Research proposal Example | Topics and Well Written Essays - 500 words - 4

Research Proposal Example If the two elements did not exist, people would rethink their participation. Therefore, considering the importance of sharing private information online in maintaining a vibrant Internet, there is need to defend people’s privacy and data that is online from government intrusion; this essay will, through presenting evidence from books and other sources, proof that violation of online privacy is a danger to technology companies, the internet, and peoples civil rights. In carrying out this research, I will rely on newspaper articles, expert views from lawyers and internet experts, books, and journal. I will rely on newspaper and magazine articles because the issue of government surveillance has become a hot topic since Edward Snowden released leaks about massive spying and illegal collection of data being carried out by American government. Internet experts and founders on large Internet companies will provide interesting perspective on online privacy. Books and journals will provide intellectual and philosophical view in the discussion of privacy. All materials used will be secondary and tertiary. Massive and illegal mining of personal data is a threat to the Internet. The Internet is based on openness and trust. When people share their personal data online, they do not expect the information will end up with the government or other third parties (Mears and Cohen 16). If they expect that would be the case, they would refuse to share it. On Facebook, people share personal data with their friends. That sharing creates trust and genuine engagement. Without people sharing personal information, social networking sites would lose their ability and keep people engaged online. This would signify the decline of social media. Another threat is the fledgling crowd services offered by Amazon web services, Google app engine, box, dropbox, and others. Foreign companies would fear keeping their data with American companies if American government would access it

Martin Luther King's Dream Essay Example | Topics and Well Written Essays - 750 words

Martin Luther King's Dream - Essay Example Yet, one of the largest reasons for why Martin Luther King Jr. is a historical figure that stands apart is due to the fact that he struggled tirelessly and fearlessly for the rights of his fellow man; the very epitome of democracy. Whereas many individuals during the time period were caught up in returning hatred for hatred, Martin Luther King Jr. was focused upon using nonviolent methods and leading a peaceful civil rights that would channel the same approach that Thoreau and Gandhi had used to such great effect (King 33). Whereas it might have been easy to fall victim to the desire for seeking revenge and demanding a level of immediate and violent revolution on the part of the disenfranchised population of the United States, King was able to resist this temptation and take the higher path; aspects of character and virtue that are extraordinarily rare and extremely appealing to this individual author.Such as yet, King’s most notable achievement is not with regards to the fact that he was merely a participant in the nonviolent civil rights movement of the mid-20th century; rather, his most notable achievement is with respect to the fact that he led this civil rights movement and carefully and painstakingly sought the ways in which it could be promoted so that it could affect the greatest benefit towards the exhibition of civil rights within the United States. Naturally, King was fully aware of the fact that civil rights it was most severely inhibited within the southern states.... was not only able to become an ordained clergyman within his community, he was also the youngest person ever to receive and Nobel Peace Prize for his work in seeking to end racial segregation (Hinds 469). As can readily be noted, the ability to dedicate himself to his studies and to the cause in question allowed for Martin Luther King to be an admirable character that this student understands as penultimate to the American democratic experience. Yet, one of the largest reasons for why Martin Luther King Jr. is a historical figure that stands apart is due to the fact that he struggled tirelessly and fearlessly for the rights of his fellow man; the very epitome of democracy. Whereas many individuals during the time period were caught up in returning hatred for hatred, Martin Luther King Jr. was focused upon using nonviolent methods and leading a peaceful civil rights that would channel the same approach that Thoreau and Gandhi had used to such great effect (King 33). Whereas it might h ave been easy to fall victim to the desire for seeking revenge and demanding a level of immediate and violent revolution on the part of the disenfranchised population of the United States, King was able to resist this temptation and take the higher path; aspects of character and virtue that are extraordinarily rare and extremely appealing to this individual author. Such as yet, King’s most notable achievement is not with regards to the fact that he was merely a participant in the nonviolent civil rights movement of the mid-20th century; rather, his most notable achievement is with respect to the fact that he led this civil rights movement and carefully and painstakingly sought the ways in which it could be promoted so that it could affect the greatest benefit towards the exhibition of

How to achive sustainable concrete Dissertation

How to achive sustainable concrete - Dissertation Example Therefore, all human activities should be sustainable such that they ensure correct use of the resources available (without waste) as well as ensuring that the environment is conserved. One such activity that should be sustainable in nature is the production and use of concrete. Concrete has been one of the most important materials in the construction and infrastructure industry for more than 2000 years now (Cement Association of Canada 2004). It has also been considered as an environmental friendly material (Cement Association of Canada 2004). In addition, structures made of concrete are normally durable, dependable and their performance in terms of are usually superior (Cement Association of Canada 2004). The question that now arises is how sustainable concrete is. As compared to steel and aluminium, concrete structures are flexible in design, affordability and environmental friendliness (Cement Association of Canada 2004). ... The research also aims at identifying how certain components of concrete such as cement and aggregate are not sustainable and suggesting ways of making them sustainable. The research will also discuss how these components of concentrate can be made sustainable. 3. PROBLEM STATEMENT Just as earlier mentioned, concrete has been used for construction material since time in memorial, and is considered as one of the most sustainable construction raw materials. It is however, noted that even though it is sustainable some of its aspects such as production of one of its major components, cement, is questionable. Therefore, what is a sustanaible development or product? 3.1 Sustainability In general, sustainability can be taken to mean supporting or keeping a process going. Therefore, the main aim of ensuring that projects, products and processes sustainable is to ensure that all the lives in our plat earth are sustained for a future that is foreseeable. Sustainability is consists of three com ponents; society, environment and economy. Therefore, a sustainable project, process or product must ensure that all the three components of sustainability (society, environment and economy) are maintained balanced and healthy at all times (both now and in future). 3.1.1 Evironmental sustainability It is the destruction of the environment that is driving the world towards adoption of sustainable ways of doing things. Our environment has been deteriorated countless times by countless causes such that the quality of life in the planet both now and in future is questionable. For example, environmental degradation has been blamed for poor health of planet earth and the constant decline of biodiversity. This is

This Fleeting World A short History of Humanity Essay Example for Free

This Fleeting World A short History of Humanity Essay Humanity is consistently and always evolving to meet there needs and demands. Humanity will have to evolve to changes in the environment and society. It has survived many problems in the past and it has changed for the better from those experiences. Humans have lived extreme times in earth’s history such as the last ice age and the bubonic plague. And so they have adapted to these events and have gained experience and evolved for the better. One main ideas of this book is this book is that mankind is always changing to be more efficient and to adapt to different events. The author writes of many events in worlds history such as the world wars and epidemics that have killed millions of people. And because of these events humans have to find vaccines/cures to dieses and create new types of technologies. So we have found solutions and advanced for the better of mankind. This proves the idea that humans are consistently evolving and changing. This idea is connected to modern times for example we develop and release new techonologies such as phones and computers on a weekly basis. Another main idea of this book is that can not keep up with the demands of its all people consistently. And so will go through periods of collapse and great hardships. As stated in the text the historian says â€Å"Humanity will never be able to fulfill the demands of its entire people† This is true as we do have the resources to provide for all of the world’s people. And so we go through periods of collapse like the great depressions. During this time many people lost their jobs and many families went hungry. This was a horror but we were able to recover and prosper once again proving that mankind is always evolving to meet demands. And finally the last main idea of this book is that agriculture has allowed for people to focus on other things then food. The author writes about how once agriculture was discovered people were able to learn new things and have different jobs then to just all be farmers. This is because there will be enough food provided to people so they do not have to grow it themselves. This time period was called the agrarian era. So the time of the foragers was over and now was the time of the agrarians. And so mankind was able to advance and become much greater. This applies to us because we have learned more effective ways to farm so are able to produce more crop. In the book it is stated that humanity will never be able to keep up with the demands of its entire people. This is relevant in much of world like in Africa. Mostly of the people there live in extreme poverty with very little food and drinking water. The GPD per captia of Africa is 1,200 US dollars. This is very insignificant amount of money to be able to raise a family with. And there is little hope of a better future for many. Also in many other third world countries such as India is very crowded and the population of is plagued by lack of fresh drinking water. And so these modern day events are relevant to the idea that humanity will never be able to keep up with the demands of its people.

Traitor in The Defector Episode of Star Trek Essays -- Star Trek Trait

Traitor in The Defector Episode of Star Trek In "The Defector," Jarroc becomes a traitor when he betrays the Romulan Empire. Merriam Webster's Collegiate Dictionary has several definitions for "betrayal," but the one we are interested in is the second, which reads, "to deliver to an enemy by treachery" (109). By defecting and telling the Federation of the Romulan plan to invade, Jarroc does just that. Merriam-Webster's further defines a traitor as "one who betrays another's trust or is false to an obligation or duty" (1252). By defecting to the Federation and using information that the Romulan High Council gave him in trust to harm the Romulan Empire, Jarroc became a traitor. Until the very end of the show, Jarroc did not believe that he was a traitor. When Riker asked him why he had set his ship to self-destruct (thereby keeping the Federation from learning its secrets), Jarroc replied, "Wouldn't you? To keep your ship from being captured?" Riker became a little upset and said, "Excuse me, Setal, but I thought you were defecting." Jarroc's reply illustrates his attitude: "I am not a traitor" ("The Defector"). One's attitude toward a particular instance of defection (forsaking one cause, party, or nation for another often because of a change in ideology) depends almost entirely upon the observer's position (Merriam 302). Riker equates defection with treason. As we see later in the episode, so do the Romulans. Jarroc, though, has a unique position. Though he has defected (he does not deny it), he still does not think of himself as a traitor. Jarroc does not finally give in and commit treason (in his own mind) until near the end of the episode, when he meet s with Picard. Picard refuses to move until Jarroc provides some evid... ...betrayed himself. Also, by failing in his mission to save his children by keeping the Romulans from going to war, he betrayed his unofficial oath to them. War was the Romulans' aim--Tomalak explicitly said so during the confrontation in the Neutral Zone. Thanks to good planning on Picard's part, though, the Romulans' plans did not come to fruition. Jarroc's daughter would not die in the war that he had been lead to believe was coming, but his actions did not save her. Jarroc himself puts it most succinctly when he says, "I did it for nothing. My home, my family . . . for nothing." Works Cited Merriam Webster's Collegiate Dictionary, 10th Edition. Springfield: Merriam-Webster, Inc., 1993. "The Defector." Prod. Ira Steven Behr. Dir. Robert Sheerer. Perf. Patrick Stewart and James Sloyan. Star Trek: The Next Generation. Syndicated. KBVO, Austin. 14 Jan. 1990

Nationalism and Political Identities in Asia, Africa, and Latin America

Chapter #36:Nationalism and Political Identities in Asia, Africa, and Latin America Time Period: 1914 to Present I. Translation of the Chapter Title: 1 Sentence (Translate the Chapter Title into your own words; use dictionary as needed) Nationalism: devotion to ones own nation Political Identities: arguments that focus on self interests Asia, Africa, and Latin America: places in the world II. Prediction Based on Chapter Title: (1 sentence—based on the title, what do you think this chapter will be about) I predict this chapter is going to be about the political identities of Asia, Africa, and Latin America. III. Opening Story: (1 Sentence Summary): Shanfei was a political person who was born in riches. IV. Summary of First â€Å"White† page before the Purple Writing (2-3 sentences): This talks about how Europe was still very dominant in global relations. The nationalist and anti-imperial governments had strengthened. V. Two Detailed Predictions About the Chapter Based on First â€Å"White† Page Before Purple Writing (2 sentences) I predict this chapter is about Europe. I also predict this chapter is going to be about the anti-imperial governments. I. Purple Section Title: Asian Paths to Autonomy. II. Purple Section Prediction (1 Sentence Prediction in Your Own Words—What Will this Section Be About): I predict this chapter is going to be about Asian paths to autonomy. |Interactive Questions |Dates |Notes From This Section: (Use Section Titles and Italics on Side Margins! ) | | | I. Asian Paths to Autonomy | | | |A. Indian’s Quest for Home Rule | | | |1. Indian National Congress | | |Mohandas K Gandhi- |a. ost influential against British Rule founded in 1885 | | |(1869- 1948) |b. Hindus and Muslims, Muslim League- both org. were established | | | |to take out British | | | |2. Mohandas K. Gandhi | | | |a. grew up in a Hindu household, married at 13, and left to go study | | | |law in London | | |Ali Jinnah |b. He went to South Africa and worked there for some time against | | |(1876-1948) |having Indians be second class, developed a technique known as | | | |passive resistance | | | |c. e became a vegetarian and renounced sex , spend hours each | | | |morning reading Bhagavad-Gita which was a sacred writing | | |Mao Zedong- (1893- |d. ecame active in Indian Politics, he worked hard to change caste | | |1976) |system so that the low class could have more privileges | | | |e. congress launched two assive movements: Non-cooperation | | | |movement and the Civil Disobedience movement, Gandhi called for | | | |Indians to boycott on British goods | | | |3. The Indian Act | | | |a. British offered a political compromise, British gave India the right | | | |to have self-rule over themselves | | | |b. ct did not work b/c Muslims feared the Hindus would take over | | | |the national legislature | | | |B. China’s Search for Order | | | |1. The Republic | | | |a. lunged into a economic disintegration marked by the rule of | | | |warlords, warlords placed themselves as provisional & regional | | | |rulers | | | |b. arlords were a symbol of disintegration, they also had unequal | | | |treaties | | | |2. Chine Nationalism | | | |a. fter Great war this developed very fast, expected U. S. to support | | | |the treaties they had, Chinese became interested in the Marxist | | | |3. Sun Yatsen | | | |a. ationalist leader who did not want a dictatorship | | | |b. his basic ideology was to eliminate privileges of foreigners, | | | |national reunification, and a economic dev. o have these goals be he | | |Jiang Jieshi- |was willing to take over and put Nationalist peoples party | | |(1887-1975) |4. Civil War | | | |a. fter Sun Yatsen’s death the power fell to Jiang soviet union | | | |trainy he launched apolitical and military offensive known as | | | |Nothern Expedition that tried to unify country and have china under | | | |Guomingdang rule | | | |b. china tried to not have anything to do with global economy | | | |devastation, Had a Red Army | | | |C. Imperial and Imperialist Japan | | | |1. The Mukden Incident | | | |a. cicilian government in Japan tried to halt the military incursion | | | |b. Great war and the Great depression helped with the ongoing of the | | | |nationalist | | | |II. Africa Under Colonial Domination | | | |A. Africa and the Great War | | | |1. War In Africa | | | |a. Some immediate consequences were that allies invaded the | | | |German colonies, Germans could not hoe to win the war in Africa | | | |b. olonial powers | | | |2. Challenges to European authority | | | |a. Africans mounted challenges to Europeans | | | |b. there was revolts | | | |B. The Colonial Economy | | | |1. Infrastructure | | | |a. Africa required investment in Infrastructure | | | |b. transportation helped and so did agriculture | | | |2. Farming and ining | | | |a. to pay Africans had to become cash crops farmers | | | |b. international farmers grew a variety of crops | | | |c. production of agriculture was intended for oversees | | | |d. olonial mining enterprises relied on African labor in parts of | | | |Southern Africa | | | |3. Labor practices | | | |a. colonial officers resorted to forced labor | | | |b. compulsory labor: corollary to our occupation of country | | | |c. lot of labor abuse had to do with â€Å"concessionary companies† | | | |who were given the right to exploit resources from a region for | | | |taxation | | | |4. Africa’s New Elite | | | |a. colonialism promoted a African social class called â€Å"new elite† | | | |b. he elite derived status from employment and education | | | |c. Jomo=spent 15 yrs. in Eur ope where he attended schools | | | |d. Kenyatta led Kenya to independence from Europe | | | |5. Forms of Nationalism | | | |a. nationalist looked for pre-colonial past for inspiration | | | |b. hey found identities that were based on religion, ethnicity, | | | |language and believed future nations would build on some of these | | | |principles | | | |c. there was representatives to Pan- Americanism one was Marcus | | | |d. Marcus preached on about black pride | | | |III. Latin American struggled with Neocolonialism | | | |A. The impact of the Great War and the Great Depression | | | |1. Reorientation of Political and Nationalist Ideals | | | |a. had spread of new ideas | | | |b. he revolutionary doctrines did not achieve any popularity in the | | | |Latin American States | | | |2. University Protests and Communist Parties | | | |a. people of Latin America experienced U. S. economic power | | | |b. capitalism did not come under attacj | | | |c. ariategui felt bad poor and Indians that made up 50% of Peru | | | |she also wrote and helped to create Peruvian communist party | | | |d. Apristas: advocated for indigenous rights | | | |3. Diego Rivera and Radical Artistic Visions | | | |a. Rivera studied in Europe and later returned to Mexico, he was a | | | |painter | | | |b. Rivera received a request so he could go paint murals for RCA he | | | |painted a work of Vladimir Lenin -> his mural got destroyed so he | | | |started to paint paintings of America’s Imperialism | | | |B. The Evolution of Economic Imperialism | | | |1. Unites States Economic Domination | | | |a. Latin America were no strangers to foreign economic domination | | | |2. Dollar Diplomacy | | | |a. Taft argued U. S. hould substitute â€Å"dollars for bullets† in the | | | |foreign policy | | | |b. wanted business to develop foreign markets | | | |3. Economic Depression and Experimentation | | | |a. exports into interwar to help nations have solvency | | | |C. Conflicts with a â€Å"Good Neighbor† | | | |1. The â€Å"Good Neighbor Policy† | | | |a. relied for more fully to dollar diplomacy | | | |. U. S. marines provided training for indigenous people | | | |2. Nicaragua and the Guarda Nacional | | | |a. U. S. financial interests influenced the economy of Nicaragua | | | |b. U. S. forces trained the Guarda Nacional in Nicaragua | | | |3. Cardenas Mexico | | | |a. Hull signed â€Å"Convention on the Rights and Duties of States† | | | |4. Neighborly Cultural Exchanges | | | |a. United Stated wanted to cultivate Latin America for its exports | | | |b. Hollywood adopted a Latin American singer raised in brazil | | | |but orn in Portugal | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |End of Chapter Exercises | |Documents that we encounter | |All Written Sources (basic meaning in own words and point of view): pg# | | | |Pg. 009 â€Å"Self-Rule Is My Birthright† | |This talks about how the people thought that the English government wanted the best for the people. It talks about how they thought that the English government was | |doing their best to protect the people but it was only what they thought not what was really happening. It also talks about the Pax Britannica. It talks about how the| |people are not trying to boycott but rather they are trying to have a way of stopping them. My point of view of this is that that is a wise choice to instead of | |probably using violence to solve their problems they tried to solve it politically. | | | | | | | | | | |One Map (write â€Å"none† if 0 maps; what does map show and how does it relate to chapter, in your own words): pg. # | | | |Pg. 023 | |This map shows the United States in Latin America this relates to the chapter because it has to do with Latin America | | | | | |One Painting/Drawing/Photograph (write â€Å"none† of 0; what does it show AND how does it connect to the chapter) pg. #1022 | |This picture is one of the paintings Rivera made to show Imperialism after they decided to destroy his portrait of Vladimir Lenin. It connects to the chapter because | |it shows one of Rivera’s paintings. | | | | | | | | | | | | |Changes and Continuities: (Summarize: what are the major changes in the chapter, and then separately summarize: what has been continuous or what has stayed the same | |in the chapter (e. g. Although the Mongols took over an enormous empire from the Chinese, trade was still flowing along the Silk Roads and there was still continuous | |supplies going back and forth between China and the Middle East). | | | | | | |Some changes and continuities is that some changes is that people now wanted to be mo re integrated and decided to let the indigenous people come to the United States. | |They wanted to be more culturally diverse. Some continuity is that they still had some form of government. People could vote and have a say in the things that got | |decided. | | | |

Cypop 24 Essay

Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words. Jolly phonics helps to support children by learning within a fun environment. http://jollylearning. co. uk/overview-about-jolly-phonics/ Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e. g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn. ’ http://www. righttrackreading. com/dsphonics. html Phase three completes the teaching of th e alphabet and helps children to move on to sounds that consist of more than one letter e. g. ‘he’ ‘the’. Phase four enables children to learn to read and spell words containing adjacent consonants, e. . ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back. Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common. Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills. Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solvi ng, improving own learning and performance, and working with others. These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer. This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s. Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom. If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another. This enables the child or young person to understand the work and remain on task as they won’t get frustrated because they don’t understand it. Providing these sessions with child T enables him to enjoy coming to school as he knows if he starts to struggle then staff can make it easier for him. This also enables him to achieve his set targets within his lessons as we are providing support for him to complete his work.