Half Of A Yellow Sun Chimamanda Adichie English Literature Essay

Half Of A Yellow Sun Chimamanda Adichie English Literature Essay In the wake of perusing Chimamanda Ngozi Adichies enchanting novel, Half of a Yellow Sun is definitely not a customary war story. It is a story whose characters live in a changing wartime air, putting forth a valiant effort to keep that condition under control. And keeping in mind that the attacks of the Biafran war are notable, they don't show themselves in unsurprising or one-note ways here. From perusing the audits, I discovered this is the creators second novel. It is composed with bewildering sympathy and the regular beauty of a typical narrator, Chimamanda Ngozi Adichie weaves together the lives of three characters cleared up in the disturbance of the decade. In this artistic examination, I plan on looking at parts of the abstract components that Adichie consolidates the extent that her composing style and her explanations behind delineating certain components in certain light. I additionally plan to separate a few portrayals and social components of her novel that I identify w ith in attempting to comprehend between racial/class strife. At last, I take a gander at how Adichie changes her characters all through the novel. Despite the fact that this examination may not follow a plainly characterized stream, much like the novel does, have confidence that I consider every contingency. The characters and scene are distinctively painted - multi year old Ugwu is utilized as a houseboy for a college teacher brimming with progressive energy. Olanna is the teachers delightful courtesan, who has deserted her life of benefit in Lagos for a dirty college town and the charm of her new sweetheart. What's more, Richard is a bashful youthful Englishman seeking Olannas twin sister, a mysterious figure who will not have a place with anybody. As Nigerian soldiers advance and the three must run for their lives, their goals are seriously tried as are their loyalties to each other. As I would see it, the focal topic spins around moral obligation, about the finish of expansionism, about ethnic loyalties, and about class and race. Adichie prosecutes the outside world for its unconcern and tests the egotism and obliviousness that sustained the contention. In light of on political occasions in nineteen-sixties Nigeria, this novel spotlights on Olanna who succumbs to the imperious scholastic whose political feelings veil his own shortcomings; in the interim, Kainene gets engaged with a modest, diligent British white man who battles to discover his place inside this contention however he relates to the Biafrans. After a progression of slaughters focusing on the Igbo individuals, the best possible universe of the two couples separates. Half of a Yellow Sun is worried about class and race and ethnicity which appear to assume the greatest job in the connections of characters to each other. Ugwu is just thirteen when he starts filling in as a houseboy for Odenigbo, however he is one of the most canny and attentive characters in the novel. His essence all through influences the perusers experience of the story since he is at first a guileless outcast glancing in yet before the finish of the novel he makes his mark. Fortunate or unfortunate, life and the war circumstance change him into a veteran and he narratives his encounters during the war. The manners by which Adichie uncovers the distinctions in social class among her characters is likewise socially applicable. There are the diverse social suspicions made by taught Africans like Odenigbo, nouveau riche Africans like Olannas guardians, uneducated Africans like Odenigbos mother, and British exiles like Richards ex Susan. Adichie appears to make jokes about specific parts of her characters, take Odenigbo for example; the war transforms him from instructed political debater to an abhorrent alcoholic and truly shows the force move in jobs. When he was the indifferent figure in the novel, Olanna appears to have that spot while he deteriorates because of the war situation. In perusing the novel, I couldnt help however express an association between the Holocaust and the Biafran circumstance. I wound up addressing for what reason are the Igbo being slaughtered by the Hausa? I could just credit their contention to innate feelings of hatred and competitions. The tale clarifies that these competitions have been escalated by British impedance providing the Hausa with cash, weapons and ammo. Additionally passed on by certain portions all through the book, the British needed to protect Nigeria as they saw fit a resentment of France and to propagate their enormous market. They likewise modified the constitution to give the north authority over the focal government and even fixed the races in support of themselves. Given the historical backdrop of Nigeria and Britains support during the war, the thrashing of Biafra appears to be an inescapable result yet I can comprehend why a people persecuted would revolt. Adichie breaks the ordered succession of her story so she can postpone the disclosure that Baby isn't Olannas youngster and that Olanna had a concise contact with Richard. The impacts of these disclosures recount a social situation. The babys mother dismisses her, Odenigbos mother dismisses her for not being a child, yet Olanna gives her actual mental fortitude in tolerating the infant as her own. Adichie tries showing Olannas white collar class mood. She is sickened at the cockroach eggs in her cousins house and is hesitant to let Baby blend in with town youngsters since they have lice, however before the finish of the novel her advantaged standpoint changed by the war. It is astounding that a lady so youthful could compose a novel of this extension. There is a human face on these battles, and being Nigerian-Igbo I can identify with them. Giving testimony regarding viciousness and demise changes individuals in the story. Adichie handles depictions of scenes of viciousness, passing, and starvation in a practically severe and impassive manner. I can just picture what experiences Ugwus mind being that he partakes in the assault of the bar young lady at that point discovers that his sister was likewise assaulted. Richard, then again, appears as though he needs to be African, figures out how to communicate in Igbo, and says we when he talks about Biafra. Despite the fact that the Biafran fighters are not intrigued, it appears to be a respectable motion to need to be an Igbo man. Perusing this book has developed my comprehension of Biafra specifically and war as a rule each character make troublesome good decisions. I end up being least thoughtful to Olanna when she cheats in counter, to Ugwu when he assaults the bar-young lady, to Eberechi for trading favors for security from the officer, even to Odenigbos mother when she pursues Olanna out of the house. Every one of the significant characters additionally manage the subject of personality what their identity is, how they need to be? It is obvious that the condition in any culture directs how individuals act and respond and legitimize their conduct. For this situation, endurance between two clans was the impetus in a formerly steady nation, language strengthen the novel㠢â‚ ¬Ã¢ ²s subjects of racial and social division. For instance, Ugwu㠢â‚ ¬Ã¢ ²s love of the English language, or the blending of vernaculars and words all through the novel. Indeed, even in Richard㠢â‚ ¬Ã¢ ²s character, he app ears to be a pariah. I feel compassion toward him and despite the fact that his character includes additional knowledge into the Nigeria/Biafra war, I believe that he is a lot of like an apparition meandering the whole novel searching for a spot to fit in. That is the reason it is especially pitiful toward the finish of the novel when Kainene doesnt return as she would have been the main individual to permit Richard to acclimatize into the way of life. Taking everything into account, the story is one of endurance and recognition from an Igbo viewpoint; it is significant story to retell. The story starts as Ugwus aunt depicts to Ugwu his new manager: Master was somewhat insane; he had spent such a large number of years perusing books abroad, conversed with himself in his office, didn't generally return welcome, and had an excessive amount of hair. It closes with Ugwus devotion of his book: For Master, my great man. I can just consider how Ugwus connection to his lord has changed over the span of the story, it fitting that Ugwu, and not Richard, ought to be the person who composes the tale of the war and his kin. It was an astonishment to find that Ugwu was the creator of The World was Silent When We Died? I discovered this an extraordinary turn and I didnt see it coming. Since unwaveringness and selling out is one of the prevailing topics all through the novel, the key characters double-cross one another, or themselves over and over however the more prominent danger from an outside foe assists with placing things in context and empower them to pardon and proceed onward and accommodates unification. I found the finish of the story tragic yet settling since the Igbos came back to their homes, I can't picture escaping from my home because of racial or ancestral mistreatment.

A Walk to Remember - The Human Heart :: Walk to Remember Essays

A Walk to Remember - The Human Heart  A Walk to Remember, by Nicholas Sparks take you on a spin wind venture into the profundities of the human heart, and leads Landon, one of the primary characters, to a choice so staggering it would lead him permanently on the  road to masculinity. Landon the most well known kid in Beuford High and fall's > surprisingly infatuated with Jamie, and disliked, book of scriptures bearing young lady. It was  kismet that united these two, and a hopeless ailment that would  tear them separated. Landon had as of late parted ways with his sweetheart of 1-1/2  years and it was a touch of destiny that make Jamie his date for the homecoming  dance. They went to the move and didn't address each other until they were both cast a the lead in the towns Christmas play. After the play was finished  Landon foundâ himself needing, and being with Jamie regular, he was becoming hopelessly enamored with her. At that point came an amazing stun, Jamie uncovered to him that she had Lucima. Landon was destroyed and had no clue what to do, so he  turned to the book of scriptures for direction and help. He settled on the choice that he adored  Jamie an excessive amount to neglect her fantasies, so he requested that her wed him.  They were hitched on March 12,1959. She kicked the bucket soon after that, however he always remembered her. Landon and Jamie are the too primary characters in the book. Landon is the most extravagant, most famous kid at Beuford High, and Jamie is poor,  unpopular and practically nonexistent at school. Jamie assists at the halfway house, gets hurt creatures, and conveys a book of scriptures with her all over the place. Though  Landon has never at any point thought of individuals without a home or cash and he possibly opens a book of scriptures when he needs to at chapel.  â â â â In my sentiment Landon is a typical high school kid, who's just concerns are: young ladies and vehicles. I imagine that Jamie helped him perceive how ground-breaking the good book is and how it feels great to help individuals out of luck.  â â â This book happens in Beuford, a town in North Carolina.  â â â There was a great deal of portending in the book yet the one that stands out the most is when Landon asked Jamie to the move and she thinks for a

Is There a Mental Illness Test

Is There a Mental Illness Test Psychotherapy Print Is There a Mental Illness Test? By Amy Morin, LCSW facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our editorial policy Amy Morin, LCSW Updated on March 28, 2019 More in Psychotherapy Online Therapy In This Article Table of Contents Expand Diagnosis Psychological Tests Screening Tests What to Do View All Back To Top There isn’t a single test that can determine if you have a mental illnessâ€"or deem you 100 percent mentally healthy. Instead, a diagnosis of mental illness is made by a medical or mental health professional who has conducted a thorough evaluation. Diagnosis In most cases, a physician will rule out physical health issues first. Some medical conditions can contribute to mental health problems, so lab tests or a complete physical exam may be necessary. Thyroid disease, for example, may cause someone to experience symptoms of depression. Treating the thyroid condition will help someone feel better emotionally. Once physical health issues are ruled out, a physician may make a diagnosis of a mental illness. Physicians are qualified to diagnose mental illnesses, like major depression and generalized anxiety disorder. Sometimes, they prescribe medication to treat the mental illness. Quite often, however, physicians refer patients with a suspected mental illness to a mental health professional. A physician may recommend a patient see a psychiatrist for medication management or a referral to a psychotherapist may be made so  that a patient can begin talk therapy.   Before starting treatment, a mental health professional who is making a diagnosis will interview the patient. Questions often focus on symptoms, history of symptoms, and difficulties with functioning. Family members may be interviewed as well. This is especially true when a child is being diagnosed with a mental illness or when an individual has poor insight or is an unreliable reporter. The mental health professional will also observe the patient in the office. Some symptoms may be obvious in the interview, such as low energy or hyperactivity. A mental health professional will use the Diagnostic and Statistical Manual (DSM-5) to make a diagnosis. The DSM-5 outlines the criteria for each mental illness. Psychological Tests There may be times when psychological testing is necessary. Psychological tests are assessment tools that are administered by psychologists. There are a variety of reasons that a patient may undergo psychological testing. Sometimes, testing is needed to help gain clarity about an individual’s diagnosis. Other tests may help identify an individual’s IQ or any learning disabilities. Psychological tests can also diagnose brain injuries and dementia. Psychological tests may be administered via a computerâ€"or they may be written or given orally. They may involve a series of questions where an individual is asked to provide information about how often they experience certain symptoms or they may be asked to choose statements that best describe how they think, feel, and behave. Screening Tests Screening tests don’t diagnose mental illness but they can signal when further evaluation is needed. Some physicians administer screening tests during annual physicals to look for signs that someone may be experiencing common mental illnesses, like anxiety or depression. A screening test may be administered in the form of a simple questionnaire or a physician or nurse may run through a simple list of questions. Screening tests may also be used by physicians or mental health professionals to determine whether further evaluation is needed surrounding a potential substance abuse issue. A few simple questions can help determine if someone engages in problematic drinking, for example. There are also free screening tests online that you can access. Mental Health America’s website offers screening tools that can help determine if you should speak to your doctor about depression, anxiety, bipolar, psychosis, eating disorders, PTSD, and addiction. There is also a screening tool for children. As the parent, you can fill out one questionnaire and also ask your child to fill out another. The Mental Health America screening tools only take a couple of minutes to complete and you’ll get instant results. You’ll be given a score and given advice on how you might want to proceed. For example, you might be advised to take another since conditions like anxiety and depression often go hand-in-hand. The screening tool may suggest you should show the results to your physician to start a conversation about whether you might have a mental illness. What to Do If you suspect that you or a loved one may have a mental illness, talk to a physician. Or take an online screening tool test to learn more about your symptoms. Mental illnesses are treatable and early intervention can be key to helping you or a loved one best manage your symptoms. How Different Mental Illnesses Are Diagnosed and Treated

Similarties and Differences - 1340 Words

Similarities in Problems and Differences in Endings Every day in real life we go through a many struggles ranging from man vs. man, man vs. himself and even man vs. nature. The most common struggle we all face is that of man versus man. In the short stories â€Å"Cathedral† by Raymond Carter and Ernest Hemmingway’s â€Å"A Clean Well-Lighted Place† the main principal of the story is that of man versus man. In both short stories 3 characters are used, but in each story each character is completely different than the other. â€Å"Cathedral† and â€Å"A Clean Well-Lighted Place† share similarities and differences with the main principal of man versus man and the reasoning behind why one man is against the other. Both stories also share similarities and†¦show more content†¦The reasoning that the younger waiter is against the old man is that he doesn’t understand the actions of the old man and doesn’t want to. Both stories share that in common, that the antagonist does not unde rstand and does not want to get to know the protagonist. Both stories share similarities between man versus man and the reasoning behind this conflict. â€Å"Cathedral† and â€Å"A Clean Well-Lighted Place† also share similarities and differences between their settings. Both â€Å"A Clean Well-Lighted Place† and â€Å"Cathedral† take place at night time. The first line in â€Å"A Clean Well-Lighted Place† is: â€Å"It was very late and everyone had left the cafe except an old man who sat in the shadow the leaves of the tree made against the electric light†. In â€Å"Cathedral† the story starts around dinner time and goes into the night. Although both stories take place at night time- both stories have tremendously different places. In â€Å"Cathedral† the story takes place in the wife amp; husband’s house. In â€Å"A Clean Well-Lighted Place† the story takes place at a small cafà ©. Neither one of the stories gives a town’s name for the reader to associate the story with. Also, neither story gives too many details about the place of the story. The only indication of how the cafà © was in â€Å"A Clean Well-Lighted Place† was when the older waiter said â€Å"†¦ This is a clean and pleasant cafe. It is well lighted†. Both stories share the similarity in settingShow MoreRelatedThe Differences and Similarties Between the Gasb and the Fasb752 Words   |  4 Pages and is subject to oversight by the Financial Accounting Foundation’s Board of Trustees.’ The GASB is for state and local governmental accounting and financial reporting. Businesses such as nonprofits and churches and schools. This is the major difference between the FASB, which is for the non-governmental entities and the GASB which is solely for the governmental entities. 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Step 3 I started by adjusting my parameters: I began with the vertical stretchRead MoreThe Effects Of Postpartum Depression On Women871 Words   |  4 Pagespostpartum depression should be â€Å"restricted to mothers with a depressive illness,† asserting that this pathology exclusively affects women. Being that Thurtle’s study was published in 1995, within a decade of researchers beginning to study sex differences, and similarities, and only a year after women were allowed to participate in biomedical research, it is likely that they did not consider investigating the illness through a gendered lens. Failing to recognize that both men and women are affectedRead MoreThe Research Of Music Therapy951 Words   |  4 Pageswithout Amusia are required. They each get the same set of questions to see the notable differences between the two. This form of questioning ass well with the other survey was to prevent bias answers and to locate similarties. I’ll ask them to inform me of the genres they listen to so I can understand its impact on the brain. There moods before and after they listen to music to see if there are really marginal differences. While questioning I was also looking for body language to see impressions basedRead MoreEvolution of Australian Biota Assessment Answers1116 Words   |  5 Pagessimilarities and differences between species, deducing certain evolutionary relationships. Other research includes radiometric dating, providing dates for when fauna died and the possible cause. Ideas about the ecological and environmental conditions of the time can also be foun d from fossils and other technology today. Fossils of the Diprotodon have been found all over Australia, in places such as the Wellington caves, which have assisted Palentologists in discovering similarties and differences betweenRead MoreHarriet Beecher Stowe s Uncle Tom s Cabin1015 Words   |  5 Pagescharacters throughout the novel. 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Essay on History of Roman Citizenship - 688 Words

Citizenship is highly coveted in many nations, so coveted in fact that through only a few processes can one become a citizen for most nations, might that process be natural birth or naturalization. Citizenship and its privileges were also highly valued in Rome, except becoming a citizen was extremely difficult if not impossible. Roman citizenship also leads to assassinations and war within the Italian peninsula. There is a complex history to Roman citizenship. Roman citizenship dates back to the founding of Rome in 753 BC. In the beginning, citizenship was only granted to those living in Rome. Providences and territories were excluded. Citizenship was deemed to be highly valuable because with it came the right to vote. But as†¦show more content†¦Subsequently, the Gracchi brothers were both assassinated for their attempts at reform. The provinces were growing more and more desperate and frustrated with the more time that passed. So in 91 BC another Roman politician made an attempt to reconcile with the provinces. Marcus Livius Drusus again tried to offer citizenship to the provinces. And again the Roman people were aghast at the outrageous attempt. Similarly he was assassinated, except now the provinces within the Italian peninsula had had enough. Consequently, the Social War erupted in 91 BC. There were two main tribes associated with the conflict, the Marsi and the Samnites. These two tribes, along with various others revolted against Rome in the hopes of obtaining citizenship, more specifically the right to vote. In the end of the war, Rome defeated and regained control of all of its land; however, the provinces did achieve their goal. In 90 BC Rome granted full citizenship to all the tribes who had not revolted and to those tribes that would return peacefully. Then in 89 BC another cession was made giving citizenship to all Italian that applied for it within sixty days. 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The right to get justice and to self-determine their politico-social life is the mainRead MoreIs National Citizenship Irrelevant Outside the United States?1256 Words   |  5 Pagesï » ¿Introduction The question of whether national citizenship is still relevant as a nationally-ascribed designator of membership and rights is best answered with a single word: Depends. Within the United States, national citizenship has conferred rights and duties that remain viable hundreds of years after their creation. Outside the United States, national citizenship is essentially irrelevant. National Citizenship Is Still Relevant as a Nationally-Ascribed Designator of Membership and RightsRead MoreA Brief History Of Rome And Its Strategic Relationships With Latium863 Words   |  4 PagesIntroduction To answer this question, I will first provide a brief history of Rome and its strategic relationships with Latium in particular over the period from the 7th to the 2nd centuries BC. 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Develop Professional Relationships with Young People Free Essays

string(70) " time for young people to digest information and respond accordingly\." Outcome 1 Due to my job role in guidance and welfare, it is not often that I am in a situation where I have a whole groups needs to think about. Much of my work is designed on a 1:1 basis, arranging time frames when I can dedicate a set amount of time to one young person to discuss their current needs and situations. However when I have been in a class situation with students, I tend to move from one young person to another throughout the lesson. We will write a custom essay sample on Develop Professional Relationships with Young People or any similar topic only for you Order Now I would spent 2-3 minutes working 1:1 with a pupil, working through their current task with them, ensuring they understand the work and can complete a task unaided. I would then check that they could complete the next set of answers or understand their next task and then move onto another pupil. After three or four 1:1 tasks, I would then address a table group, to check that everyone is still on task and understands what they are doing. I would then resume 1:1, returning to pupils with a higher need throughout this process to keep them on track and ensure they were receiving the support they require. It is important to maintain regular input with the whole group, as well as addressing individual’s needs. This means that the whole group can stay on task and be focused as well as including every pupil in that lesson in their education. Outcome 2 Effective communication is the best way to build a positive relationship with a young person. Spoken word and body language are everyday forms of communication between people, but one we most often take for granted. Body language is probably the most important way of expressing how we feel and making someone else understand what we want to tell them. It is important to use the correct body language, give clear signals and make young people feel comfortable. I would always lower my height to that of a young person’s so that I can use direct eye contact whilst talking to them. This will help to put them at ease, as they are not being stood over by an adult. If a person is angry or upset, this also communicates that there is no threat coming from me and that I am there to listen to them, and am interested in what they need/want to say. Spoken word should be clear and positive. Use language that the young person will understand and check for acknowledgment of what you have said. When giving instruction, ask them to repeat back what you have asked them to do, this is an effective method of checking nderstanding and confirming key points. Show that you are listening, nod your head, and acknowledge emotion, â€Å"I can see that you are angry or upset†. Paraphrase information to check your understanding and show that you are listening to what they are saying. This will build confidence in the young person to communicate with you. 2:1 – There may be times when how you communicate will need to be different; you may be dealing with situations where specific needs will require you to adapt your communication skills further: * The age of the young person, * The situation you are in, The personal development of the young person, * Language or Physical Barriers to communication. When dealing with such situations, clear thought should be given to how you chose to communicate. Adapt language to suit the understanding of the young person. If required use sign language or images to explain work or communication. Show that you are listening, by using positive body language and clarifying key points, or summarizing to ensure you have heard and understood properly. Try not to make assumptions either, let the young person explain, engage with the information they are telling you. If you are dealing with a situation where you think another side of the story may also have taken place, ask them, â€Å"what about this? † or â€Å"I heard that †¦. Can you explain? † this will give the young person the chance to explain and reflect on their choices, and also build up trust in you because you don’t jump to conclusions. If communication is planned, i. e. a meeting or mentoring session and you are aware of barriers to communication, plan before hand. For example, when dealing with a young person or adult who does not speak English as their first language, plan how you can effectively communicate. Do you require an interpreter? Can you use a computer to interpret language between you? Case Study – I have had to use Google systems before to speak with a child who spoke no English at all, when dealing with a situation that happened during lunch. This then led to me using our Sims system to show photos of pupils so she could identify children who she did not know. A letter was then translated to send home so that parents could be informed of what had happened. Translated texts are also a common use of communication between our school and some parents when English is not their first language. Thought should also be given to the environment in which the communication is taking place, if you are in a noisy place or a public area, it may be better to take the conversation to a quieter or more private place. If a meeting space is required, ensure the room is cool, there is adequate seating, all of which is on the same level, and that exits are clearly visible and accessible, ask if they are ok for you to close the door before you do so, or leave the door slightly ajar, it reduces the anxiety of being closed in and feeling vulnerable, it will also help to safeguard both yourself and the pupil/parent. The most important key to all communication is positive interaction. SMILE, talk clearly and calmly and give time for young people to digest information and respond accordingly. You read "Develop Professional Relationships with Young People" in category "Papers" Don’t be afraid to correct a young person if their language or reaction is not acceptable and if a situation requires, don’t be afraid to walk away, but let the young person know you will be returning to them to talk. Outcome 3 Effective communication between adult to young person and adult to adult is not actually that different. The key points still apply to any person you have a form of communication with: 1. Smile! 2. Show Positive Body Language, . Talk clearly, calmly but assertively, 4. Show active listening, 5. Show acknowledgement for emotions and 6. Confirm understanding. As adult’s we are more aware of situations and differences and how that can effect communication. I would like to think that w orking within the education system also gives us a good knowledge of how best to deal with this. Cultural and social differences require some understanding of what will make the communication most effective. Will there be any barriers to understanding or language? Would two members of staff (one male, one female) have a more positive effect or make communication easier? Is there any confidentiality or child protection concerns based on the cultural or social difference of the adults involved? (Especially if discussing their child). Thought would need to be given to such barriers and ensuring you adapt communication appropriately. The situation of the communication can be the biggest variant, as meetings are not always planned or parents can arrive at the school unannounced. Conflict could be the cause of the communication taking place, which would therefore present a more challenging situation to adapt to. However for all these circumstances the basic positive interaction would still apply. The six key points above would ensure that you stayed focus, that effective communication could take place and that adults would feel that they could trust you to communicate fairly with them. Even if you disagree on something, effective communication will still build trust between you. 3:1 – There may be situations where you don’t have all the answers required or are able to offer the support needed. It would be in these situations where you could refer an adult to either: * Another member of staff, either more appropriate to the subject (specific subject teacher) or Senior Leadership. In house support staff, (Guidance Welfare, or SEN) * Information on another service to contact who could offer more appropriate support or advice. Doing this would ensure that you are offering all the support and guidance that you can to an adult, you are confirming that you have listened and understood the individual’s needs and you have provided them with further support. Case Study – An unannounced adult complaint, I was called to reception because a member of the public had arrived demanding to speak with the headmaster. He was very angry because of an incident which had happened on the bus that morning. I escorted the gentleman to an office which had easy access due to his disability, and apologized for the fact that some of our pupils had behaved so badly. I then asked him to explain to me exactly what had happened on the bus; Some young people wearing our uniform had been rude to him and had purposely knocked his leg whilst sitting on the bus, after he had explained to them that his leg was pinned and he was unable to bend or move it, which was why he was sitting at the back of the bus. What had enraged him more was whilst sitting in reception the same group of boys had walked past; recognized him and then ran off laughing. I confirmed key points and wrote them down. As he did not know names, we then used the Sims system to look through photos, so that he could identify the pupils involved. I also wrote these onto the statement. I then discussed what our next actions would be and assured him that a member of the Guidance Team would be in touch at the end of the day to inform him of what had been done. His contact details were taken and I escorted him back to reception, commenting that the majority of our students are very well behaved and polite and that I was sorry he had had a poor experience of some of our pupils. As arranged, my colleague who dealt with the pupils in question, called him back to inform him of what had been done and ask if anything else was required of the school for him. This was a conflict situation which was dealt with promptly and effectively, leaving the gentlemen in question with a positive experience of dealing with staff at our school, and knowing that behavior is addressed appropriately and effectively by staff. Outcome 4 Too often you hear adults say to a child â€Å"Do as I say, not as I do†. I however feel this is not the most productive way to teach young people how to be responsible people. Every adult has a part to play in being a role model for the younger generation, whether you are a parent, relative or just an adult in the street. If young people see us behaving in a certain way, they will see that as being acceptable and will behave accordingly. As the adults in society it is our responsibility to teach others what being a positive role model and member of society means. Within the school setting, I find that I have adopted the guidance role in my manor when dealing with all pupils. I do not instruct pupils to do things, I not TELL them to behave a certain way. I aim to guide them into making the right choices. I treat all pupils fairly, I do not shout or raise my voice at people, and I do not use inappropriate language or actions towards people (both staff and pupils). I aim to treat people as I would expect to be treated myself, and have high expectations in this! If a young person is not compliant, I will offer choices and give clear instruction as to what each choice will lead to. It is then up to the pupils to choose their path and face whatever consequence comes from that choice. If a pupil is using inappropriate language or behavior I will address them by stating that is not the correct way to behave and thank you for not continuing to act that way. (this may need repeating! ) However being a good role model is not just about being the ‘perfect’ human being all the time. That is impossible! Young people need to learn that all adults are people, we have bad days, days when we feel ill or tired or angry, just the same as them. The important thing is that we teach them how to behave when we are feeling like that or put in situations where we have to deal with others who feel like that. It is teaching them that it is ok to be angry, but there are still some things you can’t do, like physical violence or shouting/swearing at people. It is ok to make mistakes, but learn from them and apologize if you have done something wrong. I often talk behaviours through with young people. â€Å"Is it ok to behave like that? † they will often respond â€Å"No†. Ask them â€Å"what should you do in that situation? † 9 times out of 10 they can actually give you a decent answer, if they struggle, again give two options and ask them to choose which would be the best. This gives them ownership over their decisions but also teaches then the understanding of consequences for actions and choosing to make the right decisions. Being a good role model is about being a positive member of society, having manors, saying please and thank you as a matter of normality and teaching people to be responsible for their own actions, both positive and negative. If young people see the adults around behave like this all the time, they too will make the right choices and grown into positive citizens with high expectations of themselves and what they achieve. 4:1 – One would like to think that working within the education system that all the adults you work with have a like mind when it comes to working with young people and values. Encouraging adults to have positive relationships with young people, works much the same way as encouraging young people to have positive relations with each other. Leading by example is the best way to teach people how to treat each other, but sometimes it requires more than this. Mediation can be a good way of helping to restore negative relationships between staff and pupils, it gives them a chance to explain things to each other, reflect and restore trust in their relationship. Sometimes it can become necessary for staff to exchange helpful information with each other about how best to work with particular students. Some staff may have certain tactic that they find work well with a specific young person and can encourage other staff to use them to enhance their working relationship with the pupil in lessons. Outcome 5 All policies and procedures are clearly set out in our staff handbook, which is reviewed and republished at the beginning of each school year (September). All staff have access to this through the intranet and paper copies are kept by our DHR. Sharing information is encouraged and necessary for effective communication within school, weekly briefing meetings are held for all staff to share information and fortnightly Inclusion meeting are held to keep staff up to date with key pupils and strategies. Confidential information is shared between key staff members: Staff information is handled by out DHR and their Line Manager, Pupil information would be dealt with by guidance and welfare staff. Staff who have a concern about a pupil, would report this to the guidance and welfare department, this would then be dealt with accordingly between the department. If child protection concerns are highlighted, this information would be passed to the Designated C. P Officers, Mr. Cooley-Greene and Mrs. Godfrey (Myself), we would then liaise between each other and our Senior Officer Miss Greenhalgh. Staff information is kept on file by the DHR, and only she has access to this information, all staff queries are dealt with by Mrs. Beynon and she is responsible for ensuring that data is protected and stored correctly. Pupil information is stored on the school Sims system. All staff have access to the information on this system, but only specific staff have access to edit or view certain parts of the system. All C. P Files are stored in a separate file, which is password protected and a locked file. Contact details and parents information can be seen by any staff, but only edited by reception staff, all staff are aware that no information should be given out to other parents or pupils. The Sims system is password accessed so only staff who have been given access to the school system can view this information. Information is shared and reported in many different ways depending on the content. Informal concerns, or non-confidential information is usually reported through staff verbally or through email. Once the information has been dealt with a communication log on Sims, or an track of emails will be saved into the pupils file in the guidance drive. This information can be accessed by all staff and be shown to a parent in required. More significant information is often still share verbally, but in confidence, a significant event sheet, will them be completed and auctioned and again saved to the pupils file. Child protection information would be disclosed verbally to a C. P Officer, and all relevant paperwork completed and auctioned, saved either electronically in password protected files or on paper, stored in a locked C. P file. Information regarding staff would be dealt with in much the same way, again dependant on content but reported to the appropriate Line Manager or DHR. How to cite Develop Professional Relationships with Young People, Papers

Environmental Management In Oil Production â€Myassignmenthelp.Com

Question: Discuss About The Environmental Management In Olive Oil Production? Answer: Introducation In the past few decades, the production of olive oil production has increased drastically. The production includes two types of centrifuge systems. Both the research papers Assessment of carbon footprint and energy performance of the extra virgin olive oil chain in Umbria, Italy` and `Adding Value to Olive Oil Production Through Waste and Wastewater Treatment and Valorisation: The Case of Greece` deal with the pollution that occurs during the oil production. Lastly, the research articles give an in-depth analysis on carbon footprint and energy footprint during extra virgin olive oil production and the generation of solid and water waste from the olive-pomace industries respectively. The given article Assessment of carbon footprint and energy performance of the extra virgin olive oil chain in Umbria, Italy` provides an assessment of carbon footprint and energy footprint during the extraction of extra virgin olive oil. The research is centred in an Italian province, Perugia. The first research article is based on the study of olive cultivation, extra virgin olive oil production, packaging, storage and exportation to the foreign countries. The storage requires -18?, which emits a certain amount of carbon monoxide to the atmosphere. The article tried to evaluate the intensity of the impact on the environment through ISO certified life cycle assessment method or LCA (Rinaldi, Barbanera and Lascaro 2014). The LCA result showed that distribution of extra virgin olive oil contributes the largest amount of carbon footprint and energy footprint in the environment. The olive production emits 86% of production of extra virgin olive oil along with packaging in the glass bott le and electricity emit 73% of the greenhouse gas in the environment (Salomone and Ioppolo 2012). The second research article `Adding Value to Olive Oil Production through Waste and Wastewater Treatment and Valorisation: The Case of Greece`, deals with the production of wastes during olive oil production in Greece. The process produces a huge amount of solid and water wastes. The pomace olive oil production generates a greater amount of waste than extra virgin olive oil production process as it goes through two-phase or three-phase centrifuge system. The respective paper works on the alternative process of utilizing the wastes in the production and for that Hellenic Ministry of Rural Develop and Food, Regional Chamber of Commerce and Industry collect secondary data from the Greek olive oil factories. The paper states that three-phase production process produces higher waste than two-phase production (Valta et al. 2015). In terms of reducing the solid and water wastes evaporation pond is considered as a solution. The process of collection of oil, neutralization of acidic substance s and disposal of sediments to the evaporation pond, prevailed in Greece. The evaporation pond is responsible for producing sludge. Sludge can be recycled as soil improver if mixed with other substrates (Tortosa et al. 2012). This is known as valorization process solid waste management. From the production to the recycle of the wastes, every step has to have the economic feasibility to carry on the process. According to me, the application of life cycle assessment method is effective in measuring the greenhouse gas emission during extra virgin olive oil production in Italy. The availability of data from the local area is not always accurate. Through this study, it can be inferred that usage of lighter bottle and ammonia during cooling may help to reduce carbon emission in the environment. I am also of the opinion that if the waste is turned into bio energy then it will be beneficial for the environment as well as economic to the industries. To reduce the imbalance in the environment an advanced alternative process other than evaporation pond and valorization process is needed. References Rinaldi, S., Barbanera, M. and Lascaro, E., 2014. Assessment of carbon footprint and energy performance of the extra virgin olive oil chain in Umbria, Italy.Science of The Total Environment,482, pp.71-79. Salomone, R. and Ioppolo, G., 2012. Environmental impacts of olive oil production: a Life Cycle Assessment case study in the province of Messina (Sicily).Journal of cleaner production,28, pp.88-100. Tortosa, G., Alburquerque, J.A., Ait-Baddi, G. and Cegarra, J., 2012. The production of commercial organic amendments and fertilisers by composting of two-phase olive mill waste (alperujo).Journal of Cleaner Production,26, pp.48-55. Valta, K., Aggeli, E., Papadaskalopoulou, C., Panaretou, V., Sotiropoulos, A., Malamis, D., Moustakas, K. and Haralambous, K.J., 2015. Adding value to olive oil production through waste and wastewater treatment and valorisation: the case of Greece.Waste and Biomass Valorization,6(5), pp.913-925.