Comparing Romanticism in Plymouth Plantation, Birthmark,...

Puritanism and Romanticism differ in style, religious references, and plot content. Puritanism began to flourish with strict God-fearing Calvinists who had fled to America to escape religious persecution in Europe. With writers such as William Bradford and Edward Taylor, Puritan literature focuses on Gods role in the lives of the people and adopts a simple religious style of writing. Romanticism was introduced to Americans in the nineteenth century, delivering a fresh literary and artistic style. This new literature pays more attention to the elements of tone, mood, and atmosphere, while also applying religion in the form of transcendentalism. These two types of literature are similar in the respect that they both encourage living†¦show more content†¦Bradford compares his peoples history to the history of the Israelites, quoting numerous Bible passages such as They fell upon their knees and blessed the God of Heaven (Daniel 2:19). Bradford intended this document to be an in spiration to the younger generations to remind them of the hardships the original settlers endured, and how God had given them strength, playing an important role in their survival. He admitted that he wrote in a plain style, with singular regard unto the simple truth in all things (Fritsher 81). Bradford wrote not for dramatic affect, but rather to provide the reader with an accurate account of the troubles experienced by the pilgrims, and the role of God through their journey. With Romanticism came a new style of beliefs known as Transcendentalism. This is similar to Puritan beliefs in that it focuses on living simply. Romanticism deals with issues concerning the conflict between the spirit and the body, nature as being good or evil, experience as mystical, the nature of reality, and the equality of men. Romanticism supported abolition and believed in the manifest destiny of the United States. This literature pays close attention to setting, nature, nonconformity, and the mood and tone of a piece. Romantics also made use of gothic elements in their literature, such as the supernatural, abnormal psychology, mysticism, and spiritualism. Romantic poets were fond of musical rhythmic verse, and they liked to break free of forms, making

Comprehensive Security Plan - 2053 Words

Comprehensive Security Plan CJS-250 [pic] [pic] [pic] Comprehensive Security Plan This is a comprehensive security plan for a night club environment. This plan will cover all the areas that might pose as a threat, or a danger. This plan will have the following elements, the floor plan of the target environment, a list of threats, a risk assessment for each threat, and current vulnerability gaps. This plan will be written in such a way that, it will be able to be used in a vast array of nightclubs across the country. Nightclub Security Plan The objective of most nightclubs, bars, and taverns is to provide a welcoming environment, where customer’s can have a safe and enjoyable time, often by playing games and,†¦show more content†¦The clubs second line of defense is its bartenders and servers. Each should be trained to recognize customers that are visibly becoming intoxicated, or becoming loud, obnoxious, or looking for trouble. Bartenders and servers should also be trained in basic non-confrontational methods to cut such people off from further drinking. Training for the bartenders and servers should also include techniques that can defuse a problem before it escalates. After the customer has been cut off and black X’s are placed on the tops of both hands (this indicates to the rest of the staff that this person cannot have anymore alcohol), a cab ride should be offered to the customer. After the cab ride has been offered, then it is time to offer water, or coffee at no charge. It is the job of th e staff of the club to try everything in their power to detour the intoxicated customer from driving. If nothing you try works then get the licence plate number and notify your local police with the information. The clubs last line of defense is the inside security personnel, often referred to as security, or bouncers. Most clubs hire bouncers that are untrained, big intimidating individuals, which thrive on the fact they hold the power to end anyone’s evening. Most bouncers are the first to react to a issue in the club, because they want to be the ones that throw someone out on their head. In reality the true job of the insideShow MoreRelatedComprehensive Security Management Plan8534 Words   |  35 PagesUniversity Comprehensive Security Management Plan for Colorado History Individual Project 5 By Roy A. Kelly II Colorado Springs, Colorado December 22, 2012 Table of Contents Project Outline 4 Security Requirements 5 Organizational Chart (Colorado Historical Society, 2012) 5 Proposed Security Working Group 6 Security Business Requirements 9 Capability Maturity Model Integration (CMMI) 9 Capability Levels 11 Base Practices 11 Procedures to review 12 Security PolicyRead MorePublic Policing vs Private Security Comparison Essay examples1223 Words   |  5 Pagesprivate security and public policing. 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Sad Exam Paper Free Essays

COLLEGE of SCIENCE and ENGINEERING Department of Computer Science and Information Systems End-of-Semester Assessment Paper Academic Year: Module Title: Duration of Exam: Lecturer(s): 2008/2009 Systems Analysis 2. 5 Hours J. J. We will write a custom essay sample on Sad Exam Paper or any similar topic only for you Order Now Collins Semester: Module Code: Percent of Total Marks: Paper marked out of : Spring CS4125 60 100 Instructions to Candidates: †¢ Answer Q1, and any TWO other questions. Q1 Answer ALL parts. Total marks awarded for this question: 40. a) b) Distinguish analysis from design. 4 marks. What are the benefits and liabilities derived by subscribing to a development philosophy based on up-front design? marks. c) d) List the activities that take place in system design. 4 marks. What are the characteristics of the Extreme Programming (XP) approach to software development? 4 marks. What are the benefits of an open and closed architecture? 4 marks. f) What problem is addressed by Gamma et al. ’s Behavioural state pattern? Illustrate this pattern through the use of a class diagram. 4 marks. g) h) Illustrate initialisation in the MVC architecture using a sequence diagram. 4 marks. List the support features typically offered by a DBMS? 4 marks. e) Page 1 of 5 i) Draw a class diagram that illustrates that a copy can be a copy of a book or DVD, but not both. 4 marks. Briefly critique The UML. 4 marks. j) Q2 Answer ALL parts. Total marks awarded for this question: 30. a) b) What are the characteristics of good software? 5 marks. Describe the unique features of the Object-Oriented paradigm, and illustrate polymorphism with pseudocode or coding fragments. 5 marks. Distinguish multiple classification from generalisation, and illustrate with a diagram. 5 marks. How are contracts supported in software engineering, and illustrate with a diagram. You should briefly discuss support for enforcement of contracts. 5 marks. Draw a diagram to illustrate the principle of â€Å"programming to interfaces, not implementation†. What benefits are derived by adhering to this principle? 5 marks. f) What is meant by behavioural subtyping? Illustrate the answer with a class diagram. 5 marks. c) d) e) Q3 Answer ALL parts. Total marks awarded for this question: 30. a) What are non-functional requirements, and provide a categorisation for these requirements. 5 marks. Critique use cases as the means of capturing requirements. 5 marks. ) What technique is used by Data Driven Design (DDD) to identify key domain abstractions? Name an alternative approach to DDD. 5 marks. d) The following is a restatement of requirements that must be supported in the first iteration. Books and Journals: The library contains books and journals. It may have several copies of a given book. Some of the books are for short term loans only. All other books may be b orrowed by any library member for three weeks. Members of the library can normally borrow up to six items at a time, but members of staff may borrow up to 12 items at one time. Only members of staff may borrow journals. b) Page 2 of 5 Borrowing: the system must keep track of when books and journals are borrowed and returned, enforcing the rules described above. Identify the candidate classes in the following informal use case description, and give the reasons for the elimination of poor candidates using a clearly specified set of heuristics. Then briefly sketch a class diagram. 5 marks. e) Draw a UML diagram that reflects the following code fragment. Class Order †¦ Public OrderLine getLineItem(Product aProduct); Public void addLineItem(Number amount, Product forProduct); †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 marks. ) What is the purpose of adding a control class to the communication fragment used to support a collaboration which realises a use case? 5 marks. Figure 1. State chart for a Campaign object (adapted from Agate case study in Bennett, McRobb, and Farmer. Object-Oriented Systems Analysis and Design, Third Edition. McGraw-Hill. 2006). Pag e 3 of 5 Q4 Answer ALL parts. Total marks awarded for this question: 30. a) Describe the algorithmic and non-algorithmic techniques used to document a specification for an operation. 6 marks. Modify the state chart in figure 1 when instructed that: 1. A campaign object can be both Monitoring and Running when in the state active. 2. When Monitoring, it can be in substates survey or evaluation, with survey being the default. 3. When the event surveyComplete() fires, a transition from survey to evaluation takes place. 4. When the event runSurvey() fires, a transition from evaluation to survey takes place. 5. When running, it can be in substates advert preparation, scheduling or running adverts, with advert preparation being the default. 6. A transition from advert preparation to scheduling occurs with invocation of he reflexive operation authorise() when the event advertApproved() fires. 7. A transition from scheduling to running adverts occurs when the event confirmSchedule() fires. 8. A transition from running adverts to advert preparation occurs with invocation of the reflexive operation modifyBudget() when the event extendCampaign() fires. 9. A transition from Active to Suspended occurs with invocation of the reflexive operation stopAdverts() when the event suspendCampaign() fires. 10. A transition from Suspended to Active occurs when the event resumeCampaign() fires. 1. Must support shallow histories for the concurrent submachines Running and Monitoring. 6 marks. Draw an activity diagram that captures the following workflow for a conference organiser: †¢ The conference organiser receives an itinerary. †¢ He/She then sends this to an invited speaker. †¢ The invited speaker either confirms the itinerary or fails to respond within 48 hours. †¢ If no response has been received, the conference organiser cancels the itinerary. †¢ Otherwise, the conference organiser books the itinerary. 6 marks. Describe two types of coupling and three types of cohesion as described by Coad and Yourdon (1991), that apply at the class level. 6 marks. e) What problem is addressed by Gamma et al. ’s Composite structural pattern? Illustrate this pattern through the use of a class diagram. 6 marks. b) c) d) Page 4 of 5 Q5 Answer ALL parts. Total marks awarded for this question: 30. a) Draw a sequence diagram to illustrate the workflows and phases in the Rational Unified Process (RUP). 3 marks. List three principles that underpin the RUP. 3 marks. ) Briefly discuss transparency versus safety with respect to the Composite design pattern. 6 marks. d) Describe Smalltalk’s Model View Control (MVC) architecture, and illustrate your answer through the use of a class diagram. 4 marks. e) Draw a sequence diagram to illustrate initialisation of the MVC architectural pattern. 4 marks. f) Describe the Broker architecture with proxies, and illustrate your answer through the use of a sequence dia gram. 4 marks. g) Why should software engineers strive to specify pre and post conditions with Object Constraint Language (OCL). 6 marks. b) Page 5 of 5 How to cite Sad Exam Paper, Essay examples

Develop and promote positive relationships free essay sample

The importance of good working relationships in the setting. It’s very important to have a good working relationship within a setting because it reflects and promotes a positive environment, that is not only inviting for children but for the parents also. Staffs are also approachable and children will be relaxed and confident and will feel that they are able to trust you. Parents would also find it easier to form professional relationships with staff members, this helps to make separation and transitions easier for the child and parent. It also makes discussing important information about the Childs individual needs or concerns easier. Forming good relationships with other colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the way you relate to and interact with children and young people The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The Data Protection Act 1998 requires anyone who handles personal information to comply with a number of important principles. It also gives individuals rights over their personal information. This act covers all information held on paper or computer systems and all organizations that store personal data must register with the Data Protection Commission. The eight enforceable principles that must comply with are: †¢Fairly and lawfully processed. †¢Processed for limited purposes. †¢Adequate, relevant and not excessive. †¢Accurate. †¢Not kept longer than necessary. †¢Processed in accordance with the data subjects rights. †¢Secure. †¢Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify under the Act. Data Protection within the school is also checked with auditors and ofsted. Any passing on of a child’s personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school are passed on to their new schools, but historical data is kept on the school’s IT Management system. This information is stored under a secure password protected application. The different types of personal data which is held in the school are: Name and address of the child. Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including photographic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. Within the school any general information such as doctor /dentist or other professional appointments should be shared between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes. Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or social services. The only time that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needs of disabled children and young people and those with special educational needs. Legislation and the special needs code of practice: SEN and Disability Act 2001: Providers should make reasonable adjustments to include children with SEN e. g. provide / attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944: Children with special needs should be educated alongside their peers. The views of parents should be recognized. Children’s handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. Code of Practice 1994. A five stage process to assess a child’s special needs is identified. If needed a statement is written to say how those needs will be met. Code of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to support children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a child’s needs. Children’s Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be treated confidentially: who you can and cannot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, Social services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package. These records are on the individual teacher’s laptops which are password protected and stored in a central storage room overnight. All back up discs are also stored in secure cabinets. 3. How can records be checked for accuracy? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who can give permission for observations and assessments to take place? Written permission forms are signed by parents/carers at the start of the academic year for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued. These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner. Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care. The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities. This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society. A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented. K7 How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships; they will be experiencing many physical changes and may feel anxious about puberty. Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who can listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. Within this age group they face far more peer pressure, wanting to fit in with their peers, feeling concerned about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs. Having a good relationship away from a family member where the children or young people can feel that they can express their own views and opinions and be respected and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and understand their needs. K8 Strategies you can adopt to help children to feel welcome and valued in the setting. I ensure that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to. All children must be praised and encouraged, valued and listened to. I make them feel welcome and valued by being a positive role model and by taking an interest in what they do and say. K9 What is meant by ‘appropriate’ and ‘inappropriate behaviour when interacting with children, the policies and procedures to follow and why these are important? The school’s policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the children’s welfare is of paramount concern. We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their performance portfolios and undertake annual performance management meetings to improve on their teaching standards. The importance of following the school’s policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and aims of the school and safe guarding the children. Helping to promote inclusion and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the children’s confidence, self esteem, resilience and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could result in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will become less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe. Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make them become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions before advice is given. Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can use to do this. Within the foundation stage, the overall area is split into specific activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, some of which will have adult led or adult engagement involved. By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imagination and creativity, develops communication and language skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued. K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask what dont you want to do and why. Using age related language, experience of the situation, the child and or children will in general be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what level they are at in their development and understanding, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away three things, give them a choice of what three things they are going to pick up. With children 3 years of age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, who’s going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, understand consequences and prevents them from feeling excluded and powerless. Giving children choices puts the responsibility and power back into their hands. Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can undress independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward house points for good behaviour in following our ‘rules’ or trying really hard and working at their best ability. In the outside area we time the use of the bikes, scooter and cars so that all the children have a turn. We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to show children that you respect their individuality Keys to good practice: Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling. The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each other’s culture, religion and beliefs. Encourage the children to listen and talk to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special outing with us and their peers. Provide open-ended activities that children can put their own ‘stamp’ on. Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities based around our themed topics in which the children can expand on such as ‘buildings’. The children make 3D and 2D â€Å"Three little pigs† houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement. Avoid comments that single children out as being different. Ensure that we listen and talk to the children include them in choices and decision making, acknowledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge children’s particular strengths and talents. Ensure that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. Show interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child likes painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to. The school’s planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you. This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and language skills by different activities: It is important to give children clear communication and sufficient time to express themselves. †¢Showing our understanding and respect. †¢Giving children confidence and self esteem. †¢Encouraging independence. †¢Children can express their feelings and views. †¢Encourages socialising skills. †¢Gives children choice. †¢Showing we understand their needs. †¢Develops their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and understandable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this †¢It makes them feel part of the school. †¢They can have their say. †¢Gives the children a sense of responsibility. †¢Encourages their independence and confidence. †¢They will have a sense of belonging and pride in their school. †¢The children’s views and opinions are being listened to. †¢They will look after the new area or equipment (respect it). †¢Gives the children choices. †¢Builds relationships. †¢Develops their communication and language skills †¢They feel respected and valued. †¢They will explore and experience different activities / environments. †¢Develops their knowledge and understanding of the world. I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them. You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. †¢The children will feel that you are not interested in them. †¢Demonstrates that you are a role model to the children. †¢It builds the children’s self esteem and confidence. †¢It builds on good relationships with the children and other adults. †¢The children feel respected and will be happy to share suggestions and decisions. †¢Develops the children’s communication and language. †¢Helps the children to learn socialising, negotiation skills and independence. †¢The children may need to disclose a safeguarding incident. †¢It shows that we understand the children’s needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as â€Å"do not interrupt† or â€Å"well done† does not reinforce or teach good values. Also by asking open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations. Communication difficulties with children: †¢Hearing difficulties or deaf. †¢Poor vision or blind. †¢Ill health. †¢Special educational needs. †¢Physical disability. †¢Poor language skills or English as an additional language. †¢Disruptive child. †¢Speech problems. Cultural Differences and English as an additional language 1. Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing impairment 1. Ensure that you always speak clearly and listen carefully. 2. Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. Visual impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression. 3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communication is clear and understandable. Physical and learning Disabilities 1. Use alternative and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to represent words or activities. 3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an alphabet board or typing device to spell out words and messages. 6. Use formal signing or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car. 8. Use a multi-sensory approach when providing information and learning taking into account the five senses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to wait and listen carefully. These children can be supported by: †¢Senco. †¢Parents. †¢Children under two by the health visitor. †¢EAL co-ordinator. †¢Other professionals †¢Nurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others. Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children retrieve it if they can ask me with lovely manners. If they don’t ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus instilling positive and desired behaviour. K21 The importance of children valuing and respecting other people’s individuality and how you can encourage and support this. †¢Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. †¢Have positive images and toys, books and dolls within your setting. †¢Have activities that encourage negotiation, sharing and building on relationships. †¢Demonstrate positive behaviour. †¢Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other people’s feelings and how you can encourage and support this. †¢Stops the children’s frustration. †¢The children will feel that their feelings are being viewed. †¢Encourages empathy and social skills. †¢Encourages and promotes positive and expected behaviour. †¢Builds relationships. †¢Develops the children’s communication and language. †¢Develops personal, social and emotional skills. †¢Develops the children’s knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and negative behaviour. †¢Being consistent and fair the children will understand right and wrong. †¢The children will understand expected behaviour boundaries and rules. †¢The children will understand consequences. †¢The children will understand that you are not showing favouritism. †¢The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the child’s peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed immediately in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive behavior Children may have negative behaviour due to: 1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. Tension at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we walk in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules. K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisation’s policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The school’s policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and increasingly independent members of the school community. The school’s main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking into consideration each child’s needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor repeated incidents and to seek advice from appropriate leadership team if necessary. We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this †¢It demonstrates that you are showing respect and sensitively. †¢Promotes good and positive behaviour. †¢Act as a role model for the children. †¢Promotes good communication in a caring and clear way. †¢It promotes good manners. †¢The children feel that they are listened too and that you value what they have to say. †¢It creates a positive atmosphere and environment where the children feel welcome and valued. †¢Promotes a friendly, consistent environment where the children will feel their views are worthwhile. †¢Ensure that you always give reasons and take time to explain your thoughts and actions. The main strategies that we use in the school are we work very closely in a team in the Foundation Area; we have a consistent approach with dealing with the children’s behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children across both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area. We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people. Having collaboration and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults’ individuality and how to do so ? It’s important to respect other

Dos Donts for the Why Us College-Specific Supplemental Essay

On top of the personal statement, many universities also asks applicants to write an additional supplemental essay, specifically asking â€Å"Why Us?†.The college application process is a two-sided one. Applicants want to appeal to the university they want to attend by working hard throughout high school and writing an insightful personal statement. Similarly, colleges work on improving their facilities and boosting their academic departments to gain continued interest from applicants. With increasing competition, applicants are applying to more schools. The â€Å"Why Us† supplement helps universities distinguish those students who truly know what their institutions stand for and offers, and how those students would be able to thrive and contribute to the student body. DO NOT be vague. Each supplemental essay is an opportunity for you to demonstrate your interest in the school and tell them more about yourself. Many of these supplemental essays also have a small word limit, so be concise and straightforward about the point you’re trying to make.Here’s an example:â€Å"While lectures are informative, private discourses with the professors can be more inspiring. Probing and impromptu questions always throw more light on the original thought process and creative thinking behind the facts. Shorter idea proposition-correction cycles would also enliven the creative process that would beget still better ideas. Knowledge is critical but it’s no substitute for creative thinking. This is the reason I value accessibility to professors in Northwestern so highly.† KingCooper, Georgetown University ‘14 What did this paragraph say about the applicant or about Northwestern? Nothing. From big state universities to small liberal arts colleges, lectures and small discussion groups exists at most schools. Additionally, is the applicant then implying that professors are only accessible at Northwestern? That’s not true, and while it’s nice to hear, the admissions office at Northwestern also know that’s not true. DO your research. How can you avoid being vague? Do your research, and do it specific to what you want to study. If you’re undecided, then look into the departments that you are potentially interested in. Additionally, you can also look into the types of programs the university has put together in partnership with the city you’ll be in.Here’s an example: â€Å"Columbia is ideal for me due to its international focus, evidenced by the opportunities it affords undergraduates to study over 40 languages and study abroad in over 150 locations. Language study is a particular passion of mine; I’ve studied five languages so far and hope to continue my studies of Mandarin and Arabic, while possibly beginning to study a sixth language. Also, studying at Huna University in China was a life-changing experience which left me yearning to study abroad again. I know at Columbia this would be possible.† Lmelcher, Columbia University ‘20 In this â€Å"Why Columbia?† supplement essay excerpt, the writer shows off what she’s learned about the university and how it appeals to her. On top of demonstrating the fact she’s considered why Columbia is the right school for her, she was also able to tell the admissions office more about herself and her interests. DO NOT list out the university programs they have. While research is crucial, make sure you are able to digest the information you’ve learned. Do not just list out what you’ve read from the university website or what you learned on the campus tour. The point is how did that information make you want to apply to this school. Here’s an example: â€Å"Georgetown’s School of Foreign Service is a well-known college for students interested in studying political science. The SFS offers 8 specific majors that helps students focus on a specific track of international relations they want to explore. In addition to that, Georgetown has over 200 co-curricular clubs for students to get involved in, which will allow me to explore my interests and engage in clubs I really enjoy.† The applicant fails to share what programs or qualities of Georgetown he or she is most interested in, and why he or she wants to enroll there. Again, there’s no need to tell the admissions office what programs Georgetown have. DO tell them which university programs you’re interested in and why. Once you’ve done your research and found the programs you’re interested in, talk about why you’re interested in that program. Why is that program at the university unique? Are there courses that aren’t offered at other universities? What about internship or research opportunities? Here’s an example: â€Å"I am especially eager to work under Professor Mung Chiang who is at the top of his respective field in Electrical Engineering. With years of experience in network research and applications, Professor Chiang’s research is but one of many I wish to learn about while on my path to gaining my Bachelor’s in Engineering from Princeton. I wish to take full advantage of these many programs and bring my own unique set of skills and interests by attending Princeton.† - Justin.Tran.JT, Princeton University ‘20 How was this excerpt different? The applicant specifically shares what he’s interested in studying, Electrical Engineering, and why he wants to pursue his studies at Princeton. Additionally, he also approaches this supplement with a give-and-take attitude. It’s not all about what the university can do for you; it’s also about how you can help contribute back to the university’s community. DO NOT just talk about how great the university is. Compliments are nice, but it won’t get you accepted. Your supplemental essay can certainly include qualities of the university you admire, but remember the focus should be how it ties back to you.Here’s an example: â€Å"Harvard University is one of the best universities in the world. I want to be among the creative intellectuals that make up the Harvard student body, and learn from professors pursuing innovative research.† Don’t do it. That’s just fluff. DO talk about how well you’d fit into the student body. While it’s important to demonstrate which academic programs you’re interested in, it’s also important to share what you like about the university’s campus culture, extracurriculars, student body and more. You need to also enjoy what the city or campus has to offer, and what you can do when you’re not in class! Here’s an example: â€Å"As a student at NYU, I could continue my tutoring and mentoring work through the university’s America Reads program or explore my love for travelling while providing invaluable aid as a part of the unique option for alternative breaks. Regardless of what path I find myself taking as NYU opens my eyes to growth and change, I know that an education and an experience spent in such a special community is one that has the potential to change my life and make an everlasting impact.† – Katiedolci, New York University ‘19 Take this excerpt for example. By sharing examples of NYU extracurriculars she wants to engage in, she is also giving us more insight into who she as a person, and how NYU’s community will be able to help her achieve her goals. Ourpremium plansoffer different level of profile access and data insights that can help you get into your dream school. Unlock any of ourpackagesor search ourundergraduate profile databaseto find specific profiles that can help you make an informed choice about where to apply!

Temperament and Social Development

Temperament and Social Development Introduction The literature review is accurately represented by the research paper. It has explored various theories and presented hypotheses to explain how children react to victimisation. First, it assumes that temperament and sex determine the contribution of peer victimisation to a child’s aggression and depressive symptoms (Sugimura and Rudolph 2012). This assumption helps to develop intervention programmes to alleviate the effects of peer victimisation.Advertising We will write a custom critical writing sample on Temperament and Social Development specifically for you for only $16.05 $11/page Learn More The reviews include theoretical perspectives from previous researches conducted by other people to explain the impacts of sex in determining children’s reactions to victimisation. This includes researches done by scholars like Stephen G. West and Leona S. Aiken on how to test and interpret interactions amongst teenagers that experience pee r victimisation (Aiken and West 1991). The authors have used research findings and reports from other scholars like John Archer to explain how sex determines aggression levels in children. The data review prepares audiences for what is to be covered in the research paper. The author cites quotes from researches done by other people and this shows that the issues being covered are not new in this field. This enables readers to link this paper to other research findings that were done to understand various issues that affect the reactions of children to peer victimisation. It is important to explain that a good introduction must ensure that the reader is directed from a general subject to a specific topic covered in a paper. This research paper explored various issues that determine the outcome of children’s reactions to peer victimisation. In addition, it narrowed its scope and focussed on sex as a key determinant of the reactions of children to peer victimisation. This enable s the reader to concentrate on the issues covered by the research and thus understand the relationship between different variables explored by the researcher. On the other hand, this has enabled the researcher to focus on a single issue to avoid wasting time and presenting unguided findings. The research focus enables the researcher to plan and know what to do to avoid conducting a research that does not have a schedule. It is necessary to explain that this focus ensures the researcher plans his time properly to avoid giving some issues a lot of concentration and ignoring others. Therefore, this research focus ensures there is adequate time allocated to all activities to make the project successful. The research questions and hypotheses of the paper have been clearly stated and this enables readers to know what the researcher intends to do. The paper has clearly stated its hypothesis that temperament and sex moderate the contribution of peer victimisation to children’s subseq uent adjustment. It seeks to answer questions related to child development; for instance, it examined whether the effects of victimisation are determined by children’s temperament or other factors like parental care and social groups (Sugimura and Rudolph 2012). The paper defines technical terms used in the research to ensure readers understand their meanings. This paper has been cited and used by other scholars and institutions, including the Journal of Clinical Child and Adolescent Psychology.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methods This involves the procedures the researcher has used to collect data from various sources. The designs used by the researcher are effective because they represent the actual data on the ground. It is necessary to explain that the researcher sampled his respondents before collecting data. The research involved 283 participants (158 girls and 125 boys) from different towns in Midwestern to increase the chances of getting varied outcomes. In addition, those children were from different racial and ethnic backgrounds (13.9% African-Americans, 77.7 % whites and 8.4% from other races) to ensure all groups were represented proportionally (Sugimura and Rudolph 2012). These groups involved participants from different economic backgrounds and some were given subsidised school lunch to persuade them to participate in the research. Parents were requested to allow their children to participate in the research to ensure there was consent from all participants. Questionnaires were used twice to ensure there was consistency and accuracy of the data provided by participants. That is why the research allowed them to provide feedback twice with an interval of one year between the first and second responses. Mails and home visits were used to collect surveys from parents while teachers returned their responses through locked boxes (Sugimura and Rudolph 2012). The researchers saw it necessary to involve the University of London’s Institutional Review Board to approve the procedures used in the research. The experimental and control groups were well matched to ensure the research achieved a high level of accuracy. A perfect research develops two sets of data for the actual and control experiments. Children were classified into two broad categories that included the majority and minority groups. Those in the majority group were the main subjects in the experiment while those in the minority were used as control samples. They provided parallel data that enabled researchers to compute and record findings in two sets. The data obtained from these sets did not show major differences in the behaviour of children towards peer victimisation (Sugimura and Rudolph 2012). Therefore, the standard deviation obtained did not show major disparities from the theorised data. Even though, the control and experiment al groups were randomly selected they were well matched to ensure the experiment had a reference set. The data collection methods were well operationalised to ensure the outlined constructs were covered. For instance, the focus of this research was on obtaining different results from children regarding their responses to peer victimisation. This was achieved by using samples from different schools and homes. In addition, the research questions were well answered using questionnaires that were given to children, parents, and teachers (Godleski and Ostrov 2010).Advertising We will write a custom critical writing sample on Temperament and Social Development specifically for you for only $16.05 $11/page Learn More The research hypothesis was proved to be correct and this was shown in the results obtained and the information collected from different literature reviews. Reliability and validity were reported in a cumulative representation in various forms, includ ing tables and questionnaires to record quantitative measures. Moreover, the process of the construction of the interview passed the research requirements regarding quantitative measures. The research process enabled replication of the procedures used. The procedures were outlined in the methodology and it is easy for a different researcher to conduct this research and find the same answers as provided in the paper. Therefore, the procedures outlined in the research paper have sufficient details that will allow other researchers to understand what has been done. This enables them to conduct this research and find similar answers; therefore, the procedures described are adequate to enable replication. Moreover, there are no obvious flaws in the data presented in this research. Ethical issues were appropriately addressed in the research. For instance, the researcher obtained consent from parents before involving their children in the research. In addition, relevant bodies were consult ed before the research started. This shows that the researchers fulfilled all research requirements that guide participants, samples, methods and ethical concerns. Results/Findings The researcher described the sample and context of various issues in the study to ensure the recipients understand the relationship between sex and response to peer victimisation amongst children (Sugimura and Rudolph 2012). The researcher described different methods that were used to select samples. They include sex, race and economic status to ensure all groups were represented in the research. This was important in ensuring that the data collected represented the actual events in the context of the research (Lau and Eley 2008). In quantitative research, all hypotheses and questions were tested and the results obtained were recorded in tables. Inferential tests were used where the researcher was required to direct the research and enable other people to compare their findings with what they expected bef ore conducting this exploration (Card and Hodges 2008). These tests are correct because they provided accurate and appropriate results that enabled the researcher to compute the data obtained and record it without confusing the audience.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The need to obtain credible results compels all researchers to use inferential tests to guide them and ensure they do not deviate from their objectives. Researchers may be influenced by research outcomes, participants or other factors and this may affect the results of their projects. Therefore, inferential tests are used to determine whether researchers are on track or have missed some important steps. The sample size collected may not have been sufficient to support the research analysis because the researcher used a small population. However, it is necessary to explain that research samples are obtained depending on the size of the targeted population (Lengua, Bush, Long, Kovacs and Trancik 2008). Therefore, it is not necessary to use a large sample size if a small one can provide the information required by the researcher. This means that sample sizes may be small but suitable to represent the entire population targeted by a researcher. T-tests are used to compare data of large sample sizes, but they are sometimes applied in researches that involve a small population. Therefore, the researcher cannot be condemned for using this test to compare the sets of data obtained in this experiment. It is necessary to explain that the methods of collecting or analysing data should be evaluated depending on their accuracy and how the user understands them (Graham, Bellmore, Nishina and Juvonen 2009). The write-up does not evoke a real picture regarding the process of analysing data collected in this experiment. The researcher has not provided information to support the validity, reliability and accuracy of the research finding. For instance, the coding system used does not represent the differences between the categories of samples used. Discussion The research results were clearly summarised and the author has presented pertinent issues in a clear manner. It is necessary to explain that this research involved a lot of experiments and data and this made it difficult t o summarise its findings. However, the most important issues in the research were presented without interfering with their qualities and quantities. The research findings were summarised properly and this enables the audience to know what the project was about without necessarily going through the whole paper. The researcher answered all questions and this shows that the paper has achieved its objectives. For instance, the researcher wanted to know if there was a relationship between sex and reactions of children to peer victimisation (Sugimura and Rudolph 2012). In addition, it explored the possibilities of age, race and economic effect on children’s victimisation. The data collection and analysis methods support the interpretations of the information presented by the researcher. It is necessary to explain that the findings of this research were presented in a qualitative and quantitative manner and this is important in ensuring the audience understands various issues about children’s reactions to victimisation (Ostrov 2010). However, some claims were not supported by the sample design used by the researcher. For instance, the criteria used to select participants were applied to children and not their teachers, parents or caretakers. Therefore, this means that the sample was biased since it did not follow similar criteria in all cases (Benjet, Thompson and Gotlib 2010). The researcher made comments, hypotheses and assumptions based on co-relational designs and forgot that the cases used were broad and thus required complicated criteria to select participants. The findings are linked to previous researches and theories advanced by other people, including Stephen West, Leona Aiken and John Archer. The researcher identified key limitations like poor support and ineffective schedules by participants. However, these were not influential in determining the outcome of the research findings because the researcher had expected and planned to manage any c omplication that could have occurred during the study. The paper discuses future implications and recommendations that may affect children’s reactions to peer victimisation. The researchers observed that low inhibitory control puts girls at risk of becoming more aggressive after victimisation. Therefore, it recommends that it is necessary to strengthen their abilities to participate in organised responses to discourage victimisation. In addition, it presents that it is necessary for teachers and parents to teach children the importance of regulating their emotions to prevent them from blaming themselves or having a low self esteem (Keenan, Hipwell, Feng, Rischall, Henneberger and Klosterman 2010). The findings of this paper will help scientists, teachers and parents to understand the causes and effects of peer victimisation. This will help educators and scientists to develop effective programmes that target children according to their needs (Sugimura and Rudolph 2012). Refere nces Aiken, L. S. and West, S. G. (1991). Multiple Regression: Testing and Interpreting  Interactions. California: Sage Publications. Benjet, C., Thompson, R. J. and Gotlib, I. H. (2010). 5-HTTLPR moderates the effect of relational peer victimization on depressive symptoms in adolescent girls. Journal of Child Psychology and Psychiatry, 51, 173–179. Card, N. A. and Hodges, E. V. E. (2008). Peer victimization among school children: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451–461. Godleski, S. A. and Ostrov, J. M. (2010). Relational aggression and hostile attribution biases: Testing multiple statistical methods and models. Journal of Abnormal Child Psychology, 38, 447–458. Graham, S., Bellmore, A., Nishina, A. and Juvonen, J. (2009). ‘‘It must be me’’: Ethnic diversity and attributions for peer victimization in middle school. Journal of Youth and Adolescence , 38, 487–499. Keenan, K., Hipwell, A., Feng, X., Rischall, M., Henneberger, A. and Klosterman, S. (2010). Lack of assertion, peer victimization, and risk for depression in girls: Testing a diathesis–stress model. Journal of Adolescent Health, 47, 526–528. Lau, J. Y. F. and Eley, T. C. (2008). Attribution style as a risk marker of genetic effects for adolescent depressive symptoms. Journal of Abnormal Psychology, 117, 849–859. Lengua, L. J., Bush, N. R., Long, A. C., Kovacs, E. A. and Trancik, A. M. (2008). Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems. Development and Psychopathology, 20, 509–528. Ostrov, J. M. (2010). Prospective associations between peer victimization and aggression. Child Development, 81, 1670–1677. Sugimura, N. and Rudolph, D. K. (2012). Temperamental differences in children’s reactions to peer victimization. Journal of Clinical Child and Adoles cent Psychology, 41:3, 314-328.

Assignment Example | Topics and Well Written Essays - 750 words - 25

Assignment Example However, there are also a number of similarities like acculturation process and the styles and patterns of communication. It was found that genderlect and cross-national aspects were similar in some ways and different in others. The differences in cross-national and intra-national management were different due to legislation, magnitude and time horizon. This was because different countries follow a different constitution or a set of rules, are going forward with a different goal in mind and their time-frame also may vary from each other. Training programs designed for cross-national and intra-national differences management are; programs implemented to increase awareness and develop communication channels. Both these programs can help in further advancement and achievement in the field by the help of education and easy and effective ways to communicate. The implications include implementing the research and the results drawn. This can be done by selection, ability to get accustomed to changes. Second implication may be by management of differences between various backgrounds with the help of acculturation process. Third method includes training the individuals by developing communication proficiency. The article gives wide range of knowledge regarding management, when it comes to differences between countries and their inhabitants. Business firms and organizations need to establish certain qualities which help them to withstand barriers which usually arise in the course of international dealings. These similarities and differences, when studied and focused on, and implemented through out the world, can help improve management in cross-national and croos-0cultural as well as intra-national environments. The purpose of this article is to learn how to build effective networks which may be social, digital or organizational. Our lives are surrounded by many such networks; like social, professional etc. Some important networks have a great impact