One to one communication interaction Essay Example for Free

One to one communication interaction Essay In this activity, I will be carrying out two interactions, one with an individual and one with a group of service users. For my individual interaction I have chosen to work with a service user from my workplace. I am a social tutor working with deaf and blind adults. I will take an activity with a group of young children in a local school for my group interaction. After these interactions have taken place, I will look at and discuss the types of communication skills shown, and I will also describe the interpersonal interaction that occurred. Communication with other people involves a process that most of us take for granted. We need to pass information using a form of code from one individual to another. A code is a communication system, which contains elements, which all individuals will understand. This could be verbal, non-verbal i.e. body language, Braille, sign language, writing, pictures or even music to convey a message (CCMS, 2006). We need to express our thoughts to another person using methods of communication. The other person thinks about our communication and responds. We then check the response, whether the communication has been correctly interpreted, and if not we need to clarify our communication. Gerard Egan (1986) states that the goal of listening is understanding. (Moonie, 2005) see more:describe the impact the behaviours of carers and others may have on an individual with dementia I had chosen to work with a male service user, a resident at my workplace. I will refer to this service user as Mr A throughout this report, to protect his identity. This is important, as confidentiality is a basic human right. Law protects confidentiality through the Data Protection Act 1988, and the Freedom of Information Act 2000. Maintaining confidentiality also forms part of the Care Standards Act 2000, and staff in health and social care are expected to work within the boundaries of confidentiality. Before I undertook my individual interaction, I gave some thought to how I could get as much conversation as possible. Mr A has very limited sight and good hearing. He has a pair of glasses but does not like to wear them. He also has learning disabilities, which makes his ability to respond verbally quite difficult. As I know Mr A well, I will use informal conversation, also a formal interview would not be appropriate due to Mr As conversational skills. Informal is defined as without ceremony or formality; relaxed and friendly. (Chambers, 2007) Taking this into account I thought of a few questions, which would be easy for him to respond to. I had open questions in my head, such as what are you doing today what would you like for breakfast and how was your evening. Using open questions, I hoped to encourage conversation and interaction between us. Closed questions, which only require a yes or no answer, would not be productive to this activity, however due to Mr As disabilities I may have to use closed questions at times. As I have worked with Mr A for two years, I already have a good relationship with him. Mr A requires a lot of support with his personal needs, but likes to be as independent as possible. Talking to other staff, reading Mr As care plan and observations I have made during the time I have worked with Mr A has allowed me to build up a good relationship with him, and knowledge of how he likes to communicate. I know when to offer support, and Mr A appears to like me. Mr A makes it quite clear when he is unhappy by shouting. On Tuesday 19th December 2006 at 9am I went to my workplace. The weather was dull and cold outside. Mr A was sat in his usual chair in the living room. He had his arms relaxed by his side, and one knee across the other. There was one other service user in the room, and the radio was on low. The radio is always on for Mr A; he likes to listen to either the radio or the television at all times. Another member of staff was also in the living room writing up paper work. The temperature was warm, the room was well lit but not too bright and the atmosphere was calm. Mr A appeared relaxed. My body language was relaxed, and I smiled and said good morning to Mr A, and he said yeah in response. He shuffled around in his chair at little as he spoke to me. I sat in a chair in close proximity to Mr A so that he would be able to hear me clearly above any background noise, and know where I was location to him as he has very limited sight. Mr A needs a lot of help with his needs, and he is comfortable with carers in his personal space. I sat relaxed, with my body turned towards Mr A, my arms leaning across my knees. I made sure I looked at Mr A so when I spoke to him he would know I was making as much eye contact as possible. Mr A does not make eye contact with anybody, he tends to look down towards his knees and occasionally look up towards the centre of the room. Although Mr A was not making eye contact with me, I felt it important to maintain contact, as I may be able to guess his thoughts and feelings by looking at his eyes. Mr A settled back into his chair and his body posture was relaxed. With my voice at a calm slow pitch I said who is it Mr A, Mr A said Sarah been on days too long. This is an affectionate term for Mr A. I responded with yes I think it is time I had a holiday and Mr A laughed and said its time you did. I laughed with Mr A to show I found his remark amusing. He shuffled around a little in his chair again. I continued to talk to Mr A in a varying tone to ensure my voice sent a friendly message. I asked Mr A how he was feeling today and he said yeah. I asked him if he was feeling poorly and he said didnt say that, so I asked him if he was feeling well. Mr A responded yeah. By maintaining eye contact and looking interested, I assured Mr A that I was actively listening. Mr As receptive language is very good however his expressive language is very limited. In order to find out something from Mr A I have to clarify what it is I want to know. By asking if he felt poorly or well first I knew from experience that Mr A would respond didnt say that to the wrong one. I paraphrased what I had asked, reflecting back on the question to ensure I had understood what Mr A was telling me. I touched Mr A on the arm and told him that I was pleased he felt well. I felt touch was appropriate in this instance, however I recognise that this is not always the case. I asked Mr A if he would like some breakfast, and he responded yeah. He got up from the chair and made his way to the dining table. Mr A is very good at finding his way around the house and does not like being guided. By not intervening until Mr A asks for help, I am empowering him. This gives Mr A a feeling of confidence and higher self esteem. He sat down in his usual place. I asked him if it was ok to put an apron on him, he responded yeah and lifted his arms up so I could tie the apron. It is important to offer choice to Mr A as this empowers him further. Mr A has muscle wastage in his right arm and has very little use of it. He eats well out of a specially designed bowl and a special spoon using his left hand. Mr A is unable to put cereal or milk into the bowl himself, or to spread toast or make drinks. He requires someone to do this for him. I asked Mr A what he would like for breakfast. Mr A responded not much. This is a typical response so I asked whether he would like Weetabix or Shreddies. This again ensured Mr A had a choice. Mr A answered Weetabix. Mr A will most often copy the last thing a person says, so I encourage his responses by saying the cereal he has every morning first. After Mr A had finished his Weetabix I asked him if he would like any toast and he said yeah. I then asked Mr A if he would like marmite on his toast. Mr A responded didnt say that and shuffled around in his chair, indicating to me that he was not very happy. His body language became defensive as he turned away from me. With my voice at a calm slow pitch I asked Mr A if he would like jam on his toast (which he always has) and Mr A said yeah. I used this tone of voice to calm the situation. Mr A then relaxed and turned back towards the sound of my voice. The questions used at this point were closed because I know that Mr A has little expressive language so at times this is unavoidable. I thought I would offer Mr A a drink at this point so I asked him what he would like to drink. Mr A answered tea, so I went and made him a cup of tea. After he had finished the tea he stood up and made his way to the kitchen with his cup. He removed his apron and held it out to me. I asked Mr A what he wanted me to do with the apron and he responded rubbish so I took the apron and threw it in the bin. Mr A then made his way back to his chair in the lounge. He sat down and crossed his legs, tapping his foot to the song on the radio. I sat back down in the chair close to Mr A, again with my body posture relaxed. I asked Mr A if I could turn off the radio and talk. Mr As muscle tone became rigid and he started shouting thats stupid over and over again. I waited a moment until he calmed down and stopped shouting, and then, using a calm, quiet tone of voice, I said we can talk with the radio on low and Mr A responded yeah. I asked Mr A what he had done yesterday evening. Mr A did not respond, so I waited a few moments before I asked if he had been busy yesterday after tea. Mr A said not much. I asked him I if he had been out and he said no. I asked him if he had listened to the TV or the radio, Mr A answered TV times which means he listened to the TV. Mr A was shuffling gently in his chair as he spoke to me and he seemed very relaxed. He uncrossed his legs and crossed them the other way so he was facing towards me even more. I was still sat in the same relaxed position, with my arms resting on my knees, turned towards Mr A as much as possible. I asked Mr A what he would be doing today, again Mr A responded not much. I asked him if he was going out and he said dont know about it, I said to Mr A that he would have to think about it and see how he felt later. I told Mr A that I was going to put my feet up for the rest of the day and do no work. Mr A laughed at me and said she does that sometimes! I asked Mr A if he had enjoyed talking to me this morning and he answered yeah. I touched Mr A on the arm again and said goodbye. Mr A responded Yeah and continued to tap his foot. I felt the interaction went very well. Mr A responded very well in conversation, and I feel that was due to the factors involved. The location was quiet, warm and calm. Mr A was seated in an environment he is very comfortable with. Mr A appeared comfortable with the proximity, that is, the fact I have to be very close to him, in his personal space. This is due to his personal difficulties, and his need for support with a lot of his personal needs. As he is quite an elderly gentleman, he has relied on carers being very close to him and helping him do things his whole life and seems very comfortable with this. If the support offered to Mr A is more than he wishes for, he quickly becomes very angry. At no time did Mr A appear to be unhappy with the support I gave him. During the interaction, Mr A was not able to see my body language due to his visual disability, however I sat close to him and faced him at all times so he would be aware that I was listening fully. Mr As body language was good throughout most of the interaction, he leant towards me and his muscle tone was relaxed. My body language was relaxed throughout the interaction, both when seated and when assisting Mr A with his breakfast. Mr A does not use hand gestures when he speaks, mostly due to his muscle wastage in his right arm. At one point when I asked him if he would like marmite on his toast, he exhibited a little negative body language by turning away from me. When I suggested turning off the radio Mr As muscle tone became very rigid and he shouted at me. This was an indicator that Mr A was very unhappy with the suggestion and wanted the radio left on. The radio was turned down low and did not hamper the conversation in any way as we could clearly hear each other. My conversation with Mr A was informal. This is because I know Mr A very well so do not need to speak to him in a formal manner. I gave Mr A appropriate lengths of time to respond to my questions, and I listened carefully to his answers. By giving Mr A time to respond to my questions, I ensured that he had time to think about what I was asking, and formulate the correct response. I followed up by responding to his answers with appropriate further conversation. At one point I had to clarify a question by changing it from asking what he had done yesterday evening to if he had been busy yesterday after tea. By asking the question in a different way I was checking that Mr A had fully understand what information I required from him. This in turn encouraged Mr A to respond when maybe he did not wish to, or maybe did not understand the question. Mr A is a person who likes to be as independent as possible. He appreciates when I understand his needs and what he is trying to tell me. Throughout my interaction with Mr A I used empathy at all times. Empathy is a persons awareness of the emotional state of another person and their ability to share an experience with them (Richards, 2003, p.121). I was aware of Mr As emotional state and my ability to build an understanding. On two occasions I touched Mr As arm briefly to show friendliness and compassion. I feel Mr A was very responsive to our interaction and I was very happy with how it went. I think that given Mr As verbal disabilities I engaged him in a good conversation, listened well and used correct techniques to aid this. I also provided him with the correct amount of support during his breakfast. The other staff member present in the room was my deputy manager. I asked her to complete a witness statement for my to say I had completed an interaction with Mr A. She agreed to this. I also asked her for feedback on the techniques I had used, and how she felt the interaction went. She told me that I had engaged Mr A well. When Mr A is listening to the radio he doesnt always want to talk. He responded that he was happy to talk to me with the radio turned down low. She said Mr A appeared very relaxed and seemed to enjoy talking to me. He was also happy to go to the dining table and let me assist him in getting some breakfast. When asked, Mr A said he had enjoyed talking to me. He also appeared to be happy with the support I offered him when getting his breakfast. As he can become angry quite easily when offered too much support, I also felt this was good feedback.

The Character of Shakespeares Macbeth Essay -- GCSE English Literatur

Macbeth:   A Question of Character       The play Macbeth, by William Shakespeare, is a portrait of one man, Macbeth, showing how he changes. Although we are presented with his deterioration from good to evil, we can see his human side throughout the play, which makes it a tragedy. It is the shortest of Shakespeare’s tragedies, and has a very fast pace. Once Macbeth’s ambition has ‘set the ball rolling’, events happen quickly in the play as it gathers momentum. The themes of Macbeth are ambition, effects of evil, and violence, shown mainly by the language of the play, as in Shakespeare’s time plays were performed in daylight with very few props. Ambition is something that everyone can identify with, and Macbeth is a compelling study of how ambition can destroy a person, so the audience is interested in Macbeth’s character.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Our first impression of Macbeth is of a heroic, famous, popular man who is well liked by the king - Duncan refers to Macbeth as ‘noble Macbeth’.(Act 1 Scene 2 L67) Macbeth is tempted by two sources of external evil - the witches and his wife. However, he was already ambitious, and the women only magnified this by making his ambitions seem like they could be reality. The war hero becomes a murderer and then dies a shameful and violent death. Shakespeare creates an atmosphere of evil and darkness mainly through his language, although scenes containing violent actions or the witches are often played in darkness. Shakespeare uses poetry (verse) as opposed to prose, as poetry often contains more metaphors and imagery, which he uses to create a feeling of darkness and evil. The language gives an insight into the character of Macbeth - we see his ruthlessness and cruelty, but also fear, doubt and som... ...ess, 1995.   Page Cooper, The Mystery of Witchcraft, London, 1617. Epstein, Norrie, The Friendly Shakepeare, New York, Viking Publishing, 1993. Harbage, Alfred, Macbeth, Middlesex England, Penguin Publishing, 1956. Magill, Masterplots- Volume 6, New Jersey, Salem Press, 1949. Staunten, Howard, The Complet Illustrated Shakespeare, New York, Park Lane Publishing, 1979. Gove, Philip Babcock. Webster’s Third International Dictionary.   Springfield, Mass: G. & C. Merriam, 1967    Johnson, Samuel.   The Plays of William Shakespeare.   London: J & R Tonson, 1788    Jorgensen, Paul A.   Our Naked Frailties.   Los Angeles: U of CA, 1971.    Shakespeare, William. Macbeth. New York: Penguin Books, 1987.    Van Doren, Mark.   Shakespeare. NY: Doubleday, 1939.    Watkins, Ronald.   The Theology of Macbeth.   Oxford: Oxford University, 1964.   

Night Mother Essay

The play â€Å"Night, Mother† addresses the human condition and how character human depth influences the way readers understand drama. The invisible characters play a large part on how the two main character’s act, and how it influences their dialogue. The father, the son of Jessie, and her ex-husband are mentioned throughout the play, and they set up the dynamic of the story, physically and emotionally. Exploring their human depth and their importance throughout the play helps the reader of the story understand theater and the drama. The father plays a large part in the play Night Mother. In the play, Jessie asks for her father’s gun. She then eventually tells her mother she is going to kill herself with it. In the play, you can tell her and her father are very close. I feel as though Jessie will only use her father’s gun because it’s as if her father is killing her. Cleaning the gun in front of her mother shows that she is making the point that she wants to kill herself. , when she could have just put it on the table or quietly went to her room with it. Throughout the play, you can barely tell the Jessie is completely serious about giving up her life. She stays so placid and calm as she tells her mother, who is in denial at first, but soon realizes as Jessie is making lists of things she will soon have to do on her own, that her daughter is completely serious. They talk about things Jessie has never been good at, like being a mother, a good wife, or having any real skills because of her battle with epilepsy. Ben Brantley from the New York Times states, â€Å"Yet anger and score-settling satisfaction flicker betrayingly across her stark features as she itemizes the long list of minuses that make up her life: her ailures as a wife and mother, her epilepsy, her lack of professional skills, the death of the father who appears to have been the only person she truly loved. † (Brantley) This quotation states that in the play, Jessie has already lost the people she has loved most already in her life. She lost her father, her son is a delinquent and her ex-husband left her because she was incapable of doing many things due to her disease. It sets a very sad tone as the play goes on. Even though Jessie seems to care a lot about her mother, since she has been taking care of her for many years, you can sort of see the bit of hostility throughout the play. Jessie blames her mother for many things that went wrong in her life. Jessie feels as though her mother never loved her father, and her father had the same seizures as she did, which her mother hid from her all along. According to Leah D Frank from the New York Times, â€Å"Next, Jessie and Thelma talk about Jessie’s ex-husband, who Thelma conspired to introduce to Jessie. During the marriage, Jessie fell off a horse, and the accident was thought to have led to her seizure disorder. But one of the truths that has come out was that Jessie began having seizures as a child, but Thelma covered it up. It was something she didn’t want to think about, so she found a way to simply go on. † (Frank) This quote explains that Thelma has been hiding so many things from Jessie, because she thought she was protecting her, but in reality it was really hurting Jessie in the long run. Thelma didn’t like to think about things, she would rather them just go on. But in the end, this really hurt Jessie because when she ‘developed’ her epilepsy, her husband left her. If she knew she had epilepsy beforehand, she wouldn’t of had a failed marriage on her head, and a delinquent son.

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Evaluation of to Kill a Mockingbird Essay - 1549 Words

The grown up Scout, narrates her retrospective story of one life changing summer, as seen through her eyes, as a six-year-old tomboy. Scout (Mary Badham), her brother Jem, and their summer time friend, Dill, spend their days gallivanting through town, playing with tires as toys, telling exaggerated stories, and challenging each other to approach the dilapidated and gloomy house of the neighborhood â€Å"bogeyman†, a recluse named Boo Radley (Robert Duval), who was rumored to be a vicious and scary creature. The focus on Boo is quickly overshadowed when Scouts widowed Father, lawyer Atticus Finch (Gregory Peck), takes the insurmountable case, of a black man accused of raping a white woman. In a time before desegregation was even a thought, black†¦show more content†¦While, it is true that the children are not interviewed for their opinion on life and are not outwardly expressive of their thoughts, it is no mystery as to how they felt through each life-changing event. T he sentimental and thought-provoking story begins by establishing the nucleus of the film, the Finch Family, lead by the father Atticus Finch, who is the quintessential father, strong, honest, intuitive, and spoke with wisdom; whose character was consistently imparted to his children through small teachings on life as it unfolds. One such example shows Atticus hugging Scout as they swing back and forth on the front porch, He tells her, You never really understand a person until you consider things from his point of view, until you climb into his skin and walk around in it. In another scene after being teased at school for her father defending a Negro, Scout questions her father as to why he chose to take the case. He states that if he didnt he would be unable to hold his head up high, or even tell his children what to do anymore. Given the standard of that day, Atticus was risking his reputation and even the safety of his children by defending a black man. These phenomenal displays of impeccable character are so rare that it causes the credibility of the role to come into question; Atticus, at times seems too stoic to beShow MoreRelatedEssay about Getting Kids Excited About Reading Literature770 Words   |  4 Pagesreading the same book, evaluation, projects and exercises can be varied to ensure students feel as though they are making decisions for themselves. If these concepts are applied to the novel To Kill a Mockingbird, its value and relevance can still be clearly seen. Since getting a student excited about the text key to them reading and understanding it, relating the events and characters of the novel to those students is the first step. The overriding theme in Mockingbird is the idea that bothRead MoreTheme Of Nature In To Kill A Mockingbird1394 Words   |  6 PagesOften times, nature and the organic things of life come together to form a representation or symbolic message to life. 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Sociolinguistics Project Essay Example For Students

Sociolinguistics Project Essay I recently went home to Alaska for a weekend and decided that it was time I learn how to snowboard, so off I headed to the closest resort to try my luck freeriding the powder (snowboarding on freshly fallen snow just for fun). In a small ski town in Girdwood, Alaska, two hundred young adults were gathered in a confined day lodge at the Alyeska Ski Resort. The air had the foul odor of wet, moldy shoes and my arms and legs still ached from my first attempt to make a run (to go down the course). As I tried to weave my way through the disarrayed chairs, tables, and groups of mingling teenagers, I realized that I could not understand anything they were saying to each other. I quickly found my friend, Adam, and asked him why everyone was talking in a way that I did not understand. The words they used sounded like street-slang sometimes, and at other times, were of such technicality that I could not even guess the meanings. Not only did I want to find out what they were talking about, I also wanted to discover where this jargon came from, what purpose it serves, and if snowboarders are labeled negatively because of it. Adam is nineteen-years-old and has been riding for four-years and fills every spare second of his life sleeping, breathing, and sweating snowboarding. He grew up in Alaska and we have known one another for many years, although we have never been really close friends because throughout high school, we belonged to two different groups. Adam participates in many different, local big-air snowboarding competitions, where he gets judged on how well he can do certain tricks off of jumps. If he does well, then he pulled (executed, did) a flick, sometimes hell even tweak the tricks a little to add more style to them. Adam says that living in Alaska gives him a great opportunity to participate in these events, but for now, snowboarding is just a hobby that fills the cold, short, winter days. He does not try to be a part of the snowboarding sub-culture, he has just naturally become one of its members. Despite the growing number of teenagers that are adding to this past time, Adam and his friends still remain part of a minority in their schools because many people fail to see snowboarding as a true sport. This is one aspect that Adam doesnt like about riding and because of this, they cannot have any real future in it. As Adam put it, We cant get a free ride to ride. There are no scholarships to college, no high school pep rallies, and unless they become good enough to become sponsored by a professional snowboarding company, there are no job opportunities. The only explanation Adam can think of for this is that snowboarders are often labeled as drug-users just as their brother sub-culture, skateboarding, was previously seen in the same way because they often act in similarly. Many of the words that snowboarders use are either named after tricks also seen in skateboarding, such as rail slide and nose bonk, or they are named after people who invent the tricks, such as the Lien Air, named after skateboarder Neil Blender, or the Palmer Air, named after snowboarder Shaun Palmer. Other words or phrases that snowboarders use for things besides just tricks usually incorporate popular slang terms being used by many different groups and the riders own creativity. Many snowboarders watch the same snowboarding videos, and subscribe to the same snowboarding magazines, therefore certain words such as hella, mad, ride, and bust are heard no matter where one goes. Sometimes, a certain phrase in an area will catch on solely because a group of riders will faithfully spread their word around. Adam claims that he was the first in his group to say, for schweez, meaning for sure.I found that upon interviewing him, much of what I learned about the language that he used did not only come from the questions I asked him, but also came from just being around him and his friends and our day of hittin the slopes. After I asked him to explain the snowboarding language to me, he just laughed and convinced me to take the tram up to the top of mountain with him, even though I was far too inexperienced to be riding the top. Dont worry about it girly, just chill and scope our mad steez. Trusting my better judgment, I decided I had better find out what he meant by that before agreeing. He quickly explained to me that if I was to go scope his mad steez, that would mean that Id be watching his friends and him doing a lot technical tricks and jumps, like sticking a sick rodeo seven (720 Air Rotation) or if they do that same trick riding backwards, than they would be riding switch and busting a hakkon flip. If they decide to rotate frontward while they are in the air, then they would be doing the trick frontside, and if they really want to drop a hammer, theyll do they trick inverted, so that they are upside down, or maybe goofy footed, so their riding the snowboard with their right foot forward. As I glanced over my notepad and saw the different words for tricks, I realized just how difficult it would be for my inexperienced eyes to tell the difference between all of them. The Killing Of Mudeye Essay This is definitely beat for you, Jennifer. Dont trip though, well just take our boards off and walk down if you want to. As Adam, his friends, and I made our way down the rocky pass, I realized that on any other day, they would probably be stoked to get a chance to bust some tricks off the rocks, so I felt a little bad that I was keeping them from their fun. Adam was offended that I would even think that they did not have manners, Whats up? Do you think that just because were snowboarders, we arent polite? Just because we dont talk in proper grammar, doesnt mean we arent proper guys. I was quick to agree, but after going over his statement for a while I wondered if others would think the same way. Does speech and word use influence the way society views a group of people? Of course. This can be seen in other sub-cultures such as people in the south talking slow or with a drawl, therefore there are sometimes viewed as lazy or dim-witted or African-American ethnic groups talking in ebonics, therefore they are sometimes thought of as less intelligent. Both of these ethnocentric views are from the truth, yet many people still hold these prejudices, and just as those sub-cultures, it is not any different from viewing snowboarders as druggies or delinquents just because they might use funny sounding words and phrases that other people have not heard before. So even though one might hear a boarder say, In the sticks we bombed the backcountry booter and bombshelled the landing in the cherry cherry pow pow, it doesnt mean they went to the country and did drugs. 1. How long have you been snowboarding?2. Have you realized that snowboarders often have their own lingo? If so, do you and your friends talk alike?3. Why do you think this type of jargon came into being (just for fun/creativity, or purposeful)?4. Has snowboarding been influence by other sub-cultures?5. Do you have any future plans for snowboarding?6. What do you like most or least about it?7. Do you think other people judge you because of how you talk?8.Do you ever confuse the different names of tricks with each other?1. Freeriding the Powder- snowboarding on freshly fallen snow just for fun4. Riding- snowboarding or rider (snowboarder)6. Pulled- executed, did. Also, see bust8. Tweak- to straighten legs to add style to a trick9. Rail Slide- to slide the rails of the snowboard onto almost anything, other than a flat slope10. Nose Bonk- to hit an object with the nose of the snowboard11. Lien Air The front hand grabs the heel edge and the body leans out over the nose. Named after skateboarder Neil Blender. 12. Palmer Air A kind of method where the grab is near the nose, the board is pulled across the front of the body, and the nose is pointed downward. Named after Shaun Palmer.17. Hittin the slopes- snowboarding down the course19. Scope our mad steez- watching technical jumps and tricks 20. Stick- used to describe making a good landing21. 720 Air Rotation (a.k. a. seven)- The snowboarder rotates 720 degrees in the air and lands riding forward. 25. Rodeo- an inverted frontside 54027. Drop the Hammer- perform your best tricks28. Inverted- doing a trick upside down29. Goofy Footed- riding with right foot forward30. Wack- something that is not good. 32. Session- a name for a period of time when one snowboards33. Carving- turning using the edges of the board34. Regular Footed- left foot forward37. Stoked- psyched, to be excited 38. Sketching- riding slowly, almost falling39. Rolling down the windows- being caught off balance and rotating arms in the air to not fall40. Railing- used to describe making fast and hard turns41. Corduroy- freshly groomed trail44. He went to Dudes House- phrase when someone crashed 46. Nose Grab Air- the front hand grabs the nose of the snowboard47. Boning it Out- making a trick look nicer, harder to do48. Crater- used to describe a crash 50. Chocolate-Chippety- rocky terrain51. Beat- used to describe something that is not good53.In the sticks we bombed the backcountry booter and bombshelled the landing in the cherry cherry pow pow- jumped a big jump and left a big crater in the landing in the powderBibliography: