Ancient Olmec Trade and Economy

Ancient Olmec Trade and Economy The Olmec culture thrived in the humid lowlands of Mexicos Gulf coast during the Early and Middle Formative periods of Mesoamerica, from about 1200–400 BCE. They were great artists and talented engineers who had a complex religion and worldview. Although much information about the Olmecs has been lost to time, archaeologists have succeeded in learning much about their culture from excavations in and around the Olmec homeland. Among the interesting things they have learned is the fact that the Olmec were diligent traders who had many contacts with contemporary Mesoamerican civilizations. Mesoamerican Trade Before the Olmec By 1200 BCE, the people of Mesoamerica- present-day Mexico and Central America- were developing a series of complex societies. Trade with neighboring clans and tribes was common, but these societies did not have long-distance trade routes, a merchant class, or a universally accepted form of currency, so they were limited to a down-the-line sort of trade network. Prized items, such as Guatemalan jadeite or a sharp obsidian knife, might well wind up far from where it was mined or created, but only after it had passed through the hands of several isolated cultures, traded from one to the next. The Dawn of the Olmec One of the accomplishments of Olmec culture was the use of trade to enrich their society. Around 1200 BCE, the great Olmec city of San Lorenzo (its original name is unknown) began creating long-distance trade networks with other parts of Mesoamerica. The Olmec were skilled artisans, whose pottery, stone tools, statues, and figurines proved popular for commerce. The Olmecs, in turn, were interested in many things that were not native to their part of the world. Their merchants traded for many things, including raw stone material such as basalt, obsidian, serpentine and jadeite, commodities such as salt, and animal products such as pelts, bright feathers, and seashells. When San Lorenzo declined after 900 BCE, it was replaced in importance by La Venta, whose merchants used many of the same trade routes followed by their forebears. Olmec Economy The Olmec needed basic goods, such as food and pottery, and luxury items such as jadeite and feathers for making ornaments for rulers or religious rituals. Most common Olmec â€Å"citizens† were involved in food production, tending fields of basic crops such as maize, beans, and squash, or fishing the rivers that flowed through the Olmec homelands. There is no clear evidence that the Olmecs traded for food, as no remains of foodstuffs not native to the region have been found at Olmec sites. The exceptions to this are salt and cacao, which were possibly obtained through trade. There appears to have been a brisk trade in luxury items such as obsidian, serpentine and animal skins, however. The Gulf Coast Olmec blossomed at a time when there were at least four other islands of expanding civilization in Mesoamerica: the Soconusco, the Basin of Mexico, the Copan Valley, and the Valley of Oaxaca. The Olmec trading practices, traced through the movement of goods produced or mined elsewhere, are key to understanding the Early and Middle Formative histories of Mesoamerica. Characteristics of the Olmec trading network include: baby-faced figurines (essentially, portable versions of the Olmec stone heads);distinctive white-rimmed blackware pottery and Calzadas Carved wares;abstract iconography, especially that of the Olmec dragon; andEl Chayal obsidian, a translucent to transparent banded black volcanic stone. Olmec Trading Partners The Mokaya civilization of the Soconusco region (Pacific coast Chiapas state in present-day Mexico) was nearly as advanced as the Olmec. The Mokaya had developed Mesoamericas first known chiefdoms and established the first permanent villages. The Mokaya and Olmec cultures were not too far apart geographically and were not separated by any insurmountable obstacles (such as an extremely high mountain range), so they made natural trade partners. The Mokaya adopted Olmec artistic styles in sculpture and pottery. Olmec ornaments were popular in Mokaya towns. By trading with their Mokaya partners, the Olmec had access to cacao, salt, feathers, crocodile skins, jaguar pelts and desirable stones from Guatemala such as jadeite and serpentine. Olmec commerce extended well into present-day Central America: there is evidence of local societies having contact with the Olmec in Guatemala, Honduras, and El Salvador. In Guatemala, the excavated village of El Mezak yielded many Olmec-style pieces, including jadeite axes, pottery with Olmec designs and motifs and figurines with the distinctive ferocious Olmec baby-face. There is even a piece of pottery with an Olmec were-jaguar design. In El Salvador, many Olmec-style knick-knacks have been found and at least one local site erected a man-made pyramid mound similar to Complex C of La Venta. In the Copan valley of Honduras, the first settlers of what would become the great Maya city-state of Copn showed signs of Olmec influence in their pottery. In the basin of Mexico, the Tlatilco culture began to develop about the same time as the Olmec, in the area occupied by Mexico City today. The Olmec and Tlatilco cultures evidently were in contact with one another, most likely through some sort of trade, and the Tlatilco culture adopted many aspects of Olmec art and culture. This may have even included some of the Olmec gods, as images of the Olmec Dragon and Banded-eye God appear on Tlatilco objects. The ancient city of Chalcatzingo, in present-day Morelos of central Mexico, had extensive contact with La Venta-era Olmecs. Located in a hilly region in the Amatzinac River valley, Chalcatzingo may have been considered a sacred place by the Olmec. From about 700–500 BCE, Chalcatzingo was a developing, influential culture with connections with other cultures from the Atlantic to the Pacific. The raised mounds and platforms show Olmec influence, but the most important connection is in the 30 or so carvings that are found on the cliffs that surround the city. These show a distinct Olmec influence in style and content. Importance of Olmec Trade The Olmec were the most advanced civilization of their time, developing an early writing system, advanced stonework and complicated religious concepts before other contemporary societies. For this reason, the Olmec had a great influence on other developing Mesoamerican cultures with which they came into contact. One of the reasons the Olmec were so important and influential- some archaeologists, but not all, consider the Olmec the mother culture of Mesoamerica- was the fact that they had extensive trade contact with other civilizations from the valley of Mexico well into Central America. The significance of the trade is that the Olmec cities of San Lorenzo and La Venta were the epicenter of the trade: in other words, goods such as Guatemalan and Mexican obsidian came into Olmec centers but were not traded directly to other growing centers. While the Olmec declined between 900–400 BCE, its former trading partners dropped the Olmec characteristics and grew more powerful on their own. Olmec contact with other groups, even if they did not all embrace the Olmec culture, gave many disparate and widespread civilizations a common cultural reference and a first taste of what complex societies might offer. Sources Cheetham, David. Cultural Imperatives in Clay: Early Olmec Carved Pottery from San Lorenzo and Cantà ³n Corralito. Ancient Mesoamerica 21.1 (2010): 165–86. Print.Coe, Michael D, and Rex Koontz. Mexico: From the Olmecs to the Aztecs. 6th Edition. New York: Thames and Hudson, 2008Diehl, Richard A. The Olmecs: Americas First Civilization. London: Thames and Hudson, 2004.Rosenswig, Robert M. Olmec Globalization: A Mesoamerican Archipelago of Complexity. The Routledge Handbook of Archaeology and Globalization. Ed. Hodos, Tamar: Taylor Francis, 2016. 177–193. Print.

ACT Score Ranges Understand Your Score vs. Class Grades

ACT Score Ranges Understand Your Score vs. Class Grades SAT / ACT Prep Online Guides and Tips Are you wondering what the highest and lowest possible scores you can get on the ACTare? And, once you receive your score, what does it mean? Many people find it difficult to understand their ACTscore because the exam doesn't usethe same kinds of grades your classes do. In this guide, we've converted ACTscores into class grades to make them easier for you to understand. What'sthe Total Range of ACT Scores? For each section of the ACT, the lowest score you can get is a 1, and the highest score you can get is a 36. The ACT contains four required sections, English, Math, Reading, and Science, and scores from each of those sections are then averaged to get a total composite score for the entire exam. The range of the composite score is also 1-36. However, that still doesn't tell you all the information you need to know. This is because it's quite uncommon for someone to get a perfect score of 36 or a low score of 1 on the ACT. Also, you're probably more used to letter grades, like A- or B+, because that's whatyou see in class. To give you a better understanding of the ACT, we've converted ACT scoresinto letter grades as well asnumericalclass grades, like 85% or 55%, that you've likely seen throughout your time in school. How Can You Interpret Your ACT Score? In the table below, we've mappedACT scores to numerical and letter class grades. We thenexplain how to interpret the results and also how we created the table. In the final section of this guide, we also discuss what a good ACT score is. Conversion of ACTScores to Class Grade Equivalents ACT Composite Score Numerical Class Grade Letter Class Grade 36 100.0 A+ 35 99.9 A+ 34 99.8 A+ 33 99.6 A+ 32 99.3 A+ 31 99.0 A+ 30 98.5 A+ 29 98.0 A+ 28 97.4 A+ 27 96.6 A 26 95.7 A 25 94.7 A 24 93.5 A 23 92.1 A- 22 90.6 A- 21 88.9 B+ 20 87.2 B+ 19 85.5 B 18 83.7 B 17 81.5 B- 16 78.7 C+ 15 75.5 C 14 71.6 C- 13 64.1 D 12 45.1 F 27.3 F 10 15.9 F 9 9.9 F 8 6.4 F 7 4.0 F 6 2.5 F 5 1.5 F 4 0.8 F 3 0.5 F 2 0.3 F 1 0.0 F How can you use this table? For example, say you got a 17 on the ACT. You'd then want to find this row: ACT Composite Score Numerical Class Grade Letter Class Grade 17 81.5 B- From the table, we can see that getting a 17 on the ACT is roughly equivalent to getting a score of 81.5% or a letter grade of B- for a class. What DoesThis Table Really Mean? Put simply, the above table takes ACT scores and converts them to class grades. This gives you a rough idea of what letter grade or percentage you would have gotten on the ACT if the exam had used those types of scoring methods. Class grades are familiar to you because you've used them your whole life, but you may not have any experience with the ACT grading scale. The table takes information you may not completely understand and converts it to something you're more familiar with. More precisely, the above table convertsACT scores to class grades based on percentiles. These percentiles were calculated based on scores of previous ACT exam-takers. The class grades percentiles were based on a large academic survey of grading trends in college (which typically closely match high school grades). So, to go from an ACT score of 17 to a class grade of a B-, we found the ACT percentile for 17, then used the survey to determine what letter grade corresponded to that same percentile. Things to Note inthe Table First, note that the distribution ofACT scores and their class grade equivalents are quite different. At the top of the ACT scale, a 36 and a 28 are 8 points apart, yet, after the conversion, they all map to an A+. That's not a typo; both a 36 and a 28 are equivalent to an A+. Why is this true? It's due to the fact that classes often don't do a great job of differentiating between great students andtruly stand-out ones. In a hypothetical class of 20 students, you might have two people earn an A+. That may seem like a small number at first, however; if that same class represented all the students in the US, only two would score a 28 or above on the ACT. This is one of the reasons the ACT is very useful to colleges, particularly highly selective colleges, because it distinguishes between great students and the very best. Another thing to note is that both class grades and ACT scores do a good job of resolving middle-of-the-pack students.Ifyou go from an ACT score of 13 to a 22 just a range of 9 that's equivalent togoing from a straight D to an A-. For students who are about average in their class or a bit below, both ACT scores and class grades have solidresolution. You may also have noted that neither ACT scores nor class grades begin at zero. Why not? Think about what you know about grading patterns and scores you and your classmates have received. When did you last hear of someone getting a 10 out of 100 as their final class grade? Failing grades are given out less than 4% of the time for class grades. Similarly, when did you last hear of someone getting less than a 10 on the ACT? Neither case is common. Even though, technically, the lowest ACT score is a 1, less than 1% of people taking the ACT get lower than a 10.Therefore, it's more realistic tothink of the ACT as starting from 13, not 1. Can You Really Convert ACT Scores to Class Grades? Yes, it's completely possible to convert ACT scores to class grades; however, it's not an exact science, and there are a few things you should be aware of. First, remember that ACTsand your school classes don't testthe same thing. The ACT is a multiple-choice exam takenin one sitting. Classes, on the other hand, require hours of learning and schoolwork over a long period of time. Additionally, you take the ACT alone, but in your classes you work with teachers and classmates every day. Because the two measure very different things, getting a B- in a class does NOT automatically equala 17 on the ACT, and vice versa. Additionally, class grades aren't as rigorous as the ACT. If you got an A- in a class, would you consider that a good grade? If half the class got an A or an A+, then your A- would be considered a bad grade. Conversely, if you were the only person to get an A in that class all year, that A- would be a great grade. Therefore, you shouldn't view the conversion too rigidly. However, those notes aside, you're correct if you think about the table as "lining up," say, different varieties of races at a track meet. For example, you can't compare someone's performance in the 100-meter dash with a marathoner, but you could say that someone who completed the 100-meter dash in 10 seconds was at an Olympic level, while 2 hours 10 minutes would also be considered an Olympic level marathon time. What’s Next? Not sure what ACT score you should be aiming for? Read this guide to figure out your target ACT score. Want to begin or continue prepping for the ACT? We have a guide that explains every single question type on the ACTso that you're completely prepared for the test! Looking for an easy way to boost your ACT score? Learn aboutthe most common mistakes students make when guessing on the ACTand how you can avoid them. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Strengths and Shortcomings of REBT Essay Example | Topics and Well Written Essays - 1750 words

Strengths and Shortcomings of REBT - Essay Example Human beings are dynamic beings and there does not seem to be a simple way they become emotionally disturbed, and there does not seem to be a simple way for them to be helped from feeling defeated (Ellis, n.d). The psychological issues which come up often arise from a client’s misperceptions, including his emotional underreactions or overreactions to unusual events or circumstances; and his dysfunctional patterns of behaviour also lead him towards repeating responses even if he knows he is behaving poorly (Ellis, n.d). The framework or model for the REBT is based on the ABC model where A=the activating event; B=the belief; and C=the consequent emotion which may include anxiety or depression (Philippe, 2010). The process may extend to include letters D and E which refer to disputing of irrational beliefs and effect (Stolear, n.d). REBT is based on the premise that our reactions are based on our unconscious interpretations and philosophies. We feel anxious or sad because we strongly believe that it is terrible for us to fail or be rejected (Ellis, n.d). We also feel hostile or angry towards other people because we believe that people behave unfairly towards us. For therapists in this field of practice, they often use the first few sessions with the client in order to place a finger on the main irrational philosophies which the client passionately adheres to. Afterwards, they attempt to show to the clients how these philosophies lead to emotional problems and inevitably, to clinical symptoms (Ellis, n.d). The goal of the therapist, in this case, is to uproot the client from such set philosophies and to try to replace them with more rational theories and hypotheses about themselves and the world around them; and eventually, to conceptualize how such rational theories can be used to understand the world and to de al with their issues (Ellis, n.d). There

HRD Essay Example | Topics and Well Written Essays - 500 words - 2

HRD - Essay Example She somehow managed to spend the meeting with her client as they asked numerous questions. As soon as she returned to her job, she contacted her director and mentioned that she is shocked to note that she was rather introduced to the company as a CQI practitioner for which she was not hired. Since there were fewer consultants at work, it came to understanding that Kindred had to take their client. It is for this reason that Kindred had to consult academic researchers at the library as well as her class mates who were specialist. Also, she had to take help from a friend who pretended to be an assistant (Cummings & Worley, 2009). Herein, it should be noted that Kindred had to face dilemma at her job. There were three types of dilemmas which were noted in the case of Kindred namely dilemma of self, competence and confidence. Firstly, the dilemma of self notes those kindred was confused about her identity which was falsified by her director in front of clients showing her as a CQI specialist for which she was not even hired. Secondly, the dilemma of competence level was that she became doubtful about as she was skilled in different area (Cummings & Worley, 2009). The question remains that whether her lack of CQI specialty was because she didn’t aspire to learn or because of her director who presented her wrongly. And finally, dilemma of confidence which marked that she was not sure for whom she was working. The question remained in her mind that whether her director is an honest person or not. She was making many assumptions in her mind that even in the future; her director would have done similar acts by sending to clients for which she would not have been competent at all (Cummings & Worley, 2009). If I was in her position, I would have done the same because ethics are to be followed. A career growth is not expected until or unless there are subjected clauses and ethics which are

The Iroquois myth Essay Example for Free

The Iroquois myth Essay Throughout time there have been many myths about creation and the balance of good and evil in the world.   Examining an Iroquios, Penobscot, and Christian myth there are striking similarities. By taking a look at the beliefs behind these myths we are also taking a look at how people have viewed creation, the balance of good and evil, and human sacrifice over time. The Iroquois myth, â€Å"Skywoman†, shares beliefs about the creation of the world.   It first speaks of the heavens above and the miraculous conception of Skywoman.    Skywomen’s father is the first to die in this world and she in only able to be consoled by visiting his body or grave.   Father’s spirit tells her to take a dangerous journey to the village of her soon to be husband.   Once there she, like her mother, becomes pregnant without having intercourse.   Her husband becomes extremely jealous and kicks her through a hole to the next world.   She is saved by flying ducks and a turtle and gives birth to a daughter. This daughter grows and becomes pregnant with twin boys to the spirit of the turtle. The boys symbolize the beginning of good and evil.   The evil twin kills his mother in birth.   The grandmother believes the good twin killed her daughter and he is exiled from their home.   The good twin creates a new world consisting of mortal humans, straight rivers, edible plants, and animals who sacrifice themselves for human consumption.   The bad twin does everything he can to make life hard for the humans including making maize hard so it has to be ground before it can be eaten, making some animals predators to humans, and making rolling hills and winding rivers to make travel harder.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Penobscot myth is also about creation.   In this myth the people are born from the elements of the earth; the man is born from the ocean, â€Å"the foam of the wave† and his wife is born â€Å"because a drop of dew fell on a leaf and is warmed by the sun.†Ã‚   The husband and wife have children, who have children, and the people survive by hunting.   One day the animals are gone and the family is starving.   The wife tells her husband that she must be sacrificed if the family is to survive.   She gives him specific instructions and she is sacrificed.   Her body is used to nourish the land and after seven moons there are edible plants and tobacco at her resting place.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many myths throughout the world and throughout history about the creation of the world as we know it.   It is interesting that so often these myths from many different cultures and religions have similar ideas.   I find one of the most common stories of creation to be that of Christian nature with the story of Adam and Eve.   In this story Adam and Eve are living in the Garden of Eden, a pure world.   In this world there is no shame and plenty of food and water.  Ã‚   The world as we know it comes to an end when the evil snake steps in and creates temptation.   Thus the world as we know it is now is created with good and evil both playing a role.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find it fascinating that across time, oceans, and cultural boundaries people have had such similar ideas about creation, the presence of good and evil in the world, and sacrifice.   In many myths about creation the world is created from heaven and hell, or in the case of the Iroquois myth from the sky world and the underworld, or from the earth as seen in the Penobscot myth.   In the Iroquois and Christian myth there is always a struggle to find the balance between good and evil, the Iroquois twins or the snake tempting Adam.   There is also the reoccurring theme of sacrifice.   In the Iroquois myth the twins’ mother was sacrificed at birth.    The animals in this myth originally offered to be sacrificed for human consumption.   The first mother sacrificed herself in the Pencobost myth to the earth and to create food for her children.   I believe that it has been known for quite a while that once these necessities are fulfilled then we can move on to fulfill our psychological needs such as acceptance and love.   Human nature crosses generations upon generations of people.   In essence I feel that people have always known what they need and want out of life.   The balance of good and evil comes into play because of the ways of which people choose to go about obtaining their wants and needs.

The Most Important Thing In Communication Is Hearing Communications Essay

The Most Important Thing In Communication Is Hearing Communications Essay Good communication is important, but what is communication anyway? The exchange of information? Many people think that communication is the same as the use of language. An understandable thought, because without a language it would probably be impossible to pass on information for this assignment. People spend about seventy percent of their day on language, this means talking, listening, reading and writing. Therefore language is very important for people to pass on information. A man with a red head, throbbing veins and a clenched fist, crying out: ‘Are you kidding me, I am not angry. This shows that we are not only communicating in languages (verbal communication), but also through body language (nonverbal communication). In this case, the nonverbal communication includes the red-faced head, throbbing veins, clenched fists, his volume and the tone of voice. Verbal and nonverbal expressions have different communication powers. The person from the example claims that he was not angry, but most people will not believe him. Because his body language ‘says something else. In cases in which language and body language contradict each other, the body is believed rather than the spoken word. Types of nonverbal communication Facial expression Emotions can be found throughout the whole body, posture and by gestures, but especially on the face. You can read a lot of emotions from the position of the eyebrows, mouth and particularly the lips. Non verbal communication can be a huge difference in cultures. But the facial expression for happiness, sadness, anger and fear are similar throughout the whole world. Gestures Some people support their story with many movements. Sometimes they need to beckon the people to make something clear. For example, you would specify how big or small something is or you have to make a move. This includes movement of the hands, face, or other parts of the body. Sometimes simple gestures are symbols, as the fist with the thumb up: ‘Well done or with the thumbs down. ‘Really bad. Eye-contact Eyes are the mirror of the soul. The most deep and intense emotions are expressed through the eyes. Therefore eye contact is almost a synonym for personal contact. It is also very sensitive, because when you look someone too long to attract attention, this can be seen as rude or even intrusive, this is only the case when the other side doesnt want any contact. It can also be nice to have eye contact and it might be interesting to see how the other responds. Maintaining eye contact while both speaking and listening is a sign of confidence and interest. Posture Your body language can give you an individual status or power. It says something about who you are. For example, when you are a little shy, you will probably look to the ground. The movements of your hands and feet can be a bit slow. If you are a proud person you will walk with your head up, shoulders back, chest forward and with a lot of enthusiasm. Communication through object communication In our culture, the choice of clothing is an important way to communicate without words. Someone who will apply for a job will generally watch carefully what he wears and if anyone should give a presentation to a group of important people he will not normally do that in a pair of jeans. It is therefore surprising to see that relatively little research has been conducted to see a person clothing. It does appear that someones clothing should not underestimated the importance for the picture others have of him and the impact that his words are. But it is very difficult to cover general rules. What we can say is that people respond more positively to someone wearing similar clothing than someone with a totally different style. An American student had to interview farmers as vacation work. The first day he dressed in a suit with tie. He received little cooperation from the farmers. When he decided to wear jeans and a working shirt, he got considerably more response from the farmers. Someone appears to be believed better when his clothes and hair are better cared. But this is only the case when people do not know each other, so they have to make a good first impression. In the business world there are usually very strict dress rules. Not (well) aware of these rules can have a major impact on how others respond to you. Wrong choices in this area may therefore be harmful to your career. If you are underdressed or overdressed it may have a result in falling out of place. Appearance When you look at someones appearance, you can see how someone feels or what they want to radiate. For example, if someone has a hair bun it radiates neatness and meticulousness. Short shaven hair and spines radiate an easy and modern behavior. A beard may indicate wisdom, but also someone who is slovenly or it has to do with religion beliefs. If a woman has shaved hair it can arouse the suspicion that she is a lesbian, which is often a prejudice. Clothing Clothing can also be a form of communication. For example, you can see what kind of job the person has. When he/she wears a suit, he or she probably has an office job. You can also see what kind of music someone loves, (Punk, hardcore, RB) by the clothes they are wearing. For a lot of people branded clothing is often an important factor. It gives a certain status and suggests a certain quality. It often can characterize a particular group. Colors When you pay attention to colors you can see how someones life is. For example, someone wearing lots of bright, cheerful colors, is often an optimistic person. And someone with all-black clothes radiates sadness or just wants to make a statement. When and how to make eye contact in different cultures Like all mammals, the behavior of the eyes of people is very important. We have already seen that people respond positively to pupil expulsions. However, if someone sees something unpleasant, pupils will be smaller. The preference for the eyes seems to be a natural feature. Babies that are an hour old show a strong preference for forms that strongly resemble a face compare to other forms. Another very important sign is eye contact with the eyes. People who love each other are looking with pleasure to each other. If someone looks at another person for a longer period, so that is seems not be functional, will look aggressive. This applies much more for men than women. Men who have too much eye contact are more experienced as dominant or even aggressive compared to women. This is probably because too tightly is associated with rage and anger. Many teachers use the viewing behavior as an indicator if they want to select students whos homework they will check. After the teacher asks a question, he or she looks around the classroom. Students know the answer, will look to the teacher, while students who do not know the answer will often avoid eye contact. By looking at eye movements of people, you can see how people think about issues.  § If someone thinks visually and he will look left or right or look right through the center tail.  § If someone thinks phonetically, he or she will move their eyes to the right center, left center or lower left part of the eye.  § If someone thinks kinesthetic, he or she will look to the bottom right. Different Angles Here are a few different angles. These angles are for right-handed people. For the left-handed people it can be the other way around. A. Visually constructed images If someone looks to the right center, he tries to imagine something visually that hasnt actually occurred. He thinks from his imagination. According to the forecast, people could respond in this way to questions like: How do you spell your name backwards? (People can only do this if they are trying to see their name) B. Visually remembered images If someone looks to the left center, while talking, this means that he is trying to remember it visually. In this case his memory is very important. People will respond to a question like: What do you see when you are walking to the station? C. Visualization When people are looking right through the middle, without focusing, they often try to illustrate something. This is often by asking for examples of abstract concepts: Give me an example of social inequality. D. Constructed noise Middle right means that someone is trying to make noises that he had not previously heard: How would Mozart on a synthesizer sound? E. Remembered sounds Eye movements to the left center indicate that someone is trying to remember a word or sound: Is the second note of that song lower or higher than the third? F. Internal dialogue Bottom left represents the internal dialogue: What do you say to yourself when you are trying to talk courage to yourself? G. Kinetic When people look to the bottom right, it refers to feelings and bodily sensations: How does it feel when you are feeling very hungry? Can you see when someone is lying? Some people are hard to catch on a lie, even if they lie. Facial expressions are not always a reliable source of information to identify the lie. Some people smile while they lie, while another just has a quiet expression. Some evidence that people lie:  § People who lie often take a closed attitude. People who lie, uses their language differently and they often leave holes in their conversation, presumably to prevent what they say might betray them.  § The voice of people who lie usually goes higher than when those same people tell the truth.  § Liars often though their face or playing with pencils or other objects. The FBI can look at peoples eye movements. People who describe a situation or condition that have occurred here are their eyes to move left (remember for pictures) or to left center (for recalled words). When people think of words as they contrast to the right center and made statues the right to be here. But if someone constantly fumble with items in his hands, after a question, it obviously cannot be concluded that he is lying because he is fumbling. And if somebody has suddenly a closed attitude, this does not mean that he is lying. It may be that he just tells the truth, but it is so painful that he signed an attitude. Body language In general, people pay more attention to someones body language than to their words. Words determine the topic, but the way those words are expressed, determines how the message is interpreted. One explanation for the credibility of non-verbal communication besides verbal communication is that words are much easier to control than our behavior. Many people who lie find it difficult to keep eye contact and start to blush. Sometimes nonverbal communication is not difficult to control. Someone who likes another person, often get ‘caught because of the fact that their pupils grow bigger when he or she looks at that person. Sender and receiver are both not aware of this pupil reaction, but the receiver picks up the information unconsciously. This person gets positive and warm feelings for the person with the enlarged pupils. 1 So it may be interesting to watch the body language of people around you. Did we learn nonverbal behavior? Most of our nonverbal behavior we have learned through the years. Some of the gestures may have completely different meanings in different countries.If someone in France points to his head he finds you pretty smart. But if the Frenchman points his hand to his sleep, he wants to say that you are crazy in a negative way. And if we are accepting something we make a circle with thumb and forefinger. ‘Ok. But in Brazil this gesture means a contempt notion. Some nonverbal behaviors are probably not learned but self thought. Facial expressions for interest, joy, surprise, fear, anger, pain, disgust, contempt and shame have the same meaning in all cultures of the world. This strongly suggests that at least some facial expressions are congenital standards. Another proof that some expressions of emotions are self thought, is that deaf and blind children have the same basic facial expressions for emotions as people who do not have disabilities (e.g. crying, smiling, fear and anger). These emotions cant be wrong interpreted by looking at their faces. Although certain facial expressions are innate, it does not mean that they are always shown by people. Our education can ensure that certain expressions are not appropriate for adults to be shown. By culture and growing up, the expression of an innate emotion itself is changing. Thus, the innate facial expression for anger is showing the teeth and frown the eyebrows, in order to protect the eyes. In many cultures it shows the innate expression of anger openly. Instead, those oppressed by the teeth and the lips to be pressed. This also prevents people verbalizing their anger to continue swearing. If people who are angry no longer protect their eyes by frowning, but just dilate their eyes and show their teeth, this is usually a sign that someone is no longer in control. He even not thinks anymore about protect himself. And if he gets a fair complexion which is transported through blood to the muscles, it is time for you to find a safe place to hide. Because these people are really dangerous. 1 Hess, 1975 2 Eibl-Eibesfledt, 1970 Also for other emotions, cultures can add to those feelings to show the other non-native form. Japanese and American students were shown pictures of very bloody operations. If the students thought they were no longer observed, the facial expressions of Japanese and Americans are identical: the horror on their faces was plain to see. However, if they knew they were observed, unlike the Japanese. Americans were to hide their horror by smiling. In Japan it is rude to show your emotions openly in presence of others.3There are also differences in culture is often seen between men and women. For example in western cultures it is much more common for women to openly demonstrate sorrow compared to men. Men are more expected that they control their emotions (Real men do not cry!). People seem to be quite aware of their facial expressions. As already shown by the example of Japanese and American students, facial expressions, like languages, can be controlled. This has not always the best facial expressions (nonverbal indicator of what people really feel). 3. Research of Paul Ekman Meaning of the arms and hands Hands are frequently used to support verbal communication. Gestures often have a logical and traceable meaning. Some gestures are very clear in meaning. So we all know the insulting gesture of the middle finger. Other gestures have a meaning that is rooted in history. In England, for example, there are two gestures that are very similar: Everyone knows the famous V-sign of victory, made famous by Winston Churchill: the index and middle fingers of the right hand raised with the palm, but with the palm facing inwards. The main difference is the direction of the palm. With the palm directed toward the other has a positive meaning. With the outside of the hand addresses to the other is an offensive gesture. It is impossible to map all signs in the world. Here are some examples:  § Making a fist usually has an aggressive or offensive meaning.  § Showing the back of the hand is often referred to as being offensive. It usually has a negative signal value for the other.  § Showing open hands, palms up often has a submissive pleading or meaning. It generally has a non-aggressive signal value for the other.  § Showing open hands, palms towards the other, often has a bowing, submissive or defensive meaning. It usually has a non-aggressive signal value for the other.  § The downward keeping the palms often has a calming, enchanting sense.  § The further the hands held together, the less vulnerable a person feels himself generally speaking. The hands The hands are sometimes busy moving body parts or hidden in a trouser pocket. Hands tells people always something. It can show feelings and moods. They tell their own interpretation of events. But how to recognize certain feelings and attitudes? Here are some examples, feelings of the hands:  § Uncertainty: Someone has his hands all entangled. The palms are fully hedged. Soft fingertips rubbing against each other to indicate that a person has a conflict, challenge or prefer to avoid discussion going.  § Dominant: A person has his hands behind his back. The person is confident of himself and feels dominantly.  § Apparent dominant: An individual has his hands behind his back. The person wants the world to convince that he feels dominant.  § Hide: A person has his hands hidden in his pockets. He wants no positive nor a negative reaction, he takes the role of an observer. Examples, attitudes of hands:  § Open palms: This is a reliable measure of whether someone is honest.  § Questioning hand: The hand with the palm facing upward with your fingers is more or less a ‘bowl shape.  § Stop sign: During a conversation one person raises his hand, together with the palm facing out. The person indicates that it is ‘enough.  § The commanding hand: The hand points to the palm as if the hand down any rebellion from below suppressed. The arms †¦. How to improve your nonverbal communication skills? Some people dont believe that you can learn nonverbal skills, but you can. It will lead you to a few surprises. When you pay attention to nonverbal aspects of communication it will improve your communication skills. It can help you in both your personal and professional life. It can also enhance your own ability to communicate effectively because people are not always aware of the signals of nonverbal communication. It is very important to pay attention to nonverbal signals, like eye contact, gestures, postures, and body movements. It can help you to understand some difficult words or meanings. In some cases words do not match nonverbal behavior. The other person can say that he or she is happy but the look on their face will show you that he or she is unhappy. Also the tone of the voice can give you information of that person. People can say some words in an enthusiastic, disinteresting or even angry manner. So if you want to show interest in something or someone, express your enthusiasm by using your enthusiasm in the tone of voice. When people are evading or trying to hide something or someone, you can see it in their eyes. Eye contact is an important part of communication, its important to remember that good eye contact does not mean staring constantly into someones eyes. Your eye-contact may last up to four or five seconds. Different interpretation Behavior in other cultures can be interpreted very differently. For example, in Arabic countries men greet another with a handshake. Men, however, may not handshake with women. In many Asian countries the handshake is not so common. They use an alternative way of greeting such as nodding one hand on their chest or bend in different degrees of depth. Habits and conducts, for example from different religions can have a big influence on the physical presentation of people from other cultures. Another difference between Arabic and European people is that the left hand in Arab cultures is unclean. Also crossing your legs is an insult for Arabic people because if you show your foot sole, you are disrespectful. Cross-cultural misunderstanding of nonverbal communication The three-step method of Intercultural communication (dr. pinto). Culture and culture models People do not exactly know what the meaning of culture is. But it has something to do with values, habits, history, knowledge, experience, beliefs, attitudes, meanings, hierarchies, religion, roles, relations and manners of people behaving, that are different from other cultures. It is very difficult to find the definition for culture. Therefore it is probably easier to explain culture by discussing a number of theories. Theory 1. The fishbowl Model The Fishbowl Model describes the natural instinct humans have to act upon our own perceived short-term individual benefit, rather than long-term benefit or the benefit of others. The Fishbowl offers the class an opportunity to closely observe and learn about social interactions. You can use it in almost every area. Theory 2. The Iceberg Model This model is about the visible and invisible cultural aspects; The practices described above are the tip of the iceberg, the things we can see, hear, observe. The small part above the water level is visible. In it, we can include manners, customs, and languages: all things we can observe and learn. We also talk about the explicit aspects of culture, those aspects that we can easily describe. However, the larger chunk, is hidden under water, and we cannot see it. This is where we find the values and the vision of the world, the way of thinking and the assumptions we have. All these aspects are hidden; we cannot easily express our values. Theory 3. Union Model of Culture The Onion Model of Culture shows how culture has a number of layers. There are a number of interpretations of this model out the most easy one consists of four key layers. ‘Culture is a system that can be peeled, layer by layer, in order to reveal the content. Imagine the whole onion as ‘culture and as you peel on, you see different levels which work on and influence culture, in any particular society.4 Significant conversations are those that move beyond the material and behavioral levels (first two rings) to consider values, beliefs and worldview. This means that the goal is to move beyond comments about our environment (for example weather, sports) and behavior (our preferences for schools, holidays, church) to consider values (appropriate behavior, sexual morality), beliefs (value of human life) and worldview. 4. Geert Hofstede Conclusion Answer to the main question What does nonverbal communication exactly means and what kind of effect has nonverbal communication on people from different cultures. Literature Internet  § http://iwp.cs.utwente.nl/Vaardigheden/G-Nonverbaal/Koefening/koefening.html  § http://en.wikipedia.org/wiki/Nonverbal_communication  § http://en.wikipedia.org/wiki/Body_language  § http://www.spring.org.uk/2007/05/nonverbal-behaviour.php  § http://www.spring.org.uk/2007/05/busting-myth-93-of-communication-is.php  § http://psychology.about.com/od/nonverbalcommunication/a/nonverbaltypes.htm  § http://psychology.about.com/od/nonverbalcommunication/tp/nonverbaltips.htm  § http://www.innerned.org/nvc2.html  § http://www.psychowerk.com/Woordenboek/N/nonverbaal%20gedrag,%20de%20gebaren%20en%20hun%20betekenis.htm  § http://humanresources.about.com/od/interpersonalcommunicatio1/a/nonverbal_com  § htm http://www.spring.org.uk/2007/05/education-reduces-cross-cultural.php  § http://womeninbusiness.about.com/od/businessetiquette/a/making-eye-contact.htm  § http://www.lichaamstaal.com/cultuur.html  § http://www.gilde-samenspraak.nl/sitebuilder/index.asp?nodeid=235  § http://library.thinkquest.org/04oct/00451/nonverbalcom.htm  § http://helpguide.org/mental/eq6_nonverbal_communication.htm  § http://www.lichaamstaal.com/cultuur.html Books  § Basisprincipes van communicatie, Klaas Wiertzema Patricia Jansen  § Communicatie handboek, Drs. W.J. Michels Planning and logbook Not ready yet, (plan of action) Number Activity Starting date Deadline Estimated Workload (hours) Actual Workload (hours) 1 . Making Project Plan 12/03/10 17/03/10 4 1.1 First draft 12/03/10 17/03/10 3 1.2 Revision 18/03/10 18/03/10 1 2 . Pre-research 23/03/10 02/04/10 68 2.1 Orientation 23/03/10 26/03/10 5 2.2 Internet search 24/03/10 02/04/10 28 2.3 Literature search 24/03 31/03/10 28 2.4 Television series 23/03/10 01/04/10 5 2.5 Search for visual aids 26/03/10 31/03/10 2 3. Definition of research question 05/04/10 25/05/10 55 3.1 Select subjects 06/04/10 09/04/10 4 3.2 Select information for each subject and create structure 07/04/10 19/04/10 3 3.3 Write information about every subject 19/04/10 25/05/10 43 3.4 Add visualization with captions 15/05/10 20/05/10 5 4. Final things to do 28/06/10 16/06/10 17 4.1 Rewrite after first check 28/05/2010 11/06/10 16/06/10 12 4.2 Final touch of the script 11/06/10 16/06/10 5 Total hours 144

Course Project †Privacy, Security & Confidentiality Training Essay

As we are all aware the Medical Records department has changed by leaps and bounds over the past 20 years with The Health Insurance Portability and Accountability Act of 1996 (HIPAA) and The American Recovery and Reinvestment Act/The Health Information Technology for Economic and Clinical Health Act (ARRA/HITECH) Act 2009 the face of HIT is forever changed. Told we as Health Information Professionals have a plethora of individual patients’ private information at our fingertip and it is paramount that we handle this information with the utmost care. During this training session we are going to go over some of the most important privacy and security components to insure that everyone knows what the rules are, and how to protect the not only the patients information, but also the HIT department and you as the HIT professional. Today we will cover the high points on: * Privacy, Security, and Confidentiality * Regulations that have impacted privacy and security * The Privacy Rule The Security Rule * HITECH Privacy and Security * HIM Role in Privacy, Security, and Confidentiality Privacy, Security, and Confidentiality It is our jobs as health information management (HIM) professionals to ensure the privacy, security and confidentiality of our patients’ personal health information. This has been the fundamental principle for the health information profession throughout its eighty year history. Today the HIM professional must continue to face the challenges of maintaining the privacy and security of the patient information. Although this might sound like a simple task, it grows in complexity as information becomes more and more technical and is distributed through electronic systems. The challenge of this responsibility has also increased due to the constantly changing legislative and regulatory environment. Regulations that have impacted privacy and security  The two regulatory acts that have impacted the health information department the most are: * The Health Insurance Portability and Accountability Act of 1996 (HIPAA) * The American Recovery and Reinvestment Act of 2009 (ARRA) * Modifications to the HIPAA Privacy, Security, and Enforcement Rules the Health Information Technology for Economic and Clinical Health Act; Proposed Rule According to the Department of Health and Human Services (HHS) â€Å"the major goal of the HIPAA privacy rule is to assure that individuals’ health information is properly protected while allowing the flow of health information needed to provide and promote high quality health care and to protect the public’s health and well-being. The Rule strikes a balance that permits important uses of information, while protecting the privacy of people who seek care and healing. Given that the health care marketplace is diverse, the Rule is designed to be flexible and comprehensive to cover the variety of uses and disclosures that need to be addressed. † (Summary, 2003) Where HIPAA was written in an attempt to protect the patients’ medical records by imposing regulation to address the patient confidentiality the HITECH Act added the necessary requirements concerning the privacy and security for the health information that is so frequently being passed through technology in more diverse ways through third party administrators, businesses and individuals. With the rapidly growing use of technology it became necessary to write rules that would also address the information being sent to all business associates as well. The Privacy Rule The privacy rule set the floor in the necessary safeguards to be implemented in protected health information (PHI) across all media. It protects individuals’ medical records and other individually identifiable health information created or received by individuals or others. It protects the individuals’ health information by regulating the circumstances under which covered entities may use and disclose protected health information and by requiring that everyone have safeguards in place to protect the privacy of the information. In addition it states that covered entities are required to have contracts or other arrangements in place with business associates that perform functions for or provide services to the covered entity, and that required access to protected health information to ensure that these business associates likewise protect the privacy of the health information. Lastly it gives individuals rights with respect to their protected health information, including rights to examine and obtain a copy of their health records and to request corrections. The Security Rule The security rule applies only to protected health information in electronic form. It requires covered entities to implement certain administrative, physical, and technical safeguards to protect this electronic information. And also that covered entities have contracts in place with their business associates that the business associates will appropriately safeguard the electronic protected health information they receive, create, maintain, or transmit on behalf of the covered entities. HITECH Privacy and Security The purpose of the HITECH act was to strengthen the privacy and security protections through * Extending privacy and security protections to business associates of covered entities * Establishing new limitations on the use and disclosure of protected health information for marketing and fundraising purposes * Prohibiting the sale of protected health information Requiring the consideration of a limited data set as the minimum necessary amount of information * Expanding individual’s rights to access of their protected health information * Expanding individual’s rights to receive an accounting of disclosures of their protected health information * Expanding individual’s rights to obtain restrictions on certain disclosures of protected health information to health plans HIM Role in Privacy, Security and Confidentiality As the demands for health information become more diverse, health information management (HIM) professionals use their expertise to protect health information and ensure the right information is available to the right people at the right time. Successful privacy, security, and confidentiality programs depend on HIM professionals, the experts on the applicable rules and regulations who are skilled in managing healthcare data. For example, HIM professionals ensure privacy and security programs meet regulatory requirements. Once a program is in place, HIM professionals use their expertise to monitor and audit the program to ensure compliance. HIM professionals hold diverse roles such as organizational and corporate privacy officers, compliance officers, and are change agents in policy development. Sample job descriptions include: Privacy Officer and Security Officer. HIM professionals advocate for strong privacy and security programs as electronic health record (EHR) systems are implemented and upgraded. HIM professionals provide the functional requirements for electronic health information, taking into account federal and state laws, including e-discovery, to ensure appropriate access, use, and disclosure of health information. HIM professionals also impact privacy, security, and confidentiality standards, laws, and regulations outside of their organization. Volunteering on state HIT and HIE initiatives, responding to public comments periods, and looking for ways to participate on standards development groups such as HL7 and HIEs are a few ways HIM professionals may influence and affect change. Organizations count on HIM professionals’ skill sets. The convergence of people, processes, regulations, structure, standards and system design is vital to the organization. Sound privacy, security, and confidentiality practices lead to more effective management of health information, contributing to safe, high-quality patient care. (AHIMA, 2011) Conclusion: We as health information professionals are given the task of protecting thousands of individuals’ private health information every year. We have taken an oath to protect this information and to show the patient respect and reverence when relaying any amount of information to other individuals, be it an inside entity or a business associate. It is up to each of us to do our duty and insure that we follow the guidelines to the letter. We must be vigilant in our daily tasks as well as seeing that we are constantly learning new things to help us do our job better. The Code of Ethics each HIM professional must adhere to states that â€Å"The HIM professional has an obligation to demonstrate actions that reflect values, ethical principles, and ethical guidelines. The American Health Information Management Association (AHIMA) Code of Ethics sets forth these values and principles to guide conduct. The code is relevant to all regardless of their professional functions, the settings in which they work, or the populations they serve. These purposes strengthen the HIM professional’s efforts to improve overall quality of healthcare. † (American Health Information Management Association Code of Ethics, 2011)

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1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work for Dorset County Council (DCC) as an Area Youth Worker, where I run a Youth Centre in North Dorset. The centre provides a variety of provision and projects within the local community. As part of DCC we are governed by various legislations, regulatory requirements and codes of practice. This could relate in a variety of situations such as the buildings or staff we manage, working with young people in groups or lone working or even with the activities and provisions we provide.These guidelines and requirements are put in place to help protect not just those that we work with but also my staff, visitors and myself. It is important to have a good working understanding of these factors as the below legislation is there to help promote inclusion within the work place and for those that we teach and work with. I will endeavour to go over the key legislat ion that affects my work place below. The Children Act 1989 – The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecting children.Hailed at the time as â€Å"the most comprehensive and far-reaching reform of child law which has come before Parliament in living memory† by the then Lord Chancellor Lord Mackay of Clashfern, it enshrined a number of principles. The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The Children Act 1989 sets out in detail what local authorities and the courts should do to protect the welfare of children. It charges local authorities with the â€Å"duty to investigate †¦ f they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorit ies are also charged with a duty to provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.The Special Educational Needs and Disability Act 2001 – This makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It also imposes upon public authorities a positive duty to promote disability equality. This will ensure the inclusion of disabled students within all group activities, and also to ensure that their disabilities are fully considered when planning such activities.They must receive full and equal access to education and all associated activities and resources. The Human Rights Act 1998 – (also known as the Act or the HRA) came into force in the United Kingdom in October 2000. It is composed of a series of sections that have the effect of codifying the protections in the European Convention on Human Rights into UK law. All public bodies (such as courts, police, local governments, hospitals, publicly funded schools, and others) and other bodies carrying out public functions have to comply with the Convention rights.This means, among other things, that individuals can take human rights cases in domestic courts; they no longer have to go to Strasbourg to argue their case in the European Court of Human Rights. The Equality Act 2010 – simplifies the old? laws and puts them all together in one piece of legislation. Also, it makes the law stronger in some areas. So depending on your circumstances, the new Act may protect you more. The Equality Act 2010 protects you from things like racial or religious discrimination, harassment, sexual orien tation, gender discrimination or if you have a disability.The Health & Safety at Work Act (1974) – Every individual must be mindful of the following responsibilities. They must take reasonable care for the health and safety of him/her and of other persons who may be affected by his/her acts or omissions at work. They must Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act. They must not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare.It is clearly vitally important for a teacher/tutor to be vigilant and mindful of health and safety issues. Some hazards and the issues which surround them will be constant to all environments. Examples include tripping hazards (laptop cables, bags), and fire safety hazards. Other hazards are going to be very much dependant on the type of environment in which training is taking place and the lear ner group with which the tutor is working. The Education & Skills Act (2008) – was introduced and aimed to increase participation in learning for young people and adults.It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives. As a worker we deal with a number of details regarding the young people and families we work with DCC have use the below guidelines with regards to data protection. The Data Protection Act 1998 (amended 2003). This act covers the protection of personal data.The most important elements to be aware of are the following data protection principles outlined in the act: Data may only be used for the specific purposes for which it was collected. Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information. Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime).Personal information may be kept for no longer than is necessary and must be kept up to date. Personal information may not be sent outside the European Economic Area unless the individual whom it is about has consented or adequate protection is in place. The departments of an organisation that is holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training). Subjects have the right to have factually incorrect information corrected. . 2 Explain own responsibilities for promoting equality and valuing diversity As a Youth Worker a core value of our work is not only dealing with promoting equality and diversity but also teaching others how to understand and work alongside those with dif fering opinions and values. These values are at the core of the work undertaken within youth work and underpin the standards; recognising that at the heart of all youth work is a young person led approach. The National Youth Agency describes the key purpose of youth work is to†¦Ã¢â‚¬ ¦ Enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential’ The following statements, views and vaules are underpinned by the principles of equity, diversity and interdependence, Participation and active involvement Young people choose to be involved, not least because they want to relax, meet friends, make new relationships, to have fun, and to find support.The work starts from where young people are in relation to their own values, views and principles, as well as their own personal and social space, It seeks to go b eyond where young people start, to widen their horizons, promote participation and invite social commitment, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them, ? Equity, diversity and inclusion: Youth workers teach and treat young people with respect, valuing each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas.We promote as well as learn to respect values individual differences by supporting and strengthening young people’s belief in themselves, and their capacity to grow and to change through a supportive group environment. Partnership with young people and others Youth workers actively respond to the wider networks of peers, communities, families and cultures which are important to young people, and through these networks seek to help young people to achieve stronger relationships and collective identitie s, through the promotion of inclusivity.We work in partnership with young people and signposting to other agencies which contribute to young people’s social, educational and personal development. In turn we are able to recognise the young person as a partner in a learning process, complementing formal education through informal education leading to, promoting access to learning opportunities, which enable them to fulfil their potential, ? Personal, social and political development: How young people feel, and not just with what they know and can do, It is through facilitating and empowering the voice of young people, encouraging and? nabling them to influence the environment in which they live. We help promote and lead on safeguarding issues of young people, and provide them with a safe environment in which to ? explore their values, beliefs, ideas and issues. 1. 3 Explain own role and responsibilities in lifelong learning My key role in the LLS will be to help promote youth w ork and deliver items such as 1st aid training. I will help to provide a set of skills, knowledge, understanding and behaviours necessary for any function that a youth work role is likely to perform.This is also underpinned by a set of agreed values and a key purpose in learning. I would hope to promote good practice for my learners so that they would have transferable skills and the confidence to sell themselves positively to employers, education establishments and their peers, setting a benchmark for the experience and competence that is required for them to grow as an individual. 1. 4 Explain own role and responsibilities in identifying and meeting the needs of learners How? As a trainer in the LLS we have a key responsibility in educating others.It takes more than just a well typed up lesson plan with all the fancy thrilly bits and bobs. In order to educate others we need to go through several steps as educators ourselves. I have been on courses where the tutor â€Å"talks the talk† but then doesn’t follow up or put into practice what they are teaching. They are fixed by timings, curriculum’s and other pressures faced when teaching and forget the fundamentals of teaching. By using the above Training Needs Analysis (TNA) as an example of process, it clearly helps us as trainers to identify areas of need and training delivery needed for pupils to succeed.Stage 1 – this stage allows us to gather the information needed on each learner and class sizes. It also allows us to look into appropriate venues and training aids. It would also allow us to signpost to other agencies if you could not meet their needs. Stage 2 – This is for me where the fun begins. As a trainer using stage 1 I’m able to explore and think of new and different techniques and delivery styles, to mix and match activities that I haven’t tried before using the information to hand. This not only revives me as a trainer but I would hope this would al so promote a practical learning environment.Other key areas to consider would be resources need, H&S issues and timings Stage 3 – My preferred way of training style is EDIP; Explanation, Demo, Imitate and Practice. I find this helps promote learning and evolves repetition. I believe repletion is the key to getting students to understand what the aims and objectives are We must also make sure that is inclusive to all, that best engages students, ensuring that ground rules are established and maintained that helps to provide a safe, friendly teaching environment that inspires and motivates students to learn and take part.By using ice breakers enables a safe learning enviroment and back up plans/lessons, as each group will be different. Stage 4 – This is the area that keeps me up all night. It’s not the thought of evaluating, as it is key to get the views and opinions of others; peers and students. Its’ the reflective work I undertake, even when I’m b uzzing from delivering a great session. When using evaluating tools (and there’s 100’s out there) in my experience it’s only a small majority that give you the information needed to improve. Most will tick boxes quickly at the end and put N/A or â€Å"great session† or even â€Å"no lunch provided† in boxes for comments.The best form of evaluation is to try and spend some time at the end or during the course to meet your students and hear what they have to say, this could even happen during a session where you will go off topic or away from your thrilly lesson plan as it meets the current learning needs of the group, but being mindful not to stray to far. The reflection work is key to progression as it allows you to work on improvements, you can also help students with progressive areas or even pat yourself on the back once in a while. 2. Explain the boundaries between the teaching role and other professional roles Working alongside other agencies or governing bodies can create professional barriers. In my opinion governing bodies are there to help maintain good standards within your profession as well as promote good quality assurance. It’s when changes are made/forced upon workers and learners where professional barriers become indistinct. Making sure communication is clear between others is key. Another factor which some professionals are unwilling to admit, is the fear of change. Change can be good if managed well.Unfortunately even if the change is managed well if the workers involved are not inclined to accept this, boundaries and relationships can be fragile. 2. 2 Describe points of referral to meet the needs of learners Within our organisation there are various referral points for learners or people that access our centres. These referral points are a valuable part of what we offer as a service to users of the centre. I would also offer extra help and support to those that I work with by outlining at the start and the end that there is additional support and help to suit your needs.We would try and be as flexible as possible and help with further progression if learners would need it. Likewise some learners are unable to see their potential and I would encourage further learning if I deemed this necessary and appropriate. 2. 3 Summarise own responsibilities in relation to other professionals When working within other professional work places, I work to a very professional standard keeping all parties aware of what it happening. I act in a way that I would expect other workers to conduct themselves if they came to my work place.I would strive to meet all needs required by other professional such as contracts or learning agreements made. Having the title â€Å"professional† doesn’t mean I or others aren’t infallible. We all make mistakes, it’s how we as â€Å"professionals† deal with those mistakes and what learning can be taken from any mistakes made. Lik ewise it is important to share successes with other professionals. 3. 1 Explain own responsibilities in maintaining a safe and supportive learning environment As a trainer you are responsible for a number of key areas as mentioned in from 1. through to this section. Without a safe and supportive environment learning can not take place effectively. To give you an example of this Maslow introduced a ‘Hierarchy of Needs’ (Below) in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that there are five needs which represent different levels of motivation which must be met and he also believed that people should be able to move through these needs to the next level provided they are given an education that will promote growth.Self-actualization – morality, creativity, problem solving, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship, intimacy, family, etc. Safety – includes security of environment, employment, resources, health, property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. 3. 2 Explain ways to promote appropriate behaviour and respect for others This is an important part of any work that I undertake with students of all ages.I’m sure that at every training session you go to there will be the â€Å"ground rules flipchart†. Now although ground rules are important, this exercise cannot just promote a healthy and safe learning environment, it can act as an ice breaker too. But how many times has the ground rules sheet been referred to again. With adults very rarely as we should all be aware of the boundaries needed with a group situation. With young learners you may need to refer to the ground rules chart on more than one occasion.But with a whole list that the learners came up with at the start of a daunting first session, will they remember what was said? A process that I have found to be highly successful is after the learners have come up with their long list of do’s and don’ts is to summarize this process with an easy process that is not only practical but effective as well. HARmony – â€Å"For people to get along with one another† is just one definition If you take the 1st three letters of harmony you have Honesty – if your honest with yourself and othersAwareness – If you aware of your feeling or what you say and aware of other thoughts, opinions and beliefs Responsibility – take responsibility for yourself and others Just these 3 key words can summarize any ground rules and allow you as a trainer to refer to these key words within any positive or negative situation and also allows others to get on with one another. References: NSPCA – http://www. nspcc. org. uk/Inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf The Da ta Protection Act 1998 (amended 2003) – http://www. legislation. gov. k The Equality Act 2010 – http://www. homeoffice. gov. uk/equalities/equality-act/ Special Educational Needs and Disability Act 2001 – http://www. ukcle. ac. uk/resources/directions/previous/issue4/senda/ Education & Skills Act (2008) – http://www. legislation. gov. uk Employment Equality (Sexual Orientation) Regulations 2003 – http://www. legislation. gov. uk The Gender Recognition Act 2004 – http://www. legislation. gov. uk Health & Safety at Work Act (1974) – http://www. hse. gov. uk/legislation/hswa/ National Youth Agency http://www. learning-theories. com/maslows-hierarchy-of-needs. html

Essay on First Experience with Writting

Essay on First Experience with Writting Essay on First Experience with Writting From what I can remember of my first writing experience; I was around eleven years old, and I would always carry this tiny green leather journal around. It never once left my sight; from being on my nightstand to going out of town. I would always carry that tiny leather journal. I have never been this out-spoken type of girl, I was always shy and so very quiet, so quiet that you would literally forgotten that I was there, but my god when I open that journal I would instantly start creating these short stories. Nothing made me happier then grabbing ahold of a pencil and letting my creativity flow through my head and write down the most absurd yet clever ideas that till today. I still get entertained from reading my past stories. I created a whole new life for me that was only living on paper, but I made it come to life in my mind of course. In the light of me being quiet and shy, through paper I had a loud mind. You’ll be surprised of the many things your mind can create. Although besides my foolish creativities I ended being more of a socially awkward person, never felt comfortable in crowded places; such as the mall, movies even with family. Only times I ever talked loud and became very talkative was around my friends, but other than that being around strangers or having to do a presentation in front of the class has always been difficult for me. Not to mention the times I would carry that leather green journal around and immediately start to write on it in public. In school, with family, shopping with friends, even when I go out to eat I would end up taking that tiny book out and write down my thoughts or any crazy imagination that I would come up with. There were times when I took that book out and got in trouble with my teacher for not paying attention in class I would usually end up having my journal taken away and not receiving it till class was over. My parents were sometimes worried on how little I would talk and how much time I would spend on, well, writing on my journal. As a matter of fact, I created a

How to Forget an Insult

How to Forget an Insult Free Online Research Papers Insult is an important social and organizational phenomenon, which causes powerful emotions and enters peoples personal histories. The definition of an insult is to treat someone with gross insensitivity, insolence, or contemptuous rudeness. It refers to an action which a person perceives as demeaning to his or her status. Insult involves a perpetrator, a target and often, an audience. Insults can be verbal, comprising of invective, negative stereotyping and rudeness or swearing. The intention to insult is not necessary, as some insults are the result of misunderstanding or accident. Even more potent insults result from the defamation or despoiling of idealized objects, persons or ideas. Historically, insults have packed a powerful political, social and cultural punch. They have caused wars, civil disturbance and been central dynamics in great works of literature and art. Beyond their power on the group level, they have devastating power on the individual level. An insult can provoke an extreme reaction in its recipient such as an act of violence, a resulting feud, a suicide, a resignation, etc. On a less extreme level, it can cause anxiety, depression and erode confidence. It is hard to forget when we feel insulted, but unless we can move on we only increase our own suffering. However, there are some ways that can help to forget an insult and get on with life free from bitterness. The most effective way to forget an insult is to resolve the problem. This approach is based on the assumption that causes must be rooted out and relationship must be patched up. In this process we have to find out the reason behind that incident and who is responsible for that. If the victim is himself responsible for the event, then he can take necessary measures to correct himself. But if he is not found guilty, then he has to find out the reasons from the insulter’s point of view. Psychological and social barriers can be responsible for such kind of coarse behavior. People’s background, perceptions, values, biases, needs and exceptions differ from one another. Childhood experiences may result in negative feelings towards a particular behavior, racial prejudice, and opposite sex. Family and personal problem such as poor health, alcoholism, lack of sleep and emotional strain may be so upsetting that one may not be able to control his manners. Or the person might have done it just out of his jealous. The victim has to find out the exact reason behind the incident and talk to the insulter with a sincere sensitivity towards his emotion. The victim has to make him understand that what he did was wrong and make him feel sorry for that. In some cases the victim may be surprised to see the person who insulted him is also feeling guilty for his act but cannot express it out of fear or shyness. Resolving the problem is thus a great way of forgetting an insult. It is also useful to build a peaceful and healthy relationship in the society. Another paramount way to forget an insult is to forgive the person who once insulted you. In order for us to forget the person who hurt us, we must clear the resentment and hatred. When we forgive, we clear the air and open new doors so we can move along to new places with new people. Having forgiven the person for past events and actions, we can take all necessary actions to stop us from being harmed in the future. Forgiveness clears the past which is unchangeable and in fact allows us better to take the optimal action in the future. Forgiveness is an act of courage which allows us to move on out of harms way. It is a way of going from the past to the present and then moving on towards the future. The real point of any event is to learn whatever lesson exists in that event and then to move on. When we hold onto negative emotions and memories we end up harming ourselves much more than we could ever hurt or harm the other person. Thus we give the other person huge amount of power over us and we further victimize ourselves. When we forgive, we free ourselves from the other person and our self-esteem immediately gets a boost. Sometimes it is found that the person who is being insulted is himself responsible for everything. In that case, it is a relatively easy task for that person task to forget the insult and to take corrective action so that such incident never happens in the future. But if the person who is being insulted is not actually responsible for the incident to take place, the complexity begins. In this case, the insulted has to try and find something positive out of that event. In this way he might transform this unpleasant event into a constructive one. Avoiding the person who insulted you can help a lot to forget the insult. In many cases when he sees the person who insulted him, the victim may feel the need to seek revenge. The victims symptoms may be anger, discouragement, and frustration and this may cause harm to him. If he can avoid that person, then he will be able to make himself free from the harmful effects of anger. And without being seen him for a long time the victim can actually forget that insult and the person as well. Avoiding the place of incident can help us to forgetting an incident. When we go to a place, we try to recall the memories related to that place. This is a natural process of human being. That means if we do not go to place, we need not have to remember the incidents. In this way, if we can avoid the place where the incident took place for a long time, we will be able to forget that incident in the passage of time. All the procedures mentioned above can help a great deal to forget an insult. But still there are some people to whom these procedures are simply impossible to comply with. They cannot easily forgive or just forget the incident. They always look for revenge and possess the idea that it may satisfy their anger. These people are best suited to the ‘eye- for-an-eye’ approach. The way is easy and simple, yet destructive. First observe the person vigilantly who insulted you, search for his flaws or compel him to make a mistake and then wait for the proper time and opportunity to come. When he will appear amidst a lot of people, insult the person revealing his faults in the way he insulted you. This can help a great deal to forget an insult. In this case, forgetting an insult means not remembering it again in the future rather than obliterating it entirely from mind. But this approach should not be carried out by anyone, at anytime or in any situation. This will only increase hostility and conflict within the society. It is better not to be violent under such a situation of insult, because violence may create greater chaos that may harm relationships as well as social piece and harmony. We should analyze the incident and take it as the behavioral aspect of a human being who has committed this without having any deeper knowledge on how to behave properly. Therefore, we should try to develop our mental calm and acquire wisdom to look into these types of situations with a sense of forgiveness to create an example of greatness and forgiveness. 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To what extent is an individual's vote the result of a multiplicity of Coursework

To what extent is an individual's vote the result of a multiplicity of factors - Coursework Example The political campaigns that are conducted by the different parties during the electioneering period also have their stake in influencing how an individual will cast their vote. It is clear that the voting process must have evolved from when people were voting according to class up to the place where voting is purely based on personal judgment and assessment of the party’s policies and the leader. In doing this, will trace the history of voting in Britain. It is going to cover the alignment era of 1940s to 1970s, giving a keen look at how electioneering activities were ran during that period. The essay will also examine the de-alignment era that began from the 1070s onwards, proceeding the alignment era (Denver, 2007 P. 22). The conclusion of the paper will an analysis of the factors that influence voting in the modern day, and specifically look at some recent elections that were conducted in Britain. During this period, voting in the UK was greatly influenced by such factors as social class, family, local community, gender, age, ethnicity, region and religion (Persson, 2000 P. 54). The era between 1940- 1970 can be referred to one characterized by party identification and class voting. There were mainly two major parties that dominated the party system at that time. These were the Conservative and the Labor Parties. There patterns of voting was relatively stable as there was minimum switching of political allegiance (Weibull, 1987 P. 52 ). The people were not very much inquisitive and they went by the current wave of their fellow mates in the social class. The stability could have been attributed to the image that the voters attached to the party of their choice rather than the policies which it upheld. The affiliates cared really less about the policies. Party identification was mainly obtained from social class, parental political party adherence, and the nature of local commu nity, the region that one

Job and his suffering Research Paper Example | Topics and Well Written Essays - 1000 words

Job and his suffering - Research Paper Example Subsequently, the paper will highlight how Job symbolizes the theme of suffering. The bible covers the topic of suffering realistically. To illustrate this theme, the bible uses the character of Job (Carney 66). The book of Job commences with a story about Job, a devout righteous man who is faced and looking at imminent tragedy. Job is about to experience a massive loss (he risks losing all his property, wealth, health, and above all his children. Additionally, his good name will also be lost. Job will suffer from all this tragedies simply because god is about to test his (Job) faith and obedience. Thus, Job primarily suffered because God challenged or contested with the Devil/ Satan. However, neither Job nor his friends knew of this ploy. As such, Job’s friends take their time to try and explain his suffering from their ignorant perspectives. Nevertheless, Job does not sway but rests his faith with God and hopes for his redemption. Both Job and his friends could not comprehend the reasons for Job’s suffering or ill afflictions in the beginning. In fact Job’s response when he was confronted by God was silence. The silent response given by Job does not in any way lessen or trivialize the intense suffering, pain and emotional turmoil he is undergoing throught. Rather, the silent response signifies the importance of believing and trusting in god’s redemption whilst suffering. Moreover, the silent response underscores the need to believe and trust god’s purposes even if we don’t comprehend or grasp what those purposes are. Consequently, this implies that like all other human experiences, suffering is directed and controlled by God. Overall, Job implies that although people might never understand or know the reason for their suffering, they should nonetheless trust and believe in God. The bible thus gives this as an answer to the theme or concept of suffering. The book of Job attempts to answer the question