The Things They Carried Essay free essay sample

There were three types of women in The Things They Carried. These roles of women, displayed in Martha, Linda and Kathleen, were love, death, and an enabler. Although they are not seen in the story, women are very much on the mind of the men. Mainly because women could not be at war, O’Brien decided to introduce the women through the minds of the soldiers. The men idealize the women and portray their absence in letters, photographs and even in their imaginations. They do this as consolation and as a reminder that a world exists outside the monstrosity of Vietnam. Martha is Lt. Jimmy Crosss love, even though she had only considered him as a friend. OBriens uses their story to show a common trend between soldiers and the separation created by the war. When the soldiers returned home from the war, they quickly began trying to revitalize the lives they left before the war. We will write a custom essay sample on The Things They Carried Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While Lt. Jimmy Cross was faced with death in Vietnam, he refuses to believe Martha isnt a virgin and that they could one day be together. This was a safe, comforting thought contrary to one of rejection and possible death during war. For soldiers in war, many of them think of someone or something they love and it helps them to persevere through the tough times. â€Å"He had loved Martha more than his men, and as a consequence Lavender was now dead, and this was something he would have to carry like a stone in his stomach for the rest of the war†. (42) During his time in Vietnam, Cross is obsessed with Martha leading to Ted Lavenders death. He burns her letters and photos as an attempt to reconcile his guilt. However, it’s at that later meeting where he receives a new photograph of her and all the feelings of guilt is felt as she rejects him due to the fact that she was never truly interested in him. Another women who had left her mark was Linda, Tim OBriens childhood love. Unfortunately she dies at the age of nine due to a brain tumor. Her role is to give Tim a reason to write stories, so that he can keep the memories alive. He believes that those who die can be revitalized through storytelling. Linda is the primary example of OBriens belief that storytelling aids the healing process of pain, confusion, and sadness that comes with an unexpected death. After she dies, O’Brien uses his writing skills to best create an everlasting memory in her honor. His past experiences with deaths such as Linda explains why he was able to handle death so well in Vietnam. Even though Norman Bowker and Kiowa die unexpectedly, they are both brought back to life in OBriens stories similar to Linda. By writing stories like these, it helps OBrien keep his sanity and peace in check. In conclusion to the first two women, Kathleen is the daughter of OBrien. Shes known as the enabler for OBriens stories that arent true. Similar to the reader, Kathleen is learning OBriens war stories and their true meanings. However, she has the means to question OBrien and truly unlock his mind to find all the small details hidden in the words. An example of her ability is seen when he revisits Vietnam. OBrien has a different perspective of his experiences when he thinks about how he should tell the story of the man he killed to his eight year old daughter. Stories are for joining the past to the future. Stories are for those late hours in the night when you cant remember how you got from where you were to where you are. Stories are for eternity, when memory is erased, when there is nothing to remember except that story†. (34) It’s easy for the reader to misunderstand O’Brien during his storytelling of the harshness of the war. Tim is trying to paint a picture for his daughter without scaring her out of her shoes. Otherwise he could just tell her all the horrors he witnessed as well as the gruesome smell that arose from the war field. Although the women in The Things They Carried were not physically present during the war, they had a large emotional presence. This deeply affected almost all of the soldiers who were affected by the severity of the war and looked forward to returning home to a companion or family member. Most of the time women are said to play smaller roles in stories and in film, but not in the case of The Things They Carried. These leadings women were a big part of O’Brien’s success in explaining his story the way it was meant to be. The Things They Carried Essay free essay sample Why does O’Brien use the theme of rejection to convey his experience in war? In the book, The Things They Carried, Tim O’Brien writes about his experience in the Vietnam War. He uses many themes to show how the war has changed the soldiers and how the citizens perceive the war. Throughout the book, he uses the theme of rejection to show the disconnection between the soldiers at war and the citizens at home. O’Brien defines the relationship among the soldiers from the beginning of war to the end. He shows the struggle and hardship of returning to everyday life and the acceptance of society. Rejection is a reoccurring theme that O’Brien uses, it helps the reader understand what went on in the war and the way societies’ views the war. The disconnection between the soldiers at war and the citizens at home is the most important example of rejection that O’Brien uses to further explain his experience in war. We will write a custom essay sample on The Things They Carried Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page O’Brien begins to talk about a true war story and how it makes the stomach believe. He says that Curt Lemon stepped on a booby-trap while playing with Rat Kiley and instantly died. Curt Lemon was dead. Rat Kiley had lost his best friend in the world. Later in the week he would write a long personal letter to the guy’s sister, who would not write back, but for now it was a question of pain. (79) This quote is a great example of how citizens at home do not understand and respond well to the soldiers at war. Rat Kiley had put a lot of thought into the letter he sent to Curt Lemon’s sister explaining what had happened and how great Curt Lemon was. Curt Lemon’s sister not writing back shows the disconnect between her and the soldiers and how she does not support the war. O’Brien also uses the relationship among the soldiers from the beginning of war to the end to explain the theme of rejection throughout the book. One important example of this is when Tim O’Brien got shot in the butt and the medic took so long to get to him, he almost died of shock. He was no longer able to fight in war and worked in the battalion supply section. A few months later, his group he used to go into war with came in for stand-down. After hearing their stories, O’Brien realizes he is more like a civilian now. O’Brien begins talking to Mitchell Sanders about Bobby Jorgenson, the medic who almost killed him. Sanders shrugged. â€Å"People change. Situations change. I hate to say this, man, but you’re out of touch. Jorgenson – he’s with us now. † â€Å"And I’m not? † Sanders looked at me for a moment. â€Å"No,† he said. â€Å"I guess you’re not. † (197) This quote explains how being in war as a soldier creates a different relationship with the other soldiers than it does when you are not fighting in war or are a citizen. The last example of the theme of rejection and disconnection in The Things They Carried is the hardship of returning to everyday life. When Norman Bowker came home from the war he did not have anything to come home to and nothing to look forward to. He decided to take his father’s truck around a lake nearby their house and he stopped at the local AW. He honked and a carhop came up to his car. He began to order. Mama Burger,† he said. â€Å"Maybe some fries, too. † The girl sighed, leaned down, and shook her head. Her eyes were as fluffy and airy-light as cotton candy. â€Å"You blind? † she said. She put out her hand and tapped an intercom attached to a steel post. â€Å"Punch the button and place your order. All I do is carry the dumb trays. † †¦ The intercom squeaked and said , â€Å"Order. † â€Å"Mama Burger and fries,† Norman Bowker said. â€Å"Affirmative, copy clear. No rootie-tootie? † â€Å"Rootie-tootie? † â€Å"You know, man – root beer. † †¦ (151) This quote shows the disconnect between society and the soldiers at war. Once Norman Bowker came home, he was out of touch with society and it was hard for him to return to everyday life. He had been gone for so long that everything he came back to had changed. Throughout the book, The Things They Carried, O’Brien uses the theme of rejection to convey his experiences in war and explain societies’ view on war. He uses examples such as the disconnect between the soldiers at war and the citizens at home, the relationship among the soldiers from the beginning of war to the end, and the hardship of returning to everyday life. As we have discovered, being in the Vietnam war was not easy for any of the soldiers and most of the time they had many burdens and worries. Society was very disconnected with the war and many did not support it. The soldiers relationships changed greatly when the men were wounded or killed, and they had to adjust quickly to their constantly changing lifestyle. Once they came back home, it was very hard for them to get back into their normal routines and everyday life they once were accustomed to. The Things They Carried Essay free essay sample They Carried, is a novel composed of war stories from the Vietnam War. O’Brien tells the stories of not only himself, but stories from the men with whom he fought alongside. The main idea of the book is what these men carried, which was not only tangible objects, but emotions as well. Digging deeper into this meaning, many of the stories were changed from their true and factual selves to half true and half fictitious stories based on that person’s emotions at that time. Many writers, such as Tim O’Brien, find more truth in fiction than on the actual occurring event. In Tim O’Brien’s The Things They Carried there is a blurred line between fact and fiction and the real Tim O’Brien and Tim’s character. Tim’s character represents his truth from his emotional views and the narrator Tim tells what really happened. Tim O’Brien’s character in The Things They Carried looked in the faces of the dead, but in reality he did not have the strength to look into the faces of the deceased. We will write a custom essay sample on The Things They Carried Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He could call this his own truth because his emotions are what he was writing down. All he did was take the way that he felt and added details and faces to events that actually occurred. For most people this is their own truth. Everybody has their own truth because memories are driven by emotion and the emotions can sometimes temporarily or even permanently block out what really happened and a story from factual events is created. Throughout the majority of the novel Tim uses character Tim over narrator Tim, but he does occasionally distinguish fact from emotions. During the instance when O’Brien’s daughter asks him if he has ever killed a man O’Brien hesitates in a truthful answer. It seems as though he is greatly conflicted because he feels as if he has killed a man, but he never actually killed a man. It is as if by him being a part of the war and not helping the dying men it is a fault of his that he could not help to save them by stopping it. His emotions told him he was a murderer who looked in the face of his victim, who was a young boy he created a life story for; when in reality that boy was never his kill. To the reader it seems that he is contradicting himself, but in actuality he is differentiating between himself and his emotional character. In the chapter, â€Å"How to Write a True War Story,† O’Brien tells the reader about the blurred line between fact and fiction. He tells us what a true war story is and what it is not. According to O’Brien a true war story is never moral, instructing, or uplifting. He also tells us that in a true war story, â€Å"it’s difficult to separate what happened from what seemed to happen. † He also tells us that it is â€Å"a hard an exact truth as it seemed. † This is where the lines become blurred. As it seems from the way O’Brien speaks, men do not have the courage to witness entire incidences such as Curt Lemon’s death. He writes that they watch pieces of it, close their eyes, and open them some more. Everything they remember seems true to them based on the facts. Readers may never truly know what happened, but they do know what that person was feeling based on the way the story was told. There is no clear line between fact and story for author Tim O’Brien. To him the lines blur together from time apart from the event and remembering the emotions felt. His novel The Things They Carried represents this idea through its use of storytelling. All of his short stories pieced together to create the novel each represent a different form of truth for different men along with Tim. O’Brien was successful in using this blurred line between fact and story for his war stories.

Essay Writing Tips

Essay Writing TipsTyping an essay is not always that easy. There are many different features and options that must be considered, and these options could easily be confused with each other. To make things a little easier, you should try to use some useful tips and samples of writing essays. In this article I will present some very useful tips for the aspiring writer.Tip one: You need to realize that you are a novice in writing essays. There is no point in showing you what to do, it is all up to you. You can visit the library or go through some short guides about this topic. This should help you understand the basics of writing essays.Tip two: You can also visit the internet and search for some tips to help you with your writing. Some great tips can be found on the internet. Be careful when choosing what to read. If you find an important piece of advice, then you should simply follow it. But if the advice seems too advanced, you should look at other similar articles. You will find thi s article very useful for this purpose.Tip three: Before you start writing, think about what kind of essay you are going to write. If you have been studying a lot about these subjects, it is quite likely that you will have a very good idea about what types of topics you should write about. Try to read a few more essays written by people who have different writing styles and with different opinions.Tip four: Do not despair! Just because you are new to the topic, does not mean that you will not succeed. Find an appropriate essay writing sample to use, and practice from this sample.Tip five: Make sure that you write a lot of good looking sentences, even if they are not very good. They should give the reader a clear image of what the essay is all about. However, do not use long sentences if you can avoid it.Tip six: Keep your grammar to a minimum. If you want to use a certain word or term, simply remember that it can be replaced by another similar but different one. You may also use hyp hens instead of commas. Although this tip might seem to be counterproductive, it is still very helpful for the budding essay writer.

Abortion3 essays

Abortion3 essays Women must have access to safe abortion. No matter how any of us feel about embryos and fetuses and their "rights"...about women and sex and responsibility...about God's will, Karma, or the Bible...the fact still remains: Women have always used abortion as a last resort to prevent the birth of a child, and they always will, regardless of what the laws say or the rest of us think. But when abortion is illegal, it is unsafe and dangerous. Therefore, abortion must be legal, and it must be accessible too. Here are some reasons why legal abortion is necessary, taken from various sources available online and offline. Even if you disagree, take a look! Laws against abortion kill women. Making abortion illegal has little effect on the number of abortions, as history and present-day evidence from all over the world show. But illegal abortion is much more dangerous. In the 1930s, there was "an epidemic of criminal abortion" in the United States. The number of births dropped by about half, as women who refused to bring children into a depressed economy resorted to illegal abortion to end their pregnancies. As a result, about 2500 women died each year from abortion complications, accounting for nearly one in four maternal deaths.1 From 1950 to 1965 in the US, there were 200 to 250 abortion-related deaths reported each year, a number that is acknowledged to be lower than the true death count.2 But even using these statistics, and assuming that illegal abortion was two or three times as dangerous as legal abortion at that time, a simple calculation shows that there were at least 500,000 illegal abortions each year.3 It's not worth the death of one woman if that's what it would take to cut the number of abortions by 60%, let alone fifty or a hundred women. Thanks to changes in the law, today the mortality rate from legal abortion is almost zero, and abortion accounts for only 3% of maternal d ...

Thomson's paper" A Defense of Abortion" Essay

Thomson's paper" A Defense of Abortion" - Essay Example ally permissible even if we grant that a fetus is a person,† seems rather speculative, taking into account the fact that author herself stresses that in many cases abortion is impermissible - until it is about saving mother’s life or aborting a child of violation. Second, the article is an author’s response for responses of other authors and is just a part of a bigger dialogue that can not be estimated totally, and thereby is taken out of context. And while responding to strict moralists, which stress that any of mentioned forward (raping or life-saving) reasons can be taken into account, author looks like an aggressive supporter of abortions. And this analysis would be made with these facts considered. The first, author is flouncing between moral and legal issues. At first she addresses human nature, asking about human wish to be unwillingly bound to someone else, the attention is concentrated on aspect of a free will, and the good nature of it is being preserved. Then focus of attention of the reader switches to an issue of â€Å"whether a human law can oblige human behave humanly†. Thereby a person, who protects her right to choose a way to use her body, is thus can be considered right by the logic and common sense, eventually turns out â€Å"immoral and bad, but still legal†. This way it turns out that the human rights protected by logic and human rights protected by law are way different. Thomson calls the thing, which she claims right, both good and bad. That serves well to my presumption of an ambivalent nature of an article. The second: author is contradicting herself. Thus in the first part of the text she acts emotionally, like speculating on person’s wish to protect own health and property, sympathy to a boy, who had been deprived of his candies, etc. She manipulates with human greed, self-defence reflexes, contradicts the hypocrisy of the opponent: everything that seems quite appropriate in a dialogue with â€Å"goodies†, but looks radical in the

Ethical dilemma.organizations ethical dilemmas Essay

Ethical dilemma.organizations ethical dilemmas - Essay Example According to McManus, â€Å"ethics involves learning what is right and what is wrong, and then doing the right thing†. The main thrust of this paper is to discuss what is an ethical dilemma and how are organizations responding to these dilemmas. If an organization’s leading moral principles could not distinguish between what is right and what is wrong or when values are in conflict, then it is in a situation called an ethical dilemma. However, most of the time, an ethical dilemma has no absolute answer because determining right and wrong is a subject matter of what the organization believes. The main thrust of this paper is to discuss what is an ethical dilemma and how are organizations responding to these dilemmas. Ethical Dilemma Ethical dilemma in an organization is complicated because it is necessary for the organization to make a decision among competing values or set of principles in a safe fashion that the organization is morally responsible. These dilemmas are o ften found in every organization and profession where there are people that have diverse personalities, behaviors, goals, and perceptions that are asked to work in the same fashion despite of these differences (Johnson 259). There are ethical dilemmas in an organization that are hard to settle because of their complexity and this kind of dilemmas are aided by a formulated written ethical guidelines, the code of ethics, in order to guide the organization in coming up with a sound decisions.

Communication and Professional Relationships Essay Example for Free

Communication and Professional Relationships Essay Communication and professional relationships with children, young people and adults Effective communication is important. This means building and contributing to positive relationships. I need to demonstrate effective communication skills when dealing with everyone – children, colleagues and parents. I must consider how I deal with people and what response I will get from them. Positive relationships will aid communication. Parents and adults that come into school are more likely to respond positively and give support if communication is good. Pupils look to adults for how to communicate properly. We must model effective communication skills. If we ask pupils to behave in a certain way i.e. – remembering our manners – and we don’t then they will find it harder to understand the boundaries of what is acceptable. Positive and effective communication doesn’t happen by chance. It is important to think about how I relate to others and how I am viewed by others as a result. Where communication breaks down there will be misunderstandings and as a result bad feelings. Positive relationships cannot be left to chance they must be developed and it is the role of the TA to help this happen within the class. Relationships within the school are developed on a daily basis. Most of the time I do this without even knowing I am doing it. There are six things to remember: Showing respect – be courteous, listen to different points of view. Acknowledge and respect differing opinions/ideas. Take time to remember names. Being considerate – Take time to consider others opinions/ideas. Try to understand why someone may have acted in a certain way – i.e. pressure/stress. Remembering issues which are personal to them – personal issues at home, a birthday etc. Taking time to listen – listen if someone is looking for advice or help. Always show that you are interested – respond appropriately. Being clear – particularly on the m ain points of a conversation, which can sometimes get lost in a lengthy discussion. Sense of humour – take time to see the funny side – when appropriate. Can be a good icebreaker, helps to relieve stress. It is important to adapt communication to meet the situation. For example using formal language in a meeting. However there are other ways to communicate –through the way we respond to others. For example how quickly we respond to an e-mail or a telephone message, how attentive we are when speaking and even how we dress. Non spoken communication can be an issue as it is easily misread by others. Different cultures also have their own behaviour â€Å"codes† which will include gestures, body language and eye contact. When I first started at The Manor I often dealt with a pupil from Nigeria and I thought he was being rude as he never looked at me when I spoke to him but a colleague told me that in his culture it was rude to make eye-contact. It is important to build good relationships with the children and young people I come into contact with. To do this I will need to adapt my behaviour and communication to suit the chil d and situation. Every child needs to feel secure and valued and I need to ensure that I help this to happen. From the beginning of any relationship with a child it is important to establish the ground rules and mutual respect. Talking to the child at the beginning about what they can expect from me and what I expect from them will help to establish a rapport. At the same time I need to be aware of the issues that are important to them and talk to them about them. Pupils need to feel a part of the school and talking to them positively and being involved with them will help this. However it is important that being attentive doesn’t mean giving pupils attention whenever they demand it. If I was to be given a new group of pupils to work with I would make sure that before starting any work I established a relationship with them. This could involve just spending a few moments with them asking their name and a bit about themselves and telling them something about myself. Children develop at different rates and when dealing with children it is important to remember what stage they are at. It is important to remember that all children will have different needs and will need changing levels of attention and support. Their ability to concentrate will also affect how to communicate with them. If working with children with special needs I will need to seek advice from the teacher or the SENCO on how to behave/communicate with them. It may also be necessary to have additional equipment or training to help me communicate with a pupil with special needs. This could include training in sign language. It is important to act sensitively when dealing with a child with communication difficulties. They must not feel pressured when they are speaking. They may feel nervous. It is important to adapt how I communicate with them to reflect this. A child with a speech disorder i.e. a stammer will need extra time when it comes to communicating. It is important not to fill in words or second guess what they are going to say – this will only cause them distress. At the same time however it is important to ensure that they are still given the opportunity to speak. More self conscious, may become embarrassed when speaking to others. There may be instances when I have to communicate with a child whose first language is not English. It is important to remember this when helping them. It may be necessary to change how to communicate with them. I should seek support and guidance from the school as necessary. Since I began working with children one of the most frequent things I have had to deal with is disagreements between pupils and peers. Disagreements will often take place during break time but will also happen in the classroom too. It is important to establish the facts as quickly as possible, go back to the beginning of the incident. Let all sides speak and give their interpretation of the event. It is important that all pupils feel that they have been listened to. If one or more of the children involved is one who is regularly involved in disagreements do not assume that it is them that has caused the problem. I will need to establish if anyone was in the wrong and decide whether further action is needed (i.e. referral to the head teacher) Also it is important for children to apologies when appropriate. Helping a child to understand how their actions might affect others is very important. Also they need to understand how their feelings affect their behaviour. For example I might need to tell a child â€Å"I know you are upset because R doesn’t want to play your game but that doesn’t mean that you can say horrible things to them and upset them†. It is important to encourage children to understand and respect the feelings of others. Circle time is one effective way of doing this. If there has been a spate of â€Å"bad Play† at lunchtime the teacher or myself may get the children to sit in a circle and all talk about the difference between â€Å"good† and â€Å"bad† play and how it might affect others. This may not be practical with younger children as they are unable to sit still for long periods of time. When working in a school it is not just children that I will need to establish a relationship with there are also adults. It is important to remain professional but at the same time be practical and sensitive. I will have to establish a relationship with other members of the school team, parents and others who come into the school. As with children, when dealing with adults it is important to be aware of who you are speaking to and how they may be affected by what I am saying. Support that I give will be on several levels Practical – Help visitors who are unfamiliar with school Informative – Write reports on pupils. Give information about particular situations. Professional – Support others with planning. Discussing work with manager/class teacher. Emotional – Support others day-to-day. Sense of humour. Establishing and building positive relationships will help to ensure that people we come into contact with will feel able, and willing to communicate effectively. Disagreements are not conducive for a happy and effective learning environment. Positive relationships within the classroom are very important to learning and must not be left to chance. Children will look to adults as a role model. It is important to be as positive and effective a role model as possible. They will learn from observing my dealings with adults and pupils. If I treat others and them with respect they will hopefully do the same. Relationships are built on a daily basis. Children and young people will respond to positive relationships with adults. If they feel supported by adults in the school and get along with their peers a child is more likely to want to come to school. One possible conflict is when the school and the parent do not agree on things. This matter should be dealt with as quickly as possible to ensure that it does not affect the child. Communication can be verbal and non-verbal, formal or informal. When dealing with adults or children the same principles apply: Maintain eye contact and interest Respond to what is being said Treat them with courtesy and respect. Whilst it is important to build a good rapport with the children I work with they must still respect me. They need to see that whilst I may get on with them I am still their TA and must be treated with respect. My relationship with them must remain formal whilst in school. It is important to be clear when speaking with children. It is important to use age appropriate language. Do not use long lists of instructions as it makes it more difficult to understand what is required. Get children to repeat back what has been said and what they are being asked to do. Children and young people will learn by example. By showing them how to communicate effectively and get along with one another. If we are respectful and show that we respect others they are more likely to do the same. Children will copy behaviour from an early age – this will include positive and negative behaviour. Respect is important to everyone – including children. If a child expresses an opinion or answers a question they must not be dismissed or ridiculed. I will always acknowledged and thank them – even if I don’t agree with their ideas or opinions. If I was speaking to a parent or a child who had a hearing impediment I would make sure that I spoke clearly and I would also face them so that they could lip-read. Even with the best will in the world communication problems will still arise. There may be times when problems arise between pupils. These could be caused by a number of reasons. Poor communication – information not passed on or a misunderstanding. It is important to establish the cause and find a way forward. Opposing expectations – differing ideas about the purpose of an activity or meeting. Always clarify exactly what is expected. Cultural differences Some cultures communicate differently – i.e. in some cultures eye contact is not encouraged. Values and ideas – School may request pupils do something in a particular way but parents may have different views. External factors – Home pressures may affect the way someone communicates. Often when working closely with someone we can see that they are behaving out of character and ask them if there is a problem. Not always able to see when dealing with someone that we do not know or see on a regular basis. Special needs – Must show care and sensitivity to anyone who has communication difficulties. May need extra time when speaking or signing. May be anxious or nervous. May be necessary to adapt way in which I communicate with them. Lack of confidence – May result in a person acting aggressively. Will affect how they communicate with others. Important to be sensitive to this and offer support and encouragement. Disagreements often occur because of poor communication. It is important to deal with any conflicts carefully so that problems do not persist. Even as an adult I might misread information. A child or young person is much more likely to do so. If there are disagreements between children I will need to manage it carefully and seek advice/help if needed. If a pupil becomes argumentative I will calmly explain that I am not entering into an argument with them. I will explain what they need to do – e.g. calm down, stop shouting and listen. However there will be times when the best thing to do is to leave them be and to come back to them when things have calmed down. Whilst doing this it is important to ensure that the pupil is safe and cannot harm them self or anyone else. Disputes with adults must be dealt with sensitively and it is important to resolve the problem quickly. If it is not possible for me to do this myself I will seek help and guidance from my line-manager or a mediator. It is impossible to work effectively in a tense atmosphere and is unlikely to be resolved without some action. In general life and whilst at work I will come across many different peopl e and I will have to adapt my method of communication in order to meet the needs of the individual. This will depend on the age of the person I am speaking to, the background to the conversation, the communication needs of the person. Often we do this without even realising that we are doing it. It is impossible expect never to have a disagreement at work. Often these disagreements will be because of bad or lack of communication. It is important to deal with these problems when they arise to ensure they do not continue. Sometimes we can misread or perceive information incorrectly and may have the wrong idea on something. It is important to show sensitivity and try to resolve conflicts as soon as possible. The longer a problem goes on the harder it will be to sort out. Poor communication will often lead to problems. This could be because information has not been passed on to the appropriate person – i.e. parent or teacher. Establishing a cause for the bad communication and finding a way forward is important. Problems must not just be ignored in the hope it will go away – it will more than likely get worse. It is important to clarify aims and expectations to ensure that there are no opposing expectations as to the purpose of an activity or discussion. Often parents and the school will have different ideas and methods on how to deal with situations. In this instance it will be important to work with others within the school (family Support) to help explain and clarify school policy. It is often important to remember that external factors will have an effect on how people communicate – stress, lack of time. As we work and come into contact with the same people it is possible to identify when they are acting out of character – it is then important to ask if there is anything wrong or if we can help. A lack of confidence often manifests itself in aggression. It is important to be sensitive to this and offer encouragement and support. Schools gather information on pupils so that they can be cared for effectively. However it will only ask for information that is directly relevant e.g. health and medical, records from other schools. This is confidential information and must only be used for the purpose for which it was gathered. If the information is to be passed on to others then parental consent must be given. The Data Protection Act 1998 requires an organisation that holds information on individuals to register with the Information Commissioners Office. Parents supply information so that we can care for their child. This can include health or medical information, records from previous schools and special need records, this is confidential information and must be used only for the purpose it is gathered. Parental consent will be needed if information is to be passed onto others. There are eight principles of practice which governs the use of personal information. Information must be: * Processed fairly and lawfully * Used only for the purpose for which it was gathered * Adequate, relevant and not excessive * Accurate and kept up to date where necessary * Kept for no longer than necessary * Processed in line with the individual’s rights * Kept secure * Not transferred outside the EU without adequate protection. When sending information home it is important to be aware that the recipient may not be able to deal with it as you might expect. For example they may not have access to a computer or the internet or they may have reading difficulties. It is important to be sensitive to this when asking a parent or carer why they have not responded. In addition it may be that the person does not speak English as a first language. I will often be aware of information regarding the school and children I come into contact with. It is important to know when and how to share this information. If I am unsure as to what to do with any information I will seek guidance from my line-manager or SENCO (when appropriate). There are times when I will know the children and their parents I deal with personally. It is very important that I do not reveal any information regarding pupils or the school. By passing on information to them I could be abusing my position of trust. When gathering information it may be necessary to reassure pupils or parents that the information will be treated confidentially. However at the same time it is important to explain my obligations. For example if a child or parent tells me something in confidence that I feel indicates that a child is at risk I will explain that I have to pass this information on.

Students Deserve A College Tuition Essays -- financial aid, pell grant

Think about this: a straight F student with a family that has a sufficient amount of money. This student gets to go to the best college that their family’s money can buy, which will probably go to waste on partying. Now compare that to a straight A student, living in a too-small temporary place, and no way to pay the bills. This student is everything a college could dream of having, and they actually care about their education. Sadly enough, though, they will never go because how can someone possibly go to college when their family cannot even pay the bills? Considering this scenario, should students in temporary living situations with 3.0 GPAs or higher earn free college tuition? I believe that students in these situations with a 3.0 GPA or above should earn free college tuition. I feel that students willing and determined to excel in their education deserve to have equal, if not more, opportunities than anybody else interested in college, no matter what. Students in temporar y living situations have financial problems which cause stress for the students; therefore, if given the chance to earn free college tuition, their stress levels would decrease rapidly.It is astonishing how rare it is for students in a poverty situation to have a 3.0 GPA or above, let alone to go to college. I strongly believe that having college paid for would mean so much to them and be such a great accomplishment and reward. First of all, I heartily believe in a situation where a student is sincerely willing and determined to excel in all aspects of their education, they deserve to have every opportunity that anybody interested in attending college has, no exceptions. In August, President Obama made a proposal to rate colleges based on qualifications. Qu... ...| Student Aid Alliance." Student Stories | Student Aid Alliance. N.p., n.d. Web. 2 Dec. 2013. . "Federal Pell Grant Program." Federal Pell Grant Program. N.p., n.d. Web. 1 Dec. 2013. . "Pell Grant." Wikipedia. Wikimedia Foundation, 12 Mar. 2013. Web. 4 Dec. 2013. . "Jones/Book Review: Beating the Odds: How the Poor Get to College." Jones/Book Review: Beating the Odds: How the Poor Get to College. N.p., n.d. Web. 4 Dec. 2013. . Documentary "First Generation--The Documentary | The Journey Of Four High School Students Who Are First In Their Families To Go To College." First GenerationThe Documentary. N.p., n.d. Web. 14 Nov. 2013. .