Communication and professional relationships Essay

Assessment task – TDA 2.3 Communication and professional relationships with children, young people and adults. 1.1) Describe how to establish respectful, professional relationships with children and young people Establishing relationships with children and young people can be hard, especially within a school environment. Ground rules must be established, in order for there to be mutual respect. It is important that the child/young adult understands that you are there to support them, but not to be their friend. It is important to understand the age of the person you are communicating with – what issues and problems may be affecting them, at what is significant to their lives at that time. This understanding will enable you to support them effectively at any phase of their life. Simple things like maintaining eye contact when speaking, and listening and commenting appropriately, ensure that the other person knows you have heard and understood what they have said. By setting a good example, you show children what is appropriate, and how to communicate correctly with each other. Something as simple as praising a child for correct behaviour is enough to inspire them to repeat it, and also inspires others to do the same. By using positive behaviours, you inspire a positive result. Five key things to remember when building and maintaining any relationship within the school are: Always remain professional: no bad language, inappropriate conduct, and don’t bring your home life to work with you. Treat others with respect. It is surprising how well they will respond! Notice the efforts and achievements of others, staff or students, however small. Give practical support when it is needed. Always avoid gossip, and negativity, within the workplace. 1.2) Describe with examples how to behave appropriately for a child or young person’s stage of development. By the time the child/young person has reached the age range of key stages 3 – 4, they will most likely have a different style of communicating from stages 1-2. They may have a better attention span, be able to immerse themselves in tasks for longer periods of time, and communicate about their activities in a more adult manner. At key stage 1-2 you can expect children to lose focus easily, with play being more interesting than class work, and  they will be far more excitable. It will be important to recognise, and adapt, to each age level, and encourage behaviour that is expected at that age, and discourage behaviour that is not. As children age, it is inevitable that language will become less formal, and they may well be less willing to contribute in a discussion, or speak out in class, due to heightened self-awareness, and less self-confidence. They will also start using different methods of communicating – email, instant messaging, and social networking are becoming more and more common, with children as young as 5 having Facebook accounts and virtual profiles. An understanding of these technologies will be useful to support children to stay out of danger. As a teaching assistant, it is important to help those who are less outgoing, and support them to make themselves heard. You can do this by quietly encouraging them to put up their hand and answer a question, or even by setting them goals to speak up once a day. It is important to recognise each achievement of a child or young person, no matter how small it seems to you, as it is likely that it would be a big accomplishment for them. Changing the style of language that you use will help interaction with different age ranges, but children and young people are always conscious of how adults communicate with each other – and it is this observation that teaches them for the future. 1.3) Describe how to deal with disagreements between children and young people Disagreements between students (and staff) usually happen at either break, or lunch time. With any argument or disagreement, it is important to find out what happened. This includes each person’s opinion of what happened, from the beginning, in their own words, and how it made them feel. Each person must feel that they have been listened to and understood, and that they have had a fair chance to say their piece. It may be that you need support from other members at this stage, especially if the debate has become heated! Once all sides have been heard, you can decide how to progress. An apology may be needed from one party, or if a misunderstanding has taken place, it may be appropriate to sit everyone down together to discuss the incident as a group. It is important with all students that they understand the link between emotions and behaviour, and how their own behaviour can affect the others around them. By talking in groups, everyone can appreciate how their own behaviours and emotions contribute to the well-being of the other students. 1.4) Describe how own  behavior could†¦ Promote effective interactions with children and young people Your own behaviour, as a teaching assistant, can have a very positive affect and influence on the children and young people you help and support. If they see that you are being respectful, courteous and tolerant, listening attentively, being kind and understanding with the children and adults surrounding you, and that you are recognising their achievements and ideas, then children will hopefully, in turn value and respect one another. Impact negatively on the interactions with children and young people If children or young people see that you are rude to someone, for example a member of staff; not saying please or thank you, interjecting in conversation, or not paying attention when someone is talking to you, they may well think that these are acceptable behaviours. Children and young adults may also may not find you approachable, and not be so keen to come to you with their problems, issues or concerns. 2.1)Describe how to establish respectful, professional relationships with adults Adults working within the education profession should expect an environment of mutual support, and openness. However, this is dependent on the attitude of each individual, and their commitment to maintaining positive relationships. Staff should work in a team – there should be no lone working in schools, and the team should communicate positively with each other, parents, and professionals from outside the school. You will need to remain professional even outside of the education setting. For example, you might be out at the Christmas party, with friends, colleagues, or even parents of the children you support. You need to be trustworthy – avoid talking about people in a negative way, this will only impact you negatively in return. Be respectful of others: you not always see eye to eye with a colleague, but listening to what they have to say, and valuing their ideas and opinions helps keep communication open. There are varied ways and means of supporting individuals, but the PIPE acronym is a good way to remember the basics: Practical: This may be as simple as helping someone who is unfamiliar with the class room layout or school surroundings, or assisting a disabled student to navigate a corridor Information: You may be required to pass on material about a situation, or be asked to a write reports on the student you are supporting Professional: This could be by helping the teacher or session leader with their lesson plan, or you may be asked if you can assist and observe a new member of staff Emotional: This could be anything from supporting a student with an emotional situation, to talking to a colleague at lunch time about a stressful incident, or even just keeping a good sense of humour during a difficult time. 2.2) Describe the importance of the adult relationship as a role models for children and young people Children will be leading by example, and will want to come to school if the environment is positive, constructive, and supportive. Communication and support between team members should be practical, informative, professional, and emotional, and as a role model in the school environment, this should reflect in the relationships that that team has with students, and other adults. Whilst at work you must remember to leave your personal feelings, and home life, at home. However stressful life might be, the children and young people you support need your concentration and focus to enable them to achieve their goals. Negative behavior can impact those around you, and make for an uncomfortable working environment for all involved. 3.1)Describe how communication with children and young people differs across different age ranges and stages of development Communication techniques will differ depending on the ages of the person. Young children will need more reassurance than older children, to ensure they feel safe, and are doing the right activity in the right way. Young children will be anxious to see their parents during the first term, often asking how long it will be until they can go home. Supporting them at this time is crucial, as it can make school a rewarding, exciting place if they are encouraged and nurtured in the right way. Teenagers will likely need more guidance, and some help to talk about their issues, problems and thoughts. TAs will need to adapt their vocabulary when talking to different age ranges, so that they can be understood. Communication can be verbal, nonverbal, informal and formal, as they learn to communicate and adapt using these different types of communication as they mature. 3.2)Describe the main differences between communicating with adults and communicating with children and young people There are similarities between the age ranges, in terms of communication techniques, such as maintaining eye contact and interest, listening to what is being said and responding appropriately, and treating the student with the courtesy and respect that you would expect yourself. Always be clear with your dialogue: don’t use unnecessarily complicated language or sarcasm, make sure that what you have said has been understood, and keep your instructions clear and precise (no long lists), and always stay professional. However, there are differences between the communication techniques used for children and adults. For example, the relationship that you have with a child in the school setting is that of a carer, and may appear patronising if used on others. An approach that was successful in the classroom when supporting a student to understand a maths problem, may not be an appropriate approach when speaking with a colleague or co-worker. Children copy adult behaviours, so keep this in mind when communicating with them! Show respect for your colleagues and children will pick up on this, and show respect for their peers. Acknowledge the contributions of others, and say thank you, even if you don’t always agree. Remember that as an elder in the school environment, you will be looked to as a role model. 3.3)Identify examples of communication difficulties that may exist It is likely that communication difficulties will be encountered occasionally, within the school environment, but there are ways to avoid this happening. There are many, many examples of communication difficulties that could arise in the school environment, some examples of potential problems are: speech delay impairment With any one of these examples, a care package/person centred support plan would accompany the student, and it is essential that all staff who work with them has read and understood every element of it. 3.4)Describe how to adapt communication to meet different communication needs To support your students, and team, effectively, you will need to be constantly adapting your communication style. This will depend on the needs of the individual, and you will need to be aware of their potential problems. As a good teaching assistant, you should be able to quickly observe as assess the situation, in order to cope effectively and ensure a positive result. You will need to detect any sensitivity in the student, and support them if they are nervous or shy about speaking. Some examples of good communication are: Speak slowly and clearly. Do not interrupt. However tempting it may be, the person needs the opportunity to speak without interjection. Arrange a translator in advance if required. Whether it is for a foreign language or signing, it is crucial that this be prepared for, to spare the student and embarrassment or upset. Use different methods of communication – if a student is struggling with verbal instruction, get creative! Use flash cards, drawings or hand signals! Maintain eye contact, respond appropriately, and use positive body language. Be empathetic: a child hearing the words â€Å"I understand† can be comforting and reassuring. Have respect for the speaker, don’t allow yourself to be distracted by other conversations. These are the basics for communication with a child, young adult or colleague. In any situation communication can be adapted to be appropriate for the audience, such as: Think about the situation or occasion, and with whom you are speaking. The context of your communication makes a difference both in the way you engage with others, and in the way they interpret your communication. To adapt effectively, you need to understand who you are talking with. See things from their view, and tailor your communication to them as much as possible, by using the points above. Acknowledge that there are differences in personality, whether you are speaking with children are adults. Some children might appreciate a  light hearted approach, whereas the head teacher will expect professionalism at all times. Be intentional with the language you use. Words can help you quickly connect with someone, but they may also offend them. A joke that was funny in the staff room may be wildly inappropriate in the classroom! Avoid using sarcasm with children. It is generally considered as a negative form of humour, and may easily be misunderstood. Choose words based on the age, education, and literacy level of the person you are talking to. By assuming that someone understands the level at which you are speaking, you could easily offend them. 3.5)Describe how to deal with disagreements between†¦ The practitioner and children and young people Dealing with disagreements can be difficult. You cannot always say exactly what you are thinking, and in order to remain professional, you must always be polite, fair, and respectful. Disagreements and misunderstandings should be dealt with as soon as possible, preferably with another adult as a mediator. When dealing with a disagreement or argument between children, for example in the playground, you should not allow yourself to be drawn into any bickering. If the pupil does not calm down, or is particularly defiant, it may be wise to take a ‘time out’ from a difficult situation, in order to have the time and space to think about what has been said, and to calm down. You can then approach the situation logically and rationally, giving each side of the argument a chance to speak. It is important at this time that you remain supportive to each child, be polite, and sympathetic. The practitioner and other adults In a disagreement between colleagues, this kind of situation is unlikely to resolve itself if left, and it is uncomfortable to work in an atmosphere of tension. Bear in mind that this will soon be picked up by other staff and students. Avoid being drawn into disagreements, if they do not concern you, as this rarely has a good outcome and can often turn into negativity and gossip. Asking the advice of an impartial adult can also help to get an unbiased review of the situation, and how to progress from it. 4.1)Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information Whilst communication is the key to good relationships with students and colleagues, there are times when  information shouldn’t be shared with others, and it is crucial to know who, and when, to pass it on to. The key people working with children in the school setting should have a good understanding of the current laws and legislations that protect the children they support. These people are: teachers, teaching assistants, healthcare staff (nurses) and any principals/head teachers. There are laws protecting children, and staff, with regards to safeguarding information. The main legislation that governs the safeguarding of materials is The Data Protection Act 1998. This ensures that relevant information is not passed on without consent, and outlines what must be shared, in the interests of child safety. There are eight principles, regarding the principles of practice or information, and these state that information should be†¦ â€Å"used fairly and lawfully; All data about an individual must be obtained fairly, and lawfully. The individual must be informed of the purposes that the information is being collected, and who is going to process it. The new Data Protection Act covers personal data in both manual and electronic form, meaning that emails are just as safe as paper files, and must be treated the same way. With information kept in electronic form, appropriate measures must be taken to keep it safe. While a padlock may be sufficient for a filing cabinet, data encryption and regular back-ups may be required for information stored on a  computer. Under the Data Protection Act, all organisations that hold confidential information about individuals must be registered with the Information Commissioners Office. This helps to protect the information that is held, and ensure it is not shared unnecessarily. Training on safeguarding children is mandatory in the education setting, and this will provide all the information about the specific policies and procedures that apply to each school, and who to contact about concerns, or questions. Usually, the first point of contact for a concern or question would be the line manager, such as head of safeguarding or principal, or the Special Educational Needs Co-ordinator (SENCO). The individual who provided the information is also entitled to certain rights, under the Data Protection Act 1998. Any individual can make an access request to view the information that is stored, and also to change, block or erase it. The information is also subject to protocols to ensure it is not used to cause damage or distress, or to make significant decisions, by means of an automated system. These guidelines, regulations and policies not only protect children within the education environment, but also staff. For example, at an interview or hearing, everything that is said can be written down, and safely stored for reference, only being shared on a need to know basis. 4.2)Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and th e limits of this It is important to reassure children that they will stay safe, and that you will only repeat what they have told you to those who need to know. Parental consent is usually required before information can be shared; however, if the pupil is at risk of harm to themselves or others, confidentiality can be breached. In all situations, it is necessary to tell the pupil that you will not be able to maintain confidentiality, and that you will have to tell someone else. It is crucial to be educated in the policies and procedures of the individual school setting, and to know who to turn to, should the situation ever arise. 4.3)Identify the kinds of situations when confidentiality protocols must be breached There may be times when it is crucial for staff to know sensitive information about a student, for example, if they are suffering a health condition that could affect them in the classroom, such as asthma or epilepsy. In these circumstances, an agreed protocol would be set up within the school, and all staff would be trained on how to manage  such circumstances. The parents of the child must give permission for the information to be shared, and the staff must do everything in their power to protect the privacy of every child, and adult. It is also required for the school to have designated first aiders, and for the children/young adults to know who these people are, in case of an emergency. There are certain circumstances in which a practitioner can pass on the information to the relevant authority without permission. If you become aware of information which led you to a genuine suspicion that a child is being abused at home, then it would it be right for the responsible adult to pass on the information. The general rule is that if you believe a child to be at a significant risk of harm then you should pass on personal information to those who would be able to prevent harm. Every school will have policies and procedures that must be followed in these circumstances.

Influence of Cartoon on Children Essay

Cartoons are the most frequent and easily accessible source of entertainment which we provide to children. With the vastness of media and extension of channels, it has become easier for children to watch their favourite cartoons on a single click and at the same time it has become more convenient for parents to provide children with this all-time favourite activity of theirs. Time which was previously spent by children in outdoor activities is now replaced, as now they can be found glued to the TV sets for long hours, peering at all sorts of cartoons, mostly without the supervision of elders who are completely unaware that this might have certain effects on their psychological development later on displayed in their behaviour patterns. There is a wide range of cartoons from fairy tales like ‘Beauty and the Beast’ to action-based cartoons like ‘Ben Ten’ and ‘Pokemon’. Children between the ages of 6-8 have different preferences; girls are usually into fairy tales and animated ‘Barbie’ series whereas boys and some girls even usually have their favourite super hero cartoons like ‘Spiderman’ or ‘Batman’ or action flicks like ‘Bay Blade’ or ‘Dragon Ball-z’. Children are at a stage when their minds are developing and forms impressions easily so parents need to be careful what they expose them with. Children have become much more interested in cartoons over many years and it has become a primary action to some lives. Typically, children begin watching cartoons on television at an early age of six months, and by the age two or three children become enthusiastic viewers. This has become a problem because too many children are watching too much television and the shows that they are watching (even if they are cartoons) have become violent and addictive. The marketing of cartoons has become overpowering in the United States and so has the subliminal messaging. The marketing is targeted toward the children to cause them to want to view the cartoons on a regular basis, but the subliminal messaging is for the adults’ to target them into enjoying the â€Å"cartoons†. This is unfortunate because children watch the cartoons on the television and they see material that is not appropriate for their age group. The Children who watch too much cartoons on television are more likely to have mental and emotional problems, along with brain and eye injuries and unexpectedly the risk of a physical problem increases. Television’s Effect on the Brain and Eyes In December 1997, an episode of the Japanese cartoon â€Å"Pocket Monster† (later renamed â€Å"Pokemon† for international distribution) drew worldwide attention after multiple cases of children suffering seizures after watching the episode were reported (Warner, 2004). Parents began to wonder how the cartoons their children watched affected their mental development. While no former study specifically relating to cartoons has taken place, multiple studies over the years have charted the impact of television on the minds and eyes of developing children. Most eye specialists agree that watching television is not a danger to the eyes, as long as children watch in the right conditions. The room should not be pitch black, and children should not sit closer than five feet away from the screen. Sitting in a dark room or closer than five feet will not damage the eyes, but will result in eye fatigue. (Adams, 1992). As for the brain, there is scientific evidence that too much television can be detrimental to children. The April 2004 issue of the medical journal Pediatrics published a study done by Children’s Hospital and Regional Medical Center of Seattle, Washington. The study revealed that children who watched three to four hours of television daily had a 30 to 40 percent greater risk of developing attention deficit disorder than children who did not watch television. While no specific program is directly responsible, Dr. Dimitri Christakis, leader of the study, speculates that the speed of the images displayed could affect children’s brains (Today’s Chiropractic, 2004). But does watching television give young children seizures? Yes, and no. A study released by The New England Journal of Medicine in July 2004 found that most children who suffered seizures from that December 1997 episode of â€Å"Pocket Monsters† had epilepsy, or some other underlying condition that would have caused development of seizures, regardless of whether or not they saw that program (Warner, 2004). TV’s Effect on Children’s Behavior Television has long been criticized for influencing our children. People complain that certain TV shows are having negative effects on their children. The American Academy of Pediatrics (AAP) and the American Academy of Child and Adolescent Psychiatry (AACAP) both feel that TV does influence the behavior of children as young as one year old. From their studies, the AACAP states, â€Å"Children who view shows in which violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. This speaks to the impressionable mindsets of young children, who are still learning control of their minds and bodies, and are likely to mimic what they see, as it seems quite normal to them. The AACAP also stresses the need for parents to keep a close eye on what their children watch. They must be there, the AACAP says, to explain that the cartoon character or actor that was shot has not been harmed, but would actually be seriously injured, or die in real life. They should also work to tell their children that violent behavior is not the best course of action to resolve a conflict. The AAP states â€Å"Neuroscientists have shown that environmental experiences significantly shape the developing brain. † This again adds to the idea that young children are very impressionable. They paid more attention to the effect of TV on children in their daily lives. â€Å"Higher levels† the AAP states, â€Å"of television viewing correlate with lowered academic performance, especially reading scores. This may be because television substitutes for reading practice, partially because the compellingly visual nature of the stimulus blocks development of left-hemisphere language circuitry. A young brain manipulated by jazzy visual effects cannot divide attention to listen carefully to language. † TV is a very quick medium. Messages are shot at the viewer as if by an automatic rifle. Their minds must be equally as quick to interpret the messages, and with such a â€Å"two-minute mind†, many messages are misinterpreted, or confused. When the child becomes used to receiving information at so fast a rate, they lose interest in information that is more detailed and methodical, such as the information received in day-to-day schooling. Television certainly does affect the children, who find themselves mesmerized by the bright flashing objects, and rapid assault of messages. It is good to know that the leaders of our medical professions feel that parents and supervisors of children are able to help slow the information down, and explain what the messages really mean, so as to have a more positive effect on our children. Auditory Subliminal Messaging in Children’s Cartoons The lessons that the media conveys to those parts of the mind without conscious perception through the cartoons that people watch, are referred to as subliminal messages. If that’s the Democraitc way, I am voting Republican. † This was said by Meowth in an episode of â€Å"Pokemon† that aired on Monday, October 11th, 2004 at 4:00 p. m. When children watch cartoons, they always pay attention to what is being said. In a child’s subconscious mind, he or she is exposed to auditory subliminal messages that they may never discover, but they will eventually become a part of their lives. Not all auditory subliminal messaging is negative. However, most of these messages have a negative effect on children. The interesting thing about the situation is that these messages are most common in popular cartoons. SpongeBob Squarepants has been on the air since 1999 on Nickelodeon. Today, it still remains popular and new episodes are still being created. It is now 2004 and people are speaking out against the messages that they found hidden in a number of episodes. The main allegation against SpongeBob Squarepants is its use of metaphors in place of profanity. When he is disappointed, SpongeBob will often yell out â€Å"Tartar Sauce†. To an adult ear, that phrase may sound like it is intended to represent a curse word. Also belonging to the Nickelodeon station is â€Å"Rugrats†. It has been on the air since 1991. The show is often seen as prurient or â€Å"sex driven†. The last name of the main characters is â€Å"Pickles† which is a euphemism for the male genitalia. Lou Pickles usually calls his grandson, Tommy Pickles by the name â€Å"sprout†. It has been argued that this nickname is also a euphemism for the male genitalia as well. Angelica Pickles represents the S&M of â€Å"Rugrats† because constantly physically and verbally abuses the babies. Lesbianism is also portrayed in this cartoon. Phil and Lil’s mom, Betty Deville is what we would call a â€Å"Bull Dyke† because she wears a bandana, hangs out with feminine women, yells a lot, and loves sports. When parents choose what cartoons to let their children watch, they want to make sure that these cartoons are appropriate for general audiences. If a parent was to find profane or sexual language in the content of a cartoon, they wouldn’t allow their children to watch that cartoon anymore. People who create popular cartoons are careful to not allow any vulgar content to be incorporated into their cartoons. However, every cartoon can’t be made perfectly safe for viewing by children and some of the verbal content may be mistaken for auditory subliminal messages.

Working with people and organisations Essay Example | Topics and Well Written Essays - 250 words

Working with people and organisations - Essay Example In order for GSCC to maintain contact with both the users and providers of social services, they usually have a code of conduct for the workers. This interface is very beneficial because social care workers, employers and users are able to know their rights in the use of the service. A worker usually gets a guide during his or her practice. Therefore, he or she knows what is expected of him or her. Secondly, an employer gets to know what he is supposed to do to ensure that the social care that his employees provide is of high quality. Thirdly, the code also helps the public to be aware of the expected of a behavior of a social worker. Moreover, the public also gets to know how an employer should support his employees in carrying out their jobs (code of practice for social care workers). (Williams, 2009, pg 13) In the event whereby a social worker realizes that a colleague or an employer is contravening the codes of practice, he should report the case to the relevant authorities. Curr ently, GSCC refers to the reporting process as whistle blowing. However, before this body was set up there was he Aspect, which performed a similar function. Unfortunately, Aspect did not have the capacity to protect people who reported such scenarios against victimization.

The Lottery Essay Example | Topics and Well Written Essays - 250 words

The Lottery - Essay Example his own trip up to the box to pull for his new family, he had stopped plotting with Nancy and now Davey who had become old enough to discuss the plan to stop the lottery. Davey didn’t remember Tessie nor remember the warm nights on the porch sipping lemonade that she made from tart lemons sweetened with sugar before pouring the water into the pitcher. Davey didn’t know her loss in a real sense, only through the pain of his sister and brother. He knew the pain of his father who sat in a chair staring out over the fields in silent resentment, cold and stoic as he accepted the fate of his wife, but not his own fate of raising three children on his own. It was Davey who moved to make their plans a reality. He had seen others who had fell to the stones, sacrificed for the good of the town. He sat for hours trying to see the connection between the horrific act of stoning the one and the success of the fields. He tracked the harvests year after year, noticing that some years were good and some were bad, never relating to the person who was stoned. He tried to show Mr.Summers that the lottery did the town no good. However, Mr. Summers had an excuse and argument to counter every point that Davey made. When Mr. Summers died, he tried again to speak to his father who surprisingly took over in running the lottery year after year, as if he could reconcile Tessie’s sacrifice by deeper participation. This didn’t change a thing. Nancy came up with the idea. The town gathered, the children made the pile of stones, and the tense, polite conversation began to murmur through the growing crowd. Bill Hutchinson raised hands and smiled, quieting the crowd to ready for the lottery to begin. The year before had been brutal as the five year old child of the village teacher had been the sacrifice, and mothers were noticeably more protective of their young ones, cradling them in their arms and turning slightly away. Janie held her a Bill’s child close, her lips kissing repeatedly

E-crime against Stilianos Assignment Example | Topics and Well Written Essays - 2500 words

E-crime against Stilianos - Assignment Example This study looks into electronic crime, a new phase of technological mishap that to a large extent thwarts the effort of achieving secured information system and network system running. Electronic crime or e-crime basically refers to a situation whereby crime is committed by the use of technology. In most cases, these crimes are committed by against information systems and other technologically enhanced systems. Typical examples can be given as the invasion of a person’s bank details by the use of technology or breaking into the database system of a university by the use of technology. It is in this direction that Crime Wales notes that â€Å"e-Crime generally refers to a criminal activity where a computer or computer network is the source, tool, target, or place of a crime.† Crime Wales therefore concerns a deliberate attempt to invade or harm a computer system. This is very common today because of the general growth and use of technology and technology tools. It can b e observed that modern growth in technology use has resulted in a situation whereby all major global institutions are hooked unto a network in one form or the other. Very common among these network systems are the use of the systems to create electronic commerce and protection of data from public domain. E-crime is a major form of cyber threat that has resulted in a lot of advocacy programs to combat the situation. The e-crime Bureau therefore notes that â€Å"The development of appropriate legislations and policies across corporate and government departments is an integral aspect of mitigating the cyber threat.† ... It will be noted that â€Å"Linux is a multitasking, multiuser operating system, which means that many people can run many different applications on one computer at the same time† (Grove, 1998). By this, there is a very high change of taking advantage of the multiplex nature of the accessibility core of the Linux. But indeed, the mere fact that Linux allows for multiuser system does not permit just any person to break into the system of other people. From the case study, it can be noticed that there is a particular hub that has been invaded by whoever is behind the plot. There confirmation that there was a specific target on one of the hubs is the fact that when nmap scan of the suspect system was done using the IT technician’s laptop, there were conflicting output listings as against the running of the lsof program to list the open transport layer network file descriptors on the same suspect system. Basically, Linux operates with a shell. A shell has been explained as â€Å"a program that takes the commands you type and translates them into instructions to the operating system† (Grove, 1998). In the person’s effort to invade Stilianos’ system without Stilianos’ notice, it is very much likely that the shell was the first system component to be tampered with. It is for this reason that according to the case study, two listening services on TCP ports 3457 and 32411 did not show up when viewed from within the system. b) Answers to the following questions: When and how Stilianos’ machine was initially compromised? The indication has already been given that the shell might have been tempered with as the first move to invade Stilianos’ system. As far as the shell of the Linux system

The role of music within Apollo 13 movie clip Essay

The role of music within Apollo 13 movie clip - Essay Example "The role of music within Apollo 13 movie clip" essay is an excellent and detailed analysis of how music helps a film to create the right atmosphere and to set up a connection with an audience. Apollo 13 is a movie that was released in 1995. Its set up is in spaceship where the three astronauts try to make moon landing. The three astronauts are Swigert, Lovell and Haise. The plot of this movie is delivered from the reality story that occurred in 1970 when NASA tried to land Apollo 13 on the moon (Jeffrey and Jim 2000, 10). The storyline has a mixed anxiety as it starts with the expectation of safe landing on the moon, but mid way, an explosion is heard. Astronauts’ life is in danger. This movie has approximately 20 soundtracks. The clip shows crew panicking. They are in a hurry to fix things even as they try to explain the problem to the control room staff. The spaceship meters and indicators drop. This immediately shows that the problem is bigger than any viewer could have im agined. The tempo of the music track increases its beats. This implies is supposed to heighten the imagination and anxiety of the audience. The audience must be kept guessing what may happens next to the crew (Jeffrey and Jim 2000, 88-97). The tension is reflected in the control room too. The track at this point starts to slow down its tempo. This is due to the fact that, the viewers and the audience may have started to be assured that the direct communication between the crew and control room was about to yield results. The music track’s sped and tone must be regulated to break the monotony and help reduce the levels of anxiety (Joey 2003, 105-108). The music use in the movie must flow as per the expectation of the viewers and help them await the outcome with ease. At this point, the crew is directed to the point where they can find crucial apparatus. The music seems to soften as they compose themselves as communicate with the control room staffs. The control room st

Managing in a global society Essay Example | Topics and Well Written Essays - 1500 words

Managing in a global society - Essay Example In this scenario, strategies are adopted in taking into account different layers of parameters with the first being culture of the host nation, and subsequently situational as well as strategies pertaining to the process of centralization or decentralization. Understanding and adopting culture of the foreign subsidiary nations, current global industrial trends, pertinent values, and important principles are the contributing factors for the successful global commercial venture. Conventionally economic and management factors are considered while framing strategies for developing international business relations however research and studies have found tremendous impact of culture on establishing strong foreign relations in the form of joint ventures as well as fully owned subsidiaries. Some of the studies suggest joint venture as the most adequate strategically motivated move with the nations having vast cultural differences or vice-versa. However to achieve success, trustworthiness and reliability should be taken into consideration while reducing risks for any opportunistic tendencies. As different cultures have different levels of trustworthiness, it is equally important to weigh all the possible outcomes, opportunities as well as obstacles before forging international relations. ... ould forge a new relationship with the host nation having vast cultural differences by fully utilizing its extensive knowledge (Lee, Bang, Ha & Lee, p. 3). As a CEO of UK firm, I need to take into consideration various cultural parameters if subsidiary in USA and Japan has to enter into success. There is no doubt a fact that in both the USA and UK, language is same and United Kingdom would need little of adjustment while dealing with Americans in contrast to Japan, yet for Americans this assumption puts them in the most difficult situation and less productive. As Craig Storti suggests, â€Å"Because we speak the same language, Americans think they’re not going to have any communication problems with the English,† (Doke 2004, p. 1) but in reality there is a vast difference as the language that appears to be same but have different phrases, unfamiliar terms and meanings. George Bernard Shaw, 20th century Irish playwright and a political strategist, once claimed that Unite d States and England are the two nations having same language still they are divided. It is quite true that the major difference is in English language and its usage can cause many problems and obstacles for the Britons and Americans who are working together as for instance Americans make use of the sports metaphors quite often while having business talks which can be very difficult for us to understand. On the other hand, Britons are habitual in speaking more but with fewer words and this often become the most ordeal task for the Americans to understand (Doke 2004, p. 1). According to Doke, â€Å"Unfamiliar nuances and British attitudes about work, personal ambition, individualism, efficiency, business meetings and communications may run counter to your employees’ experiences and expectations† (2004,

Catcher in the Rye chapter 14 Essay Example | Topics and Well Written Essays - 500 words

Catcher in the Rye chapter 14 - Essay Example That, and if he really had been shot in the stomach, instead of punched. This falls under Holden’s views of what is, or is not, phony. The whole scene he imagined was phony. There was not even the slimmest chance that it could happen, even if he did have what it took to follow through with it. He found the perfect definition of phony within himself; he thought of a complete scenario, played it through in his mind, and then came back to reality again. â€Å"What I really felt like, though, was committing suicide. I felt like jumping out the window. I probably would’ve done it, too, if I’d been sure somebody’d cover me up as soon as I landed. I didn’t want a bunch of stupid rubbernecks looking at me when I was all gory.† This quote shows a bit of a reflection on how Holden views himself, though it can be interpreted in two ways. One, his overall feelings are that he would feel ashamed for committing suicide, and not wanting others to know how weak he is. Two, he could feel that he is too high above those that would be interested in his committing suicide. Either way, he does not want the involvement of others in his extremely personal affairs. Holden’s character grows a little bit more in this chapter. The opening scene of the chapter shows Holden thinking about and talking out loud to his deceased younger brother Allie. Holden’s sense of guilt towards his younger brother is obvious is this section. While Holden says that he sometimes talks to Allie when he feels depressed, it seems that by doing this it only feeds his depression. Holden seems even more vulnerable in this chapter, by the way he reacts to Maurice and Sunny, and by his thoughts regarding suicide towards the end of the chapter. He lets his weakness show by crying during his encounter with Maurice, and then by showing that Maurice intimidates

Three Day Diet Analysis Essay Example for Free

Three Day Diet Analysis Essay There will be two term exams, a final exam and one written assignment for this course. In addition to the three written exams, you will be required to carry out a 3 day diet analysis of you own diet. Details of this are provided below, but briefly, you will be required to record everything you eat for three days. Your nutrient intake will then be determined using a computer program â€Å"Diet Analysis + 8† which will be available on computers in Science SN 3000 for all students. If you bought a new copy of the text this year, you can access a web version of the software (access information is provided with the text). You will then be required to write an evaluation of your diet, discussing its strengths and weaknesses and what you might do to improve it.. Both the computer analysis and the evaluation must be turned in. This diet analysis will count for 10% of your course mark. The analysis is due on Friday March 9 in class. Analyses not turned in when due will have their mark reduced by one-half. That is, they will count for only a maximum of 5% of the course mark. Assignments not turned in by the last class of the semester will receive a mark of 0 (zero). Summary of Evaluation: Due DateValue Term Exam 1Fri Feb 820% Term Exam 2Fri Mar 1520% Final ExamDuring Final Exam Period50% Diet Analysis (10%)Fri, Mar 810% Total100% Policy on missed exams: Marks from missed exams, regardless of reason, will be applied to the final exam. This applies to all students. All students have the option of not writing one or both of the term exams. If you miss one term exam, the final exam will be worth 70%, if you miss both term exams the final exam will be worth 90%. Supplementary Exam: A student who has clear or conditional standing may write a supplementary examination in Biochemistry/Kinesiology 2600 if the course grade obtained is 45-49 F and if his or her term mark is at least 50%. Students who wish to write a supplementary exam must apply in writing to the Biochemistry Department within one week of release of grades. Diet Analysis You are to record all the food you eat for three consecutive days, one of which must be a weekend day. That is you must record what you eat for Thursday, Friday and Saturday or Sunday, Monday, and Tuesday. Be sure to record portion sizes as well as what you ate. You will need to have a labnet account in order to print out your analysis. If you do not have one be sure to set it up before starting your data entry. Using the diet analysis+ software you are to analyze your intake for the three days. You can access this software in the Biochemistry Department Computer Lab, SN 3000 OR if you bought a new copy of the text this year, you can access a web version of the software (access information is provided with the text). You can also purchase access to the online version of the software. See the textbook information files on the D2L site. When you use the diet analysis software, you should store your data on the H drive or on a memory stick. If you do not, if you return to the computer you used, your data will not be there and you will have to start the data entry process again. By saving to the H drive or a memory stick, you can enter your data in pieces rather that all at once and you can easily go back to edit any mistakes. To do this, insert the memory stick in the computer before starting the program. It is important that you enter your personal profile information BEFORE you enter foods. If you do not you will have to re-enter the foods after you create your personal profile. Then you must evaluate your diet based on your intake relative to recommended intakes for all nutrients for which you believe your intake is high enough or low enough relative to the RDA that you need to do something about it. Note that your intakes may be more than recommended, equal to the recommended or less than the recommended. Your evaluation must include your evaluation of the adequacy of your diet. Once you have evaluated your diet, you should suggest what, specifically, you would do to correct any problems with your diet, that is what foods need to be replaced and with what. Note that your evaluation should be based on your average intake for the three days, not based on any one day’s intake. When you turn in your assignment it must include: 1. the list of foods and amounts eaten for each day from the printout, 3 lists, one for each day 2. The computer evaluation of your diet. That is the printouts that show the percentage of recommended intakes for the 3 day average intake, not for each individual day’s intake. 3. The printout of recommended intakes for your age, sex and activity level. 4. The printout of the pyramid or MY PLATE which will provide you with guidance for how you might change your diet 5. Your written evaluation of your diet. 6. Your suggestions for improvement / changes if any is needed. You can print all this information by choosing print 3 day analysis in the software after you have entered all your intake information. Undergraduate Access Hoursto SN 3000, Biochemistry Computer Lab are posted on the door of the lab and will be available on the course D2L site once they have been determined.

Survey on Energy Drinks Essay Example for Free

Survey on Energy Drinks Essay We would like to thank Prof. Richa Chaudhry whose guidance helped us in our efforts to make a successful project. Most of all we would like to thank all the people who took time and effort to take part in our research by sharing their views and perspectives which helped us in our analysis and project, without which the project would not have been possible. Finally we would like to thank IES College of Management and Research for giving us a platform to present our research project study which will help us go a long way in our development as future managers. 4 EXECUTIVE SUMMARY. Energy drinks are soft drinks advertised as a boosting energy. These drinks usually do not emphasize energy derived from calories they contain, but rather through a choice of vitamins, caffeine, and herbal supplements the manufacturer has combined. Energy Drinks has become the fastest growing sector within the beverage industry. Red Bull is the industry leader and has already occupied a giant market share worldwide in the energy segment and the positioning is also limited to the youth within the age limit 16-28 years. The research has been conducted to identify the energy drink that is the most popular and to understand consumer preference and their consuming habits as we plan to launch a new product in the market on a similar basis. 5 The study carried out will help: †¢To understand and identify the energy drink that is the most popular †¢To understand consumer preference and their consuming habits For this purpose basic research was carried out. The data collection was based on the Primary Data being the students of IES College of Management Studies Research using Convenience Sampling Method. The research indicated that people do prefer to consume drinks but the consumption is affected by many factors. There are 25% of the people who do not prefer to have energy drink. The most important factors affecting the buying decision were found to be the brand, price, advertisement and health safety. It was also found that: 1. 62% of the energy drinks segment consists of male consumers 2. 21-23 age group people was found to be the maximum buyers in the sampling population 3. People prefer to have drinks occasionally mainly for leisurely consumption constituting 41% 4. Red Bull is the most popular brand amongst the youth 5. Taste and Price play an important role in the buyer’s mind while purchasing an energy drink 6 TABLEOF CONTENTS SR. NO .TOPICS PAGE NO. INTRODUCTION Energy drinks are a group of beverages used by consumers to provide an extra boost in energy, promote wakefulness, maintain alertness, and provide cognitive and mood enhancement. Although they seem like a new fad, these drinks have been available to the general public for some time. For instance, Red Bull (currently one of the most popular energy drinks) was introduced in Austria in 1987 and to the United States in 1997. Historically, cola soft drinks have been available in their current caffeine-containing form since 1904, and in their original coca leaf (from which cocaine is derived) and kola nut (from which the caffeine is derived) form since 1886, with similar effects as energy drinks as they contain approximately 34mg of caffeine per 12oz can. These beverages have stimulant effects on the central nervous system (CNS) and their consumption is accompanied by an expectation of improving user’s performance physically and mentally. 1 Energy drinks mostly contain caffeine, taurine, l-carnitine, carbohydrates, glucuronolactone, vitamins, and other herbal supplements like ginseng and guarana among others. Additives such as guarana, yerba mate, cocoa, and kola nut may increase the caffeine content of energy drinks unbeknownst to consumers, as manufacturers of these products are not required to include the caffeine content of these herbal supplements in the nutritional information. 2 Different brands of energy drinks contain caffeine ranging from 50mg to 550mg per can or bottle. 3 Caffeine is one of the most commonly consumed alkaloids worldwide in the form of coffee, tea, or soft drinks, and in high doses may cause abnormal stimulation of the nervous system4 as well as adverse effects in the cardiovascular, hematologic, and gastrointestinal systems. 2 With energy drinks becoming a worldwide phenomenon, the short- and long-term effects of these beverages must be evaluated more closely in order to fully comprehend the psychological impact of these products. The market and degree of consumption of energy drinks is increasing every year,5,6 and while only few have detailed knowledge of their potential harmful physiological and psychological effects, the number of publications that have documented the potential adverse risks associated with the use of these beverages remains small. 7 Whereas most studies to date have examined the physiological effects of energy drinks, this article reviews and compiles the body of knowledge of this increasingly important topic by examining the psychological effects of energy drinks on cognitive functions, mood, sleep, decision making, and overall impact on well-being and quality of life (QOL). 8 2. PROBLEM STATEMENT Energy drinks is still not very well accepted and even if they are consumed it is majorly driven by leisurely consumption and not so much for other health related reasons. 3. RESEACRCH OBJECTIVES 9 After a detailed review of the research the following objectives were determined: 1. To understand the energy segment among the youth and the consumer preference. 2. To understand their consuming habits and factors associated with it. 3. To derive a conclusion based on the acceptance levels of the energy drinks in order to launch a new product in the near future. 10 4. BACKGROUND. The term energy drink refers to soft drinks believed to reduce or prevent fatigue, enhance physical performance, enhance disposition and improve cognitive performance. Energy drinks are frequently consumed by students prior to exams, stressed situations, and leisurely consumption with a view to improving their performance and act as a stress buster. The belief in energy drinks is held by most people, particularly because the term energy drink conveys a message that the product has a connection with physical activity. Consequently, an uninformed consumer may assume that some benefits would be derived after consuming these beverages. It has been reported that the consumption of energy drinks, especially among young adults aged between 18 and 25, is currently of great concern. This is because these energy drinks typically contain three times the amount of caffeine present in soft drinks, and in some cases, up to ten times as much. Another issue of great concern is that, for most brands, information regarding the potential negative health effects of an excessive intake is not presented on the labels. Some energy drinks contain ingredients with potential interactions such as between taurine and other amino acids and between caffeine and some herbal extracts. Some herbs combine with caffeine to create a synergistic effect which varies from drink to drink. Producers of energy drinks usually target young adults who are easily lured to consume energy drinks after watching numerous appealing marketing advertisements on television and in newspapers and magazines. 5. RESEARCH METHODOLOGY 11 The general purpose of this study is a comparative study of various brands of energy drink from consumer’s point of view. After detailed review of the research following objectives are to be determined: †¢To understand and identify the energy drink that is the most popular †¢To understand consumer preference and their consuming habits For this purpose basic research was carried out. The data collection was based on the primary data being the students of IES College of Management Studies. 5. 1 RESEARCH DESIGN The method used is basic research method. Data collection method: The respondents were asked to fill an online questionnaire. Data collection place: We have chosen an online survey as the media and the same was sent to the respondents. And the data collected was then segmented based on gender, age group, information, consumer preferences etc. 5. 2 SAMPLE DESIGN Sampling Method- Convenience Sample Sampling Method: A convenience sample is a matter of taking what you can get. It is an accidental sample. Although selection may be unguided, it probably is not random, using the correct definition of everyone in the population having an equal chance of being selected. Volunteers would constitute a convenience sample. Sample Size: The sample size taken was of 66 students from IES College. We found out that out of 66 respondents 16 do not consume energy drinks and the remaining prefer to consume the same. Survey Area: We intent to take survey from our college itself. It was basically an online survey where the questionnaire was posted and the link was sent to several respondents. 12 5. 3 DATA PROCESSING AND ANALYSIS SUBJECTS In this study, the participants were students sampled from IES College of Management and Studies. The respondents completed a questionnaire. We could gather a response of 66 people. STUDY INSTRUMENT AND DATA COLLECTION The questionnaire was in two parts, the first part assessed the socio-demographic characteristics of the respondents and the second part assessed energy drink consumption practices of the students and reasons why students consumed them. The questionnaire which was administered assessed students in the following areas: background information (i. e. age, gender information on energy drink consumption practices, brands of energy drinks usually consumed and reasons why students consumed energy drinks). The researchers explained to the participants that the investigation was mainly aimed at assessing how and why energy drinks were consumed? 5. 4 STATISTICAL ANALYSIS Statistical tools: Data collected were entered and analysed using the Quantitative Techniques and the results were displayed Frequencies and Percentages, Mean Median and Mode Standard Deviation. Graphical representations: Pie Charts and Bar Diagrams were used. 6. DATAANALYSISAND INTERPRETATION 13 1) Gender Wise Buyer Distribution: Observation- It was found out that the energy drink segment was driven by a market of 62% of Male consumer and 38% Female Consumer. 2) Do you consume energy drinks? Observation- It was found out that the out of 66 respondents only 48 consume energy drinks and the remaining do not consume energy drinks at all. 3) Out of the following brands, which ones have you heard of? M 4 1 62% F 25 38% Yes 48 75% No 16 25% 14 Red Bull 61 32% Monster 17 9% Cloud 9 46 24% Gatorade 40 21% Tzinga 24 13% Other 2 1% Quantitative Tool MODE The Modal value is 61 which states that Red Bull is most popular among the energy drinks. 4) How many bottles of energy drinks do you purchase in one go? Single bottle 49 80% Multiple Bottles (6 pack) 6 10% Multiple Bottles (24 pack) 6 10% Quantitative Tool used Mean Median The Mean is 20. 33 the Median is 31. Also the Standard deviation is 20. 27. There is a deviation of 20. 27 in the preference of people buying single and multiple bottles. 5) How often do you purchase energy drinks? 15 Very frequently 3 5% Frequently 11 18% Sometimes 26 43% Rarely 21 34% Quantitative Tool used Mean Median The Mean is 15. 25 the Median is 31. Also the Standard deviation is 8. 89 in the consumption patterns of Energy Drinks. 6) For which activities do you use Energy drinks? Exercising at the gym 14 18% Playing competitive sports 4 5% Playing recreational sports 8 10% 16 To quench your thirst 15 19% Leisurely consumption 32 41% Other 5 6% Quantitative Tool used – MODE The Modal Value is 32 which states that people consume energy drinks for Leisurely consumption. 7) Does advertising affect your decision of purchasing Energy drinks? Quantitative Tool used MODE The Modal Value is 31 and says that advertising does influence the buying decision. 8) How much do you pay for a 250 ml energy drink? Yes 3 1 51% No 30 49% 17 25-50 14 50-75 25 75-100 21 Quantitative Tool used – Mean, Median MODE The mean is 65. 41 and the mode is 68. 33. Median is 66. Std dev? 9) Have you experienced any ill effects after consuming any energy drink? Tremors 1 3% Shivers 2 6% Headaches 9 26% None 22 65% Quantitative Tool used – MODE MODE is 22. 18 10) What kind of taste do you prefer? Sweet 17 24% Sour 9 13% Fruity 45 63% Quantitative Tool used – MODE Mode is 45. 19 7. LIMITATIONS The following limitations were found: ?Samples were approached from our College itself hence the variety of population was limited. ?Time constraints did not allow the research to be carried out on an extensive scale. 8. SUMMARY OF FINDINGS ?It was found out that only 75% of the respondents consume energy drinks. ?It was found out that the energy drink segment was driven by a market of 62% of Male consumer and 38% Female Consumer. ?21-23 age group people was found to be the maximum buyers in the sampling population. ?People prefer to have drinks occasionally mainly for leisurely consumption constituting 41% . 8. 1ConsumerBehaviour Preference towards Energy Drinks: 20 ?The buying behaviour is not regular. It’s only occasional. People prefer it during exercising, leisurely consumption at parties or social gatherings to reduce stress. It was observed that people are price as well as brand sensitive. They want average price energy drink from a reputed brand. The flavour should be good (for eg. Fruity) as well as the health content. ?26% of the respondents believed that the energy drink is associated with a risk highest being headaches while 68% believed the risk was none. 8. 2Red BullMarket ?It was clearly observed that the preference for Red Bull energy drink was predominant over other brands. ?The red bull market is the leader constituting 32% of the sample. Still the purchase was limited to ‘sometimes’ standing at a 43%. 8. 3 Recommendation ?Awareness among the people need to be increased to promote energy so that the number people who don’t consume the energy drinks for reasonsbest kno n to them all start consuming. ?An integrated marketing is carried out which would help minimise the illusion among the potential buyers about the adverse effect of energy drink on health. 9. CONCLUSION We have investigated the feasibility of the top selling energy drinks for the students of IES College of Management and Research. The market is dominated by Red Bull, and other brands like Monster, Could 9, Tzinga, Monster, Gatorade. Also, because students are in constant need of an energy boost, we have researched which energy drink will provide the students with the most energy without sacrificing nutrition, taste, or cost. With the information from this report, we hope to help students make a better decision when choosing energy drinks. We recommend Red Bull as the best energy drink for students at the IES College of Management and Research. 21 Questionnaire on Energy drinks Objective: To launch a new product of energy drinks in the market and understand its consumption pattern among the respondents To find out Top of the mind awareness of consumers To find out the factors which influences the consumer to buy energy drinks * Required Name: * Age * Gender *. 1) Do you consume energy drinks? o Yes o No 22 2) When someone mentions Energy drinks, what brand name comes first in your mind? 3) Out of the following brands, which ones have you heard of? o Red Bull o Monster o Cloud 9 o Gatorade o Tzinga o Other: 4) How many bottles of energy drinks do you purchase in one go? o Single bottle o Multiple Bottles (6 pack) o Multiple Bottles (24 pack) 5) How often do you purchase energy drinks? o Very frequently o Frequently 23 o Sometimes o Rarely 6) For which activities do you use Energy drinks? o Exercising at the gym o Playing competitive sports o Playing recreational sports. o To quench your thirst o Leisurely consumption o Other: 7) Does advertising affect your decision of purchasing Energy drinks? o Yes o No 8) How much do you pay for a 250 ml energy drink? o 25-50 o 55-75 o 80-100 24 9) Have you experienced any ill effects after consuming any energy drink? o Tremors o Shivers o Headaches o None 10) What kind of taste do you prefer? o Sweet o Sour o Fruity Never submit passwords through Google Forms. 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