The Indigo Spell Chapter Sixteen

I GAVE MS. TERWILLIGER a full report on our trip to the inn the next morning. We met at Spencer's, and in a rare show of early rising, Adrian joined us. â€Å"I've got a study group meeting soon,† he explained. His mood was a lot better, with no mention of yesterday's . . . indiscretion. Even though there wasn't much to tell, lines of worry creased her face as she heard our story. The true panic came when I mentioned my dream. Ms. Terwilliger's eyes went wide, and she gripped her coffee cup so tightly, I thought it would break. â€Å"She found out,† she murmured. â€Å"Whether it was that Alicia girl or some other way, Veronica found out about you. I should never have sent you. I thought you'd slip underneath her radar if the other girls were charmed, but I was wrong. I was selfish and naive. It would've been better if she knew I was on to her from the very beginning. You're sure you were masking Sydney's appearance?† That was to Adrian. â€Å"Positive,† he said. â€Å"Everyone we talked to, all the girls and even Alicia . . . none of them would have a clear idea of what Sydney looks like.† â€Å"Maybe she's been spying on you,† I suggested. â€Å"And saw us together. I haven't been in disguise around here.† â€Å"Maybe,† Ms. Terwilliger conceded. â€Å"But we also know she was active in Los Angeles. She would have to spend considerable time stalking her victims, which wouldn't give her the chance to come here and watch me extensively. Even with her powers, she can't teleport.† Her expression hardened with resolve. â€Å"Well, there's nothing to be done now but damage control. She doesn't seem to know exactly where you are yet or that you're even connected to me. I'll make you another charm to try to boost this one, but it may not work if she's found a way to reach out to you. And in the meantime, don't worry about offense anymore. You need to focus on defense – particularly invisibility spells. Your best protection against Veronica at this point is for her simply not to find you if she comes looking around Palm Springs.† I'd continued reading the advanced offense spells, despite her warnings. With this new development, though, I knew she was right about defense being more important. Still, I couldn't shake the worry that Veronica had discovered me by watching Ms. Terwilliger, which in turn made me fear for my teacher's safety. â€Å"You keep saying she's not after you . . . but are you really sure?† â€Å"She'll avoid me if she can,† said Ms. Terwilliger, sounding confident. â€Å"I have the power but not the youth and beauty she's after. And even she would draw the line at taking on her sister. It's the only remnant of human decency she has left.† â€Å"Will she still have that attitude when you confront her?† asked Adrian. Ms. Terwilliger shook her head. â€Å"No. Then anything goes. I'd like to meet with you tonight to practice a couple other defensive tactics.† I eyed her carefully. â€Å"Are you up for that? No offense, ma'am, but you already look exhausted.† â€Å"I'll be fine. Meet me at the park again around ten. I'll get Weathers to let you go. We must keep you safe.† She stared off into space for several moments and then focused on me again. â€Å"In light of this development . . . it wouldn't be a bad idea for you to find some, ah, more basic means of defense as well.† â€Å"Basic?† I asked, puzzled. â€Å"She means like a gun or a knife,† supplied Adrian, catching on to what I hadn't. Ms. Terwilliger nodded. â€Å"If you ever confront Veronica, it'll most likely come down to magic fighting magic . . . but, well, one can never say. Having something else for backup might prove invaluable.† I wasn't a fan of this idea. â€Å"I have no clue how to knife fight. And I don't like guns.† â€Å"Do you like being put into a coma and aging before your time?† asked Adrian. I shot him a glare, surprised he'd be on board with this. â€Å"Of course not. But where would we even get one on such short notice?† From the look on his face, he knew I had a point. Suddenly, he became enthusiastic again. â€Å"I think I know.† â€Å"I'm sure you two will figure it out,† said Ms. Terwilliger, her mind already moving to something else. She glanced at her watch. â€Å"Almost time for classes.† We all stood up, preparing to go our own ways, but I held Adrian back. I couldn't imagine how in the world he would know where to get a gun on no notice. He wouldn't elaborate and simply said he'd meet me after school. Before he left, I remembered something I'd wanted to ask. â€Å"Adrian, did you keep my cross?† â€Å"Your – oh.† Looking into his eyes, I could practically see yesterday's events playing through his mind – including us rolling around on the bed. â€Å"I dropped it when – ah, well, before we left. Yo u didn't pick it up?† I shook my head, and his face fell. â€Å"Shit, I'm sorry, Sage.† â€Å"It's okay,† I said automatically. â€Å"It's not okay, and it's my fault. I know how much it means to you.† It did mean a lot to me, but I almost blamed myself as much as him. I should've thought of it before we left, but I'd been a little preoccupied. â€Å"It's just a necklace,† I told him. This didn't comfort him. He looked so dejected when we parted ways that I hoped he wouldn't forget about us meeting up later to visit his mysterious gun source. There was nothing to worry about, though. When classes ended, he was outside my dorm in the Mustang and looked much more upbeat, with no more mention of the necklace. When he told me his gun plan, I was shocked, but after a few moments of thought, I realized he might be on to something. And so, a little less than an hour later, we found ourselves far outside the city, driving up to a forlorn-looking home on a large, barren piece of land. We had reached the Wolfe School of Defense. â€Å"I never thought we'd be here again,† I remarked. Wolfe's house had no windows, and there were no cars in sight as we walked up to the door. â€Å"He may not even be home,† I murmured to Adrian. â€Å"We probably should have called first.† â€Å"Wolfe never struck me as a guy who leaves the house very much,† said Adrian. He knocked on the door, and almost instantly, we heard a flurry of barking and scampering feet. I grimaced. Wolfe, for reasons I would never be able to understand, kept a herd of Chihuahuas in his house. He'd once told us that they could kill a man upon a single command. We waited a few minutes, but the barking was the only sign that there was any sort of life inside. Adrian knocked one more time (driving the dogs into an even greater frenzy) and then shrugged. â€Å"I guess you were – â€Å" The door suddenly opened – just a slit – and one gray eye peered out at us from underneath a chain. â€Å"Oh,† came a grizzled voice. â€Å"It's you two.† The door closed, and I heard the chain being unlocked. A moment later, Wolfe slipped outside, careful not to let any of the dogs out. He had a patch over his left eye, which was probably just as well since his other eye alone seemed to peer straight through me. â€Å"You should've called,† he said. â€Å"I nearly turned the dogs on you.† Wolfe was dressed in his favorite pair of Bermuda shorts as well as a T-shirt showing a bald eagle riding on a monster truck. The eagle held an American flag in one set of talons and a samurai sword in the other. That seemed a weird weapon choice for such a patriotic shirt, but we'd long since learned not to question his wardrobe. That had come after he'd kicked a woman out of our class who'd dared to ask if he only had one pair of shorts or several identical ones. â€Å"What do you kids need?† he asked. â€Å"Next classes don't start until after New Year's.† Adrian and I exchanged glances. â€Å"We, um, need a gun,† I said. â€Å"I mean, just to borrow.† Wolfe scratched his beard. â€Å"I don't lend them out to students who haven't taken my gun class. Safety first.† I found it promising, however, that he lent out guns at all. It was a sign of his character that he didn't even bother asking why we wanted one. â€Å"I've already had training,† I said. That was true. It was mandatory for all Alchemists. I'd done well in it, but as I'd mentioned to Adrian, I really didn't like guns at all. At least a knife had other uses. But a gun? It was only there to injure or kill. Wolfe arched an eyebrow, the one over his good eye. Clearly, he didn't believe me. â€Å"Can you back that up?† â€Å"Do you have a shooting range?† I returned coolly. He almost looked offended. â€Å"Of course I do.† He led us to a building beyond the garage we'd trained in. I'd never been inside this building before, but like his house, it had no windows. The door was covered in enough locks to meet with Alchemist security standards. He let us inside, and I gaped when I saw not only a practice range but also a wall covered in various types of guns. Wolfe gave the small holding space a once-over. â€Å"Earmuffs must be in the house. Be right back.† I continued staring at the wall, knowing my eyes were wide. â€Å"There's no way those are all legal.† Adrian's response was unexpected. â€Å"Did you notice his eye patch?† I dragged my gaze from the arsenal. â€Å"Um, yes. From the day we first met him.† â€Å"No, no. I mean, I swear it was on his other eye last time.† â€Å"It was not,† I said immediately. â€Å"Are you sure?† asked Adrian. I wasn't, I realized. Words and numbers were easy for me to memorize. But other details, like clothing or hair – or eye patches – were sometimes easy for me to miss. â€Å"That doesn't make any sense,† I finally said. â€Å"Why would he do that?† â€Å"He's Malachi Wolfe,† said Adrian. â€Å"Why wouldn't he do that?† I couldn't argue against that. Wolfe returned with ear protection. After examining his wall, he selected a small handgun and then unlocked a cabinet containing ammunition. At least he didn't leave a bunch of loaded guns around. â€Å"I'll do that,† I told him. I took the gun from him and effortlessly loaded it. He made a small grunt of approval. He gestured toward the far end of the range, to a large paper cutout showing a human silhouette with various targets marked on it. â€Å"Now then,† he said. â€Å"Don't worry about hitting the – â€Å" I fired, perfectly emptying the clip into the most difficult targets. I handed the gun to him. He handed it back. Behind him, I could see Adrian staring at me with enormous eyes. â€Å"Keep it,† said Wolfe. â€Å"You passed. You've gotta buy your own ammunition, but as long as you fill out the rental agreement, you're good to go.† As it turned out, the â€Å"rental agreement† was a piece of paper where he wrote the gun type on one side and I put my initials on the other. â€Å"Really?† I asked. â€Å"That's all I need to do? I mean, I'm glad, but . . .† I didn't really know what else to say. Wolfe waved off my protests. â€Å"You're a good kid. If you say you need a gun, I believe you. Someone giving you trouble?† I slipped the gun into my messenger bag. â€Å"Something like that.† Wolfe glanced over at Adrian. â€Å"What about you? You need a gun too?† â€Å"I'm good,† said Adrian. â€Å"Besides, I haven't had the training. Safety first.† Wolfe opened up the ammunition cabinet again and produced a long wooden tube and a sandwich bag of what looked like small darts. â€Å"You want to borrow my blowgun? Not much of a learning curve on this. I mean, you'll never be able to match the skill and cunning of the Amazonian warriors that I stole this from, but it can get you out of a pinch.† â€Å"Thanks, but I'll take my chances,† Adrian said after several long moments. He almost sounded as though he'd considered it. I was still hung up on Wolfe's other words, not sure I believed what I'd heard. â€Å"You were in the Amazon?† This time, Wolfe arched the eyebrow above his eye patch. â€Å"You don't believe me?† â€Å"No, no, of course I do,† I said quickly. â€Å"It's just, you've never mentioned it before.† Wolfe gazed off beyond us. â€Å"I've been trying for years to forget my time there. But some things, you just can't escape.† A very long and very uncomfortable silence followed. At last, I cleared my throat. â€Å"Well, thank you, sir. We should get going. Hopefully I won't need the gun for very long.† â€Å"Keep it as long as you need,† he said. â€Å"If I want it back, I'll find you.† And on that disturbing note, Adrian and I left. Although I understood Ms. Terwilliger's reasons for â€Å"old-fashioned† defense, I was in no way comfortable having a gun around. I'd have to keep it in my car in case school authorities ever did a search of my room and discovered it. My Alchemist and magical kits were already a liability. I was pretty sure there'd be no talking my way out of a gun. Adrian returned me to Amberwood. I started to open the door and then paused to glance over at him. â€Å"Thanks,† I said. â€Å"For everything. Going to the inn. Suggesting we see Wolfe.† â€Å"Hey, that was worth it just to know Wolfe owns a blowgun.† I laughed. â€Å"Actually, I'd be more surprised if he didn't. See you later.† Adrian nodded. â€Å"Sooner than you think.† â€Å"What's that mean?† I asked, suspicion rearing up in me. He dodged the question and reached underneath his seat. â€Å"I called Alicia,† he told me, producing a small box. â€Å"She couldn't find your cross. Her housekeeping service had already gone through and cleaned the room, but she says she'll check to see if it got caught up in the bedding. Oh, and I also asked about Veronica. She hasn't been back.† That was disheartening news, but I was touched he'd called. â€Å"Thanks for trying.† He opened the box and pulled out a necklace with a tiny wooden cross on it. â€Å"I got you a replacement. I mean, I know there's no real substitute, but I wanted to get you something. And don't start about not being able to accept some fancy gift,† he said, guessing the protest I was about to make. â€Å"It cost me five dollars from a street vendor, and I'm pretty sure the chain is brass.† I bit off my words and took the necklace from him. The cross barely weighed anything. Studying it more closely, I could see a tiny pattern of silver flowers painted on its surface. â€Å"The vendor didn't do that. That's your handiwork.† â€Å"Well . . . I know you're into simple stuff, but I've always got to have some embellishment.† I ran my finger over the cross's surface. â€Å"Why'd you choose morning glories?† â€Å"Because I'm not the biggest fan of lilies.† I smiled at that. When I returned to my dorm room, I laid the necklace out on my dresser. I gave it one last fond look and then tried to decide how best to spend the rest of my day. Our trip to Wolfe actually hadn't taken that long, so I had plenty of time to catch dinner and make sure I was up to date on my homework. I actually ate with Kristin and Julia for a change, which was kind of a nice break from the drama of my other friends. Of course, most of the meal consisted of Julia gushing about â€Å"Dave.† By the end, both she and Kristin were demanding to know when I'd bring him by again. As the evening pushed on, I began to prepare for my meeting with Ms. Terwilliger. I wasn't sure what kind of magic we'd be practicing outdoors but figured I should be ready for anything. I packed a wide variety of items from my kit and even had the foresight to bring a granola bar for post-magic fuel. Once everything was in order, I headed back downstairs. I was nearly out the dorm door when Mrs. Weathers called out to me. â€Å"Sydney?† I paused to glance back. â€Å"Yes, ma'am?† â€Å"Where are you going? It's nearly curfew.† Frowning, I walked over to her desk. â€Å"I'm doing an assignment for Ms. Terwilliger.† Mrs. Weathers looked troubled. â€Å"Yes, I know you do that a lot for her . . . but I haven't received authorization from her to let you out after hours today.† Her expression turned apologetic. â€Å"I'm sure this is all on the up-and-up, but, well, rules are rules.† â€Å"Of course,† I said. â€Å"But she said she'd let you know. Are you sure you didn't get anything? A note? A phone call?† She shook her head. â€Å"Nothing. I'm sorry.† â€Å"I understand,† I murmured, though I wasn't sure I did. Despite her perpetually scattered nature, Ms. Terwilliger was usually good about this sort of thing. Mrs. Weathers assured me she'd let me go if Ms. Terwilliger gave the okay by phone, so I returned to my room and attempted to call her. I went straight to voice mail, and my text went unanswered. Had something happened to her? Had that magical confrontation I'd been dreading finally gone down? I kicked around my dorm room for the next hour or so, letting all my worries eat at me. Veronica. Marcus. St. Louis. Ms. Terwilliger. The dream. Over and over, I kept imagining the worst outcome for all of them. Just when I thought I'd go crazy, Ms. Terwilliger finally returned my call. â€Å"Why didn't you show up?† she asked as soon as I answered. I felt relieved. She'd gone to the park. That explained the lack of contact since there was no signal out there. â€Å"I tried! Mrs. Weathers wouldn't let me out. You forgot to give me permission.† â€Å"I most certainly didn't. . . .† Her words trailed off uncertainly. â€Å"That is, I thought I did. . . .† â€Å"It's okay† I said. â€Å"You've had a lot on your mind.† â€Å"It's not okay.† She sounded angry but it was at herself, not me. â€Å"I need to be on top of this.† â€Å"Well, you can call Mrs. Weathers now,† I said. â€Å"Too late. I'm already back home. We'll have to attempt this again another time.† â€Å"I'm sorry,† I said. â€Å"I tried.† Ms. Terwilliger sighed. â€Å"I know you did. It's not your fault. It's mine. I'm letting all of this wear me down, and now I'm getting sloppy. I've already taken too many risks at your expense, and it's put Veronica on your trail. I can't let her get any farther.† A chill ran through me as I thought of those comatose girls – and the possibility of me joining them. I'd been able to stay cool and collected while investigating, but last night's dream had driven home the dangers I faced. That image of the girl in the newspaper hovered in my mind as I held the phone and paced my room. I stopped in front of a mirror and tried to picture myself like that, aged before my time. I squeezed my eyes shut and turned away. I couldn't let that happen to me. I just couldn't, and I needed Ms. Terwilliger if I was going to stay safe. Maybe I was a prodigy, but I was nowhere near being able to take on someone like her sister. â€Å"Get some rest, ma'am,† I said at last. â€Å"You sound like you need it.† â€Å"I'll try. And you be careful, Miss Melbourne.† â€Å"I will.† Being careful was the only thing I could do on my own for now. I just hoped it would be enough. When we got off the phone, I didn't want to sleep again. I was afraid to, and it wasn't just because of the sheer terror I'd felt in last night's dream. Ms. Terwilliger had explained there was a type of searching spell that sought people in their sleep, and I worried that if Veronica reached out to me again, she might get a fix on my location. The problem was that after last night's sketchy sleep, I was now even more exhausted. My usual coffee and distraction tricks failed, and before I knew it, I was asleep. I don't know how much time passed before I dreamed. One moment I was lost in the oblivion of sleep. The next, I found myself standing in the room that had hosted Sonya and Mikhail's reception. It looked exactly the same: flowers everywhere, tables covered in white linen and crystal glasses . . . The only difference was that the room was empty and silent. It was eerie, seeing all that richness and glamour with no one to enjoy it. I could've been in a ghost town. I looked down and saw that I wore the same dress from that evening as well. â€Å"I could've made it red, you know. That's a better color for you – not that blue looks bad on you.† Adrian strode toward me, dressed in the same dark blue suit. Understanding hit me. I was in a spirit dream. It was another of that element's incredible feats, the ability for a spirit user to intrude on someone's dreams. No – not intrude. The user was actually able to create the dream itself, controlling every detail. â€Å"It's been a long time since you pulled me into one of these,† I said. â€Å"And look at the progress you've made. Last time you were kicking and screaming.† He held out a hand. â€Å"Want to dance?† â€Å"No music,† I said, not that I had any intention of dancing. He had a point about my reaction, though. I hadn't exactly been kicking and screaming, but I had kind of freaked out. I'd been in full possession of all my fears about vampires and magic, and being surrounded in a world completely constructed of that magic had left me frightened and unhinged. And now? Now I had apparently become so comfortable that my biggest concern was that he'd put me in this dress. I gestured to it. â€Å"Can you change me out of this?† â€Å"You can change yourself out of it,† he said. â€Å"I'm letting go of the control. Just picture yourself the way you are in reality.† I did exactly that, and a moment later, I wore jeans and a pale blue knit top. This obviously disappointed him. â€Å"That's what you sleep in?† â€Å"No.† I laughed. â€Å"I was trying not to sleep at all. It didn't work. Why'd you bring me here?† He strolled around and picked up one of the crystal goblets, nodding in approval as though he were some sort of glassmaking expert. â€Å"Exactly that reason. I saw how much that dream bothered you. I figured if I pulled you into one of these, it'd keep you from one of Veronica's.† I'd never thought of that. Vampire magic was certainly preferable to hers. Looking around, I gained a new appreciation for the room. It became a sanctuary, a place where she couldn't reach me. At least, I hoped not. We really didn't know how her magic would work against Adrian's. For all I knew, she might come walking through the door, carrying Sonya's bouquet. â€Å"Thank you,† I said. I sat down at one of the tables. â€Å"That was nice of you.† It was another one of those incredible moments when Adrian had had the insight to guess my thoughts – or in this case, my fears. â€Å"Well, it was also selfish. I wanted to see you in the dress.† He reconsidered. â€Å"Actually, I wanted to see you in that red Halloween dress again, but I figured that would be pushing my luck.† I looked away as an image of that dress returned to me. Lia DiStefano had created the costume for me. She'd loosely based it on an ancient Greek dress and ended up with a gauzy confection of red and gold. That was when Adrian had said I was the most beautiful creature walking the earth. It had happened before he expressed his feelings for me, but even then, his words had undone me. I thought about what he was doing for me now and decided to give him a small compensation. I focused again on my clothes, and the blue dress returned. â€Å"Better?† I asked. His face lit up in a way that made me smile in return. â€Å"Yes.† Hoping I wasn't setting myself up for some suggestive answer, I asked, â€Å"So what are we going to do?† â€Å"You sure you don't want to dance? I can make some music.† My silence spoke for me. â€Å"Fine, fine. I don't know. We could play a game. Monopoly? Life? Battleship? Twister? Whatever we do, I am not playing Scrabble with you.† We warmed up with Battleship – I won – and then moved on to Monopoly. That took a little work to set up because Adrian could only create things that he could imagine. He couldn't remember all the streets and cards, so we made our best attempt to re-create them. Neither of us could remember one of the yellow streets, so he named it Jet Way. We proved surprisingly well matched, and I became engrossed in the game. The power shifted back and forth between us. Just when one of us seemed to have all the control, the other would seize it back. I had no doubts about my ability to win – until I lost. I sat there, dumbstruck, staring at the board. â€Å"Have you ever lost a game before?† he asked. â€Å"I . . . yes, of course . . . I just didn't think . . .† â€Å"That I could beat you?† â€Å"No, I just . . . it doesn't happen very often.† I looked up at him and shook my head. â€Å"Congratulations.† He leaned back in his chair and laughed. â€Å"I think beating you just improved your opinion of me more than anything else I've ever done.† â€Å"I've always had a high opinion of you.† I stretched out, surprised to feel kinks in my body. It was strange how these dreams could have such a realistic physical component. â€Å"How long have we have been here?† â€Å"I don't know. It's not morning yet.† He appeared unconcerned. â€Å"What do you want to play next?† â€Å"We shouldn't play anything,† I said. I stood up. â€Å"It's been hours. I'm asleep, but you aren't. You can't stay up all night.† â€Å"I'm a vampire, Sage. A creature of the night, remember?† â€Å"One who's on a human schedule,† I chastised. He still didn't seem worried. â€Å"Only one class tomorrow. I'll make it up.† â€Å"What about the spirit?† I began to pace restlessly as more of the implications hit me. â€Å"You have to be using a lot of it. That's not good for you.† â€Å"I'll take my chances.† There was an unspoken for you at the end of his sentence. I returned to the table and stood in front of his chair. â€Å"You have to be careful. Between this and the Veronica hunt. . . .† I suddenly felt bad. I hadn't thought twice about asking him to help with that. I'd forgotten the risks. â€Å"Once we've stopped her, you need to lay off the spirit.† â€Å"Don't worry.† He grinned. â€Å"Once we've gotten rid of that bitch, I'll be celebrating so much that I won't be sober for days.† â€Å"Ugh. Not the healthiest way to do it. Have you ever thought about antidepressants?† I knew they helped some spirit users by blocking the magic. His smile vanished. â€Å"I won't touch those things. Lissa took them and hated them. Being cut off from spirit nearly drove her crazy.† I crossed my arms and leaned against the table. â€Å"Yeah, but using it will drive you crazy too.† â€Å"No lectures tonight, Sage. It mars my stunning Monopoly victory.† He was far too casual for such a serious matter, but I knew him well enough to recognize when he wouldn't yield. â€Å"Fine. Then let's end on a high note. Send me back, and get some sleep.† â€Å"You sure you'll be okay?† His concern was so intense. I didn't think anyone had ever worried about me that much. Well, maybe Ms. Terwilliger. â€Å"Probably she gave up for the night.† I really didn't know, but I couldn't let him keep exerting himself. The thought of Veronica reaching out again terrified me . . . but the thought of Adrian endangering himself almost scared me more. He'd risked so much for me. Could I do any less? â€Å"You can check on me tomorrow night, though.† Adrian's face lit up as though I'd just accepted a date. â€Å"It's a deal, then.† And like that, the reception hall dissolved around me. I returned to peaceful sleep and just barely heard him say, â€Å"Sweet dreams, Sage.†

College Tuition Essay

College as we all know is very pricey from the cost of tuition all the way to the text books and fee’s, but the question I’m sure everyone including myself would like to know is why? And where all the money that we pay is actually going. College is what everyone knows as furthering there education or it’s a way to get a better paying job. One of the very first things people look at when applying for a college the is the tuition. How much is this school going to cost me. The cost of college tuition has changed a lot over the years. who knows what it will be in the next five ten years. But as for right now its expensive enough. With there being so many different colleges across the U. S. There should be one universal cost for all the four year colleges and one for the two year colleges instead of having one college cost thousands of dollars more then the other ones. I am in my second year of college at the community college of Denver, and granite it’s one of the cheaper schools I still think that the cost is outrages. We go to college to better our lives to get more training and education. So we can get that better paying job. Its not easy to do and not every one can do it. But is spending all this money really helping us better our lives or is it making life harder and more stressful? Most people cant pay the full tuition up front so they look at there options. Taking out a loan, or getting on a payment plan. If you decided to take out a loan that’s great you don’t have to worry bout money right now its taken care of. What happens later on down the road when your out of school finally and still broke but this time your in more debt then you know how to handle. Is it necessary to have the cost of tuition so high that a lot of people cant afford it, are school boards or school officials trying to put us in debt? It’s hard enough to get out of debt and when your there the money just keeps adding up. Tuition is different for every school and I’m sure there is a hand full of people if not more that have taken out loans to help pay for there way through school. Even after you pay your tuition you still have text books and other fees that are totally separate from what you already paid. Is attending college really helping us better ourselves or is it just helping us dig ourselves in to places like debt that are hard to get out of? College is expensive for multiple reasons. It may seem like your paying all this money for nothing but in all reality your not. The money you pay goes towards keeping the campus clean and running. Your paying so much so they can hire the bestinstructors. So they can to teach you all they can for what you have paid. You pay the money might as well get all you can out of it. Those are the two main reason to why you pay so much in tuition is to keep things running. The money also buys computers for labs and materials you might need minus your text books. There is maybe a handful of things that you can think of that maybe our money that we pay for tuition goes towards. It still feels like we pay more then they need us to. Every class has its own requirements. Most classes require you to purchase a text book that you may or may not use during the semester. You go to buy the book and you see the price and it isn’t cheap not even the used ones are all that cheap. Why have us pay so much in tuition if we still have to purchase books and other things. The cost of books aren’t cheap. Why cant there be class sets. Were we check them out and in order to receive a grade for that class at the end of the semester you have to check your book back in. not everybody wants to buy a book they will use once. I personally think that with all the money we give the school for tuition they could at least supply the books and materials needed. Isn’t there a better way then having us as students spend more money then necessary. We just want to further our education not be put in debt or tight money situations. The more you pay the better education and training your going to get, because the board of educators can afford to hire better educators. There are lots of colleges around the united states, and every one has a different tuition price. As well as different fields that they can help teach you more about or train you in. for an example metro is known for the school of business. Most schools have one specialty program that A. is always really pricey and B.  makes sure you get where you would need to be when you get that college degree. They are pretty much saying you get what you pay for. Why cant there just be a universal tuition? What is the pint in having in state and out of state prices? The cost of college tuition and the price of text books most likely wont be going down anytime soon. But now you have more of a back ground as to why you pay so much and to where all your money is actually going. I started out this paper thinking that the cost of tuition was way to high and I can honestly say that I still think that even after my research.

Factors Affecting Development

Skinner views are that children learn language through imitation, and they copy from how their parents talk. He thought that children learn mostly through positive and negative reinforcement. When an adult feels as if the child is learning how to say a word from their babble such as ‘baby’ they will repeat it continuously so that in the end result the child will learn how to say the word. (6-12 months) Bowlby thought that a mother and a new born would need to bond with close contact for a good long term development.His views were that babies wanted to be close with the main parent/carer at all times to feel safe and when it was achieved, the babies constant need for attention would stop. When the baby is put in a new environment or separated from their main carer they will feel unsafe and start their crying for attention so they can be close with their carer again. This theory is called ‘attachment’. (0-3 months) Darwin believed that children were born with basic emotions; babies learn appropriate emotional responses from watching other people around them and observing how they react to things.They check their parent’s facial expressions or body language before responding positively or negatively to a situation (Squire 2007:105). (0-3 months) Schaffer views were that there were three stages of development in infancy, in stage 1 it showed that the baby was more drawn to people than inanimate objects and would smile more around a human than if left with inanimate objects like toys. In stage 2, the baby will be around 3 months and will be able to recognize the difference between their parent/carer and other strangers, babies may not mind being held at this stage because they’re too young to see the strangers as a threat.In stage 3, around 6 months a baby will form a stronger bond with their main caregiver and will try to seek attention. The child may become distressed when their carer is out of sight and will also cry around strangers because they may be scared. (0-3 months) Piaget believed that children learnt through first-hand experience and discovering things and exploring rather than just being told or shown. He thought that that the parents/carers should make sure that they are providing resources to help the child develop further.Letting children play freely will benefit the child as long as there are boundaries put in place to make sure it is safe for the child to explore e. g. if the child was playing outside in the garden, they will need to be supervised because they may hurt themselves or eat something they shouldn’t. The gates should also be checked to make sure that the child can’t get out. (1-2 years) Vygotsky believed that the level of development for a particular child was known as ‘the zone of actual development' but he thought that a child was capable of more if encouraged and assisted by their parents.The difference between the two levels was the ‘zone of pr oximal development ‘Adult intervention is necessary if the child is to move on from one level to the next. For example if a child is learning how to stand up without holding onto anything the next step would be for their parents to assist them in taking a few steps with them or providing a walker for the child to learn independently. (2-3 years) Factors affecting developmentSmoking while pregnant will cause the baby to have low birth weight and there will be a higher change of you’re the baby being stillborn. There will also be a higher chance of cot death. Smoking may cause miscarriage or premature birth. Smoking around new-born can affect new-borns even though they are outside the womb because they are inhaling second hand smoke, it can cause severe respiratory diseases and it can delay growth of their lungs.  (0-3 months)Children in the age range of 7-12 mostly socialize with their own gender because they go through the stage when they may dislike the opposite gend er and think there gender is the best. The NIH Study shows that girl’s brains develop before than a boys brain does and that girls reach maturity before boys. (7-12 years) Children living in better conditions are more likely to have a healthy lifestyle which affects their physical development, they will be more likely to be able to go on a lot of holidays, pursue hobbies like music and dance and art.They will be more likely to have the clothes that everybody wants and the school may be in an area where there are better schooling opportunities which will increase the chance of emotional stability. Children living in poverty are unlikely to have poor housing, diet and education. There may be higher crime rates in the area which would influence the children’s social and emotional behaviour. They may also have fewer chances to join clubs or join into hobbies they like or to go on holidays. (3-7 years)

Questionare Assignment Example | Topics and Well Written Essays - 750 words

Questionare - Assignment Example There is no time limit, but do not debate for a long time over each item. ALL questions are mandatory. By completing the following section you agree that the data you give can be used for research, which will help to improve future versions of this questionnaire. No individual will be identified in any research results. If you do not want your data to be used in this way please do not complete this section and move on to the questionnaire. 1. Save this document on your computer by clicking on the â€Å"File† menu and choosing â€Å"Save As†. Give the document a name and choose a location (e.g. My Documents) to save the document on your computer. Click "Save" to save the questionnaire. 2. Open your email software and create a new email message. Attach the document saved in the previous step and send the email to assessment@assessment.opp.co.uk (you do not need to include any subject line or text in the email). For information on how to attach a file to your email please see the documentation for your email software or contact your administrator. 3. You should receive an email confirming that your results have been received within 30 minutes of submitting the questionnaire. If you do not receive this confirmation email, please check that your system has sent the email and that the questionnaire was enclosed as an

Objective Presentation Essay Example | Topics and Well Written Essays - 250 words

Objective Presentation - Essay Example These actions are usually guided by a job description to make them efficient and effective. However, the job description reflects on the organizational structure to assist the staff know the job titles, supervisor and subordinate, specific tasks required, department or units, and among others. In addition, staff members are usually under the control of people of higher ranks known as managers. These managers use an organizational structure to assist them determine which human, technical, and financial resources are available, which resources are lacking, and how resources should be allocated to attain organizational objectives and goals. There are three organizational structures and include Hierarchical, matrix and network structure. However, the optimal structure is a matrix or team structure. This is because it encourages interaction and participation among staff members, hence enhancing interpersonal relations. In addition, it also encourages managers to be more of group leaders and facilitators hence increasing accountability among staff members in an organization. When comparing the matrix structure with the rest, it always emerges the best. Managers in a Hierarchical structure always act as the final decision-makers, but those in matrix structure, focus on the accomplishment of shared objects of the team. In addition, staff members involved in a network structure, usually have a lot of differences in their affiliation and may fail to come up with a common goal. In matrix structure, staff members coordinate with one another and with their facilitator whose primary responsibility is to set objectives and evaluate

Quantitative decision theory Essay Example | Topics and Well Written Essays - 500 words

Quantitative decision theory - Essay Example rgency plan, he directs the emergency response program and has the final decision and responsibility for the major decision relating to all aspects of emergency response. In case the president is absent, the provost has the authority to direct the emergency response until the president is available. The other key person in emergency response is the vice president of administration. He is responsible for damage assessment claim relationships with trinity’s insurance company and immediate oversight of facilities for any emergencies involving building and grounds. The building collapse and cause accident, the assessment will be carried out effectively. The most important role during emergency response is directing the emergency program by the president (Britten-Jones, 1999). He is the overall authority to give order to be followed by all the emergency personnel. Emergency response needs central command that can be best performed by the president. The other issues concern is assessment of damage. It determines the magnitude of the disaster and the kind of response it will need. If the disaster is severe it will need comprehensive and

Assignment 3 Essay Example | Topics and Well Written Essays - 1000 words - 1

Assignment 3 - Essay Example Furthermore an understanding and integration of filtering, meaning watching, and meaning constriction also will be discussed. It is the hope of this author that through such an analysis the means by which individuals are marketed to as well is the means by which individuals relate to and understand marketing will be understood to a further degree. The first of the magazines which will be analyzed within this brief discussion is that of â€Å"Woman’s Day†. Exhibition of the niche market and segmentation that â€Å"Woman’s Day† represents is instantly noted by its cover. Whereas the covers of nearly every surrounding magazine have pictured upon them stylize, airbrushed, and otherwise unreasonable representations of beauty, the current edition of â€Å"Woman’s Day† features upon its cover representations of several culinary treats. As a function of the representation of food, and the overtly obvious title that the magazine exhibits, the individu al understands that this particular magazine is geared specifically towards a female audience most likely between the ages of 30 to 65. Accordingly the lifestyle that is exhibited by such market segmentation is likely that of a homemaker; or at least an individual that is highly interested in cooking and homemaking. Naturally the values and attitudes that such a magazine seeks to express are somewhat more muted and conservative than many of the other offerings that might be seen within a local magazine rack. Conversely, with respect to the magazine â€Å"Seventeen†, the subject matter is almost entirely different. As one can see both from the title and the highly sexualized imagery available on the front cover, the magazine seeks to integrate with a young consumer that is highly conscious of their clothing, busy, and overall sex of fuel. As a function of this nearly every single article that is advertised on the cover speaks to some if not all of these three subcategories of interest. Although it cannot be definitively stated by this author the upper bounds of the age group that â€Å"Seventeen† magazines might appeal, it is safe to assume that the magazine is most certainly geared towards an audience between the ages of 15 to 27 years of age. Although broad statements cannot be made with regards to the values attitudes and lifestyle of the consumer that might integrate with such a magazine, it is also safe to assume that these will necessarily be more liberal, relaxed, and open-minded than those the VALS that were exhibited within the market segmentation and representation of â€Å"â€Å"Woman’s Day†Ã¢â‚¬ . Finally, with regards to â€Å"Maxim† magazine the demographic and segmentation that is targeted and marketed to is almost exclusively male. â€Å"Maxim† represents a unique case due to the fact that many of the market strategies that are employed to sell the magazines are not entirely unlike the same marketing s trategies and segmentations that the pornography industry utilizes to sell their magazines. Accordingly, from a cursory review of cover as well as the stories, the main thrust of the magazine is concentric upon male sex drive. As such females are represented, both on the cover and inside magazine, and highly erotic (albeit clothed) poses whereas the stories that the company these representations are almost always concentric upon what might be understood as typical male behavior. As with â€Å"

The Problem of Induction by David Hume Essay Example | Topics and Well Written Essays - 1750 words

The Problem of Induction by David Hume - Essay Example I however, do not believe this response is an argument, and the problem of Induction maintains it’s force as a theoretically worry to serious philosophers. Furthermore Hume offers a solution to theoretical skepticism by distinguishing between the type of skepticism inquired about by philosophers, and the skepticism you should engage in in everyday life. In other words, Hume admits this problem is theoretically unanswerable, but practically speaking, is unlivable. By making this distinction, I believe that Hume makes the skeptical problem of induction less worrisome, while preserving its theoretical significance. Before going into any solutions Hume provides, we should first explain the basics of Hume’s argument from induction. The conclusion of Hume’s argument about the limitations of inductive reasoning, is that we have no basis to conclude that the future will resemble the past. The idea of cause and effect is not grounded in experience, because we cannot see c ause and effect. For example, Hume points out that we cannot conclude that fire causes burns simply from putting our hand in the fire and noticing that it burns. We only are brought to believe this through repeated attempts, and a hypothesis that we should not try it in the future. Nor are our conclusions from experience based upon human understanding or reason, because that would rely on the false implicit assumption that nature always continues uniformly. That is, we cannot legitimately conclude that things in the past will continue to follow that path out of necessity. Hume comes to these conclusions through a complex explanation about how humans come to understand things through experience. A beginning point in Hume’s skepticism about empirical and inductive reasoning, is that forming any argument about experience relies on the assumption that the future will resemble the past. He states, â€Å"In reality, all arguments from experience are founded on the similarity which we discover among natural objects, and by which we are induced to expect effects similar to those which we have found to follow from such objects (Hume, 27). In other words, arguments from experience require that we assume what we have seen in the past will happen similarly in the future. However, this premise could never be proved deductively, because that would require believing any event is absolutely necessary, but it is always possible for things to happen otherwise. It also cannot be proved causally, because that would beg the question. In other words, such an argument would assume the existence of causality, which cannot be proved, because it is the very thing in question. Hume further points out that what we immediately learn from the senses does not always lead us to discover the true underlying properties of nature. For example, simply by observing and tasting bread, we do not arrive at the conclusion that bread nourishes. The only way we know bread nourishes, is by consu ming it, and realizing that effect: Should it be said that, from a number of uniform experiments, we infer a connexion between the sensible qualities and the secret pow- ers; this, I must confess, seems the same difficulty, couched in different terms. The question still recurs, on what process of argument this infer- ence is founded?...It is

Individual Report Essay Example | Topics and Well Written Essays - 3750 words - 1

Individual Report - Essay Example This has resulted in building up of largest customer base in Australia with a very high brand recall and brand loyalty in market. With this high level of growth, customer base and good cash reserve, company is looking forward for expanding its business. With its long existence in market it has developed a very good insight of customer behavior, expected pattern of security breach and response actions. In its course of business it has to use some gadgets and infrastructure for sensing and monitoring security breaches, which are normally sourced from third party at a cost and which many a times do not meet full requirement of client. With already existing customer base, which is having latent demand for more advanced security appliance as well as high potential new customer base, XYZ Corp has decided to have technological tie up with ABC International, the market leader in US and UK market in Security Appliance, for diversifying into the security appliance sales in Australia. Current portfolio of services offered by XYZ Corp includes uniformed security officers and control rooms manning for office and home security, celebrity security, bodyguards and event and venue crowd controllers. Out of these, office and home security services contribute about 55 percent of its total turn over. It is providing security assessment, planning, execution of security plan and manning of control room at customer premises. Generally control rooms are provisioned at big office premises and residential societies. For individual residential units and small offices only uniformed security guide are provided. In control rooms, CCTV views are available for security personal for all venerable areas as well as central walkie-talkies are also available for communicating with field officers. In case of any breach of security which has gone unnoticed from field

A Reflection on Dads Old Cottage Essay Example | Topics and Well Written Essays - 750 words

A Reflection on Dads Old Cottage - Essay Example The few daffodils at the entrance smile at me. The leaves and the remaining trees, as well as everything in the surrounding, would have probably loved to be heard as to the events that have often taken place. At the same time, I felt it was also the time for everything in the surrounding to listen to me pour out the nostalgic feelings that filled me; how just the other day we lived in the structure with dad, mommy and my sisters and how things have changed beyond the point of no return. At the door, I am welcome by the woodpecker, which takes a flight. As the door opens, it seems to it cannot mince the joy of meeting one of its masters again, as evidenced by the production of screech sounds by the hinges. As I get in, I find the building inclusions smiling at me. The pictures on the wall, the furniture, the falling ceiling seem to be saying ‘son, welcome back. We have never missed you’. It is a place that one would love to stay in. I take a walk around to explore the ful l feelings. I rediscover the other part of this world. I discern that the structure stands isolated at the end of the ranch. The structure is now old seems to be on the final stages of its life. By looking at the structure, one can derive a lot of unpleasant memories. The remaining trees and few stumps do not seem to be moved by the unfolding events. As walk, my feet interact with the dried leaves that seem to give unwelcoming sound. Even the few daffodils at the entrance can only be described as lonely and displaced. The woodpecker has taken over the cottage door and takes a scary flight. As I open the door, it is apparent the hinges were hardly prepared to see me again. As I come to face with what is in the building, everything, including the pictures on the wall, the furniture and the falling ceiling seem to be lamenting on why I had forsaken them. The only smell is that of the decomposing woods and memories.

Evaluate a chosen psychological theory and its associated method of Essay

Evaluate a chosen psychological theory and its associated method of intervention with regaurd to a chosen mental disorder.Further consider the factors that affe - Essay Example The psychodynamic perspective emphasizes on the internal conflicts, motives and unconscious forces regulate an individual's overt behaviour and attitude, hence addressing and resolving these underlying factors may attribute in the understanding of maladaptive behaviour. In psychodynamic approach, the associated symptoms are considered as an expression of a defence mechanism with a struggling inner-self attributes to the disordered pattern of eating or weight control behaviour as a connotation to commune or articulate underlying problems. In a conventional psychodynamic treatment approach, these symptoms are taken into consideration for expressing underlying issues, working through them and then resolving them. The psychodynamic treatment session primarily consists of looms using understanding and administration of the transference relationship mutually corresponding between the therapist and the client. The effectiveness of sole use of psychodynamic approach has not been proved well up to the mark, primarily because of twofold reasons. Firstly, in many cases clients suffering from acute starvation, depression or compulsivity that compel them having distorted mental states and hence aggravating the crisis by means of initiating associated complications like suicidal ideation or attempt, compulsive binging or purging, or need for critical medical attention. This eventually deteriorates the outcome of psychodynamic treatment approach, if applied prior resolving these problems. Secondly, client may engage in psychodynamic therapeutic approach for long years while employing themselves in the destructive symptomatic behaviour as well. This paper focuses on the analysis of Freudian psychodynamics theoretical perspectives in relation to the eating disorder including the adaptive function and the purpose that the eating disorder serves at unconscious level. Freudian Psychodynamic Approach Sigmund Freud (1856-1939) had been greatly influenced by Hermann von Helmholtz (1821-1894), a German physicist and physician. Freud had been inspired from him to propose his psychodynamic theory in relation to the principles incorporating the law of thermodynamics. He theorised that psychic-energy attributed to the development of human personality is a form of energy that can neither be destroyed nor be created, it can only be converted from one form to another, obeying the 'law of energy'. Hence the science of psychology is to focus on the adaptation, conduction and exchange of psychic energy within the realm of personality traits attributing to the overt shape and determining it (Internet Encyclopaedia). In his topographical structure of mind (1923) as illustrated in Figure 1, Freud explained the division of mind as the dynamism of unconscious, preconscious and conscious levels of mind by virtue of interplay among Id, Ego and Superego. Freud considered that most of our underlying feelings incorporating emotions, beliefs, attitudes and impulses are buried down into unconscious level. The conscious level of the mind, the smallest region, is what an individual is aware of. Freud described that as we possess the perception of awareness of our environment and the objects around us, it signifies the mechanism of conscious mind. Another level is preconscious which is promptly accessible whenever

Manipulates History Essay Example for Free

Manipulates History Essay Richard III Manipulates the Court of York in the same way that Shakespeare Manipulates History. Discuss the links between the playwright and protagonist.  Richard may be portrayed as an evil, vile, lying murderer but he actually has many aspects in common with the man who shaped him into this revolting state of mind, Shakespeare himself. Shakespeares Richard III is one of the only written documents we have describing this misapprehended king and Shakespeare was born many years after his death so he had no possible way of knowing what happened first hand. All evidence points to Shakespeares ideas being total fiction just as the Richard he describes lies and slanders to the courts. When we first meet Richard he instantly begins a soliloquy to the audience who are captivated with resentment for him as they are the people included in his plots and plans and are powerless to impede them. Right from the start he establishes himself as a synonym for evil. He portrays to the audience about his physical deformity with pleasure, which we later see is a metaphor for his psychological state of mind. Being Cheated of feature by dissembling nature (Act I Scene 1 line 19) he uses it to mask his evil and rationalize his becoming a villain. He feigns upset and disappointment that people hate him solely because of his malformation and routinely feel sympathy for him.  Because I cannot flatter and look fair,  Smile in mens faces smooth, deceive and cog  I must be held a rancorous enemy.  (Act I Scene 3 Lines 43-50)  This of course is an example of dramatic irony as the audience and Richard both know that he really should be held a rancorous enemy and he does flatter, smile smooth, deceive and cog for example when he woos Anne in almost impossible circumstances. He validates his impiety by telling the audience of his boredom with life. He states I have no delight to pass away the time (Act I Scene 1 line 25) as he cannot caper nimbly in a ladys chamber (Line 12). Now the war is over there is nothing he is good at so he resorts to the only other thing he has left: using his aptitude to cause others misery. To him it is merely exciting to nearly get caught. He wants to be king but not for the joy of being king but for the suspense of getting there. All he really wishes to do is make his tedious life more interesting as really he has no need to be higher than he is at the beginning as the Duke of Gloucester is a very high position with nearly as much money as the king would have had as he was his brother. In any case he was definitely well off where he was.  Shakespeare was living under the reign of Elizabeth I and as would often write plays for royalty, he created one for her. Writing a play would definitely impress Elizabeth and get him into her good books, he would certainly have gotten a large sum of money for it if she liked it. This was the time of the Tudor dynasty the foundation of which was when Richard III was killed and Richmond became king. By writing this play Shakespeare set out to diminish the fact that this had undermined the Divine Right of Kings. If he had portrayed Richard as a good man then Richmond could have been said to be wrong and evil for killing a righteous man and his claim to the throne devalued along with Elizabeth I as they were related. Shakespeare would have most likely been killed for suggesting this, but by making Richmond seem virtuous benevolent and respectable he was also flattering the Queen. Through the course of the play Richard doesnt ever think twice about quickly disposing of enemies in his way. He cleverly lets them seal their own fate with one word. When Hastings was no longer any use to him he first used Buckingham to stir things up and push him onto thin ice. Then Richard comes onstage in an angry mood talking of witchcraft and as soon as Hastings says If they have done this, my noble lord- (Act III Scene 4 Line 72) Richard immediately and tactfully picks up the word if. It is what he has been waiting for and clamours Talkst thou to me of ifs? Thou art a traitor. Off with his head! (Lines 74-75) He has skilfully sealed Hastings fate with one word. He also uses the fact that the two princes are illegitimate as an excuse to murder them, telling Buckingham I wish the bastards dead (Act IV Scene 2 Line 19) But he has the common sense not to make a public matter and hires a private assassinator to do the butchery.  From the very beginning when Richard successfully woos Anne he reveals to the audience that he does not truly care about her at all and will unhesitatingly get rid of her as soon as she begins to get in his way. He says Ill have her, but I will not keep her long (Act I Scene 2 Line 233) and as soon Richard sees that the best way to the throne is to marry his niece he quickly disposes of Anne with little thought telling Catesby to Rumour it abroad that Anne my wife is very grievous sick (Act IV Scene 2 Line 52) and Give out that Anne my queen is sick and like to die (Line 58). With this rumour spread Richard can easily kill Anne off without raising suspicion as everybody is expecting her to die. The play begins unusually with Richard himself giving a soliloquy. In it he brags to the audience about the plots [I have] laid, inductions dangerous Clarence and the king in deadly hate (Act I Scene 1 Lines 34-35). He cycles through his strategies with the audience saying G of Edwards heirs the murderer shall be (Line 41) is a rumour he has spread. This is also moderately dangerous for Richard to say as he is the duke of Gloucester. But Richard is just playing with fire and finds the slight danger amusing as it makes his life more interesting and exciting. When Clarence arrives with the prison guard he immediately transforms to a caring, loving brother but subtly plays on words saying I will perform it to enfranchise you (Line 110) which means to Clarence that Richard will do anything to free him but the audience and Richard both know that he will do anything to free Clarence from life. This is the same case later when he tells Clarence Your imprisonment shall not be long (Line 114) as the audience also knows that this is because he will be dead soon. As soon as Clarence is out of earshot, Richard mutates back into his true identity stating Clarence hath not another day to live (Line 151). He is proud of his management of Clarence but tells himself and the audience Clarence still breathes, Edward still reigns, when they are gone, then must I count my gains (Lines 162-163). His plan is not complete yet. Richards plan is rushed somewhat when there is news that the king is on his deathbed. He wants Edward to die but not before he has signed Clarences death warrant and so goes to Edward To urge his hatred more to Clarence (Line 148). He is Deformed, unfinished, sent before [my] time (Act I Scene 1 Line 20) and may kill anyone anytime, but is not just pure evil. He is also an extremely intelligent character, with his quick thinking and clever use of words, who could possibly have been a great king if he would use his vast intellect for good, which is mainly why the play is not only a history but also a tragedy, as we know Richard could make something of himself.  The court of York is already very unstable, the king is ill, the heir to the throne is a child and his protector is Richard, A man that loves not me nor none of you (Act I Scene 3 Line 13) and Richard uses this to his advantage. When Elizabeth threatens to g to the king about Richard he immediately comes out with all the crimes she had committed against the king.

Causes and Impacts of Acid Rain

Causes and Impacts of Acid Rain Acid rain is an extensive dilemma faced by the world. The destructive outcomes of acid rain are one of the major contributors to this type of pollution. Acid rain is any rainfall; precipitation, snow, or fog that includes acids for instance nitrogen oxide and sulfur dioxide. Our society is engulfed with huge amounts of pollution from factories, cars, and garbage. The incredible quantities of sulfur dioxide released into the air, sources high levels of acid in the environment. Acid rain causes a stream of effects that kill or harm individual fish, lessen fish numbers population, entirely exterminate fish species from a water stream, and lessen biodiversity. Acid rain is sourced by a reaction of chemical that commences when composites similar to nitrogen oxides and sulfur dioxide are discharged into the air. These materials can go up extremely high into the environment, where they combine and retort with oxygen, water, and additional chemicals to structure additional acidic pollutants, identified as acid rain. Human activities are the major source of acid rain. Above the precedent few decades, humans beings have discharged so several diverse chemicals into the atmosphere that they have transformed the blend of gases in the environment. Power plants discharge the preponderance of sulfur dioxide and a great deal of the nitrogen oxides when they smolder fossil fuels, for instance coal, to create electricity. Additionally the exhaust from trucks, buses and cars, discharges sulfur dioxide into the atmosphere which source acid rain. In expressions of natural sources, equally decaying vegetation and volcanoes discharge gases that effect in the construction of acid rain. The terrific amounts of sulfur dioxide released into the air causes elevated levels of acid in the surroundings. Sulfur dioxide is mainly one of the vital constituents of acid rain and it helps maintain sunlight outside the atmosphere, which sources the Earth to cool Sulfur dioxide emission adds to global warming. The acidity of a substances suspended in water is normally computed in terms of Ph level. When this sulphuric acid is soaked up into humidity of the air, poignant rainfalls can be destructive to the outside environment. (Godbold, D. Huttermann, A.). Acid Rain can dissolve chalk and limestone, and oxidizes structures of outdoor. Monuments and Statues that are left unprotected can plunge casualty to the unprejudiced obliteration of acid rain. Acid Rain counters to diverse types of rocks soil and in two ways. Acid rain will melt alkaline soil and rocks, or will counteract the alkalinity. Acid rain will raise the acidity of previously acidic soil and rocks, for instance granite, or the soil which effects from oxidized granite. Natural sources, which release sulfur dioxide, are sea spray, volcanoes, rotting vegetation and plankton. Acid rain is obliterating the world’s air, lakes, and ecosystem. Acid rain affects each single feature of the ecosystem. Acid rain is distressing to crops, aquatic life, and forests, and human life. People exposed to sulfur dioxide in the air habitually have decreased lung function. It is a non point source of pollution. Pollution of Non point source is a structure of pollution which structures in an extremely extensive area and enters the polluted region in minute, dispersed flows. In view of the fact that acid rain structures in the sky, and descends to the earth a modest at a time, it is deemed a pollution of non point source. The expansion of forestlands as well demonstrates the outcomes of acid rain. Acidic rain damage trees (Godbold Huttermann,). Numerous trees illustrate the contamination gradually, on the other hand when disease and virus attacks they yield to the disease since of their weak conditions. Young plants with budding root systems are readily damaged by rainfall of acidic when pollutants penetrate the soil and are soaked up by the plants (Which, 2012). When acid rain happens, it doesnt right away affect acidity in lakes and streams. Lakes are very much affected by polluted precipitation. Acid depositions can have an unconstructive effect on our freshwater stream and lakes ecosystems by worsening the pH level of the water (Driscoll, C. T). â€Å"Numerous fish species are not capable to survive important changes in pH, and affected bodies of water might become devoid of any fish†. Approximately twenty thousand lakes have been turned acidic in the course of groundwater pollution by acid rain. A solution to lake acidity is liming. Lime is extremely alkaline, as a result when poured into lakes it annuls out the acidity (Godrick EC and Spilios KE (eds). 2011). The difficulty with liming is that it is extremely costly and only provisionally reduces acidity. (Driscoll, C. T)Currently that acid rain is extensively acknowledged all throughout the world; progressively people are doing something concerning it. We can alleviate the effects by means of an unconventional source of energy for instance batteries, wind power, solar, and electricity (What, 2013). Emissions of Fossil fuel source pollution and acid rain and are non-renewable and costly (What, 2013). An additional great source of energy is manpower; reflect on biking or walking to school or work. We can discontinue using gas-guzzler vehicles. This will help to save fuel and prevent pollution from escaping into the atmosphere. One person really can make a difference when they stop driving a non- fuel efficient automobile. Also by planting the trees will soak up a little of the polluted air and douse fresh clean, oxygen. (What, 2013). The 1963 Clean Air Act of US Federal control quality of air and that has lead to considerable progress on maintaining quality of air above the precedent years. This Act fetches strict restrictions on releases of acid rain-causing chemicals. Consequently, a lot of companies decreased emission of polluting oxides by levering from the employ of high sulfur coal to low sulfur coal, which manufactures a reduced amount of oxides when burned. (Anne T. Lawrence) Regulation, Technology, and consumer choices can all participate a function in reducing the force of energy use on the air we inhale. The U.S. Congress in 1990, generated the Acid Rain Program inside the Clean Air Act of federal to diminish the unpleasant acid rain effects in the course of yearly reductions in nitrogen oxides and sulfur dioxide from power plants that smolder fossil fuels. These and additional discharge reductions have lead to a major decline in acid deposition. Like a lot of other environmental issues related to energy, air pollution can be decreased in the course of energy efficient and maintenance improvements, both at the industry and consumer level. References EC Godrick and KE Spilios (eds). 2011. Principles of Biology I. Hayden-McNeil, LLC, Plymouth, Michigan. Module 3, pp 45-72. C. T., Driscoll, Ecological Effects of Acidic Deposition, Encyclopedia of Ecology, Syracuse, June, 2008 D. Godbold, A. Huttermann, (1994). Effects of acid rain on forest processes. Hoboken, NJ: Wiley Sons. Inc.

Review role responsibilities and boundaries as a teacher

Review role responsibilities and boundaries as a teacher Ensuring learning takes place so the syllabus requirements are met and the students are likely to succeed in their assessment. This is increasingly important in todays climate for the tutors career and the colleges reputation. Being up to date in the subject you are teaching and developing good practice in your own area, learning how to evaluate, reflect and communicate. Adhering to your organisations code of practice, procedures and maintaining appropriate conduct within the college for example dressing and acting appropriately, not swearing in front of the students and also outside, for example working in the sex industry would bring the profession into disrepute being aware of the organisations procedures for first aid, accident reporting, evacuation procedures and support services such as IT, library, welfare. Being prepared: arriving in advance to arrange the environment so the class can start on time back up resources are available, for example in case of technology failure, and a contingency plan in case students finish more quickly, or slowly than expected. all materials needed are available Completing all relevant records, attendance and exam submission etc Being available for tutorials and support To respect and value all learners equally and to provide equality of opportunity and accessible activities to suit the diversity of learners. This includes ensuring the environment is supportive and conducive to learning, and ensuring the students are treating each other with respect and to be seen to be dealing with discriminatory behaviour. Learning is accessible and inclusive: The tutor has the responsibility to ensure the needs of all learners are recognised and catered for. The teacher may wish to profile the group in the beginning weeks to assess how they learn best, for example Honey and Mumfords 1986 profiling; activist, pragmatist, theorist, reflector. This looks at a learners tendencies, do they prefer traditional teaching methods such as didactic delivery, or active discussion etc. Another profiling method was developed in 1987 by Fleming; he noted three styles of learning. He called these visual- like seeing, aural- like listening and kinaesthetic like doing. These are apart from any special needs students may have. Its essential to acknowledge that everyone is different and brings various strengths, weaknesses, experiences etc to the class. The teaching style, method, resources and assessment can then be adapted to the needs of the individuals in the group. Inclusivity and differentiation are core components of the curriculum for teacher education for the learning and skills sector. They are an accepted part of the body of expert competence and knowledge expected of s tutor in the learning and skills sector. Tummons p101? To provide assessment and feedback. Assessment is a way of finding out if learning has taken place. It enables you, the assessor to ascertain if your students have gained the required skills and knowledge needed at a given point towards a course or qualification. Gravells p75 2007 preparing Assessment and feedback are necessary for the student to know how they are doing and how they can improve. Feedback and assessment can be given throughout the learning process, acknowledging each students contribution and saying something positive about it. Feedback also ensures the teacher knows that students understand the content, and this is useful for lesson evaluation and improvement. Initial assessment may be carried out, if students have to have a level of prior knowledge to get onto the course, commonly this may be a certain level of literacy and numeracy. This helps to ensure the student has the basic skills to sucessfully complete the course. Most people need encouragement, to be told when they are doing something well and why. When giving feedback it can really help the student to hear first what they have done well, followed by what they need to improve, and then to end on a positive note or question to keep them motivated. This is sometimes referred to as the praise sandwich. Gravells p86 preparing Specific comments which highlight what was good or could be improved are more useful to the learner than general comments, such as well done or could do better. To ensure the environment and materials are appropriate It is a good idea to arrive in advance of the lesson to ensure that: The teaching room is laid out as you want it and there is enough seating and workspace. Interactive sessions may work best with tables grouped together. Any equipment you want is present and working. The tutor is responsible for the health and safety of the students so you may have to report if the room is not safe. Materials are appropriate for the group, for example you have extension materials available and any resources are adapted for students with special needs, for example large font handouts. To maintain an awareness and abide by relevant legislation for example Every Child Matters, Data Protection and Disability Discrimination Act. Boundaries The boundaries between teachers and students are arguably less clear now than before the advent of informal communication devices, such as email, mobile phones and social networking technologies. Through these technologies teachers and students can associate virtually outside of the college environment. The college may even encourage teachers to be accessible, even of hours, and to participate in forums and online discussions. It is a matter of current debate if teachers should allow students to be their friend on sites such as Facebook, as through these teachers may reveal personal information that may undermine their authority or lead to over familiarity or even electronic stalking. Actual meetings outside of college should also be avoided, as should making friendships, this may blur the boundaries between teacher and student and lead to accusations of favouritism. Avoiding physical contact is now generally considered best practice, and if one to one sessions are taking place in a non public area it is advisable to leave the door open. This openness is less likely to lead to accusations of inappropriate contact. Once upon a time, teachers simply did not exist outside school. There was a fixed distance; a clear definition of roles; lines that should not and, more often than not, could not be crossed. à ¢Ã¢â€š ¬Ã‚ ¦That fixed distance is shortening; those old boundaries between professional and private, home and school, formal and informal are blurring. http://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship T2 Summarise the key aspects of current legislative requirements and codes of practice relevant to the teaching role. Control of substances hazardous to health 2002 (COSHH) o Covers substances which can cause ill health. Contains provisions to prevent injury or illness from dangerous substances. Good management which help assess risks, implement any measures needed to control exposure and establish good working practices Reporting of Injuries, Diseases and Dangerous Occurences Regulations 1995 (RIDDOR) The statutory obligation to report deaths, injuries, diseases and dangerous occurrences that take place at work or in connection with work Fire Precautions (Workplace) Regulations 1997 Plans and procedures in case of fire. The Workplace Fire Precautions Legislation brings together existing Health Safety and Fire Legislation to form a set of dedicated Fire Regulations with the objective, to achieve a risk appropriate standard of fire safety for persons in the workplace. The Manual Handling Operations Regulations 1992 Precautions when lifting or moving heavy objects. Risk assessment Health and Safety (First Aid) Regulations 1981 Legal duty to keep a first aid box and have at least one appointed person. Race relations (Amendment) act 2000 To promote equality of opportunity, and good relations between racial groups Special Educational Needs and Disability Act 2001 (SENDA) To make reasonable adjustments so they are not disadvantaged. The UN Convention on the Rights of the child International human rights treaty applies to children under 18. Gives them certain rightsa such as the right to have their views taken into account, to be free from violence, have rights to expression. à ¢Ã¢â€š ¬Ã‚ ¢ Equal opportunities act à ¢Ã¢â€š ¬Ã‚ ¢ Data protection act 2007 safeguards the rights of individuals with regard to the processing of personal data and its free movement. The Data Protection Act (1998) was drafted to ensure the privacy of personal information stored electronically on computers nationwide. The Act aims to promote high standards in the handling of personal information, and so to protect the individuals right to privacy. Anyone holding data relating to living individuals in electronic format (and in some cases, on paper) must follow the Acts 8 data protection principles: The 8 Principles of Data Protection Under the DPA, personal information must be: à ¢Ã¢â€š ¬Ã‚ ¢ Fairly and lawfully processed à ¢Ã¢â€š ¬Ã‚ ¢ Processed for specified purposes à ¢Ã¢â€š ¬Ã‚ ¢ Adequate, relevant and not excessive à ¢Ã¢â€š ¬Ã‚ ¢ Accurate, and where necessary, kept up to date à ¢Ã¢â€š ¬Ã‚ ¢ Not kept for longer than is necessary à ¢Ã¢â€š ¬Ã‚ ¢ Processed in line with the rights of the individual à ¢Ã¢â€š ¬Ã‚ ¢ Kept secure à ¢Ã¢â€š ¬Ã‚ ¢ Not transferred to countries outside the European Economic Area unless there is adequate protection for the information http://www.bytestart.co.uk/content/legal/35_2/data-protection-overview.shtml à ¢Ã¢â€š ¬Ã‚ ¢ Health and safety at work act 1974 Protecting employees against risks to health and safety. Responsibility for h and s with the employer, but also duties on employees to for their own safety. Provision of safety equipment, training and risk assessements. à ¢Ã¢â€š ¬Ã‚ ¢ Special educational needs and disabilities act 2001 (an amendment to the Disability discrimination act 1995) o Disability discrimination Act 1995, Making it unlawful to discriminate against disabled persons in employment and the provision of goods and facilities The Disability Equality Duty (DED) The Disability Discrimination Act (DDA) 1995 has been amended by the Disability Discrimination Act 2005 The General Duty The Act sets out a General Duty, which requires that public bodies have due regard to the need to eliminate unlawful discrimination and promote equal opportunities for disabled people. They will also need to consider the elimination of harassment of disabled people, promotion of positive attitudes and the need to encourage the participation of disabled people in public life. Clearly, this General Duty has implications for the educational sector and the way that local authorities, schools, colleges and universities set about equalising opportunities for disabled pupils, students, staff and parents. http://www.teachingexpertise.com/articles/implementing-the-new-disability-equality-duty-975 In 2001, the special educational Needs and disability Act (SENDA) was introduced, and from 2003, a new section of the Disability Discrimination Act (DDA) came into force. DDA part 4 all providers of post-compulsory education were legally obliged not to discriminate against students with disabilities, this may mean making reasonable adjustments for a student with a disability. à ¢Ã¢â€š ¬Ã‚ ¢ Further education and training act 2007 The Further Education and Training Act 2007 has today received Royal Assent. It was introduced into Parliament on 20 November 2006 and completed its passage on 18 October 2007 The Further Education and Training Act enables key aspects of the further education reforms described in the March 2006 White Paper Further Education: Raising Skills, Improving Life Chances. The further education system will be able to increase participation and achievement still further and so play its full part in achieving the skills challenge articulated by Lord Leitch. The Act includes: powers which will enable the specification of further education institutions in England to award their own foundation degrees; provision enabling the Learning and Skills Council (LSC), in certain circumstances specified in the Act, to intervene in the management of unsatisfactory further education provision in England, with similar powers for Welsh Ministers to intervene in institutions in Wales; http://www.dius.gov.uk/press/23-10-07.html à ¢Ã¢â€š ¬Ã‚ ¢ Office for standards in education (Ofsted) à ¢Ã¢â€š ¬Ã‚ ¢ Employment equality (age) regulations 2006 vocational training. The Employment Equality (Age) Regulations 2006 becomes law on 1 October 2006. This law makes it illegal to discriminate against employees, job seekers or trainees on the grounds of age. Age is accepted as the commonest form of discrimination in the workplace. We already have laws in place to prevent differential treatment on the grounds of race, gender, disability, sexual orientation, and religion. This is not just a law to help older workers keep their jobs until they retire, but to give all workers irrespective of age, a longer and better quality of working life. Younger workers will benefit because they will be paid the rate for the job, not a lower rate than older workers doing the same job. All businesses benefit from the value of a diverse workforce. Discrimination and victimisation are counter-productive and lead to an unhappy workplace where staff turnover is greater and job satisfaction diminished. Training will no longer be refused to workers because they are close to retirement or because they are too young. No employee should make derogatory remarks about another employees age terms such as wet behind the ears, old codger, should have retired years ago and other such remarks are discriminatory and therefore after 1 October 2006 will be illegal. http://diversity.monster.co.uk/10378_en-GB_p1.asp à ¢Ã¢â€š ¬Ã‚ ¢ Learning and skills act 2000 Race relations Act 1976 under this act discrimination on the grounds of colour, race, nationality, ethnic, or national origins is illegal. The Equal Pay Act 1970 is an Act of the United Kingdom Parliament which prohibits any less favourable treatment between men and women in terms of pay and conditions of employment. For an employee to claim under this Act they must prove one of the following: That the work done by the claimant is the same, or broadly the same, as the other employee. That the work done by the claimant is of equal value to that of the other employee. That the work done by the claimant is rated (by a job evaluation study) the same as that of the other employee. Sex Discrimination Act 1975 under this act treating anyone less favourably because of their sex or marital status is illegal. The Children Bill 2004, keeps a record of information about children, and their involvement with health, legal and social services to help to track them, for protection. One of the duties placed on Local Authorities is to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve childrens well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements. Every child matters professionals enabled and encouraged to work together in more integrated front-line services, built around the needs of children and young people; common processes which are designed to create and underpin joint working; a planning and commissioning framework which brings together agencies planning, supported as appropriate by the pooling of resources, and ensures key priorities are identified and addressed; and strong inter-agency governance arrangements, in which shared ownership is coupled with clear accountability. A code of practice standardises the work of a profession and sets out the service that should be expected. This gives the public confidence in the work of the profession and makes the profession publicly accountable. There are 2 key organisations involved with codes or practice within the learning and skills sector Lifelong Learning UK (LLUK) 2005 and the institute for Learning (IfL). Ifl code includes à ¢Ã¢â€š ¬Ã‚ ¦..www.ifl.ac.uk/members_area/code_prof.html New professional Standards for teachers, Tutors and trainers in the Lifelong Learning Sector www.lifelonglearninguk.org CS1 Understanding and keeping up to date with current knowledge in respect of our own specialist area. CS2 Enthusing and motivating learners in own specialist area CS3 Fulfilling the statutory responsibilities associated with own specialist area of teaching. CS4 Developing good practice in teaching own specialist area. T4 discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. The further education sector is known for making education and training accessible to a diverse population of learners, and to provide opportunities for certain groups in society that have been excluded. In the lifelong learning sector, especially with the current emphasis on work based learning, the base of learners is more diverse than ever before. Tummons describes three key terms in the learning and skills sector: Widening participation learners from underrepresented groups are recruited and supported to enable them to take part in education. Differentiation teaching and learning is planned to take account of the individuality of learners. Inclusive practice ways of learning and teaching that encourage the fullest participation by all learners. Although the terms equality and diversity are often heard in the same sentence there are key differences in their meaning. Equality seems to infer that everyone should have equal opportunities, in this case in education, so you may think this means everyone should receive the same education and you can provide the same learning activities. However, recognising the diversity of learners means that one size does not fit all, and to provide equality of opportunity we actually need to recognise that learners will require a diversity of educational opportunities and may need to be treated differently. Tutors cannot treat their group as just one big group of learners: it is made up of individuals, who may need slightly different things from their tutor or their college in order to make the most of their course or programme of study. Tummons becoming Equality may be achieved by: Flexible courses timing and venue Distance learning Support within the classroom i.e. a note taker or signer Providing additional support in the form of key skills Providing assistive technology i.e. magnifiers for visually impaired learners, speech recognition software. Someone with mental health issues may need more one to one support. Financial provision free travel, childcare, subsidised or free course fees, i.e. EMA Blind marking of work, where the tutor does not know who completed the work. Ensuring resources and language used is non sexist, and non stereotypcal Include multi cultural examples and case studies Challenge discriminatory or stereotypical comments by learners and ensure mutual understanding between different cultures, religions and age groups. Arrange the physical layout of the classroom to take account of any special needs: For example hearing impaired students should sit near the front of the class and you shouldnt talk facing away from them. Allow room for wheelchairs and arrange ground floor accommodation. Ensure resources are accessible and inclusive, for example dyslexic students may find it easier to read black text on a yellow background. Teaching and assessment is delivered in a variety of ways maybe an assignment can be in the form of an oral presentation The teachers attitude towards the diversity of students will also be noticed and may influence the learners. They will be picking up on the way the tutor is handling the class and how they are talking to students, therefore its important to be a good role model. Tummons p101 Petty p69 all students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. ..they must feel that they, and the groups to which they belong (eg ethnic, gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work. The introduction of ILPs for many courses helps individual learners to plan what they want to achieve and the required outcomes. The tutor can then monitor the learners progress against these goals. Wallace 2007 p114, When talking about a lesson plan: An additional column headed inclusion and differentiation woulod remind the teacher at the planning stage to think carefully about the issue of inclusiveness in relaation to the learners for whom the learning experiences are being planned. And it would act a sa reminder after the lesson to evaluate the success or otherwise of these alternative strategies, which might also have included different ways of assessing or recording an individuals achievement. Information about equal opportunities may also be available within the institution: posters in the classroom Equality policy explained at induction and in the student handbook. Equal Opportunities: Governors must ensure that the school acts with fairness and with regard to equality in everything it does. This is with regard to all of the following: race disability sex sexual orientation religion or belief age (in relation to employment) This section outlines the national framework for change which is underpinned by the Children Act 20041 3.9 The Government is committed to ensuring more young people stay on in education and training until they are 19. The aim is to make sure that young people are supported to realise their potential and develop positively through their teenage years. We want to provide a wider range of opportunities for young people and we want to ensure appropriate and timely support for young people with additional needs. This will include better advice and guidance, more tailored to the needs of the young person and relevant to todays world. Duty to safeguard and promote the welfare of children and young people commences 1 October 2005. Equivalent duty on schools in Section 175 Education Act (2002) already in force. Align with equivalent duty on schools and Further Education through the Education Act (statutory guidance Safeguarding Children in Education, Sept 2004). Comply with the Special Educational Needs (SEN) statutory framework. Review policies and support for SEN to ensure: effective delegation of resources to support early intervention and inclusion; reduced reliance on statements; ensure appropriate provision; improve specialist advice and support to schools and information to parents; and reduce bureaucracy. Consider how best to work with other Local Authorities and SEN Regional Partners to share ideas and plan support. Consider how to promote effective support for SEN in early years. Introduction Section 140 of the Learning and Skills Act 2000 places a power and a duty on the Secretary of State to make arrangements for the assessment of young people with learning difficulties and disabilities when they are undertaking or likely to undertake post-16 education or training or higher education. The Learning and Skills Act 2000 is an Act of the Parliament of the United Kingdom. It made changes in the funding and administration of further education, and of work-based learning (or apprenticeships) for young people, within England and Wales. Every Child Matters, or ECM for short, is a UK government initiative that was launched in 2003, at least partly in response to the death of Victoria Climbià ©. It has been the title of three government papers and the website www.everychildmatters.gov.uk, and led to the Children Act 2004. Every child matters covers children and young people up to the age of 19. Its main aims are for every child, whatever their background or their circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Each of these themes has a detailed outcomes framework attached to it which require multi-agency partnerships working together to achieve them. These include childrens centres, early years, schools, childrens social work services, primary and secondary health services, playwork, and Child and Adolescent Mental Health services (CAMHS) . It is important that all professionals working with children are aware of the contribution that could be made by each service and plan their work accordingly.[1] It is now in place in all schools[2] throughout the United Kingdom and it is the central goal of Every Child Matters to ensure every pupil is given the chance to be able to work towards the goals referenced within it. 5. Achieve economic well-being Engage in further education, employment or training on leaving school Ready for employment Every Child Matters Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need. This means that a variety of organisations, including those involved with education, will be teaming up to share information and work together, to protect children and young people from harm and help them achieve what they want in life. monitoring the educational progress of all looked after children who are being educated within their authority, whatever the setting (school and 14-19 further education settings), as if they were attending a single school. T3 ground rules Act confidently with the class from the beginning, body language, initially teachers have authority because of their role, and should expdect to be obeyed. Apply rules and sanctions Use manners polite, use names, use icebreakers to ensure leasrners get to know each other Role model of being prepared, organised, provide actiities to engage learners, Express rules clearly, apply them consistently, negotiate rules Decide what BEHAVIOUR IS ACCEPTABLE DEPENDING ON THE LEARNER. Be aware what behaviour is appropriate dont expect the impossible Students need to know what you expect from them and what they can expect from you during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. Put them up on the wall Have a written contract Tell them what they can expect from the teacher Aware of college disciplinary procedure Can be revisited or revised Explain the vALUE of having rules Ask them for good and bad examples of classroom behaviour in respect of learning, what makes learning difficult Agree or disagree with a set of rules Should they be revised what are the consequences http://tlp.excellencegateway.org.uk/tlp/it/resource/assets/documents/agreeing_rules_cl.pdf important because everyone may have varying expectations of appropriate behaviour. I see ground rules as mutually agreed reciprocal arrangements where others views and needs are appreciated and valued. This creates a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. Group discussion of expectations and incorporation of all views ensures that every student feels heard and included. This form of inclusion facilitates a memorable establishment of ground rules which are individually as well as collectively meaningful. When discussing ground rules with learners it is important for the teacher to establish their own rules which reflect their commitment to the teaching/learning relationship. My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. I would reciprocate learners commitment to completing assignment by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions.