Jealousy in the Open Window by Saki Essay Example

Envy in the Open Window by Saki Essay â€Å"The Open Window† is the narrative of a misdirection did on a clueless, and unavoidably anxious man, by a youngster whose inspirations for lying stay muddled. That is Vera, the focal point of the case in this story. A â€Å"very placid youngster of fifteen,† Described as a young lady who has awful way to others. She doesn’t have guardians and lives with her auntie and her uncle in a nation past the lavish city life. Beginning from her adolescence, she is a consideration starved person who looks for affection and acknowledgment from her folks. Her forlornness is filled by her auntie warm love and consideration. It’s suspected that her deserting and ensuing dejection affected her character, however never do I envision exactly the amount it cracked her. She develops as a young lady who preferences making up her words, such as doing misdirection to another. The start of Vera’s misdirection begins with Mr. Nuttel coming. He is experiencing an undisclosed apprehensive sickness, has been urged to look for shelter in the nation. Vera, who starved for consideration and love, was excessively scared of Mr Nuttel for taking her auntie consideration and care, her just one love she has. I presume that this sort of double dealing comes as a response to her desire. B. Envy IN PSYCHOLOGICAL VIEW Furthermore, I concoct desire as the focal point of the case in this examination. Desire what I worry about is envy particularly in the kids. Here, Vera’s envy is fascinating point to be broke down additional. The envy for this situation comes as a response of Mr. We will compose a custom exposition test on Jealousy in the Open Window by Saki explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Jealousy in the Open Window by Saki explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Jealousy in the Open Window by Saki explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Nuttel’s coming. Envy is a feeling and regularly alludes to the contrary contemplations and sentiments of frailty, dread, and uneasiness over a foreseen loss of something that the individual qualities, for example, a relationship, fellowship, or love. Envy frequently comprises of a mix of feelings, for example, outrage, trouble, and appall. It isn't to be mistaken for envy. It’s depicted plainly that what Vera did by making up the tale about the Open Window is a sort of thing that demonstrates desire to Mr. Nuttel. One of the scholar stated: Jealousy is characterized as a defensive response to an apparent danger to an esteemed relationship, emerging from a circumstance in which the accomplices inclusion with a movement and additionally someone else is in opposition to the envious people meaning of their relationship. (Bevan, 2004, page 195) Vera’s envy invigorates her to do the terrible things to Mr. Nuttel. She is attempting to organize a fiction anecdote about her auntie family so as to make Mr. Nuttel leaves from her home. Vera lied about how Mrs. Sappleton’s family had been absent for a long time. It is this story, the passing of certain family members who went chasing some time in the past, causes Mr. Nuttel’s breakdown. She reveals to Nuttel that the window is left open as an indication of her aunt’s trust that the dead trackers will one day get back home and gives a point by point portrayal of the men, their conduct and garments. Out through that window, three years prior to a day, her better half and her two youthful siblings went off for their days shooting. They never returned. In intersection the field to their preferred kill shooting ground they were every one of the three immersed in a deceptive bit of lowland. It had been that loathsome wet summer, you know, and places that were sheltered in different years gave path abruptly all of a sudden. Their bodies were rarely recouped. That was its terrifying piece. Here the childs voice lost its aloof note and turned out to be falteringly human. Poor auntie consistently feels that they will return sometime in the not so distant future, they and the little earthy colored spaniel that was lost with them, and stroll in at that window similarly as they used to do. That is the reason the window is kept open each night till it is very nightfall. Poor dear auntie, she has regularly revealed to me how they went out, her better half with his white waterproof coat over his arm, and Ronnie, her most youthful sibling, singing Bertie, for what reason do you bound? as he generally did to prod her, since she said it drove her insane. Do you know, here and there on still, calm nighttimes like this, I nearly get an unpleasant inclination that they will all stroll in through that window The citation for this investigation is about Vera’s saying to Mr. Nuttel. All she said is just an untruth. A falsehood that was made as a response of desire. From the author’s perspective, he alludes to Vera as â€Å"self-possessed,† which actually implies that she has restraint and balance. With regards to this story, obviously this is the quality that permits her to lie so well. Vera’s presence of mind permits her to keep up a composed attitude and quiet conviction while relating that generally peculiar of stories. This sort of misleading Vera made is the further activity she made as the response of her desire. In her control of the grown-ups, Vera shows a view that â€Å"children have no force worth the name aside from their falsehoods and retreats into dream. From the source I’ve read (Wikipedia. organization), the experience of envy includes: dread of misfortune, doubt or outrage about double-crossing, low confidence and bitterness over misfortune, vulnerability and forlornness, dread of losing a notable individual to an appealing other, doubt. In light of the clarification, what Vera did is shown that sh e is enduring envy. She is dread of misfortune, low confidence and bitterness over misfortune, vulnerability and forlornness, and dread of losing a notable individual that is her aunt’s consideration. The impact of envy itself isn’t great during the time spent framing Vera’s character. She turns into a harsh young lady who preferences making up her words. Moreover, envy in kids and youngsters like Vera’s endure has been watched all the more frequently in those with low confidence and can cause forceful responses. These forceful responses frequently made an awful activity from them. One such examination recommended that creating cozy companions can be trailed by enthusiastic weakness and depression in certain youngsters when those close companions connect with others. Envy connected to animosity and low confidence. All what I referenced above shows plainly that Vera is enduring envy. C. End Jealousy is characterized as a defensive response to an apparent danger to an esteemed relationship. It is a feeling and regularly alludes to the antagonistic considerations and sentiments of weakness, dread, and uneasiness over a foreseen loss of something that the individual qualities, for example, a relationship, companionship, or love. Desire frequently comprises of a mix of feelings, for example, outrage, trouble, and disturb. losing Furthermore, envy in kids and adolescents like Vera’s endure has been watched all the more regularly in those with low confidence and can cause forceful responses. These forceful responses regularly made a terrible activity from them. The best approach to conquer this sort of issue is by let them to actually communicate their sentiments around each other. Dont make light of a childs emotions, or give talking them a shot of feeling the manner in which they state they feel. Kids feel their folks comprehend those best when their emotions are recognized. Source: Rena Korb, for Short Stories for Students, Gale Research, 1997. Thomas March, for Short Stories for Students, Gale Research, 1997. The open window (analysis): data from Answers. com The Wikipedia. organization Envy in the Open Window by Saki Essay Example Envy in the Open Window by Saki Paper â€Å"The Open Window† is the tale of a misdirection did on a clueless, and unavoidably apprehensive man, by a youngster whose inspirations for lying stay hazy. That is Vera, the focal point of the case in this story. A â€Å"very aloof youngster of fifteen,† Described as a young lady who has terrible way to others. She doesn’t have guardians and lives with her auntie and her uncle in a nation past the extravagant city life. Beginning from her adolescence, she is a consideration starved person who looks for affection and acknowledgment from her folks. Her forlornness is filled by her auntie warm love and consideration. It’s suspected that her deserting and ensuing depression impacted her character, yet never do I envision exactly the amount it cracked her. She develops as a young lady who preferences making up her words, such as doing trickiness to another. The start of Vera’s double dealing begins with Mr. Nuttel coming. He is experiencing an undisclosed apprehensive sickness, has been urged to look for asylum in the nation. Vera, who starved for consideration and love, was excessively scared of Mr Nuttel for taking her auntie consideration and care, her just one love she has. I reason that this sort of misdirection comes as a response to her desire. B. Desire IN PSYCHOLOGICAL VIEW Furthermore, I think of envy as the focal point of the case in this investigation. Envy what I worry about is desire particularly in the youngsters. Here, Vera’s desire is intriguing subject to be broke down additional. The envy for this situation comes as a response of Mr. We will compose a custom paper test on Jealousy in the Open Window by Saki explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Jealousy in the Open Window by Saki explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Jealousy in the Open Window by Saki explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Nuttel’s coming. Envy is a feeling and ordinarily alludes to th

Charlie Gordon :: essays research papers

Charlie Gordon is the primary character of Flowers for Algernon. Charlie is an intellectually impeded, multi year old grown-up. He urgently needs to be shrewd, particularly after a disturbed adolescence in a family who made some hard memories adjusting to his ailment. Charlie has an incredible disposition about transforming him, and was eager to do whatever it took to achieve the errand of getting shrewd. Charlie participates in a medical procedure to help his knowledge that has just been tried on rodents, explicitly one named Algernon. After the medical procedure Charlie discovered that the grass isn’t constantly greener on the opposite side, and that huge numbers of his old companions wouldn’t see a similar individual in him. Charlie out of nowhere needed to encounter intense changes in his way of life and the story spins around these intricacies.      Charlie’s story started with the medical procedure, the greatest choice he made in his life. In spite of the fact that he was a guinea pig in the system, he wasn’t stressed at all over the medical procedure, yet rather on getting shrewd as quick as could reasonably be expected. Probably these specialists were doing Charlie the best kindness he could ever get, and he was so anxious to learn as much as could reasonably be expected. Before long be that as it may, Charlie would experience difficulties he never confronted with the knowledge of a multi year old. Prior to his medical procedure, Charlie had extraordinary companions in Miss Kinnian and the pastry shop laborers. After the medical procedure the connections among Charlie and everybody he knew would take an intense turn.      A developing issue of Charlie’s is his very blended feelings toward the other gender. He begins a genuine connection with Alice Kinnian, his previous educator. Charlie starts to learn of how society treats the intellectually hindered. He understands his old companions at the bread kitchen simply ridicule him. In the wake of viewing the crowd snicker at video of him before the activity, Charlie flees from a psychological wellness meeting with Algernon subsequent to discovering that his activity turned out badly. Charlie researches on himself and discovers that knowledge without the capacity to give and get friendship prompts mental and moral breakdown.      In numerous ways Charlie was better before the activity. With his moronic way to deal with life e had the option to live joyfully with out issues or challenges that we face seeing someone today. In spite of the fact that he was rarely shrewd, Charlie was a decent individual before the medical procedure.

Calamity Jane (Martha Jane Canary)

Calamity Jane (Martha Jane Canary) Calamity Jane k?lam ´ite jan ´ [key], c.1852â€"1903, American frontier character, b. Princeton, Mo. Her real name was Martha Jane Canary, and the origin of her nickname is obscure. Little is known of her early life beyond the fact that she moved with her parents to Virginia City, Mont., in 1865 and that she grew up in mining camps and rough frontier communities. In 1876 she appeared in Deadwood, S.Dak., dressed in men's clothes and boasting of her marksmanship and her exploits as a pony-express rider and as a scout with Custer's forces. In her later years she toured the West in a burlesque show and appeared at the Pan-American Exposition in Buffalo, N.Y. She died in poverty and obscurity in Deadwood, where she is buried beside Wild Bill Hickock. See biographies by D. Aikman (1927) and Mrs. G. Clairmonte (1959); R. J. Casey, The Black Hills and Their Incredible Characters (1949). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All r ights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Essay about The Assyrian Winged Protective Deity and...

A piece of art can leave distinct impressions with the viewer. The Assyrian Winged Protective Deity provides a plethora of stimulants for the eye. The relief emulates brute strength and power through the overall stature of the figure. The cuneiform writing above the relief greatly influenced the impression a viewer can receive through its narration about the figure. Other than Gilgamesh and the Assyrian Winged Protective Deity both being from Mesopotamia, they have numerous similarities. The Assyrian Winged Protective Deity is a very imposing figure. It measures around seven and a half feet tall (Relief of a Winged Genius). This shows the figures importance, even if the viewer did not know it protected the king from harm. Originally, it†¦show more content†¦Strength embodies this figure, the strong man who treads on the necks of his foes, who crushes all of his enemies (Relief of a Winged Genius). The strength of this king was shown through the deitys impressive muscles on its arms and legs. Military prowess also exemplifies through the figure holding a scepter in his hand, so he can crush his enemies in battle. This figure illustrates true power, whose hand has conquered all lands (Relief of a Winged Genius). The reliefs other hand shows this, in that it is stretched out to demonstrate everything he has accomplished. This deity acted as an agent for the gods, the king, who with the help of the great gods (Relief of a Winged Genius). The wings display this aspect, because they represent a divine symbol, which was needed to help guard the king. Other than the influence of divine power, Gilgamesh and the king from the Assyrian Winged Protective Deity have many similarities. The gods give their assistance to the king mentioned in the Assyrian Winged Protective Deity, but they provide Gilgamesh with support as well. Gilgamesh receives dreams from the god Shamash to give him strength during uncertain times, and the relief has wings from the gods to show their influence to protect the king. Both figures represent the lives of kings. However, the king mentioned in the relief is Assyrian, while Gilgamesh is Sumerian, which means these two figures not only came from different

Character Analysis of David Bell in Don DeLillo´s Americana

Throughout the novel, Americana, Don DeLillo develops the character of David Bell as a man who has both a very high opinion of himself and also low self-esteem. David narrates the story and will often describe his above-average attractiveness or his importance in the lives of others; while other times David needs gratification from others to prove his self-worth. As the story develops, we learn that much of this contradiction stems from David’s relationship with his father. A recurring theme in the character of David Bell is his inflated opinion of himself. Chapter Two begins with David stating, â€Å"I was an extremely handsome young man† (DeLillo 2.11). David continues to describe his appearance in an almost scientific manner that would appear to be simply a factual statement. When David equates his relationship with his mirror as therapeutic, however, we see how much he stakes his opinion of himself on the way he looks. â€Å"I was blue-eyed David Bell. Obviously my life depended on this fact† (DeLillo 2.11). David also sees himself as having a great deal of influence on others and prides himself on that fact. When David was walking along the street with a coworker, a girl mistook him for a celebrity and David found it amusing to play along. David’s narration describes that the coworker was not amused by this joke and â€Å"avoided [David] for the next six months† (DeLillo 2.14). Once David sees the influence his appearance and pride could have on one coworker, he believes that he

The Greeks and Achilles Free Essays

The opening of Virgil’s epic [â€Å"I sing of warfare and a man of war† or â€Å" I sing of arms and of the man†] is a skillful allusion to Homer’s Iliad [â€Å"Rage—Goddess, sing the rage of Peleus’ son Achilles†]. Both rely on nouns. Discuss how the two interact in both works. We will write a custom essay sample on The Greeks and Achilles or any similar topic only for you Order Now Just as Homer used the first lines of the Iliad and Odyssey to announce the main themes of those poems, Virgil presents the two main themes of the Aeneid in the first line. What are these two central themes? In The Aeneid, Virgil’s first two lines â€Å"I sing of warfare and a man at war. / He came to Italy by destiny. † Like with Homer’s The Iliad and The Odyssey, Virgil’s central theme for The Aeneid is war, though in a vastly different light than that of Homer’s two epics. With Aeneid, the central character Aeneas fleas Troy during a darkened time for his native city, when it is being ravaged in a war between the Greeks and Achilles. The line He came to Italy by destiny tells me that The Aeneid’s focus is central to fate and destiny and how so many people during this time put a lot of their energy believing in, and raging wars in the name of both. What universal force is responsible for Aeneas’s sufferings as an exile (see line 3)? In accordance with this universal force, what is the purpose of his sufferings? Land and sea are what are responsibile for Aeneas sufferings as an exile while he made the journey from Troy to Italy. Aeneas’ suffering was at the hands of Juno, who was angry that with Aeneas’ arrival into Carthage meant that the fate of her most favorite city would soon be teasted when the war made it’s way from his beloved Troy, where he was fleeing from, to Carthage. Explain the reasons for Juno’s hatred of the Trojans. Juno’s hatred towards the other Trojan’s was because the arrival of another Trojan, Paris, voted in a beauty contest against Juno, a contest that she ended up losing. Compare and contrast Homer’s description of the shield of Achilles in the Iliad (XVIII. 572ff. ) with Virgil’s description of the shield of Aeneas in the Aeneid (VIII. 24ff. ). Both Aeneas and Achilles are given shields that help to defend against their enemies. With Aeneas, he is given a shield to help protect Rome from an invasion, whereas Achilles is given a shield to face off and carry out his revenge against Hector. Both similar in their uses are vastly different in design. For Achilles, his holds engravings of common life during his time. How to cite The Greeks and Achilles, Essay examples

Lists free essay sample

There is so much to do and so little time. But I have discovered the secret to remembering my commitments and completing them efficiently. The trick to my success is not a super-human memory or lightning-fast reflexes. It is, simply, lists. List one: Homework. When I return home from school, I never have that heart stopping moment thinking I have forgotten something in my locker. I am confident that I wrote down everything I needed for the evening and then double checked it as I placed the binders and books into my backpack. I don’t have to pick my brain to remember what the AP Calculus homework is because it’s written down on line two of my assignment notebook. Is there going to be a test in Accounting on Thursday? I don’t have to worry because if there is it’s already written down with a study plan attached. We will write a custom essay sample on Lists or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page List two: Key Club. Being Co-President of Key Club, I have numerous responsibilities. The most demanding of my time is weekly Bingo and TOPS soccer. I maintain a list to keep track of who is volunteering each week. At the beginning of each month, I send out an email and members respond. The night before, I send out a reminder text, just in case. List three (my personal favorite): Book list. I am an avid reader. But unlike most readers, I have a system. Every book I read goes on my list. This way I am able to re-read books I enjoyed or recommend them to others. Then there are the books I want to read. As people give recommendations, I add them to my list so I remember to read them. Finally, there is the â€Å"soon to come out† list. Any incomplete series with an upcoming book gets added to that list with the exact date of release. These are just a few of the many lists that I use to organize my life. Organization is important to me because it is how I stay on top of the activities competing for my time. However, my list-making is going on behind the scenes. My friends and family know that I am hardworking and reliable; they just don’t know how much planning is required. Next item on my to-do list: College essay. Check!

Computer Technology Essay Sample

Computer Technology Essay Sample Free sample essay on Computer Technology: Since the beginning of time technology has helped us out as a human race. From the invention of the wheel to the Internet, technology has been a great factor on the way our civilization has grown. With more and more technological advances just around the corner, our civilization will continue to grow faster and faster than ever before. Computers make life easier for people everyday. They help us to do tasks quicker and communicate with friends and family with the click on a button. Computers play a significant role in the school system as well. They help students to learn more efficiently and help them do their work. Computers offer the Internet which helps students research information for projects they may have. School computers also offer programs which can help anyone learn. An example of this is the program All The Right Type. This program helps students as well as teachers, to learn how to type faster and more efficiently. Also there are other programs which younger students can go on to help them with developing and reinforcing their math skills and reading skills. Programs like Math Circus and matching the word with the picture. Programs like these make it easy to understand and use computers, yet it also makes learning fun. Computers also make writing and doing homework easier to complete. With spell check and other spelling tools, it makes it easier and faster to complete work. This is because you are not spending all your time going through your homework looking for spelling mistakes, because the computer automatically does it for you, making your life easier. Further, Computers also benefit the development of fundamental skills. Good educational software enables children to practice and develop a broad range skills. It can help them learn, for example, about shapes, letters, numbers, rhythm, and colors. Good educational software can also help children develop their understanding of cause and effect, procedural thinking, higher order problem solving and creative expression. (www.indianchild.com) Many students have become to reliable on computers however. Many children come to libraries to access the computers and CD-ROMs rather than to read. Though such computer activities are purported to be educational, there is a fundamental difference between the skills used in reading versus those used to engage in an interactive CD-ROM. Librarians as well as teachers, should guide as many children as possible towards the text books rather than the computer. Emotional skills are also enhanced by using a computer. Children develop self-confidence and s elf-esteem as they master computer skills and use the computer to make things happen. Computers also develop social skills. In a classroom setting with many other students, or in a home when the students friends or parents are available, children often prefer working with one or two partners over working alone, which leads to the development of social skills. Lastly, computers benefit children with special needs in the school system. Computers have proven extremely beneficial to students with certain speech, audio, and motor limitations. Students with special needs can use alternative input and output devices to interact with computers and do things that they normally could not accomplish independently. What they can do through using a computer boosts their self-esteem and provides them with a greater sense of control with the world around them and their own individual lives. The Internet or the information highway provides them with the best of knowledge for their treatments and they can keep in touch with doctors or friends through out the world with the Internet. (www.indianchild.com) Computer technology will continue to assist special needs students far into the future. In conclusion, technology only benefits those who can afford it, and not those who cant. What are poor people or third world countries supposed to do when it comes to technological advances and they have no money? Does it really seem fair that poor people or third world countries get left behind, while other countries move forward in the technology world? You can order a custom essay, term paper, research paper, thesis or dissertation on Computer Technology at our professional custom essay writing service which provides students with custom papers written by highly qualified academic writers. High quality and no plagiarism guarantee! Get professional essay writing help at an affordable cost.

Composite Numbers What Are They How Can You Spot Them

Composite Numbers What Are They How Can You Spot Them SAT / ACT Prep Online Guides and Tips Do you know the difference between prime and composite numbers? If not, don’t worry! You’ve come to the right place. In this post, we’ll talk about what prime and composite numbers are and give you a handy chart you can use to quickly see if something is a composite number. What Is a Composite Number? Composite numbers are whole numbers that are greater than 1 and divisible by other whole numbers. Here are the questions to ask yourself to decide if a number is composite: Is the number a whole number? Is the number greater than 1? Is the number divisible by whole numbers other than itself? Let’s apply those questions to two different numbers to see if they are composite or not. Take the number â€Å"4†. 4 is a whole number. It is greater than 1. You can divide 4 by 4. You can also divide 4 by 2, so it’s divisible by other whole numbers. That means 4 is a composite number. Let’s look at the number â€Å"3†. 3 is a whole number. It’s greater than 1. You can divide 3 by 3. But, you can’t divide 3 by any other whole numbers. That means 3 isn’t a composite number. How to Tell the Difference Between Prime and Composite Numbers If a number isn’t composite, then it’s prime. Prime numbers are numbers that are greater than 1 that are only divisible by themselves and the number 1. The best way to tell if a number is prime or composite is to perform the divisibility test. When you use the divisibility test, you check to see if a number is divisible by common prime factors, like 2, 3, 5, 7, ,and 13. If you’re testing an even number, start by trying to divide it by 2 to see if it’s composite. If you’re testing a number that ends with 0 or 5, try to divide it by 5. If you get a whole number when dividing by any of these common factors, then your number is composite. If you get a fraction or decimal when dividing by these common factors, then your number is likely prime. Composite Number Chart (1-100) Here is a handy composite number list to reference. All of the numbers in blue are composite numbers. Prime Number Chart (1-100) Here’s an easy-to-reference prime number list. All of the numbers in red are prime numbers. Final Thoughts It’s important to know whether a number is prime or composite so you can understand whether or not the number is divisible. Remember, ask yourself these questions to tell if a number is a composite number or not: Is the number a whole number? Is the number greater than 1? Is the number divisible by whole numbers other than itself? What’s Next? Writing a research paper for school but not sure what to write about?Our guide to research paper topicshas over 100 topics in ten categories so you can be sure to find the perfect topic for you. Learning about natural logs?Check out our guide on the natural log rules you must knowto ace this subject. What is dynamic equilibrium and what does it have to do with rusty cars?Find out by reading ourcomplete guide to dynamic equilibrium.

Special Education Essay Example | Topics and Well Written Essays - 3500 words

Special Education - Essay Example The term low-incidence disability is used to refer to these individuals, because the occurrence of such disabilities is less than 1% of the general population (Horner, Albin, Todd & Sprague, 2006). The numbers of students with such disabilities are accordingly less. But the important consideration for these students is the support that is required to help them participate in the community and to live a decent life similar to that of other citizens. Such students will need support for mobility, communication, self-care and learning (Horner, et al., 2006). While these students may have the capacity to learn, they must have lifelong support as well. Because legislation provides for the education of all students, these individuals must be educated to the levels of their abilities (No Child Left Behind Act of 2001). There's a need for providing them an opportunity to function without the stereotypes that exist about their potential. Students who can learn language acquisition skills can be taught the standards as required in the functional academics standards. There are three levels of language for students with severe disabilities: pre-symbolic, early symbolic and expanded symbolic (Horner, et al., 2006). Because some students are not able to respond to words and pictures, there is also a stage called non-symbolic. Non-symbolic communication can involve the use of technology to attract a student's attention. Daily routines can be established to interest students in books on tapes, artwork, writing and drawing centers. One way to teach students is with picture "reading." Picture communication boards are available to provide a means for students to indicate preferences of their needs and wants. Picture boards can be individualized so that specific students use their own boards to show the teachers what they want to do or what they need. This provides the teacher with direct information about the student's needs, rather than having to guess about the problem at hand. Because of their exceptionalities, students with low-incidence disabilities are usually educated in a setting designed for their support. Without this special setting, these students may not receive the appropriate educational program required. Many school districts have created facilities to provide educational opportunities for students between the ages of 16 and 21. Certified teachers must serve this population. Without appropriate training, many special education teachers find it difficult to teach such students. Also, opportunities for mastery of objectives by the students are limited because of their disabilities. Sustained efforts on the part of the teachers results in good achievement for the students in the classroom. The problem for teachers is to find ways and means to modify their teaching techniques and students' behaviors to produce learning. There must be a strictly defined plan for all students who are included in this group through the required Individualized Educati onal Plan (IEP). Also, there must be some methodology for intervening to produce mastery of standards. Students in this group are often difficult to teach and to control. Sometimes their undesirable behavior prevents them from learning. The primary problem

Research Paper based on company of your choice except Walmart

Based on company of your choice except Walmart - Research Paper Example Next section of the study will discuss the major milestones for the company. Time Period Milestones 1905 Nestle took over Anglo-Swiss Condensed Milk Company. 1920-1944 Nestle shut down operation in many plants and invested capital in launching Nescafe. 1945-1974 In this era, Nestle took the strategic decision to diversify its product portfolio. They took over Alimentana in order to launch Maggi. Nestle invested money for becoming one of the largest shareholder in L'Oreal. 1975-1979 Nestle took initiative to enter in pharmaceutical industry with the help of buyouts and strategic acquisition decisions. The company acquired Alcon Laboratories in order to enter American pharmaceutical industry. 1980-1994 Nestle used the acquisition strategy in order to increase height, breadth and depth of its food product portfolio. The Vevey based organization acquired food giant Carnation in order increase depth of the product line. Nestle enhanced the strength of the Nescafe brand by launching Nespre sso which was a form of espresso coffee. 1996-2005 Nestle diversified its business into nutritional and health division. The Swiss company entered into of health, nutrition and wellness business segment with the help of series of merger and acquisition activities. 2006-2009 Nestle took few major steps like acquiring nutritional division of Novartis, establishing shared value forum in different countries, trimming down the value chain for bottled water segment in order to increase sustainability and profitability of business. 2010-2012 Nestle launched Cocoa Plan for supplying disease defiant plantlets to their value chain partners. (Source: Nestle, â€Å"History†) SWOT Analysis & Impact of External Environment Strengths Strong Brand equity is the major strength for Nestle. The company has established strong brand presence with the help of its diversified product portfolio. The Swiss giant offers more than 4000 brands to customers which talks about the product diversification c apacity of the company. The company is the market leader in more than twenty five product categories like confectionery, pet care, coffee, bottled water, frozen meal, nutritional division and dairy products. Nestle has achieved leadership position in non-alcoholic beverage market with the help of products like Milo (energy drink), Nestle Pure Life (bottled water), Nescafe (coffee) etc. Nestle Pure Life is the highest selling bottle water brand in the world. Top brands of the company are growing at a rate of 10-20% annually which proves the strong brand equity of Nestle (Market Line, â€Å"Nestle S.A†). Research and development capability is the major strength for Nestle. The company has established more than thirty two research and development centers across five continents in order to incorporate high degree of diversification in product offering. The Vevey based company operates business with the help of three hundred application groups in order to develop products in accor dance with the local market preference. Weaknesses Major weakness of Nestle is its inability to generate revenue from all the markets it caters to in equal proportion. For example, 58% of Nestle’s revenue comes from its operation in developed countries like USA, UK and other European countries (Market Line, â€Å"Nestle S.A†). The company is facing problem in maintaining its revenue growth in European

Improvement Is Better Than Delayed Perfection

Improvement Is Better Than Delayed Perfection Question-Continuous improvement is better than delayed perfection  Mark Twain (1835-1910). Analyse this statement critically and rigorously with reference to appropriate literature sources. Introduction This essay will be looking at the importance of quality and continuous improvement at a glance within an educational context. The writers interest in the topic is merely to explore and understand the essence to which every establishment for whatever purpose it was built upon should strive in continuous improvement to services rendered to its customers and the community at large while maintaining quality services. The focus is to highlight any flaws within the organisational practice with which quality could still be improved upon for the good of the whole community. The structure of the essay will take an explicit interpretation and description of quality and continuous improvement while portraying an interventionist stance at the conclusive statements made at the end of the essay. Literature review The concept of Quality Quality management is a systematic way of guaranteeing that organized activities happen the way they are planned. It is a management discipline concerned with preventing problems from occurring by creating the attitudes and controls that make prevention possibleà ¢ By Philip Crosby Writings in 2008, Winch and Gingell state that during the 1990s it became fashionable to talk about ËÅ"quality in education. Part of the reason for this is a renewed interest in accountability. Why should the concern for accountability be expressed in terms of quality? One major reason is that concerns about whether or not a particular form of education is worthwhile have been expressed in terms of a paradigm derived from manufacturing industry. ËÅ"Quality in a commercial context strongly connotes product usefulness and reliability. ËÅ"Quality assurance refers to systems that are robust enough to ensure that products that are defective or unreliable simply do not get made. The idea, as one quality guru has said, is to ËÅ"get it right first time. Of course, an artefact can be scrapped or reworked if it is defective, but a service cannot. If it is not ËÅ"right first time then it is not right. Some effective quality assurance systems ought to be particularly relevant to service are as of economic activity. Whether or not it is in the private or the public sector of the economy, it is sometimes maintained that education has the characteristics of a service industry. In particular, if education is poorly provided then there is no second chance for the recipient. A diner at a restaurant who has a badly cooked meal will feel disgruntled but will suffer no permanent damage. On the other hand, the pupil who receives a poor education may not even feel disgruntled but may suffer permanent damage in terms of future life prospects. It is, then, not surprising to hear that a key feature of educational accountability is the provision of quality assurance systems. Every aspect of leadership and management across all sectors of most organisations require a sustainable approach towards ensuring quality and sustainable measures are being utilised and developed within a global context. This includes measures which most leaders would adopt towards maintaining and sustaining the strategic aims of any organisation with due considerations of internal and external forces which influences the decisions made each day. An example of what entails leadership that is sustainable through quality measures can be found in a school management system. Where the Head teacher aspires to have very committed students who have good grades, a good school structure and a qualitative staff that would help the school achieve its strategic objectives successfully. But during the process of strategising for an academic year other factors comes into play i.e. customer service, effective acquisition and deployment of resources, school budget for the academic year etc. There may be a number of key factors that would help achieve such success Firstly, a well-devised system of service evaluation process of Search-Feedback-Act that could be put in place involving all employees, not just management or teachers, in developing plans for improvement. Secondly, all employees could be given considerable education and training to help them improve service quality and would actively and systematically encourage creativity and innovation. Thirdly, the organisation that may move away from measuring quality purely by the number of complaints it gets from customers and the impressions of the head of personnel department. Instead, organisations implement a multi-factor index which includes quantitative points such as the length of time customers have to spend being tested into the school, and qualitative points such as the friendliness/politeness experienced at reception. The concept of Continuous improvement Continuous improvement has been successfully used by the Japanese for a number of years, and the Japanese word kaizen is used to describe it. The idea of kaizen is not to sit back once improvements have been made to a product, but to be almost like bees working away at a hive. Each does a little at a time, but by adding on an incremental basis they can eventually produce something that is much larger and better. The issue of quality can be approached in the same way, so that very minor changes over time can result in a considerable improvement in performance. For example, the levels of fuel efficiency in the average saloon car have improved dramatically over recent years. This has been made possible due to the cumulative effects of continual minor changes in car body shape, fuel delivery systems and engine design (.Porter, K., Smith, P., Fagg, F. 2006). Foskett, N., Lumby, J. 2003 states that the third way of defining quality (in regards to continuous improvement) is to match the current state with an imagined future improved state. In other words, individuals or groups not necessarily take as their comparator an existing standard or expectation but, rather, work creatively to suggest ways to which a current aspect of education could be improved. This definition is realistically based on working form what exist to what could be achieved. It is a universally applicable in theory in that ideas for improvement will take into account resources and political realities. However, the emphasis on continuous improvement is predicated on a degree of autonomy and power that may not exist in all institutions or cultures. If governments impose a structure or curriculum on schools/colleges, or if the internal management structures are hierarchical and controlling, then the freedom of staff, parents and students to suggest ways forward is clearly constrained. This idea of continuous improvement can be linked to Demings(1986) idea of Plan, Do, Study and Act, where a problem is examined, information is gathered and a plan to improve it is suggested. The ËÅ"Do part is when the plan is tested on a small scale, followed by the ËÅ"Study stage, where evaluation of the trial takes place to see if any other issues have arisen. The ËÅ"Act stage is where the plan becomes standard and is carried out continuously. This leads back into the ËÅ"Plan stage for further analysis. The question then arises of how one assures the quality of education. There are two answers which are not necessarily incompatible with each other. The first focuses on processes, the second on outcomes. Process-based quality assurance relies on observation of teaching and learning and the activities that support it, as the key determinant of whether the education being offered is worthwhile. Inspection is the most common form of process quality assurance. Outcome-based quality assurance relies on the assessment of the outcomes against certain pre-agreed standards. Examination and testing are the most common forms. Leadership Approaches Qualitative leadership skills in educational management revolve around factors described below: Identifying the key issues Improving Customer satisfaction and ways of measuring it Customer care training employees and setting standards Employee involvement in overall goals of the organisation. Improving quality observation and benchmarking Reflection and conclusion Quality and organisational culture- Foskett, N., Lumby, J. (2003) stated that Quality can also be relative to cultural norms. What appears to be quality provision for pre-school children in China will look very different to western eyes and vice versa. They further noted that measures of Quality by definition are dependent on numeric values in relation to, e.g., examination passed or examinations met, but such values do not necessarily capture the variety of outcomes expected of education or the dynamic changes in expectations in the experiences of even the learner, let alone the all those of an institution. Quality will therefore remain a fluid and nebulous concept, interpreted variously in practice, an orthodox to which many feel indebted to follow. No single prescription will secure improvement in quality in a context as complex and animated as a school or college. The most that an educationist can do is to remain aware of the imprecision of the concept and be sensitive to both th e educational and micro-political forces which affect its achievements, choosing with care from the plethora of taxonomies, philosophies, good practice and recommended process they can offer. Methodology Qualitative researched literature review was adopted which typically includes positivist, interpretive, constructionist, critical, and participatory paradigms. The researchers perspective stems from the long documented history of naturalistic observation in real-world situations. Views of positivism range from conservative to progressive-activist, but all involve the belief that reality is external to self and can be observed using tools that produce information that can be understood and interpreted by others. The essay is linked historically to social activism through the idea that social situations can be studied, critiqued, and subsequently changed. The essay may have collected data through observations or various forms of instruments and often derive explanations for their results from pre-existing theory without concern for whether the study population understands or agrees with their views. a literature review is very much a plural rather than a singular one as there are many literatures a researcher must examine to produce a coherent literature review. For example, by doing qualitative research, the researcher is joining an ongoing debate in some shape or form. The originality of an idea, an approach, or a theoretical reinterpretation adds to existing literature. The objective of this entry is to describe the plurality of literature, to underline the difference between general and specific literatures, to highlight how to use theoretical literature as a tool to increase understanding of a subject area and test a research question or hypothesis, and to examine the methodology and data literatures that form important parts of the research process.( GIVEN, M. L. 2008) Data findings on quality and continuous improvement in educational context. Wherever an educational operation is based, whether it is public or private, it needs customers, and consumer choice has increased dramatically over the past twenty years because of three factors: globalisation, technology and competition. Technology Technology provides opportunities and threats. The development of computer technology in the form of online and blended learning, podcasts, webcasts and blogs can and increasingly will provide consumers with the option of new self-study methods and the choice to learn with an organisation in a foreign country while living at home or working in the office. At some point translation software may even negate the need for some people to learn a foreign language. These technologies, however, also provide organisations with opportunities to provide new methods of learning and new means of communication with customers. The rise of online learning and blended learning programmes, plus the expansion in state education of new technology [such as interactive whiteboards] means that students are increasingly more techno-literate. It also means that as technology develops and becomes more part of our everyday lives, students generally expect language classes, which in some cases take up a large p art of their disposable income, to be technologically well-equipped. The exponential growth of technology cannot be ignored as the speed of technological advancement is unlikely to slow down. Competition Competition may come from new organisations entering the market, as mentioned above, but it may also appear in other forms. As other countries gain economic power, their languages become more important and people begin to study them to enable them to enter that economy. This phenomenon has already been observed (Graddol, 1997) with Spanish, Arabic and Mandarin expected to gain importance over the next decades, eventually becoming a serious threat to English as a foreign language. As economies develop, education is becoming increasingly important as skill becomes essential to finding work. An increasing number of courses are becoming available, especially in the field of computers and information technology, which compete with ELT for customers, particularly within the training budget of major companies. Gaining an Edge over Competitors If an organisation has an element of its service which is different or more attractive than its competitors it is said to have achieved competitive advantage. Gaining competitive advantage requires a cross functional approach between an aspect of marketing which gathers data about customer needs and expectations and the day-to-day operational functions that translate those market needs into operational capabilities. The roles of marketing and managing the day to day operation are often taken by one person in small organisations, which can make it easier to translate customer needs into operational reality. In a small private language school of ten teachers, for example, the director may be the focal point for information about the local market, the local economy, the type of customers the school serves and how they feel about the service. In a school of this size the director may also be the person who decides what courses are offered and whether the market is best served by, for example, offering expensive one-to-one ESP tuition for business professionals or cheap general English courses for classes of 20 students. A not-for-profit organisation may also consider pursuing a particular strategy based on the kind of customers it serves. For example, a charitable or state ELT organisation may decide to provide cheap walk-in English classes for disadvantaged mothers to attend as and when they have time. In this case, flexibility is the key to satisfying the customer and gaining competitive advantage. The three factors of globalisation, technology and competition mean that educational organisations have to pay increased attention to the needs and expectations of existing and potential customers to retain them and to attract new ones. By gathering information on customers needs and through market analysis organisations can develop a service which is different or more attractive than that of competitors. (Walter. 2001) Conclusion If stakeholders allow ourselves to get caught by the short-term disease of modern management, non-thinking, market-driven practices then the idea of sustainable organization is out of the question. Also the chance of ever reaching the levels desired will be eliminated in all but the shortest of measures. It is necessary for every leader of the future to know enough about the moral side of business and how it could be approached with sacrificial aims through which sharing and upholding several values together among competitors would improve upon global problems. Or how the socio-economic profit of the organization could be able to express or aid the concerns required to reflect a longer-term view of the community at large. I would recommend that every leader in every spectrum or field of study to bring about ways through which the underlining influences bordering the choices we make in life (in regards to quality and continuous improvement) should reflect upon the healing societal issues rather than competing. Just as we know in the history of human relations over time that competition brings about a chaotic state while the harmony of shared values and sacrifices brings about societal cohesion and benefits all. References Crosby, P. (1980) Quality is Free. McGraw-Hill. Deming, W. (1986) Out of the Crisis. MIT. Foskett, N., Lumby, J.(2003) Leading and managing education-International dimensions.London. Paul Chapman Publishing Given, M. L. (2008)The SAGE Encyclopaedia of Qualitative research methods. California. Sage Publication series Graddol, D.(1997) The future of English. London. The British council Porter, K., Smith, P., Fagg, F. (2006) Leadership and Management for HR Professionals Oxford.Butterworth-Heinemann Walker, J. (2001). Clients Views of TESOL Expectations and Perceptions The International Journal of Educational Management 15/4. MCB University Press http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0600150404.pdf Walker, J. (2007)Service Climate in New Zealand Language Centres Journal of EducationalAdministration 2007 Volume: 45 Issue: 3 http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740450305.pdf Winch, C., Gingell, J.(2008) Philosophy of education. Oxon. Routledge publishers

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

Biomedical Informatics Is It The Smooth Communication...

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