Company Visit Amrod Corporate Clothing And Promotional...

COMPANY VISITED: AMROD CORPORATE CLOTHING AND PROMOTIONAL GIFTS For the purpose of this assignment the above mentioned company will be used as they are South Africa s leading importer and brander of Corporate Clothing, Corporate Gifts, Promotional Gifts, Promotional Clothing, Caps, Pens, Keyrings, Drinkware amd writing instruments. 1. COMPANY BACKGROUND: Amrod was founded in April 2000 by Amit Brill, Craig Friedman and Nimrod Barlev. Amrod’s success story is one of integrity, innovation, risk taking and hard work. Amrod currently trades out of 25 000 square metres which are divided into office, warehouse and production space. It operates the most comprehensive and advanced in-house branding facility in not only South Africa but Africa as well. Amongst its many facilities it also provides world-class showrooms in Cape Town, Durban and Johannesburg with many other unrivalled facilities providing the perfect business environment for closing deals. The company employs over 1 000 full time staff ¬ members who oversee more than 16 000 product SKUS and it holds in excess of R300 million worth of gifting, clothing and headwear stock. The production house brands in excess of 125 000 items daily. Amrod’s Quality Assurance: Whilst it is important to introduce new products every year, the overriding requirement to provide customers with good quality products at a fair price is never forgotten. Amrod is – and has always been – associated with quality products that customers can

Evaluation Of An Article Based A Multicultural Counseling...

School counselors have a duty to serve all students within an educational institution regardless of their sexual orientation. In addition to demonstrating empathetic emotional support for lesbian, gay, and bisexual (LGB) students, school counselors must acquire adequate training and knowledge related to LGB issues in order to competently counsel LGB students. This paper is a review of an article based in multicultural counseling theory that examined high school counselors’ levels of competency, training and education in sexual orientation and amount of involvement in affirmative and supportive activity with LGB students. The article under review aimed to determine if a positive correlation exists between increased sexual orientation†¦show more content†¦Approximately 15% of adolescents identify as lesbian, gay, or bi-sexual (as cited in, Hall et al., 2014). It is imperative that school counselors are willing and able to address the complex issues associated with these LGB students (Hall et al., 2014). School counselors are taught to uphold ethical standards when counseling all students. The American School Counselor Association (ASCA, 2010) specifically outlines the importance of affording LGB students the opportunity to seek judgement free counseling from a school counselor. The ASCA (2010) recommends that school counselors attain sexual orientation education and training to increase counseling competency with LGB students. School counselors should strive to create a welcoming environment for all students, regardless of their personal values or opinions regarding sexual orientation (as cited in, Hall et al., 2014). Literature Review Despite the standards prescribed by the ASCA, current research suggests a lack of knowledge and education for many school counselors regarding sexual orientation and LGB specific issues. Furthermore, research such as that conducted by Fontaine (1998) and Monier and Lewis (2000) revealed that many counselors have negative attitudes about LGB students and do not engage in proactive positive behavior

Understanding Child and Young Person Development Free Essays

Unit title: Understand child and young person development Unit number: CYP Core 3 Question 4 4. 1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. We will write a custom essay sample on Understanding Child and Young Person Development or any similar topic only for you Order Now Answer the questions below. 1. How can observation be used to identify speech, language and communication delays? 2. What should you do if you have concerns about a child’s development of speech, language and communication skills? 3. What would be the risks if these delays were not identified? Use your answers to help you analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks in late recognition. The early years are a time for rapid learning and development in a child’s life. Language is very important to learning since it helps the child to store information in an organized way and to express the child’s thoughts. If a child has difficulty in communicating with others due to a speech and language delay or disorder the child will be at a disadvantage. The child will have many problems. The child may fail to understand instructions given by the adult and this may be interpreted as misbehaviour. For example the child has been instructed to put away the task and line up to go for the music lesson to another room at school. However the child has not understood what has to be done because of his inability to process the information. Instead the child goes and has a drink of water and takes out his lunch box. Teaching in schools is usually done through verbal description and instruction. The adult presents learning situations with the use of language or speech. Failure to understand means the child will be unable to store or use information provided. For example the child has to play a board game with three other children and so has to follow specific instructions shown by the adult according to the rules of the game. A child with language delay has limited resources for demonstrating knowledge and explaining their reasoning. For example the child wants to explain to the teacher the properties of a three dimension solid but finds it difficult to do so because of language delay. Oral language serves as a precursor to literary skills. For example the child first has to be a good communicator and then uses this skill to interact with others. Then the child uses vocabulary to understand and experience stories, songs, poems and rhymes. The child begins to enjoy reading and writing. Language ability is central to the ability to establish friendship with other children. The child has to be able to communicate and talk to his peers and form social relationships with them. For example the children use language to imagine at role play and develop social skills. There are a number of reasons why children experience difficulties and delays in speech, language and communication development. The causes may be due to ear infection where the child is unable to hear words or hear distorted sounds, or find it confusing and tiring to focus on verbal communication. The ear fluid may pose a problem for the child and sounds are muffled and not clear to the child’s hearing. The child may be experiencing specific difficulty in using their oral muscles effectively and this may affect speech. For example a child with cerebral palsy does not have much control over the mouth and the muscles around it and so cannot form the words properly. The child may say ‘b’ sound instead of ‘v’ and so the meaning of the word could be totally different-base for vase. Sometimes speech and language difficulties are passed down families. For example stammering or lisping. Problem’s during pregnancy and birth can also affect the child’s developing brain and contribute to speech and language difficulties as part of a wider developmental delay. For example a mother may experience bleeding of the placenta during pregnancy and this may affect the unborn child. The child born thus may be able to say certain sounds but not be able to speak clearly as the vocal chords may be affected or due to damage in the brain that controls language. There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child. For most children there is no clear reason as to why there is a delay in the development of speech, language and communication skills. Therefore, an adult should never assume that the child’s speech, language and communication problems are due to hearing loss. It may be that the child is experiencing communicating difficulties that are unrelated to their hearing problems because the child may not have acquired the vocabulary necessary to express his thoughts and actions. It is important to observe the child carefully, closely and to listen to them in different situations to ensure that the teacher is clear about what their needs are, their strengths and difficulties. It is important to observe the child in a range of settings and in both structured and unstructured situations. For example the child can be observed in the classroom; playground or lunch hall and the assessor can identify the child’s needs and plan the next step for the child’s development in speech, language and communication skills. Some children who begin settings with an apparent delay in their skills quickly progress as the child experiences language rich activities. Other children who are shy take a while to develop confidence to speak and express themselves because the child may be shy or reserved by nature. The most reliable assessor will take into account the child’s views, parents’ knowledge of the child and observations from all professionals who are involved with the development of the child. Assessment should be a continuous process and over a period of time so that one can gather evidence to inform and enable appropriate and timely support and provision for the child. The assessor should never be tempted to â€Å"wait and see†. There is a â€Å"window of opportunity†: if a child’s speech, language and communication skills are similar to his peers by age 5 12years then the child is making good progress. If it is not, then the child needs support at an early stage over a period of 2 years so that the child can progress and be at the same level as his peers so it is always better to start now when the problem has been identified. The assessor will enquire about the child’s hearing and request a test if necessary. The assessor will check physiological factors affecting development like vision, cleft palate, motor difficulties. The assessor will show particular awareness and sensitivity to, the needs of a child learning English as an additional language. To encourage and develop the child’s speech, language and communication skills most effectively, the adult needs to position herself face to face as the adult plays and talks to the children. The adult needs to shift her gaze between the activity the child does and the child. For example when the child sees the face of the adult it allows the child to understand the facial expressions and the lip pattern help the child to understand words. The adult must make sure that the child is paying attention each time the adult talks to the child. For example at circle time the teacher must ensure that the child is facing her and not be distracted. The child must be able to concentrate and not play with a piece of string found on the mat. The adult must keep language simple and avoid long and complicated sentences when talking and giving instructions to the child. Long winded sentences confuse and distract the child and the child may not be able to follow. At group time the adult must make sure that the child is seeing the adult’s face. This will help the child to understand emotions and facial expressions when the child is being read a story. The adult must use gestures since this will help and encourage the child to become good communicators. Learning to listen and speak emerges out of non-verbal communication like eye contact, facial expressions and hand gestures. The adult must ensure that there is no background noise that will affect the ability of the child to hear what the adult is saying. If there is noise the child will distracted and lose interest in the lesson. The adult should have knowledge of the child’s use of a dummy at home and should discourage parents to use it because problems arise in speech and the child may not be able to speak and pronounce words clearly. Sucking habits impede progress in speech, language and communication skills since the child interacts less socially with his peers and people around the child. The movement of the tongue is restricted and the child does not talk as much if the child did not have the dummy in the mouth. The dummy should be given to the child at bedtime or when really required and not to keep the child quiet. The adult should talk at a natural pace. If the adult speaks too fast the child will not understand what is being spoken. If the adult speaks very slowly the child loses interest and attention gets diverted since the child has a short attention span. If a child is shouted at and given commands then the child’s speech gets hampered. Shouting, by the child is viewed as unpleasant and jarring to the ear and the lip pattern gets distorted. The child may develop a fear and become withdrawn and afraid in the adult’s presence. If an adult in the school setting is concerned about the speech, language and communication skills of a child then the adult must discuss it with the parents. The adult can approach the parents in a sensitive manner and say the child has a problem with these particular speech sounds and not say that they cannot understand what the child says. With permission the school can seek specialist help so that the child’s needs can be supported appropriately at the right time and right age keeping all the other factors that help towards the building of good speech, language and communication skills. If the child has a delay in speech development, the child will not understand language spoken to them. The child will develop a range of sound speech inappropriate for their age. The child will not develop use of words and sentences appropriate to their age. The child may use language inappropriately. For example saying phrases that do not make sense in context or repeating chunks of language without any meaning. The child may find it unusually difficult to follow rules or join in conversation by looking, taking turns, sharing, interest in a subject and so on. The child may show frustration and be upset and may withdraw from conversation due to non-fluency in language. Sometimes the parents are very anxious about the child’s speech and then this reflects on the child’s behaviour and development. If an adult observes that the child is non-fluent that continues more than 6 months then the adult have to take serious action and appropriate measures should be adopted because it has been seen that with extra support, the child makes good progress. Speech, language and communication difficulties are common among children. Early identification therefore prevents difficulties later on especially in talking, listening, literacy and making friends. How to cite Understanding Child and Young Person Development, Papers

Comparison Contrast of the Teotihucans and the Sumerians Essay Example For Students

Comparison Contrast of the Teotihucans and the Sumerians Essay Written language was an important milestone in human history. It enabled the recording of history, dreams and tragedy. It allowed for commercial and historical record keeping. It allowed human beings to imprint thoughts on paper, for sharing, later review or just for fun. What about societies that never developed a written language? Could such a society rival one with that has? When advances of Sumerian city-states are compared to that of Teotihuacan there are a few instances where the Mesoamerican city appears to be more advanced. However, if ranked these appearances do not place Teotihuacan ahead of any one of Sumer’s Mesopotamian city-states. The formations of Sumerian city-states were the first signs of urbanization in Mesopotamia. Canal construction required stronger leadership than the typical Neolithic villages could execute. To do this, aristocratic councils of elders were formed to work with religious leaders. It was here that the political power of religious leaders and the organization of what might have been an early, and strictly relative group of â€Å"intellectuals† centralized. Situated between the Tigris and Euphrates Rivers, Sumerian cities such as Uruk grew from small villages to populations of nearly 50,000. In 2600 B. C. E. , around the time of Gilgamesh, Sumer had a population of 500,00 people with almost 4/5 of them in urban areas. (45, 54. ) As farming procedures improved and therefore allowed for surplus, the Sumerian civilization began to grow not only in numbers, but also in the complexity of how it functioned on every level; its religious leaders became more powerful, its degree of specialization more complex and inventions and discoveries came faster and had greater impact on humanity. Urban ritual practice was more fully elaborate than was the rural counterpart. † (49. ) Priests in Sumerian cities built enormous temples called ziggurats. Within these huge stepped â€Å"cities within cities (49). an entire workforce was busy with the affairs of civilization (49). Field workers would farm temple lands to provide for the massive amounts of food that was distributed. In Lagash for example, food was prepared for 1200 people on a daily basis (49). Though the Pyramids of the Sun and Moon in Teotihuacan were not as elaborate as Sumerian Ziggurats, each civilization shared a â€Å"Cosmo- magical† characteristic. In Sumer, royal burial sites were so elaborate, that only specialized artisans could possibly have constructed them. According to the text, arches, vaults and domes were new levels of architecture found in burial tombs of the elite. In addition, elaborate funeral objects of gold and silver were also found with the dead. Sumerian arts and inventions flourished. The wheel itself, which led to the potters wheel and wagon wheels, were apparently invented in Sumer. (49). This lent sophistication to pottery and increased efficiency to farming. The Bronze Age found its origins in Sumerian civilization, which put metal tips on hoes, axes, arrowheads, daggers and many other tools. In Teotihuacan however, the economy â€Å" thrived on agriculture, craftwork, and trade in ceramics and quarried obsidian. â€Å" (98) There was no evidence in the text or lecture notes that they had achieved the amenities of the Bronze age. However, the most significant invention of the Sumerian civilization was the development of a written language. Using a system of wedge-like forms, Sumerian writing began as a means to keep track of ownership and business transactions. By 3000 B. C. E. , â€Å" some scribes were already thinking in terms of teaching and learning,† and with this one tool, Sumerians â€Å"enriched their lives† ( 52. ). Writing allowed Sumer to correspond with neighbors, develop written legal codes, write literature and communicate with neighbors. Half a world away and a couple thousand years later another civilization was peaking, somewhat similar to the Sumerians. Teotihuacan developed into a significant empire around 550 B. C. about 40 miles northeast of what is presently Mexico City. .uf5476ead2c149859c562a973e0526867 , .uf5476ead2c149859c562a973e0526867 .postImageUrl , .uf5476ead2c149859c562a973e0526867 .centered-text-area { min-height: 80px; position: relative; } .uf5476ead2c149859c562a973e0526867 , .uf5476ead2c149859c562a973e0526867:hover , .uf5476ead2c149859c562a973e0526867:visited , .uf5476ead2c149859c562a973e0526867:active { border:0!important; } .uf5476ead2c149859c562a973e0526867 .clearfix:after { content: ""; display: table; clear: both; } .uf5476ead2c149859c562a973e0526867 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf5476ead2c149859c562a973e0526867:active , .uf5476ead2c149859c562a973e0526867:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf5476ead2c149859c562a973e0526867 .centered-text-area { width: 100%; position: relative ; } .uf5476ead2c149859c562a973e0526867 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf5476ead2c149859c562a973e0526867 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf5476ead2c149859c562a973e0526867 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf5476ead2c149859c562a973e0526867:hover .ctaButton { background-color: #34495E!important; } .uf5476ead2c149859c562a973e0526867 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf5476ead2c149859c562a973e0526867 .uf5476ead2c149859c562a973e0526867-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf5476ead2c149859c562a973e0526867:after { content: ""; display: block; clear: both; } READ: Stonehenge Riverside Project EssayIt shares some characteristics with Sumer. Like in Sumer, it is thought that a relationship between religious leaders and administration officials existed in Teotihuacan. According to the text, the proximity of the Temple of Quetzalcoatl to the city’s administrative headquarters, the Ciudadela, suggests a relationship. In addition, 75 temples lined the Avenue of the Dead. It is unlikely that such a vast amount of resources would have been dedicated to spiritual structures without strong religious influence or administrative approval. Either way, a relationship is likely to have existed. Also like Sumer, Teotihuacan developed advanced artistic accomplishments. The colossal heads from San Lorenzo are the perfect examples. In terms of the artistic skill required to shape this ten-ton rocks, they are comparable to the Sumerian bas reliefs. There are many more differences between them however. For instance, Teotihuacan architectural advancement seems to stop short of things like arches, domes and vault. However, that conclusion is admittedly a result of omission on part of the text and lecture notes. The most significant difference between the two however, lies in Teotihuacan complete lack of a written language. Everything known about the ancient civilization has been found through the excavation of artifacts (97). It is here however, that Teotihuacan society might seem comparable to Sumer. For instance, the largest city in Sumer reached a population 50,000. and circumference of 6 miles. (. 46) It is challenging to administer, but with a written language and the ability to publicize laws and information, the task is certainly made easier. Teotihuacan had at least double the population of any individual Sumer city-state with no written language to facilitate its management. In comparing the map on page 98, of Teotihuacan and that of Nippur on page 47 it is clear that the develop of the Mesoamerican city is more advanced. Note the orderly, grid like pattern of the city. The ceremonial complex resembles the Plan of Acropolis on page 145. It is clear that this complex was previously planned and executed. Why significant? The map of Nippur resembles an ancient form of urban sprawl. Roads curve to the left and right, buildings are scattered all over. Granted, the full picture of Nippur is not included on the tablet. However, the caption does state that the map, â€Å" shows several of the city’s key buildings†, which are not nearly as organized as the Teotihuacan. In fact, the Teotihuacan ceremonial complex, in terms of planned development, resembles The Plan of Acropolis in Greece, which was considerably more advanced society than the Sumerians. What does this tell us about the cities? A city-state, again with twice as many people as Sumer’s most populous city, emerged in Mesoamerica without a written language. This however, does not make Teotihuacan a superior civilization when compared to Sumer city-states. Perhaps planners in Teotihuacan planned the city so well in response to a considerably higher rate of population density. The Sumerians would not have planned their cities to that extent because there was no need to. In addition, while Teotihuacan still quarried obsidian rock, Sumer was developing metal weapons. Teotihuacan religious and administrative officials are clearly members of an advanced society. They built and sustained an empire of nearly one hundred thousand for centuries without the need for written language. They had to have conducted commercial transactions on verbal agreement alone. Their government somehow maintained order, probably ruthlessly, despite the lack of written law. Each generation for the centuries of the empire’s success was politically socialized adequately enough for the empire to continue, all without writing down a single word.