Cold war and its impact on the world Essay Example | Topics and Well Written Essays - 750 words

Cold war and its impact on the world - Essay Example Thesis statement: The evaluation of the Cold War proves that the polarization of the world nations into two distinct blocs under the United States and the Soviet Union, its political and economic dissimilarities, influence of capitalism and communism, in the years following World War two led to the Cold War, and these events developed into a Cold War because the real fight was ideological, between capitalism and communism. In the years following the WWII, the political context of the East (say, in Soviet Union and China) was totally under the control of communist ideology. For instance, Soviet Union and China embraced communism as the official political ideology. On the other side, United States was not affected by WWII and was trying to prove the same in the global context. Besides, most of the European nations were badly affected by the after-effects of WWII. This political circumstance deeply influenced the polarization of East under Soviet Union and china, and West under the United States, which eventually led to the Cold War. David S. Painter stated that â€Å"The Cold War shaped the foreign policies of the United States and the Soviet Union and deeply affected their societies and their political, economic, and military institutions† (1). Unlike the European nations, United States faced less economic problems after the WWII. This helped the United States to gain importance and priority in the international context as a superpower. On the other side, the Soviet Union and China were trying to prove that the WWII did not affect their economic backbones. James E. Cronin made clear that â€Å"The cost of adapting to the realities of the cold War was at least as great, if not greater, for the Soviet Union† (4). Within this context, the economic dissimilarities among the West and the East deeply influenced the polarization in the years following WWII. On the other side, one cannot neglect the influence of capitalism and communism which

Philosophy of Social Science Essay Example | Topics and Well Written Essays - 1000 words

Philosophy of Social Science - Essay Example (Gordon, 3) The considering of this second aspect engendered by social science, connects it to ethics, to the study of values. Dealing with the concept of "philosophy of social science", the same author defines it as "the study of how we are able to know whether our notions or theories about empirical phenomena are true or false." (3) Another definition is that the philosophy of social science is the study of the logic and the methods of social sciences. This second definition appears in the Cambridge Dictionary of Philosophy. According to the same source the problems it deals with are those connected to answering questions like: "What are the criteria of a good social explanation", "How are the social sciences distinct from the natural sciences", "Is there a distinct method for social research", "Through what sorts of empirical procedures are social science assertions to be evaluated", "Are there irreducible social laws", "Are there causal relations among social phenomena", "Do social facts and regularities require some form of reduction to facts and regularities involving only the properties and actions o f individuals" One of the problems the philosophy of social science is concerned with is that regarding methodology... dividuals having to conform to a model or pattern offered by society, nowadays conceptions emphasize on the importance of respecting one's individuality, conception based on the idea that all human beings are free to choose their own and personal way of life. As a consequence of individualization, a new method of social science research appeared: the biographical method.Extensively discussed in The Turn to Biographical Methods in Social Science: Comparative Issues and Examples, the biographical method is new to the field of the social science methodology. The explanation the authors give in regard to the fact that social science researchers rejected this method until recently, lies in the fact that "modeling themselves on the natural scientists", they "set out to construct models of body and mind which described uniformities and regularities, and which enabled human behavior to be understood "objectively", that is in terms of its abstracted common attributes" (Chamberlayne, Bornat an d Wengraf, 36). The authors mention the fact that, although biography is commonly regarded today as a written work, it is, in fact, a production of face to face oral communication. The definition provided by the same researchers connects it to the social integration aspect: "The work of orienting the temporal process of the individual's life and of social change." (115) Through biography, meaning by telling their life, people integrate themselves in a context and realize that they belong to a structure, they reconstruct themselves. The biographical method was attacked, researchers warning about its inadequacy and supporting their position by two main reasons: the possibility of having to do with what was called "a neurotic narrator", or a person who invents the facts presented as

Romeo And Juliet Essay Example for Free

Romeo And Juliet Essay Act 3 scene 5 is set in Juliets bedroom. It starts with Romeo and Juliet in bed together talking about the nightingale and how that it is not yet daylight. Wilt thou be gone? It is not yet near day. At this point in the play it would be one of the last times Romeo and Juliet spend together before Romeo is to leave to Mantua. Not long after Romeo has left, Juliets mother (Lady Capulet) enters her daughters bedroom, where she notices that Juliet has been crying. Lady Capulet thinks she is grieving over her cousin Tybalts death but she is actually upset over that Romeo has gone and she doesnt quite know when she is going to see him again. Lady Capulet is very sympathetic towards her daughter in this scene and tells her that her fathers plans will make her feel better. This is when Lord Capulet (Juliets father) enters her bedroom and tells Juliet his plans to have her married to Paris on Thursday. This is when the argument occurs between father and daughter because Juliet refuses to marry Paris. In Elizabethan times this was considered to be very wrong on the daughters part because Elizabethan women were dominated by the men in the family the women were seen to be inferior to men. They were subservient to the men in the family all their lives and expected to obey the men in all aspects of their life. The disobedience of Juliet towards her father would be considered a crime to religion in Elizabethan times because arranged marriages were very common and would be suited to suit the family meaning the men of the house hold, because most Elizabethan women were expected to marry to increase the wealth and position of the family and then to produce children, preferably male heirs. Juliets father feels unappreciated by Juliet in this scene which leads him to get very mad with her where he starts to threaten to disown her if she doesnt obey his wishes to have her marry Paris on Thursday hang, beg, starve, die in the streets! Graze where you will you shall not house with me. Juliet then begins to plead to him but he is so mad he will not have any of it Ill not be forsworn suggests he will not be persuaded and he will not change his mind. Juliets Nurse Trys to stick up for Juliet but Lord Capulet silences her which leads to Lord Capulet and Lady Capulet exiting Juliets bedroom. Juliet is very anguished by all of this. She then asks her mother for help but her mother is so disappointed by her she doesnt want anymore to do with her Do as thou wilt, for I have done with thee. In this play Juliets Nurse is more of a mother to her than Lady Capulet because the nurse has a closer relationship with Juliet because she has bought her up. Towards the end of the scene Juliet turns to the Nurse for comfort. The Nurse already knows that she is married to Romeo (which lady and lord Capulet do not know) but she still suggests that she marries Paris on Thursday for he is a noble man. If a modern audience were to watch this play they would feel very sympathetic towards Juliet at this point because she has had an arranged marriage and feels as though her father is just thinking of his happiness only and not hers and that she should have a choice of to whom she marries and not to be controlled by her father. They would feel sympathetic because a modern audience would relate to Juliet because theyre arent any arranged marriages in modern times because women have free will and choice over their own lives. Where as in Elizabethan times the audience would feel more sympathetic towards Lord Capulet because it relates more to how the Elizabethans live and how Lord Capulet is Patriarchal and Juliet should do what he says for the sake of the families wealth. For the setting of my version of act 3 scene 5 I have chosen to set this scene in modern times which would make a modern audience sympathise with Juliet rather than Lord Capulet.

What Is Professional Competency In Nursing Practice Nursing Essay

What Is Professional Competency In Nursing Practice Nursing Essay Introduction Why is professional competence a fundamental requirement in nursing practice? In satisfying this query, one must reflect on ones functions as a nurse. From this, one can realise the undeniable fact that nurses play a crucial role in the delivery of health care services. The very lives of people are at stake and so one must practice competently. Professional competence is a must in nursing practice. In line with this thought, this essay will explore ones practice of nursing in relation to the Australian Nursing Midwifery Council (ANMC) and the Australian Nursing Federation (ANF) competency standards. This essay will also explore what competence is all about and what it means to be a professionally competent nurse. Main Body The ANMC (2006, p.14) defines competence as the combination of skills, knowledge, attitudes, values and abilities that underpin effective and/or superior performance in a profession or occupational area. Competency in nursing is very well acknowledged and sought by all health care institutions. There is always an inherent desire on the part of health care institutions to determine and improve the competence level of their nurses. In fact, Zuzelo (2009) relate that numerous healthcare institutions are investing time and money into systems that can assess competency of nursing professionals. In highly industrialised nations, competency of nursing professionals is sought after and achieved through competency based approach training (Cowan, Norman Coopamah, 2005). The idea of competence seems to have skills at its core, in particular clinical skills, that is ones essential to best practice (Roberts, 2009). However, skills without knowledge is dangerous, according to Roberts (2009). A pr ofessionally competent nurse does not neglect the important aspect of nursing as a caring profession. Being competent does not only imply that one is very knowledgeable and skilled. It also connotes ones genuine care to patients. It is worthy to declare that caring and competency are not exclusive concepts but are naturally intertwined (Masters, 2005). To be professionally competent is to be properly qualified, capable, adequate for the purpose, and sufficient. As professional nurses, we are competent to practice nursing by virtue of our education and licensure as registered nurses. To be competent however, we must meet additional criteria. The ANMC (2006) competency standards for the registered nurse comprises of 4 domains, namely professional practice, critical thinking and analysis, provision and coordination of care and collaborative and therapeutic practice. From among the sub-classifications of the first domain, what can be considered as most striking in relation to ones practice include the need to practice in accordance with legislation affecting nursing practice and health care as well as the need to practice within a professional and ethical nursing framework (ANMC, 2006). These two sub-classifications are worthy to note because of the fact that moral and legal conflicts often complicate decision making in nursing practice. Nurses are typically confronted with conflicting scenarios which are often both important things to consider. The only dilemma is which of the two must be the top priority. For instance, taking care of a patient who refuses any form of treatment poses a legal dilemma on the part of the nurs e. This is especially true because the ANMC (2006) competency standards direct nurses to recognise and accept the rights of others. On one side, there is the professional desire of the nurse to help the patient by initiating treatment. On the other hand, legal ethics dictate that patients have the right to refuse treatment. In ones personal experience, taking care of a patient whose religion does not allow blood transfusion is a real dilemma. In this particular scenario, the nurse was torn between educating the patient to eventually accept treatment or simply respect the refusal of treatment and just relate to the patient the possible consequences of such refusal. It was clear in the nurses mind that the ANMC (2006) dictates one to accept individuals or groups regardless of race, culture, religion, age, gender, sexual preference, physical or mental state. Furthermore, there is the need to practise in a manner that acknowledges the dignity, culture, values, beliefs and rights of indi viduals or groups (ANMC, 2006). Unfortunately, this is easier said than done especially when one of the above mentioned factors goes against or impedes a crucial treatment that may actually save a patients life. It is true that religious faith is often invoked by patients when their health and wellbeing is threatened. According to Andrews and Boyle (2008) religion is especially crucial to patients during periods of health crisis. Although, adhering to a particular religion is mostly viewed as a positive concept for patients; unfortunately, such adherence does not always result into a positive outcome. It can hinder the patients acceptance to treatment and care. This points out to another important aspect of competence and that is, a deeper understanding of cultural diversity. In line with this, Cherry Jacob (2005) state that health professionals which naturally include nurses, need to respond to the consequences of an increasing cultural diversity of nursing clientele in order to s afeguard the welfare of all health care consumers. Different values and beliefs are adhered to by patients. Community, social and kinship ties, language, religion, food and cultural perceptions of health and wellness are all matters of importance that need to be understood by the nurse when working with culturally diverse patients (Daniels, 2004). Cultural diversity challenges nurses to triumph over cultural gaps with patients by providing culturally appropriate care (Daniels, 2004). Cultural competence is the process whereby a nurse provides care that is suitable to the clients cultural context (Daniels, 2004). In essence, cultural competence is important in the practice of nursing. A nurse is only truly competent if he or she can knowingly handle patients whose entire value system is different from his or her own but still manages to establish and maintain a therapeutic relationship that paves way for effective implementation of nursing actions. Another important issue within the sphere of the first domain of professional practice implies the need to question and/or clarify orders and decisions that are unclear, not understood or questionable (ANMC, 2006). Moreover, there is the necessity to question and/or clarify interventions that appear inappropriate with relevant members of the health care team (ANMC, 2006). In following this directive, a nurse may often hesitate to question the validity of a particular intervention whether it was given by a fellow nurse or by some other health care professional such as a doctor. In ones own practice, hesitation comes from the desire not to create a conflict and bad blood with colleagues and fellow members of the health care team. Unfortunately, in abiding the directive of questioning particular actions of another when deemed inappropriate will more often than not cause some form of disagreement or clash between the professionals. Inter-professional conflicts have been documented since the time of Florence Nightingale (Kalisch Kalisch, 1977 cited in Coombs, 2004). In ones personal experience, the common escape route for this possible conflict is to question an order by way of politely suggesting an alternative which in reality is not an alternative but a recommendation to abolish the questioned order. For example, in questioning a doctors order, the nurse would typically suggest to the doctor the need for the latter to also consider some other assessed patient data with the hope that the doctor will realise that he or she made a mistake instead of directly asking the doctor why he or she prescribed such seemingly inappropriate order. It is an extremely rare scenario where a nurse openly recommends to the doctor to change what the latter has ordered. The subservience of nurses over doctors is a scenario that is very common especially in areas where doctors and nurses are in constant interaction with each other which if pondered upon occurs in almost all areas of a health institution. This particular doctor-nurse type of interaction is referred to as a doctor-nurse game (Stein, 1967 cited in Stein-Parbury, 2008). The doctor-nurse game described over 30 years ago persists in the communication patterns of some doctors and nurses ( Knox Simpson, 2004). In line with this issue, a truly competent nurse knows how to play the game well. He or she is able to question other professionals actions if necessary without causing unhealthy disagreements among them. Effective team behavior operates when health care providers communicate openly and courteously with each other ( Wolf, 2006). The second domain focuses on the implications of researching for evidence based practice (ANMC, 2006). This domain also points out the obligation to participate in ongoing professional development of self and others (ANMC, 2006). In ones own practice of nursing, continuing professional education has always been ones primary goals. It is a way of empowering oneself to be able to keep up with the trends in the practice of nursing. Attending formal and informal lectures and orientations makes one feel more competent. In essence, competence entails seeking out continuing professional education in order to build up a well founded source of knowledge and skills that will be necessary in coping with the dynamic changes in healthcare. Continuing education is intended to ensure health care practitioners knowledge is current (Griscti, 2006). In the advent of modern technology and skyrocketing increase for the demand of high quality care, nurses must be keen in upgrading or at least maintaining the current accepted level of competency required upon them. The high competency required upon nurses is only natural considering the fact that nurses are at the forefront of health care delivery. Nurses who stay abreast of new information and apply evidence-based theory to their practice will be able to provide competent, quality care to their patients (Valloze, 2009). This is the reason why competence is such a crucial issue in the practice of nursing. The salient component of the third domain relates the significance of the nursing process which naturally includes conducting a comprehensive and systematic assessment, planning and implementing safe and effective evidence based nursing care, and then evaluating the expected outcomes (ANMC, 2006). To simply describe it, the nursing process is a problem-solving technique (Carpenito-Moyet, 2007). It is a step by step strategy utilised by a nurse in solving patient problems that come within the scope of nursing practice. In ones own practice of nursing, the tricky part of nursing process is the nursing assessment. Nursing assessment may be defined as the systematic and continuous collection and analysis of information about patients (Rosdahl Kowalski, 2007). It is difficult to confidently say that one has thoroughly assessed a patient. It is because one needs to consider a wide array of factors. There is also the burden to ensure that ones assessment is comprehensive in as much as it b ecomes the basis of nursing and medical interventions. In connection to this, competency in nursing comes when one is able to collect and distinguish which patient information is important and which can be discarded. The care of patients is dependent upon the competency of the nurse is assessing those signs and symptoms that are related to the patients medical condition. For the fourth domain, what is most relevant to ones practice are the need to establish and maintain therapeutic relationship with patients and the necessity to collaborate with other health care professionals in providing comprehensive nursing care (ANMC, 2006). As a nurse, building and sustaining a therapeutic relationship with patients is important. It is the initial step in obtaining patients trust and confidence. Dossey Keegan (2009) declare that it is an important part of nursing care. In an effective therapeutic relationship, patients feel the genuine support of nurses while the nurses feel a certain degree of satisfaction in his or her role (Dossey Keegan, 2009). Initiating a therapeutic relationship with patients is in compliance the ANMC (2006) requirement of undertaking assessments which are sensitive to the needs of individuals or groups. Competency standards in this domain includes that a nurse has the ability to address the physiological, psychological, physical, emot ional and spiritual needs of patients and significant others as well as to optimize the physical and non-physical environment ( Dunn, Lawson Robertson, 2000). A competent nurse always begins his or her interventions by establishing a therapeutic relationship with patients that will increase efficacy of succeeding interventions. The ANF competency standards consist of 3 domains namely conceptualises practice, adapts practice and leads practice (ANF, 2005). As an experienced practitioner, one can meet these competency standards by reflecting on ones own experiences and placing these experiences in correct perspective for future reference. One can learn how to better provide nursing care for a particular scenario by reflecting on previous experiences that are similar to the one currently confronted with. What is required in order to meet the competency standards contained within the first domain is self-reflection. Self-reflection activities are an essential component of expert nursing practice (Dossey Keegan, 2009). This self-reflection; however, must be coupled with formal continuing development or education plus implementation of researches of relevant issues in nursing practice. This is because of the fact that this domain requires use the best available evidence and health and/or nursing models (ANF, 200 5). Research in nursing will help in identifying evidence-based nursing practice (Polit Beck, 2004). For the second domain, one can satisfy the competency standards contained within by being dynamic in finding out possible reliable sources that will support a particular method of rendering nursing care. This is because the second domain directs nurses to draw on a wide repertoire of knowledge and processes to tailor nursing practice in complex and challenging clinical situations (ANF, 2005). Furthermore, as an experienced practitioner, one needs to further upgrade ones technical skills in handling subordinates if any and in abiding by institution policies more strictly. One must also develop how to predict possible scenarios which may result from interventions implemented. The third domain of the ANF competency standards relates the concept of promoting and improving nursing practice through leadership. Definitely, as an experienced practitioner there have been many instances when one has asserted oneself as the leader of the group in order to smoothly direct patient care. For an experienced practitioner to successfully meet the third domain, one must hone ones leadership skills. Honing ones leadership skills does not necessarily mean that one should always act as the team leader. In becoming a leader one must also experience being a member and under the authority of another professionals leadership. The leadership often invoked in this domain is one that solicits active participation of the members. This implies a collaborative leader. Milstead Furlong (2006) state that a collaborative leader is what is most sought in todays health care system. Conclusion To sum up, true professional nursing competence requires accumulation of evidence based knowledge and skills. It also entails understanding cultural diversity and how it affects the kind of care that must be provided. Competence is also equated with genuine care. The ANMC competency standards are crucial in directing the way nurses must think and act. In the same light, the ANF competency standards help experienced nurses to become even better. These competency standards may be idealistic but it is certainly realistic and attainable if only nurses give more of their time reflecting on their own practice and in trying to assimilate through actions these competency standards.

John D. Rockefeller: Turning Obsessive-Compulsive Disorder Into Success :: Biography Biographies Essays

John D. Rockefeller: Turning Obsessive-Compulsive Disorder Into Success John D. Rockefeller, the Standard Oil magnate who, by the time of his death in 1937, was probably worth close to a billion dollars, is perhaps one of the best historical examples of an obsessive-compulsive. An obsessive-compulsive is one who is driven to an act or acts, generally being asocial. By his own fixations and by nature of his peculiar psyche he must balance these actions with others more socially acceptable. There are abundant examples of Rockefeller's deeds fitting these clinical characteristics, and John D. Rockefeller is today generally regarded as an obsessive-compulsive. The roots of this disorder are traceable back to his childhood. While much of Rockefeller's business history remains a mystery today, it is apparent that much of his success is attributable to his obsessive-compulsive disorder. Franz Alexander and Louis B. Shapiro's description of the obsessive- compulsive disorder from their book Neuroses, Behavior Disorders, and Perversions0 is a frequently used summary of the commonly agreed-upon characteristics. It states: "Full blown cases of obsessive-compulsive states present a dynamic equilibrium in which obsessive preoccupation with ego-alien fantasies... are precariously balanced by rituals representing an exaggeration of social standards, such as cleanliness, punctuality, consideration for others. The dynamic formula is similar to bookkeeping in which on the one side of ledger are the asocial tendencies which the patient tries to balance precisely on the other side with moralistic and social attitudes... Every asocial move must be undone by an opposing one..." The term "ego-alien" refers to thoughts, emotions or material which are consciously detestable to the patient (though not he may not necessarily be conscious of the reason). This summary is important, and we will return to it later. Rockefeller was born in 1839 and raised in a troubled, then broken, home. His father, who sold quack "quick-heal" ailment medicines, was often away for months at a time. Rockefeller was raised essentially by his mother. Eventually his father consummated a bigamous marriage with a teenage Canadian and left Rockefeller and his mother and siblings. At an early age, it became apparent that young John was not quite like the other children. For instance, he adamantly refused to play with other children unless he could choose the game. In almost every description of him as a child, he is often described as "thinking". He married Laura Celestia Spelman, a girl who was strikingly similar to his mother, which is never a good sign; and when he decided to go into business, he borrowed $1000 from his father- at ten percent interest.

magellan :: essays research papers

In 1517 Ferdinand Magellan proposed to King Charles I of Spain for a fully funded expedition to find a western sea route to the Molaccan Islands. If Magellan could find an easy way through or around South America it would enable the Spanish to set up a profitable trade route with the Molaccans, known for its abundance of spices. On May 22,1518 King Charles I granted Magellan enough money to buy five ships. Over 250 men were divided up amongst the Trinidad, the San Antonio, the Conception, the Victoria, and the Santiago. The ships set sail on their journey on September 20, 1519 from a port in Sanlucar de Barrameda, Spain. The ships sailed south along the coast of Africa until they reached the equator. They then turned to head across the Atlantic Ocean toward northern Brazil. They reached South America at a city in Brazil called Recife. The fleet continued down the coast in search of a passageway through South America. Trades were made in Rio de Janeiro with Native Americans in December. Port San Julian in Argentina gave the crew winter shelter for five months. Shortly after resuming voyage, one of the ships was driven to shore and lost exploring an inlet. Just south of the 50th parallel, near Rio Santa Cruz, Magellan sent two of his four remaining ships to explore a large inlet. The ships returned two days later responding that they had been to three bays through narrow passages. Against advice, Magellan set out to sail through the strait. One of the ships gave up and set out to return to Spain. On November 28, 1520 Magellan’s fleet of the three remaining ships exited the strait into another ocean. The strait Magellan and his crew used is now called The Strait of Magellan. The new ocean was named the Pacific Ocean because it was very calm. This ocean had much more favorable weather than the last but was much larger than expected. The crew ran out of food shortly. Soon they ate the leather rope guards. Desperate to survive, the sailors ate sawdust and rats for 98 days. Many died of scurvy and malnutrition. Finally a small island in the west pacific was sighted. The ships stopped for food and to regain health. Magellan then sailed to Mindanao in the Philippines and on to Cebu Island. Although Spain did not immediately recognize the importance of the Philippines, they had become the greatest Spanish trading center in the East.

Supporting Babies

Emotional Soft teddy's Helps to comfort babies when they are sad Intellectual painting Helps children feel different textures and materials. It allows them to use their imagination to create pictures. Language Reading books Helps babies learn new words, sounds and socialism with people. Please remember a baby is Birth to 15 months old How a babies individual needs and interests can be supported through play. Babies play can be supported by giving the right equipment and activities for their age group. E. G. Hand/finger painting, building blocks, play mats, colorful picture books, rattles and nursery rhymes.Talk to the babies about their activities colors of pictures, shapes, textures and ask questions (even if they not understand) to show them that you're interested. Give babies eye contact to show them you are responding to them. Join in and talk to them. Encourage babies to say familiar words, listen to different sounds, explore different things and support their needs. Some babies may need more support than others due to a disability. Praise is very important because it helps their self-esteem and confidence.Play mats and mobiles which are great for children to reach out to and play with the toys there. Encourage babies to explore with different toys by putting interesting things beside them e. G. Soft materials, toys with lights and sounds, crinkle paper so they can feel different textures. Sing nursery rhythms to babies so they can copy the actions and facial expressions. Provide activities such as hand/sponge painting, playing with balls, building blocks and baby walkers. It stimulates creativity and imagination.These activities are good for developing their fine/gross motor skills and learning other new skills e. G. colors, textures, counting and helping babies to learn to walk. With any activity your baby does join in with them, talk to them, make it interesting and fun and always praise them. Babies learn by exploring with their hands, feet and mouth. They bang, throw, drop, shake and put items in their mouths. Babies are very alert, they follow adults with their eyes and head. Talk to babies about family members and names of family so they can recognize words and who family members are.Provide colorful books with lots of pictures and touchy-feely books this gives babies tactile experiences which leads to brain development. Point and talk about the pictures in the books. Ask them questions about the book e. G. What color is the sky. Get them involved let them turn pages of the book. Make Sure you give the baby lots of praise and encouragement. La engage Babies enjoy finding their nose, eyes or tummy as part as a naming game. You can place mirrors to see their own reflection and talk with them about what they see. Babies express their feelings and needs by crying, gurgling and babbling.When babies try to say words repeat it back to the baby and encourage them to say more. Singing nursery rhymes with babies is a great help for them to recognize words, learn new words and actions. This helps them to develop their language skills. Use sounds in play e. G. Brim for a car. Also use actions to support your words e. G. Waving your hand when you say bye bye. Give the baby praise by clapping and using facial expressions. Give he baby your full attention as this gives them confidence to talk more and communicate with others and they feel happy and proud they have learnt something new.Babies are just starting to learn to recognize and manage their feelings. Babies experience a wide range of emotions such as affection, frustration, fear and sadness. Babies have tantrums when they are tired we can help to control their emotional expressions by giving the baby a teddy bear or another comfort object when upset so the baby can calm down. Listening and comforting babies to their needs helps the babies feel secure. The baby miles and giggles when they want more of something or turn their heads shut their eyes when they want l ess of something.Social Babies are aware of others. They build good relationships with people that are close to them. By giving your baby lots of love and attending to their needs you establish a bond with your baby, which allows them to grow in a comfortable, confident and socially healthy atmosphere. Encourage babies to interact with others put out activities that other babies can get involved in e. G. Ball pool, sand and water and painting this helps babies build their confidence and self-esteem to play with others..