An Ethical Dilema Essay Example | Topics and Well Written Essays - 750 words

An Ethical Dilema - Essay Example The person spent hours using the company phone lines in setting up of doctor’s appointment or making phone calls to their friends who are from different side of business on company time. Even when the person was in state of using internet in office computer, he had an interest in surfing to different social networking sites on company’s valuable time. His friend was obsessed with his behavior because it resulted in low performance. The same colleague used to have longer conversations with other colleagues which were irrelevant and had nothing to do with business. The situation did not offered his friend to report this unethical behavior to his supervisor because the person was his dearest friend and he did not wanted the company to take actions against his colleague. Due to his positive nature, the colleague started to continue the behavior excessively and always made his friend involved in his conversations. This also had a negative impact on his performance as he was unable to meet deadlines with the work. Answer 2: If I put myself in the role of an employee that had to deal with his colleague’s unethical behavior, I would have reviewed code of conduct and the company’s philosophy regarding the attitude of that employee. I would consult with my other colleagues the particular situation without revealing the name of any person in the scenario. This would help me understand rules of the company regarding an unethical behavior to conduct personal business on company’s time. Then simply I would pay visit to my colleague and let him know of his unethical behavior which is ruining the culture and philosophy of the organization. I would make him understand that his particular behavior is inflicting my performance curve with greater margins. I would make him realize that the company pays its employees for the work they have performed instead of doing personal business (Rhodes, 1986). If still the matter persisted with consistency, I would approach an ombudsperson that is charged with the duty of handling informal complaints from the working staff. This would allow me to make complaints against any employee regarding their behavior without revealing my name. These complaints are made confidential and the company assures employees’ anonymity in the case. This is also considered as the whistle blowing concept in which an employee has a right to share the wrongdoing practices happening within the firm to his manager and supervisor. This act would only be possible if actions made by a colleague are recognized as an unethical behavior. I would not be taking actions if the behavior would not have resulted in decrease in my performance (Garber, 2008). Answer 3: Ethical dilemmas often do not have clear responses unless the person has broken the law or regulations that are governed by the organization. The concept of integrity is to make correct choice between right and wrong. Individuals can make good decisions in this case if they have been prepared for the particular situation or their ethical base is strong. A person who commits to integrity will find himself in a right situation before it requires action against an ethical dilemma. In the above case of ethical dilemma, an employee had to make corrections with the colleague’s behavior. He had to make up his mind that the behavior he was pursuing was unethical and is resulting in low

Florida's Multicultural Community And Political Processes In Cuba Research Proposal

Florida's Multicultural Community And Political Processes In Cuba - Research Proposal Example Authorities in Cuba emphasize the significance of developing appropriate political relationship and formulation of excellent foreign policies (Buffington 2012). This facilitates exemplary performance and international trade relations especially in the exchange of sugar that the nation produces in large quantities. Although Cuba had cordial political and foreign relations with the Soviet Union, the nation had antagonistic relations with the US. The distance and antagonistic relations were evident due to differences in political policies (Buffington 2012). The US was against the nation’s growing relations with the Soviet Union and the adoption of communism. The policies failed to promote democratic electoral process and tolerance for emerging opposition leaders. The unconventional policies prompted the US under the leadership of John F. Kennedy to impose trade sanctions against Cuba (Buffington 2012). The sanctions were meant to cut foreign engagement between the nations and ensure that the Cuban leaders adopt favorable economic policies that are sustainable. Authorities in Florida have adopted stringent measures to ensure that the intentions of the sanctions are attained. The authorities engaged in deliberations to compel Cuban officials to eradicate communist policies and encourage democratic political processes. The authority’s state that operations between the two regions will be further jeopardized if Cuba fails to adopt modern democratic practices (Clendinning 2008). The officials are categorical that Cuban immigrants will not be allowed in California. The unconventional democratic practices and the communist guidelines severely affected the nation’s economic advancement. The practices also halted the realization of cordial relations that are achievable through the adoption of friendly foreign policies.This paper evaluates the role of Florida's multi-cultural c ommunity in maintaining America's sanctions against Cuba.

Boys Literacy Essay Example for Free

Boys Literacy Essay Boys are seen as in trouble, says Smith. But while the common assumption is that boys reject literacy because they see it as feminized, Smiths research points in another direction. The boys participating in his study, he maintains, rejected certain literate activities not because they were for girls but, rather, because they were schoolish. In our research, we looked outside of school to see what boys were reading and writing about, Smith says. What we found, essentially, was that boys read that they in fact value literacy but most of them dont read or write in ways that schools recognize. The authors worked closely with 49 middle- and high-school boys at four sites in three states, including New Jersey. The boys school environments ranged from an urban high school to a private, all-boys prep school. Participants kept journals detailing not only how they spent their time in the classroom, but also how they applied literacy skills to activities outside the classroom. In addition, the authors conducted in-depth interviews with the boys several times during the course of the study. Many study participants expressed a pronounced dislike for literacy-related classroom activities. But in their passionate descriptions of extracurricular interests such as sports or movies Smith and Wilhelm found the boys were engaged in an abundance of reading-based activities. This contrast between school reading and life reading led the researchers to conclude that boys are motivated to excel inliteracy-related areas when they feel competent in them, understand their purpose or see a connection to their social environment. If that passion could be tapped, the authors write, school would be revolutionized. Perhaps no boy illustrated this point to Smith as poignantly as a functionally illiterate teen-ager, who had difficulty in school but nevertheless subscribed to several automotive magazines. I knew he couldnt read and wondered why he wanted to subscribe to a magazine, Smith relates. He said he likes to look at the pictures and, if something seems important enough to be read, hell ask someone to read it to him. Another boy, an avid wrestling fan, eagerly absorbed facts and trivia about wrestling and took the trouble to document more than 600 wrestling moves in a notebook to share with his friends. To call that kid alienated from literacy would be wrong, says Smith. Its not only literate behavior, but schoolish behavior, although not in a context that school allows. The materials that many boys might actually enjoy mystery stories, novels of suspense, song lyrics, or Web sites and magazines about hobbies or sports are not valued in the traditional classroom, says Smith. In their place are texts selected by teachers that might not appeal or be accessible to every student. Lots of teachers like Lord of the Flies, for example, because it lets them teach about symbolism in a nuanced teacherly way, Smith notes. Theres nothing wrong with that approach to teaching, but we have to recognize that some boys many boys wont feel particularly competent about their abilities in that environment. We argue that, yes, boys need to be taught how to do that kind of literary reading, but that theyll be more motivated to do so if the reading is done purposefully for example, in the context of pursuing an answer to an authentic question. Smith and Wilhelms research also casts suspicion on the persistent myth that boys and men favor fast-paced action over character-driven stories. We asked boys to respond to four different stories, which differed in terms of the gender of the narrator and the relative emphasis on action versus character development, says Smith. The story that provoked the most response from the boys centered on the family conflicts experienced by a female narrator. Some boys rejected the story, but many more were engaged by the issues it raised about family relationships. Thats something we never would have guessed, Smith adds. We put that story in there to give the boys a chance to reject it, and they didnt. The study also calls into question another gender-based myth, which posits that adolescent and teen-age boys are less social than girls, a finding that the researchers believe should inform curriculum development in the future. Our study challenged conventional wisdom that boys at this age are alienated and unemotional, says Smith. All of the boys in our study had intense friendship circles. We found sustained relationships and strong social engagement. Smith hopes his and Wilhelms groundbreaking research on boys literacy will lead to some changes in the approach to literacy instruction in the classroom. He sees this as especially critical in the upper grades, where boys are given fewer choices in their assigned reading materials and writing assignments. In secondary school, theres a shift from teaching how to read to reading canonical texts, Smith points out. Choice goes out the window, and difficulty increases. Why in high school does it always have to be hard literature? Why does it alwayshave to be teacher-chosen? he questions. We need to work in choice in the classroom. The alternative, Smiths research suggests, will continue leaving boys stranded in the classroom, much like the young island castaways left to fend for themselves in Lord of the Flies. What is it about Harry Potter? Parents, teachers and other adults who hope to inspire young readers to develop a lifelong appreciation for reading and literacy may wonder what it is that accounts for the phenomenal success of the Harry Potter books by J.K. Rowling, which have inspired even those youngsters who previously had no interest in literature. Associate Professor Michael W. Smith believes that his research on boys andliteracy provides some answers. In our study, we found that the boys like sustained relationships with authors and characters, says Smith. That may explain why some young readers find it so difficult to wait for the next Harry Potter book to come out. For them, its like not being able to see a good friend for a whole year or more. Smith explains that serialized books help young readers develop an appreciation for literature because these books create a familiar world that the reader returns to in book after book. Smith uses the term scaffolding to describe this concept. Once youve imagined a world, you dont have to re-imagine it, explains Smith. The boys in our study didnt like to read stories if they had difficulty imagining the worlds the books created. For similar reasons, sometimes young readers are more engaged in reading a book that has been made into a movie after viewing the film instead of before, Smith says. Another reason Harry Potter is so popular is because its storylines are exportable in conversation, which, to the minds of the young men in his study, adds practical and social value to reading the books, says Smith. Like reading box scores or sports tidbits in the newspaper, there are cool parts of Harry Potter that are easily reducible for conversation, Smith says. A more complicated piece of literature is harder to bring into everyday conversation.

Migration Rate of Colo16 Cells Exposed to UV Light

Migration Rate of Colo16 Cells Exposed to UV Light Introduction: Cells exposed to ultraviolet (UV) rays of light often supress signalling pathways associated with inflammation as well as the immune system and as a result of activating the p38 mitogen activated protein kinase (MAPK) pathway. Radiation from UV light is from the electromagnetic spectrum and can be divided into two primary wavelengths; UVA 320 – 400 nm and UVB 290 – 320 nm. UVA rays are more dominant than UVB, however both UVA rays reaching the subcutaneous layer of skin and UVB rays reaching the dermis are known to cause the development of skin cancers via damaging the DNA of skin cells (1, 2, 3). The effect of UV light on cells can be measured by determining the time the cells take to migrate back to their normal positions after the creation of an artificial wound. An inexpensive and easy assay to perform to make such measurements is the scratch assay. The scratch assay uses a pipette tip to create an artificial gap between the cells under aseptic conditions and uses high resolution imaging devices connected to an inverted microscope to take pictures of the cells migrating at specific time intervals. The images can then be used to calculate the distances travelled under the different UV exposures and therefore a comment on how the cells were affected under the different conditions can be made (1, 2, 3, 4). In this experiment, Human squamous cell carcinoma (SSC) cells that are known to have a dysfunctional p53 proteins were taken from the epithelial Colo16 cell line and used to measure the migration distances of the cells under different UV exposures. Then the matrix metalloproteinase (MMP) inhibitor GM6001 was added to the Colo16 cells in order to determine if it had an effect on the cell migration distances under the same UV exposures (1, 3, 5, 6). GM6001 is a MMP inhibitor that inhibits the enzyme collagenase which destroys the peptide bonds of the protein collagen found in the extracellular matrix. Collagen is an important component of the connective tissue and helps the cells adhere to their surrounding surfaces. GM6001 has been shown to block the phosphorylation of the epidermal growth factor receptors (EGFR) and inhibit cell migration responses (3, 5). Aims: To determine the migration rate of Colo16 cells exposed to UV light at intervals of 12 hours over 48 hours after the creation of an artificial wound (gap). To determine the effect of the MMP inhibitor GM6001 on the migration rate of Colo16 cells exposed to UV light at intervals of 24 hours over 72 hours after the creation of an artificial wound (gap). Hypothesis: If cells from the Colo16 cell line are treated with the MMP inhibitor GM6001 then it is expected that the mean gap distance will increase when compared with untreated Colo16 cells under the same exposure to UV light due to the inhibition of collagenases that breakdown collagen and the blocking of EGFR phosphorylation. Materials and methods: As per the BIOL2299 2014 Prac 4 lab notes. Results: Raw class data for the untreated and treated Colo16 cell gap distance (mm) is shown in Table 1 and Table 2 respectively. From the class data our group was Group A shown in Table 3 and Table 4, and the mean class data along with its standard deviation values is shown in Table 5 to Table 8. Table 1. Class Untreated Colo16 Cell Gap Distance (mm). Table 2. Class Colo16 GM6001 Treated Cell Gap Distance (mm). Table 3. Group A Colo16 Untreated Cell Gap Distance (mm). Table 4. Group A GM6001 Treated Colo16 Cell Gap Distance (mm). Table 5. Mean Class Colo16 Untreated Cell Gap Distance (mm). Table 6. Class Standard Deviation (SD) of Colo16 Untreated Cell Gap Distance (mm). Table 7. Mean Class GM6001 Treated Colo16 Cell Gap Distance (mm). Table 8. Class Standard Deviation (SD) of GM6001 Treated Colo16 Cell Gap Distance (mm). Figure 1. Line graph showing the mean gap distance of Untreated Colo16 cells under different UV exposures along with the standard deviation values after the creation of a synthetic gap using a pipette tip at intervals of 12 hours over 48 hours post-irradiation. Figure 2. Line graph showing the mean gap distance of Colo16 cells treated with the MMP inhibitor GM6001 under different UV exposures along with the standard deviation values after the creation of a synthetic gap using a pipette tip at intervals of 24 hours over 72 hours post-irradiation. Discussion: From the line graph in Fig. 1, the Colo16 cells under UV radiation showed a slower decline in gap distance compared with the control. And the Colo16 cells exposed to UVA + UVB rays had the slowest decrease in gap distance over 48 hours after the creation of the artificial wound with a gap distance of only 0.200 mm suggesting that both UVA and UVB work with synergy together and the p38 MAPK pathway and therefore cause a delay in wound healing. From the line graph in Fig. 2, the Colo16 cells treated with the MMP inhibitor GM6001 exposed to different UV conditions had a delayed cell migration response when compared to the control GM6001 Colo16 cells that were not exposed to UV irradiation. This may be due to the inhibition of collagenases that help breakdown the collagen found in the extracellular matrix (ECM) of the Colo16 cells via the action of GM6001. GM6001 is a MMP inhibitor that inhibits the enzyme collagenase that normally is involved in the breakdown of collagen of the ECM. This inhibition may affect the cell migration of Colo16 cells during wound healing as a result of the collagen not being broken down by the collagenases in the ECM and therefore resulting in the cells being adhered to their surrounding for a longer time; increasing the time required to close the gap and complete the wound healing process. Discussion questions: What other ways are there to determine whether cells are migrating into the wound or proliferating into it? (Are there morphological characteristics of cell migration or proliferation?) Other ways of determining cell migration or proliferation include: 1 – Immunofluorescence staining: cells can be stained using fluorescence markers that use antibodies to bind to specific antigens associated with cell migration or proliferation such as the proliferating cell nuclear antigen (PCNA) (7). 2 – Laser scanning confocal microscopy: cells can be viewed under high resolution and the morphological features of migrating cells can be observed such as the formation of fibrin matrices, an increase of length, width and total spread of fibroblasts (7). 3 – Boyden chamber: which measures cell migration via the determination of a chemical gradient based on chemicals release via chemotaxis during cell migration (7). What is a Boyden chamber and why would you use it? Give 3 examples of where it can be used. A Boyden chamber is an in vitro chemotaxis assay that measures cell migration via the analysis of leukocyte chemotaxis, where cells are placed in pores at the top of a chamber and allowed to migrate through its pores containing chemotactic agents. After incubation the cells are stained and the number of cells that have migrated to the lower portion of the chamber (8). The Boyden chamber can be used to measure: 1 – Cell migration based on chemicals released to the cell’s surrounding, and determine if a specific chemical causes the cells to migrate towards or away from the stimulant (Chemotaxis) (8). 2 – Cell migration based on the gradient of specific extracellular matrix proteins, and determine if a particular protein causes the cells to migrate towards or away from the protein. This can be done via the coating of the chamber with the protein of choice (Haptotaxis) (8). 3 – Cell migration rate of tumour cells through the vascular endothelium toward specific chemokines (8). Describe 3 limitations of the scratch method. Some limitations of the scratch method include: 1 – Creation of an artificial wound of the same approximate width can be extremely difficult and any variance in the gap distance between the different cells at time 0 hr can greatly affect the significance of the results (4). 2 – The incubation of the cells after the creation of the wound (scratch) has to be long enough to help the cells migrate during the fastest time frame and any variance in this may lead to the cells not migrating equally, therefore affecting the results. Also, the temperature and environmental conditions of the incubator have to be at their ideal values for healthy cellular migration (4). 3 – Highly time consuming, in order for the readings to be statistically significant at least 100 readings of distance for each sample and each experiment must be repeated at least three times. As a result, this creates copious amounts of data that consumes a lot of time and energy to analyse (4). If you are investigating cell growth factors on cell migration, should serum be present in the media? Explain your answer. Yes, Serum containing the growth factors should be found in the media in order to study its effects and the growth factors should be soluble in the serum and added to the media before the addition of cells in order to be equally distributed in the solution (4). What are the main differences in investigating a scratch assay using non-transformed vs transformed cells? Transformed cells are transfected with a plasmid coding the gene of interest along with a plasmid marker before the conduction of a scratch assay, whereas non-transformed cells are investigated without being transfected with a specific plasmid (4). Apart from taking photos of the cells over time, propose another way you may be able to show cell migration. Cell migration can be shown via the conduction of an electric cell-substrate impedance sensing (ECIS) in vitro cell migration assay that measures cell migration via the creation of a wound by passing an electrical current through the cell and causing electroporation. Then cell migration is measured via the calculation of the cell’s impedance in ohms over a specific time as seen in Fig. 3 (9). Figure 3. Typical ECIS data involving the electric cell-substrate impedance sensing (ECIS) in vitro cell migration assay (http://www.biophysics.com/woundhealingpubs.php#ECIStheory). Which of the methods is the one that most labs would not use, explain why you think this would be so. Most labs would not use the ECIS in vitro migration assay due to its expensive cost and it’s relatively time consuming cell type dependant incubation times. Another in vitro migration assay that would not be used in labs is the microfluidics-based system due to its need for nanofabrication facilities and its reasonably very expensive cost (4). Conclusion: In conclusion, Colo16 cells under UV radiation showed a slower decline in gap distance compared with the control. And the Colo16 cells exposed to UVA + UVB rays had the slowest decrease in gap distance over 48 hours after the creation of the artificial wound with a gap distance of only 0.200 mm suggesting that both UVA and UVB work with synergy together and the p38 MAPK pathway and therefore cause a delay in wound healing. Whereas, the Colo16 cells treated with the MMP inhibitor GM6001 exposed to different UV conditions had a delayed cell migration response when compared to the control GM6001 Colo16 cells that were not exposed to UV irradiation. This may be due to the inhibition of collagenases that help breakdown the collagen found in the extracellular matrix (ECM) of the Colo16 cells via the action of GM6001. This inhibition caused by GM6001 may affect the cell migration of Colo16 cells during wound healing as a result of the collagen not being broken down by the collagenases in the ECM and therefore resulting in the cells being adhered to their surrounding for a longer time; increasing the time required to close the gap and complete the wound healing process. References: BIOL2299 Biology of Tissue Growth and Repair Manual, 2014. Reichrath J, Rass K. Ultraviolet damage, DNA repair and vitamin D in nonmelanoma skin cancer and in malignant melanoma: an update. Advances in experimental medicine and biology. 2014;810:208-33. Muthusamy V, Piva TJ. A comparative study of UV-induced cell signalling pathways in human keratinocyte-derived cell lines. Archives of dermatological research. 2013;305(9):817-33. Liang CC, Park AY, Guan JL. In vitro scratch assay: a convenient and inexpensive method for analysis of cell migration in vitro. Nature protocols. 2007;2(2):329-33. Grobelny D, Poncz L, Galardy RE. Inhibition of human skin fibroblast collagenase, thermolysin, and Pseudomonas aeruginosa elastase by peptide hydroxamic acids. Biochemistry. 1992;31(31):7152-4. Moore GE, Merrick SB, Woods LK, Arabasz NM. A Human Squamous Cell Carcinoma Cell Line. Cancer Research. 1975;35(10):2684-8. Chen HC. Boyden chamber assay. Methods in molecular biology (Clifton, NJ). 2005;294:15-22. http://www.cellbiolabs.com/boyden-chamber-assays http://www.biophysics.com/woundhealingpubs.php#ECIStheory

A Biomechanical Analysis of the Roundhouse Kick :: essays research papers

Anatomical Analysis Tae Kwon Do is a Korean, unarmed martial art and is best known for its kicks (Park, 2001). The roundhouse kick is a turning kick and happens to be the most commonly used kick during competition (Lee, 1996). For this reason, the roundhouse kick will be analyzed in reference to sparring competition.   Ã‚  Ã‚  Ã‚  Ã‚  The roundhouse kick, a multiplanar skill, starts with the kicking leg traveling in an arc towards the front with the knee in a chambered position (Pearson, 1997). The knee is extended in a snapping movement, striking the opponent with the top of the foot. One’s goal would be to make front torso contact with the kick, while avoiding leaving one’s self open to a counter strike.   Ã‚  Ã‚  Ã‚  Ã‚  The movements that comprise the roundhouse kick begin with a fighting stance: both feet on the ground, toes pointing straight ahead, back foot turned outside up to 22 degrees, front foot approximately 1.5 the distance of one step from the back foot, both feet approximately one length of one foot apart, extension of both legs, slight rotation of the torso in the direction of the back leg, fists held in front of the chest, flexion at the shoulders by about 45 degrees, flexion at the elbow by about 60 degrees, and flexion of the fingers.   Ã‚  Ã‚  Ã‚  Ã‚  One initiates the preparatory phase of the roundhouse kick from the fighting stance: rotation of the torso in the direction of the front leg, flexion and abduction at the hip, flexion at the knee of the back leg which brings the knee to the torso and maintains a minimal relative angle at the knee to the thigh, plantar flexion of the foot, and lateral flexion of the spine toward the ground away from the kicking leg (Table 1).   Ã‚  Ã‚  Ã‚  Ã‚  The fighter is then ready to initiate the movement phase: extension at the knee with a relative angle to the thigh of about 180 degrees, lateral rotation of the grounded foot between 90 and 120 degrees, and additional lateral flexion of the spine.   Ã‚  Ã‚  Ã‚  Ã‚  After attempting to make contact with the opponent, the fighter immediately follows up with the recovery phase: flexion at the knee, lateral flexion of the spine opposite the aforementioned direction, during a slight rotation of the torso, extension of the hip, and dorsiflexion of the foot. This brings the fighter back into the fighting stance with the opposite leg in the front and is now ready to perform the next strike or counterstrike.

Ulysses by Lord Alferd Tennyson :: Ulysses Lord Alferd Tennyson

Ulysses by Lord Alferd Tennyson Lord Alferd Tennyson presents to us in the poem â€Å"Ulysses† an old sailor, a warrior and a king who is in retrospection on his experiences of a lifetime of travel. Ulysses old age and strong will causes him to be restless and unable to be comfortable at home. He chooses a life of travel over his family because that is what he knows best. Because of his faults, we identify with his character. As a result, Ulysses attempts to go on to face a new but familiar journey, not knowing if it would be his last. By connecting with Ulysses' courage he awakens the heroic spirit in all of us. At home Ulysses is unable to adjust to old age. Regardless of his physical body he feels his spirit is still longing for travel. He feels as though his wife is too old, and he governs the people with no respect, â€Å"Matched with an aged wife, I mete and dole / Unequal laws unto a savage race, / That hord, and sleep, and feed, and know not of me†(3-5). Ulysses condescends his own son by describing his timidness to rule the people and how his son is more capable of the common duties. Ulysses boasts with a sense of superiority in trying to reassure himself. This is my son, mine own Telemachus, / To whom I leave the scepter and the isle- / Well-loved of me, discerning to fulfill / This labor, by slow prudence to make mild / A rugged people, and through soft degrees / Subdue them to the useful and the good. / Most blameless is he, centered in the sphere / Of common duties, decent not to fail / In offices of tenderness, and pay / Meet adoration to my household gods, / When I am gone. He works his work, I mine (33-43). Being a life long traveler prevented Ulysses from learning any of the responsibilities of being a father and a husband. Instead, he was traveling abroad consoling with kings, generals and gods, traveling to â€Å"cities of men / And manners, climates, councils, governments†(13-14). The only thing he gained from his travels was the unending quest for more. Retiring home is an unsatisfying dull life, which is impossible for Ulysses bear. After all the battles and fame he has won Ulysses realizes his old age and feels required to â€Å"pause, to make and end, / To rust unburnished, not to shine in use! / As though to breathe were life!†(22-24) Ulysses reveals on lines 25-31, his old age and fear of dying, but rejects death’s attempt to muscle its way into his life.

Communication Shc Essay

Parents and other adults who come into the school are more likely to give beneficial support if communication is strong and effective – this, in turn, benefit pupils. Communication takes many different forms, from talking to letters and memos; for a child care workers is very important to develop good communication skills so they can communicate effectively. WHY PEOPLE COMMUNICATE? There are many reasons why people communicate such as: * To give and receive information * To give and receive instructions Discuss a situation * Make a point or outline a concern * Express a need * Negotiate * Develop learning 1. 2 EXPLAIN HOW EFFECTIVE COMMUNICATION AFFECTS ALL ASPECTS OF YOUR WORK Effective communication is the key area for developing relationships with others and also covers many different forms of communication. It is a two-way process. The person communicating has to send the right message, but also needs to make sure that it is being correctly received and understood by the o ther person or people. Communication involves talking or verbal communication, and non-talking or non-verbal communication. To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Showing respect and considering the other child’s or adult’s point of view * Have a rapport with the child or adult you are communicating with * Taking time to listen to others * Being clear on key points Maintaining a sense of humour (laughter can be a good icebreaker and is also a great way of relaxing and relieving stress) * Find opportunities to speak (some children lack confidence and need to be given a chance to warm-up first so that they feel able to do so) * Give eye contact and actively listen (if you look away or are busy doing something else, this gives the recipient the message that you are not really interested in what they are saying) * Use body language and facial expressions, an d be approachable(for example, with very young children, get down to their level) * React and comment on what they are saying (you may need to repeat back to pupils to check on your understanding * Be interested, responding and questioning to maintain conversation so that they can build up an understanding about how it works * The age of the child or young person ( children of different ages will require varying levels of attention) The benefits of good communication are: * Your relationship with the children * Your relationship with colleagues * Your relationship with parents 1. 3 EXPLAIN WHY IT IS IMPORTANT TO OBSERVE AN INDIVIDUAL REACTIONS WHEN YOU ARE COMMUNICATING WITH THEM? When communicating with children or adults it is important to take account individuals feelings and what they want to say. You can do this by carefully observing a variety of reactions such as: * Facial expressions and eye contact * Body language: posture and actions or gestures which help to convey meaning * Tone of voice: this can alter the meaning of what has been said * Pauses * Turn taking * Take account of culture and context, such as where English is an additional language * Build a rapport by showing understanding, respect and honesty It is thought that more than 70% of messages are conveyed through non-verbal ways. NON-VERBAL REACTIONS Facial expressions They can be a way to find out how someone feels. Some facial expressions have the same meaning all over the world, but some cultures inhibit the expression of certain emotions, such as anger or disgust. EYE CONTACT People’s eyes can express a wide range of emotions. People may have intense eye contact because they are trying to understand you. However, some cultures or people may avoid eye contact when they do not understand or agree with you, want to avoid showing their feelings or fear negative feedback. Eye contact has five important functions in communications: 1. It regulates the flow of conversation 2. It controls intimacy in a relationship 3. It gives feedback 4. It express emotion 5. It informs both speaker and listener BODY LANGUAGE Your body language can often indicate your attitudes and emotions. If the person you are communicating with has arms crossed over their chest, this may indicate anger or tension (closed position = communication barrier) * If they lean forward with separated arms and legs, this communicat es warmth and friendliness (open communication) * Indifference to your communication may be expressed through shoulders shugs, raised arms, and outstretched hands * Clenched fists and hunching may convey anger * Slouched shoulders may convey a lack of confidence * A posture with the shoulders back in a relaxed position makes it more likely that others will view you as self-confident GESTURES It is important to learn to observe and understand as much as you can about gestures of the adults and children you are communicating with. * People often use gestures such as head and hand movements to reveal or conceal feelings. They can use them to add emphasis, to illustrate points, and to manage turn-taking * A nod may encourage others to continue talking. Some of these gestures may be used as part of a signed language – such as Makaton – or as an aid to verbal communication in a noisy environment, such a the floor of a busy factory. TOUCH It is one of our most basic forms of communication and it is associated with comfort. It is also a non-verbal communication. The amount of everyday touch which we will allow people to have with us is also culturally determined. VOICE TONE Paralanguage is the way in which language is spoken. By altering our tone of voice or changing its pitch, we can convey different emotions. An example of paralanguage is whispered speech. Paralanguage features include the tone of voice (such as flat or bright), the tempo (fast or slow), and the way in which we emphasise certain words. 2. 2 DEMONSTRATE COMMUNICATION METHODS Effective communication happens when the right method is used to send a message so it can be received and understood. Early years practitioners need to know about a range of communication methods. They should also be skilled at identifying the communication and language needs, wishes and preferences of children and adults in the setting. Children and young people’s care settings are used by people from a diverse range of backgrounds who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. You can do this by: * asking parents whether their children have particular language or communication needs * reading reports and notes that provide information on a child’s * speech and language development, learning difficulties, disabilities (such as hearing or visual impairment) or physical conditions that affect communication abilities (for example, cleft palate) * being aware that an adult or child’s culture, ethnicity and nationality may affect their language preferences and needs * observing the children and adults who use your setting to see how they use their communication and language skills * asking your supervisor or mentor, senior staff and specialist professionals (such as speech and language therapists and SENCOs) for information, advice and support when communicating with children or adults who have special communication needs. You may need to communicate with adults (parents, work colleagues, visitors or other professionals) who have special communication needs as a result of a hearing or visual impairment, or because English is not their first language. Meeting an individual’s needs, wishes and preferences Talking is not the only way of communication with adults and children in a setting. There are different ways of communication that may be used during the day, such as: * telephone * email * video conferencing * letters * memos * sing language * interpreting 2. 3 HOW AND WHEN TO SEEK ADVICE ABOUT COMMUNICATION There may be situations in which you feel unsure about how you should communicate with a child or adult. Perhaps you will be aware that you are struggling to communicate effectively with somebody. In situations like these, you should seek advice and obtain support. You can do this by: * talking to your supervisor, mentor or line manager about the difficulty – ask for their advice about how to deal withthe problem * talking to communication or language support specialists (teachers, psychologists or speech and language therapists) who work at or spend time in your work setting. When to look for support * When you are anxious about approaching an individual * When you are not sure how to deal with a situation * When child uses another language * When you want to improve your relationship with an individual * When communication is not effective * When you feel communication is not effective If you want to learn how to communicate in a way such as signing or an individual’s home language * If you find out an adult or child has communication needs Where to look for support * Always talk first to the line manager, who may be able to advise you or work with you to seek support * Then she/he will advise you where to find support, and will probably be the person to find appropriate support if it is external * If you work in a children’s centre you are likely to have support services to help both children and adults develop their communication skills BE ABLE TO REDUCE BARRIERS TO COMMUNICATION Knowing about different barriers to effective communication will enable you to avoid potential difficulties and adapt your communication approach when this is necessary. Barriers to communicate are things that interfere with a person’s ability to send, receive or understand a message. These may be physical, organisational, personal, to do with language and culture or to do with the presentation of information. Attitudinal example Language and culture WAYS TO REDUCE BARRIERS TO EFFECTIVE COMMUNICATION Barriers to communication can often be overcome, or at least reduced by making changes to the environment, adapting your approach or by using support services such as SENCO (Special Educational Needs Coordinator). Adapting the environment Environmental changes might include: * replacing poor lighting with brighter lighting * reducing background noise or creating some quiet areas putting up multilingual posters and displaying signs clearly * fitting electronic devices such as induction loop systems for hearing-impaired people. Adapting your approach to communication In order to improve communication, early years practitioners can adapt their approa ch by: * making sure they can be seen clearly, facing both the light and the person they are talking to * making sure their mouth is visible when speaking * minimising background noise * using eyes, facial expressions and gestures to communicate as necessary and appropriate. Timing Speaking clearly and slowly, and repeating or rephrasing what you say can make communication more effective for some children and adults. The speed or pace of communication may need to be slower if a person has a hearing or visual impairment, a learning disability or is anxious and confused. It is also important to allow time for the person to digest your communication and to respond. This can mean making silences comfortable while the person works out how to reply. Using support services and specialist devices Early years practitioners should understand the language needs and communication preferences of the children and adults with whom they work. If a child or adult has difficulty communicating in English or has sensory impairments or disabilities that affect their communication skills, specialist communication support may be needed. Learning a few words of another person’s language or developing some basic sign language skills can really help an early years practitioner to establish a positive, supportive relationship with a child and their parents. HOW TO ENSURE THAT COMMUNICATION HAS BEEN UNDERSTOOD There are various ways that you can find out if your communication has been successful. If you can do this, it can help to solve any issues that arise and stop barriers from developing. Active listening Active listening involves paying close attention to what the other person is saying, while also noticing their non-verbal communication. People who are good at active listening also tend to be skilled at using minimal prompts. These are things like nods of the head, ‘Mm’ sounds and encouraging words like ‘Yes, I see’ or ‘Go on’. Skilful use of minimal prompts encourages the person you are communicating with to keep speaking or to say a little more. Clarifying or repeating You can ensure that your communication has been understood by clarifying (repeating back, summarising or rephrasing) aspects of what the person has said during the conversation. You could say something like, ‘Can I just check that you meant †¦? ’ or, ‘Do you mean †¦? ’ You should try not to clarify too often in a conversation as this will interrupt the speaker’s flow; it might also make them think you are ‘parroting’, which may appear insincere. 3. 4 SOURCES OF INFORMATION AND SUPPORT OR SERVICES FOR MORE EFFECTIVE COMMUNICATION Royal National Institute for the Deaf (RNID): They give support to people with hearing and sight loss with agencies in different areas. Association of Sign Language Interpreters Qualified in sign language professionals help people who are hard of hearing to communicate. Royal National Institute for the Blind Agencies in different areas give visually impaired people support in communicating. Teaching Development Agency Have courses to support teaching assistants working with children in schools. Common Assessment Framework (CAF) Give practitioners a right to seek support in communicating with parents and children who have specific needs. Department of education The government website or your local authority website gives information about local agencies that will help to communicate with families from a variety of cultures and religions. BIBLIOGRAPHY Children & Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 1-15 PRESENTED BY MONICA BELALCAZAR INTRODUCTION TO COMMUNICATION UNIT SHC 1. 2 CYPW L2 KNOWLEDGE TASK PART TWO 4. 1 WHAT IS CONFIDENTIALITY Confidentiality is not about keeping secrets; it is about protecting an individual’s right to privacy. You may obtain private, personal information from children or parents as part of your work role. As an early years practitioner you have a duty to: * keep personal information about children and families private * only share information about children and families with those who have a right to know or when a parent has given permission. Your workplace will have a confidentiality policy that sets out the rules and procedures on sharing confidential information. You should read this and make sure that you follow it in your practice. You may be asked to sign a confidentiality agreement as part of your employment contract. Again, you should have a clear understanding of what this means in practice. Cross reference with TDA 2. 2 assessment criteria 3. 5 4. 3 SITUATIONS WHERE CONFIDENTIAL INFORMATION MIGHT NEED TO BE PASSED ON There may be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organisation. A parent, child or colleague’s request that you maintain confidentiality can be overridden if: * what they say suggests that a child may be at risk of harm * they reveal information that can be used to protect another person from harm * a court or a statutory organisation, such as OFSTED, asks for specific information about a child. * If a child needs additional support from other professionals * If a child is suspected to be in a situation that risks their safety * If an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting * If an outside body such as Ofsted requests to see an adult’s or child’s records When should you seek advice about confidentiality It is best to treat everything you learn about children and their families in your workplace as confidential information; it is advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone wants to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you or not. Always do this in an area where nobody else can overhear what you are saying. It is better to seek advice verbally rather than using communication such as email, which other adults could access. BIBLIOGRAPHY Children & Young People’s workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 28-29