Themes of Huckleberry Finn Essay Example | Topics and Well Written Essays - 250 words

Themes of Huckleberry Finn - Essay Example Blacks however, were a different story. The blacks were not free and were kept as slaves. This is shown while Huck and Jim are on the raft. Jim uses the color of Huck’s skin to threaten others; this example was a real life example of how slavery was and how people used it. Since slavery was so powerful and such a large means of life, Jim knows that Huck has an advantage because he is white. As chapters 23- 25 are explored the ignorance of racism begins to be diminished between Huck and Jim. Huck begins to see that Jim is a person just like him. Once he realizes that blacks and whites are the same he can see the true ignorance of racism. This realization is important to the theme since it opens the eyes of Huck which symbolizes much of America. America slowly began to realize that whites and blacks are equal and freedom for the slaves was necessary. Since Huck is able to accept the fact that Jim and he are similar individuals after Jim has been captured, this plays into the themes of the book. Huck begins on a new adventure. This adventure is to free his friend even though he has been taught different. If slavery was not such a huge theme, Huck may not be as motivated to seek his new found friend and stand for

Conflict Management in the Construction Industry

Conflict Management in the Construction Industry The nature of the construction industry in Hong Kong is such that there is an existing conflict between the major construction project participants, owners, design professionals and contractors. The construction industry is well-known for high levels of conflicts and disputes. Construction is construction, and no matter how complicated the technology. It is also a project-based industry with each project being unique. Within a project life cycle, a large number of separate firm are involved. Failures by one party can affect those engaged in a project and, as work often takes substantial periods during which national economic circumstances can change, it is unavoidable that dispute will arise. From the above-mentioned scenario, it should not be surprised that the techniques of conflict management and dispute resolution in construction industry are more developed, compared to the industry, one might be inclined to ask the questions as to whether there is any hope for the industry in attempting to reduce the serious and extent of conflicts and disputes? According to Fenn et al(1997), conflict can be managed, possibly to point of preventing it from leading to dispute whereas, dispute require resolution and , therefore, are associated with distinct justifiable issue. The purpose of this paper will firstly describe the definition of conflict management and dispute resolution. And also identify the causes of the conflicts and disputes in Hong Kong construction industry. Finally, this study will also identify the way of formal conflict management and the dispute resolution methods to be used. 2. Conflict Management in Construction Industry: 2.1 The definition of conflict management: Conflict may be defined as a contest between people with opposing needs, ideas, beliefs, values or goal. Conflict on team is unavoidable; however, the results of conflict are not predetermined. Conflict might increase and lead to non-productive results or conflict can be beneficially resolved and lead to quality final products. Therefore, learning to manage conflict is essential to a high-performance team. Though very few people go looking for conflict, more often than not. Conflict results because of lacking communication between people with regard to their needs, ideas, beliefs, goals, or values. Conflict management is the principle that all conflicts cannot consequentially be resolved, but learning how to manage conflicts can decrease the odds of non-productive escalation. According to Algert, N.E., and Watson, K. (2002), Conflict management involves obtaining skills related to conflict resolution, self-awareness about conflict modes, conflict communication skills, and establishing a structure for management of conflict in your environment. 2.2 The causes of conflict in construction: Construction is significantly different from manufacturing, in which the same goods are produced a thousand times. Also, construction does not allow for the change of variable while holding the rest fixed in order to study its effects. The nature of the construction referred to earlier so conflicts among owners, design professionals and contractors are general. To suggest that these parties are prone to confrontational interaction and conflict would be a major statement in the construction industry. Owners are even arguing with their design professionals over design service explain of errors and neglect in design services rendered, aesthetic considerations and budget overruns. (p.4-white) Accordingly, Howell et.al (1998, cited by Vorster 1993) proposed a nomenclature of elements that summarize four causes behind conflict in the construction environment: Incomplete scope definition: The design professionals responsibility to define and design the project scope so as to meet the owners functional, budgetary, time and environmental project criteria. When the design professional fails to meet their responsibility, the owner is almost always dissatisfied with the result, with the effect that strict correspondence soon ensues between the parties. Also, when the scope of the work is unclear, this presents an unhappy relation for future between the owner and the contractor, arguing about the scope and quality of the work, and whether in fact the work is properly defined by the contract documents prepared by the design professional. Inappropriate contract type: Contracts are endemic as causes of conflict within the construction industry; almost every stage of the construction process is regulated by an agreement of some sort. Some of the areas of contract dispute are breach of contract in contract clause interpretation, inspection of work clauses, indemnity clauses, payment of supplies, and liability to third parties, just to name a few possible areas of contract dispute. Poor communication: Infrastructures are unique products with more complex production process than other and most of building products are a combined effort of several peoples or organization. So many professionals have contribution to do a building in various capacities. Among construction team members, each may have different aim in relation to their profession, but their main aim should be to complete the project within a given plan. Conflict between team members may arise when their objectives are inconsistent. Also, their interpretations of contract documents, terms, and conditions can diverge, leading to discrepancies and conflict. In short, all causes of conflict within an area are interrelated. Uncertainty: For external: a) Environmental concerns; b) Social impacts; c) Economics; d) Political risks; e) Weather; f) Regulation; g) Unforeseen site condition. For internal: a) Error in design; b) Construction methods and workmanship In figure 10.3 which is one example of what the owner should consider when identifying potential conflicts. We can identify which of them may be realized at the interfaces among the multiple participants in an agency construction management delivery system. Certain conflicts in the relationship among the owner, designer, CM and trade contractor can be eliminated in various situations if a different delivery system is selected. (P.205-White) 2.3 Methods of conflict management used in construction industry in HK: In the construction industry, ask anyone if they completed a construction project without any conflict. The answer 100% of the time will be NO. The successful project managers must be implement strategies to avoid or monitor conflict in their construction project. The following common steps are used by the project managers when developing a successful conflict management: Conflict identification; Conflict analysis; Design and implementation of a conflict management; Monitoring and review of the conflict management. (P.202-White) Prevention is the best method in the management of the conflict in construction industry. The methods include: Dispute review boards or advisors; Negotiation; Quality (Total quality management and quality assurance); Procurement systems which are all non-blinding process. Baden-Hellard (1988) emphasized that construction industry has a built-in potential for conflict arising from the differences always present in values, principles and interest. Thus, when differences arises from unforeseen events, no matter how well the clients, design team and contractors have managed the project, better methods of resolving the differences are needed. Dispute review boards or advisors: It is virtually impossible to complete a large construction project without having any disputes develop between the parties. The DRB is a panel of two neutral individuals who are selected by the parties to the construction contract, usually the project owner and the general contractor. The project owner will stipulate in the specifications for bidding the project. DBR provide the processes and mechanisms to not only help to settle disputes but also can provide a method to prevent the potential conflict from ever happening. The potential conflict to the DRB means that plausible argument at each construction stages and the quality of the presentation of claims. The first meeting of the DRB usually takes place well before the commencement of the construction project and will continue to meet until the DRB members are well-known all of the aspects of the project. After the project begins, each DRB will usually meet on a regularly scheduled basic such as once each month or once each quarter, etc. Besides, site visit can ne made depending on the requirements of the project. Negotiation; Negotiation needs to be carrying out to resolve the conflict before it reached a more serious stage and change into dispute. The parties are required to come together and approach an agreeable settlement through communication. The following two example shown a simple negotiation between the main contractor(MC) and a subcontractor(SC) who is unable to meet the objective in the contract. Example A: SC: I will not be able to finish this process on time. MC: You must be finish theses according the time schedule. SC: I need three extra weeks to finish it. MC:You cannot have extra three weeks. SC: If I do not get three weeks, i can not complete this process on time. MC:No, you will complete as scheduled, if you really cannot finish it, we will collect damage and replace you. The example A is a position-based type of negotiation which will go around in circle until one of parties abandons its position. It is not clear why the parties are even arguing. Example B: SUB: I will not be able to finish this process on time. MC: What are the reasons and why can you not finish as scheduled? SUB: My supplier will not able to deliver the materials until next week so I need three extra weeks to finish it. MC: You should know the schedule is very tight for this project. Are there any other suppliers who can deliver on time? SUB: Yes, but the suppliers are more expensive than the damages given by finishing late. MC: Although you are responsible for reaching the target, I also understand your predicament. Actually, I know some other suppliers that might be able to solve these problems and I will contact them as soon as possible. The example B is an interest-based type of negotiation which can be reached a mutually agreeable solution even the source of the conflict is uncovered. According to these two examples, a successful negotiation should result in a solution acceptable to both parties that will not damage their relationship and implies collaboration, trust and common objectives. Quality (Total quality management (TQM) or assurance): According to Gardiner et al (1992), the most confliction stages are identified within the organization, closely followed by the issue of quality and control. One of the most confliction stages is the quality issue so a good and suitable quality management or control system should be issued. It can reduce the frequency of conflict. TQM is an extensive management system which: Focuses on meeting owners needs by providing quality services at a cost that provides value to the owners; Is compel by the quest for continuous improvement in all operations; Understand everyone in the organization; Observe an organization as an internal system with a common objective rather than as individual parties acting to maximize their own performances; Emphasize teamwork and a high level of workers. Procurement systems: The procurement system is one of most effective methods in prevention of conflict so it should be located in the earlier stage of the project life cycle. According to Bennett et al (1990), the procurement system built up the roles and relationships, which constitute the organization. It establishes the overall management structure and systems, which helps to form the overall values and styles of the project. The Procurement System for Construction provides support for: Selection of appropriate procurement and contracting strategies, and nomination of an appropriate Principal in the contracts; Preparation of tender documents and contracts based on standard forms; Selection of contractors and consultants with proven performance records; Effective management of contracts, including clause commentaries, sample letters and checklists; Maintenance of an effective performance management system through monitoring and reporting; and Resolution of contractual claims and disputes. (NSW Government (2000), Procurement system for construction. Available from: NSW Government, NSW Government Procurement Web site: http://www.nswprocurement.com.au/Procurement-System-for-Construction.aspx [Accessed: March 13, 2011].) 3. Dispute Resolution in Construction Industry: 3.1 The definition of Dispute Resolution: Dispute resolution is about identifying the root causes of conflict and preventing and managing conflict with the purpose of resolving disputes or conflict during the construction process in order to avoid post-construction claims, litigation, and related costs. According to Whitfield(1994), resolve disputation can use either informal resolution methods such as negotiation and alternative dispute resolution(ADR) or formal resolution methods such as litigation and arbitration. 3.2 The causes of dispute in construction: Disputes are often the outcome of ill considered procurement practices, inadequate preparatory planning and design activity, or poor project and commercial management procedures. If the conflict happened in construction site, all parties are agreed to each other. There is no further conflict because objectives of both party become same. But if one or both party becomes intransigent, then the conflict may turn to a dispute. In other word, disputes are come up when parties are unable to manage their conflicts properly. Dispute can be defined as a disagreement between parties in connection with their objectives. Construction failure may create dispute between the parties in construction sites. According to Feld and carper; Kaminetzky (1997), failure during the construction phase may include: Overloading. Improper temporary supports. Inadequate planning and execution of construction process. Lack of inspection. Insufficient safety factors. Inadequate training of construction workers. Feld, J. and Carper, K. (1997). ConstructionFailure. John Wiley Sons, New York.   Cause of client: 1) Failure to respond in timely manner. 2) Inadequate tracing mechanisms for RFI (Request for information). 3) Reluctant to check for constructability, clarity and completeness. 4) Discrepancies / ambiguities in contract documents. 5) Poor communications between and among the parties involved in theproject. 6) Failure to appoint an overall project manager. 7) Lowest price mentality in engagement of contractors and designers. The absence of team spirit among the participants. 8) Deficient management, supervision and coordination efforts on the  part of the project. Cause of designer: Failure to understand its responsibilities under design team contract. Over-design and underestimate the costs involve. Inadequate in open and factual communication. Late information issued and cumbersome approaches to RFIs Design and specification oversights and errors or omissions resulting  from uncoordinated civil, structural, architectural, mechanical and  electrical designs. Incompleteness of drawing and specifications. Cause of contractor: Inadequate contractor management, supervision and coordination. Lack of understanding and agreement in contract procurement. Failure to understand and correctly bid or price the works. Reluctance to seek clarification. Failure to plan and execute the changes of works. Inadequate CPM Scheduling and update requirements. Delay/ suspension of works. Fenn et al (1997) provides a synopsis of the findings of nine frequently cited  studies of the sources of disputes: 3.3 Methods of dispute resolution used in construction industry in HK: According to Carmichael (2002), the step approach to dispute resolution as below. An attempt is made to resolve the dispute at the level at which it occurs, in a reasonable time; If this fails, involve parties at a higher level with decision making authority, and the potential to settle in the interests of a commercial solution; If this fails, proceed to an ADR approach using and independent third party; If this fails, arbitration or litigation will be used. 3.3.1 Informal resolution methods: a) Negotiation: Negotiation is a common dispute resolution method, which we all are using in every day. There is no neutral third party for the negotiation, only the disputants. It is also defined as a means to reach mutual agreement through communication, according to Down, L.J. (2009), (p.140-white) Negotiation is considered by most appropriate way to resolve any dispute in construction industry. It was because negotiation is not expensive and can be maintained relationship with the related parties. However, there are also negative sides of negotiation. For example, if the related parties negotiated a long and protected period of discussion, the negotiation will be fail because they are not blinding. Besides, it is an informal resolution method, it can allow any surprise issue or irrelevant points rising. b) Alternative Dispute Resolution (ADR) ADR is a collective term used to describe methods of resolving disputes which are alternatives to litigation and arbitration and which usually offer a less expensive solution. For example: Mediation: This has appeared as an increasingly used form of dispute resolution, involving a neutral third party working to facilitate effective negotiations to enable a mutually acceptable settlement. In mediation, the parties explore options, measuring the strengths and weaknesses of their respective cases. Mediation can save a great deal of time and cost in resolving a dispute and can also help the parties to re-establish trust and prevent damage to ongoing relationships. Adjudication: This is a quick and relatively inexpensive way of resolving a dispute.The adjudicators decision is normally upheld by the courts and so it is important to ensure that all the relevant facts are put in front of the adjudicator. Adjudication does not necessarily achieve final settlement of a dispute because either of the parties has the right to have the same dispute heard afresh in court. However, experience shows that the majority of adjudication decisions are accepted by the parties as the final result. (Powell, J. David. 2005. Boundary Dispute Resolution in England Wales Surveyors and Lawyers Working Together to Resolve Problems. Proceedings of Cairo: Egypt.) Because of the following potential advantages, it is worth considering using ADR early in a lawsuit or even before you files a lawsuit. Advantages of ADR: Better communication; Continued business relationship; More options for settlement; Reduced costs in achieving settlement; Confidentially Control of outcome and the process. 3.3.2 Formal resolution methods: a) Litigation On occasions, alternative dispute resolution procedures are not successful in resolving disputes, resulting with the parties resorting to formal litigation through the courts. According to Whitfield(1994), the process of litigation is from the issue of a writ to a hearing and then on to a judgment. One of the failures of the legal process has been the speed with which solicitors have been prepared to issue writ. After writ has been issue, the plaintiff cannot simply withdraw his writ and forget the matter. If he did so, the counterclaim would be found against him along with the cost. The related construction companies need to provide litigation support services for both formal litigation and alternative dispute resolution as follows: Programme delay analysis; Forensic research; Preparation of statements of claim and statements of defence; Paralegal support. b) Arbitration According to Ashworth (2005), Arbitration is a legal technique for the resolution of dispute outside the courts. The parties refer the dispute to a neutral, knowledgeable person (arbitrator or arbitral tribunal) who then gives the final decision (award) to which both the parties agree. Arbitration, in lieu of court proceedings, as the last resort to resolving disputes in construction contracts has been commonly used in Hong Kong as well as internationally. Although intended to be a less formal and more flexible alternative to litigation, arbitration can be as thorough and time-consuming as litigation, especially for construction disputes. The related companies should be employ the expertise in representing them in arbitration proceedings and handling the whole arbitration process from the appointment of arbitrators, drafting of pleadings, dealing with interlocutory proceedings through to the hearing stage and beyond. Where necessary, lawyers who experienced in construction disputes to provide the most comprehensive services to the company in arbitration. 4. Conclusion: Each construction projects are unique and complex undertakings. A unique set of drawings and specifications are used to describe each construction stages. The drawings and related documents generally performed by a general contractor and several subcontractors, many of whom have not work together previously. The unique aspects of each project and the unique constitution of each construction team are common reasons for disagreements to occur. Disputes can be generated in any environment; indeed, conflict can occur whenever two individuals try to work together. These disputes often concern topics such as changes, differing site conditions, delays, and payments. Many researchers had attempted to determine the causes of conflict and disputes within the construction industry. Besides, H. Murray Hohns (1979) leads to the conclusion that the specific causes of the conflict and dispute can be largely traced to the following five sources: Errors, defects or omissions in contract documents; Underestimation of the cost by the client, the contractor, or both; Changes in conditions, (e.g. unforeseen ground conditions); Claims from end-users (legal rights of owners and tenants); People involved in the construction process. When confliction is arise in the construction industry, the importance of proper conflict recovery method and compliance with formal procedures cannot be over-stressed. If disputes proceedings become unavoidable, it should be some comfort to know that proper alternative dispute resolution will be a favorable condition rather than a drawback.

Battered Womens Syndrome :: essays research papers

Battered Women's Syndrome: A Survey of Contemporary Theories Domestic Violence   Ã‚  Ã‚  Ã‚  Ã‚  In 1991, Governor William Weld modified parole regulations and permitted women to seek commutation if they could present evidence indicating they suffered from battered women's syndrome. A short while later, the Governor, citing spousal abuse as his impetus, released seven women convicted of killing their husbands, and the Great and General Court of Massachusetts enacted Mass. Gen. L. ch. 233, 23E (1993), which permits the introduction of evidence of abuse in criminal trials. These decisive acts brought the issue of domestic abuse to the public's attention and left many Massachusetts residents, lawyers and judges struggling to define battered women's syndrome. In order to help these individuals define battered women's syndrome, the origins and development of the three primary theories of the syndrome and recommended treatments are outlined below. I. The Classical Theory of Battered Women's Syndrome and its Origins   Ã‚  Ã‚  Ã‚  Ã‚  The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), known in the mental health field as the clinician's bible, does not recognize battered women's syndrome as a distinct mental disorder. In fact, Dr. Lenore Walker, the architect of the classical battered women's syndrome theory, notes the syndrome is not an illness, but a theory that draws upon the principles of learned helplessness to explain why some women are unable to leave their abusers. Therefore, the classical battered women's syndrome theory is best regarded as an offshoot of the theory of learned helplessness and not a mental illness that afflicts abused women.   Ã‚  Ã‚  Ã‚  Ã‚  The theory of learned helplessness sought to account for the passive behavior subjects exhibited when placed in an uncontrollable environment. In the late 60's and early 70's, Martin Seligman, a famous researcher in the field of psychology, conducted a series of experiments in which dogs were placed in one of two types of cages. In the former cage, henceforth referred to as the shock cage, a bell would sound and the experimenters would electrify the entire floor seconds later, shocking the dog regardless of location. The latter cage, however, although similar in every other respect to the shock cage, contained a small area where the experimenters could administer no shock. Seligman observed that while the dogs in the latter cage learned to run to the nonelectrified area after a series of shocks, the dogs in the shock cage gave up trying to escape, even when placed in the latter cage and shown that escape was possible.

CACHE Early Years Education And Care Essay

1.1 and 1.2: Physical care needs for children in relation to nappy changing, would be keeping children clean and dry, by changing soiled nappies as soon as possible. Making sure to wear an apron and gloves, use the right sized nappy and by using the appropriate wipes and creams (if needed). Toilet training routine care needs would be asking children to go to the toilet at regular intervals. Learning to wipe, clean them selves up and to flush. Making sure they wash and dry their hands after use of toilet. Washing and bath time care needs would be to make sure water is not to hot or cold. Seeing that hands, face and body are thoroughly cleaned with appropriate soap and either sponge or flannel. Skin care would include making sure it is clean. Seeing that the right creams and ointments are used for cuts, sores and certain skin conditions (eczema, psoriasis etc). Having noses wiped, and tissues then being put into a bin and making sure coughs and sneezes are covered then washing hands af ter. Teeth care is to make sure that teeth are brushed at least twice a day with a suitable toothbrush and toothpaste that is appropriate for each age group and needs of each child. Hair care includes having hair washed with a suitable shampoo and conditioner ( if conditioner is needed). Having hair brushed everyday at least once. Making sure hair is cut and maintained regularly (checked for head lice etc). Mealtime care routines differ between ages of children. Babies would require temperature-controlled formula in a sterilised bottle around every 3-4 hours, with them being winded during and after each feed. Toddlers would require food easy to chew (blended or soft foods), at least 3 times a day with plenty of fluids in between. Young children would eat a variety of normal foods, and would learn how to eat with a fork, knife and spoon etc. They would be taught to wash hands before eating and to sit appropriately at a table. The children would be encouraged to ask for more should they want it and help themselves to pouring drinks etc. 1.3: Non- routine physical care would be required if a child was to have an accident, e.g. wet or soiled themselves, fall over or split something which  needed cleaning or clothes changing. Other non-routine care would be if a child was to become ill e.g. be sick, has an allergic reaction etc. 1.4: Benefits in working in partnership with parents/carers is the information received for each individual child and creates a good relationship which builds confidence for everyone.. Parents can learn from you and you can learn from parents. For example knowing which child has allergies or certain medical conditions. Which child takes medication or has behavioural issues. Also to find out if there are any cultural issues or language barriers. Children can be different at home/school therefore there is a need to work together to reduce this effect, by working together can help with synchronising routines, e.g. no good doing something one way at home and another way at setting. Having care plans set in place for each child and having all issues, needs and likings/dislikings for each child can be maintained and can continue at home during holidays, weekends etc. Good working partnership helps parents feel empowered and not excluded from treatment plans etc. Unit 1.3 Y/505/9283 Support physical care routines for children 2.1: Hygienic practice to sterilising equipment is to make sure ands and surface areas around sterilised equipment are washed. Then make sure all feeding and preparation equipment is washed in hot soapy water. Use bottle/teat brushes to clean and make sure all previous feed is removed from inside and outside of bottles/teats, then rinse all under tap once cleaned. If using a commercial steriliser then you would need to follow the manufactures instructions. If boiling then make sure all bottles, teats etc are fully submerged with no air bubbles. Cover and boil at least for 10mins. It is best to remove equipment. Hygienic practice for preparing formula feeds is to clean hands and all surfaces before preparation. It is best to make up feeds just before use. Use fresh boiled water and then leave to cool. Once cooled, use the exact amount of formula as instructed then re-assemble bottle. Shake bottle making sure everything well mixed. Holding under tap or put in container cool formula to right feeding temperature. Always check temperature of feed on the inside of wrist by squirting a few  drops, before giving it to baby. Always discard any left over feed after 2hours. 2.2: There are all varieties of formula milk, so they should be used in accordance to the needs of each child, as certain children may need a different formula to another child. Using the wrong formula, adding to much/little or not having the feed, at the right temp can affect the health of babies. If the feed has been left or stored to long it can cause the growth of bacteria. If the person or surrounding areas have not been washed/cleaned thoroughly that can also cause bacteria growth, and bacteria transfer onto sterilised equipment. If equipment has not been cleaned or sterilised properly then that can also cause bacteria to grow and not be eliminated. Unit 1.3 Y/505/9283 Support physical care routines for children 3.1: The role of an early years practitioner in relation to hand washing would be to make sure hands are washed thoroughly before preparing meals/snacks times and also afterwards. Hands should also be washed after changing and toileting. In relation to food hygiene hands must always be washed, then put on gloves and apron before handling/preparing foods. Food should stored in the correct tubs etc and at the right temperature. Food preparation areas should be cleaned thoroughly and different equipment should be used for different food types, to stop cross-contamination. Spillages should be cleaned up straight away to prevent accidents, staining and contamination etc, with the appropriate equipment (cloths, paper towels, mops). All waste should be disposed into the right bins, bags etc and then removed into an outdoor bin at the end of each day. When preparing foods, changing children, cleaning spillages and disposing of waste, an early years practitioner should always make sure hands have been washed before and after. They should always wear an apron and gloves where appropriate. Unit 1.3 Y/505/9283 Support physical care routines for children 5.1: Rest and sleep needs differ from each child and each age group. For  example a 6-week-old baby will usually require around 15-16 hours per day. Most of these would be during the night and baby would probably be having around 3-4 naps per day. At 6 weeks, a baby will more than likely still be waking for feeds during the night. At 7 months a baby would be falling into a sleep pattern of around 11 hours each night, with around 2 naps during the day consisting of around 1-2 hours each. Most 7 month olds would be sleeping through the night. When it comes to children of 15 months old, sleep patterns change again. Most 15 month olds will be sleeping through the night for around 13 hours. They will need 1 nap during the day or 2 quick rest naps. These sleep patterns will usually stay the same till around the age of 3 years. Sleep and rest patterns for children aged 4-5 years would be around 10-12 hours a night without day naps. By the age of 6-7 years children would have around 8-10 hours a night also without daytime naps. All children will rest and sleep better if they have the same routine nap an bedtime each day/night. The sooner a child gets into a routine the better it can be for them settling. 5.2: Sudden Infant Death Syndrome (SIDS) is the sudden and unexplained death of a baby, where no cause is found. While SIDS is rare, it can still occur and there are steps parents and take to help reduce the risks. Things you can do would be to always place your baby on their back to sleep. Keep your baby smoke free during and after birth. Have covers no higher than baby’s shoulders and tuck them in. Have baby sleep in your room for the first 6 months in a cot, crib or moses basket. Use a firm, flat and waterproof mattress in good condition and place baby in â€Å"feet to foot† position. The things to avoid would be to never sleep in a chair or on a sofa with your baby. Don’t sleep in the same bed as your baby, if you smoke or have been drinking or taking drugs etc. Don’t let your baby get to hot or cold and don’t use loose coverings. Unit 1.3 Y/505/9283 Support physical care routines for children N1: 6.1: Measles is a highly infectious viral illness that can be very unpleasant and can sometimes lead to serious complications that can sometimes be fatal.  These include bacterial infection in the lungs (pneumonia) and the brain (encephalitis). Measles is caused by a virus spread in droplets and is very easy to be caught by those who have not been vaccinated. Typical symptoms of measles include fever, cough, conjunctivitis and a rash. Complications are even quite common in healthy people, and about 20% of reported measles cases experience one or more complication. Most people who are at risk of developing serious complications are babies younger than 12 months, children in poor health, teenagers and adults. 6.2: The first MMR vaccinations are usually given when your child is about 13 months old. A second is usually given before your child starts school. Adults and 6-13 month old children can also have the MMR vaccine if they are at risk of catching measles, if there is an outbreak of measles in your local area, or if you have been in close contact with someone who has measles. 6.3: There are parents who decide against having their children immunised, for a variety of reasons. For example some cultures or religions do not like or believe in having immunisations. Most go against immunisation because of a published document by a Dr Wakefield, claiming that the MMR vaccine is linked to Autism. Even though Dr Wakefield’s study were found to be faked, some parents still don’t want their children to receive the MMR vaccine. Unit 1.3 Y/505/9283 Support physical care routines for children 7.1: Supporting children in physical care routines in relation to toileting, would be to have potties and toilet seats. To encourage children to use the toilet and to wash, dry and flush after toilet use. Have posters or pictures cards of actions which the children could follow,(like 1,2,3 steps Wipe,Flush,Wash,Dry etc.) on the walls or cubicle doors. In relation to washing, all children are encouraged to wash and dry their hands after toilet use, before meals/snack times and after doing certain activities (painting, sticking etc). Mealtime children are encouraged to get their own plates, cups etc, to have their hands washed and an apron on. They are also encouraged to feed themselves with the use of cutlery (if of appropriate age). Unit 1.3 question answers, 1.1, 1.2 and 5.1 also relate to the above. Unit 2.1 K/505/9286 An introduction to the role of the early years practitioner 2.1: People communicate to express needs, emotions and to share ideas. They also communicate to express feelings and to socialise. You also need to communicate to share experiences and to ask questions or to complain about things. Communication is also good for helping others to understand things. People communicate to establish and maintain relationships with others. Communication also helps with receiving and giving instructions and for getting information. It helps to share opinions and give encouragement. There are different ways of communicating either orally, hand signing or even written. Looking at body language is also a use of communication. 2.2: Communication is essential for carer to meet the needs of each individual child and their families. Communicating clearly and openly with other members of staff, the manager so as to make sure that the best possible care is provided and that this is done so reliably. This will help build your relationship and trust with colleagues and develop your role and theirs within the workplace. It ensures any health and safety or any other issues are recognised and reported accordingly, keeping others informed of current situations. It is also vital so parents and agencies/professionals, can inform or instruct their needs and issues with the carer or establishment of a child. Communication between a practitioner and child, is essential to build the childs confidence and helps promote good behaviour. Being a positive role model in the setting is vital to bond relationships to interact with others, helping the child to settle better and have an effective developments in all areas. Having good communication with parents also helps build a successful relationship with their child which then helps parents begin to have confidence and trust in us, that we can take care of their child. It is very important to have good communication with other agencies like Social Workers, Speech and Language/Therapist or other professionals who are involved in providing and  dealing with all childrens needs, to work together as part of a team, with consistency in their work. This helps by each individual knowing where they stand and where they need to progress further in helping to meet the needs of each child and their families.

Relationship between Emotional Intelligence Abilities and Team Processes Essay

Clarke’s article seeks to use the emotional intelligence ability model to establish emotional intelligence’s significance as part of individual difference among team members and if it can affect team effectiveness. It is a report on a research conducted using the ability model of emotional intelligence to identify the relationship between EI and the transitional, action-based and inter-personal team processes aspects of team-work behaviours. The article also considers the base set by other researchers’ findings and theories concerning EI and its relationship to team-work behaviours. In this research paper, Clarke discusses several previous researches done, on this topic, using different models and then conducts his own research using the emotional intelligence ability model. The reason for this research conducted by Clarke was to have better knowledge of the nature of teamwork and also the factors contributing or underpinning team effectiveness, in order to help organisations the expected gains brought by understanding emotional intelligence abilities. This study also sought to establish the significance of perceiving emotion, understanding emotions and using them to facilitate thinking, and managing one’s own emotions as well as those of others. The Main Theoretical Predictions of This Study Clarke looks at previously conducted studies by other researchers. One of the things is that when the ability based measure is used there is positive relationship between the ability of a team leader to have an understanding of emotion and the team’s customer-service team-rating based performance. Another thing is that there is a negative correlation between a team leader’s EI and a managers’ ranking of a team’s overall performance. Another thing is that aggregated measures of team-members ability emotional intelligence show positive correlations with a team’s ability emotional intelligence and a team’s performance. Also, there is no significant relationships between the level measures of individuals, but rather noteworthy positive relationships between a team’s civic virtue ratings by the participants’ and about all the individual emotional ability scores. The other part of the previous studies is where researchers used the Workgroup Emotional Intelligence Profile, the WEIP. This measure assesses emotional intelligence using self/peer-report responses instead of tests based on performance. Some of these tests show a significant correlation between the average emotional intelligence of a team and goal focus. In other words, team members who showed they had higher skills and more familiarity caused a team’s effectiveness to improve. The studies also showed positive relationships between a team’s emotional intelligence and the use of differing collaborative and competing approaches to conflict resolution. One prediction is that EI will be found to be positively related to transition team processes. Clarke predicts that if relationships are examined a more direct way between EI abilities and the differing transition, action as well as inter-personal team processes already pointed out as important to team effectiveness then the potential role of EI ability in team effectiveness would be become clearer. In this case, EI abilities are predicted as directly affecting some of these specific team-work processes and interaction. Another prediction is that there is a stronger correlation between EI and actions, transitions and inter-personal team processes than between EI and individuals who are more oriented towards higher collectivism. Recognising the potential influence of emotion on decision making, problem solving, and creativity is a clear indication that EI plays an important part in team processes associated with formulation of strategies like the planning of tasks and allocation of roles and those related to goal specification. The relationship between EI and team-work behaviours which are associated with team processes can be moderated by a person’s motivational nature towards team-work. Collectivist orientation is related to team behaviours like individual input to a team, and a group’s cooperative team behaviour and negotiation behaviours. Higher efficacy for team-work as well as positive past experiences in a team are related to individuals’ self-report collectivism. Therefore, individuals’ collectivist orientations may show their degree of motivation for team-work. Consequently, there are interaction effects between EI abilities and individuals’ collectivist orientations. The Findings of Clarke’s Study Clarke’s study established that EI explained direct, unique variance in transition and inter-personal team processes as the two team process sets regarded as important role-players in team-effectiveness. But only three EI individual branches were of any importance, and they still were different in each case. Concerning transition processes, there was found a positive connection for the emotional ability only: perceiving emotions in oneself and in others. This was a confirmation of previous research that showed a positive significant connection between goal focus and team-level EI ability measures. Also Clarke did not discover any significant connections between transition processes and the rest of the emotional intelligence abilities, suggesting that the transition processes is the most significant emotional ability when it comes to contributing to team behaviour associated with this particular team activity phase. The ability of an individual to perceive and appraise emotions accurately is the most important when it comes to using and acting on the emotional knowledge. This suggests that team members who have greater sensory awareness levels can engage to a great deal of effectiveness in team behaviours like setting tasks and time-scales associated with means of achieving the team tasks. It was found that general mental ability is important at this team activity phase, but the ability of perceiving emotions accounted for 3% more variance to team members’ engagement in necessary team behaviour linked to this team effectiveness aspect. These two emotional abilities were the most important in helping team members to take part in inter-personal team processes, when they use emotions to facilitate thinking and managing one’s emotions or those of others. The relationship between EI and team-work behaviours which are associated with team processes can be moderated by a person’s motivational nature towards team-work. Collectivist orientation is related to team behaviours like individual input to a team, and a group’s cooperative team behaviour and negotiation behaviours. Together, the two emotions accounted for 8% variance, while general mental ability was insignificant. Surprisingly, no significant correlations were found between any of the EI abilities and team processes. These findings also suggest that where individuals in a team have a bigger share of outcomes in a team, or where are much longer team durations or work cycles, emotional intelligence abilities can affect team action processes more significantly. 7 specific context variables were found to influence team type. These included the temporal duration, basic work cycle and teams’ task structures. Another finding is that there is a stronger connection between emotional intelligence and actions, transitions and interpersonal team processes than between EI and individuals who are more oriented towards higher collectivism. The potential influence of emotion on decision making, problem solving, and creativity clearly shows that emotional intelligence plays an important part in team processes associated with formulation of strategies like the planning tasks and role allocation and those related to goal design. This research paper shows how simplistic the obscure assertions on emotional intelligence’s importance to team effectiveness are. Differing emotional intelligence abilities are related to specific teamwork behaviour, which become significant during the stages of team activity. The findings also show that there is need for much more complex structures on the relationship between emotional intelligence and particular cognitive, verbal, and behavioural activities in a team. The findings can therefore be concluded thus: EI explains direct, unique variance in transition and inter-personal team processes; only three individual EI branches, however, have any significance, and still, they were different in each case. How Organisations Can Make Use of These Findings These findings show that emotional intelligence is a significant part of individual differences among team members contributing to the effectiveness of a team. A team’s effectiveness depends on its team members’ abilities to perform behaviours that are related with specific processes at different stages of team activity. Individuals who have more developed emotional abilities in these circles will most likely make more significant contributions during such times. This may make team leaders’ role of allocating roles and responsibilities in a team less complicated. The instruments used to make assessments regarding these emotional abilities can help organisations to identify team members demonstrating strengths in particular emotional abilities. Organisations can be able to call upon those individuals who show high levels of sensory awareness that is related to perceiving emotions to play more important roles during transition stages while focussing on setting of goals and planning of tasks. On the other hand, those individuals with better developed emotion management abilities may be called upon to play the more important part of supporting the teams’ inter-personal team processes. Team can also be able to focus on particular emotional abilities, by considering more focussed developmental activities. Learning interventions that are team-based and undertaken in a place of work can help individuals in an organisation to use their emotions more efficiently to enlighten their thinking. If understood better, the differential roles of emotional abilities in the performance of necessary team processes can bring about development of more effective, focussed interventions. By identifying how EI is related to particular team processes linked with differing stages of team activity, organizations can be able to identify operational conditions of emotional intelligence. Emotional abilities were found to be directly related to transition as well as interpersonal team processes, although EI abilities were not related to action team processes. The crucial finding that EI abilities’ variation in inter-personal team processes are greater than for any other team process suggests that EI could be of far greater importance in teams where interpersonal team processes are by far more dominant. Therefore, selecting team members on the basis of their strengths in particular emotional abilities can help organizations develop more focussed ways of attaining more effectiveness in their teams at differing stages of team activity. These findings can also help organisations have a clearer picture when it comes to conducting future research. References Clarke, N. (2009). Emotional Intelligence Abilities and Their Relationships with Team Processes. Team Performance Management, 16:1/2, 1352-7592.