The Future For National Security - 1496 Words

As the world moves forward, there are new threats that arise and it is difficult to handle each one. One of the largest threats to any country are cyber-attacks/computer hacking. Each day on the news there is a developing story about a country’s data base being hacked by an anonymous source and all the classified files were exposed to the public. As a result, cybersecurity has increased significantly in the countries that can afford it. The United States and China have recently increased spending and research on cybersecurity to protect their classified documents. Unfortunately, as technology evolves, there are new ways for both countries to get hacked once again. Cybersecurity is the future for national security and must be updated each†¦show more content†¦Causing mistrust with the international community. China’s cybersecurity defenses has had many flaws in protecting their internet. Since China is solely focusing on international cyber-attacks, it leaves th em vulnerable within their borders. The Chinese police barely investigate internal hacking which attributes to China’s vulnerability. Chinese cybercriminals target Chinese victims given the relatively low risk of domestic police action; stolen usernames and passwords, financial data, video game accounts, and hacker tools can be bought and sold openly on Chinese social media forums. According to Jon Lindsay’s article, this form of cyber-attack damaged the Chinese economy $830 million in 2011 alone. Since then China has begun cyber policies and created the Cybersecurity and Informatization Leading Group in 2014, chaired by Xi Jinping. The CILG aids XI’s efforts to tighten Party discipline and respond to foreign cyber-attacks. Having the government aims their sights on cyber defense may actually improve cyber policy coordination but the Chinese Government doesn’t have prior experience in cyber policy. In other countries, private sector companies and organiz ations that focus of cyber policy are hired by the government. So China has tightened their laws on internet freedoms because they believe that allowing internet freedom undermines Chinese cybersecurity. In 2011

Comparison Of The Fever Tree And The Waxwork - 966 Words

If you had a wife that was completely dependant on you, would the right choice be to leave her to die in a desert? Is spending a night in a room of murderers, even if they are wax figures, a good idea? The Fever Tree and The Waxwork are intriguing and mysterious stories with many parts of suspense to them. There are two comparisons and two contrasts literary terms that will explain in detail what these are like and what emotions then can bring forward. Irony, foreshadowing, characterization, and mood are four literary terms that are abundantly showed and have a large impact on understanding the stories. The first literary term compare topic is irony. When Tricia leaves Ford to die, it is ironic because he thought he was going to leave her†¦show more content†¦That gives a clue that he might show up later in the story. There is much foreshadowing in these two stories, and they give away large hints as to what might happen later. Ford and Tricia are having a silent feud, attem pting to rid themselves of one another, and Hewson is struggling with his own consciences about the waxworks and whether they are out to get him. Tricia and Hewson are both dynamic characters with quite opposite characterization; however, they both change through the death of someone, or themselves. The first literary term comparison topic is characterization, and it can be shown in many different ways. One example of characterization in The Fever Tree is when Tricia overdresses at a restaurant in Thaba. â€Å"Tricia, in pink flowered crepe, was the only dressed-up woman there.† Tricia is an immature character who does not know how to take care of herself and relies on Ford for most things. An example of characterization of Hewson in The Waxwork is shown when â€Å"Hewson jerked his head swiftly around and looked all about him through haggard and hunted eyes† when he was in the Murderer’s Den. This shows that Hewson is a nervous and defensive character who is we ary of most things around him. These two quotes contrast the characterization between Tricia and Hewson by showing that Tricia is more of a childish and extravagant character who does not make good choices while Hewson is a very anxious

Love And Friendship Poetry Response Essay Example For Students

Love And Friendship Poetry Response Essay Sometimes I wonder which one remains most constantly. Is It Love? Or is It Friendship? Emily saw friendship remain constant. I will recommend Love and Friendship by Emily Bronze to people who are in love because this poem will give feedback for them. In this poem, Bronze symbolisms love as a wild rose-briar and friendship as a holly-tree by using similes. I believe that the poet used similes well. She referred love and friendship to plant in line 1 and 2 Love is like the wild rose- briar, and Friendship like the holly tree. It helps me understand what the poet anted to say by referring plant. The wild rose-briar normally blooms in spring and withers in winter. When it blooms, it looks sweet, beautiful and fragrant with the scent In the air. After It withers, the wild rose-briar no longer stays beautiful. I think that it indicates if the love between two lovers blooms, it will be beautiful and sweet for a moment, but It will break up soon. I wondered why she expressed it Like that bec ause she was poor and her life was so difficult, so she might not have enough time and opportunities. On the other hand, the holly-tree is late blooming and not as dutiful as the wild rose-briars, but it stays alive much longer than the rose-briar. I think that states making a true friend may take a long time and may not as beautiful as love, but I can lean on true friend when I take some doing, and the friendship between the true friends stays longer than love constantly. However, I found there Is a contradiction in this poem. Bronze did not seem to have made any friend outside her family. Thus, I considered friendship in this poem might mean between siblings, not between friends because she composed many poetries with her sisters. I also lived that the poet used the connotation well. It helped me guess what the poem Is showing the message or Idea approximately. In line 10 and 12 And deck thee with the holly sheen, and He may still leave thy garland green, the poet used colors to connote. I guessed holly sheen and garland green both mean the friendship. I also noticed there is another connotation in this poem that the wild rose-briars indicates spring and the holly tree Indicates winter. They are opposite seasons, which show love and friendship are opposite. Summer has positive image, which gives a warm ND a happy Image, so the love will be happiness In lovers life for a moment as the rose-briar blooms for a moment, but the lovers will break up in a moment and the love becomes coldness as the rose-briar withers In winter, Winter universally provides a cold image but we use heaters in our house in winter which gives a warm image to me. So I think a true friend who we can lean on makes us feel warm and snug. In line 3 the holly is dark when the rose briar blooms by using contrasting colors, dark and pink. I think dark means a true friend stays alone, so this sentence ay show two people turn against their true friends when they are In love. As she said friendship stays longer, I think the poet might want us not to turn against our true friends when we are In love. When I was reading Love and Friendship, the main image that I got was a garden which has the rose-briars, the holly tree and other flowers In spring season. I Imaged it because of the words the wild rose-briar, the holly tree and the wild rose briar is sweet in spring.

The Road to Salvation Essay Example For Students

The Road to Salvation Essay Dhanpat Rai Shrivastava was born on July 31, 1880 in the small village of Lamahi, located near the city of Banaras in India. Although born into the Hindu Kaystha caste, made up of professionals including writers, doctors and lawyers, his family was poor. His father was a low paid postal employee. His mother died when he was only eight years old. His father remarried, but Dhanpat Rai did not like his stepmother. He studied Urdu and Persian, languages used in literature and administration in 19th century North India at a nearby school. He recalles his childhood fondly in one of his stories, so it is fairly safe to assume that he was a happy and well cared for child. Dhanpat Rai was married at the early age of fifteen. This marriage did not last long, possibly because he was rushed into the marriage by his father. He later remarried a balavidhava, or childhood widow named Shivrani Devi. This marriage was a happy one, and they had several children together. She was said to be very suppor tive of him throughout their lives together. Dhanpat Rai graduated from school at the age of eighteen and began to teach around the countryside. He taught for a few years in various North Indian towns while earning a college degree. We will write a custom essay on The Road to Salvation specifically for you for only $16.38 $13.9/page Order now Dhanpat Rai began to write when he began teaching school. He took up the pen name Premchand when he began writing. His writing was more than just a past time for him; it was an attempt to change the social structure of India. Premchand died at the age of 56 on October 8, 1936. His causes of death were a gastric ulcer, dropsy and cirrhosis of the liver. In The Road to Salvation, the author is trying to point out some of the problems in the social structure of India. In this story, two working class men financially and spiritually ruin each other. Premchand is not only trying to point out the unrest between members of the same caste, he is also trying to make people see that as long as they ruin each other, nothing will change in their social structure. The story line in this piece is quite unfamiliar to me as I have grown up in a completely different society, but I did make connections to my own life. Near the beginning of this story, Buddhu tries to take his sheep through Jhingurs sugar cane field. This sparks a problem with Jhingur as he is worried about what the sheep may do to his crop. Buddhu refuses to take his sheep elsewhere and Jhingur retaliates by brutally beating Buddhus sheep until they find a new path. As a vegetarian and champion of animal as well as human rights, this description brought back thousands of images of a bused animals. There were always the horrific images of dogs, cats and other household pets abused by their owners, but the more disturbing pictures were of scientists and other professionals harming animals all in the name of science. I made another connection after Buddhu had burned Jhingurs fields, and Jhingur had decided to get even with him in one way or another. He began his plan by befriending Buddhu, giving him the impression that he had no idea who had burned his fields. I went through a similar experience when I had my credit card stolen from my purse in an employee bathroom while working at a Chilis in Michigan. The police had called me to watch a surveillance video from a neighborhood store, and I had identified the thief. The detectives were going to come to Chilis to question her later that day, and ironically, I also had to work. I was as friendly as I could be to her, just knowing that she would get what was coming to her. It felt really good at the time, but as I lo ok back, it does seem a bit evil. .u2bb989c99e348c5f2a2987757372ff5d , .u2bb989c99e348c5f2a2987757372ff5d .postImageUrl , .u2bb989c99e348c5f2a2987757372ff5d .centered-text-area { min-height: 80px; position: relative; } .u2bb989c99e348c5f2a2987757372ff5d , .u2bb989c99e348c5f2a2987757372ff5d:hover , .u2bb989c99e348c5f2a2987757372ff5d:visited , .u2bb989c99e348c5f2a2987757372ff5d:active { border:0!important; } .u2bb989c99e348c5f2a2987757372ff5d .clearfix:after { content: ""; display: table; clear: both; } .u2bb989c99e348c5f2a2987757372ff5d { 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; } .u2bb989c99e348c5f2a2987757372ff5d:active , .u2bb989c99e348c5f2a2987757372ff5d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2bb989c99e348c5f2a2987757372ff5d .centered-text-area { width: 100%; position: relative ; } .u2bb989c99e348c5f2a2987757372ff5d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2bb989c99e348c5f2a2987757372ff5d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2bb989c99e348c5f2a2987757372ff5d .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; } .u2bb989c99e348c5f2a2987757372ff5d:hover .ctaButton { background-color: #34495E!important; } .u2bb989c99e348c5f2a2987757372ff5d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2bb989c99e348c5f2a2987757372ff5d .u2bb989c99e348c5f2a2987757372ff5d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2bb989c99e348c5f2a2987757372ff5d:after { content: ""; display: block; clear: both; } READ: Glass menagerie EssayWere Buddhu and Jhingur bad people? Were they acting out of their own bad character, or was it simply a manifestation of their upbringing in a feudalist society? This story really makes me wonder if a person can look beyond the restraints of the caste system, or if once born into it, he or she is systematically drained of any hopes and dreams of succeeding in anything other than the work of his or her caste. All of the things that Buddhu and Jhingur did to one another were efforts to raise their standing in their caste. What could they have gained? They certainly could have made more money, but their ultimate standing in society would not have changed. Buddhu would always be a shepherd and Jhingur would always be a farmer. Can their actions be excused simply because of their social standing? No. They were still acting maliciously and were being horrible people and neighbors. A person must always take responsibility for their actions, no matter what the conditions. I dont think that they were evil people, but they were definitely not people I would choose for neighbors or friends. The title of the story alludes to the fact that all of these events are some type of spiritual path for these two men leading them to salvation. In the end, they are both left with nothing, actually working together. They manage to befriend each other and admit the wrongs they committed against one another. Have they achieved salvation? That is really not for me to say, but they definitely came out of the whole situation as better people.

buy custom Effects of Childhood Bullying essay

buy custom Effects of Childhood Bullying essay Childhood bullying has significant influence on the development of kids. Some of the effects associated with childhood bullying are immediately revealed while others are shown in the long term. In most cases, the developing child finds it hard to cope with the bullying effects in the daily activities. It affects the way children build their relationships with other peers as well as with other people that are younger or older than they are. Therefore, it is necessary to stop any bullying activities on kids as they bring about poor child development and in some cases, it can lead to death. Many kids encounter the bullying problem, in spite of their personal value or background. All kids are vulnerable to bullying by their parents, peers, teachers and all that are in their developing environment. Being enlightened on how bullying affects the development of kids is an essential step, which promotes effective responses to curbing the issue. Bullying builds problems for kids while at home, at playgrounds, and at school. This research includes discussion of the effects of childhood bullying on the development of kids (Levine Munsch, 2010). Childhood Bullying Concept For better understanding of childhood bullying effects, it is necessary to understand its concept. Some childhood bullying activities are never considered as bullying, but the fact is they do affect kids development. Childhood bullying involves aggressive actions persistently and frequently committed to kids due to their less powerful nature. Childhood bullying can be categorized in different ways, which include verbal, gestural, physical and rational bullying. Verbal bullying involves the use of direct verbal insults, calling of names and use of unfair criticism to kids. At the same time, verbal abuse can be indirect upon influencing another individual to criticize a child. In some cases, malicious rumors can be spread against kids, which are also a form of indirect verbal bullying. The form of gesture bullying happens when they are threatened, or through the use of obscene gesture by others. Intentional turning away from kids or averting from gaze is also gesture bullying. Physical bullying involves actions such as striking, use of weapons, indirect hiding of kids belongings, and assaulting kids in front of other people. Rational bullying involves creation of groups of people against child. It can also be indirect upon persuading a group to exclude kids in their activities. Bullying activities have gone far beyond moral frames, when kids are harassed sexually. Sexual bullying of kids falls in the four categories of bullying. On physical means, kids may be enticed or be forced to have sex with people that have physical power over them. It also involves touching of their genitalia. It can also be verbal by, when a person uses unwanted comments to kids which have some sexual relationship, either on a written form or spoken. Gesture sexual bullying, happens when there is the use of offensive gestures such as fingers, or throwing suspicious kisses to kids. Sexual bullying is very sensitive. Kids caregivers, parents and teachers should work together to avoid any signs of its existence. Parents should have the courage to discuss it with their children. Therefore, childhood bullying is considered as a deliberate exercise where kids are viewed as potential victims due to their vulnerable nature and weaknesses. It is intended to exert pressure, to hurt or else un dermine and put down kids. Psychological Effects of Bullying Childhood bullying affects the development of kids psychology. Victimized kids show psychological problems, predominantly in relation to depression and the nervous breakdown. Eating disorders are believed to have some roots in the psychological effects of bullying, which normally happens during the time that kids are being bullied or after that. Psychosomatic issues also develop through bullying and affect both sexes (Rigby, 2003). They include body complaints which are not related to any physical cause. For instance, consistent headaches and stomachaches appear as soon as the school day begins. When the kids are allowed not to attend their school, they normally spend the remaining part of the day without much problem or sickness signs. Once kids start experiencing such behaviors, it is necessary to find out whether there are bullying activities happening in school. Sleeping Problems Associated with Childhood Bullying Good sleep is necessary to the growth and development of kids. Bullied kids show different types of sleep disorders. These kids find difficultie when falling asleep and in many cases stay a long time awake. They also have difficulties with staying asleep, and they would rather play games, or just sit on the bed instead of sleeping. Nightmares are very common to the children who are bullied. Some of them do not experience problems to fall asleep, but they normally experience nightmares compared to their counterpart, non-victimized kids. The nightmares are vivid and sometimes menacing on the activities, which have connections to bullying or not. Victimized kids develop fear when they fall asleep, and they would rather sleep while clinging to someone else. They always like to have the lights on, in fear that something terrible might occur to them in darkness. Bed-wetting is very common to bullied kids, an aspect that lowers their self-esteem. Suicidal and Social Effects of Childhood Bullying Research has showed that suicidal rates are higher among the bullied kids compared to their counterparts. Regarding that, the victimized kids think more about committing suicide than their peers do. This effect is highly sensitive as some kids do attempt committing suicide and others die in the process. Victimized kids find themselves in social status, which is different and lower than others are. In a way, social exclusion increases the chances of victimizing kids, but peer rejection increases when kids are bullied. In return, kids live in loneliness while others feel abandoned. These kids are also very quiet and they are very peaceful when left alone. Kids develop low self-esteem, and they fail to do activities that are easily done by their peerS due to the lack of courage. They normally think that they are inferior (Pressley McCormick, 2007). Schooling Problems Effects of Childhood Bullying Bullied kids have a tendency of experiencing problems on their academic achievements. Frequent absenteeism is very common to the bullied kids. As stated earlier, many kids report cases of headaches and stomachaches, which lead to school absenteeism. When children are bullied by teachers or other schoolmates, they would rather stay at home where they find love. The victimized kids tend to avoid some parts in school, where they are likely to interact with others, such as rest rooms. Playing is very important for child development. However, bullied kids tend to hide themselves when others go to play, or others fail to include them in their games. They miss a very important aspect of life because playing does not only promote physical well-being but also relaxation of mind. These kids are always scared and have a lot of doubt about what would happen to them. All these issues experienced by these kids make the learning process difficult for them and create a lot of inconveniences. Poor pe rformance attained by these kids due to the underlying factors, increases bullying actions by their peers, teachers or caregivers. Therefore, it is believed that many school dropouts were at one point bullied in their school life. All kids irrespective of their social backgrounds have rights to experience safety and feel the sense about security while at school. Physical Effects of Childhood Bullying Bullying effects are associated more with psychological consequences rather than with physical effects. This leads to physical symptoms associated with bullying being ignored. It is clear that physical symptoms of the childhood bullying, interfere with everyday life enjoyment of kids. In relation to this, aggressive behaviors displayed to kids for a long period, often result in the sturdy advancement of physical disorders. Bowel syndrome with irritable nature, urgency need for kids to visit bathroom has more relationship to stress by the bullied kids. Other physical developments happen without the kid being directly involved, but the display of these physical symptoms affects kids development. Loss of hair is a physical consequence, which is experienced by the victimized kids. Different forms of mutilation occur especially when children are driven to self-harm as a way of responding to bullying. Effects of childhood bullying whether physical or psychological tend to take charge, in almost all areas in the development and kids experience. The effects are highly debilitating in all the aspects of life. These children find it hard to meet their potential in different parts of life. They often believe that they have no potential while others feel that their potential was long ago destrooyed. It is clear that children respond to the bullying effects differently, thus understanding all the effects involved is very important. The children, who engage themselves in bullying activities, suffer some consequences in their development. Deprived psychological behavior attained after a long time of exhibited abusive actions, worsens when the bullying goes undeterred. These children also face high chances of the development of delinquent behaviors, whereas some have found themselves in jails or receiving juvenile detention. Children who are bullied possess some physical or emotional weakne ss. Intense childhood bullying reduces the well-being of kids due to anxiety, life uncertainty and depression. Recommendations Since childhood bullying affects the development of kids. It is necessary to stop it once it is realized. When dealing with the bullying effects on the victimized kid, it is also necessary to develop ways, which would help the perpetrators involved in it. This will not only reduce the bullying effects to the children, but it will also promote development. It is crucial to recognize the potential damages, which develop as a result of both psychological and physical. Childhood bullying has been in many cases considered to be a natural phenomenon, an aspect that needs to be changed in peoples mind. It is believed that in a way it forms kids character, but the research shows that it does more harm than good. Therefore, there is a need to educate all parties involved in kids environment. It is also important to deal with bullying incidents upon realizing them. It is also recommended for the society to change its perception and attitude towards bullying. Aggressive behaviors stand little chances to reduce if the society fails to address childhood bullying. Adults and children possess unequal powers in the daily life and in adult-child relationship. Therefore, it is important for all child caregivers, either in school or at home, to always bear that concept in mind. The control exerted to children as a way of discipline, has in many ways turned to childhood bullying (Levine Munsch, 2010). Creation of anti-bullying policy to children is necessary to completely stop bullying activities. It is also a method of encouraging children to report bullying behaviors openly and without fear. Therefore, kids are also likely to believe that those in authority have powers to protect them. Since some bullying behaviors emanate from children, it is important to teach kids the acceptable behaviors. Supervising kids who are aggressive is an important way to prevent bullying among children. Children portray bullying characteristics at the tender age. Thus, it is important to provide them with additional resources. This will reduce the risk of involving themselves in bullying activities, which are likely to affect their development. Discouraging childhood bullying behaviors is necessary in all learning institutions. For that reason, teachers should be keen to recognize bullying activities and stop them. Conclusion In conclusion, childhood bullying affects the kids development, an aspect that cannot be ignored. Development of low self-esteem is very common to the victims, whether the bullying actions and effects are unaddressed or when the curbing ways fail. During kids development, they believe in the bad comments addressed to them as part of their lives. In some instances, they end up behaving in relation to the comments made. The bullies take this as an advantage where they become motivated to continue their abusive behaviors (Great Britain: Parliament: House of Commons: Education and Skills Committee, 2007). These kids develop low confidence during the time of bully or the entire childs life. Bullying promotes hopelessness and worthlessness especially when kids tend the actions supposed to curb the bullying behavior as futile. It is important to recognize that behaviors, which lead to childhood bullying, are not obvious as expected. Most of the bullying actions take place in the absence of adults and most victimized kids fail to report the incidences due to the reprisal fear. It is wrong to perceive some teasing activities, which involve intimidation, as just mere teasing. When intimidation takes place, distress is likely to affect kids, which tamper with kids development, and it should be considered as childhood bullying. Childhood bullying has more to do with insensitivity to kids feelings. It also promotes aggression behaviors to anybody irrespective of the authority or position. Unfortunately, childhood bullying has been in many cases thought as a positive quality to discipline kids. Buy custom Effects of Childhood Bullying essay

ACT On My Own

Should I Hire A Tutor Or Study For The SAT/ACT On My Own SAT / ACT Prep Online Guides and Tips Your number two pencils are sharpened; you have functioning erasers at the ready and tissues for when you can’t stop the tears. That’s right. You’re gearing up to study for the SAT/ACT. Except†¦how do you actually go about studying for the SAT/ACT? Do you need a tutor, or can you just do it on your own? We cover this topic pretty thoroughly in our free booklets on comparing methods of test prep for the SAT and ACT, so this article will just give you a brief rundown of when it’s worth it to hire a tutor. feature image credit: Lady Mary Fairfax with her Tutor, 1647 by Lisby, used under CC BY 2.0/Cropped from original. In general, if you want to succeed on the SAT or ACT, you must have all of the following five components. 1. Motivation and Accountability Finding the motivation to study for the SAT/ACT can be...problematic. I mean, your score doesn’t directly impact your high school education (unless your school uses it for something), and test prep isn’t as interesting as Youtube. If you aren’t motivated, you won’t make progress in your test prep. A vague reason that you just give lip service to, like â€Å"I know I probably need to study so I can get a good enough score get into the school I want,† won’t do you any good. You need reasons to study that will actually motivate you. Because it’s the strength of the motivation that matters, not the loftiness of the reason, â€Å"I want to beat my older sibling’s score on the SAT† is just as valid a motivator for test prep as â€Å"I want to do well on the SAT so I’m guaranteed a scholarship to a state school.† Accountability may play a role in your motivation, if you find that you are most motivated to succeed if you have people counting on you who you don’t want to disappoint. Maybe you’ll care if a friend or a sibling shames you for not doing work like you said you would (not that I speak from experience), or if your parents are disappointed in you for failing to improve your test scores (as long as this is also something YOU care about). Bottom line: you need to find a source (or multiple sources) of motivation that work(s) for YOU. IF you have problems finding the motivation to study on your own, without anyone holding you accountable for studying, THEN a tutor may be helpful for you. 2. Strong Study Plan Students who succeed on the SAT/ACT go into prep with a structured study plan. When you’re just studying on your own, it can be hard to stay organized in your studying. The first step to forming a high-level study plan is to know where you currently stand and where you want to be on test day. Take a timed practice test under realistic conditions to get a sense of how you are scoring now. Next, what is your target score? We have two articles about this, one for the SAT and one for the ACT, but to summarize: List the schools you want to apply to Search online to find their average SAT/ACT scores Take the average of all the averages to get your target test score. Once you know your current score and your target test score, you will have a better idea of what it's going to take to get there. A structured study plan will be able to answer all of the following questions. When am I taking the SAT/ACT? How long do I have to prepare before test day? How many hours will I study each week? What material do I need to cover? What resources will I use? Should I use books or a complete prep program? When do I take practice tests? How will I know how to adjust my plan according to my progress? I'm going to use a fictional student named Aaron to answer these questions. Aaron recently took a practice SAT and scored a 1000 and has six months to reach his target score of 1250. He and his tutor have assessed his weak areas and discovered that Aaron has serious content weaknesses across all of SAT Math and some smaller issues with the Critical Reading and Writing sections. Aaron's study plan looks something like this: Months 1-3: 1 hour every other week with tutor, 3 hours a week otherwise focusing on weaknesses in SAT Math. Practice tests every three weeks. Months 4-5: 1 hour every other week with tutor, 6-7 hours a week outside of tutoring sessions drilling weaknesses in Math, Critical Reading, and Writing and reviewing missed questions, using books and materials hand-selected by the tutor; practice tests every other week. Month 6: 1 hour every other week with tutor, 9-10 hours a week outside of tutoring sessions working on remaining weaknesses that the tutor has identified by drilling with actual practice questions, practicing reading comprehension by finding interesting articles in the New York Times and analyzing them; practice tests every week, increasing in frequency as the test draws nigh. Because Aaron sticks to his study plan, he bumps his Math score from 400 to 630 and his overall SAT score from 1000 to 1260, meeting his target goal. If he had not had this study plan, even if he had gotten focused help on the Math section a month before the test, it's unlikely that he would have been able to improve as much as he did, both in Math and across the board. So IF you have problems structuring your study time, THEN a tutor may be helpful for you. 3. Excellent StudyResources Being motivated with a plan won’t do you any good if you don’t have good resources for your test prep. It is extremely important to use actual SAT/ACT practice tests when you study, not other test prep company’s materials, since only the questions that will test you in the same way the real test does are...questions from an official test. Luckily, there are a bunch of free practice tests available online for the SAT and the ACT. What if there’s a topic you just don’t understand? Let’s make up an example and say I never really understood probability in class, but somehow managed to fake my way through it. Suddenly, I’m faced with the SAT or ACT, which questions you on probability in really weird ways. To address this, I could try going through back through notes or borrowing old textbooks, prep material from other people. But what if I don’t have any good notes or materials to begin with? Not only this, textbooks and class notes aren't the best way to prep for the tests since they're so different. What if I’m not good at teaching material to myself? My best bet would be to find a tutor who has a good reputation for teaching SAT Math, and get focused instruction on improving my knowledge of probability. IFyou don't know what the best resources available to target your weaknesses are, THEN you would definitely benefit from time with the right tutor. 4. Effective Way To Learn From Your Mistakes One of the mistakes many people have when they study for the SAT/ACT is failing to thoroughly review the questions they miss. A thorough review involves more than a halfhearted â€Å"Oh, I see. I got this wrong because I was careless.† In order for going over your errors to actually help you, you need to dig deep into why exactly you missed the question. Where were you careless? Did you make the mistake because you were rushing? If so, why were you low on time? What are concrete ways you can avoid making this mistake in the future? If you’re thinking that you’d love to read an entire article about the best way to review your mistakes, then you are in luck. IF you have trouble going over your mistakes and figuring out what in particular you did wrong (and concrete ways to avoid it in the future), THEN hiring a high quality tutor will be helpful. Bourgai Sadia by sebastien Delcoigne, used under CC BY-SA 2.0/Cropped from original. Don’t speed past your mistakes. 5. Ability To Measure Progress In order to successfully prepare for the SAT/ACT, you need a way to measure your progress as you study, and be able to adapt your study plan accordingly. This is the area I have the most trouble in – it’s tempting to keep doing the same things over and over, but after a certain point those things may no longer be helping you boost your score. So how do you measure progress? When beginning your test prep, you should take a timed, full-length practice test and score it; alternatively, if you've already taken the test once recently, you can use that as your starting point. As you proceed through your test prep, continue to take timed practice tests at regular intervals, spaced according to how much time you have to study. For instance, if you're preparing for the SAT over the course of two months, start out by taking a practice test at the end of each week of prep for the first month. Why is taking timed practice tests so important to your test prep? It's the only way, short of taking the actual SAT or ACT, to see how you're doing under realistic conditions. If you don’t know if you’re doing better than before on the test, it's impossible to know if your studying is effective...or if you're just wasting your time. By periodically checking your score on practice tests, you'll be able to see if you are improving, and if you need to be improving more quickly to meet your goals (or if you're doing just fine). Let's extend the example of a student who takes four practice tests in the first month of her studying. He started out with an ACT composite score of 24, and his goal is to improve to a 30; however, after a month of studying a couple of hours a week, his practice test composite is holding steady at 26. If this student wants to meet his goal, he's going to need to adapt his studying method. In this case, a tutor would be helpful because she would be able to identify the ways in which the student should adapt his studying method to reach his target score, whether this is by increasing the amount of time he studies or changing the specifics of how he reviews questions he's messed up on. IF you’re not really sure how to measure your progress, or how you can adapt your test prep as you improve, THEN you might find a tutor helpful. No Sweat, I’ve Got This Without A Tutor If you are confident that you take care of the following on your own: Motivation and Accountability: You have a reason or multiple reasons to study that are actually important to you. Strong Study Plan: You know your target score and the amount of time you have to study and are able to use that to plan out your test prep in a schedule that you can stick to. Good Resources: You have the right material to study, or you have the ability to aquire it. Effective Ways to Learn From Your Mistakes: You are expert at picking apart your mistakes, seeing exactly where you went wrong, and finding solutions to avoid these mistakes in the future. Ability to Measure Progress: You know what your starting point is and that you need to take timed practice tests along the way as yardsticks against which to asses your progress. ...then absolutely go for it - you don't need a tutor to do well, or even get a perfect score, on the SAT or ACT. As I can personally attest, working smart and working hard will get you most places when it comes to test prep. Storytime: When I was a senior in college, I was under the impression that I might want to go to grad school for psychology, and so I knew I had to take the GRE Psychology Subject Test. I didn't have the funds or time for a tutor, and there wasn't really a test prep course out there that I knew of. Instead, I studied with a friend for about an hour a day, every day, for the six weeks leading up to the test. We both scored exceptionally well, and my friend is in the process of earning her doctorate in psychology. So I don't want to suggest that you MUST have a tutor to do well on the SAT/ACT. But if you feel like you need help on one of the above key components, you should consider it. Uh Oh†¦I’m Not So Sure I Can Do This On My Own If you’re worried about even one of those 5 areas, however, you might want to consider getting yourself some assistance to maximize your score. The more areas you struggle with, the more a high quality tutor will help. On the other hand, if you’re not entirely sure that you want to go with a tutor, a test prep program, like PrepScholar’s automated drilling platform, is a good compromise. You get motivation, a pesonalized study plan that focuses on your weaknesses, materials, and a way to measure progress, but pay less and miss out on the one-on-one attention. What’s Next? Wait, what is it that tutors actually do during SAT/ACT tutoring, anyway? I’ve got the answer for you! Sounds good so far, but should I be doing online tutoring? Find out here. How do you find the right tutor for you? Reading this article is a good start (although since I wrote it, I might be a little bit biased). Want to get serious about improving your SAT/ACT score? Our tutoring service is designed to be the most effective in the nation. We hire the best tutors from across the country. This is then paired with our exclusiveonline drillingprogramthat gives your tutor complete insight into your progress to design the most effective sessions. Think about what improving 160 points on your SAT, or 4 points on your ACT, can do for you. Learn more about tutoring now:

War in Iraq and Afganistan Essay Example | Topics and Well Written Essays - 1000 words

War in Iraq and Afganistan - Essay Example They were office workers, waiters, police, firemen, moms, dads, friends and neighbors. Thereafter began an era of hunting for the terrorists and their links. It involved gathering info from everywhere with techniques like cyber-snooping. Attention was diverted towards Afghanistan as there was no regime as such. The ruling combine called Taliban did not believe in human rights and controlled the country with terror at gun point. Women were treated like third class citizens, not allowed to attend public functions and schools. One prosperous sheikh from Saudi Arab called Osama Bin Laden was there to help the regime with finances and arms. He had his own set of people ranging from nuclear scientists, engineers, villagers and other trusted lieutenants around him. They had their own ideology of calling the countries like US, UK, India, Israel etc. as the enemies of Muslims. For this very reason they gave calls for Jihad against these countries in particular. Afghanistan has the misfortune of being in news for all the wrong reasons since the late 1970s. It was in 1979 that Soviet troupes from the then USSR invaded Afghanistan and engineered a regime change. These forces remained in Afghanistan for the next 10 years, but no t before resistance forces were armed with lethal weapons and trained manpower. Thereafter began a bloody era of revenge when the erstwhile President was hanged in broad daylight in the middle of the road. This bloody has not stopped since then. The areas bordering Pakistan are still full of sympathizers for the terror machine led by the likes of Osama Bin Laden. Prior to 9/11, the world paid little attention towards these terror machines owing to a range of geopolitical issues and diplomatic concerns. But thereafter all eyes were focused towards the regimes which were considered to be unfriendly towards the European nations. Information was being compiled and analyzed from nations like Iran, Iraq, Pakistan, Afghanistan, and Libya. This analysis led to the belief that Afghanistan is the hub of activities for producing the terror suspects while the regime led by President Saddam Hussain was considered having a friendly approach towards the terror suspects. All these factors resulted into formation of a coalition led by US in war against terrorism and the hunting down of the remnants of al Qaeda and Taliban forces in Afghanistan. Though US had forces had earlier bombed some selected targets in Afghanistan, but these bombs failed to find the intended target. This time US did not want to take chances and launched a full-fledged war against terror in Afghanistan. It began on October 7, 2001 when the coalition forces launched the aerial attacks, followed by ground forces advancements. In fact many countries have been tackling this menace of terrorism for many years. This way there has been an ongoing war against terrorism. But the term 'The War on Terrorism' is the name given to the military and diplomatic campaign launched by the United States, with support from NATO and other allies. Stated goal of this campaign is to end international terrorism by preventing 'terrorist' groups from carrying out further attacks. Majority of these groups are Islamists like al-Qaeda, Hezbollah and Hamas. Afghanistan is now free of Taliban government and at present led by President Hamid Karzai with active support from the coalition forces. But the cause of concern is that the main suspect

Single Teenage mom with newborn Case Study Example | Topics and Well Written Essays - 2500 words

Single Teenage mom with newborn - Case Study Example Character Name Age (years) Marital status Father Vinod 53 Married Mother Sushma 49 Married Eldest daughter Swarthi 25 Married Swarthi’s husband Mukesh 30 Married Eldest son Raja 24 Married Raja’s wife Sheela 20 Married Son Sidhart 22 Single Son Kali 20 Single Daughter Sohni 19 Single Daughter Minakshi 15 Single Daughter Bhoomika 13 Single Swarthi’s son Rahul 1 Raja’s daughter Meera 3 Minakshi’s dance tutor Bob 31 Married Of the four daughters, three are unmarried and are in their teenage. Minakshi has recently been found to have acquired a pregnancy. She is only 15 years of age, and is quite disobedient towards her parents. Few days before their shocking discovery, Minakshi’s parents were thinking about moving back to India just because of her. They thought that they would be in a position to better exercise their rights over their daughter in India than in Las Vegas. It is important to mention here that Vinod and Sushma took the decision of migrating to America in the first place because of Sushma. Sushma was gifted by nature with a very beautiful face and body. Although she was not very fair by the complexion, yet her features were extremely beautiful and adorable. Sushma had large and lustrous eyes, and the length of hair was up to the hips. She managed her hair well and tied them into a ponytail which added to her beauty. She was quite tall for her age, and was slim and smart by figure. She danced very well. Her teachers in India encouraged Minakshi’s parents to take her abroad to gain proper education in dance and build her career in this field. Since the time that they had migrated to Las Vegas in 2006, they started to loose control over Minakshi. In the Western culture with increased power in the hands of juveniles and where individualism prevails at large in the society, Minakshi felt free of the dominance of her parents that prevails in the Indian society. She remained out of the home till late night wit hout the permission of her parents, and would not listen to them as they advised her to get back straight to home after the dance class in the evening. At she turned 14, she developed a relationship at a physical level with her dance tutor, Bob who was a Christian and a native of Las Vegas. Bob got married to a Christian girl in 2000 and fathered 3 daughters. Diagnosis of Pregnancy: Minakshi’s parents did not realize that their 14 year old daughter was in a physical relationship with her tutor for the whole year until by the mid of January, 2011, they found out that Minakshi was pregnant. It so happened that one day, Minakshi felt very dizzy and was frequently vomiting. Initially, Sushma thought her daughter might have taken some wrong medication for the treatment of sore throat. But Minakshi’s frequent vomiting caused Sushma to consult the doctor without wasting any time. The doctor took the sample of urine, and after a brief physical examination, the doctor diagnosed that Minakshi was expecting. Family’s Reaction and Immediate Consequences: The news was extremely shocking and traumatizing for each and every member of the family. To hear the news of her 15 year old daughter’s pregnancy, Sushma lost balance and fainted right on the spot in the clinic. She was immediately given treatment and within a matter of minutes, she regained senses. The news was so shocking for her that she could not speak. She tried to speak out but could only manage to murmur. Minakshi remained silent all this while and did not know what to do. Minakshi and

Henry James referred to TTOTS as a potboiler Essay Example for Free

Henry James referred to TTOTS as a potboiler Essay Henry James referred to ‘TTOTS’ as a potboiler. In light of this comment, explore the establishment of a simple ghost story in the prologue and first five chapters. Henry James stated that ‘TTOTS’ was a potboiler, meant only to be perceived as a simple ghost story which in the Victorian era was how it was originally accepted. However a more modern audience ay interpret the novella as something more. Relating back to the idea of a simple ghost story, the novella starts with a typical ghost story setting – ‘The story had held us, round the fire’ emphasised by the description of the house being ‘gruesome’ and it being ‘Christmas Eve’ informing us that it is night time. All are contributing factors to an ideal ghost story and all of these points start to build the tension and suspense up already within the first few lines. ‘Held us, round the fire’ tells us how they are clinging to this materialistic substance for comfort and warmth, typical connotations of fire. Use of language such as ‘dreadful’ and ‘terror’ increases this sense of a greater impending ghost story – that of which we hear about the Governess. Moreover this sets the mood and creates the atmosphere for the audience to fully appreciate the ‘horror’ of this ghost story. In addition, the idea of them telling ghost stories gives us an immediate impression that there is a ghost story awaiting the audience. The use of more dramatic language such as ‘for sheer terror?’ and ‘for dreadful – dreadfulness’ start the steep incline of suspense and tension we will feel throughout the story. The idea of authenticity throughout this novella is key for the audience to focus on. To increase this idea of the story being real, James uses a framed narrative to draw the reader in to believe that the tale is true. Overall the story could succeed without the prologue but with it, the audience is a lot more likely to proceed through the book with an idea or reality. The main character in the prologue, Douglas, tells the unnamed narrator and the rest of the group of a ghost story much worse than any that have been told. ‘If the child gives the effect of another turn of the screw, what do you say to two children ?’ Obviously hinting that his tale contains two children, increasing the horror the audience are now sure that they are reading a simple ghost story. However this idea can be argued as we continue throughout the prologue and the first chapter. We learn that about the Governess, moreover, we learn Douglas’ opinion of her. ‘Is in old faded ink and in the most beautiful hand’. From this we can interpret that Douglas’ may be fond or possibly in love with the Governess making his opinion biased thus taking away from the reliability of the story. The use of characters in the prologue almost acts as a metaphor for the reader. ‘Everybody will stay!’ and ‘I will – and I will!’ could be used to represent how James wants the reader to react to reading the actual ghost story. Straight away in the first chapter we learn about how the governess suffered ‘a succession of flights and drops’. Already we start to suspect the volatility of her and the reliability of her tale which obviously argues against the idea of it being a simple ghost story and starts to lay down the foundation for the idea that there may be undercurrents of something more suspect. However her description of Bly is incredibly positive. ‘A lovely day’, ‘summer sweetness’ and ‘a friendly surprise’ are all used in one sentence and all are incredibly optimistic, giving us the idea that the governess is a very positive person. However she does seem to be very hyperbolic, describing the first child, Flora, as ‘one of Raphael’s holy infants’. Obviously this is taking it to extremes, which hints that this might not be the only thing that she is exaggerating throughout the novella. Towards the end of chapter one, she describes parts of the house with language such as ‘empty chambers’, ‘dull corridors’ and ‘crooked staircase’ al of which are very negative descriptions, however she immediately starts to describe the house as ‘a castle of romance’ and something from a ‘story book’. Moreover, as she is peppering her negative quotes with positive and vice versa massively showing her incredible volatility. This is a major idea that the rest of the story may be exaggerated or maybe not even true. This could also foreshadow her personality later on into the novella. Throughout the chapters the language of Mrs Grose becomes increasingly questionable. As an audience we are constantly told that she is ‘simple-minded’ however she sees to know a lot more than she is letting on. ‘Are you afraid he’ll corrupt you?’ This is odd as she is talking about Miles, a ten year old boy. This make the audience think, how can a young child corrupt a fully grown woman? Leading us on to thin she may be talking about somebody else. As we progress through the story we learn about the Governess’s sexual frustration toward the master. Accompanying this idea is that she sees the apparition of Peter Quint upon the tower. This is could imply that she is projecting her sexual frustration onto an imaginary figure as a release to wanting to see the master. ‘A charming story suddenly to meet someone’ and later ‘He did stand there!’ She only sees this figure stood there when she is imagining the master, a suspicious idea that the reader may look into. ‘The man who met my eyes was not the person I precipitately supposed’. This quote backs up my previous point of the projecting this idea of meeting the master on her walks. During these first few chapters we experience a reasonable amount of religious language, ‘Raphael’s holy infants’, ‘divine’ and ‘he has red hair’ these all imply ideas of how the plot is affected by the religious aspects of the Victorian era and their views on ghosts. As they did believe in ghosts and were mainly very religious, these ideas were accepted avidly and only increased any emotions felt within the Victorian reader as they progressed through the story. Overall, my personal views are that there are underlying psychological ideas in ‘TTOTS’ and that although it can be read as a straight ghost story, to fully appreciate the novella the reader must delve deeper and retrieve any obvious ideas that suggest more than just a typical ghost story. James uses a variety of techniques which make his characters seem a lot more emotional deeper than just a person who is afraid in a big house. However the idea of authenticity throughout does back up the point of it being a straight ghost story. I do believe that it is a mazed reader and can be open to a variety of interpretations.

Kate Chopins The Awakening Essay -- Chopin Awakening Essays

During the late nineteenth century, the time of protagonist Edna Pontellier, a woman's place in society was confined to worshipping her children and submitting to her husband. Kate Chopin's novel, The Awakening, encompasses the frustrations and the triumphs in a woman's life as she attempts to cope with these strict cultural demands. Defying the stereotype of a "mother-woman," Edna battles the pressures of 1899 that command her to be a subdued and devoted housewife. Although Edna's ultimate suicide is a waste of her struggles against an oppressive society, The Awakening supports and encourages feminism as a way for women to obtain sexual freedom, financial independence, and individual identity. Feminism is commonly thought of as a tool for educating society on the rights of women. It teaches that a woman is equal to a man in every civil and societal accord. Realizing this is not always the case, Charlotte Bunch, a noted lesbian feminist of the 1970s also defined feminism as "a way of looking at the world - a questioning of power [and] domination issues" (WIE). Many feminists attempt to bulrush the ideals of stereotypical women and push them away from those who believe in these standards. "Feminist scholars also seek to question and transform androcentric [sic] systems of thought which position the male as the norm," says Barbara McManus. They strive to find, examine, and eliminate biases in a world encumbered with intolerant men who see women as thoughtless objects and most certainly not equals. Other women announce their impressive intellect, economic well-being, and individual personalities to the people who oppose them. "A woman should always present herself and explain her forthcoming jaunts into Feminists, like Edna, howe... ...Barbara F. "Characteristics of a Feminist Approach." December 8, 2001. http://www.cnr.edu/home/bmcmanus/femcharacteristics.html. Showalter, Elaine. The Female Malady: Women, Madness, and English Culture, 1830-1980. New York, NY: Pantheon Books, November 1985. Ward, Jennifer A. "Deconstruction or Feminist Critique?" December 9, 2001. http://www.geocities.com/athens/acropolis.6998/chopin2.html. Wear, Delese and Nixon, Lois LaCivita. Literary Anatomies: Women's Bodies and Health in Literature. Albany, NY: State University of New York Press, 1994. Women's Information Exchange. "Feminism Defined." December 7, 2001. http://electrapages.com/FEMINIST.htm Wood, Ann Douglas. "'The Fashionable Diseases': Women's Complaints and Their Treatment in Nineteenth-Century America." Women and Health in America. Madison, WI: University of Wisconsin Press, Ltd., 1984.

Child Development Stages

Unit 201 Child and young person development Outcome 3: Understand the potential effects of transitions on children and young people 3. 1 Identify the transitions experienced by most children and young people 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour & development, giving examples.  ·Puberty: Growth spurts, early bloomers, late bloomers, jealousy from late bloomers, personal odour, self conscious of body changing. Males, become taller and stronger, body changes , body odour may develop and he may need to start using deodorant. They become moody at times and parents need to try and understand this to help there adolescent cope with changes. The most important factors in the adolescence through puberty is peers, family and school. Any disturbance in these 3 factors can be a heavy burden on this growing child. This could lead to depression, drugs, criminal acts and more.  ·Starting school- From pre – school to primary (Reception class). Child could feel nervous and feeling insecure. May start primary with no friends from pre-school. New faces, new friendships. Learning to dress themselves for P. E, more independence needed. How may this affect the child’s behaviour and development? Starting school -( cont from above) If child J slips through the cracks, is not offered reassurance by his teacher or by parents, he will continue to feel left out. He will then become withdrawn and isolate himself from everyone and everything. He will fall back in class and because he has isolated himself from peers, he might start to feel that he is on his own. He will then start to enjoy his own company. He will not have any social skills and will not move beyond this point. If child J starts school and this kind of behaviour is picked up early & he is offered reassurance from his parents, teacher and all that are a positive role in his life things could be very different. The more positive the parents are, the more the child will be. He will thrive in school and be able to communicate well with the teacher and peers.  ·Moving class or school – Moving from reception class to year one. Children start to follow the national curriculum and are often taught more formally. It can effect a child who is used to learning through play, suddenly they have to work in a formal way for longer periods. More learning , less free time. Change of teacher, teaching assistant ( have a supply teacher). Affects learning, self esteem, not wanting to go to school. Eg. ) We moved to England when my son was 4 years old. On arrival he attended primary school A, he did reception class and year one at this school. By the time he got to year 2, I felt the teacher was very laid back and I was not happy with her method of teaching. I then moved him out of school A in the middle of year 2 and moved him to school B. It was a different area. He had to then start all over again, new school, start to make a whole new circle of friends. In school B this is where the bullying started. He kept it very quiet and it was not till I was approached by one of the mothers at the school, she informed me that my son was being bullied. I thought I was doing the best for my son by moving him into a new school because all I wanted was for him to thrive. Moving school was not a good choice, instead of thriving, he was unhappy, it affected his self esteem and he became withdrawn. I should have considered my sons happiness. This is better Kamilla, you have used a good example.  ·Starting Secondary School – There are differences in the curriculum and the way subjects are taught. Some children may find that there close friends have transferred into different schools, so they must develop new friendships. Although transitions can be difficult, moving on can also be a positive and exciting experience eg) Biggest to smallest, timetables, many schools feed friendships, change of classes, change of subjects, start to carry bags, finding there way around the school. Eg. ) The quiet shy male /female student may fall into the clutches of the group of peers. To avoid being bullied or to try and fit in with the â€Å" In kids† he/ she will go to the ends of the earth to avoid being made fun of. In some schools there is initiation. Some children lose their confidence right at the start of secondary school. . 2 Identify transitions that only some children and young people may experience e. g bereavement 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour & development, giving examples.  ·Bereavement – Following a death of a parent or someone close to a child can be traumatic. If child was living with one parent this may mean a change in carer and perhaps a move into residential or foster care. Loss of parent is devastating . Keep an eye on change of behaviour . Grief goes through several changes Eg) Anger, denial, withdrawn and crying all the time. It may affect memory, concentration and learning. This challenge lasts for months and can last for two or more years. It can affect children in different ways. Eg. ) There are children who continue to do well in school following the death of a loved one. These children go unnoticed. They my use the tasks of school work or sports to block out painful feelings or thoughts, or they may feel a need to excel because of a feeling that the parent is watching them and will want to show the deceased parent how much they care in this way. This type of response to loss can result in stress – related health problems later on in life, as well as potential physical and emotional difficulties from unresolved grief. How to Help Maintain routines in school Be realistic about expectations for academic achievement Allow make-up opportunities Remember that some children continue to have academic difficulties up to 2 years following a death, and sometimes beyond Make exceptions for sports participation†¦ sports can help with the healing process Refer to the school counselor Communicate with the parents Respect the child's need to grieve Avoid telling the child to â€Å"Move on† or â€Å"Get over it†. Create an emotionally safe classroom Learn about children's grief Recognize that intense grief can come at developmental stages, years after a death occurs Be patient Affirm the person, regardless of academic performance  ·new baby – The older children experience change, Younger children often find changes tin family life because of the new arrival, particularly difficult to cope with. Eg) My son was was an only child till he was 10years old. We always did everything thing together, I over smothered him and therefore he was not an independent child. Once his sister was born, he became mature over night and became more independent. I feel this was a positive change in his life. His little sister looks up to him. Think also about a child that feels left out, how may that affect their behaviour and development The first child may experience a range of emotions, from excitement to jealousy or even resentment. Younger toddlers are unable to verbalize their feelings, and their behaviours may regress after the new child is born. They might suck their thumb or drink a bottle, forget their recent potty training skills and communicate baby talk in an effort to get your attention. Older toddlers and kids might express their feelings by testing your patience, misbehaving, throwing tantrums, or refusing to eat. These problems are usually short lived and a little preparation can help and older child adjust to the idea of welcoming a new sibling.  ·moving house – A family may move house either into a poorer environment where there may be high incidences of crime or into a better area where they are more open spaces. A child that moves into a new area will leave behind friends and extended families. How will this affect their behaviour and development A new house, new environment, new area can affect a child in many different ways. A new surrounding depending, can affect a child by making them feel unsettled. Unfamiliar faces, unfamiliar scents, unfamiliar bedrooms can set a child back. The breakdown of connections with peers, discontinuation of group activities, distress and worries related to a new environment are potentially psychologically distressing events for young children. Frequent exposure to these events can be stressful and confusing and may affect their psychosocial wellbeing, thus increasing their intention toward ending their life if they are unable to cope.  ·parent divorce & separation – Both familiar routines and lifestyles will change. Children will become more independent when there is only one parent. Sometimes they think it is there fault. Some children become withdrawn from everyone. Some children rebel, school work may suffer. Do you have any examples Eg) Child Z was 13years old when his parents got separated. His body was going through major changes hormonally. Once his parents separated he became a different child. He automatically became the man of the house. He rebelled against his mother, had no respect, came home when he pleased, his school work suffered. He disrespected everyone around and was very easily influenced. He got into trouble with the law due to peer pressure. When you put all this kind of behaviour, this child was seeking attention. His grandparents intervened, sat him down and had a one to one with him. He informed them that he felt that his parents had split up because of him, he felt that he couldn’t bare to see his mum in tears all the time. He also mentioned that there was no stability in the house and it was very unsettling for him, hence his behaviour.  ·Fostered/ looked after children – If fostered because parents can’t cope eg) because of drug abuse, alcohol abuse. Foster children are normally placed miles away from where they grew up. Issues of distance. Foster kids are normally moved around due to behaviour or reasons out of their control. Some children experience feelings being unsettled. Some children are already damaged before they are even fostered eg) Due to unsettled background. They make take several behaviours with them, insecure , difficult to make friends – lack of trust. Good Well done Kamilla. You have expanded your answers, but occasionally didn’t really say what affect the transition had on behaviour and development. I will chat to you about this on Tuesday morning. See you then Could you leave the comments on your answers please – it shows I am doing my job. Thank you. E assessed 16th October, 2011

Devine Love vs Human Love Essay

End of the Affair both distinguish between divine love and human love. A common thread that runs throughout is the inconsistencies that are associated with human love and the unconditional nature of divine love. Both Greene and Lewis use familial, platonic and erotic love to illustrate the distinction between divine love and human love with the result that the reader appreciates that human love is superficial given for the wrong reasons while divine love is authentic love given for all the right reasons. Moreover, both Greene and Lewis use their protagonists to demonstrate that while human love is characterized by negative emotions such as jealousy and selfishness, divine love is kind and unselfish. This paper focuses on the varieties of love featured in both books and demonstrates how modernity tends to prioritize human love over divine love with a view to rationalizing how and why romantic, familial and erotic love, all forms of human love are displaced in both novels. In each of the novels, the inescapable message is that erotic love is fragile and recklessly teeters on the outer fringes of hate. C. S. Lewis’s Till We Have Faces: A Myth Retold As in Greene’s The End of the Affair Lewis’s Till We Have Faces: A Myth Retold Human love is unveiled for all its inherent flaws. Orual, the central figure in Lewis’s Till We Have Faces: A Myth Retold recounts her relationship with her sister Psyche. Through Orual Lewis permits his reader to follow the progression of that relationship laying bare the weaknesses associated with affectionate love that Orual has for her sister Psyche and how that love develops into possessive love. Exemplifying the frailties of human love, particularly familial love, Lewis also demonstrates how human love can be conditional and selfish by exposing the fragile relationship between Orual and her father. Perhaps more importantly, Lewis uses these unique familial relationships to demonstrate how selfish human love can transform into hate. In summary Till We Have Faces is a re-telling of the Greek mythical story of Cupid/Eros and Psyche. In Lewis’s re-telling the story is reconstructed through the eyes of Orual who is represented as unattractive and jealous and uniquely disgruntled by the Gods’ mistreatment of her. Psyche, the beautiful sister is the object to Orual’s affections. In this re-telling Lewis deliberately complicates familial love in that Orual’s love for her sister is obsessive. On the other side of the spectrum, Redival’s love for Orual is spurious and the love for Psyche by King Trom is self-deceptive. Fox’s love for Orual and Psyche is also transient. Lewis also ventures into sexual/erotic love which is multifaceted in Till We Have Faces. Orual’s love for Bardia is unrequited, Ansit’s love for Bardia is frustrating and of course there is the superficial infatuation of men for Orual in her veiled condition. Lewis also takes pains to demonstrate that self-love is destructive in presenting duality in Orual who loves and hates herself all at once. This duality is selfish and damaging at the same time. Above all however, the emphasis is on divine love and implicit in this re-telling is a transition from Greek Philosophical times to modern Christianity. (Hooper, 1996, 250) Father Peter Milward writes of Till We Have Faces: â€Å"The main themes are, (1) Natural affection, if left to mere nature, easily becomes a special kind of hatred, (2) God is, to our natural affections, the ultimate object of jealousy. † (Hooper, 1996, 250) Psyche as reconstructed by Lewis has a natural predisposition for affection for divinity whereas Psyche’s love for divinity coincides with Orual’s love for humankind particularly her love for Psyche. While Psyche’s love for the gods are first and foremost in her heart, Orual’s love for Psyche comes first and each sister regards her love as the natural love. For Orual Psyche represents â€Å"the beginning of my [Orual’s] joys. † (Lewis, 20) On the other hand, Psyche derives her greatest at a time just before she is sacrificed to Cupid as it is a means of bringing her closer tot he gods. (Lewis, 74) Orual’s love for Psyche however is aligned to hatred and becomes a means by which Lewis demonstrates the superficial nature of human love whether familial or romantic in nature. Orual’s so-called love and affection for her sister fluctuates from love to hate in a manner which can only leave the impression that the love is fickly to begin with and not based on sound principles or values. For instance the night before Psyche is sacrificed Orual reveals that her sister has â€Å"made me, in a way, angry. † (Lewis, 71) Moreover the following day, Orual dreams her sister â€Å"was my [Orual’s] greatest enemy. † (Lewis, 71) The remainder of the first part of Till We Have Faces is characterized by this king of fluctuations of Orual’s affections for her sister. The inconsistencies are not lost on Psyche who observes: â€Å"I am not sure whether I like your kind [of love] better than hatred. † (Lewis, 165) Superimposed in this aspect of human love as illustrated through Lewis’s Orual is the damaging elements of human love whether romantic or familial. Orual’s love for her sister is characterized by two fatal flaws. First she loves her sister in such a way that she easily allows it to fall into hatred. Secondly, Orual permits her hatred to rebound to the gods. The love-hate scenario from Orual to Psyche is connected to the gods to the extent that Orual permits her love for Psyche to become possessive. That possessive love turns to a dangerous jealousy which is borne out of the presumption that Psyche loves the gods to the exclusion of Orual who in turn holds the gods accountable for taking Psyche’s love from her. Orual’s jealousy is so strong that she’d rather the gods had killed her sister than made her immortal. She laments: â€Å"We’d rather they were ours and dead than yours and made immortal. † (Lewis, 291) Psyche’s love for the gods is interpreted by Orual as a theft by the gods. To her way of thinking the gods took Psyche’s love from her and she says as much, â€Å"Psyche was mine and no one else had any right to her. †(Lewis, 291-292) Lewis intent with respect to Orual’s reaction to Psyche and her affection for the gods were specifically delineated in a letter he sent to Katerine Farrer. Lewis explains in the letter that Orual’s jealousy and attitude toward her sister’s relationship with the God was intended to convey the typical reaction of family members when a relative gives his life to Christianity. Lewis explained in the letter that the reaction of family members is typified by Orual’s when: â€Å"someone becomes a Christian, or in a family nominally Christian already, does something like become a missionary or enter a religious order. The others suffer a sense of outrage. What they love is being taken away from them. † (Hooper, 249) In other words Orual’s angst with the gods finds its place in the kind of jealousy that one family member experiences when it appears to them that a loved one religion replaces them. In much the same way Orual’s bitterness stems from a jealousy which is founded on love. The self-destructive and selfish nature of human love is also succinctly illustrated through Orual. In Lewis’s characterization of Orual she increasingly subscribes to the notion that if she can’t have her sister then she will not permit anyone else have her. Orual convinces Psyche to look upon her lover, despite his warning to the contrary. In her way of thinking Orual perceives that she is saving Psyche and to prove her intention she cuts her arm. The danger of Orual’s love and the dangerous manner in which her love for her sister influences her thinking and perception are revealed in the following excerpt from Till We Have Faces: â€Å"How could she hate me, when my arm throbbed and burned with the wound I had given it for her love? † (Lewis, 169) Ironically, the gods whose love Orual condemns closely mirrors Orual’s idea of love which is self-serving and consuming. It is not until the novel nears its conclusion that Orual comes to the realization that how love was commandeered by avarice and self-satisfaction. In this way Lewis is able to expose the superficial nature of human love. This is finally accomplished with Orual coming to terms with and accepting that her desire to have Psyche, the Fox and Bardia all to herself was entirely wrong. Lewis uses Ansit to voice the meaning of real or divine love by having him provide a brief commentary on Orual’s love. Ansit, referring to Orual’s pursuit of Bardia notes that: â€Å"He was to live the life he though best and fittest for a great man—not that which would most pleasure me. † (Lewis, 264)

Controlled by computers essays

Controlled by computers essays Computers seem to control our lives. It is hard to live without a computer, and no matter how hard you try to remove yourself from computers, they always affect your life. Many people think it is good that computers make things simple. "The Jetsons" was a cartoon where computers controlled the world; their maid was a robot while a computer guided the family to do simple tasks, such as showering and styling hair. It seems that the Jetsons world would be an ideal world to live in, so looking at where computers are headed today the future seems bright. Computers make it so that you can control your heat, air conditioning, pay bills, receive bills, buy groceries, listen to music and watch movies, all without leaving the comfort of your desk. But how would one get the money for this? Computers, once an expensive item, now can be attained by anyone. There are places offering free computers, computers on monthly payment plans and very cheap computers. Once you have one of these com puters, you can then get a job where you work from your computer. After working your Internet job, you can deposit your paychecks directly into an Internet banking account. If you manage to save enough money, you can buy that car you have always wanted, but why buy the car if you never have to drive it? Some people drive places to meet people, but now it is so that you can meet someone online. To most people that conjures a picture of typing messages to someone and never meeting them face to face. Now there are camcorders you can attach to your computer and microphones so you can talk to the person in real time and see them face to face, or screen to screen. In the year 1999, the country went into a frenzy because of computers. Bomb shelters were being built in backyards. People were stocking up on non-perishables for several years; generators increased in sales and TV talk shows featured people who bought a ton of toilet paper. This was n...

Prehistoric Semi-Subterranean Winter Houses

Prehistoric Semi-Subterranean Winter Houses The most common form of permanent housing in the prehistoric period for arctic regions was the semi-subterranean winter house. First built in the American arctic about 800 BC, by the Norton or Dorset Paleo-Eskimo groups, semi-subterranean houses were essentially dugouts, houses excavated partially or completely below the ground surface to take advantage of geothermal protections during the harshest of climates. While there are several versions of this form of house over time in the American arctic regions, and in fact there are several related forms in other polar regions (Gressbakken Houses in Scandinavia) and even in the great plains of North American and Asia (arguably earth lodges and pit houses), semi-subterranean houses reached their highest pinnacle in the Arctic. The homes were heavily insulated to ward off the bitter cold, and constructed to maintain both privacy and social contact for large groups of people despite that harsh climate. Construction Methods Semi-subterranean houses were built of a combination of cut sod, stone, and whalebone, insulated with sea mammal or reindeer skins and animal fats and covered with a bank of snow. Their interiors possessed cold-traps and sometimes dual seasonal entrance tunnels, rear sleeping platforms, kitchen areas (either spatially discrete or integrated into the main living area) and various storage areas (shelves, boxes) for stowing food, tools and other household goods. They were large enough to include members of extended families and their sled dogs, and they were connected to their relatives and the rest of the community via passageways and tunnels. The real genius of semi-subterranean homes, however, resided in their layouts. At Cape Espenberg, Alaska, a survey of beach ridge communities (Darwent and colleagues) identified a total of 117 Thule-Inupiat houses, occupied between 1300 and 1700 AD. They found the most common house layout was a linear house with one oval room, which was accessed by a long tunnel and between 1-2 side spurs used as kitchens or food-processing areas. Layouts for Community Contact A substantial minority, however, were multiple large-roomed houses, or single houses built side-by-side in groups of four or more. Interestingly, the house clusters, with multiple rooms and long entrance tunnels are all more common attributes at the early end of occupation at Cape Espenberg. That has been attributed by Darwent et al. to a shift from a dependence on whaling to localized resources, and the transition to a sharp downturn in climate called the Little Ice Age (AD 1550-1850). But the most extreme cases of below-ground communal connections in the Arctic was during the 18th and 19th century, during the Bow and Arrow Wars in Alaska. The Bow and Arrow Wars The Bow and Arrow wars were a long-lasting conflict between different tribes including the Alaskan Yupik villagers. The conflict could be compared to the 100 Years War in Europe: Caroline Funk says it imperiled lives and made legends of great men and women, with a range of conflicts from deadly to merely threatening. Yupik historians do not know when this conflict started: it may have begun with the Thule migration of 1,000 years ago and it may have been instigated in the 1700s by competition for long distance trading opportunities with the Russians. Most likely it began at some point in between. The Bow and Arrow Wars ended at or just prior to the arrival of Russians traders and explorers in Alaska in the 1840s. Based on oral histories, subterranean structures took on a new importance during the wars: not only did people need to conduct family and communal life inside because of weather demands, but to protect themselves from attack. According to Frink (2006), historic period semi-subterranean tunnels connected the members of the village in an underground system. The tunnels - some as long as 27 meters - were formed by horizontal logs of planks shored up by short vertical retainer logs. Roofs were constructed of short split logs and sod blocks covered the structure. The tunnel system included dwelling entrances and exits, escape routes and tunnels that linked village structures. Sources Coltrain JB. 2009. Sealing, whaling Journal of Archaeological Science 36(3):764-775. doi: 10.1016/j.jas.2008.10.022and caribou revisited: additional insights from the skeletal isotope chemistry of eastern Arctic foragers. Darwent J, Mason O, Hoffecker J, and Darwent C. 2013. 1,000 Years of House Change at Cape Espenberg, Alaska: A Case Study in Horizontal Stratigraphy. American Antiquity 78(3):433-455. 10.7183/0002-7316.78.3.433 Dawson PC. 2001. Interpreting Variability in Thule Inuit Architecture: A Case Study from the Canadian High Arctic. American Antiquity 66(3):453-470. Frink L. 2006. Social Identity and the Yupik Eskimo Village Tunnel System in Precolonial and Colonial Western Coastal Alaska. Archeological Papers of the American Anthropological Association 16(1):109-125. doi: 10.1525/ap3a.2006.16.1.109 Funk CL. 2010. The Bow and Arrow War days on the Yukon-Kuskokwim . Ethnohistory 57(4):523-569. doi: 10.1215/00141801-2010-036delta of Alaska Harritt RK. 2010. Variations of Late Prehistoric Houses in Coastal Northwest Alaska: A View from Wales. Arctic Anthropology 47(1):57-70. Harritt RK. 2013. Toward an archaeology of late prehistoric Eskimo bands in coastal northwest Alaska. Journal of Anthropological Archaeology 32(4):659-674. doi: 10.1016/j.jaa.2013.04.001 Nelson EW. 1900. The Eskimo about Bering Strait. Washington DC: Government Printing Office. Free download

New Believers Essay Example | Topics and Well Written Essays - 500 words

New Believers - Essay Example This paper will share these insights. As a new believer, the Bible and its teachings offers a lot of insight to many challenges. The Bible is the believers’ reference as it defines how we should live and what God promises us as believers. Indeed, the Biblical teachings address almost all problems that believers may experience. As such, when I face challenges in life, I find encouragement from the Bible since the Bible asserts that everything happens to the glory of God and that God cannot subject us to challenges that we cannot overcome. Indeed, my assurance relies on the promises of God (North American Mission Board, 1993). Most assuredly, the Bible reckons that as believers, we are overcomers. Indeed, God wants us to know that believers have eternal life based on the facts found in the Bible (North American Mission Board, 1993). Therefore, anytime I read the Bible, I draw a lot of encouragement well knowing that even Jesus Christ faced major challenges despite being the son of God. Nevertheless, just as Jesus o vercame, the Bible teaches me that as a believer, I will overcome. Advice from my spiritual leader also acts as an insight in my life. Indeed, it has always been encouraging to share spiritual challenges with spiritual person. My spiritual offers me encouraging advice based on Godly teachings. Indeed, his advice relies on Biblical interpretations. As a new believer, I have limited knowledge on Biblical interpretations and hence I seek the counsel of my spiritual leader. Moreover, he prays for me and preaches to me with a view of helping me understand human challenges in the spiritual life. Indeed, he acts as my confidante as I tell him anything that is disturbing me. In many occasions, my spiritual leader has helped me to address spiritual and human challenges. Ultimately, guidance from my mother acts as an insight in my life. Ideally, a parent acts as the earthily God who is very significant in child

Economics of multinational enterprise Term Paper

Economics of multinational enterprise - Term Paper Example If the terms of trade of a country are much closer to one country pre-trade price ratio the greater the gains than the other country hence such a country is likely to specialize in the production of such a commodity. Increase in production will employ a large labor force hence a rise in real income of the favored country’s citizens making them raise their consumption as a result (Beg & Manoj pg41-3). Perfect competition model produces products which are naturally homogenous and identical by definition having no brand name or trademarks hence consumers only choose on the basis of price. The industry has infinite number of firms hence the fewer the firms the larger is each firm. Firms can freely enter and exit the market since there are no legal or artificial barriers. All the participants in the market have perfect knowledge or complete information about the market hence farmers are aware of the demand and supply changes conditions. The firms are in return able to predict the future prices, demand and supply conditions. Such a market is not dwelt on much by economists as it is not realistic. In between PC and monopoly lies the oligopoly which means few sellers hence each firm is relatively large or giant in size. The degree of oligopoly is actually measured by the percentage of industry output. Products here are differentiated hence can be easily distinguished. Though they are open markets but they can at times be closed by some government regulation (Beg & Manoj pg 174-8). (a) Price elasticity demand is the extent to which demand can change with reference to the changes in prices, depending on the type of elasticity change in demand may be high or low. If changes in price do not affect demand negatively then demand may increase to an extent that multinationalization is realized. (b) Trade costs are additions to the overall costs of operations while market shares depend on the ability of firm to

UK insurers can no longer safely insure the risk of flood within the Essay

UK insurers can no longer safely insure the risk of flood within the UK and home and business owners will have to look out fo - Essay Example The rapid development of the insurance industry borrows from the fact that inhabitants have the wealth and can readily afford to ensure that their security is vastly cared for hence resorting to investment in their security and that of their wealth. The insurance industry undertakes a wide range of covers from fire, accidents, and financial loss agricultural risks and to the extreme floods risk policies which were developed recently to cover the risk of floods on property owners, businesses as well as home-owners. Need for flood insurance The current debate on whether insurers should continue providing covers to flood and flood related cases has become very fierce. UK citizens see it as a necessity for their security and hence demand for such covers as well as advocacy for the government to regulate the industry through policies that suite the consumers of the product. On the contrary the insurers argue that despite introduction of the flood and flood insurance products its nature po ses very great risk and high costs in its insurance. Choosing your flood insurance or insurance cover is an important decision that you should not be rushed into or about. So much has to be considered before making a choice on an appropriate cover is made. Time should be taken by the buyers of covers to ensure that they are exposed to all the available flood insurance covers. This information is available from several sources ranging from insurance firms, government all through to the various media sources. Shopping around various information sources is done to ensure that the consumer of the products get well- priced and competitive flood insurance policies (Evans, 2005). In the UK getting a flood zone insurance policy will help you feel at ease when emergencies like floods arise. Whatever the state of your house is, whether bought or undergoing the payment of mortgage, you should get adequate insurance so that if your house is damaged beyond repair, your insurance policy will cove r the replacement price or cost of rebuilding a new and similar house incase its completely destroyed. Requirements for a better flood insurance cover When a consumer makes a choice where to get a flood zone insurance cover, the consumer can then just fill the forms sent by the insurer providers and may even do enquiries on more information to ensure that no mistake is made as the form is being filled as this may be all against the consumer himself. The buyer of a product must also take into consideration the price quotes included in your flood insurance cover. There may be expensive quotes that may include cover for risks that that are irrelevant to the needs of the consumer hence not actually needed, therefore should be avoided buy the buyers hence choice of the price quotes that cover vital things relating to the risk of floods (Gammell, 2009). Honesty with your flood zone insurance cover providers should be highly maintained. Tell the insurers about the contents of your home ful ly if for example it is contents cover you are taking. Your future insurance claim may be at loggerheads when you become dishonest with your insurance company. Honest and full discloser of information is done during the assessment phase by the insurance support staff. But as it’s the practice, the Insurance companies will usually ask buyers of covers to get a policy for both their buildings including the contents of your property, the same requirement are demanded from the business

Responsibilities of the construction team

Responsibilities of the construction team Clearly Describe The Roles And Responsibilities Of The Construction Team On Site For Health And Safety And How They Are Made Responsible? Employer The Employers roles and responsibilities on a health and safety aspect side are vast and detailed and are required by law in order to comply with government regulations and legislation. One of the main duties of the employer is to ensure a safe environment for all employees; this includes providing safe systems of work, safe handling, storage, training and supervision. They are also obligated to provide a health and safety policy made accessible to everyone that works within the office or officers and any visitors coming in and out of the premises. Another key role the employer has to include in his tasks, such as consulting on safety measures with his/ her employees as well as hold regard for regulations brought up by the safety committees. Another key fact to consider is whether there are relevant and up to date health and safety policy in place. Employee Although the employer has a bundle of responsibility especially when it comes to safety and welfare, the employees must also take some aspects into account. Under the HASAWA it states employees must act with due care for themselves as well as cooperating with the employer through such methods as a talk box. This is where everyone stops work for a short period of time and talk about safety aspects of the job they are working on. It is also good practice not to recklessly interfere or misuse anything; this includes equipment and bodily harm. Client Its the clients responsibility to demonstrate an acceptable standard of health and safety. This will include appointing a planning supervisor, providing health and safety information and appointing a main contractor. Although these are the main duties often taken by the client before work starts there are a few others that sometimes clients forget or dont realise they have responsibility to do them this includes, a health and safety plan for the construction phase of the works and they must keep and store the health and safety file on completion of the building. Contractor Under the contractors duties regarding health and safety are as follows; he or she must ensure the cooperation of all contractors on site, ensure the rules set out within the health and safety plan are passed and correct and most importantly prepare the health and safety file. Other duties you may see the contactor doing is making sure everyone on site has permission to be there and ensuring constant contact with the health and safety executive on any matters regarding the subject. Another main issue is ensuring the health and safety policy passes inspection enabling work to commence. Subcontractor Subcontractors do not have as such direct contact with health and safety issues however they have to abide by law and be provided with relevant safety information and equipment such as safety glasses, gloves etc. They must also complete an initial site induction before they are allowed on site alone. Local Authority From the Local governments aspect they have general duties such as highways and road safety to take into account anything basically from communal building such as council buildings such as post offices cathedrals castle for example. However if none of these occur and its a private building such as a factory or private home then they have limited powers but they do have the right to visit the site on the grounds of noise, nuisance or environmental issues, if any complaints are made by local residents or the workforce it self. Health And Safety Executive He or she is there as an â€Å"overseer† there to provide three simple things, these are: Advice- help with matters regarding health and safety, how to improve methods in place and in cooperate new methods to the construction. Inspect- check safety certificates, methods in place, the risk of injury etc. Enforce- if things arent up to scratch, depending on the seriousness of the particular site then report them or take drastic action which may stop work completely until things are approved. CDM Co-Ordinator CDM Co-ordinators have similar roles to the contractor however they consider health and safety issues from the design side of things. There duties include contacting the HSE of the proposed project, they must ensure cooperation between designers ensuring they comply with their duties. There duties include making the client aware, risks within the design concept and ensure adequate information on the risks, cooperate with the planning supervisor and any third party designers. They are also obliged to produce a pre tender health and safety plan is prepared and also check a health and safety plan is prepared. These obligations are good practice and achieved with regular meeting with all those involved. Identify three of the main legal issues with the current HSAWA and any other legislation requirements for employers and employees that need to be implemented in the construction workplace and describe their legal duties? Health and safety within an active construction team and workforce has had significant legalisation since the HASAWA 1974. The three main pieces that I am going to concentrate on are listed below: Work At Height Regulations 2005 This legalisation was brought into place in a government effort to reduce injuries and fatalities from falling at a height in the workplace. This legalisation includes a height to be anything from standing on a chair to building sky scrappers. The guidelines state â€Å"you must avoid working at a height where an alternative method can be used. Where this can not be avoided adequate safety precautions must be put into place such as using guard rails, barriers, handrails, toe boards, scaffolding and elevated platforms. This has a knock on effect to the employers and states a few basic concepts and principles to be completed by them these are, to check competency of each individual asked to work at a height. To achieve this suitable training, instruction and supervision must be provided. The legalisation also sets out guidelines to achieve these goals as details are giving for working platforms, access and aggress, risk assessments and requirements for PPE and collective means of prot ection. The Regulations require Departments ensuring: Working at any height is properly organized Those involved in working at height are trusted Ensure the risks from working at any height are properly assessed and appropriate work equipment and health and safety measures are selected and used. Ensure the equipment for working at a height is properly inspected and looked after. There is a hierarchy for the management and selecting equipment for working at a height: Avoid working at a height wherever possible Use of work equipment or other measures to prevent falls where working at height cannot be avoided Where the risk of a fall cannot be eliminated, use work equipment or other measures to minimize the distance and consequences of a fall should one occur. These Regulations have a number of schedules, which highlight detailed requirements for existing places of work and means of access for working at a height. For example fall prevention (e.g. guardrails and working platforms), for falls from heights (e.g. nets, airbags etc.), for personal fall protection (e.g. work restraints, fall arrest and rope access) and for ladders. Construction Regulations 1996 The Construction Regulations 1996 legalisation focuses directly at the construction industry in particular the reduction of accidents within the industry is aimed at protecting the health, safety and welfare of everyone who carries out construction work. They also protect other people who may be affected by construction work. To do this it centres on the employer and the workforce in helping to reduce these accidents. The employer under these obligations ensures that the construction workplaces are safe and practical to use, whats more it puts into place measures to prevent workers from falling, this can included in the forms of toe boards, netting and barriers. The basics must also be considered such as suitable welfare facilities, lighting, fresh air and heating to the work place. On the other hand the work force must abide by the rules and regulations set into place. These consist of reporting any defects of equipment or design to be reported to the supervisor and that every emplo yee has to co-operate regarding health and safety issues such as working in a bakery all staff must wash there hands before they are allowed to touch food and must ware hair nets for hygiene reasons. Under these Regulations employers have duties to carry out their own work in a safe and appropriate way. Anyone doing construction work has a duty to cooperate with others on matters of health and safety and report any defects to those in control. One of the general duties is to ensure a safe place of work and safe means of access to and from the place of work, this Regulation sets out a general requirement which applies to all construction work. It applies equally to places of work in the ground and at ground level aswell as at height. Under the Regulation it requires the following: Falls This section has been repealed and is now covered under The Work at Height Regulations 2005. But however basically outlines correct safety procedures and equipment to use to reduce the risk of falling, some of these methods are discussed later on in the assignment. Falling Objects This section has been repealed and is now covered under The Work at Height Regulations 2005. However this is basically like falling from a height as in the safety precautions and measurements discussed are the same exempt hats and steel cap boots are used to protect vital organs and limbs. However these are later discussed in more detail futherforth in the assignment. Stability Of Structures In order to prevent collapses during the construction phase it is necessary, at the planning stage, to take into account any foreseeable hazards. Excavations Any excavation which has the potential to collapse without support should be suitably equipped. Underground cables should be highlighted before work commences and action taken to prevent injury. Prevention Of Drowning Measures should be in place to prevent persons from falling into water or other hazardous liquids. In the event of an incident protective equipment and life saving equipment should be available for immediate use and regularly maintained. Also Transport by water should be controlled by a reliable person. Ideally those employees who can swim should be allowed to work over water or liquid. Plant And Equipment All plant and equipment should be maintained in a reasonable condition so that it remains safe and without risks to health. Certain equipment eg, cranes/hoists, is subject to statutory inspection. Training Ensure that persons who carry out work activities have received adequate training so that they carry out their work in a safe manner with minimum risks. Inspection Excavations, cofferdams or caissons must have the place of work inspected before work commences and at regular intervals by a competent person, who must be satisfied that the work can be done safely. Health And Safety At Work Act The Health and Safety at Work Act 1974 also referred to as HASAW or HSW is the primary piece of legislation covering occupational health and safety in the United Kingdom. The Health and Safety Executive is responsible for enforcing the Act and a number of other Acts and Statutory Instruments relevant to the working environment. The HSE has many divisions that cover the industries from nuclear power, agriculture, railways to construction. The HSE has a wide role to play in controlling health and safety in construction. Its responsibilities are: To advise To inspect To enforce The Health and Safety Executive has powers to inspect any construction site notifies it under the notification rules associated with the F10. The F10 is the official form that is completed by the contractor and sent to the HSE to advice. Much of the law regarding safety in the work place can be found in the Health Safety at Work Act 1974. Under this act employers have to take steps to ensure the health, safety and welfare of their employees at work. As well as this legal responsibility, the employer also has to take reasonable steps as far as they are able to ensure the health and safety of their employees is not put at risk. So an employer might be found liable for his actions or failure to act even if these are not written in law. An employer should assess the level of risk as against the cost of eliminating that risk in deciding whether they have taken reasonable steps as far as they are able. The employers responsibility to the employee might include a duty to provide safe plant and machinery and safe premises, a safe system of work and competent trained and supervised staff. Certain groups of employees may require more care and supervision than others, for example disabled workers, pregnant workers, illiterate workers etc. The employer has two options to get any concerns across to his/ hers employees this is either via consulting them directly or through an elected representative on health and safety matters. If there is a recognised union with an appointed safety representative they must consult with them and allow them time off for training in health and safety issues. Usually the employers responsibility is only to his or her own employees and premises; however, the responsibility can be extended in some circumstances. For example where employees from different firms are employed on one job, the main contractor will then be responsible for co-ordinating the work in a safe manner and must inform all employees of possible hazards. Explain in more depth the responsibilities of management and how they should always interact with their employers to ensure their Health and Safety policy is implemented and what measures can be put in place to ensure awareness and safe working practices for all employees is constantly monitored? Management has a key role and responsibility to play when it comes to HS (health and safety) and in order to relay this effectively to the workplace, regular meetings with the employer, the workforce and key members of management in the construction phase, this being the main contractor, employer and the planning supervisor. One of the main duties of the employer is to consult and cooperate with employees on safety measures, this meaning any safety aspect of the workplace should for good practice be discussed with the employees who use the machinery. Such as a brick layer will discuss safety measures and responsibilities with the employer for example using appropriate footway, steel cap boots and gloves to protect his hands. The employer under the health and safety act should provide these free of charge and have a booklet giving new employees what you must ware to comply with regulations of the government. Another important duty to conclude in this assignment is to ensure all employees have the relevant training and supervision to complete their job safely with the equipment their using. An example of this hedge trimmer for example needs training in strumming and if the hedge row is on highway hell need adequate safety on highways certificate or he wont be able to work on highway land. Therefore the employer will have to set up necessary training and procedures into practice to reduce the risk of injury. More often than not a health and safety advisor will visit various sites to ensure the right safety precautions are in place and the safety policy implemented is accurate and efficient. The contractors main role in health and safety as we know is to ensure cooperation on matters with health and safety and ensure the rules are approved by the relevant worker most usually that of the health and safety executive, however sometimes it can be the employers themselves. This will involve meetings both formal and informal with the site supervisor and health and safety inspector on matters of procedures to be taken up on site and training required for each of the employees on basic safety and more specific safety aspects with handling machinery etc. Another responsibility the main contractor has bestowed on him is preparing the health and safety file and notifying the HS Executive about the works and that the F10 is displayed in a prominent position for the whole of the workforce to see from the client to the builder. Under the contractor he is responsible for the majority of the workforce out on site this including bricklayers, builders, roofers, sub contractors etc. However subcontractors also have sum liability on there shoulders although they are not directly in charge of any of the workforce except their own little teams they do have to contribute to the health and safety which is provide method statements and risk assessments to the employer and client to ensure it is accurately stored and made a record of any problems, risks or potential hazards. A method statement details how company is going to undertake the work, what it will use and what precautions it will take. HSE- Health safety executive- Employers are compelled by the government to provide a reviewed health and safety policy. Management are responsible for ensuring a safe work environment for all its employees. Therefore practices, methods and theories must be used to ensure they do this effectively and efficiently. In every working site a from like the one shown below should be displayed somewhere where everyone can see it. The health and safety executive is not directly responsible for anyone but is used to enforce the regulations in health and safety already emplaced. Planning supervisor as we know has many responsibilities upon him, one of the most important ensuring designers comply with their duties. To ensure this occurs constant Co-operation is needed with the planning supervisor and designer and other higher member of the hierarchy such as the client and main contractor. This is essential to ensure the minimal chance of risks and hazards occurring. CDM Co-ordinators have similar roles to the contractor however they consider health and safety issues from the design side of things. There duties include contacting the HSE of the proposed project, they must ensure cooperation between designers ensuring they comply with their duties. There duties include making the client aware, risks within the design concept and ensure adequate information on the risks, cooperate with the planning supervisor and any third party designers. They are also obliged to produce a pre tender health and safety plan is prepared and also check a health and safety plan is prepared. These obligations are good practice and achieved with regular meeting with all those involved. Merit Two Question Health and safety is dispensed evenly throughout the hierarchy, however some roles take more responsibilities than others. For example the client which is at the top of the hierarchy has relatively minimal duties to carry out than say the HS Executive which has a more power due to his post as he or she specialises solely on the HS aspect of the work. Therefore the hierarchy of management and Responsibility in health and safety will be slightly different, to that of general management hierarchy. The most responsible job in Heath and safety would be the HS Executive as they have bestowed vast reliability to enforce and oversee the construction of the F10. As well as ensuring all of the workforces are up to date in training and health and safety certificates are clearly on view and in good working order as well as encouraging safer practice throughout the duration of the works. To achieve this constant communication must be maintained by all those involved including the client and designers. Joint at the top of the chain of command will be the employer who has to constantly as we know keep on top of all safety aspects of the workplace, via the use of safety audits, hazard checks, seminar and training. Below is a list composed by an employer of a company in whales prioritising there health and safety measurements. One of the most important things to complete in regard to health and safety is to ensure all government legalisation is followed and completed such as fire exits labelled health and safety policy clearly shown to all employees in the workplace. This is at the top of the hierarchy when it comes to health and safety. The government legalisation also ensures adequate training to staff and a safe working environment, which after all is one of the most important priorities in any working environment, as we know the employers deal with meeting these basic requirements. The next step down the ladder would be completing paper work such as the F10 and safety records including a health and safety plan and file, the responsibility of this changes depending on the type of work, but for a live building site this lies between the employer and the client to sort out between them selves. As well as this other measures are also taken out by planning supervisors which do the designs and calculate any risks or hazards that may occur throughout the building stage and pass these onto the client and health and safety exc. As well as all these regular tool box talks and safety comities will take place as risks and concerns need to be identified by all aspect of the team regardless of post. This is good practice and encourages workers to come together as a team making a more effective workforce. On the bottom of our ladder of responsibility we can find hazard checklists which will be carried out by the employees themselves identifying any dangers or risks of using a particular equipment of area of work that the main safety files have not picked up on. Alternatively employees could inform management directly by approaching them or bringing up matters of concern at tool box talks, or safety meetings. CDM regulations arguably the most important guidelines to health and safety set by the government to reduce accidents. Under these regulations it involves specific detail of several key players in designing and building a structure. In charge of this duty is the CDM co-ordinator and as said above is in charge of ensuring the key players abide by the rules and legislation. The most important of these roles is: The Client: Who should be satisfied that only competent people are appointed as Planning supervisor and principal contractor. It is under the CDM that this is carried out and supported by the client; this will involve talks between the CDM co-ordinator as well as the rest of the team such as the contractors and supervisors to ensure the correct ones a chosen for the job in hand. Working together as a team: Clients, planning supervisors, designers, principal contractors, employees and the self-employed all have their part to play in achieving health, safety and welfare standards on construction. To ensure this is followed the CDM co-ordinator is constantly checking and following up making sure protocol and legislation is complete if this is not the case the site can be closed until redeemed safe and the company could face massive fines. Bibliography http://www.compactlaw.co.uk/free_legal_articles/health_and_safety.html http://www.aviva.co.uk/risksolutions/pdf/hardfacts/safety/5019-theconstruction-healthsafetywelfareregs1996.pdf