Napoleon Bonaparte And The French Revolution - 1133 Words

The French Revolution, a revolutionary movement of extensive social and political upheavals triggered by the dissatisfaction of the monarchy. Inspired by the ideals of the Enlightenment, the Third Estate overthrew the monarchy and established many different governments and constitutions. These proved to be unhelpful and useless as anyone who came into power was blinded by it and became unreliable until Napoleon Bonaparte. Born as the fourth child of the Bonaparte, Napoleon grew up desiring to be someone whose name will go down in history and it so well did. Being a genius, even at a young age, Bonaparte specialized in military tactics and artilleries. He grew up to a prodigious military leader who quickly secured his position. Napoleon saw†¦show more content†¦Another way Napoleon improved the economy was by establishing a national bank, the Bank of France. Napoleon was very wise in establishing the Bank of France, which helped the economic situation in France greatly (Napo leon Forges an Empire). People’s lives improved and the population felt that they had a leader who cared about their welfare, nothing like King Louis XVI. The establishment of the bank resulted in the economy, rising up to degrees never before and the great debt repaid, people were joyous. Lastly, Napoleon created a new currency for the economy, the Napoleon coin (Godechot). This allowed regulation of the same currency across the whole country. This single currency made it easier for people to travel, it deemed to be extremely convenient for the people. The Napoleon coin also made it so that people could trade easier and consumerism developed. Napoleon improved the economy of France in accord of the Revolution’s motive. Napoleon upheld the Revolution’s idea of fairness by promoting meritocracy, a holding of power by people selected on the basis of their ability, or merit. He allowed all careers open for anyone in any estate. Even people in the Third Estate could get the job they wanted, no matter what their rank or their family background was. He did this first by building public schools, or lycees (Napoleon Forges an Empire). These schools gave people of lower classes many opportunities. They were able to get a proper education both boys, andShow MoreRelatedNapoleon Bonaparte and The French Revolution2105 Words   |  8 PagesNapoleon and The French revolution Napoleon Bonaparte was a visionary to some, and a ruthless ruler to others. The purpose of the French revolution was to free the oppressed and stop the bloodshed that was occurring in France. The real question is whether Napoleon was the legitimate heir to the visions of the French revolution. Napoleon was in essence a very powerful man that took control of France but threw out many of the ideals of the French Revolution. His actions during his takeover whereRead MoreNapoleon Bonaparte And The French Revolution1481 Words   |  6 Pages Napoleon Bonaparte (1769-1821), also known as Napoleon I, was a French military leader and emperor who was determined and had strong ambition the helped him conquer most of Europe in just 30 years. He rapidly rose to power through promotions during the French revolution (1789-1799). After gaining power in France he crowned himself the emperor in 1804. He was an ambitious and skillful militant how staged war against various coalitions of European nations and expanded the French empire howeverRead MoreNapoleon Bonaparte And The French Revolution1189 Words   |  5 PagesNapoleon Bonaparte is remembered as a more significant ruler who redefined the history of not only France but also Europe, and the world at large. Interestingly, he went about realizing his objectives by both continuing and breaking from the aims of the revolutionary predecessors. His battleground was critical to determine his prowess by either supporting or opposing the path that had been laid before him. Napoleon made tremendous contributions towards changing the political structure of FranceRead MoreThe Legacy Of Napoleon Bonaparte And The French Revolution1107 Words   |  5 PagesNapoleon Bonaparte was a military general and the an emperor of France who is now considered one of the worlds greatest and one of the world’s most controversial military le aders. Napoleon revolutionized military organization, sponsored the Napoleonic Code, and also reorganized education and established the long-lived Napoleon code with the papacy. (pbs.org, nov 27, 2016) Napoleon’s many reformations left a lasting mark on the institutions of France and of much of western Europe. But his drivingRead MoreNapoleon Bonaparte : The Downfall Of The French Revolution702 Words   |  3 Pages Napoleon Bonaparte was a military leader whose fame reached his peak in the French Revolution. He would serve as the Emperor of France from 1804-1814; He would resume this role in 1815 during the Hundred Days. He would become one of the most successful emperors in all of France and world history. He would win many wars and build a huge empire that ruled across Europe. His legacy has been analyzed by historians and learned by students in modern time. Napoleon Bonaparte was born on AugustRead MoreThe French Revolution and Napoleon Bonaparte Essay1773 Words   |  8 PagesNapoleon Bonaparte was a French military leader and eventual political leader in France who was able to seize power during the end of the French Revolution of the late 1790s and early 1800s. Napoleon was the leader of France from 1804 to 1815 and mostly remembered as a leader in a cycle of European battles. He institutionalized the changes brought about by the French Revolution and sought to spread them throughout Europe. It has been long debated the factors that allowed Napoleon to seize powerRead MoreNapoleon Bonaparte Betrayed the Ideas of the French Revolution 622 Words   |  3 PagesNapoleon did not always follow through with his theories and ideas about the well being of France with actions, making him very hypocritical; there are however some contrasting points to suggest that not all his choices were insincere. Therefore his initial claims and t heories were not completed, his actions contradicted his preliminary ideas. Consequently, Napoleon betrayed the ideas of the French Revolution: Liberty, Equality and Fraternity. We can see how Napoleon Bonaparte repeatedly opposedRead MoreNapoleon Bonaparte and The Legacy of the French revolution Essay1392 Words   |  6 Pagesprinciples of equality, fraternity and liberty, the French revolution spanned from 1789-1799. The revolution was a historical world landmark for the massive bloodshed and intensity of the revolution. The country was torn apart by political and religious turmoil which had persisted for over a decade. The revolution began due to the resentment of feudalism, civil inequality and religious intolerance that was present in France. The people of the revolution wanted France to establish a new political andRead MoreNapoleon Bonaparte : A Powerful Person Of The French Revolution947 Words   |  4 Pages Napoleon Bonaparte was one of the most powerful person of the French Revolution. Today, many countries world-wide still remember his name because observing his legacy; his name will be forever in the human history. â€Å"Napoleon Bonaparte was born in 1769, in Ajaccio, Corsica, France. He died in 1821, on the island of St. Helena in the South Atlantic Ocean. Napoleon was the most distinguished leaders in the history of the West† (â€Å"Napoleon†). According to the article, Napoleon’s dreams were to organizeRead MoreThe French Revolution: Napoleon Essay954 Words   |  4 Pages The French Revolution was a period of social and political turmoil in France from 1789 to 1799 that greatly affected modern and French history. It marked the decline of powerful monarchies and the rise of democracy, individual rights and nationalism. This revolution came with many consequences because of the strive for power and wealth, but also had many influential leaders attempting to initiate change in the French government and the economy. In 1789 the people of France dismissed King Louis XVI

How to Discipline Without Stress, Punishment, or Rewards

Young people today come to school with a different orientation than past generations. Traditional student disciplining approaches are no longer successful for far too many young people. For example, a parent related the following to us after a discussion of how society and youth have changed in recent generations: The other day, my teenage daughter was eating in a rather slovenly manner, and I lightly tapped her on the wrist saying, Dont eat that way.My daughter replied, Dont abuse me.The mother had grown up in the 1960s and volunteered the point that her generation tested authority but most were really afraid to step out of bounds. She related that her daughter was a good child and added, But the kids today not only disrespect authority, they have no fear of it. And, because of rights for young children—which we should have—its hard to instill that fear without others claiming abuse. So, how can we discipline students, so we as teachers can do our jobs and teach these young children who refuse to learn? In many cases, we resort to punishment as a strategy for motivation. For example, students who are assigned detention and who fail to show are punished with more detention. But in my questioning about the use of detention in hundreds of workshops around the country, teachers rarely suggest detention is actually effective in changing behavior. Why Detention is an Ineffective Form of Punishment When students are not afraid, punishment loses its effectiveness. Go ahead and give the student more detention that he simply wont show up to. This negative, coercive discipline and punishment approach is based on the belief that it is necessary to cause suffering to teach. Its like you need to hurt in order to instruct. The fact of the matter, however, is that people learn better when they feel better, not when they feel worse. Remember, if punishment were effective in reducing inappropriate behavior, then there would be NO discipline problems in schools. The irony of punishment is that the more you use it to control your students behaviors, the less real influence you have over them. This is because coercion breeds resentment. In addition, if students behave because they are forced to behave, the teacher has not really succeeded. Students should behave because they want to—not because they have to in order to avoid punishment. People are not changed by other people. People can be coerced into temporary compliance. But internal motivation—where people want to change—is more lasting and effective. Coercion, as in punishment, is not a lasting change agent. Once the punishment is over, the student feels free and clear. The way to influence people toward internal rather than external motivation is through positive, non-coercive interaction. Heres how... How to Motivate Students to Learn Without Using Punishments or Rewards Great teachers understand that they are in the relationship business. Many students—especially those in low socio-economic areas—put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships AND have high expectations. Great teachers communicate and discipline in positive ways. They let their students know what they want them to do, rather than by telling students what NOT to do. Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience. They know that OBEDIENCE DOES NOT CREATE DESIRE. Great teachers identify the reason that a lesson is being taught and then share it with their students. These teachers inspire their students through curiosity, challenge, and relevancy. Great teachers improve skills that prompt students to WANT to behave responsibly and WANT to put effort into their learning. Great teachers have an open mindset. They REFLECT so that if a lesson needs improvement they look to themselves to change BEFORE they expect their students to change. Great teachers know education is about motivation. Unfortunately, todays educational establishment still has a 20th-century mindset that focuses on EXTERNAL APPROACHES to increase motivation. An example of the fallacy of this approach is the defunct self-esteem movement that used external approaches such as stickers and praise in attempts to make people happy and feel good. What was overlooked was the simple universal truth that people develop positive self-talk and self-esteem through the successes of THEIR OWN EFFORTS.

Children Of The Anti Vaccination Movement - 943 Words

Previous Conceptualizations of Vaccination Approaches in Research Due to the attention the anti-vaccination movement has received, many researchers have attempted to determine who is participating in the anti-vaccination movement. I am not the first to call for distinctions in children who were not fully-up-to-date (FUTD) on vaccines from those who are. Previous research on vaccination status has considered the children of â€Å"non vaccinators† as two distinct groups: undervaccinated and unvaccinated. Unlike selectively-vaccinated children, who intentionally were spared a particular vaccine, in much of this research undervaccinated children are identified as those who have inconsistent access to medical care (Reich 2014). Undervaccinated children are more likely to share particular demographic characteristics such as being below the poverty line, having a mother who is younger, unmarried, and has not attended college (Reich 2014; Smith 2004). This group is perceived to be unable, in most circumstances, to obtain the recommended vaccinations due to a wide variety of external factors. Undervaccinated children, in this sense, have been of particular interest to public health officials as they have attempted to implement programs to remove the cost of vaccines to increase availability (Smith et al. 2008). Undervaccination, like discussed earlier, has been reduced with the enactment of the Vaccines for Children (VFC) program by the United States government (Whitney et al. 2014). TheShow MoreRelatedThe Anti Vaccination Movement :1300 Words   |  6 PagesCritical Thinking Problem Solving GEN 1113 19 March 2016 The Anti-Vaccination Movement Step one: The current issue I have selected to discuss is vaccinations. In particular, I will be addressing the anti-vaccination movement that has gained popularity in recent years and the contributing biases that influenced its emergence. One event stands out at as a major contributing factor to the growth of the anti-vaccination movement, the 1998 study by Andrew Wakefield that was published by the EnglishRead MoreArticle Critique : Children Vaccinations1705 Words   |  7 Pages Article Critique: Children Vaccinations The controversial issues of children vaccinations have been an on going dilemma in today’s society. Within the article Anti-Vaccination Movement and Parental Refusals of Immunization of Children in USA by Marian Olpinski the author goes into detail about the definite pros of getting your child vaccinated. The author states that since the anti-vaccination movement has been growing, more and more parents are not getting their children vaccinated. Due to thisRead MoreVaccine Requirements : Vaccine Requirement Rights1149 Words   |  5 Pageshospital visits, and ensure healthier children, families and communities† (Berkley). Parents believe that by passing up on a chance to let their children get vaccinated they are protecting them from a harmful substance, but these parents don’t realize that by denying vaccines they are endangering the lives of their children. As parents begin to reject vaccines for their children panic in communities are on the rise. Fatal diseas es that are easily preventable via vaccination are spreading from child to childRead MoreNo Needles: Why Vaccination Proponents Persuasive Methods are Counterintuitive1575 Words   |  7 Pagesbright-eyed children of their lives. Thankfully, though, with the development of vaccines, populations have grown larger and healthier over the past century. Sadly, despite the improved longevity of our species, many people are still undecided about—or vehemently against—childhood vaccination. They claim that vaccinations are dangerous and responsible for autism and other conditions. Medical experts, however, refute these claims by citing both the safety and effectiveness of vaccinations. In fact,Read MoreThe Anti Vaccination Movement ( 283 )911 Words   |  4 Pagesimproved vaccinations are being developed† (283). Yet as the efficiency of vaccines keeps growing, so does the number of people opposed to them. The anti-vaccination movement, or AVM for short, is the term use d to describe the growing wave of hesitancy or outright refusal to vaccinate. This normally would not be so controversial; however, some parents who are anti-vax also refuse to vaccinate their children, which is incredibly serious. It is important for us to understand the anti-vaccination movementRead MoreRhetorical Analysis Of Immunizations : Victims Of Their Own Success By Tony Cappello966 Words   |  4 Pages Rhetorical Analysis Jim Carry, Jenny McCarthy and Robert F. Kennedy. What do all these celebrities have in common? All of them are anti-vaccine. The articles that I have found that relate to my field of study are â€Å"Immunizations: Victims of Their Own Success† by Tony Cappello and â€Å"Addressing the Anti- Vaccination Movement and the Roles of HCW† by S. Tafuri, MS Gallone, MG Cappelli, D. Martinelli, R Prato, et al. Both of these articles are trying to portray the importance of the importance of vaccinesRead MoreThe Anti Vaccine Movement And The Vaccine1620 Words   |  7 Pages The Anti-Vaccine Movement Although the MMR link to autism is one of the most recent anti-vaccine incidences, the anti-vaccine movement didn’t begin with the suggestion that MMR caused autism. Previous vaccine scare incidences arose prior to the 1998 study on MMR that fueled more anti-vaccine sentiments. Offit (2011) claims that the modern American anti-vaccine movement began when a documentary titled DPT: Vaccine Roulette, aired on April 19, 1982. The documentary questioned the safety and effectivenessRead MoreVaccines : The Anti Vaccine Movement1385 Words   |  6 Pagessave lives; fear endangers them. Vaccinations have been used since the 18th century to cure various deadly diseases, from smallpox to the influenza virus. On a global level, vaccination is one of the few cost-effective medical measures that result in universal benefit. Yet there have always been those opposed to vaccinations because of possible side effects. With the increase in technology and the ability to share ideas in modern so ciety the anti vaccine movement has flourished making the eradicationRead MoreThe Importance Of Vaccination1414 Words   |  6 PagesDisease Control (CDC) describes vaccination as being one of the ten greatest achievements in public health of the 20th century (CDC 1999) Despite this regard, speculation regarding the matter of vaccines has been around for nearly the entirety of their existence (Wolfe 2002). In his book, Deadly Choices: How the Anti-Vaccine Movement Threatens Us All, Author Paul Offit does well in informing readers of the ongoing debate regarding the safety and implementation of vaccinations. Offit begins his book byRead MoreNegative Effects Of Vaccinations1524 Words   |  7 Pagesgain immunity from deadly smallpox, the vaccination has greatly reduced the rate of infection and death by vaccine-preventable diseases. However, when receiving the vaccination became a compulsory law in the mid-1800’s in the UK, protestors shot up expressing that the laws go again st their civil liberty. This was the beginning of the anti-vaccination movement, a movement which has not ceased to this day, full of people with deeply rooted beliefs that vaccinations aren’t as beneficial as the general public

Dees vs. United Rentals North America, Inc Case Study

Essays on Dees vs. United Rentals North America, Inc Case Study The paper "Dees vs. United Rentals North America, Inc." is a good example of a case study on the law. Ellis Dees in 2006 secured employment at United Rentals in Mississippi, as a service technician. The initial two years of employment were satisfactory. However, in 2009 his performance continuously deteriorated. He marked inappropriate equipment as suitable for rentals. Dees was given four written warnings, and on March 4th, 2010, he received the final warning letter and was fired after six days. Dees filed a complaint at the Equal Employment Opportunity Commission, illustrating employment discrimination due to his age and race. Dees filed a suit at the federal district court. United Rentals requested summary judgment, and it was granted. The district court illustrated that United Rentals gave appropriate evidence for termination, which is legitimate and nondiscriminatory (Clarkson 683). RuleThe district court illustrated that Dees produced conclusive allegations of being discriminated against. The termination illustrated that Dees was dismissed for not following the policy of United Rentals in ensuring good working conditions of rental equipment before delivery to customers. ApplicationDees was supposed to illustrate prima facie illustration of discrimination according to age and race. This is by illustrating four issues. Dees must firstly show that he is part of a protected group. Secondly, he must illustrate competency or qualification for the position. Thirdly, he was subjected to poor employment conditions. Finally, Dees must illustrate negative treatment because of being a member of the protected class (Clarkson 683). ConclusionDees was a member of the legally protected class of the elderly and the minority race of black Americans. But the employer did not illustrate discrimination due to age or race factors. The termination was due to incompetence at the workp lace.

Pathophysiology to Prevention and Management

Question: Discuss about the Pathophysiology to Prevention and Management. Answer: Introduction: The first problem identified for Mrs. Mallacoota is ineffective management of her type 2 diabetes. Poor management of type 2 diabetes has led to the onset of chronic kidney disease. In case of diabetes, blood vessels are injured and kidney becomes unable to clean blood properly. As a result, body retain more water and salt, which causes ankle swelling, as observed in Mrs. Mallacootas case. On the other hand, diabetes damages nerves, emptying the bladder, this pressure in blood causes kidney injury, for long term negligence, frequent infection can develop. To prevent the progression of CKD, her BGL level needs to be controlled (Nolan et al. 2011). For this a dietician needed to be referred, who can help her to make a healthy diet routine. As she has already established kidney damage, she needs to reduce protein consumption in diet, thereby limiting sodium, potassium and phosphorus intake. Adequate protein intake is 0.8 g/kg body weight/day. In addition to that, she also needs regular physical activity for maintaining a healthy weight. In this context, another key concern nursing problem for Mrs. Mallacoota is controlling her blood pressure level. There is a significant level in diabetes type 2 and high blood pressure or hypertension. On the other hand, high blood pressure causes damage to nerves; on the other hand, renal hypertension causes kidney damage. In this context, 6o reduce the risk of further progression in kidney damage, Mrs. Mallacoota needs to more carefully keep her blood pressure under control (Afkarian et al. 2013). Her blood pressure should not be enhanced through the care intervention plan, because, improved blood pressure has been demonstrated as the key effective intervention for slowing the progressive kidney disease. Other factors like smoking and alcohol consumption needed to be ceased, as smoking enhance the risk of high blood pressure and alcohol consumption directly damages the kidney. A health promotion program can be arranged for her to make her aware about the importance of controlling her BP along with the coping strategies (Inzucchi et al. 2012). Beta blockers should be administered for reducing BP. She can be referred to a physical therapist for making a physical activity program. In addition, she should be motivated for reducing the chances of stress, which also contribute in elevating BP. Reference List Afkarian, M., Sachs, M.C., Kestenbaum, B., Hirsch, I.B., Tuttle, K.R., Himmelfarb, J. and De Boer, I.H., 2013. Kidney disease and increased mortality risk in type 2 diabetes.Journal of the American Society of Nephrology, pp.ASN-2012070718. Inzucchi, S.E., Bergenstal, R.M., Buse, J.B., Diamant, M., Ferrannini, E., Nauck, M., Peters, A.L., Tsapas, A., Wender, R. and Matthews, D.R., 2012. Management of hyperglycemia in type 2 diabetes: a patient-centered approach.Diabetes care,35(6), pp.1364-1379. Nolan, C.J., Damm, P. and Prentki, M., 2011. Type 2 diabetes across generations: from pathophysiology to prevention and management.The Lancet,378(9786), pp.169-181.

Effective Listening Essay Example For Students

Effective Listening Essay Effective ListeningAbstractThe ability to listen well is an important tool for understanding others. Sadly, very few people know how to listen well. In fact, most people can think of only one or two good listeners in their lives. Listening is not simply agreeing it is much more. Good listeners are able to better understand and respond to others, complete assignments accurately, settle disagreements before they escalate, and establish rapport with difficult people. Listening is often confused with hearing. This serious misconception can lead us to believe that good listening is instinctive. In fact, good listening is an active, sophisticated process – a learned behavior – that demands focus and attention. Listening takes place on several levels. We often move from one level to the other throughout the day, sometimes even within a single conversation. Our listening level often depends on the situation. Some of us listen to our boss but not to our team members. Others lis ten well at work but tune out their spouse or kids at home. The Three Levels of ListeningDeep ListeningWe all need to strive to be good listeners. Deep listeners are able to free themselves of any distractions. Including their own thoughts and feelings. They listen to the talker without judgement and place themselves in the talkers shoes. They notice the words and the feelings behind the words, what is not said and they acknowledge and respond respectfully. This level of listening is heart centered, which opens the door to respect and understanding. Content ListenersMost people think content listening is real listening. Content listeners listen to words of a communication but ignore all the other elements of the message. They often listen logically and remain detached from the conversation, making little effort to understand the talkers intent. Content listening can lead to serious misunderstandings and is especially deceptive because it appears the listener is tuned in. Superficial ListenersSuperficial listeners are often judging, daydreaming, or rehersing their response this is essentially hearing, not listening. The listener is tuning in and out thinking little of the talker, and mainly listening for a chance to jump in and take over the conversation. People who listen at this level are pretending to listen and are often quiet and passive. To achieve deep listening, the listener must take on certain responsibilities to help the talker and to ensure that there is agreement about the interpretation and intent of a message. Specifically, the listener must focus on the talker and pay close attention to what is being said. Strive to understand the meaning of the message and respond accordingly. Keep in mind that the response lets the talker know whether or not the message is getting through and allows him or her to adjust the message accordingly. Listener ResponsibilitiesDetermine the talkers needs during the interaction. At the beginning of a conversation, the talker may be tentative and not say what he or she means. Whether he or she continues often depends on the listeners initial response. Stay neutral and try to listen objectively. Direct, clear communication rarely occurs when information flows one way. Listening blocks are obstacles that interfere with our listening they prevent the listener from successfully receiving or interpreting a message. These blocks can be verbal or nonverbal barriers to effective listening. The most common listening blocks are the listener tunes out or is not paying attention to the talker. The listener is bored or just not interested in the talker or the subject. The listener is thinking about other things and is detached. Sometimes a listener focuses primarily on the facts, ignoring the emotional elements of a message. The listener becomes emotionally detached from the talker. The listener is concerned with content only and not the feelings behind it. The listener is only half listening and not really interacting with the talker. Missing the underlying meaning of the message. Its easy to fall into the rehearsal trap. The listener is concentrating on what to say or do next and is failing to focus on the talkers message. A judgmental listener quickly analyzes and interprets a talker’s delivery or message, not allowing the talker to finish making a point. Often is quick to advise and criticize. Makes assumptions before fully comprehending what the talker is saying. When a control block is in place, very little listening is going on. The listener is not allowing the talker to speak at his or her own pace and is constantly interrupting with comments or questions. Preventing the talker from finishing a point when a listener blocks the communication, the talker can experience some less than positive feelings. This happens because instead of listening to the message, t he listener begins to rearch for more information, advise the listener about how to handle the situation, or criticize the talker about how he or she is handling the situation. Often, if you hold off on these behaviors, you will get the information you want without asking questions. Effective listening means avoiding the listening blocks so that the talker can deliver the message in his or her own way. The Core Listening ModelThe CORE listening model identifies the four key elements of deep listening. The term CORE is derived from the Latin word COR, which means heart. Deep listening is the ability to get to the heart of the matter and to listen in an empathic, heart-felt manner. Chose to listenOpen the communicationReflect the essenceExpand the communicationChoosing to listen involves paying attention and finding an appropriate context for listening. Paying attention takes effort! Although you may appear to be listening, you can become lost in your thoughts, your feelings, the past , the future, another location (home, office, vacation) As a listener, it is your job to stay focused on each interaction. You have the power to fully understand the interaction and assist the talker. You can choose to pay attention or to take a mental vacation. Your body language shows the talker that you are interested in what he or she has to say. It also helps you direct attention to the talker. Lean forward slightly; dont slouch. Stand or sit face-to-face with the talker. Keep arms and legs uncrossed. Remain relaxed, not tense or fidgety. Use appropriate facial expressions. Maintain eye contact. Finding the appropriate context is also important. As the listener, you often have choices about when and where to listen. When preparing to listen consider when is the best time and place to have the communication. What you want to accomplish with your communication, how might the other person react to your response, and are you in a calm and clear state of mind to listen and respond. If you choose not to listen because it happens to be an inappropriate time or place to discuss an issue, you need to reschedule the conversation. As a rule, dont assume that youve understood the talkers message. Whenever necessary, reflect the essence of a message. This means checking with the talker to ensure that your understanding of the messages content and feeling are accurate. Opening the communication is about building rapport between the talker and listener. This includes establishing a connection and building common ground. By doing this well, you lay the groundwork for the subsequent interaction and are more likely to achieve positive resultsAs a rule, dont assume that youve understood the talkers message. Whenever necessary, reflect the essence of a message. This means checking with the talker to ensure that your understanding of the messages content and feeling are accurate. Listening is a two way process. Your role as a listener includes the ability to expand the commun ication by initiating an appropriate response and getting to the heart of the issue under discussion. .uda40ed96af0bf6b7e0288cdec0e4d9ba , .uda40ed96af0bf6b7e0288cdec0e4d9ba .postImageUrl , .uda40ed96af0bf6b7e0288cdec0e4d9ba .centered-text-area { min-height: 80px; position: relative; } .uda40ed96af0bf6b7e0288cdec0e4d9ba , .uda40ed96af0bf6b7e0288cdec0e4d9ba:hover , .uda40ed96af0bf6b7e0288cdec0e4d9ba:visited , .uda40ed96af0bf6b7e0288cdec0e4d9ba:active { border:0!important; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .clearfix:after { content: ""; display: table; clear: both; } .uda40ed96af0bf6b7e0288cdec0e4d9ba { 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; } .uda40ed96af0bf6b7e0288cdec0e4d9ba:active , .uda40ed96af0bf6b7e0288cdec0e4d9ba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .centered-text-area { width: 100%; position: relative ; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .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; } .uda40ed96af0bf6b7e0288cdec0e4d9ba:hover .ctaButton { background-color: #34495E!important; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uda40ed96af0bf6b7e0288cdec0e4d9ba .uda40ed96af0bf6b7e0288cdec0e4d9ba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uda40ed96af0bf6b7e0288cdec0e4d9ba:after { content: ""; display: block; clear: both; } READ: Rise Of Adolf Hitler EssayConclusionIn conclusion, reflecting content refers to clarifying the main idea of the message and the details that support it. Reflecting feeling refers to verifying the emotions surrounding the message. Emotions are difficult to identify because they are abstract. Talkers dont always come right out and say how they are feeling. Sometimes a listener must go beyond the content and dig deeper for the meaning of a message. The listener needs to take a more active role, checking for verbal and non-verbal cues that indicate feelings and emotions. BibliographyReferencesNetsyndicate, Inc. (1999) Are you really listening? available at http://www.click2lea rn.com/lessons/netsyndicate/listen/sections/index.htmlPearson, J., ; Nelson, P. (1997). An introduction to human communicationBusiness Essays