards die many times before their deaths; the valiant never taste of death but once.- From Julius Caesar To die, to sleepTo sleep: perchance to dream: ay, theres the rubFor in that sleep of death what dreams may comeWhen we have shuffled off this mortal coil,Must give us pause: theres the respectThat makes calamity of so long life. - From Hamlet Quotes About Death from Other Poets Be near me when my light is low... And all the wheels of being slow. -   Ã‚   Alfred Lord Tennyson Because I could not stop for death, He kindly stopped for me; The carriage held but just ourselves and immortality.-    Emily Dickinson Death comes to all. But great achievements build a monument which shall endure until the sun grows cold. -    George Fabricius Death gives us sleep, eternal youth, and immortality.-   Jean Paul Richter Death is a commingling of eternity with time; in the death of a good man, eternity is seen looking through time.-   Johann Wolfgang Von Goethe He who has gone, so we but cherish his memory, abides with us, more potent, nay, more present than the living man.-   Antoine de Saint Éxupà ©ry Do not stand at my grave and weep.I am not there; I do not sleep.I am a thousand winds that blow.I am the diamond glints on snow.I am the sunlight on ripened grain.I am the gentle autumn rain. When you awaken in the mornings hushI am the swift uplifting rushOf quiet birds in circled flight.I am the soft stars that shine at night.Do not stand at my grave and cry;I am not there; I did not die.- Mary Elizabeth Frye Where you used to be, there is a hole in the world, which I find myself constantly walking around in the daytime, and falling in at night.-   Edna St. Vincent Millay Though lovers are lost, love shall not. And death shall have no dominion.  - Dylan Thomas

Versailles Effect on Germany essays

Versailles Effect on Germany essays The Treaty of Versailles: Prelude to WWII The Treaty of Versailles was not a justified treaty, which created German feelings of revenge and dislike towards the victorious countries. This feeling of revenge felt by Germany, in addition with the social atmosphere of Europe, led to a Second World War in the September of 1939, just 11 years after the first World War. People at the time published reports on the unfairness of the treaty. America never ratified the treaty but Britain and France still enforced it. Germany had no choice but to sign the unfair document and it was only a matter of time before things turned for the worse. We must examine the background, clauses, and effects of the Treaty of Versailles on Germany and Europe to understand how it helped cause WWII. Then, when you look at the situation the treaty created for Europe, we can see how WWII came about. The war had left Europe in shambles. WWI ended on November 11, 1918, leaving millions of European soldiers dead and injured. Large areas of Belgium and France had been devastated and two of Europes most powerful countries, Germany and Austria-Hungary, were defeated and exhausted. All the European countries were now bankrupt from the cost of waging a war for four years. Germany had not been defeated, but knew that if it continued to fight war against the strong American army, defeat in Berlin would result. Because Germany had surrendered, her only option was to either sign the treaty, or else go back to war again, which would inevitably result in defeat. The Treaty was unexpectedly harsh, though, despite the fact Germany hadnt been defeated, she had merely surrendered. Germany was forced to agree that it was guilty of starting the war. This clause was the most insulting and damaging clause for it blatantly and wrongly accused Germany of being the sole cause of war, and this enabled the other clauses to be severe as she was now to pay for the whole of WWI....

Wound vs. Injury

Wound vs. Injury Wound vs. Injury Wound vs. Injury By Maeve Maddox A reader questions the media’s use of injury and wound as if they were interchangeable: I had always thought that to wound describes the deliberate infliction of an injury, while the injury itself could be the result of an accident.   If this is still the case, could you address the confusion. In modern usage, the noun wound [WOOND] refers to any injury that tears the flesh. The verb to wound [WOOND], however, retains its earliest meaning: â€Å"to inflict a deliberate injury that tears the flesh.† For example, a police officer who is shot or stabbed by a perpetrator has been wounded. A fireman who suffers lacerations from being struck by falling debris has been injured. Both the officer and the firefighter have wounds on their bodies, but only the officer was wounded. Likewise, soldiers are wounded by roadside bombs, but construction workers are injured in accidents. The difference is that the wounds suffered by the soldiers are the result of malicious intent, whereas the construction workers received their wounds as the result of accident. In addition to their literal meanings, both noun and verb have acquired figurative uses. For example, an insult may be said to wound the recipient. I am very sorry if I wounded your feelings this afternoon; it was wholly unintentional, I assure you. Narcissism usually starts with a significant emotional wound or a series of them culminating in a major trauma of separation/attachment.   The verb wound, documented in English from 760, predates the noun wound by about 150 years. The earliest documentation of the noun injury is from 1382. In the 15th century, injury was used both as a noun and as a verb, but by the end of the 17th century, the verb form injure had become established. The earliest meaning of the noun injury is â€Å"hurt or loss caused to or sustained by a person or thing.† Synonyms for this type of injury are harm, detriment, and damage. The verb that developed from injury meant, â€Å"to do injustice or wrong to a person.† Only later did the idea of bodily harm become as closely associated with the words injury and injure as it is now. The word wound carries an emotional connotation that injury and injure lack. A false report might injure a person’s career, but wound a person’s feelings. Injure is more or less emotionally neutral, but wound suggests strong emotions of distress or anguish. The following words are options for describing wound in the sense of a break in the flesh: lesion cut gash laceration tear slash graze scratch abrasion bruise contusion The following words are options for wound in the context of emotional injury: insult blow slight offense affront hurt damage pain distress grief anguish torment Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Addressing A Letter to Two People15 Great Word GamesPlurals of Proper Names

Corporate accounting Assignment Example | Topics and Well Written Essays - 2500 words

Corporate accounting - Assignment Example CSL Behring has its operations spread over several countries like Australia, US, Germany and Switzerland. The company has around 10000 employees spread across 27 countries all over the world. BioCSL carries out operation from Melbourne and caters medical solutions to customers all over the world. The group accounts also reveal that CSL Limited carries out research and development to support its global operations. CSL Behring carries out activities of developing and marketing blood plasma derivative and recombined medical solution, bio-therapies for its customers all over the globe. The bio-therapies of the company provides solutions in developing immune systems against diseases like haemophilia, hereditary syndromes, von Willebrand, angioedema etc. The therapy solution developed by the companies also used for treating heart diseases, burns and shocks, transplantation of organs and also for treatment of newly born babies. BioCSL is another subsidiary that carries out the function of developing anti-influenza vaccines, anti-venom and diagnostic reagents to the global markets like Papua New Guinea, New Zealand, Asia-Pacific, etc. The research and development wing of the company is dedicated to support the bio-pharmaceutical business by developing protein-based medicines which are sold in licensed versions. The company is focussed on developing the existing products as well as developing break-t hrough solutions through use of DNA technologies. The research and development wing is also looking at improving their capabilities in the area of haemophilia, blood coagulation, etc. The non-controlling interests of CSL Limited could be understood from the following table as given below. The percentage of shareholding of the company by the various shareholders has been given in the following table. The percentage of shareholdings of the shareholders has been depicted in descending form. Since CSL

WHAT HAVE I LEARNED ABOUT PHILOSOPHY Essay Example | Topics and Well Written Essays - 750 words

WHAT HAVE I LEARNED ABOUT PHILOSOPHY - Essay Example Philosophy has been in existence with the coming of the first human being, and was present even before the ancient civilisations of Greece, China, India Egypt, and Mesopotamia had come into being. It started when the first man questioned ‘what is life?’, and slowly took a definite shape, as this questioning initially entered the realms of religious traditions and mythical aspects; then evolved further to become abstract in nature (initially wisdom was more religion oriented, and the philosophers/high priests were held in high esteem, thought to be in direct connotation with the Supreme Being, and thus not questioned by the common people, out of fear and reverence). Later, came the more secular thinkers (that is, philosophy which is not anti-religious in nature; but merely independent of religion), in and around 6th BC, that based their questions on reason and observation, rather than religion and tradition. It was then that philosophy took on a more humanistic form and a ppeal, and came down from the abode of the high priests and the Almighty God, to touch the lives of all the common people. These secular thinkers were thus the first true philosophers, the first seekers of true wisdom. Thus we can say that philosophy in its early form can be said to be a sort of inquiry that was secular in nature, and based on reason and logic. Some of the early well known thinkers were Socrates, Plato, Aristotle, sages from the ancient Hindu philosophy, and Buddha. Middle-ages philosophy saw the replacement of religion by science, and soon two branches of philosophy came into existence which soon separated from the mainstream philosophy; mathematics and science (referred to as the ‘natural philosophy’ till the late nineteenth century). Modern day philosophy deals with questions that fall beyond the scope of these two branches of sciences and cannot be solved by them. Well known philosophers from the middle ages

Heterosexism Essay Example | Topics and Well Written Essays - 500 words

Heterosexism - Essay Example A cursory analysis of available costumes illustrated that twenty two costumers were propagating hyper heterosexism. They were even segregated into sections named as ‘Male’ and ‘Female’ costumers. There were also unisex costumes like burglar costume or angel costume. However, it was evident that majority of these costumes encouraged heterosexual partnerships. This costume based stratification can be explained with the help of feminist sociology theories that support existence of a social order and values related to it that are meant to be followed by individuals in order to demonstrate their participation in a gender-based group participation (Ingraham 209). There were eight costumes that could have been seen as being suitable for same-sex partnerships. These costumes included Scottish outfits, Mario costumes, wrestler costumes, and other revealing warrior costumes. The store also had a male personification of Adam and Eve costume which was clearly supporting same sex relationship. This study helped in understanding that there was a rather limited choice for customers who do not wish to propagate hetero-normative gendered constructs. The store had a collection of object-based inanimate costumes such as Cupcakes, Robotic characters, Banners and other similar costumes that were equally famous in male and female customers, according to the store owner. These costumes are delivering clear messages about heterosexual relationships. The costumes meant for female customers included Ballerina dresses, Disney movie characters and others clearly having a feminine outlook. On the other hand, costumes meant for boys had moderate to strong masculinity attached to them as they were reflecting a degree of physical violence and aggression. When asked about a Tuxedo hanging in the Halloween section, store manager responded that it is meant for female customers as it was ‘sleeker’ as compared to

Business plan - Setting up my own business (Flower Shop) Coursework

Business plan - Setting up my own business (Flower Shop) - Coursework Example There will be a highly connected delivery network that will enable flowers to be delivered the right time so that the impact is not lost due to an inefficient delivery. Flowers are a good choice for several occasions including birthdays, mother’s day, and weddings, to name just a few. A key differentiator would be its exclusive floristry that will provide elegant flowers of the best quality. Perhaps the most convenient and obvious segmentation is the occasion segmentation that will segment the market according to different occasions namely weddings, birthdays, Mother’s day, Christmas, Valentine’s day and other seasonal parties. This division of the market into sub groups will allow greater profits through larger sales by targeting the right set of individuals (Hall, Jones, Raffo, and Anderton 2008, p. 139). Another option is to segment the target markets temporally, meaning, based on the required delivery times. While many occasions require same day delivery, many others do not. For this reason, it will be convenient to divide the market to groups of individuals based on the delivery times for the recipients. In case of time based segmentation, the segmentation variables would include same day delivery, next day delivery, peak seasonal delivery, and other holidays. The florist offers great flower at good prices with international delivery options. Moreover, the customers have the choice of various delivery time options. The flower shop also has a flower catalog that can be requested to order unique flowers for different occasions (Philip’s Flower Shops 2014). Philip’s flower shops operate online and have a specially designed website structure that allows easy ordering of flowers online. It also provides flexible delivery systems for its customers so that recipients receive flowers on the appropriate time. Since Tesco is a large

Undesirable Behavior in Children Essay Example | Topics and Well Written Essays - 750 words

Undesirable Behavior in Children - Essay Example Undesirable Behavior in Children Data provide evidence that aggression in preschool children is more common and stable. Friends can create change in aggression more swiftly in comparison to teachers and parents; however, the same cannot be said for all peers in the class. Some mechanisms are more effective than others in furthering a change in aggression state while half of the participants feel that a child can bring changes in another child's dislike. Additionally, researchers also found that chasing or running could play a bigger role in creating conforming behavior. Article: Increasing the Teacher Rate of Behaviour Specific Praise and its Effect on a Child with Aggressive Behaviour Problems Moffat (2011) investigated effectiveness of behavior specific praise (BSP) by teacher to improve the children behavior. Numerous studies suggest that behavior specific praise (BSP) by teacher is helpful in reducing antisocial behavior of the students. Participants were Tich – a kid of age 3 year and 9 month, and a teac her named Mona. Mona involved in this specific experiment possessed more than 20 years of experience as a teacher with students in the early childhood. Data were collected through observation methods. Mona and Tich were observed for 3 weeks to understand how Tich responded to the statements of Mona. Mona would reprimand Tich for any unacceptable behaviors but would never praise Tich for any pro-social behaviors. Mona was given proper lessons of BSP statements and informed when she failed to make BSP statement for Tich. The findings reveal that as the frequency of BSP goes up the rate of reprimands decrease. By week three, there are considerable changes in the teacher-student relationship. The relationship acquires a positive tone. At the end of third week, Mona and Tich both get a better understanding for each other. The researcher concludes that the higher the frequency of BSP statements, the higher the incidents of pro-social behaviors and the lesser the frequency of antisocial be haviors. Article: Media Exposure, Aggression and Prosocial Behavior during Early Childhood Ostrov et al. (2006) investigated the role of media exposure on preschool children. In the two-year longitudinal study, 78 preschool children and head teachers participated. The study also involved parental reports of media exposure in reference to physical aggression for boys and relational aggression for girls. The data from parents were collected through a questionnaire that gave feedback on their children's favorite shows, movies or videos. Data on children behavior in class room were collected through observation facilitated by videotapes. Data reveals that media exposure leads to physical and relational aggression during early childhood. Parental monitoring of media exposure in home leads to future and concurrent effects on children's social behavior with their peers. Exposure to educational media does not necessarily generate positive or pro-social behaviors. Also, too much media exposu re, in general, can create negative consequences for children in their relationship with peers. Researchers also found the relation between educational media exposure (EME) and violent media exposure (VME) regarding aggression and pro-social behavior of the children in their early childhood. Article: The Friendship Features of Preschool Children: Links with Prosocial Behavior and Aggression Sebanc (2003) investigated features of young children's friendship and also if these features had any association with aggressive and

Human Growth and Development Essay Example for Free

Human Growth and Development Essay Definition of Plagiarism Plagiarism is an attempt (deliberate or inadvertent) to gain advantage by the representation of another persons work, without acknowledgement of the source, as the students own for the purposes of satisfying formal assessment requirements. Recognised forms of plagiarism include 1. the use in a students own work of more than a single phrase from another persons work without the use of quotation marks and acknowledgement of the source; 2. the summarising of another persons work by simply changing a few works or altering the order of presentation, without acknowledgement; 3. the use of ideas or intellectual data of another person without acknowledgement of the source, or the submission or presentation of work as if it were the students own, which are substantially the ideas or intellectual data of another person; 4. copying the work of another person; 5. the submission of work, as if it were the students own, which has been obtained from the internet or any other form of information technology; 6. the submission of coursework making significant use of unattributed digital images such as graphs, tables, photographs, etc. taken from books/articles, the internet or from the work of another person; 7. the submission of a piece of work which has previously been assessed for a different award or module or at a different institution as if it were new work; 8. a student who allows or is involved in allowing, either knowingly or unknowingly, another student to copy anothers work including physical or digital images would be deemed to be guilty of plagiarism. 9. If plagiarism is suspected students will be required to supply an electronic copy of the work in question so that it may be subjected to electronic plagiarism detection testing. Therefore students are required to keep work electronically until after they receive their results as electronic detection may be part of the investigative process. Source: Assessment Handbook 15f. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. ASSIGNMENT TITLE Human Growth and Development PortfolioI am observing a 22 month old boy, who for this report I will call Tom. Tom lives with his Mum, Dad and older sister Molly who is 3 years of age and has just started nursery. His Mum stays at home with the children whilst Dad works. Both parents are from Poland thus polish is their first language, however their Mum explained to me that Molly is going to nursery to develop her English. She also said that Tom was only speaking a little; some words English and some Polish. I will be observing Tom in his home. Observing Tom – Week one 12.10.2012 word count: 991 I arrived at the flat and was greeted by Tom’s mother who took my coat and showed me around the flat. Tom’s sister was sat eating at the table in the living room and Tom walked out of his bedroom and looked at me. He stared at me and I said â€Å"hello†, he smiled and ran back in his bedroom. Molly walked down the hall and smiled at me and spoke to Mum in polish and Mum replied, she then galloped past me and sat on the floor with toys. Mum told me that she had told Molly they had a visitor coming but they had to pretend I was invisible; she said she hadn’t told Tom as he wouldn’t understand. Besides the anxiety I was experiencing, I felt quite comfortable in the flat, the smell of washing powder was very familiar and I instantly warmed to the children. It seemed as though they were waiting for me to engage and it felt alien that I couldn’t. Mum encouraged the children to play in their bedroom as they were both stood looking at me. Mum went into the kitchen and I crouched down in the corner of the bedroom. I quickly realised this wasn’t a great idea as they both presented me with toys and giggled looking at each other. Molly passed me a Barbie and held another one and said, â€Å"This is dolly and you have man dolly† she then spoke in character through the Barbie and said, â€Å"Hello!† I found it difficult to divert from playing with her, I said â€Å"hello† and passed it to Tom to encourage them to play together. Molly continued to say, â€Å"This is dolly† trying to pass her to me. She seemed slightly frustrated that I was attempting to divert her attention away from me and I found it unnatural. As kneeling down was attracting their attention I stood in the doorway out the way. Mum came in the bedroom and put a children’s DVD of nursery rhymes. Molly started jumping about; Tom watched Molly and copied her jumping. They both smiled and kept looking at me. I smiled at them but was unsure of my facial expressions because I didn’t want to seem too approachable. I continued to find it uncomfortable how much they seemed to plea for my attention and I couldn’t respond properly. Molly then got out a box of Lego and brought it over to where I was stood, Tom followed and they started building the blocks together. They played nicely, taking it in turns; I enjoyed watching them and felt at ease that the attention was off me. When they made a tower Molly said, â€Å"no finish, no finish† each time they put a piece on and then said, â€Å"Finished!† and they both clapped their hands smiling. They did this several times. I noticed that Tom seemed relaxed and let Molly take the lead when she wanted to. Molly then went to get a picnic set and brought it back. Tom pretended to pour me a drink and passed me a cup; I said â€Å"Thank-you† and pretended to drink. I pointed at Molly to encourage him to pass it to her. Molly laid three plates on the floor and pointed at one and said, â€Å"Play?† I think Mum could see that I needed some help diverting their attention so she encouraged Molly to go back into her bedroom and they put some books away. Tom quickly ran back in his room following them. Mum laid a picnic blanket and laid it down on the floor in the bedroom and asked Molly to bring the picnic set in there. Mum then changed Tom’s nappy. Molly fluctuated from polish to English as she spoke. She then got out a fancy dress and showed me, saying â€Å"Look its Molly’s dress.† Mum helped her put it on. Tom tugged at the box of fancy dress clothes and so Mum also helped him into a skirt. They danced around the room together laughing. Molly kept spinning around and giggling and Tom copied her. I liked the way Mum had no problem with letting Tom wear a skirt and it reminded me of my own childhood when my younger brother would also wear my dresses. ‘Wheels on the bus’ came on and Tom danced in front of the television and they both did the arm motions. Tom wiggled his bum and stood right in front of the television. Mum laughed and sat cross legged next to them. Although the children were quite active, the atmosphere in the house was very calm and quiet, Mum’s presence was very peaceful and she spoke very quietly. Molly climbed on to her bed, Mum went over and tickled her; she giggled loudly. Tom still had his skirt on and continued to dance around the room. He then started to push a pram with a doll in around the room; he continued to watch the television and wiggled his bum watching with his mouth open. He then tipped over the pram and sat on the floor; he held the back wheel and moved it like he was pretending to drive. Molly then ran in to the hall and put on her shoes; Tom followed her and copied her. Molly put a hat on and then put one on Tom’s head. Mum laughed and helped Tom put his shoes on. She then tried to take off Tom’s skirt but he held on to it so she let him keep it on. Tom then pottered back into his bedroom where Molly was dancing, he joined in. Molly spun around with her eyes closed and then giggled looking at me. Tom copied her and stumbled backwards, Molly pulled Tom towards her and cuddled him and kissed his face. I wondered if Molly was ‘acting up’ because she was being watched by me, I questioned whether their behaviour was entirely natural. End of observation. Observing Tom – Week four 02.11.2012 word count: 1,025 When I arrived Tom ran out of his bedroom and into his parents’ room. He climbed up on to the bed and turned around to look at Mum, smiling as if he knew she was going to react. Mum said, â€Å"Hey, Tom† in a cautionary manner yet smiling. She grabbed him playfully and tickled him; he laughed loudly and squealed rolling on his back. He then climbed up on to the window sill. Mum spoke more sternly to Tom (in Polish) I assumed she was asking him to either get down or be careful. Again Tom turned back and looked at Mum gingerly with a cheeky smile. Mum told me she had felt poorly for a couple of weeks; she seemed quite run down and a little stressed. However she was patient with Tom. Mum was sat next to him and had her hand on the window handle so he couldn’t open it. Tom pointed out the window and looked astonished, Mum said, â€Å"Oooh ****† (Polish) Tom repeated the word and Mum nodded and smiled. She explained to me that he had seen a motor bike, she then pointed at various things out the window and said their names and Tom attempted to repeat the words. Tom spoke in a deep voice and stuck his chest out. Mum laughed and told me she was pointing out the vehicles names. I wondered whether Tom was speaking in a deep voice to imitate someone or whether he was trying to be ‘manly’. Tom then reached out to the window handle, Mum said, â€Å"Tom† firmly and took his hands away. He did this several more times, Mum again said his name and on the 4th time Tom imitated Mum and shouted, â€Å"Tom!† Mum started laughing and picked him up and sat him on the bed and tickled him again, he laughed loudly and then climbed down and ran out into the hallway. Molly came out into the hall from her bedroom and smiled at me, she then ran after Tom and they both went into the living room. Mum pulled out their table and chairs and got out some paper for them. Molly said, â€Å"We’re going to paint, you know?† Mum laughed and sat them down with some paint and cups of water. Tom picked up two paint brushes and banged them on his paper and made roaring sounds. He then struggled to pick up paint on his paint brush and frowned as he brushed over the pallets of paint, he tried to paint on the paper but nothing stuck, he stamped his feet a few times. Molly soaked up more water on her paint brush and slowly brushed her paint brush over the pallets, she seemed to know what she was doing, perhaps from painting at Nursery or remembering what Mum or Dad had taught her. Tom seemed a lot more impatient and frustrated and looked at Molly painting, slightly frowning. He then leant over and painted on her paper. She shouted out, â€Å"No Tom!† But he had left no mark, just a watery smear, so she pulled her paper away and continued to paint. Mum turned around and said, â€Å"Hey, hey Tom.† Tom continued to try to paint and let out noises of frustration; Mum came over and tried to help him apply the paint on his brush. Molly said, â€Å"Mimi† and Mum drew a Mickey Mouse face on her piece of paper in pink. Molly held her paper and came over to me saying, â€Å"Look its Mimi, Mickey Mouse, you know?† I laughed and wondered if Molly had heard someone at Nursery saying, â€Å"you know† and was imitating them as she had said it a few times and I hadn’t heard her say it before. Tom leant over and tried to paint on Molly’s Mickey Mouse, Molly squealed out and shouted, â€Å"No, Tom!† Mum seemed to tell them off as she spoke sternly in Polish, however still remained calm. The children seemed more agitated today and I wondered if Mum being ill had slightly impacted their behaviour, although Mum seemed to be struggling she was still calm with the children. I also noticed that Mum and Molly spoke more in Polish than previous weeks, I wondered if this was because they were more comfortable in my presence. Mum drew a Mickey Mouse for Tom so he wouldn’t bother Molly anymore. She drew his Mickey Mouse in blue, perhaps to tell the difference between whose was whose, but I also considered whether it was colour coded for ‘girl’ and ‘boy’. He smiled and shouted, â€Å"Mimi!† Molly and Tom both called out, â€Å"Mimi† they seemed to be in competition with each other of who could shout louder and laughed each time they shouted. Tom then went around the table on the opposite side to Molly and she prodded him playfully in his tummy with the end of her paint brush. Tom giggled so she did it again, she continued to do it and they both giggled more and more each time, becoming very excited. Molly then climbed up onto a seat at the dining room table and asked Mum if she could have her stickers, Tom went over and peered up at the table to see what Molly was doing. Mum helped Tom into his seat and brought over a sheet of stickers, Molly began sticking them onto her paper but Tom struggled to peel his stickers off, he made a fist and banged the paper making grunting noises. Mum went over again and helped him peel them off. Tom struggled again when Mum went back to the computer so he seemed to lose interest and again became more interested in Molly’s paper. Seeing Tom struggling made me feel uncomfortable that I couldn’t assist him. Tom climbed down from the table and ran into his bedroom; he peered up at the shelf of DVD’s. He shouted out, perhaps in Polish, Mum came in the room and pointed at various DVD’s until he said yes. She put on a film called ‘Pipi’ Tom danced around to the introduction music and stood close to the screen wiggling his bottom. End of observation. In this essay I will evaluate my experience as an observer and describe the place of observation in Social work. Finally, I will focus on gender development as my major theme of consideration. Initially, although I was a little apprehensive; I came to find the role of the observer a considerable challenge. Although in some ways I grew more comfortable with certain aspects of the exercise, I found a degree of discomfort in the role I was to undertake. I could relate greatly to the content of Quitak, N (2004) article, as I too struggled to find my feet to gain the right balance in distance and involvement. I experienced feelings of guilt when the children required my attention and learnt that I had to tolerate the anxiety of non-intervention. Trowell and Miles (1991) say in relation to social work, that due to the requirements of the role, they at times have to be assertive (cited in Quitak, 2004). Therefore to be effective, they must come to terms with the discomfort this can imply. M attinson (1975) cited in Quitak, N (2004) discusses this concept in terms of the ‘psychological distance’ often required. Trowell and Miles (1991) cited in Quitak (2004) in terms of remaining ‘actively positive’; retaining a physical distance, whilst allowing one self to become deeply involved. When recording my observation afterwards, I found that the first things I recalled were from the first and last part of the hour, plus what was unusual and stood out to me. Munro (1991) says that this is because we are trying to hold onto awareness of the surroundings and the different ways in which people converse and interact, (cited in Lefevre, 2010). I recognised I was preoccupied with trying to remember everything. On reflection I realised that I should have observed everything and then later try to identify the most salient points. A further distraction was Tom’s sister, Molly, who features heavily in my records, because her behaviour was more emphatic, however, I was unable to moderate her behaviour in order to allow Tom a more significant role. Munro (1991) says that such challenges an d disruptions to memory are one of the reasons assessments are often based on incomplete or inaccurate information. I was also concerned on whether pre-determined bias would creep in, as indeed, people’s values, culture and previous experiences will always influence how they interpret what they see (Cox, 2005, cited in Lefevre, 2010). Furthermore due to Tom not speaking properly yet and the language barrier it was harder for me to recall as I couldn’t prompt my memory with odd sentences. Malekoff (1994) says that thoughts and feelings of children are often emotionally processed and conveyed through more direct means, and body language may provide important clues as to how they feel (cited in Lefevre, M. 2010). This heightened my awareness of non-verbal communication and improved my capacity to analyse non- verbal behaviour. Observing children over time may help to explain what relates more to their general character and what might be a response to caretaking and environmental experiences. What they convey through certain choices provides insight into their social identity and sense of self and cultural norms. Plus their racial identity may also be revealed. A social worker will need to be open to different social and cultural experiences and consider how a child may be affected by different factors such as ethnocentrism. Self-awareness and understanding of the impact of oppression on racial identity will be important (Robinson, 2007, cited in Lefevre, 2010). Recent work on prejudice/identity development focuses on applications of intergroup theory to examine the basis of social categorization and its effects. One development has been to look more generally at children’s knowledge of other countries and nationalities (Cowie et al. 2009). I believe this could be very beneficial for Tom in the future. When watching the children I questioned whether their behaviour was altered by my presence (see week one, lines 58-62 and week four, lines 109-110). The experience of being observed can evoke anxiety and feelings of disempowerment due to possible fear of being judged or misunderstood, which can result in them behaving differently. In relation to assessments, it is important to consider how workers might affect the observed situation (Tanner and Turney, 2000 cited in Lefevre, 2004). I understand that the move from observation to interpretation is complex and therefore should proceed with caution. In bringing reflective approaches to child observations into social work, a link is made ‘between knowledge of human growth and development, observational skills and effective social work communication with children (Luckock et al, 2006, p 39). A picture of a children’s world, particularly their emotional experience, is created, which may include how they interact with and respond to parents. This may then be used to inform assessment and care planning, including the assessment of neglect (Tanner and Turney, 2000), child protection assessments (Fleming, 2004), multidisciplinary assessments for the family courts (Youell, 2002) and the supervision of contact (Hindle and Easton, 1999). The debate about the health, safety and welfare of children became a preoccupation of government following the death of Victoria Climbie in 2000 (Youell, 2009 and Wilson, 1992). It ‘can refer to both one’s own and one’s partner’s expression, with lack’ of expressiveness on either one’s part seen as dissatisfying’ (Hecht et al., 1989). Cultures vary in what is considered ‘appropriate channelling’ of emotions. For example in some cultural groups restraint of strong feelings is highly valued. Social workers must always consider cultural factors when assessing people (Robinson, 2007. Pg. 116-120). I considered cultural differences whilst observing, Mum was always very quiet and when I met Dad, he was also quiet. Although I was aware that this may be their personalities, I considered if is in their culture to be quiet (see week one, line 49). This experience has taught me that although it is imperative for practitioners to be sensitive to the impact of our presence, it is vital not to forget that we must remain focussed upon the objectives set for the observation. From observing Tom, I found myself particularly interested in his behaviour in relation to his ‘gender role’. I became drawn in to spotting which toys interested him, what he chose to wear and his general behaviour. Piaget has shown how important symbolisation is to cognitive development. One of the many important things children must learn during their first years is what sex they are; they learn that they are expected to behave in different ways according to whether they are a boy or a girl. Learning to behave â€Å"appropriately† for their sex involves learning their â€Å"gender identity† (Davenport, 1992, pg. 275). I will be looking at theories of acquiring a sex-role, looking at; biological factors, social learning and cognitive development. The results of various studies indicate that most children begin to acquire their sex identity from around 18 months. By 2 years they begin to identify what sex other children are, although they’re not too sure of their own gender identity until somewhere between two and a half and three years (Davenport, 1992, pg. 275). Accordingly, at 22 months, Tom should be beginning to identify gender, but not his own for another 7 or 8 months. Boys and girls differ in one chromosome pair; this genetic difference normally leads to differential production of hormones. These hormones lead to differentiation of bodily characteristics, such as the genital organs, and may also influence brain growth and therefore behaviour patterns (Cowie et al, 2003). Theories emphasising biological forces look for experimental evidence that links male hormones with certain types o f behaviour (Davenport, 1992). Collaer and Hines (1995) cited in Cowie et al. (2009) examined the evidence for the effects of sex hormone abnormalities on behaviour over a range of outcome variables. They conclude that the evidence is strongest for childhood play behaviour; in normal foetal development male sex hormones seem to predispose boys to become more physically active. They also argue that the evidence is relatively strong in two other areas: aggression and sexual orientation. Such effects are consistent with evidence that some sex differences appear early in life. Much research has shown males to be more aggressive, and that aggression begins at around 2 years (Cowie et al. pg. 190-192. 2009). Tom demonstrated behaviours of aggression; see ‘observation week four’ (lines 88-103 and 119). This has been explained by the higher testosterone levels than females. However, it is possible that boys are reinforced for behaving aggressively, and this makes them produce more testosterone (Cowie et al. 2009). Money and Ehrhardt (1972) carried out a study to understand the effect that the male sex hormone, androgen has on girls. They examined girls who had been exposed to unusually high levels of androgen before birth. Compared with a matched group of girls who hadn’t, these girls and their mothers reported themselves to being ‘tomboys’. However, Cowie et al (2009) argue that because the parents knew of the hormonal abnormalities, this could have affected their behaviour towards their children. While biological factors are probably important in explanations of sex differences, they do not fully explain the process of sex-role identification, or explain the variations in sex roles in different societies (Cowie et al, 2009). Social Learning theorists claim that we acquire our gender roles by observation, modelling, and being reinforced for behaving accordingly. This implies a learning process, that social factors are also important. For example it may be that female babies are spoken to more often than boys, thus pick up language sooner (Davenport, pg. 276-278, 1992). On reflection, Tom’s Mum spoke more to Molly, although this may be because she was replying to her. An early approach to the learning of sex-role identification was that children are moulded into sex-roles by the behaviour of adults, especially parents and teachers (Bandura, 1969; Mischel, 1970). In its early version (which Maccoby, 2000, calls ‘direct sociolization’) this theory suggests tha t parents and others reward sex-appropriate behaviour in children (cited in Smith et al. 2009), (see week one, lines 45-47 and also lines 40-1 and 56-57). Mum happily helped Tom in to the skirt, although would then attempt to get it off. I wondered if this was because Mum was a bit reluctant to him wearing it, or even feared I may judge her. I also considered if it would be different if Dad were around. Fagot (1978) studied children ages 20-24 months in American homes and found that girls were encouraged by their parents to dance, dress up and play with dolls, whereas boys were encouraged to play with blocks and trucks. Conversely, Tom’s Mum did not discourage him from playing with the pram (see week one, lines 51-54) a typical ‘girls toy’. Furthermore Fagot (1985) found that nursery school teachers tend to reward ‘feminine’ types of behaviour, in both boys and girls, yet this does not prevent boys engaging more in noisy, rough-and-tumble play. Nevertheless, many reviews have felt that this evidence has not been very convincing (Golombok, and Hines, 2002; Maccoby, 2000, cited in Smith et al. 2009). It m ay be that any differential behaviour by parents is simply responding to pre-existing differences in boys and girls behaviour (Davenport, 1992). Indirect socialization (Maccoby, 2000), supposes that children observe the behaviour of same sex models, and imitate them, for example, boys might imitate the behaviour of male figures on TV (cited in Smith et al. 2009).TV features in every record, and Tom was always very engrossed and on more than one occasion I noticed him imitating what was acted or said (see week one, line 52). A report by Himmelweit et al. (1958) looked for changes in children’s behaviour with the concern that violence on television may make children more aggressive, and that many programmes portray stereotyped images of sex roles. Alternatively, others think that television can be used to encourage cooperative behaviour, or reduced stereotyped views (Greenfield, 1984, cited in Smith et al. 2009). This introduces influences on behaviour that suggest the importance of cognitive factors. Social cognitive theory (Bussey and Bandura, 1999) draws together the ideas of both theories. They suggest children monitor their own behaviour built on what is appropriate; identification with peer group monitoring their behaviour in relation to how they expect same-sex peers might react (cited in Cowie et al. 2009). I didn’t get to see Tom interact with any male children, I found Molly to be a great influence on his behaviour; i.e. see week one lines 21-22, 26 and 59. I imagine this is because supposedly he has not yet identified himself as a boy and does not have much, if any, contact with other boys of similar age. Preference for same-sex peers seems to be a cross-cultural phenomenon, and one that increases through childhood into adolescence. Maccoby (1998, 200) has documented this, and argues that it is a key factor in integrating not only cognitive and social factors, but also the biological factors affecting sex differences (Cowie et al. 2009). Observing Tom enabled me a great insight into his world, but has also indeed taught me a lot about myself, gaining skills of self-awareness and reflective practice that I hope to bring to future practice. Bibliography Bandura, A. 1969: Social Learning theory of identificatory processes. In D. A Goslin (ed.), Handbook of Socialization Theory and Research. Chicago: Rand McNally. Peter K.Smith, Helen Cowie and Mark Blades (2009). Understanding Childrens Development . 4th ed. Oxford: Blackwell Publishing. 186-194. G C Davenport (1992). An introduction to Child development. London: Colins Educational. 275-291. Money, J. and Ehrhardt, A. A. 1972: Man and Woman, Boy and Girl. Baltimore, MD: Johns Hopkins University Press. Michelle Lefevre (2010). Communicating with children and young people making a difference. Bristol: The Policy Press. 147-169. Judith Trowell and Gillian Miles. (1991). The contribution of observation training to professional development in social work . Journal of social work practice. 5 (1), 50-56. Natasha Quitak. (2010). Difficulties in Holding the role of the observer.Journal of social work practice. 18 (2), 247-253. Lena Robinson (2007). Cross-Cultural child development for social workers an introduction. London: Palgrave Macmillan. 116-120. Kate Wilson. (1992). The place of child observation in social work.Journal of social work practice. 6 (1), 37-47. Biddy Youell . (2009). Guide to emotional and behavioural health . Available: http://www.ccinform.co.uk/articles/2009/10/19/3614/guide+to+emotional+and+behavioural+health.html. Last accessed 27th Nov 2012.

The Ofcom As A Super Regulator Media Essay

The Ofcom As A Super Regulator Media Essay Introduction The broadcasting culture and the Ofcom regulatory framework enshrine the freedom of broadcasters to choose topics they want to cover in the programmes they broadcast and in appropriate manner. Whilst the broadcasters have the right to hold opinions and impart information and ideas to their audiences without interference, the audiences are also entitled to receive those ideas and opinions. With reference to this, the essay (a) critically discusses the challenges and potential pitfalls that the Ofcom Broadcasting Code (the Code) presents for sports broadcasters and assesses Ofcoms powers of enforcement should a breach of the Code occur; and (b) assesses the extent to which the content of the Code is shaped and influenced by the law and policy of the European Union. After considering the Ofcom as a super regulator, the essay identifies the major principles and rules of the Code. This is followed by an examination of the challenges and potential pitfalls that the Code presents for sports broadcasters. The essay goes to assess the Ofcoms powers of enforcement where there is a breach of the Code. Finally, the essay assesses the extent to which the content of the Code has been shaped and influenced by the law and policy of the European Union. a) The Ofcom as a super regulator Before 2005 there were various regulators, such as the Broadcasting Standards Commissions (BSC), the Independent Television Commission (ITC) and the Radio Authority (RA), which regulated the exploitation of media rights. The net result was that many anomalies arose by virtue of the changing roles of those platforms (Verow, Lawrence and McCormick, 2005:324). The Ofcom was formally established on 29 December 2003 under the Communications Act 2003 as the United Kingdoms super regular to oversee all regulation in the media and communication sectors. In terms of broadcasting regulatory functions, it takes over the BSC, ITC and the RA. The creation of the Ofcom has rapidly changed the structure of television regulation in the United Kingdom (Carey, 2010:242). The Code Section 319 of the Communications Act 2003 entrusts the Ofcom with the power to set and revise a code for the standards of contents of radio and television programmes. The Ofcom has revised the Code on various occasions. The most recent version of the Code took effect on 28  February 2011. It covers all programmes broadcasted on or after 28 February 2011. It applies to radio and television content in services licensed by the Ofcom.  With the exception of the BBC, the Sianel Pedwar Cymru (S4C) and the S4C Digital, all United Kingdoms broadcasters must have the appropriate licence in order to operate a broadcasting service. All Ofcom licensees as well as the BBC and the S4C are required to comply with the Code. The Code governs, among other things, standards and practice in programme content, advertising and programme sponsorship. Section 1 of the Code requires broadcasters to protect those under the age of 18 by providing rules on scheduling and content information. Television broadcasters must observe the 21:00 watershed. The watershed does not apply to radio broadcaster, but a particular regard must be made to times when children are likely to be listening. Section 1 also curbs, among other things, violence, dangerous behaviour as well as offensive language appearing before the watershed or in an inappropriate context. In addition, section 1 insists on broadcasters to take care over the physical and emotional welfare of and the dignity of people under 18 who take part or are involved in programmes. Section 2 requires broadcasters to apply accepted standards to the contents of television and radio services in order to provide adequate protection for the public from the inclusion of harmful and/or offensive material in such services. Programmes must not include material which condones or glamorises violence, dangerous, or anti-social behaviour or is likely to encourage others to copy such behaviour. Section 3 requires broadcasters to, among others things, protect member of the public from the inclusion of harmful and/offensive materials, such as offensive language, distress, and discriminatory treatment or language. Section 4 requires broadcasters to exercise proper degree of responsibility with respect to the content of religious programmes. Section 5 provides for due impartiality and due accuracy and under prominence of views and opinions. Broadcaster must report news, in whatever form, with due accuracy and present them with due impartiality. Any mistake must be acknowledged and corrected immediately. Viewers must be made aware of what they are seeing. If a presenter gives a personal view or makes an authored programme, this must be made clear and alternative viewpoints adequately represented, either in the programme or in series of programme should be taken as a whole. Section 6 deals with elections and referendums by requiring impartiality to be strictly maintained in constituency reports. Section 7 requires broadcasters avoid unjust or unfair treatment of individuals or organisations in programmes. For example, if a team coach is approached for a post-match interview and refuses to appear, the broadcast should make clear that s/he has chosen not to appear and should give their explanation if it would be unfair not t o do so. Section 8 requires broadcasters to avoid any unwarranted infringement of privacy in programmes and in connection with obtaining material included in the programmes. Any infringement of privacy should be warranted. Sections 9 and 10 of the Code are most relevant provisions to sports broadcasting. Section 9 deals with commercial references in television programming. Section 10 deals commercial referencing in radio programming. The BBC, S4C and S4C Digital are not Ofcom licensees and, therefore, not subject to sections 9. However, they are subject to the legislation on listed events and, therefore, the regulations on listed events as set out in the relevant provisions of the Code. Section 9 requires broadcasters to maintain independent editorial control over programming. It also obliges broadcasters to ensure the distinction of editorial content from advertising. It prohibits surreptitious advertising which makes reference to a product, service or trade mark within a programme with the intention to advertise without making this clear to the audience. Section 9 provides rules for the sponsorship of television programmes. It provides regulations relating to, among others things, prohibited sponsors and the format and content of the sponsors credit. This is often referred to as a sponsor bumper or billboard (Lewis and Taylor, 2009:1239). Section 9 provides that the purpose of the sponsor credit should be simply to inform viewers that the relevant programme is sponsored and who the sponsor is. Therefore, section 9 requires the credit not to contain advertising messages or calls to action to viewers and to be kept separate from commercial breaks and from the programming itself. Accordingly, section 9 permits credits at the beginning and/or end of the programme and going into and coming out of commercial breaks. However, section 9 does not specify limits as to the permitted duration or number of sponsor credits. Section 9 simply indicates that, for these purposes, undue performance should not be given to a sponsor and credits within programme trailers should remain brief and secondary. Radio and television broadcasting are subject to different legislative requirements and terminology. Therefore, section 10 of the Code contains specific rules to radio broadcasting. The fundamental principle in section 10 is to ensure the transparency of commercial communications as a means to secure consumer protection. Viewers must not be misled. There has to be transparency and editorial independence. Advertising products has to be kept separate from the content of programmes. Challenges and pitfalls of the Code for sports broadcasters Sports broadcasters should be free to choose sporting events they want to cover in their sport broadcasting programmes. This principle underlines the broadcasting culture and the regulatory framework in which the Ofcom operates. However, the right to choose sporting events to broadcast is subject competition rules, intellectual property law as well as human rights. Television broadcasting is the most frequently area the competition authorities have been involved in the business of the sport. The Office of Fair Trading (OFT) and the European Commission have scrutinised arrangements that appeared to restrict market competition in the market for the acquisition of premium sports contents. Broadcasting organisations are subject to Articles 101 and 102 of the Treaty for the Functioning of the European Union (TFEU). The grant of exclusive rights for sport broadcasting can have implications on the freedom of other broadcasters to choose sporting events they would like to cover in their sports broadcasting programmes. However, the grant of exclusive rights is not per se contrary to the EU competition law. This is particularly the case in relation to the audiovisual industry where exclusivity may, in fact, have pro-competitive effects. The OFT has investigated allegations of BSkyB abusing its dominant position in its exclusive right to broadcast certain live sporting events by exerting an anti-competitive margin squeeze on its rivals, pricing its channels, and giving anti-competitive discounts to distributors (OFT, 2002). The OFT found that BSkyB was dominant in, among others, the wholesale supply of certain premium sports. Since the being dominant does not infringe competition rules, the OFT considered whether BSkyB had abused its dominant position in relation to margin squeeze, mixed bundling and discounts and found that that there was no abuse of its dominant position. In order to transmit  sports  content, sports broadcasters need a prior consent or authorisation from theà ¢Ã¢â€š ¬Ã¢â‚¬ °sports  organisation running the event in question, since they are the owners of the sports  content. English law does not recognise the existence of proprietary rights in a sports event per se. However, this does not mean that such rights do not exist. Instead, those rights are created, exploited and protected not as sui generis rights, but by virtue of the application in combination of principles of real property law, contract law and intellectual property law. Many sports rights including broadcasting rights are predicated on the event organiser having exclusive control over access to the venue at which the sports event is held. Under English law, sports broadcasting rights consist of a license to enter the venue, film the proceedings and transmit the resulting footage to the public (Arnold, 2001:51). Section 1 of the Copyright, Design and Patent Act 1988 (CDPA) provides that copyright subsists in, among others, broadcasts and cable programmes. Section 2(1) confer upon the owner of copyright in a work exclusive right to, among others, broadcast the work or make it available to the public by electronic transmission. For broadcasts, the copyright is owned by the maker of the broadcast (CDPA, s. 12). Copyright underpins the enormous industry that surrounds the creation and broadcast of audiovisual images of sports events. Sound recordings include player interviews, audio files, and tapes of radio broadcast. Films encompass audiovisual footage of sports events and news conferences, training sessions and player interviews, interspersed with coverage of pundits. Therefore, whilst there may not be any copyright inherent in a sporting performance per se, if that performance is recorded on audio and/or video-tape, that recording and its subsequent communication to the public by broadcast or electronic transmission will be protected by copyright. This means that the freedom of broadcasters to choose what sports events to cover in their sports programmes is restricted as they cannot broadcast copyrighted sporting material as this will amount to copyright infringement. However, the CPDA permits a present assignment of future copyright which takes place as soon as the copyright work to which it relates is created. For example, the BBC records and broadcasts coverage of a Premier League football match, then in the absence of such an assignment the owner of the copyright in the signal would be the BBC. However, in its broadcasting agreement with the BBC, the Premier League will have taken an assignment of copyright in the signal from the BBC and lice nsed back to the BBC the right to incorporate the signal into the BBC programming for specific number of times during the term of the agreement. Further, sport news access is effected through the use of the fair dealing exception in the CDPA. The provision allows for the copyright material to be used without the permission of the copyright owner where it acknowledges the rights holder and the use is appropriate in terms of the importance of the event. Further,  broadcasters  in the United Kingdom have adopted a News Accessà ¢Ã¢â€š ¬Ã¢â‚¬ °Code  of Practice, which provides regulation of the use of sports  footage in terms of the programmes in which it is used and the length of extract that is appropriate. In the BBC v British Satellite  Broadcasting (BSB) [1991] 3 All E.R. 833, BSB tested the fair dealing concept during the 1990 World Cup by extensively using extracts of footage to which exclusive broadcast rights had been acquired by BBC and ITV. The question was whether the use of the BBCs broadcasts constituted fair dealing for the purpose of reporting current events under the CDPA. The court found in favour of B SB and as a result of this case, the major  broadcasters  drew up the News Access Code  of Conduct. According to the Code, broadcasters have the right to hold opinions and impart information and ideas to their audiences without any interference and audiences are also entitled to receive those ideas and opinions. However, the licensed broadcasters are also required to comply with the standards set out in the Code. These include standards which protect members of the public from offensive and/or harmful material. However, this may pose a challenge to sports broadcasters, particularly where the fans chant offensive and/or harmful material, including discriminatory language or invade the pitch. There is also an ever-increasing use of foul language by players on live football matches due to frustration or being angry when decisions go against their teams. Besides this, it is worth noting incidents, such as the infamous clothes malfunction in the 2004 Super Bowl between Justin Timberlake and Janet Jackson with estimated 6.6 million children from age two to eleven were watching when Janet Jackson exposed her right breast to the audience (Thornton, Champion and Ruddel, 2011:75). In addition, the standards set out in the Code must be applied in a manner which best guarantees an appropriate level of freedom of expression. This is because the Code takes into account the Human Rights Act 1998 (HRA) as well as the European Convention on Human Rights (Convention) (Ofcom, 2011:2). The right to freedom of expression in Article 10 of the Convention encompasses the right of the audiences to receive creative material, information and ideas without interference but subject to restriction prescribed by law and necessary in a democratic society. Further, consideration must also be made to Article 8 of the Convention on the right to a persons private and family life, home and correspondences. The Ofcom has also taken into account Article 9 (freedom of thought, conscience and religion) and Article 14 (the right to enjoyment of human rights without discrimination on grounds such as sex, race and religion). In R. (on the application of Gaunt) v Office of Communications (OFCOM) [2011] EWCA Civ 692, the court held that the provisions of the Code had to be interpreted, and applied in particular cases, in compliance with Article 10 of the Convention. The appellant radio presenter appealed against a decision of the High Court dismissing his application for judicial review of a finding by the defendant Ofcom that a broadcast interview conducted by him breached the Code. The Ofcom had found the language used by the presenter and the manner in which he treated his interviewee had the potential to cause offence to many listeners contrary to the Code. The High Court held that the Ofcoms finding was not a disproportionate interference with the presenters right to freedom of expression as the offensive and abusive nature of the broadcast was gratuitous and had no factual context or justification. Dismissing his appeal, the Court of Appeal held that when deciding whether the interview offended the Code, the interview had to be considered as a whole and in its context. When the presenters extremely aggressive tone, his constant interruptions, his insults, his ranting, the consequent lack of any substantive content, and the time for which the interview was allowed to run on were combined, it was clear that Ofcom was right to conclude that there had been a breach of the Code. It was impossible to accept the contention that the publication of the Ofcom finding, which contained no sanction other than the stigma of the publication of an adverse finding by a statutory regulator, represented an interference with the presenters right to freedom of expression under Article 10 of the Convention. The fact that the topic covered by the interview was of public interest was of limited force once the contents of the interview were considered. The Code does not address all issues which could arise in sports broadcasting. As a result, sports broadcasters may face a number of individual situations which the Code does not specifically refer to. It contains some examples, but they are not exhaustive. However, the principles set out in the Code make it clear that the Code is designed to achieve and help broadcasters make the necessary judgements (Ofcom, 2011:6). Sports broadcasters can make programmes about any sport issue they choose, but they must at all times ensure that the programmes comply not only with the general law, but also with the Code. The Ofcom may provide general guidance to sports broadcasters on the interpretation of the Code. However, neither such advice will affect Ofcoms discretion to decide on cases and complaints after the programme has been broadcasted nor the exercise of its regulatory responsibilities (Ofcom, 2011:6). There may be problems of differentiating between user generated contents (UGC) and professional contents offered on UGC platforms. There may also be blurring boundaries between audiovisual media services provided by sports newspapers and sports channel websites as well as online newspapers and sports news portals. A service fall outside the Authority for Television On-Demand (ATVOD) if the video content appears as integral part of online version of newspaper, for example, alongside a text based story. However, the audiovisual content on a website will fall within scope of the ATVOD if it constitutes a consumer destination in its own right and the content can be viewed and enjoyed without reference to the publication offering. There have been challenges against ATVOD determinations for qualifying video services as on-demand programme service (ODPS). In February 2011, the ATVOD held that the  Sun Video  section of  The Sun  website was an ODPS within the meaning of section 368A of the Communications Act 2003 and should have been notified to and regulated by the ATVOD as such (Lewis, 2012). According to section 368A, to be an ODPS, a service must fulfil five criteria. These are that the principal purpose of the service should be to provide programmes which their form and content are comparable to TV-like services, must be accessible on-demand, there must be a person responsible for editorial, it is made available for use by members of the public, and it is within the United Kingdoms jurisdiction. ATVOD has the power to decide which services constitute an ODPS and to provide guidance on the matter. Any exercise of ATVODs power is subject to appeal to Ofcom. The Suns owners, News Group, appealed to the Ofcom based on the first criterion that the principal purpose of the service was to provide programmes the form and content of which were comparable to TV-like services. It further argued that the  Sun Video  section was part and parcel of the whole site, which was an integrated offering. The ATVODs view was that the  Sun Video  section of  The Sun  website was an ODPS. In applying the five ODPS criteria, the ATVOD looked at the  Sun Video  section of  The Sun  website as a service in its own right and then applied the five ODPS criteria to that section. The Ofcom upheld the News Groups appeal, setting aside ATVODs decision and replacing it with its own. The Ofcom said that it was important to consider the whole of what is provided in order to determine whether there was any audiovisual material on the website whose  principal purpose  was to provide TV-like programmes. It set out a two-part test which it used and said should be used when assessing whether a service is an ODPS. The test comprises what Ofcom referred to as the principal purpose part and the comparability part of the test. With regard to the principal purpose part of the test, Ofcom said that where audiovisual content is provided together with other contents one all of the material in context must be looked at. Thus, it necessary to consider whether, taken as a whole, the audiovisual material forms part of a service whose principal purpose is to provide that audiovisual material, or is simply ancillary to the provision of some other service. If the answer to the fi rst test is in the affirmative, the question under the comparability test should be whether the audiovisual material is comparable to TV-like programmes. The Ofcom decided that the principal purpose test was not satisfied, but did not go further to analyse the comparability test. Ofcom provided some examples of characteristics of a service that its principal purpose could be said to provide audiovisual material. These include (a) the service having its own homepage; (b) the videos being catalogued and accessed separately; (c) the videos being presented and/or marketed as a TV channel; (c) the duration of the videos is substantially longer; (d) little or no linkage between the videos and other material; (e) where the service provides both written and audiovisual material, the audiovisual material is significantly more than the written material, the written is brief or introduces the audiovisual material, and the videos are the primary means of conveying to users the information they are seeking; and (f) the videos are ancillary to, or enhance, a non-audiovisual service. The Ofcom applied these tests holding that the aim of the  Sun Video  section was to collate and supplement the content from the rest of the website.   No part of the website was a servic e whose principal purpose was the provision of TV-like programmes. The Ofcoms decision could be seen as a victory for the operators of similar sites, particularly for online newspapers and magazines that are rich in video content. However, such sites may still be caught by ATVODs regulatory regime in future. A website providing a mixture of videos and written content  could  be deemed an ODPS. The Sun Videos displayed some ODPS features and fulfilled a number of the characteristics suggested by Ofcom which satisfied the principal purpose test, but on balance, the Ofcom held that  Sun Video  did not do so sufficiently to make it an ODPS. The Ofcom said that there was no blanket exclusion for newspaper websites. The Ofcoms powers of enforcement of the Code The Ofcom neither previews programmes nor requires advance schedule information (Carey, 2010:243). The broadcasters are responsible to ensure that the material broadcast does not offend against the (Carey, 2010:243. It enforces the Code by means of a condition in every licence requiring observance and adherence to the Code. It has published on its website the procedures for investigating complaints and the application of statutory sanctions to broadcasters (Ofcom, 2011).  The Ofcom may impose statutory sanctions against a broadcaster who has breached the Code deliberately, seriously or repeatedly. However, the Ofcom often issues directions to the licensee not to repeat the programme in question, or to broadcast the correction or a statement of Ofcoms findings. Other breaches of the Code may be penalised in fines and, in most extreme cases, forfeit of the licence. The maximum financial penalty for commercial television or radio licensees is  £250,000 or 5% of the broadcasters qual ifying revenue, whichever is the greater. For the BBC, the maximum financial penalty payable is  £250,000. In 2008, the Ofcom fined MTV Networks Europe  £255,000 for widespread and persistent breaches of the Code (repeated  broadcast  of blatantà ¢Ã¢â€š ¬Ã¢â‚¬ °foulà ¢Ã¢â€š ¬Ã¢â‚¬ °language  before the 21.00 watershed) in respect of its certain channels (Lewiston, 2008). In the same year, the Ofcom fined the ITV a total of  £5,675,000 for what it considered to be the worst breaches of the Code it has ever come across. The breaches related to the use of premium rate telephone lines in some of the broadcasters programmes. The fine is the highest ever imposed by Ofcom and reflected not only the seriousness of the ITVs failures, but also their repeated nature (Hughes, 2008:162). However, the failure of the Ofcom to fine the ITV anywhere near five per cent of its qualifying advertising revenue has been criticised in some quarters for sending out the wrong signal (Hughes, 2008:162). In 2011, the Government has proposed to reform the appeals process under section 192 of the Communications Act 2003 for Ofcom regulatory decisions by introducing an enhanced form of judicial review that would, for the first time in statutory history, allow consideration of the merits of Ofcom decisions. The Government believes that changing the standard of review would lead to more focused appeals whilst reducing the need for oral and cross examination of factual and expert witnesses. This would result in shorter hearings and more focussed pleadings than is presently the case. However, this would impose constraints on the right of appeal that do not apply to these sectors (McInes, 2011:14). b) The influence of the EU law and policy on the Code The main EU regulation of the sports broadcasting was the EC Directive 89/552/EEC on Television without Frontiers Directive (TWF Directive), as amended by Directive 97/36/EC and by Directive 2007/65/EC on Audio Visual Media Services Directive (AVMS Directive). The Audiovisual Media Services Directive  amended and renamed the TWF Directive by providing less detailed but more flexible regulation. It also modernised TV advertising rules  to better finance audiovisual content. The aims of the original TWF Directive were to harmonise television broadcasting law throughout the European Union, including by way of establishing minimum requirements relating to the protection of minors, rules on advertising as well as the encouragement of production of European works (Lewis and Taylor, 2009:1239). However, dated back to 1989, the TWF Directive dealt only with traditional television services. However, the advances of technology since its first implementation have been so vast that it became increasingly in need of updating to provide harmonised regulations to all forms of audiovisual services regardless of the type of technology used to deliver them (Lewis and Taylor, 2009:1239; Wardade, 2009:336). Consequently, the AVMS Directive was adopted in December 2007 requiring Member States to implement it within two years (AVMS Directive, Art. 3). The AVMS Directive provided two ties of regulation, depending on whether the audiovisual service was scheduled broadcast or on demand. It sought to be less restrictive for on demand services on the basis that the consumer had greater control over what it pulled down as opposed to scheduled which are received passively if a viewer switches on to a particular channel (Ridgway, 2008:110; McEneaney, 2008: 60). The Code took into account a number of requirements relating to television in the TWF Directive, as amended by AVMS Directive. However, by the time the AVMS Directive was implemented at the national level, it had already been superseded by technological developments (Wardade, 2009:341). Thus, the  TWF Directive and  its amendments has been repealed by Directive 2010/13/EU) on Audiovisual Media Services (AMS Directive), which came into force  on 5 May 2010. The AMS Directive was implemented in the United Kingdom by the Audiovisual Media Services (Codification) Regulations 2010, which came into force on 18 August 2010. Extracts of the AMS Directive can be found in Appendix 2 of the Broadcasting Code. The Code brings into effect certain provisions from the AMS Directive. Prior to the introduction of regulations to implement the AVMS Directive, product placement in programmes was expressly prohibited on scheduled television services. However, there was no regulation on on-demand services in the United Kingdom at all. The AMS Directive has relaxed the rules on product placement on on-demand services. The AMS Directive was implemented in the United Kingdom in February 2010 by Audiovisual Media Services (Codification) Regulations 2010). Article 11 of the AMS Directive permits product placement under certain circumstances. Firstly, the AMS Directive requires the responsibility and the editorial independence of the media service provider to remain unaffected.   This attempts to balance the free movement of services within the European Union and the need to ensure a high level of public health, consumer and child protection (Garde, 2011:92). The Ofcom has implemented Article 11 of the AMS Directive by revising section 9 of the Code which came into force on 28 February 2011. Rule 9.8 provides that product placement must not influence the content and scheduling of a programme in a way that affects the responsibility and editorial independence of the broadcaster. Secondly, the AMS Directive requires that programmes with product placement not to directly encourage the purchase or the rental of the placed goods or services. Rule 9.9 of the Code implements this more broadly by providing that references to placed products, services and trade marks should not be promotional. Thirdly, the AMS Directive requires programmes containing product placement not to give undue prominence to placed products, services or trade marks. Rules 9.5 and 9.10 of the Code implements this by further specifying that two factors may be indicative of undue prominence, namely the presence of, or reference to, a product, service or trade mark in programming where there is no editorial justification; or the manner in which a product, service or trade mark appears or is referred to in programming. Further, the AMS Directive requires viewers to be clearly informed of the existence of product placement and that the programmes with product placement should be identified at the start and the end of the programme, and when a programme resumes after an advertising break so as to avoid confusing audiences. Rule 9.14 of the Code implements the information requirement laid down in the AVMS Directive. On 14 February 2010, the Ofcom disclosed the two versions of the universal neutral logo which is used to inform viewers of the existence of product placement on television and the rules surrounding its use. The Rule 9.11 of the Code reproduces the requirements of article 11(4) of the AMS Directive by prohibiting the placement of cigarettes and tobacco products and prescription-only medicines. However, rule 9.13 extends the list by banning the placement of alcoholic drinks, foods or drinks high in fat, salt or sugar, gambling; infant formula, all medicinal products, c

Siddhartha :: essays research papers

Religion plays a large part in everyone’s life. In Herman Hesse’s epic story Siddhartha the aspect of religion is taken apart and looked at from nearly every possible angle. There are many key concepts revolving around the main theme of religion, but three which seem to me to be the most important and powerful are the ideas of control of self and soul; that knowledge can be communicated, but not wisdom; and the closely related ideas that time is not real and The Oneness of All Experience. In Siddhartha the idea of Control of Self and Soul is very important, not only to religion but in the gaining of knowledge and wisdom. Once a woman tempts Siddhartha to make love with her, but he hardens his soul and moves on. Shortly thereafter he finds the courtesan Kamala who captivates him and with whom he later learns the art of love. He is then glad that he resisted temptation. Siddhartha becomes rich so that he may experience all of life, and when he becomes nauseous with the pointlessness of his wealthy life and tries to commit suicide, he stops himself and thinks about what he is doing. He soon realizes the folly of his action and starts his life anew. Siddhartha believes that anything can be overcome if one will control himself. he expresses this to Kamala one day, saying; "Nothing is caused by demons; there are no demons. Everyone can perform magic, everyone can reach his goal, if he can think, wait and fast." I agree with Siddhartha’s thinking. All pr oblems can be solved, you just have to know how to do it. The second concept in Siddhartha is the idea that knowledge can be communicated, but not wisdom. Siddhartha believes this very strongly, and feels it is only right that one must gain wisdom for himself. When he and Govinda come to the garden of the Buddha and listen to Gotoma’s words, Govinda is immediately converted and stays. Siddhartha, however, does not. He respects Gotoma and believes that he has actually reached Nirvana, but Siddhartha does not believe that Gotoma can teach him to reach it. Later Siddhartha finds himself at a river, having run away from his riches. Here he sees another wise man, Vasudeva, the ferryman. He stays at the river and learns wisdom for himself. Siddhartha learns of the wonders of life, and that what he had always held to be true was true; that wisdom is not teachable.

Essay --

Pouya Ghasemlou Professor Lavelle Writing about Literature 102 2 February 2014 Themes and meanings Extreme pride is the core theme in both of the plays. For example, in Antigone, Creon decides not obey the god's wish and decline to give a proper funeral to Antigone’s brother. Since Creon is too fulfilled to accept his fault and also he wants to keep the appearance before the people he decides to execute Antigone. He is very self-satisfied when he established a new law that is the opposite of holy values because no one should establish any law that is equivalent to the God’s commandment. When Teiresias tells Creon of his fate, Creon refuses to believe this; thus Creon must suffer the loss of his family. Sexual category: the Role of Females The significance of Antigone’s action are deeply under the influence of her sexuality. In fact, Creon admits that one of the main reasons that motivates him to overthrow Antigone is simply due to the fact that she is a female. Even if someone considers the freedom of females with ancient standards he will realize that women in Greek was under a severe restrictions and limitations. Having this in mind, Antigone's disobedience was considered as a potential danger because it was aiming to change female’s character in the Greek society. Antigone chose to be active and this changes one of the vital laws of the Greek culture. Antigone is the Protagonist because at the very opening of the play she disagrees with her sister who is considered to be a ‘good girl’ based on the Greek conception of being good because she unquestionably obeys the laws of the society. In the opposing point, Antigone is an anarchists and refuses to be like her sister. So in a sense, Ismene is Antigone's foil due to the fact t... ...as, the messenger, and shepherd – after he stabs out his eyes he asks to be banished. Oedipus is continuously restless and is always out of his reach. By the end of the play his name has become a curse – he is ashamed of himself and his actions (shows he is a DYNAMIC CHARACTER) – this curse passes on to his children as shown when his two sons and daughters meet their fate. Antigone Based on the fact that she is well aware of her past. For Creon, she is more hazardous than Oedipus, Antigone is more dangerous than Oedipus, especially to Creon. Because of what she and her family has gone through she has a feeling that there is nothing else to lose. Due to the fate her family has experienced, Antigone feels she has nothing to be afraid of. She sheds light on the differences between God’s rule and social rule. She emphasizes that his rules cannot outweigh God’s wish.

Database: Design, Create, Populate, and Test

To achieve the criteria the evidence must show that the learner is able to: Task No. Evidence Create and populate a database [SMS] 3 Import data from an external source Create features in data entry forms to ensure validity and integrity of data Perform queries using multiple tables and multiple criteria VI Export data to an external source Include an advanced feature in a database design Implement an automated function Test a relational database [SMS, RL] Discuss how potential errors in the design and construction of a database can be avoided [III] 4 Evaluate a database against the specified user needLearner Declaration certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Learner Signature: Title Date: Assignment Design, create, populate and describe the features of a relational database. Purpose of this assignment The aim of this unit is to enable students to understand the features of relational databases and develop the necessary skills to design, create, populate and test a relational database incorporating advanced features. Task 3 – ScenarioImplement the database design from task 2 in Microsoft Office Access Task 3: 3. 1 Implement the database design from task 2 in Microsoft Office Access by creating at least five tables. Create all the tables as identified in your data model Set up relationships and enforce referential integrity to allow cascade updating and deletion of linked records Populate tables with valid and sensible test data Export all table definitions to a Word document This Provides evidence for CPA] 3. 2 Create test data in a spreadsheet and import into the relevant tables. You will need to document each step of this processThis Provides evidence for [MM] 3. 3 Design and implement all the forms (including at least one sub-form) that have been outlined in the Requirements Specification (see task 2 in the Syst ems Analysis and Design assignment). A consistent of style must be used in order to create a professional mage to allow users to interact with the system. Your implementation must include at least three features for ensuring data validity. Demonstrate and explain your forms to your tutor who will provide a witness statement confirming your success. This Provides evidence for CPA] 3. 4Perform three different types of queries using multiple tables and multiple criteria to search and sort data that are required from the output requirements (see task 2 in the Systems Analysis and Design assignment). Demonstrate and explain your queries to your tutor who will provide a witness statement confirming your success. This Provides evidence for [UP] 3. 5 Export the results of a query to another application. This Provides evidence for [MM] 3. 6 Design and implement all the reports that have been outlined in the requirements taking care to ensure consistency in line with your form designs.Create a â€Å"Main Menu† form as detailed in the requirements and implement at least one advanced feature. This Provides evidence for [MM] 3. 7 Demonstrate and explain the process to your tutor who will provide a witness Implement at least one automated feature from the list below: Macro Scripts program code This Provides evidence for [AS] 3. 8 Once you have completed the database, you will need to make sure that the database is working correctly. You are required to create a test plan that tests the main database functionality. Any test failures should be corrected and annotated using screen shots in a est. log.

Effective Communication In Health and Social Care Essay

Understand effective communication and interpersonal interaction in Health and Social Care †¢Produce a staff handbook for new staff at a residential setting for people with learning difficulties and other communication difficulties including different forms of communication needs and preferences and the role of effective communication in team work and supporting individuals. Emily Rhodes Contents Page The two main contexts in which health and social care workers use the communication cycle are one-to-one and group communication. One-to-one Communication – This interaction often involves a three stage process. 1) Greeting or warming up, 2) conversation or information exchange, 3) farewells or winding down. When you start a conversation with somebody you have to try and make them feel relaxed and it is important to create a positive emotional atmosphere. Very often people will start a one-to-one communication with a greeting such as ‘Good Morning’, as this shows you are helping them to feel relaxed by showing a positive and friendly attitude. This type of communication is effective within a health and social care environment because, if a nurse/carer had a new resident, then they have to set an example, so that the resident will feel safe, and will be able to build trust with the nurse/carer. Group Communication – This type of communication is only effective if everyone within the group wants to be involved. It is right that the group has the right emotional atmosphere, as people may feel threatened, or may  not be confident enough to speak up within a formal group conversation. Group maintenance is important, as this enables people to create the right atmosphere. Having a group leader can be useful, because they will be able to encourage people to express their ideas, and make sure people take their turn when talking. This type of communication is effective within health and social care as there are many meetings, which could be discussing a resident’s needs/preferences. This is effective because everyone’s ideas will be taken into consideration and will be able to get the best outcome. However this type of communication can be confusing for people with hearing impairments, as if a person is deaf, they focus on one person to do sign language so it’s not too confusing for them, but in a group, a lot of stuff can be misunderstood and would be too confusing. Communication between colleagues – Communicating with people at work is different that communicating with friends and family. This is because it is important to show respect to your work colleagues, as if this happens, you may fail to show respect to the people who use care services. Also colleagues have to develop trust with each other, and it’s important to show that you have respect for the confidentiality of a colleague. This type of communication is often informal but it is important that care workers use skilled communication in order to develop respect and trust. This type of communication is effective in health and social care, as it can boost productivity and improve employee satisfaction. Formal – Formal communication is quite common within health and social care work. This type of language shows resect to others and shows your powerfulness, however formal language can sometimes come across as being ‘too posh’ or pretentious. This type of language is understood by a wide range of people, however some ‘speech communities’ may find it hard to understand so care workers usually adjust the way they speak in order for them to understand. An example of formal language in a health and social care setting would be a social services desk, they may greet you with a ‘Good Morning, How may I help you?’ rather than ‘What you after then?’. It shows respect and makes the person they are speaking to feel more welcome. Informal – This type of communication is often used when we know them person we are speaking too, well, for example friends and family. These types of groups may use language that can only be understood between them, or local groups from particular areas may only use language that they understand. In health and social care this type of communication may only be used between staff. This is because if a care worker was to use informal language to a resident or patient, they may not understand or they may feel uncomfortable with how they are being spoken too. However if staff were to say to each other ‘hiya, how’s it goin’ they may just feel like this is a warm friendly greeting. Communication Forms: Communication enables us to give ideas and information. It helps people to feel safe, to form relationships and develop self-esteem. Text Messaging – This type of communication within a residential setting for people with learning and communication difficulties, would be effective as if a person is deaf, or with hearing impairments than text messaging things like doctor’s appointments would not only make sure that they are reminded, but also that they have understood properly. They also would be able to correct themselves if they have misunderstood a translator. Written Communication – This type of communication would be effective as when something is written down you can analyze it and change any mistakes or add anything in, which makes it reliable, whereas if you’re talking, changing your words all the time can be misinterpreted or it can cause service users to receive the wrong care or cause conflict between people. If a resident has autism for example, they find it difficult to form social relationships with people, so oral communication wouldn’t be as effective, whereas just writing something down could make them feel more comfortable. Oral Communication – This type of communication would be effective in this particular health and social care environment, as if there is a person with dyslexia, it may be easier to speak to them orally, and repeat yourself, for them to understand, rather than writing something down which they may not be  able to read properly and this may be easier for them to misinterpret what you’re trying to say. It is also used in many other care environments, like doctor’s surgeries, hospitals and old people’s homes. Oral communication in this environment would be effective as it enables care workers give important information quicker than written, and also explain medication so that the patient knows what to do. It can also help someone to gain trust for their doctor etc., as they will be able to comfort them through oral communication. Symbols – The use of symbols whether it be written or diagrams, all communicate different messages to people, such as traffic signs. In this particular setting, the use of Makaton will be used greatly, due to it helping people with learning disabilities, develop their language skills. Makaton may speak a word and perform a sign using hands and body language, and also there is a large range of symbols which also help people with learning disabilities communicate with others. Technology – Information technology helps to provide enlarged visual displays of voice descriptions for people with visual impairments. This type of communication can support the residents because there is also voice typing for people with dyslexia, which can turn speech into writing. Some of the electronic communication systems can be activated by air pressure, meaning that a person can communicate using an oral tube connected to computerized equipment. However a more simpler way of using technology to communicate would be things like flash cards or picture books, which will improve the communication for people who do not use a spoke language or signed language. Interpersonal interaction. Speech – Speaking clearly is essential when working with people with service users, as they may have problem with receiving or giving messages. Different localities, ethnic groups and work cultures all have their own words that they use; these may be referred to as different speech communities. Some people may feel threatened or excluded by these different speech communities. Some people think that just using formal language will solve the problem, but that is wrong, because care workers, who use jargon, can  also create barriers for people who are not part of that different speech community. So in this type of setting speech would be very important as if a person has learning disabilities or hearing impairments for example, then speaking clearly would allow them to lip read, and understand what is being said. First Language – This is the language in which you are brought up from birth to think and communicate with. People who learn a second language later on in life can’t communicate their thoughts as effectively as they can with their first language. This is usually the preferred language as they have been learned to think like that growing up. In a care setting, this type of interaction is important as if someone has learnt a different language, like polish for example, then their accent may change from their English accent, and make service users find what they are trying to say, hard to understand, as they have learning disabilities, they may get confused. Non-verbal communication – This type of communication is a way of studying a person so that you can understand whether they’re feeling sad, tired, happy, angry or frightened without speaking. It refers to the messages we are sending but without using words. These messages are sent by our eyes, tone of our voice, facial expressions, position of hands and arms, gestures with hands and arms, the angle of our head and body posture. This type of communication is important in health and social care because it allows the care worker to see if a person is feeling sad or If they care worker has suggested something, and the patient/resident agrees with what they have said, they may not be thinking that, and show this with their emotions, so then the care worker can see this and then adjust what they have said. It is important in this setting because people with learning disabilities like autism, find it difficult talking to people about their emotions, so care workers can interpret this and help them without them having to struggle, however a care worker may also interpret it in the wrong way and do the wrong things. Posture – The way that you sit or stand can make a difference to how a person receives messages from you. As a care worker you can sometimes be misinterpreted, as if you have your arms crossed it can mean ‘I’m not taking any notice’ but even if you just find it comfy, as a care worker you should never have your arms crossed, as it doesn’t make you look respectable.  Leaning back whilst sat down can send messages like your relaxed or bored. So sitting forward would make you look involved and like you are bothered and interested. This is important as a care worker, working with people with disabilities as they may already feel lonely etc. so when you are folding your arms and leaning back this can make them feel worse. Facial Expression – Your face can indicate your emotional state. If a care worker was listening to what a resident was saying, then it is important for the care worker to convey the right impression. If the care worker was to smile it would indicate agreement or approvement of the message being received, where as a scowl would indicate dis pleasure and disagreement. Most people can recognize emotions from others, but you also have to understand your nonverbal behavior may influence others. Touch – Touching another person can send messages of affection, care, power over them or sexual interest. To help you to understand what their touch may mean, the social setting and body language will play a massive part in helping you understand, however touch can be easily misinterpreted. A care worker may hold a person’s hand to reassure them and comfort them, but this can be interpreted as an attempt to dominate them. In health and social care, this type of interaction is helpful as it is a way of communication without words, for example if a person was unable to speak, they may have dyslexia, then touch would allow the care worker to communicate to them without having to speak or make them speak, if the resident was to need a bit of affection, to reassure them, they may touch the care worker for them to touch back, however making sure this is done in an appropriate manner. Proximity – This is the space between you and the person that you are communicating with. It shows how friendly or intimate the conversation is. There are different cultures which have different customs regarding the proximity between people when they are talking. In Britain there are expectations for how far you should be away from someone. An arm’s length away would be when talking to strangers, although shaking hands may bring you closer. Relatives and partners may not have restrictions as to how far or close they can come. In this setting, proximity is very important as if a care worker assumes that it is fine to enter the personal space of a service user, without asking or explaining why then this can be seen as dominating /or being aggressive. Communication and Language needs and preferences: the individuals preferred method of communication. It is important to understand that many people use different types of communication which are specific to them. If a person uses British Sign Language for example, it may be important to employ an interpreter. However some carer’s learn these things so that they are able to communicate with people. A person who is blind or has visual impairments may use braille as opposed to text, so that they can read information. British Sign Language – BSL is the preferred language for many deaf people within the UK. It was recognized as an official language for deaf people in 2003, which has led to funding and an increased awareness of the language and how much it helps deaf people to communicate. In this health and social care setting, BSL would be important for communicating to the residents who are deaf, as it is important to talk to them about their medication, needs or preferences. It’s also important for the care workers to be able to understand what the deaf people are trying to say, and so that the care workers understand what they want. Makaton – This is a language programme using signs and symbols to help people to communicate. It is mostly commonly used for people with learning disabilities, as it is designed to support spoken language and the signs and symbols are used with speech, in spoken word order, so that if the speech is unclear, the symbols may help a person to understand. So if the child or adult with the learning disability has trouble with their speech, Makaton will support this and then many people drop the signs and symbols naturally at their own pace as they develop speech, but some people use Makaton for their whole lives. Braille – Braille is used for people who are blind or visual impairments. It allows them to read text and write information. It is a system of raised marks that can be felt by the fingers. It can be processed by modern  computer software, and be printed out using special printers. It is effective as it allows the blind to be able to read and write through touch, meaning that they can communication with other people, important in health and social care, as they will be able to explain pain or read their own medication etc. Argyles Communication Cycle For communication to be effective it involves a two way process in which each person tries to understand the view point of the other person. Good communication involves the process of checking, understanding, and using reflective or active listening. An example of this would be when working with a resident and the care worker using touch when listening to a resident, as this can be shown as effective, and can show that the message was received and decoded, but this can be misinterpreted if not used in the right way. Another example would be if a care worker is explaining something to a patient, the patient will show understanding by nodding or using other nonverbal communication. This shows that the patient has received the message clearly and has understood the care worker, which will then allow the care worker to know that the patient is sure what has been said. This is important in this setting as people with learning disabilities find it more difficult to understand things, so sh owing understanding will allow the care worker to either help the resident or know that they understand the conversation. This is the communication cycle: 1 An idea occurs – You have an idea of what you want to communicate 2 Message coded – You think through how you are going to say what you are thinking. You put your thoughts into language or into some other code such as sign language. 3 Message sent – You speak or perhaps you sign, write, or send a message in some other way. 4 Message received – The other person has to sense your message, they hear your words or see your symbols. 5 Message decoded – The other person has to interpret your message. However this is not always easy as the other person may make assumptions about your words or  body language. 6 Message understood – If it all goes well then your ideas will be understood but it might not be the first time. Tuckman’s Stages of Group Interaction The communication within groups can be influenced by how people feel with each other. When people meet for the first time they often go through a process of group formation, which will allow them to communicate effectively. Tuckman’s theory is set into four stages: 1 Forming 2 Storming 3 Norming 4 Performing 1 – Forming is the first stage which involves group members to form a team or group discussion. At this stage the members would ask questions about the purpose or aims of the group and also share information. This stage is important because it allows people to exchange personal information and get to know each other. 2 – Storming is the second stage which involves the growth of the group. This stage eliminates the strong groups from the weaker ones, and some groups may not make it past this stage. The relationships will either be made or broken at this stage, it is important for the team to have a strong leadership at this stage. 3 – Norming is the third stage in which all the team agree on the rules and values by which they operate. They begin to trust each other and individuals may take greater responsibilities so the leader can now take a step back. Personal, intimate and realm opinions are expressed in this stage. 4 – Performing is the last stage and not all teams make it to this stage. Structural issues are resolved in this stage which allows roles to become flexible and functional and group energy is channeled into the task. There is a high level of respect in the group and they are more strategically aware of what is to be done.