How Do Smartphones Affect Secondary Students English Language Essay

How Do Smartphones Affect Secondary Students English Language Essay As technology advances and so does the threats posed to its users increase. However, as technology develops it serves as the backbone of our modern ever-changing world. With the wide availability of the so called SMARTPHONES in the mobile market major concerns have risen to the usage of them by students all over the world and as a result the effects are drastic. The research question that was examined is as following. How do smartphones affect secondary students and what are the impacts they have on education? The scope of the research was based on my school as a core foundation and the world in general as a comparison modem which allowed me to attain the overall view of the effects. I prepared questionnaires which I handed to students at Sandford international school (see appendices) to 20 IB students, and they filled it and gave it back to me. I also interviewed some teachers to get a detailed and specific opinion from their thoughts. The results gave me an idea on how scholars themselves have been affected, and I used the results for my further analysis in the essay. This essay dealt with the problems associated with mobile devices in comparison to education. I analyzed both the advantages and disadvantages before I reached my conclusion. I carried out my secondary research over the internet and textbooks. The essay focused on the problems experienced by many scholars and what are the different ways in which they can avoid this. I have then concluded that smartphones have affected many students including the way they learn at school and I have suggested on how students can help each other overcome the problem. Word count: 284 Introduction [1] Failure amongst secondary school students is a global issue. For the last decade Smartphones have become part of our daily lives. We can use smartphones to read the news through the internet, send music via Bluetooth, stream live videos, access YouTube, communicate with friends and family across the world at any time or even create breath taking effects for both picture and videos. Along with its growing reliance of Mobile phones and technological development, however comes a problem that many students face in Schools. The ease of being able to carry these phones into school students at Sandford international school are finding it very hard to cope with classes without easily being distracted. As a result, the abstract nature of intellectual property with regards to smartphones has become a bigger issue. Usage of mobile phones in schools is a growing concern for many schools across the globe which is easy to dismiss as a trivial issue, but can be considered as a powerful social f orce. [2]Smartphones can be defined as phones that are combined with a computing platform and can perform differently than a normal feature phone would. A major concern amongst teachers and parents is the amount of time spent by students playing with their smartphones while in Sandford international school. Although mobile phones are an epidemic around many schools worldwide, some schools are widely known for being the leading perpetrators on allowing mobile phones to be used in school. This brings up the question: How do smartphones affect secondary students and what are the impacts they have on education at Sandford international school? By examining this question along with, potential solutions can be proposed in order to help cure this problem. IB students have become so reliant on mobile phones that it has created a social cycle that has twisted many of these students. Although progress is being made towards controlling the usage of these smartphones, there is still a long way to go b efore it can be reduced to a controllable level. [3]Smartphones are portable devices that are combined with the functions of a cell phone and that of a computer. Producers say the processor inside a smartphone acts as the devices brain, handling most or all of the devices central processing functions on a single integrated circuit, or chip. In todays ever-changing world everything is being made better. From the first cell phone ever made, to todays apples iPhone 5 the difference is really visible. In a period of 20years, massive changes have taken place in the Smart phone industry from when it was first introduced in 1992. For Sandfords students it has mostly contributed to the major problem that many of them now face, attaining grades [4]. Analysis So what is a so Called SMARTPHONE and why is it popular? A smartphone is a mobile phone built on a special mobile computing platform, with more [7] advanced computing system and connectivity the mobile phone can perform differently from a feature phone would normally operate, an example of a Nokias smartphone can be seen on figure 2. It is merged with computer communication technologies which allow us to take internet calls for instance Skype, Nimbuzz and many others. Figure 2: showing a Nokia type of a [6] Smartphone [8]The popularity of the smartphone grew, in part, because of services like Exchange, and their ActiveSync and Push Email services. People loved the idea of being able to access their email and do business while on the go. With the first smartphones, it was difficult to manage a calendar and contacts because they had to be updated on too many separate devices. Exchange allowed people to update information once and have it show up on all the other devices they used instantly. 3G networks and Wi-Fi data portable devices like smartphones persuade students to spend more time using these highly influential/interactive devices rather than they would spend on studying independently. [9]Students are now much lazier and very dependent on their handheld devices and as a result work is rarely done. An example I picked out at Sandford international school. If Students have school work they do it the night before its due, by simply downloading a PDF file or word document onto their smartphones and accessing it the next day. Social and Ethical impacts/primary research [10]Cell phones purely have a negative effect on the social and ethical behaviour of students. There are many social and ethical impacts concerning mobile phones. As ethics are the ways in which people behave in other words its a system of principles and morals. So how do mobile phones affect how people interact with each other, communicate or at the least live with each other? The ethical and social issues according to my research that may arise as a result of using smartphones in Sandford School are: They reduce the social standard in which people interact amongst each other Change the way people behave Create fights amongst peers affect students regular activities The social impacts are associated with the breed a culture of introverted, isolated people who are unable to deal with real human interaction because they have been trained to communicate with others through their mobile phones. Smartphones can also turn Students into less sociable people whereas instead of talking or communicating with others in real life, they may prefer to communicate online. Privacy, If you dont set a password on your messages or personal information then people can just take it and go through your personal data. Primary Research Analysis According to my research I carried out at Sandford international school, (please see the questionnaires in the appendix), I have concluded that the ethical and social issues that may arise are actually true. My primary research shows that even though the teachers of Sandford International School told students that they couldnt use their mobile phones during class time, students started to use it anyway. It also showed that when Students have their time off class theyd rather spend it on Facebook, twitter and YouTube. The school isnt behind though because they know that these devices uses Wi-Fi and therefore the internet they offer is badly used by students and acts as a distraction therefore the school introduced and Installed the Cyberoam software to block websites like Facebook and others so that students couldnt be distracted, But still students use their own 3G sim cards to do so. Also the school once used to use a rule that you shouldnt have a cell phone because the school has a landline phone that anyone could use. But this was annoying to many students because before you called whoever you wanted to call you had to state your problem to the school secretary before she could allow you to call. Technological advancement has changed many things. Using a landline phone is out dated and students prefer to bring their own smart phones to school because they go through less trouble and save time. Is using a mobile phone become such a necessity that students have to use it? Has it become an obsession or an addiction? I prepared questionnaires focusing on how much of the IB students use their smartphones for school related activities and etc. 70% of IB students in Sandford International School say that they are online almost all day because of their smartphones that are connected to the Internet most of the day. They are constantly receiving notifications and alerts from Facebook, Gmail, and twitter. According to my results most IB students nearly (70%) in Sandford International School use their smartphones for non-educational purposes.20% of other students told me that with the smartphone in French/Spanish class its easy for them to translate words from English to French and vice versa with Google translator as can be seen on figure 2. [5]Figure2: shows a student using Google translator in one of the language classes. And the other 10% of the students that filled out questionnaires say that they just have their smartphones in school in case of an emergency and it serves as no distraction to them whatsoever. I included the question do you consider yourself addicted or obsessed to your smartphone? in the questionnaires I handed out to students. Only 15% said that they were addicted or obsessed. Which I didnt believe because the ones that said arent addicted are the ones that are usually the ones playing with their phones in class. Studies found that high school students who used their smartphones endlessly to check their Facebook account at least once during a 15 minute study period achieved [21]lower grades. Below is a chart showing the percentage in which most IB students at Sandford use their smartphones for (figure 3). [11]Figure 3: shows the percentage in which most students use their smartphones for. The techno centric thing about the device is that students can type their notes using their smartphones and print wirelessly without the need of being connected to a printer via a cable. So how does this technology work? [21] When you first set up a wireless printer, you point it to the wireless network, or plug it into the router via Ethernet. Traditionally, these printers are not discoverable by Wi-Fi sniffers since they do not identify themselves or communicate with anything other than the access point or router. Printer configurations determine who can send it mail. You can tell the printer to accept mail from anyone or from only certain names on a whitelist. It could be one whole domain or just one person. This prevents unauthorized use, should the e-mail address be compromised. Once the sender is authorized and approved, the e-mail file attachment is downloaded to the printer, rendered in the appropriate format (Word, Excel, an image) and then printed. Across my research I was able to come across some advantages and dis advantages that I have outlined below. Advantages of a Smartphone To reduce both the environmental costs of cutting down trees, transporting it, manufacturing it into a final product and other costs, all large books, novels, story books and so on should now be digitized and used as [13]eBooks or PDFS for a simper and faster access by students that have smartphones. The eBook technology is already in place and students with larger screens can now enjoy this technology at hand. A good example of an eBook reader is the Amazon kindle, shown in figure 6. The Amazon Kindle is very good because it helps reduce stock and space of books. The main disadvantage about this eBook reader though, is that it is expensive. Most textbooks have now been digitized. This eBook technology involves the student downloading the book, saves and uses it as a PDF file on the smartphone or PC rather than having a bag full of books which can easily get destroyed, misplaced and lost. I see this as the future of textbooks and exercise books. Everything will be digitized in the ne ar future and students shall have no complains as to why they did or did not do the work at a particular time. [14]Figure 6 shows an amazon kindle which can be used for eBooks as an example. IB Students who are forgetful arent anymore as they can now write and save up reminders with an alarm to alert and remind them to the task at a particular time and day without forgetting or the urge to try and remember. Secondly the smartphone helps the student to always be on time. Hence With the smartphone students can easily listen to music that theyve downloaded onto their mobile phones and wouldnt need to have an iPod because smartphones could hold up memory sticks with different storage capacity from 1Giba Bytes up to 16Giba Bytes, they could send and receive documents from other people, chat with others on [15] apps like mxit, ebuddy and many others. Parents on the other hand dont have to worry only if they have a Smartphone. These days some schools send [16] RSS feeds and emails of upcoming events, meetings, regarding the students and the school directly onto your mobile phone if you are subscribed to be receiving the notifications. Lastly I gathered that IB Students can use their smartphones as seen on figure 5 to type notes as they are being taught as this would save on them using paper and its a faster method. [17]Figure 5: shows a student typing notes while a lecture is being given by a professor The disadvantages of a smartphone Distraction. From my Primary research I gathered that most teachers told me that student get distracted in class by phone calls and messages. Student are usually told at the beginning of class and it also written in their student handbook that mobile phones should be completely switched off in class and when such an incident happens and the whole class is therefore interrupted and almost every student loses attention and starts talking. The impact of such type of distraction is usually big and can cause many students to start talking to the other students in result they all lose focus on what they were meant to be doing at the time. Cheating. These smartphones can also be used by these students to cheat on their exams and tests for example, since students cant call in exam halls, it could be through the use of text exchange with other students. Privacy concerning both teachers and IB students. With technology advancement teachers have slightly started accepting the usage of the device in some areas and particular times of the school day. One of the reason is that, these smartphones are relatively very high in terms of video quality and recording length. For instance, a teacher could be having an argument with a student and student whos connected to the internet would record this and upload it onto YouTube. As a result the video is then shared with other people, and therefore the privacy of the teachers is then ruined. The video can also be used for bullying if the incident was rapid and outrageous. Those students will use the video to ridicule the person through blackmail. Conclusion/evaluation/recommendation Mobile phones are like a plague at Sandford and which is spreading quickly as more students are buying smartphones. Likewise the effort required to reduce such an effect is substantial. From this essay we have assessed the social and ethical impacts of smartphones, advantages and disadvantages, and solutions could be proposed based on the research question. However, some questions arise from the research. Will parents in collaborating with teachers be able to help the students against the smartphone problem? Is there an ultimate solution that addresses Smartphones social issue without requiring a radical reform? [19]Since Smartphones were introduced back in 1992, many problems have risen subjective to this technological advance. More and more people worldwide are now very dependent on their mobile phones than ever before. From office workers to parents, from drivers to students smartphones have caught their attention. smartphones were created to help ease particular tasks that humans encounter daily and dont have the time use other devices just in order to do their work. The impacts of smartphones are many to list but, these devices are part of everybodys day to day life whether we like it or not, including students. Therefore we might as well start using them for a good cause. I personally think that mobile phones will never solve the education crisis all over the world, but these smartphones can be seen as another tool kit that if its properly used by the scholars, it can enable both meaningful experiences and chances for a greater result in their studies. To add, the smartphone if it isnt used without self-awareness, caution and a great care can be the inner core of self-damage, miss management, poor performance, bad and abusive behaviour. IB students need to understand and learn the great responsibility to go with the type of technology at hand. In this era the smart phone doubtless is a tool that has power to make the user his own boss in the digital world, but as it is true, the smartphone has both sides the positive and negatives. When interacting with the device we should consider that it can help its users just as much as it can destroy them so be cautious with technology. Students need to know and understand the concept that in order for them to succeed in their studies all types of distractions need to be kept away, and spent the time wisely, perhaps going over what theyve studied during the day or week. I believe that with proper usage of the smartphone it has the capability and potential to make its users smarter. Addiction is our biggest enemy at the moment and developers are doing that on purpose because they want to sell their devices globally therefore its up to the users to use the devices consciously. Attaining low grades is one of the outcomes associated with smartphones; however its sad to see that students have accepted the consequences with these smartphones. Think before you act.

Chinese Telecom Industry Essay -- essays research papers fc

December 11, 2001 was a long awaited day for both local businesses, as well as for foreign investors. It was the day that the Chinese State Council promulgated the Regulations for the Administration of Foreign Invested Telecommunications Enterprises (FITE) which were scheduled to come into effect on the 1st of January 2002. Since it’s accession to the WTO, foreign telecommunications have eyed what is arguably the largest telecommunication’s industry in the world, and growing at a rate of over 20 per cent per annum. Having said that, Bureaucratic influences have stunted what were once crucial and foreseeable changes in regulation, the effect being cushioned only by government investment into the industry. â€Å"We encourage more investment into the telecommunications sector as we are moving into a critical stage since the industry is deepening its reform and telecom equipment is upgrading†, says Xi Guohua of the Ministry of Information Industry (MII). However, although this quote quite accurately reflects the attitude of the Chinese Government with regard to foreign investment, stringent regulation is a hurdle which is still making it difficult for foreign firms to penetrate the market. As of October 2004, 10 out of the meagre 12 applications made by foreign firms to provide telecom-related services have been pending approval for over 12 months . Along with these characteristic delays in Government approval (often blamed on red tape-ism) come the problems of stringent regulation...

Sir Gawain: The Ideal Knight Essay -- Canterbury Tales English Litera

Sir Gawain: The Ideal Knight Throughout the Arthurian legends, Sir Gawain seems to be the epitome of a noble knight. He is always putting his king before himself, repeatedly sacrificing his own life in some way for King Arthur. He is an honorable knight that lives up to his word. This is evident in both Sir Gawain and the Green Knight and "The Wedding of Sir Gawain and Dame Ragnell." In these stories, Gawain lives up to the expectations of a knight belonging to the legendary Round Table. In "The Wedding of Sir Gawain and Dame Ragnell," King Arthur is accused of unrightfully giving away Gromer Somer Joure's lands to Sir Gawain. Gromer Somer Joure asks Arthur a question, which Arthur must answer if he wants his life to be spared. Arthur, going against the instructions of Gromer Somer Joure, tells Gawain of his predicament. He tells Gawain that he must not speak of the situation to anyone else. Gawain responds by telling Arthur, "I am not that man that wold you dishonour." ("Ragnell" 150) It is apparent that Gawain is an honorable person that keeps his word. Arthur would not confide in him, otherwise. Gawain's commitment to King Arthur is even more evident as the story goes on. Arthur finds an old hag, Dame Ragnell, who knows the answer to the question he has been asked. She asks in return, "Thou must graunt me a knighte to wed--his name is Sir Gawen." ("Ragnell" 280-281) Arthur cannot agree to this without consulting Gawain. When Arthur tells Gawain about his encounter with the hag, Gawain brushes it off as if it is nothing. He does not fear marrying the hag as long as it will spare the life of King Arthur. He says to Arthur with great confidence: Is this alle? I shalle w... ...s given his land to Sir Gawain. Arthur relies on Sir Gawain to get him out of the predicament that he is in. He also relies on Sir Gawain when the Green Knight confronts him in Sir Gawain and the Green Knight. Gawain offers to take Arthur's place in the Green Knight's Christmas game. Arthur quickly accepts without a second thought. It is obvious that throughout the Arthurian legends that Arthur and Gawain are portrayed differently. One thing that remains the same is that there is a special bond between these two characters. Gawain is always the knight that is ready to defend Arthur at all times. Works Cited Sir Gawain and the Green Knight. Norton Anthology of English Literature. Ed. M.H. Abrams et. 7th Edition, Volume 1. New York: Norton, 2000. 156-210 Sands, Donald B. Ed. Middle English Verse Romances. New York: Holt, Rinehart & Winston, Inc., 1966.

Clifton Suspension Bridge Essay -- History Historical Bridge Architect

Clifton Suspension Bridge The Clifton Suspension Bridge is located in Bristol England, and spans the beautiful Avon gorge. This bridge has become the symbol of Bristol much like the Eiffel tower has of Paris, and the Opera house has of Sydney. The story of the Clifton Suspension Bridge began in 1754 with the dream of a Bristol wine merchant who donated his life savings to build a bridge over the gorge. To decide on a suitable design for the bridge a competition was held. Thomas Telford, the leading civil architect of the time was the judge. Mr. Telford attempted to submit his own design; however the decision to declare himself the winner was overruled and a second competition was held. This time, contrary to the recommendation of Thomas Telford, 24 year old Isambard Kindom Brunel was declared the winner and appointed project engineer. Brunel’s design consisted of a suspension bridge that spanned the breath of the gorge. Telford disagreed with the concept of erecting a suspension bridge of this size in such an exposed position. His doubt was likely a result of the near destruction of his last project the Menai suspension bridge. Nonetheless Brunel was given his first commission, and construction on the bridge began. The foundation stone was laid in 1831, however the project was plagued with political problems and by 1843 the project was abandon with only the towers complete. Before the political and funding problems could be resolved Brunel died an unexpected death at just 53 years old and the project had to be finished with out him. The design of the bridge was altered after his death. The original scheme was far more ornate with stone lions and Egyptian inspired decoration, these were left off the engineers who finished t... ...le plagued this project and by the time it was complete it was no longer the largest spanning bridge, though it is still a spectacular bridge sitting 76 meter above a deep gorge. Certainly a site worth seeing, apparently it is breathtaking to drive down the road to Bristol, turn a sharp corner and the white structure spanning the gorge. Today it costs 30p to cross the bridge in a car, pedestrians are not charged, and the speed limit has recently been raised to 25 miles per hour. Work Cited 1.) http://www.clifton-suspension-bridge.org.uk/index.php, October 27, 2004 2.) http://www.greatbuildings.com/buildings/Clifton_Suspension_Bridge.html, October 27, 2004 3.) http://www.farvis.com/bridge,htm.htm, October 27, 2004 4.) http://www.about-bristol.co.uk/lnd-00.asp, October 27, 2004 5.) http://www.brantacan.co.uk/suspension.htm, October 27, 2004

Lunar Phases Essay

Lunar phase (or Moon phase) refers to the appearance of the illuminated portion of the Moon as seen by an observer, usually on Earth. The lunar phases vary cyclically as the Moon orbits the Earth, according to the changing relative positions of the Earth, Moon, and Sun. One half of the lunar surface is always illuminated by the Sun (except during lunar eclipses), and is hence bright, but the portion of the illuminated hemisphere that is visible to an observer can vary from 100% (full moon) to 0% (new moon). The boundary between the illuminated and unilluminated hemispheres is called the terminator.The lunar effect is a theory which overlaps into sociology, psychology and physiology suggesting that there is correlation between specific stages of the Earth’s lunar cycle and deviant behavior in human beings. It is a pseudoscientific theory, however. The claims of a correlation of lunar phases to human behavior do not hold up under scientific scrutiny. Over the past 30 years, even more evidence has emerged to stress that this is pseudoscience. The theory is sometimes also referred to as the Transylvanian hypothesis or the Transylvanian effect in scholarly literature.The notion behind the lunar effect has fascinated many behavioralists and warranted many experiments and studies. Most experiments, however, have found no correlation between the variables and, thus, refuted the theory.There are some studies which have results the researchers claimed supported the theory. For example, a study concluded that schizophrenic patients show signs of deterioration, in terms of quality of life and mental well-being, during the time of a full moon. Some researchers have claimed that there were strong positive correlations between physiological changes such as induced seizures in epileptic and non-epileptic people and the full moon period in studies they conducted. One study concluded that a statistically significant correlations for gastrointest inal bleeding among males in particular during this time. However, most of these findings are based on small-scale research. On the other hand, the majority of scientific research seems to refute the theory of the lunar effect. Psychologist Ivan Kelly of the University of Saskatchewan (with James Rotton and Roger Culver) did a meta-analysis of thirty-seven studies that examined relationships between the moon’s four phases and human behavior. The meta-analysis revealed no correlation. They also checked twenty-three studies that had claimed to show correlation, and nearly half of these contained at least one statistical error. Kelly, Ronnie Martins, and Donald Saklofske evaluated twenty-one studies of births related to the phase of the moon and found no correlation. The scientific data â€Å"supports the view that there is no causal relationship between lunar phenomena and human behavior†. (Diefendorf 2007:113)A study of 4,190 suicides in Sacramento County over a 58-year period showed no correlation to the phase of the moon. A 1992 paper by Martens, Kelly, and Saklofske reviewed twenty studies examining correlations between Moon phase and suicides. Most of the twenty studies found no correlation and the ones that did report positive results were inconsistent with each other. Psychologist Arnold Lieber of the University of Miami reported a correlation of homicides in Dade County to moon phase, but later analysis of the data — including that by astronomer George Abell — did not support Lieber’s conclusions. Kelly, Rotton, and Culver point out that Lieber and Carolyn Sherin used inappropriate and misleading statistical procedures. When more appropriate tests were done, no correlation between homicides and the phase of the moon was found.Astronomer Daniel Caton analyzed 70,000,000 birth records from the National Center for Health Statistics, and no correlation between births and moon phase was found. Kelly, Rotton, and Culver report that Caton examined 45,000,000 births and found a weak peak around the third quarter phase of the Moon, while the full moon and new moon phases had an average or slightly below average birth rate.In 1959 Walter and Abraham Menaker reported that a study of over 510,000 births in New York City showed a 1 percent increase in births in the two weeks after full moon. In 1967 Walter Menaker studied another 500,000 births in New York City, and this time he found a 1 percent increase in births in the two-week period centered on the full moon. In 1973 M. Osley, D. Summerville, and L. B. Borst studied another 500,000 births in New York City, and they reported a 1 percent increase in births before the full moon. In 1957 Rippmann analyzed 9,551 births in Danville, PA and found no correlation between the birth rate and the phase of the moon.A fifteen month study in Jacksonville, Florida also revealed at least no lunar effect on crime and hospital room admittance. In particular:There was no increase in crime on full moons, according to a statistical analysis by the Jacksonville Police Department. Five of the fifteen full moons had a higher than average rate of crime while ten full moons had a lower than average rate. The higher-than-average days were during warmer months. Statistical analysis of visits to Shands Hospital emergency room showed no full moon effect. Emergency room admissions consistently have more to do with the day of the week.The word â€Å"menstruation† is etymologically related to â€Å"moon†. The terms â€Å"menstruation† and â€Å"menses† are derived from the Latin mensis (month), which in turn relates to the Greek mene (moon) and to the roots of the English words month and moon—reflecting the fact that the moon also takes close to 28 days to revolve around the Earth (actually 27.32 days). The synodical lunar month, the period between two new moons (or full moons), is 29.53 days long. Some authors believe women in traditional societies without nightlighting ovulated with the full moon and menstruated with the new moon. A few studies in both humans and animals have found that artificial light at night does influence the menstrual cycle in humans and the estrus cycle in mice (cycles are more regular in the absence of artificial light at night), though none have demonstrated the synchronization of women’s menstrual cycles with the lunar cycle. One author has suggested that sensitivity of women’s cycles to nightlighting is caused by nutritional deficiencies of certain vitamins and minerals. Other animals’ menstrual cycles may be greatly different from lunar cycles: while the average cycle length in orangutans is the same as in humans—28 days—the average for chimpanzees is 35 days. Some take this as evidence that the average length of humans’ cycle is most likely a coincidence.

Communication needs Essay

1.1 Explain the importance of meeting an individual’s communication needs. Answer People communicate because they need to let others know what they want and feel, as well as to find things out and get answers to their question and to pass on information and give direction. Communication is a basic human right. Without communication the individual is unable to realise or exercise their rights. Under the human rights act 1998 all individuals have the right to freedom of expression. Without identifying and supporting the individuals communication needs many may be denied their rights. The right of and individual is also up held in (GSCC) General Social Care Council. In order to effectively support an individual with his or her communication we must have a thorough understanding of their needs. All individuals have a right to communication and we are governed by standards, codes of practice, guidelines, morals and law to ensure those communication needs are met. Read more: Essay About Support Individuals with Specific Communication Needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs. Answer It is true that a person’s own beliefs and experiences could affect working practice or affect my role as a healthcare worker. However, as a  professional health care worker, it is part of my responsibilities to treat all service users equally and never allow my personal beliefs affect my role. Imposing my own beliefs and experiences is not acceptable in the healthcare practice and would be against the standard codes of practice, and organisational policies. Example giving preferential treatment to service user because I like them more than others, treating a client differently because we have the same or different religion, different values as regards personal hygiene, different sexual orientation. Furthermore, treating a service user badly because in the past I have had a bad experience with perhaps people of such colour, race or people of his/her personalities is against the practice. The Human Rights Act 1998, The Race Relations, Act 1976 amended 2000, The Sex Discrimination Act 1975. Equal Opportunities Act 2004 and the Equality Act of 2010 are all legislations that relate to equality and diversity in my own practice. These acts are about meeting and respecting the individual needs. As a healthcare worker it is my responsibly to strictly adhere and follow these guidelines. This ensure that all clients are treated equally irrespective of their colour, age, disability, gender, religion and belief and sexual orientation . It is my duties to offer a non judgemental, non bias service because of individual client beliefs. 1.3 Analyse features of the environment that may help or hinder communication. Answer Noise levels of the environment. Are they conducive to communication if an individual is hard of hearing therefore it is best to reduce the noise level or move to a quieter area to improved communication. Large groups could have a negative effective on communication if everyone is engage in a lively discussion, it best to move to a smaller group. Good/poor lighting someone with poor vision may find it difficult to see especially if they have hearing problem and relied on reading your lips as opposed to good lighting which would alleviate any anxieties and stress and reduced miscommunication as a result of having good lighting. Privacy or lack of it, offering a individual a private environment to have a conversation with someone on a one to one basic would allowed the individual to set across from you face to face, where the level of communication can be calm, timely and clear have opportunities to clarify things they are not sure about and enable clarity. focusing on the individual,space and positioning when communicating, body language and eye contact when communicating, giving individuals sufficient time to communicate, using the individual’s preferred means of communication and language, checking that you and the individuals understand the communication when communicating. No disruption/disruption, distraction example, TV off or on and even temperature is it just right or too hot/cold etc. as all these elements can have a negative or positive impact on communication. Physical- refers to the environment surrounding the participants in the communication process; for example: (good) good ventilation, chairs and other materials are properly arrange, temperature is set just right, the place or venue is presentable..etc. (bad) a very noisy place, air pollution, the place is very dirty and the materials for the event is not properly arrange, poor ventilation. 1.4 Analyze reasons why an individual may use a form of communication that is not based on a formal language system. Answer There are lots of different ways to communicate. We use all of our five senses to communicate and receive information: Visual-seeing, Auditory -hearing, Olfactory – smelling, Kin- aesthetic -feeling, Gustatory -tasting. Could be due to hearing difficulties, in which case they will use sign language, another could be because of learning problems, and these people use a form of body language , some might use their eyes, whilst others communicate by making facial expressions or sounds or even pointing. A further reason could be due to a severe medical condition, and in some of these cases the individual can learn to use electronic equipment to communicate It is important to learn about communication forms. Once we recognize the communication we can respond to it and begin shaping it into a more formal or easier to understand form of communication. 1.5 Identify a range of communication methods and aids to support individuals to communicate. Answer There are three main forms of communication, verbal, non-verbal and the written word. Verbal communication Verbal communication uses words to present ideas, thoughts and feelings. Good verbal communication is the ability to both explain and present your ideas clearly through the spoken word, and to listen carefully to other people. This will involve using a variety of approaches and styles appropriate to the Individual you are addressing. Non-verbal communication This refers to the messages we send out to express ideas and opinions without  talking. This might be through the use of body language, facial expressions, gestures, tone of voice, touch or contact, signs, symbols, pictures, objects and other visual aids. It is very important to be able to recognise what a person’s body language is saying, especially when as a health or social care worker you are dealing with someone who is in pain, worried or upset. You must also be able to understand the messages you send with your own body when working with other people. Body language – The way we sit or stand, which is called posture, can  send messages. Slouching on a chair can show a lack of interest in what is going on and folded arms can suggest that you are feeling negative or defensive about a person or situation. Even the way we move can give out messages, e.g. shaking your head while someone else is talking might indicate that you disagree with them or waving your arms around can indicate you are excited. Facial expression – We can often tell what someone is feeling by their  eyes. Our eyes become wider when we are excited or happy, attracted to, or interested in someone. A smile shows we are happy and a frown shows we are annoyed. Touch or contact – Touching another person can send messages  of care, affection, power or sexual interest. It is important to think about the setting you are in and what you are trying to convey before touching a person in a health and social care environment. An arm around a child who is upset about something in hospital or a nursery can go a long way to making them feel better but a teenager might feel intimidated by such contact from an older person. Signs, symbols and pictures – There are certain common signs or  gestures that most people automatically recognise. For example, a wave of the hand can mean hello or goodbye and a thumbs up can mean that all is well. Pictures of all forms and objects also communicate messages; an X-ray and a model of a knee joint can more easily communicate to someone needing a knee replacement exactly what is involved. Written communication This is central to the work of any person providing a service in a health and social care environment when keeping records and in writing reports. Different types of communication need different styles of writing but all require literacy skills. A more formal style of writing is needed when recording information about a client. Technological aids Technology is moving so quickly now that we have many electronic aids to help us communicate. For example, mobile phones can be used to make calls but we can also use them to send text messages and emails; and we have computers on which we can record, store and communicate information very quickly and efficiently over long distances. Some aids can turn small movements into written word and then into speech, such as the voice box most famously used by the scientist, Professor Stephen Hawking. mobile phones: these are generally affordable and available to the population at large, making them more accessible than computers and far more cost-effective. They have many uses in health and social care. For example, they enable emergency response teams to coordinate their efforts, allow a surgical team to contact someone awaiting an organ transplant, gather and send information etc. They are especially important in health and social care in developing countries, where people may live several days’ walk from the nearest doctor. telephone amplifier: these are devices that amplify, or make louder, the ring tone of a phone so that people who are hard of hearing and maybe use a hearing aid can hear the phone more clearly. They also amplify the volume of the person speaking on the other end by up to 100%. Other devices on telephones include flashing lights so someone who is hard of hearing can see  that the phone is ringing. hearing loops – a hearing loop system helps deaf people who use a hearing aid These means of communication are used for transferring information from one entity to the other, and always involve a sender and receiver. The cycle of communication is said to be complete only when the receiver has understood the sender’s message and intent. 1.6 Describe the potential effects on an individual of having unmet communication needs. Answer Having difficulties expressing on self can lead to both physical and emotional problems. Individuals who experience a gradual loss of effective communication may become increasingly withdrawn, depressed or isolated. These emotions reduce the individual’s self-esteem as they start to develop feeling of frustration and uselessness. The individual’s behaviour may change as they vent their frustrations with acts of anger or even violence. An individual, who is born deft or lose their hearing while they are young, may well have built their own society in the Deft Community based on communication through sign language. But someone who has lived in the hearing community for most of their life, then loses their hearing in later life, may feel they have no place where they can fit in. some individuals who have not received the required support to communicate effectively may become indifferent to others. They may begin to feel that there is no point in trying to express themselves, their needs or their views, when no one appears to be listening or attempting to understand them. Unsupported communication needs can result in the individual being denied their rights. As a society, if we deny an individual their rights in life we are in effect abusing that individual. 2.2 Contribute to identifying the communication methods or aids that will best suit individual. Answer At my day centre I contribute to aiding the communication needs of my service users by: Cultural needs: dietary needs of a number of service users are varied so it is essential that those who have special dietary needs are meet to help maintained and help them stay healthy example. Diabetic not given too much sugar or sweet, or those with hypertension watch the amount of salt intake in their diet identified and cultural norms of using the left hand is frown up on. Religious needs: Ensures those who practice their faith are given the opportunity to engage in such practice on a weekly basic. By providing this service to them. One page profile: Indicate the individual like and preferences and what is important to the individual and how best to meet their needs. Body language: Through developing a working relationship with an individual I am able to understand a number of cues with indicate what or how they are feeling through, facial expression, gestures that indicate that the individual is upset annoyed or confused example when an individual look at family photos they want to talk or visit their love ones. Key working: thought working with the individual and family to establish person centre approaches. Which entails their hope dreams and aspiration. Language barrier: ensuring the individual have someone to help will their language needs if their first language is not English. Technical aids: Ensuring individual have the access to hearing aid, optician to provide them with aiding with visual needs to improved their communication needs. Talking books,and large printed and Bridle books and other technical aids to help with their communication needs through partnership work with deft blind society who provide magazine to informed and update service users and their family on the latest aids that would best suit their needs. Monthly magazine leaflet: Informing and updating service users on all the activities that has taken place and will be happening at the centre. By taking photos of all the various events we are enabling service user are seeing hearing and reading all that is taking place in the day centre. Example who celebrated their birth day, what events will be happing inside and outside of the centre and pictures of who attended. Notice board: Service user are able to see and read about events and obtained information that is of interest to them or others they can shared with. Informing service users: Provide service users with Information and Advice as to where and how to obtain information on other services and community resources they can get access to. Staff meeting: Report and shared concerned information that has been disclosed or observation about service user that will benefit or aid their communication needs 2.3 Explain how and when to access information and support about identifying and addressing specific communication needs. OR 1.1What is communication? Communication is the giving and receiving of information. It is the foundation of what we do in everyday life. What we say, how we say it and what we do communicates a multitude of messages that are given and received consciously and subconsciously by using different communication methods. People communicate with you because they have something they want you to know or something they want you to tell them. We communicate to share information and ideas. The key point to remember is that everyone is different. We all think differently and communicate in different ways. The people you are supporting will communicate because they are motivated by what they need 2.2 Understand a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences There are lots of different Ways to communicate. We use all of our five senses to communicate and receive information: ï‚ · Visual – seeing Auditory – hearing Olfactory – smelling Kinaesthetic – feeling Gustatory – tasting Verbal communication Vocabulary, words and different languages Tone of voice Pitch (for example, high or low Non-verbal communication Eye contact Signs, symbols or pictures Writing Using objects Touch Physical gestures Body language and emotions Lip reading Recognise barriers to effective communication Here are some of the different barriers to consider: Sensory impairment (for example, deafness, blindness or both) Culture (for example, speaking different languages or poor English) Religion (for example, men not permitted to support females with personal care) Health issues (for example, mental ill health like Dementia) Background noise (for example, radio, television, other people, machines) Emotions (for example, difficulty in being able to listen to others) Stress (for example, failing to recognise what is happening) Strong accents (for example, from a different part of England that you find difficult to understand) Specialist communication techniques (for example, sign language is used) Prejudice (for example, allowing your beliefs to pre judge a situation) Be aware of ways to reduce barriers to effective communication Hearing Loss Hearing loss is an invisible disability, so it can become a big communication barrier. Hearing impaired people have to concentrate very hard to pick up information in stages and written information. Aids that can help these people are hearing aids, sign language, lip reading, loop systems, interpreters. It is important to limit background noise to avoid distraction. You should always make sure they can see you clearly and particularly your face as they may be able to lip read. They may also use sign language which you may need to consider learning if you will be working together regularly. Loss of Sight This can make a person extremely disorientated if they are in a strange place or they lose their glasses. When supporting a person who is blind or has limited visibility, verbal communication increases in importance. Always ensure the individual can hear you clearly. It may be appropriate to use touch to reassure them of your presence. You might need to explain things in more detail because they are unable to see your expressions and body LANGUAGE Language Barriers and Accents It can be difficult to communicate with a person who does not speak English, you may need to use picture boards, actions or an interpreter so you can communicate appropriately. Dementia and Confusion When supporting someone with Dementia be aware that even basic forms of communication may be difficult for them to understand and interpret. Use short sentences. Use names rather than he or she. Avoid open ended questions. Use closed questions, for example, rather than say â€Å"what would you like?† say â€Å"would you like this or that?† Dysphasic These individuals have usually had a stroke and may get very frustrated when trying to communicate. A speech therapist may be involved with their support and may be able to suggest ways of making things easier. Physical Disabilities Individuals may have had accidents which have changed their abilities. Some people will have previously had no disabilities and others will have always had disabilities. Some people with physical disabilities may have difficulty speaking, for example, people who may have had strokes or conditions like cerebral palsy. Others with physical disabilities may be able to communicate perfectly well in speech. You should never make judgements about individual’s capabilities in any way and don’t forget everyone is different. Cultural Differences Commonly used gestures can sometimes have different meanings in other cultures. Familiarise yourself with the cultures of those you are caring for so you are able to treat them with respect. In some cultures, men and women are not allowed to speak to each other if they are not known to each other and this could present difficulties when trying to provide care and support. A female may not want a male carer and a male may not want a female carer The Environment Consider the type of environment in which you are working. Is there lots of noise around you. Can the noise be reduced or removed altogether. Are other people making too much noise and preventing you from communicating with an individual. In an individual’s home, you may find pets or other distractions like the television being on too loud. You should also make sure that people who have particular aids to help them communicate are using these, for example hearing aids and glasses. It can often be difficult to concentrate on a conversation if the individual needs to go to the toilet. Always check the individual is comfortable. Confidence / Self Esteem If an individual lacks confidence and / or self esteem, they may find it difficult to express themselves. Lots of patience and encouragement is needed as well as regular praise to increase their confidence and the way they feel about themselves 1.5 Be aware of sources of information and support or services to enable more  effective communication There will be lots of different types of support and services that can help you and the individuals you support to improve your communication skills. Some of these services are: ï‚ · Translators Interpreters, sign language and lip speakers Speech and language specialists Advocacy services

What is the Measure of Unhappy

The Simpsons, was a dysfunctional family, with no less than a rebellious son constantly getting into trouble in school and the community in general, and a drunkard father who would not hesitate to strangle said son at the slightest provocation. It is wacky and funny, owing to its cartoonish character and its brilliant writing. The same can be said of the Bluth family in Arrested Development, where between feuding siblings, a drunkard, former socialite mother and a fugitive father, at the center are values that remain somewhat intact. Their dysfunction, and tragic circumstances are brought in a humorous light. Though with the title Little Miss Sunshine, we see nothing of the glamor we would expect a few minutes into the movie. This is no Simpsons—at least that family kept to their values, had the support of their Springfield neighborhood; this is no Arrested Development, as there is no one member left that is functional enough, strong enough to keep the ties together. For all intents and purposes, the Hoovers of Little Miss Sunshine are estranged, and ready to tear to separate directions. We are immediately introduced to people at the end of their ropes—the grandfather is a heroin addict, the uncle recently failed in his suicide attempt, the father is a failed â€Å"self-help† author, the son has all but disowned his dysfunctional family. The mother, for all her efforts to keep her family together, is ironically nothing but a foil to make clearer how much in desperate circumstance the family has gone. The movie centers around the eventual trip the family has to California, for a Little Miss Sunshine pageant for the youngest daughter, but here there is more opportunity to show how far down its members have gone. No one member is not dependent on the other—the suicidal uncle could not be left alone, or alone with his nephew; the grandfather, who has been with his granddaughter longest, is impliedly dependent on her for emotional support; this line of dependency eventually passes to the mother, and the father last. Everyone but the daughter is reluctantly pulled to the journey. There is not much to be said about the acting done in the movie, as every character was subtly played. Steve Carrell plays a person different altogether from his previous roles as family man or comic hero—he plays a manic-depressive intellectual homosexual, and he delivers perfectly the consequential line where he explains to his niece why he tried to kill himself. Greg Kinnear, in portraying the straight-laced father who tries to maintain a semblance of reason to his family, successfully balances the seriousness of his mood while becoming involved in ridiculous situations. Memorable—perhaps owing to him being at the center of the only â€Å"loud† scene in the entire movie—is Alan Arkin, the wise cracking grandfather who breaks the stereotype of the embittered old man trapped in the memories of days past or a war they might have taken past. The â€Å"shining ray of light†, perhaps, in the household is the little daughter, Olive Hoover, who spends countless days dreaming about pageants and watching the coronation of beauty queens. From what we see of her and her actions throughout the film, we wonder whether she was oblivious to the situation her family was in. There is a scene of her whooping with joy from room to room while from the kitchen the father and mother violently exchange words, eventually dragging the family in the argument in the process. In the aftermath of the scene, in comes Olive, still whooping with joy. She is also constantly sheltered by her mother and her father, in separate circumstances from what would be deemed â€Å"inappropriate† at her age. For those who would search for the comedy in the movie, there is none but dry, tired humor. There are no exaggerated misadventures that the average Bluth or Simpson might encounter, but little troubles that could normally arise. Those who watched expecting serious or contemplative thought, would be the ones pleasantly surprised. For while in themselves the picture of a family running after the bus to catch a ride would be in itself funny, it does not break the gloom, but complement it. Eventually each of them are pushed to the limits of their patience, and comes face to face with the measure of unhappiness. What measure is unhappy? The movie forces us to tackle this question head-on, in-between the humorous intakes of breath. Each of the family members sees their vision of life fall apart: the father sees the failure of his venture to promote his book; the uncle sees the vision of what he had lost come to life before him again; the son comes face to face with the prospect of a shattered dream, and there is a death in the family. Olive Hooper, protected from the harshness of their world, surprisingly becomes the one that shows them the light in it. The son, who worships Nietzsche and sees the final end to his dream, finally and completely rejects everything—his family and his life. Only the quiet gesture of his sister makes him realize that the trip is not about him, or his troubles. But her. And she was willing to sacrifice that time for him. When the mother, seeing her world start to come to pieces, finds support in the hug of her family, and her child. The father, coming to a point where he could choose to shatter his child's dream—knowing that he has, once and for all, been defeated—chooses instead to throw his worries away and join in the crazed merriment of his family. If one was to watch the movie, and look for something better that would come the main characters' way, they would find the end underachieving. The family remains subdued, dysfunctional, and a failure in each of their respective right. There is, however, something different indeed—for by the end we learn that while each of us has dreams, we do not need to place standards of happiness on attaining them—we can be happy in being with family, being ourselves. It's not the accomplishment of something, but the journey taken in its accomplishment that is important. In the end, happiness is not a state which we seek to attain—but a choice to be content with wherever we are. We could all take a cue on Olive. In the face of the troubles and misadventures of her family, the loss, and the pain each is faced with, she never loses the sunny disposition. And when she does lose it, everyone pitches in to rouse her from her gloom. It's because the inspiration for them to keep going, and to keep living.