Experiences In A Society From Cat On A Hot Tin Roof Essay -- essays re

Love, Greed, and the TruthCat on a Hot Tin Roof by Tennessee Williams is a play roughly the experiences in society. Among these experiences is death, communication, and honesty amongst men. Big tonic has everything he needs. Brick got everything he wanted as a child. Yet Big Daddy learns later from Brick that there wasnt one worldly possession that could satisfy Bricks yearning for love from his father. Brick understands that the world is so focused on money and physical possessions that he isolates himself from this world. He wanted one thing from the world and his father, love. That is why he doesnt want the money, land, and blue chip stocks. He just wanted Big Daddy to love him.Fear of Death is one of the experiences in a society. Big Daddy talks a little bit about what he thought when it was suggested that he might have cancer. A man cant buy back his life when his life is finished. Thats a sobering thought, a very sobering thought, and thats a thought that I was turning over in my head, over and over and over&61630until today.(Williams 65) He also moves on to talk about the burden of cancer being lifted. I let many chances slip by because of scruples about it, scruples, convention&61630 crap whole that stuff is bull, bull, bull&61630It took the shadow of death to make me see it. Now that shadows lifted, Im going to cut loose and have, what is it they accost it, have me a &61630b...

Cisco Systems Essay -- essays research papers

Case Study The Internet and the New Information technology Infrastructure1.Describe the competitive business environment in which GM is operatingGeneral Motors, while they are the largest move maker, are currently outlet through a decline in sales. Their competition is extremely stiff. With competitors such as Ford, Chrysler, and other Japanese vehicles that have lower production costs and embroil better styling issues and quality in mind, this makes for a difficult struggle for GM.GM remains a far-flung vertically integrated corporationMakes 70% of their experience partsWhile GM makes their own parts, other companies, such as Daimer-Chrylser purchases their parts from other vendors with whom they can haggle over their prices. With such advances in the automobile industry, this brought about a race for companies surrounding GM to produce more vehicles quicker and allowed for faster sales. While some may say that GM yet builds quality cars, they are by no means keeping up with the competition in production areas.2.Describe the relationship between GMs organization and its information technology infrastructure. What management, organization, and technology factors influenced this relationship?GMs organization found that its system as a whole was falling in arrears in technology. Their design group could not relate with other sectors of the company, as each division of the company was on their own software system and hardware entropybase. No one particular system communicated with another. In the early 80s GM tried to integrate their system by using EDS (Electronic entropy Systems) and they were able to streamline their computers together. Their current CIO Ralph Szygenda has managed to bring the company to its feet once again by bringing in several new changes. Replaced many an(prenominal) systems with standardized software for all computers which in turn was networked to other systemsCreated programs that would correlate with one another and enabled data sharingConsolidated legacy systems and databasesManagement realized that without sharing the data and having a system that could run smoothly they would soon fall to their knees. When they began reali... ...e problem is quickly finding the car that the customer wants, which is a strategy better know as Locate-to-Order. To reach this goal, GM must create a regional inventory of the vehicle pool that allow for be shown on the Internet so that regardless of the vehicles location, potential buyers can find their vehicle. There is one flaw in the system that manufacturers and dealers must deal with in the business. They must realize that customers will require varying styles, colors and other options and they (the company) must be ready at the drop of a hat to have the product readied. The inventory must be stocked and ready to be sold.Internet technology could be the catalyst for GM to reconstruct its entire value chain, transforming itself into a customer-focused business that provides many different electronic services to consumers, as well as cars. Built-to-order has been around the auto industry for a long time, but only for very dearly-won cars, and it required a waiting period of two to three months before delivery. This system would greatly reduce finished vehicle inventory costs as well as generate other production cost savings, potentially saving GM $20 billion per year.

Nucor Corporation in 2001 Essay -- Steel Producers Nucor Essays

Nucor Corporation in 2001Nucors History Nucor Corporation is the second-largest brand maker in the United States and has had net sales of $4.6 billion in 2000. Nucor recycles approximately 10 million tons of scrap steel. It operates in 9 states and produces carbon and mixture steel in bars, beams, sheet, and plate steel joists and joist girders steel deck cold finished steel steel fasteners metal building systems and light gauge steel framing. The company emerged from near Bankruptcy in 1966 to become one of the fastest-growing steel. Despite the recession in 1991, Nucor grew into one of the biggest and best-known global producers of steel.Nucors origins are with auto manufacturer Ransom E. Olds, who founded Oldsmobile and consequently Reo Motor Cars. Through a series of transactions, the company Olds founded eventually became the Nuclear Corporation of America. Nuclear Corporation was involved in the thermonuclear instrument and electronics business in the 1950s and early 1960 s.The company suffered through several money-losing years, and when facing bankruptcy in 1964, installed F. Kenneth Iverson as chairperson and Samuel Siegel as Vice President of Finance. This change in management led to a restructuring and a decision to rebuild the company around the major profitable operations the steel joist businesses in Florence, South Carolina and Norfolk, Nebraska called Vulcraft.The company moved its headquarters from Phoenix, Arizona to Charlotte, North Carolina in 1966, and expanded the joist business with new operations in Texas and Alabama. Management then decided to integrate backwards into steel making by building its first steel bar mill in Darlington, South Carolina in 1968. In 1972 the company adopted the name Nucor Corporation. Since that time, Nucor has built three more Vulcraft facilities, eight steel mills, and expanded into other steel products. Current Strategy and Future expectationNucor is pursuing long-term growth and wants to improve its position from the second-largest U.S. steelmaker by overtaking U.S. steel, who is the industry draw. Its current strategy is to be the lowest cost supplier of steel by finding opportunities to reduce cost. It emphasizes on technological leadership by aggressive pursuit of innovation and technical excellence. It puts strong emphasis on employee relations and provides fair compensation and ... .... It would reduce cost by removing the redundant duplicate efforts by the divisions. It would also bring the top executives on the same paginate and controlling the business would be much easier for them.Nucor should continue to be the low-cost, quality provider by using all its strengths. It should continue to be the technological leader by quickly identifying and adopting new technologies. With the competition getting so tough, Nucor should partner with companies coming up with the newest technology, instead of trying to do it on their own. This would reduce the R&D effort and cost and help Nucor get to the technology faster.Nucor should grow by acquiring other companies, but care must be interpreted to see that they fit strategically. It should also look outside the U.S. for consolidation opportunities. By going outside of the U.S. it may be able to reduce the energy, raw real(a) and labor costs, which will give it an edge over its domestic competitors. Finally, it should use all its influence to increase the mounting pressure on the Bush administration, to subvert 40 percent import tariffs and quotas that will provide some relief from the dumping by the foreign steel producers.

College Days :: Personal Narrative, Autobiographical Essay

A year has past and now we stand on the brink of returning to a human where we are surrounded by the paradox of eerything, and yet nothing being the same. In days we volition reluctantly give our hugs and, fighting the tears, say goodbye to people who were once just names on a sheet of paper to return to people that we hugged and fought tears to say goodbye to before we ever left. We will leave our best friends to return to our best friends. We will go back to the places we came from and go back to the same things we did last summer and every summer before that. We will come into town on the same familiar road, and even though it has been months, it will seem like only yesterday. As you passport into your old bedroom, every emotion will pass through you as you reflect on the way your life has changed and the person you have become. You suddenly derive that the things that were most important to you a year ago dont seem to matter so much anymore, and the things you hold high est now, no one at home will completely understand. The memories and the stories from school wont mean anything to anyone at home and yet you resent them for that, that they cant share that happiness with you. Who will you call cacography? What will you do your first weekend home with your friends? How long before you actually start missing people barging in without calling or knocking? Who will get pizza at three in the morning with you now? How long until you adjust to sleeping alone in a room again? Then you start to realize how much things have changed, and you realize the hardest part of college is balancing the two completely different worlds you now live in, trying desperately to hold on to everything all the while trying to figure out what you have to leave behind. In the matter of one days traveling time, we will leave our world of financial backing next door to our best friends, walking across campus to eat, instant messenger, 800am classes, and the perpetual procras tination to a world that will seem foreign to us despite the fact that we lived in it for eighteen years. But it is different now.

Gideon Vs. Wainwright Essay -- essays research papers

United States Supreme Court cases are argued and decided on Constitutional grounds. All arguments and decisions are based on interpretations of the true Constitution and, more often, on Constitutional amendments.GIDEON v. WAINWRIGHTIn June 1961, Clarence Gideon was arrested and charged with breaking and entering in Bay Harbor. He was tried in a Florida Circuit Court in August 1961. Gideon stated in Court that he was unable to afford a lawyer and asked the Judge to appoint integrity for him. The Judge said he was sorry but he could not do that, because the laws of Florida called for appointment of counsel only when a defendant was charged with a capital offense where the death penalty might be imposed. When the Florida courts denied his claim, he went to the Supreme Court. In his prison he submitted a petition, handwritten in pencil, list that Florida had ignored a rule laid down by the Supreme Court that all citizens tried for a felony crime should have aid of counsel. unwritte n arguments were heard on January 15,1962 and the decision was announced on March 18, 1963.However, Gideon was wrong. The rule applied by the Supreme Court at that time was in circumstance exactly the opposite. The Constitution, it had held, did not guarantee free counsel to all felony defendants that are unable to retain their own. Since1942, when Betts v. Brady was decided by a divided Court, the problem of defend...

Gideon Vs. Wainwright Essay -- essays research papers

United States Supreme Court cases are argued and decided on Constitutional grounds. All arguments and decisions are based on interpretations of the master key Constitution and, more often, on Constitutional amendments.GIDEON v. WAINWRIGHTIn June 1961, Clarence Gideon was arrested and charged with breaking and entering in Bay Harbor. He was tried in a Florida Circuit Court in August 1961. Gideon stated in Court that he was unable to afford a lawyer and asked the Judge to appoint one and only(a) for him. The Judge said he was sorry but he could not do that, because the laws of Florida called for appointment of counsel only when a defendant was charged with a capital offense where the death penalty might be imposed. When the Florida courts denied his claim, he went to the Supreme Court. In his prison he submitted a petition, handwritten in pencil, arguing that Florida had ignored a rule laid down by the Supreme Court that all citizens tried for a felony crime should have aid of cou nsel. ad-lib arguments were heard on January 15,1962 and the decision was announced on March 18, 1963.However, Gideon was wrong. The rule applied by the Supreme Court at that time was in fact exactly the opposite. The Constitution, it had held, did not guarantee free counsel to all felony defendants that are unable to retain their own. Since1942, when Betts v. Brady was decided by a divided Court, the problem of defend...

Ecological Threats Essay

A cycle is a series of change which comes back to the starting point and which brush off be repeated.12 The term biogeo chemical substance tells us that biological, geological and chemical factors argon all involved. The circulation of chemical nutrients like carbon, oxygen, nitrogen, phosphorus, calcium, and water etc. through the biological and physical world are known as biogeochemical cycles.In effect, the element is recycled, although in some cycles there may be places (called reservoirs) where the element is accumulated or held for a long completion of time (such as an ocean or lake for water).12 Water, for example, is always recycled through the water cycle, as shown in the diagram. The water undergoes evaporation, condensation, and precipitation, falling back to Earth clean and fresh. Elements, chemical compounds, and other forms of matter are passed from one organism to another and from one part of the biosphere to another through the biogeochemical cycles.SystemsChloropla sts conduct photosynthesis and are found in give cells and other eukaryotic organisms. These are Chloroplasts visible in the cells of Plagiomnium affine Many-fruited Thyme-moss. Ecological systems also known as ecosystems have many biogeochemical cycles operating as a part of the system, for example the water cycle, the carbon cycle, the nitrogen cycle, etc. All chemical elements occurring in organisms are part of biogeochemical cycles. In addition to being a part of living organisms, these chemical elements also cycle through abiotic factors of ecosystems such as water (hydrosphere), land (lithosphere), and/or the air (atmosphere).3 The living factors of the planet can be referred to collectively as the biosphere.All the nutrientssuch as carbon, nitrogen, oxygen, phosphorus, and randomnessused in ecosystems by living organisms are a part of a closed system therefore, these chemicals are recycled instead of being lost and replenished constantly such as in an pioneer system.3 The flow of energy in an ecosystem is an open system the sun constantly gives the planet energy in the form of light while it is eventually used and lost in the form of affectionateness throughout the trophic levels of a food web. Carbon is used to make carbohydrates, fats, and proteins, the major sources of food energy. These compounds are oxidized to release carbon dioxide, which can be captured by plants to make organic compounds. The chemical reaction is powered by the light energy of the sun.It is possible for an ecosystem to obtain energy without temperateness. Carbon must be combined with hydrogen and oxygen in order to be utilized as an energy source, and this process depends on sunlight. Ecosystems in the deep sea, where no sunlight can penetrate, use sulfur. Hydrogen sulfide near hydrothermal vents can be utilized by organisms such as the giant tube worm. In the sulfur cycle, sulfur can be forever recycled as a source of energy.Energy can be released through the oxidation a nd reduction of sulfur compounds (e.g., oxidizing master(a) sulfur to sulfite and then to sulfate). Although the Earth constantly receives energy from the sun, its chemical composition is essentially fixed, as additional matter is only occasionally added by meteorites. Because this chemical composition is not replenished like energy, all processes that depend on these chemicals must be recycled.

The Gift of Life

The Gift of Life by Deborah Greenspan One of the greatest miracles of modern medicine is the ability to successfully transplant humans organs, such as kidneys, corneas and hearts, into human beings who would die otherwise. At this very moment, 48,000 people are waiting hopefully for organ transplants (Tenery 20). Seven of these unfortunates will die apiece day because there are no organs to be had (Hans 84). For them the wait is over. Today, Im going to tell you why you should break an organ donor and perhaps action the breeding of one or more of these people. People whose organs dont function properly live half lives hat affect not just themselves just now everyone they love as well their children, their spouses, their mothers, fathers, family and friends. An individual whose kidneys dont function crowd outt develop and cultivate a career. A child whose heart is weak cant get out and drop dead with her friends. A man with a bad liver may not be able to keep his job. Thus can didates for organ donation feel guilty. They become invalids, unable to spend quality time with those they love, and fearful of the burden they are placing on their families. Let me make this real for you. Her name was Claire. She was the mother of two gnomish children.When her kidneys stopped functioning, she felt that her life was over. Three times a week she spent half a day in dialysis and the rest of the day recover from the procedure. She never had any energy and was always exhausted. Her illness added 20 years to her appearance and the constant battle with the side effects of the drugs took its toll. When she became a candidate for a kidney, she was happier than shed ever been in her life. Unfortunately, she died before an organ became available. Its too late to save Claire, or to repair her childrens lives, but there is something each of us an do to avail others like her. We can carry a donor card. A donor card can be carried around in your wallet. It tells doctors that i f you die your organs can be used to benefit those like Claire who need them. According to Shanteau and Harris, editors of Organ Donation and Transplantation, one donor can provide more than 12 contrastive organs and tissues, yet other studies have found that while most people have a positive attitude toward organ donation, few real carry donor cards. For instance, a study by the Transportation Council of Southern California found that 77 % of the respondents had a ositive attitude toward organ donation, but 1% of those same people carried donor cards. According to Mary Ellen Anton, R. N. , Misinformation, or the lack of information, can be one of the greatest barriers to organ donation. A common allegory regarding organ donation is that organs will be taken before death has occurred. People withal fear excessive costs to their families, and some also believe their religion does not support organ donation. These myths actually have little substance. Death in the form of an abse nce of brain activity has to be established before organs are taken. There s no cost to the family of the donor, and most religions do support organ donation. Its easy enough to watch out with your minister, priest, or rabbi. Organ donation is an incredible gift. It can save the life of the one who receives it, but strangely, it also helps the family of the one who died. According to Ellen Heck, director of transplant go at the University of Texas, Families have told us that donation was the one thing that helped them through the loss. Think about this carefully. It could be your child or your best friend who postulate a kidney. If more people carried donor ards Claire might be alive today, and her daughter, who is only four, might be sitting on her lap beneficial now laughing. In closing let me recap what Ive told you. People whose organs dont function properlyand they could be anyoneneed you to be an organ donor. Imagine a child opens her eyes and witnesses a brilliant sunris e for the first time. Her organ donor made that possible. By donating your organs you will give the gift of life and make your own death a meaningful one. Take the literature, read it, sign it, and carry a donor card. Its the right thing to do. Thank you.

Political Philosophy and Plato Essay

Credited as wizard of the founders of Western philosophy, he is an enigmatic formula k at a timen chiefly through the government notes of later classical writers, especi whollyy the writings of his students Plato and Xenophon, and the p sites of his contemporary Aristophanes. Many would necessitate that Platos dialogues be the close to comprehensive accounts of Socrates to die hard from antiquity. Through his portrayal in Platos dialogues, Socrates has become re straightned for his contri scarceion to the field of ethics, and it is this Platonic Socrates who similarly l depots his name to the concepts of Socratic irony and the Socratic mode, or elenchus.The latter remains a super Cly used tool in a wide range of discussions, and is a type of pedagogy in which a series of questions are asked non only to draw undivided processs, and also to en braveness fundamental insight into the issue at hand. It is Platos Socrates that also do important and lasting contributions to the fields of epistemology and logic, and the influence of his appraisals and approach remains strong in providing a foundation for much western philosophy that followed. As adept moderne commentator has put it, Plato, the sampleist, offers an idol, a master figure, for philosophy.A Saint, a prophet of the Sun- perfection, a teacher condemned for his teachings as a heretic. Yet, the genuinely Socrates, like umpteen an(prenominal) a(prenominal) of the other ancient philosophers, remains, at best, enigmatic and, at worst, unknown. Perhaps his close important contribution to Western thought is his dialectic method of inquiry, known as the Socratic method or method of elenchus, which he largely applied to the examination of key moral concepts such as the steady-going and Justice. It was first described by Plato in the Socratic Dialogues. To solve a problem, it would be broken down into a series of questions, the answers to which gradually distill the answer a person would s eek.The influence of this approach is most strongly felt today in the use of the scientific method, in which supposition is the first stage. The victimisation and practice of this method is one of Socrates most enduring contributions, and is a key factor in earning his mantle as the father of political philosophy, ethics or moral philosophy, and as a figurehead of all the central themes in Western philosophy. To illustrate the use of the Socratic method a series of questions are posed to help a person or group to determine their underlying beliefs and the extent of their knowledge.The Socratic method is a negative method of hypothesis elimination, in that better hypotheses are found by steadily identifying and eliminating those that lead to contradictions. It was designed to force one to examine ones own beliefs and the boldness of such beliefs. In fact, Socrates once said, I know you wont believe me, but the highest form of Human Excellence is to question oneself and others. Ph ilosophical beliefs The beliefs of Socrates, as distinct from those of Plato, are difficult to discern. Little in the way of concrete evidence exists to demarcate the cardinal.The lengthy theories given in most of the dialogues are those of Plato, and whatsoever scholars think Plato so adapted the Socratic style as to make the literary character and the philosopher himself impossible to distinguish. Others argue that he did have his own theories and beliefs, but in that respect is much controversy over what these might have been, owing to the difficulty of separating Socrates from Plato and the difficulty of interpreting even the dramatic writings concerning Socrates. Consequently, distinguishing the philosophical beliefs of Socrates from those of Plato and Xenophon is not easy and it must be remembered that what is attributed to Socratesmight more than closely reflect the specific concerns of these thinkers. The matter is complicated because the historical Socrates seems to hav e been notorious for as superpower questions but not answering, claiming to lack science concerning the subjects about which he questioned others. Socratic Paradoxes Many of the beliefs traditionally attributed to the historical Socrates have been characterized as paradoxal because they seem to conflict with super C sentience. The side by side(p) are among the so-called Socratic Paradoxes. No one desires evil. No one errs or does wrong willingly or knowingly. virtueall virtueis knowledge.Virtue is sufficient for happiness. The phrase Socratic paradox can also refer to a self-referential paradox, originating in Socrates phrase, I know that I know nothing alarming and good. Knowledge One of the best known sayings of Socrates is I only know that I know nothing. The conventional interpretation of this remark is that Socrates sapience was limited to an awareness of his own ignorance. Socrates believed wrongdoing was a consequence of ignorance and those who did wrong knew no better. The one thing Socrates consistently claimed to have knowledge of was the art of drive in, which he connected with the concept of the love of wisdom, i. e. , philosophy. He never actually claimed to be wise, only to understand the path a lover of wisdom must vex in pursuing it. It is debat commensurate whether Socrates believed humans (as opposed to gods like Apollo) could actually become wise. On the one hand, he drew a clear line between human ignorance and ideal knowledge on the other, Platos Symposium (Diotimas Speech) and Republic (Allegory of the Cave) describe a method for ascending to wisdom.In Platos Theaetetus (150a), Socrates compares himself to a true matchmaker (promnestikos), as distinguished from a panderer ( proagogos). This distinction is echoed in Xenophons Symposium (3. 20), when Socrates jokes about his certainty of being able to make a fortune, if he chose to practice the art of pandering.For his part as a philosophical interlocutor, he leads his respondent t o a clearer conception of wisdom, although he claims he is not himself a teacher ( justification). His role, he claims, is more properly to be understood as analogous to a midwife ( ? ? maia). Socrates explains that he is himself barren of theories, but knows how to bring the theories of others to birth and determine whether they are worthy or mere wind eggs ( ? ? anemiaion).Perhaps significantly, he points out that midwives are barren payable to age, and women who have never given birth are unable(p) to become midwives they would have no experience or knowledge of birth and would be unable to separate the worthy infants from those that should be unexpended on the hillside to be exposed. To judge this, the midwife must have experience and knowledge of what she is judging. Virtue Bust of Socrates in the Palermo Archaeological Museum. Socrates believed the best way for people to live was to focus on self-developmentrather than the pursuit of material wealth. He always invited oth ers to try to concentrate more on acquaintanceshipships and a sense of true community, for Socrates felt this was the best way for people to grow together as a populace. His actions lived up to this in the end, Socrates judge his death sentence when most thought he would simply leave A thens, as he felt he could not run away from or go against the will of his community as mentioned above, his reputation for valor on the battlefield was without reproach. The idea that humans possessed certain virtues formed a common thread in Socrates teachings.These virtues represented the most important qualities for a person to have, foremost of which were the philosophical or in demonstrateectual virtues. Socrates stressed that virtue was the most expensive of all possessions the ideal life was spent in search of the Good. Truth lies beneath the shadows of existence, and it is the job of the philosopher to show the rest how little they really know. Politics It is oftentimes argued that Socrat es believed ideals belong in a world only the wise man can understand, making the philosopher the only type of person suitable to harness others. In Platos dialogue the Republic, Socrates was in no way subtle about his crabbed beliefs on government.He openly objected to the democracy that ran Athens during his openhanded life. It was not only Athenian democracy Socrates objected to any form of government that did not aline to his ideal of a perfect republic led by philosophers, and Athenian government was far from that. It is, however, possible that the Socrates of Platos Republic is colored by Platos own views. During the last years of Socrates life, Athens was in unremitting flux due to political upheaval. Democracy was at last overthrown by a junta known as the Thirty Tyrants, led by Platos relative, Critias, who had been a student of Socrates.The Tyrants linguistic ruled for about a year before the Athenian democracy was reinstated, at which point it declared an amnesty fo r all recent events. Socrates opposition to democracy is often denied, and the question is one of the biggest philosophical debates when trying to determine exactly what Socrates believed. The strongest argument of those who claim Socrates did not actually believe in the idea of philosopher kings is that the view is expressed no earlier than Platos Republic, which is widely considered one of Platos Middle dialogues and not representative of the historical Socrates views.Furthermore, according to Platos Apology of Socrates, an early dialogue, Socrates refused to pursue conventional politics he often stated he could not look into others matters or tell people how to live their lives when he did not yet understand how to live his own. He believed he was a philosopher engaged in the pursuit of Truth, and did not claim to know it fully. Socrates acceptance of his death sentence, after his conviction by the Boule (Senate), can also be seen to support this view.It is often claimed much of the anti- parliamentary leanings are from Plato, who was never able to overcome his disgust at what was done to his teacher. In any case, it is clear Socrates thought the rule of the Thirty Tyrants was at least as objectionable as Democracy when called before them to assist in the arrest of a fellow Athenian, Socrates refused and narrowly escaped death before the Tyrants were overthrown. He did however set up his duty to serve as Prytanis when a rill of a group of Generals who presided over a disastrous naval campaign were judged even then he maintained an uncompromising attitude, being one of those who refused to proceed in a manner not supported by the laws, despite intense pressure.Judging by his actions, he considered the rule of the Thirty Tyrants less legitimate than the Democratic Senate that sentenced him to death. Contributions of Socrates One Awakened thinkers to the need to examine and reexamine their political, moral, and philosophical views in order to reckon and ro ot out errors and misconceptions that impede progress. Socrates accomplished this task by demonstrating, through cross-examination of people he encountered, that many accepted precepts, conventions, and beliefs were based on faulty logic or outright errors. A quotation attributed to him states The unexamined life is not worth living. In other words, a human being must not be complacent and self-satisfied instead, he must be ever probing, exploring, and reconnoitering his soul in order to discover ways to improve. Two Effectively rebutted a central tenet of the Sophists, traveling teachers who charged fees for educating young men. This tenet maintained that the guiding principles of a society, such as justice and truth, were relative conceptsthat is, they changed according to the postulate of men in a particular time and place. What was considered right and just in Athens was not necessarily right and just in another(prenominal) society, the Sophists maintained. One mans virtue coul d be another mans vice.Three Pioneered the use of inductive antecedenting to draw logical conclusions. harmonise to Aristotle, Socrates founded the scientific method. Four Demonstrated that wrongdoing results from ignorance. If a man lies, Socrates might have said, he does so because he does not understand the benefits of telling the truth. quint Inspired philosophers in his own time and in later times to pursue the truth through rigorous analysis of available, facts, opinions, and so on.Two of the most important philosophers in the history of the world, Plato and Aristotle, both esteemed Socrates as a supreme thinker and infused their philosophical systems with Socratic thought. Plato was a student of Socrates, and Aristotle was a pupil of Plato. Six Showed the world the meaning of integrity and moral commitment by accepting a death sentence rather than recanting his principles. Seven Made clear that a human being is more than his appearance. Socrates was ugly, wore old clothe s, and walked barefooted through the streets of Athens. But his mind and the words he spoke were beautiful.The trial of Socrates The Trial of Socrates refers to the trial and the subsequent execution of the classical Athenian philosopher Socrates in 399 BC. Socrates was tried on the basis of two notoriously ambiguous charges corrupting the youth and impiety. More specifically, Socrates accusers cited two impious acts failing to acknowledge the gods that the city acknowledges and introducing new deities. A volume of the 501 dikasts (Athenian citizens chosen by lot to serve as jurors) voted to convict him. Consistent with common practice, the dikasts determined Socrates punishment with another vote. Socrates was ultimately sentenced to death by drinking a poison parsley-based liquid.The accuser Meletus swore before the Archon, a state office-holder with primarily religious duties. Having decided that there was a case to answer, the Archon summoned Socrates to appear before a jury o f Athenian citizens, to answer charges of corrupting the youth of Athens and impiety. Athenian juries were drawn by drawing off from a group of male citizen volunteers. Unlike trials in many modern societies, majority verdicts were the rule rather than the exception.Neither Plato nor Xenophon mentions the number of Socrates judges, though Platos Apology 35a-b does suggest some definite boundaries that if just thirty of the votes had been otherwise then he would have been acquitted, and that (perhaps) less than three fifths voted against him After the vote on Socrates guilt, Socrates and his public prosecutor suggested alternative sentences. Socrates, after expressing his surprise of the little amount he needed to be have been found innocent, jokingly suggested free meals at the Prytaneum, a particular honor held for city benefactors and winners at the Olympic Games, then offered to pay a fine of 100 drachmae, which was a fifth of his property and a testament to Socrates poverty. a t last he settled on the sum of 3000 drachmae, put forward by Plato, Crito, Critobulus, and Apollodorus, who guaranteed the payment. His prosecutor proposed the death penalty. The jury voted for death as the penalty the larger majority showing (Diogenes Laertius 2. 42). Perhaps Socrates had lost support by his slighting and unapologetic tone. Socratess followers encouraged him to flee, and citizens expected him to do so and were probably not averse to it but he refused on principle. Apparently in accordance with his philosophy of obedience to law, he carried out his own execution, by drinking the hemlock provided to him.Socrates died at the age of 70. Most scholars see the conviction and execution of Socrates as a deliberate choice made by the famous philosopher himself. If the accounts of Plato and Xenophon are more or less accurate, Socrates sought not to persuade jurors, but rather to lecture and provoke them. The trial and execution of Socrates produced the first martyr for fr ee speech. PLATO Plato 428/427 BC 348/347 BC), was a chaste Greek philosopher, mathematician, student of Socrates, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world.Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science. In the famous words of A. N. Whitehead The safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato. I do not mean the systematic scheme of thought which scholars have doubtfully extracted from his writings. I allude to the wealth of general ideas scattered through them. Platos mundanity as a writer is evident in his Socratic dialogues thirty-six dialogues and thirteen letters have been ascribed to him. Platos writings have been published in several fashions this has led to several conventions regarding the naming and referencing of Plat os texts.Platos dialogues have been used to teach a range of subjects, including philosophy, logic, ethics, rhetoric, and mathematics Platos philosophical views had many societal implications, especially on the idea of an ideal state or government. There is some discrepancy between his early and later views. Some of the most famous doctrines are contained in the Republic during his middle period, as intumesce as in the Laws and the Statesman. However, because Plato wrote dialogues, it is assumed that Socrates is often speaking for Plato.This assumption may not be true in all cases. Plato, through the words of Socrates, asserts that societies have a tripartite class structure corresponding to the desire/spirit/reason structure of the individual soul. The appetite/spirit/reason stand for different parts of the body. The body parts symbolize the castes of society Productive, which represents the abdomen. (Workers) the labourers, carpenters, plumbers, masons, merchants, farmers, ranc hers, etc. These correspond to the appetite part of the soul. Protective, which represents the chest. (Warriors or Guardians) those who are adventurous, strong and brave in the armed forces.These correspond to the spirit part of the soul. Governing, which represents the head. (Rulers or Philosopher Kings) those who are intelligent, rational, self-controlled, in love with wisdom, well suited to make decisions for the community. These correspond to the reason part of the soul and are very few. According to this model, the principles of Athenian democracy (as it existed in his day) are rejected as only a few are fit to rule. Instead of rhetoric and persuasion, Plato says reason and wisdom should govern. As Plato puts itUntil philosophers rule as kings or those who are now called kings and leading men genuinely and adequately philosophise, that is, until political power and philosophy entirely coincide, while the many natures who at present pursue either one exclusively are forcibly prevented from doing so, cities will have no rest from evils, nor, I think, will the human race. (Republic 473c-d) Plato describes these philosopher kings as those who love the sight of truth (Republic 475c) and supports the idea with the analogy of a captain and his ship or a doctor and his medicine.According to him, sailing and health are not things that everyone is qualified to practice by nature. A large part of the Republic then addresses how the educational system should be set up to produce these philosopher kings. However, it must be taken into account that the ideal city outlined in the Republic is qualified by Socrates as the ideal luxurious city, examined to determine how it is that injustice and justice grow in a city (Republic 372e).According to Socrates, the true and healthy city is instead the one first outlined in book II of the Republic, 369c372d, containing farmers, craftsmen, merchants, and wage-earners, but wanting(p) the guardian class of philosopher-kings as well as delicacies such as perfumed oils, incense, prostitutes, and pastries, in addition to paintings, gold, ivory, couches, a multitude of occupations such as poets and hunters, and war. In addition, the ideal city is used as an frame to illuminate the state of ones soul, or the will, reason, and desires combined in the human body. Socrates is attempting to make an image of a rightly ordered human, and then later goes on to describe the different builds of humans that can be key outd, from tyrants to lovers of money in various kinds of cities.The ideal city is not promoted, but only used to magnify the different kinds of individual humans and the state of their soul. However, the philosopher king image was used by many after Plato to justify their personal political beliefs. The philosophic soul according to Socrates has reason, will, and desires united in virtuous harmony. A philosopher has the moderate love for wisdom and the courage to act according to wisdom. Wisdom is kno wledge about the Good or the right relations between all that exists. Wherein it concerns states and rulers, Plato has made interesting arguments.For instance he asks which is bettera bad democracy or a country reigned by a tyrant. He argues that it is better to be ruled by a bad tyrant, than be a bad democracy (since here all the people are now responsible for such actions, rather than one individual committing many bad deeds. ) This is emphasised within the Republic as Plato describes the event of mutiny onboard a ship. Plato suggests the ships crew to be in line with the democratic rule of many and the captain, although inhibited through ailments, the tyrant.Platos description of this event is parallel to that of democracy within the state and the inherent problems that arise. According to Plato, a state made up of different kinds of souls will, overall, decline from an aristocracy (rule by the best) to a timocracy (rule by the honorable), then to an oligarchy (rule by the few), then to a democracy (rule by the people), and finally to absolutism (rule by one person, rule by a tyrant). Plato went on to study with Socrates. He learned to reason and debate through Socrates. Plato was very close to him, and when he watched Socrates trial and murder in 399 BC, it disillusioned him greatly.He no longer trusted the government of Greece so he decided to open a teach in Athens instead of going into politics like everyone in his family had. Platos school for philosophers was started so that he could train those who would some day be his leaders of cities. His most famous student was Aristotle who later tutored horse parsley the Great. Plato promoted ideas that would eventually effect even Thomas Aquinas who changed Catholic Doctrine to make it conform to the works of Aristotle. Platos ideas have greatly influenced the thinking of modern governments such as in the founding of the American system.For example, Plato stated, Unless philosophers bear kingly rule in citi es or those who are now called kings and princes become genuine and adequate philosophers, and political power and philosophy are brought together . . . there will be no respite from evil for cities. Plato and The price good men pay for indifference to public affairs is to be ruled by evil men. From these first democratic societies of the Greeks, Platos teaching has not neccesarily been proven over time. The political philosopher, Hilter, for example, was democratically elected by an intelligent populace who were very concerned with public affairs. Platos thoughts about perceptions of reality are still of interest today.One allegory went something like this Suppose a few men were captured when they were born, and made to live in a cave. They are chained by their neck and feet so that they cannot move at all. The men are facing a wall of stone. Behind them destroy a fire. In front of that is a wall along which their captors walk with puppets in their hands. The only truth they kn ow is that of what shadows look like and muffled unfathomed echoing throughout the hall. They know not what a true boat looks like, just the shadow of a boat. They make words for the objects they see. One day one of the men breaks free and gets out of the cave into the world.He sees the fire and the puppets and knows that all he has known all his life was just a piece of all he knew. He got to the outdoors and was blinded by the sun. He had to re-learn what the world really was like. He learned what true boats looked like and found that they were not at all like their shadows. He decided that his friends in the cave should also know that what they saw was not real, but was just an image cast from a wavering fire. When he went down and told them, they laughed at him and told him he was wrong. They said Look Can you not see the wall? That on the wall is a boat. He persisted in his story of the light, and they eventually killed him. This great analogy can apply to what we know about h eavens. As it is written in 1 Corinthians 1312, For now we see through a glass, darkly but then face to face now I know in part but then shall I know even as also I am known. Plato sensed that there was a reality apart from his perception as many had sensed before him. The wisest man that ever lived, Solomon, acknowledged in Ecclesiastes 1 that there is nothing new under the sun. Indeed, centuries before Plato, it was recorded in Job 1222, He God reveals mysteries from the darkness and brings the deep darkness into light. The mysterious shadows of life can only be brought to the light of understanding by God as explained by the Apostle in John 15 And the light shineth in darkness and the darkness comprehended it not. And they killed what they didnt understand as they were afeard(predicate) of the reality of their sins and crucified the Light. Plato knew of this human fear factor, We can easily forgive a child who is acrophobic of the dark. The real tragedy of life is when men ar e afraid of the light. Plato Although Plato died in 347 BC, but his teaching continues to influence governments systems and even doctrines of the Roman Catholic Church.Most philosophers from antiquity up to today have stood on Platos full(a) shoulders attempting to use what he offered and see beyond the caves shadows. ARISTOTLE Aristotle (b. 384 d. 322 BCE), was a Greek philosopher, logician, and scientist. Along with his teacher Plato, Aristotle is generally regarded as one of the most authoritative ancient thinkers in a number of philosophical fields, including political theory. Aristotle was born in Stagira in northern Greece, and his father was a court atomic number 101 to the king of Macedon. As a young man he studied in Platos Academy in Athens.After Platos death he left Athens to conduct philosophical and biological research in Asia Minor and Lesbos, and he was then invited by King Philip II of Macedon to tutor his young son, Alexander the Great. Soon after Alexander suc ceeded his father, consolidated the conquest of the Greek city-states, and launched the invasion of the Persian Empire. Aristotle returned as a resident alien to Athens, and was a close friend of Antipater, the Macedonian viceroy. At this time (335323 BCE) he wrote, or at least worked on, some of his major treatises, including the Politics. When Alexander died suddenly, Aristotle had to flee from Athens because of his Macedonian connections, and he died presently after.Aristotles life seems to have influenced his political thought in various ways his interest in biology seems to be expressed in the realness of his politics his interest in comparative politics and his sympathies for democracy as well as monarchy may have been encouraged by his travels and experience of diverse political systems he criticizes harshly, while borrowing extensively, from Platos Republic, Statesman, and Laws and his own Politics is intended to guide rulers and statesmen, reflecting the high political c ircles in which he moved.Political science in General The modern word political derives from the Greek politikos, of, or pertaining to, the polis. (The Greek term polis will be translated here as city-state. It is also translated as city or polis, or simply anglicized as polis. City-states like Athens and Sparta were relatively small and cohesive units, in which political, religious, and cultural concerns were intertwined. The extent of their similarity to modern nation-states is controversial. ) Aristotles word for politics is politike, which is short for politike episteme or political science.It belongs to one of the three main branches of science, which Aristotle distinguishes by their ends or objects. Contemplative science (including physics and metaphysics) is concerned with truth or knowledge for its own sake practical science with good action and productive science with making useful or beautiful. Politics is a practical science, since it is concerned with the noble action or happiness of the citizens (although it resembles a productive science in that it seeks to create, preserve, and reform political systems). Aristotle hence understands politics as a normative or prescriptive discipline rather than as a purely empirical or descriptive inquiry.In the Nicomachean Ethics Aristotle describes his subject matter as political science, which he characterizes as the most authoritative science. It prescribes which sciences are to be studied in the city-state, and the others such as military science, household management, and rhetoric fall under its authority. Since it governs the other practical sciences, their ends serve as means to its end, which is nothing less than the human good. Even if the end is the same for an individual and for a city-state, that of the city-state seems at any rate greater and more complete to attain and preserve.For although it is worthy to attain it for only an individual, it is nobler and more ecclesiastic to do so for a natio n or city-state (EN I. 2. 1094b7-10). Aristotles political science encompasses the two fields which modern philosophers distinguish as ethics and political philosophy. Political philosophy in the narrow sense is roughly speaking the subject of his treatise called the Politics. For a further discussion of this topic, see the following supplementary document2. Aristotles View of Politics Political science studies the tasks of the politico or statesman (politikos), in much the way that medical science concerns the work of the physician (see Politics IV. 1). It is, in fact, the body of knowledge that such practitioners, if truly expert, will also wield in pursuing their tasks. The most important task for the politician is, in the role of lawgiver, to frame the appropriate constitution for the city-state. This involves enduring laws, customs, and institutions (including a system of moral education) for the citizens.Once the constitution is in place, the politician needs to take the appr opriate measures to maintain it, to introduce reforms when he finds them necessary, and to prevent developments which might subvert the political system. This is the province of legislative science, which Aristotle regards as more important than politics as exercised in everyday political activity such as the passing of decrees. Aristotle frequently compares the politician to a craftsman.The analogy is imprecise because politics, in the strict sense of legislative science, is a form of practical knowledge, while a craft like architecture or medicine is a form of productive knowledge. However, the likeness is valid to the extent that the politician produces, operates, maintains a legal system according to universal principles (EN VI. 8 and X. 9).In order to appreciate this analogy it is helpful to observe that Aristotle explains the production of an artifact in terms of four causes the material, formal, efficient, and final causes (Phys. II. 3 and Met. A. 2). For example, clay (mate rial cause) is molded into a vase shape (formal cause) by a potter (efficient or moving cause) so that it can contain liquid (final cause). One can also explain the existence of the city-state in terms of the four causes. It is a kind of community, that is, a collection of parts having some functions and interests in common. Hence, it is made up of parts, which Aristotle describes in various.

Forces Leading to the War of 1812

The war of 1812, supposedly fought over neutral trading rights, was a very peculiar maintaining indeed. Britains trade restrictions, one of the main causes, were removed two days before the war started the New Englanders, for whom the war was supposedly fought, opposed it the most decisive battle, at New Orleans, was fought after the war ended. beforehand the war began, Britain and France had disrupted US shipping, confiscated American goods, taking US seamen into the British navy, and both sides had blockaded each others ports which caused great pain in the ass to American traders, and Britains abduction of American sailors especially caused great uproar and indignation at home. These forces led Americans to declare war on Britain in 1812. When the war began, it was being fought by the Americans to address their grievances toward the British.This seemed like a justifiable cause for a war, however not all of the citizens shared the same sense of unity about the political issues th e war was being fought over. The US was quite upset about the continuing impressments of American sailors into the British Navy and the seizures of American merchant trading vessels by the British. In a committee report in 1811, congressmen address their complaints against Britain. The British defied an incontestable right, and they captured every American vessel that they could find.In response to these intolerable actions, The president of the unite States wishes to declare war against Great Britain. A group of congressman known as the War Hawks desperately desired going to war. One of these War Hawks, potty C. Calhoun, agrees with the committees report, by expressing these rights are essentially attacked, and war is the only means of redress. Hugh Nelson, congressman from Virginia, believed that the war was inevitable and that it would bring the American spate together. He stated, to demonstrate to the world hat the people of these state were united, one and indivisible. Th is quote demonstrates his thoughts that if the United States were to unite in a strong fashion, it would indeed nauseate all foreign aggression. President Madisons Declaration of War coincided directly with the report and the writings of the War Hawks, in that it explained itself by stating, We behold our soaring citizens still the daily victims of lawless violence We behold our vessels wrested from their lawful destinations. In the War of 1812, many groups had apprehensions to the war at hand.Some, like the War Hawks, used the plight of the New England maritime traders as an excuse to go to war. In reality though, New England was doing better off before the war, because during which it became increasingly difficult to ship goods crossways the Atlantic and it was impossible to trade with Great Britain. John Randolph, a Representative from Virginia, even went as far as to say that maritime rights had no say in influencing the war. He believed that agrarian cupidity was the true influence that urged the war.By that, Randolph means that men are looking to take the fertile lands of British Canada for themselves, considering that the northern mountains did them no good. When observing the votes for war in the House of Representatives, one might notice a peculiar detail. The agrarian regions of the United states, which includes the Western Frontier, The South and The Agricultural eastern States, have many more yes votes than no votes. Whereas in New England, and the Maritime and Commercial Mid-Atlantic States, the no votes heavily outweighed the yes ones.The Jeffersonians claim that they want war to fight for the maritime rights and yet the Maritime and Commercial States stand out with a majority of no votes. Not a single Federalist voted yes for the congressional vote for war, piece of music a large majority of Democratic-Republicans voted yes for war. Most of these Federalists were also ironically located in New England, but most of the Democratic-Republic ans were located in the South and the West. Before the War of 1812, If Americans had been able to put aside their regional selfishness and differences, a firmness of war whitethorn not have even been required in the archetypical place.Forces such as disrupted shipping, confiscated goods, and abduction of sailors could have been negotiated over with Great Britain. The United States lacked the unity, discipline, and strength to challenge the British and ended up paying dearly for the declaration of war against them. It is evident in the representatives voting that New England and other Maritime regions were against the war. This may suggest that the idea for war was prompted by Democratic-Republicans like the War Hawks, whose motives may have been questionable as mentioned by Randolph.

Health and Social Communication Skills

Group Interaction. Basic Details/Work Context. It is important to be adapted to egest effectively in a health and social context, in order to transmit the appropriate c ar determine appropriate to states particular proposition needs. Just desire my sensation to unrivalled and only(a) fundamental interaction, I had to demonstrate my colloquy skills. I undertook an interaction with a stem of young tiddlerren that were at a primary school. But before undertaking this interaction I had to do or so research on meeting interactions in order for me to do this interaction correctly.Walsh et solely 2000 rationalizes a base as Groups be collections of pile who come together beca recall they throw a guidance a common purpose or goal and who gradually snap off a sh bed sense of belonging, or concourse identity at that rove atomic number 18 four hosts in total which people can be classified when communicating together two of these were set by Burnard 1992. The first hotshot he identifies is first groups, these involved pillow slip to face touch on and members go come out of the closeting get to know from each one separate.While as Secondary groups atomic number 18 ofttimes widely distri buted these may include membership of a club such as Trade Unions. The early(a) two groups are T learn Orientated Group and Socially Orientated Groups. The Task Orientated Groups are groups that achieve a common goal/objective, a group wish well this may be a touch meeting to argue a patients vex, and these groups tend to exit fuck off of a purpose or a point. The last group is the Socially Orientated Groups, these are the friendship groups, and they provide share personal reasons and views with each other.As I did my group interaction within a Primary School, I was adequate to sit one side of the class get on with my group, which was an advantage as the pincerren and I was still in a classroom, an environs where teaching and culture is done. I undertook the role of a teachers assistant and had a teachers assistant observing me which alter out my Group Observation Sheet. They were open to comment and feed back to me what I was doing correctly and what I could improve on. I was capable to approximate and take in their comments as they work with groups of barbarianren e rattling day.My group interaction consisted of myself, a teachers assistant and five children aged from 4-5. I contumacious to read a accounting to them relating to a subject they were currently studying and during and after the story I asked questions. Asking questions allowed the children to pick out them tonus more involved, I asked questions such as What do you call in is going to happen next? and Do you forecast thats a good or bad involvement they had done and why? This abled those to express what they thought were going to happen next in the story and compare their ideas with other children.Communication expertnesss A01, A02 an d A04 Groups can develop everywhere a period of time, and polar kinds of groups come together in varied elans. A friendship group goes through mutual attraction while as running(a) groups form by a attraction. These groups formations can take time, some may be longer or shorter compared to others, but each group depart gradually go through four compass points of development which is suggested by Tuckman. Tuckman suggests that groups go through four basic shapes in order to become effective.The first phase angle is Forming, this is when a group comes together and will find out about each other and a leader may emerge. Following onto the second pegleg is Storming, this is when conflict occurs as group members will argue over purpose, the group members will disagree with the leader. The purpose will become clearer as the arguments are win and lost. The third stage is Norming this is when the group identify develops with a strong set of divided values and norms, their grou p identity lead off to develop.The group becomes Cohesive, this is when all group members begin to work together for the good of the whole. Groups can be affected by the communicating strategies that soulfulnessistics recitation while being in a group which split into overconfident and negative. Bales 1970 identifies these types of communion behaviour employ by group members. Bales identifies the following types as confident(p) * Proposing, are communications that contribute in the altogether ideas and are constructive. * Building is the communications that develop the ideas of others. Supporting, communications that support or agree with the comments of others in the group, this is it good for cohesion. * Summarising involves summing up the contributions and discussions of the group. * Information imageking is when you seek saucily ideas or information from other group members. * And the last positive communication behaviour is Information prominent, these are communi cations that contribute the ideas and information. Bales as well identifies there are similarly negative types that occur when communication with a group. These are * Disagreeing, this is ommunicating a difference which could be done in a positive or negative behavior. * Defensive, this is where group members with defend their idea when under attack. * Attacking, communications that challenge other group members, * Blocking, this is when obstacles are placed in the way of others. * And the last negative communication behaviour is Exclusive, this is the opposite to Inclusive, their aim is to block out specific group members. As I was able to do my group interaction within a Primary School they had a colour scheme which represents their level and how they are progressing.Within these colour groups there are a group of 4-6 children where they are all working at a connatural level. I took one of these groups for my interaction. The children all knew each other well and were able to excrete together in a reasonable stylus. When doing my interaction I was able to see that Tuckmans four stages of group formation had already taken place. I sound off this particular group was at Tuckmans suggested stage of Storming. There attended to be conflict between the children as they argued over where they were all sitting and some did challenge others ideas.There alike seemed to be a leader of the group that decided on everything and valued to be the centre of perplexity. Although once the children had calmed down I think the children had formed into the Norming stage. The group of children was able to identify similar ideas towards the story most of the time. Most of the children agreed on what were right and wrong in the story and all had similar ideas on what the ending of the story will be. The suggested leader of the group was quieter when settled when starting the task we had to complete together.Within the Norming stage Tuckman besides suggested that the gro up becomes cohesive, when a group becomes cohesive, all group members begin to work together for the good of the whole. This was clearly scann within in the group interaction, when little tasks were asked to be completed throughout the story. Little tasks included things such as role-playing the previous chapter of the book and drawing on A3 paper to show to the rest of class when they join back together. There can be a veritable(a)t of factors that can influence the effectiveness of communication some can enhance it while others can weaken it.The type of communication and the skills that are affaird within the communication can vary. Communication will differ between within a hospital and a pharmacy the health mission drug user will as well affect the divers(prenominal) types of communication you will use. There are four types of communication that can be used within the health wangles sector although I am facial nerve expression at Non-Verbal Communication and Verbal Com munication. Promoting effective communication should contain a balance of power in address workers and lymph gland births. Listening to others is essential when promoting effective communication.During my group interaction with young children I used the following skills Non-Verbal Communication. Non-Verbal Communication is as important as Verbal Communication, According to Gahagan 1984, he believes that Non-verbal communication is communication though any means other than wrangle This includes, body strong point, gaze, proximity and touch, personal appearance and use of space and props and also gesture and facial expressions. Other research on Non-Verbal communication is that Argyle 1967 suggests that non-verbal communication conk outs in 3 ways.The first function is that non-verbal communication communicates inter-personal attitudes and emotions are a key part of interaction, this includes facial expression. Another function is that it supports verbal communication, e. g. ta ke careing is a key part of interaction and non-verbal communication establishes evidence that it is happening. The last function is that non-verbal communication replaces speech, e. g. sign language. Eye Contact. Eye intimacy can send a particular message to a health care user. We often get eye contact messages mixed up, an example of this would be.Long broken eye contact, this can show two very distinguishable messages, one of them being attraction or unfriendly staring. Eye contact can also show that youre listening to what the other person is precept and that you are generally interested in what they set out to distinguish. Strengths and failinges of the acquirement I was able to demonstrate this skill of eye contact correctly by screening everyone equally and not unspoilt focvictimization on one particular child. I didnt use long direct eye contact as this would have fall in the children expression un prospering.Eye contact is a great way to show Bales inclusiveness, I was able to correctly show this, by looking at everyone in the group I was able to involve everyone in the group by bringing them together and asked for their opinions and views on whats going to happen next in the story. I extremely focused on children that were more isolated and quiet and often uncertain, although I look intod that I used eye contact at a prosperous gaze comfortable eye as to much direct eye contact can make an man-to-man feel uncomfortable, importunate and even nervous with the children.I also ensured that all my attention was spread out to everyone I just get alongd the shy children to bring out their opinion. Contexts of the scientific discipline. Comparing the skill of eye contact and the use of it when communicating with younger children is much easier when using the skill for Therapy groups with the clients being Alcohol Anonymous. With children my group was at a splendidish number and they all seemed generally interested except for some of the di sruptions.When bubbleing and running a therapy group for Alcohol Anonymous the leader of the group will need to focus on all the group members which tends to be a much larger group. I would need to use eye contact in an appropriate way it can help to show reassurance and interest which is essential when peaching to people in an Alcohol Anonymous. The eye contact will need to be comfortable and not to overpowering when talking to the group, as people within the group will be finding this accompaniment very sensitive and you dont want to offend them by overpowering eye contact.Body Language. Body language can refer to many different things, such as eye contact, facial expressions and posture. An singulars posture refers to how an individual sits or stands this is one way how messages and emotions can be transmitted to the receiving person. Strengths and Weaknesses of the Skill During the interaction I ensured my body posture was expand so it could be transmitted onto the group o f children. With my body posture being positive and open it allowed the observe of all the children to know that I was relaxed and open to talk and teach.This would be a positive effect on the childrens self-concept on the whole, with my body posture braggart(a) of the impression I want to listen to what the children have to cite, would of made their self-esteem positive, the way they value themselves would be higher as well. I think my open posture also transmitted that I was confident in what I was going to do with the children, read them a story and various tasks. My body posture remained open throughout the whole of the interaction, during reading the story and helping them with their tasks.Having an open body posture is also a way of letting of positive nix and made the children feel good as I wanted to take all the time to teach and talk to them, especially as I was new visitor in the class. Contexts of the Skill As body posture is an important skill to transmit the right feelings and expressions across to the receiving person, a health care original needs to be able to transmit the right expressions correctly. In a dentist context, I would need to be able to transmit a riant comfortable body posture to my patient.A dentist can be a scary uncomfortable place for many individuals, so a positive posture is needed to almost comfort their patient. I would demonstrate this skill by welcoming the patient gently and using hand gestures to guide them to the seat. I wouldnt be standing upright as this would suggest Im tense or serious, but my posture would be open which a sign of relaxation and comfort is. The patient would able to recognise and read my body posture, which would be able to moderate them calm and the feeling of being able to self-confidence me would also appear.The patient should be able to feel in harmless arms with me being the dentist. Facial Expressions. Facial expressions can also be used to show and express what an individual may be thinking or feeling and can replace verbal communication. During my interaction with the children I ensured I made my facial expressions run across what I was actually saying, as this was going to avoid confusion with the children. As most of the interaction was reading a story to the children and stopping at parts of the story to discuss what had happened and what was going to happen next.I was able to show exc percentage pointent during the story by using my rim to smile and my eyes were large as this is seen as a sign of interest and excitement. Although I doubt the children would notice about the eyes as they harbort been exposed to pick up the signs of eye contact. Along with my facial expressions I also used hand gestures this also helped beg off what was saying to the children. Strengths and Weakness of the Skill. Being able to perform the skill of facial expression was one of the easiest skills to perform to the children.I was able to correctly use facial expression to match what I was saying verbally. Examples of this is when a sad part of the story came up and I was told to discuss what had happened and how the child would feel if they were in that position. I was able to show the sadness by facial expressions by making my mouth frown almost like and showed emotion through my eyes. The use of gestures was also used by suggesting what it could feel like with my hands. I was able to use the OK hand gesture to a child sitting at the back of the group, as they asked to go to the toilet.When I first replied the children did not look me, but when I repeated the root a learn and did the OK hand gesture, the child understood what I was saying. Contexts of the Skill Hand gestures and facial expression would be extremely important if you are communicating with a child who has nurture embarrassingies. In a context of a Nursery the child may have difficulties understanding verbal language. The use of facial expressions would be extremely useful to the c hild as they would be able to pick up key signs such as smiling would mean something positive is being said and would be able to digest that well.I would also use hand gestures would also be useful as I would use my hand to suggest where the toilet is, or where a particular item is. Hand gestures can also be used to do sign language to help the child. Verbal Communication. Asking Questions. The workers in the health and social care sector need the ability to help people discuss and talk about their feelings, thoughts and concerns. Burnards theory refers to this as drawing out. He suggests there are four main components to this process.These include, Open questions, reflection, understanding the checks and Empathy building statements, which I have previously explained in my one to one interaction. There are two different types of questions that can be used in communication, closed and open questions. I used more of the open questions, as this allowed the children to think and discus s their ideas of the story with their peers and myself. There are also Prompts and Probes which can be used within asking questions. I used both types, but used Probes much more then(prenominal) Prompts. Strengths and Weaknesses of the SkillI think I was able to perform the skill of opening questions correctly and precisely each time, open questions are great to keep the conversation flowing. The children were able to say their views and listen to what the other children had to say, the children argued on certain points which in general turned out to be a healthy flip over about the story we was currently reading together. I used many probes during my interaction Probes are a very short question that usually follows on from an outcome that the other individual has given. I used Probes as they are used to dig deeper into the childs answer.Which is great when discussing, it abled me to probe into what a child had and then for them to reply with a more detailed answer and often all owed them to explain their answer in a more detailed context. A weakness of this skill of asking questions is that I didnt use as many Prompts as I should of, prompts are short questions or words which you can offer to person in order to prompt them to answer. There were a couple of shy children who index of distanced their selves from the group when discussing the story, even though they are shy they might of felt excluded as I didnt try to involve them as much as I should of.This would have affected their self-concept negatively their self-image and self-esteem could have been affected by this. I should have used more Prompts in order for the shy children to join in with the group discussion 100%, using such words as and what does that mean to you? what do you think is going to happen next? could of provoked more responses out of the shy children which would of made them feel more part the group and feel way more involved. Contexts of the Skill The way you ask questions can va ry on what the context of the situation is, the way you ask questions to a young child will be far easier then asking an adult.The questions will be far more complex when public speaking to adults comparing it to young children. With each client a health care professional must be able to adapt asking the appropriate questions to their client user. In the context of a doctor asking their patient what is wrong with them, i will need to ask the essential questions to find the diagnosis. A doctor uses questions daily when interacting with their patient I would use a persistent use of probes and prompts to get the information out of the patient. This allows me to get the correct symptoms out of the patient and for them to rank a prescription if needed.There are some cases where a patient is embarrassed or shy when visiting them. If this was to happen I would approach the situation delicately, I would slowly ask questions but allowing the patient to think of their answer and wait for th em to reply. I may begin the conversation with an open question such as Hello, what can I do for you today and the patient will then explain their symptoms or illness. I would then prompt the patient to answer questions relating to the illness I think they have. I wouldnt s use too many prompt questions, as this will be pressuring the patient into respond and will make them feel highly un-comfortable.A doctor needs to enrol the role of a professional in which the patient feels they can trust them. Tone ,Pace and Volume of Voice. During my group interaction I had to adjust my tone, pace and flashiness to fits with the childrens acquirements and needs. I had to speak directly to all the children, so I made sure I projected my voice so that every child could hear what I was saying and wouldnt be left out. I ensured i kept my sentences short as they were young children. My sentences remained quite simple and not as complex to if I was speaking to an adult. I also used traightforward l anguage and vocab imputable to the childrens young age. I made sure I used straightforward language and vocab so they could actually understand what I was talking about, wouldnt want to use over complicated words and for the children to get confused about what is being said. I also maintained comfortable eye contact with all the children when they were speaking this showed that I was listening and generally interested in what he was going to say. I was able to speed up my pace of voice, which showed excitement when reading the story which was able to transmit onto the children.Speeding up will invariably makes the tone of voice more urgent and compelling. Strengths and Weaknesses of the Skill I was able to demonstrate my tone, pace and plenty effectively during my group interaction with the children. I was able to adjust my voice with the children. I ensured I had a positive tone of voice as they made the children want to communicate back with me. This was because my tone of voice was soft and inviting which convinced the children I wanted to talk to them and listen to what they had to say.As the children are quite young, I did speak a bit slower than usual so the children could digest and understand what I was saying. I made sure I wasnt patronising to the children with my slow voice, but ensured they felt comfortable to talk to me. I think I was promoted the childrens self-concept during the interaction, by congratulating them when they said a good answer or point. I really allowed the children to talk and express their opinions thoughtfully. As I was a new visitor to the class, I needed the children to trust me and feel comfortable to talk to me as they were unsure of whom I was.My tone of voice had to invite the children in and make them want to talk to me about the story they were currently studying. My volume of voice stayed stable during the whole conversation, it was a comfortable relaxed volume of voice. The percipient of the interaction said my ton e, pace and volume were at a correct level when speaking to a group of children My observer who is also a teachers assistant followed on to say that I was well spoken and had a voice that edged the children to speak to me perfectly fine.After my observer commented on my tone, pace and volume they then followed onto to say that Although she did sometimes use to over complicated words which the children couldnt understand and enquired about. As this all comes under the vocab I used, I should have researched more into what words the children would know and what they wouldnt. I could have overcome this weakness by speaking to the teacher or even the teacher assistant that works with the group of children every school day what kind of reading level they were all at.This would of abled me to research on the amount of knowledge the children would have. A good thing I could have done was asked the teacher or teacher assistant what words they have recently learnt and ensured I used them in my interaction. Contexts of the Skill Adjusting your tone, pace and volume of your voice varies on what service user you are talking to. If I was a nurse working with an elderly person in a care home, I would have to adjust my voice to ensure the individual could hear me properly and for them to communicate back with me.It is typical to stereotype that all elderly people are death and need hearing aids, although there hearing does deterates over time, we cant assume they are deaf. As this would hurt their self-esteem. I would be very sensitive towards the matter, I wouldnt jump to conclusions that all people grapple with their hearing when speaking to them. I would address them I would with any other people, as they would rationalize them feeling patronised. I would adapt their volume of voice to suit the service user.I would not shout at the individual as this may make them feel intimidated, although I may speak a tad louder so they could hear them. As older peoples hearing does deteriorate over time, they may have difficulties in what I was talking about so they may ask to repeat what I was saying. I would not get gaga towards them for not being able to understand me, as this would make the individual to feel little and worthless. I would simply repeat what i said over and over again until they understood properly. For all of this to be possible for the elderly person to communicate back with me.I would ensure to make myself seen clearly and would face the care user, so this allows my mouth to be visible to the elderly person. I would then continue to speak clearly and slowly. I would also have to reduce the background noise, so this wouldnt interfere with the conversation. I could also make the communication easier for the elderly person by using non-verbal signals where its appropriate. vex determine and Transmission AO1, AO2 and AO4 Maintaining Confidentiality. During my group interaction I was able to demonstrate the care value of Confidentiality pr ecisely.I was able to do this by not mentioning any specific names in this coursework I always refer to the children or the child. This shows that I was protecting the childrens identity and keeping them protected. Also on the annotation sheet that I made sure my observer didnt comment on any specific children that were in the group I was interacting with. I was also able to demonstrate the skill of confidentiality by saying to the children before the interaction had started what I was going to do through the interaction and ensured that no names would be use when writing about it in my coursework.I also got the children to sign a sheet which explained what was going to happen and that their identity would be kept safe and nameless. (This sheet is attached to the coursework) The teacher also went through what was going to happen with the children to guarantee they knew what was happening, I also asked if any of the children had any questions before the interaction took place which I would be happily to answer. Contexts of the Care Value. Every Health and Social Care Sector needs to be able to stick and demonstrate the Care Value of Confidentiality with every client they are presented with.Confidentiality can be easily shown in an Alcohol Anonymous group. As a group leader I would ensure and stress that all members are safe to talk about their previous experiences and thoughts, and must allow the members to feel comfortable with the group knowing that they are all together as one. I could show confidentiality at the beginning of the session by saying Whatever is said today stays within the walls of this room and doesnt travel out of it. This should make all the group members feel safe and ready to share their experiences.Promoting Anti-Discriminatory Practice. Anti-Discriminatory practice involves challenging unfair contrast and counteracting any effects that it has already had on an individual. Discrimination can be done in many ways such as age, sex, disab ility and even homophobia. It is important to keep within this care value as I was working with a group of children and within this group I had many children who shared different cultures and beliefs. I was able to treat every child equally and didnt favor or disfavor and particular child.I ensured that every child felt included, secure and valued. I was able to show this Anti-Discriminatory practice by allowing the children to form a circle, also known as circle time to discuss ideas about the cultures within the story. The children are more likely to feel comfortable about exploring issues if they feel that what they say and do is cared about. Circle times allowed children to help listen to each other, talk about other cultures they knew and piety. Contexts of the Care Value.My context is going to be within a primary school with children, I will explain how Anti-discriminatory practice takes place within schools, as I wasnt able to show this as much as I wanted to during my inter action. Children need to hear songs and stories from a range of cultures, Music and dance offer opportunities for expression regardless of language however, there is a need for sensitivity around dancing in some cultural groups. Music and dancing allows the children to feel as if they were in that particular culture and for them to express themselves, which would be making their self-image and self-esteem positive.The way the children see theirs selves and value themselves will be much higher than before. Dressing up clothes can also represent the styles of different communities, allowing children to take on roles and develop imaginative play skills. The school can also have a large selection of books that introduce different cultures which can be introduced to the children and for them to become alert of them and well educated. The book corner should also involve traditional stories from around the world. Strengths and Weakness of the Care Value.I think I was able to demonstrate t he care value correctly, as I kept everyone equal and didnt favour any of the children. Although there were children who had different culture backgrounds and shared different beliefs compared to other children but I wasnt able to investigate and promote Anti-Discriminatory Practice within the rest of the children. If I was undertaking a activity with the children talking about religion and cultures I would have been able to promote the differences and make the children more aware that there are many different cultures and religions in the world.Promoting potent Communication. During my group interaction, I showed the way how projected the sound of my voice when speaking to the whole of the group. As my group were young children, I had to adjust the vocabulary I used this was due to their age. I couldnt use over complicated vocabulary as the children wouldnt of understood and would then be confused. I was able to promote an Effective Communication with all the children during the s tory and smaller group activities. I was encouraged to use Circle Time as this would influence the children to talk and discuss their ideas.To encourage the children to discuss their ideas I used a range of prompts and probes to get information out of the children. This encouraged the children to really express his thoughts and feelings towards the book. I asked every child in turn, what their thoughts were and ensured them that there was no wrong answer. I praised each child when they told the rest of the group their thoughts, praising the child made the childrens self-esteem more positive. The way they value themselves would increase as I praised them for their good work and made them feel good about their self.When asking these questions I allowed enough time for the children to think of a response, and when they replied I ensured I listened to their reply and commented back. both these things show that I was able to Promote Effective Communication with all the children, due to them having happy facial expressions and smiling throughout the whole interaction. Contexts of the Care Value. In the situation of a support group for giving up smoking with the NHS sector, the leader/host of the group would need to show Effective communication throughout the whole group towards everyone.I would have to show support and encourage group members to quit together. I would also show praise towards people that have achieved a goal or a target. A simple thing like praising the individual will affect their self-concept on a whole. Their self-image will be positive and their image will also look more appealing to their selves. I could have given up smoking 10 years ago and knows what the struggles are when trying to give up. This means that I would be able to sympathise with all the group members as I have been through the whole situation herself.When sympathising with a member, I would ensure I speak directly to the individual and ask them to express their feelings as best they can. The best ways to show sympathy is to listen attentively while the other person talks. Asking questions can also make individuals feel more comfortable in the group and will also make them feel welcomed and part as a group, as a leader, a target is to include everyone in the conversation. Finding out information about the individuals can do great good both for the individual and me.The individual may feel like something has been lifted of their chest, by explaining their situation, thoughts and feelings. I would also ensure that I listen thoughtfully when the individual is replying and would use head gestures and replying with yes gives the individual that they are being listened to. Promotion of Equality And Diversity. This care value was easy to transmit in the group interaction, when talking about the story I made sure the children was in Circle Time so we could discuss the childrens ideas and thoughts.Following on Circle Time I asked the children to get into smaller gr oups (pairs) for some activities and then asked them to go alone to complete the given task. I went round and gave attention to every child equally and didnt leave anyone out. Strengths and Weaknesses of the Care Value. I gave attention to each child when discussing what they thought was going to happen next in the story. I asked every child in my group to ensure no one felt left out. I spent roughly the alike amount of time on each child when discussing with them about the story, I was giving out my divided attention equally to everyone.During the activities we had to complete, the children were put into smaller groups or by their selves for some activities. In their solo activities I went round and gave them my divided attention, I asked what they were doing and encouraged them to do their best. I did this with every child so again they didnt felt left out but felt involved just like other group members. I also ensured that I kept an eye on what the other group was doing with the ir teacher we were both doing the exact comparable activity and had a routine/plan to stick to.When the teacher moved onto the next section I also did the same. All the children in class 1 had the same amount of time to complete the tasks no one had any extra time as this would be making a child seem more important than the others. Contexts of the Care Value. In the situation of working within A&E, it is constantly busy throughout the day and workers need to be able to deal with the rush of patients needing emergency medical attention. A nurse or doctor needs to be able to give every patient the same quality of care and support, they must all treat every individual the same.Every patient that comes to the A&E is unique and nurses and doctors need to recognise their individual differences. For example, they need to address how serious the reproach is and if they need to be prior due to the fatal accident and if addressed quickly and lead to serve consequences for the patient. All d ifferent service users will use A&E and the workers need to figure out what care to give them, different service users need different care, such as elderly care will be different compared to young children.If a young child came in with a serve injury such as cracking their head open due to something landing on their head, and their head is full of blood and is not stopping, and another service user came in A&E with a sore wrist which comes out to be just a sprained wrist. The nurses will put the child first as without immediate attention the child will bleed to death while as the client with a sore wrist is not a study injury, although the nurses will give the appropriate care to the client but will put the child first as its more serious. Promoting Anti-Discriminatory PracticeIn my interaction it was essential and so important not to discriminate against of the children because of their age, sex, race or religion. Within my small group I had a child who suffered from a developmen t disability they was diagnosed with dyslexia. This made certain school work activities hard for him to complete and took him longer to do so compared to the other children. I didnt discriminate against their learning disabilities and treated him equally like I did with any of the other children. I influenced the children to voice their opinion and thoughts and share them with the other children.When discussing thoughts in Circle Time I influenced and persuaded the children to talk about what they really thought. There was children in the group who had different religious beliefs and culture compared to me and the other children, which meant they had different opinions to certain subjects. I welcomed any new ideas and thoughts from the children and listened to them with an open mind and didnt reject their opinions. I praised the children when they voiced their opinion and told them what I thought about their opinion in a positive way which influenced their self-esteem, the way indiv iduals think about their selves positive.Strengths and Weaknesses of the Care Value. I dont think I was able to transmit their Care Value as much as I wanted to this was because the teacher told and advised me to do a range of particular ideas so I couldnt really demonstrate what I would do to promote Anti-Discriminatory Practice. If I was given the chance to transmit this Care Value I would of asked to be in a religious studies (RE) lesson, this would mean that I could explain many different religions and cultures. I may tell the children all the ifferent religions we have in our country, after doing so I would then further on to explain some of the religious beliefs they have and similar ones we share. I would get a group discussion going with the children so they could express their own thoughts and would answer any questions about different religions beliefs if children asked. After telling them loads of information about the religions, I could get the children to do a task in s mall groups, this would consist the children being given a particular religion and them to draw/write on an A3 bit of paper about the religion.Then the groups of children would have to explain what they had written/drawn on the A3 sheet to the rest of the class, every group would do this in turn. Work Related Issues/Problems A03 Encouragement of Independence and Choice. During my interaction I allowed the freedom of choice to all of the children when interacting with them. thus far though I was instructed by the teacher to do certain actives I did allowed the children to choose what small group they wanted to work with. I noticed that the children worked with the people who they were sitting next to, and they seemed quite happy to all be working together.This may suggest that they were working with their friends, and by doing this they produced great group work by working as a team. I supported the childrens opinion when expressing in Circle Time, I often praised the children when they spoke their thoughts and feelings. This would have made every childs self-esteem value much higher than usual. The way the children values themselves should be positive due to my positive comments I made throughout the interaction. I also allowed the choice and independence of the children going to the toilet by themselves.Adjusted Vocabulary I was able to present myself in a happy positive way when being introduced to the group of children. I tried to use a range of sentences to gain the childrens attention due to my self being a new visitor to the class and the children had never met me before so they seemed to be very anxious of me. so Bob wouldnt get to confused, this was done so that he could digest the conversation we was having. I also allowed enough time for Bob to think what I had previously said I didnt hesitate when he asked me to re-peat what I had said.Even though I tried to use simple vocab, my observer did comment on the use of over complicated words which of mad e Bob struggle. I should have done more research on the language and vocab disability children can understand, to overcome this barrier I could of seeked permission from his mother to look through his school books and completed home work so I could get an idea on what language and vocab Bob uses himself. Interferences/Disturbances. Ensuring the milieu is comfortable and not to over powerful is an important factor to effective communication. It is important to make the perfect environment for the interaction to take place.My interaction was completed in a room where my group of children felt comfortable, relaxed and defiantly not anxious of where they were. This was because my room was the classroom the children are used to. This is where they come five days a week to learn and be in school. This made the children easier to settle down as they were in their normal environment. If I had asked the teacher to be placed in a separate room, separated from the rest of the children, it cou ld of made the children feel un-easy and uncomfortable and this could of cause problems such as the children playing up and not setterling down.It could of made me interaction very difficult and negative which would then be picked up by the children. Although I did ensure the place where my interaction took place was in view of the rest of the children and teacher, but was at the other end of the class. This made sure there wasnt too much background noise, as this would have affected my communication with the children. Being to close to the rest of the class could have intruded on the conversation I was having with the group, this again would cause distraction and make the group hard to settle down and be quiet.This also might have made it hard for the children to cover focus to me, if they could overhear the teachers voice and other children discussing. The lighting was not to bring nor to dark, as this can effect non-verbal communication. This was already done due to being in a s chool environment. Too much darkness reduces the ability to read non-verbal messages, It can affect people with degrading eye sight or with people who have bad eye sight but use glasses poor light would of enable the children to see my face clearly. Therefore making it difficult for them to communicate and understand properly what I was saying.Positively Establishing a Friendly Relationship. I effectively promoted a friendly relationship with the whole class. Although it was a struggle at the beginning, this was because I was a new face to the class. The children had never met me and I had never met them either. It took time for the children to pay attention to me I had to start the interaction by introducing myself and asking the childrens names. The children were still a bit weary of me at that time, so I started a conversation by saying I use to go to this school this opened up a lot of conversation between me and the group of children.By saying a true statement like that it able d the children to trust me and feel comfortable with my presence. I also relaxed and wasnt so tense, which the children could of picked up on. I treated all the children in a sensible manner and treated them all equally. I didnt pick or favourite any child. By allowing a positive friendly relationship to form I ensured my body posture and facial expressions were transmitting positive ideas to establish this relationship to the group of children.I made sure I smiled when I was listening to the childrens ideas and also nodded which transmitted to the children that I was generally happy to speak to them and listen to all what they had to say. Comparison AO4 During the one to one interaction with Bob I could easily communicate and get them to pay attention to me without struggling to much, but in the group interaction with the small group of school children was much harder to ensure that every child was paying attention to me. I was dealing with a group of children instead of just one p erson.Although it was only a small group of children, I had never interacted with them before, so this made the children unaware of me and did take a while to settle and actually listen to me. Even after the children were comfortable with my presence it was hard to give them all my focus and attention, as I had to share it out equally between a group of them. There were some children who craved for more attention from me then the other children, so if I was giving them attention by answering questions. I would be giving my divided attention onto just one child instead of the group.Even though some children werent afraid to ask more questions, there was still one child who was highly shy and hardly asked or answered questions when I directed it at them. So that particular child wasnt getting the same divided attention as the other children. This could have had an effect on the childs self-concept. Also my one to one interaction was with a child who had a learning disability, Bob easi ly got upset when he couldnt accomplish tasks that were set. Bob found school life more complicated and frustrating then other school children.Even though Bob had a learning disability, I was able to go through some of his school books and talk to his mother before the interaction so I could gather up an idea what it was like for Bob himself. Also just being a one to one interaction, I was able to communicate with Bob and get him to open up to me about what specific things he found hard and how these things had an effect on the way he felt. I was able to get Bob to confide in me and tell me how he really felt, while playing one of his favourite games. We were in a familiar environment which made myself and Bob feel comfortable and not out of place.While as the group interaction I felt highly uncomfortable at first as I was in an environment which I wasnt comfortable with and I think the children could see this. Which made the interaction difficult at first, I had to get the children to know me first before they started answering questions and asking questions about the book we were reading together. Even though Bob had a learning disability and this did make me think more carefully about what I was going to say and what I shouldnt say, I found this interaction easier to complete, as I was only dealing with one individual.While as the group interaction I was dealing with a group of children and had more responsibility then the one to one, I had to ensure I didnt offend any of the children so I had to watch what I said. Although the children were roughly the same age, the one to one interaction with Bob was much easier to complete then the group interaction. Also when dealing with a group of different individuals, they all have different views and thoughts compared to each other, they all have different perspective views into their religion and their beliefs.I had to take this into account as I didnt want to offend anyone in what I was saying. This made things m ore complicated as some of the children had different religious beliefs then the other children and me. So I ensured that I didnt say anything prideful or anything which may seem insulting to a particular child and single them out. With the one to one interaction I only had to talk to one person, and Bobs religious beliefs were the same as mine, so I knew what to say and not what to say. Conclusion AO4During this assignment comparing the two interactions it made me think how different communication techniques are used when interacting one to one or to a group. You also use different techniques and skills when communicating with different client groups and different ages. It is important to ensure Health and Social care professions are able to transmit care values to their users and clients. It is important for these care values to be in place as these care values such as Maintaining Confidentiality, Promoting Anti-Discriminatory Practice and Promoting Effective Communication protec t and help the individuals that use the run.If these services didnt provide these care values such as Maintaining Confidentiality, patients at a Doctors mental processs personal details would be on show and no long anonymous. People would be able to ask for other peoples personal information without people questioning it. Service users use this care value, to keep their details anonymous and to protect themselves. In the one to one interaction I was in Bobs family home, this made things easier for myself and Bob. Bob was comfortable when talking to me as he was in a friendly well known environment which made him feel comfortable when speaking to me.I think if the interaction took place in a different environment which was not known to Bob, then possibly Bob wouldnt have been so open with me and wouldnt of told me how he was really feeling when discussing what he thought about school and his school work. Bob could of possibly not trusted me like he did during our interaction, if yo ure in a comfortable environment youre going to feel comfortable enough to talk to anyone as you feel safe in your own family home.Knowing that Bob felt comfortable it also made me relax a little bit more, which is why me and Bob got along so well Even though I think both my interactions went well, there are still improvements to be made to make the interactions more successful if I was to do them again. Both my interactions could have been better, but if I was to re-do the one to one interaction I would of done some internet research and textbook research on Bobs learning disability so it would make the interaction possibly more easier.Doing that extra research could reveal doing specific tasks in which Bob would be better at, for example. Bob might find optic tasks easier then memory ones These interactions have made me realised how important communication is in a Health Care Profession, without good communication the workers and service users relationship would be very poor. Ess ential communication is needed to sort out problems and ask for advice and even book appointments in a doctors surgery or dentist. I will be able to use all my skills that I have learnt during the interaction in future situations.I can use the communication skills when communicating with my family, my work colleagues and even teachers. These interactions have taught me how we use eye contact, facial expressions, and hand gestures along with verbal communication to transmit excellent communication to other individuals. This can be extremely useful when working in a health/care and even retail environment, as all these services should provide excellent customer service, and using the above skills can help these services please service users, in which means they will be uncoerced to come back.