Essay --

INTRODUCTION Advertising can mean many different things in today’s world. When advertising first was developed it was done by would of mouth and the classic flyer or poster, which is the traditional media. Then it moved up to using broadcast media such as radio to help capture a bigger audience. After that it moved towards the television where an even bigger audience could be reached. Lastly companies started to realize the shear amount of traffic that was generated by the Internet. The Internet first started to get popular in the mid 1990’s. Where only people with high tech computers and that could afford the service had the Internet. Of course the Internet did not look the way it does now during that time. There were no pop up ads, java, banners, or graphics that made a consumer purchase a product because they saw it on the Internet. One main reason that there was none of this was because the Internet could only use dial – up. Of course everyone knows how slowly that was, so picture trying to upload or update a website at that pace with huge files. We all know that this would take a very long time eventually making the company lose money. With the turn of the century close by not only did we enter a new century but we entered a new age of the Internet. The introduction of a cable modem drastically increased the Internet population. With speeds up to almost one hundred times faster then dial – up there was no comparison. With this new inven tion companies soon started to ease off on some parts of their advertising campaign and focused more on advertising on the Internet. So what is Internet Advertising? Internet Advertising is a way of marketing services or products on the World Wide Web. This can be done through search engine o... ... right people by increasing the awareness about the product, its benefits and drawbacks. This is important for the success of a business. There is both good and dark side of Internet advertising, including for social networking sites. As alluded to earlier, Internet marketing can manifest in negative, sometimes downright irritating, ways. Advertising malpractice can broach both the ethical and the legal. In e-mail marketing, knowing what constitutes spamming and what is legitimate advertising is extremely important. Internet threw open the plethora of opportunities for enormous scaling of business, thanks to the massive scope of expanding as well as popularizing the business by way of online advertisement. Now, every kind of business no matter big or small businesses can expand itself by way of online advertising where there are massive users across the whole world.

Communication and professional relationships

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: help us better understand a situation or person which can help to determine our approach when engaging with them. build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. show that we care about the welfare and future of an individual and will do our best to aid in their success ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstanding s, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation.Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating.When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating.Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in hem and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person's situation trying to understand and accommodate any issues which may influence their feelings, actions and responses.Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not Just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal.If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and Jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting.As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might se e daily. Communications might, for example, utilise text speak and Jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address nd show appropriate respect for the location and people with whom you are meeting.If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate Jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting.When contacting people professionally the use of ocial media sites would not be approp riate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred.Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact.Similarly, elaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs.However, whilst it may be detrimental not to account for cultural differences you could see the same onsequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Co mmunication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak.As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should ontinue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming.Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child's level, face them and maint ain eye contact. Remaining focussed on the child rather than ontinuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill.Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child's confidence so they are encouraged to communicate more and model a real onversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use.Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. a The age of the When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example.Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken dow n into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences.If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your ethod of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact.They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children oft en view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to peak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person's ability level.Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or â€Å"you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include at tention switches to maintain focus but not as frequently. the context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson.There will be other children in the same area working on of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges.If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside nterests and we might share our own experiences to help form a bond.Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a fgure of authority. Although conversation might be more light he arted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom.The formality f the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Gods or God?

1. Mary Lefkowitz responds to the charges by some secular commentators that religion â€Å"‘poisons’ human life and causes endless violence and suffering† by stating that the â€Å"poison isn't religion; it's monotheism. † 2. â€Å"Openness to discussion and inquiry† and â€Å"[r]espect for a diversity of viewpoints† are some attitudes that contributed to the Athenian idea of â€Å"the cooperative system of government †¦ called democracy. †3. The existence of many different gods offers a more reasonable explanation than monotheism of â€Å"the presence of evil and confusion in the world. † A mortal â€Å"may have had the support of one god but incur the enmity of another, who could attack when the patron god was away†; however in the monotheistic traditions, â€Å"God is omnipresent and always good† and â€Å"mortals must take the blame for whatever goes wrong,† even though God permits evil to exist in t he world he created. 4.The separation between humankind and the gods made it possible for humans â€Å"to speculate about the character and intentions of the gods. † Greek theology allowed people to ask hard questions and encouraged others to learn and to seek all the possible causes of events. Such questions brought philosophy and science to the world. 5. Lefkowitz writes, â€Å"Ancient Greek religion gives an account of the world that in many respects is more plausible than that offered by the monotheistic traditions.† In this context, â€Å"plausible† seems to mean â€Å"reasonable. † The Greek account may be more â€Å"plausible† because â€Å"Greek theology openly discourages blind confidence based on unrealistic hopes that everything will work out in the end. † 6. Lefkowitz certainly makes an excellent point and I definitely agree with her. Religion today seems to be focused too much on blind belief. Thinking seems to create a healthie r environment and some â€Å"healthy skepticism† would definitely be helpful currently in such a stubborn world.

Harpercollins and Social Care Essay

Harpercollins and Social Care Essay Harpercollins and Social Care Essay P1- Potential hazards and the harm that may arise from each in a health and social care setting. The objective of this assignment is to examine health, safety and hazards within a health and social care environment, I will be giving examples of hazards I have witnessed within a health and social care setting (Nursery) and I will explain the potential effects that may occur. Hazard: A hazard can be an accident, it can cause injury and there is a chance of an individual being harmed, or being put into danger, for example a fire hazard may occur if the gas has been left on and someone lights a flame. This is a serious hazard. (Collins English Dictionary –1991, 1994, 1998, 2000, 2003) Placement: The placement I worked at for two weekswas located in south Birmingham, it was a day care centre where children aged 0-5 attended. To enter the nursery there is a gate which is always left open and unattended. There is then a straight pathway which leads straight to the nursery. To enter the nursery you must press the bell or enter a code that only the staffs know of. Once you enter there are two heavy duty doors which are hard to push open and close. The nursery is all on one ground there is no higher ground or lower ground. There is a office and a wash room on the way in to the nursery. The room is rather large and is split into 3 sections separated by gates. 1st section is where babies were, the middle section is where the toddlers/infants were and the 3rd section is where the oldest children were. The section in which the babies were was next to the kitchen and a store room. Where the toddlers were was the main entrance, toilets and the heavy duty doors. It was locked off by the gates though. Also where the children were was the backdoors to where the garden and field was. There was about 30 children and 5 members of staff and 3 students who were on work experience including myself. The physical condition of the children at the nursery were, that they were normal, healthy, regular children who were very curious, vulnerable, active, emotional, very delicate and very young meaning that their awareness to danger and hazards is very limited. Due to them being so vulnerable means that they need to be watched at all times ensuring that they are safe as they may pick anything up. The employees at the nursery were experiences qualified workers; there were 5 members of staff 2 where the babies were 2 where the toddlers were and 1 where the children were, and in each section was a student who was on work experience. As there were 5 members of staff who were qualified they should know about health and safety which can lead to fewer hazards. Also as there were 3 students with no experience this can lead to more hazards and risks. Hazard 1: Front gate left open unattended. People can see that the gates are opened and unattended so they might decide to walk in which may lead to them damaging property, theft or even taking property information. The children may see that the doors are open which can lead to them running out and they might now be able to be stopped as there is no one attending the doors, this can lead to them having an accident or something very serious. The worst possible case is that an intruder can come in and maybe abduct a child from the nursery, which will lead to an investigation and maybe closure of the nursery. Hazard 2: Gates in the nursery left open. They can run out of the section they are suppose to stay in and maybe get their fingers caught in the gates or doors, which can lead to them injuring themselves and having to have professional help. They can run into the open area where the kitchen is, if they enter the kitchen they may mess with the gas switches or and chemical substances left in the bottom draws which they may eat, drink this can cause them serious harm. They may run into store room and mess with the food and cutlery, which will lead to them harming themselves, and damage of

The Abolitionists, Who They Were And How They Became Influential

The Abolitionists, Who They Were And How They Became Influential The term abolitionist generally refers to a dedicated opponent to slavery in the early 19th century America. The abolitionist movement developed slowly in the early 1800s. A movement to abolish slavery gained political acceptance in Britain in the late 1700s. The British abolitionists, led by William Wilberforce in the early 19th century, campaigned against Britains role in the slave trade and sought to outlaw slavery in British colonies. At the same time, Quaker groups in America began working in earnest to abolish slavery in the United States. The first organized group formed to end slavery in America began in Philadelphia in 1775, and the city was a hotbed of abolitionist sentiment in the 1790s, when it was the capital of the United States. Though slavery was successively outlawed in the northern states in the early 1800s, the institution of slavery was firmly entrenched in the South. And agitation against slavery came to be regarded as a major source of discord between regions of the country. In the 1820s anti-slavery factions began spreading from New York and Pennsylvania to Ohio, and the early beginnings of the abolitionist movement began to be felt. At first, the opponents to slavery were considered far outside the mainstream of political thought and abolitionists had little real impact on American life. In the 1830s the movement gathered some momentum. William Lloyd Garrison began publishing The Liberator in Boston, and it became  the most prominent abolitionist newspaper. A pair of wealthy businessmen in New York City, the Tappan brothers, began to finance abolitionist activities. In 1835 the American Anti-Slavery Society began a campaign, funded by the Tappans, to send anti-slavery pamphlets into the South. The pamphlet campaign led to enormous controversy, which included bonfires of seized abolitionist literature being burned in the streets of Charleston, South Carolina. The pamphlet campaign was seen to be impractical. Resistance to the pamphlets galvanized the South against any anti-slavery sentiment, and it made abolitionists in the North realize that it would not be safe to campaign against slavery on southern soil. The northern abolitionists tried other strategies, most prominently the petitioning of Congress. Former president John Quincy Adams, serving in his post-presidency as a Massachusetts congressman, became a prominent anti-slavery voice on Capitol Hill. Under right of petition in the U.S. Constitution, anyone, including slaves, could send petitions to Congress. Adams led a movement to introduce petitions seeking the freedom of slaves, and it so inflamed members of the House of Representatives from the slave states that discussion of slavery was banned in the House chamber. For eight years one of the main battles against slavery took place on Capitol Hill, as Adams battled against what came to be known as the gag rule. In the 1840s a former slave, Frederick Douglass, took to the lecture halls and spoke about his life as a slave. Douglass became a very forceful anti-slavery advocate, and even spent time speaking out against American slavery in Britain and Ireland. By the late 1840s the Whig Party was splitting over the issue of slavery. And disputes which arose when the U.S. acquired enormous territory at the end of the Mexican War brought up the issue of which new states and territories would be slave or free. The Free Soil Party arose to speak out against slavery, and while it didnt became a major political force, it did put the issue of slavery into the mainstream of American politics. Perhaps what brought the abolitionist movement to the forefront more than anything else was a very popular novel, Uncle Toms Cabin. Its author, Harriet Beecher Stowe, a committed abolitionist, was able to craft a tale with sympathetic characters who were either slaves or touched by the evil of slavery. Families would often read the book aloud in their living rooms, and the novel did much to pass abolitionist thought into American homes. Prominent abolitionists included: William Lloyd GarrisonFrederick DouglassAngelina Grimkà © and her sister Sarah Grimkà ©Wendell PhillipsJohn BrownHarriet TubmanHarriet Beecher Stowe The term, of course, comes from the word abolish, and particularly refers to those who wanted to abolish slavery. The Underground Railroad, the loose network of people who assisted escaped slaves to freedom in the northern United States or Canada, could be considered part of the abolitionist movement.

Globalization in Daily Life Assignment Example | Topics and Well Written Essays - 2250 words

Globalization in Daily Life - Assignment Example Many scholars and economist have tried to explain the term globalization as per their own view and opinions. For example, Jos Berghman commented that â€Å"globalization refers to a growing global interconnectedness† (Berghman, 2005, p.6). The term, ‘interconnectedness’ itself explains the core essence of the globalization. The UK Department for International Development (DFID) has given a broad definition of globalization. DFID has identified that the â€Å"increased flows of goods, services, capital, people and information† are the major determinants of globalization which is â€Å"driven by technological advances and reductions in the cost of international transaction† (Zajda, 2005, p.294).  Therefore, primarily, international trade and technological advancements have facilitated the process of globalization and this has developed medium for exchanging ideas, views, tangible & intangible capital, factors of productions etc. This process has crea ted a better scope for the development of economic, social, cultural and international relation. In our every step of daily life, we can feel of the presence of this development encouraged by globalization.  For example, the product developed using Japanese technologies like Japanese cars is dominating in the global automobile sectors. On the other hand, Italian cuisine like ‘Pizza’ is one of the popular food items of the people living in American and Asian countries. Moreover, Chinese cost-effective production process has led to encouraging many manufacturers like Nike to expand their business in China, and many multinational corporations are trying to enter in emerging marketing like India, Taiwan, China etc. These examples are a proper reflection as an outcome of globalization. In order to facilitate the process of international trade, the trade agreement between and/or among different countries have played a very significant role as it helps to grow a country with significant amount of foreign direct investments (FDI) which creates industrialization causing growth in aggregate demand and supply, and an economy can achieve equilibrium growth. Recently, U.S. and Korea have entered into free trade agreement known as KORUS FTA, according to which the U.S. MNCs can have greater accesses in the Korean market, and Korean automobile manufacturer can enjoy a significantly reduced tariff in U.S. automobile market (U.S. International Trade Commission, 2011). The U.S. automobile sector is already crowded with a number of domestic and foreign automobile companies. However, as per this agreement, the Korean companies can have better access to the automobile market as they are able to offer cars at much-reduced cost increasing the competition. The competition is one of the healthy sign for economic development.

Man vs women superior Im taking the man side Essay

Man vs women superior Im taking the man side - Essay Example They like challenges and this is the reason why they are physically much stronger than the women. Ladies and gentlemen, I remark from renowned evidence that has come to the fore that men are able to execute things better than their female counterparts because they know what is going on with them rather than their female partners who know little about the environmental issues. Men therefore know it better how to tackle the problems and thus analyze the same in a much rigorous manner before approaching it. Also men are known to decide their course of action much earlier than their female counterparts. This is because men take less time to analyze and thus make up their mind. Since men are known to be tough taskmasters, they get the job done quickly whereas the women take a lot of time to think through and then go about executing a task or an action under their aegis (May, 2011). Men therefore decide it quickly what to do with their actions whereas the women take advice from others and often are tied up within confusing patterns even after they have taken one such decision. What is even more comparatively driven is the fact that women lack the mental strength and are more prone to crying their heart out and expressing their concerns than the men. This is the reason why one would see more women shedding tears and fewer men doing it on a regular basis. Women believe that it is not their duty to go through the physical and mental drills much like what their male counterparts do on a regular basis (Connell, 2011). Hence masculinity and femininity are two sides of the same coin and deserve attention for a number of reasons. However the basic premise is much the same yet the men are stronger than women and known to enjoy the rigors of life well. May I add here in the end that men make the world tougher yet the women make it sweeter. It is the combination of