Discuss the relationship between the orthodox and the marginal, Essay

Talk about the connection between the standard and the negligible, alluding near at any rate two writings we have examined on the unit - Essay Example It made its quality felt in the field of workmanship, science, history, religion, writing, reasoning and governmental issues just as different parts of scholarly request. Researchers and masterminds of this time, searched out looking for antiquated writings written in Latin or old Greek which had been tragically deceased and overlooked into lack of definition, which fuelled their craving to increment and improve their common information - an idea absolutely as opposed to the supernatural otherworldliness emphatically spread by medieval Christianity. These researchers, anyway didn't condemn or dismiss Christianity, yet this social move and the journey for information did realized an adjustment in the manner religion was drawn closer by the erudite people and was obvious in numerous zones of their social life. Shakespeare’s Richard III and Christopher Marlowe’s The Jew of Malta and Dr Faustus, every one of the three of which were broadly mainstream but then seriously reprimanded for the most part in view of it’s content and real to life utilization of language, and study them in the light of Renaissance †a period of massive investigation and addressing of thoughts and settled ways of thinking. In spite of the fact that there exist numerous perspectives in regards to the specific date of the Renaissance time frame ever, with the end goal of this exposition, the period between fourteenth to seventeenth hundreds of years is considered as the Renaissance Era. In England, the Elizabethan time denoted the start of the Renaissance Era, with crafted by such journalists as William Shakespeare, Christopher Marlowe, John Milton and Edmund Spenser. This prompted the improvement of new goals on humanism which were unquestionably progressively liberal and common instead of those in the medieval time to the vexation of the yet unchallenged Christian background. A great part of the scholarly work was committed to religion or Church, subsequently it had significant impact on contemporary religious philosophy, especially the manner by which the connection among man and god was seen. The Renaissance along these lines could well be seen as a period of strict

Feminimity and Masculinity in Trifles by Susan Glaspell Essays -- Trif

Feminimity and Masculinity in Trifles by Susan Glaspell Works Cited Not Included Wastes of time, a one-demonstration play, composed by Susan Glaspell, has a fascinating plot about a damaging husband?s murder because of his mishandled spouse on an isolated ranch in the Midwest (Russell, pg. 1). The initial scene of the play gives us a lot of data about the individuals of the play and their suppositions. The play depicts the manners by which men rewarded ladies during this timeframe. The men in the perusing mirrored a male-situated society, which caused the ladies sentiments of constraint and unappreciation. All through the play the activities of Mrs. Wright, Mrs. Robust, and Mrs. Diminishes look like that of Greek folklore, where three sisters controlled the destiny of men (Russell, pg. 1). The setting where most of the activity happens is the kitchen. The room is portrayed as ? a melancholy kitchen?- unwashed container under the sink, a portion of bread outside the bread-box, a drying towel on the table-and different indications of uncompleted works?(Roberts and Jones, pg.1150). This depiction should caution the peruser quickly that something isn't right. In when this play was occurring, the woman?s sole obligation was to maintain the house in control. All that I have perused from this timeframe has depicted the house as a perfect and sorted out spot for the man to get back home to. It should be a spot for rest and unwinding. The way that Mrs. Wright?s kitchen was in such chaos, represents that something was upsetting her. In the passage portraying the scene it is informed that the individuals entered the kitchen in the request for the sheriff, the region lawyer, and Hale. The sheriff?s spouse and Mrs. Robust followed behind the men, entering last... ...h her very own portion. ?Mrs. Sound emblematically guarantees her situation as the individual who turns the string of life,? (Russell, pg. 1) relating back to Greek folklore. At the point when the men keep on kidding about Mrs. Wright?s aim ?to sew or simply hitch? it inspires a protective reaction in Mrs. Robust which appears to caution them not to take a risk. The play closes with the ladies going out without passing on what they had figured out how to the men. They felt legitimized in settling on a choice not to tell in view of the stooping mentalities of the men. Their decision was to do what was lawfully right and report their discoveries, or to disguise reality and vindicate all ladies (Kearns, pg. 1). Mrs. Sound grabs the container from Mrs. Subsides and places it in the pocket of her large coat to disguise it. The ladies have no expectations of uncovering their finds, and appear to ensure Mrs. Wright as far as possible.

Women in the Workforce Essay example -- Gender Studies

As the occasions change, so do the guidelines. Ladies beforehand have been taken a gander at as homemakers, housewives, subordinates. In this new century, this has changed significantly. Not just have ladies looked for broad measures of training, they have looked for intends to grow and cement their aptitudes. In spite of the fact that ladies keep on confronting segregation, the capabilities of the playing field have leveled out. As per the United States Bureau of Labor Statistics (2012), in 2011, ladies represented 47 percent of the workforce (over the age of 16). Their occupations differed, just as their conjugal status and their status as a mother. Additionally, as indicated by the U.S. Division of Commerce Economics and Statistics Administration (2011), 14 percent of families are going by single ladies, though just 6 percent of families are going by single men. There are more family units headed by ladies, which implies more ladies are the sole workers of salary in their family. The working environment assumes a basic job in the lives of ladies. What's more, a larger number of ladies than men matured 24-35 earned advanced educations dependent on 2007-2008 information (U.S. Division of Commerce Economics and Statistics Administration, 2011). This is an increasingly taught workforce with the likelihood to have a huge effect in the territories of progression (for example advancement), information move (for example coaching), and administration (for example the executives). Subsequently, the approaches of organizations that utilize ladies can have a positive or negative impact on their family units, professional success and gaining potential, just as the lives of those that rely upon them. Mary Van der Boon (2003) in her article titled, â€Å"Women in global administration: A universal viewpoint on women’s methods of leadership†, descri... ...sidered as an issue of regard. Optionally, when making a trip to territories ladies have never voyage; their security is of most elevated concern. So most likely, sex ought to be forcefully considered as far as wellbeing and social regard. Works Cited Bloch, S. (2011). Expat ladies: Job and professions abroad. Recovered from http://www.expatwomen. com/expat-ladies occupations professions abroad/8-strides to-dissolving-the-discriminatory constraint susan- bloch.php Drury, M. (2011). Ladies innovation pioneers: Gender issues in advanced education data innovation. NASPA Journal about Women in Higher Education, 4(1), 96-123. Ihlwain, M. (April, 2008). Splits in a specific discriminatory constraint. Business Week, 58. Van der Boon, M. (2003). Ladies in global administration: A worldwide point of view on women’s methods of authority. Sexual orientation in Management, 18(3/4), 132-146.

Jewish Mysticism & The Kabbalah Essays - Kabbalah, Hasidic Thought

Jewish Mysticism and The Kabbalah Jewish mystery Three sorts of otherworldliness might be perceived throughout the entire existence of Judaism: the blissful, the pondering, and the exclusive (Agus). Despite the fact that they are unmistakable sorts, by and by there are visit covering and blends between them. The principal type is portrayed by the mission for God- - or, all the more absolutely, for access to an extraordinary domain, which is itself still unendingly remote from the out of reach divinity - by methods for delighted encounters; this technique is some of the time corrupted by theurgy. The second follows the method of otherworldly contemplation stretched as far as possible, continually bearing in its plans the engraving of the social environmental factors of the individual scholars, who are presented to impacts from outside Judaism; this was the situation with Philo of Alexandria (c. 15 BCE-after 40 CE) and a couple of the Jewish masterminds of the Middle Ages, who drew their motivation from Greco-Arabic Neoplatonism and once in a while additionally from Muslim supernatural quality. The third kind of magic cases a recondite information (from now on called esoterism) that investigates the awesome life itself and its relationship to the celestial level (the normal, limited domain) of being, a relationship that is dependent upon the law of correspondences (Agus). From this point of view, the heavenly is an image of the celestial; that is, a reality that uncovers another, predominant reality, whence proportional activity of the one on the other (which compares to it) exists. This type of supernatural quality, similar to gnosis- - the mystery information asserted by Gnosticism, a Hellenistic strict and philosophical development - however cleansed, or nearly cleansed, of the dualism that portrays the last mentioned, is what is regularly known as Kabbala (actually custom) (Milligram). By augmentation, this term is additionally used to assign specialized strategies, utilized for profoundly assorted finishes, going from the molding of the competitor to blissful encounter s to enchanted controls of an honestly offbeat character. On the off chance that the idea of otherworldly vitality following up on issue and a good ways off initially underlay these practices, it at long last became unrecognizable and all that remained was an assortment of little-known techniques. The kindness with which the convention of correspondences was respected by antiquated and medieval science, just as the inclination in the three monotheistic religions (Judaism, Christianity, and Islam) to accommodate the aftereffects of sound reflection with the information of disclosure, had the consequence of turning hypothesis on the birthplace and request of the universe toward enchantment (Guttman). It should likewise be noticed that the mission for God infers the quest for answers for issues that go past those of religion in the thin sense and that emerge in any event, when there is no enthusiasm for the connection among man and extraordinary forces. Man contemplates the issues of his sources, his predetermination, his joy, his misery - questions that emerge outside of religion, just as inside non magical types of strict life; the nearness or nonappearance of strict foundations or doctrines is of little significance with regards to these inquiries (Guttman). They were totally detailed inside non enchanted Judaism and filled in as the premise and structure for the setting and arrangement of issues in the different types of Jewish mystery. This supernatural quality, particularly in its Kabbalistic structure, achieved significant changes in the ideas of the world, God and last things (restoration, last judgment, messianic realm, and so forth.) set out in scriptural and rabbinical Judaism (Guttman). All things considered, Jewish magic's own arrangement of issues about the starting points of the universe and of man, of shrewdness and sin, of the significance of history, of life following death and the finish of time is established in the very ground of Judaism and can't be imagined outside of an analysis of uncovered Scripture and rabbinical custom. The Kabbalah: Doorway to the Mind For millenia, parts of the Kabbalah - the otherworldly branch of Judaism - have personally tended to the idea of human awareness and our connection to the awesome. Key Kabbalistic writings have for in excess of fifteen hundred years managed such interesting points as dreams contemplation, adjusted conditions of mindfulness, the psyche body relationship, arousing instinct and prophetic characteristics, and accomplishing profound euphoria. However Jewish spiritualists have consistently underlined the significance of the apparently increasingly unremarkable yet maybe, much all the more testing - assignment of making a pathway to the Holy One through the very middle of regular day to day existence and the horde interruptions

Using the PHP Function to Find When a File Was Modified

Utilizing the PHP Function to Find When a File Was Modified On the off chance that your site contains time-touchy data or regardless of whether it doesnt-you might need to show the last time a record was changed on the site. This gives clients a precise thought of how state-of-the-art the data on a page is. You can naturally draw this data from the record itself utilizing the ​filemtime() PHP work. The filemtime() PHP work recovers the Unix timestamp from the document. The date work changes over the Unix timestamp time. This timestamp shows when the record was last changed. Model Code to Display File Modification Dateâ At the point when you utilize this code,â replace myfile.txt with the genuine name of the document you are dating.​ ?php/yields myfile.txt was last altered: December 29 2002 22:16:23. $filename myfile.txt; if (file_exists($filename)) {â â echo $filename was last altered: . date (F d Y H:i:s., filemtime($filename)); } ? Different Uses for Filemtime() Function Notwithstanding time-stepping web articles, the filemtime() capacity can be utilized to choose all articles more established than a predetermined time to erase every single old article. It can likewise be utilized to sort articles by age for different purposes. The capacity can prove to be useful when managing program reserving. You can drive the download of a reconsidered variant of a template or page utilizing the filemtime()â function. Filemtime can be utilized to catch the change time of a picture or other document on a remote site. Data on Filemtime() Function The resultsâ of the filemtime() work are reserved. Theâ clearstatcache() work clears the cache.If the filemtime () work falls flat, the code returns bogus.

18 Simple School Strategies for Students With ADHD

18 Simple School Strategies for Students With ADHD Attention deficit/hyperactivity disorder (commonly referred to as ADHD) is a condition that develops in childhood and is characterized by problems with attention, impulse control, and hyperactivity. According to the National Institute of Mental Health (NIMH), ADHD is a problem for approximately nine percent of American children from ages thirteen to eighteen, with boys being four times more at risk than girls. If you are a teacher of a child with  ADHD, this list of 18 simple strategies to help students learn is for you. Strategies for the Classroom Classroom rules  should be clear and concise and reviewed regularly with the student. It is helpful to have the child repeat back rules, expectations or other instructions to make sure they are understood. These rules should be posted prominently in the classroom.Because students with ADHD are susceptible to distractions, seat the student close to the teacher. Make sure he or she is seated away from easy distractions, such as doors, windows, cubby areas or pencil sharpeners.  Give the student frequent and immediate feedback or consequences about behaviors.Catch the student being good and give him immediate praise. Ignore  negative behaviors  that are minimal and not disruptive.Use rewards and incentives before punishment to motivate the student and to help keep school feeling like a positive place. Change up the rewards frequently to help prevent the student from becoming bored.Allow student frequent  physical breaks  to move around (to hand out or collect materials, run errands to t he office or other areas in the school building, erase the board, get a drink of water at the water fountain, etc.).Allow some restlessness at work area. Allow students to stand up at his desk if it helps him stay on task.Tape an index card to the student’s desk with written class rules.  Help him keep track of the schedule by reviewing it with him at various times during the day and prepare him for each transition.Limit distractions, excessive noise, distracting visual stimuli, clutter, etc. (For some kids with ADHD listening to “white noise” or soft background music can help concentration and focus.)Reduce the student’s total workload. Break work down into smaller sections.Give  concise one- or two-step directions. Avoid “overloading” with too much info.Place a hand on the student’s shoulder, hand or arm while talking to him in order to help him stay focused on what is said.Allow the student to hold a small “koosh ball” or silly putty or something tactile for him to manipulate. This slight stimulation often helps keep an ADHD child focused.If the school allows it, some students benefit from chewing gum to release energy and keep concentration.Schedule the most difficult subjects in the morning time when the student (and the whole class) is fresher and less fatigued.Do not use loss of  recess  as a consequence for negative behavior. (ADHD kids benefit from the  physical movement  that occurs during recess and can usually focus better following this exercise).Use timers, taped time signals, or verbal cues to show how much time the student has remaining for an activity.Pair the student with a “study buddy”â€"a kind and mature classroom peer who can help give reminders or refocus the child when he gets off track. A successful strategy to effectively educate students with ADHD includes a triad that includes academic instruction, behavioral interventions, and classroom accommodations. When these strategies are applied more regularly in the classroom, they will benefit not only students with ADHD  but the entire learning environment.

Product Model Review in Insurance Assignment Paper - 1375 Words

Product Model Review in Insurance Assignment Paper (Essay Sample) Content: Product Model Review in InsuranceStudent NameInstitutional AffiliationProduct Model Review in InsuranceAssessment of the Current ModelIn the past decades, different insurance companies are emerging with different strategies to gain competitive advantage in the market. Any insurance company must have a mechanism of evaluating the current trend in the market and defining a pricing model that is sufficient to enable the company understand the production cost of every product they come up with. The truth remains that in insurance sector, it is not easy to calculate the cost of the product since a policy is not a tangible product like in any production industry where there could be a fixed value for a particular product.Currently Blackmore insurance company has defined a Universal life (UL) product that is subject to evaluation using different risk management strategies to be of return. The current problem in the company is to come up with a pricing model that is able to o ffer balance between the customers as well as accommodate the suggested changes in their pricing. The existing model has a constraint of having a fixed rate of contribution by the policyholders and standard compensation in case of a claim. However the problems remain that there is no defined way of adjusting the rates to retain the existing customers and attract new ones.There is a risk associated with the current model in that; it is based on the fixed contribution and allocation of the compensations. The dilemma remains that the company needs to define a way of measuring the occupation, location and lifestyle of the policyholders. This is not defined within the pricing model that might result over payment during compensation resulting in losses to the company (D'Arcy, Stephen, James, 395). The model could be appropriate if it could define the insurable risks within the product and quantity of the insurable value rather than defining a guaranteeing a general interest option and equ ity-based account of 50% and 25% respectively. There is need to review the model and come up with changes that will focus on predictive modeling, data exploration, competitive intelligence and high performance analytics (Dowd, Kevin, et al, 2008). Most of these constraints will be based on the evaluation and analysis of the historic data for the past 10 years.Recommendation for the Model RevisionThe suggestion for the new model would be for Blackmore company to focus on the insurance risk management strategies such as; financial impact where the threshold limit will be set to offer a balance between the size of the company and the measure of the incidence. It is also important that the proposed model must be able to measure the probability of occurrence of risk by evaluating the risk as Medium, low, high and very high.The proposed model should also be able to identify both the internal and external pure risks, setup inspection and auditing of the risk. Before making compensation, it is recommendable that the existing risk should be thoroughly scrutinized based on the coverage, rates and the deductions to be made. A standard SOAP for the claims control should also be defined for controlling the claims. In selecting the best model for the insurance company, different constraints and factors should be considered as below.The valuation date should be chosen based on the most recent quarterly reporting. The most preferable period would be the year-end valuation dates. These dates could be chosen from the most resent reporting period. More than two alternatives could be chosen to change the model and update it. The decision made will depend on the time and budget. The suggested changes would be more appropriate when deciding on the model validation and historic performance of the model is a crucial factor to consider during this process.The primary reason for changing the model is in order to estimate the value of the distribution channel (Feldblum, S., Thandi, N., 2003). There are different forces that would influence the amount of money a customer is willing to pay for the policy and this will be based on the new business production as reflected in the suggested changes in the pricing model. The level of the premium production level is also a constraint to consider at this point. Having operated for the past 10 years, the period is enough to allow the company use it as the base case since this is able to help in projecting the weight of profitability for the new projection period in the pricing model.The other factor that should be considered while modeling the pricing model would be individual life modeled based on the valuation date. This approach is build in order to increase flexibility and change the profit margin in the company. The three characteristics earlier defined in the pricing model are not enough. There is need to include more characteristics of the policyholder such as face, amount and rate class. In order to replicate the policy mechanisms well, there must be validation of the policy level. In the case of UL policies, illustration systems will be used as compared to the traditional policies where there was reservation and non-forfeiture value being provided by the company.Another important constraint will be individual life riders which when combined with built-in benefits will make up the portion of the premium in generating new markets and yielding more profits. Rider pricing usually assumes that the base policy is used to cover the expenses. Paying attention to this factor helps the policyholders to understand their benefit and their coverage. Loss-ratio technique is the best model-to-model riders by substituting age-dependent risks with equivalent loss ratio. This model would enable compromising of the riders premiums generation if they run separately.Recommendations for sensitivity testing improvementsDuring the sensitivity tests in any deployment of a model, different assumptions are made to de termine the parameters with the biggest impact. The question on how to set new values to ensure that every entity-to-entity is done correctly needs some assumptions. In this scenario, the first assumption would be that every adjustment in the interest of 2% would mean adjusting the contribution by 2% to sustain the profit balance. Also there is need for free withdrawals provided. The withdrawals should only happen at the maximum of 10% per year...

Is Owner Financing Or Renting - 1595 Words

I have a somewhat unique perspective when it comes to foreclosures. I have owned and operated businesses as a Real estate appraiser, real estate broker, mortgage lender, and insurance adjuster. For more than 15 years I specialized in the appraisal of foreclosed properties. Around 2008 virtually everyone in the appraisal industry became foreclosure appraisers. It was interesting to see people that had very little experience and knowledge in this area start to proclaim their expertise. It’s funny how little documentation or proof is needed to advertise as an expert. The first thing in the buying process that I would point out is that not everyone that claims to be an expert has the education and experience to lead you in a direction that is†¦show more content†¦I want to be very clear about something of great importance. I could go into all of the reasons why owner financing is better and there are many but I will simply say that as a former lending company owner that B anks exist to make money. They would like to see you finance your home and everything you buy for life. I am not saying that they have no good use. What I am saying is that you are typically going to pay more when you finance with the bank and the liability will likely be much greater. If you are going to owner finance you should make every effort to secure your position as leinholder. It is always best to have a deed issued although this might be something that the owner will promise to issue after a certain amount of time or number of payments. What I mean is that you should have legal representation and a valid contract should be in place and deed issued if possible. I have been drafting reviewing purchase contracts as an investor, real estate broker, real estate appraiser and mortgage banker for many years and very often there are errors or items within the contracts which make them not properly executed, expired, null and void, contradictory, or expose the parties to a great deal of liability. All of this may be avoided by having proper legal representation. Terms are often negotiable so don’t be afraid to ask for a better deal. If you aren’t embarrassed by the offer youShow MoreRelatedThe Economic Crisis That Hit The Country924 Words   |  4 Pagesseven years before that previous owner could be eligible for traditional loans. There are some programs to help such as the Federal Housing Administration that gives people a second chance with a foreclosure or short sale of a home. Low interest rates and low down payments, it gives people another chance to become a homeowner again. The potential buyer still needs to cleanup their credit to make themselves worthy of another chance. Many of the former owners are renting, but still have desires and hopesRead MoreThe Economic Crash Of The Late 1960s Severely Affected My Family857 Words   |  4 Pagesdepressions are the best times to buy real estate, and it’s an idea time for those who can’t purchase property to rent until they’re capable of excelling. Renting to own is a viable option for many financially-stricken Americans by eliminating the high costs of down-payments. Renting to own allows the seller to lock in a sale price while renting to another party, usually a small amount higher than a mortgage, but it allows the buyer to rent the house under contract until ready to purchase. The processRead MoreHome Owners And The Real Estate Market794 Words   |  4 Pagesothers. Many home owners are willing to consider the rent-to-own option, especially if they are in need of cash thanks to a move or other recent change in the sellers life-style. The rent-to-own option can be assimilated to a car-lease with a buy option per HowStuffWorks.com. Essentially a buyer pays rent as normal, and a portion of that rent is put towards payment towards the principal of the house. At the end of the lease or renting period the buyer can either continue renting the home with theRead MoreIssues Associated With The Private Rented Sector ( Prs ) Essay958 Words   |  4 Pageshousing will not be considered. The PRS is the fastest growing sector in the country and has surpassed the social housing sector (Wilson Johnson 2013). The PRS is one of the three main tenures in the UK housing market, next to Social Housing and Owner Occupation. The private sector declined in size over much of the 20th century from being the majority tenure prior to the First World War to the minority one about 8 decades later (David Rhodes 2006). The decline can be attributed to a number of factorsRead MoreRenting A House On The World Of Home Ownership843 Words   |  4 Pageschallenges that â€Å"boomerang buyers† are facing today, including (but not limited to) the option of renting-to-own. These strategies enable people who were once â€Å"foreclosure victims† to reenter the world of home ownership comfortably, taking gradual steps toward their ultimate goal of buying a new house. This is an essential component of the American dream, and one that everyone should be entitled to pursue. Renting a house on a month-by-month basis is a well-known strategy for people who are not yet willingRead MoreThe On The Foreclosure Crisis850 Words   |  4 Pagesmortgage. Unfortunately there were some very irresponsible decisions that contributed to the foreclosure of homes, for example, financing huge second and third mortgages to pay for frivolous activities and items. With the last half decade of hard lessons learned for previous home owners many are looking to venture into the market again with some more creative financing options. Many sellers are turning to options such as rent-to-own or seller carrying the contract with a down payment as well as buyersRead MoreBuying a House Is Better Than Renting an Apartment.1059 Words   |  5 Pagesâ€Å"Buying a house is a better option than renting an apartment.† In this essay I will discuss about the major benefits of buying a house rather than renting an apartments. While it can be costly it is a safer place to live that h as long term-investment and tax advantage. Buying a house may be difficult and it can be a confusing process, even for veteran buyers. Here are some tasks that housing experts say before getting into the buying a house. Get financials in order. Buyers should check their creditRead MoreThe Housing Crisis Of Boomerang Buyers954 Words   |  4 Pagesownership. Among these options, I like to explore some available avenues for those boomerang borrowers to include the rent to own option, Veterans Affairs backed loans, and owners financing option. First of all, the rent to own option is a superb option that allows the renters to apply the monthly rent to the purchase of the house. Renting to own, otherwise known as a lease-option, allow those people that are not in the immediate position to purchase a home due to financial constraints to save up the necessaryRead MoreThe American Dream981 Words   |  4 Pagesto get into this dream earlier than their predecessors did. I, myself, bought my first home when I was nineteen years of age. Maybe most aren’t quite that young, but typically I have a slew of clients that are looking to own a home, as opposed to renting, that are of the Millennial age group. You’d be surprised to find that the biggest reason for this is the fact that the cost of living has increased substantially and rentals are expensive. So, the logical form of thinking is to pay the same in rentRead MoreFirst Home Essay1529 Words   |  7 Pagesyoung couple was unable purchase their first home on the lake. The inability to come up with such a large initial down payment, the taxing stress that was encountered when figuring financing, and the cheaper rental opportunity that presented itself down the street ultimately derailed their initial thought of being home owners and the decision to not move into owning their first home was made. What was once the ever prevailing dream of owning a home in the United States has seen a change in the winds

The Cathedral Of Canterbury Cathedral - 1209 Words

The word Cathedral is a Latin word for chair â€Å"Cathedra† which was taken from the Greek ‘Kathedra’ meaning seat. The Canterbury Cathedral is located in England, United Kingdom. The Cathedral is one of the most famous and oldest Christian structures in England. 597 AD was the founding of Canterbury Cathedral. The cathedral’s physical context is located in a sprawl area meaning there is low density residential, there are many other attractions around such as the theatre,hotel and museum. Saint Augustine was the first ever Archbishop of Canterbury. The style of the Cathedral is Gothic; Anglo-Norman and its dedication is Christ. The church was occupied by a community of monks living under religious vows. Over 180 years after the last Roman troops left Britain, King - Ethelbert at the time king of the people of Kent. The king’s wife Queen Bertha was a Christian and she worshipped at an old Roman Church, which was called St Martin’s Church. Augustine had succeeded in converting the King - Ethelbert to Christianity. Canterbury was the centre of the revived Christian Church in England. Augustine also established a building occupied by a community of monks between St Martin’s Church which is now known today as St Augustine’s Abbey. Augustine was also given another Roman Church by King Ethelbert which was later then developed into Canterbury Cathedral which was Augustine’s most memorable development. Augustine’s original building of the Cathedral lies beneath the floor of the Nave,Show MoreRelatedThe Canterbury Cathedral Essay2561 Words   |  11 PagesThe Canterbury Cathedral For at least fourteen hundred years the worship of God has been offered on the site of this Cathedral, and through the prayers of the Church his power and grace have shaped human lives. Ever since the murder of Archbishop Thomas Becket in the Cathedral in 1170, Canterbury has attracted thousands of pilgrims. This tradition continues to this day, and a large team of Welcomers, Guides, Cathedral Assistants and Chaplains are there to give all visitors a warm welcomeRead MoreT.S.Eliot Murder in the Cathedral1975 Words   |  8 PagesT.S. Eliots Murder in the Cathedral tells the story of Thomas Beckett, a man who reigned as Archbishop of Canterbury during the 12th century in England until his death in 1170. In order to tell Becketts story, Eliot creates a series of equally interesting characters that each play a crucial role thought the play. The most unique rolefound within the play is the Women ofCanterbury, or the Chorus. Throughout the piece, the Chorus delivers seven choral odes. These choral odes, when looked at as aRead MoreReflection Of English Literature : My Experience Of British Literature1031 Words   |  5 PagesBritish literature, as well as England as a country, was placed into my life, outside of the classroom. I saw the Sutton Hoo Treasures in the British Museum, the burial place of Geoffrey Chaucer at Westminster Abbey, and stepped foot into St. Paul’s Cathedral where John Donne served as Dean. Although at first, I thought English IV was going to be another bland English course, on my trip to London I learned the value of what I was studying in class and hence, enhanced my appreciation for both the tripRead MoreEssay on Murder in the Cathedral730 Words   |  3 PagesThe Controversy between Morals and Ethics In Murder in the Cathedral written by T. S. Eliot in the eleventh century, Thomas Becket, the archbishop and main character, opposes the will of society. Thomas has returned to Canterbury after seven years in France exiled from the world. Thomas reason for returning is not to stir up trouble as it is perceived, but to see what has changed and if there was anything he could do to make a change. The ethical and moral values of Thomas Becket are in oppositionRead MorePyramids And Cathedrals : Finding Similarities951 Words   |  4 PagesPyramids and Cathedrals – Finding Similarities in Differences A large pile of ancient stone is no different than a giant stack of old stone, right? To look closely into an argument, sometimes a zoomed-out perspective is needed. In this case, its important to look at every detail to find out if the construction of pyramids and cathedrals were similar or different. On one hand, there are the ancient Egyptian pyramids, construced under the authority of the pharoahs through the use of many laboringRead MoreRelationship Between The Church And The State1709 Words   |  7 Pagesplay, Murder in the Cathedral, and also demonstrates how the death of Thomas Becket mirrors the political thinking of the day. The work of T.S. Eliot in Murder in the Cathedral is an artistic attempt to unearth and display the political undertones that historically define the relationship between the secular leadership and the religious establishment of the day. The play tells the story of the murder of Thomas Becket, the Archbishop of Canterbury in the altar of Canterbury Cathedral in December, 1170Read MoreBiography of Thomas A. Becket513 Words   |  2 PagesTheobald, archbishop of Canterbury. While working there Thomas took minor orders he resolved on a career in the church. For further learning Becket received permission to study canon law at the University of Bologna, then continuing his studies at Auxerre, France. When Thomas Becket returned to England he became provost of Beverly, and canon at Lincoln and St. Paul’s cathedrals. In 1154 Becket ordination as deacon occurred, Theobald appointed him archdeacon of Canterbury. Becket was appointed theRead MoreSymbolism and Religious Drama: T.S. E liot’s Murder in the Cathedral2754 Words   |  12 PagesMurder in the Cathedral By T. S. Eliot In 1163, a quarrel began between the British King Henry II and the Archbishop of Canterbury, Thomas Becket. The men had been good friends, but each felt that his interests should be of primary concern to the nation and that the other should acquiesce to his demands. Becket fled to France in 1164 in order to rally support from the Catholic French for his cause and also sought an audience with the Pope. After being officially (although not personally) reconciledRead MoreMore Than Mere Trifles1081 Words   |  5 Pagesperson might pay another to make the trek for him to a particular shrine setting. One notable shrine in England is the tomb of Thomas Becket. Becket was at one time the archbishop of Canterbury who stood up against King Henry II of England. This quarrel led to Becket’s eventual murder in the Canterbury Cathedral in 1170. Pope Alexander III declared Becket a martyr and saint after the archbishop’s murder. This immortalization, in turn, caused Becket to transcend into a sort of religious symbol.Read MoreReport on the Canterbury Earthquake of 20111053 Words   |  4 PagesA report On the Canterbury Earthquake 2011 Introduction This report will show the reader about which areas and buildings around the Canterbury region were critically damaged and inaccessible to the public during and after the earth quake which hit the Canterbury region and was felt beyond the region as well, it will split into two categories cultural and natural effects. I will also be referring to my â€Å"special analysis â€Å"data. Also in the report I will show you were the CDEM should be located in case

Personification Of Death - 859 Words

Concept of death is unknown to everyone. Death is eternal. A person cannot come back to tell the living about the death experience. Death is the one aspect of life that is guaranteed no matter what the circumstance. In the poem, â€Å"Because I could not stop for Death† by Emily Dickinson, she uses personification, symbols and metaphors to portray death as a person. In the poem, â€Å"Because I could not stop for Death†, Emily Dickinson personifies Death. In the first line, â€Å"Because I could not stop for Death†, the author characterizes Death as a proper noun giving death a character form in this poem. Reading lines one and two, â€Å"Because I could not stop for Death -He kindly stopped for me ¬Ã‚ ¬ †, Emily Dickinson continues to personify death as a male.†¦show more content†¦Immortality is metaphorically being cast by the realization of her death and her death being an analogy for her newly realized eternal life. The first two lines in s tanza five, â€Å"We Paused before a House that seemed A Swelling of the Ground- â€Å"metaphorically speaks of a home in which one goes home to sleep, but in this instance the author is going to â€Å"house, a swelling of the ground† metaphorically speaking of a church or cemetery in which she is being laid to rest for eternity. These are examples of how the author, Emily Dickinson, uses metaphor in the poem, â€Å"Because I could not stop for Death.† The author of â€Å"Because I could not stop for Death† also uses forms of symbols to portray death as a person guiding her to final resting place. An example of this is in the third stanza, â€Å"We passed the Setting Sun- â€Å"symbolizing how death is dark and sad. The sun setting paints a picture filled with the emotions of someone passing as being a dark moment. Also, death does not pass a person. perceives time or enjoys an event such as the setting sun. However, in this poem, the author is alluding to à ¢â‚¬Å"Death† as a companion on her journey to the afterlife. In the fifth stanza, line nineteen and twenty, â€Å"The Roof was scarcely visible- The Cornice - in the Ground –â€Å" symbolically describes the author’s grave plot and tomb stone. There is no roof at a burial site but there is a tombstone that could be barely visible untilShow MoreRelated The Personification of Death in Jean Cocteau’s Orpheus Essay885 Words   |  4 PagesThe Personification of Death in Jean Cocteau’s Orpheus The personification of Death is done by means of a princess of the Underworld in Jean Cocteau’s Orpheus. This Princess is very powerful, yet surprisingly vulnerable. For no one is allowed to love in the Underworld, the Princess falls in love with a famous poet named Orpheus and goes to drastic measures to be with him. But in the end she cannot be with her love, and she realizes this and does what is forbidden in the Underworld and defiesRead MoreI Like the Look of Agony1631 Words   |  7 PagesI like a look of Agony, by Emily Dickinson, one of the ways the poems affects on the reader is improved is though the use of literary devices. People normally have trepidation of agony, but Dickinson uses literary devices such as imagery, personification, and connotation to reveal her contrasting enjoyment to the social norm. The opening line I like a look of Agony, (line 1) could be interpreted as sadistic and cold. Completely reading the poem allows the reader to understand what t he firstRead More I Like The Look Of Agony Essays1608 Words   |  7 Pagesâ€Å"I like a look of Agony,† by Emily Dickinson, one of the ways the poem’s affects on the reader is improved is though the use of literary devices. People normally have trepidation of agony, but Dickinson uses literary devices such as imagery, personification, and connotation to reveal her contrasting enjoyment to the social norm. The opening line â€Å"I like a look of Agony,† (line 1) could be interpreted as sadistic and cold. Completely reading the poem allows the reader to understand what the firstRead MoreDefeated by Fate: Death be not Proud, by John Donne i757 Words   |  3 PagesIs death a slave to fate or is it a dreaded reality? People differ on the opinion of death, some people view death as a new beginning which should not be feared, while many people perceive death as an atrocious monster. Death be not proud, by John Donne is a poem that challenges death and the idea o f its ferocity. Donne’s work is greatly influenced by the death of his countless family members, friends and spouse. Donne was not only a poet, but he was also a priest in the Church of England, so hisRead MorePoetry Analysis: The Vacuum1171 Words   |  5 Pagesuses the vacuum as a symbol for her death. The poem expresses deep sorrow and sadness that derive from the loneliness of the speaker, after his other half’s passing away. Nemerov attempts to take his readers on a grief-stricken journey, by strategically employing figurative language (mainly personification, metaphor, simile, and alliteration), fractured rhyme schemes and turns in stanza breaks in the poem. The poem itself has many examples of personification all throughout the stanzas, suggestingRead MorePessimism In Clocks And Lovers By W. H. Auden934 Words   |  4 PagesBy using exaggerations and personification, Auden contrasts the two personalities with an interesting twist. The optimistic lover floats high above the clouds in a daydream of his own, saying his love will never end, while the clocks, or pessimists, constantly remind him of reality. While the lover is under the illusion that love outlasts time, the omniscient clocks ruin his fantasy with the reality that Time will always win in the end. W. H. Auden uses personification in his poem to make the clocksRead MoreAmbiguity of the Concept of Death: a Comparison of ‘Do Not Go Gentle Into That Good Night?and ‘Because I Could Not Stop for Death1201 Words   |  5 Pagesthe thought of death? Almost everybody does! However, people have differing views on the abstract idea of dying. In examining the poem Because I Could Not Stop For Death? by Emily Dickinson and Do Not Go Gentle Into That Good Night? by Dylan Thomas, it is evident that the poets use contrasting and comparative techniques in their unique presentations of the concept of death. In the poem Because I Could Not Stop For Death? Emily Dickinson presents the idea of acceptance of death, whereas in theRead MoreThe Tragedy of Romeo and Juliet746 Words   |  3 Pagescomplimenting each other on how they feel about the other person, Shakespeare uses many literary devices to make the reader dig deeper into the context to find the meaning behind the sentence. Some o f the literary devices are; similes, metaphors, and personification. Shakespeare uses several examples of metaphors to describe how people feel about something or someone, a metaphor is a comparison between two unlike things that actually have something in common. A metaphor is heard when the nurse says, â€Å"A manRead MoreEssay On Emily Dickinson1034 Words   |  5 Pagesher poems and was extremely proud of her sister, so she decided to publish her sister’s poems. Dickinson lost a great amount of people she lost friends, mentors and family members. These losses helped her in her poetry because her main subject was death. She dabbled in writing during the Romanticism Era but mainly wrote in the Realest Era. Emily Dickinson wrote the poem, If I Should Die, which is about what happens to your love ones after you pass away. She experienced the pain and suffering ofRead MoreBecause I Could Not Stop for Death700 Words   |  3 PagesBecause I Could Not Stop for Death by Emily Dickinson. 1. List as many examples of metaphors and similes as possible. The carriage, in stanza 1, is a metaphor for a hearse. When they â€Å"passed the setting sun† (12) it implies that she has finally died. When they â€Å"paused before a house that seemed / A swelling of the ground† (17-18), the word house is a metaphor for grave. 2. Explain the personification. In Emily Dickinsons poem, â€Å"Because I Could Not Stop for Death†, death is personified in an unusual

Hurricane Season New York City - 1234 Words

Introduction Hurricanes are destructive forces which threaten New York City annually. One neighborhood that faced massive damage from hurricanes (such as Katrina and Sandy) is the Bowery. Even to this day, the Bowery is still disheveled. There is trash on the streets, people are sleeping on the sidewalk, and rain pools in the streets and the subway. These factors slowed Bowery’s recovery rate from natural disasters. Financial devastation and maintenance issues, combined with the damage of heavy storms, left the area vulnerable and unprepared to handle future events. Additionally, climate change is altering weather patterns, making the sea level rise to worrying levels, and storms more powerful. As a result, hurricane season is bound to†¦show more content†¦He predicts the possible damages from several categories of hurricanes and suggests the best course of action is to use surge barriers. Hill considers the shutdown of systems, such as the subway, shelters and the fl ooding of public and private buildings. Despite taking a more traditional approach to storm protections and adaptations, Hill agrees that there are important changes needed in the infrastructure. Rae Zimmerman identified several weaknesses affecting city infrastructures, such as those in the electrical system. Nodes in this system are so codependent that if one point is severed, the system may fail if proper procedures are not taken. She believes more funds are to be put into improving public infrastructure and finding ways to increase funds towards those resources. Zimmerman also suggests temporary structures that can be used to replace downed systems, and renewable resources that are easy to generate. Adaptation methods and solutions to fix a broken city are paramount for it to continue thriving. Zimmerman believes that lower elevation facilities and buildings are at a high risk of flooding, and the infrastructure’s risk increases annually due to climate change. Already, one can infer that a stronger storm would contribute to flooding. â€Å"Financial Nerve Centers at Risk of Flooding† provides data on theShow MoreRelatedAbout Hurricane Sandy1120 Words   |  5 Pagesinformation about â€Å"Hurricane Sandy†. It is known as â€Å"Super storm Sandy†, off the record. It was the most disastrous hurricane of the 2012 Atlantic hurricane season along with being the second hurricane that created financial crisis in United States history. In 1953, the National Weather Service started naming the storms after women. As a matter of fact, there are six lists of names for naming storms in the Atlantic. 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The eighteenth named storm and tenth hurricane of the 2012 Atlantic hurricane season, Sandy was the largest Atlantic hurricane on record, as measured by diameter, with winds spanning 1,100 miles. Sandy is estimated in early calculations to have caused damage of at least $20 billion. Preliminary estimates of losses that include businessRead MoreHurricane Katrin A Horrific Day For The City Of New Orleans1605 Words   |  7 Pages was a horrific day for the city of New Orleans. That day was when the deadly storm Hurricane Katrina hit the city of New Orleans. It was one of the worst hurricanes in the United States history. On August 28, 2005, Katrina was upgraded to a category five hurricane, which is the worst category that a hurricane can be named. A category five hurricane means catastrophic damage will occur since the wind was going 157 miles per hour or higher. 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Many scientist deem man-made creations the cause of changes to the world’s climate and are promoting dramatic swings in the weather, such as, more floods, hurricanes, droughtsRead MoreThe Impact Of Hurricane Katrina On The United States1414 Words   |  6 Pages 2005; a very strong storm known as Hurricane Katrina was heading northwest towards the mainland of the United States. Such a storm could lead to catastrophe and there will be no happy ending for anyone. When any type of natural disaster strikes, how does America respond and help those who are in need. The idea of Hurricane Katrina interested me because my favorite college football team are known as the â€Å"Miami Hurricanes†. It felt right to research hurricanes and how it affects many people near watersRead MoreUnnatural Disasters: Thinking about Natural Disasters in a Sociological Way1731 Words   |  7 PagesAugust 23rd, 2005; Hurricane Katrina, formed over the Bahamas, hitting landfall in Florida. By the 29th, on its third landfall it hit and devastated the city of New Orleans, becoming the deadliest hurricane of the 2005 season and, one of the five worst hurricanes to hit land in the history of the United States. Taking a look at the years leading to Katrina, preventative actions, racial and class inequalities and government, all of this could have been prevented. As presented in the newspaper articleRead MoreEssay On Hurricanes945 Words   |  4 PagesThe 2017 Atlantic hurricane season runs from June 1 to November 30. The area covers the North Atlantic Ocean, Gulf of Mexico and the Caribbean Sea. The National Weather Service defines a hurricane as an intense tropical weather system with well-defined circulation and sustained winds of 74 mph or higher. Families in the states of Texas along the coast all the way up to Main have had to make a decision about what to do with their lives†¦leave or stay? 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The Secret Circle The Captive Chapter Thirteen Free Essays

â€Å"Cassie, no!† Later Cassie would realize it was Diana who had shouted. At the time the words came to her only through a fog, and they sounded slow and dragging. Meaningless, like the continued mad barking that was going on somewhere far away. We will write a custom essay sample on The Secret Circle: The Captive Chapter Thirteen or any similar topic only for you Order Now Cassie’s fingertips brushed the transparent black fingertips before her. Instantly, she felt a jolt like the thrill that the hematite had given her. She looked up, shocked, from her own hand to the smoky, swirling face, and she recognized it- Then everything shattered. There was a great splash and icy-cold drops of water splattered Cassie from head to foot. At the same instant there was the hissing sound of red-hot embers being suddenly drenched. The smoky man-thing changed, dwindling, dissolving, as if it were being sucked back into the fire. A fire that now was nothing more than a sodden black mess of charred sticks. Adam was standing on the other side of the circle, holding the cooler, whose contents had doused the fire. Raj was behind him, hair bristling, lips skinned back from his teeth. Cassie stared from her own outstretched hand to Adam’s wide eyes. She swayed. Then everything seemed to go soft and gray around her, and she fainted. â€Å"You’re safe now. Just lie still.† The voice seemed to come from a great distance, but it had a note of gentle authority. Diana, Cassie thought vaguely, and a great longing swept over her. She wanted to hold Diana’s hand, but it was too much trouble to move or try to open her eyes. â€Å"Here’s the lavender water,† came another voice, lighter and more hasty. Laurel. â€Å"You dab it on, like this†¦Ã¢â‚¬  Cassie felt a coolness on her forehead and wrists. A sweet, clean smell cleared her head a little. She could hear other voices now. â€Å". . . maybe, but I still don’t know how the hell Adam did it. I couldn’t move-felt like I was frozen.† That was Deborah. â€Å"Me, too! Like I was stuck to the ground.† That was Sean. â€Å"Adam, will you please sit down now so Laurel can look at you? Please? You’re hurt.† That was Melanie, and suddenly Cassie could open her eyes. She sat up and a cool damp cloth fell off her forehead into her lap. â€Å"No, no-Cassie, lie still,† Diana said, trying to push her back down. Cassie was staring at Adam. His wonderful unruly hair was blown every which way. His skin was reddened, like a skier with a bad case of windburn, and his clothes looked askew and damp. â€Å"I’m all right,† he was saying to Melanie, who was trying to sit him in a chair. â€Å"What happened? Where are we?† Cassie said. She was lying on a couch in a shabby living room she knew she should recognize, but she felt very confused. â€Å"We brought you to Laurel’s house,† said Diana. â€Å"We didn’t want to scare your mom and grandma. You fainted. But Adam saved your life.† â€Å"He went through the four circles of protection,† Suzan said, with a distinct note of awe in her voice. â€Å"Stupid,† Deborah commented. â€Å"But impressive.† And then came Faye’s lazy drawl: â€Å"I think it was a tremendously devoted thing to do.† There was a startled pause. Then Laurel said, â€Å"Oh, well, you know Adam and duty. I guess he is devoted to it.† â€Å"I would’ve done it-so would Doug-if we could’ve got up,† Chris insisted. â€Å"And if you could’ve thought of it-which you couldn’t,† Nick said dryly and a little grimly. His expression was dark. Cassie was watching as Laurel dabbed with a damp towel at Adam’s face and hands. â€Å"This is aloe and willow bark,† Laurel explained. â€Å"It should keep the burns from getting worse.† â€Å"Cassie,† Diana said gently, â€Å"do you remember what happened before you fainted?† â€Å"Uh†¦ you guys were asking questions-too many questions. And then-I don’t know, this voice started talking in my head. That thing was staring at me†¦Ã¢â‚¬  Cassie had a sudden thought. â€Å"Diana-at the skull ceremony in your garage, you know how you had the skull under a cloth?† Diana nodded. â€Å"Did you have it facing any particular way under the cloth?† Diana looked startled. â€Å"Actually, there was something about that that worried me. I put the skull facing the place where I’d sit in the circle-but when I took the cloth off, it was facing the other way.† â€Å"It was facing me,† Cassie said. â€Å"Which means either somebody moved it or †¦ it moved itself.† They were looking at each other, both puzzled and uneasy, but communicating. Cassie felt closer to Diana than she had in weeks. Now was the time to make up, she thought. â€Å"Diana,† she began, but just then she noticed something. Adam’s mask of horns and oak leaves was sitting on a chair beside Diana, and one of Diana’s slender hands was resting on it, caressing it as if for comfort. It was an unconscious gesture-and a completely revealing one. A bolt of resentment shot through Cassie’s heart. Herne and the goddess Diana-they belonged together, right? And Diana knew it. Later tonight they’d probably perform that little ceremony Faye had been talking about. Cassie looked up and found Faye looking at her, golden eyes hooded and ironic. Faye smiled faintly. â€Å"What is it?† Diana was saying. â€Å"Cassie?† â€Å"Nothing.† Cassie stared down at the threadbare violet rug on the hardwood floor. â€Å"Nothing. I feel all right now,† she added. It was true, the disorientation was almost gone. But the memory of that smoky face stayed with her. â€Å"What an ending to our Halloween,† Laurel said. â€Å"We should have stayed at the dance,† said Suzan, sitting back and crossing her legs. â€Å"We didn’t learn anything-and Cassie got hurt,† she added, after a moment’s thought. â€Å"But we did learn something. We learned that Black John’s ghost is still around-and it’s malevolent,† Adam said. â€Å"It certainly wouldn’t answer any of our questions.† â€Å"And it’s strong,† Diana said. â€Å"Strong enough to influence all of us, to keep us from moving.† She looked at Cassie. â€Å"Except Cassie. I wonder why.† Cassie felt a flash of discomfort, and she shrugged. â€Å"It doesn’t matter how strong it is,† Melanie said. â€Å"Halloween’s over in a few hours, and after that it won’t have any power.† â€Å"But we still don’t know any more about the skull. Or about Kori,† Doug said, unusually serious. â€Å"And I don’t think we even know that Black John is-how did you put it, Adam? Malevolent,† came Faye’s husky slow voice. â€Å"Maybe he just didn’t feel like talking.† â€Å"Oh, don’t be ridiculous,† began Laurel. Before an argument could break out, Diana said, â€Å"Look, it’s late, and we’re all tired. We’re not going to get anything solved tonight. If Cassie really is okay, I think we should all go home and get some rest.† There was a pause, and then nods of agreement. â€Å"We can talk about it at school-or at Nick’s birthday,† Laurel said. â€Å"I’ll take Cassie home,† Nick said at the door. Cassie glanced at him quickly. He hadn’t said much while she’d been lying on the couch-but he’d been there. He’d come along with the rest of them to make sure she was all right. â€Å"Then Deborah can come with me,† Melanie said. â€Å"She rode in with you, right?† â€Å"Can you drive me, too? I really am tired,† Diana said, and Melanie nodded easily. Cassie scarcely noticed the rest of the goodbyes. What she was noticing was that Adam was leaving in his Jeep Cherokee, heading north, and Diana was going with Melanie and Deborah, going south. No Herne-and-Diana ceremony tonight, Cassie thought, and a wash of relief went through her. Relief-and a ripple of mean gladness. It was wrong, it was bad-but she felt it. Just as she got into Nick’s car, she saw Faye smiling at her with raised eyebrows, and before she knew it, Cassie had smiled back. The next day when Cassie stepped out of her house she stopped in shock. The sugar-maple trees across the street had changed. The blazing autumn colors that had reminded her of fire were gone. So were the leaves. Every branch was bare. It looked like a Halloween skeleton. â€Å"Nick won’t let us do much for his birthday tomorrow,† Laurel said. â€Å"I wish we could give him a real surprise party.† Deborah snorted. â€Å"He’d walk right out.† â€Å"I know. Well, we’ll try to think of something he won’t think is too infantile. And†-Laurel brightened-â€Å"we can make up for it on the other birthdays.† â€Å"What other birthdays?† Cassie said. All the girls of the Club looked at her. They were sitting in the back room of the cafeteria, having a special conference while the guys kept Nick away. â€Å"You mean you don’t know about the birthday season?† Suzan asked in disbelief. â€Å"Diana didn’t tell you?† Diana opened her mouth and then shut it again. Cassie guessed she didn’t know how to say that she and Cassie didn’t talk that much anymore, at least not in private. â€Å"Let’s see if I can keep it straight,† Faye said with a low chuckle, eyes on the ceiling. She began to count on fingers tipped with long, gleaming scarlet nails. â€Å"Nick’s is November third. Adam’s is November fifth. Melanie’s is November seventh. Mine-and oh, yes, Diana’s, too-is November tenth†¦Ã¢â‚¬  â€Å"Are you kidding?† Cassie broke in. Laurel shook her head as Faye went relentlessly on. â€Å"Chris and Doug’s is November seventeenth, Suzan’s is the twenty-fourth, and Deborah’s is the twenty-eighth. Laurel’s is, um †¦Ã¢â‚¬  â€Å"December first,† Laurel said. â€Å"And Sean’s is December third, and that’s it.† â€Å"But that’s†¦Ã¢â‚¬  Cassie’s voice trailed off. She couldn’t believe it. Nick was only a month older than Sean? And all the witch kids were eight or nine months older than she was? â€Å"But you and Sean are juniors, like me,† she said to Laurel. â€Å"And my birthday’s July twenty-third.† â€Å"We just missed the cutoff date,† Laurel said. â€Å"Everybody born after November thirtieth has to wait another year for school. So we had to watch everybody else go off to kindergarten while we stayed home.† She wiped away imaginary tears. â€Å"But that’s still†¦Ã¢â‚¬  Cassie couldn’t express herself. â€Å"Don’t you think that’s pretty incredible? All of you guys being born within a month of each other?† Suzan dimpled wickedly. â€Å"It was a very wet April that year. Our parents all stayed inside.† â€Å"It seems odd, I admit,† Melanie said. â€Å"But the fact is that most of our parents got married the spring before. So it really isn’t that surprising.† â€Å"But†¦Ã¢â‚¬  Cassie still thought it was surprising, although clearly all the members of the Club were so used to it they didn’t wonder about it anymore. And why don’t I fit in the pattern? she thought. I guess it’s because I’m half outsider. She shrugged. Melanie was probably right; anyway, there was no point in worrying. She let the subject drop and they went back to planning Nick’s party. They finally decided to combine all the birthdays for that first week-Nick’s, Adam’s, and Melanie’s-and hold the party on Saturday, November seventh. â€Å"And,† Laurel said, when they explained their plan to the boys, â€Å"this one is going to be really different. Don’t ask now-it’s going to be unique.† â€Å"Uh, it’s not some health-food kind of thing, is it?† Doug said, looking suspicious. The girls looked at each other and stifled laughter. â€Å"Well-it is healthy-or at least some people think so,† Melanie said. â€Å"You’ll just have to come and see.† â€Å"But we’ll freeze to death,† Sean said, horrified. â€Å"Not with this,† Laurel laughed. She held up a thermos. â€Å"Laurel.† Adam was having a hard time not laughing himself. â€Å"I don’t care how hot whatever you’ve got in there is-it’s not going to keep us warm in that.† A silver moon, slightly more than half full, was shining down on an obsidian sea. It was the sea Adam was pointing to. â€Å"It’s not Ovaltine,† Deborah told him impatiently. â€Å"It’s something we mixed up.† The five boys were facing the girls, who were lined up behind Laurel. There was a bonfire going on the beach, but at this distance it did nothing to cut the icy wind. â€Å"They’re obviously not going to believe us,† Faye said, and Diana added, â€Å"I guess we’ll just have to show them.† Laurel passed the thermos around. Cassie took a deep breath and then a gulp. The liquid was hot and medicinal-tasting-like one of Laurel’s nastier herbal teas-but the instant she swallowed it, a tingling warmth swept over her. Suddenly she didn’t need her bulky sweater. It was positively hot out here on the beach. â€Å"To the sea, ye mystics,† Melanie said. Cassie wasn’t sure what it meant, but like the other girls, she was shedding suddenly unnecessary clothing. The boys were goggling. â€Å"I want a birthday party like this,† Sean said urgently, as Faye unzipped her red jacket. â€Å"Okay? Okay? I want-â€Å" The guys were mildly disappointed when it turned out the girls had bathing suits on underneath. â€Å"But what are we supposed to do?† Adam said, sniffing at the thermos and grinning at the bikini-clad girls. â€Å"Well†¦Ã¢â‚¬  Faye smiled. â€Å"You can always improvise.† â€Å"Or,† Diana put in, â€Å"you can look behind the big rock. There just might be a pile of swimming trunks there.† â€Å"Now this really is different,† Laurel said happily to Cassie some time later, while they were both floating in water up to their chins. â€Å"A midnight swimming party in November. This is witchy.† â€Å"Be more witchy if we were all sky-clad,† Chris commented, shaking his shaggy blond head like a wet dog. Cassie and Laurel looked at each other, then at Deborah, who was bobbing nearby. â€Å"Good idea,† Deborah said, nodding at the other girls. â€Å"How about you first, Chris?† â€Å"Wait a minute-I didn’t mean-hey, Doug-help!† â€Å"Come on, girls,† Laurel shouted. â€Å"Chris wants to go skinny-dipping, only he’s a little shy.† â€Å"Help! Guys, help!† It turned into a sort of combination of tag and aquatic wrestling. Everyone joined in. Cassie found herself being chased by Nick and she fled, kicking up great splashes while he cut cleanly through the surf behind her. He got close enough to grab her. â€Å"Help!† Cassie shrieked, half laughing, so that she accidentally drank some salt water. But there was no help in sight. Laurel and Deborah were heading an assault on the Henderson brothers, and Adam and Diana were far away, their sleek heads bobbing side by side. Nick tossed wet hair-blacker than onyx in the moonlight-out of his eyes and grinned at her. Cassie had never seen him smile before. â€Å"Surrender,† he suggested. â€Å"Never,† Cassie said, with as much dignity as she could muster while wavelets slapped her. Nick was handsome-but she didn’t want him to get hold of her out here. He made another grab at her and Cassie shrieked for help again, and suddenly there was a heaving wave between them. â€Å"Go on! Get out of here!† Faye said. Her eyes gleamed wickedly under long, wet lashes. â€Å"Or do we have to make you? Cassie, grab him around the neck while I get his trunks!† Cassie had no idea how to grab a guy as strong as Nick around the neck, especially when she was laughing so hard, but she surged forward. Faye dove like a dolphin, and Nick twisted and made a hasty retreat, swimming away as fast as he could. Cassie looked at Faye and found Faye smiling sideways at her. Cassie grinned. â€Å"Thanks,† she said. â€Å"Any time,† Faye said. â€Å"You know I’m glad to do anything for my friends. And we are friends, aren’t we, Cassie?† Cassie thought about that, treading water in the silver-glinting ocean. â€Å"I guess,† she said, finally, slowly. â€Å"That’s good. Because, Cassie, there’s a time coming up when I’m going to need all my friends. This Tuesday, when the moon is full, the Circle is going to have a meeting.† Cassie nodded, not getting it for a moment. Of course they were going to have a meeting. And another party; it was Faye’s and Diana’s birthday. They were both seventeen- â€Å"The leadership vote!† Cassie said, taking an involuntary gulp of salt water again. She stared at Faye with a sudden terrible apprehension. â€Å"Faye†¦Ã¢â‚¬  â€Å"That’s right,† Faye said. In the moonlight she looked like a mermaid, staying afloat effortlessly. Her glorious mane of hair hung soaking-wet down her back like twining seaweed. Her eyes held Cassie’s. â€Å"I want to be leader of this coven, Cassie. I will be leader. And you’re going to help me.† â€Å"No.† â€Å"Yes. Because this time I’m serious. I’ve been going easy on you, letting you have your way, not making you play by the rules. But that’s over now, Cassie. This is the one thing I want more than anything else in the world, and you are going to help me. Otherwise†¦Ã¢â‚¬  Faye looked over her shoulder to where Adam and Diana were still bobbing, far away. Then she turned back. â€Å"Otherwise, I’ll do it,† she said. â€Å"I’ll tell Diana-and not just about that little cuddling session on the bluff. I’ll tell her about the way you and Adam were kissing at the Homecoming dance-did you think nobody would see that? And the real reason Adam went through four circles of protection to save you at Halloween. And†-she floated closer to Cassie, her hooded golden eyes as unblinking as the eyes of a falcon-â€Å"I’ll tell her about the skull. How you stole it from her and gave it to me, so we could kill Jeffrey.† â€Å"That’s not what happened! I’d never have let you have it if I’d known-â€Å" â€Å"Are you sure, Cassie?† Faye smiled, a slow, conspiratorial smile. â€Å"I think, deep down, that you and I are just the same. We’re†¦ sisters under the skin. And if you don’t vote for me on Tuesday, I’ll let everyone know the truth about you. I’ll tell them what you really are inside.† Evil, Cassie thought, staring out at the ocean. It reflected the moonlight back like a mirror, like a piece of hematite, and it surrounded her. She couldn’t say a word. â€Å"Think about it, Cassie,† Faye said pleasantly. â€Å"You have until Tuesday night to decide.† And then she swam away. It was Tuesday night. The full moon was directly overhead, the circle had been cast. The members of the Club sat around it. Diana, who was wearing all the symbols of the Queen of the Witches, had called on the four elements to protect them, but now she was silent. It was Melanie who was calling for the vote, from oldest to youngest. â€Å"Nicholas,† she said. â€Å"I told you before,† Nick said. â€Å"I won’t vote. I’m here, because you two insisted†-he glanced from Faye to Diana-â€Å"but I abstain.† With a strange feeling of unreality, Cassie watched his handsome, cold face. Nick had abstained, why couldn’t she? But she knew that would never satisfy Faye, unless Faye had already won. And Cassie was no closer to knowing which way to vote tonight than she had been three days ago. If only she had a little more time- But there was no time. Melanie was speaking again. â€Å"Adam.† Adam’s voice was firm and clear. â€Å"Diana.† From a pile of red and white stones in front of her, Melanie put forward one white. â€Å"And as for me, I vote for Diana too,† she said, and put out another white stone. â€Å"Faye?† Faye smiled. â€Å"I vote for myself.† Melanie put out a red stone. â€Å"Diana.† â€Å"I vote for myself too,† Diana said quietly. A third white stone. Then Melanie said, â€Å"Douglas.† Doug grinned one of his wildest grins. â€Å"I’m voting for Faye, naturally.† â€Å"Christopher.† â€Å"Uh†¦Ã¢â‚¬  Chris looked confused. Despite Faye’s frown and Doug’s frantic coaching, he was squinting into nothingness as if searching for a lost decision. Finally, he seemed to find it and he looked at Melanie. â€Å"Okay; Diana.† Everyone in the circle stared at him. He glared back defiantly. Cassie’s fingers clenched on the piece of hematite in her pocket. â€Å"Chris, you feeb-† Doug began, but Melanie shut him up. â€Å"No talking,† she said, and put out a fourth white stone next to the two red. â€Å"Suzan.† â€Å"Faye.† Three red, four white. â€Å"Deborah.† â€Å"Who do you think?† Deborah snapped. â€Å"Faye.† Four red, four white. â€Å"Laurel,† said Melanie. â€Å"Diana’s always been our leader, and she always will be,† Laurel said. â€Å"I vote for her.† Melanie put a fifth white stone out, a trace of a smile hovering on her lips. â€Å"Sean.† Sean’s black eyes shifted nervously. â€Å"I†¦Ã¢â‚¬  Faye was staring at him relentlessly. â€Å"I †¦ I †¦ Faye† he said, and hunched up his shoulders. Melanie shrugged and put out another red stone. Five red, five white. But although her gray eyes remained serious, her lips were definitely curved in a smile. All of Diana’s adherents had relaxed, and they were flashing smiles at each other across the circle. Melanie turned confidently to the last member of the coven and said, â€Å"Cassandra.† How to cite The Secret Circle: The Captive Chapter Thirteen, Essay examples

Insights and Research on Study †Free Samples to Students

Question: Discuss about the Insights and Research on Study. Answer: Introduction: Culture comprises of certain set of beliefs, attitudes, and objects along with several other characteristics, which are regarded as common to the members of a specific group or society. However, in contemporary society, the term culture can be associated with aspects of being well knowledgeable, conversant and courteous (Mills pp-71-91). Sociologists identify society as the individuals who communicate in a manner in order to share common cultural dimensions. Both culture and society are said to be intricately associated. Culture supposedly embraces certain elements of the society, while a society is said to comprise of people who interrelated with common culture, goals and purposes, which further shapes the way of living (Ritchie et al pp-5-99). This essay will intend to study the issues and challenges experienced while studying society. In addition to this, the paper will closely intend to consider the concept of sociological imagination, and further analyse an individuals issues an d concerns with the broader public issue by shedding light on a particular contemporary instance. Research, which involves human society and subjects, must adhere to certain level of ethical and moral standards to ascertain the subjects and elements are unharmed. There lay many issues while conducting a study on society by the sociologists. One of the most significant challenges experienced while studying a society is adhering to the principles of sociological as well as other human-centric investigation related to privacy and discretion of the society (Slade and Paul pp-1510-1529). However, while studying sociological aspects sociologists must take into consideration these ethical deliberations of social subjects. Another major ethical challenge faced while examining a society is issues related to ethical dilemma, authority and consent. Informed consent or authority can be considered as a prerequisite for a wide range of investigations (Montano and Danuta pp-95-124). However, it must be noted that conversant or informed sanction becomes a particular issue when a researcher inten ds to incorporate specific populations in the study. There have been a large number of ethical challenges and issues, which are involved while studying convicts, prisoners and other segments of vulnerable populations. Sociologists often experience challenges while comprehending the changing structures of the society (Sorokin pp-1-12). Aspects of norms and beliefs of traditions, cultures and society can have immense impact on the characteristics of individuals by creating changes in the social structure. Social structure comprises of elements that incorporate culture, traditions, social class, roles, attitudes and social institutions (Henslin et al. pp-1-34). The changing characteristics of social structure become a challenging factor while studying society and its people. Social structure is not stagnant and further reacts to the transformations in culture, expertise, economic conditions, and community associations along with societal demands, needs and priorities. These forms of st ructural transformations develop fundamental and enduring changes to the way society organizes itself (Ritzer and Jeffrey pp-1-10). However, several functionalist as well as conflict theories intend to evaluate broad aspects of social structure through the lens of macro sociological standpoint, known as symbolic interactionists have a greater level of inclination to evaluate interpersonal social interpersonal communication within a societal context. The scale of sociological investigation along with the methods of conducting them have varied aspects, however the sociologists involved in studying society comprises some common attributes and characteristics. Each of the social investigators perceives society through the lens of sociological imagination by sociologist C. Wright Mills that is sometimes regarded as sociological lenses or concepts of sociological perspective (Giddens et al pp-1-34). According to Mills sociological imagination the way individuals comprehend their own past along with others in association to history as well as social structurism. This can be referred as the method applied by Mills to address and focus on the dilemmas related to the macro or micro level divisions in the society. The concept of sociological imagination is referred as the competence to view the personal and private issues of an individual in the context of the broader public concerns that are responsible to structure them. According to Mil ls sociological imagination, the subject of social science can explain that society and not an individuals own shortcoming and failures can be regarded as responsible for the plethora of societal issues (Goffman pp-1-98). However, apparently impersonal and inaccessible or secluded services and forces can be associated to events occurring in an individuals life. This entails that individuals may view at their own personal issues and challenges as forms of social issues and further link those personal concerns with societal mechanism (Mills pp-71-91). However, sociological imagination facilitates individuals to draw the comparison and contrast between individual personal problems and challenges and public or societal concerns. The primary concern of Mill lie on the issues and challenges that people experience within societal context which have societal and collective roots and are further shared by other (Laliberte and Debbie pp-373-388). However, these roots often draw connections wi th the structural formulations of the society and the relative transformations occurring within it. As a result, it is essential for sociologists or other social scientists exhibit the reasons why these issues comprises of sociological causes further facilitating the individuals to comprehend the way the events of ones life is associated to the structure as well as societal past (Denzin and Norman pp-1-54). However, it is significant to identify that the notion of Mills sociological imagination should not be employed as a form of a justification for an individual for not trying to accomplish achievements and success in life. Mills in one of his article has established the theory and notion that demonstrates the dissimilarity between a personal issue and broader public concern further known as public issue (Waddock and Josep pp-265-284). However, this concept of Mill has facilitated to recognize the association between ones own individual concerns and challenges that develop on a lar ger domain. An instance of a student can be sighted as an instance to understand the distinction between an individuals problems relating to the public issue. An event of a student experiencing economic resistance and struggle to fund his own education can be recognized by shedding light on the theory of sociological imagination. Jamey, the student related to the aforementioned issue is supposedly pursuing business course to achieve his academic degree. Being, financially incompetent his education contributions have been aided by student loans. However, consistent education loan has resulted to him face considerate student liability and debts post his university completion. This can be referred as a personal issue because the aspects he has been experiencing belongs to his own personal domain. However, it must be noted that Jameys individual problem of students loan cannot be sighted as a fundamental concern as, there consist an abundance of students across the world facing similar challenges (M ills pp-71-91). Thus, Jameys student debt problem can be linked with the broader context of public issue. Being, a public societal subject of matter, there is a great population of students experiencing debts and financial overdue that eventually influence the student community within the domain of the university. Such problems related to students financial crisis of aiding education can be perceived as broader context of public societal issue because of the way they expand beyond the domain of an individuals personal and confidential issues further comprehending social structure (Henslin et al. pp-1-34). Sociological imagination can be implemented as an effective tool in order to analyze the varied aspects of individuals lives and of the society. Through the lens of sociological imagination such issues and be comprehended to perceive the association of personal and private issues and the broader context of public issue. Therefore, from the above discussion it can be concluded that an integrated relationship between personal and societal concerns can be perceived through the lens of Mills sociological imagination. The paper has effectively evaluated various challenges researchers face while studying a society and further considering the concept of sociological imagination by shedding light on ones personal problem and broader public issue. References Denzin, Norman K.The research act: A theoretical introduction to sociological methods. Routledge, 2017. 1-54 Giddens, Anthony, et al.Introduction to sociology. WW Norton, 2016.1-34 Goffman, Erving.Interaction ritual: Essays in face-to-face behavior. Routledge, 2017. 1-98 Henslin, James M., et al.Sociology: A down to earth approach. Pearson Higher Education AU, 2015. 1-34 Laliberte Rudman, Debbie. "Embracing and enacting an occupational imagination: Occupational science as transformative."Journal of Occupational Science21.4 (2014): 373-388. Mills, Albert J. "Studying the Gendering of Organizational Culture over Time: Concerns, Issues, and Strategies?."Insights and Research on the Study of Gender and Intersectionality in International Airline Cultures. Emerald Publishing Limited, 2017. 71-91. Montano, Daniel E., and Danuta Kasprzyk. "Theory of reasoned action, theory of planned behavior, and the integrated behavioral model."Health behavior: Theory, research and practice(2015): 95-124. Ritchie, Jane, et al., eds.Qualitative research practice: A guide for social science students and researchers. Sage, 2013. 5-99 Ritzer, George, and Jeffrey Stepnisky.Modern sociological theory. SAGE Publications, 2017.1-10 Slade, Sharon, and Paul Prinsloo. "Learning analytics: Ethical issues and dilemmas."American Behavioral Scientist57.10 (2013): 1510-1529. Sorokin, Pitirim.Social and cultural dynamics: A study of change in major systems of art, truth, ethics, law and social relationships. Routledge, 2017. 1-12 Waddock, Sandra, and Josep M. Lozano. "Developing more holistic management education: Lessons learned from two programs."Academy of Management Learning Education12.2 (2013): 265-284.

Promote Childrens Positive Behaviour free essay sample

TDA 3. 4 Promote children and young people’s positive behaviour A. A summery of the policies and procedures of the school, relevant to promoting children and young people’s positive behaviour. Behaviour policy Our behaviour policy begins with a quote from the Elton report – â€Å"Discipline in Schools 1989† â€Å"Reducing bad behaviour is a realistic aim, eliminating it completely is not† Aims †¢ To develop a school behaviour policy supported by the whole school community with shared values. †¢ To apply positive policies to create a caring, family atmosphere, so teaching and learning can take place in a safe and happy environment. To teach through the school curriculum, values and attitudes, which promote responsible behaviour, self discipline and self-confidence. †¢ To encourage children to respect themselves, others and property †¢ To encourage good behaviour through positive reinforcement, by means of rewards for children of a ll ages and abilities †¢ To make clear to children the difference between minor and more serious behaviour †¢ To treat problems as they occur in a fair, caring and sympathetic manner in the hope of achieving an improvement in behaviour †¢ To encourage children to develop a responsible attitude, helping them o become independent and capable of acting sensibly using their own initiative †¢ To encourage children to be polite and considerate Code of conduct †¢ All members of the school community are asked to respect each other †¢ All children must be aware of the need to consider their own safety and that of others †¢ Children need to adapt their behaviour to suit the type of activity e. g. during classroom discussions children need to listen to others and take turns speaking during sports activities children need to be taught to respect the apparatus All children are expected to respect their teachers, other adults and fellow pupils †¢ All children are expected to respect their own and other peoples property and to take care of books and equipment †¢ Children are asked to be well-behaved, well-mannered and attentive †¢ Children should walk quietly around the school †¢ If a child has a grievance against another child it must be reported to a member of staff who will deal with the matter †¢ Physical violence is not acceptable †¢ Foul or abusive language is not acceptable †¢ Children are expected to be punctual Children must not bring sharp or dangerous items into school This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learn ing. Rewards and sanctions A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. Children’s achievements and positive contributions will be recognised by: †¢ The awarding of badges †¢ Certificates for individual achievements †¢ TOPS awards for key stage 2 Praise and acknowledgement by celebrating achievements with other teachers and their classes †¢ In school assemblies children are encouraged to share achievements †¢ Class teachers give verbal and written praise whenever possible †¢ Use of sunshine or cloud dependent on behaviour †¢ Miss minutes of playtime †¢ Sent to head teacher †¢ Comments to parents †¢ Exclusion Most children respond to this positive approach where their efforts are seen to be valued and make considerable efforts to improve their work and where necessary their behaviour. Dealing with conflict and inappropriate behaviour While the school does aim to encourage positive behaviour, sanctions for unacceptable behaviour are necessary. Where sanctions are put in place the school will aim to be clear about them, what they are, how long they will last, both with the child and the parent. The behaviour policy states what the acceptable bounds of behaviour are. It is each child’s responsibility as part of growing up, where these bounds lie. The school aims to respond immediately to unacceptable behaviour, which must be but fair. Children will also need to take responsibility for their actions, by apologising or writing a letter. Children should be encouraged to avoid trouble, to say NO loudly and clearly when they do not wish to be involved. The class teacher deals with minor breaches discipline. This is done in a caring, supportive and fair manner, taking child’s age into consideration. Normal sanctions include a verbal reprimand and reminder of expected behaviour, loss of free time, sitting alone in class, sending work home, letters of apology, loss of responsibility and referral to headteacher, deputy headteacher or to another teacher. Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving school premises without permission, verbal abuse, refusal to work and disrupting the class. Each case is treated individually, generally children are made aware that they are responsible for their own actions and that breaking the rules will lead to punishments. When disciplinary problems arise parents will be involved at an early, the meeting will be logged in case further action is required. Action taken will be as follows: †¢ A plan for identifying and monitoring unacceptable behaviour. All sanctions will be made clear to everyone and adhered to. †¢ If the problem continues the parents will be sent a formal letter inviting them to discuss the matter with the teacher and headteacher. †¢ If necessary Governors and other agencies will be involved. †¢ As a last resort exclusion options will be explored. If a very serious problem arises normal procedure will be by passed and parents asked to collect child immediately. Serious incidents are recorded in an Incident or discipline book. Incident book will be used to record Any incidents involving injury to a child or adult on site †¢ Loss, theft or damage to property †¢ Any other incidents or matters of a serious nature These are incidents that may lead to disciplinary or legal action or become a matter of public interest. Discipline book will be used to record †¢ Verbal abuse †¢ Physical abuse †¢ Assault †¢ Defiant refusal †¢ Absconding †¢ This is used to record significant disciplinary measures, exclusion must always be recorded. This book is for serious occurrences of challenging behaviour. Intervention If a child violently attacks another child or adult and does not respond to requests to calm down, then physical restraint is necessary. The child should be removed from the situation and taken to a member of the Senior Management Team who will immediately contact parents. An incident form should be filled in and the situation discussed with the headteacher or deputy headteacher. The headteacher or deputy headteacher will work with staff and parents to devise an action plan to meet the child’s needs. This may include the involvement of other agencies, social services, psychological services etc. Anti Bullying Policy Aims †¢ Policy to be used as part of a whole school approach, leading to united and consistent approach in the implementation of the policy †¢ To reduce the incidence of bullying †¢ To increase the awareness of bullying, and the anti-bullying procedures in place. †¢ To offer a framework to help deal with the instances of bullying †¢ To improve relationships throughout school Definition of bullying All forms of bullying are unacceptable. Bullying can be short or long term. Physical or verbal abuse or even a look can constitute bullying. Intimidation, overt or subtle can be bullying. Bullying can include harassment based on racial, religious, social or physical differences. Any form of bullying will be dealt with accordingly. The children are taught in PSHE that bullying is something that is deliberate, repeated and unfair. They are told the bullying of any kind is unacceptable. Examples of bullying Bullying can include name calling, teasing, jostling and punching, intimidation, extortion and assault. The actions of a bully include: To exert power, overt or covert, over victim To frighten or terrorize, through physical aggression or psychological intimidation To create a atmosphere in which the victim feels a constant sense of foreboding at the thought of being subjected to taunts, or threatened with violent behaviour, or actually attacked and humiliated, often in secret. Preventative measures †¢ Improvement of Personal and Social development. By means of PSHE teaching, discussions and co-operative activities. †¢ Increasing opportunities for structured, supervised play at dinnertime. †¢ Encouraging adults and children to look for signs of problems Eg isolated children, aggressive behaviour, non-co-operative behaviour, a dominant person or group. The school council is an avenue for children to air their views and develop systems to support others during unstructured play. There are opportunities for children to join team sports at lunchtime, there is a P. E. teacher on duty at this time for children to take part in athletics club, football club, cricket club or structured games with the teacher. Action †¢ An incident of bullying is reported to, or identified by an adult. †¢ The adult may deal with incident to a satisfactory conclusion. The class teacher to be informed and no other action taken †¢ If the adult judges it to be more serious it should be passed to the class teacher. They will deal with the situation appropriately. Parents/carers are encouraged to discuss incidents with class teachers †¢ If the problem is more persistent or serious, the headteacher must be informed, and will deal with the matter accordingly. †¢ Examples of possible action: †¢ Discussions with children concerned †¢ Discussion with whole class †¢ An individual or group being withdrawn from playtimes †¢ Parents may be informed †¢ Parents may be actively involved †¢ Children may not be included in school visits, school teams, school productions etc. School may seek help from outside agencies such as educational psychologists and social services †¢ In all cases of bullying there will be a need to be positive reinforcement of good behaviour †¢ There may also need to be a programme of activities designed to raise the self esteem/ confidence of those concerned †¢ In extreme circumstances the child may be excluded Attendance Policy Th e school aim to: †¢ Maintain an attendance rate of a minimum of 96. 4% †¢ Maintain parent’s and pupils’ awareness of the importance of regular attendance Good attendance is important because: