ktmeng/mec huggingface dataset:
Topic: family

Article One of the Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages states that “No marriage shall be legally entered into without the full and free consent of both parties, such consent to be expressed by them in person after due publicity and in the presence of the authority competent to solemnize the marriage and of witnesses, as prescribed by law. ” The Marriage Convention addresses the issue of age. According to Article 2 of the Convention, “States Parties to the present Convention shall take legislative action to specify a minimum age for marriage.
Topic: family

No marriage shall be legally entered into by any person under this age, except where a competent authority has granted a dispensation as to age, for serious reasons, in the interest of the intending spouses. ”  Under General Assembly Resolution 2018 (XX) of 1 November 1965, “Recommendation on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages,” Principle II states that the minimum age to marry be set no lower than fifteen years. However, this is only a recommendation and it still allows room for a competent authority to grant “dispensation as to age for serious reasons. Leaving the minimum age of consent to the discretion of each country and allowing an authority to make exceptions to the minimum age of marriage aggravates the potential for early and forced marriages. Forced marriages differ from arranged marriages. In forced marriages, one or both of the partners cannot give free or valid consent to the marriage. Forced marriages involve varying degrees of force, coercion or deception, ranging from emotional pressure by family or community members to abduction and imprisonment.
Topic: family

Many regard arranged marriage as a well-established cultural tradition that flourishes in many communities, so a clear distinction should be drawn between forced and arranged marriages. However, in some cases the difference between a forced marriage and an arranged marriage may be purely semantic. In her January 2007 report, “Report of the Special Rapporteur on the Human Rights Aspects of the Victims of Trafficking in Persons, Especially Women and Children,” Sigma Huda states that, “[a] marriage imposed on a woman not by explicit force, but by subjecting her to relentless pressure and/or manipulation, ften by telling her that her refusal of a suitor will harm her family’s standing in the community, can also be understood as forced. ” Prevalence Forced and child marriage mainly affects young women and girls, although there are cases of young men and boys being forced to marry—especially if there are concerns about his sexual orientation. Reliable statistics on forced marriage are difficult to compile due to the unofficial and, therefore, undocumented nature of most forced marriages.
Topic: family

In 2003, the International Centre for Research on Women estimated that more than 51 million girls under 18 years were married and they expected the figure to rise to over 100 million within the next ten years. Similarly, in 2006, experts estimated that thirty-eight percent of young women aged 20 to 24 in the fifty least developed countries were married before the age of 18. &gt;&gt;Learn more Causes and Risk Factors No major world religion sanctions forced marriage. It is purely a cultural practice. However, no culture exclusively practices forced marriage.
Topic: family

Victims are forced into marriage for many different reasons. In the United Kingdom, the Working Group on Forced Marriage found that most cases were a result of “loving manipulation, where parents genuinely felt that they were acting in their children and family’s best interests. ”  To families living in poverty or economic instability, a daughter may be seen as an “economic burden” who must be married as soon as possible to take financial strain off of the family. Marriage can also be used to settle a debt, or to strengthen family or caste status through social alliances.
Topic: family

This deprives them of their right to education, as well as limits any possibility of economic independence from their spouse, making it more difficult to escape from an unwanted marriage. The unofficial nature of many of these marriages means that they often go unregistered, leaving a woman with no legal protections in cases of separation. Forced and child marriages are also more likely to become violent because the relationship is based on the power of one spouse over the other. In addition, complications during childbirth are much more common among young mothers. &gt;&gt;Learn more International and Domestic Law and Policies
Topic: family

Numerous international legal instruments prohibit forced and child marriage, including the Universal Declaration of Human Rights, the United Nations Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages, the Convention on the Elimination of All Forms of Discrimination against Women. Although most countries have signed onto these documents, many countries have not taken sufficient steps to implement these treaties. In 2005, the Council of Europe adopted Resolution 1468 on forced marriages and child marriages. However, only a few countries have criminalized forced marriage.
Topic: family

They absorb everything they see and hear. They best learn through touch, sight, and sound. Using a device such as a touch I-pad, or I-phone a child can interact on their level. There are so many Apps available for children of all ages. They will help a child develop at their capability and speed, while learning. I feel they will absorb more knowledge with a educational hands on device rather then TV. Children have to interact and use their brains in order for the App to work.
Topic: family

Placing a child in front of a TV to just sit and learn, they do not get the same hands on experience. There will be those arguing that placing a phone or tablet in a child’s arms will cause harm. I do not see that being true, in this day in age we use App’s for everything. Rather at the grocery store, banking, or even schools, most teach with touch devices. I feel that helping your child learn with a hands free device, will only help them in the future.
Topic: family

Children in the Philippines: “No Time for Play’ What brand of sugar are you using right now? Where was it made? Do you know what went into the making of your sugar? It could be the blood of a child, the sweat of a child, the tears ofa child. Now, as I read about child labor, I look down at the pack of sugar I am using. I twist it around in an attempt to get a look at the tag, I can read the plain white tape into the tag: “Manufactured in Negros Occidental”.
Topic: family

As what we saw last Tuesday, September 7, 2010 in our film showing about Social Class at the Educational Media Center of CPL], it is very depressing that many Filipino children are under child labor. In Sudtonggan, Cebu children are carrying piles of marble stone on their head. In Diwalwal, Davao del Norte, children are laborers through the night. Children at about 12 years old are mining in deep tunnels. Mining is a very dangerous Job because going inside the tunnel is a 50/50 chance that you can get out alive.
Topic: family

A lot has already been died inside the tunnel due to dynamite smoke, falling rocks, and avalanche. Many children also died because of mercury poisoning from the fish that they eat because in making gold the ore that the miners collect are mixed with water and mercury and the mercury deposits are disposed nto their lands leading to the sickness of their people and themselves. We also saw in the film, a girl named Angeli Cabrera, a 10 year old girl who lives at Manapla, Negros Occidental.
Topic: family

Angeli used to work in a hacienda (a sugarcane factory) in their place and earn not as much as 50 pesos a day. Due to her work she is always absent lost one of her finger, her classmates used to tease her, she said to her classmates she got wounds not because of playing but because of hard work. There are also cases especially in Ormoc, Leyte where children are told or brainwashed by a recruiter that there is a good Job in their place. The recruiter will bring them into the ship to Manila and force them to work in a sweatshop instead of working in a good job as a saleslady.
Topic: family

The worst part of it is that they are imprisoned. The children are not allowed to send letters to their parents. The imprisoned children struggled in the sweatshop. Hopefully the Kamanglayan Development Center retrieve the children in that sweatshop and imprisoned the recruiter behind it. Now the Kamanglayan Development Center are monitoring children that travel to Manila by the boat and the most successful organization for working children. Can you imagine that millions of children are working nowadays? It’s a mere fact and a big frustration to us all.
Topic: family

More and more children are forced to child labor because of poverty. They had suffered hunger and thirst, pain in the body and pain in the heart. They had sacrificed their life – instead of playing they are working, instead of studying they are sweating. Working children are deprived of playing. Children are supposed to play and not to work in sweatshops because being a child doesn’t last forever. They should enjoy their childhood and be happy with his or her amily; yet it is a big wake up call to us all that not all people live within their means.
Topic: family

Filipino families suffer the economic crisis of our country. Many parents work hard and still cannot fully support their family and that is why children are forced to work because they pity their parents and they work in order to help them. The love that the Filipino children give to their parents is very noble yet the way they help their parents is too much, child labor is not the best way to help their parents. Children are suffering and shouting “No time for play’. Yes, poverty has greatly ruled the land yet when will this suffering end?
Topic: family

Currently we are living in a world full of profound, accelerating, and sometimes traumatic changes. These changes involve opportunity, tragedy, deliverance, danger, pain, Joy, freedom and its loss. In todays society children are always witnessing community violence and personal violence that impacts their lives forever. Community violence is so pervasive in our lower income urban areas at this time. According to Hill and Jones (1997) seventy five percent of African American children and adolescents have been exposed to community violence.
Topic: family

When a child witnesses a murder or sees a dead body his or her life is shattered by the experience. Their perception of the world being filled with safety, kindness, and meanings is now altered. Some began to believe that there life has no meaning, and that they are not safe. They have to deal with this traumatic tragedy on their own. When the murder victim is a parent who has been murdered in front of the adolescent, or found by the child the result is devastating.
Topic: family

Research has found that children are severely affected by these events. They now have to deal with the trauma of what they witnessed as well as their own bereavement. After experiencing this great trouncing the child may began to display symptoms of posttraumatic stress disorder (PTSD), which can interfere with their grieving. According to LeShan (1988) the helplessness associated with witnessing the killing of their parent in particular can lead to numbing and emotional construction and attempts to avoid anything that reminds them of the event.
Topic: family

Grieving young children may not want to sleep alone at night, or they may refuse to go to day care or school. Children under age seven usually are not able to verbally express their feelings; instead, they tend to act out their feelings through behaviors, such as refusing to obey adults, having temper tantrums, or role- playing their lives in pretend play. Children under the age of two may refuse to talk and be generally irritable. Children between the ages of two and five may develop problems with eating, sleeping, or bed-wetting and using the restroom.
Topic: family

Children between the ages of seven and twelve often perceive death as a threat to their personal satety They tend to tear that they w die as well and may try to protect themselves from death. While some grieving children want to stay close to someone they think can protect them, others withdraw. Some children try to be very brave or behave extremely well; others behave terribly. A grieving child may have problems oncentrating on school work, following directions, and doing daily tasks. Children in this age group need the reassurance that they aren’t somehow responsible for the death they are grieving.
Topic: family

Teens perceive death much like adults do. However, they may express their feelings in dramatic or unexpected ways. For example, they may join a religious group that defines death in a way that calms their feelings. They may try to defy death by participating in dangerous activities, such as reckless driving, smoking cigarettes, drinking alcohol, taking illegal drugs, committing crimes or having nprotected sex. Like adults, preteens and teens are capable of suicidal thoughts when grieving. Current needs or events will interrupt the grieving process. Some adolescents may appear not to have been affected by the event.
Topic: family

Others are unable to be with a painful response for very long before they shift and need to do something else. This does not mean that they do not grieve; it Just means that they may grieve in small increments of time. Are the child may have a delayed reaction that may take days, weeks, or even months to manifest. How parents and other dults react to the child’s disposition makes a difference in how the child recovers from the trauma. Children’s temperaments fluctuate and they are quite different in their ability to cope with stress and daily hassles.
Topic: family

Some are easygoing by nature and adjust easily to events and new situations. Others are thrown off balance by changes in their lives. All children improve in their ability to handle stress if they previously have succeeded in managing challenges and if they feel they have the ability and the emotional support of family and friends. Children who have a clear sense of personal ompetence, and who feel loved and supported, generally do well. However, the stress brought on by this event may actively interfere with ones ability to reminisce or receive the coping assistance that is available to them throughout the grieving process.
Topic: family

Children who are traumatized by the murder or death are typically haunted by intrusive images of the violence, recurring traumatic dreams, and a preoccupation with revenge fantasies. They may withdraw socially, act emotionally constructed, lose interest in their normal activities, and perform poorly in school. According to Richters and Matinez (1993) these children are also a greater risk to perpetrate violence, as they grow older. Sometimes children who witness violence began to believe that the use of violence is Justified and shows that they are stronger and powerful.
Topic: family

They may learn to use violence to attain their wishes, or to identify with the aggressor as a way to solve interpersonal conflict with the adults or with their peers. These children are expressing their feelings outward the wrong way. Children who are exposed to this violence may begin to view the world as a hostile and dangerous place. This mind frame leaves one believing that violence is the only way to protect themselves. These children behave this way because they have been overlooked. Child witnesses to violent crimes are often on the scene when the police respond.
Topic: family

Even though they are there investigators usually over look their presence and their ability to provide pertinent information. When children witness these types of devastating experiences it is vital that they talk about what they saw and their perceptions ot the consequences. Exposure to violence as a victim or witness poses a serious threat to American children. Child victims and witnesses need emotional support from non-offending family members, their caretakers, the school, and the professionals involved in any investigation or civil or criminal case.
Topic: family

They also need age appropriate therapeutic services from mental health professionals who have been trained to deal with violent victimization and traumatized children. Not all children who are exposed to violence develop these symptoms. If they have the right support systems they can overcome these obstacles. Grief is a response to knowledge, what we know has to change, awareness. It is a word used to describe he emotions, cognitive, behavioral, and physical reactions that one experiences following the death ofa loved one.
Topic: family

Grief responses include things such as: emotional numbing, denial, anger, rage, anxiety, fear, sadness, confusion sleep apnea, regression, upset stomach, and loss of appetite. When one grieves he or she often feels isolated or lonely in their grief. When someone who is close to you dies one may distance themselves from others. As the shock of the loss fades there is a tendency for the griever to feel more pain and sadness. The griever will fluctuate between wanting time to themselves and wanting to be social. The length of time in which one grieves varies.
Topic: family

Though the grieving process can be very painful this process cannot and must not be rushed. It is very important for one to be patient with himself or herself as they experience the feelings, and individual reactions to the death. With time and support things normally do get better. However, it is normal for significant dates, holidays, or other reminders to trigger feelings related to the loss. Although grief is a normal process the symptoms should not last longer than six months, if they or interfering with ones daily functioning. Children’s school erformance, and social patterns should be monitored.
Topic: family

Mourning is the formalized process of responding to death. This includes: funerals, memorial services, wakes, etc… these semi- ritualized approaches are very useful in organizing and focusing the grief reaction in the immediate post death period. It is very important to allow children to participate in this process. Mourning is so important because it allows the grieving person to take control over the way in which they handle the trauma. By taking part in these processes the child can recall the lost without focusing on how he death occurred.
Topic: family

Analysis of Fictional Techniques Paper Team C’s Paper is an Analysis of Fictional Techniques on The Child’s Story by Charles Dickens, The Gift of the Magi, by O. Henry, and The Tell-Tale Heart by Edgar Allan Poe. The team focused the following three techniques: 1) Nature of Narration; 2) Nature and level of description included in the story; and 3) Use of Setting. Several questions have been answered concerning the different effects produced by each of the authors’ use of these techniques.
Topic: family

The Child’s Story The nature and the content of The Child’s Story and how it is written are through the grandfather telling a story to his grandson and referring to himself as the traveler. The contents of the story are told in such a way that the reader can visualize what it occurring and what the writer feels. The form in which the story is told is through memories of the past, present and future time spent with the family who the writer loved so dearly. The content of the story starts when the child is very young. Then the child becomes a young boy and then a young man.
Topic: family

The writer describes all the occurrences that the grandson and grandfather encounter together. The story goes on to read that the grandson becomes a young man and falls in love, gets married and becomes too busy to spend time with his grandfather. The grandchild sits beside his grandfather in the end of the story and the grandfather is having flashbacks about his life with his family. Do Form and Content Work Against One Another? The Gift of the Magi In the story The Gift of the Magi, by O. Henry, the form and content seem to work against one another. This is due to both characters selling items that meant so much to them.
Topic: family

In the end, the reader sees that their love is what caused the purchase of the gift in the first place. The setting, being in the home and the store, was perfect for the story. The narrator could have been anyone, because it was spoken in third person. The Tell-Tale Heart In Edgar Allan Poe’s story, The Tell-Tale Heart, the narrator is the character who killed the old man. There was no surprise that the narrator was the character in the story because he spoke of himself throughout the story. The setting was in a simple room; the nature and level of description was rather bleak.
Topic: family

In the end; however, the story came together. The Child’s Story The Child’s Story, by Charles Dickens, begins with a child narrator who speaks of a journey of someone who meets people of different ages, doing different life activities. He first meets up with a child, then a boy, then a young man, a middle aged man, and an older man. Each person is doing something different, but soon disappears. In the end the child tells the grandfather, “I think the traveler must be yourself, dear Grandfather, because this is what you do to us, and what we do to you” (Mills, pg 98).
Topic: family

The nature of narration technique is that the reader is unable to tell that the narrator is a child, or the grandchild of the traveler. The story is written with a surprise ending that brings warmth to the reader. The use of setting technique is used with the setting in the woods; which makes it easy for the reader to believe the characters disappear once they have shown the traveler what they want him to see. The nature and level of description technique is clearly shown when the narrator describes each character that is introduced to the traveler. Why Did the Authors Select these Techniques?
Topic: family

The Gift of the Magi O. Henry wrote his story, The Gift of the Magi, in third person point of view and mostly from Della’s perspective. Henry did not need to write the story from Jim’s perspective because both characters were going through the same emotions. Another reason Henry chose the third person point of view was because he wanted the reader to understand the significance of what each character was giving up. The Tell-Tale Heart Edgar Allan Poe chose the first person point of view for The Tell-Tale Heart because he wanted the reader to feel exactly what the character was feeling.
Topic: family

The story would not have been the same if it was spoken in another point of view. The reader was able to feel like they were in the mind of a madman and this could only be done through first person. Poe had very little dialog in The Tell-Tale Heart. Therefore, being very descriptive and bringing the reader into the mind of the character could only be done through first person point of view. The Child’s Story Charles Dickens’ story, The Child’s Story, was written in third person point of view. However, in the very last sentence of the story the point of view is changed to first person.
Topic: family

The reason Dickens chose these points of view was so the reader felt like a story was being told to them. In the end, the reader is able to see who the story is written about and why it is written about that person. Dickens deliberately waited until the end of the story to reveal who the story was about. This gave the reader the opportunity to read the story with an open mind and the opportunity to experience the characters without any biases. Relationship between Techniques The Gift of the Magi O Henry’s Gift of the Magi, seems to combine elements from each of the other two stories.
Topic: family

The story is constructed to tell a tale that allows the reader to relate and empathize with characters as well as watch them from a distance. Gift of the Magi is written in third person omniscient format. Although the narrator does not take place in the story but rather has the ability to read and relate the emotions and drives of the characters. The setting in this story is transcendent. This version of the story takes place in a small apartment; however, and it is easy to imagine that this particular story be told from any setting.
Topic: family

In Gift of the Magi, the story itself is what is most important, but relies heavily on description to draw the reader in. The narrator’s ability to describe the emotions and motives behind the characters action is what draws readers in and allows them to relate to the story. The Tell-Tale Heart The techniques in Edgar Allan Poe’s story work together to strengthen the whole piece. This is the only story, out of the three, told in first-person and written so that it is best read aloud. Both of these factors ensure that the reader takes the narrator in and that the reader shares his ideas and emotions.
Topic: family

Poe also limits the setting so that the only two people who exist throughout most of the story are the narrator and the old man; further allowing readers to identify with the narrator. Each of these factors was equally important to the success of the story. If any one of these factors were changed, the story would have suffered and would have been altered into something unrecognizable. For example, if Poe had chosen to tell his story from a different perspective, he would not have been able to infuse the story with the sense of mad urgency that currently drives it. The Child’s Story
Topic: family

In contrast, Dickens’ The Child’s Story moves more slowly and uses third person narration to separate the reader from the piece. As a result, the whole story is watched from a distance as opposed to participated in. The story also differs from Poe’s The Tell-Tale Heart because the setting described is expansive and seems to stretch throughout time and space. In the story, the setting appears to be the most important factor. The descriptions not only provide backdrops for the individuals in the story, but also give insight into the feelings and emotions of the characters.
Topic: family

For example, in paragraph three Dickens describes the weather in its various forms and the character’s acceptance of each change. This hints towards the carefree joy of childhood which the narrator shares with the small boy in this portion of the story. What if One Specific Technique Changed The Gift of the Magi Gift of the Magi paints a clear description of Mr. Dillingham’s poverty without saying he was poor. Henry uses repetitive description to portray the mood of Della; which explains why everything was gray. The author’s choice and order of words reveals the time frame and general location of the story.
Topic: family

There is a moderate amount of dialogue between Della and Sofronie and between Della and Jim. If the narrator told the story strictly from Della’s perspective then it would not have the feel that they both loved each other unconditionally. The story would probably slant more towards Della’s love and generosity. Instead the story shows equal love for each other. The Tell-Tale Heart Poe’s description of the story teller, in The Tell-Tale Heart, standing in the doorway with his head poked half-way through the window was extremely vivid.
Topic: family

The descriptors he uses to describe the fear and the beating heart are extremely powerful. The reader may find it hard to determine whose heart is actually beating loudly and rapidly; the story teller, the man with the strange eye or the reader. The ticking of the watch and the pounding of the heart create powerful imagery. This story is told in first person from the murderer’s point of view. The story has very little dialogue, but is told with such passion that it was not obvious until searching for quotation marks.
Topic: family

If this story was told in a different person it would not have had the psychological impact it had. First person allowed the reader to experience the author’s disgust over the eye, the excitement in planning the murder, the suspense of committing the act, and the fear of getting caught. The Child’s Story The Child’s Story vividly describes the various times, seasons, and events that occur through the many phases of life. Each chapter of life is clearly represented from childhood through old age. Dickens’ paints each season with brilliant colors and detail as an artist sketches upon a canvas.
Topic: family

The events through life are described in a manner that takes the reader down a memory lane of their own childhood through the joys and heartbreaks of life and death. The nature of the narration is a story that is basically told with very little dialogue. The story is beautifully told through each phase until the next character is introduced. At that point a few sentences of very short dialogue occur and the then the narrator returns to story telling. Since the narrator is telling the story it appears unbiased and makes the reader feel as though it is his or her life slipping by.
Topic: family

It can be very beneficial when developing a positive relationship to remember significant aspects that may have been previously mentioned by the child or adult you are working with. Such as: “How did your Dad’s birthday go? ” or “I remember you were worried about an event. How did it go? ” Doing this will help to demonstrate that you care about what is happening in their lives and will encourage further positive communication. Show respect and listening to others also demonstrates a caring disposition thus showing that you are someone a person can confide in. Be clear and concise when giving instructions.
Topic: family

By doing this a person can understand more readily what is expected of them and will gain confidence in their own actions and abilities as a result. 1. 3) Relationships and the way people communicate are affected by different social, professional and cultural contexts. Professionally, you are required to use a more formal approach, using a style of communication approved by the Centre in which you are working, be it a formal telephone call, professional meetings, emails, parent meeting. It’s important to always be mindful of the diverse cultural etiquette that exists.
Topic: family

Different cultures may be offended by gestures that are normal to One’s own culture or they may misinterpret certain forms of non spoken communication. For example, it is commonplace for a Greek person to gesture with a single nod of the head when they actually mean “No I don’t agree”. 2. 1) There are various skills required to communicate effectively with children and young people. Children learn through the behaviour and responses of others so it is extremely important to encourage communication by demonstrating to them that their contribution is valued so that they feel more confident and that they are also able to initiate communication.
Topic: family

For instance, when talking with young children eye contact and positive body language is very important, so you must get down to their level , speak clearly and concisely, always giving opportunity for the child to speak ,showing interest and enthusiasm for their responses/input. Always encourage them to ask questions and express their ideas. Patience is important as some children are less confident than others and can take longer to express themselves. Feedback should always be positive, so when incorrect language is used by the child, you can check your understanding by repeating what was said demonstrating the correct language.
Topic: family

I done that writing yesterday’ would be checked with: ‘You did the writing at home last night? That’s great! I look forward to reading it ’ Modelling language in this way not only shows the child that they have been heard, but demonstrates correct language usage in a positive way. 2. 2) When communicating with children, there are adaptations that need to be made depending on the age of the child. Below is a table that highlights some of the differences between the way in which effective communication is achieved when addressing a 5yr old child and a 16yrold person.
Topic: family

Communicating with a 5yr old child Communicating with a 16yr old Simple vocabulary providing concise basic instructions. Use of more complex language , can negotiate and challenge and debate subjects Friendly tone of voice using key words whilst being down at their level. A need to advise rather than demand without patronising Use of rewards and sanctions More severe sanctions (i. e. detentions) Use age appropriate expectations Be respectful, courteous and mindful of equality and diversity. Communication can be aided by visual tools.
Topic: family

If in a social situation, (for instance in the playground) it is an opportunity to develop positive relationships. Appropriate boundaries should still be in place to maintain the carer child relationship, but with good humour and positive reinforcement, the children will feel that you are approachable and will feel able to trust and feel safe with you. If in a disciplinary situation, the child should be dealt with in a firm but fair manner. Any sanctions imposed should be appropriate to the ‘offence’ and should be consistent with the school policies.
Topic: family

This will demonstrate to the child that inappropriate behaviour will not be tolerated and demonstrate to their peers that there are set consequences for behaviour and that the sanctions are not personal to the child. 2. 2)c. There are children with communication differences such as speech impediments, ADHD, ASD, Deafness or maybe English is not their Mother tongue. ADHD (or Attention Deficit Hyperactivity disorder) affects many children, symptoms of this disorder include an inability to concentrate for long periods of time, hyperactivity and impulsive behaviour. There are three subtypes of the condition
Topic: family

ADHD Mainly inattentive ADHD Mainly hyperactive-impulsive ADHD Combined Childhood ADHD is most commonly diagnosed in boys. This could be because disruptive behaviour is more common in boys than girls and diagnosis will be partly based on that. For effective communication with a child with ADHD there are certain steps that should be taken. Firstly, Say less. The less you say, the more the ADHD child hears. If you give them a long lecture they are most likely to forget every single word, if you can condense what you need to say into a few words it’s more likely they will listen and remember.
Topic: family

Get the child’s attention before you speak. Say their name and then wait for them to look at you and acknowledge what you are saying. Make sure they look at you in the eyes; if they aren’t looking they usually aren’t listening. Remove distractions before you try to speak. Don’t try to compete with the TV or video games or yell instructions across a busy room. Wait until they are done, turn it off, or have them come to you before you start speaking. Give instructions 1 at a time, ADHD kids can’t hold onto a number of instructions and follow them all. Usually if you give too many, none will be completed.
Topic: family

If you don’t think they were listening or heard what you said, ask them to repeat it back to you. 2. 3) In many ways there are similarities between communicating with children or adults. Treating them with courtesy and respect, responding to what is being said with interest, maintaining eye contact (to mention a few), but, there are differences. When communicating with children you must be clear and concise when explaining expectations. You would have to tell the child how and when they need to do things. When communicating with adults, you must adjust your language accordingly to suit whom you are speaking with.
Topic: family

You are able to use longer more complex sentences, giving more than one instruction at any one time. Ultimately, it is experience that discerns how communication should proceed. A child would be learning things for the first time whereas an adult will be an experienced communicator and so will have a natural understanding of how to behave with others. It isn’t always obvious that an adult may have communication differences, in these cases you should approach with sensitivity and care. It maybe, that English maybe a second language for the adult you are communicating with.
Topic: family

You would need to speak slowly and clearly, perhaps get their child to help translate if there isn’t a translator available. For someone with a hearing impairment, you must be sure to face the adult and speak slowly and clearly so they are able to lip read and see gestures. Perhaps have a printed handout to give to the person so that they may be able to reinforce their understanding of the conversation that occurred. For some communication differences you may need to seek advice from other colleagues that may have experience, or from an outside source.
Topic: family

Whilst working at the school there have been disagreements between children. An example of one such situation with which I had to handle was as follows: During wet lunchtimes the children are required to remain in the classroom. They have access to various activities and games designed to keep them amused during these times. One of these wet lunchtimes there were two year 3 children that were playing snakes and ladders, two more children asked to join in so they were then included. After a few turns it became apparent that whose turn it was, had become an issue.
Topic: family

An argument ensued between two of the players which was loud and was disrupting the whole classroom as it escalated. My reaction was to use an authoritative voice to call the name of one of the children involved and demand that he wait outside the classroom door for me. (the other was told that I would speak to him after I had spoken to the one outside) I asked the child to sit down, explained that I would be speaking to the other child after he and I had had a talk and asked him to tell me from the beginning about what had just happened inside the classroom.
Topic: family

After he explained things from his own perspective, I told him that it wasn’t uncommon for people to make mistakes. I asked him to tell me if he could think of any better ways to deal with the problem, (to which he told me he should have talked more calmly with the other boy) I pointed out that I knew that he was smarter than his previous behaviour suggested and went on to ask if he felt that he was able to go back to the classroom without a fuss and find a better way to resolve the matter. He said that he could and that he was very sorry.
Topic: family

When the second child came outside of the classroom, I was careful to speak to him in the same way as the first child, giving him plenty of opportunity to explain his perspective of the incident. I suggested to the child that, while I could see why he may have been annoyed, there may have been better ways to handle it. He appeared to be in agreement and when questioned subtly, he seemed to understand why it was I had brought them both out and how things could have been dealt with differently.
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When he went back into the classroom, I observed the children as they spoke together and returned without issue to the game. I believe that my approach to this particular situation was successful because I did not discount the importance of how either of the children were feeling at the time of the disagreement. I tried to show empathy to each of the children and suggested that both of the boys were smart enough to work out a better way to resolve the problem. This gave a sense of responsibility to both of them. How a disagreement is dealt with depends on who is involved and what it is about.
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Whether or not it is between children, young people or adults, you should appear impartial and try to (where possible) offer suggestions of how it can be resolved or, where they can go to find a resolution. In extreme situations of disagreement, support should be sought in the form of a superior such as the Head Teacher. 3. 1) Data Protection Act 1998 The Data Protection Act 1998 (DPA) is a United Kingdom Act of Parliament which defines UK law on the processing of data on identifiable living people. It is the main piece of legislation that governs the protection of personal data in the UK.
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Although the Act itself does not mention privacy, it was enacted to bring UK law into line with the European Directive of 1995 which required Member States to protect people’s fundamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data. In practice it provides a way for individuals to control information about themselves. Most of the Act does not apply to domestic use,[1] for example keeping a personal address book. Anyone holding personal data for other purposes is legally obliged to comply with this Act, subject to some exemptions.
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The Act defines eight data protection principles. The school in which I am working obviously has to adhere to the DPA, It’s own policies are as follows: 3. 2) It’s important to reassure children, young people, and adults of the confidentiality of shared information and the limits of this, as it will promote confidence and trust between teacher and the individual concerned. This in turn will help to open a communication pathway for information of a more sensitive nature to be divulged by the individual concerned when they feel that there is something that they need help or support with.
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If there is information that raises child protection issues, this must be shared with your Designated Person in charge of safeguarding or with the Head Teacher in the strictest confidence. The parents ideally would be made aware of this and give their consent, but if there is evidence of abuse, it may be necessary to share the information without consent. Children, young people and adults with whom you have a responsibility to communicate with, should have the confidence to know that a member of staff from school: Will never gossip about parents or children.
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Will never discuss one parent with another. Will never make judgements about children or their parents. Parents would need to understand and trust that information will be kept securely, that it would never be taken from the site and that there would never be an opportunity for others to gain access to it. In the unlikely event of a breach of confidentiality, it should be reported to the appropriate member of staff. 3. 3) There are situations where confidentiality protocols must be breached these are: In some circumstances you should not inform the family about the referral.
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For example where evidence of abuse is likely to be removed or where a child will be placed at increased risk when parents have this knowledge. Children’s Social Care will accept a referral about a child regardless of whether consent has been given. Children’s Social Care will firstly assess the child to see if the child is in need (Section 17, Children Act 2004) of a service and or is in need of protection (Section 47, Children Act 2004). Information must be collected from agencies who know the child for these decisions to be made and consent is not required for this activity.
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These are statutory requirements under the Children Act and thus covered by the Data Protection Act 1998, Schedules 2 and 3. Consent is needed for a service to be offered. So where a child is clearly a “child in need” of a service then the first action for Children’s Social Care must be to obtain consent, unless of course it has been obtained earlier in the process. When a child is assessed as in need of protection then consent to share information between agencies remains desirable but is not essential. The safety of the child is paramount.
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We live longer and experience more in life we would become wise to the ways of the world. The funny thing is, this does not always happen. If you listen to the elderly many do become wise but many others seem to get stuck in their past, but yet they think they are wise. They can not seem to see the world changing around them. A firsthand example of this for me is my Grandparents. When we talk about money, specifically the cost of buying a new car they cannot fathom the cost of buying a new car.
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An example might be that you will hear from the majority of young adults, “l want to make a lot of money and retire early’, but an older adult might say, “Money is not everything; as long as you stay healthy you will be happy. Another phrase that I hear quite a bit is to enjoy my youth and to see the world efore I get old. My Grandmother still tells me that to this day. Her belief is that once you reach a certain age when the aches and pains of aging begin you will lose your desire to be more active. Older people seem to get set in their ways and typically resist change. They get comfortable with a certain pattern in their lives and do not like this pattern disturbed. They have no tolerance for anything new. My Grandparents are a good example of how change is very difficult.
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They have lived in their neighborhood for over forty years and it’s is not safe any more. They refuse to even think about moving to a retirement community. When I ask either of my Grandparents why they won’t move they blame each other for not wanting to move. Young adults on the other hand are much more adaptable to change. Most enjoy spontaneity and look forward to new experiences. What it all comes down to is time, experience and most of all the willingness of old and young alike to learn and share with each other. I know I can learn much from my elders, I hope they see that they can learn much from me.
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The Major program involves specialization in one field in your last two years. It may allow you to proceed to a Master’s degree depending on your grades. – The Honours program requires specialization in one field in the last two to three years and is available for students of above-average include completion of: * at least 40 courses (full-time students take about 10 * Communication, Science, Arts, Breadth and Upper-level courses per year); requirements; * first- and second-year prerequisites for the intended Major or
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For details check here. – The key to your degree planning is making use of the many advising resources that IJBC offers. A great place to start is the IJBC Science site. Here you can get help with planning your degree, career, finances, and more. – When talking toa IJBC advisor, make sure you have a year-by-year plan in place to meet your degree requirements. – Although IJBC offers many resources to help you plan your degree, don’t forget the final responsibility for meeting all faculty and program requirements rests with you.
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This paper reviews the research on ABC carried out within the last decade, from 1995-2008, and from the review research gaps are identified. Specifically, this paper examines the selection of factors influencing successful ABC implementation, variables used by previous research and the definitions and operationalization of the variables. The review reveals that past research concentrated mainly on behavioral, organizational, and technical variables as the main determinants of ABC success but very little research have been done to examine the roles of organizational culture and structure.
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Due to its ability in providing more accurate costing information and enhancing firms’ performance, ABC is International Journal of Trade, Economics and Finance, Vol. 1, No. 2, August, 2010 2010-023X studies, which spanned 1995-2008 periods, were collected from four prominent refereed accounting research journals, in management accounting field: Journal of Management Accounting Research, Accounting, Organizations and Society, Management Accounting Research and British Accounting Review.