Confidence

IS FASHION IMPORTANT ? Fashion is a lifestyle to maintain their appearance and enhance their self-confidence. Fashion is most commonly associated with clothing, but it even applies to anything from interior architecture, to models to toys. It is a spirit, where an individual is comfortable with his mod of clothing and converts this comfort into a personal style. It is a way of measuring a mood can be useful in many aspects, culturally, socially even psychologically. Perhaps the most distinctive quality about the fashion since the early times is that it is increasing in simplicity.

Fashion will make someone become more confident with herself. This causes them to abuse the existing fashion. Too many kinds of fashion has found nowadays especially among teenagers. They are fond of wearing clothes that do not cover themselves from the cover themselves. But they do that because they want to care of personal appearance. With style, we can see a person’s personality. Besides that, among girls and young women, ridiculing each other’s outfits and appearances can be a form of bullying. The appearances of the homeless can keep people from offering them jobs.

Fashion models tend to be skinny to the extent that it is extremely unhealthy. Fashion can consume money and resources that could be put to uses that help society more. Having a personal style that is unique, yet fashionable can give a person more confidence. Trendily dressed people tend to attract more positive attention. Dressing age appropriately causes people to respect you more. People who are not dressed age appropriately tend to attract scorn and ridicule. In conclusion, fashion is good because it can boost our confident level and makes people comfortable to hang out with us.

“Communication is not an easy process. It involves verbal and non-verbal attempts to assist the other person to understand what we are trying to communicate. Yet it often fails. ” The communication occurring between two people as discussed in the statement above is known by academics as ‘interpersonal communication’. Interpersonal communication can be defined as a two-way, transactional process in which two people, occupying a shared space, continue to send information to each other and receive information from each simultaneously. DeVito, 2008; Firth, Berry & Irvine, 2010; Hartley, 1999). The above statement refers to the process of interpersonal communication. Three clear assertions regarding the process of interpersonal communication are put forth in the statement above. Firstly, it is declared that the process of interpersonal communication is not simple. Secondly, it is declared that both verbal and non-verbal means are employed to foster the process of interpersonal communication. Lastly, it is declared that the process of interpersonal communication often is unsuccessful.

This essay will discuss and analyse the above statement and the three assertions it puts forth in regards to the process of interpersonal communication. The interpersonal communication process is said to be comprised of five basic elements, which are: the sender of the information; the receiver of the information; the encoding of the information by the sender; the decoding of the information by the receiver; and the shared means or channel through which the information is sent (Shannon & Weaver, 1949, as cited Firth et al. , 2010).

DeVito (2008) states there are additional elements which also have some part to play in the interpersonal communication process, these being: feedback from the receiver; feedforward by the sender; noise or interference impacting the interpersonal communication process; and the context or setting in which the communication process takes place. The statement above states that the process of interpersonal communication is often unsuccessful. DeVito (2008) suggests that such unsuccessful communication would be attributed to some of the elements of interpersonal communication either being present, absent or employed ineffectively by ender or receiver. Due to the process of interpersonal communication comprising of a number different elements, it can be concluded that the interpersonal communication process does have a certain degree of complexity as declared in the statement above. The statement being discussed also declares that for the process of interpersonal communication to be successful, verbal and non-verbal forms of information are broadcast by both the sender to facilitate understanding.

DeVito (2008) states that verbal forms of information are essentially the actual words used by the sender and are chosen to: convey facts and inferences; express the connotation a word is being used in; and express sincerity or criticism. Hartley (1999) adds that the words a sender chooses to employ can communicate assertiveness and social standing. Though verbal communication is important in the interpersonal communication process, non-verbal communication conveys a far greater amount of information to the receiver (DeVito, 2008; Firth et al. , 2010; Hartley, 1999).

DeVito (2008) states non-verbal means of information transfer between sender and receiver include: body movements and gestures such as pointing with a finger; facial expressions and gestures such as smiles and frowns; the amount of and nature of eye contact present such as pupil dilatation and breaking or initiating gaze; the actual physical space between sender and receiver where closer space often indicates a greater level of intimacy between sender and receiver; the presence or absence of touch such as shaking hands or embracing; the use of paralanguage which involves the rate, tone and volume at which the sender speaks or the use of utterances; the sender’s view of the importance of time; artifactual communication which involves how one’s physical appearance, clothing, makeup, and material possessions are made known to the sender; and smell such as the presence of perfumes, deodorants, body odour, mouthwashes. Therefore a great amount of information is sent though verbal and non-verbal communication, which is also made up of many elements. As indicated before, a greater number of elements often results to a greater level of complexity, which is declared in the statement discussed. Though many forms of verbal and non-verbal information sent intentionally to the receiver, sometimes additional verbal nd non-verbal information sent to a receiver is sent unknowingly and unintentionally (DeVito, 2008; Firth et al. , 2010). Most intentional information sent to a receiver is sent verbally and most unintentional information broadcast by a sender is unwittingly sent through non-verbal means (Firth et al. , 2010). Information that is unintentionally expressed by the sender impacts the message decoded and comprehended by the receiver, often leading to ineffective, unwanted or failed communication (DeVito, 2008; Firth et al. , 2010; Hartley, 1999). Therefore, if the amount of unintentional information sent during the process of communication is reduced, the high chance of communication failure, suggested in the statement above, will be lessened to a degree.

While encoding and conveying information in the interpersonal communication process, the sender employs a language they deem to be recognisable easily decoded by the receiver in an attempt to foster successful communication (Firth et al. , 2010). A language can be defined as any verbal or non-verbal manner or means employed to transmit information and understanding between groups of people (Firth et al. , 2010). Verbal and non-verbal messages expressed by should ideally have congruency, meaning they complement each other (DeVito, 2008; Firth et al. , 2010). Incongruent verbal and non-verbal messages often lead to confusion in the receiver, hindering successful reception and comprehension of the information being communicated and therefore resulting in a failure in the communication process (Devito, 2008; Firth et al. , 2010).

Hence, congruent verbal and non-verbal messages encoded and communicated by sender will also aid in reducing the likeliness of communication failure. It has been suggested that a failure or breakdown in the interpersonal communication process can be further reduced if both the sender and receiver possess satisfactory levels of what is termed ‘emotional intelligence’ (Goleman, 1998; Lynn, 2002). Emotional intelligence may be defined as a person’s ability to recognise, control and evaluate their own feelings and emotions as well as the feelings and emotions of others (Goleman, 1998). Goleman (1998) states that emotional Intelligence is made up of five lements, these being: self-awareness, self-regulation, self-motivation, empathy, and the possession of social skills. Self-awareness comprises of: the ability to recognise one’s emotions; awareness of one’s strengths, weaknesses and potential; and one’s ability to maintain a satisfactory sense of self-worth and confidence (Goleman, 1998). Self-regulation involves: one’s desire to maintain honestly; one’s ability to keep distracting emotions at bay; one’s ability to ensure a high level of performance in tasks; and the ability to manage and adapt suit to change (Goleman, 1998). Self-motivation requires one to have: a desire to excel; initiative to grasp given opportunities; and the desire to continue pursing goals whilst barriers are met (Goleman, 1998).

Empathy involves one’s ability to: perceive other’s feelings; understand others points of view; and nurture others in developing their abilities (Goleman, 1998). A person with a high level of social skills will be able to: listen openly and effectively send messages; negotiate well with others in times of conflict; inspire, guide others or successfully persuade others; collaborate well with others; bring about change; and effectively deal with change (Goleman, 1998). Therefore, possessing a high level of emotional intelligence involves possessing numerous skills. Lynn (2002) states that possessing emotional intelligence enables one to be aware of their own emotions and abilities, and allows one to hold confidence themselves, enabling the person to communicate confidently and effectively.

It can be concluded that someone who possesses emotional intelligence is able to manage how they send, receive, encode and decode information. Elements which are of great importance in the interpersonal communication process (DeVito, 2008). Emotional intelligence in the sender and receiver will also impact the remaining elements of the interpersonal communication process. Feedforward is an element of the interpersonal communication process which enables the sender to attract the attention of the receiver before conveying their full message (DeVito, 2008). Feedforward can indicate to the receiver the nature or the importance of the information which is about to be provided to them by the sender (DeVito 2008).

DeVito (2008) states that in the interpersonal communication process, feedforward can: open communication channels; provide a sample of what is about to be conveyed; disclaim the message; and altercast which lets the sender and receiver to assume specific roles during the interpersonal communication process. Feedforward therefore, is a good tactic the sender can employ to gain the attention of the receiver before important messages conveyed, heightening the chance of successful information reception. After conveying their message, the sender can make note of feedback given to them by the receiver (DeVito, 2008). Feedback is an element of interpersonal communication that relates to the information which is continually broadcast either immediately or after short delay by the receiver during the course of the interpersonal communication process (Devito, 2008).

Feedback can come in the form of: body language such as hand gestures; eye contact such as breaking or initiating gaze; facial expressions such as smiles; silence which may indicate the receiver is disinterested in the interpersonal communication process; and the variation of distance the which may indicate how involved the receiver wants to be with the sender (DeVito, 2008; Firth et al. , 2010). Feedback may be intentional or unintentional just like other forms of information broadcast during the interpersonal communication process (DeVito, 2008; Firth et al. , 2010). By making note of of feedback, the sender can gain and understanding of how the receiver perceives the message (DeVito, 2008). The context associated with communication also affects how messages are encoded and decoded by the sender and receiver in the interpersonal communication process (DeVito, 2008; Firth et al. , 2010).

DeVito (2008) makes note of four dimensions communication takes place in: the physical dimension, which is the environment the sender and receiver communicate within and whether or not the environment promotes successful communication; the social-psychological dimension, which deals with the status, class or relationship between sender and receiver and how formal the communication should be; the temporal or time dimension, which deals with whether it is the appropriate time for a sender to convey a message; and the cultural dimension, which refers to beliefs, values, traditions and expectations that exist in the cultures of the sender and receiver whether certain forms of communication are appropriate. The channel or medium through which the information between sender and receiver is relayed has much influence upon successful encoding, decoding and comprehension (DeVito, 2008; Firth et al. , 2010; Hartley, 1999). DeVito (2008) states some channels used in the interpersonal communication process are: verbal; non-verbal; auditory, which relates to sound; olfactory, which relates to smell; and tactile, which relates to touch.

Different mediums include: letters; emails; phone calls; mobile phone text messaging; radio; television; the Internet; and print media such as newspapers and magazines (DeVito, 2008; Firth et al. , 2010; Hartley, 1999). Proper use of the communication channels ensures that information travels between sender and receiver in a manner that facilitates accurate encoding and decoding (DeVito, 2008; Firth et al. , 2010; Hartley, 1999). Therefore, it can be concluded that successful use and management of communication channels would further lessen the significant chance of communication failure that is alleged to exist in the interpersonal communication process by the statement being analysed.

Failure in the interpersonal communication process can also be attributed to differing types of noise or interference that work against or and act as a barrier to successful communication (DeVito, 2008; Firth et al. , 2010). DeVito (2008) mentions four categories of noise: physical noise, which includes the noise occurring in the environment around the sender and receiver, along with apparel such as sunglasses which would interfere with eye contact; physiological noise, which includes physical disabilities the sender or receiver may have such as poor eyesight, hearing and tiredness; psychological noise, such as preconceived notions and other mental distractions; and semantic noise, which is where the receiver does not understand the language employed by the sender.

It has been shown that the interpersonal communication process comprises of various complex elements which either facilitate or hinder successful communication. Successful communication requires information to be properly encoded by a sender, transferred with all attached meaning through a channel to a receiver who must successfully decode and comprehend the information sent to them as intended by the sender. Though there are barriers that obstruct successful communication, the possession of emotional intelligence, communicating effectively and maintaining congruency between non-verbal and verbal messages have been argued to reduce the great likelihood of communication failure, as declared in the statement being discussed.

The success of interpersonal communication is decided heavily by the skills possessed by other the sender and receiver. References DeVito, J. A. (2008). The interpersonal communication book (12th ed. ). Boston, MA: Pearson Education. Firth, G. , Berry, R. , & Irvine, C. (2010). Understanding intensive interaction: Context and concepts for professionals and families. London, UK: Jessica Kingsley Publishers. Goleman, D. (1998). Working with emotional intelligence. London, UK: Bloomsbury Publishing. Hartley, P. (1999). Interpersonal communication (2nd ed. ). New York, NY: Routledge. Lynn, A. B. (2002). The emotional intelligence activity book: 50 activities for developing eq at work. New York, NY: American Management Assosication.

BLOSTERING INVESTOR CONFIDENCE IN THIRD WORLD COUNTRIES

The history of world has been interposed by a cryptic series of roars and slacks. Historians have singled out the experience of the early 1930 ‘s as the ‘Great desperation. ‘ This undeniably amazing event damaged the so promising economic stableness in Europe and badly broken consumer and investor assurance around the World. Similarly the universe debt crisis of the 1970 ‘s and 1980 ‘s besides brought with it its ain storm effects that overcame both developing and developed states. The debt place of developing states became peculiarly upseting when as Stambuli ( 1998 ) comments it became clear that there was a lifting disparity of external liability and the capableness of states to serve their debt. This terrible disagreement was in the terminal described by several debt agreements and more notably states saying non-payment. ( Stambuli, 1998 )

In retrospection there have been many givens that have wanted to explicate the causes of this crisis, nevertheless this paper will research in peculiar whether developed or developing states should be held responsible for doing and by extension relieving this crisis and how investor assurance can surely be boosted in 3rd universe states.

In order to wholly understand the thought of answerability we must foremost understand the common fortunes under which 3rd universe debt became disputing. Many development economic experts view the considerable addition in oil monetary values in 1974, which saw the cost of oil rise from $ 2.70 in 1973 to an intimidating $ 10.00 per container, as a chief footing.

This rise immediately elevated the excess on the current histories of oil bring forthing states from $ 7 billion in 1973 to $ 68 billion in 1974. These big excesss twisted the status soundly documented by Stambuli ( 1998 ) that encouraged oil-exporting states who had more foreign exchange than they required invest in western Bankss. In a command to depute the consequent liquidness these Bankss so sought to recycle the excess of ‘petro-dollars ‘ with developing states that had experienced neglecting current histories. The most important charge confronting developed states was their overzealous and careless lending process after the first oil monetary values hurt that occasion small due procedure in set uping the recognition virtue of the recipient state.

As the crisis became more evident in early 1980 ‘s international Commercial Bankss began to see some of the negative impacts of their actions. Due to the alteration in financial policy of developed states Bankss began imparting at bit by bit high and variable involvement rates. Bernal ( 1997 ) , reports that involvement rates moved from 12.1 % in 1978 to 17.4 % in 1981 and so to 12.9 % in 1985, therefore Bankss had begun to reexamine what Stambuli ( 1998 ) documented as the ‘Sovereign Risk Hypothesis ‘ , which assumed that states were protected by their built-in character from default Risk. The image farther deteriorated as developed states besides reduced direct assistance and investing to developing states and increased protectionist policies that strictly exploited Less Developed Countries chances for obtaining foreign exchange to go on serving their debt. ( Bernal, 1997 )

Consequently Less Developed Countries Governments have surely contributed in altering the job of debt into a catastrophe. Brown ( 1986 ) carries this competition farther since he comments that in Jamaica for illustration, the Government ‘s finding of fact between 1976 and 1980 to protect an overrated exchange rate and to promote communist policies influenced investor assurance and sudden capital flight. The authorities so found itself holding to borrow non merely to finance the current history shortage but besides increasing degrees of net capital escapes. Brown, 1986

It should hence be clear that both Most Developed Countries and Less Developed Countries should bear the incrimination of doing the Debt Crisis. Less Developed Countries nevertheless unsteadily could hold reduced these effects if they had managed their debt more professionally during the short period.

Investing in Third universe Countries makes good concern sense while there are pools of planetary fiscal resources in hunt of chances for variegation and higher returns. Besides, investing chances in such states are reported to offer some of the highest rates of return on investing, even on a risk-adjusted footing.

Most Third universe Countries authoritiess have over the last 15 old ages taken important stairss to make an encouraging concern atmosphere. These steps include far success macro economic betterment that have condensed budget shortages and rising prices degrees to individual figure degrees and fueled economic development. A figure of authoritiess have besides taken actions to reenforce the legal and judiciary system and regulative establishments such as those for venture support.

While sufficient investing controls and fiscal tools are important to capital flows, most Third universe states have underdeveloped trade good and capital markets. Similarly, basic imitative and warrant instruments that enable investors manage hazard are partial. In add-on, undertaking supports rely chiefly on bank funding, given the inadequacy of Third universe states capital markets, where market capitalisation of most of the states ‘ equity capital markets is less than a 3rd of Gross Domestic Product ( GDP ) .

Despite the growing made by many states to undertake the defect highlighted above and the anticipation for higher returns in Third universe states than in other parts of the universe, most investors have non taken the clip to reexamine the investing opportunities available in Third universe states.

In acknowledgment of the significance of reliable economic information, the Bank Group is taking a programme to better informations quality, aggregation, and direction in all Third universe states. The Group is lending more than half of the entire undertaking cost of USD 40 million and expects that the undertaking will help coordination and regional integrating, and fuel capital flows by back uping investor assurance. The Group ‘s attempts to back up good control should besides beef up investor assurance. In add-on to financing institutional support undertakings that improve the capacity of legal and regulative bureaus, the Bank provides resources to bureaus such as the Organization for the Harmonization of Business Law in Africa ( OHADA ) , whose authorization is to make conditions that assure legal security for concerns.

Similarly, the first theoretical account investing jurisprudence of the African Law Institute ( an institute sponsored by the Group ) , has been certified by cardinal regional establishments. This will further regional integrating and farther fuel investings and capital flows to Third universe states.

To reason, I believe that each one of us has a critical function to play, every bit good every bit much to derive in increasing capital flows to Third universe states. It makes good concern sense, it makes good unselfish sense. Through due diligence and partnerships, you will be rejecting the doomsday scenarios of Afro pessimists, which leads to a vision of fatalism and hopelessness for Third universe states. You will alternatively be back uping a vision of Third universe states that are genuinely affluent offering moneymaking chances for investings.

Mentions

• Ayittey, George B.N. ( 1993 ) , Africa Betrayed.
• Stambuli, ( 1998 ) Sovereign Risk Hypothesis, New York.
• Bernal, ( 1997 ) , peripheral Debt, Chicago
• Brown, ( 1986 ) , within the trigon of deflation & A ; Inflation
• World Bank databases and UNCTAD World Investment Report, 2003

Unit 1; E1 Statutory; sectors that are fully funded but it depends on the boroughs. One example is school nurseries. In this setting professionals aim to make life in the setting feel like a family atmosphere for children to feel comfortable. Professionals also help children to develop with carefully chosen activities to do with the 6 learning areas, these are; language and literacy, creative development, physical development, personal social and emotional development, knowledge and understanding of the world and mathematical development.

They aim to help children develop at their pace and doesn’t rush anything because they know every child is individual in their own way. The nurseries also help children feel safe and secure in the environment and give them a healthy balanced lifestyle such has healthy meals, 5 a day and run around out the garden areas. The private sector; is full costing to parents, they have to pay the cost for their children, it isn’t paid for them. One example of this is preschools.

The care they offer is just that little bit more then statutory this is because the sector makes the children feel like the school is also their home and that the professionals are family. Professionals in the sector will constantly observe the children for safety. Education in this sector is organised daily, this includes creative learning, letter and number work, singing and to boost confidence and their understanding. Education is also provided in a way of treating the child as an individual to show they develop at their own speed.

This sector will also treat special needs children equal and show no discrimination. Voluntary; a small grant is donated for them to start up there business one example is child lines and mother and toddler groups. Voluntary provides help, support, and education to children. On nspcc. org. uk is say this is doing by; 1) ‘Focusing on areas which will make the biggest difference 2) Prioritise the children at risk 3) Learn what works the best for them 4) Create leverage for change’. When the sector finds new ways to help children they will test it out to see ow it goes and if it works then they will carry on with the new idea. They educate the children by the things they say and do to them to forget about certain things in their life and to develop them to move on and stay strong. E2 Statutory sector supports children and their families by doing things that will help their children to develop and grow, they fit around parents timetables and help them to go about their daily life knowing there child is in good monitored care. The statutory sector protects children and gives their families a sense of relief.

It also helps parents with educating the child in their background and helps them understand more of the culture, also helps the families get good education for their child with the cost being mostly funded for them so it’s free. The private sector supports families and their children by giving them a safe secure place and making the child feel at home. It helps families go about their schedules and have a feel of relief that their child is going to be happy where they are, it supports them in a way of helping a child become better at their strengths, and it includes everything important in the Childs life.

Voluntary work supports children in helping them overcome serious happenings in their life, and to become aware of people who have experienced similar going on and to help them have a better life in the future, and gives them closure. It supports the parents by being free of cost. E3 Childrens Act 2004; The act was around in 1989 but after a lot of going on it was updated to Children’s act 2004, it planned to improve how social services worked and how people would treat the children in their care.

To help the children they plan to bring multiple agencies together to protect innocent children and stop the abuse that maybe going on. The 1989 act was poor, it made it easier for abusers to get away with what they did or gets a low sentence, this is because agencies didn’t come together and share information. The children get better response for what has happened and their needs are more focused on, the court decides what is best for the child to make them safer as it is one of their rights. The act allows children and their families to come together a lot more in making them a lot afer then what they would have felt before. On surrey. gov. uk website it says ‘The Act aims to improve effective local working to safeguard and promote children’s wellbeing’. The act has a lot of intention in making a Childs well-being noticed and important and aim to do the following; * Keep the child healthy * Keeping the child safe * Help the child have fun and enjoy life more and achieve things they thought they couldn’t. The children act 1989 was poor; the new act 2004 was promoted in ways such as teaming a lot more agencies together to work on keeping a child safe and having rights to what they deserve.

The act shows people that children have rights to an education, healthy lifestyle and to be a child and enjoy their life without any threat. Education Act 2002; This act came around in 2002, on the europarchive. org website it say that ‘It is a substantial and important piece of legislation intended to raise standards, promote innovation in schools and reform education law’. This would help children get a better and healthier education through their life and make their lifestyle normal and challenging to become what they are willing to become.

The act helps children to qualify for a greater and more flexibility in certain areas of the national curriculum. This helps children become involved with other people because it joins schools together as a team to work together on the well-being of the children. Human Rights Act 1998; This act came around in 1998 and aimed to help children have major rights in their life to give their lifestyle normality and a lot more easy going when it comes to the way families are. The rights support children in a way of safety and a healthy life some examples of human rights that are important to a child’s life are; 1. reedom from torture and degrading treatment 2. the right to respect for private and family life 3. the right not to be discriminated against in respect of these rights and freedoms 4. the right to an education If any of this rights are breached you have the right to an effective solution in law even if the breach was done by a police officer you still have the right to go to law. E4 Every child Matters; This provides every child no matter their background or circumstances the support they will need.

Every child needs to be healthy which includes growing and their development as well as their emotional and physical well being, the environment needs to be a safe place for them to be able to develop, another principle is for the children to enjoy and achieve through their learning and be able to achieve economic well-being through their life. These are crucial to be in your placement for the children to develop as the first 3 years are critical. This will help children’s life become healthy and have normality to. Welfare of children is paramount (children act 1989); A child’s welfare is paramount.

The idea is that when decisions are made the needs and interests of the children must come first this means they need to be recognized as an individual. This will shape children in becoming aware of routines and the way their daily life will carry on. The court determines what will be best for the child’s upbringing and decides this by these points legislation. gov. uk it states ‘the ascertainable wishes and feelings of the child concerned (considered in the light of his age and understanding). Cache Statement of values; The values in this are ways of putting the child first.

To do this you will never use towards a child, respect the parent or those in a parenting role, respect the staff in the child care industry and those involved, respect values and spiritual beliefs of the child and their family, honour the confidentiality of the child and their family. If these are not respected and done right then these could be life threatening to a child and those involved with the child. This will shape children in building their respect by showing you’re respecting others they will copy. E5

The importance of valuing and respecting children will show them that you as a member of staff or a practitioner will not judge them or label them for who they are or how they look and do certain things. It will help them understand that everyone is individual and different but that doesn’t mean to treat them any different. If you show the children respect it shows a sense of care for them and will boost their confidence. Respecting and valuing will help the child understand more on what they are doing and will help them in life, to support this on community. rg it states ‘creating environments that foster creativity, innovation, discovery, inquiry, questioning and problem solving. This is how settings help children increase and how it shows we respect what they need to learn and discover. it will show they are just as important as anyone else in the establishment which will make them not as shy. Their self esteem will rise if you talk to them like an adult and say more positive things, also saying their name correctly and praising them on the good shows that you value them as an individual and that learning their name also will show their important to.

C The practitioner should listen to a child views and their opinions because it will help them with their confidence on showing that they can have a conversation about anything and show they have a voice to. If their confidence rises then they will communicate better with others and make new friends and be able to talk about their daily life routine a lot more and be able to say if something is wrong and if they need help. Listening to a child shows their important just like everyone else and that you value them as a person.

A more confident child will tend to work harder in what they do to achieve and develop a lot more as well. The more a child is listened to the more open minded they will become and more outspoken. This will make it easier for them to become understood and will allow practitioners to identify their wants and needs. It’s a way of involving a child in decision making and showing them there are not really any wrong answer and they can learn from their mistakes.

Also to show you have time to try and understand what they are saying, to support what I have said Tassoni et al (2007 page 13) ‘a child might need you to listen carefully so that you can understand what he or she is trying to say’. Also from listening to children a practitioner will gain their respect for you . A A child centred approach means to identify a child’s abilities and weakness’s and work around that with activities that they could handle, it also means to make the environment to the standard of their needs and to cater what they may need. Everything is based around the child.

On growingplaces. org. uk they state ‘It allows freedom for children to think, experience, explore, question and search for answers’. Tassoni et al (2007 page 234) says ‘You will need to ensure that children’s interests are always reflected in what they do’ this is a way of ensuring the child is interested in learning and activities. The advantages of a child centred approach are that the children all gain something important to do with their life it helps families and practitioners notice their strengths and weaknesses as an individual so it is easier to help them focus on certain things.

Another advantage is their needs are always catered for. They have a home like atmosphere in the environment for example toilet and sinks to keep their hygiene up also there are potties and nappies, changing rooms for those children who will need them. Their dietary is focused on and professionals will work around it. Another way of making a child centred approach is for early year practitioners to communicate this will help an individual child extend their knowledge or thinking, model ideas, prompt questions, nurture development, support the acquisition on specific skills.

The disadvantages of a child centred approach is that it could make it hard for a child to go into something different like a primary school as they have not been prepared for that big leap in their life, it also makes it hard to slightly explain to a child that they can’t do something they ask as in past experience the child has always got what they have needed due to the child centred approach. I believe that the child centred approach is a good thing because it helps a child have a healthy lifestyle and helps them notice what they are going to gain and their strengths in the environment.

Also that it helps them live their life as a child before rushing into something strange, the routine of their life is kept the same in some places as it is at home. E6 Confidentiality; This is an important skill because it shows that you are keeping private information about a child or a child’s household inside the nursery and not outside. This is an important skill to need in the work place with children because children will say a lot and if they say something about what may of happened to them for example abuse then it is the rules of being in a childcare establishment that you tell nobody if you on’t keep it confidential and it may not be true you could hurt someone and lose your right to work in that place. This will help support your work with children because it shows you are a trustworthy person and that you have knowledge of the rules and regulations of the workplace. It will make professionals trust you. To support what I have said in Tassoni 2007 page 11 it states ‘some of this information will be confidential information and must not be shared’.

Communication; This is an important skill because you need to be confident enough to be able to talk to parents and other staff members about the children and things that will be needed to do around the work area. This will help support you working with children because you need to be able to communicate properly with the children because you will need to talk to them at different levels and know how to talk to children from babies to 11 year olds, also the be able to communicate with the other staff members to discuss planning activities or if the child is hurt you will need to communicate with the staff member and communicate in a team.

Observation skills; This is important because you’ll need it to observe activities that are going on and the way children are behaving if it is appropriate or not. This will help your support with working with children because it shows that you know how to do things when working in that establishment for the future, it will help you set up activities or learn a child’s need. It shows that you can see children as an individual and that’s what you will need to do. Having this will also show that you are good at learning new things by observing how other staff members do things. E7

Time management; This would be important to support your training because being able to show up on time for a placement and to take in coursework that’s due in shows you’re determined to do well and give a good impression. Being able to keep on time also shows that you’re well organized when it comes to deadlines or dates you need to be in and that you’re taking things seriously. Managing time is not a tricky thing to do and being able to be on time for everything shows dedication. If you’re on time or early for placements it could lead to a permanent offer or a good review of your time there.

The children are less developed in time management then you and will take what you do in to mind on time-management-success. com it states ‘Punctuality is a big issue in terms of time management for kids who have a less developed sense of time’. Giving Presentations; This helps support your training because it helps you take away what you’ve learnt and seen and put it up for everyone else to see your understanding. Being able to give a presentation also shows confidence and your understanding of the subject as well.

It makes things easier for tutors to see how much you have developed and if you do need any help at all or if there are any errors. Note Taking; This helps support your training because it helps you go over anything you may not understand, note taking shows that you’re serious about learning things about what to do and what not to do in a placement. Also it helps you do units and give you ideas on what to write. Note taking in a placement will help you understand the difference in other childcare areas and it may lead to questions that you would like to ask to improve your knowledge. B

Confidentiality; It is important to understand this boundary because working in a nursery or day-care centred even a primary school you will hear stories from the children or over here parents and staff talking about private things. The information you may hear is private and you must understand you cannot talk to anyone outside of the placement as someone who knows that family could over hear and this would affect them. A good test to know if a piece of information is confidential is to think about whether it’s common knowledge or if you only know it because of the position of you are in inside the nursery (Tassoni et al 2007).

Understanding this will stop you hurting others or gossiping about other people behind their back. Health and safety; This is important to understand as a boundary also because you will need to know the child’s health issues if there are any or whether the child is safe where they are in the environment. You will need to understand what you should do if you see a gate or door open, this could be an easy way for unwanted visitors in the environment. On the premises you should as a member of staff what to do if a fire alarm goes off so you know what to do with the children when something like that does happen.

If you don’t understand your limits when it comes to healthy and safety with children then you could be making a lot of mistakes and this could upset a lot of people. Also understand the limits of what a practitioner can do such as changing nappies and taking children to the toilet you may not be able to do this yet as you’re a learner. Managing A child behaviour; Practitioners may come across children with anger problems or any other behaviour problems which could be medical or non medical. When dealing with this you need to know what your limit is on how to handle them.

You will need to go to a member of staff or manager and ask questions on what to do if a child has got a behaviour problem and what your limits are in dealing with this. You will also need to learn your boundaries because you could over excite a child and distract them when they must be focusing on an activity. Understanding your limit and boundaries is important on the well-being of the child. D1 There are three main types of people you as a practitioner should maintain a relationship with are; 1) Parents ) Professionals The Parents; The reason it is important to have an appropriate relationship with a parent is because you will need to talk to the parent about how their child is developing, what they have ate. What they have been doing throughout the day and if there have been any problems. You will see and need to speak to the parent occasionally on behalf of the child. The parent will need to trust you with their child and feel comfortable so they can get on with their life knowing their child is in safe hands.

Other Professionals; It is important to maintain an appropriate relationship with other professionals as you will be working alongside them for a long time. You will be working as a team and you will need to have a relationship to feel comfortable in putting your views across and asking question on if you’re confused or not. If the relationship between you and the other professional is complicated then the children (who are your main priorities) will pick up on this atmosphere and feel wary and upset.

If the child senses a positive feeling between a practitioner and professional then they will feel a sense of safety and calmness and comfort to know that nothing is going to happen and everyone will be fine. D2 Multi-agency team functions by bringing together practitioners from different sectors and professions. On cwdcouncil. org. uk they quote ‘within the workforce they provide integrated support to children and their families, for example a ‘team around the child’ (TAC)’. The multi agency also has several professionals coming together as a team.

Many benefits are in this type of agency such as support and advice on parents that need it. It helps families with young children by placing them in a onsite nursery until there finished with classes such as parenting. Multi agency is an effective way to support the children that have extra needs and help with improvement on their development. The way they make sure they meet the child and families needs is by communicating well with each other and by understanding their roles and responsibilities within the agency.

As a practitioner you will need to learn what other professionals are involved in your setting and how this might affect your work. Some of the characteristics of a multi agency are cooperation/collaboration, knowledge, common goals and effective communication. This will all help you when working in a multi agency because it will help you with what you need to find out and understand more on what the parent or child will need when in an environment such as help on certain subjects, dietary and religion.

It helps other professionals in an environment also to share knowledge of a family together so professionals do not ask the family the same questions over; they are well organized and serious about their roles on making life easier for families and children. E8 Bibliography Community childcare growing places – what is meant by child centred approach [online] http://www. growingplaces. org. uk/reggio. htm (13/10/2011) Children Act 1989- Welfare of the children http://www. legislation. gov. uk/ukpga/1989/41/section/1 (15/12/2011) Children Services Community Management. We Value Children. ttp://www. cscommunity. org. au/index. php? id=45 (15/12/2011) Cruelty to children must stop. FULL STOP. Our approach to what we do http://www. nspcc. org. uk/what-we-do/about-the-nspcc/our-approach/our-approach_ wda72244. html (12/10/2011) Multi-agency working An effective way of supporting children and families with additional needs http://www. cwdcouncil. org. uk/multiagencyworking (14/10/2011) Tassoni P, Beth, K. Bulman, K & Eldridge, H. (2007) CACHE Level 3 Child Care And Education 4th Edition Heinemann: England. THE CHILDREN ACT 2004 – OVERVIEW – Background [online] ttp://www. surreycc. gov. uk/sccwebsite/sccwspublications. nsf/f2d920e015d1183d80256c670041a50b/5e17effdd34f9726802572f30055617d/$FILE/CYPP%20Childrens%20Act%20Briefing%20v2. pdf accessed (11/10/2011) The National Archives-Main provisions of the Education Act 2002 [online] http://collections. europarchive. org/tna/20091115062646/teachernet. gov. uk/educationoverview/educationact/summary/ (13/10/2011) Time Management Success. Why is time management important. http://www. time-management-success. com/why-is-time-management-important. html (15/12/2011)

WEAKNESS

The weakness on which I was working was pessimism. Pessimism is a state of mind in which one anticipates negative outcomes or believes that the evil, hardships, dangers, displeasures in life outweigh or dominate the good, luxuries, securities or pleasures in life. It affects ones thinking process adversely.

It leads to loneliness, doubts on one’s own capabilities and constant anxiety. I wanted to overcome this weakness, to develop self-confidence and redeem my self-esteem. This would fill my mind and eventually life with more optimism and happiness.

WHY THIS BOOK? SYNOPSIS

In the first chapter the author deals with the cause of feelings of inferiority and insecurity and ways to overcome them and build self confidence. Believe in yourself! The author says one should have faith in his abilities. To be successful and happy one must have a humble and reasonable confidence in his powers or capabilities.

A sense of inferiority interferes in attainment of goals whereas self-confidence leads to self realization and thus further successful achievement. According to the author, the sources of inferiority complex are usually some emotional violence done to us in the past or the consequences of certain circumstances or something that we did to ourselves in the past. The author suggests that to build up feelings of self confidence in oneself the practice of suggesting confidence concepts to one’s mind is very effective.

A mind is obsessed by thoughts of insecurity and inadequacy because such ideas have dominated that person’s thinking over a long period of time. Hence, more positive pattern of ideas must be given to the mind and that is accomplished by repetitive suggestion of confidence ideas. Thus, disciplining the mind is required if one has to re-educate it and make it a power producing plant. We build up the feeling of security or insecurity by the way we think. In our thoughts we constantly fix attention upon sinister expectations of events that might happen, the result we constantly feel insecure.

And we have a tendency to create by thought, the very condition we fear. Instead one can create positive results by vital thoughts of courage and confidence. Attitudes are more important than facts. Any fact facing us, however difficult, even seemingly hopeless, is not as important as our attitude toward that fact. How you think about a fact may defeat you before you ever do anything about it. The author further suggests going about your business on the assumption that what you have affirmed and visualized is true. Affirm it, visualize it, believe it, and it will actualize itself.

Feelings of confidence depend on the type of thoughts that habitually occupy your mind. Think defeat and you are bound to feel defeated. But practice thinking confident thoughts and you will develop such a strong sense of capacity that regardless of what difficulties arise you will be able to overcome them. Feelings of confidence actually induce strength. Emerson said: “They conquer who believe they can” and “Do the thing you fear and the death of fear is certain”. Thus, practice confidence and faith and your fears and insecurities soon will have no power over you.

In the first chapter, the author suggests following ways to overcome inferiority and to build up self-confidence:

• Picture yourself as succeeding.
• Whenever a negative thought comes to mind, deliberately voice a positive thought to cancel it out.
• Do not build up obstacles in your imagination. Instead tear them down by tearing them apart.
• Do not compare yourself to others.
• Get a competent counselor to help you understand why you do what you do. Learn the origin of your inferiority and self-doubt feelings which often begin in childhood. Self- knowledge leads to a cure. Practice self-affirmations, for example, Yes, I can. Or I can do all things through belief in myself.
• Take an inventory of all the things you have going for you and begin to really appreciate your assets. Health, eyes, hearing, friends, family, son, house, shelter, food, income, transportation, intelligence etc. In the second chapter, the author talks about having a peaceful mind.

The essence of the secret lies in a change of mental attitude. For this, one must learn to live on a different thought basis, however thought change requires effort.

A life of inner peace, being harmonious and without stress is the easiest type of existence. A primary method for gaining peace is to practice emptying the mind. Thus, practice emptying your mind of fears, hates, insecurities, regrets, and guilt feelings. After you have emptied your mind of all the old, unhappy thoughts immediately start refilling it with creative and healthy thoughts. The mere fact that you are consciously trying to empty your mind tends to give you relief. Also emptying your mind is not enough. Your mind cannot remain in a vacuum for long.

Fill it with creative end healthy thoughts so that thoughts of fear, hates and worries do not enter. At intervals, practice thinking a selected series of peaceful thoughts or utter a series of peaceful words. They have a healing effect on your mind. Another way of developing serene and quiet attitudes is to watch your manner of speech. It is important to eliminate from conversations all negative ideas, for they tend to produce tension and annoyance inwardly. Peale also says to spend some quiet time each day relaxing, and not thinking about anything much.

He says picture your mind as a pond and see if you can achieve the state of smoothness and no ripples. Fill your mind with all peaceful experiences possible, then make planned and deliberate excursions to them in memory. He continues, saturate your thoughts with peaceful experiences, peaceful words, and ideas, and ultimately you will have a storehouse of peace-producing experiences to which you may turn for refreshment and renewal of your spirit. It will be a vast source of power. On fear and guilt he says, the quantity of vital force required to give the ersonality relief from either guilt or fear or a combination of each is so great that often only a fraction of energy remains for living. The result is that he tires quickly. Not being able to meet the full requirements of his responsibility, he retreats into an apathetic, dull, listless condition and is indeed even ready to give up and fall back sleepily in a state of enervation. You must eradicate fear and guilt before you will ever be able to sleep and regain your strength. On happiness, he says, you can be unhappy if you want to. It is the easiest thing in the world to accomplish.

Go around telling yourself that nothing is going well, that nothing is satisfactory, and you can be quite sure of being unhappy. But say to yourself, “Things are going nicely. Life is good. I choose happiness,” and you can be certain of having your choice. Peale says, “The happiness habit is developed by simply practicing happy thinking. Make a mental list of happy thoughts and pass them through your mind several times each day. If an unhappiness thought should cross your mind, immediately stop, consciously eject it, and substitute a happiness thought. The way to happiness: keep your heart free from hate, your mind from worry. Live simply, expect little, and give much. Fill your life with love. Scatter sunshine. Forget self, think of others. Do as you would be done by. Try this for a week and you will be surprised. ” Peale recommends we think about what we want to do if we could do anything. And to think about what we are good at. He says that if you talk to your subconscious, you can convince it to change its mind about things. But that it is naturally very reluctant to do this. So you must be firm and persistent.

He says to remember that “mighty oaks from little acorns grow”. He says that as a clean engine delivers power, so too a clean mind (free from negative thoughts, guilt, hate, bitterness, fear, etc. ). He believed the secret of achievement is to hold a picture of a successful outcome in mind. Peale gave few problem solving tips which could be summarized as:

• Believe that for every problem there is a solution.
• Keep calm. Tension blocks the flow of thought power. Your brain cannot operate efficiently under stress. Go at your problem easy-like.
• Don’t try to force an answer. Keep your mind relaxed so that the solution will open up and become clear.
• Assemble all the facts, impartially, impersonally, and judicially.
• List these facts on paper. This clarifies your thinking, bringing the various into orderly system. You see as well as think.
• Trust in the faculty of insight and intuition — believe in your own ability to come up with a satisfactory solution. Don’t get paralyzed by focusing on the idea that you must have the “perfect” or the “best” solution.

Probably several solutions would somehow work out. Irritation, anger, hate, and resentment have such a powerful effect in producing ill-health.

It is to fill the mind with attitudes of good will, forgiveness, faith, love, and the spirit of imperturbability. Some suggestions include  Deliberately, by an act of will, keep your hands from clenching. Hold your fingers out straight. Deliberately reduce your tone; bring it down to a whisper. Remember that it is hard to argue in a whisper. Slump in a chair, or even lie down if possible. It is very difficult to get mad lying down. • Say aloud to yourself, “Don’t be a fool. This won’t get me anywhere, so skip it “Everything is okay. It is not that big a deal. Everything is all right.

It is ok. ”  Make a list of all the minor irritations. And find a reason for them not to irritate you anymore. Then cross them off. Do not leave any irritations uncrossed off. In this way you will weaken your anger to the point where you can control it. ”  When a hurt-feeling situation arises, get it straightened out as quickly as possible. Don’t brood over it for a minute longer than you can help. Do something about it. Do not allow yourself to sulk or indulge in self-pity. Immediately apply the cure Unless you do so the situation can become distorted out of all proportion.

So put some spiritual iodine on the hurt at once, by using a healing thought. Apply grievance drainage to your mind. He gives the example of pouring out your feelings to someone you trust, or to yourself on paper, until “not a vestige of it remains within you. Then forget it. ”  For those who believe in power of prayer he offers this technique: Pray for the person who you feel caused the hurt. Over and over and over until “… you feel the malice fading away. ” He also talks about the importance of relaxing in order to be able to cope and deal with things better.

To summarize his tips on relaxation:

• Don’t get the idea that you are Atlas carrying the world on your shoulders. Don’t strain so hard.
• Determine to like your work. Then it will become a pleasure not drudgery.
• Plan your work–work your plan.
• Don’t try to do everything at once. Try to do one thing well.
• Get a correct mental attitude, remembering that ease or difficulty in your work depends upon on you think about it. Think it’s hard and you make it hard. Think it’s easy and it tends to become easy.
• Be efficient.
•  Practice being relaxed. Take things in stride.

Discipline yourself not to put off until tomorrow what you can do today. Accumulation of undone jobs makes your work harder. Keep your work up to schedule. On how to have constant energy, Peale reveals the secret source of energy of every great person he has known: attunement with the Infinite. The knowledge that what one is doing is supported outside oneself and is serving a divine end, provides a constantly renewable source of energy. Working only by oneself and for oneself leads to burnout. Peale asks the readers to try prayer power. According to him, prayer is different to what you thought it was.

It is a space to say whatever is on your mind, in whatever language you choose. Instead of asking for things, give thanks in advance for what you desire, leave it in God’s hands, and visualize the good outcome. The Peale formula is ‘Prayerize, Picturize, and Actualize’. Be surprised at its effectiveness. He asks us to expect the best and get it. Fearful creatures that we are, we tend to expect the worst. But an expectation of the best has a way of organizing forces in your favor. You are less likely to keep anything in reserve. The subconscious, which regulates much of our actions, merely reflects your beliefs.

Alter the belief about an outcome, and your actions will seem to be shaped in order to achieve it. Peale’s phrase is: ‘Doubt closes the power flow. Faith opens it. ‘ New thoughts can remake us. Use only positive and hopeful language for a 24-hour period. Then go back to being ‘realistic’ the next day. Repeat this over a week and you find that what you considered realistic a week ago now seems pessimistic. In golfing terms, discover that ‘the rough is only mental’. Your new understanding of what is realistic moves up to a higher, permanently positive level. —

I am an adolescent who have just completed high school and has started attending college. My academic progress is satisfactory and I am getting good grades. By nature I may be considered a shallow person who takes things rather lightly. I don’t go much deeper into any problem to really comprehend it. Although, I am gregarious and fun loving, basically I am an introvert and I keep my personal life sheltered as I don’t take people into confidence easily. I have a weak personality and lack self confidence. To camouflage this, I always try to be over friendly and talkative with my friends.

But deep down, I don’t trust my friends and never share my innermost thoughts with them. If things don’t work out according to my expectations, I become a recluse, and refuse to discuss it with anyone. My outlook is conservative and can not accept any open show of affection easily. Fear of the unknown, fear of failure has totally blinded my vision and obstructed my rational thinking capacity. Although I am well aware of my drawbacks, I am unable to change for the better. Currently my vision about life is blurred by my short sightedness and lack of wisdom and experience.

I would like to change these negative attributes and enhance my personality. The vision of my life five years from now is a complete transformation of my personality. I’ll accept my friends as they are and respect them as an individual. I’ll take some of my friends into confidence and share my problems and successes with them. I’ll always listen to their point of view before taking any difficult decision. I’ll shed my pessimistic and gloomy attitude and encounter any problem with a positive mind.

I’ll acknowledge my fear, will analyse it and make a conscious effort to eliminate it from my system, in a slow but determined way. This negative personality trait affected me greatly and prevented me from taking right kind of decisions at the right moment. I’ll overcome fear with double determination and become a person with an independent personality, who can take right kind of decision at the right moment, and can dream, believe and act towards realising his cherished goal.

Career-wise I have not thought of any particular profession which I would like to pursue within the course of next five years. While I’ll concentrate on my studies to ensure good grades, on spare times I would do odd jobs to earn some extra money.

Since travelling excites me a lot, I would take up part time job in travel agencies such as tourist guide or interpreter which will take me to exotic tourist places. While accompanying the tourists, I’ll visit beautiful islands, see exotic landscapes of steep mountains, and lush green vegetations. Sometimes I’ll lie down in solitude on a sandy beach, and gaze at the blue azure sky. Associating with nature will give me a clear perspective on life and what it holds. I’ll shed my superficial self and emerge a more genuine person who will appreciate anything from beauty of nature to the beauty of a girl from aesthetic sense. This will help me to get into a permanent relationship, which till now is eluding me.

I want to confidently go in the direction of my goal of transforming my personality within five years from now. Only time will tell how far I’ll be successful in changing my negative personality traits and become a person who is honest with himself and with others and have emotional strength, integrity of character, clarity of mind and confidence in others. If I fit the personality mentioned above within five years from now, my goal of personal transition will become a reality.