Writing a Sample Essay on Decline in Citizenship and Voter Turnout

Writing a Sample Essay on Decline in Citizenship and Voter TurnoutA sample essay on decline in citizenship and voter turnout can be a very powerful tool for a student of history or any other subject as well. Here is how to create such a simple sample essay using an outline.First you will need to take a few minutes to write out your student's research. Make sure that you do not include any direct quotes from your student's study and use this part of the essay to construct your summary of facts and figures, not your thoughts. The author is most likely to be surprised at the reactions that you get when you turn in the assignment, so you want to have a feeling for how they will react to the information you present.Now it is time to write about the research skills that you learned from your student. You are going to need to write a very simple summary, but remember to make sure that you include all of the most important information so that you can get a feel for how you did.In the next fe w paragraphs you are going to need to tell about your student's involvement in the research. This can be done in a brief paragraph or in a chapter devoted to this topic. Either way, you need to give your reader a very brief summary of their experience.Next you will need to look at the political issues that will come up when you conduct your research. This part of the essay should cover two things: voting and citizenship. These are not the only issues that you need to cover, but you are going to need to include them so that you know where you stand on the issues.The last paragraph is a two part section that will include the conclusion of your student's thoughts. You should include a summary of the thoughts that they have expressed in this section, as well as how they relate to your research.When you write this section of your student's paper, you will need to use the outline that you created earlier. In this section you are going to use a good summary that you created earlier and sum marize all of the information that you wrote in the research section. This will help your student make a strong statement about the problems that are affecting our country today.

Communication Roles Essays - Roman Catholic Devotions,

Communication Roles In my life, the five most important roles I fill are as follows: father, head of household, son, student, and friend. Each role is very challenging and requires a lot of attention. I am twenty-eight years old and a single father of one. My son Alec lives with me and is the central part of my life. Raising a child requires different communications skills then other relationships. When I talk with Alec, I have to understand that he is just learning the tools of communication and needs time and more importantly patience to allow him to attain them. This is where I think I need practice. Patience does not come naturally to me and I have had to develop it in a short period of time. But as any skill, it still can use further honing to allow me to communicate with my son more effectively. The role of head of household comes with the above role. I am again raising my son on my own, and because of that, little communication is necessary. There is no one else to discuss household decisions with. I do seek advise from my parents and I use their praise or lack of praise to evaluate my performance. This leads me to my next role, that of son to my parents. I have a very good relationship with my parents. I have noticed that as I have aged, the relationship between them and myself has grown stronger. I think the main reason for this is, we now can identify with each others situations. So, if you ask my parents about me, they would probably say, I was the best son in the world, as most parents would. The next role is the easiest to evaluate. The evaluation of how good of a student I am, comes from my grades. I have no problem there. I haven`t seen any low grades in some time. I enjoy school and interacting with professors and fellow classmates. The last role, the role of friend, is probably the hardest to me. I have a life the is quite full and when I am needed by my friends, I find it hard to tare myself away from other things. I am not good at managing time. My friends usually get left out of the loop. Speech and Communications

Stop Cluttering Up the Classroom Walls

Stop Cluttering Up the Classroom Walls Despite a teachers best intentions, a cluttered classroom environment could be distracting students from learning. Too much visual stimulation in the classroom can be distracting, the layout may be unwelcoming, or the classroom wall color may have a negative impact on mood. These elements of  classroom environment  can have a negative or positive effect on student academic performance. This general statement is supported by a growing  body of research on the critical impact that light, space, and room layout have on a students well-being, physically and emotionally. The Academy of Neuroscience for Architecture has collected information on this impact: Features of any architectural environment can  have an influence certain brain processes such as those involved in stress, emotion and memory (Edelstein 2009).   While it may be difficult to control all factors, the choice of materials on a classroom wall is the easiest to manage for a teacher.  The  Princeton University Neuroscience Institute  published the results of a study,â€Å"Interactions of Top-Down and Bottom-Up Mechanisms in Human Visual Cortex,†Ã‚  they conducted that discusses how the brain sorts out competing stimuli. One heading in the research notes: Multiple stimuli present in the visual field at the same time compete for neural representation...   In other words, the more stimulation in an environment, the more competition for attention from the part of a students  brain needed to focus. Michael Hubenthal and Thomas O’Brien reached the same conclusion in their research  Revisiting Your Classroom’s Walls: The Pedagogical Power of Posters  (2009). They found that a students  working  memory uses  different components that process visual and  verbal information . They agreed that too many posters, regulations, or information sources could have the  potential of overwhelming a students  working memory:   The  visual complexity caused by an  abundance of text and small images  can set  up an  overwhelming  visual/verbal  competition between  text and  graphics for which students must gain control in order to  give meaning to information. From Early Years to High School For many students, the  text and graphic-rich classroom environments begin in their early education (Pre-K and elementary) classrooms. These classrooms may be decorated to an extreme.   Too often,  clutter passes for quality, a  sentiment expressed by  Erika Christakis in her book  The Importance of Being Little: What Preschoolers Really Need from Grownups  (2016).  In  Chapter 2 (Goldilocks Goes to Daycare) Christakis describes the average preschool the following way: First well bombard you with what educators call a print-rich environment, every wall and surface festooned with a vertiginous array of labels, vocabulary list, calendars, graphs, classroom rules, alphabet lists, number charts, and inspirational platitudes - few of those symbols you will be able to decode, a favorite buzzword for what used to be known as reading(33). Christakis also list the other distractions that are also  hanging in plain sight:  the number of  mandated rules and regulations alongside decorations including hand washing instructions, allergy procedures, and emergency exit diagrams. She writes: In one study, researchers manipulated the amount of clutter on the walls of a laboratory classroom where kindergarteners were taught a series of science lessons. As the visual distraction increased, the childrens ability to focus, stay on task, and learn new information decreased (33). Researchers from The Holistic Evidence and Design (HEAD) support Christakiss position. They assessed  hundred fifty-three U.K. classrooms to study the link of classroom environment to the learning of almost four thousand students  (ages 5-11).  Researchers  Peter Barrett, Fay Davies, Yufan Zhang, and Lucinda Barrett published their findings in  The Holistic Impact of Classroom Spaces on Learning in Specific Subjects  (2016).  They reviewed the impact of different factors, including color, on student learning, by looking at measures of progress in reading, writing, and math.  They found that reading and writing performances are particularly affected by levels of  stimulation. They also noted that math received  the most positive impact from a classroom design that is student-centered and personalized spaces. Environment Element: Color in the Classroom The color of the classroom can also stimulate or overstimulate students. This environmental element may not always be under the teachers control, but there are some recommendations teachers might be able to make. For example, the colors  red and orange are associated with negative impact on students, making them feel nervous and unsettled. In contrast, blue and green colors are calming colors.   The color  of an environment also affects children differently according to age. Younger children below five may be more productive with bright colors such as yellow. Older students, specifically high school students, work better in rooms painted in light shades of blue and green which are less stressful and distracting.  Ã‚  Warm yellows or pale yellows are also older student appropriate. The scientific research into color is extensive and color can affect children’s moods, mental clarity, and energy levels,  (Englebrecht, 2003).   According to the International Association of Color Consultants - North America (IACC-NA), a school’s physical environment has a  powerful psycho-physiological impact on its students:   â€Å"Appropriate color design is important in protecting eyesight, in creating surroundings that are conducive to studying, and in promoting physical and mental health.† The IACC has noted that poor color choices can lead to irritability, premature fatigue, lack of interest and behavioral problems.   Alternatively,  walls with no color can also be a problem. Colorless and poorly lit classrooms are often considered boring or lifeless, and a  boring classroom maybe likely to cause  students to become disengaged and uninterested in learning. â€Å"For budget reasons, a lot of schools don’t seek out good information on color,† says Bonnie Krims, of IACC. She notes that in the past, there was a common belief that the more colorful the classroom, the better for the students. Recent research disputes past practice, and that too much color, or colors that are too bright, can lead to overstimulation. An accent wall of bright color in a classroom may be offset by muted shades on the other walls.  Ã¢â‚¬Å"The goal is to find a balance,† Krims concludes.   Natural Light Dark colors are equally problematic. Any color that lessens or filters  natural sunlight out of a room can even make people feel drowsy and listless (Hathaway, 1987).  There are multiple studies that point to the  beneficial effects of natural light  on health and mood. One medical study found that patients who had access to a scenic view of nature had shorter hospital stays and required lower amounts of pain medication than those patients who had windows that faced a brick building. The official  blog of the U.S. Department of Education posted a  2003 study  (in  California)  that  found that classrooms with the most (natural light)  daylighting had a 20 percent better learning rate in math, and a 26 percent improved rate in reading, compared to classrooms with little or no daylighting. The study also noted that in some cases,  teachers  needed only  to reposition furniture or move  storage to  take advantage of the available natural light in their classrooms.  Ã‚   Overstimulation and Special Needs Students Overstimulation is an issue with students who may have Autistic Spectrum Disorder  (ASD).  The Indiana Resource Center for Autism  recommends that teachers try to limit  auditory and visual distractions so that students can  focus on the concepts that are being taught instead of details that may not be relevant, and reduces competing distractions. Their  recommendation is to limit these distractions: Often when students with ASD are presented with too much stimulus (visual or auditory), processing may slow down, or if overloaded, processing may stop completely.   This approach may prove  beneficial for other students as well.  While  a  classroom rich in materials may support learning,  a cluttered classroom that overstimulates  may be too distracting to many students whether they special needs or not. Color also matters for special needs students. Trish Buscemi, the owner of  Colors Matter, has experience in advising clients what color palette to use with special needs populations.  Buscemi has found that blues, greens, and muted brown tones tend to be appropriate choices for students with ADD and ADHD, and she writes on her blog  that: The brain remembers color first! Let the Students Decide At the secondary level,  teachers could have  students make contributions to help shape a learning space. Giving students a voice in designing their space along will help develop student ownership in the classroom.  The  Academy of Neuroscience for Architecture  agrees, and notes  the importance of being able to have spaces that students can call their own. Their literature explains, Feelings of comfort and welcome in a shared space are vital to the level in which we feel invited to take part.  Students are more likely to  take pride in the space, and they are more likely to support each others efforts to contribute ideas and maintain organization.   Also, teachers should be encouraged to feature student work, maybe original pieces of art, displayed to elicit trust and student worth.   What Decorations to Choose? To reduce classroom clutter, teachers could ask themselves the following questions before putting that velcro or removable tape onto the classroom wall: What purpose does this  poster, sign or display serve?Do  these  posters, signs, or items celebrate or support student learning?Are the  posters, signs, or displays  current with what is being learned in the classroom?Can the display  be made interactive?Is there  white space in between wall displays to help the  eye distinguish what is in the display?Can students contribute to decorating the classroom (ask â€Å"What do you think could go inside that space?†) As the school year begins, teachers should keep in mind opportunities to limit distractions and reduce classroom clutter for better academic performance.

Will the dental college survive or collapse Essay

Will the dental college survive or collapse - Essay Example In one part of the book, when the alpha dog stands in a forest surrounded by tall pine trees, it comes to a moment of truth. His primitive instincts beckon it to the wild. In a similar way, human beings are facing their moment of truth. Standing on the very land that sustains them, they are being faced by a call from earth (McFadden, 2011). In his book, Jared Diamond talks about how the earth is showing signs and warning of a catastrophe in the making. Diamond is of the perspective that environmental degradation is one of the major reasons for the collapse of societies. The annals of history are rife with such examples. They show that successful societies were able to effectively address environmental concerns. Diamond believes that environmental concerns hold equal importance, if not more, than other factors that contribute to the success of a society. Taking care of the environment before it is too late makes the difference between a failed and a successful society. Diamond devised a formula for explaining how societies collapsed: environmental crisis + failure of a society to address = collapse of society (McFadden, 2011). Taking these factors into consideration, this essay will analyze the various attributes of the corporation that I work in- a dental college. The various aspects of the dental college will be evaluated and it will be discusses whether they are contributing to its success or collapse. Profile The dental college under consideration is a proprietary vocational college. A vocational college is defined as an institution where individuals are taught the skills necessary to become a professional in a certain job. Vocational colleges can operate on non-profit basis or can be proprietary. Since the dental college is proprietary, it does not have key affiliations with any of the popular universities of the country. Since it is private, it has a commercial nature and operates for the benefits of the people who own it. Students are charged fees, which is used to run the college. It was established in 1961. Starting from 42 students and with a faculty of 11 teachers, the building was located in the heart of the city. Over the time the college has expanded the education being offered, with programs being provided for postgraduates now. Training is offered to both students who are pursuing doctoral programs and who have completed their doctoral degree. In the past, the college has produced influential dentists that are practicing in various parts of the country. Along with the education being provided to the students, the college also invests in research (Dim & Cricco, 2001). Analyzing the dental college: failing or succeeding? Daniel Wren is of the perspective that management extends beyond military and politics- a concept that was appreciated by the Greeks hundreds of years ago. The Greeks increasingly considered the importance of management in social reform and patterns of social relations (Chiu, 2010). This entails that manageme nt plays an important role in the routine working of businesses. Most, if not all, of the successful organizations in the US are admired and their wide-ranging managerial skills imitated by businesses all over the world. According to Normand (2004), there are two main traits that distinguish these organizations from other struggling businesses in the world. These two traits are the eagerness for the future and the ability to change. Successful corporations look forward to the future and aim to improve things. They also are willing and keen to change in order to achieve their aims. A general rule that guarantees the success of a business is management. Successful corporations have been associated with the use of effective management skills. Management entails the effective supervision and regulation of the

Financial Reporting and Analysis Literature review

Financial Reporting and Analysis - Literature review Example The company should try to increase this net profit in the future as it has fallen below the industry’s operating profit margin of 19%. Return on capital employed is way below the industry average for the company. It is 9.8% in 2009 which is very low. Although it has increased slowly to 10.83% in 2010, it is still way below the industry average of 20%. The company must try to increase this return drastically in the future by decreasing their liabilities. The company’s Return on equity measures the efficiency at generating profits from every unit of shareholder’s equity (BRIGHAM, Eugene F. and Ehrhardt, Michael C., 2010). The company’s Return on equity shows how well a company uses investment funds to generate earnings growth (CORREIA, Carlos et al., 2007). And the company’s Return on equity has increased from 2009-2010 from 5.27%-6.12% which is a very good sign but it is still on the low side. The Company’s return on the asset is neither too high nor too low. It is 8.86% in 2009 and has just increased slightly to 9.89% in 2010. Although, an increase is a good sign but the company must try and further increase this ratio in the ratio by decreasing their asset usage and to increase their net profit even further. Liquidity ratios illustrate the company’s ability to pay off obligations in the short term (CHANDRA, Prasanna, 2008). Current asset ratio and acid-test ratio are observed closely when liquidity is in question. The company is in a fairly good position in both of these parameters. The current ratio of the company has increased drastically from 1.46 in 2009 to 2.73 in 2010. In 2010 it is above the industry average of 2.5 which is a good sign for the company. It shows that a fair amount of assets are available to finance the liabilities of the company and that a company can pay off its short term liabilities quite easily. The Quick

Genetic Mapping of Cystic Fibrosis and Huntingtons Disease

Genetic Mapping of Cystic Fibrosis and Huntingtons Disease Genetic Mapping By the late 1970s, the list of genetic diseases in McKusicks catalog of genetic diseases had grown exponentially. But only a few of the actual genes were identified, leading to predictive diagnostic tests. It seems that finding a disease-linked gene in humans is like looking for a needle in a haystack. Botstein/Davis Gene Mapping Technique In 1978, David Botstein (1942- ), a geneticist from MIT, attended a genetic mapping presentation in Utah. At the presentation, a graduate student was mapping a gene that happened to be sitting with a gene that existed in many easily identifiable variants. As Botstein listened, he was struck by an idea: gene mapping would become a trivial task if such variant signposts existed and were spread across the human genome. Botstein knew that such a marker exists. Over centuries of evolution, thousands of minute variants in DNA sequence are created in the human genome. These variants are called polymorphisms, and are spread widely over the human genome. Working with Ron Davis (1941- ) and Mark Skolnick (1946- ), Botstein published their new basis for the construction of human genetic maps in 1980. Mapping Huntingtons Disease (HD) Nancy Wesler, a psychologist, heard about Botsteins gene-mapping proposal in October, 1979.ÂÂ   Her mother and uncles all had suffered from Huntingtons disease, but she was still asymptomatic. Huntingtons disease causes the death of specific neurons in the brain, leading to jerky movements, physical rigidity, and dementia. Symptoms usually appear in midlife and worsen progressively. At that time, Botsteins method was still theoretical thus far, no human gene had been successfully mapped with it. Botsteins technique was crucially dependent on the association between a disease and markers: the more patients, the stronger the association, the more refined the genetic map. There were only a few thousand HD patients in scattered across the United States seemed perfectly mismatched to this gene-mapping technique. However, Wexler had heard that there was a prevalence of HD on the shores of two villages in Venezuela. In the winter of 1979, Wexler set off to Venezuela to hunt the Huntington gene. She hired a team of local workers to begin documenting the pedigrees of affect and unaffected men and women, collecting blood samples to be shipped to the laboratory of James Gusella, at the Massachusetts General Hospital in Boston, and to Michael Conneally, a medical geneticist at Indiana University. In Boston, Gusella purified DNA from blood cells and cut it with a barrage of enzymes, looking for a variant that might be genetically linked to HD. Conneallys group analyzed the data to quantify the statistical link between the DNA variant and the disease. In 1983, three years after the blood samples had arrived, the location of the HD gene, whose mutation causes Huntingtons disease, was mapped to chromosome 4 in 1983, making HD the first disease gene to be mapped using DNA polymorphisms variants in the DNA sequence. The mutation consists of increasing repetitions of CAG in the DNA that codes for the protein huntingtin. The number of CAG repeats may increase when passed from parent to child, leading to earlier HD onset in each generation. Mapping of Cystic Fibrosis (CF) Davis and Botsteins technique of mapping genes based on their physical positions on chromosomes later called positional cloning marked a transformative moment in human genetics. In 1989, the technique was used to identify a gene that causes cystic fibrosis, a devastating illness that affects the lungs, pancreas, bile ducst, and intestines. Unlike Huntingtons disease, the mutated variant of the CF is common: one in twenty-five men and women of European descent carries the mutation. Human with a single copy of the mutant gene are largely asymptomatic. If two such asymptomatic carriers conceive a child, chances are one I four that the child will be born with both mutant genes. Until the 1980s, the average life span of a child carrying two such mutant alleles was twenty years. In 1985, Lap-Chee Tsui, a human geneticist working in Toronto, found an anonymous marker that was linked to the mutant CF gene. The marker was quickly pinpointed on chromosome seven, but the CF gene was lost somewhere in that chromosome. Tsui began to hunt for the CF gene by progressively narrowing the region that might contain it. In 1989, using a modified gene hunting technique called chromosome jumping, Tsui and his colleagues had narrowed down the gene hunt to a few candidates on chromosome seven. The task was now to sequence the genes, confirm their identity and define the mutation that affect the function of the CF gene. They discovered that only one gene was persistently mutated in both copies in affected children, while their unaffected parents carried a single copy of the mutation. The CF gene codes a molecule that channels salt across celluar membranes. The most common mutation is a deletion of three bases of DNA that results in the removal, or deletion, of just one amino acid from the protein. This deletion creates a dysfunctional protein that is unable to move chloride across membranes. The salt in sweat cannot be absorbed back into the body, resulting in the characteristically salty sweat. Not an the body secrete salt and water into the intestines, resulting in the abdominal symptoms. Within a few months of the discovery, a diagnostic test for the mutant allele became available. Over the last decade, the combination of targeted parental screening and fetal diagnosis has reduced the prevalence of children born with CF by about 30 to 40 percent in populations where the frequency of the mutant is the highest.

Tda 2.3 Communication and Profesionalrelationshipswith Children and Young People

Introduction In this assignment I will be discussing the different way we communicate with children, young people and other adults. Also, how to deal with disagreements between children and adults. And looking at how we speak and communicate with people and the benefits it has Task 1 Children and young people Describe how to establish respectful, professional relationships with children and young people It’s most important that first of all you talk to a child or young person that is at a level that is appropriate to their age.Making sure that you come across as calm caring and approachable person, who is also willing to listen to what they have to say and making them feel that what they have to say is also important. Also setting out mutual ground rules so you both know what is expected from each other so there is no confusion from either side.And simple things like learning a person’s name and pronouncing it correctly, being alert to their feeling, giving time to pupi ls as an individual and using lots of positive and encouraging words when speaking to children and young people. Describe with examples how to behave appropriately for a child or young person’s stage of development When communicating with children or young people you need to make sure you are communicating at a level that is at their â€Å"age related† stage of their development.But keeping in mind that children and young people mature and develop at different stages, and children with â€Å"special needs† may need more help from different professions to assess their development stage. Children in foundation and key stage 1 these pupils are still developing their language and communication skills so it’s important that when we speak to them we get down to their level so we are not towering over them which may be intimidating to small children.When communicating with small children its important you have their undivided attention as they have a limited att ention span a good way of making sure they have understood what you have been speaking about is to get them to relay the information back to you that way you know they have understood this is also a good way to asses there development stage as well. When they become upset or hurt we can put are arm around them to comfort them. We should be enthusiastic when asking them to do things or learn something, this will encourage them to give it a go, and ots of smiles at them are reassuring Key stages 2 By this stage children have a better understanding on how to communicate with their peers and other adults. It’s important that we listen and talk to them at their own level, not talking down at them and make eye contact. We mustn’t talk over them or be sarcastic and we should be positive about what is being said. Now that the children are a little bit older we should encourage them to take pride in their work and the things they do. Key Stage 3 and 4Now that the children are o lder they will be able to communicate effectively with others, we can behave by talking at their level and not talking down to them this may make young people feel intimidated or belittle. It’s also important to set some mutual ground rules so they know what is excepted of them and what the consequences for misbehaving will be make sure you are very clear of what you expect. If they are upset or hurt be sympathetic to their feeling and needs, we can also offer advice and guidance if appropriate.For those children that may be disruptive or not listening, try to encourage them to participate more or remind them what is expected of them Describe how to deal with disagreements between children and young people Some disagreements between children depending on their age they may be able to solve between themselves, but for those that can’t it’s important that we stay neutral and not take any sides. When managing a disagreement it’s important we go back to the b eginning where the argument started and give each child a chance to tell their side of the story.It’s important that the pupil feels they have been heard and acknowledged. It’s also important that the children discuss how the situation has made them feel and possibly give them the chance to come up with a solution themselves on how the disagreement could be resolved. For arguments that maybe more serious it could be advised that the children involved are separated from others and given time out to calm and think about what has happened, we must also encourage children to understand and respect other peoples feeling and emotions.Then we need to work out whether any apologies are required or further steps need to be taken. Describes how own behaviour could: -promote effective interaction with children and young people Children often lead by example, so we must lead the way by showing them how to, with good communication skills, using appropriate language and being a good , positive role model. Encourage children to make the right decision when needed. Always set boundaries so they know what to expect and what is also expected of them.Show them respect and use genuine praise, and build confidence and trust. -impact negatively on interaction with children and young people If you look at some of the opposites that I have talked about above such as bad or low communication this may cause a barrier between you and the pupils which will prevent you hearing and seeing what they won’t or what they are doing. Using inappropriate language they may pick it up and start using it, criticing, teasing, belittling or disregarding their efforts will lower their self-esteem and confidents .Always mean what u say, don’t break trust or confidence as they will feel like you can’t protect or help them. Adults Describe how to establish respectful, professional relationships with adults To establish a respectful professional relationship it’s im portant that we communicate well and offer each other help and support where needed. â€Å"You should use language that other adults (including parents/carers, colleagues, volunteers or students) are likely to understand, avoid using jargon or technical language unless you are sure they understand its meaning. (T Kamen 2010 pg. 71) Whether you are speaking to a colleague, parent/carer or someone from another profession it’s important that you are practical, you may be working with someone who is unfamiliar to the surroundings or need help to find things, also make sure you are informative, you may need to give information and support to someone regarding an issue or situation they know nothing about, act in a professional manner by demonstrating personal courtesy and integrity it’s never appropriate to â€Å"gossip† .Being Emotional have a sense of humour where appropriate being caring and understanding to peoples situation. Developing and promoting good effect ive relationships with the people you work with helps to maintain a positive learning environment for pupils, parents/carers and also staff. Describe the importance of adult relationships as role models for children and young people It’s common for children to copy and model the attitudes, behaviour and actions of adults around them.It’s important that people working with children then understand the impact they can make on a child’s social and emotional development. Being a good role model means we should use good positive and encouraging communication skills, speak to others in a manner we wish to be spoken to, be friendly helpful and considerate to other people. Work cooperatively, take turns to speak not over the top of other and show the importance of sharing.The more we show this through our own interaction and relationships with other adults the more likely children will realise what a guild line is to appropriate socially acceptable behaviour. Task 2 Des cribe how communication with children and young people differs across different age ranges and stages of development Young children in foundation stage and key stage 1 age this age will still be developing the language and communication skills and will need to be reminded to take it in turns when speaking and reminded of the importance of listening to others.When talking to young children it’s important that we speak clearly, slowly and use words that aren’t too big that they won’t understand, it’s important that we check that they have understood what we have said by asking questions and asking them to repeat what we have said. By the time children get to key stage 2 they are starting to mature in the way they communicate with their peers and their teachers. Pupils by this stage have a better understanding of how to communicate and will be less self-centre and more considerate of others.You may need to remind some children about waiting for their turn to speak this may be down to immaturity or possibly their personalities. Also by this stage they will understand bigger words but may still need the meaning of some words explained. By the time they get to key stage 3/4 young people my become more self-conscious about speaking in front of others and be embarrassed easily, it’s important that we give lots of time to prepare and plan for these things and loads of encouragement along the way.Also by this stage they may be using lots of alternative ways of communicating with their peers and other adults such as phone texting, email and possibly social networks. Young people by now will have a good understanding of formal and informal language, and know how to communicate better with people and have a good use of more complexed words. Within each of these different stages you may be asked to work with children with special educational need, where you may have to adapt your communication skills further to meet their independent needs and abilities.Describe the main differences between communicating with adults and communicating with children and young people There are many similar communication skills we use that are the same when dealing with adults and children such as remaining eye contact, responding to what they’re saying, treating them with respect and courtesy, and also using non-verbal communication such as smiling or nodding. When speaking with children it’s important to encourage good communication skills by demonstrating this so we need to communicate clearly, concise and at a level that is equivalent to their age and needs.Make sure you are actively listening and positive responding, offering praise and encourage, or support if need. But when speaking to adults are language is more complex but must be on a professional level, we must also respect other people’s ideas and thoughts even if you’re not sure about them. We may even use different ways of communicating such as t exts, emails, notices or letters. Always comply with policies regarding confidentiality, sharing information and data protection.And also avoid assumptions regarding a person or a situation, Identify examples of communication difficulties they may exist There are many different reasons for communication difficulties which I have listed some below Individuals with special educational needs Age barriers Low or poor communication Hearing impairment Different values or beliefs External factors Opposite expectations Lack of confidence/ self-esteem Speech and language difficulties Bilingual Visual impairedDescribe how to adapt communication to meet different communication needs You may need to adapt your way of communication in order to meet the needs of the person you are speaking to, depending on the age and experience of the person you are dealing with, the context of the conversation and the communication needs of the individual . When communicating with people with earing impairment / deaf, medical problems, special educational needs, poor vision or blind it’s important that we speak clearly, appropriately and slow are speech if necessary, use visual aids such as pictures photography and flash cars. Maintain good eye contact and positive body language. For someone who is hearing impaired or deaf, be sure you face the person so they can lip read or use sign language if you know it.Also if dealing with a visual impaired child make sure you address them by name so they know you are speaking to them, and those with some vision sit them at the front of the class so they have a better chance of seeing you and the board â€Å"It is possible that you will adapt the way you communicate with them without even realising that you are doing it, we often change the way we react to others depending on the way in which they react to us† (L Burnham, B Baker 2010 pg. 49) Describe how to deal with disagreements between the practitioner and children and young people The first thing to remember is never get into an argument with a child or young person you must stay professional and calm at all times. It could be useful to explain to the child what you expect and how their behaviour is unacceptable and why it’s not appropriate but acknowledge that here is a problem and be understanding to their feelings. If the problem starts to escalate you may need to walk away and ask for advice or help from a 3rd party.If you are a bystander you may need to intervene and offer assistants or advice on the situation or report what you have seen depending on the seriousness of the situation -the practitioner and other adults I think one of the most important things to remember If you find yourself in a disagreement with another adult is not to let the situation escalate. â€Å"where there are areas of conflict with other adults ,you will need to show sensitivity an try and resolve the problem as soon as possible, the longer a problem is allowed to go on , the more difficult it will be to put right† (L Burnham, B Baker 2010 pg. 6) So it’s important that individuals involved take time out together to discuss the issue openly and honestly and work out how it may be resolved, as adults we can misread or perceive information wrongly an even just miscommunicate with each other by talking about the issue these confusions can be quickly rectified , It’s hard to work efficiently and effective if the atmosphere you are working in is full of tension or bad feelings. If the disagreement cannot be resolve between yourselves you may need to involve a mediator to offer advice or help on how things can be resolved.If by this stage you cannot resolve the issue the school will have a grievance procedure to then follow this will then usually require you to put the issue or concerns in writing and your line manager and head teacher being involved. For serious conflict issues that cannot be resolve you may need to seek help from the school governors or the local authorities Task 3 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of informationWithin school we are require to gather a variety of information regarding children and young people from medical or health issues, Personal information, records from other schools and many other things too, all the information that we gather is protected by the data protection Act 1998 the principles regarding this legislation is that all information collected can only be used for the purpose it was collected for, must be protected and stored securely, relevant. Information mustn’t be kept longer than necessary and must be accurate.Information collected regarding issues under the Every Child Matters Act 2004 which will look further into the safeguarding an welfare of children once again this information is confidential and will only be used and shared on a need to know bases its important that we know when and when not to share information. You are entitled to see all information that has been collected only about yourself â€Å"your right to know† this is covered by the Freedom of Information Act 2000.Describe the importance of reassuring children, young people and adults of the confidentiality of shard information and the limits of this It’s important that we reassure children, young people and adults that information about them is kept confidential, safe and only be used where and when necessary and only for the duration required, we must reassure them this to maintain their trust and security, Parents/carers and colleagues may hare certain information with you regarding a child to help you understand any particular needs that the child may have all information given to you must be kept confidential. It s their right to privacy that this information is kept confidential and not passed on for others to talk and gossip about as this will also break their trust and make them feel betrayed. Children and young people also need to know that their information is kept confidential and won’t put them at risk of being teased or bullied.Adults also need the peace of mind that the information regarding their child or family isn’t going to become the talk of the playground. There may be times when you need to share information that you have collected but this must only be on a â€Å"need to know basis† with your other colleagues, In most cases parental consent is necessary before sharing information with other professional bodies that may be working with a child, although the school does have a legal obligation to share information if they think there may be a risk to a child.If you are going to pass on any confidential information then it is important that you tell the person you are going to do so and explain to them the reasons why and with whom. Identify the kinds of situations when confidentiality protocols must be breached Con fidentiality protocols may need to be breeched on such occasions, if you suspect a child is being abused, harmed or in danger.We must also break these protocols if a child discloses to you that they are being abused in any way, but it’s important that you tell the individual that you may not be able to maintain confidentiality if they disclose something to you, you should never promise to keep a† secret† but reassure them that information will only be shared for their own safety and wellbeing and only with those that need to know about it. We must always remember that the safety and welfare of a child must always come first and that we follow he correct protocols regarding the breach of confidentiality. the law allows the disclosure of confidential personal information in order to safeguard a child or children† (T Kamen 2010 pg. 54) Confidentiality may also be breeched if you know of a criminal offensive that has happened. Bibliography Teena Kamen -2010 Teac hing Assistant’s Handbook level 2 Abingdon, Oxon – Hodder Education Louise Burnham and Brenda Baker -2010 Supporting Teaching and Learning in Schools Harlow, Essex – Heinemann Teena Kamen – 2008 Teaching Assistants Handbook Abingdon, Oxon – Hodder Eduation