Divorce & marriage Essay Example for Free

Divorce marriage Essay People from broken families are less likely to have successful marriages. This is because of the psychological implications such families bring into their life. According to available psychological evidence, divorce is a major cause of emotional stress and depression (Clarke-Stewart, Brentano, 2006). Depression as a psychological impairment has been evidently found to factor much in compromising the social life of the victim. Such individuals are marked with lack of hope for the future, a factor that only serves to negate their chances of engaging in successful marriage. Another commonly cited potential implication of divorce on children is that it can cause negative perception of a particular gender by the child. According to available statistical evidence, it is clear that due to the social and economic hardships experienced by children after the divorce of their parents, most tend to develop hatred against one gender of the community (Clarke-Stewart, Brentano, 2006). With such a mental setting, an individual finds it a major challenge to accept and appreciate that gender into a binding relationship. This has the direct implication that they are less likely to engage in successful marriages. Still, the sustainable building of character traits in a child is mainly by copying the character traits of the surrounding members of the community (Clarke-Stewart, Brentano, 2006). This means that their parents are the most influence society members in modeling the character of the child. However, prior to divorce or family breakdown, families are found to have constant conflicts and/or communication failure. Such imply that the character of violence is instilled in the mind of the child. Also, broken families fail to provide the efficient parental love required for modeling reliable social behavior of the child due to the lack of one parent character in the family. All these only negate the children understanding and appreciation of the underlying meaning of marriage. References Clarke-Stewart, A. , Brentano, C. (2006). Divorce: Causes and Consequences. New Haven: Yale University Press.

E-commerce †the legal considerations Essay -- Computer Science

E-commerce – the legal considerations ===================================== There are lots of legal considerations and I've tried to include some of the main ones. Although e-commerce can mean a lot of things, here I've related it to actually selling items on a website (although a lot of the legal considerations would need to be considered even if you were not selling on the web. Data protection considerations ============================== The Data Protection Act lays down lots of rules that must be adhered to. If this is a website for a company that is already trading and keeps customer data then they should already be registered with the Information Commissioner but you may need to review what's been registered. The main points you need to consider is that for any data you collect on the site you must:  · Deal fairly with the info  · Tell the customer what data you collect  · Tell them what you are going to do with it  · Keep it safe and secure This should be set out in the website's terms and conditions (and you should link to it at the main point where you collect the data) Website terms and conditions ---------------------------- The site must have comprehensive terms and conditions and you will need to link to these wherever applicable (eg if you are selling there should be a check box that the consumer ticks to say "I have read the terms and conditions etc etc". Things the terms and conditions should contain include:  · Data protection act considerations (as explained above)  · Terms and conditions of use including copyright notice, general disclaimer, liabilities (or non-liabilities – especially in terms of credit card fraud)  · Full name, address, email etc of the trader, VAT number, Company number, member of trade organisation (if you are selling)  · A clear privacy policy explaining what you do with information collected on the site. This privacy policy must also set out if you use cookies on the site and what you use them for. This is all topical at the moment with the Privacy and Electronic Communications Regs 2003  · A clear "conditions of sale" which includes details of when the contract is actually formed (ie the order represents the offer and the email back confirming dispatch represents the acceptance) - avoid any mistakes like the Argos TV for  £3.99  · Clear returns policy .. ... encouraging more internet sales. At the same time, credit card companies are including "credit card fraud" insurance, again reassuring consumers Mobile connectivity =================== Handheld PDA, WAP services and wireless hotspots are all making web access easier Intelligent sites and targeted marketing ======================================== Sites are becoming more technologically advanced allowing companies to target customers with specific products depending on their recorded preferences or previous buying habits. One of the best examples of this is Amazon who instantly provide other book recommendations based on your purchase or on the purchases of other customers who bought the same book. Similar data collection also allows companies to do targeted email campaigns ensuring the right product is marketed to the right person (well that's the intention anyway!!) This practice is being taken one step further with Googles planned g-mail which will automatically scan the content of a users personal emails and then deliver further targeted mails based on their content (but which is subject to a lot of criticism at the moment about privacy rights)

Relationships with Children Essay

Unit aim This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults Unit introduction Successful relationships have a positive effect on learning and behaviour. Being listened to and responded to by trusting adults encourages active engagement by children and young people and supports the development of curiosity, creativity and resilience, which are key characteristics of effective learning. Adults who demonstrate mutual respect, collaboration and negotiation are positive role models who have a significant impact on the behaviour of children and young people. Integral to building and maintaining positive relationships are effective communication skills. It is also essential for those working in support roles in schools to know the  legislation and policies and procedures for confidentiality and sharing information. This unit provides the essential knowledge and understanding required for working in support roles in schools. Learners will examine the principles of building positive relationships with children, young people and adults. This includes considering reasons why effective communication is important and the effect of social, professional and cultural contexts on communication. Communication difficulties are examined and learners find out how to adapt communication to meet individual needs including how to deal with disagreements with children, young people and adults are studied. The legislation, policies and procedures relating to confidentiality are examined and why children, young people and adults need reassurance about confidentiality are studied. Learners will also consider situations where confidentiality must be breached. This unit applies to all support staff roles in schools and is particularly suitable for those preparing for working in schools and those new to working in schools, including parent-helpers and other volunteers. Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Understand the principles of developing positive relationships with children, young people and adults How communication supports positive relationships: benefits eg shows respect for individual, values diversity, builds trust, demonstrates genuine interest, respects privacy, encourages autonomy, supports learning, enables effective teamwork, enables negotiation, reinforces self-esteem Principles of relationship building: ways to build relationships eg recognise the uniqueness of everyone as an individual, honesty, dependability, integrity, confidentiality; importance of relationships for learning; know role and responsibilities, how own role relates to colleagues; respect the skills and expertise of others; contribution to effective teamwork; follow organisations expectations and procedures for good working relationships; communicate effectively eg keep colleagues informed, use agreed lines of communication, maintain confidentiality; know own role in relation to parents; differences between professional and personal relationships; contribute to Every Child Matters Outcomes Effect of social, professional and cultural contexts on relationships and communication: eg power relationships, cultural expectations, social differences, prejudice, pre-conception, stereotyping Understand how to communicate with children, young people and adults Skills for communication: verbal skills eg form and tone of expression, questioning, confirming, reflecting; clarifying meaning, encouraging contributions from others, offer choices; non-verbal skills and behaviour eg eye contact, facial expressions, body movement, posture, gesture, muscle tension, touch, proximity, orientation, facial expressions, gestures, active listening; importance of contact and cultural differences in interpretation of non-verbal communications; empathy eg responding to emotional state Adapting communication: ways eg language appropriate, meaning/message, concentrate on one issue at a time, do not give mixed messages, match words to body language, open questions, active listening, encourage discussion and debate; contexts eg hearing difficulties, children with English as an additional Language (EAL), promote thinking and talking in first languages to support understanding, group EAL learners who share the same home language Differences: context eg communication formal, informal, form of address; type of communication eg verbal, language, non-verbal, orientation, confidentiality Adapting communication: use of clear speech and plain  language; different needs eg EAL, hearing difficulty, visual impairment; adaptations eg translator/ interpreter, quiet room, hearing loop, signing, Braille  Managing disagreements: behaviours eg keep calm, encourage individuals to articulate their point of view, find common ground, negotiate a compromise, win-win solutions, support children and young people to deal with disagreements, follow school policy and procedures for behaviour and reporting, restorative justice Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Legislation, policies and procedures: range eg for home country, human rights eg Human Rights Act 1998, Human Rights Act 2004, for safeguarding children eg Children Act 1989, Children Act 2004, relating to freedom of information eg Data Protection Act, Every Child Matters, policies and procedures in own organisation Reassuring about confidentiality: aspects eg information shared on need to know basis, human right for privacy, protecting information when using social networking sites, buying online, using a mobile phone, procedure in own organisation, whistle-blowing Essential guidance for tutors Delivery This unit should be delivered through a combination of tutor input and active learning experiences. DVDs and case studies will give learners opportunities to link theory to practice. Role play enables learners to develop and practise their interpersonal and communication skills. Discussions, peer observations and peer assessment support assessment for learning and contribute to an understanding of the skills required for effective practice. Learners should also be encouraged to demonstrate an awareness of the importance of communication skills in addressing issues of equality, diversity, and the rights and responsibilities of children and young people. At this level the focus needs to be on understanding the significance of positive relationships in relation to the wellbeing and learning of children and young people and exploring how effective communication enables this. The Emphasis needs to be on understanding the behaviour and communication skills required to develop and maintain positive relationships with children, young people and adults and to provide positive role models. Learners should be introduced to why effective communication is important for establishing and maintaining positive relationships with children, young people and adults. How positive relationships enhance self-esteem and encourage learning could be explored through relevant research. The impact of social, professional and cultural contexts on relationships and communication should also be explored. It is essential that learners understand the communication skills needed to establish and maintain relationships. Learners need to explore ways to meet the communication needs of individuals by adapting communication for different ages and stages of development and for different contexts. Learners should be introduced to the current national legislation for confidentiality and data protection which can be accessed from relevant  government department websites. They should have the opportunity to look at a range of school policies and procedures for confidentiality and data protection and consider how these may impact on working practices. It is essential that learners know the situations when confidentiality must be breached to safeguard children and young people. Learners should be encouraged to share their experience of working in schools through employment, as a parent-helper or work experience. Assessment This is a knowledge-based unit. Evidence from workplace performance is not required. Suggested assessment activities Assessment will be through tasks, projects and other activities completed individually to meet the assessment criteria. Learners should draw on any relevant practical experience of working in schools but will not be assessed directly on workplace performance. For learning outcomes 1 and 2, learners could research and produce a guidance document to use for the induction of new support workers in school to help them understand the principles of developing positive relationships with children and, young people and adults and the skills they need to communicate effectively. Case studies may be used to support explanations. The document needs to include why effective communication is important for developing relationships, the principles of relationship building, explanations of how social, professional and cultural contexts impact on relationships and communications, clarification of the skills required for effective communication, how to adapt communication to meet the needs of  individuals and in different contexts and how to manage disagreements with children, young people and adults, explaining reasons for responses. For learning outcome 3, learners could produce a reference document for all school staff giving details about confidentiality and data protection to include legislation relating to confidentiality and data protection, school procedures for confidentiality and data protection, reasons why it is important to reassure children, young people and adults about confidentiality and why confidentiality may need to be breached. Essential resources Learners will need access to legislation for the relevant home nation and examples of school policies and procedures for confidentiality and data protection. Indicative resource materials Textbooks Bentham S – A Teaching Assistant’s Guide to Child Development and Psychology in the Classroom (Routledge, 2003) ISBN 9780415311083 Blake S, Bird J & Gerlach S – Promoting Emotional and Social Development in Schools: A Practical Guide (Sage Publications, 2007) ISBN 9781412907316 Burnham L – S/NVQ Level 2 Teaching Assistant’s Handbook: Supporting Teaching and Learning in Schools, 2nd Edition (Heinemann, 2008) ISBN 9780435449308 Burnham L – Supporting Teaching and Learning in Schools (Primary) (Heinemann, 2010) ISBN 9780435032043 Burnham L – Supporting Teaching and Learning in Schools (Secondary) (Heinemann, 2010) ISBN 9780435032050 Dunhill A, Elliott B & Shaw A– Effective Communication and Engagement with Children and Young People, their Families and Carers (Creating Integrated Services) (Learning Matters, 2009) ISBN 9781844452651 Foley P & Leverett S – Connecting with Children: Developing Working Relationships (The Policy Press, 2008) ISBN 9781847420589 Kamen T – Teaching Assistant’s Handbook: NVQ and SVQ Levels 2 & 3, 2nd Edition (Hodder Education, 2008) ISBN 9780340959381 Riley P – Attachment Theory and the Teacher-student Relationship (Routledge, 2010) ISBN 9780415562621 Journals Times Education Supplement (TES) 42 BA029026 – Specification – Edexcel Level 3 Award/Certificate/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) – Issue 2 – June 2011  © Edexcel Limited 2011 Websites www.education.gov.uk/ Department for Education www.direct.gov.uk/en/Governmentcitizensandrights/ Yourrightsandresponsibilities Directgov www.nationalstrategies.standards.dcsf.gov.uk/ earlyyears The National Strategies www.tda.gov.uk The Training and Development Agency for Schools www.teachers.tv Teachers TV www.teachernet.gov.uk Teachernet BA029026 – Specification – Edexcel Level 3 Award/Certificate/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) – Issue 2 – June 2011  © Edexcel Limited 2011

Sports Participation And Substance Use - 1531 Words

It was estimated in 2007 that the cost of substance use to the American tax payer was approximately $193 billion (National Drug Intelligence Center [NDIC], 2011). According to the National Collegiate Athletic Association (NCAA) Study of Substance Use of College Student-Athletes, approximately 77% of collegiate athletes reported using alcohol in the past year and 20% reported using marijuana (DeHass, 2006). Additionally, because college athletes are a subgroup within the larger collegiate institution they are at greater risk for problematic alcohol and marijuana use (Grossbard, Hummer, LaBrie, Pederson, Neighbors, 2009). Traditionally, sport participation was believed to provide a buffer between athletes abusing drugs and alcohol (Pate, Heath, Dowda, Trost, 1996); however, according to Lisha and Sussman (2010), a positive association existed between sport participation and substance use. Furthermore, athletes that reported in-season marijuana use also reported higher sensation s eeking, greater anxiety, and coping motivations (Buckman, Yusko, Farris, White, Pandina, 2011). Emotional Intelligence (EI) is defined, as a subset of social intelligence that encompasses an individual’s ability to perceive emotions, comprehend the emotions of oneself and others, generate emotions to assist cognition, and regulate emotions in a way that promotes emotional and intellectual growth (Mayer Salovey, 1997; Salovey Mayer, 1990). Individuals who possess higher levels of EI haveShow MoreRelatedAthletes With Abnormal Av Conduction Characterized By An Hv Interval1329 Words   |  6 Pageswith AF should undergo a work-up that includes thyroid function tests, queries for drug use, ECG, and echocardiogram. Athletes with low-risk AF that is well tolerated and self-terminating may participate in all competitive sports without therapy. 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