Evaluating a Website for Credibility Coursework Example | Topics and Well Written Essays - 500 words

Evaluating a Website for Credibility - Coursework Example As such, engaging with the United States federal programs designed to diminish its occurrence and provide adequate funding to treat its symptoms is of essential interest to this particular author. The authority of the webpage in question is of course established due to the fact that it is government sponsored. This level of authority allows the website to be represented alongside other websites involving AIDS information and represented in a highly positive light. Furthermore, the information that is represented is useful; however, it is somewhat limited with respect to its application. What is meant by this has to do with the fact that the website, and its entire focus, is of course placed with regards to ameliorating aids within a domestic context – not a global one. Furthermore, the objectivity that website is able to generate is one that is severely limited due to the fact that the domestic focus necessarily places a different spin on the way in which eight information is represented and the prescribed suggestions/involvement that the federal government takes in seeking to ameliorate this particular hardship on domestic help. In terms of ease of navigation, this is one aspect in which the particular website in question excels. Due to the fact that the web designers focus upon simplicity rather than a graphical user interface that was engaging, the ease of navigation is second to none (Meekly, 2009). Similarly, as with all government websites, a relatively robust privacy and security policy seeks to ensure that user information they might be sharing with the website will remain confidential and not shared with third parties. Furthermore, the website is beneficial in terms of three distinct aspects that could facilitate and increase the level of understanding within the nurse or allow them to integrate with the needs of the patient in a more full and complete manner.

Dr. Salamone Essay Example for Free

Dr. Salamone Essay â€Å"These values then get re-incorporated back into the language. † Philosopher Ian Heath states this significance, â€Å"Meaning can transform the individual, while values can transform relationships (Heath). What this means for organizational leadership is that it is crucial to develop meaningful relationships to create values that can guide their members in a mutually beneficial environment. The last sentence written in the above paragraph is absolutely true. This is because it is very essential for the employees working in an organization to develop relationships with the other members working in the organization either their subordinates or their boss. Without this, it would be very difficult for an organization to operate efficiently and effectively. It is vital that the relationships that develop in an organization must also be meaningful because if the relationships are developed just like that they would be absolutely useless. People should know the meaning and the importance of developing relationships and then how important each relationship is to them. The importances each person allocates to different relationships that are developed in an organization are different just like we have different importance for people in our family. Therefore, it is essential to develop healthy relationships in an organization. This means that although there is a lot of competition in the organization amongst the employees but it should not be such that the employees plan out bad things against each other to gain popularity or importance in the eyes of the boss. This is not only bad for the reputation of the employee but it also bad for the organization. In order to build healthy relationships, the organization must take certain steps. Some of the examples are mentioned below that are meant to provide an insight into how organizational design impacts its workforce and image and this would be explained by differentiating between the functional and team structure. If I were to choose between working for an organization that has a functional structure and another that has a team structure, I would you choose to work for an organization that has a functional structure. Functional structure basically groups the employees together on the basis of the functions of specific jobs that are present within the organization while in the team structure the functions and the responsibilities of the employees are organized into specialized teams. (Bechthold Schodek, 2007). I would choose the functional structure because of its various advantages. Functional structure reduces the duplication of personnel and equipment and I would be more comfortable with this structure as it gives more opportunity to talk in the same language with my peers. Moreover, it acknowledges specialization thus making training easier. There is centralized decision making in this structure and it also provides a unified direction from the top management thus achieving excellence in communication and coordination within the departments. Functional structure also increases the quality of technical problem solving and this can be proved by the fact that it gives the workers fast access to the people who are well-versed in technical expertise. (Kaizenlog, n. d. ). Organizational design is basically the process for integrating the people, information and technology in an organization and is used to match the form of the organization with its objectives and I think that the organizational design will be an important factor for me in making a choice about the type of company for which I would like to work because it would tell me what kind of culture is being followed in an organization and so I would be able to decide for myself if I would be comfortable working there or not and his information about a company can be found on the websites or one can ask the employees currently working in that organization who would give a better idea. Adidas, IKEA and Barwill are some renowned organizations that follow the functional structure while the example of an organization that follows team structure is RadioShack Corporation. (Internet Retailer, 2006). Reference Bechthold,M. Schodek,D. L. (2007). Structures. 6th Edn. Prentice Hall, Hardcover. Internet Retailer. (2006). RadioShack Corporation Announces New Management Team Structure that Simplifies Reporting, Narrows Accountability, Improves Decision Making. January 22nd, 2009. Retrieved from: http://www. internetretailer. com/internet/marketing- conference/35591-radioshack-corporation-announces-new-management-team-structure-that-simplifies-reporting. html Kaizenlog. (n. d. ). Advantages of the Functional Structure. January 22nd, 2009. Retrieved from: http://www. kaizenlog. com/2006/11/02/advantages-of-the-functional-structure/

Dyson Marketing Analysis

Dyson Marketing Analysis Dyson are currently the market follower in air treatment product, Dimplex Australia and DeLonghi Australia Pty Ltd are by far the dominant players cooling fans (Euromonitor, 2010) Dyson Ltd reported operating profits of $190 million Pounds in 2009, which gross from 90 million Pounds in 2008 and turnover shot up by 23 per cent to  £770m. An amount of $42 million Pounds were spent on research and development cost in 2009 after the soaring financial results as well as international expansion. (Russell, 2010) The company increased its market share by 60% in late 2009 when the new Air Multiplier fan was introduced in Australia. (Arnott, 2010) In Australia it won 64% of market, by value. (Finch, 2010) Also, sales were increased further in the early months of 2010 as the result of new handheld vacuums launched. Since the company is an appliances manufacturer, it uses technological and functional aspect of the product to position them as a premium appliances manufacturing product to compete with competitors.(Euromonitor, 2010) Hence, Dyson are competing on a technological product based industry with its primary rival, Hoovers where they tried to imitate a Dysons product and was filed a patent infringement. In addition, the company emphasize on design to differentiate their product with competitors by its aesthetic design. (Dyson, 2010) 2.0 Dyson Air Multiplier (Functions, attributes and benefits) According to Dyson, as a general core functions of the Air Multiplier it generate air and produce an air flow just like a normal fan. However, what differentiates the Dysons Air Multiplier fan and the conventional fan is that it has no blades. Instead the Air Multiplier draws air in at the base through a mixed flow impellor as below. Dysons Air Multiplier Functions and Attributes A combination of the technologies used in jet engines where it accelerates air over a 16 ° airfoil-shaped ramp. While exiting the loop amplifier, the jet pulls air from behind the fan into the airflow. (Dyson, 2010) At the same time, the surrounding air from the front and sides of the machine is forced into the air stream and exaggerates air 15 times, expelling 405 litres of cool, smooth and uninterrupted air every second. (Dyson, 2010) The Dyson Air Multiplier is energy-efficient product that uses 98% less power than air conditioning using brushless motor. (Hickman, 2009) Compared to normal fans, the blades are only wired to run at just two or three settings where it is not efficient to produce powerful airflow and its not convenient to clean. Hence, without the blades means its safe and simple to clean. A picture below shows how Dyson Air Multiplier works compare to a conventional fan. Picture show a conventional fan spinning blades chops the air causing annoying buffeting Picture showing Air Multiplier using airfoil technology without blades hence producing steady stream of smooth air Dyson Air Multiplier fan is probably the biggest innovations in household fans since fan was created in 1882. This is because it eliminates the fan blades as well as the buffering and turbulence which built on a normal electric fan. It also very hygienic where it is easily clean with just a cloth since it has no blades. (Dyson, 2010) 3.0 Target Market Segmentation 3.1 Illustration of brand position of Dyson. High perceived quality and status Limited Service Extensive Less Personal personalised service Low perceived Quality and status Segment 1 Segment 2 Name of segment Business Household use Geographic Status Nationwide Nationwide Density Urban, Suburban Demographic Male and Female Aged 25-45 Middle-high income, Designers Male and Female, Private use, Family use, New parents, Middle-high Income, High socioeconomic status, traditional and conventional family lifestyles Behaviour attitude towards brand consciousness Comfortable environment Convenience Customer Service Convenience Interest Safety Usage and Benefits of Air Multiplier Fan Businesses acquire Air multiplier fan to improve the environment in their workplaces (e.g office, hospitals, laboratories, etc). Private users utilise Dyson to improve their lifestyle comfortability, safety, high quality lifestyles. Psychographic To achieve comfort in the workplace and improvements in customer service and relations Trying to use modern technological equipment Help Satisfy people who are fashionable Sensitive to technology Keeping up with the new-to-the-world products. Basic needs(convenience) Esteem needs Safety needs 3.2 Summary Of Target Market Chosen 4.0 Dysons Air Multiplier Fan Development Process New product development is the creation of products with new or different characteristics that offer new or additional benefits to the customer. (Crawford, 2008) It may be include modification of an existing product or development of new product. 4.1 Idea Generation and Opportunity Identification In an Interview, James Dyson mentioned that he hated the current fan model due to its unimproved attributes and features and theyre hard to clean. (Messina, 2009)Hence, the inspiration for the Air Multiplier came from the Dyson Airblade hand dryer launched in March 2008.(VedrisAvenell,2009) This product works by generating a thin sheet of air moving at 400mph that scrapes water off the users hand. As mentioned by Dyson SEA managing director, Ross Cameron Traditional fans only chop at the air and it can get irritating and this is something people didnt realize until we brought it to their attention. (Dyson, 2010) 4.2 Concept Generation and Evaluations The idea behind Dyson Airblade was to produce a thin, high-speed sheet of air that drags surrounding air through the Dyson Air Multiplier fan, a process known as inducement.(Dyson,2010) Hence, the airflow leaves the product and then drags along more flow, a process known as entrainment. The process eliminates the need for the blades of a common fan. Dyson started with the thought of pressurized air engineering, forcing it through narrow aperture to create jets. However, it doesnt produce a powerful air to work in a fan. Hence, Dyson comes out with the concept of using Coanda effect (Dyson, 2009) Henri Coanda, defined Coanda Effect, as a stream of air at high velocity will attach to a curved surface rather than follow a straight line in its original direction. (Day, 2008) This stream will also entrain air from around it to increase the overall mass flow rate of the stream of air. 4.3 Concept Testing Dyson conduct their research by using Concept Screening Tests to the interviewees. (Dyson, 2009) The purpose they use this method is to plumb the depths and range of user attitudes and beliefs. A series of question like functional attributes and benefits of a fan provided to consumer were asked. Also, the purchase intent and likelihood of trial is measure as well. (Dyson, 2009) This is to generate ideas for the product and screen new product concepts so that unnecessary features can be avoid. Concept testing lays the foundation upon which benchmarking can be carried out in the future. 4.4 Sales Forecasting One method of forecasting sales is using test market. Dyson introduced the Air Multiplier in Australia as the test market. They forecasted that it will be a great success due to the coming summer in Australia and the tendency of trying new product. (Vedris, 2009) By using ATAR model we are able to calculate the forecasted sale. By using ATAR model, forecasted sales can be predicted Awareness Dyson launch a viral marketing in Youtube before the launch of Air Multiplier. Instead of focusing its high technology features, they show a balloon pass through the annular ring of Air Multiplier to show how cool will a bladeless fan can be. Results show high awareness as there were more than 1 million views in their video (Refer Appendix 8) 380k viewers / 1.2 million viewer = 32% Trial Market Value of Air Treatment Product (fan) will be used as a benchmark to calculate trial of the product (Refer Appendix 2 ) $A1259mil + $A1327.2mil = $A2586.2mil / $A1327.2 mil =1.95% Availability Air Multiplier is available in most electrical retail store throughout the world and Dysons online store. (Dyson, 2010 ) Repeat Purchase Since Dyson Air Multiplier only launched for a year, and with its durability claim by Dyson for its lifespan of 10 years, it is not likely a consumer will purchase until a long-term product line has made. Market Share = Aw x T x Av x T x 32% Percent awareness after one year x 1.95% Percent of aware owners who will try product x 70% Percent availability at retailers (Myers, David Jones, The Good Guys and Harvey Norman are will be available in every of these outlets in Australia) x 0% Percent of triers who will buy a second unit Forecasted sales = 4.37% The results were later show a 64% market value solely in Australia. (Finch, 2010) 4.5 Dyson Air Multiplier Product Protocol By carefully understand and researching the voice of customer (VOC) needs and want, Dyson has produced a list of functions and features before production to effectively cater for the market. (Dyson, 2010) Features and functions Benefit Bladeless Safer to operate especially to children Reduces parts hence more energy efficient No Buffeting Uninterrupted stream of air that doesnt distract Touch tilt technology ( Easy to Operate) Adjust easily with a touch of the hand Hygienic Simple loop making it easy to clean Oscillation control A simple press of button, the Dyson Air Multiplier can oscillate through 90 degree. Variable airflow Air Speed can be precisely adjusted up or down Powerful Produce 15 more efficient than a common fan. Hence, fan does not need to be near to user After carefully analyze the customers attributes, it is then converted into engineering characteristic. 4.6 Protoype Concept Design Dyson engineers used ANSYS FLUENT computational fluid dynamics (CFD) from ANSYS, Inc. to use as prototype testing instead of using physical prototype which saves costs. The team uses CFD simulations to perfect the ramp angle. (ANSYS, 2010)Also, Dyson Engineers focused on other 3 major platforms which have the most impact on the fan performance: the size of the gap in the annular ring internal profile of the ring, which affects the flow of the air the profile of the external ramp Overall, Air Multiplier performance has improved and physical testing was used to validate the final design and results interrelated well with CFD analysis. Also, laser Doppler anemometry (LDA) also used to plot the airspeed and direction of the final design. Prototype testing will be conduct to ensure a quality control. 4.7 Product Prototype Design There are a team of 350 Dysons engineers developed the Air Multiplier. In addition, there have been hundreds of prototypes tested to determine the ideal dimensions of the ramp angle, the width and the amplifier loop. (Vedris, 2009) The team start as models made from card and foam. Later they use SLS (Selected Laser Sintering) a rapid prototyping technique that molds plastic or ceramic particles together to form a fully-working model. (Dyson, 2010) A front view of the fan assembly comprises an annular nozzle and a device creating an air flow through the nozzle, the nozzle comprising an interior passage which includes a Coanda surface to provide an amplifying region utilizing the Coanda effect. (Refer Picture1 and 2) Hence, with the simple loop design an air current is generated and a cooling effect is created without requiring a blade. (Refer picture 3) Picture1 Picture 2 The air current produced by the Air Multiplier is more linear with low turbulence and hence a user can feel the cooling effect even at a distance and the efficiency of the fan also increases. (Refer Picture 3) So, the user can place the Air Multiplier distance away from them and still be able to enjoy the cooling effect from Air Multiplier. Also, it results an entrainment of air surrounding the annular loop to maintain a smooth overall air. Picture 3 The interior passage of the Air Multiplier is continuous. So it allows smooth air flow within the annular loop and this reduces the complexity of the fan assembly and manufacturing cost. (Refer picture 3) 4.8 Test Marketing A prototype was used to test on how the users react towards the product. Dyson provide the prototype for a group of people to engage with the product without telling them what the product is. (Dyson, 2009) Dyson discovered that the focus group responds in a positive feedback saying they can feel the difference compare to conventional fan. (Refer Appendix 1) Dyson launch Air Multiplier in Sydney, Australia as the first market to test the product. The reason they chose Australia because of the timing and the consumer willingness to try new technology. (Vedris, 2009) Hence, Choosing Australia as the test market location will enable Dyson to understand the market. The results were doubled as the demand for Air Multiplier from the retailers was increased. (Vedris, 2009) 4.9 Product Launch James Dyson, the owner of Dyson also flew to Sydney for the launch of the new Air Multiplier. (Vedris, 2009) The launch of Dyson Air Multiplier in Australia sets in most Eastern Australia retail store. (Avenell, 2009) In addition, with the hottest weather in November 2009 where consumers start to consider and purchase Dyson Air Multiplier. Air Multiplier is set to be launch in Japan and Germany after the successful growth in Australia. (Vedris, 2009) One of the keys to the success of an innovative product has been shown to be in securing the attention of a socio-economic group who could be called opinion leaders. These people are shown to have a more elevated social standing than those around them and keen to explore new things. (Refer Appendix 6)These people are talkers and others will follow their advice and example. Dysons ability to communicate their product to these opinion leaders played an essential role in product launch. They have the influence to persuade and educate the other users and eventually consider Air Multiplier. 5.0 Marketing Mix Strategy 5.1 Product As a customer based product, Dyson aims to focus on customer needs by creating innovative products that meet these different needs. After successfully launching the vacuum cleaners, Dyson can see opportunities for the bladeless fan since customers are constantly looking for new and improved products and companies are always needed to fill this void (Prabhu 2008). So far, the bladeless revolution is new to the market and the concept is unique, which is why the company has so much marketing potential due to the fact it is the market leader in the market (Datamonitor Dyson Ltd company profile, 2009). Dyson showcased its Air Multiplier bladeless fan at the IFA trade show in Berlin to match their expected and intended positioning strategy (refer to Appendix 5). The benefit and unique selling point of this tech is the lack of buffeting (caused by a regular fans blades) is noticeable when its pointed out (Dennis 2009). The fan is safe to use and it has an international accreditation from UL, the trusted resource across the globe for product safety certification (Mason 2010). As a result of growth in the technology innovative industry (Jimenez 2010), Dysons product mix has been placed within the growth stage of the Product Life Cycle. As Dyson continues to expand globally, it continues to build upon its mass market through its unique features along with the support of its strong brand image. Furthermore, Dyson has successfully protected its core product from potential substitutes; Dyson augmented product includes additional services that support the customers needs such as 247 support around the world to differentiate its superior technology and a 2 year warranty (Dyson 2010).This strengthens the overall product model and firms Dysons competitive position .The product is still pending for its patent but it is expected Dyson to be granted a patent for its Air Multiplier. 5.2 Price This radical and innovative bladeless fan has been shown to be in securing the attention of the technology savvy people the early adopter (Bulik 2010). They are keen to explore new things so are willing to pay a higher price for innovative products. Dysons ability to communicate their product to these early adopters played an essential role in sensational sales (refer to Appendix 6). Dysons decision to price the products in a higher price bracket is based on the perceived value consumers associate with Dyson product mix. Setting the products at a high price reflects the high quality image Dyson wishes to portray through the product provided and the strategies implemented throughout the marketing mix. This justifies Dysons decision to aim for a premium overall pricing strategy; using prestige pricing will enable Dyson to become more of an indulgent perspective to correlate with customer perceptions. The company is now charging $300 USD per fan and Dyson believes that the value obtained through the products and services provided will be of value to or above the prices charged (Kotler et al.2006). According to the Homeworld Business annual census, the portable fan industry had $527 million in annual sales in 2009. Dysons pricing strategy utilised the best interest of the companys projected sales targets and marketing objectives. However, Price does seem to be the main deterrent for buyers. Consumer Reports wrote simply in its review: the device is cool, but too pricey. (Smith 2010). Dyson has already differentiated them in the present market, and information technology can help them enhance on this. Surveys could be conducted by interviewing people how much they are willing to pay. Once this was established, the price could be set based on the consumers perceived value of both products. Focusing on creating value for the consumer through the products and service is vital for justifying selling the products at a premium price and achieving a higher profit margin in the long term. 5.3 Marketing communication Dyson has communicated benefits of the Air Multiplier bladeless fan to consumers through tailored ad campaigns, internet marketing, viral marketing, personal selling and social media channels. However, the company mainly used the role of the press to promote the fan (Beth 2010). This is because Journalists seemed to be the first to see the potential of a new invention and press coverage was therefore the best way of convincing the public. People are far more likely to believe someone who has tested something for themselves and it is assumed that a journalist has done that. Moreover, one of the notable features of Dysons bladeless fans success with press coverage was his personal involvement in giving interviews and to demonstrate how the fan actually works (refer to Appendix 7). The company also make use of showcases to reach the niche market such as their engineers showing how inducement and entrainment works on the Air Multiplier fan. The video has reached more than 130,000 people around the world to watch it (refer to Appendix 8). Also, Dysons design has won numerous scientific awards such as GOOD DESIGN and The World Architecture News Awards etc (Kendall 2010). All these awards enhance their products credibility. In order to reach customers globally and to show that they are a global based firm, Dyson made use of the internet to reach customers. They have an individual online websites in more than 60 countries, plus an international version. For instance, Dysons website invites consumers to sign up so that they could receive regular updates of the products and the company which makes it more personal. Campaign such as The James Dyson Award is being used. It is an international design award that celebrates, encourages and inspires the next generation of design engineers. (JamesDysonAward, 2010). All these campaigns have kept the brands core equity intact and create positive publicity to the company and therefore can bring sales to the company and increase brand loyalty ( Miao 2004). 5.4 Distribution Dyson Air Multiplier has limited distribution, available only through the company website and in selected outlets so as to maintain the premium positioning of the product. The shipping fee is free when customers order online. Dyson has a reliable supplier, Perrite has supplied product to Dyson since 1995. It is a very strong company with colour and development work carried out in Malaysia and at the UK laboratory, and local supply and support from Perrite Malaysia (Cork 2010). Therefore Dyson can readily meet the needs and reduce the chances of delays for consumer deliveries. Their distribution company is also dependable which specializes in moving fragile and sensitive technological goods. It also provides fast and direct link to distributors all over the world. Dyson have placed primary importance on developing a strong and consistent brand image, whereby portraying they are able to satisfy the customers needs for their targeted market. This is accomplished via displaying prototype s of the fan in retailers. An exclusive/ selective distribution approach will be adopted for the private purchases of the unit, for commercial use. The advantage of this approach is in keeping with the pricing strategy which aims to skim the private purchase market, sales reps will be able to lend advice and guide in training of product use as well as promoting the product while reserving the high esteem and prestigious, innovative brand image (Perreault, W.D, Jr. et al, 2008). 6.0 Conclusion As a conclusion, Dyson Air Multiplier made success to the market throughout the world. The company shows a rise in their market share of 23% and a steady growth on revenue. Air Multiplier also shows marvellous results in Australia by having a market share of 64%. Consumer reacts positively on Air Multiplier on its radical innovation bringing convenience and safety to the people. Furthermore, choosing Australia as a test market proves its success as the launch time is approaching to summer season where consumer needs fans. In order to further its competitive advantage, the idea would be to enhance the product by reducing the noise level and to provide a silent air flow. By enhancing the fan features and ultimately redesigning it, the product will attract consumers and dominate market share. Being in an innovative industry, they impact directly on market price. It is expected that price elasticity will be relatively low up to a certain threshold until buyers then opt for old-style bladed fans. Therefore, Dyson should reduce their selling price. Dyson can cut down the cost dramatically by the effective management of information system. Information technology is a powerful and efficient tool to reduce the documenting cost and can help in easy accessibility of information in various sections of the organization (Hansen et al., 1999). In addition, it is recommended Dyson revised their distribution channel to create market opportunities and expand their market widely. From these studies, it is apparent that the Air Multiplier fan has had tremendous success per volume of sales and sales will continue to grow in the future 7.0 Appendix Appendix 1 Appendix 2 Appendix 3 Advantage of Using computational fluid dynamics (CFD) The advantage of using CFD is the CFD model can be created in one day and performance can be evaluated overnight. Also, it provides fluid flow velocity and the ability to visualize fluid flow throughout the solution domain which helps engineers to gain an understanding of the design. Appendix 4 Background of the Invention (Under Product Design) Conventional fan was made as benchmark to the Air Multiplier. Firstly, conventional desk fans are often 30 cm in diameter and are usually free standing. (Refer Picture 1 ) The movement and circulation of the air creates a breeze, result a cooling effect as heat is dissipated through convection. (http://www.patentstorm.us/patents/6183204/description.html)The conventional fans have safety features such as the cage around the blades to protect user from injuring themselves. One disadvantage of the conventional fan is that the air flow produced is not felt uniformly due to variations across the blade surface. Another disadvantage is that user needs to place the fan close to them in order to have a cooling effect. Also, the shape and structure of a desk fan reduces the working area available and blockage of natural light from reaching the desk area. Appendix 5 -Dysons tradeshow. Source: viewed 20th October, 2010. Appendix 6-Dysons Air Multiplier bladeless fan mainly aim at technology savvy people i.e. early adopters. Source: viewed 17th October, 2010. Appendix 7-James Dyson giving interviews and to demonstrate how the fan actually works. Souce: http://www.youtube.com/watch?v=0DFShQA50j8 viewed 20th October, 2010. Appendix 8- Showcase to show how inducement and entrainment works on the Air Multiplier fan. Adapted from http://www.youtube.com/watch?v=4WNcjkZ6d0wfeature=player_embedded

Speech on Happiness :: Happiness Essays

Today I am here to discuss a topic with you but I don’t know where to start. If I ask you, "Is Money a Prerequisite for Happiness?", how would you answer? Your answer should be NO. Definitely NO. But is this truly what you believe? Is this consistent with how you act? All of us want to make money to gain some status, some comfort and some luxurious. This money has brought; is bringing; and will bring so many differences between some of you and me. These differences will be later named as differences between the rich and the poor. If I ask you ‘Do you know what is happiness? You would thrillingly and pleasingly answer me YES, OF Course Then lets share some examples of the happiest man. One would experience happiness when a leads a luxurious life. One may also experience happiness when he had expanded his business almost across the globe. One may also experience happiness when he had his meal in the most famous and expensive hotel. One may also experience happiness when he attends honorable parties. One can’t imagine an ideal life like this. But don’t you feel I have missed out something in the above examples – yes, I have thereby missed out the actual meaning of happiness. No one can tell which philosopher in his writings has mentioned money to be as happiness. Which dictionary ever explains money to be a synonym of happiness? Which mathematician has ever given up a formula - LIFE + MONEY = HAPPINESS. None of the scientists ever brought up a formula – Money when given up at 100 degree Celsius gives you (Happiness)2 When none of us has ever come across such words and formulas, none of the great personalities has ever mentioned it, then who the hell has instilled it in our minds that money brings happiness. But among this debate one question still raises its head - What is happiness? Happiness is not actually leading a luxurious life but the luxury of living a life. Happiness is not actually about expanding your business, but it lies in expanding the horizons of life. Happiness is not having a meal in the most famous restaurant but to have it with your most beloved family. It does not lie in attending honorable parties but to attend a party with honor. Happiness is to wear a smile when it feels like crying.

Communication and Professional Relationships with Children and Young Adults

Communication and professional relationships with children, young people and adults Introduction This unit provides the knowledge that forms the basis of effective communication and professional relationships with children, young people and adults. Learners will find out how to adapt their communication to suit the age or developmental stage of the person they are interacting with. The unit also covers the legislation, policies and procedures concerned with confidentiality, data protection and the disclosure of information. Learning outcomesAfter completing this unit, learners should: 1 2 3 4 know how to interact with and respond to children and young people know how to interact with and respond to adults know how to communicate with children, young people and adults know about current legislation, policies and procedures for confidentiality and sharing information, including data protection. This unit has links to the following national occupational standards. STL4 Contribute to pos itive relationships SWiS 2. 2 Explore school values, policies, roles and responsibilities CCLD 201 Contribute to positive relationshipsAdditional guidance for delivery For all sessions, it will be useful if the learners have access to school policy covering confidentiality and the grievance procedure. For session 1, you may like ask learners to research into relationships within the workplace. For session 2, you can facilitate a whole-class discussion in which learners identify someone whom they think is a good role model and give reasons for their choice. For session 3, learners can carry out some research on the Internet about communication and how to deal with conflict.They may find the websites listed helpful for this task. For session 4, you can ask a college employee to come in to discuss with the learners how their personal information is stored within the organisation and how this adheres to current legislation. Further resources Burnham, L. and Baker, B. (2010) Level 2 Cert ificate in Supporting Teaching & Learning in Schools Candidate Handbook, Oxford: Heinemann www. talkingpoint. org. uk – Website of the charity Talking Point, which contains a wealth of information on children’s communication. ww. transformingconflict. org – A useful website from the Transforming Conflict organisation, which offers advice and training on how to deal with conflict. Continued overleaf 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools TDA 2. 3 Introduction continued Answers to activitiesA1 Interacting with young people and children to establish relationships Task 1 Words should appear in the following order: 1 4 trust positive 2 5 relationship high expectations 3 6 honest communicate A3 Interactions with adults How to establish professio nal relationships with adults By approaching and responding politely Be committed to cooperative working By considering the views of others Why adult relationships are important as role models for children and young people To demonstrate positive relationships To demonstrate mutual respect To model effective communicationA4 Communication Age range Younger than 2 years 2–3 years 3–4 years 4–8 years 8–16 years Adults How communication differs Vocabulary is limited. Communicating mainly through body language and by reading facial expressions. Starting to copy adults, learning more words and gaining confidence. Starting to string words together and may be using questions. Using language to build relationships. Developing reading and writing skills. Developing discussion and negotiation skills. More confident and using more complex language. Can communicate using complex language.Able to use verbal and non-verbal communication. A5 Adapting communication Task 1 Different ideas – People may interpret things differently and have a different concept of what everyone should be doing Poor communication – Not passing on information and failing to agree as a team can cause problems within school Different personalities – Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along A6 Legislation Data Protection Act (1998) – Legislation that ensures pupils’ personal information is locked away or password-protected if stored on computers.Confidentiality – Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it. Disclosing information – When information has to be shared with outside agencies, for example, when neglect or abuse is suspected. A7 Sharing information Words should appear in the following order: 1 5 confidential special 2 6 authorised shared 3 7 personal staff 4 medical 2  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. Overview of resources continued Overview of resources: TDA 2. Link to Functional Skills Link to textbook Resources Delivery notes 1 Know how to interact with and respond to children and young people English: Speaking, listening and communication A1 Interacting with children and young people to establish relationships Task 1 of this activity asks learners to discuss how they establish relationships with children and young people in their work setting; they then complete a fill-the-gaps exercise. Task 2 asks learners to answer two questions about disagreements and adapting communication depending on the situation. A2 Own behaviourThis activity requires learners to complete two spider diagrams by giving examples of how their own behaviour can promote interactions with children and young people or impact negatively upon them. 2 Know how to interact with and respond to adults A3 Interacti ons with adults In this activity, learners are asked to consider how they establish professional relationships with other adults and why these relationships are important as role models for children and young people. They then summarise their thoughts by completing a table, using a list of provided statements. Know how to communicate with children, young people and adults A4 Communication This activity asks learners to consider how different age groups communicate. They are required to complete a table by selecting statements from a provided list. ICT: Developing, presenting and communicating information English: Speaking, listening and communication TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. A5Adapting communication Task 1 of this activity requires learners to matc h different communication difficulties with the correct descriptions. In Task 2, learners are asked to consider two scenarios about disagreements and explain how they will deal with them. 4 Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection A6 Legislation This linking lines activity asks learners to match legislation, policies and procedures with the correct descriptions. 1 Continued overleaf Overview of resources continued Resources English: Writing Delivery notesLink to Functional Skills Link to textbook A7 Sharing Information Task 1 of this activity is a fill-the-gaps exercise about the importance of reassuring children, young people and adults of the confidentiality of shared information. For Task 2, learners discuss in groups the types of situation when confidentiality protocol must be breached; they must then write down two examples of such situations. Electronic resources PowerPoint P1 Maintaining rel ationships The PowerPoint presentation for this unit looks at how to communicate effectively with different age groups and the importance of confidentiality, including data protection.It is best used by looking at the relevant slides in each session of the scheme of work, but can be worked through in its entirety at the end of session 4 for learners to reflect on their learning. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. Knowledge check Interactive quiz covering learning from TDA 2. 3 for revision purposes, designed to be completed individually by learners (e. g. via a VLE) or as a group in a group session. Continued overleaf Scheme of work continued Scheme of work: TDA 2. 3 Communication and professional relationships with children, young people and adults Activiti es and resources You may like to begin this session with a discussion about how to interact with children and young people. Then split the group into smaller groups to complete Activity A1. PowerPoint P1 slides 2, 3 and 4 support this session. This can lead to small-group work in which learners discuss, compare and complete Activity A2 on how their own behaviour promotes effective interactions or negatively impacts children and young people. Session numberLearning outcomes/Assessment criteria Functional Skills English: Speaking, listening and communication 1 Learners will know how to interact with and respond to children and young people. They will know how to establish respectful, professional relationships with children and young people and will be able to describe, with examples, how to behave appropriately for a child or young person’s stage of development. Learners will also be able to describe how to deal with disagreements between children and young people and how thei r own behaviour can promote effective interactions with children and young people or impact negatively upon them. 1. 1, 1. 2, 1. 3, 1. 4) You may like to have a class discussion about establishing positive relationships with adults and why these are important for children and young people to witness. PowerPoint P1 slides 5 and 6 support this session, as does Activity A3. 2 Learners will know how to interact with and respond to adults. They will be able to describe how to establish respectful, professional relationships with adults and the importance of these relationships as role models for children and young people. (2. 1, 2. ) You may like to begin this session by looking again at PowerPoint P1 slide 2 and instigating a discussion about adapting communication to suit a person’s stage of development. You may then like to follow this with Activity A4. You can consolidate the activity sheet by pairing learners and giving each pair a different age range and then encouraging the m to communicate in a way more suited to that age. For Activity A5, learners can work independently and research or use reflection to complete the tasks. PowerPoint P1 slide 7 supports this activity.See the Further resources section for suggested websites to help learners with their research for this session. ICT, Developing, presenting and communicating information English: Speaking, listening and communication TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. 3 Learners will know how to communicate with children, young people and adults.They will be able to describe how communication with children and young people differs across different age ranges and stages of development, as well as the main differences between communicating with adults and communicating with childre n and young people. Learners will be able to identify examples of communication difficulties that may exist and describe how to adapt communication to meet different needs. They will also be able to describe how to deal with disagreements between the practitioner and children and young people, or between the practitioner and other adults. (3. 1, 3. 2, 3. 3, 3. 4, 3. 5) 1 Continued overleafScheme of work continued Session number Activities and resources You may like to begin this session with a discussion or research opportunity looking at the legislation that covers confidentiality and data protection. Activity A6 and PowerPoint P1 slide 8 will support this. For Activity A7, ask the learners to work in small groups to discuss and consider the importance of reassuring children, young people and adults of the limits of confidentiality. If there is an opportunity near the end of the session, go through the whole of PowerPoint P1, giving learners time to consider and answer the reflecti ve questions on the last slide.As a group, or on an individual basis, ask the learners to complete the Interactive Knowledge Check to finish the unit. English: Writing Learning outcomes/Assessment criteria Functional Skills 4 Learners will know about and be able to identify current legislation, policies and procedures for confidentiality and sharing information, including data protection. They will be able to describe the importance of reassuring children, young people and adults about the confidentially of shared information and the limits of this.They will also know the kinds of situations when confidentiality protocols must be breached. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. (4. 1, 4. 2, 4. 3) 2 Continued overleaf Unit 2. 3 Communication and professional rela tionships with children, young people and adults AC: 1. 1, 1. 2, 1. 3 FS: English: Speaking, Listening and communication 2. A1: Interacting with children and young people to establish relationships Task 1 In small groups, discuss how you establish respectful and professional relationships with children and young people. Then, fill in the gaps in the following paragraph using the words from the box below. When working with children or young people, it is important to earn their to enable a positive Hold to develop. This can usually be done by and fair at all times. values and attitudes, and ensure that you have ensuring that your behaviour is professional, of the pupils that you support.Adapt the way in which you to suit the age or stage of development that a pupil is currently at. communicate high expectations positive relationship honest trust Task 2 In groups, consider the following questions and write your answers in the spaces below. 1 How do you deal with disagreements between children and young people? Include an example from your work setting when you have had to this (please do not include any names of pupils or the school). 2 How would you have adapted the way that you behaved in the above situation if the child or young person was in reception class or in Year 6?Functional Skills English: Reading – You could use the text book to help you find the information you need to match the expected stage of development to the reason why the child may not have reached it. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 1. 4 2. 3 A2: Own behaviour In small groups, discuss how your own behaviour can promote effective interactions with children and young people or impact negatively upon them.Write your answers on the spider diagrams below. Showing an open, friendly approach How your own behaviour can pr omote interactions Upsetting people with your body language How your own behaviour can impact negatively upon interactions 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 2. 1, 2. 2 2. 3 A3: Interactions with adults Consider how you establish professional relationships with other adults.Think about why these adult relationships are important as role models for children and young people. Complete the table below using the statements in the boxes. How to establish professional relationships with adults How positive relationships with other adults can provide important role models for children and young people Demonstrate positive relationships Demonstrate mutual respect Be committed to cooperative working Consider the views of others Approach and respond politely Model effective communication 1  © The TA College 2010 under licen ce to Pearson Education Limited. Printing and photocopying permitted. TDA 2. Communication and professional relationships with children, young people and adults AC: 3. 1, 3. 2 2. 3 A4: Communication FS: ICT: Developing, presenting and communicating information The way that we communicate will differ depending on the age of the person we are communicating with. Complete the table below, using the statements in the boxes, to show how communication differs across age ranges. Age range Younger than 2 years How communication differs 2–3 years 3–4 years 4–8 years 8–16 years Adults Developing discussion and negotiation skills. More confident and using more complex language. Vocabulary is limited.Communicating mainly through body language and by reading facial expressions. Starting to string words together and may be using questions. Can communicate using complex language. Able to use verbal and nonverbal vommunication. Using language to build relationships. Deve loping reading and writing skills. Starting to copy adults, learning more words and gaining confidence. Functional Skills English: Speaking, listening and communication – You could complete this activity in pairs verbally in the form of an interview. Take it in turns to play the role of the interviewer and then the person being interviewed.This is a good way of developing your speaking, listening and communication skills. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 3. 3, 3. 4, 3. 5 2. 3 A5: Adapting communication FS: English: Speaking, listening and communication Occasionally, communication difficulties can occur. In such situations, it is important to continue to behave in a respectful and professional manner. Draw a line to match each possible communication difficulty to the correct description.Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along. Not passing on information and failing to agree as a team can cause problems within school. People may interpret things differently and have a different concept of what everyone should be doing. Different ideas Poor communication Different personalities Task 2 Read the following scenarios and record your answers in the spaces below. Scenario A There is a disagreement between one of your colleagues and a pupil and the situation is getting worse. What will you do and how will you adapt the way you communicate with them?Scenario B There is a disagreement between two of your colleagues and the situation is getting worse. What will you do? Functional Skills ICT: Developing, presenting and communicating information – You could complete this table on the computer. Add an extra column on the right with the heading ‘How I would support these transitions’ and write how you would support a child with these transitions. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 4. 2. 3 A6: Legislation It is important to know the legislation, policies and procedures that cover data protection, confidentiality and the sharing of information. Draw a line to match each legislation or school procedure to the correct description. Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it Data Protection Act (1998) Confidentiality Legislation that ensures pupils’ personal information is locked away or password-protected if stored on computers Disclosing informationWhen information has to be shared with outside agencies, for example, when neglect or abuse is suspected 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopyi ng permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 4. 2, 4. 3 2. 3 A7: Sharing information Task 1 FS: English: Writing In small groups, discuss the importance of reassuring children, young people and adults that you will keep shared information confidential and the limits of this. Then fill in the gaps in the following paragraph using the words from the box below.As a learning support practitioner, you will come into regular contact with information. You may need to reassure parents and other adults that the information that you are confidential. Pupil records that hold their of birth, home address and to know will be kept information, date details are important for you to have access to in an emergency, but they must remain locked away otherwise. You may need to know other information about the pupil, such as their current assessment level or if they have any This information must remain confidential and can only be betwee n authorised authorised personal members. onfidential medical shared special staff educational needs. Task 2 As a group, consider situations when the rules about confidentiality must be broken. Write two examples of these situations in the spaces below. 1 2 Functional Skills English: Reading – You could develop your reading skills by using your textbook to select the relevant information you need to help you to answer these questions. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. Communication and Professional Relationships with Children and Young Adults Communication and professional relationships with children. Outcome 2: Know how to interact and respond to adults Outcome 3: Know how to communicate with children, young people and adults 2. 12. 23. 23. 33. 4| Whether at work, home, in education or in social environments, respectful relationships with other humans are at the heart of good communications. We all learn from example and experience, so it is extremely important that adults working with young people develop and display respect for each other as well as for the young people in their care.A good baseline for a professional and respectful attitude is to acknowledge and accept that everyone is different. By understanding and valuing these differences, rather than assuming that we all share the same values and opinions, we demonstrate that we are aware of our colleagues as individuals with different personalities, teaching styles, cultural practices, experiences and backgrounds. All adults and learners should be valued for thi s. We should recognise the competence and experience of all people we work with and expect ours to be acknowledged too.If we can offer help to less experienced colleagues or seek help from more experienced or better qualified members of staff, we will be expressing respect for each other. Differences of opinion and working styles are bound to occur but communicating honestly and seeking peer feedback will help minimise misunderstandings and conflict. We should endeavor to support each other to develop a working and learning environment that promotes self-esteem and growth and allows challenges and conflicts to be resolved by negotiation and compromise.Young people will have a number of significant adults in their life – some may impact negatively, some positively, on their ability to communicate effectively with adults in different settings. In an educational establishment therefore, if we display consistent, respectful and professional communications with each other, with th e learners themselves and with parents, carers and members of the public, we are offering them positive role models. We develop our language and communication skills from birth and discover different ways of dealing with others by example and experience.If young people see and hear adults supporting each other, resolving conflict, discussing, laughing, giving opinions, listening and responding in positive ways they can use these interactions to reinforce or challenge their own experiences of the world. For example, simply using good manners and respectful language with each other in front of the young people can offer them a reference for successful interactions in other settings. If a young person’s experience of social skills does not include the tools for resolving conflict by calm, reasonable discussion – we can model it.If they do not have the tools to express their feelings positively – we can model it. By doing so, we establish a safe, nurturing and consi stent environment where positive, respectful interactions are the norm. There are of course, differences between communicating with adults and communicating with children and young people. The main difference is the actual vocabulary used. Children start to develop communication skills from birth going through a developmental cycle of language and communication to equip them with the language and strategies to deal with adult life.However, children will develop at different rates and a 16 year old may not have the language and communication skills expected of a child from the 8 – 12 year group or visa versa, and we should be aware of this when communicating verbally or in written form with our learners. We should use words they are familiar with and understand readily, but also be careful not to talk down and be patronising. More complex vocabulary should not necessarily be avoided however, and can be incorporated with explanation as a learning opportunity.Also we should be a ware of the subject matters that we cover. Material discussed between adults may not appropriate to discuss with some learners due to their developmental age. Discussions around sensitive issues such as gender, culture and relationships will be approached differently with younger people who may not have the language or experience of an adult and we can support them when investigating these subjects with appropriate vocabulary and examples. The majority of young people communicate with peers using phrases and words which are specific to their age and friendship groups.They may also write in text or abbreviated form used to communicate via mobiles and social media. It will seem ‘odd’ or patronising for an adult to use this language with young people but gaining an understanding of meaning and context is useful in avoiding miscommunication. Difficulties in communication may also occur when a person’s body language does not mirror the spoken word. A positive and â₠¬Ëœwarm’ voice may clash with fierce eyes in the classroom. You need to mean what you say! Giving mixed messages with your body language may confuse learners.We need to be aware of the different needs of each student and not assume that all learners have the same level of communication development. Some learners may find it incredibly difficult to communicate with adults. They avoid eye-contact, will rarely participate in class activities or respond to direct questioning. We can help these learners by involving them in small groups, using non-threatening questioning techniques such as mini-whiteboards and quizzes and continually modeling safe communications with other learners.Using age appropriate vocabulary and keeping teacher talk to a minimum with short (no more than three steps), clear and precise instructions can benefit learners with dyslexia and attention problems. We can also adapt our resources and delivery styles to accommodate different needs. Student’s who se first language is not English, may need vocabulary crib sheets and simplified texts, learners with hearing or sight impairments may benefit from being seated in the room.In conclusion, to establish effective communication with young people, we need to be aware of their different developmental stages and their specific individual needs. We need to acknowledge that they may not yet have the skills to allow them to communicate with adults and with each other successfully and that we assist in their development by modeling respectful and professional relationships with our colleagues and with them at all times. |

UTC analysis essays

UTC analysis essays Paul Cronan and New England Telephone Company The Paul Cronan story is a depiction of Americas prejudices and the reason why employment laws are necessary. Mr. Cronan was a long-time employee of New England Telephone Company since 1973, whose sexual preferences caused him to contact Acquired Immune Deficiency Syndrome (AIDS). As a service technician, his ailment left him missing work often to gain necessary treatment. His supervisor confronted him asking for explanation as to the missed work, and even though this supervisor promised confidentiality, word quickly spread of Mr. Cronans ailment. Prejudices were evident as outlined in the case study, leaving him to fear of his safety on a daily basis. As his company illness benefits were discontinued, NET placed Mr. Cronan on Long-Term Disability, effectively terminating his employment and leaving the man with half his normal monthly income. In December of 1985, Mr. Cronan enlisted the Civil Liberties Union of Massachusetts (CLUM) to assist in filing a civil lawsuit charging violations of privacy law and discrimination against him. Through an out-of-court settlement it was agreed that Mr. Cronan could return to work and accommodations would be made at NET for his reinstatement. A walkout ensued as workers refused to enter the premises to gain work assignments. Workers filed a union grievance protesting the reinstatement as a violation of the safety and health agreement of their labor contract. Legal Issues; Weekly Issues Studied, Issues Applied to Case Employment at Will is the first subject broached this week as related to the employer and employees right to end employment. The key issue here is that it allows any employer to fire the employee at any time; as well, the employee may terminate his/her position at any time, without repercussion. The importance with this subject is that there are federal restrictions constituting illegal bases for termination; any bas...