The Hunters: Moonsong Chapter Thirty-Two

Evening glow shone in the window, iluminating a long area of Elena's bed. Meredith had thrashed around for some time, however now Elena could hear her consistent relaxing. It was acceptable that Meredith was dozing. She was depleting herself: turning out to be continually, watch ing consistently, ensuring al her weapons were in prime condition, wild with disappointment that they couldn't locate any strong hints concerning the kil er's personality. Be that as it may, it was forlorn being the just one wakeful. Elena extended her legs under the sheets and flipped over her pil ow to lay her head on the cooler side. Branches tapped against the window, and Elena squirmed her shoulders against the sleeping pad, attempting to quiet her bustling brain. She wished Bonnie would get back home. The tapping on the window came back once more, on the other hand, sharp authoritative raps. Gradually, it unfolded on Elena, somewhat late, that there weren't any trees whose branches contacted that window. Heart beating, she stayed up with a wheeze. Eyes pitch dark looked in the window, skin as pale as the evening glow. It took Elena's mind a moment to begin working once more, yet then she was up and opening the window. He was so fast and effortless that when she shut the window and pivoted, Damon was situated on her bed, reclining on his elbows and looking absolute y calm. â€Å"Some vampire tracker she is,† he said cool y, investigating at Meredith as she made a delicate whuffling sound into her pil ow. His look, however, was practically friendly. â€Å"That's not fair,† Elena said. â€Å"She's exhausted.† â€Å"Someday her life may rely upon her remaining alarm in any event, when she's exhausted,† Damon said distinctly. â€Å"Okay, yet today isn't that day,† Elena said. â€Å"Leave Meredith alone and tel me what you've gotten some answers concerning Zander.† Sitting down leg over leg on the bed close to him, she inclined forward to give Damon her ful consideration. Damon grasped her hand, gradually joining his fingers with hers. â€Å"I haven't mastered anything definite,† he stated, â€Å"but I have suspicions.† â€Å"What do you mean?† Elena stated, diverted. Damon was stroking her arm softly with his other hand, quill contacts, and she understood he was watching her intently, holding on to check whether she would question. Deep down, she shrugged a bit. What did it make a difference, after al ? Stefan had left her; there was no explanation presently to drive Damon away. She looked over at Meredith, however the dim haired young lady was stil profoundly snoozing. Damon's dull eyes sparkled in the evening glow. He appeared to detect what she was thinking, since he inclined nearer to her on the bed, pul ing her cozily against him. â€Å"I need to examine a little more,† Damon said. â€Å"There's certainly something off about him and those young men he goes around with. They're unreasonably quick, for a certain something. Be that as it may, I don't believe Bonnie's in any quick danger.† Elena hardened in his arms. â€Å"What verification do you have of that?† she inquired. â€Å"And it's not simply Bonnie. In the event that anybody's in harm's way, they must be our top priority.† â€Å"I'l watch them, don't worry.† He laughed, a dry, close stable. â€Å"He and Bonnie are surely drawing near. She appears besotted.† Elena turned away from his cautious hands, feeling on edge. â€Å"If he could be perilous, if there's anything off about him the manner in which you state, we need to caution her about him. We can't simply sit by watching and sitting tight for him to accomplish something incorrectly. By at that point, it may be too late.† Damon pul ed her back to him, his hand level and consistent against her side. â€Å"You effectively took a stab at notice Bonnie, and that didn't work, did it? For what reason would she hear you out since she's invested more energy with him, holding with him, and nothing terrible's happened to her?† He shook his head. â€Å"It won't work, princess.† â€Å"I simply wish we could do something,† Elena said wretchedly. â€Å"If I had gotten a gander at the bodies,† Damon said keen y, â€Å"I may have a greater amount of a thought of what could be behind this. I guess breaking into the funeral home is out of the question?† Elena thought about this. â€Å"I think they've presumably discharged the bodies by now,† she said dicey y, â€Å"and I don't know where they'd take them next. Wait!† She sat upright. â€Å"The grounds security office would have something, wouldn't they? Records, or possibly photos of Christopher's and Samantha's bodies? The grounds officials were al over the wrongdoing scenes before the police got there.† â€Å"We can look at it tomorrow, certainly,† Damon said easygoing y. â€Å"If it wil cause you to feel better.† His voice and articulation were practically impartial, provokingly along these lines, and by and by, Elena felt the bizarre blend of want and bothering that Damon regularly started in her. She needed to push him away and pul him closer simultaneously. She had nearly chosen pushing him away when he went to glance her ful in the face. â€Å"My poor Elena,† he said in an alleviating mumble, his eyes flashing in the evening glow. He ran a delicate hand up her arm, shoulder, and neck, stopping tenderly against her facial structure. â€Å"You can't escape from the dim animals, can you, Elena? Regardless of how you attempt. Go to another spot, locate another monster.† He stroked her face with one finger. His words were practically deriding, however his voice was delicate and his eyes shone with feeling. Elena squeezed her cheek against his hand. Damon was exquisite and astute, and something in him addressed the dim, mystery part of her. She was unable to deny that she was attracted to him †that she'd generally been attracted to him, in any event, when they initially met and he terrified her. What's more, Elena had cherished him since that winter night when she got up as a vampire and he thought about her, secured her, and instructed her what she had to know. Stefan had left her. There was no motivation behind why she shouldn't do this. â€Å"I would prefer consistently not to escape from the dull animals, Damon,† she said. He was quiet for a second, his hand stroking her cheek automatical y, and afterward he kissed her. His lips resembled cool silk against hers, and Elena felt as though she had been meandering for a considerable length of time in a desert and had last y been given a virus drink of water. She kissed him harder, relinquishing his hand to twine her fingers through his delicate hair. Pul ing endlessly from her mouth, Damon kissed her neck tenderly, sitting tight for authorization. Elena dropped her head back to give him better access. She heard Damon's breath murmur through his teeth, and he investigated her eyes for a second, his face delicate and more open than she'd at any point seen it, before he brought down his face to her neck once more. The twin wasp stings of his teeth hurt for a second, and afterward she was sliding through murkiness, fol owing a strip of throbbing joy that drove her as the night progressed, drove her to Damon. She felt his bliss and marvel at having her in his arms without blame, without hold. Consequently she let him feel her bliss in him and her disarray over needing him and stil cherishing Stefan, her torment at Stefan's nonattendance. There was no blame, not presently, however there was an immense Stefan-molded gap in her heart, and she let Damon see it. It's OK, Elena, she felt from him, not exactly in words, however in an unshakable satisfaction, similar to the murmur of a feline. All I need is this.

The 8 Most Common Mistakes You Make on ACT English

The 8 Most Common Mistakes You Make on ACT English SAT/ACT Prep Online Guides and Tips In the course of recent years, I've guided many understudies on the ACT and seen them miss similar sorts of inquiries again and again. The ACT English segment extremely just tests a bunch of ideas, so it's anything but difficult to commit the equivalent careful error onthree or four questions-which truly harms your score. Try not to stress, however! I've thought of eightsimple principles you can follow to assist you with dodging the most widely recognized problemson the ACT English and consequently raise your score 1-2 focuses. Utilize my ACT English procedures and practice on a great deal of sensible inquiries, and you'll raise your English score. A great deal of basic errors rotate around going with the appropriate response that sounds right instead of the decision that adheres to the guidelines. To assist you with recognizing the distinction, I'llgo through the errors most understudies make arranged by frequencyand clarify how you can keep away from them: Staying away from NO CHANGE Not evacuating excess or insignificant words Insertingtoo numerous commas Erroneously interspersing autonomous conditions Stirring up it's and its Utilizing they rather than the individual Disregarding the inquiry Missing modifier mistakes Misstep #1: Assuming Every Underlined Portion Includes an Error NO CHANGE appears as though it must not be right, yet it's really right somewhat over 25% of the time. Don't naturally preclude decision An orF, and don't re-think yourself in the event that you have NO CHANGE as the response for various inquiries in succession. Rather, in the event that you can't discover a blunder and figure NO CHANGE may be the best decision, take a gander at the contrasts between the appropriate responses and attempt to decide whattypeof question it is. Are on the whole the appropriate responses action words? It's most likely an action word tense or subject-action word understanding inquiry. Does each answer have commas set in various areas? It's imaginable a comma question. (Remember, nonetheless, that a few inquiries test more than one idea.) When you comprehend what sort of inquiry it is, you can decide if the first form maintains a strategic distance from the mistake. Is the action word appropriately conjugated? The commas appropriately positioned? The secret to not being befuddled by NO CHANGE is treating it like some other answer. In the event that the best form of the underlined partition is the first one, at that point pick A. For more data on the recurrence of NO CHANGE, look at our full examination. Mistake#2: Leaving in Extra Words Relevanceand repetition are two of the least instinctive ideas on the ACT English area. Questions that test these subjects require you wipe out absolutely syntactically worthy expressions that frequently appear to include data. The way to seeing how to move toward these inquiries is perceiving that not all data is valuable. Investigate this model sentence: Each spring, I experience my yearly house keeping custom and clean my home. This sentence is impeccably syntactic and straightforward. Nonetheless, it rehashes certain thoughts unecessarily. Each spring is by definition yearly, so we needn't bother with the subsequent word. Besides, the custom is explicitlydescribed as house keeping, so and clean my house is repetitive. Each spring, I experience my house keeping custom. In the event that an answer rehashes something that is as of now been built up or includes data that isn't straightforwardly identified with the current point, it's most likely off-base. Have a go at taking the extra wordsout and check whether the sentence despite everything bodes well (both syntactically and consistently). Provided that this is true, select the appropriate response that leaves the pointless words. Try not to be hesitant to pick OMIT the underlined divide, in the event that you think the entry works without the entire underlined area. For a more top to bottom interpretation of excess inquiries, see our full post on the theme. Mix-up #3: Adding Unnecessary Commas Numerous understudies accept that you should put a comma wherever in a sentence where there's a delay, yet this methodology will bring about your missing a great deal of inquiries. Investigate the accompanying model: I know Callie believed that charging Jon, of taking the earphones, would admirable motivation more issues. These commas may appear to be right, however they're really superfluous. Despite the fact that this sentence is genuinely long, it doesn't require any commas whatsoever: I know Callie believed that blaming Jon for taking the earphones would admirable motivation more issues. Actually commas are just important in unmistakable circumstances. A decent dependable guideline is If all else fails, forget about it! In the event that comma questions are entangling you, our total manual for commas on the ACT can enable you to comprehend when you need them and when you don't. This is anything but an insightful disposition to take towards commas. Error #4: Connecting Independent Clauses Incorrectly One of the most well-known ACT English comma issues is known as a comma join, it happens when a comma is utilized to associate two free provisions (this sentence is a model!). There are four right approaches to associate two complete considerations: a period, a semicolon, a colon, and an organizing combination with a comma. How about we see some substitute variants of the sentence above: Inaccurate: One of the most well-known comma issues is known as a comma join it happens when a comma is utilized to associate two autonomous conditions. Off base: One of the most widely recognized comma issues is known as a comma graft and it happens when a comma is utilized to interface two autonomous statements. Right: One of the most well-known comma issues is known as a comma graft. It happens when a comma is utilized to interface two autonomous conditions. Right: One of the most well-known comma issues is known as a comma join; it happens when a comma is utilized to interface two autonomous statements. Right: One of the most widely recognized comma issues is known as a comma join: it happens when a comma is utilized to interface two free conditions. Right: One of the most well-known comma issues is known as a comma graft, and it happens when a comma is utilized to associate two free provisos. For more data on comma joins and different types of run-on sentences, investigate our top to bottom article. Misstep #5: Confusing It's, Its, and Its' The contrasts between can appear to be entangled, particularly on the off chance that you haven't considered them in some time, however they're entirely straight forward. Its, with no punctuation, is a possessivepronoun. It's comparable to his or her, which you'll see don't have punctuations either. It's, with a punctuation before the s, is a constriction of it is or it has. Contractions consistently must have a punctuation to supplant the dropped letter or letters. Its', with a punctuation after the s, is certainly not a genuine word. This development will show up as an answer on the ACT however it's never right. When attempting to decide if the word needs a punctuation, you ought to supplant it with it is (or it has, contingent upon setting) and check whether the sentence bodes well. Provided that this is true, it's is right. If not, its is. How about we go over a model: The feline stuck back its ears to show dismay. We know its' can't be right we simply need to decide if it ought to be it's or its. Let's module it is and check whether that bodes well: The feline stuck back it is ears to show disappointment. That adaptation doesn't bode well. Its is the right decision, since the pronoun is intended to show that the ears have a place with the feline: The feline stuck back its ears to show dismay. For more data on its versus it's and other punctuation issues, look at our post on accentuation. This deer might be befuddled, yet you don't need to be! Slip-up #6: Using They or Their as a Singular Pronoun At the point when we talk, we routinely utilize the plural pronouns they, their, and them to allude to people on dubious sexual orientation (for example the kid, the instructor, the inventor).In composed English, be that as it may, this utilization is viewed as a pronoun understanding mistake: the thing is particular, however the pronoun supplanting it is plural. Investigate this model sentence: Erroneous: At the finish of numerous fantasynovel, the hero must face their adversary in single battle. Correct:At the finish of manyfantasy books, the hero must face his or hernemesis in single battle. In spite of the fact that it might seemoverly entangled, the second form of the sentence effectively coordinates thing and pronoun. Pronoun understanding is oftentimes tried and can be precarious, so consider checkingout our total manual for pronoun concession to ACT English. Slip-up #7: Not Reading the Question Since a large portion of the inquiries on ACT English rotate just around underlined bits of the section, it’s simple to sparkle overquestions when they show up. Notwithstanding, similarly as with different areas of the ACT, it's critical to painstakingly peruse the inquiries and consider what they're posing. As a rule, the best sign of the appropriate response is in that spot in the inquiry. This ruleis particularly crucial toanswering questions that get some information about which variant of a sentence or expression is ideal. It tends to be enticing to just pick the appropriate response you think sounds best, yet this methodology will for the most part offer you an inappropriate response. Rather, look atwhat the inquiry is posing for, for example explicit subtleties or data that sets up a differentiation. The ACT English segment includesa entirely wide scope of inquiries that usethis design, so in case you're battling with these kinds of inquiries investigate a portion of our general exhortation on the ACT English inquiries and entries. Error #8: MisplacingModifiers Lost and dangling modifiers-illustrative words or expressions that are erroneously positioned in a sentence-are another sort of odd blunder that oftendoesn't appear to be off-base. In any case, the ACT incorporates them reasonably as often as possible, so remember this key standard: a modifier must be close to whatever it alters. Erroneous: While strolling, the banana strip stumbled me. Right: While strolling, I stumbled on the banana strip. Dangling modifiers (which, similar to the model above, are introductoryphrases that are isolated from the thing they're changing) are particularly dubious. Be on the looko

Cuban Missile Crisis

Cuban Missile Crisis Cuban Missile Crisis, 1962, major cold war confrontation between the United States and the Soviet Union. In response to the Bay of Pigs Invasion and other American actions against Cuba as well as to President Kennedy 's build-up in Italy and Turkey of U.S. strategic nuclear forces with first-strike capability aimed at the Soviet Union, the USSR increased its support of Fidel Castro 's Cuban regime. In the summer of 1962, Nikita Khrushchev secretly decided to install nuclear-armed ballistic missiles in Cuba. When U.S. reconnaissance flights revealed the clandestine construction of missile launching sites, President Kennedy publicly denounced (Oct. 22, 1962) the Soviet actions. He imposed a naval blockade on Cuba and declared that any missile launched from Cuba would warrant a full-scale retaliatory attack by the United States against the Soviet Union. On Oct. 24, Russian ships carrying missiles to Cuba turned back, and when Khrushchev agreed (Oct. 28) to withdraw the missiles and dismantle the missile sites, the crisis ended as suddenly as it had begun. The United States ended its blockade on Nov. 20, and by the end of the year the missiles and bombers were removed from Cuba. The United States, in return, pledged not to invade Cuba, and subsequently, in fulfillment of a secret agreement with Khrushchev, removed the ballistic missiles placed in Turkey. See E. R. May and P. D. Zeilkow, The Kennedy Tapes: Inside the White House During the Cuban Missile Crisis (1997); R. F. Kennedy, Thirteen Days (1969, repr. 1971); A. Chayes, The Cuban Missile Crisis (1974); R. Garthoff, Reflections on the Cuban Missile Crisis (1989); A. Fursenko and T. Naftali, One Hell of a Gamble (1997); M. Frankel, High Noon in the Cold War (2004); M. Dobbs, One Minute to Midnight (2008); S. M. Stern, The Cuban Missile Crisis in American Memory (2012). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved . See more Encyclopedia articles on: U.S. History

Mayans, Incas, And Aztecs Essay - 1586 Words

In 2012 everyone was convinced that the world was going to come to an end, there is one civilization that we can put the blame on, the Mayans. There were many myths and legends that come from the 3 major civilizations that we’ve all learned about; Mayans, Incas, and Aztecs. The Mayans, Incas, and Aztecs built great and legendary civilizations in Mexico, Central America, and South America and with understanding these three we get a better understanding of the early life in these places. The first of these three is the Maya civilization. Tracing back to the Mayans we go back approximately 3,000 years ago. They were centered in the lowlands Yucatan Peninsula where they lived in farming villages that is now what we call Guatemala. The Mayans set a high standard for pottery, architecture, mathematics, artwork, hieroglyphics, calendar making, and more... One of the most notable things they achieved were the many Mayan ruins, the Mayans built enormous and elaborate stone temples, stela, and other stone structures within their cities. It was unknown for some time how exactly they managed to quarry and move these large stones due to the fact at the time it was not known what tools they possessed or how they were transported because the Maya did not use the wheel. Many of the large structures in ancient Maya cities in Central America were constructed from limestone blocks. It was important to determine the process by which the Maya built these structures, and the effort put forth, inShow MoreRelatedMayans, Aztecs, And Incas Essay1540 Words   |  7 PagesThe Aztecs, Mayans, and Incas were civilizations that settled in Central and South America thousands of years ago. There are vastly similar to each other, but also very different. They each had their own ways of growing their civilizations into what they needed to be successful. They had their own cultures and ways of life, but the ideas of each of them similarly came together in one way or another. The Mayan civilization was located in Central America on the Yucatan peninsula and down into theRead MoreIncas Versus The Aztecs And Mayans Essay1315 Words   |  6 PagesIncas versus the Aztecs and Mayans The incas rose in 1438, they fell in 1533. They suffered the attacks of Spanish conquerors such as Spaniard Francisco Pizarro (1475-1541) and the spread of small box. At the peak of power the civilization extended 4,000 km (2,500 miles) and included 16 million people. They were extremely advanced, had an army, laws, roads, bridges, and tunnels. Inca’s were the most advanced civilization because of their government, agriculture, architecture and technology comparedRead MoreThe Decline Of The Mayan, Aztec, And Inca Empires837 Words   |  4 PagesThe Decline of the Mayan, Aztec, and Inca Empires From 250 A.D. to the late 1500’s A.D., three civilizations, the Mayans, the Aztecs, and the Incas controlled Central and South America. Their decline happened for many different reasons. The Spanish conquistadors was one of the most common and deadliest, due to their advanced weapons and diseases they brought. It seems that wherever the Spanish went, bad things always happened. Innocent people were killed for no reason, cities were massacred andRead MoreEssay about Mayan, Inca, and Aztec Civilizations788 Words   |  4 PagesMayan, Inca, and Aztec Civilizations The Mayan, Inca, and Aztec civilizations each originated from Latin America. The Mayans lived in southern and central Mexico, other Mayans lived in Central America in the present day countries of Belize, Guatemala, and ancient Honduras. The Incas lived along the long coastal strip, and in the high peaks and deep fertile valleys of the Andes Mountains, and along the edges of the tropical forest to the east; this would be the country of Peru, Ecuador, ChileRead MoreRoom 1 - The Magnificent Mayans1213 Words   |  5 PagesMagnificent Mayans Culture Artifact 1: Ceramic Bowl Picture/Source: Ceramic Bowl (Britannica 1) Description/Source: This artifact shows a ceramic bowl that was used by the Mayans in everyday life for pottery making and used in everyday art. Artifact 2: Ruins from a Mayan Temple Picture/Source: Ruins from a Mayan Temple (Britannica 1) Description/Source: The ruins from the temple show religion in Mayan culture because this is where the Mayans went as a place of worship. Artifact 3: Mayan SculptureRead MoreEconomy in Early American Civilizations: Maya, Aztecs and Inca865 Words   |  4 Pagessocieties were very similar. One of these societies, the Mayans, lived in southern Mexico and northern Central America from the 3rd to the 10th century CE, and they relied on the trade of goods such as obsidian and crops such as cacao beans. Another American civilization was the Aztec civilization. They were located in the Valley of Mexico around the 13th to 16th century CE, and they used slash-and-burn farming to plant crops to trade. The Inca Empire existed from the 13th to the 16th century CE alongRead MoreThe Aztecs Werelocated In Mexico, Built On A Series Of1180 Words   |  5 PagesThe aztecs were located in Mexico, Built on a series of islets in Lake Texcoco , and was divided in four cities. Itzcoatl successor Montezuma who took power in 1440 By the early 16th century founded in 1428. (found in the 13th century) Mexico-Tenochtitlan, commonly known as Tenochtitlan was a Mexica located on an island in Lake Texcoco, in the Valley of Mexico.Aztec Economy Trade and Currency. the aztec trade everything, it was really important to them they relied heavily on agriculture and farmingRead MoreIvilizations of the Americas: Mayan, Aztec, and Incan Civilizations786 Words   |  4 Pagesin 1539. The three most advanced civilizations were the Mayans, the Aztecs, and the Incas. All three civilizations made major accomplishments, all being added upon and used by other civilizations. For example, the Mayans had created a calendar with three hundred sixty-five and a quarter days. The Incas had created terrace farming to create better and a larger amount of crops. All of these civilizations have impacted the world today. Mayans developed a complex calendar with hieroglyphics as depictedRead MoreMayan, Aztec, Incan Dbq768 Words   |  4 PagesThe Mayan, Aztec, and Inca civilizations brought major accomplishments to the world today. These accomplishments established them as advanced societies during their time without the influence of Europe, Asia, and the Middle East. Some of these accomplishments ranged from agriculture to architecture and on to writing and trade. Such as, the Mayans with their agriculture system of chinampas and there monumental temple/pyramids, the Aztecs with their trading in the city of Tenochtitlan, and the IncasRead MoreDbq 9: Civilizations of the Americas1258 Words   |  6 PagesCivilizations of the Americas The Mayan, Aztec and Incan civilizations each contributed major accomplishments to the world today. These accomplishments established them as advanced societies during their time. The Incans built a large road system, devised a complex irrigation system and developed their own language. The Mayans constructed the largest structure known until modern times, made drastic accomplishments in mathematics, studied astronomy and formed a calendar. The Aztecs built well-organized cities

How to Help an Attention-Seeking Child in the Classroom

Its not uncommon for children in the classroom to do things to get your attention. Too much attention-seeking can be disruptive, causing trouble and creating distractions. The attention-seeking child will often interrupt a lesson by blurting something out. Their desire for attention is almost insatiable, so much so that the child often doesnt seem to care whether the attention they receive is positive or negative. In many cases, it doesnt even seem to matter how much attention you give them. The more you give, the more they seek. Causes of Attention-Seeking Behavior The attention-seeking child is in need of more attention than most. They seem to have something to prove and dont take as much pride intrinsically as they do extrinsically. This child may not have a sense of belonging. They may also suffer from low self-esteem, in which case they will need some help building their confidence. Sometimes, the attention-seeker is simply immature. If this is the case, adhere to the interventions below and the child will eventually outgrow their craving for attention. Interventions As a teacher, it is important to remain calm in the classroom even in the face of frustration. The attention-seeking child will always present challenges, and you must deal with them in an even-handed way. Remember that your ultimate goal is to help the child become confident and independent. When a childs attention-seeking becomes disruptive, sit down with them and explain that you have a number of children to work with each day. Provide them with a period of time that is just for them. Even a two-minute period before or after recess (a period where you can devote your attention exclusively to them) can be very helpful. When the child begs for attention, remind them of their scheduled time. If you stick with this strategy, you will find that it can be quite effective.Promote intrinsic motivation by asking the child to describe what they like about their work or how they performed. This is a great way to encourage self-reflection and help the child build confidence.Always commend the child on their improvement.During the childs special time, take time to boost their confidence by offering some inspiring words.Provide the child with responsibilities and a leadership role from time to time.Never forget that all children need to know that you care about them and that they ca n contribute in a positive way. It took the child a long time to become an extreme seeker of attention. Be patient and understand that it will take some time for them to unlearn this behavior.Remember that students, especially young students, dont always know what appropriate behavior is. Take time to teach them about appropriate interactions, responses, anger management, and other social skills. Use role-play and drama to help students understand other peoples feelings and perspectives.When you notice bullying, take the students involved aside and ask the bully to apologize directly to the victim. Hold students accountable for their harmful behavior.Have a zero-tolerance policy in place that is well understood.As much as possible, recognize and reward positive behavior.

Expected Pattern of Development from Birth to 19years Free Essays

Expected pattern of development from birth to 19years AgePhysicalCommunication and intellectualSocial,emotional and behavioural 0-3 monthsGross- waves arms and brings hands together over body. Fine-clasps and unclasps handsThrough crying and physical contact. Smiles back when they see a smiling face. We will write a custom essay sample on Expected Pattern of Development from Birth to 19years or any similar topic only for you Order Now . Babies may stop crying after they are picked up or by hearing a familiar voice. By 3 months they get excited when its time to feed 3-6 monthsGross-rolls over from back to front and moves head to watch others Fine-reaches for a toy and moves it from one hand to anotherEnjoys rhymes and action songs. Uses sounds to gain attention. Can laugh showing a range of feelings. Stops crying when talked to and reaches out to be held. 6-12 monthsGross-sits unsupported and likely to be mobile e. g. rolling or crawling. by 12 months may stand alone briefly. Fine-grasps objects with index finger and thumb. Starts to babble and enjoys looking at books. They also watch and copy adults. Is affectionate towards family and primary carers but discriminates between strangers and family. plays peek-a-boo. 1-2 yearsGross-may walk holding onto furniture, by 2 years will walk unaided. Fine-uses spoon to feed, can hold own cup and will start to scribble. Also read: Child Development Not Following Expected Pattern Waves bye-bye, fingers point to objects to draw attention to adults. Less babbling and more recognisable words e. g. â€Å"no†,†come†Cries when left with someone they don’t know. keen to explore as they become more confident. Also interested in other children but does not play cooperatively. 2-3yearsGross-uses sit and ride toys and able to run. At this stage they are able play on slides. Fine-draws circles and turns pages in books. Points to pictures of familiar objects and names them. Start to recognise shapes. Starting to use sentences or putting words together. Playing imaginatively e. g. on the home corner. Shows kindness Begins to understand anger and feelings. Gets frustrated when they don’t get what they want. Separation from carers remains an issue for some unless they know who they staying with. 3-4yearsGross-walks upstairs with alternate feet. Runs backwards and forwards. throws a ball. Fine-draws face with features washes and dries hands with help. Use language to say how they are feeling because speech is understandable most of the time. Can name some colours and can verbally count to 10. constantly asks questions. Listens attentively to age appropriate stories. Start to understand the consequences of own behaviour. Can express their thoughts resulting in decrease in tantrums. Seeks approval from adults. 4-5 yearsGross- aims and throws ball, walks in a line. Climbs ladders, tree and playground equipment. Fine-draws a person with head, trunks and legs. Memory develops which allows recall of songs and rhymes. Imagination develops. Start to understand symbols e. g. writing and reading. Aware of others emotions and gender roles. Will follow basic rules and seeks play with peers in groups. Attends to own toilet needs 5-6 yearsGross- runs quickly and able to avoid obstacles. throws a ball to a partner and catches it. Fine-has control of pencil to form letters. Colours in pictures. Attention span increases and the development of vocabulary extends communication. Most children know the alphabet and can name upper case and lower case. Enjoy a joke. Physical care needs are developed. Understand the rules of games. Often has one or two focused friendships. 6-7yearsGross-hops skips and jumps confidently, balances on a beam and uses wheeled toys e. g. roller skates. Fine-cuts out shapes accurately. ties and unties shoelacesShows reasoning skills but still using trial and error learning. Able to carry adult like conversations. Uses appropriate verb tenses, word order and sentence structure. Have strong friendships. Develops self help skills e. g. wiping up spills. Uses language rather than tantrums or physical aggression to express displeasure. 7-12 years Gross- Increased coordination skills which allow more concentration on games like football/netball. Fine-skills are refined allowing work like model making and typing. Able to reason and use logic to solve problems. Show creativity in role play. Begins to use information form one situation and transfer to another. Some are keen to show inappropriate behaviour to gain attention from adults and admiration from other children. 12-19 yearsPuberty begins for boys between 14-17 years and for girls between 13-16 years. May became sexually active Gross-stamina increases which allow for them to walk for longer distances and take part in energetic sports. Fine -increase of strength in hands enables movement such as twisting lids of jars. Question sources of information e. g. parents,books and teachers. Start to change physically and hormones affect their mood. Making a transition from dependence on family to independence. How to cite Expected Pattern of Development from Birth to 19years, Essay examples

Internet Essay Example For Students

Internet Essay Emanuel HALAPCIUCRuxandra ICAInternet-ul si (r)evolutia comunicatiilorFac. Management, anul II, gr.126Cuprins: ? Internetul aparitie, scurt istoric? E-business, afacerea sec. 21? Nevoia de viteza si noile tehnologii de comunicatie? Mobilitate maxima: cu Internetul la plimbare? Tendinte pentru viitorul apropiat? Bibliografie Acum 4 decenii se lansa cu mare pompa primul satelit de comunicatii, Echo 1. La acea vreme, evenimentul capta atentia intregii lumi. Azi, lansarea unui satelit e ceva banal. Anul trecut, IRIDIUM (reteaua globala de telefonie mobila) declara ca mai are de lansat doar citiva sateliti, pentru a fi operationala in orice punct de la suprafata Terrei. Un exemplu sugestiv despre cum a evoluat societatea informationala Si totusi, lansarea lui Echo 1 este un eveniment exceptional. Pentru ca a deschis un nou univers: transmiterea aproape instantanee a informatiei din orice punct de pe glob, in orice punct de pe glob. Practic a redefinit conceptul de comunicatii. Si din 1960 incoace, acest concept se modifica de la o zi la alta. Ceeea ce ieri era idee revolutionara, miine va fi deja demodat. Permanent se impun noi standarde, in care cuvintele cheie sunt:mai rapid, mai eficient, mai ieftin. Si principalul respnsabil este INTERNET-ul. Internetul aparitie, scurt istoricEmbrionul Internetului se numeste ARPANET, si a aparut in 1969. A fost creat de ARPA(initialele vin de la Advanced Research Project Agency), faimosul proiect al Departamentului de Aparare al SUA. Scopul sau era pastrarea controlului asupra armelor atomice in cazul unui atac nuclear. ARPANET-ul a fost conceput initial ca o retea la nivel restrins, intre centrele de cercetare academice, industriale sau guvernamentale. Primele noduri ale retelei au fost Stanford Research Institute, Ucla, UC-Santa Barbara si Utah University. Oamenii de stiinta au realizat insa potentialul urias pe care-l avea acest sistem de transmitere a datelor in dezvoltarea industriei comunicatiilor. Intr-adevar, treizeci d e ani mai tirziu de la inventarea primei masini electronice de calcul, reteaua mondiala de calculatoare interconectate cuprindea deja peste o suta de mii de computere. Si numarul acestora creste zi de zi, intr-un ritm exponential. Pentru a se ajunge insa la asemenea performante, Internetul a suferit o serie de modificari, menite sa-l faca cit mai accesibil unui numar cit mai mare de utilizatori. Merita aici mentionata dezvoltarea primului program WWW(initialele de la worldwide web), in anul 1990, care stabilea o orientare grafica pentru retele. Un an mai tirziu, fisierele worlwide web devin accesibile pe Internet. Tot in 1990, apare primul sistem de cautare a fisierelor pe Internet, numit Archie. Odata cu aparitia www, asistam la un adevarat boom al Internetului. Noua interfata grafica permite practic oricui stie sa citeasca acces la un urias volum de informatie. Astfel ca, in 1992 numarul conectate la Internet depaseste un milion. De asemenea, pentru facilitarea manevrarii datelor, au aparut pe parcurs o serie de protocoluri si standarde de transmisie a datelor. Astfel, in 1971 se stabilesc standardele pentru doua tipuri de procese fundamentale: Telnet, pentru conectarea mai multor calculatoare la retea, si FTP(file transfer protocol), pentru transferul de fisiere intre calculatoare. In 1979, se infiinteaza Usenet, primul sistem de transmitere a informatiilor pe retea intre diferite grupuri de lucru. Nu in ultimul rind, trebuie mentionata suita de protocoale Transmission Control Protocol si Internet Protocol, cunoscuta azi ca standardul TCP/IP. Si zi de zi, apar noi si noi standarde, care fac din Internet un instrument mai atractiv si usor de utilizat. Practic asta a fost se cretul succesului. E-business, afacerea sec. 21Prima forma de comunicare pe Internet, intre 2 utilizatori, a fost e-mail-ul. Desi pentru multi pare o gaselnita recenta, e-mail-ul are venerabila virsta de 28 de ani. Fata de posta clasica, succesul e-mail-ului se datoreaza faptului ca nu trebuie sa te deplasezi pina la posta ca sa-l expediezi. Si ajunge aproape instantaneu la destinatie.posta electronica este astazi un mijloc zilnic de comunicare in afaceri, permitind ca datele si mesajele sa fie transmise instantaneu clientilor, furnizorilor etc. Insa asta a fost numai inceputul. Conceptul de e-business a redefinit modul de a face afaceri. Unul din pionierii e-biz-ului a fost Jeff Bezos. Fondatorul Amazon-ului, cel mai mare magazin on-line din lume, a profitat de faptul ca in anii 1992-94, Internetul cunostea un ritm de dezvoltare de circa 300% pe an. Initial deschis intr-un depozit, astazi Amazon.com este cunoscut oricarui aproape web-surfer. Secretul succesului? Faptul ca iti poti face cumparaturile de acasa, folosind cartea de credit, ca nu ai parte de vinzatori care sa te bata la cap, ca poti cumpara la orice ora din zi si din noapte, ca poti alege orice produs, mai ieftin ca la orice magazin sau supermarket. Pe cine n-ar tenta? Raspunsul ti-l poate da oricare din zecile de mii de oameni care cumpara zilnic de la Amazon. Astazi Bezos este unul dintre cei mai bogati oameni din lume. O performanta realizata in numai 4-5 ani. Si nu putini sunt cei care I-au urmat modelul. Astazi firme de renume ca Ford Motors, General Electr ic, Nike, si lista ar putea continua la nesfirsit, au magazine online. Rezultatele nu s-au lasat asteptate: crestei ale vinzarilor cu 20-30%. Mai mult, Ford si Toyota au promovat concepte de genulautomobilul in trei zile, prin care clientul primeste in cel mult 72 de ore masina pe care o doreste, de la dealer-ul cel mai apropiat. Pe deasupra, cu numai citeva click-uri de mouse, iti poti alege culoarea, echipamentele optionale, instalatia audio pe care o doresti etc. In prezent, un magazin online nu mai este un lux, e o necesitate. Concurenta e necrutatoare. Sintagma e-business or out of business e mai valabila ca oricind. Internetul este cu siguranta afacerea secolului 21. Furnizorii de servicii Internet inregistreaza cel mai mare suuces. AmericaOnLine, unul din primii ISP(Internet service provider), si cel mai mare ca numar de clienti, se situeaza astazi in topul firmelor americane. E de ajuns sa mentionam ca la inceputul acestui an, in luna februarie, AOL a preluat colosul mediati c TimeWarner, contra sumei de 195 miliarde USD. O firma infiintata de numai 5 ani a reusit sa preia un gigant ce dateaza din anul 1920. AOL este exemplul perfect pentru american dream: o firma infiintata intr-un garaj, de 2 tineri cu putini bani dar cu idei, reuseste sa atinga o cifra de afaceri anuala de cateva miliarde de dolari. Si am putea continua cu portalurile Yahoo, Altavista, Prodigy, Lycos etc. Firmele Internet-related fac legea pe pietele bursiere din intreaga lume. Anul acesta, scaderea pretului la actiunile Microsoft, cu 15,37 USD intr-o singura zi(30 martie 2000), a declansat un adevarat seism pe Nasdaq. Bursa nord-americana a inregistrat cea mai mare pierdere din istoria sa, de 349,15 puncte. O alta afacere de proportii ce are ca suport de desfasurare Internetul este e-banking-ul. De ce sa te mai duci pina la banca, sa stai la cozi interminabile si sa pierzi o groaza de timp pentru a depune sau retrage bani, cand o poti face comod, de acasa. Banca iti ofera la orice o ra din zi si din noapte situatia contului tau, iti poate sugera cele mai avantajoase posibiltitati de-a-ti plasa banii, sau ce suma maxima poti sa scoti din cont. Si asta pe gratis, si fara sa depinzi de amabilitatea unei casierite plictisite. Nimic mai simpluIn acelasi mod, poti fi un jucator redutabil la bursa fara sa fie nevoie sa iesi din casa. Poti cumpara sau vinde actiuni instalat comod in fotoliul tau de-acasa. Si pe orice piata bursiera din lume care permite tranzactii online. Si numarul celor care inca nu o fac este din ce in ce mai mic. Pentru ca oriunde e vorba de afaceri, Internetul face legea. Iti ofera viteza si mobilitate, restul depinde de tineNevoia de viteza si noile tehnologii de comunicatieUn element vital in modul in care va evolua afacerea ta online este aspectul magazinului tau. Pagina de web este vitrina magazinului, e cartea de vizita. Oricit ar fi de competitive ar fi produsele si/sau serviciile, nu le poti vinde daca nu exista clienti. Si singurul mod de a-ti atrage clientii este o interfata prietenoasa, atragatoare. Toate acestea inseamna insa sunete, animatii si alte aplicatii multimedia, ce au rolul de a atrage, de a face potentialul client sa-ti viziteze magazinul. Multimedia inseamna insa volum mare de informatie care trebuie sa se incarce la fiecare accesare a site-ului, ceea ce se traduce printr-un timp mare de asteptare. Apare astfel riscul ca potentialul cumparator sa se plictiseasca sa astepte, si sa incerce la alte magazine, care-I vor consuma mai putin timp si nervi. Dar daca scopul site-ului este tocmai promovarea de aplicatii multimedia, ca in cazul unei companii de film, care-ti prezinta tralier-e ale celor mai recente filme, sau al unei formatii muzicale, care, pentru a stirni interesul, in mod obligatoriu trebuie sa contina imagini si sunete? In plus, clientul tau trebuie sa vada ce cumpara. O fotografie a produsului pe care-l vinzi trebuie sa existe, chiar daca ea este de dimensiunea unui timbru. Cu prea putina inf ormatie, nu atragi clientii. Cu prea multa, ii alungi. O solutie ar fi atunci cresterea vitezei de transfer a informatiei. Viteza e cuvintul cheie in Internet. Internetul este eficient atita timp cit iti permite transfer al datelor la viteza mare, si cu distorsiuni cit mai mici. Altminteri cauti alte servicii, mai eficiente. De la lansarea lui Echo 1 in 1960, suprematia in comunicatii au detinut-o comunicatiile via satelit. Problema au constituit-o in schimb terminalele. Nu oricine isi permite o antena parabolica pentru emisia/receptia de la si inspre satelit. Problema s-a pus deci in sensul ca un grup cit mai mare de beneficiari sa aiba acces cit mai rapid la o singura antena. Si daca toata lumea este de acord ca cele mai eficienta cale de transmisie a datelor este transmisia prin satelit, problema vitezei apare la bucla finala, cum este denumita conexiunea de la centrala(ISP) la utilizatorul propriuzis. S-au dezvoltat in acest sens o serie de noi tehnologii. Unele au incercat sa i mbunatateasca reteaua deja existenta, altele au preferat orientarea spre modalitati noi de transmitere a datelor. Reteaua clasica o constituie chiar reteaua de telefonie fixa, care are avantajul unui cost redus de intretinere, in conditiile unei viteze rezonabile de transmisie. Sau asta cel putin pina acum citiva ani. Astazi modemul calsic nu mai satisface pretentiile din ce in ce mai mari ale consumatorilor de web. Prin constructie, linia telefonica nu suporta in mod normal mai mult de 56 kilobytes pe secunda. Insa si aceasta valoare este aproape imposibil de atins, datorita faptului ca pe o linie telefonica nu exista un singur utilizator, ci mai multi. O prima solutie, putin mai scumpa dar mai rapida a fost ISDN(integrated solutions for digital networking), care permite viteze de pina la 128 kb/sec. Serviciul combina serviciile de transmisie de voce si date prin aceeasi pereche de fire telefonice, astfel incit computerele se pot conecta direct la reteaua telefonica, fara a-si conv erti in prealabil semnalul in semnal audio analog. Aceasta integrare ofera o gama larga de posibilitati, care includ transmisii de voce, date, fax si switching. Cel mai important aspect pentru utilizatorii de ISDN este acela ca ofera o imbunatatire semnificativa a vitezei de acces, cu o crestere relativ minora de cost. In plus, pentru ca ISDN utilizeaza reteaua telefonica existenta, aceasta tehnologie este disponibila atit pentru firme, cit si pentru utilizatori individuali. Italian Renaissance Arts Affect On Persuasive EssayO alta tendinta in evolutia Internetului este mobilitatea maxima. Accesul la retea in orice punct de pe glob devine o necesitate pentru tot mai multi oameni. Internetul la purtator este un concept care reinventeaza telefonia celulara. Primii pasi in acest sens au fost laptop-urile, care impreuna cu un telefon mobil permiteau o conexiune Internet decenta. Un urmator pas a fost aparitia hand-heldurilor PDA (Personal Digital Assistants). Aceste dispozitive sunt un inlocuitor de succes al laptop-urilor si notebook-urilor, avind avantajul dimensiunilor mult mai reduse. Un PDA cu un minimodem incorporat si un telefon celular, iata primul model al Internetului de buzunar. Exista si PDA-uri mai avansate, care nu mai necesita nici macar telefonul mobil. Un exemplu in acest sens il constituie device-ul Palm VII, lansat cu un urias succes acum un an in SUA. Acesta dispune de un modem incorporat si un minibrowser care permit conectarea nonstop la Internet, contra unui abonament lunar (9 USD/luna). Din pacate, serviciul este disponibil numai pe continentul nord-american, extinderea lui la nivel global fiind considerata inca prea scumpa de catre Palm, compania care a lansat acest serviciu. O alternativa mai ieftina, care prinde din ce in ce mai mult teren, pare a ramine astfel reteaua de telefonie GSM. Ideea a fost implementarea browser-ului Internet direct in telefonul mobil. Se elimina astfel necesitatea laptop-ului sau a PDA-ului, ceea ce reduce costurile. Un browser este un client software proiectat sa permita accesul unui dispozitiv la servicii Internet, in combinatie cu un server de retea adecvat. Apare aici insa o problema. Popularele standarde de Internet HTML, HTTP, TLS si TCP sunt ineficiente si greoaie cind sunt folosite in retele mobile, intrucit presupun transmiterea unei mari cantitati de text. Continutul standard al unei pagini de Web HTML nu poate fi afisat eficient pe ecranele minuscule ale telefoanelor mobile sau pagerelor, iar navigarea intre mai multe ecrane este foarte dificila. HTTP si TCP nu sunt optimizate pentru intreruperile generate de iesirea unui utilizator de GSM din cimpul de acoperire sau pentru largimea de banda foarte limitata. Exista servicii fara fir care folosesc totusi protocoalele Internet clasice, insa aceste servicii sunt in general scumpe, lente si greu de folosit. Standardul de securitate TLS(Transport Layer Security) presupune un schimb intens de date intre client si server, ceea ce, in conditiile comunicatiilor mobile, se traduce printr-un raspuns foarte lent pentru utilizator. Solutia pentru toate aceste probleme este un nou protocol, de dicat comunicatiilor mobile: WAP(Wireless Application Protocol). Avantajul WAP este ca poate fi folosit in diverse tipuri de retele fara fir, si nu numai pentru GSM. Mai mult, include un mediu pentru aplicatii programate in WML(Wireless Markup Language), compatibil cu orice sistem de operare existent, de la Palm OS, la EPOC, Windows CE, FLEX- OS, OS/9, Java OS, etc. In termeni simpli, srandardul WAP este alcatuit din doua elemente: un mediu si un protocol de aplicatii. Mediul de aplicatii consta din WML, descris mai sus, si bazat pe XML(eXtended Markup Language) care permite programatorilor sa defineasca interfata cu utilizatorul independent de dispozititvul care o va afisa, si un limbaj de programare, WML-script, care permite inglobarea logicii executabile in aplicatiile proiectate. Modelul de protocol WAP este similar cu cel WWW. Acest lucru prezinta multe avantaje in comunitatea dezvoltatorilor de aplicatii, incluzind un model de programare si o arhitectura similare. Evident, pentru a se putea incadra in caracteristicile mediului wireless, WAP a trebuit sa fie modificat si adaptat. Intr-o retea tipica WAP, clientul comunica cu doua servere. Adresa de proxy translateaza apelul WAP in apel WWW, permitind astfel clientului sa trimita apelul la serverul web. Daca serverul raspunde direct cu o informatie de tip WAP(de exemplu in format WML), proxy-ul preia informatia direct de la server. Totusi, daca informatia este trimisa in continut WWW, (de exemplu in format HTML), atunci se va utiliza un filtru pentru a translata informatia in WML, sau in alt format recunoscut de WAP. Utilitarele de WAP sunt interactive si bazate pe un sistem de meniuri. Exista terminale care suporta grafica, icon-uri, seturi de fonturi, iar tendinta este de a asigura un ecran cit mai cuprinzator pentru telefonul celular WAP-ready. Telefoanele de ultima generatie pot fi programate manual, folosind meniul aparatului. In viitorul apropiat, acest proces va putea fi simplificat considerabil prin trimiterea unui mesaj SMS, iar setarile vor fi ajustate automat. In acest domeniu, virful de lance il reprezinta colosii telefoniei mobile clasice: Nokia, Motorola si Ericsson. Motorola a lansat recent modelul Timeport, care pe linga cardul SIM mai poate citi si cardul bancar. Avem astfel de-a face cu primul telefon WAP-able cu care putem face cumparaturi pe Internet. Ericsson a ajuns deja la al treilea produs de acest gen. Nokia a lansat deja o suita de aplicatii WAP proprii, care se bucura de un real succes: serviciul de cotatii online, serviciul de stiri realizat in colaborare cu CNN, etc. Tendinte pentru viitorul apropiatPentru urmatoarele luni, se prefigureaza o adevarata explozie a comunicatiilor fara fir. In intreaga lume, ritmul de crestere a numarului de utilizatori de telefonie mobila este, in medie, de circa 1000% pe an. Iar WAP se prefigureaza a fi noul standard in telefonia mobila. Iridium, reteaua globala de telefonie prin satelit, se extinde rapid. Chiar daca momentan tehnologia este mai scumpa decit GSM-ul uzual, avantajele sale sunt indiscutabile: viteza mare de transfer, acoperire la nivel planetar, suport pentru WAP. Iar costurile vor scadea odata cu cresterea numarului abonatilor. Integrarea comunicatiilor la nivel planetar prin Internet este cuvintul de ordine in ITC. Bibliografie:? business week? pc magazineReferinte:? www.ibm.com? www.motorola.com? www.orange.com? www.iridium.com? www.ericsson.com? www.nokia.com? www.3com.com? www.palm.com? www.cnn.com? www.ge.comBusiness

who knows Essay Example For Students

who knows Essay What the hell isMany things can destroy a man, but only three things that can destroy a real man, greed, paranoia and love. I have no idea why I just wrote that last quote, I just thought it would be nice to start my book with something that sounds halfway smart. Anyway, my name is Ammar Barakat, born on the sixth of July 1980. I am not famous, gifted, smart, good-looking or powerful, as a matter of fact, I am not special in anyway. Nevertheless I have decided to write this book to tell my story to the world (hopefully), because believe it or not, I think I have lead an interesting and unique life. Before I go any further I guess I should start telling u about my first few years of life, or what I can remember from it. We will write a custom essay on who knows specifically for you for only $16.38 $13.9/page Order now My first memory was when I was three years old; I remember it was me, my brother and my parents sitting in the car and stopping at a mini-market to pick up some chips on our way to the swimming pool. I have no idea why this memory is plastered in my head because there was nothing special about that day; we used to always stop at the mini-market with my brother and parents to pick up some chips on our way to the swimming pool. Although I was born in Syria, I spent the first four years of my life in the United Arab Emirates. My father had a good job, and we lived in a nice house and had a normal life, actually it was ironic since me and my family seemed to be living the American dream in an Arabic country. Since I dont remember much of the UAE days I cant tell u much about it, all could tell u is that any parent would wish to raise their children in the environment that I was raised in. My father went to work, my mother took care of me and my brother, and all me and my brother had to w orry about was the amount of French- fries we were going to eat at the swimming pool that day. Then, everything changed. The day that I have always feared has come, it was my brothers first day of school. Dont get me wrong, me and Tareq were never the best of friends, and I wasnt upset that he was leaving me, oh no, I was jealous of him. He was going to go off to meet new people and form new bonds while I sit at home and shit in my pants, which I often did when I was young. Before he started going to school it was just me, Tareq and the neighbors daughter whom we often played doctor with. What sucked even more was that the neighbors daughter was my brothers age and she was going to start school the same time as Tareq, so u can understand how a three-year-old boy like me would feel abandoned. Now that I look back at it, I can finally understand where my love of being alone comes from; I had so much time to my self that I actually fell in love with it. My parents told me that when I was at that age and the whole family would be talking a road trip, my brother would be the annoyi ng fucker that always sticks his head between the driver and passenger seats and annoy the shit out of them. While I on the other hand would sit quietly in the back spacing-out without making one sound the entire trip. They joked that they would have to always call my name until they get a reaction from me to see if Im still alive. .uac75e45d7dd3a1302ae45723d002bffe , .uac75e45d7dd3a1302ae45723d002bffe .postImageUrl , .uac75e45d7dd3a1302ae45723d002bffe .centered-text-area { min-height: 80px; position: relative; } .uac75e45d7dd3a1302ae45723d002bffe , .uac75e45d7dd3a1302ae45723d002bffe:hover , .uac75e45d7dd3a1302ae45723d002bffe:visited , .uac75e45d7dd3a1302ae45723d002bffe:active { border:0!important; } .uac75e45d7dd3a1302ae45723d002bffe .clearfix:after { content: ""; display: table; clear: both; } .uac75e45d7dd3a1302ae45723d002bffe { 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; } .uac75e45d7dd3a1302ae45723d002bffe:active , .uac75e45d7dd3a1302ae45723d002bffe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uac75e45d7dd3a1302ae45723d002bffe .centered-text-area { width: 100%; position: relative ; } .uac75e45d7dd3a1302ae45723d002bffe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uac75e45d7dd3a1302ae45723d002bffe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uac75e45d7dd3a1302ae45723d002bffe .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; } .uac75e45d7dd3a1302ae45723d002bffe:hover .ctaButton { background-color: #34495E!important; } .uac75e45d7dd3a1302ae45723d002bffe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uac75e45d7dd3a1302ae45723d002bffe .uac75e45d7dd3a1302ae45723d002bffe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uac75e45d7dd3a1302ae45723d002bffe:after { content: ""; display: block; clear: both; } READ: Architecture Emperor Topsoil EssayThat was true even as I got older, I remember when my father would have one of his famous Lets pack our shit and drive somewhere really far fits, I always sat quietly and listened to my walkman for hours. I dont remember what I used to space out about, but Im sure it must have been very interesting. I always used my hours alone thinking about important stuff, and strangely these hours alone

Richard III -interpretations essays

Richard III -interpretations essays Richard III has intrigued many throughout the ages and its multidimensional possibilities give rise to many interpretations. It can be viewed from a traditional Shakespearean tragedy angle, because of its concerns with ambition and fear, and the presence of definitive revenge elements. On the other hand, a Marxist text is also possible. A turbulent court and its dealings with the nature of power, point to a Marxist model of class struggle within a distinctly classed society. Tragedy plays are often characterised by the exploration of ambition and fear. The lure of the throne engenders ambition which compels Richard to murder. His single-mindedness murders his brother, Clarence so that his path to kingship may be cleared. However, fear also compels Richard to murder to remain in power. Richard admits that he has stepped so far in blood that sin will pluck on sin which gives him enough courage to murder the two princes the pinnacle of his bloodiness. His soul is consequently set in turmoil. Anne complains of his murdered sleep I...never...did...sleep with his timorous dreams. On the eve of Bosworth, Richard is wracked by guilt and self-doubt. Though it does not last long, his psyche is nevertheless unsettled, haunted by his past deeds O coward conscience, how dost thou afflict me; cold fearful drops stand on my trembling flesh. This corrosive effect that comes only with murder and fear is a common theme in tragedy plays like Macbeth. Revenge, another recurring theme in tragedy plays, is particularly evident. The executions of the two princes and Hastings are prime examples of private revenge as Richard settles his score. Hastings meets his end tragically and violently for his unwavering support of Edward V and his imprudent overconfidence. The princes also meet their ends in a similar fashion. They pose a threat to Richards crown and hence they are dealt...

Evaluating Learning and Development Activities PowerPoint Presentation

Evaluating Learning and Development Activities - PowerPoint Presentation Example ROI is a measure of the financial benefits received by a firm over a period of time in return for the costs incurred on a training activity. One way of computing ROI is by comparing the resulting benefits to the costs incurred. Some of the benefits that may result include labor savings, increased productivity and other costs savings. Some of the costs incurred include design and development, administration, and materials/facilities costs. Using this method, percentage ROI is obtained by dividing the total benefits by the total costs times 100%. Another way of measuring ROI is by using the payback period method which entails the determination of the period taken for the benefits received to cover the costs incurred on the programme. The shorter the payback period the more attractive the training programme (Phillips & Phillips, 2008). The initial basic approach to evaluation is to determine the current performance levels and the skills of the members. This is done before the training so that it can be used as a benchmark after the activity. A structured questionnaire can be used to assess the skills and the performance levels of the participants. This tool is the most suitable since it is accurate and it gathers specific information that is required in the evaluation of the participants after the training (Phillips, 2010). Measuring the reactions of the participants during and after the training, is another useful approach. This is used to assess the appropriateness of the training to the learners, how well the subjects were covered and how they intend to apply the acquired skills. Open discussions can be used as a tool for measuring this parameter. This tool is advantageous since direct responses are received from the participants. It would be easy to tell if they liked the training or not, and if they learned new skills (Bramley, 2003). The skills acquired and the learning level can also

Database server manager Coursework Example | Topics and Well Written Essays - 1250 words

Database server manager - Coursework Example When archiving online redo log files previous redo log information is also preserved for tasks such as media recovery. You can set the pre-allocated online redo log file continue to be in use for storage of the resent database changes. This is a set of the operating system files which keep record of all changes made in any database buffer, these changes include data, rollback segments and index, these a\changes are recorded whether they are committed or not committed. Every redo entry is a combination of vector like structure illustrating atomic change to the database. Always the redo secures changes made to database buffer in the memory which has not been written to a data file. Once you have established the cause of the crash use database recovery software to recover the crashed database from the crashed database. In the process of database recovery make sure you restore it to the point where the database was that is ensuring you have the latest database data that was recorded before it had crashed. Since changing of database information before doing anything on the problem at hand I will back up the database so that I may avoid future problems which may arise due to change of database records. After the database backup now I will interrogate the user on what kind of data was entered wrongly. Depending on the nature of the information I may take another action by involving the relevant authorities before I make any changes. To evaluate the retention of customers is by queering the data ware house to determine whether the older customers still make transactions if not the organization should make follow up in order to bring them back on board. Parallel server technology coordinator looks individual operation in a SQL statement’s execution plan and then determines way in which each row operated on in the operation should be divided or shared among the parallel execution servers. The star query separates business operations data

Treatment Options for Fracture Types

Treatment Options for Fracture Types Leah Jenkins There are many different treatment options for an oblique type fracture, a lot of it has to do with how severe the fracture is and what area of the body it is located. Many doctors will will different types of pain medication to handle the pain, in severe cases the doctor may need to give surgery and reset the bone. In other cases a cast may be a easy option. A plaster or fiberglass cast is usually the most common type of cast used for features, most bones are able to heal in their own if the broken part are positioned back to where they need to be. External fixation may also be used, the is a type of operation in which metal pins and screws are placed into the bone above or below the fracture site holding a frame that connects the bones in the proper position while they heal. Fractures may take many weeks to heal. Even after your cast or brace is removed you still will need to limit your movement until the bone is strong enough for everyday life. The bone will need time to heal and the ability to regain normal muscle strength, joint motion, and flexibility. Compound Fracture: A compound fracture is best described as an open fracture that breaks the skin. A fracture such as this can be more harmful than most due to the risk of infection, and damage to vital parts of the body. This fracture can take longer to heal as the damages can be more severe than others. A compound fracture is caused by pressure being placed on a thus causing it to snap. This type of fracture can be caused by a fall or a car accident. Due to the high energy needed to cause this fracture, the after effect can cause more injuries. Fractures, such as open, can vary on severity. For example, the wound can be pinpointed and the bone may or may not be visible. You can always bet with a compound fracture that the bone will press against the skin. Due to the bone breaking the skin the risk for complications such as soft tissue damage and infections such as staff are at higher levels than a fracture that doesnt break through the skin. With the risk, you need urgent surgery with treatment options of Internal and External Fixations, followed by further medical instructions by your surgeon. 2. Explain how a specific type of injury caused this fracture. To have a spiral fracture to your radius you have to have a pretty specific type of fall or impact. A spiral fracture is a fracture that wraps around the bone in the shape kind of like a spiral notebook. One example of how this can happen is, if a child or teenager (because there bones are more easier to fracture than adults) was in-line skating at a roller rink and fell on an outstretched hand. The energy from the falling would travel up the arm and fracture the arm. So typically a spiral fracture is due to falling or impact. An example of a spiral fracture due to impact is if a teenager hit a volleyball with their forearm with their radius facing up and the impact of the ball travelled to the arm and the bone has no choice but to fracture because there is no outsource for the energy to go anywhere else. Typically a spiral fracture takes 4 to 6 weeks to heal, depending on the severity, age, and health. To help prevent a spiral fracture, be sure to take calcium and get the daily reco mmendation of vitamin D. Having good bone health is a good way to make your radius stronger and the chances of these examples will go down drastically. 3. Explain how a specific type of injury caused this fracture. To have a spiral fracture to your radius you have to have a pretty specific type of fall or impact. A spiral fracture is a fracture that wraps around the bone in the shape kind of like a spiral notebook. One example of how this can happen is, if a child or teenager (because there bones are more easier to fracture than adults) was in-line skating at a roller rink and fell on an outstretched hand. The energy from the falling would travel up the arm and fracture the arm. So typically a spiral fracture is due to falling or impact. An example of a spiral fracture due to impact is if a teenager hit a volleyball with their forearm with their radius facing up and the impact of the ball travelled to the arm and the bone has no choice but to fracture because there is no outsource for the energy to go anywhere else. Typically a spiral fracture takes 4 to 6 weeks to heal, depending on the severity, age, and health. To help prevent a spiral fracture, be sure to take calcium and get the daily reco mmendation of vitamin D. Having good bone health is a good way to make your radius stronger and the chances of these examples will go down drastically. Greenstick Fractures Greenstick fractures are a type of break in a bone of the body that does not break all the way through but comes close, that is called an incomplete fracture. It also is a small break and is typically not very severe usually they are hairline fractures. When you break a bone as a greenstick fracture there are 2 different types of treatment options. One option is to wear a cast and the other one is percutaneous pinning. If the bone isnt badly fractured, which most greenstick fractures arent, then the orthopedic specialists will put the bone in a cast. The cast helps to immobilize the bone and that part of the body whether it is the arm or leg. Several sources have all agreed that the average time that somebody will wear a cast for a time period of 4-8 weeks depending on the severity of the fracture. The other treatment option of percutaneous pinning is for a more severe fracture. The Mayo Clinic said that if the break is bad enough they will chose to put pins through the bone with an external fixator around it to prevent the bone from breaking more and breaking completely through the bone. Another source stated that if the bone is slightly unaligned the Doctor or specialists will slightly tug on it to straighten it out a little and avoid having to pin the bone. In conclusion the two different treatment options agreed upon by multiple sources for a Greenstick fracture is casting and percutaneous pinning, casting is the largely preferred treatment option, however both treatment options meet the same goal of healing the bone and getting it back healthy for everyday activities.

Brave New World Essay

Aldous Huxley was a writer of several novels, including the most famous Brave New World. He was born on 1894 and died on 1963. His interest includes politics, philosophy, parapsychology, psychology and mysticism. He was known to have close relationship to several people who have inclinations towards science. He has a botanical father and had worked in a chemical plant. Brave New World was written during an era where psychology and genetics play a vital role in explaining human behavior and reactions. It is then not impossible that there will come a time that humans will be experimented using psychology and genetics to be able to determine the extent of its effect. 1)Identify the characteristics (dimensions) of the narrative. A narrative is about telling stories, thus, it consist primarily of a plot structure, conflict, characters, setting, theme and point of view. The plot structure is basically the outline or the framework of the whole narrative; it includes the introduction followed by the rising action and the climax and then the falling action and finally the resolution. The conflict on the other hand is the disagreement in the narrative; usually it is where the whole plot revolves. The characters are the players or those who perform in the narrative. The setting is where the narrative takes place. The theme is the topic or the issue/s being portray or shown as the narrative progresses. The point of view is what the characters or the author seems to think from their perspective. 2)Discover an explanation for how the narrative creates meaning. The narrative creates a meaning by putting all of its dimensions together. Weaving one with another, it generates an idea that later result to a series of story which are connected with one another. 3)What is the setting? Where does the story takes place? Brave New World starts in ‘Central London Hatchery and Conditioning Centre’, there is a tour in the Hatcheries. The director is explaining to the students the process of reproduction of ‘customized’ human beings. The story takes place during A. F. otherwise known as After Ford. 4)Who are the characters? Are they human? Fleshed out? Known and unknown traits. The first character to be shown was the ‘Director’ Tomakin. He was the director of Central London Hatchery and Conditioning Centre. As the story succeeds, he was shown to be a part of a scandal involving his impregnation of Linda, a second caste or Beta and having a son with her named John, some 25 years ago. The next character was Linda Crowne, she is another Beta which depicts the typical female in the Brave New World. She is nineteen years old and is a lab worker at the Conditioning Center. She is Bernard’s love interest and she also like Bernard. Bernard is the main character in the story, he works as a psychologist in the Conditioning Centre and belongs to the Alpha class or the first class. He is the one to expose the son and wife of Director Tomakin. John or more commonly known as ‘the savage’ is the son of Linda and Tomakin. He lives in the savage Reservation along with her mother. He causes the big embarrassment for the director. He found his mother in the dying bed. He serves as the character who lives in the old world or something like that. Mustapha Mond is one of the World Controller. At the beginning of the narrative he told the students who are touring the Control Center about monogamy and the bond between mother and child, which he remarked as ‘horrifying’. Helmholtz Watson looks like Bernard’s Bestfriend and adviser. He like Bernard is not in favor of the ‘new order’ he thinks that there is something that is not right in the system. Ford is another term or shortcut for Freud which serves as the new ‘God’ as revealed in the story by Mond. Other characters are just minor characters. Among the characters, ‘the savages’ are the only one who is really humans’ or those who become humans in the natural sense. Other characters are fleshed out. Although they are till humans are homo sapiens, they are not created in the normal process. As stated above, they are somehow, customized. 5)Who is the narrator? Attitude toward story? Powers available to narrator? Characteristics? Trustworthy & reliable? The narrator is actually not among the characters thus he/she have the capability to tell the readers what is actually taking place in the narrative. The narrator’s attitude is somehow against the world order but it seems that the narrator is curios of what will happen after things are going this and that way. I could not say for sure if the narrator is trustworthy and reliable since there are instances wherein he/she tries to guess part of the story. Also, since the narrator is not an actual character it is hard to tell how much is his/her if his/her interpretations are coherent. 6)What are the events? Which are important for the story’s development? Which flesh out the story? The first three chapters generally describe that ‘brave new world’. The tour in the Control Center gives us a brief overview of the workings involved in the conditioning and reconditioning of the people, from conception to old age. Then the presentation of Lenina as the typical human being during that time in contrast with Bernard who seems to deviate with what is foreseen as natural. The visit to the Savage Reservation which shows the members of the old world and how they live corresponds to the presentation of a small part or population who still live in the ‘old system’. Meeting John and Linda who turns out to be the Director’s family, John being a child conceived through normal sexual intercourse which the new society or the Fordian society believes to be obscene. The presentation of John as the son followed by the fame of Bernard that was only short-lived since John did not show up in the conference which was arranged to confirm his identity. Then it shows the Shakespearean love that John felt for Lenina while Lenina shows the love she knows, this leads him to beat her. It was then followed by Linda’s death which leads to a riot at the hospital. This leads to the arrest of Helmholtz, Bernard and John. Bernard and Helmholtz were sent to another island far from England. John on the other hand was permitted to live n England. The people in England seems to drive John crazy, thus at the end, he killed himself. 7)How are events related in time? How are they told in the story? (Flashbacks? ) What is the speed or pace of the story? The events are related as the story progresses however there are indeed some flashbacks especially the scenes with John in the savage Reservation. The speed of the story is fast paced but there are enough explanation for every scenes. 8)What are the causes and effects? Are causes human? Supernatural? Are effects caused by accidents? Forces of nature? The Causes are the humans as can be seen since it is the humans who create the ‘brave new world’. Accordingly, the world is patterned to how Freud had conceived family as a disintegration of individual. The new order also aims to promote happiness by controlling everything in the human life. The effects are not merely accidents but an understanding of a ‘utopian’ view. 9)Who is the audience? What can we tell about the audience’s knowledge, personality, and abilities, on the basis of the speaker’s attitude toward audience? The audience is basically the reader which is also the spectators who are looking forward the development and progress in the narrative. The speaker speaks of the audience as someone who wants to join or be included in the ‘utopian like’ world where everything is equal yet individuality is missing. 10)What is the theme? It may be an underlying truth or saying. How obvious and clear is the theme? â€Å"Community, Identity and Stability has been the central theme of the whole novel since it is even the motto of the ‘new order’. The theme is very obvious since it is discussed in the novel. Stability is always mentioned with its reference to control and less conflict. Science seems to be the central source of power in the ‘brave new world’, science is used to provide less conflict through conditioning and minimizing conflicts. 11)Does the narrative fulfill its creator’s purpose? I believe it has fulfilled its creator purpose of delivering a novel that shows a future society if it will be designed or patterned to a ‘communal, scientific capital system’. Everyone will be treated in the same way. People do not experience loneliness because they are conditioned to be like this and do that. People are treated as mechanisms and/or things that can be rejected if it does not suffice its purpose. People live and die with the purpose of living together harmoniously in a fake reality. 12) Does the narrative provide useful ideas for living your life? Yes, it had me thinking of my own view regarding Utopia. It also gives me an insight about the way society has effects on the individual. The way the society can shape and somehow manipulate what an individual will think and how he/she will react. Also, it shows that although science, in general and genetic engineering in particular, may be used to treat illnesses and can improve life, it might also result to artificial human beings which are created in laboratories. Reference: Huxley, A. (1958). Brave New World.

How to Safeguard the Wellbeing of Children Essay

1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991, introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework †¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown  that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children.  However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is  not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum †¢Implementing child protection policies and procedures †¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible †¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment †¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember †¢Check that I have understood what the child is trying to tell me †¢Praise  the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of that child or young person. This then helps policies and  procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the  appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting. CYP Core 3.3: Understand how to safeguard the well-being of children and young people 1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991,  introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework  Ã¢â‚¬ ¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff  across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a  safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum  Ã¢â‚¬ ¢Implementing child protection policies and procedures  Ã¢â‚¬ ¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible  Ã¢â‚¬ ¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard  Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment  Ã¢â‚¬ ¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember  Ã¢â‚¬ ¢Check that I have understood what the child is trying to tell me †¢Praise the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will  contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of th at child or young person. This then helps policies and procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove  successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and  doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting.