Organizational Change Process Essay Example | Topics and Well Written Essays - 500 words

Organizational Change Process - Essay Example First, successful companies recognize that it takes a team to product success. They know it is never just one person who is responsible for the success of any business venture and give people the credit they deserve. Secondly, knowing that change is inevitable and being able to adapt to the changes around them is a must. The overall nature of our business expands beyond the confines of our building and our customer's direct needs. Necessary government regulations and guidelines dictate certain decisions and control areas of our production. One such regulation focuses on staff training, maintenance of accurate training records, mandated company training, records of training attendance and records of training attendance. The executive management at LRH Manufacturing feels that our current manual training system is inadequate for current and future requirements of our government guidelines. Therefore, a Web-based system is being implemented to help ensure more exact, more manageable, traceable data. To oversee this responsibility, a new position, the Web-Based Training Project Manager has been created.

Health Psychology Master Essay Example | Topics and Well Written Essays - 2000 words

Health Psychology Master - Essay Example As Tudor (1996) states mental health should be seen as a 'positive concept', that must be seen as different from psychopathology. Good mental health is not only about not having difficulties which cannot be overcome, but also implies that the individual will develop in, an emotionally and intellectually, healthy way across their lifetime. These healthy skills will give the individual, child or adult, the strength to be able to manage when life's inevitable problems find them, as well as being able to form fulfilling interpersonal relationships (BMA, 2006; MHF, 2006). The term mental health covers a wide range of difficulties that individuals may encounter throughout their lives. These can range from everyday concerns, such as a homework deadline, to severe and crippling problems, such as depression (BMA, 2006). The ONS (2006) defines mental health disorders as a set of clinically recognised abnormal behaviour and symptoms, which cause the individual extreme distress and distortion to their everyday lives. These crippling problems cause great suffering for the individual, and severely affect their ability to function in everyday life. However, these disorders do not manifest over night. They are usually brought on slowly and have roots in childhood (Ahrons, 2004). Therefore, if British children are already suffering from mental health difficulties, then as an adult they will have a high chance of these problems continuing or reoccurring. As has been reported in the media (USAtoday, 2008; The Times, 2008; BBC, 2008) British society seems to be letting down their children, as they are reportedly 'the unhappiest children in Europe' (UNICEF, 2006). Other research has implied these same results (Alexander & Hargreaves, 2007; Porthouse, 2006). Research published in Porthouse (2006) stated that John Bradshaw has shown that British children were more unhappy than most of their European counterparts. This led to a flurry of research on the matter. Bradshaw's report (Porthouse, 2006) and later ones from UNICEF (2006) have suggested that Britain is one of the worst places for child health, that British teenagers have the second lowest score for their hopes and ambitions for their future careers and employment prospects. The UNICEF (2006) report covered six main dimensions including material wealth, family relationships and peer relationships, education, the child's subjective understanding of their well-being, all brought toget her to present an encompassing picture of British children's lives. Alexander & Hargreaves (2007) state that what was most striking from their research was the amount of agreement which the results showed, particularly in the main areas of 'educational purpose, curriculum and assessment, the condition of childhood and society, and the world in which today's children are growing up' (p.1). What was more striking though was the negativity and 'critical tenor' that these issues told the researchers. The researchers found repeatedly that the children felt under powerful or even extreme pressure from the schools they attended. However, Harris and Guten (1979) state an individual's health behaviour shows little consistency. They may go to the gym everyday to look after their bodies, and then eat fast-food burger on the way home. This makes applying theory difficult. In addition, health behaviour tends to change over periods of time, making conclusive assumptions of

The Safeguarding Of Children By The Government Social Work Essay

The Safeguarding Of Children By The Government Social Work Essay The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully. (Source: Working Together to Safeguard Children, 2006). It is essential that children are safeguarded from maltreatment and impairment of their health and development not only to prevent the terrible day-today suffering some children are subjected to, but also to ensure that children are safe from these abuses to protect their long-term well-being (Combrink-Graham, 2006: 480). Deliberate and sustained maltreatment, which includes physical, emotional and sexual abuse of children, is not confined to any particular group or culture; it pervades all groups, classes and cultures. So as practitioners it is our professional duty of care to ensure that every child has the same amount of safeguarding as the next. It is also vital that as Early Years professionals we understand the roles and procedures of the services available for children and families so that we may offer the best advice possible. There are two areas of guidance statutory and non-statutory. LOC1- analyse the role of statutory, voluntary and independent service in relation to children and families. A service which is defined as statutory is one that the Local Authority have a legal duty to supply. The Local Authority is obliged by statute to provide some services, for example, social services, NHS hospital, health professionals, the police and probation service, youth offending teams, secure training centres, childminders and schools. They all have a duty under the Children Act 2004 to ensure that their actions are clear with regard to the need to safeguard and promote the welfare of children. (Source: Working Together to Safeguard Children, 2006). Safeguarding and promoting the welfare of children is the responsibility of the local authority (LA), working in partnership with other public organisations, the voluntary sector, children and young people, parents and carers, and the wider community. (Source: Working Together to Safeguard Children, 2006). The role of statutory services in relation to children and families is to employ professionals who are committed to the cause of helping children to stay safe. The services need to employ staff that understands their responsibilities and duties in these difficult situations, so any organisation that deals with safeguarding children needs to make sure that all members of staff are safe to work with children and young people by providing a thorough identity check. Also the organisation that provides this service needs to be equipped to deal with any allegations including ones made against staff by having clear procedures in place. All staff have to have regular up to date training and understanding of the subject while working in this environment and they also need to understand the correct procedures if working with partner organisations. The voluntary sector is undertaken by organisations that are not for profit and non-governmental such as charities like Childline, the NSPCC and churches. This sector plays an important part in providing information and resources to the general public who may be unable or afraid to contact other sectors about the welfare of some children. They may also specialise in a particular area of abuse and may have greater and better understanding of the subject as their members of staff have experienced more in-depth training. Like the public sector their staff paid or volunteers need to go through the same process as the staff from the public sector that is stated in paragraph 2.8 in Working together to Safeguard Children 2006. Like the voluntary sector, the independent sector also has to abide by the regulations that come with working towards safeguarding children. The Independent sector is not financed through the taxation system by local or national government, and is instead funded by private sources. Such independent services are private schools, boarding schools, private counsellors and private charities such as UNICEF. A non statutory service is one which may or may not be supplied, at the discretion of the authority concerned. LOC2- Evaluate the legislation framework and procedures for child protection at national and local level. There are several legislative frameworks/laws and procedures for child protection at national and local level which are continually being amended, updated and revoked. One of the significant pieces of legislation is The Children Act 2004 which led to a considerable change in the way services are directly concerned with serving children and families. As a result of consultation with children and families following Lord Lamings enquiry into the terrible and tragic death of Victoria Climbià ©, the government announced its plans to restructure childrens services to help achieve five outcomes for well-being. The government outlined these outcomes in its Every Child Matters (ECM) agenda, stating that to achieve well-being in childhood and in later life children and young people want to: be healthy; be safe; enjoy and achieve; make a positive contribution; and achieve economic well-being (DfES, 2004b). These five outcomes for well-being are now the goals for Every Child Matters and all services that are concerned in the education and welfare of children and young people are bound to ensure these outcomes are achieved. The Every Child Matters Outcomes Framework (DCSF, 2008b) for enabling children and families to be safe requires that Early Years settings and primary schools must demonstrate that they are enabling children to be safe from maltreatment, neglect, violence and sexual exploitation, and from accidental injury and death, and that children and young people have security, stability, are cared for and are safe from bullying and discrimination. This is a very complex area for those who work with children, or intend to work with children, in part because of the amount of legislation that is attached to these issues. The Education Act 2002 places a duty on Early Years settings and schools to safeguard and promote the welfare of all children, including ensuring they provide a safe environment themselves and take steps, through their policies, practice and training, to identify child welfare concerns and take action to address them, in partnership with other organisations where appropriate (HM Government, 2006:13). The Education Act 2002 also places this duty on childminders and any organisation that provides day care for children of whatever age. Locally the group of people responsible for co-ordinating what is done by organisations in Essex to safeguard and promote the welfare of children and to ensure the effectiveness of this activity is the Essex Safeguarding Children Board (ESCB). Despite all of the legislation and policies, preventable tragedies like Victoria Climbià © and Baby P continue to happen. It is vital therefore that child protection agencies learn from these terrible events and continue to amend their policies. Legislation is also put in place not just to protect against harm to children but also to give protection to the professionals working with children and their families. LOC3- Debate theories of abuse such as medical, feminist, social and psychological models. The general publics usual opinion of an abuser is that they are abnormal, sick or criminal. The reasons for abuse may be deep and complex. The actions of an abuser are definitely wrong but why did they take them? There are lots of different theories as to why abusers abuse. Some of the more widely held theories are: The social model definition is where it is believed that a child copies the behaviour of adults around them. Albert Bandura (1977) referred to the social learning theories of other important professionals in child development such as Vygotsky and Lave. This theory includes aspects of behavioural and cognitive learning. He believed that behavioural learning assumes that peoples environment cause people to behave in certain ways. Also he believed in cognitive learning which is when someone experiences or acquires knowledge, he presumed that psychological factors are important for influencing how people behave. Another theory is the medical model. John Bowlby (1969-80), is recognized as one of the most prominent theorists in researching social effects on child development, in particular he is famous for his attachment theory (Flanagan, 1999). When Bowlby first began discussing this theory his work focused on the importance of the attachment a child has with its mother. The present accepted theory is that children can form a number of attachments with adults other than their biological mother, what is important is that children need caring and nurturing relationships in order to thrive, and not simply the basic needs of food and shelter (Foley et al., 2001; 211). Bowlby believed that there was a critical period of bonding in the first year of life. Much research has been done that suggests a strong correlation between mothers who have not formed a strong attachment to their children and child abuse and neglect. If not treated conditions such as postpartum depression (or post-natal depression as it is more commonly known) could lead to the mother having a negative attachment with the child developing into neglect which is a form of abuse without the mother realising. Another influential theorist in the area of child development is Erikson (1902-1994) who in the 1960s devised a model of human social development that focuses more on the impact of background and environment on development, rather than genetic determiners. This is known as a psychosocial model (Miller, 2003). The importance of this theory is that it explores how the beliefs, attitudes and values we grow up to hold are shaped by our genetic predisposition towards incentive acts and how the environment we grow up in impacts on those natural characteristics. Therefore, Erikson maintains, we are distinctly shaped by our formative experiences. If this is so, then the experiences a child will have while they are young will impact on their life as an adult, including on their attitudes, beliefs and values. A different opinion as to why abusers abuse is the psychological model. Psychological theories focus on the instinctive and psychological qualities of those who abuse. This theory believes it is abnormalities within the individual abuser that are responsible for abuse, for example, abusive parents may themselves have been abused in childhood (Corby, 2000). Although the flaw is that psychologists have failed to establish a consistent personality profile for a child abuser when compared to another form of abuser. Feminists believe that the Feminist model may be the answer to the actions of an abuser. The feminist model suggests that child abuse like domestic violence is a result of unequal power in the family. Cossins (2000) believes that abuse is done by man to women and is about male masculinity and power. But this does not take into account female abusers. Professor Lynne Segal suggests that the ideas of masculinity emphasises control and power. This assumes that all men have power and women and children do not have power (Bell, 1993). This theory also needs to include not just gender and power issues but to consider race, class and culture as well (Reavey and Warner, 2003). The Cycle of violence is another model, it is based on the view that children who live with domestic violence will learn that abuse is acceptable and will become either an abuser or a victim. While experiencing or witnessing domestic violence can have a serious impact on children and young people, they will respond in various ways depending on their age, race, sex, culture, stage of development, and individual personality. By no means do all children who have lived with domestic violence grow up to become either victims or abusers. Many children exposed to domestic violence realise that it is wrong, and actively reject violence of all kinds.  There is not much evidence to support this model. Although all these models give some insight into why an abuser would abuse there is no one type of abuser, so there can be no one model. What we would consider a child abuser in this country is not the same standards as other countries. Not one of these models can solely explain the actions of a child abuser. Finkelhor (1986) understood that and was a critic of single factor models. He also believed that women were just as capable of abuse as men are. LOC4- Describe the categories of abuse and the possible effects on the child, family and workers. What comprises abuse is open to wide debate, because some researchers will state that what one group in society deems to be abuse, another will claim is a normal part of child rearing practice. For example, the smacking debate. Is it acceptable to smack a child? There is a legal acceptance that where a smack doesnt leave a lasting mark it is not abuse, but if it is continuously done and escalates then this would be classed as abuse. The point at which any practice becomes abusive is the point at which it becomes ill-treatment, likely to impair health or physical, emotional, social or behavioural development (DfES, 2006). The categories of child abuse are physical, emotional, sexual abuse and neglect. Most often if a child is suffering from one of the categories like physical or sexual abuse they are likely to be suffering from emotional abuse as well, as the categories link into one another. As Early Years practitioners we need to keep an eye out for any signs of physical abuse, which are usually visible to the eye, such as unexplained injuries, bruises or burns. Other signs of physical abuse are if the victim refuses to discuss injuries, gives improbable explanations for injuries, has untreated injuries or lingering frequently recurring injuries. If the parents administering of punishment appears excessive, if the child shrinks from physical contact, or they have a fear of returning home or of the parents being contacted, or a fear of undressing, or a fear of medical help these could also be a sign of physical abuse. Physical abuse can lead to the child becoming aggressive towards other children and bullying. An abused child may display over compliant behaviour or a watchful attitude, have significant changes in behaviour without explanation, their work may deteriorate and they may have unexplained patterns of absences whilst bruises or other physical injuries heal. In some cases the child may even try to run away. Another form of abuse is emotional abuse; this is one of the hardest types of abuse to recognise as there are often no outwardly visible signs. Emotional abuse is about messages, verbal or non-verbal, given by a care giver to a child. Almost all children are subjected to emotional abuse to some degree. Even the most caring of parents will at some time give children quite negative messages, this is why it is hard to detect emotional abuse. Examples of emotional abuse are deliberately humiliating a child, making a child feel ashamed for not being able to do or understand something which they, in fact, are developmentally incapable of. Other signs of abuse are expecting a child to put the needs of other family members before their own. Persistently verbally abusing a child, or constantly threatening to leave a child on their own as a punishment is abusive whether or not the threat is carried out. Making threats of other cruel and excessive punishments and/or carrying them out, telling a child that he was not wanted, was a mistake, or was the wrong gender, isolating a child, preventing them from socialising with their peers and continually putting a child under unfair moral/emotional pressure is abuse. Some adults may also not realise that exposing a child to age-inappropriate activities such as television, films and computer games is also classed as emotional abuse. The DfES (2006) What to Do if You Are Worried a Child Is Being Abused document defines sexual abuse as: Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, sexual on-line images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways. (DfES, 2006: 9). The definition of neglect is the persistent failure to meet a childs physical and/ psychological needs, likely to result in the serious impairment of the childs health or development (DfES, 2006: 9). Some examples of neglect are failure to feed a child adequately, not providing appropriate clothes or bedding, giving inadequate basic physical care, the child having no boundaries or consistency, the child not being safe, not attending to a childs medical needs and failure to meet or recognize a childs emotional needs. The definition of neglect clouds with shades into the definition of emotional abuse. While both these definitions make sense, they are somewhat blurred around the edges. When we talk about severe actions it can be difficult to decide whether, and at what level, to intervene. There have been studies that show evidence that neglect, physical abuse and sexual abuse are all associated with reduced intelligence in children (Carrey, 1996). While this study shows an example of the effect abuse can have, sometimes a child can grow up with a positive attitude and have a successful life. But this is not to say that all survivors are successful in life and obviously some people suffer terrible ongoing issues related to their experience of abuse. Such as being able to trust anyone or in the case of sexual abuse never being able to let anyone touch them and the damage is permanent. Abuse can also affect the family by breaking it apart and separating the abuser from the abused. LOC5- Evaluate ways of enabling children to protect themselves, and ways of supporting children who have been abused. We cant expect children and young babies to protect themselves. So the government and schools try to communicate a universal message to children to try to protect them. Such as bullying is wrong, to be nice to one another, to eat well and look after each other and to promote a positive environment. We should always take children seriously and listen to what they are saying, as this is a way of improving our ways of providing support. There are four methods that are used with children in need and their families, each of which needs to be carried out effectively in order to achieve improvements in the lives of children in need. They are assessment, planning, intervention and reviewing (DfES, 2006). As an Early Years professional you should be aware of the local procedures to be followed for reporting concerns about a particular child. If you have any concerns about a child, they must be reported to the schools designated senior member of staff or a senior member that is appointed child protection supervisor. This may be where your involvement may end or you may need to be involved further. The practitioner will discuss with a manager and/or other senior colleagues what they think the appropriate action should be, then if there are still concerns a referral to the Local Authority childrens social care team will be made, followed up in writing within 48 hours. The social worker and manager then acknowledge receipt of referral and decide on the next course of action within one working day. An initial assessment is required to decide if there is any concern for the childs immediate safety. The initial assessment should continue in accordance with the assessment framework which is a chart that states what the needs of a child are. If there is reasonable cause to suspect the child is suffering, or is likely to suffer significant harm, childrens social care should arrange an immediate strategy discussion. The purpose of the strategy discussion is to agree whether to initiate section 47 of the Children Act 1989. It is also to identify the appropriate tasks and timescales for each involved professional and agency, and agree what further help or support may be necessary. If the child is likely to be harmed then the police and other relevant agencies are called. Next there would be a child protection conference and the results from that would determine whether a core assessment is made which is where the family and other professionals agree a plan for ensuring the childs future safety and welfare. If the results are that the child is in sufficient harm then the child becomes the subject of a child protection plan, which is where the difficulties of the child will be made known to partner agencies. This will be followed by giving the child a key worker and a child protection review conference, the purposes of the child protection review is to review the safety of the child. Usually, the decision to keep a childs name on the protection register is reviewed every six months, depending on the circumstances. A child protection review conference can decide that a childs name should be removed from the register. This decision will only be made when the child protection review conference is satisfied that the child is no longer at risk of significant harm. A young person will also be removed from the register once he or she turns 18. Obviously the worst case scenario is when a child dies due to abuse and nothing was done to help them. As Early Year professionals it is extremely important that situations like this never happen and that is why these procedures are put into place. Professionals can intervene by working with children and families to help protect them. There are support systems in place for children and their families provided by local government and sometimes connected to the school. Sure start is one such system. Sure start is a government programme which provides services for children and their families. It works to bring together early education, childcare, health and family support. Services provided include advice on health care and child development, play schemes, parenting classes, family outreach support and adult education and advice. If there is a case of suspected abuse but it is decided that there is no need to remove the child or the parent following the families assessment, Sure start can be recommended to the family as a place for family development. In this country there are 11 million children, 4 million have been identified as vulnerable (disabled), 400,000 have been identified as children in need, 32,000 are on the child protection register and 63,000 are looked after (in foster care). These statistics have gone up since the terrible tragic death of Peter Connelly (Baby P) in 2007. (http://www.statistics.gov.uk/cci/nugget.asp?id=348). We live in a highly complex and diverse society and as professionals it is part of our responsibility to ensure we are not confusing what we think is the case, or what we would like, with what is really the case. As Early Years practitioners we need to approach individual children and families with an open mind. While we believe we know what, a perfect world is, we also know that families come in all shapes and sizes, and that all families are likely to need support to help them. To make sure that all children get the correct and full treatment/service needed to make sure that they are safeguarded against abuse all practitioners/professionals should work together and communicate to achieve this goal.

Tennessee Williams A Streetcar Named Desire - Ghosts of the Past :: A Streetcar Named Desire Essays

Ghosts of the Past Haunt A Streetcar Named Desire  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Our lives are consumed by the past. The past of what we once did, what we once accomplished, and what we once could call our own. As we look back on these past memories we seldom realize the impact these events have on our present lives. The loss of a past love mars are future relationships, the loss of our family influences the choices we make today, and the loss of our dignity can confuse the life we live in the present. These losses or deaths require healing from which you need to recover. The effects of not healing can cause devastation as apparent in the play A Streetcar Named Desire. The theme of A Streetcar Named Desire is death. We encounter this idea first with the death of Blanche and Stella's relationship as sisters. Blanche and Stella had a life together once in Bel Reve and when Stella decided to move on in her life and leave, Blanche never could forgive her. This apparent in the scene when Blanche first arrives in New Orleans and meets Stella at the bowling alley. Stell a and Blanche sit down for a drink and we immediately see Blanche's animosity towards Stella. Blanche blames Stella for abandoning her at Bel Reve, leaving Blanche to handle the division of the estate after their parents die. As result of Stella's lack of support, we see Blanche become dependent on alcohol and lose her mental state. Blanche comes to be a a terrible reck through out the play as we learn of the details of her life at Bel Reve. Her loss of the entire estate and her struggle to get through an affair with a seventeen year old student. This baggage that Blanche carries on her shoulders nips at Stella through out eventually causing the demise of her relationship. As Blanche's visit goes on with Stella, the nips become too great and with the help of Stanley, Stella has Blanche committed to a mental hospital, thus symbolizing the death of the realtionship they once had. The next death we encounter in the film is the death of Stella and Stanley's marriage. Our first view of S tanley is of an eccentric man, but decent husband who cares deeply for his wife. However, as as Blanche's visit wears on, we come to see the true Stanley, violent and abusive.

Powerful Presentation Skill Essay

In almost all the business roles today, presentation skill has become a core competency and an inevitable prerequisite for any reasonable job. One of the popular fears among the people, after dogs, snakes heights, water, is public speaking. This category of people usually experience abnormal heartbeats, cold sweats, shivering and the worst, low or high blood pressures. Contrary to this, presentation skill can be developed and achieved through practice and observation. It’s exactly like learning to ride the bike. Here are some quick, tried and tested tips, if followed carefully they will make you a powerful presenter as well as an influential public speaker. Why do we give the presentations? Basically, there are four purposes of giving a presentation. Firstly, to inform your audience about what you know. In other words, it is called informative presentation. Secondly, to train, all the effectiveness of teaching and training activities for students and staff solely depend on the presentation skill of the teacher or trainer. The third purpose of giving a presentation is to persuade the public, our politicians are a very good example of that. During the election campaign, the politicians give persuasive presentations to convince the public to give them the vote. Lastly, sales people give presentations about their products to the customer and clients for the marketing. Pre-presentation Tips †¢Objective Before preparing any presentation one must be clear about the purpose of giving the presentation. Because, if you know clearly what you have to deliver it will help you find how to do it. †¢Content Once the objective is clearly defined, now you should focus the contents of your presentation. It means what is the scope of your talk. What is included and excluded. The contents must be according to the objective and the need of the audience. Through brainstorming, keeping in view your knowledge, audience and the topic, the parameters can be defined to cover the topic extensively. †¢Audience Jim Rohn, the American motivational speaker and writer, says, â€Å"Consider your audience†. It means who they are, what they already know about the topic, how old they are and what language and style they prefer etc. Once you are fully aware of all the facts it will help you tailor your presentation according to the needs of your audience. †¢Time and length People have their peak and low time according to the time of the day. Some people tend to be more active and alert in the morning. Therefore, if you present in the morning you might get positive feedback from your audience. On the other hand after lunch and in the evening people are likely to be drowsy and may not focus on what the presenter says. There, audience should be energized through activities and questions to keep them awake. Whereas, length means the time you are allotted to present. If it exceeds the timeline, you will lose the interest of the audience and the required purposes may not be achieved. †¢Structure One of the important components of success of any presentation is its structure. About the structure of the presentation, Jim Rohn says â€Å"Tell your audience what you are going to say, then say it all and at the end tell them again what you have just told them. In other words, it means introduction, body of the presentation and summary. †¢Take care of yourself The presenter’s health, mood, feelings and emotions matter a lot because if you are suffering from cough, sore throat or otherwise sad and sleepy you can not give a good first impression. So it’s a good idea to take care of your health to avoid any physical or mental distraction. †¢Practice makes perfect Mock presentations given to a group of friends, family members, colleagues or in front of a mirror, will help you grasp the subject and learn the content. As it is said, practice makes perfect. Rehearsal of your presentation will also increase your confidence. Verbal Communication Tips †¢Volume The first and the foremost phenomena in verbal communication is the voice of the presenter. If the presenter has a loud audible voice the message will get across clearly and completely to the audience. Usually, low pitched voices result in the failure of the presentation and the audience loses the interest in that presenter. Try to speak loud and clear but, not so loud that you cause your audience a headache due to your thundering voice. †¢Pace Pace means the speed of your lecture, speech or presentation. As a matter of fact, the listeners have their listening and understanding speed and the speakers have their speaking pace. Both the speeds must align with each other. Therefore, speak in a variety of paces if something is really important or serious, slow down to make your audience understand it. If you are repeating a point or giving a summary of your presentation then you might go with a faster pace. Use a variety of paces but make sure what you are delivering your audience is receiving it in the same way. †¢Pauses Pause is a short period in which something such as a sound or an activity is stopped before starting again. Pauses are like the punctuation marks in the written language. We use pauses or break the sequence of talk so that we might separate the most important to the least important. Besides, pauses create an impact of your words on the minds of the listeners. If you are describing a difficult point or delivering an informative presentation which is complex too, then you must stop briefly at certain points. Pauses give time to the audience to think, realize and absorb the information you are showering upon them. †¢Intonation Intonation is the change of voice as per the nature of the message you want to deliver. Communication experts believe words are lifeless unless we add our vocal variety in it. It is your voice that mixes up your words with feelings and emotions. This mixed voice is called intonation. The pitch and tone of your voice help you make the right intonation according to the message you deliver. For example, if you pass any test or exam you say loudly; Yaaahhhoooo! Now this interjection is expressed through your emotional voice which is intonation. Someone rightly said the voice that comes from heart has a deep impact on the listeners; this voice of the heart is in fact your intonation. As a powerful communicator express your feelings and emotions through your voice and give the heart touching presentations. †¢Avoid Artificial Fillers Artificial filler is either the repetition of a word or a sentence for example, ok, you know, fine etc or uttering some meaningless words like errrrr, aaaah, ehhh etc. Artificial fillers are a must-avoid during the presentation because they make your presentation funny or boring for the audience. A presenter must not repeat a word or a sentence time and again habitually. †¢Humour During Presentaion Well, it depends on the audience and the presentation environment because some presentations are delivered in a strict and serious environment where it is not appropriate at all to use humour or make the audience laugh. On the other hand, if it’s a friendly environment or training then a presenter must entertain the audience through some relevant jokes or funny stories. As it is said â€Å"Laughter is the best medicine† and if a presenter makes the audience smile and laugh they will remain active, energetic and will not feel bored. Do not criticize anyone or make fun of anyone of your audience. This might worsen the situation as most of the people never like to be laughed at. Nonverbal Communication Strategies †¢Body Positioning Nonverbal communication is the communication through body language which is in deed more powerful than the verbal type of communication. As a presenter, you are under the spot light. Every one looks at you during the session that’s why a presenter should stand at a place where he is visible to each and every individual sitting in front of him. During the presentation you must not stand still at one place and deliver the whole presentation there, rather you should change the position according to the situation but at every position your audience must be able to see you clearly. Never turn your back towards your audience. †¢Posture Posture means position of body or the way in which someone usually holds his shoulders, neck and back, or a particular position in which someone stands or sits etc. As you present you must mind your posture, it should be active and energetic. Lazy and inactive postures result in the concentration loss of the audience. Not only this, but the speaker becomes less reliable and unauthentic. Stand straight and confidently, put your shoulders at a relaxed but active positive. Positive postures give a very strong nonverbal message to your audience. †¢Movement The basic difference between speech and presentation is that during the speech the speaker stays at one place and talks but in the presentation the presenter is animated. The presenter moves around in the room purposefully, walks and talks with the audience. Therefore, a presenter must move but the movement has to be purposeful not a continuous movements or the nervous movements. While moving do not lose the eye contact with the audience. Move around but keep looking at the audience. †¢Hands During the presentation, your hands communicate effectively as well. In fact, your hands give meanings to your words and create an impact on the audience. There is a complete language known as Sign Language which is mostly based on hands signals. Do not cross your hands or rest them at the back just leave your arms loose by your sides and as you talk according to the words, sentence or message use your hands and fingers to make your message more meaningful and impressive. †¢Facial Expressions It is said, â€Å"Face is the index of mind†. Whatever we think it comes on the face through these facial expressions we communicate the deepest thoughts of our mind and feelings of our hearts. If you look at someone and smile, the other person will also smile in response and if you look at a child angrily, the child will be afraid of you. Our facial muscles make our face expressions and the facial muscles get activated when either we arouse our feelings and emotions in a certain way. Express yourself through your facial muscles and connect with your audience deeply and give a memorable presentation. †¢Eye Contact Your eyes are your lighthouse. As you talk do not look at the walls, fans or tube lights but the people sitting in front of you. When you look in to the eyes of the people it shows that you are giving them your attention and in response your audience also looks at you. Moreover, eye contact works like an infrared channel that transfers data from your mind to the minds of the listeners. But do not look at one person for more than 5 seconds because it might make him/her uneasy and it will also turn your eye contact to staring. Finally, be confident and practice all the points carefully. Fake it, until you make it and then it will become your natural presentation style.

Dietary Reference Values DRVs Essay

Dietary Reference Values (DRVs) Introduction            A balanced diet is very important for one’s body, and is defined as that diet which provides adequate amounts of nutrients and energy for health and well-being. Dietary reference Values are set of nutrient recommendations that are comprised of estimates of the amount of nutrients and energy needed by the population of healthy people in the United Kingdom. There are several uses of these estimates. However, Dietary Reference Values (DRVs) shows some limitations.            The main purpose of DRVs is to guide people other than offering recommendations. For any nation to have healthy people, it should make sure that they are well versed with what they should include in their diets. With DRVs, different groups of people can know what they need to include in their diets. This is a very important factor in the health sector. It reduces medical bills since it ensures that the whole population in healthy and free from diseases. Chronic diseases such as cancer and blood pressure can be avoided if one eats healthy. This means that if middle-aged people follow DRVs, infections of such diseases will go down.            The second use of DRVs is to determine optical amount of nutrients needed in the body. According to a study done by (Ross et. al 2011, pp.55) nutritional requirements vary with age, gender, and physical characteristics of the body. The study points the importance of understanding one’s nutritional requirement. DRVs help people know the optimal amount of nutrients based on their age, gender and body characteristics. For example, DRVs point out that women of child bearing age require more iron than men. If such studies were not available, it would be very hard for one to determine the amount of nutrients required by his/her body. Read more:  Essay About Nutritional Requirements of Individuals            DRVs help people understand particular functions of nutrients in their bodies. This eliminates diseases such as obesity, which is brought about by too much consumption of fats. When people are well informed about the role of nutrients in their bodies, they will always make informed decisions when preparing their meals. Some nutrients are needed in larger quantities while others are needed in small quantities. DRVs state the quantities in grams, milligrams or micrograms. DRVs show that vitamin C is needed in milligram quantities while proteins are needed in gram quantities. This knowledge helps nutritionists to know what a person lacks before administering their prescriptions (Hoey et.al. 2013, pp.105).            DRVs have certain limitations. First, they are complex and can only be interpreted by a health professional. This means that when a lay person is left on his or her own, he/she can take undesirable amounts of nutrients due to misinterpretation of the diet tables, and this is likely to affect that person negatively. It can lead to diseases such as obesity or malnutrition. The other problem associated with DRVs is that some people may view them as recommendations, but in actual sense they are not. DRVs should only be used as guidelines and requires interpretation by professionals. Thus, they function like dietary advice. Population Reference Intake may yield undesirable advice to the population because people are not identical. Thus, having a fixed value for the whole population may mislead some people. People are affected differently by different factors of the environment. When coming up with population reference Intake, individual factors ought to be taken into co nsideration (Manson, 2011, pp.525). References Hoey, L., McNulty, H., Duffy, M. E., Hughes, C. F., & Strain, J. J. (2013), ‘EURRECA—Estimating folate requirements for deriving dietary reference values’, Critical reviews in food science and nutrition, vol.53, no.10, pp.104-105. Manson, J. E., (2011), ‘The 2011 Dietary Reference Intakes for Calcium and Vitamin D: what dietetics practitioners need to know,’ Journal of the American Dietetic Association, vol.111, no.4, pp. 524-527. Ross, A. C., Manson, J. E., Abrams, S. A., Aloia, J. F., Brannon, P. M., Clinton, S. K., †¦ & Shapses, S. A. (2011), ‘The 2011 report on dietary reference intakes for calcium and vitamin D from the Institute of Medicine: what clinicians need to know’, Journal of Clinical Endocrinology & Metabolism, vol.96. , no.1, pp.53-58. Source document