Benefits of Non Verbal Communication Essay Example for Free

Benefits of Non Verbal Communication Essay Non verbal communication is defined as certain ways that a person communicates his thoughts and meanings without actually saying anything. These are the subtle clues that can help an investigating officer uncover a truth while questioning a suspect or witness or can lead him to more questions that will aid the investigating team. Programs such as CSI have shown us how police officers and crime scene investigators utilize contradicting, complementing, substituting, accenting, or regulating verbal messages. An investigating officer will benefit immensely from being familiar with these methods because of the way a crime scene is most often chaotic and witnesses who are being questioned are dealing with fear of being implicated in the case or perhaps, trying to cover their own involvement in the case. A sample of a contradicting non verbal communication that he can look out for has to do with the way a witness recalls the events as it transpired in a certain case. When a witness is looking down while relating the events transpired, that witness is most likely creating a memory. A person recalling a memory usually looks upward when trying to remember events, places, and situations. Under such circumstances, he should take notes and make sure to verify all the events by interviewing other people who might attest to the validity of the statements previously made. He may also consider the tone of voice of a person being interrogated. When a person is trying to hide a truth, there is a certain intonation and nervousness in the voice that usually causes it to raise in tone by a pitch or so. The officer must make sure to gain the trust and confidence of the witness or accused prior to questioning to keep the person off guard in order to get the most truthful answers out of them. A parole officer on the other hand must be highly observant and familiar with the psychological profile of his parolee that could indicate his behavior during certain situations in order to easily recognize the signs being displayed by the parolee when he comes in for his weekly reports. While meeting with the parolee, he should observe his complementing and accenting behavior. Particularly the first time the person enters the room. Does he shake your hand? Does he make eye contact? Does he seem nervous and on the edge? All of these could add up to a specific non verbal message that will give one an insight into the real score behind what the parolee wants to portray as truth. He should then react accordingly by enticing the person to become more open and share more information with him. In the event that the parolee begins to display accenting behavior such as hitting the table or throwing something, he must be prepared to restrain the person and try to snap him out of his mood. The one non verbal communication that both an investigating and parole officer must be quick to realize are the regulating non verbal communication tools. Such actions could be a simple look of question, a hint of despair in the eyes, or the wringing of hands of the person spoken to. Once recognized, he must be prepared to follow up on the subtle messages either by asking follow up questions or reassuring the person that the officer is in charge and everything is under control. People say that there is no such thing as the perfect crime. I have to agree with that statement because any officer who is familiar and highly observant when it comes to non verbal communication cues will easily be able to follow up on subtle clues not included in the physical evidence present at a crime scene or parole interview.

Contract Law Essays XYZ Building Services Ltd

Contract Law Essays XYZ Building Services Ltd X, the MD of XYZ Building Services Ltd, is considering drafting a standard set of terms and conditions to use in contracts with his customers. Write a report for him explaining What steps he needs to take to ensure that the standard terms are in fact part of any contract he makes with a customer The extent to which he is free to include any term he wants in his standard terms and The provisions of contract law about termination and breach of contract which he may wish to take into account when drafting his standard terms. Background: In order for the customer and XYZ to be bound by standard terms and conditions there should be a set of criterion filled. These conditions should be treated as exclusion clauses as they are the extreme conditions to be enforced. For these standard terms and conditions to be enforced there needs to be a valid contract, which means that four requirements have to be fulfilled. A valid contract must have the following elements; offer; acceptance; consideration; capacity; and intention. These are present in this contract when XYZ offers his work and the customer accepts verbally or in writing. There is also intention because there is an understanding that XYZ will turn up to work on a certain day and the customer will pay a certain fee, which is evidence of consideration as the customer is at a disadvantage.This is a valid contract, however the next area to explore is whether the exclusion clause and standard terms apply because the customer has never worked with XYZ and at the verbal con tract point does not indicate what his usual terms and conditions are. Basic Requirements of Ensuring Enforceable Standard Terms and Conditions: Under contract law there are only three ways that they can be incorporated which are: By signature even if they are not read; By notice where there has to be sufficient notice By custom where there have been previous dealings between the parties even if the clause is added in later. In every case XYZ should ensure that there is case is a signature in case there is no indication of previous dealings, hence the customer may not bound by these conditions yet. Therefore one has to consider the case of notice, off hand there is no notice as XYZ fully indicates what these conditions   and the question is whether the average person would have notice, especially as XYZ is an builder and the customer as a business and these could be construed as standard conditions in the business; but this would be easy to prove as notice was given due to XYZ giving these terms and conditions before the contract was agreed and giving a good indication of their nature at this level. Unenforceable Standard Terms and Conditions In every case that a signature is required it gives rise to the opportunity where the terms were fully expressed but under contract law there could be one problem with the contract if the customer has received the contract in their hands and failed to read it the case of Alderslade v Hendon Laundry Ltd if the exclusion clause can only be construed in negligence and in certain circumstances then it is applicable and as The customer received the usual terms and conditions before XYZ started the work, i.e. they had a chance to end the contract then they are bound by them. However, the case of White v John Warwick Co has held that liability for negligence will not normally be excluded. Therefore it is still very confusing whether XYZ is excluded from the damages that the customer is seeking, therefore the statutory provisions of the UCTA and Sale and Supply of Services Act 1982 (SGSA). Is XYZ is liable for the damages that a customer may ask for? In response there is little evidence in whether the exclusion clauses should be supported or not. Under UCTA Section 2 it holds that negligence cannot be excluded in respect to personal and/or death bat all. In relation to other loss/damage liability cannot be excluded unless there is reasonable notice. Section 11 holds that the reasonable test is that the term is fair and reasonable and whether the individual should have reasonably known or in contemplation of when the contract was made. This is similar to the case law discussion; however it is written from the point that negligence can not be excluded except in strict circumstances. There was no real notice in this case, especially when the verbal contract was made. Therefore it is very likely that this clause will not be upheld as the case of Andrews Bros (Bournemouth) Ltd v Singer and Co Ltd holds that exclusion clauses against the party seeking to rely on them. Yet in relation to the damages to the customer it has to be determined if there is remoteness of damage, whereby monetary compensation can be claimed for a failure to perform a primary obligation as this is a breach and/or the loss for any breach of a secondary obligation. In respect to the negligence that has caused personal injury to persons the law states that this cannot be excluded under Section 1(2) of the UCTA, therefore it has been shown that the customer may claim for this. Reasonableness Test, Breach and Questionable Standard Terms and Conditions Again we must turn to whether there is reasonable notice to exclude liability and under the SGSA Section 16 where restricting liability for breach of implied terms arising from Sections 13-15 is subject to the reasonable test and provisions of the UCTA, where the reasonableness test is based upon the common law officious bystander test that is defined in Sir Law v Southern Foundries Ltd which is a stricter test for exclusion clauses where it has to be so reasonable and that the notice is sufficient that the officious bystander would agree to its terms. This basically holds that there are implied terms such as a reasonable quality of goods and services and that it should be completed in a reasonable quality and should be usable. This means that the exclusion of liability for faulty equipment and liability for faulty work cannot be excluded. This means that these two exclusion clauses cannot be upheld. In respect to the negligent completion of work i.e. was there reasonable excuse for the negligence. Yet it was an express term of the contract and without reasonable excuse this exclusion clause it is possibly not going to be upheld, this is rule from an early common law principle. Yet there is the question whether this is reasonable exclusion for the trade.   However, as in the case of Edmund Murray Ltd v BSP International Foundations Ltd it was held that it was not fair and reasonable for the party in breach to rely on an exclusion clause for failing to meet the specifications of the other party. Therefore this again will be subject to the reasonableness test where the test applied to the whole term and to the particular reliance on it. Therefore if it is a specific term of the contract to be finished by the certain date and made clear by The customer and XYZ did this as it was then it is very likely it can be excluded because it is a trade standard. Finally, if one considers the Unfair Terms in Consumer Contracts Regulations 1999 (UTCCR) if the term does not create an unfair balance in detriment to the consumer it can be upheld. Yet as this does create an unfair balance and puts the customer at a loss then they will be protected from the exclusion clause as a consumer, even though she is acting for her business. However are the circumst ances of this variation sufficient enough for the customer to claim? If the swimming pool was properly marked the work would have been finished within the time period would variation to the contract be acceptable? Therefore is there a reasonable excuse for the variation and did both the customer and XYZ have equal bargaining power? The first question to ask is whether the circumstances that lead to the variation of the contract would have frustrated the contract, if the variation is perfectly acceptable as long as the customer was not put under duress to accept the new terms. Bibliography J. Beatson (1998) Anson’s Law of Contract 27th Edition, Oxford University Press Buyer (The), 2002, Aspects of Frustration, Buyer 24(12) Groves,   2004, Force Majeure,   Bus Ad 2.10 (2) David Kelly, Ann Holmes Ruth Hayward (2002) Business Law 4th Edition, Cavendish Lunney Oliphant, 2000, Tort Law: Text Materials, Oxford Uni Press Ewan McIntyre, (2004) Business Law, Longman

Woodstock :: History

Dickens said it first: ‘It was the best of times, it was the worst of times’. It’s a amalgam that will never be reproduced again,† said Burt Feldman, a Bethel town historian.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  That weekend, there were liars, lovers, prophets and profiteers. They all made love, money, and a little history. Over all, the bash cost more than 2.4 million dollars. Four different people sponsored it. There was John Roberts, Joel Rosenman, Artie Kornfeld and Michael Lang. The oldest was only 26, and the youngest man being only 23. All four of the guys didn’t agree on much, butt they did agree on a slogan, â€Å" Three Days of Peace and Music.† They figured that the â€Å"peace† would help promote the anti-war act and they figured it might also decrease violence. The Dove on the Guitar was originally a catbird perched on a flute. But, because of the Peace slogan and mostly rock-n-roll music called for the dove on the guitar.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They designed about 50,000 people, even though, they said that there was a possibility that 100,000 to even 150,000 people may be attending. The amplifier’s, at their lowest setting, would cause pain to anyone standing within a ten foot radius of the speakers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Friday through Monday, everyone who had been there had a time that they would never forget, had it have been good, or had it have been bad. There were three deaths through out the entire weekend. One of the deaths was caused by a tractor accident, and the other two were both drug overdoses.

Echo Personality Disorder :: science

Echo Personality Disorder The term Echo Personality Disorder was coined by British Psychosynthesis practitioner Patrick Hurst, as a replacement term for 'Inverted Narcissism' and 'Covert Narcissism' which later terms place unwarranted emphasis on narcissistic qualities of the personality, which in many of these individuals may not be a feature at all. EPD is a highly differentiated form of Dependent Personality Disorder, marked by behaviours of compliance and a need to 'mirror' significant others -parents, spouse, friends, employer. Individuals with EPD may be attracted to relationships with individuals showing marked narcissistic traits -people who need to be mirrored or praised- though this in no way forms a "standard" or "universal pattern" as is often claimed by theorists. EPD individuals may enter into relationships with a great variety of people, though at core there is a tendency to choose situations in which unrequited love will be the outcome. These traits -choosing significant relationships where love can never be satisfactorily consumated, and the tendency to mirror significant others- were motivating features for choosing the term Echo Personality Disorder. In Greek mythology Echo was the lover of Narcissus. In this myth Echo, a forest nymph, falls in love with the egocentric youth Narcissus, and when he shows clear signs of rejecting her she persists in her attatchement, and will not be moved from her aim. She finally satisfies herself with the masochistic task of echoing back to him all that he says. This too is a central feature of EPD behaviour in relationships, where the individual will mirror, echo, and compliment another at the expense of their own self-worth and dignity. This echoing behaviour, though, does not exhaust the mythological potential of Echo, even if commentators on the myth narrow their descriptions to this single episode with Narcissus. Echo also has relations with Zeus, Hera, Pan, and Gaia, which have a different coloration to those she has with Narcissus, and has many friends in the form of other forest nymphs -"sisters" as we would call them today; attesting to the complexity we find within the Echo personality constellation. Self descriptions of EPD individuals often relate a lack of self worth, and an accompanying fear of rejection, abandonment, and loss, as a result of feeling "unacceptable" to others. These agonizing fears are a driving force behind the above-mentioned interpersonal coping style (mirroring and reflecting others). These individuals protect themselves from rejection/abandonment by acting so agreeable to others, via their mirroring capacity, that chances of re-experiencing abandonment agony is brought to a safe minimum.

The influence of sleep on the accuracy of memory Essay -- Health, Fals

The influence of sleep on the accuracy of memory The purpose of this study is to do a memory-for-words that will explore the influence of sleep on the accuracy of memory. The study examines the influence of sleep on false memory. This study is looking at two things: (1) how does sleep improve recognition of words? And if so, it would support the claim that sleep facilitates encoding into LTM. (2) How does sleep enhance a false memory of a word? According to Elizabeth F. Loftus (1996) false memories are often created by combining actual memories with suggestions received from others, it can include words that we learn and having them associated with semantic information. False memories are cause when we fail to recall the correct information. When we store information rarely we retrieve it exactly the way it happened, the fail to recall the information correctly may lead to false memories. Sleep in false memory are measured by recalling words that categorized as studied before, critical words which are the unstudied words, and the critical words which are the one that were nit studied before, but because of the semantic association it may appear during recall process. Stadler, Roediger, & McDermott (1999). A DMR paradigm is the tendency to falsely recall a target word from a list of words concentrated around that word. It lures people to falsely recall items that were never presented Roediger & McDermott (1995). In DRM paradigm, lists of words are constructed so that each word given is associated with a single non- presented word, referring to it as a critical lure. For instance, in this experiment to test participants’ words such as letters, school, study, reading, pen, pencil, paper, and pages, were presented, but its relat... ...he items in the evening and in the following morning 12 hours later after their normal sleeping time, their memory for the items were tested. The non-sleep group studied and practiced the items in the morning 12 hours later after their day of activity their memory was tested. From the results was found that there was no significance difference between the two groups in recalling the words. Limitations in this study that it uses a recognition technic instead of a free recall, low sample size, did not look at gender, as well as ethnicity (language in this case mater, especially when it comes to words that are not so familiar it is hard to recall them). In future studies a bigger sample size would be relevant for a better outcome of the result, do the test in a native language would help participant for a better recall, look at the difference in gender, ethnicity.

Linguistics and Child Essay

Language is a human tendency to communicate with others and this could underlie the emergence of language. Montessori said, â€Å"To talk is in the nature of man. † Humans needed language in order to communicate, and soon, the powers that come with language were revealed. The evolution of the human language began when communication was done through pictograms or pictures and drawings. It then developed into ideograms when pictures began to turn into symbols. Later, these symbols became words, words involved letters, vowels emerged, one symbol came to represent one sound, an alphabet was created, and then came the alphabet we now use today. And just as language evolved hundreds of thousands of years ago, it also changes with each generation. The importance of language is essential to every aspect and interaction in our everyday lives. We use language to inform the people around us of what we feel, what we desire, and question / understand world around us. We communicate effectively with our words, gestures and tone of voice in a multitude of situation. Communication drives our lives. The Language Development of the Child To help the child in his development in language, the Montessori classroom is designed to help the child reach the 3rd period of consciousness. Because the learning of language is not done through subjects as in a normal classroom, the child is learning at his own rhythm. This allows the child to concentrate on the learning of each important step in language so that each progressive step is done easily and without any thought on the part of the child. The special material also plays an important role in aiding the child develop the powers of communication and expression, of organization and classification, and the development of thought. But the most important tool in the child’s learning of language lies within the directress. She must support the child in his learning; give him order to classify what he has learned, to help the child build self-confidence, and to provide the child with meaningful activities. The directress is the child’s best source in language development As the child leaves the Montessori classroom after the age of six, he will have become an articulate person, being able to communication his feelings in well-formed sentences and in writing. He will be able to write these thoughts and feelings in a skillful handwriting. He will have the ability to write in different styles and about a variety of subjects. The child will have total reading and a sense of the home language at a level where he will be the master of his words. How do children acquire language? Number of Children acquires language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not. Although parents or other caretakers don’t teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk. Children acquire language in stages, and different children reach the various stages at different times. The order, in which these stages are reached, however, is virtually always the same. An excellent guide to this moment in life is linguist Dr. Charles Yang’s book The Infinite Gift: How Children Learn and Unlearn the Languages of the World. Dr. Yang, who teaches at the University of Pennsylvania, ably reveals the complexities of the process while also showing us why these complexities are mastered so naturally—and so beautifully—by children all over the world, regardless of the language they’re learning. Following his guided tour of language learning, we can even begin to appreciate the astonishing truth that, as he says, â€Å"Children are infinitely better at learning languages than we are. † -Dr. Charles Yang Montessori Prepared Environment | | | | | The â€Å"prepared environment† is Maria Montessori’s concept that the environment can be designed to facilitate maximum independent learning and exploration by the child. In the prepared environment, there is a variety of activity as well as a great deal of movement. In a preschool classroom, for example, a three-year-old may be washing clothes by hand while a four-year-old nearby is composing words and phrases with letters known as the movable alphabet, and a five-year-old is performing multiplication using a specially designed set of beads. In an elementary classroom, a small group of six- to nine-year-old children may be using a timeline to learn about extinct animals while another child chooses to work alone, analyzing a poem using special grammar symbols. Sometimes an entire class may be involved in a group activity, such as storytelling, singing, or movement. In the calm, ordered space of the Montessori prepared environment, children work on activities of their own choice at their own pace. They experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs How Is Language Encouraged In Montessori Prepared Environment Language is a communication that human beings have cooperated with each other to solve common problems. This is through communication based on written and oral language in particular that each generation has passed on its accumulated wisdom to the next. â€Å"Language, we may say, grow with human thought. -Dr. Maria Montessori The learning of language is truly the child’s most amazing intellectual achievement, and is remarkably skilled rapidly in a very short period of time. â€Å"By merely living and without any conscious effort the individual absorbs from the environment even a complex cultural like language. † -Elizabeth G. Hainstock .The language explosive happenings and eruptions in his powers of expression the baby is aware that human voices from the mouth and they will cries differently for different needs and smiles when sees us, this things all will happen from birth till 3 months old . While at about 4-6 months old they will start to babbling sounds more speech-like with many different sounds, including p, b and m While they will chuckles and laughs vocalizes excitement and annoyance. At about 10 month old, Montessori believe that children may understood that there is purpose for the voices which coming out from mouth of a human. In conclusion we can say that as the child leaves the Montessori classroom after the age of six, they will have become a communicative person, being able to communication his feelings in well-formed sentences and in writing. He will be able to write these thoughts and feelings in a skillful handwriting. He will have the ability to write in different styles and about a variety of subjects. The child will have total reading and a sense of the home language at a level where he will be the master of his words. The Montessori Teacher and Her Role â€Å"The teacher, when she begins to work in our schools, must have a kind of faith that the child will reveal himself through work. She must free herself from all preconceived ideas concerning the levels at which the children may be. The many different types of children . . . must not worry her. . . . The teacher must believe that this child before her will show his true nature when he finds a piece of work that attracts him. So what must she look out for? -Dr. Maria Montessori The Montessori teacher is known as a directress because of her role within the setting. She will guide and direct the children through their studies, and observation is paramount to the approach. She plays more of an active role with the younger children, demonstrating the use of equipment and presenting opportunities for development. She intervenes less and less as the child’s independence grows as he develops. The relationship between a Montessori teacher and a child is very important. Her qualities should consist of a calm, warm, friendly manner and a pleasant appearance. Although we do not aim to be perfect, a lack of self-awareness in a teacher can put barriers between herself and a child, such as anger and pride. Of course we are human and do feel angry at times, but it is down to the teacher to deal with her emotions and put those feelings away safely. Children need to know what to expect from a teacher and feel secure if she is firm, but kind. The Montessori teacher waits patiently, watches the child, anticipating his needs, but neither fusses or interferes; she only does what is appropriate. She must give the child opportunity to lean through doing himself; through this he can construct independence. The teacher becomes a direct link between the child and his environment. She will show him how to use the materials and how to wait to have a turn. The Montessori teacher must care for the environment and uphold a safe, loving atmosphere. She must watch and direct the children down spontaneous learning paths and be responsive to a child’s changing needs, assisting him to acquire independence and self-discipline. The Absorbent Mind and the Sensitive Periods Montessori saw the absorbent mind in two phases. During the first phase, from birth to three years old, the young child unknowingly or unconsciously acquires his basic abilities. She called it the period of unconscious creation or the unconscious absorbent mind. The child’s work during this period is to become independent from the adult for his basic human functions. He learns to speak, to walk, to gain control of his hands and to master his bodily functions. Once these basic skills are incorporated into his schema, by about three years old, he moves into the next phase of the absorbent mind, which Montessori called the period of conscious work or the conscious absorbent mind. During this period, the child’s mathematical mind compels him to perfect in himself that which is now there. His fundamental task during this phase is freedom; freedom to move purposefully, freedom to choose and freedom to concentrate. the physical baby developed in utero, the mental or psychic baby must complete his embryonic growth outside the womb. Montessori said that a man, â€Å". . . is like an object turned out by hand. â€Å"6 Once he is born, the baby’s specific interaction with his surroundings casts his mental life and uniquely shapes him. It is now that he absorbs his mother tongue and comes to love his place of birth. Thus, this spiritual embryo needs a concentrated relationship with his parents and milieu to form his individual self. Montessori observed that adults often fail to do what is essential at this time, † . . . because of the habit we have of thinking the child has no mental life. † -Dr. .Maria Montessori The sensitive period for movement is most intense during the first year of life. Montessori reminds us that, â€Å"(n) o other mammal has to learn to walk. â€Å"18 The baby, unable at birth to control any of his movements, doesn’t even know he has hands and feet. But by about twelve months many babies take their first steps. Walking develops without it being taught. An infant’s need to walk is so strong that he becomes upset if he is impeded. The final sensitive period is that for language. No one teaches the child to talk. His language, â€Å". . . develops naturally like a spontaneous creation. â€Å"Of all the auditory stimulation surrounding the baby, it is the human voice that he deeply hears and imitates. By six months, he’s uttering his first syllables, by one year his first intentional word. By one year, nine months he uses a few phrases, and by about two years old he â€Å"explodes† into language. 26 He talks and talks non-stop. By the time he is three years old he is speaking in sentences and paragraphs with proper syntax and grammar. He can fully express himself to get his needs met. During the period of the conscious absorbent mind he will expand his vocabulary immensely. He wants huge words and funny words and rhyming words and words in songs. Our Montessori environments, rich in vocabulary, meet his word hunger perfectly. . How do the language materials prepare the child and which language materials prepared for writing and reading? Montessori uses to develop these cultural skills are to build on the sounds of which speech is made. The earliest language activities prepare the child for writing and reading by first augmenting the toddler’s existing speaking skills. These preparatory language activities may Begin as soon as the child is talking with meaning in phrases and short sentences. The language activities enhance the child’s attention to and use of words in every speaking and train the child to hear the component sounds in all spoken words example I SPY GAME, at this point, the child is provided with the bridge between the spoken word and the written word: the component sounds in spoken words are individually associated with particular visual and tactile images, that is letters example SAND PAPER LATERS. After this early preparation, the activities that actually introduce writing and reading are conducted simultaneously. The key activities that introduces writing is the use of the MOVABLE ALPHABET, the child applies the lessons of the sand paper letters – that is, the association of specific sound with particular images – to make words. A word is sounded out as in the I SPY activity, and plastic letters, shaped exactly like the sand paper letters, are lined up on a mat represent the sounds. The presentation of the movable alphabets stresses that writing is used to record a thought, and that thought can be written instead of spoken. Introducing writing by means of pre- formed plastic letters allows the child to begin to express thoughts in written form the before fully developing the manipulative skills needed to write with pencil and paper. While the child becomes familiar with the act of written expression, the manipulative skills of handwriting are gradually developed through the tactile tracing of the sand paper letters and the creative use of the METAL INSETS, and other later activities facilities the transition from Movable Alphabet to blackboard writing and then to pencil and paper. It is important to note that at this early stage of learning to write, words that the child writes spelled phonetically, as best as the child can. The adult must refrain from making spelling corrections to the child’s composition in these activities. The child is allowed to misspell because correct spelling will come naturally with reading, and because the effort anxiety connect with learning to spell may be enough to cancel the simple pleasure of expression. In these early stages, it is plenty of time later for refining basic skills. The key activity that introduces reading is the presentation of the OBJECT BOXES. The ‘objects’ these refer to are placed out on a mat, and the child is invited to guess which of these objects you are thinking about. Then the child is given the object’s written name as a clue. This approach clearly stresses that the purpose of reading is to find out another person’s ideas. What makes this first instruction to reading easy for the child is that there are only a few things that you might be thinking of, and all of them are on mat. So when it’s time to sound out the word, the sounding need not be entirely accurate, since the child is all the while looking over things, and looking over things of their names. Staring to read is normally so difficult because the word which the child is struggling to pronounce could be virtually and word in the English language. So writing and reading are introduced as fun and a useful activity to children’s with the language materials, which can also help us understand and appreciate the world, and share ideas and experiences with other people.

Characteristics of Religion

The quest for answers to the meaning of life is universal. It is not surprising then that the world’s major Religious Traditions share many characteristics. Using the characteristic headings from the Oxford Studies of Religion text book: -Name each of the characteristics of religion. -Write a comprehensive definition for each characteristic. For each characteristic, give TWO detailed examples from the Christian tradition, and ONE detailed example from another tradition. 1 ? – 2 pages) Religion provides us with a set of beliefs, values and attitudes, a focal point for developing ritual as well as a variety of social networks therefore giving us a purpose to our lives. Religion comprises of four main characteristics, including beliefs and believers, sacred texts and writings, ethics and rituals and ceremonies. All religions are sustained by beliefs and its believers. It is often the belief in one or many Gods that defines a religion. It may not only be the belief in one deity, such as the Christian and Islamic faiths, but could be the belief in more than one divine being, as seen in Ancient Greek Polytheism. Christians believe that there is only one God, and he created everything, all that is seen and unseen, from cats and dogs to the air we breathe. Alternatively, in Ancient Greek Polytheism, there were many Gods, each responsible for a certain part of nature. For example, Poseidon, was the God of the Sea and it was believed that he controlled everything to do with the sea from waves to sea creatures. Another example of Christian belief is that Jesus of Nazareth, the son of God, was crucified, suffered death and was buried. In most religions, believers derive majority of their basic beliefs from the sacred texts and writings specific to their religion. Sacred texts are texts which both dictate beliefs and are of central importance to a certain religion or religions. All religions have sacred texts from which they get their basic beliefs. There are three main types of sacred stories. These include myths which are often about the formation of the universe, legends that often include sacred and key figures and parables which generally have layers of meaning that believers try to shape their lives around. Often, these texts are believed to be supernaturally inspired. For example, majority of the writings in the Christian Bible, are about or by people who are directly in contact with God. The Bible is a point of reference for Christians to the regulations of their religion, for example the Ten Commandments or the Beatitudes. The Bible is split into two books, the New and Old Testament, both of which are considered sacred. Whilst the Bible is the main source of writings for Christians, the Qu’ran, which is about the length of the New Testament, include most of the divine revelations received by Muhammad from his first encounter with the angel Gabriel, until his death. Another example of a sacred Christian text is the Didache. This sacred text, also known as the Doctrine of the Twelve Apostles, was written in the first century and persuades its readers to choose Life over Death. The Didache was considered from entry into the New Testament of the Christian Bible. The sacred text and writings of religions often provide its believers with a set of ethics and a way to live and behave as well as traditions to follow within the religion. Ethics are the rules of conduct based on ideas of right and wrong and are recognised to belong to a particular class of human actions or a particular group. Central to any religion, their purpose is to determine right from wrong and to clarify what believers should do freely and what they should refrain from doing. Ethics usually vary from religion as they generally originate from sacred texts, ancestors etc and dictate what is morally correct in society. The main sources of ethics for Christians are the Ten Commandments and the Beatitudes. The Ten Commandments list ways in which Christians should pay respect to God and those around them. For example, the first commandment is â€Å"I am the LORD your God. You shall have no other gods before Me†¦ † The Beatitudes give Christians a way to live as individuals. For example, the Beatitude: â€Å"Blessed are the pure in heart, for they shall see God,† instructs Catholics to be free of selfish intentions and to perform acts free of personal gain. For Buddhists, the Five Precepts are the main code of ethics for Buddhists and comprises of withholding from killing, stealing, sexual misconduct, lying and intoxication. Rituals and ceremonies are the practices relating to beliefs. They are usually in place to affirm values and make the religion more substantial. Rituals and ceremonies are usually formal or structured actions. An example of this in the Christian religion is the mass. Generally, in most Churches, Christians gather on a Sunday to celebrate mass. Every Sunday, most Christian Churches complete the same structure of mass, possibly with different readings or songs but generally the same structure every week. For the Jewish boys, the Bar Mitzah is a substantial part of the young man’s life where he becomes a ‘man’ and is therefore required to follow God’s commandments. The Bar Mitzvah involves a ceremony which is performed at a certain time in the boy’s life, usually around the time of puberty. Another example of ritual in the Christian faith is baptism. Baptism is the admission into membership of the Christian Church through the pouring of water on one’s head, and the cleansing of one’s soul. There are four main characteristics which define a religion, these are as above; beliefs and believers, sacred texts and writings, ethics and rituals and ceremonies. These four characteristics work together to make the religion dynamic and enable it to be a way of life.