The Right to Privacy Essay Example | Topics and Well Written Essays - 1250 words

The Right to Privacy - Essay Example In particular, privacy might be split into four classes (1) Physical: control on others to experience a situation or person through their human senses; (2) Informational: control on looking for or disclosing facts, which are unknowable or unknown to others; (3) Decisional: control on inquisitive in decisions, which are restricted to an entity; and finally, (4) Dispositional: control on efforts to know a person’s state of mind (Etzioni 56). The content and limits of what is regarded private varies among individuals and cultures, but share general themes. Privacy is, at times, associated with secrecy, the desire to stay unidentified or unnoticed in public matters. When a matter is private to an individual, it normally means there is something in them, which is considered personally sensitive or intrinsically special. The extent to which private and confidential information is revealed, hence, relies on how the public will perceive these facts, which differs between places and ov er time (Etzioni 56). There have been numerous debates concerning peoples’ right to privacy. The state argues that people make wrong use of this rule by doing illegal activities yet keep it away from the authorities claiming that it is a right to privacy. However, others consider that it is a significant element of human rights and that the regime should grant this right to its citizens (Gonchar 1). This paper will describe this right and where is it found. It will also discuss how was it developed and whether or not it should be openly included in the United States Constitution. Right to Privacy Definition In recent days, there have been extremely few efforts evidently and correctly to describe a "right to privacy." By the turn of the millennium (2000), learners of the Haifa Institute for Law & Technology confirmed that, in reality, the right to privacy ought not to be labeled as a distinct legal right, in any way (Thomson 74). Through their interpretation, present laws pert aining to privacy, in essence, should be adequate. Other scholars, such as Dean Prosser, have endeavored, but not succeeded, to uncover a mutual understanding between leading privacy cases in courts at least to formulate an explanation (Gallagher 12). One law school dissertation from Israel, nevertheless, on the issue of "privacy in the digital world," proposes that the right to privacy ought to be seen as a self-regulating right, which requires legal security in itself (Lever 56). It has, hence, suggested a working description to the "right to privacy. According to this institution, the right to privacy is peoples’ right to uphold a domain around them, which comprises of all those issues that are significant to them, such as their body, property, home, feelings, thoughts, identity, as well as secrets (Thomson 74). This right offers people the ability to choose which parts in this domain can be accessed by others, and to control the extent, manner and timing of the use of tho se parts we choose to disclose. Where the Right Is Found and How It Was Developed The right to privacy is a historical paradox of the United States constitutional law (Moore 20). Even if it did not exist as doctrine till late 1961, it did not create the basis of a Supreme Court verdict up to 1965 (Thomson 77). It is, in essence, the oldest constitutional right. This right of privacy establishes the foundation of the freedom of conscience articulated in the First Amendment, the right to be protected in one's self articulated in the Fourth Amendment, as well as the right to decline self-incrimination articulated in the Fifth Amendment, in spite of the truth that the word "privacy" itself is

Translation Essays Sir Frank Whittle

Translation Essays Sir Frank Whittle The pioneering work of Sir Frank Whittle in developing the jet engine. The pioneering work of Sir Frank Whittle in developing the jet engine helped transform the way civil aviation operates today.   Indeed, it is probably true to say that without the jet airliner, there would be no package holiday business today and air travel would have remained an exclusive activity.   However, the invention of the jet alone did not make these changes possible.   Aircraft manufacturers too had their part to play in building aircraft types that were economic to operate for airlines.   There are a variety of important aircraft models, all equally impressive in their own rights, which helped shape the air travel business.   We shall focus on three of the most notable product lines: The Boeing 77 series, the McDonnell-Douglas DC-10 series, and the Airbus 300 series, all of which have utilized varying degrees of speed, fuel efficiency, service, and passenger capacity to make air travel accessible and attractive to the common person. It is worth briefly mentioning here that the American aircraft manufacturers had a built-in advantage in the jet passenger craft market coming out of World War II, for a fairly straightforward reason:   The American aircraft industry was completely undamaged, in contrast to the European and Asian companies which had been devastated.   So aircraft manufacturer Boeing, makers of workhouse American bombers such as the B-17 and B-29, was well-poised to enter and dominate the commercial jet aircraft arena.   The first commercially successful venture, unsurprisingly, was the Boeing ‘7X7’ Series, four-engine large-payload jets, the first of which was the 707.   This remarkable craft was airborne within two years of the announcement of the project’s commencement, taking to the skies on May 14, 1954 on its first test flight, and carrying its first commercial passengers a relatively short time later (December 20 1957), thanks to Pan American Airways’ agreemen t with Boeing to purchase and operate a large number of 707s to form the backbone of Pan Am’s worldwide fleet.   The first model, the 707-120 (medium-range jets), carried up to 181 passengers, and subsequent versions including the 707-320 (longer-range jets), carried up to 200 passengers.   Cruising speeds for the 707 reached up to 1000 kilometers per hour, making even international travel a speedy, convenient, and more affordable process.   In all, 1,010 707s in its various incarnations were produced in an astonishingly lengthy commercial production run from 1954 to 1978.   (Boeing continued to produce 707s for the military until 1991.) The American passenger airline business benefited greatly from government deregulation in the 1970s, opening the way for an explosion comprised of a perfect storm of more carriers, lower prices, and higher customer demand.   The aging 707 series, venerable as it was, simply did not carry enough passengers or boast adequate fuel efficiency to remain economically feasible for production and continued use.   Some airline industry analysts felt Boeing was slow to realize this, but the company responded with remarkable agility by announcing in 1966 that it would begin production of a line of so-called ‘jumbo jets’ within four years, spurred again by a huge order from Pan Am, who was gambling on twenty-five brand new jets, sight unseen.   This was no minor undertaking – the development and production of this revolutionary new behemoth airplane nearly bankrupted Boeing.  Ã‚  Ã‚   In 1970 right on its announced schedule, yet against all outside predictions Boein g introduced the 747, a colossal double-decker jet which will have held the record for largest size jet until late 2006, when it will be surpassed by the introduction of Airbus Industries’ A380 (more on the Airbus later). Like the 707, Boeing’s 747s were rolled out in a progression of improving and size-varied series, ranging from the 747-100 to the 747-400s. Though the 747’s cruising speed is a tad slower than the 707 (910 kilometers per hour), the latest models transport an astonishing amount of human cargo between 415 and 525 passengers (up from the earliest models’ 374-passenger maximum).   Its better fuel efficiency, compared to the 707s, allowed it to travel longer distances without refueling, as well, for example, from New York to Hong Kong nonstop.   In addition to meeting the market demand of more people to fly for less money, the 747 also accommodated those who were willing and able to pay more to fly in style.   Another clever feature of the 747 was the refinement of the idea of different ‘classes’ of passenger service.   The original evolution of passenger air flight in general, not just the 747, was simply along the lines of making air travel affordable for the maximum number of people.   Once this goal was achieved, the airlines modified their business plans to accommodate the fact that certain travelers, particularly those traveling for business purposes, would be willing to pay higher fares for added amenities such as larger seating, better food, free alcoholic beverages, priority boarding, etc.   The 747’s upper deck was designed for such so-called ‘first-class’ passengers and Boeing produced, for various airlines, a variety of configurations that included such amenities as a piano lounge and standup cocktail bars for its more upscale clientele.   In all, over 1,200 747s have been produced, and with the advent of the 747-8 series in late 2005, the line lives on.  Ã‚  Ã‚   Another important jet was McDonnell-Douglas’ DC-10, which flew its first passenger flight in 1971.   It was designed to compete directly with Boeing’s 747 and its creation, like the 747, was spurred in large part by the demand from a particular airline.   In the DC-10’s case, American Airlines specifically asked McDonnell-Douglas if it could manufacture a plane capable of flying the same long routes as the 747 but which could accommodate shorter runways and standard gate sizes found at many airports.   The result was a three-engine aircraft that could carry between 250 and 380 passengers in its various incarnations.   Its speed was essentially comparable to the 747, at 982 kilometers per hour, with less fuel consumption, again making it more affordable.   United Airlines, pleased with the results of McDonnell-Douglas’ fruits, also purchased a number of DC-10s.   Unfortunately, the DC-10 was not to have as celebrated an era of service as the 747 .   In the 1970s, several horrific and well-publicized disasters occurred involving DC-10s that were traced to design flaws.   The most noteworthy of these problems was the design of the cargo doors.   Most passenger jets utilized designs in which the doors opened inward; the DC-10 cargo door opened outwards, requiring a complex and heavy locking mechanism to withstand the heavy outward-directed force of cabin pressurization.   The locking mechanism was prone to a variety of dangerous pitfalls, ranging from human error to mechanical failure, any of which could cause a catastrophic blowout of the door.  Ã‚   There were a few near-misses in the early 1970s in which a door failed, including a 1972 incident in Detroit, but no accidents transpired.   Tragically, however, a complete and utter disaster befell a Turkish Airlines DC-10 on March 3, 1974.   The plane took off from Orly airport in Paris; within seconds, its cargo door blew out and the resulting depressurization se vered the control cables, rendering the aircraft unmanageable by the pilots.  Ã‚   The plane crashed 77 seconds after takeoff into the dense Ermenonville forest outside of Paris, shredding the plane and its passengers to ribbons.   All 364 people aboard were killed.   Subsequent investigations by the French and American governments revealed that McDonnell-Douglas was well aware of defects in the cargo door design, but made inadequate efforts to correct it.   Under legal pressure and rebellion from passengers who simply refused to fly on a DC-10, McDonnell-Douglas corrected the flaw.   But after yet another catastrophic crash of a DC-10 in 1979 at Chicago O’Hare airport, the DC-10 never regained its footing and eventually, production was halted in 1988 after a comparably small production run of 446 planes, ending what could have been a healthier competition between the 747 and DC-10 that would have continued to benefit airlines in their fierce competition for passeng ers. Lastly, Airbus Industries’ Airbus model is important to mention, both for its successful, albeit relatively short track record and the simple fact that it is not a product of American design and manufacturing.   Airbus was formed in 1967 by a consortium of European aviation manufacturers with the express purpose to compete with Boeing’s overwhelming dominance in the passenger jet market.   In the intervening 38 years, Airbus has fought a pitched battle with Boeing, both politically and commercially, and achieved remarkable parity. It narrowly edged out Boeing in total number of orders received in 2005, 1055 jets to 1002.   Airbus did not get off to an auspicious beginning, however.   Only 81 of its A300 model were in service by 1979 despite its entry into the world market in 1974.   However, the introduction of the A320 model in 1981 was a smashing success, with Airbus having taken 400 orders from airlines before the first model even left the ground.   Thoug h the A320 typically only carried approximately 150 passengers, its reliability, speed (approximately as fast as a 747) and fuel efficiency made it an attractive choice that could compete with Boeing’s smaller jets including the 737, and Airbus wasted little time in expanding the passenger capacity of the A320 and subsequent models.   In fall 2006, Airbus’ A380 will overtake the 747 in maximum passenger capacity – 555.   The competition between Airbus and Boeing has become so fierce that it has escalated into conflict between the United States and European Union, with unfair subsidy accusations and threats of trade wars flying across the Atlantic Ocean as often as the jets. Certainly, Boeing, McDonnell-Douglas, and Airbus were not the only major players in the passenger jet business since its advent.   Other notables include American manufacturer Lockheed and a host of minor foreign manufacturers.  Ã‚   None, however, have matched the dominance and industry-changing models of Boeing 77 series and Airbus 300 series, or the unfortunate inability of McDonnell-Douglas to live up to the potential of the maligned DC-10.   Each of these planes played a key role in making long-distance air travel more competitive, more affordable, more international, more accessible, and safer (ironically, in the case of the DC-10) with each passing year. BIBLIOGRAPHY http://www.boeing.com/commercial/707family/ http://www.aviation-history.com/boeing/707.html http://www.aircraft-info.net/aircraft/jet_aircraft/boeing/747-400/ http://www.boeing.com/commercial/747family/index.html http://www.pbs.org/kcet/chasingthesun/planes/747.html http://www.aircraft-info.net/aircraft/jet_aircraft/mcdonnell_douglas/DC-10_MD10/ Johnston, Moira.   The Last Nine Minutes: The Story of Flight 981, Avon Publishers, 1976. http://www.airbus.com/en/aircraftfamilies/ Contrada, John Della.   â€Å"Subsidy war could harm Boeing more than Airbus, UB researcher says,† The University of Buffalo Reporter, 24 June 2004.

Comparison of Attitudes Towards Marriage in A Hero of Our Time versus T

Marriage, often thought of as a sacred union of the utmost importance, is portrayed in both A Hero of Our Time by Mikhail Lermontov, and The House of the Spirits by Isabel Allende, as a minor issue rather than a key part of the lives of the main characters. Marriage is unimportant to both main characters Pechorin and Clara. Lermontov uses Pechorin?s refusal of commitment, while being an object of desire and passion, to illustrate that men should keep their independence from women to protect their power. On the other hand, Allende uses Clara?s priorities of spirituality and children above her husband and marriage to suggest that women?s power does not depend on men. Clara becomes married, recognizing that she will keep the freedom she had before marriage, while Pechorin is immediate in rejecting commitment because of his fear that it will stifle his independence. After being married to Esteban Trueba, Clara is unmoved and remains distant, putting the diamond jewels her new husband gave her ?in a shoe box, and quickly [forgetting] where she put it?(Allende, 95). She knows that being married to Esteban is her destiny and is not excited by her role as a married woman. During their honeymoon, Esteban realizes that Clara does not in fact belong to him and she would not trade her ?world of apparitions? simply for him (Allende, 96). He tries many times to win her over with presents of jewelry and candy and expressing his affection but Clara?s manner towards her marriage does not change, while her otherworldly magic and knowledge increases and develops. Over the course of time Allende shows how Esteban grows dependent Clara, eventually ?hound[ing] her? for attention (Allende, 180). On the contrary, Lermontov demonstrates Pechorin?s mascul... ... should be more powerful than women because of men?s ability to control their emotions and the weak-mindedness of females. Although both authors gave their characters similar opinions of marriage, the reasons for their views are very different and achieve opposite results in the novels. Clara unknowingly builds up the distance between herself and her husband, which Allende uses to suggest that women can be more powerful when they are independent from men. Pechorin does not even attempt marriage but rather detaches himself from any woman who might want to marry him because of Lermontov?s views that women can be the downfall of any great man. While Allende comments on the importance of feminine independence, Lermontov explains that while lust and desire is natural to men, marriage is unneeded and confusing, pulling men away from their place of dominance over women. Comparison of Attitudes Towards Marriage in A Hero of Our Time versus T Marriage, often thought of as a sacred union of the utmost importance, is portrayed in both A Hero of Our Time by Mikhail Lermontov, and The House of the Spirits by Isabel Allende, as a minor issue rather than a key part of the lives of the main characters. Marriage is unimportant to both main characters Pechorin and Clara. Lermontov uses Pechorin?s refusal of commitment, while being an object of desire and passion, to illustrate that men should keep their independence from women to protect their power. On the other hand, Allende uses Clara?s priorities of spirituality and children above her husband and marriage to suggest that women?s power does not depend on men. Clara becomes married, recognizing that she will keep the freedom she had before marriage, while Pechorin is immediate in rejecting commitment because of his fear that it will stifle his independence. After being married to Esteban Trueba, Clara is unmoved and remains distant, putting the diamond jewels her new husband gave her ?in a shoe box, and quickly [forgetting] where she put it?(Allende, 95). She knows that being married to Esteban is her destiny and is not excited by her role as a married woman. During their honeymoon, Esteban realizes that Clara does not in fact belong to him and she would not trade her ?world of apparitions? simply for him (Allende, 96). He tries many times to win her over with presents of jewelry and candy and expressing his affection but Clara?s manner towards her marriage does not change, while her otherworldly magic and knowledge increases and develops. Over the course of time Allende shows how Esteban grows dependent Clara, eventually ?hound[ing] her? for attention (Allende, 180). On the contrary, Lermontov demonstrates Pechorin?s mascul... ... should be more powerful than women because of men?s ability to control their emotions and the weak-mindedness of females. Although both authors gave their characters similar opinions of marriage, the reasons for their views are very different and achieve opposite results in the novels. Clara unknowingly builds up the distance between herself and her husband, which Allende uses to suggest that women can be more powerful when they are independent from men. Pechorin does not even attempt marriage but rather detaches himself from any woman who might want to marry him because of Lermontov?s views that women can be the downfall of any great man. While Allende comments on the importance of feminine independence, Lermontov explains that while lust and desire is natural to men, marriage is unneeded and confusing, pulling men away from their place of dominance over women.

Socially Responsible Literature: Reflections on “Silence”

Both Tadeusz Borowski’s chapter â€Å"Silence† and Bertold Brecht’s poem â€Å"A Worker Reads History† are socially responsible pieces of literature and poetry, respectively, as the authors seem to capture the untold aspects of history that need to be understood. Both works are intended to educate the audience by countering propaganda type pieces that portray a common hero or victim. As it has been said, life does imitate art and life is not common nor filled with characters of complete morality.It should be said, as well, that many literary works do pose questions in themes of morality, public issues, or private problems endemic to society, however these themes and questions are usually answered. Common art is filled with dissonance and consonance while extraordinary art is only dissonant, as is life. There are only questions in this type of art and for this reason, the writers chosen do entertain their audiences by compelling them to think beyond the lit erature and look at life in a different way.Bertold Brecht’s poem â€Å"A Worker Reads History† is filled with questions and is meant to cause the audience to contemplate the unsung and ordinary heroes of history that do not receive attention. He asks â€Å"Phillip of Spain wept as his fleet was sunk and destroyed. Were there no other tears? Frederick the Greek triumphed in the Seven Years War. Who triumphed with him? † This social criticism in the form of questions is socially responsible to audiences in that the myth of the fallen or triumphant hero is merely a nationalistic and propaganda type tool used to glorify and glamorize war and political progress.Brecht, also wonders about Caesar’s victory and â€Å"was there not even a cook in his armyâ€Å"? Of course, tales of cooks and other workers would not be so romantic and patriotic. The title is very telling then of the point of view of the poem and the intention of the regular person or regular aud ience to comprehend their lack of place in history as unacceptable or, at the very least, questionable.Similarly, Tadeusz Borowski’s â€Å"Silence† is very telling in the title as to the intention of his story and the socially irresponsible action of being silent to the truth. Here again, we do not see characters portrayed in heroic terms, we see, as an audience, gritty reality. As Holocaust survivors, having been silent, these men had pent up rage against their oppressors and just as they suffered in silence for so many years, they murdered one oppressor, who was gagged in silence and then trampled to death.The importance of noting that the American officer, who promised justice, and was ignored is important, as well. He was not viewed as a hero and the oppressed men were not meant to be portrayed as victims. The theme to note is the importance of actions versus words, as the American’s promise was not as satisfying as the silent, secret murder. But, as sociall y responsible art the action taken was written and, therefore taken out of the darkness of secrecy to it’s own action.In closing, both works attempt to persuade audiences to think differently about the portrayal of history and the grittiness of the real silent heroes and victims. There is no simple dichotomies in these pieces nor is there a resolving conflict. The beauty is in the questions posed. Therefore, in this way these works do serve as entertainment that prompts the audience to question themselves, their world, the works they have read, and the responsibility of knowing the truth.

Communication and relationship building Essay

Explain why effective communication is important in developing positive relationships with children, young people and adults. Children need to feel safe, secure and comfortable to make separation from their parents easier. When they are emotionally secure they will be more confident and involved in the play and activities around them. Likewise, parents need to feel that their children are happy and cared for according to their needs. People will feel valued as individuals if they think their views and opinions matter. If we know their interests and listen to them they are more likely to initiate conversations themselves, thereby improving their language development. Conversations and research build language skills which are vital to learning, and also developing social skills, as social interaction is essential to our wellbeing If people feel a sense of belonging and inclusion they will flourish, if they feel supported and understood they are more likely to trust you, be open with you and tell you how they feel. Children are less likely to behave in an unwanted manner if we are able to effectively understan d individual’s development needs and expectations, thereby being able to plan more accurately to meet these needs. Children need to feel safe, secure and comfortable to make separation from their parents easier. When they are emotionally secure they will be more confident and involved in the play and activities around them. Likewise, parents need to feel that their children are happy and cared for according to their needs. People will feel valued as individuals if they think their views and opinions matter. If we know their interests and listen to them they are more likely to initiate conversations themselves, thereby improving their language development. Conversations and research build language skills which are vital to learning, and also developing social skills, as social interaction is essential to our wellbeing If people feel a sense of belonging and inclusion they will flourish, if they feel supported and understood they are more likely to trust you, be open with you and tell you how they feel. Children are less likely to behave in an unwanted manner if we are able to effectively understan d individual’s  development needs and expectations, thereby being able to plan more accurately to meet these needs. 2.1. Explain the skills needed to communicate with children and young people. Empathic listening – being able to see things from another person’s point of view and understand how they may feel Patience – allowing people time, especially children, to find the words to express themselves, without interrupting them Concentration – giving your full attention to the individual so they know you are interested in them and what they have to say Observation – Body language, facial expressions and tone of voice can help to identify how people are feeling Consideration – consider the other person’s needs such as speech and language disorders, earring aids Enthusiasm – give the impression that you are excited to talk to them, that they are important to you Reflection – Paraphrasing and restating the feelings and words of the individual Positive body language – Especially if talking to younger children, come down to their level to avoid coming across as intimidating and maintaining eye contact Honesty â €“ Always be truthful with responses, but appropriate to age and stage of child, never make promises, as you may not be able to keep them 00Empathic listening – being able to see things from another person’s point of view and understand how they may feel Patience – allowing people time, especially children, to find the words to express themselves, without interrupting them Concentration – giving your full attention to the individual so they know you are interested in them and what they have to say Observation – Body language, facial expressions and tone of voice can help to identify how people are feeling Consideration – consider the other person’s needs such as speech and language disorders, earring aids Enthusiasm – give the impression that you are excited to talk to them, that they are important to you Reflection – Paraphrasing and restating the feelings and words of the individual Positive body language – Especially if talking to younger children, come down to their level to avoid coming across as intimidating and maintaining eye contact Honesty – Always be truthful with responses, but appropriate to age and stage of child, never make promises, as you may not be able to keep them 2.2. Explain how to adapt communication with children and young people for: †¢Ã‚  the age of the child or young person Keep language simple, appropriate to age and developmental stage Make sure children understand what is expected of them Remain formal, to ensure there is no misunderstanding as to your role as carer †¢ the context of the communication During playtime or lunchtime you can talk to the children in a more social tone, but still maintaining the professional carer to child relationship. Children will often ask me my â€Å"real name†, to which I reply â€Å"but Mrs Bell is my real name†. During classroom activities children need to be focused and distractions need to be dealt with swiftly and efficiently before the interrupt the other children. †¢ communication differences. Consider the needs of the individual, ie if they are hearing impaired, face them and maintain eye contact so that lip reading is possible. They may have speech and hearing difficulties in which case you may need additional training for example in sign language. 2.3. Explain the main differences between communicating with adults and communicating with children and young people. -129600146195When communicating with children it is important to keep the relationship formal whilst at school, they need to see you as a carer. Children need to be communicated with very clearly and precisely, so there can be no double meaning. It is also vital to make sure that children understand exactly what we mean. The vocabulary and facial expressions you use need to be appropriate to the age and stage of development of the child/ren you are talking to. When dealing with children you should never offer physical contact towards them, which can prove hard as younger children will often want to hold your ha nd or cuddle When communicating with children it is important to keep the relationship formal whilst at school, they need to see you as a carer. Children need to be communicated with very clearly and precisely, so there can be no double meaning. It is also vital to make sure that children understand exactly what we mean. The vocabulary and facial expressions you use need to be appropriate to the age and stage of development of the child/ren you are talking to. When dealing with children you should never offer physical contact towards them, which can prove hard as younger children will often want to hold your hand or cuddle you. 2.4. Explain how to adapt communication to meet different communication needs of adults. -12960046000You may have to deal with adults for whom English is a second language, in which case you may need to have translator present, especially if the information may be difficult to explain. Some adults you encounter may have difficulty communicating due to dysfluency (stutter), you will need to show patience and understanding, giving them time and not interrupting or finishing words sentences for them. Some adults you encounter may have hearing difficulties, you may find that you have to maintain eye contact to enable them to lip read. 0You may have to deal with adults for whom English is a second language, in which case you may need to have translator present, especially if the information may be difficult to explain. Some adults you encounter may have difficulty communicating due to dysfluency (stutter), you will need to show patience and understanding, giving them time and not interrup ting or finishing words sentences for them. Some adults you encounter may have hearing difficulties, you may find that you have to maintain eye contact to enable them to lip read. 2.5. Explain how to manage disagreements with children, young people and When dealing with disagreements between children it is important to get both sides of the story and try to get the children to listen to how the other is feeling. You should try to help the children to think about ways to resolve the issue themselves, rather than laying down the law, so that they can use these skills again in the future. If a problem occurs with a parent you should find a more private area for discussions regarding the issue. Remain friendly and approachable, speak clearly with good eye contact, and ensure that you listen and be sympathetic to their views and feelings. Always be respectful of religious and cultural beliefs. It may be necessary for you to explain why certain behaviours are not acceptable within a school environment even though the child may be able to do this at home. When dealing with disagreements between children it is important to get both sides of the story and try to get the children to listen to how the other is feeling. You should try to help the children to think about ways to resolve the issue themselves, rather than laying down the law, so that they can use these skills again in the future. If a   occurs with a parent you should find a more private area for discussions regarding the issue. Remain friendly and approachable, speak clearly with good eye contact, and ensure that you listen and be sympathetic to their views and feelings. Always be respectful of religious and cultural beliefs. It may be necessary for you to explain why certain behaviours are not acceptable within a school environment even though the child may be able to do this at home. Explain the principles of relationship building with children, young people and adults. Principles of relationship building with children, young people and adults Your explanation or example of how the principle promotes relationship building: Communicate effectively Make sure there are no distractions when speaking with people, this will put them at easy and help to make them feel important. Get your thoughts together before hand so that you are sure of what you want to say. Speak clearly and appropriately for the age/developmental stage of the individual concerned. Being fair and consistent We must listen to what is being said, not jump to conclusions, just because someone has previous behaved in a particular way, does not mean they will always do so. We have to be consistent in the way that we behave too, if we are excitable one day and withdrawn the next, nobody will know what is expected of them on a day to day basis. Showing respect and courtesy If we are courteous and show respect, they will learn to treat us and others with the same respect and courtesy. If we use manners and our voices tones are warm and courteous children and young people will develop positive relationships with us and others. We all need to feel that we are of equal importance. Valuing and respecting individuality We all have individual strengths, talents and attitudes, and will excel in different areas, we need to show that we are comfortable with everybody’s individuality, accepting people for who they are and not who we expect them to be. Interests should be acknowledged and built upon. Confidentiality as appropriate Personal information will be passed on to you via other professionals or through parents to enable to best care for the child during their time with you, it is important to maintain confidentiality in these cases to maintain the trust between yourself and individuals concerned. No parents wants their child to be a source for gossip or bullying. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. -29045108585Depending upon the context in which you are working will determine how you should adapt your communication. If you are in a meeting with other professional bodies your language and behave should be more formal than it would be during your normal daily routine. In the today’s world of technology communication is becoming more impersonal, by e-mail or text, this can be detrimental to relationships as tone of voice and body language are key elements to effective communication. The way we respond to others ie the speed in which we respond to emails or phone messages and also how attentive we seem when speaking to someone can also affect the building of a relationship. Culturally our views and opinions of other people’s behaviour can affect relationships, this can be purely down to a lack of understanding and acceptance of each other’s background and cultural differences. In our society it is concerned rude or shows a lack of confidence not to maintain eye contact whilst communicating with others, although in other countries it is socially unacceptable to look another person in the eye when speaking to them. Likewise in some countries women are not permitted to speak to any other man than their husbands, you may find this socially unacceptable, but you would need to be mindful of other people life styles, otherwise relations could breakdown. Depending upon the context in which you are working will determine how you should adapt your communication. If you are in a meeting with other professional bodies your language and behave should be more formal than it would be during your normal daily routine. In the today’s world of technology communication is becoming more impersonal, by e-mail or text, this can be detrimental to relationships as tone of voice and body language are key elements to effective communication. The way we respond to others ie the speed in which we respond to emails or phone messages and also how attentive we seem   speaking to someone can also affect the building of a relationship. Culturally our views and opinions of other people’s behaviour can affect relationships, this can be purely down to a lack of understanding and acceptance of each other’s background and cultural differences. In our society it is concerned rude or shows a lack of confidence not to maintain eye contact whilst communicating with others, although in other countries it is socially unacceptable to look another person in the eye when speaking to them. Likewise in some countries women are not permitted to speak to any other man than their husbands, you may find this socially unacceptable, but you would need to be mindful of other people life styles, otherwise relations could breakdown. 3.1. Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information. -15120016105Current legislation is important as it affects the practices that schools operate under. It is important to acknowledge the individualism of every child and their basis human rights. Data Protection Act 1998 – Aims to prevent the disclosure of personal and confidential information without the consent of the person involved, or the parents if the person is under 16 years of age. The Children Act 2004 – Lays down guidelines for all who are involved in looking after children with 5 basic outcomes; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Every Child Matters – green paper that came into effect after the case of Victoria Climbie which highlights the need for professional services involved with children to share information with each other. All 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 and not transferred outside the European Union without adequate protection. 0Current legislation is important as it affects the practices that schools operate under. It is important to acknowledge the individualism of every child and their basis human rights. Data Protection Act 1998 – Aims to prevent the disclosure of personal and confidential information without the consent of the person involved, or the parents if  the person is under 16 years of age. The Children Act 2004 – Lays down guidelines for all who are involved in looking after children with 5 basic outcomes; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Ev ery Child Matters – green paper that came into effect after the case of Victoria Climbie which highlights the need for professional services involved with children to share information with each other. All 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 and not transferred outside the European Union without adequate protection. 3.2. Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. To assure children that they will not be put at risk of being teased or bullied by other pupils because of personal information being divulged unnecessarily.Grown-ups need to know that their children will be safe from playground gossip and their home details will be kept safe. Parents need to know that the school is giving the best care and support possible to their child and that any medical/developmental issues are only shared with the people who need to know. You may attend meetings and be told confidential information, you may need to inform others of your obligations, for example if another parent asks questions about a particular child. Parental consent is need to disclose information to other professionals, although schools have a duty of care and legal obligation to disclose information if the child is at risk or injury or harm. The parents or child should be kept information as to how, what, why and with whom the information will be shared. To assure children that they will not be put at risk of being teased or bullied by other pupils because of personal information being divulged unnecessarily.Grown-ups need to know that their children will be safe from playground gossip and their home details will be kept safe. Parents need to know that the school is giving the best care and support possible to their child and that any medical/developmental issues are only shared with the people who need to know. You may attend meetings  and be told confidential information, you may need to inform others of your obligations, for example if another parent asks questions about a particular child. Parental consent is need to disclose information to other professionals, although schools have a duty of care and legal obligation to disclose information if the child is at risk or injury or harm. The parents or child should be kept information as to how, what, why and with whom the information will be shared. Personal information must not be shared without the consent of the parents of a child under the age of 16. You could, however, be put into a position where someone confides personal information to you when it is necessary for you to share this information. If you believe that the child or young person could come to harm if the information is not shared you do not need to seek consent. Information must be shared if failure to do so may result in a crime being committed or not detected and will also include if consent were sort it may lead to interference with a potential investigation.You must also share information if there is a statutory duty or Court Order in force. Personal information must not be shared without the consent of the parents of a child under the age of 16. You could, however, be put into a position where someone confides personal information to you when it is necessary for you to share this information. If you believe that the child or young person could come to harm if the information is not shared you do not need to seek consent. Information must be shared if failure to do so may result in a crime being committed or not detected and will also include if consent were sort it may lead to interference with a potential investigation.You must also share information if there is a statutory duty or Court Order in force.