Honesty in the Crucible Essay

The phrase â€Å"honesty is the best policy,† applies to Arthur Miller’s history-based drama, The Crucible, in a variety of ways. The accusations throughout the story build on lie after lie after lie from those trying to protect their own name, thus putting the whole town in a state of confusion and chaos. Nobody in the small town of Salem, Massachusetts knows whom to trust anymore, after all of the false allegations made. There are three characters in particular in the story that, if they had told the truth from the commencement, the town would have been in a state of peace rather than mayhem. If Abigail Williams, John Proctor, and Elizabeth Proctor had been honest, many innocent lives could have been spared and Salem would not be in such disarray. Abigail Williams lies many times throughout The Crucible. In Act I, Abigail deceives Reverend Parris by claiming that the reason she was dismissed from working for the Proctors was due to the fact that â€Å"She [Elizabeth Proctor] hates me, uncle, he must, for I would not be her slave† (Miller 12). The reality of this statement is that although Abigail claims, â€Å"there be no blush upon my name† (Miller 12), Abigail was discharged from her laboring duties because she had a love affair with John Proctor. Abigail continues with this deception throughout the entire story, which later leads to the downfall of many others. Another example of Abigail’s dishonesty is while dancing in the forest one night with other girls, Abigail tried to cast a charm to kill Elizabeth Proctor so she could have John all to herself. When the villagers of Salem received word of this, Abigail quickly denies the accusations of witchcraft by diverting the attention to others by lying and claiming to have seen many people with the devil while in the forest. Another lie Abigail concocts in The Crucible is that Elizabeth Proctor sent her spirit on Abigail and claims â€Å"a needle were found stuck into her belly† (Miller 76), when in fact, Abby stuck herself just to make it appear that Elizabeth committed the heinous act. If Abigail had not continuously lied to protect her reputation, none of the suspicion of witchcraft would have occurred and innocent people would not have had to go through the burden of trials, prison, and the fear of sure death. John Proctor also lies throughout The Crucible. Although he has come clean to his wife, Elizabeth, about his love affair with Abigail, it is still a secret to the rest of the citizens of Salem. John is severely ashamed of his act of adultery, and has trouble admitting it to himself. When Elizabeth suggests early on,†I think you must tell him[Hale], John† (Miller 67), Proctor evades admitting the truth to Reverend Hale of his affair even though it could have been a valid excuse for the Proctor family’s lack of attendance at church and John’s inability to say the commandment, â€Å"Thou shalt not commit adultery.† In Act III, when John finally is forced to admit his clandestine affair with Abigail to the court, nobody believes him. Because John has waited so long to confess his affair, it just looks like a poor attempt to save him and Elizabeth from the indictments. If John had divulged the secret of his affair earlier on, people might scorn him for his sin, but he would have evaded the allegations of witchcraft. Although John Proctor and Abigail Williams are dishonest throughout the majority of The Crucible, Elizabeth Proctor remains truthful for most of the story. She does make one very grave mistake that sets the precedent for her husband’s future. When asked, â€Å"To your own knowledge, has John Proctor ever committed the crime of lechery?† (Miller 113), Elizabeth lies to the court in agony answering, †No, sir.† (Miller 113). John, having already confessed the sin to the court, is believed a liar and sentenced to death by hanging. Although Elizabeth only lied to protect her husband’s good name, if she had been honest with the court, John’s life could have been spared. If Abigail Williams, John Proctor, and Elizabeth Proctor had been honest, many innocent lives could have been spared and Salem would not be in such disarray. They lied for different reasons (Abigail out of greed, and John and Elizabeth to spare John’s reputation), but nevertheless, the lying lead to bedlam throughout the city, distrust, confusion, and more lies. Arthur Miller’s idea of the theme of honesty in The Crucible is that the truth is always meant to always be told, and no matter how painful the consequences, the penalties for lying will always be heavier.

Devloping Property Investment Strategy

Abstract This research proposal investigates the varying methods of choice when investing in direct or indirect property. Investment is the giving up of a capital sum now in exchange for the benefits to be received in the future, such as income flow and or capital gains. The results show a choice of investment opportunities that can be made by measuring risk and return and by balancing different types of asset classes. Using the different investment choices available a strategy plan can then be developed tailoring to the needs of the client. There are four main areas of research that should be considered by each individual when developing a property investment strategy; the investor’s objectives, how much the investor can afford to invest, the level of risk acceptable, and the rate of return desired. The motive however for all investors is the same, to increase wealth and secure their future. Contents Introduction3 Research questions3 Literature review4 Investment requirements/objectives4 Property as an Investment5 Property investment analysis9 Developing an Investment Strategy11 Research Design13 Significants13 Definitions13 Limitations14 References14 Introduction There are many different types of investments some of which include; stocks and shares, bonds and bills, property, trusts, syndicates, debentures, insurance policies and superannuation. The type and size of these property investments appeal to different investors from the small individual properties to the property trusts worth millions of dollars. Location can also play a role in subdividing the different categories even further such as an industrialist might limit their demand for factory space to a specific area, whereas the industrial property acquired by investment fund for its portfolio may not worry about the country or region of which it purchase its property from. Investment in property can be direct or indirect; can be acquired by way of auction, by tender, by private treaty or by take over bid (Enver 2002). Australian investors have forever been fascinated in real estate as it still remains the main class of investment for individuals and investment funds, however many people are still under the impression that an asset of land will offer secure and lasting returns. In fact the acquisition of land must require informed and justifiable decisions involving the comparison of alike assets including tenanted houses and units, syndicates, property trusts and funds. (Rowland 1997) The main area of study describes the planning required for investment in property. Investment returns and yields are explained with risk level outlined in the current market. Explanations in methods of investing in property and a plan of developing an investment strategy. Comparisons to the stock market transactions are quick and easy, compared with property transactions where time and money is needed to collect information on each property that is up for sale. Then an inspection and analysis of each property needs to take place to ensure all the facts and figures are interpreted and taken into account and the optimal choice is made. Research questions Success can never be assured when acquiring an asset, as there are many risks involved such as the unpredictability of the future market, opinion and outlooks. Given that property is only one of the opportunities for investment on the market and that different investments appeal to different investors, the comparison of asset with asset is essential, but the comparison of that asset against other forms of investment is also just as important. – To obtain the investment requirements and to explain property investment considerations through the measure of the amount of investment, return/yield, risk comparison – To compare property as an investment choice it is examined through risk, property classes and diversification. To analyse the property investments which are explained for the planning of investment strategy – To develop the needs and constraints of an investment strategy Literature review Investment requirements/objectives Investment objectives must reflect the needs of the investor indirectly suggest the appropriate type and duration of property investments and are crucial in the development of an investment stra tegy of any kind. Without them it would be impossible to make a rational decision on what type or class of property to invest, how to finance it, when the income is needed and an estimated holding period Rowland et al (1997) suggests that a person must determine their objectives by analysing their own personal circumstances, such as their income, spending habits and social needs, or by shared or individual goals. For private investors it involves income, age, family commitments and even personality will suggest how much they are willing to risk to obtain a higher return (Pyhrr et al: 1989, p665). Because buying and selling direct real property assets involves high transfer, entry and exit costs and long selling periods it is consequently seen as an illiquid investment. Whereas an investment in property funds or units or shares also known as indirect property allow quick an easy trades along with shorter holding periods and evidence of rapid and high gains in less than two years. However direct property investment is still seen as a long-term investment strategy with lower risk involved. The one common objective is to find the asset that offers protection against the decline in purchasing power caused by price inflation. Real Estate is commonly considered to be a good hedge against both expected and unexpected inflation in the long term. Properties for which the rent is closely linked to consumer prices are often required when the primary motive is to preserve capital. Residential rents, commercial rents and those retial rents based on shop turnover including those rents reviewed annually in line with the consumer price index are commonly thought to provide at least partial protection against the effects of inflation (Rowland, 1997). The assets that are currently owned by the investor will also play a role in the determinants of the investment objectives and process. A diversified portfolio is commonly desired by investors and often requires different expertise to assist in the acquisitions, which lowers risk that can be increased when investing in unfamiliar and foreign assets types and classes. Investment considerations The amount for investment Consideration and analysis of a selected group of possible investment opportunities cannot take place unless there is an estimate of how much the nvestor has or is available to invest. Investors must have access to equity, cash, borrowings or a combination of all to even begin considering investing. The funds available to an investor ultimately determine the purchase price. Return/yield The expected rate of return must match the investor’s objectives to determine the property class or type suitable. The measurement of return is calculated from known facts about t he sale of a property and is used as a unit of comparison when comparing direct and indirect property. A suitable cash flow for the investment and the perceived risk should be viewed in conjunction with the rate of return, with a higher risk property requiring a higher rate of return. Capitalisation rate is the most common unit of comparison between asset classes, and can indicate whether a property is overpriced or incorrectly valued in some way with market evidence. The cap rate can be calculated by dividing the net income by the price expressed as a decimal or initial yield on purchase. Investment risk Rowland et al suggests that the purpose of the investment and the current circumstances of the investor determined an attitude to the risk involved. An increase in the return would normally compensate for any risks that are taken, but the trade-off between risk and return is dependant upon how unwilling or hesitant each investor is to risk. Variables involved in the prediction of future property income and value, such as rental income, running costs, vacancies, capital expenditure, charges in capital value and interest rates national and international stability, are critical and must be estimated to determine the property return. There are some key considerations that an investor must look at when determining their investment risk level. – Each investors objectives influence the selection of properties. – Cap rates (initial yields) unless lease terms are known are limited use in comparing properties. – Property investment and financing is a question between debt and equity or a combination of both. – Testing the impact of the return of below expected rental growth and unexpected rental vacancies could assess the two major risks or property investment. Investors are prepared to take varying degrees of risk to enhance return, depending on their objectives and circumstances (Rowland 1997) Property as an Investment Real Estate or property is the main asset class for property investment and contains very desirable characteristics, which are also very attractive for the larger investors who are trying to balance their portfolios between risk and return: – A good hedge against infl ation – Good income and capital returns – Low risk investment Diversification benefits from low co-variability with shares and bonds. Investing in property is however considerably different to the other principle investment options of shares and bonds because property is a physical asset (Bird 1984), while shares and bonds are financial assets. The main differences between a physical and a financial asset relate to: Flexibility: Shares and bonds are readily and frequently traded in the market (i. e. stock exchange), whereas property is infrequently traded, has lengthy transaction times and has no central â€Å"market place†. Divisibility: Portions of shares or bonds can be traded. Obviously part of a building cannot generally be traded, although subdivision by strata titling can be an option. Liquidity: Shares and bonds can be viewed as short-term investments, where as property is seen as a medium-to-long term investment. The high costs associated with entry and exit to property significantly impact on liquidity. This makes dealing in shares or bonds for the small investors more attractive (Newell 2000) Listed property trusts are more related to the financial assets of shares and bonds rather than the physical asset of composite property (Joslin 2005). Property as an investment choice Real estate is often acquired over other investment assets for its low risk performance, however this ignores many characteristics that differentiate property from other investments such as shares and bonds (Rowland 1997). Property Direct Indirect Redeemable Unredeemable (Syndicates) Market Priced Appraisal Priced (Listed) (Unlisted) Direct property is the purest form of property investment (PIR 1998), but mostly known as where the owners name appears directly on the title papers. It ranges from the simplicity of a residential investment by a private individual, which is easily understood, to that of the sophisticated commercial property portfolio’s managed by institutions (Upton 1998). The level of economic activity is directly linked to property, where the roperty market improves so does the value of the property. As property values continue to rise the number of potential investors begins to fall because of the high costs of quality real estate. Even the institutional investors who use property to balance their risk within their asset portfolios are reducing direct property exposure to between only 10-15% of the value of the portfolio (PIR 1998). Indirect property investments are often defined as pooled investments and are covered by the Managed Invest ment Act 1998. This notion allows for the purchase of types and classes of properties that would not otherwise be available to the average investor. Listed trusts are usually unrestricted investment opportunities, particularly the large and more liquid trusts. The Australian Stock exchange is used by the investors to trade their units and the trusts managers use it to buy and sell properties into and out of the units. Bond price and the comparative risk for each individual property trust are what drives the prices of units on the stock exchange. This itself is governed by the property, the lease, the tenant, the manager, liquidity and tax allowances and the other factors not necessarily related to the property, which may cause unit prices to depart from the net asset value (PIR, 1998). The majority of unlisted trusts on offer are open ended. In 1991 the Government introduced changes governing unlisted trusts which has the effect of turning most into what is termed hybrid funds, wherein they offer a mix of direct property, property securities, and also cash reserves. This liquidity is necessary to pay out redemptions which are the units that can be redeemed against the trust after a year they are not traded on the stock exchange as are listed trusts. Trusts were able to overcome two of the main problems of direct property ownership Firstly costs; transaction costs are much lower and are bound up in the vehicle structure. All the unit-holders share these indirectly. Secondly; liquidity, investors are able to trade their unit holdings for cash, which is beneficial to both small and large investors. However this aspect is one that often has property assets trading more like the all-ordinary index rather than a property asset (PIR 1998) A property syndicate is an investment vehicle through which investors can have direct ownership of one or more properties legally (Upton 1998). The investment usually lasts between 5-12 years after which the investment properties are sold and the profit is returned to the investors. Syndicates have for a long time been a means by which smaller investors can enter the property market when they otherwise could not afford to do so (upton1998). Syndicates have not only provided this broader range of better quality property for the general or retail market but institutional investors such as superannuation funds have used syndicates as a means of obtaining better diversification for the funds available for direct property allocation (Upton 1998) Risk and property investment Rowland et al (1997) suggests that there are a number of important or special investment considerations, which are strategically important to investors developing an interest in property. The most significant factors are: Specific risk, each individual property is unique and will require a detailed appraisal of specific opportunity. -Costs of management and charges are upwards of 25% of gross income while specialised management is also required due to favourable tenant rights, compared to investment in other equities or bonds. These costs are high. -Market information is not as readily available, less reliable and is much more expensive than other index m arket information. -Financial considerations. A considerable degree of financial leverage is normally required, which comes under increasing pressure in economic and property cycles. This is why decisions made should be long term. -Quality premium property is often in short supply and any improvements made may become economically or functionally obsolete. Rowland states that in assessing long-term exposure to property that we must look at key factors such as; the tax position, the rival situation and risk profile, the liquidity required, the character of the liabilities Rowland (1997) writes. â€Å"The return from any property cannot be judged properly without also assessing the risk that the investment may not meet the objectives of ownership. Investors are most unlikely to take on additional risks unless there is sufficient increase in the expected return†. This point is the basis of all investment not only for property. The investor makes the choice between high risk and high return, or low risk and low return. These are again the principles of a balanced investment portfolio. Property classes and diversification Most investors would be well aware that an old saying â€Å"don’t put all your eggs in the one basket† which is a practical investment strategy. All of the sensible institutional investors balance their asset portfolios As stated earlier, McMahon (1998), property only plays a small part of between 10 to 15% of total asset portfolio composition, which normally consists of property, shares and bonds. However, property trusts and property syndicates will principally be composed entirely of property, but contain many sub classes or property types which in turn play an important part in the diversification strategy. It must be remembered, property can be direct and indirect, interstate, intrastate or international. Property investment analysis This chart shows the relationship between each asset class and the level of risk and return that can be expected. High Potential Return Low Expected Risk High Cash Fixed interest Property Growth Alternative investments Assets Shares Individual investors each have different and unique circumstances that need to be taken into considerations when making a decision between direct and indirect property investment. It is often argued, â€Å"property investment is the trade off between risk and return†. The investor can therefore have a very complicated or simple investment plan depending on their needs, however an investor seeking high returns should be prepared to take high risks, while a more prudent investor would settle for a more modest return. As there is no central market place for property trading except for listed property trusts in the stock exchange it means the majority of property investors and not equipped to undertake a through or sustained investment analysis. This means there is very limited means of information regarding the history of trading including returns for the unlisted trusts. The individual investor’s objectives or requirements will often determine the class of property for investment, which is frequently balanced by their experience or existing property portfolio impacting on the risk return strategies. Direct property Most direct property analysis is based on a direct comparison basis. Investors choosing income-producing properties balance the overall return/yield on the net annual income of the property and the annual capital growth of the asset. For example a property located in the country may give a greater annual return than one in the suburbs but its capital growth may be far less. As an investment strategy it may however amount to a positive investment, returning more than it costs to own. Direct comparison analysis requires a comparison of â€Å"like with like† therefore a property on a busy main road location is not comparable to a property with direct water frontage. Therefore the influences of Type, location and timing need to be considered with return or yield. Property information. Property information can be broken down in to three main categories, general overview, specific class/type and local information. General overview: when an investor is first looking to invest in property they want a general overview about the whole industry, what is hot and what’s not and where to find it. This information can be found on sites like; ABS, The Property Council of Australia, The Australian Property Institute, Access Economics, The Real Estate Institute etc. These sites will provide overall information on trends, the present state of the market and future predicted trends, which will assist the investor in choosing a location and class of property for investment. Specific class/type; large corporate real estate players like CB Richard Ellis, the real estate franchisers, PRD, researchers like Property Investment Research, Residex, RP data or investors AMP, Westfield, etc all are supported by extensive research departments and are able to provide very specific property performance information. The difficulty in using their services is that most are commercial businesses and seek payments for the services provided. Local Information; once the location and the class of property is chosen then there is no better research than getting to that location. When you have acquired/ researched, the latest most comprehensive information, then the analysis process is undertaken, as we have demonstrated earlier. Indirect property Indirect property because it trades as a financial asset provides a clear trial of transactional and corporate informational because of the rules associated to being listed on the stock exchange. The stock exchange also has some very strict â€Å"code of conduct† rules for companies or individuals as traders on the stock exchange, far more stringent than for regulated property traders/professionals. Each individual company or property trust listed on the stock exchange must meet reporting requirements, which allows advisers access to the most intimate â€Å"going concern† and stock market trading information. It is for this reason that the stock market investing is volatile, analysts have intimate corporate information, coupled with cyclical and world events puts daily pressure on stock values. Stocks are trading daily effectively valuing assets and performance on a daily basis. A company’s annual report’s can be analysed using mostly ratio analysis, undertaken as a matter of course before being recommended by investment house/advisors. Property trusts are also analysed and benchmarked prior to being recommended for investment. Because listed companies and property trusts operate in the economy, they are obviously affected by the overall state of the local and world economies. If both the local and world economies are doing well, then, other things being equal, you could expect listed companies and trusts to do well and stock prices increases. Developing an Investment Strategy The development of an investment strategy over a period of time allows the individual to assess what they can afford, their risk level and provides a clear outlook for the future. The main considerations would be how much you need to borrow and the level of gearing, the purchasing costs, ongoing costs and depreciation schedules and other tax issues. Hargitay and Yu (1991) et al suggests that the investment usually means the acquisition of assets by the investor with the view to satisfactory returns in the future. The capital committed to the acquisition of the assets and the expected returns are exposed to risk. Generally the greater the exposure to risk, the higher the return expected by the investor as a reward for bearing the risks involved. Most rational investors are risk-adverse. That is they prefer less risk to more risk and more return to less return. The formulation of an investment strategy or portfolio objective involves the listing and ranking of the principal needs the constraints for a particular investor. A list of the particular needs and constraints may include the following: Needs 1- Need for the security or capital invested. 2- Need for the security and stability of income. 3- Need for the readily marketable investment, i. e. liquidity 4- Need for tax exemptions or reliefs 5- Need for external professional management. Constraints 1- Limit on the size of immediate capital investment 2- Limit on the size of future investment. These future capital commitments are either regular or random. 3- Upper limit of risk bearing 4- Minimum acceptable rate of return – Term of investment 6- Statutory controls It is extremely important that the investor sees their particular position amongst the needs and constraints and is able to express their relative importance. Only then will the investor be able to articulate their portfolio objectives clearly. Hargitay and Yu (1991) et al also suggest that Modern Portfolio Theory (MPT) provides another more rational method to assemble a portfolio of risky securities. MPT provides the rational to select a combination of risk free assets that would meet the investors’ objectives. The first and fundamental problem facing the investor is to establish the investment goals and objectives. Only after the clear definition of the investment goals and objectives can the appropriate investment strategies and tactics be established. Conclusion The theme of this proposal is that a sound investment decision-making is based on a thorough return and risk analysis, which is the best strategy for maximising a person’s wealth. The institutional or corporate investor usually invests to make adequate provisions to cover future liabilities and hedge against the success or failure of their enterprise. Various institutional investors have distinctly different liabilities and tax status and therefore require different investment and portfolio structures to meet their respective commitments now and in the future. The first step in the establishment of investment objectives is the determination of the investors needs. The needs of an individual investor will be different from those of an institutional or corporate investor. However the primary motive for investment in all cases is profit. Usually individual investors’ provide for certain goals, retirement, educating their hildren, or simply hoping to increase their wealth through investment of individuals to money matters, and in particular to risks’, varies greatly. Some have the attitude that given their investment amount is only small that when investing in risky ventures the risk aspect is insignificant, so they accept the risks quite readily. Other investors would regard the loss of their small investment as a major disaster. Research Design The development of a property investment strategy data collected mainly from secondary sources. Define Purpose of the proposal Question Scholarly Journals Trade Journals Reference Books Sources Official Statistics Technical Reports Libraries and their search engines Research Literature Review articles Design Locate Col Evaluate Verify Construct and Incorporate data into the proposal The purpose of this proposal is to examine the way in which an individual decides what is the best investment option to undertake. Included is the discussion of issues on investment strategies; risk and return measures; limitations; investment decisions; investment objectives. A variety of industry sectors were analysed including direct and indirect property and what each of these involve. The graphs in this report were constructed using a vast array of publicly information obtained for the literature review and the secondary sources mentioned. Significants This proposal outlines the framework for determining a sound investment strategy and important steps and criteria a potential investor must undertake in order in maximise their financial wealth. Positive investment results are directly related to a well researched and thought about investment strategy. Definitions Asset allocation: â€Å"The proportion of your total capital you invest in the different asset classes. This will be largely determined by your risk profile† (ASX) Benchmark: â€Å"The yardstick that a fund manager compares the performance of their fund to, such as the All Ordinaries Index which may be used as a benchmark for Australian Shares† (ASX) Diversified Portfolio: â€Å"A portfolio that holds a variety of assets over more than one asset class or one market. This may include shares, property, or fixed interest† (ASX) Gearing: â€Å" Refers to the process of the increasing funds available for investment through borrowing. The ratio of debt finance to equity finance or as: The use of long-term debt in financing an entity. Gearing may be measured as EBIT/EBIIT – interest, Used to be known as Leverage† (ASX) Hedge: â€Å"A transaction, which reduces or offsets the risk of a current holding. † (ASX) Liquidity: â€Å" Being able to convert assets into cash easily, quickly and with little of no loss of capital. A liquid market is a market with enough participants to make buying and selling easy. ASX) Return on investment: â€Å"What you earn from your investments, including dividends, interest or other income and realised capital gains. Return is usually expressed as a percentage of the amount invested. † (ASX) Limitations This research proposal of developing a property investment is limited in that it does not take into consideration individual circumstances and further ana lysis of this should be done before investment begins. This proposal also does not take into the account other factors that affect the market, which can also then affect an investment. This proposal also ignores the adverse tax consequences associated in investment, which are critical in any investment strategy. References Australian Securities Exchange, 2008, (ASX) Bird, P. (1984), â€Å"Commodities as a hedge against inflation†, Applied Economics, Byrne P and Lee S, 2004, Different Risk Measures; Different portfolio compositions, Journal of property investment and finance. Enever, N. , Isaac, D. (2002), The Valuation of Property Investments, 6th ed. , Estates Gazette, London, Hargitay. S. E and Yu. S, 1991, Property Investment Decisions; a quantitative approach Joslin, A. (2005), â€Å"An investigation into the expression of uncertainty in property valuations†, Journal of Property Investment & Finance, Vol. 23 McMahon, Walter W. (1998) â€Å"Conceptual Framework for the Analysis of the Social Benefits of Lifelong Learning†, Education Economics, Newell G, Kottegoda P and Acheampong P, 2000, Using style analysis to assess direct property performance, Sixth Rim Real Estate Society, Sydney Newell G, Acheampong P, Kishore and Padan M 2000, Diversification issues in property securities funds, Sixth Pacific Rim Real Estate Society, Sydney Property Investment Research, PIR 1998, Melbourne Pyhrr. S. A and Cooper. R. J 1989, Real Estate Investment; Strategy, Analysis, Decisions, New York: Wiley Rowland. P. J 1997, Property Investments & their financing, 2nd edition, LBC (Thomson) Upton D, 1998 flirting with debt, Property Australia ———————– Define Question Secondary sources Collect, Review & analyse data Research report

Business Communication

Identify characteristics of nonverbal communication Nonverbal communication refers to the interpretations that are made of bodily actions, vocal qualities, use of space, and self-presentation cues. 2 Identify channels through which we communicate nonverbally Nonverbal communication is continuous, multichanneled, intentional or unintentional, possibly ambiguous, and the primary means by which we convey our emotions. The sources of nonverbal messages include use of body motions (kinesics: gestures, eye contact, facial expression, posture, and touch); use of voice (vocalics: pitch, volume, rate, quality and intonation, vocalized pauses); and use of space (proxemics: personal space, physical space, use of artifacts). 3 Discuss how our self-presentation affects communication People gather information about us based on how they interpret our self-presentation cues. Self-presentation cues include physical appearance (for instance, body shape), clothing and grooming, and use of time (or our temporal orientation). Examine how nonverbal communication varies based on culture and gender The nonverbal behaviors that we enact and how we interpret the nonverbal messages of others depends on our culture and gender. Regardless of our cultural background or gender, however, we can become more adept at interpreting others’ nonverbal messages we receive by not jumping to conclusions, by considering cultural and gender differences, by paying attention to all aspects of nonverbal communication and their relationship to verbal communication, and by perception checking. Understand guidelines for improving nonverbal communication We can improve our encoding of nonverbal communication by being conscious of the nonverbal behavior we are displaying, by being purposeful or strategic in its use, by making sure that our nonverbal cues do not distract from our message, by making our nonverbal communication match our verbal messages, and by adapting our nonverbal behavior to the situation. Key Terms nonverbal communication behaviors |body orientation |proxemics | |kinesics |haptics |personal space | |gestures |vocalics |physical space | |illustrators |paralanguage |artifacts | |emblems |pitch |endomorph | |adaptors |volume |mesomorph | |eye contact or gaze |rate |ectomorph | |facial expression |quality |chronemics | |emoticons |intonation |monochronic time orientation | |posture |vocalized pauses |polychronic time orientation | Lesson Plan for Lecture The goal for this chapter is that students understand nonverbal communication, the types of nonverbal signals used, and how they are used to communicate along with verbal messages. In this chapter, students will identify the characteristics of nonverbal communication, describe the sources of nonverbal information, and explain how gender, sex, and cultural context affect how different nonverbal messages will be received. The chapter concludes by offering suggestions to improve both the construction and the interpretation of nonverbal messages. Chapter Outline with Accompanying Power Point Slides 1 Characteristics of Nonverbal Behavior (See Power Point Slides 3-5) A. Nonverbal communication is continuous B. Nonverbal communication is multi-channeled C. Nonverbal communication can be intentional or unintentional D. Nonverbal communication meaning can be ambiguous E. Nonverbal communication is the primary conveyor of our emotions 2 Sources of Nonverbal Communication (See Power Point Slides 6-7) A. Kinesics: the interpretation of body motions used in communication (See Power Point Slide 8) 1)Gestures: movements of our hands, arms, and fingers that we use to describe or to emphasize a. Illustrators: gestures that augment a verbal message b. Emblems: gestures that substitute for words c. Adaptors: gestures that respond to a physical need 2) Eye contact, or gaze: how and how much we look at people with whom we are communicating 3) Facial expression: the arrangement of facial muscles to communicate emotional states or reactions to messages 4)Emoticons: typed symbols that convey emotional aspects of an online message. 5)Posture: the position and movement of the body; body orientation: posture in relation to another person 6) Haptics: the interpretation of touch a. Reaction to touch is affected by individual preference, family background, and culture. b. Reaction to touch differs within context (public versus private) B. Vocalics: the interpretation of the message based on the paralinguistic features; paralanguage: the voiced but not verbal part of a spoken message. (See Power Point Slide 9) 1)Pitch: the highness or lowness of vocal tone 2)Volume: the loudness of softness of tone 3)Rate: the speed at which a person speaks 4) Quality: the sound of a person’s voice 5)Intonation: the variety, melody, or inflection in one’s voice 6)Vocalized pauses: extraneous sounds or words that interrupt fluent speech C. Proxemics: the interpretation of a person’s use of space (See Power Point Slide 10) )Personal space: the distance you try to maintain when you interact with other people 2)Physical space: the part of the physical environment over which you exert control 3)Artifacts: objects and possessions we use to decorate the physical space we control 3 Self-Presentation Cues (See Power Point Slides 11-13) A. Physical appearanc e 1)Endomorph: round and heavy body type 2)Mesomorph: muscular and athletic body type 3)Ectomorph: tall and thin body type B. Clothing and personal grooming: physical appearance sends a message and one should adapt their style of clothing and personal grooming techniques to the setting C. Use of time; chronemics: the way others interpret your use of time 1)Monochronic time orientation: a time orientation that emphasizes doing one thing at a time, adheres to schedules and rigid appointment times, and schedules interpersonal relationships )Polychronic time orientation: a time orientation that emphasizes doing multiple things at once, views schedules as flexible, and subordinates scheduled activities to interpersonal relationships 4 Cultural and Gender Variations in Nonverbal Communication (See Power Point Slides 14-16) A. Kinesics 1)Eye contact is not universally appropriate and differs in cultures and subcultures 2) Facial expressions and gestures a. Many similarities in facial expre ssions across cultures b. Gestures differ across cultures c. Displays of emotion differ based on culture and gender; gesture style is often used to label masculinity or femininity 3) Haptics, or touch, is closely linked to culture. Some cultures encourage contact and touch, others do not. The meaning of touch also differs by gender. B. Paralanguage 1)Volume varies greatly by culture 2)United States stereotypes masculine voices as low-pitched and loud, and feminine voices as high-pitched and expressive C. Proxemics and territory refer to the difference between individualistic and collectivistic concepts of personal space D. Artifacts and physical appearance: culture and gender influence clothing choices E. Chronemics: The dominant U. S. culture has a monochromic time orientation, while many Latin American and Arab cultures have polychronic orientation. 5 Guidelines for Improving Nonverbal Communication (See Power Point Slides 17-19) A. Interpreting nonverbal messages )Don’t automatically assume a particular behavior means something specific 2)Consider cultural, gender, and individual influences on behavior when interpreting nonverbal cues 3)Nonverbal messages should be interpreted in context 4)Use perception checking B. Sending nonverbal messages 1)Be conscious of your own nonverbal behavior 2)Be purposeful i n your use of nonverbal communication 3)Don’t let your nonverbal cues distract from your message 4)Make sure your nonverbal cues match your verbal communication 5)Adapt nonverbal behavior to the situation Lesson Plan for Group Work Discussion and Assignment Ideas 1Visit the website http://www. ree-hugs. com and read about the campaign to promote more conscious touch. Why do you think this campaign has received such a strong reaction? Do you think our society is more or less open to touch than a generation ago? Would this campaign have been possible 50 years ago? 100 years ago? 2Quotes: These can be used to introduce topics, questions perspectives, or gain individual opinion. Providing students with a quote and prompting them to write or reflect on their personal feelings about the quote can help to spark discussion and interest. Suggested prompts may include â€Å"Define this concept in your own words†; â€Å"Do you agree with this statement? Explain†; â€Å"What text material can be used to support or refute this idea? † Voices: I think they must go deeper into us than other things. —George Elliot The most important thing in communication is to hear what isn’t being said. —John Stuart Mill Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around. —Leo Buscaglia 3At what age were you able to detect sarcasm? When is sarcasm inappropriate even if the intent of the paralanguage is known? How does sarcasm affect electronically mediated communication? Chapter Activities |4. : Gender and Nonverbal | | |Communication | | |Purpose: |To illustrate differing cultural rules regarding appropriate nonverbal behavior for males and | | |females | |Time: |50 minutes | |Process: |Have men and women reverse role-play (women playing men, men playing women) in the f ollowing | | |situations: | | |a. Two male friends who haven’t seen each other for some time meeting on the street. | | |b. Two female friends who haven’t seen each other for some time meeting on the street. | | |c. Three women sitting around a table in a bar and talking. | | |d. Three men sitting around a table in a bar and talking. | | |e. A male student telling his roommate about his significant other breaking up with him. | | |f. A female student telling her roommate about her significant other breaking up with her. | |When all simulations have been presented, discuss them in terms of proxemics, haptics, kinesics, | | |and paralanguage using the following questions: | | |1. What were women’s perceptions of men’s typical nonverbal behavior? | | |2. What were men’s perceptions of women’s typical nonverbal behavior? | | |3. What are the sources of these perceptions? Are they accurate or stereotypical? | | |4. Do such behaviors and perceptions of behaviors affect same-sex com munication? How? | | |5. If you could change anything about these perceptions, what would you change? Why? How? | |4. : Understanding Kinesics | | |Purpose: |To help students understand both the usefulness and the limitations of relying too heavily on | | |body language for meaning | |Time: |15 to 20 minutes | |Process: |Working in teams of two, three, and four, have students enact a two-minute conversation entirely | | |through body motions (such as gestures, facial expression, eye contact) and touch. You can have | | |them pick from the following scripts or make one up for themselves: | | |(3 students) Cheating student. Two group members don’t want to let you cheat. | | |(2 students) Someone is blind. Another person is in a rush, trying to sneak by the blind person, | | |not knowing that person is blind. | | |(4 students) Three people are in the waiting room of a hospital. One is a nurse, trying to get | | |ahead of the others in line. | | |(2 students) Two people are in church. One is falling asleep, and the other is embarrassed and | | |trying to keep that person awake. | | |(2 students) One is showing the other how to change a baby’s diaper. | | |Give the students a few minutes to work out how they will convey the message of their skit | | |without words. Make sure the groups do not share the scripts with one other, as you will be | | |asking the class to guess what each group’s message is. Ask for student volunteers to share a few| | |of the skits with the class. At the end of each skit, every student should write their own script| | |of what messages were conveyed and understood. Have the class compare scripts. How accurately did| | |the students communicate their messages? Which of the body motion categories were most helpful in| | |conveying meaning? When there were inaccuracies, can you identify why? What kinds of information | | |did you feel the greatest frustration in communicating? | |4. : The Versatility of | | |Paralanguage | | |Purpose: |To help students recognize that often it is the paralanguage that conveys the message | |Time: |15 minutes | |Process: |Provide students with a very generic dialogue involving two participants that relies on | | |historical context, emits descriptive words, and can be applied to many situations. Have two | | |students volunteer to perform the scene. Give these students a setting and situation (e. g. , you | | |meet an old friend in the grocery store). Have them use the dialogue and paralanguage to convey | | |this setting. Have other students guess what is going on. Continue to provide different | | |situations for different volunteers, allowing all students to see that a verbal message might | | |apply to any situation but that paralanguage is often the determining, descriptive factor. | |4. 4: Paralanguage Practice | |Purpose: |To have students practice using paralanguage to communicate emotion | |Time: |15 minutes | |Process: |Bring the following items to class: a DVD player manual, a bottle of bubbles, a cake mix box, a | | |shampoo bottle, and a drug prescription information sheet. Write the following emotions on small | | |pieces of paper: anger, disgust, embarrassment, elation, despair, contentment, and loneliness. | | |Have volunteer students select a product and an emotion. Instruct them to read the printed | | |material while communicating the assigned emotion through their paralanguage. Ask the class to | | |guess the emotion being communicated. | |4. 5: The Messages of Artifacts | | |Purpose: |For students to recognize the intentional and unconscious messages that artifacts convey | |Time: |15 minutes | |Process: |Ask students to get into pairs, and ask them to choose as a partner the person in class they know| | |least well. Each student will share one of the following personal artifacts with his or her | | |partner: key chain, wallet, or a purse. Without saying anything, both partners should take a few | | |minutes to silently familiarize themselves with the artifact that belongs to their partner. They | | |will then take turns and share with each other any conclusions they have drawn about the owner of| | |the artifact: Is this person organized? Romantic? Interested in politics? This exercise will | | |demonstrate the conscious and unconscious messages that our artifacts convey. | Video Materials Movies Movies and movie clips can be used to help students grasp concepts. Clips can be shown in class, or movies can be assigned as homework. Following the movie clips, ask students written or oral questions. These questions should address pertinent concepts, thereby actively engaging students in discussion. Mrs. Doubtfire (1993) Rated: PG-13 (Language, mature themes) Synopsis: Daniel and Miranda are in the middle of divorce proceedings. When Daniel realizes he is about to lose access to his children, he takes action by enlisting the help of his make-up artist brother, Frank, to create a character, Mrs. Doubtfire, whom he uses to interview for the position of family housekeeper. In the process, he learns about himself and his family. Questions for discussion 1. What role does the song â€Å"Dude Looks Like a Lady† have on the interpretation of the nonverbal communication? 2. What is your reaction to the â€Å"dance†? Why do you think it has such an effect? 3. How does clothing affect the reactions of the bus driver? The purse snatcher? 4. How are Mrs. Doubtfire’s emotions communicated? Pleasantville (1998) Rated: PG13 (Mature themes, sexual situations, mild profanity) Synopsis: David and Jennifer, two children of a broken marriage, are mysteriously transported into the set of a fictional 1950s black-and-white TV series called Pleasantville. As they experience the quaint family-oriented reality of this fictional community, their attitudes and actions bring about a radical change to the landscape. Slowly but surely, the community’s veneer of perfection starts slipping away. As their presence introduces jealousy, anger, and passion, the movie slowly shifts from the monochromatic background into a vibrant landscape of color. Questions for discussion 1. How does the absence of color serve as a means of nonverbal expression throughout the movie? 2. This movie makes a very blatant statement about society and social changes through the use of color, but in real life the effects of the use of color are much more subtle. What are some examples of the effects of the use of color, whether subtle or blatant, in other movies? The use of color in society? Additional suggested movies: Philadelphia (1993) (perception, nonverbal); Before Sunrise (1994) (nonverbal); In and Out (1997) (nonverbal, co-culture, gender); Freaky Friday (2003) (personality expression via nonverbal communication); Tootsie (1982) (masculine and feminine nonverbal behaviors) Student Assignments The following activities can be assigned for students to work on independently or in some cases as in-class or group activities. Unless otherwise noted, students will have access to these assignments through the Critical Thinking Activities online. Activities marked with a yellow icon can also be found on the Instructor Prep Card. Some of these activities may have accompanying worksheets, which you will want to make available to students if you choose to assign them; these worksheets can be found in the Chapter 4 Handouts section online at www. 4ltrpress. cengage. com/comm. Case Assignment: What Would You Do? Use the following case assignment (also found on the Instructor Resource Card) to get your students to consider how different nonverbal behaviors convey different messages. You might use this as a handout, for which students can provide short answers, or you might use this to create an opportunity for class discussion. A Question of Ethics AFTER THE INTRAMURAL, MIXED-DOUBLES TENNIS MATCHES ON TUESDAY EVENING, MOST OF THE PLAYERS ADJOURNED TO THE CAMPUS GRILL FOR A DRINK AND A CHAT. MARQUEZ AND LISA SAT DOWN WITH BARRY AND ELANA, THE COUPLE THEY HAD LOST A MATCH TO THAT NIGHT LARGELY BECAUSE OF ELANA’S IMPROVED PLAY. ALTHOUGH MARQUEZ AND LISA WERE ONLY TENNIS FRIENDS, BARRY AND ELANA HAD BEEN GOING OUT TOGETHER FOR MUCH OF THE SEASON. After some general conversation about the tournament, Marquez said, â€Å"Elana, your serve today was the best I’ve seen it this year. † â€Å"Yeah, I was really impressed. And as you saw, I had trouble handling it,† Lisa added. â€Å"And you’re getting to the net a lot better too,† Marquez added. â€Å"Thanks, guys,† Elana said in a tone of gratitude, â€Å"I’ve really been working on it. † â€Å"Well, aren’t we getting the compliments today,† sneered Barry in a sarcastic tone. Then after a pause, he said, â€Å"Oh, Elana, would you get my sweater—I left it on that chair by the other table. † â€Å"Come on, Barry; you’re closer than I am,† Elana replied. Barry got a cold look on his face, moved slightly closer to Elana, and said emphatically, â€Å"Get my sweater for me, Elana—now. † Elana quickly backed away from Barry as she said, â€Å"OK, Barry—it’s cool,† and she then quickly got the sweater for him. â€Å"Gee, isn’t she sweet,† Barry said to Marquez and Lisa as he grabbed the sweater from Elana. Lisa and Marquez both looked down at the floor. Then Lisa glanced at Marquez and said, â€Å"Well, I’m out of here—I’ve got a lot to do this evening. † â€Å"Let me walk you to your car,† Marquez said as he stood up. See you next week,† they both said in unison as they hurried out the door, leaving Barry and Elana alone at the table. 1. Analyze Barry’s nonverbal behavior. What was he attempting to achieve? 2. How do you interpret Lisa’s and Marquez’s nonverbal reactions to Barry? 3. Was Barry’s behavior ethically acceptable? Explain. Journal Assignments A. Distracting Mannerisms Describe any distracting mannerisms that you may have. Ask someone who knows you well to provide input. Compare your perception with that of the person you asked. How aware of your nonverbal communication behaviors are you? What, if any, changes would you like to make? B. Touch Preferences and Personal Space Are you a person who likes or dislikes being touched? Why? How do you communicate your preference to others? How does this correlate to personal space? Through observation, see if you can distinguish your preferred distance for intimate space. How does your preference for personal space and touch change when interacting with acquaintances, friends, and strangers? C. Environment How does your home, apartment, or dorm room communicate information about you? What is it saying right now? Why? D. The Multi-Channeled nature of Nonverbal Communication For this assignment, select a popular syndicated talk show host who has both a radio and a TV or Internet broadcast. First listen to the host you chose speak on the radio. Then watch him or her on TV or the Internet. Pay attention to how you receive the message over the radio, when only paralanguage is available, versus when you watch the broadcast over a medium in which you can see facial expressions, eye contact, and other nonverbal channels. How is the message affected by the presence or absence of certain nonverbal channels? Do you interpret the message differently when you see it with paralanguage alone, or was the message the same when it was accompanied by other nonverbals? E. Body Motions Find a public setting (for example, a restaurant) where you can observe two people having a conversation. They should be close enough to you so that you can observe their eye contact, facial expression, and gestures, but not close enough that you can hear what they are saying. Carefully observe the interaction, with the goal of answering the following questions: What is their relationship? What seemed to be the nature of the conversation (social chitchat, plan making, problem solving, argument, intimate discussion)? How did each person feel about the conversation? Did feelings change over the course of the conversation? Was one person more dominant? Take note of the specific nonverbal behaviors that led you to each conclusion, and write a paragraph describing this experience and what you have learned. See Chapter 4 Handouts for accompanying Observation Form. Experiential Assignments 4. 1 Vocal Characteristics Spend a few hours listening to public or talk radio. If possible, listen to a station that broadcasts in a language with which you are unfamiliar. Attempt to block out your awareness of the speakers’ words and instead, focus on the meaning communicated by the pitch, volume, rate, and quality of their speech. Be sure to listen to a number of different speakers and record your results in a log. Can you detect any variations in the vocal characteristics of the different speakers? If so, what do you make of these variations and what they say about each speaker’s message? See Chapter 4 Handouts to find a list of observable vocal characteristics. 4. 2 Self-Presentation Audit The Self-Presentation Audit allows you to analyze the image you project, using the dimensions you have studied in your textbook. These include body type, clothing and personal grooming, poise, touch, and use of time. You can find the audit in your Student Workbook or online. Once you have completed the audit, review how you have described yourself with respect to each of the self-presentation dimensions. Then write a short essay in which you describe how you present yourself, evaluate how satisfied you are with this image, and list what, if any, adjustments to your self-presentation you would like to make so that your self-presentation matches the image you are trying to project. See Chapter 4 Handouts for accompanying Self-Presentation Audit Worksheet. 4. 3 Gender Variations in Body Motions Find a place in the cafeteria or another public spot where you can observe the conversation of others. You are to observe the nonverbal behaviors of three dyads for at least five minutes each. First, observe the interaction of two men, then the interaction of two women, and finally, the interaction of a man and a woman. Using the Observation Tally Sheet provided here, record each participant’s behavior and any other behavioral cues you note. Using these observation notes, review the material on male and female use of body motions. Did your observations confirm these trends? If they did not, evelop an explanation about why they didn’t, using the sheet that follows. See Chapter 4 Handouts for accompanying Gender Variations Observation Form. Using their observation notes, students may review the material on male and female use of body motions with the following questions in mind: †¢ Did your observations confirm these trends? †¢ If they did not, develop an explanation about why they didn’t? 4. 4 Vocal Interferences Tape record yourself talking for several minutes about any subject. When you finish, estimate the number of vocal interferences you used. Then replay the tape and compare the actual number with your estimate. How close was your estimate? Wait a day or two and try it again. As your ear becomes trained, your estimates will be closer to the actual number. Keep a record of your improvement using the worksheet provided. Now that you have raised your awareness, identify the vocal interference you use most frequently and develop a communication improvement plan (see sample in Chapter 1) to reduce your use of that vocal interference. See Chapter 4 Handouts for accompanying Vocal Interference Worksheet. 4. 5 Topical Research Touching behavior can be perceived as a sign of comforting, affection, or harassment. Using online resources or your campus library, locate the article â€Å"Just the Right Touch,† Patrick McCormick (June 1999) from U. S. Catholic for a discussion of the use of touch in providing comforting. Under what circumstances is touch most comforting? 4. 6 Researching Periodicals A great deal of research has been done on the importance of touch in healing and health care. Use databases found online or at the campus library to locate this article: â€Å"Studies Give New Meaning to Hands-on Healing†, Psychology Today, March 2000 v33 i2, p. 25. After reading the article, research other articles on the topic and summarize their findings. Were you surprised at what you found? 4. 7 Using Technology As you watch a tape or DVD of a movie or a television program, select a segment where two people are talking with each other for a couple of minutes. The first time you watch, mute the audio (turn off the sound). Based on nonverbal behaviors alone, determine the climate of the conversation (Are the people flirting? In conflict? Discussing an issue? Kidding around? Making small talk? ). What nonverbal behaviors and reactions led you that conclusion? Watch the video a second time, observing nonverbals but also listening to vocal variations in volume, pitch, and rate of speed. Do any of these vocal cues add to your assessment? Then watch it a third time, focusing on what the characters are saying. Now analyze the segment. What percentage of meaning came from nonverbal elements? What did you learn from this exercise? . 8 Using the Internet Using e-mail, chat room, discussion board or online instant messaging software, conduct a running conversation with a friend, classmate or other acquaintance. Do not use videoconferencing software. Be sure to discuss several issues, engaging in both serious and humorous interactions. Analyze the con versation and its outcomes. Were there any ambiguities or misunderstandings? Were there any moments when you could not tell if your partner was being funny, serious, sarcastic, or emotional? Were there any times when your partner could not tell your level of sarcasm, humor, or emotion? Were these problems resolved? If so, how? Would a face-to-face conversation have avoided some or all of these problems? Why? Online Resources http://www. csun. edu/~vcecn006/nonverb. html â€Å"Nonverbal Communication Helps Us Live† A helpful review of the importance of nonverbal communication in everyday life. From California State University Northridge. http://members. aol. com/nonverbal3/eyecon. htm Eye Contact This site that looks at eye contact from a variety of different perspectives, some with photos for examples. From the Center for Nonverbal Studies http://members. aol. com/nonverbal2/index. htm The Center for Nonverbal Studies homepage (Created by David Givens. ) http://www. natcom. org/ctronline/nonverb. tm ComResources Onlines provides information on the various nonverbal behaviors discussed in the textbook including some information on notable nonverbal communication scholars. http://members. aol. com/nonverbal2/center. htm The Center for Nonverbal Studies also includes a nonverbal dictionary. http:/ /www. geocities. com/marvin_hecht/nonverbal. html Nonverbal Communication Research Page http://www3. usal. es/~nonverbal/varios. htm Nonverbal Behavior: Nonverbal Communication Links http://www. free-hugs. com/ Free Hugs Campaign http://featuredreports. monster. com/firstimpression/actions/ Nonverbal Communication Tips for Interviews Supplementary Student Assignments The following activities are additional experiential exercises and assignments that students will not have access to online. Violating Intimate Space Norms Enter a crowded elevator. Get on it and face the back. Make direct eye contact with the person you are standing in front of. When you disembark, record the person’s reactions. On the return trip, introduce yourself to the person who is standing next to you and engage in an animated conversation. Record the reaction of the person and others around you. Get on an empty elevator and stand in the exact center. Do not move when others board. Record their reactions. Be prepared to share what you have observed with your classmates. See Chapter 4 Handouts to find a sheet for recording reactions. Cultural Differences in Self-Presentation Interview or converse with two international students from different countries. Try to select students whose cultures differ from one another and from the culture with which you are most familiar. Write down a list of questions related to the self-presentation behaviors discussed in your text. Try to understand how people in the international student’s country differ from you in their use of nonverbal self-presentation behaviors. Prepare to share what you have learned with your classmates. Essay Assignments 1. Discuss some cultural variations in self-presentation 2. Discuss how vocal interferences can influence the perception you make on others. 3. Describe the four distances of informal space found in Hall’s research. Give an example of when each would be appropriate. 4. What are the elements of paralanguage, and how does each element affect message meaning? Provide examples to illustrate your points. 5. Discuss why effective communicators need to understand cultural and gender differences in the interpretation of nonverbal behaviors. PART I:Self-Review Self-Review materials are designed to help students process and integrate the concepts from multiple chapters.

From Mobilization to Revolution Essay Example | Topics and Well Written Essays - 1750 words

From Mobilization to Revolution - Essay Example Nationalist sentiments among nation-states turned to the acquisition of territory and prestige which led them to imperial adventurism. Nationalism had much to do with the outbreak of World War I. The defeat of the Axis powers after the Great War also saw the break-up of the Austro-Hungarian and Ottoman empires. Many of their former territories became independent nations through treaties after the war, and the Paris Peace Conference firmly placed the principle of national self-determination and equality among nations (Columbia Encyclopedia). Napoleon was the dominating force in Europe by the end of the 18th century. The French emperor created the Confederation of the Rhine which grouped the individual German states bringing them together for the first time. This conglomeration of formerly separate states brought about a rise in nationalism which started in the northern states. After Napoleon's defeat at the Battle of Leipzig by Russia, Prussia, Britain and Austria, this Confederation also collapsed. Napoleon's defeat brought about the beginning of the Congress of Vienna which was formed to restore the balance of power in Europe and ensure that France would be unable to once again expand beyond its pre-war boundaries. The countries who participated in Leipzig were the principal players in the Congress of Vienna. Lands which formerly formed part of the French Empire were partitioned among the victorious powers. Prussia traded the Grand Duchy of Warsaw for Saxony with Russia. The other powers became anxious with the growin g power of Prussia, and so it agreed to take only two-fifths of Saxony to prevent the formation of a coalition against it by the other powers. The Coalition then created the German Confederation which was similar to the Confederation of the Rhine, under the leadership of Austria. The four major powers of Russia, Prussia, Austria and Britain then became the first European Council and they would meet to discuss the keeping of peace in Europe.The Austrian prince Metternich established a co0nservative and reactionary system which effectively undermined the liberalism introduced during the age of Napoleon. Nationalistic tendencies which harked from the Confederation of the Rhine were squelched. However, liberalism began to resurface after several years of oppression from the Metternich administration. Uprisings were begun by liberals and peasants in the German states seeking reforms. The individual princes of the German states were caught unprepared by these radical movements and were fo rced to grant parliaments and constitutions, eliminating feudal structures and appointing liberal ministries. The liberal revolutionaries created the National Assembly which intended to unify the whole of Germany as a liberal and constitutional state. After disagreeing with Austria, Prussia tried to unify Germany under the klienduetsch plan which involved the unification of all German states with the exclusion of Austria and under Prussian leadership. The Assembly finalized the constitution in 1848 with King Frederick William appointed as Germany's first emperor. However, the National Assembly did not wield enough power to see its plans through and eventually Frederick cancelled the constitution and invoked his divine right to rule Germany.

Capstone week 4 Essay Example | Topics and Well Written Essays - 500 words

Capstone week 4 - Essay Example In the old days, before the Internet, the most sexually explicit photos that children saw were in the National Geographic Magazine. Pictures of tribes of people who wore no clothes were seen as exciting because they were naked. However, today, with the ability of the Internet to capture anything, anywhere, and anytime, children are exposed to way more than naked people; they are exposed to some of the most disturbing pornography that was ever done. We cannot only blame the Internet, because cable TV has also given children access to hardcore pornography (porn). Children are able to find porn sites with only a few mouse clicks, and if parents have not locked porn sites from cable or other cable-like networks, children can have aces 24 hours a day. The effect of porn on children is a gap in the literature because of many reasons. Children and teens are often brought up on homes where talking about sex is taboo which makes them reluctant to talk about their sexual thoughts or their habi ts. Also, empirical studies have not been done because of the ethical and dilemmas in setting up a study where children and teens are shown porn (Haney, 2006).

French Revolution Essay Example | Topics and Well Written Essays - 1000 words

French Revolution - Essay Example External threats propelled the revolution profoundly. This made the French revolution become the most important event in modern history as it was more radical than either the Dutch or American Revolutions. This greatly affected the 19th century Europe and sparked a series of revolutions rallied that rallied behind nationalism and liberalism. The august 1789 saw the abolition of the feudal privileges that swept the entire property ownership system of feudalism and serfdom. The French philosopher; Rousseau Montesque wakened the people against the injustice the faced and inspired them to revolt. Most events happened during the revolution. This began with redefining the National Assembly from 1789-1791. Other great principles include the declaration of human rights, fraternity and equality. This was culminated by imprisonment of both king and queen, and their eventual assassination. The revolution overthrew corrupt and despotic rule allowing for moderate thoughts take over from orthodox. The feudalism and unlimited monarchy were overthrown. This reflected the powerlessness of the king and saluted the supremacy of the people who are ruled by the royal family (Frey and Marsha 32). The fall of Bastille propelled enthusiasm among people, with revolution spreading far and wide. The revolutionists targeted the feudal and burnt their records. The fourth August saw summoning of all feudal, where most of them shifted to the side of the revolutionists. Mot resolutions were on 4th August, before midnight, during which feudalism was destroyed. However, the king was unaware, but his brother tried to counter the revolution who attempted to insult the national flag. This triggered people to arrest the king and queen and took them to Paris under house arrest in Tulriz. Therefore, the revolution in 1789 required the establishment of equality among the property owners and abolishing of the privileges accorded to the nobles only. This propelled establishment of a constitutional government to control the property owners. Also, the revolution saw the abolishing of internal custom duties and promoted the establishment of a national market. The revolution encouraged abolishment of guild and restrictions on the government for entry into certain trade. This also ended the feudal tithes and dues levied on the agricultural property (Frey and Marsha 32). The declaration of human rights took place on 12th August 1789 and advocated for human rights and liberty. This advocated for freedom of speech and right to be protected. They acknowledged that the only king was God. They abolished inequality and promoted equality by abolishing all the rights of feudal and clergies, and very person had the right to work in any government or public sector. People were allowed right to vote where all people were equal before the law. This also aimed at preparing the laws concerning the welfare where people were supposed to participate either directly or indirectly. This restricted any unwarranted arrests. The revolution also saw the establishment of right to property. In this case, each person had the right to self protection and opposition to injustice. Land was to be distributed among the poor with equality production portion enhanced. This was mostly influenced by the American declaration of Human Rights. This marked the beginning of democratic public welfare system. Changes in clergy Under the established new government, the power of Roman Catholic Church was lessened. For instance, the powers of the

Rasputin and the fall of the Romanovs Term Paper

Rasputin and the fall of the Romanovs - Term Paper Example Rasputin played a very significant part in the fall of the Romanovs. Rasputin and the fall of the Romanovs Introduction Rasputin could have done better to prevent the fall of the Romanovs. The research delves on Rasputin’s role in the downfall of the Romanovs. The research delves on role of Rasputin in preventing the people’s uprising. Rasputin was instrumental in the fall of the Romanovs. Gregory Rasputin had exercised significant influence on the Russian Tsar’s family (Thompson, 1991). However, Rasputin was not the only individual who exercised a huge influence on the Russian Tsar’s family. Prior to Rasputin, there were other individuals who had exercised a similar or even greater hold on the Tsar’s family. Most Russian villages had their own share of holy fools. For hundreds of years, the Russian villages had to contend with the different holy fools of their own. During other time periods, the holy fools were sometimes naked. On other occasions, the holy fools were described as unwashed. Sometimes, the holy fools were dirty. Further, another group of holy fools used queer attires. All the holy fools had one very similar trait. The similar trait is that they literally wreaked havoc on the community’s once peaceful environment. The holy fools exercised religious influence on the affected community. As expected, the pronouncements of the holy fools triggered many controversies. Some of the holy fools espoused premarital sex. History shows that the holy fools belonged to a long line of Russian Shamans. The Shamans used many decorations to improve their physical appearances. The Shamans used metal and other accessories in order to attract attention (Thompson, 1991). As expected, the Holy fool concept creates an impression where Russian government’s leadership is excellent. The Holy fool concept espoused by Rasputin triggered the expected collapse of the Tsar government. The Holy fool concept indicated that the peop le on the outskirts of the Tsar’s Russian community. The Holy fool, Rasputin, was able to create a false impression that there are rumors A group of rebels were about to stage several attacks on the Russian Tsar’s Kingdom. The attacks would initially crop up in the Russian countryside (Thompson, 1991). As expected, the religious leaders of the Orthodox religion focused on ejecting the holy fools from Russian society. The religious leaders felt that excess efforts are needed to prevent the growing spread of the holy fools’ false teachings. Divulging the false teachings of the holy fools would benefit the Russian church leaders. The divulging would prevent the holy fools from injecting false doctrines on the unsuspecting and confused Russian public. One of the victims of the holy fools is Russian Tsar’s family (Thompson, 1991). Further, it is very clear that Rasputin, a holy fool, was instrumental in sparking the downfall of the Russian Tsar Nicholasâ€℠¢ empire (Sarah, 2010). The Tsar had intended to give his throne to his brother. The Tsar could not give the Russian empire’s throne to his son on the ground of fitness. The son’s sickly and weak physical condition could hinder a normal management of the huge Russian government. However, The Tsar’s brother refused to accept the Tsar’s juicy offer. With no one eager or able royal family member eager to receive the Russian throne, the Tsar’s time as ruler of Russia was slowly being trimmed

Accounting Ethics Breach Research Paper Example | Topics and Well Written Essays - 1000 words

Accounting Ethics Breach - Research Paper Example As the essay declares  the Enron scandal was revealed in October 2001, and it resulted in the bankruptcy of Enron Corporation, an energy company based in Huston, Texas, United States. Enron failure became the largest bankruptcy reorganization in the US history at that time, and it was the biggest audit failure. The merging of Huston Natural Gas and InterNorth led to the formation of Enron in 1985. Several years later the company hired Jeffrey Skilling as the president and COO of Enron, and he created special purpose entities through the use of accounting loopholes to hide huge amount of debts from failed projects. Skilling, with the help of Chief Financial Officer Andrew Fastow and other executives misled the firm’s board of directors and audit committee, and continued to follow high risk accounting practices.  This discussion stresses that the company shareholders filed a $40 billion lawsuit against Enron. Subsequently the US Securities and Exchange Commission (SEC) decla red an investigation. Although Enron’s competitor Dynegy had offered to take over the company at a cheap price, the deal failed. As a result, Enron filed for bankruptcy protection under the Chapter 11 of the United States Bankruptcy Code.  Skilling often verbally attacked individuals who pointed out issues with Enron’s accounting practices. However, those industry analysis reports questioning the high stock prices of Enron made company shareholders doubtful about Enron’s profitability.

Topic Summary-Terence Essay Example | Topics and Well Written Essays - 1250 words

Topic Summary-Terence - Essay Example ERP systems are designed to ensure an organisation can carry out several functions in a simple way that is convenience to the organisation. The choice of ERP as a work information system of study was motivated by the need to understand how organisations can work out their functions using simpler cost effective methods that can guarantee high returns. It is important to understand that the ERP system as used by organisations, enables them to integrate their internal, as well as external information systems into single and comprehensive solutions that fit in their activities and work schedules (Atherton 2012; Shaul & Tauber 2012). Through research in organisations online platforms and journals, I came to an understanding that the ERP strategy for business management includes all the organizations’ practical systems used in the management of their basic commercial duties that include; purchasing, finance, inventory management among many others in their daily life. This made me curious to understand the main objectives designed in the ERP tool, actually, its main objective as concerns this research, is to enhance information flow in all an organization’s internal functions while at the same time, creating and managing connections to with its external stakeholders. Knowledge is a single tool that is central to the success and failure of many large and small enterprises and business organizations. An organisation that has a database of key knowledge is always in a better position to understand market dynamics, customer behavior and other important characteristics of the business environment (Chu & Chiu 2013). The organisation then uses this knowledge to enhance its effectiveness and success in the market, on the other hand; an organisation that lacks this knowledge as well as gathering systems fails in its attempts to grow. For this reason, knowledge management is an activity that spurs

Inhibition of DNA processing in heavy metal carcinogenesis Essay

Inhibition of DNA processing in heavy metal carcinogenesis - Essay Example Nonetheless, although it has been noted that some heavy metals may inhibit SSB (single strand break) rejoining, the effects on single strand break end-processing enzymes has never previously been investigated. First, an analysis on the DNA replication as a result of topo-1 enzyme will be done. This will show how topo-1 enzyme is responsible for winding of DNA structures. A picture analysis will be included to show evidence of the process. As mentioned earlier, different heavy metals have effects on the living organism’ DNA. The metals will be discussed together with their effects. This paper also explores inhibition of superoxide dismutases. This enzyme catalysis the dismutation of extremely reactive superoxide ions to generate hydrogen peroxide and numerous lines of evidence propose that these enzymes play significant part in the development and also response to treatment of cancers. These are enzymes that control under-winding and over-winding of DNA. DNA winding comes from the intertwined nature of its double-helical structure. For instance, during replication of DNA, DNA is overwound before a replication fork. When it is not controlled, it will eventually lead to a halt in DNA replication. A similar process is observed during transcription. To overcome the topological problems resulting from the double helix, topoisomerases are bound to single or double stranded DNA and cut the phosphate spine of the DNA. This untangles the DNA releasing the DNA spine again. Since the chemical composition of the DNA remains the same, the untangled DNAs are chemical isomers. Therefore, topoisomerases are isomerase enzymes which work on the DNA topology. The N-terminal domain is then preceded by a highly conserved, 421 amino acid core domain that contains all of the catalytic residues except the active site tyrosine. A protease-sensitive and poorly conserved linker domain

Shrek & Donkey Essay Example for Free

Shrek Donkey Essay In traditional fairytales Ogres are man eating beasts, the prince usually rescues the princess, they marry and live happily ever after. How do the makers of Shrek use presentational devices to reverse this tradition, to reveal the ogre as good and the prince as evil? Shrek is obviously not a stereotypical fairytale because of its language and the features of the characters. The characters arent what they seem to be. Shrek is an ogre who is supposed to be bad and cruel, they are uncivilised just like the ogre in Jack and the beanstalk; he chases Jack saying fee fie foe fum; I smell the blood of an Englishman. The princess is supposed to be in distress and desperate to be saved. They have a beautiful voice which is supposed to attract the prince and they are normally scared and not demanding at a stage of crisis. The prince which in this case is Lord Farquaad is supposed to be kind, charming and his main job is to rescue and marry the princess. In Shrek the whole idea of a fairytale has been turned around by making the ogre Shrek the good guy the Lord Farquaad the bad guy and Princess Fiona not a damsel in distress. The filmmakers use a different technique to make the ogre seem good and the lord seems bad. To make this successful they used language, camera shots at different angles and special effects such as sounds and light effects. The film starts of with a traditional beginning with the usual once upon a time, there was a lovely princess. But she had an enchantment upon her of a fearful sort that could only be broken by true loves kiss. She was locked in the highest room in the tallest tower, guarded by a terrible fire-breathing dragon. Many brave knights tried to free her from this dreadful prison, but none prevailed. So she sat in her tower and waited for true love, and true loves first kiss. and the soft slow music in the background. Shrek then rips that page and wipes his bottom saying, like thats ever going to happen, with a Scottish accent. He then bangs the toilet door and then you notice a change in music and atmosphere. There is a sought of rock and roll music which suggest to the viewers that Shrek is not going to be a movie that they had expected it to be like. This is the first clue given to us about what the story is going to be like. This opening breaks all the rules of fairytales because in Cinderella, sleeping beauty and snow white they all have a similar beginning. Once upon a time there lived a princess who the fairytale kept to a same rhythm and only if the princess sang then there would be a change in sound. They all had the same story line; the princess is either put to sleep or locked away by a witch or someone evil. The prince is handsome and is only there to fight the dragon or any evil creature to save the princess they kiss, marry and live happily ever after, the witch or the evil person is either killed or locked the end. But Shreks opening is original and something new for the viewers eyes. The part when Shrek says, like thats ever going to happen starts the turning point in this story. By the time the introduction music is over the viewers know that they are not fated for a conventional story. When the villagers come to attack Shrek he just stays calm and tells them, Now ogres, theyre much worse. Theyll make a suit from your freshly peeled skin. Theyll shave your liver, squeeze the jelly from your eyes. Actually, its quite good on toast. This bit tells us that Shrek is bad and that he will kill all these innocent people. But then we see a change in the character because he says, This is the part where you run away. This shows us that Shrek is good and this is quite odd because they are supposed to be evil. When the donkey approaches Shrek roars at him and tries to intimidate him, the donkey is not frightened but instead he laughs at him saying, Wow, that was really scary and if you dont mind me saying, if that dont work, your breath will certainly get the job done, cause you definitely need some Tic Tacs or something cause your breath STINKS. This shows that Donkey is not afraid of Shrek and that he has the courage to tell the big ogre about his negative things. Donkey is immediately liked by the audience because of his sense of humor. Donkey can see straight through Shrek and knows that he would not hurt anybody. The audience also finds this out when he saves Donkey from the guards, this shows us that Shrek has a heart and is not like normal ogres are; man-eating beasts. The Donkey irritates Shrek by following him to his house and then criticizing a place, Whoa. Look at that. Whod wanna live in a place like that? which is supposed to be Shreks home, That would be my home. Donkey then tries to reverse things around by saying, Oh and it is LOVELY. You know, youre really quite a decorator. Its amazing what youve done with such a modest budget. I like that boulder. That is a NICE boulder. This shows that Donkey would do anything to stay with Shrek and he is a funny character who can be loved by anybody. He then intimidates him by running in his house and peering in the window. After Shrek allows him to stay for one night he starts says, Thank you! Oh this is gonna be fun! We can stay up late, swap manly stories and in the morning, Im making waffles. But in the end he stays outside the house because Shrek does not want him to stay. This makes us feel sorry for Donkey and at this bit we sympathize on him making him feel venerable and not care for the ogre feelings. We think that Shrek is rude and selfish for not sharing his house for one day with Donkey.

Jacksonian Democracy Dbq Essay Example for Free

Jacksonian Democracy Dbq Essay During the 1828 election when Jackson ran for office the second time he succeeded, as he did previously, but this time nothing stood in his way of becoming president. The Jacksonian Democracy that Jackson had brought into the government when he was elected was a true democratic movement that was dedicated to it’s egalitarian views. Although, in this time period the equal rights ideas were still mainly for the white men, disregarding women, African Americans, and the Native Americans. The Jacksonian Democracy was a large force in the individual rights for the working class, as interpreted in Document A; â€Å"The Working Men’s Declaration of Independence†, by George Henry Evans, as he says, â€Å"‘But when a long train of abuses and usurpations’ take place, all invariably tending to the oppression and degradation of one class of society, and to the unnatural and iniquitous exaltation of another by political leaders, ‘it is their right, it is their duty:’ to use every constitutional means to reform the abuses of such government, and to provide new guards for their future security. † In his writing he quotes parts of the declaration to make a point that what the forefathers had said could be used to represent the working class, and to make a point that it was the government’s duty to protect such men from the lack of opportunities that the government failed to give them and the rights that they failed to protect in the previous year with various government leaders. When Jackson was re-elected in 1832, the renewal of the National bank was vetoed by Jackson, and some think that it’s simply because he had a strong dislike for the men that were for the bank. In his veto message, Document B, Andrew Jackson stated that, â€Å"It appears that more than a fourth part of the stock is held by foreigners,† and Jackson had had a strong dislike for foreigner’s, chiefly the British, since he was a young boy, â€Å"and the residue is held by a few hundred of our own citizens, chiefly of the richest class.† It could be interpreted through this that Jackson, along with his dislike for Clay, wanted to keep the American government and economy ruled solely by the Americans, not an outside force like the French and British. Andrew Jackson was a strong believer of Nationalist values, and his values contributed to the way he saw individual rights. Jackson viewed the nation as a whole, and just being American granted, if you were a white male, not of Irish descent than you it was your right to have the same liberties as everyone else. You could vote, own land, run for office, and have the same opportunities as someone from the upper class if you were among the poorest in the country. Among the many equal rights opportunities, many reform movements began to take place that brought a new light to the Jacksonian government. Public education became something that every child could receive until they reached the age of a secondary school student, and having every child receive education was a large part of his equal rights value. The two other reforms were for the criminally insane/mentally insane, the Asylum movement, led by Dorothea Dix, and the Woman’s rights movement. Although Jackson didn’t believe in the same rights of man and woman, the movement went along with the equal rights and opportunities of his government. With the three new reforms taking place in the United States, they benefitted from the others. Women were able to secure jobs as nurse and school teachers, but with many rules, the insane were able to escape from the criminal and terrible conditions they were residing in, and children, whether they be male or female, could receive a prop er education. One of the largest movements of the day was the Second Great Awakening a religious movement. Many people were given more freedom when it came to their religion, some converting, others not. Those who converted to the newly introduced religions were able to express their religious beliefs, while one hundred years prior they could not as openly. Although some religions were seen as improper, they weren’t as harsh to those of other religions as they may have been in the past. As a result of the changes in the American lifestyle, members of the Jacksonian Democracy believed that it was their duty to preserve the nation in the way that they had seen it, and in their eyes they viewed themselves as â€Å"the guardians of the United States, political democracy, individual liberty, and equality of economic opportunity†.

Evaluation of Data Protection Act in Childcare

Evaluation of Data Protection Act in Childcare Anna Karenina Magcamit 1.) Choose and evaluate four of the 8 Data Protection Act principles, providing examples of how these would be implemented in a child care setting. The importance of confidentiality and Data Protection for home based childcare When working in a childcare setting it is often inevitable to come across confidential information about children and families you are working with. Confidential information is personal information, which should not be shared with unauthorized person or organizations. It also means a child minder should never discuss a child with a friend or other parents. Most common information held by childcare practitioner are name, address, phone number, birth date, record of parent(s)’ and/or emergency contact details, the contact details of the child’s GP. All these information is to be kept confidential as individual have the right to keep information of this type private. The purpose of the Data protection Act 1998 is to regulate the use of personal information by business and organizations. In a childcare setting, childcare providers such as child minders will need to comply with the Act as they are often required to deal with and keep a large amount of information on each child. Therefore passing information to a third party without the parents consent is illegal. A court can prevent the disclosure of confidential information by injunction and where appreciate, award damages if unlawful disclosure has been made It is important to comply with the Data Protection principle when keeping children’s personal information that is covered by the act. http://www.studymode.com/essays/The-Importance-Of-Confidentiality-And-Data-972526.html Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose or those purposes. A child care provider should be specific about the reasons for requiring the information to be gathered, and what they are going to use it for. If, after collecting the data, it is decided to use the information for another purpose, consideration should be given as to whether this is fair to the individual. If you wish to use data for an additional purpose, further consent should be obtained from the individual and securely held. Good. Personal data shall be accurate and, where necessary, kept up to date. The fourth principle is concerned with the accuracy of information that is held. In everyday business practice this is something which is not always easy to guarantee. However, the Act makes provision for this and asks employers to ensure that data is â€Å"reasonably† accurate. How could child carers ensure that their information remains accurate and up-to-date? Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes. This principle contains commonly asked guidance as to how long data should be kept for before it is destroyed. The Act is not specific about the length of time data should be held for, but gives guidance on good practice so that organizations are better informed to write their own policies. Appropriate technical and organizational measures shall be taken against unauthorized or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. The types of data security used will vary depending on the size of the organization and the number of individuals that information is held on. Information security is concerned with the prevention of data being disclosed to those who may use it for illegal purposes. For example, fraud, identity theft and those working for organizations that could be at risk of harm by information being divulged. The Act requires that appropriate security measures are installed which are sufficient for the information that is being stored. What security measures can the child care setting take to prevent unauthorised processing of data? 2.) Evaluate the need for accurate, legible and up-to-date record keeping, and identify the consequences of non-compliance. It is important to keep records which are up to date to provide accurate, current, comprehensive and concise information concerning the condition and the care required for all individuals. All records which are produced weather written or electronic must be signed and dated; they must also be stored correctly in accordance with that data protection act 1998(The Data Protection Act 1998 (DPA) is a United Kingdom Act of Parliament which defines UK law on the processing of data on identifiable living people. It is the main piece of legislation that governs the protection of personal data in the UK. Although the Act itself does not mention privacy, it was enacted to bring UK law into line with the EU data protection directive of 1995 which required Member States to protect peoples fundamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data.) It is vital that records are kept up to date, as this ensures that the individualâ€⠄¢s needs are being met, and may also help to reduce the likelihood of abuse; up-to-date is particularly important with regard to medication changes, food requirements and particular needs that a child may have,. In addition, up to date contact information is highly important. There is nothing worse than contacting a parent in an emergency and realizing that the mobile number on the child’s information form is an old one. Practitioners must make sure they record information clearly, accurately and up to date. The parents should have a free access to their children files; information should not be kept for longer than necessarily and always stored in a secure place. Every setting should have policies and procedures about how to record and store information which meet Ofsted requirements and are according with the government law Data Protection Act 1998. The policies should include information about different ways when comes to record information such observations, risk assessment, incidents, medical information about the child or special diet requirements, concerns or information about the child progress, record of any meetings or conversations with the parents and other professionals. Keeping records of every work it’s an essential part of a job when working with children. When recording information practitioner must: consult with the manager if he is unsure check any spelling errors when using a computer , store them in a place where nobody else have access to. keep the information clear, short and as accurate as possible so the other member can carry on if the key person is absent avoid using children’s names and pictures to maintain confidentiality when writing in observation sheet the record must show that the child’s needs has been met and identified in case of any concerns about the child practitioner must contact the manager first before making any notes some information needs to be recorded in a specific format or using specific templates according to Common Assessment Framework information which are stored on the computer must have the encryption software which design to encrypt computer data in a way that it cannot be recovered without access to the key. http://www.studymode.com/essays/Describe-Why-Is-Important-To-Record-1818045.html Your whole answer for this question has been taken from the above website. This is plagiarism as you are submitting another persons work as your own. You need to write your answers in your own words to demonstrate your understanding of the subject. If you wish to reference, you should include short quotations that support the points that you have made. You cannot include full answers as a reference. 3.) Explain the different ways of recording digital and paper records in the child care setting. Digital data- Digital data can be slightly more temperamental than paper records, due to the sometimes unpredictable nature of information technology. When recording data on a computer, it is necessary to ensure that adequate and reliable methods of backing up the data are employed so that if the computer malfunctions or becomes damaged, the files can be safely retrieved onto another system. For a home child care provider, the easiest way of backing up data is to use a portable hard drive which can be plugged in to the computer and data saved onto it, it should be stored in a safe place, which is preferably locked, as it will contain confidential information. It is good practice to take a regular (weekly) back up, so that a situation of data loss occurring is minimized. The data that is stored on the computer should be protected by a password. When you switch a computer on, the settings allow for a desktop password to be employed. This should be used so that if the laptop is ever stolen, the data contained within it will be safe. Paper storage- Paper records are generally more accessible, and so should be stored safely and securely depending of the type of information that is recorded. For example, child records and information relating to medication and special requirements may need to be easily accessible. However, financial information, particularly in a larger setting where staff may be employed, will need to be filed away in a locked cupboard or cabinet. 4.) Identify the primary types of data storage for digital and paper records, and evaluate the best option for a home childcare setting. Computer software- The advantages of using accounting software is that many reports are already written into the software that are required to be submitted to HMRC for tax purposes, which can cut down the amount of work when processing the end of year accounts. However, a disadvantage is that sometimes pre-designed accounting software does not give users the degree of flexibility that is required to design their own reports, and can sometimes prove time consuming and complex. As a child care provider, as previously discussed, it will be necessary to undergo regular that are pertinent to the business, and not personal financial records. Manual Records- it is perfectly possible to run a home child care, or larger child care setting, by using a manual accounting system. There are many excellent accounting books available to purchase, especially those through the National Child Minding Association which provides a range of stationery and accounting equipment for home child care providers. For me the perfect type of data storage to run a home child care setting is the Manual records because If updated regularly, manual records are just as useful for preparing end-of-year accounts, but they do not have the flexibility to construct individual reports; for example, a list of expenses month-by-month, or a list of annual income. This will need to be added separately. And not only school expenses or accounting department but also for all the records of the children all throughout the year, some documents need to be signed by the parents and the child carer so it is ideal to have the manual records. References: Data protection act 1998- http://en.wikipedia.org/wiki/Data_Protection_Act_1998#Offences http://www.studymode.com/essays/The-Importance-Of-Confidentiality-And-Data-972526.html http://www.studymode.com/essays/Describe-Why-Is-Important-To-Record-1818045.html