The jungle book Essay Example For Students

The jungle book Essay Darkness had descended on the city. The palace guard had just passed by the windowwhen a shadow departed from the shrubbery, and forced the window open then slippedinside. Silently, the form thanked any and everyone for making it so easy to get into theroyal home. The shadow glided down the empty hallway and eventually came upon atorch. For barely a second, the hooded face was illuminated, revealing the figure to be . She carefully pulled the torch from the wall and continued on faster than before. searched the scrupulously kept halls for what seemed to be an eternity before happeningon the door to the cellar. If her friends were any where, this would be it. The princewouldnt chance having someone see the captives. The cellar was the only place no onefrequented. We will write a custom essay on The jungle book specifically for you for only $16.38 $13.9/page Order now Suddenly, heard the distinct ring of a guards boots on the highly polishedfloor. She threw the torch out the window, then snatched hold of the door handle andpulled. Nothing happened. She tried again, this time throwing every last ounce of herbeing behind it, and it creaked open just enough for her to slip through. The guardsrounded the corner just after yanked the door shut behind her. looked around her, or rather tried to. She found herself in complete darkness. It was colder here than in the other parts of the palace. The walls were damp and cold. the iciness seemed to cling to her, to settle into her very bones. trembled slightly, infear and coldness. She pressed her hand against the wall and started feeling for a torch. This soon led her to a set of steps. As she went down, the ringing of her boots echoedfrom out of the emptiness. The further she went, the more nervous she became. As shewent to the brink of giving in to complete fear, her hand slid into a torch, unlit, but still atorch.

Free Essays on Rattle Snakes

Throughout the world there are many snakes whose venomous bite can be fatal to humans. However, in the United States there are only four the Coral Snake, the Copperhead, the Cottonmouth Water Moccasin and the Rattlesnake. The rattlesnake (genus Crotalus) is the only venomous snake native to California, but other venomous snakes make their home in the deserts of the American Southwest. Rattlesnakes come in 16 distinct varieties. There are numerous subspecies and color variations, but they are all identified by the jointed rattles on the tail. While most of the rattlers are concentrated in the southwestern United States, they extend north, east and south in diminishing numbers and varieties, so that every contiguous state has one or more varieties. The Pacific Rattlesnake is found throughout a variety of places in the California, from sea level on the Pacific Ocean, the inland prairies and desert areas, to the mountains at elevations of more than 10,000 feet. From Lake Tahoe north, on the east side of the Sierra, you might see the Great Basin rattler; from Tahoe south through Death Valley, the Sidewinder (Crotalus cerastes) and Panamint rattlers; along the Colorado River, the Western Diamondback (Crotalus atrox); in the southwestern area, the Red Diamondback (Crotalus ruber) and Speckled (Crotalus mitchelli) rattlers; and in the Mojave Desert, both the Mojave Rattlesnake and the Sidewinder. Some kinds of snakes lay eggs. In others, including rattlesnakes, eggs are retained in the mother's body until hatched, and the young are born alive. Sometimes the female rattler is killed with the young still in her body, a phenomenon giving rise to the folk tale that she swallows her babies to protect them from danger. The female Pacific rattler may contain from 4 to 25 eggs, from which an average of 9 or 10 hearty young are born live. Except in the extreme northern part of California, mating occurs in the spring. The young are born betw... Free Essays on Rattle Snakes Free Essays on Rattle Snakes Throughout the world there are many snakes whose venomous bite can be fatal to humans. However, in the United States there are only four the Coral Snake, the Copperhead, the Cottonmouth Water Moccasin and the Rattlesnake. The rattlesnake (genus Crotalus) is the only venomous snake native to California, but other venomous snakes make their home in the deserts of the American Southwest. Rattlesnakes come in 16 distinct varieties. There are numerous subspecies and color variations, but they are all identified by the jointed rattles on the tail. While most of the rattlers are concentrated in the southwestern United States, they extend north, east and south in diminishing numbers and varieties, so that every contiguous state has one or more varieties. The Pacific Rattlesnake is found throughout a variety of places in the California, from sea level on the Pacific Ocean, the inland prairies and desert areas, to the mountains at elevations of more than 10,000 feet. From Lake Tahoe north, on the east side of the Sierra, you might see the Great Basin rattler; from Tahoe south through Death Valley, the Sidewinder (Crotalus cerastes) and Panamint rattlers; along the Colorado River, the Western Diamondback (Crotalus atrox); in the southwestern area, the Red Diamondback (Crotalus ruber) and Speckled (Crotalus mitchelli) rattlers; and in the Mojave Desert, both the Mojave Rattlesnake and the Sidewinder. Some kinds of snakes lay eggs. In others, including rattlesnakes, eggs are retained in the mother's body until hatched, and the young are born alive. Sometimes the female rattler is killed with the young still in her body, a phenomenon giving rise to the folk tale that she swallows her babies to protect them from danger. The female Pacific rattler may contain from 4 to 25 eggs, from which an average of 9 or 10 hearty young are born live. Except in the extreme northern part of California, mating occurs in the spring. The young are born betw...

Growth rates and inflation rate Essay Example | Topics and Well Written Essays - 750 words

Growth rates and inflation rate - Essay Example Increase in prices of commodities result into reduced purchasing power. It is vital to note that the impacts of inflation are not uniformly distributed but they are benefits to some while at the same time they are hidden costs to majority of consumers. For instance, during inflation, the prices of physical assets increase thus making the owners to enjoy increased value of their assets (Auernheimer 25). But on the other hand, individuals who are willing to purchase the assets will pay more. Another impact of inflation is that it results to erosion of real value of money. One of the key impacts of inflation is that it results into inefficiencies that affect the budgeting and planning strategies of a government and firms. Based on its effect of reducing the real value of money, inflation makes firms to incur profits and losses. Another effect of inflation is that it results into uncertainties in the consumer’s purchasing power. As a result, there is low demand of products the level of investment as well as saving decreases. Despite the negative implications of the inflation on the economy, a moderate inflation allows real wages to decrease even if nominal wages are not changed resulting to equilibrium in the labor market. According to Robert Mundell theory, a moderate inflation allows savers to increase their amount of savings in order to have adequate funds to finance future activities. Through the increased saving, money is supply is put under control thus creating an economic equilibrium Conclusion In their efforts to regulate money supply, central banks emulate various microeconomic policies. These include open market operations, increasing or decreasing the rate on interest, discount rates and bank reserves among others. In cases the money in circulation increases to uncontrollable level, inflation results. Similarly, from the above discussion, it is clear that based on the

How to Improve Creativity Case Study Example | Topics and Well Written Essays - 250 words - 10

How to Improve Creativity - Case Study Example It is evidently clear from the discussion that one of the ways in which one can improve their self-control in a particular field would be to learn how to handle stress without losing control. An individual can stop and take a few breaths every time that they feel they are about to lose control or too stressed. This will ensure that we manage always to maintain calm in all situations. The researcher would recommend that an individual gets enough to sleep every day to ensure that you do not overwork the brain. Most scientific research carried out over the years have proved that people who get enough sleep are often more productive and happier. Last, the author would recommend self-affirmation now and then and try to keep negative thoughts. Constantly encouraging oneself will most likely help in ensuring that one keeps trying no matter how many times they may fail until they finally get it right. Positive people are most likely to accomplish more as compared to pessimists.

A comparison and contrast of the theories of Karl Marx and Friedrich Essay

A comparison and contrast of the theories of Karl Marx and Friedrich Engels - Essay Example The theories of Marx and Engels envisage a social order where all mankind could avail of wealth collectively created and live in peace and harmony. Communism they believed was a state where the freedom of the individual was assured and the evils of child labor and illiteracy and miserable condition of he common man would come to an end. It is a tribute to the genius of these two men, that many of their theories have been adopted, bringing in change that has made the world a better place than it was in their time. Karl Marx the German philosopher, economist and revolutionary thinker is best known as the founder of modern socialism and communism. His friend Friedrich Engels, who some people referred to as Marx’s alter ego, was also a revolutionary with ideas similar to those of Marx. These two great thinkers shared their views on capitalism socialism and communism, and, as Engels once commented there was complete agreement in all theoretical fields. Engels collaborated with Marx in writing his famous work Das Kapital which is an analysis of economic and social history; and after his death edited and published the remaining two volumes of the book. Marx and Engels also co-authored The Communist manifesto that lays down the principles of communism and the role of the working class (Proletariat) in overthrowing the yoke of the bourgeoisie (Capitalists). In fact these two men collaborated so closely and their ideas were so much alike that it is often impossible to tell their individual cont ributions apart in their writings. The ideas of Karl Marx and Friedrich Engels are commonly referred to as Marxism. The friendship of these two revolutionary thinkers is considered quite remarkable. Marx was a man whose barbed remarks spared neither friend nor foe. His life therefore is a saga of misunderstandings and broken relationships. Yet, his relationship with Engels which began

Flappers in the 1920s

Flappers in the 1920s Arguably, the flappers of the 1920s were kind of a beginning of another change in the life of women. There was a surplus of women in Britain; this was caused by the loss of many men to the war. In this era women was done with their old way of lifestyle. They went for more beauty modern things and ditched what they believed to be a conservative way of life. They changed the way of clothing, styles of their dresses as well as their hairstyle. Change in life is believed to be very important, at the begging of change most people see it as being negative. This is because they are used to the old things they use to see. It takes time in a conservatism world for change to be effective and have impact on the people (Sagert 6). What is in the mind of many people is how the flappers in the 1920s was an important factor in the revolution of women way of living and lifestyle, furthermore does the flappers way of life have an impact on the lifestyle of the contemporary women. The term flapper didnt exist until after the First World War. The roaring twenties discovered that there were many changes. The women at that moment voted hence they had a new feeling of independence and lots of feminism ideas developed. The fight to prohibition of this triggered the flappers to fight for their freedom (Perrett 65). It came up for the first time in Great Britain. In this region it was used to bring out the characteristics of a generation of young girls. Many authors gave different descriptions to the flappers to some they viewed it as an expensive and lovely lifestyle. It was associated with girls about nineteen. Fashion of high quality was seen to only be for the rich women. The flappers dresses were simple and less sophisticated hence it was easier to produce them. Since then different definition and description of flappers have been used. Flappers opened doors to good things that were to come to the world of women. Women started exploration of the field of art tha t was untouched. Cultural practices and social norms changed. The fields to be explored by the flappers include completely new opinions, the dress code, the attitudes of individuals and the actions of women in society. The all scenario of flappers opened the eyes of women to make a wonderful new world where they would express themselves in public without any fear. The behaviors of flappers were viewed to be outlandish at that moment. The roles of women in society changed to a different direction in which women had the freedom to choose what they wanted and did things at will. The flappers possessed different characters, they were young girls of approximately nineteen of age .They went to jazz clubs; this was because the flappers had good taste on jazz music and dance(Perrett 80). During the night clubs the flappers danced in a provocative manner they were trying to break the chains of conservatism and been put in a cage by men. The flappers had powers to choose freely they dated in freestyle many; there were no conditions to dating. They dated different men without discriminating them. The women of this type were given a clear description on their general behaviors, many saw them as been risk takers and adventurous. The flappers way of looking was so different as compared to women in the past Sex was just like any other casual activities. Wome n in this group were heavy drinkers of alcohol, as this they did during the prohibition time. During drinking time they accompanied with smoking of cigarettes and also using cocaine. In 1920s this women also stated riding bicycles, furthermore they drove in cars. All this behavior was not accessible to the women in the past. Flappers also entered into petting; therefore they attended more petting parties. In some cases they carried out the petting at the back seat of their cars. The game became very popular than in the past. It started becoming more and interesting to pet. Flappers changed their duties, they were no longer the women who stayed indoors the way there predecessors did. They began to move away from home and face the world. They pursued lots of challenges to the past roles of women in the society. They believed that women had been oppressed and it was high time women fought for their rights in the society. The flappers pushed for the women rights as well as their voting rights. With time flappers were a big threat to the Victorian traditional duties. The gender roles included devotion to an empty life with no fun, working hard yet in the long run they achieve very little and finally follow religious believes. According to a flapper that was not the way to go. They were against rigid ideas whi ch oppressed women and d old activities. They pushed for freedom to choose what an individual wants and also to embrace consumerism. They were alway in war with the old and primitive way of life. The fight beard fruits, women were a lot to vote in the US in 1920. In the world that we live in, appearance is an important factor in describing an individual. In rhetoric way appearance is perceived to have a meaning. In most cases appearance is not the reality. Flappers in the 1920s changed their looks; they made themselves unique by introducing their new style. Before 1920s women were characterized with long hair, furthermore they had long gowns. Flappers decided to introduce a boyish look, they did this by cutting their hair short which only bobbed(Steele 340).They seemed to like their legs so much, therefore they showed their legs by putting on very short skirts they did this especially during dancing. Makeup was want they knew best. They used a lot of makeup. The makeup on the eyes and lips gave a clear distinction between flappers and the rest of the women. The flappers also had accessories in there wardrobe this included newsboy caps, necklaces and horn-rimmed glasses. The high heels shoes also were introduced into the fashion; this went han d in hand with the short skirts. They matched well and they were too provocative especially during dancing (Sagert 8). The all issue of appearance that people associated to flappers did find its way into the public until 1926.Despite all the barriers and challenges that flappers faced on their appearance, they still looked very beautiful. Respectable women started dressing and appearing like flappers in public. The stockings became a fashion of the day, this was hot fashion in the 1920s, and the embroidery was around the ankles and also up to the knees. The flappers changed from black stockings to stocks that had patterns on it. On their foot were cossy boots and the gladiator sandals. Lingerie also changed in the 1920s, they rejected corsets and went for the step-in panties. Flappers wore bodices so that during dance there chest remained hold. To make their hips soft flappers and good looking, they wore very soft corsets; this helped them in their appearance. The clothing made them look straight up (Steele 343). Symington side lacer was introduced and became the other of the day. Other women could not stand the way the flappers chest appeared. They went for the same. All this changes in the world of women happened when there was economic growth and prosperity. The roaring twenties was a good time for changes. At this era there was a very huge growth in the market of consumer goods. The economy of US adapted so fast after the war. The economy bloomed and peace also prevailed, some sectors which were stagnant were not of importance to the flappers (Baldwin 13). The soldiers returned from the war with lots of wages and new goodies. The writers also in the United States populated the flappers lifestyle, people started to view flappers in a different perspective, some of the characteriscts given included how attractive it was, reckless and d also independence. The flappers had their own way of referring g to things that they come across. For example; alcohol, marriage and sex.The all slang scenario is believed to having been started by the flappers. For example flappers referred marriage as a handcuff. Most of their slang was reference to what they liked most and what they hate. In the US today some of these words are still in use.Infact most of the terminologies found its way to American Engilish.In addition the slang scenario have been used by gangsters to eliminate strangers from understanding what they are talking about. The flappers in most cases insisted in driving cars, cars at that moment were moving fast and it was too risk. This was what flappers wanted. The flippers life was not to last for long at that era. Some of the characters and appearance of flappers became respectable in the community. The old and young were into the culture and behavior of flappers. Women continued to cut off their hair. In late 1920s the world faced difficult moments in the economy. The markets went to great depression, flappers were not exceptional. Life had to be adjusted to fit the economic crisis. Despite all this difficulties the changes that had been developed by flippers remained (Page 508). As the lifestyle of a flipper was very expensive and luxurious, the situation left no option for them in the times of depression, the best option was to leave the expensive lifestyle. They believed that there was a new generation of women. This generation was characterized by new and modern things. In conclusion the flapper despite its downfall it did not completely disappear. In the contemporary world we can clearly say that the characters, culture and the lifestyle of o flapper still exist. Today women are still in the race of fighting for their rights. This includes social, political and economic rights. They want their freedom, women activists are everywhere in the world.Nowdays women enjoy the same rights that men enjoy. When it comes to the rule of law there is no discrimination in terms of gender. The contemporary women in most of the countries have rights to vote for anyone of their choice, furthermore they can also be voted for. Women are good drivers, they are free to own cars of there choice,drive at any speed so long as it is within the speed limit recommended by the law. In the workplace women go for same posts just like men. In the field of politics too women are the big players, in some countries there are women presidents. The flappers used cosmetics to make her self beauty, currently women use different types of cosmetics to bring up there beauty. The clothes have even become shorter and sophisticated. Dating is all casual, women want to enjoy their freedom in a relationship, and furthermore sex is that casual too. All this changes that we see now was fought for in 1920s by the flapper. She worked to change the stereotype and rhetoric typical view of women. What she worked for were women to feel the sweetness of freedom they had never experienced in the past. All what she fought for opened doors for all the changes that todays woman is enjoying. Change is always inevitable and continuous; therefore our society will never stop changing. There is a continuous battle between the old cultures and modern cultures. The society should always be ready to accept change. Just like the way technology changes, human beings should welcome change, analyse then choose between good and bad. What is new and superior today, by the next day it will be old and inferior.

The Fantasy of Out of Africa vs. the Reality of Ngugis A Grain of Whea

The Fantasy of Out of Africa vs. the Reality of Ngugi's A Grain of Wheat Both the film and the book versions of Out of Africa portray life in Africa as being a haven for European colonists. In these works, Africa was a beautiful land to move to where the Europeans could live like â€Å"royalty† in a sense. Their money went a lot further, and they could have African servants do all the work and chores for them. These African peoples adored the white settlers, and would peacefully work for them for very low wages. However, this view of Africa during colonial times is not accurate. The Africans did not always adore the Europeans; they were not happy to have their lands taken from them; and they did not usually accept the exploitation peacefully. This point is illustrated, for example, in Ngugi's A Grain of Wheat which reflects on the Mau Mau rebellion which led to the Kenyan independence in 1963. The film Out of Africa creates an Africa where a white person, such as Karen Dinesen, could move to and live happily, for a while anyway. Granted this is a movie, but it is based on the autobiography of Karen Dinesen. The film shows Karen moving to Kenya in about 1913 where she was happily greeted by her many African servants who were awaiting her. With her she has all of her lovely, expensive possessions that go well in her beautiful farmhouse. Karen and the rest of the white colonists are shown to have lives that are all play and no work. They sit about while the servants wait on them hand and foot, or they go out on safaris to see the countryside and wild animals. The image that the audience receives creates a dream world for them. It does not have any indication of violence between the colonists and the Africans. The book Out of ... ...r, it is not entirely realistic in its portrayal of colonialism. Karen Dinesen wrote her story how she wanted to see it. I am sure her life was as she wrote it to be, but I do not think that she took in to account the treatment of the Africans. I do not think that she intended to write of those aspects of colonialism. In my opinion, she want to share with the world the greatness of Africa as she saw it. A Grain of Wheat was written to share with people the violence of the colonialism. The hardships endured by those colonized was meant to be brought out to the audience. These two pieces of literature were written for different reasons: one to show a wealthy white woman’s life in Africa as she saw it, and the other to show the violence brought about by the colonization of Africa. Works Cited Fanon, Frantz. The Wretched of the Earth. (New York: Grove Press)1963.

Safeguarding: Abuse and Children

Level 3 Assessment Unit 4: Understand how to safeguard the welfare of children and young people Y/601/1695 Credit Value 3 Your details |Name: Jatinder Kaur Randhawa |School: Willow Primary School | |OCR Candidate Number: |Date: | Scenario |You have been asked by your line manager to research the subject of safeguarding the welfare of children and young people to provide a booklet for newly appointed staff. The booklet will be the | |underpinning knowledge for the training that staff receive from the line manager | | | |Your colleague will rely on you for accurate knowledge to enable colleagues to understand: | | | |the main legislation, guidelines, policies and procedures for safeguarding C&YP | |the importance of working in partnership with other organisations to safeguard C&YP | |the importance of ensuring C&YP’s safety and protection in the work setting | |how to respond to evidence or concerns that a CorYP has been abused or harmed | |how to respond to evidence or concerns that a CorYP has been bullied | |how to work with C&YP to support their safety and well being |understand the importance of e-safety for C&YP | | | |The information you provide could be in any form and could include written information, diagrams, tables and illustrations. Use the structure below to produce the material your colleague has | |asked you to create. You must cover each of the assessment criteria. | |Section 1: The main legislation, guidelines, policies and procedures for safeguarding C&YP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |1. Outline current legislation, guidelines, policies and procedures within our own UK Home nation affecting the safeguarding of C&YP | |1. 2 Explain child protection within the wider concept of safeguarding C&YP | |1. 3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with C&YP | |1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the finding informs practice | |1. Explain how the processes used by your own work setting or service comply with legislation that covers data protection, information handling and sharing | | | |Ans1. 1: Current legislation that supports the safeguarding of children and young persons is: Children Act 1933, Children Act 1989, Children Education Act 2002, Children Act 2004 and Children Act 2006. | |The Children Act 1933: Offences against children or young people listed or treated as schedule 1 to the children and young people Act 1933 | |Offences under the C&YP Act 1933 |S1: Cruelty (including assault; ill-treatment, neglect, abandonment or exposure in a manner likely to cause unnecessary suffering or injury to health) to a C&YP under 16. | |S3: Allowing a child or young person under 16 to be in a brothel. | |S4: Causing or allowing a child or young person under 16 to be used for begging. | |S11: Exposing a child under 12 to risk of burning. | |The Children Act1989: Set out principles to guide work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. | |The Children Act 1989: This Act states that a child's welfare is paramount when the child's upbringing is concerned. It states what the local authorities should do to protect the child. The local authorities are | |charged with a duty to provide services for children in need and also their families. | | | |The Children Education Act 2002: Its based upon the way school or places of educations is run or required proper things for education like, school, governors LAs, and FE colleges to take steps to safeguard and | |promote welfare. | |The Children Act 2004: Provides the legal basis for children’s services set out in the EVERY CHILD MATTERS: like Carrying daily activities with the children so as to maximise their opportunities whilst minimising | |their risk. | | | | | | |The Children Act 2006: Is the first piece of legislation that is primarily concerned with (EY)and children and introduces the (EYFS) which supports settings in delivering high quality integrated early education. | | | |Other acts include: The protection of Children Act 1999: Our school bond by 1st thing (CRB) they checked when u join a school. (CRB) means Criminal Record Bureau holds data a nd checks all who will work with C&YP. | | | |Health and Safety at work Act 1974: like take reasonable care of themselves and others, Ensure all tools and equipment are in good working condition and Report accidents and potential hazards. | |This Act is very important for every one when do work most important is school. | | |GUIDELINES: Our setting responsibility is the welfare and well-being of all children in the care. Every school have local safeguarding Children Board and ensure that all staff is appropriately trained and that | |procedures are put into practice. | |My school liaises regularly with other childcare agencies, such as health visitors, the local slough, ensure that all staff is trained to recognise any signs of abuse and any concerns directed to the nursery school | |will then be treated with absolute confidentiality and sensitivity. If a child discloses, or partially discloses, an issue which raises concerns this is immediately documented in the incident book. Parental | |allegations made against a member of staff are reported to the Daily manager strict confidence, Alternatively, the parents/ carers may contact the CPLO or deputy CPLO directly. | | | |POLICIES :A number of Policies protecting the children ‘s welfare ,such as the parents complaints procedure, Lunch time policy, playground policy , Behaviour policy, lost child policy, Confidentiality policy, Major | |incident policy, staffing and employment policy. We also require the parents to sign a number of consent forms regarding outings. | |All the policy applies to staff, volunteers, visitors, etc. and there is a commitment to safe recruitment, selection and vetting through CRB checks, Reference to legislation, principal that underpins the policy. Most| |important thing is that parents and children are informed of the policy and procedures. All children have the right to protection regardless of gender, ethnicity, belief, sexuality, disability, etc. . . . | |PROCEDURES: Our policy had procedures. Procedures as they link to local safeguarding children’s board procedures. | | | |Chid Protection Procedures and systems means step-by- step guidance on what to do in different circumstances and clarification of roles and responsibilities. | | | |ANS 1. 2: Child protection and safeguarding is not same thing. Safeguarding is everything. Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect | |specific children who are suffering, significant harm or any form of abuse. The staying safe action plan covers three main areas : universal safeguarding , involving work to keep all C&YP safe and create safe | |environments for them ;targeted | |Safeguarding to reduce the risks of harm like accidents, emergencies and illness etc. ; and responsive safeguarding, involving responding effectively when children are harmed. The action plan is about more than just | |preventing accidents or stopping bullying. Every child matters ‘stay safe’ keeping children safe from neglect and abuse, accidents, bullying, crime and anti-social behaviour and providing a safe and stable home | |environment. | | | |ANS 1. 3: Our national and local guidelines, policies and procedures for safeguarding affect day to day work with C&YP. | | | |Maintanence a safe environment in class room, or playground, toilets. | |Recording all the accidents or incidents accurately. | |Informing senior colleagues correctly. | |Ensure visitors sign in correctly. | |Responding to fire alarm. | |Ensure children in a safe way. | |Deal with danger. |Check CRB | |Stopping bullying | |By having policies/guidelines in place it help day to day care | |Risk assessment: Guidelines and policies make practitioners aware that there is need to risk assess a wide range of situations within the childcare setting, on trips. | |Ensuring the voice of child or young person is heard. | | | |ANS. 1. 4: INQUIRIES > Inquiries look into matters of serious public concern. They are a tool for establishing acts and preventing something similar occurring. Inquiries are bigger than serious case reviews. | |They run by national government, public concern. They are ‘a retrospective examination of events or circumstances surrounding a service failure or problem, specially established to find out what happened, understand| |why, and learn from the experiences . | |The conclusions of the inquiry are delivered in the form of a written report, given first to the government, and soon after published for public consumption . It is through their recommendation that inquiries have | |most impact. | | | |SERIOUS CASE REVIEWS > The prime purpose of a serious case review (SCR) is for agencies and individuals to learn lessons to improve the way in which they work both individually and collectively to safeguard and | |promote the welfare of children . They run by local safeguarding. |Undertaking reviews of cases where abuse or neglect of a child is known or suspected, a child has died or a child has been seriously harmed, and there is cause for concern as to the way in which the authority, their | |Board partners or other relevant persons have worked together to safeguard the child. | | | |Inquiries and Serious case reviews are required when allegations of abuse have been made against a childcare practitioner, or a C&YP has been abused by a parent/carer. These are needed to make sure that the child or | |young person received the care and protection that they should have. | |Sharing the findings of these inquiries and serious case reviews enables childcare practitioners to review their practices and ensure that safeguarding policies are in place to cover any child protection issue that | |may arise. | | | | | | |Section 2: The importance of working in partnership with other organisations to safeguard C&YP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |2. 1 Explain the importance of safeguarding C&YP | |2. 2 Explain the importance of a child or young person centred approach | |2. 3 Explain what is meant by ‘partnership working’ in the context of safegua rding | |2. Describe the roles and responsibilities of the different organisations that may be involved when a CorYP has been abused or harmed | | | |ANS. 2. 1: The importance of safeguarding > children and young people are vulnerable as they have little sense of danger and only learn to assess risks with help from adults. Any childcare practitioner should ensure | |that children in their care are not at risk of harm and neglect from negative outcomes and support all children to develop their full potential. All children deserve to grow up in a loving, secure family. | | | |ANS. 2. 2 : The importance of a child or young person centred approach: |The government has set out a positive vision of the outcomes to achieve. Some outcomes which matters most to C&YP. | |Being healthy: enjoying good physical and mental health and living a healthy lifestyle. | |Staying safe: being protected from harm and neglect. | |Working with child and their family. | |Keeping the chid in focus throughout assessments. | |Enjoying and achieving: getting the most out of life and developing skills for adulthood. | |Making a positive contribution | |Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. | | | | |ANS. 2. 3: All services for children, covering special education needs, youth offending terms, Health & GP, Polices, and Social services. CAF provides a support system to allow all children who are being cared for or | |treated by a variety of different people/places to share information. This ensures that the individual child or young person receives the care required. All organisation work in partnership. | | | |ANS. 2. : The role and responsibilities of the different organisations that may be involved when a C&YP has been abused or harmed : | | | |SOCIAL SERVICES – The social worker who takes on the case will be the key worker for the child or family. Staff can apply to remove a child to a place of safety or sta rt care proceedings. RESPONSIBLE FOR †¦. | |Ensuring the child is in a safe place, Support family difficulty; investigate case of abuse, and yours cares. | |NSPCC – The organisation has qualified social worker who has powers to investigate case of abuse. | |Health – Health visitors have on – going contact with families, particularly those with very young children . They are specialists in child development. | |GP – Children may be presented with injuries or health concerns either at their local GP surgery or at the casualty department. RESPONSIBLE FOR †¦. Spotting signs of abuse and mental or physical health issue. | |POLICE – Police officers uphold the law. They have duty to protect children and to follow up any referrals or concern brought to their notice. They are very responsible for social services. The police have | |emergency powers to remove a child to a place of safety. | |SCHOOL – A designated person with responsibility for child protection issues should be named in each setting. Concerns should be taken to the designated person who will notify social services. Staffs are trained in| |child development and are able to monitor signs of change or regression. |PSYCHOLOGY SERVICE – A psychologist will become involved to help offer counselling to children and their families in any situation where are child is in need of safeguarding, or to help children deal with abuse. | | | |ANS. 3. 1 Children need to be kept safe and protected from harm to ensure happy and healthy development acros s all areas of development. | |Some reasons > It’s required by law duty of carers. | |This is my purpose as T. A. | |Part of child’s human rights. | |This is my duty as T. A. | |It enables us to focus better for learning (good school, good study, good and safe environment | |By protecting children we protect own self. | | | |ANS. 3. 2 Policies and Procedures are as follows: | |Safeguarding and promoting children’s welfare | |Safeguarding Children | | | |Child protection | |Confidentiality | |Security/ Dropping off and collection | |Lost or Missing children | |Outings | |Health and safety policy | |Complaints procedure | |In the event of a fire | |Playground policy | |Behaviour policy | |Equality of opportunity in special needs, house rules | |Promoting health and hygiene | |Accident and emergency procedure/First Aid | |Administration like setting in, hours of opening, supplies, fees, payment procedures | |Partnership with other organisations ,or working with you as parents / carer | |Suitable environment and equipment | |Risk assessments | |Whistle blowing | |Duty of care | |All of the policies and procedures I have in place are to ensure that the children in my care are safe and protected, as are myself and family. | | |ANS. 3. 4: We can protect our self within our everyday practice in our s etting and when working off site. | | | |Follow all the policies and procedures, health safety, child protection, and safe working environment. | |Complete all necessary paper work correctly. | |Visitors book to be signed by visitor. | |Accident log. | |Share all information with relevant people only. | |Maintain confidently except. | |Registers for all children in attendance or head count. | |Recording times of toileting, food eaten. | |Be aware of offsite procedures. | |Follow risk assessments. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 3: The importance of ensuring C&YP’s safety and protection in the work setting | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |3. Explain why it is important to ensure C&YP are protected from harm within the work setting | |3. 2 Explain policies and procedures that are in place to protect C&YP and adults who work with them | |3. 3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected | |3. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Section 4: How to respond to evidence or concerns that a CorYP has been abused or harmed | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |4. 1:Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding | |4. 2:Describe the actions to take if a CorYP alleges harm or abuse, in line with policies and procedures in your own setting | |4. Explain the rights that C&YP and their carers have in situations where harm or abuse is suspected or alleged | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 5: How to respond to evidence or concerns that a CorYP has been bullied | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |5. 1 Explain different types of bullying and the potential effects on C&YP | |5. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain why they are in place | |5. 3 Explain how to support a CorYP and/or their family when bullying is suspected or alleged | | | |ANS. 5. 1 : Different types of bullying are: | | | |PHYSICA BULLYING: Like pushing, kicking, pinching, hitting and other forms of violence or threats. |VERBAL BULLING: ( name calling, insults, sarcasm, spreading rumours, persistent teasing) | |EMOTIONAL BULLYING: (excluding, tormenting, ridicule, humiliation and social isolation) | |CYBER BULLING: ( the use of information and communications, technology, particularly mo bile phone, use of ICT – texts, social network sites, emails, deliberately to upset someone else) | |SPECIFIC BULLING: (such as homophobic or gender- based, racist, relating to SENs and disabilities. | |Different potential effects of bulling on C&YP. |Work goes down | |Self-harm | |Is frightened of walking to or from school | |Becomes withdrawn | |Lacking in confidence | |Attempts or threatens suicide or runs away | |Cries themselves to sleep at night | |Feel ill in the morning | |Self-esteem low | |Fear and anxiety | |Outbursts of anger | |Impact on physical well-being – lack of sleep, loss of appetite, headaches, | |Starts stealing money | |Become aggressive | |Stop eating | |Is afraid to use the internet or mobile phone. | |ANS. 5. : Policies and procedures that should be followed in response to concerns or evidence of bullying: If any bullying is suspected or there has been a complaint about bullying . Any type of bullying like | |physical bulling, emotion al bulling, specific bullying, cyber bullying, and verbal bullying I will keep a written and dated record of any comments made with regard of bullying. I will talk to all children involved | |and if necessary parents too. If appropriate and necessary, police will be called. The bullying behaviour or threats of bullying must be investigated and the bulling stopped quickly. | | | |The reasons why they are in place: | |Bullying hurts – no one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Children or young people who are bullying need to learn different ways of behaving. | |Children setting and schools have a responsibility to respond promptly and effectively to issues of bullying. | | | |ANS. 5. 3: Never showing that you are in any way shocked or disgusted what may have happened to the child, so you can appear to be calm and reassuring for the child and child’s family. Always reporting anything | |serious to the correct organisations such as social workers, police, etc. Documenting any evidence or anything said by all those involved. Good communication with parents/ carers. Always dealing swiftly with any case| |of bullying as soon as you are aware of it. | | | | | | | | | | | | | | | |s | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 6: How to work with C&YP to support their safety and well being | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |6. 1 Explain how to support C&YP’s self-confidence and self-esteem | |6. 2 Analyse the importance of supporting resilience in C&YP | |6. Explain why it is important to work with the CorYP to ensure they have strategies to protect themselves and make decisions about safety | |6. 4 Explain ways of empowering C&YP to make positive and informed choices that support their well-being and safety | | | |ANS. 6. 1: To support children and young people’s self –confidence and self –esteem reward charts could be used . Verbal praise and encouragement, stickers, treats could include 5 minutes extra outdoor play, watching a | |film or favourite TV show, doing an activity of choice which the child has chosen. | | |ANS. 6. 2: Importance of supporting resilience in children and young people. Helping them to deal with disappointment or failure, as inevitably they will encounter this at some point. Giving them the life skills that | |help them deal with things in a positive way. Building strong relationships, showing children how to form long lasting friendship/relationships with enrich their lives and social skills. Children who have a wide | |social circle, and strong relationships with other deal with disappointment far better, and have a more positive outlook on their lives. | | |ANS. 6. 4: Ways of empowering children and young people to make positive and informed choices that support their well-being and safety: | |Listening to children and giving them opportunities to express their views, it empowers them when they know they are listened to and t heir opinions and ideas respected. | |Giving them opportunities to make decisions for themselves where they are able t learn about consequences etc. | |A free play e. g like different resources, and helping them learn a new skill such as dressing themselves. | |Encouraging independence like toilet. |Choosing where they want to play (indoor and outdoor) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 7: Understand the importance of e-safety for C&YP | | | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |7. Explain the risks and possible consequences for C&YP of being online and using a mobile phone | |7. 2 Describe ways of reducing the risk to C&YP from: | |social networking | |internet use | |buying online | |using a mobile phone | | | |ANS. 7. : | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |References: | | | | | | | | | | | | |

7 English Grammar Rules You Should Know

7 English Grammar Rules You Should Know 7 English Grammar Rules You Should Know 7 English Grammar Rules You Should Know By Mark Nichol This post outlines seven general areas of grammar and syntax that writers must be familiar with to enable them to write effectively. 1. Subject-Verb Agreement Use singular verbs for singular subjects and plural verbs with plural subjects. A verb should agree with its subject, not with an intervening modifying phrase or clause: â€Å"The box of cards is on the shelf.† Singular verbs are appropriate with the following parts of speech: indefinite pronouns: â€Å"Everyone is here† uncountable nouns: â€Å"The rain has stopped† inverted subjects: â€Å"Where is the car?† subjects plural in form but singular in meaning: â€Å"Statistics [the academic subject] is boring,† but â€Å"Statistics [sets of data] are sometimes misleading† compound subjects: â€Å"Breaking and entering is different than burglary† the constructions â€Å"the only one of those (blank) who . . . ,† â€Å"the number of (blank) . . . ,† â€Å"every (blank) . . . ,† and â€Å"many a (blank) . . .† a measurement when considered as a unit: â€Å"Three months is a long time to wait† collective nouns: â€Å"The team is ready for the game† (but if referring to all individual members of a collective, reword for clarity, as in â€Å"The members of the team stand behind the coach’s decision†) 2. Nominative and Objective Pronouns and Reflexive Pronouns Pronouns are sometimes used erroneously when a phrase contains more than one object. For example, although â€Å"My sister and I are coming† is correct because â€Å"My sister and I† is the subject and therefore the nominative I is appropriate, â€Å"He invited my sister and I† is wrong because â€Å"my sister† and I are the objects, and the pronoun should be in objective form (me, not I). Reflexive pronouns, compound of a pronoun and -self, are correct only if they are associated with an antecedent pronoun, as in â€Å"I did it myself†; â€Å"Contact John or myself† is an error because there is no previous reference to the self-identifying person. 3. Dangling Participles When a sentence begins with an incomplete phrase or clause, the person, place, or thing it modifies must immediately follow it as the subject of the main clause, or the introductory phrase or clause must be rewritten. For example, in â€Å"Rolling down the slope, my eyes beheld a curious sight,† the writer intends to express that he or she was rolling down the slope, but the subject of the sentence is â€Å"my eyes,† leading to the impression that the rolling was performed by the eyes, not the individual. To resolve the problem, amend the sentence to â€Å"Rolling down the slope, I beheld a curious sight† or â€Å"As I rolled down the slope, my eyes beheld a curious sight.† 4. Misplaced Modifiers A modifying phrase should immediately follow the word or phrase it modifies. For example, in the sentence â€Å"I overheard that they’re getting married in the rest room,† because â€Å"in the rest room† follows â€Å"getting married,† the reader is given the impression that the nuptials will take place in the rest room. However, â€Å"in the rest room† modifies the subject, â€Å"I overheard,† so those two phrases should be adjacent: â€Å"I overheard in the rest room that they’re getting married.† 5. Incomplete Sentences Many justifications exist for sentence fragments, but they are best used judiciously and in such a way that it is clear to the reader that the writer is deliberately writing an incomplete sentence, and not obliviously making an error. 6. Phrase and Clause Lists In-line lists, those presented within the syntax of a sentence, should be structured to be grammatically consistent. For example, the sentence â€Å"Insights are actionable, adaptive, and help achieve the desired objectives† is erroneously constructed because are serves the first adjective and help is associated with achieve, but adaptive cannot share are with actionable unless a conjunction rather than a comma separates them: â€Å"Insights are actionable and adaptive and help achieve the desired objectives.† If a sentence, unlike in this revision, is to remain in list form, each list element must follow parallel construction, as in the revision of â€Å"Teapots may be embellished with landscapes, scenes from paintings, historical figures, or natural elements such as orchids or bamboo† to â€Å"Teapots may be embellished with landscapes, scenes from paintings, portraits of historical figures, or depictions of natural elements such as orchids or bamboo,† where each element must refer to representations of phenomena rather than the phenomena themselves. 7. Restrictive and Nonrestrictive Phrases and Clauses Although the use of which in a sentence such as â€Å"She prefers a job which is more stable† is technically correct in American English (and ubiquitous in British English), careful writers will help their readers by maintaining this distinction between which and that: Use the former with a nonrestrictive phrase â€Å"She prefers a job, which is more stable than freelance work† (what follows the comma and which is not essential to the sentence) and use the latter with a restrictive phrase â€Å"She prefers a job that is more stable† (â€Å"that is more stable† is an essential part of the sentence). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryFlier vs. FlyerSit vs. Set

Use of Technology to Improve Listening and Speaking Skills

Use of Technology to Improve Listening and Speaking Skills Free Online Research Papers I think nobody can deny that computers are in the center of our everyday life. Is your answer no? Then, just think again: Computers can divide/multiply or add numbers for us, we can draw money from computer- managed ATMs anytime we like, they work in our digital watches, in ABS ESP systems in our cars, in almost all of the control mechanisms of an aeroplane, in digital cameras, in cellular phones, in cd players, in remote controllers, in photocopiers, in satellite systems, so on and on†¦. Do they sound familiar? If you use any of them, it means that you unconsciously â€Å"managed† by a computer system in your everyday life, because all the things I mentioned here have the same basic controlling system: computer. However, we also use computers – I mean Personal Computers- consciously and directly in banks, offices, schools, homes, and everywhere they are needed†¦ We use computers in any cases, anyway, so this is the awful truth: We are totally surrounded by computers. Believe it or not, this is the reality. As regards education, -in our case it is foreign language education-, do you still believe that foreign language teaching learning process keeps unaffected by this silent computer revolution and is trying to accomplish its aim through so-called â€Å"traditional† methods? I am giving the answer for you: Definitely not! Now, foreign language teaching methods are rapidly shifting from the traditional methods to the methods using computer applications and multimedia environments. These applications and environments are used extensively and successfully in reading, writing, listening and speaking practices by ESL teachers and students throughout the world. Whats more, the tools I mentioned here are truly helpful in practising the four skills of a language (reading, writing, listening and speaking) since these tools give language practisers almost exacly what they need; however, the main focus of interest in this article is developing listening speaking skills via internet mul timedia tools. â€Å"The internet is suitable place to practise languages as it offers the possibility, with the right software, of using images and audio resources at the same time, combining sounds and images as in communicative situations in the real world. It also provides users with a highly appealing and innovative format† (Labayen et. al., 2005, p.9). From now on, I will try to show you what computers, internet and multimedia environments offer and how using these tools can help ESL students practising listening speaking throughout this text. Originally, media environmets high, fast and easy accessibility is what makes them an almost perfectly tailored solution to L2 effective and easy-to-reach learning practising resources. Using media environments is convenient in itself, indeed, because it gives us the possibility to choose what is appropriate for us at a certain period of time. Hoven (1999) asserts that computers allow L2 learners to determine the way and the pace that suits them and their needs. For example, when an ESL practiser is in class, s/he can have access to the internet, TV/video to watch movies or educative programmes in the target language, or study on a listening/speaking application using a computer on his/her own. Ehsani et. al. (1998) emphasize that by combining sound, vision, text, video and animation, this self-paced interactive learning environments create much more educative and creative classroom environments. Whats more, besides individual work, two or more people can work together in a group a ctivity which makes the process more interactive. Hoven (1999) believes that computers allow learners to add up what they know altogether more effectively and support peer correction. Whats more, Ellis et. al. (2005) suggest that technology has shaped the collaborative relationships between students and the way they interact with each other which eventually shape the learning opportunities in a classroom. Frith (2005) indicates that even though some L2 students are often required to speak in English in their social settings, they mostly enjoy listening especially when they are watching television or films. This observation emphasizes the use of multimedia environments in L2 classrooms. Whats more, Frith (2005) believes that video lessons can be very stimulating. This is what is needed to actualize real development. Besides, this is also an enjoyable part of listening development, because for many students, learning is associated with dull and boring clasroom activities. Unfortunately, in this case this generalization does not work, because L2 learners â€Å"do it† on their own in a convenient and different way. Verdugo et. al. (2007) assert that children actively take part in understanding the story because of the interactivity of internet based stories and this makes learning easy. This make the development of listening ability more effective and entertaining, but less effo rt-required. Consequently, this is what leads to real development and learning. The use of the internet in classroom environment is relatively a new phenomenon. However, seeing that it offers almost unlimited resources and choices, it has become widespread all around the world. At this point, the important thing is how to use it effectively in classrooms. Labayen et. al. (2005) emphasize that only when the sources are properly selected can the internet be useful in a learning environment. Then, another problem arises: How to select appropriate web sites to make use of them in a classroom to improve listening and speaking skills of students? Labayen et. al. (2005) show that the best way to find good web sites is to listen to a collegues suggestions who actually searched the site on his/her own or find a â€Å"serious† web site which may actually help. When it comes to speaking practice via the internet, there are cheap, useful and wise solutions available. For example, Skype, MSN Messenger, GoogleTalk and similar VoIP applications can be used to connect a native speaker on the internet and realize a real-time conversation for free. Volle (2005) notes in her research that using MSN Messenger to conduct her online lessons, she observed the development in oral proficiency of her students. Even though VoIP conversations cannot make up for some features of a real face-to-face conversation, it is a precious opportunity for an L2 learner to use VoIP applications considering the hardships of finding a native speaker in the place where the learner lives. Labayen et. al. (2005) indicate that face to face communication has many advantages, so video-audio devices in CALL and on the internet are essential to teach oral skills. The use of computer and the internet in classrooms is essential to actualize development in listening comprehension and oral skills, because computer environment allows fast developmental assessment and fast update. Kruse (2004) indicates that the web content can be updated easily and the information can be in use immediately. So, this allows the lesson contents to be much more updated which may eventually cause high levels of awareness and success. Another point Kruse (2004) makes clear is that the cost of using computer systems and internet can be relatively low. Since many video/audio resources and VoIP applications are available on the internet and the maintenance costs are relatively low, this makes it a wise and effective solution to development of listening and speaking skills of L2 learners. As regards the interaction support of multimedia environments, people of the world are just one click away from each other as is conventionally said and this convenience makes the exploitation of such systems in language education vital as well. LeLoup Ponterio (2007) argue that preventing an L2 learner from being isolated, technology is the ultimate solution to those who lack the speech generated by a native speaker. To illustrate, videoconferencing technology is an example of technologic solutions to this isolation. It has many useful and effective uses in learning environments. In the figure below (see Fig. 1) you can see the use of the application in a classroom environment. Figure 1. The use of videoconference application in a classroom environment. (JFK Middle School, Massachusetts, USA) Cabaroglu Roberts (2006) argue that the use of VoIP applications in the classroom environment boosts the students communication skills and intercultural awareness besides enhancing motivation and classroom performance. For example, Skype application is increasingly used as a part of listening and speaking development process throughout the world today. Skype is an internet-based application that enables Voice over Internet Protocol (VoIP) calls (Jenks, n.d.). It has a useful user-interface that enables the users easy and effective use (see Fig.2). Whats more, there are similar online applications such as MSN Messenger and GoogleTalk and the likes. MSN Messenger also has millions of users worldwide and is used to improve speaking and listening skills by L2 students. Hampel et. al. (n.d.) assert that Skype and MSN Messenger increasingly create newer possibilities for the users. These softwares can also transmit video at the same time when the users speak to each other. So, this feat ure raises the level of interaction between practisers. Such level of interaction is also effective because of the highly useful features and user-interfaces of the applications. For the user-interface of MSN Messenger see Fig. 3. Figure 2. A demonstration of Skype software user-interface Figure 3. A demonstration of MSN Messenger application user interface. As an alternative, internet TVs and radios can be used to develop listening comprehension skills of an L2 student in an entertaining atmosphere; however, there is a relatively new emerging phenomenon: YouTube.com! This is a video upload-watch-download site and is increasing its popularity day by day. To have an idea how the site looks like see Fig. 4. According to statistics, the site has more than six million videos and the total time necessary to watch all these videos is 9.305 years! This huge video pool offers priceless opportunities to practice listening in an entertaining and convenient environment. LeLoup Ponterio (2006) allege that television/radio shows, news, documentaries, music videos and any videos beyond the imagination of people are just one click away. All you need is an internet connection. The rest is almost totally free; however, LeLoup Ponterio (2006) also suggest that videos should be carefully selected and prepared by the instructor to maximize comprehension and minimize frustration of learners and they hope that improvement in search tools for videos will allow the teachers to find the right video clip for supporting language class. Figure 4. YouTube.com is broadcasting many listening comprehension improving videos. As BBC has always been seen as a genuine source of â€Å"right† form of English, it cannot be disregarded for English Language Teaching. Being aware of its educative role, BBC has been publishing books, audio/video materials and so on. With the rise of the internet, BBC has prepared an English Learning Page which is one of the best of its kind. LeLoup Ponterio (2006) assert that the site gives ideas to the learner about material development and how to work efficiently with the aural input. Maintaining the publication at bbc.co.uk/worldservice/learningenglish/ , BBC provides the visitors with quizzes, videos, podcasts and games as well as radio archives and voice recordings. As regards listening activities, there are many activities based on listening comprehension one of which is shown at Figure 5. Figure 5. A demonstration of BBC Learning English web site listening practice section Throughout the article, the entertaining aspect of using multimedia environments is constantly emphasized. So why is it so necessary? Because it makes learning easier and the most important of all it makes learning permanent. For example, cartoons may be a good means of teaching children foreign language and improve their comprehension and the things beyond it. â€Å"Although we usually associate cartoons with entertainment, in fact they can have many more serious applications. Children love cartoons as we all know from the fondness they have for the cartoon networks so why not make this attractive medium work for teaching and learning?† (Hobson, 2005, p.1) When it comes to adults, the use of movies have a great positive influence on their motivation and performance. Frith (2005) suggests that although some L2 students are often required to speak in English in their social environments, they predominantly enjoy listening especially when they are watching television or films . Apart from that, songs can be highly useful for developmental process of listening skills of an L2 student. Lynch (2007) suggests that because music is everywhere in human life to change or boost the emotions and feelings, we can include music and songs in language learning as well. Besides, karaoke is also beneficial in that it requires a recitation which eventually leads to improvement in speaking skill. Lastly, computer aided games can also have striking effects on an L2 students listening comprehension and sentence utterance. Keislar et. al. (1970) suggest that games , especially for children, are proved to be useful during their language education process. When games attractiveness unites with convenience and flexibility of computers systems, it may cause positive results as well. The aim of this article is to discuss some prominent benefits of using computer and multimedia environments to develop L2 students listening speaking skills and how the L2 students are affected from it. Jenks (n.d.) suggests that the internet and internet-based applications have great influence on us; however, since enough research hasnt been made over the issue, we are not certain 100 % about the outcomes of its use. Of course, we know that there are some limitations in its use as well; however, keeping it in our minds, ELT community should eliminate the limitations as much as they can and try to exploit its usefulness in every aspect of language teaching. To do this, much more research and experiments are required in the area. Hampel et. al. (n.d.) assert that finding an effective way to practise speaking is one of the biggest problems in both distant education and also online education. By determining the weak points of the method and fixing them, work force can be used more ef ficiently, more energy and material can be saved and more reliable and permanent development can be achieved. To achieve the better, we all should work very hard and do the best we can for it. As we are going to be totaly in cyber age in the near future, at least we are obliged to do it. REFERENCES Cabaroglu, N. Roberts J. (2006). Using SKYPE to Enhance the Education of Non- native Speaker Student-teachers: â€Å"I thought I couldn’t, but now I know I can† Retrieved May 14, 2007, from drjonroberts.com Ehsani, F., Knodt, E. (1998). Speech Technology in Computer-Aided Language Learning: Strengths and Limitations of a New CALL Paradigm, Language Learning Technology Journal, Retrieved March 5, 2007, from: http://llt.msu.edu/vol2num1/article3/ Frith, J. (2005). Listening Using Authentic Video for Overseas Learners of English, Retrieved March 12, 2007, from www.developingteachers.com Hampel R., Stickler, U., Scott, P. (n.d.). ‘Effective Online Communication?’ Spoken Interaction in a Virtual Learning Environment, Retrieved March 15, 2007, from: developingteachers.com Hobson, M. (2005). The Cartoon Network as a Teaching Aid?, Retrieved May 14, 2007, from animationschoolreview.com/sketches/2005/09/the- cartoon-network-as-a-teaching-aid.html Hoven, D. (1999). A Model For Listening and Viewing Comprehension in Multimedia Environments, Language Learning Technology Journal, Retrieved March 15, 2007, from http://llt.msu.edu/vol3num1/hoven/index.html Jenks, C. (N.D.). Skypecasts, p.1, Retrieved May 14, 2007, from open.ac.uk/baal-cupseminar2007-sole/p1_3.shtml Jeon, G., Debski, R., Wigglesworth, G. (2005). Oral ?nteraction around computers in the Project-oriented CALL Classroom, Language Learning Technology Journal, Retrieved March 5, 2007, from: http://llt.msu.edu/volnum3/jeon/ Keislar, E., Phinney, J. (1970). An Experimental Game in Oral Language Comprehension, Retrieved May 14, 2007, from http://eric.ed.gov Kruse, K. (2004). Using the Web for Learning: Advantages and Disadvantages, Retrieved May 14, 2007, from e-learningguru.com/articles/art1_9.htm Labayen, MJ., Estopanian, L., Olmos M. (2006). Speaking the Internet: an unlikely match?, p.9, Retrieved March 12, 2007, from www.developingteachers.com LeLoup, JW., Ponterio, R. (2007). Listening: Youve Got To Be Carefully Taught, Language Learning Technology Journal, Retireved May 14, 2007, from llt.msu.edu/vol11num1/net Lynch, L. (n.d.), Using Pop Songs to Improve Language Listening Comprehension Skills, Retrieved May 14th, 2007, from http://EzineArticles.com Verdugo, D., Belmonte, I. (2007). 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Biomedicine pre study Essay Example | Topics and Well Written Essays - 1000 words

Biomedicine pre study - Essay Example The remaining portion of the cell except the nucleus or the knuckled region is the cytoplasm and consists of cytosol and various organelles essential for the functioning of the cell. Ribosomes are simple organelles in which protein synthesis occurs (Kent, 2000). The cell wall of plant cell is made up of cellulose while that of animal cell is made up of phospholipids. Such a cell wall allows the plant to take in large amounts of water through osmosis without being destroyed. Plant cells synthesise energy by means of photosynthesis during which sunlight is converted to energy. For this purpose, plant cells have chloroplasts which have their own DNA and which direct the work of chloroplasts, These organelles are absent in animal cells and animal cells synthesise energy through metabolism of the food they take. Another major difference is the presence single large vacuole in the plant cells. Animal cells have small multiple vacuoles. Also, plant cells have a regular shape and the shape of animal cells varies greatly (Kent, 2000). DNA and RNA are the structures in the cell which carry inherited traits. Inheritance mainly occurs due to meiosis. In this type of cell division, the genome of the diploid germ cell which has long segments of DNA organized in chromosomes undergoes two rounds of cell division resulting in four haploid cells. During division, replication of DNA occurs. Each of the four haploid cells contains one complete set of chromosomes which is half of the genetic content of the original cell. The haploid cells act as gametes and fuse with gametes of the partner. One gamete fuses with only one gamete of the partner . This is known as fertilization and this leads to a new diploid cell or zygote. Thus chromosomes of each parent undergo recombination in a homologous manner during the process of meiosis and thus each zygote inherits DNA from both parents (Kent, 2000). The four most

Consumer Math Essay Example | Topics and Well Written Essays - 250 words

Consumer Math - Essay Example The value of the annuity after five years will be the sum of all the deposits plus the interest earned over a period of five years. Another example where an annuity can be applied in one’s personal finances is when one plans for one’s retirement fund. An individual may decide to put in $2,000 at the end of each year for the next 20 years into an IRA. If the IRA promises a return of 12 percent per year compounded annually, the individual will get a certain amount from the IRA after 20 years. In making investments, annuities are very relevant. Several options are presented to individuals who want to make an investment. One such example is deciding whether to make a lump sum deposit or a periodic deposit for several years. If the interest rates are equal and the maturity date is the same, one has to decide which alternative will be more profitable. The examples presented above are just some applications of consumer math, specifically annuities. Indeed, it is essential for every individual to understand the concepts covered by consumer math because it has a huge impact on one’s personal finances. Chatham Central Schools. (n.d.). Consumer math – Annuities and the TVM solver. Retrieved May 10, 2012, from chathamcentralschools.com: