Chinese and Japanese societies Essay Example | Topics and Well Written Essays - 1000 words

Chinese and Japanese societies - Essay Example Furthermore, we face typical prewar circumstances, wherein the imperialist powers jockey for position prior to slugging it out. As the jockeying rise, strange efforts will be necessary to avert a third world war. Moreover, perhaps only rebellion in one bloc or another can change the largely balance in time to prevent harmony between these two countries (Doyle, 2002, pp. 480-1).. According to the expert analysis the old China was a storage bin case. No doubt, one require only look at the flaw of China when tackle by Japanese assault: a few 450 million people rich in capital, rich in history, rich in cultural custom, yet nonetheless so mired in semi feudal, semi majestic stagnation that they could not district off the assault of a nation of 70 million. Beyond the shadow had there been no rebellion in progress, had there been no socialist Party, no United Front, no Eighth Route Army public meeting the people for confrontation, China was enriched with cultural beliefs of independence and ceased, for an imprecise period, to function as a nation. Now take a look upon the cultural values of Japan before World War I, No doubt, Sino-Japanese dealings were at low regardless of signs of revival. A number of people claim that cultural miscommunication among the two countries and two peoples are causative to the failing relations. Moreover they had great respect for cultural festivals and religious events. Class System Lets take a look upon class system in both strongest powers in Asia, the original beginning of the Republic centered on the three principles of the People: patriotism, democratic system, and People's Livelihood. As the century wind down toward a surprise conclusion that leaves free enterprise in charge both East and West, China built-in, experts observe no cause to alter my mind. Furthermore, the communalist world outlook include the alternative that Marxists could fail, in practice, to create in this century better societies free of class utilization stable, creative, and above all democratic truly self-governing, not simply control capitalist power networks by means of self-governing trimmings. But obviously we have so far observer merely one early round in a long-drawn-out global disturbance. As long as private enterprise dominates the world. Beyond the shadow, once socialism takes root as a feasible option a crucial guide to social regeneration Now take a look upon the class system of Japan, in modern times the basis of war on a world level has always been imperialist competition. Now that the collective bloc has disintegrated, conflicts between competing imperialist powers will unavoidably come to the fore and control global relations, as they have so frequently in the history. Moreover, we face a classic prewar state of affairs, wherein the imperialist powers jockey for place prior to slugging it out in Japanese society's class system. Gender Perceptions No doubt, Japan have called "democratic," had as its conjugal objective the disintegrate of the feudal system, particularly the agrarian system, and as its global objective the release of China from imperialist interference and control. The ant feudal constituent

Readers response Essay Example | Topics and Well Written Essays - 500 words - 1

Readers response - Essay Example The term â€Å"coy† informs the reader that the young woman is not an easy catch. In other words, she is not easily carried away. Besides suggesting that the word â€Å"coy† could mean a â€Å"sweetheart â€Å" or a â€Å"lover†, it could also be the equivalent for a lady, manager or a courtesan. The lady in â€Å"To His Coy Mistress† plays a kind of a cat and mouse game with her suitor in being shy and artfully demure and at the same time being playfully hesitant. She is well aware that the young man’s motivation is more of a carnal desire for her than true love. He urges her time and again to take advantage of the moment saying â€Å"sport us while we may† telling her that dallying was not a good idea because youth passes quickly. He presses his case on telling her that the luxury of time is not with them for â€Å"time’s winged chariot is ever racing along’ and before they realize it, youth would have passed them by and only their graves would remain. From the lady’s point of view, it is understood that her lover is not motivated by true love but by sheer carnal desire for her. She doesn’t seem to want to succumb to his charms and passion. Though her lover seems impatient and desperate, yet she does not relent. Though the lover suggests that time and their youth is passing them by and they should take advantage and enjoy the pleasure of each other presently, yet she stalls on this fact and does not want to give into his passions. The silent female in this poem tries to be quite tolerant to her suitor and does not encourage his advances. She seems to be somewhat unhappy and dejected by the fact that his key motivation behind his advances is not that of love but of lust or carnal desire and passion. She would rather prefer that his desire for her would be centered on pure love than on fleeting passions. This beautiful poem by Andrew Marvell – â€Å"To His Coy Mistress† has both crude and shocking imagery and gross

ASQ Agile v Waterfall Essay Example for Free

ASQ Agile v Waterfall Essay Waterfall vs. Agile Project Management Lisa Sieverts, PMP, PMI-ACP Phil Ailes, PMI-ACP Waterfall vs. Agile Project Management Agenda †¢ †¢ †¢ †¢ What is a Project Overview –†¯ Traditional Project Management –†¯ Agile Project Management The Differences –†¯ Product Life Cycle –†¯ The Teams –†¯ Requirements –†¯ WBS/Product Backlog –†¯ Schedule –†¯ Risk –†¯ Quality QA 2  ©Lisa Sieverts Phil Ailes 1 Waterfall vs. Agile Project Management What is a Project? †¢Ã¢â‚¬ ¯ Temporary †¢Ã¢â‚¬ ¯ Goal †¢Ã¢â‚¬ ¯ Constrained 3  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management What makes projects special? †¢Ã¢â‚¬ ¯ Projects are characterized by uncertainty 4  ©Lisa Sieverts Phil Ailes 2 Waterfall vs. Agile Project Management Traditional Waterfall Projects †¢Ã¢â‚¬ ¯ Traditional Waterfall Projects –†¯ Dates from the end of WWII –†¯ Grew out of Defense industry –†¯ Based on Deming Cycle of Plan-Do-Check-Act –†¯ Emphasizes heavy up-front analysis –†¯ Lots of documentation –†¯ PMBOK versions 1-4  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Traditional Waterfall Project High Medium Requirements Low Optional High Design Medium Low Optional High Development Medium Low Optional High Testing Medium Low Optional High Deploy Medium Low Optional 6  ©Lisa Sieverts Phil Ailes 3 Waterfall vs. Agile Project Management Waterfall Advantages 7  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Waterfall Advantages †¢Ã¢â‚¬ ¯ Established Processes- Project Management Body of Knowledge †¢Ã¢â‚¬ ¯ Management Controls †¢Ã¢â‚¬ ¯ (Apparent) Predictability †¢Ã¢â‚¬ ¯ Great for low uncertainty/high dependency projects –†¯ Construction –†¯ Update of established product –†¯ Maintenance projects 8  ©Lisa Sieverts Phil Ailes 4 Waterfall vs. Agile Project Management Waterfall Disadvantages 9  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Waterfall Disadvantages †¢Ã¢â‚¬ ¯ Sometimes is more about the Process than the Product †¢Ã¢â‚¬ ¯ Keeps the customer at bay – by the time they see the end results it may be too late †¢Ã¢â‚¬ ¯ Project teams often become rigid and resistant to change: â€Å"Those darn users keep changing their minds.† †¢Ã¢â‚¬ ¯ Long product development time 10  ©Lisa Sieverts Phil Ailes 5 Waterfall vs. Agile Project Management Agile Project Management †¢Ã¢â‚¬ ¯ The Agile Way –†¯ Experiments in the 1990s –†¯ Values self-organizing teams –†¯ No formal â€Å"project management† –†¯ Iterative approach –†¯ Flexible  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Manifesto †¢ The Agile Manifesto for Software Development –†¯ â€Å"We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: †¢Ã¢â‚¬ ¯ Individuals and interactions over processes and tools †¢Ã¢â‚¬ ¯ Working software over comprehensive documentation †¢Ã¢â‚¬ ¯ Customer collaboration over contract negotiation †¢Ã¢â‚¬ ¯ Responding to change over following a plan –†¯ That is, while there is value in the items on the right, we value the items on the left more.† 12  ©Lisa Sieverts Phil Ailes 6 Waterfall vs. Agile Project Management The Agile Way Sprints – High Priority Features Integrate Test Sprints – Low Priority Features Integrate Test Integrate Test Design Test Test Develop Integrate Test Demo Feedback Develop Requirements Test Test Develop Sprints – Optional Priority Features Demo Feedback Requirements Design Test Design Test Demo Feedback Develop Requirements Test Demo Feedback Requirements Design Test Sprints – Medium Priority Features 13  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Agile Advantages 14  ©Lisa Sieverts Phil Ailes 7 Waterfall vs. Agile Project Management Agile Advantages †¢Ã¢â‚¬ ¯ Shorter development cycles †¢Ã¢â‚¬ ¯ Customer participates, providing direct feedback †¢Ã¢â‚¬ ¯ Team-ownership – developers, testers, analysts and customers work together †¢Ã¢â‚¬ ¯ Process encourages and easily adapts to change †¢Ã¢â‚¬ ¯ Improved quality because testing is continuous 15  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Agile Disadvantages 16  ©Lisa Sieverts Phil Ailes 8 Waterfall vs. Agile Project Management Agile Disadvantages †¢Ã¢â‚¬ ¯ Lack of established processes †¢Ã¢â‚¬ ¯ Management resistance to change †¢Ã¢â‚¬ ¯ Reduced (apparent) predictability †¢Ã¢â‚¬ ¯ Requires culture change †¢Ã¢â‚¬ ¯ It’s new – there isn’t a lot to draw upon 17  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Project Life Cycle †¢Ã¢â‚¬ ¯ Traditional: waterfall –†¯Initiate –†¯Plan –†¯Define –†¯Design –†¯Build –†¯Test †¢Ã¢â‚¬ ¯ Agile Projects: iterative –†¯Envision –†¯Speculate –†¯Explore –†¯Adapt –†¯Close –†¯Repeat as necessary 18  ©Lisa Sieverts Phil Ailes 9 Waterfall vs. Agile Project Management The Team †¢Ã¢â‚¬ ¯ Waterfall –†¯Sponsor –†¯Product Manager –†¯Project Manager –†¯The Team – defined roles †¢Ã¢â‚¬ ¯ Agile –†¯Sponsor –†¯Product Owner –†¯Scrum Master –†¯The Team – variable roles 19  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management The Requirements †¢Ã¢â‚¬ ¯ Waterfall –†¯ Large Document –†¯ Formal, based on analysis –†¯ Performed by Business Analyst –†¯ Completed before any development begins †¢Ã¢â‚¬ ¯ Agile –†¯ Small Index Cards –†¯ User Stories, based on conversation –†¯ Performed by the Product Owner –†¯ Completed â€Å"just in time† 20  ©Lisa Sieverts Phil Ailes 10 Waterfall vs. Agile Project Management The Foundation Documents †¢ Waterfall –†¯ Work Breakdown Structure 100 % of Scope 21  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management The Foundation Documents †¢ Agile –†¯ The Product Backlog Roman Pichler, Agile Product Management 22  ©Lisa Sieverts Phil Ailes 11 Waterfall vs. Agile Project Management The Schedule †¢Ã¢â‚¬ ¯ Waterfall –†¯ Built before work begins –†¯ End date is often †¢Ã¢â‚¬ ¯ Agile –†¯ Rebuilt every sprint –†¯ End date evolves based on team velocity –†¯ Focused on nearterm accuracy –†¯ Emphasizes regular delivery of working features predetermined –†¯ Strives to predict the future –†¯ Emphasizes delivery of the entire product 23  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Risk †¢Ã¢â‚¬ ¯ Waterfall –†¯ Inherently high-risk based on long product cycles –†¯ Emphasizes the ability to predict the future –†¯ Risk Register †¢Ã¢â‚¬ ¯ Agile –†¯ Inherently low-risk based on customer feedback –†¯ Emphasizes adaptation to changing environment –†¯ Risk Register 24  ©Lisa Sieverts Phil Ailes 12 Waterfall vs. Agile Project Management Quality †¢Ã¢â‚¬ ¯ Waterfall –†¯ Testing is at the end †¢Ã¢â‚¬ ¯ Agile –†¯ Testing begins before development of the project –†¯ Testers work separately from developers –†¯ User Acceptance occurs at the end of the project –†¯ Testers and developers work together simultaneously –†¯ User Acceptance occurs at end of every sprint 25  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management What’s Different? †¢Ã¢â‚¬ ¯ Waterfall –†¯ Plan all in advance –†¯ Work Breakdown Structure –†¯ Functional specs –†¯ Gantt chart –†¯ Status reports –†¯ Deliver at the end –†¯ Learn at the end –†¯ Follow the plan –†¯ Manage tasks †¢Ã¢â‚¬ ¯ Agile –†¯ Plan as you go –†¯ Product Backlog –†¯ User stories –†¯ Release plan –†¯ Story boards –†¯ Deliver as you go –†¯ Learn every sprint –†¯ Adapt everything –†¯ Team ownership 26  ©Lisa Sieverts Phil Ailes 13 Waterfall vs. Agile Project Management Summary †¢Ã¢â‚¬ ¯ Both Waterfall and Agile have the same goals: –†¯ Delivering a well- tested product that satisfies the customer within an efficient time frame that doesn’t leave the team worn out 27  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Questions 28  ©Lisa Sieverts Phil Ailes 14 Waterfall vs. Agile Project Management Thank You 29  ©Lisa Sieverts Phil Ailes Waterfall vs. Agile Project Management Contact Us †¢Ã¢â‚¬ ¯ Lisa Sieverts –†¯ Facilitated Change –†¯ www.lisasieverts.com –†¯ 603.762.0235 †¢Ã¢â‚¬ ¯ Phil Ailes –†¯ Ailes Consulting –†¯ www.ailes-consulting.com –†¯ 603.903.7051 30  ©Lisa Sieverts Phil Ailes 15

Finding your dream job

Finding your dream job Finding Your Dream Job Career is the result of a conscious position and behavior of an individual in the sphere of labor related to official or professional growth (Porfeli 47). Career as a trajectory of motion is constructed by an individual in accordance with the peculiarities of internal and external organizational reality and above all, in accordance with personal goals, desires and attitudes. The activities of people are often judged by their careers. At the beginning of the professional cycle, human efforts are usually aimed at preparing for a future career the development of skills, values, views and other aspects necessary for the acquisition of professional identity. At the end of the professional cycle, a person typically tends to concentrate forces at determining the degree of personal career success. Both stages include the analysis of the correctness to the chosen career. The study, which has become a classic one (Feldt 238), shows that certain personality factors and pressure situations influence the fact whether people change their careers or try their best to hold on to the one acquired at the very beginning of their careers, believing that it is the right choice. The way an individual likes his job, and therefore, the extent to which his career will be successful, depends on certain factors. The following ones could be listed among them: a) knowledge of the profession; b) correspondence between the characteristics of a person and environment; c) good professional role models; d) stimulating, but not threatening demands of work and associated expectations; e) reduced concern for prestige; f) correspondence between personal and professional values; g) the context of working environment in which the socialization takes place (Feldt 235-45). In addition to these variables, researchers have identified two basic types of focus on earnings and on job sa tisfaction, expressed by workers and affecting career choice (Verbruggen 3-15). Thus, people are choosing their own right job basing on a variety of reasons: money, status, prestige, communication, satisfaction, etc., and when choosing a career, they often take into account if not all, but at least some of those reasons. Persons perception of certain careers and reasons why he should do this activity is largely determined by previous experiences and prevailing social attitudes (Porfeli 46-58). To assess personality traits and optimize the choice of the professional activity, it is important to consider the type of personality selecting this or that activity. One of the most operational typologies for this purpose is the personality typology by Holland (Primà © 179-80), predetermining the content of career activities and including: realistic type (focus on manipulations with tools and machinery), research type (focus on search), artistic (emotional expression, self-presentation), social (interactions with people), business (focus on the impact on people), and conventional type (manipulations with data and information). Although the concept of Holland assumes that one of the types is always dominating, people can adapt to the conditions, using the strategy of two or more types (Primà © 181). The closer are the orientations of the dominant type and the second (or third) orientations, the closer the personality types are. Taking into account the nature of dominant and non-dominant orientations, one can choose the activities that are closer to ones own nature and where one will be more successful. If the dominant and the following orientations are far from each other, it is much more difficult to make a right career choice (Primà © 185-86). Thus, the formation of a career is a continuous process, during which the person is using the information about oneself and about the world, chooses the sphere of activity, and then a specific profession. When choosing the direction of a professional career, one must take into account three basic conditions for a successful career: the profession should be in the sphere of ones interests; the profession should correspond to personal abilities; and the profession should be in demand in the labor market (Perrone 291-94). Any person has an access to several ways to get acquainted with the basic terms of career choices and strategies on making career choice decisions. One of the most wide spread resources for that is coming through psychological testing to identify professional inclinations, select the first higher education institution or education institution for reeducation or specialization (Perrone 295-97). In addition, one can rely on statistical information on payment rates and schedules in different careers. After deciding what one prefers more a 6-digit salary or a flexible schedule, a person can examine the statistics of suitable jobs. Most of the information can be found on the Internet. Every modern establishment or company has its own website, where one can get all the latest information. It is also possible to send resumes to employers or find several HR agencies; both methods will include prior assessment of a candidate. In addition, the international professional networks could help in getting acquainted with people who work in the same area. Communicating with them, one can find out everything about the career of ones dream (Porfeli 46-58). Finally, it is acceptable to use the services of the employment centre, the specialists of which can provide all necessary information and test candidates on the professional suitability. In addition to state agencies of career choices which are governmental organization that provide advice to the population on education and career choices, there are private consulting companies providing consultations with a specialist on career choices in the immediate customer service centers (Verbruggen 3-5). Contemporary career consulting is a process of evaluating opportunities, potential and real (not imaginary, imposed by society or influence of friends and parents) wishes by professional consultants, possessing information on the labor market and demand occupations. Such consultations usually do not involve testing, but only free dialogue between the specialist and the client. The procedure lasts from 1,5 to 2,5 hours. Finally, the customer receives the conclusion of a specialist with recommendations on career development, given information on skills that need to be acquired for achieving success. This service is relevant not only for students but also for those who have already graduated from university or other educational institutions, and cannot decide on the choice of their dream career (Verbruggen 3-13). Having made a mistake in choosing a career, people often suffer in the future. Doing something that does not bring joy may harm both the health and success in personal life. All areas of life are intertwined, so it is difficult to underestimate the importance of correct choice. About 50-80% of people make mistakes when choosing their careers (Primà © 178). And they usually make this choice consciously. Society imposes the understanding of the proper career; therefore people often follow the established stereotypes. Instead of choosing what one likes, one chooses what is considered prestigious; common sense becomes a victim of dictate of the public opinion. Because of this, the actual percentage increases to 95-99.9% (Feldt 240). Indeed, there really a few of those who have made the right choice combining ones career with ones passion. These people do not trust their future to the fate; they deliberately choose such a life. Thus, the choice of career is one of the most important decisions man makes in life. Everyone wants the job to meet ones interests and capabilities, bringing joy and money. To create a dynamic career it is necessary to realize ones own interests, abilities and labor market requirements. Taking everything into account, it is possible to say that gradually the career choice becomes easier. More search methods, more alternatives emerge every day. Realizing ones own weak and strong sides, interests and preferences, one can make the right choice. Works Cited: Feldt, Ronald C., Ferry, Ashley, Bullock, Melinda, Camarotti-Carvalho, Ana, Collingwood, Melinda, Eilers, Scott, Meyer, Luke, Nurre, Emily, and Cheryl Woelfel. Factorial Structure of the Career Decision Scale: Incremental Validity of the Five-Factor Domains. Measurement and Evaluation in Counseling and Development 42 (2010): 235-245. Print. Perrone, Kristin M., Tschopp., Molly K., Snyder, Erin R., Boo, Jenelle N., and Claudine Hyatt. A Longitudinal Examination of Career Expectations and Outcomes of Academically Talented Students 10 and 20 Years Post—High School Graduation. Journal of Career Development 36 (2010): 291-309. Print. Primà ©, Dominic R, and Terence J. G. Tracey. Psychometric Properties of the Career Clusters Interest Survey. Journal of Career Assessment 18.2 (2010): 177-188. Print. Porfeli, Erik J., and Vladimir B. Skorikov. Specific and Diversive Career Exploration During Late Adolescence. Journal of Career Assessment 18.1 (2010): 46-58. Print. Verbruggen, Marijke, and Luc Sels. Social-Cognitive Factors Affecting Clients Career and Life Satisfaction After Counseling. Journal of Career Assessment 18.1 (2010): 3-15. Print.

Comparing The Flea and Valentine Essay -- John Donne Sex Carol Ann Duf

Comparing The Flea and Valentine "The flea" is a metaphysical poem about a man trying to argue a virgin into bed to have sexual intercourse with him. This poem was most likely written to amuse the readers and probably more for a larger male audience. The poem was written in the late 17th century in a period where sex within marriage was like a household chore, but socially, sex before marriage was like a sin, because society was extremely religious. John Donne is attempting to get these thoughts out of her head and persuade her to have sex with him. Metaphysical poets use a lot of elaborate and extended comparisons. They wrote energetic and vigorous poems that went against the common literature of the time. There are three stanzas in the poem; all 9 lines each, making it a regular stanza and rhyming form. Each stanza consists of three rhyming couplets and one rhyming triplet. The first stanza is strong and persuasive and is the introduction to the poem. In this stanza he makes the girl look at the flea. "Mark but this flea, and mark in this" "How little that which thou deniest me is" With the flea being the title, introducing the word flea into the first line of the poem gets straight into the poem. There is no build up; it is just like a conversation with Donne talking to the girl. He also implies that such a little thing like virginity should not deny them of making love. The girl may seem offended by this, but it does not stop John Donne. He tries to make the girl feel stuck together with him and that they are as one. "It suck'd me first, and now sucks thee" "And in this flea our two bloods mingled be" The two bloods mixing together like sexual intercourse. During sexual inter... ... times. I don't feel it was a very good way to go about telling someone of the love that you hold for them. The part of "The Flea" which I enjoyed the most is where he used religious imagery to seduce the girl. If he hadn't had used that then I don't think that his plan would've worked. Also, the quick way in which he changed his view on the argument after the girl killed the flea was very sharp in my opinion and sly and cunning. I think that Carol Ann Duffy's poem was all about showing your love in very definitive ways and not just with cards and chocolate, but with something that actually means something. I think that it would appeal more to the female of the species, and the flea would appeal more to the male of the species. Metaphysical poetry appeals to me, and so does John Donne and I would expect that many of his poems were similar to this.

Economic impact of WTC attacks Essays -- essays papers

Economic impact of WTC attacks Terrorism is an increasing global threat that was illustrated by the recent attacks on the World Trade Center buildings in New York. It was a highly organized attack and investigations have shown that besides the United States, planning also took place in different countries of Europe and Asia. These attacks are set to affect far more people than the American government it was intended to harm. Over five thousand people are believed to have died as a direct result of the attacks and many more deaths are expected due to the various consequences of this tragedy. In this essay I shall attempt to cover the far-reaching consequences of this terrorist attack, focusing mainly on the cultural, social and economic aspects. I shall begin by covering the economic consequences that in my opinion far outweigh any of the others. In the wake of the September 11 attacks close to 250,000 job cuts have been announced, and a nine-year record high of unemployment claims have been reported in America. This number could have been even higher had it not been for the luxury of variable pay . By some estimates cuts in variable pay saved some 1.4 million jobs , that is 1 percent of the working population of America. Another study has found that these cutbacks will result in as much as a $30 billion drop in income for the first quarter of 2002 . This in turn will likely lead to a reduction in consumer spending that would have an adverse effect on the American economy. According to the Commerce Department retail sales fell 2.4 percent in September, much to the shock of Economists who did not expect a drop of this magnitude. Equally surprising to them is the apparent change in consumer attitude in October, which has shown an increased willingness to spend money and has reduced pressure on the economy. Aside from the above-mentioned costs of the attacks there is also the cost of renovating the damaged areas of the pentagon which is estimated at between $700 and $800 million. The collapse of the World Trade Center towers caused damage to surrounding buildings and the developer who leases the site has plans to rebuild the towers which will be an extremely expensive endeavor. The government of the United States has also promised compensation for the victims and their families in return for not suing the Federal government or the airlines. Some peop... ...ed political or patriotic messages. Johnnie Hargis who had been working in the library for 22 years said he had never heard of the policy and that he was the only one punished. In conclusion, although a tragic event, the overreaction of many people has only worsened the situation. In a time when people should join together to fight ignorance and be more understanding of different cultures a handful of people are only making things worse by their warped sense of justice. It is the year 2001, anti-Muslim sentiment in the west and anti-American sentiment in the Muslim world should not be tolerated if we are to be a true global community. Bibliography Daniel Eisenberg; Paying To Keep Your Job; Time magazine; October 15, 2001; Vol. 158 No. 17. Geoff Hiscock; World Bank warns of poverty, child deaths; www.cnn.com; October 2, 2001. Federal deal ensures victims' compensation; www.cnn.com; September 24, 2001. Lisa Barron; Global airlines losses could top $10 billion; www.cnn.com; October 9, 2001. This research paper also includes some information from various other articles at CNN.com that although helpful were not significant in the composition of this assignment.

Develop Positive Relationships with Children Essay

1.1 Explain why positive relationships with children and young people are important and how these are built and maintained Why positive relationships with children and young people are important (Ref 1.1): * When children feel comfortable with us they can separate more easily from their parents. * Children are more likely to participate in play and learning activities if they are secure emotionally * when children have strong relationships, they are less likely to show unwanted behaviour as we can recognise and meet their needs * children’s language develops more quickly because they feel confident talking to us * practitioners can plan more accurately as they understand children’s developmental needs and know their interests * practitioners are able to respond to children more effectively because they can recognise their expressions and emotions. Good relationships are really important for our wellbeing. Humans have evolved as social animals, so we have a deep, natural need to connect with other people and to belong to a social group. This sense of connection and belonging comes from good relationships with the people around us – in our families, at work or school and with our friends. There is strong evidence that when we feel we belong, we will flourish. A child’s ability to develop good relationships is an extremely important step on the path to getting the best out of his or her life. How positive relationships are built and maintained (Ref 1.1): * Communicating effectively Often, we focus on trying to get our point across or saying how we feel about something. However, communication is a two-way process – it involves listening as well as speaking. How we listen to others is just as important as what we say to them. But good listening is much more than staying silent when another speaks. The most effective form of listening for building good relationships is empathic listening. Empathy is about seeing things from the other person’s point of view. So, empathic listening means listening with the intention of really understanding what the other person means and how the other person feels. We are much more likely to build good relationships with children and young people if we really make an effort to see things from their point of view. If we do this, they will feel supported and understood, and are much more likely to open up and tell us about what’s happening in their lives and how they feel. Seeing things from a child’s point of view is not easy. It means really trying to step into their shoes and imagine how a situation looks through their eyes and how it feels to them. This quote helps us understand how children (and adults!) really want to be listened to: | When I ask you to listen and you start giving advice, you have not done what I have asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen and you feel you have to do something to solve my problem, you have failed me, strange as it may seem. Listen! All I ask is that you listen: not talk or d o – just hear me. We also need to consider the child’s perspective if they ask us for our opinion or advice. Children are much more likely to listen to our opinion or advice if we can put it in a way that means something to them. For example, if they ask us for advice on what subjects they should study at high school, it may be best to explain why we think certain subjects would be better than others. Or it may be that they don’t want specific advice on what subjects they should do, but they want us to help them think about it so they can then make the decision more effectively themselves. So, asking probing questions like: â€Å"what do you enjoy doing most?† or â€Å"what would you like to find out more about?† or â€Å"what would you be most happy doing as a job on a daily basis?† may help them make the decision for themselves. Effective communication is not just about speaking and listening. It is also about watching and feeling. Our body language and tone of voice actually communicate more strongly than the words we use. So, listening effectively involves tuning in closely to the other person’s body language and tone of voice as well as their words. How positive relationships are built and maintained(Ref 1.1): * Identifying and sorting out conflicts and disagreements Children, like adults will have their disagreements. As children get older their arguments can become more serious and are not  simple squabbles. In order for children and young people to trust us, it is important that we can identify difficulties and help them wherever possible to find ways through them. It is essential that children and young people perceive our way of doing this as fair. When you have a conflict with a child, there is an opportunity for learning about how to solve problems. Conflicts help children to understand that other people have different thoughts and feelings to their own. Listen to the child and try to understand their point of view, and help them to understand yours. Then together, try to think of ways to solve the problem that you are both happy with. It might take a while but it will be worth it, and will help to build your relationship. How positive relationships are built and maintained (Ref 1.1): * Being consistent and fair Consistency means not just keeping behavioural boundaries in place, but also making sure that we do not have significant mood swings, e.g. one day being excitable and funny and the next being quiet and withdrawn. Children and young people rely upon us, this means that it is essential that day to day, we are consistent. Children also need to know that we will be fair with them, we will listen to what they have to say before jumping to conclusions and we will try to make sure that their needs are taken into consideration.Fairness is something that adults need as well. Parents will want to see that the way that their family is being treated is comparable with others, while staff members need to feel that their workplace is a fair one where everyone is expected to pull their weight. * Showing respect and courtesy Mutual respect is essential for good relationships. This means that everyone in the relationship respects each other. Respecting others means being considerate towards them, thinking about their feelings and accepting that they may have different views and opinions to you. A good relationship with a child would mean that you would respect them and they would respect you. Good long-term relationships also involve giving to others (for example: time, kindness, praise, etc.). However, just because you give, it doesn’t mean that you lose out – everyone in the relationship should give, so  everyone should expect to benefit (mutual benefit). A good relationship with a child would mean that they benefit from their relationship with you and you would benefit from your relationship with them. Children don’t have to compete with each other to gain recognition or opportunities. We all have different abilities and strengths, and if we teach children to respect each other and to see each others’ strengths, we will be helping them to see that everyone can achieve in their own way. Their own success does not have to be diminished by another child’s success. And, if you can help them to help each other to be successful, you will be helping them to build better relationships with each other. From the earliest age, we should be using markers of respect in English such as saying please and thank you. We should also speak to children and young people using voice tones that are warm and courteous. * Valuing and respecting individuality Good relationships can lead to great ideas, creativity and achievement. We are all different, and in good relationships, people celebrate their differences, they don’t just tolerate their differences. They may have different religious or political beliefs, different kinds of lifestyles, different personalities or different abilities. But they use this diversity and richness of experience to create better ideas and new solutions or create a great team achievement. Children, young people and other adults will all have different strengths, talents and attitudes. They will also respond in different ways. Valuing and respecting their individuality means showing that we are comfortable with their differences. Children, especially teenagers, often want to ‘fit in’ with their peer group. Feeling comfortable with the people around us is important. But to fit in and feel comfortable with others, we don’t have to be the same as others, we just have to accept and value others. If we can make others feel accepted and valued, then they are more likely to accept and value us. Recognising others individuality is the basis of anti-bias practice. How positive relationships are built and maintained (Ref 1.1): * Keeping promises or honouring commitments Trusting someone else is the foundation of a good relationship. We can  strengthen or weaken someone’s trust in us by what we say and do. To strengthen a relationship, it is important to think about the little things we can say or do to keep the other person’s trust – for example, we can be open and honest with them, keep our promises and try to understand their point of view. As adults who work with or care for children, you can help develop your relationships with children by doing things that build their trust in you. This will show them how to trust others and behave in a way which helps others trust them. Not keeping promises or honouring commitments mean that a child or young person will tend not to trust us again or may keep some distance from us. Build trust in your relationships with children – keep your promises, be honest and clear about what you expect from them, apologise when you make a mistake and forgive them for their mistakes. Help them understand that you expect them to do the same with you. * Monitoring the impact of your own behaviour on others Part of working professionally with children, young people and their families is to monitor and then, if necessary, adapt our own behaviour. You may notice that a child moves slightly back when you talk to them. Noticing this is important as it might be a sign that the child finds you too overpowering and so you will need to alter your style slightly to be gentler. * Keeping confidentiality as appropriate Confidential information is information which should be shared only with people who have a right to have it, for example, your lead practitioner, supervisor or manager. Confidentiality is essentially about trust and respect. Parents and other professionals will often give you confidential information on the basis that it will be helpful to you when you work. They do so trusting that this information will not be passed on to others, to become the source of gossip or interest. If you breach confidentiality, you will break that trust. When trust between you and others breaks down, so too does the relationship. While we can never promise to maintain confidentiality if children reveal that they have been abused, or that there is a danger that they may be harmed, keeping confidentiality is an important part of working with children, young people and others. 1.3 Evaluate own effectiveness in building relationships with children or young people The wonderful thing about children and young people is that they are all different. We need to adapt the way in which we approach and communicate with them according to their age/stage of development, needs and personality. For each child or young person that I work with, I consider the strength of the relationship, they have with me. I use the following pointers to identify how well the relationship is being built: * Greeting Does the child or young person seek me out soon after coming into my setting? Does the child or young person like to tell me when they are leaving the setting? * Seeking help Does the child or young person look for me if he/she needs help or if they have had an accident? * Smiling and eye contact Does the child or young person often make eye contact with me or smile while I am with them? * Looking for company Does the child or young person look for me to get involved in his/her playtime, in chat or in an activity? * Absence Does the child or young person miss me when I am not in the room (babies and toddlers) or if I am off for a few days? Ref 2.1 Explain why positive relationships with people involved in the care of children and young people are important The professional and positive relationships we develop with people involved in the care of children and young people will ensure that good communication is possible in order to support the needs of children and their families. It is important to have these positive relationships as if we don’t there is a danger that information may be withheld or passed on incorrectly. This has to be taken seriously as, over the past few years, some child deaths have occurred because people caring for children have not worked properly together. An example of this is: In 2000 in London, an eight-year-old Ivorian Victoria Adjo Climbià © (2 November 1991 – 25 February 2000) was  tortured and murdered by her guardians. Her death led to a public inquiry and produced major changes in child protection policies in England. After Climbià ©Ã¢â‚¬â„¢s death, the parties involved in her case were widely criticised. A public inquiry, headed by Lord Laming was ordered. It discovered numerous instances where Climbià © could have been saved and noted that many of the organisations involved in her care were badly run and did not communicate with one another. Where parents are concerned it is essential that we build positive relationships so that we can work closely together with them to benefit the child in a variety of ways. This should include settling the child in, sharing developmental information and also learning about children’s interest. Benefits of positive relationships: Information can be shared quickly between adults Children are given consistent care Skills and ideas can be shared Children’s welfare can be properly monitored Children’s needs and interests are identified Plans for children’s care and education are more effective People involved in the care of children and young people are : Colleagues Organisational managers and supervisors Carers/parents Official visitors e.g. inspectorate for the UK home nation (Ofsted) Other Visitors, Colleagues from other agencies and services (Early years) External partners