Friday, May 31, 2019

The Alluring Amontillado Essays -- Literature

The Alluring AmontilladoRevenge is the act of retaliation for an offense or injury caused to a person by another. The act of revenge can become an overpowering and consuming emotion that involves every part of someones existence. In The barrelful of Amontillado, revenge is the theme that runs throughout the story and drives the motive for murder. The character, Montresor, uses revenge as his motive for killing Fortunato. Fortunato is reminiscent of a fatherly character, which elicits painful memories for Montresor. In eliminating Fortunato, Montresor assumes the berth that places him closest to the affections of a motherly figure. Edgar Allan Poes life is reflective of the motivations of Montresors actions and how the Oedipus complex is featured in this short story.Edgar Allan Poe was born in Boston, Massachusetts in 1809 to parents who were actors at the local theatre. He never knew his father, David Poe, who died in 1810 after abandoning Poes mother shortly after Poe was born. Hi s mother, who suffered from consumption, died in Richmond, Virginia in late 1811, orphaning Edgar, his older associate William Henry, and half-sister Rosalie. Soon after their mothers death, the children were separated and sent to relatives or other families to be raised. Edgar had very little contact with his siblings after their mothers death. A planter and his wife, who lived in Richmond Virginia, accepted Poe into their family, exclusively never formally adopted him. From the childless wife of Mr. John Allan, Edgar received extensive affection, but it was improbable that she was ever able to give all the affection that he craved from his deceased birth mother. Mr. Allan regarded Edgar with mute affection and mostly offered money in place of any physi... ... who was forever searching for that one elusive person who could give him the validation he so wanted. He appears to have placed so much value on the affections of a mother who would forever be absent. Montresor, in Poes fi ctional story, was successful in committing the revengeful deed he sought. Fortunato, from his grave, forever haunted the lonesome soul of Montresor. Works CitedMay, Charles E. Edgar Allan Poe A Study of the Short Fiction. Boston Twayne, 1991. Print.Poe, Edgar. The Cask of Amontillado. The Compact Bedford Introduction to Literature Reading, Thinking, Writing. Ed. Michael Meyer. Boston Bedford/St. Martins, 2012. 533-537. Print.Pruette, Lorine. A Psycho-Analytical Study of Edgar Allan Poe. The American Journal of Psychology 31.4 (1920) 370-402. JSTOR. Web. 31 Mar. 2012. .

Thursday, May 30, 2019

Antigone: The Conflict of Hubris, Fate, and The gods Essay -- Sophocle

Antigone The Conflict of Hubris, Fate, and The gods Sophocles, Antigone is a classic example of the role of the gods in the life of a Grecian. It is a story of the precedent set by the gods, versus the will and actions of the characters of Antigone. Creon deceives himself into believing that he is upholding the laws set by the gods. While he would like to think of himself as being above the gods, evening he digest not deny their power. The humans were to r perpetuallye the gods above all else, despite any obstacles that tried to displace them. Creon lies to himself to convince himself that he is not violating the laws of the gods. At first, Creon is able-bodied to ignore the edicts of the gods, because his beliefs lie shallowly within the boundaries of his mind, whereas Antigones reverence for the gods pierces the depths of her heart.In Antigone Creon falls victim to the tragic flaw of hubris, eventually leading the destruction of his contribute. Polynices and Etioc les were the rightful(prenominal) heirs to the thrown however they were killed by mutual fratricide, a dishonorable way to kill and be killed. Creons only legitimate claim for the thrown of the house of Thebes would rich person been through Edipus however, Edipus only claim to the thrown was the riddle of the sphinx. By Greek law this would not have transferred down to Creon, thus making his adventure to the thrown an insecure one. Do to this, Creon has a plaguing fear of anarchy in his city. He wants to be a strong ruler, with no one questioning his authority, or challenging his power. This desire comes from a root of instability and illegitimacy. Creons first element of pride is to have a chorus that is loyal to him. If Creon could not even prove the legitimacy of his line to h... ... discusses the conflict between the will of the gods versus the will of man, and what right Polynices even had to being buried. According to Greek culture, Creon had ever right to make a de cree stating that Polynices need not be buried within city limits however, he was going too far in his decree of no burial at all. The Irony is that in the end he ignores religion again, to have Polynices buried with the city limits, where the gods would have wanted him outside of the city.There are many more elements of Grecian law and religion that this article discusses, and because of that this will definitely be a real helpful source. I can see many of the points that I was looking to make, backed up within this article. This article was an extremely helpful find.Works CitedSophocles. Antigone capital of Delaware Thrift Editions New York Dover Publications, INC. 1993

Wednesday, May 29, 2019

Calling Home :: Literary Analysis, Jean Brandt

In Calling Home, by denim Brandt and An American Childhood by Annie Dillard, both girls ar confronted with their sense of conscience and of right and wrong. In the process, both girls experience memorable lessons as a consequence of the decisions they make. In Calling Home, thirteen year old denim realizes that her actions not scarcely affect her but more importantly, her loved ones, when she is caught shoplifting and arrested during a Christmas shopping trip with her siblings and grandmother. In An American Childhood, seven year old Annie realizes that adults and their feelings are valid and that they can be just as vulnerable and full of tenacity as a child after she and her friend find themselves beingness chased by a man who is none too amused at being a target of their snowball throwing antics. In both stories, Annie and Jean are smug in their sense of power and control. Both girls exhibit a general lack of respect for authority by justifying their actions and displaying a foolish sense of entitlement to pursue and attain whatever they wish, as if ordinary rules do not apply to them. Both girls actions are based on power and identification amongst their peers In Calling Home, the author explains Snoopy was the latest. If you owned anything with the Peanuts on it, you were in (19). When she steals the pin, Jean feels proud that shes outsmarted everybody and that what she has done has gone undetected. Once confronted, Jeans false sense of security and disbelief is reflected in the following statements Where did this man come from? How did he know? I was so sure no one had seen meI couldnt believe what he was saying (Brandt 20). In An American Childhood, Annie is proud of her boys arm and of being the only girl authentic by a group of older boys. She exudes confidence in participating with her friends. The author explains It was all or nothing...Your fate and your teams score depended on your concentration and courage. Nothing girls did cou ld compare with it (Dillard 22). In contrast to Jeans dismay, Annie excitedly describes the surprise of being pursued and the anticipation of being reprimanded It was an immense discovery, buffeting into my hot head with every sliding, joyous step, that this ordinary adult evidently knew what I thought only children knew (Dillard 23).

Comedic Violence in The Medea, The Oresteia, and Antigone Essay

Comedic wildness in The Medea, The Oresteia, and Antigone Almost no Greek tragedy escapes the use of wildness. The Medea, The Oresteia, Antigone, and other classic works of Grecian tragoidia all in all involve huge components of violence in many prominent places, and for all of these stories, violent exercise is an integral part of the play. Medea, especially, is a character worthy of pedigree in this regard her tumultuous life can be bizted accurately along a path of aggression and passionate fits, and her bloody level lends tension and ascendance to the cathartic events of the gripping Medea. In contrast to this turbulent streak of brutality in Grecian tragedy stands the world of Greek comedy. Violence in comedy is just as much a part of the plot as it is in tragedy however, this superficial parallel ends the similarity amid the two types of stories. Violence in a comedy has its own motives, its own consequences, and its own types of influence, and these differences accum ulate to bring a whole new, non-tragic light to the ideas of violence and action in the overall storyline. Between Greek tragedy and comedy, every aspect of violence is different, and the ramifications of this disagreement are far-reaching. A first comparison of violence in the midst of The Medea and Lysistrata leads to an important and ironic conclusion. In The Medea, violence is a pivotal component of the storys message. Medea herself is easily the most physically violent character in the story, and her methods in its plot resort to pain and death when there is conflict in need of resolution. Despite this, the actual tension in the story is not born of violence rather, it is born of love and social strife. Jason, Medeas husband, is taking a n... ...akes something a comedy and what makes something tragic. Works Cited Aeschylus the Oresteia trans. Robert Fagles, New York Penguin Books, 1976. Antigone by Sophocles. Translated by R. C. Jebb. no pag. http//classics.mit.edu/Soph ocles/antigone.html Euripedes. Medea, in Euripedes I. Ed. David Grene and Richmond Lattimore. dough University of Chicago Press, 1955. Goldhill, S. Reading Greek Tragedy, Cambridge Cambridge University Press, 1986. Heidegger, Martin. The Ode on Man in Sophocles Antigone. In Sophocles A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ Prentice-Hall, Inc., 1966. Lucas, F.L. Euripides and His Influence. NY cooper Square, 1963. McDermott, E A (1989) Euripides Medea The Incarnation of Disorder. Pennsylvania State UniversityUSA

Tuesday, May 28, 2019

Americaa Role in Iraq Essay -- Argumentative Persuasive Essays

Americaa Role in Iraq As Afghan opposition groups and U.S. armed forces continue their successes in the war against the Taliban and al Qaeda, the American make out has quickly turned to the question of where the fight against terrorism should go next. In numerous public statements, President Bush has talked about a wide-ranging campaign against global terrorism. He has not committed to military operations against any other countries or terrorist organizations, but he has made it carry that the broader struggle against terrorism will be a long-lasting effort that could include the use of military force in regions beyond Afghanistan. A material case can be made that Iraqs leader, Saddam Hussein, is so threatening to his peck, his neighbors, and U.S. interests that the United States should use military force, unilaterally if necessary, to overthrow him. Proponents of such an approach, however, often disparage the costs and risks involved. Instead of mounting a U.S. attack on Iraq a s part of the current campaign, the Bush administration should take advantage of its success in Afghanistan to pressure allies and regional players to isolate Saddams regime and to reinforce deterrence in an unambiguous way. A new Bush Doctrine should announce that Baghdads apply for terrorist networks, transfer of weapons of mass destruction to terrorist groups or individuals who target the United States, or the harboring of such terrorists will be considered an act of war and lead immediately to an American military intervention to overthrow the regime.Targeting IraqThere are many potential targets for a possible post-Afghanistan var. of the warAbu Sayyaf guerrilla bases in the Philippines, for example, as well up as terrorist headquarters and training camps in Somalia, Syria, and Lebanon. But none is more consequential or more prominent in the current policy debate than Saddam Husseins regime in Iraq. Numerous outside analysts and (more privately) some senior Bush administrati on officials are already making the case that the next phase in the war on terrorism should be an effort to overthrow the Iraqi regimeif necessary, with U.S. military force. On November 26, President Bush himself appeared to raise the punt on the Iraq debate, stating that Saddam would find out what was in store for him if he failed to heed international demands to allow inspector... ...ime that would crack down on Iraqi smuggling, concenter sanctions more specifically on the Baghdad leadership and weapons of mass destruction capabilities, and make civilian goods available for easier import into Iraq. Meaningful searches for Iraqs WMD capabilities would also be desirable, but only if they would be more effective than those of the late 1990s. Americas allies and the regional powers need to understand that if Iraq cannot be contained with sanctions and stronger nonproliferation efforts, Washington may last have to use force to achieve that goal.The U.S. administration should make i t clear to the rest of the world that it cares a lot more about the well-being and prospective of the Iraqi population than does Saddam Hussein, and it should hold out a vision of American support for a future Iraq under a different regime. strengthen deterrence, more vigilant nonproliferation efforts, and smarter sanctions will not make the Persian Gulf region risk-free or immediately free the Iraqi people from a brutal dictatorship. But they will serve the core goal of helping to prevent future terrorist actions like those of September 11 at a reasonable military and strategic cost.

Americaa Role in Iraq Essay -- Argumentative Persuasive Essays

Americaa Role in Iraq As Afghan opposition groups and U.S. armed forces continue their successes in the war against the Taliban and al Qaeda, the American debate has quickly dark to the question of where the fight against terrorist act should go next. In numerous public statements, President Bush has talked ab pop a wide-ranging campaign against global terrorism. He has not committed to military operations against any other countries or terrorist organizations, but he has make it clear that the broader struggle against terrorism testament be a long-lasting effort that could include the use of military force in regions beyond Afghanistan. A strong case can be made that Iraqs leader, Saddam Hussein, is so threatening to his people, his neighbors, and U.S. interests that the United States should use military force, unilaterally if necessary, to overthrow him. Proponents of such an approach, however, often underestimate the costs and risks involved. Instead of mounting a U.S. attack o n Iraq as part of the current campaign, the Bush administration should take advantage of its success in Afghanistan to pressure allies and regional players to confiscate Saddams regime and to reinforce deterrence in an unambiguous way. A new Bush Doctrine should announce that capital of Iraqs support for terrorist networks, transfer of weapons of mass destruction to terrorist groups or individuals who target the United States, or the harboring of such terrorists go forth be considered an act of war and lead immediately to an American military intervention to overthrow the regime.Targeting Iraq in that location are many potential targets for a possible post-Afghanistan phase of the warAbu Sayyaf guerrilla bases in the Philippines, for example, as well as terrorist headquarters and training camps in Somalia, Syria, and Lebanon. But none is to a greater extent consequential or more prominent in the current policy debate than Saddam Husseins regime in Iraq. many outside analysts and (more privately) some senior Bush administration officials are already making the case that the next phase in the war on terrorism should be an effort to overthrow the Iraqi regimeif necessary, with U.S. military force. On November 26, President Bush himself appeared to raise the ante on the Iraq debate, stating that Saddam would find out what was in store for him if he failed to heed international demands to allow inspector... ...ime that would crack down on Iraqi smuggling, focus sanctions more specifically on the Baghdad leadership and weapons of mass destruction capabilities, and make civilian goods available for easier import into Iraq. Meaningful searches for Iraqs WMD capabilities would also be desirable, but only if they would be more effective than those of the late 1990s. Americas allies and the regional powers need to understand that if Iraq cannot be contained with sanctions and stronger nonproliferation efforts, Washington may ultimately have to use force to strive th at goal.The U.S. administration should make it clear to the rest of the world that it cares a lot more about the well-being and future of the Iraqi population than does Saddam Hussein, and it should exact out a vision of American support for a future Iraq under a different regime. Reinforced deterrence, more vigilant nonproliferation efforts, and smarter sanctions will not make the Persian Gulf region risk-free or immediately free the Iraqi people from a brutal dictatorship. But they will serve the core goal of helping to prevent future terrorist actions like those of September 11 at a reasonable military and strategic cost.

Monday, May 27, 2019

Alice Walkers depiction of men in The Color Purple Essay

Alice Walkers depiction of workforce in The food colour Purple has been controversial. Explore the opinions of the devil critics printed below and relieve your own view of the way Walker presents men in The Colour Purple. In The Color Purple, Alice Walkers depiction of men has been seen by some as controversial. Walker seems to be attacking black men because of their mistreatment of black women. Although, there is another force at work in this powerful, and emotional, accommodate. That force is the unlearned testimony which Walker cannot control, because it was not deliberately written to be part of her story.Between the lines of her story is the strong sum of personal rage rage which cannot be hidden. The rage can be seen throughout the novel in numerous forms the words used by Walker, that are strong and emotive the portrayal of the characters, from innocent, standardized Celie, to evil, like Mr. Alphonso and the realism in which the characters are brought to life, because of the real anger used to describe them. Therefore, in considering the opinions of the two opposing critics, this circumstance must be borne in mind.The first critic, Tony Brown, wrote an article about The Color Purple for the Carolina Peacemaker. He has many views on the book, and expresses those views confidently. Brown admits in his article that some men drive assail their daughters, some black men have raped their daughters, However, immediately afterwards, he is stating his defence of black men. He defends himself instantly, saying that the majority of black men have not. He thus speaks of the problem that black men have when it comes to loving, saying the love has been drained out by the brutality of a society panic-struck over black masculinity. Brown then goes on to tackle the issue of lesbian affairs in the book, and that they give women emotional and sexual salvation He defends his position saying that this is not the case in the real world, so far though many fr ustrated black women seem to want to believe. Brown then admits that some black men are like Walkers characters, he says they are but, sad examples He also says the book focuses only on the failings of black men, and that black men are being abused by a white mans movie.He is blaming everyone else. Famous black men are mentioned by Brown in his argument, and the fact that they were non-incestuous and non-brutalizing and had healthy relationships with women. He states that, Their women never needed a Shug. Brown fails to support his argument about famous black males though, he merely mentions their names briefly. Brown blames the publishers in the final part of the extract. He says that white men and women only publish books by black women, or human black men, and then label them as being the black experience.Brown is constantly blaming others throughout his extract, he never accepts responsibility for the actions of black men he merely shirks the blame to other people. The secon d critic writes as a response to Browns article, their name is not given. Their argument defends The Color Purple, and retorts to Browns scathing attack of Walkers depiction of men in the book. The critic opens their response with the line that states the book is, strictly metaphor They stress though, that Walker has written about real suffering, and the ideas were not conjured up by the imagination of Walker.The critic then speaks of the books content, and speaks of Walkers characterisation. The critic gives Celie as an example of a woman who grew from her own strength, a self-assured, strong woman even if it was at the expense of a few male egos. After stating the facts in the book and showing the main character development, the critic then launches a scathing attack upon black men, saying that, the shoe is such a dependable fit that it becomes downright uncomfortable Meaning that, the black men are offended, because the book is too truthful for their liking.The critic the n emphasises that Walkers message is that of oppression, and that it is, ugly no matter what colour it is. They state that oppression is wrong, and that the message given by the book mustnt be forgotten, or else the ugliness testament live on, and continue to breed. In the closing lines of the critics argument, the critic states that the book is a story about black women not a book that is against black men. Brown is then contradicted by the anonymous critic, as they write that Walkers is a feminist book, and that it is not specifically against black men, even though black men are on the defensive because of it, black men protesting and licking their wounded egos. Both critics focused on actual events in the book relationships in the book the powerful difference between men and women the differences between sex and the raw influence in sexual matters. In evoke of this, both critics overlooked the power in the book, that being of Alice Walkers real message which encompasses so m uch of bitterness and grief experienced by black people in the USA. In my opinion, the men in The Color Purple presented during anger, Walkers anger when writing. Therefore, the presentation of men is diagonal.Personally speaking, I think the depiction of men in the novel is true that is, all aspects of the male personality are represented by Walkers characters, from kind-heartedness in Reverend Mr (Samuel) to brutal cruelty, seen in Albert. The way in which Walker writes, with such conviction and passion about her characters makes the depiction true, it cannot be fained. The slightly biased view on the male characters in the novel is so because Walker only shows two good black, male characters Samuel and Harpo. Harpo cares deeply for his family, and loves them sincerely, but his sensitivity causes him to be dominated over by his wife.Samuel does so much to help Nettie he takes her in after Alberts assault on her. He educates her, shows her new and provoke places abroad. The marr iage between Samuel and Corrine also knows no cruelty, no violence or sexual abuse. This example is compared to several other male characters that are portrayed as raging, unprincipled creatures. An example of a raging, unprincipled creature, as shown by Walker, would be Mr. Alphonso, he rapes his own step-daughter, on more than one occasion, and then when Celie gave birth to two children, he gave them away. This was not the act of a decent human being.

Sunday, May 26, 2019

Warehousing

Lecturers Comment 3/3 4 Overall own paragraph structure and logical flow (not cut and paste) 5 Overall grammar and sentence structures 6/6 Lecturers overall comment 15/15 / 15 All material contained within the thesis, including without limitation text, logos, icons, photographs and all early(a) artwork, is copyright material of Aviation Management College unless otherwise stated. Use may be made of any material contained within the thesis for non-commercial purposes from the copyright holder.Commercial usage of material may only be made with the express, prior, written permission of Aviation Management College. Copyright Aviation Management College Abstract of thesis presented to the table of Aviation Management College In lifetime of the requirement for the Diploma in Flight Operation Management Abstract Aviation Management College Diploma in Flight Operation Management The movement of materials and goods between point of origin and point of use involves storage, transportation, and handling. This is where logistics and warehouse management plays a critical role.The crux Of logistics and warehouse is getting the right goods to the right place at the right time. From production to distribution, manufacturers often have a plant with raw materials on hand and a warehouse nearby where additional materials can e kept. Some manufacturers have central warehouses that feed smaller local warehouses to optimize distribution routes in major markets. Inaccurate information regarding quantities, storage locations, pricing and identification remain the biggest problem in logistics and warehouse management.These inaccuracies may arise from order adjustments, human handling, long bear on procedures, miscalculations, lack of automation, or poor management systems. In addition to these problems, businesses have to be concerned with the flow of products and information both within the equines and in the wider confer chain. In order to make products available for end cons umers, businesses must manage their logistics and warehousing in terms of product movement and demand management. They need to survive what is selling in the stores in order to both anticipate and respond to changes in demand.Acknowledgements Salaam Shatter and Salaam 1 Malaysia, Compliments to all and sundry, I am very(prenominal) delighted to utter that I have successfully accomplished my assignment with no uncertainties and postponement. During implementing my task, faced some problems but Andre to explain it everything fittingly and intelligently. First of all, I would like to address my big thanks to my lecturer, Madam Maria for choosing me this theme. Without her guidance, might fail to produce my assignment on time. She supported me from the very beginning to generate a good and best result.In addition, would like to express a million thanks to the Director Of Aviation Management College, Captain ABA. capital of Jordan Manson for giving me this golden prospect to produce m y very own assignment based on my critical thinking skills and knowledge that have gained throughout my days here in Aviation Management College. Last but not least, thank you to all my fellow friends that bond around with me throughout the whole termination of my project paper 1. They guided me by giving, advising, sharing and also exchanging information and thoughts to produce the best assignment.

Saturday, May 25, 2019

Back to School

patronage to School A Comparative Essay base on balls stern into domesticate for the first period in years send a rush of memories by my mind, from the tree I used to climb after shoal to the conversation that lead to the premature personnel casualty of my virginity and so much more. Surprisingly, my emotions lead me to something else alto bunkher reckon at the dull concrete walls, iron lace windows and towering fences I realized commonplace school truly is a prison. Mind you, your average pump or high school may not have iron bars or shackles only if you can bet your bottom dollar public schools and prisons are more a give care than not.Both include guards, gangs, move cafeterias with bad food, strict schedules determined by spirant bells, signed documents in array to array in or out and only God drive ins who pass on get out alive. The only things somewhat jolly about my former schools are the educatee murals cockamamie and damaged by barbaric vandals. Every st udent gets the same sentence three consecutive sentences of five years, three years and four years in the beginning you can be considered a productive constituent of society. You might get out early for slap-up behavior, but you are probably more apt(predicate) to end up with time added on.Thinking back to my time in the Big House I always felt like a criminal. Between the IDs and hall passes it seemed like no matter where I went in that location was someone making sure I didnt do something horrible. Getting sent to the torture chamber called The Hole for the most asinine things like having a pack of matches, a metal fork or even wearing a polo that wasnt in effect(p) the right shade of green. The Hole truly was psychological torture a tiny room with no clocks (youd drop your phone and take in a box as you walked into the room), the temperature was for good set to 50 degrees Fahrenheit.If a single intelligence agency was spoken (without permission from the teacher) it ga ve you an automatic extra daytime in The Hole and youd be marched into the stale cafeteria far too late in the afternoon to avoid socialization. Another way of getting sent to The Hole was to be caught out of class without your student IDyou could be on your way to your locker to get the ID and youd be sent to The Hole for the stay put of the day. Speaking of IDs, going back to school this foregone week, I got a taste of the good darkened days.Trying to get into my disused high school was like trying to break into Fort Knox. Having to squeeze out three different forms of ID, they still spurned my entry. Its almost funny how even though Ive graduated, every employee I encountered somehow throw me intent like a criminal-just like they did back when I was still a student. My first wait was my high school and I was told in order to enter the school (just to look around) I had to make an appointment a month in advance. later on hearing that I desided to hightail it over to m y old midsection school, this proved just as fruitless.At the middle school I was finally able to announce to a vice principal who told me I could move up back after school hours my joy was misfortunate lived when he told me I could only walk by means of the echoing breezeway which I had already walked by to get to the administration office. For the last time in my life, I walked out of the school feeling loathsome and reprehensible, until I got into my car. As my engine hummed it hit me I give never have to go back in that respectand I go forth never have to feel like a criminal again.Considering the fact that I dont do anything illegal, I know I wont have to face either form of incarceration again. Also, I provide never make my future children suffer through public schooling or what I like to call Prison Life Training instead, they will either be homeschooled or attend clandestine school. I was so flabbergasted by my mistreatment I had to write where my pen lead me. All in all, prison, grade school, its all the same to me and no matter of which one a person is in they two feel asphyxiating and confining.Back to SchoolBack to School A Comparative Essay Walking back into school for the first time in years sent a rush of memories through my mind, from the tree I used to climb after school to the conversation that lead to the premature loss of my virginity and so much more. Surprisingly, my emotions lead me to something else altogetherlooking at the dull concrete walls, iron laced windows and towering fences I realized public school truly is a prison. Mind you, your average middle or high school may not have iron bars or shackles but you can bet your bottom dollar public schools and prisons are more alike than not.Both include guards, gangs, crowded cafeterias with bad food, strict schedules determined by vociferous bells, signed documents in order to get in or out and only God knows who will get out alive. The only things somewhat cheery about my f ormer schools are the student murals cracked and damaged by barbaric vandals. Every student gets the same sentence three consecutive sentences of five years, three years and four years before you can be considered a productive member of society. You might get out early for good behavior, but you are probably more likely to end up with time added on.Thinking back to my time in the Big House I always felt like a criminal. Between the IDs and hall passes it seemed like no matter where I went there was someone making sure I didnt do something horrible. Getting sent to the torture chamber called The Hole for the most asinine things like having a pack of matches, a metal fork or even wearing a polo that wasnt just the right shade of green. The Hole truly was psychological torture a tiny room with no clocks (youd drop your phone and watch in a box as you walked into the room), the temperature was permanently set to 50 degrees Fahrenheit.If a single word was spoken (without permission from the teacher) it gave you an automatic extra day in The Hole and youd be marched into the musty cafeteria far too late in the afternoon to avoid socialization. Another way of getting sent to The Hole was to be caught out of class without your student IDyou could be on your way to your locker to get the ID and youd be sent to The Hole for the rest of the day. Speaking of IDs, going back to school this past week, I got a taste of the good old days.Trying to get into my old high school was like trying to break into Fort Knox. Having to pull out three different forms of ID, they still rejected my entry. Its almost funny how even though Ive graduated, every employee I encountered somehow made me feel like a criminal-just like they did back when I was still a student. My first stop was my high school and I was told in order to enter the school (just to look around) I had to make an appointment a month in advance. After hearing that I desided to hightail it over to my old middle school, thi s proved just as fruitless.At the middle school I was finally able to speak to a vice principal who told me I could come back after school hours my joy was short lived when he told me I could only walk through the echoing breezeway which I had already walked through to get to the administration office. For the last time in my life, I walked out of the school feeling loathsome and reprehensible, until I got into my car. As my engine hummed it hit me I will never have to go back thereand I will never have to feel like a criminal again.Considering the fact that I dont do anything illegal, I know I wont have to face either form of incarceration again. Also, I will never make my future children suffer through public schooling or what I like to call Prison Life Training instead, they will either be homeschooled or attend private school. I was so flabbergasted by my mistreatment I had to write where my pen lead me. All in all, prison, grade school, its all the same to me and regardless of which one a person is in they both feel asphyxiating and confining.Back to SchoolBack to School A Comparative Essay Walking back into school for the first time in years sent a rush of memories through my mind, from the tree I used to climb after school to the conversation that lead to the premature loss of my virginity and so much more. Surprisingly, my emotions lead me to something else altogetherlooking at the dull concrete walls, iron laced windows and towering fences I realized public school truly is a prison. Mind you, your average middle or high school may not have iron bars or shackles but you can bet your bottom dollar public schools and prisons are more alike than not.Both include guards, gangs, crowded cafeterias with bad food, strict schedules determined by vociferous bells, signed documents in order to get in or out and only God knows who will get out alive. The only things somewhat cheery about my former schools are the student murals cracked and damaged by barbaric van dals. Every student gets the same sentence three consecutive sentences of five years, three years and four years before you can be considered a productive member of society. You might get out early for good behavior, but you are probably more likely to end up with time added on.Thinking back to my time in the Big House I always felt like a criminal. Between the IDs and hall passes it seemed like no matter where I went there was someone making sure I didnt do something horrible. Getting sent to the torture chamber called The Hole for the most asinine things like having a pack of matches, a metal fork or even wearing a polo that wasnt just the right shade of green. The Hole truly was psychological torture a tiny room with no clocks (youd drop your phone and watch in a box as you walked into the room), the temperature was permanently set to 50 degrees Fahrenheit.If a single word was spoken (without permission from the teacher) it gave you an automatic extra day in The Hole and youd be marched into the musty cafeteria far too late in the afternoon to avoid socialization. Another way of getting sent to The Hole was to be caught out of class without your student IDyou could be on your way to your locker to get the ID and youd be sent to The Hole for the rest of the day. Speaking of IDs, going back to school this past week, I got a taste of the good old days.Trying to get into my old high school was like trying to break into Fort Knox. Having to pull out three different forms of ID, they still rejected my entry. Its almost funny how even though Ive graduated, every employee I encountered somehow made me feel like a criminal-just like they did back when I was still a student. My first stop was my high school and I was told in order to enter the school (just to look around) I had to make an appointment a month in advance. After hearing that I desided to hightail it over to my old middle school, this proved just as fruitless.At the middle school I was finally able to sp eak to a vice principal who told me I could come back after school hours my joy was short lived when he told me I could only walk through the echoing breezeway which I had already walked through to get to the administration office. For the last time in my life, I walked out of the school feeling loathsome and reprehensible, until I got into my car. As my engine hummed it hit me I will never have to go back thereand I will never have to feel like a criminal again.Considering the fact that I dont do anything illegal, I know I wont have to face either form of incarceration again. Also, I will never make my future children suffer through public schooling or what I like to call Prison Life Training instead, they will either be homeschooled or attend private school. I was so flabbergasted by my mistreatment I had to write where my pen lead me. All in all, prison, grade school, its all the same to me and regardless of which one a person is in they both feel asphyxiating and confining.

Friday, May 24, 2019

Xcom Week

I can see how this must have been a business nightm be with the storage of this instruction. Now with our advance technology we argon adapted to order faster, save discipline to disc or the hard drive of the business computers which will allow faster references for future sales. With the invention of things like Pads, cellular phones, and the galore(postnominal) sites which can be utilized to advance business for the businessman/ businesswoman. By utilizing sites like yahoo, face book, and twitter Just to name a few, a business can promote with-in.Most of these sites communicate effectively the current promotions of the business, although this is not to say there are thousands more who do not for they may or may not trust the internet security which is a major concern for any business. Although the business world is ever changing some of the disadvantages are when training new employees on these devices and the numbers of errors which could be obtained. The use of Pads allows for better time management by allowing the user to see their daily schedule.There are many software programs out there to help with the functions of your business. For instance, Microsoft Office would be a great start for helping to keep your business moving on the rightly track. Also there are services out there Like set forth companies to keep all of your back-up Information sound and secure If there happens to be a failure on your end you can recover all of your Information and feel safe In he knowledge that your business Information Is stored and secure for the future.There Is also the processes of Including and IT department In your organization that will be on site to take care of all your computer needs. Keeping your computers, Information, and servers safe should be a top priority. Com/285 Week 1 By Madagascar I believe that in the world today the advance technology has helped many businesses which were other struggling. There are places like restaurants and other fast food places which use to put long hours in keeping track of the inventory, information.Now with our advance technology we are able to order faster, save your business moving on the right track. Also there are services out there like offset companies to keep all of your back-up information safe and secure if there happens to be a failure on your end you can recover all of your information and feel safe in the knowledge that your business information is stored and secure for the future. There is also the processes of including and IT department in your organization information, and servers safe should be a top priority.

Thursday, May 23, 2019

Bag of Bones CHAPTER FOUR

The ph whiz was ringing when I walked in my front door. It was Frank postulation me if Id ilk to join him for Christmas. Join them, as matter of fact all told of his br otherwise(a)s and their families were coming.I opened my m go forthh to sound reveal no the fit thing on earth I needed was a Irish Christmas with everybody drinking whiskey and waxing sen cadencental round Jo while perhaps two dozen snotcaked rugrats crawled near the floor and heard myself saying Id come.Frank sounded as surprised as I felt, simply honestly delighted. Fantastic He cried. When tidy sum you get hither?I was in the hall, my galoshes dripping on the tile, and from where I standing I could look through the arch and into the living room. There was no Christmas tree I hadnt bo on that pointd with one since Jo died. The room looked both ghastly and much too big to me . . . a roller rink furnished in Early American.Ive been out outpouringning errands, I said. How about I throw some in a bag, get clog into the car, and come south while the still blowing tippy air?Tremendous, Frank said without a moments hesitation. We can read us a sane bachelor evening before the Sons and Daughters of East Malden start arriving. Im move you a drink as soon as I get off the telephone.Then I guess I better get rolling, I said.That was hands down the best holiday since Johanna died. The only mature holiday, I guess. For four days I was an honorary Arlen. I drank too much, toasted Johannas retentivity too many meters . . . and knew, somehow, that shed be pleased to discern I was doing it. Two babies spit up on me, one dog got into bed with me in the middle of the night, and Nicky Arlens sister-in-law made a bleary pass at me on the night subsequently Christmas, when she caught me alone in the kitchen making a turkey sandwich. I kissed her because she clearly involveed to be kissed, and an adventurous (or perhaps mischievous is the word I want) hand groped me for a moment in a ru n where no one other than myself had groped in almost threesome and a half years. It was a shock, but not an entirely unpleasant one.It went no further in a houseful of Arlens and with Susy Donahue not quite officially divorced yet (like me, she was an honorary Arlen that Christmas), it vexedly could have done but I decided it was age to leave . . . unless, that was, I wanted to go driving at high speed down a narrow street that most likely ended in a brick wall. I left on the twenty-seventh, very glad that I had come, and I gave Frank a fierce goodbye hug as we stood by my car. For four days I hadnt thought at all about how on that point was this instant only dust in my safe-deposit box at faithfulness Union, and for four nights I had slept straight through until eight in the morning, sometimes waking up with a sour stomach and a hang everywhere headache, but never once in the middle of the night with the thought Manderley, I have dreamt over again of Manderley going throug h my mind. I got cover version to Derry feeling novel and renewed.The first day of 1998 dawned clear and cold and still and beautiful. I got up, showered, past stood at the bedroom window, drinking coffee. It suddenly occurred to me with all the simple, great powerful reality of ideas like up is over your head and down is nether your feet that I could write now. It was a new year, something had changed, and I could write now if I wanted to. The quaver had rolled a government agency.I went into the study, sat down at the com disgorgeer, and turned it on. My heart was beating normally, thither was no sweat on my forehead or the back of my neck, and my hands were warm. I pulled down the main menu, the one you get when you click on the apple, and there was my Word Six. I clicked on it. The pen-and-parchment logo came up, and when it did I suddenly couldnt confidential informatione. It was as if iron bands had clamped around my chest. I pushed back from the desk, gagging and cla wing at the round neck of the sweatshirt I was wearing. The wheels of my office chair caught on little throw rug one of Jos queue ups in the last year of her life and I tipped right over backward. My head banged the floor and I saw a leak of bright sparks go whizzing across my field of vision. I suppose I was lucky to black out, but I deal my real luck on unsanded Years Morning of 1998 was that I tipped over the way I did. If Id only pushed back from the desk so that I was still looking at the logo and at the hideous blank screen followed it I presuppose I might have choked to death.When I staggered to my feet, I was at least suitable to breathe. My throat the size of a straw, and each inhale made a weird screaming sound, but I was breathing. I lurched into the bathroom and threw up in the basin with such force that vomit splashed the mirror. I grayed out and my knees buckled. This time it was my brow I struck, thunking it against the lip of the basin, and although the bac k of my head didnt bleed there was a very respectable lump there by noon, though), my forehead did, a little. This latter bump also left a purple mark, which I of course lied about, telling folks who asked that Id run into the bathroom door in the middle of the night, silly me, thatll teach a fella to get up at two A.M. without turning on a lamp.,When I regained complete consciousness (if there is such a state), I was curled up on the floor. I got up, disinfected the cut on my forehead, and sat on the lip of the tub with my head lowered to my knees until I felt confident enough to stand up. I sat there for fifteen minutes, I guess, and in that space of time I decided that barring some miracle, my career was over. Harold would scream in distress and Debra would moan in disbelief, but what could they do? Send out the Publication Police? me with the Book-of-the-Month-Club Gestapo? Even if they could, what difference would it make? You couldnt get sap out of a brick or blood out of a s tone. Barring some miraculous recovery, my life as a writer was over.And if it is? I asked myself. Whats on for the back forty, microphone? You can turn of events a drawing card of Scrabble in forty years, go on a lot of Crossword Cruises, drink a lot of whiskey. But is that enough? What else are you going to put on your back forty?I didnt want to think about that, not then. The next forty years could take care of themselves I would be happy nevertheless to get through New Years Day of 1998.When I felt I had myself under control, I went back into my study, shuffled to the computer with my eyes resolutely on my feet, felt around for the right button, and turned off the machine. You can damage the program conclusion down like that without putting it away, but under the circumstances, I hardly thought it mattered.That night I once again dreamed I was walking at twilight on Lane Forty-two, which leads to Sara Laughs once more I wished on the evening star as the loons cried on the l ake, and once more I sensed something in the woods behind me, edging ever closer. It seemed my Christmas holiday was over.That was a hard, cold winter, lots of snow and in February a flu plaguey that did for an awful lot of Derrys old folks. It took them the way a hard wind pull up stakes take old trees after an ice storm. It missed me completely. I hadnt so much as a case of the sniffles that winter.In March, I flew to Providence and took part in Will Wengs New England Crossword Challenge. I placed fourth and won fifty bucks. I framed the uncashed check and hung it in the living room. Once upon a time, most of my framed Certificates of Triumph (Jos phrase all the good phrases are Jos phrases, it seems to me) went up on my office walls, but by March of 1998, I wasnt going in there very much. When I wanted to play Scrabble against the computer or do a encumbranceney-level crossword puzzle, I used the Power apply and sat at the kitchen table.I remember sitting there one day, openi ng the Powerbooks main menu, going down to the crossword puzzles, then dropping the cursor two or three items further, until it had highlighted my old pal, Word Six.What swept over me then wasnt frustration or impotent, balked fury (Id experienced a lot of both since finishing All the Way from the Top), but sadness and simple coarseing. flavour at the Word Six icon was suddenly like looking at the pictures of Jo I kept in my wallet. Studying those, Id sometimes think that I would get by my immortal soul in order have her back again . . . and on that day in March, I thought I would sell my soul to be able to write a story again.Go on and try it, then, a voice whispered. Maybe things have changed.Except that postal code had changed, and I knew it. So instead of opening Word Six, I moved it across to the trash barrel in the lower righthand corner of the screen, and dropped it in. Goodbye, old pal.Weinstock called a lot that winter, mostly with good news. Early in March she reported that Helens Promise had been picked as one half of the Literary Guilds main selection for August, the other half a legal thriller by Steve Martini, another veteran of the eight-to-fifteen segment of the Times bestseller list. And my British publisher, Debra, loved Helen, was sure it would be my breakthrough book. (My British sales had always lagged.)Promise is sort of a new direction for you, Debra said. Wouldnt you say?I kind of thought it was, I confessed, and wondered how Debbie respond if I told her my new-direction book had been written a dozen years ago.Its got . . . I dont make do . . . a kind of maturity.Thanks.Mike? I think the connections going. You sound muffled.Sure I did. I was prickly down on the side of my hand to keep from howling with laughter. Now, cautiously, I took it out of my mouth and examined the bite-marks. Better?Yes, lots. So whats the new one about? cast off me a hint.You know the answer to that one, kiddo.Debra laughed. Youll have to read the book to find out, Josephine, she said. Right?Yessum. hearty, keep it coming. Your pals at Putnam are crazy about the way youre fetching it to the next level.I said goodbye, I hung up the telephone, and then I laughed wildly for about ten minutes. Laughed until I was crying. Thats me, though. Always taking it to the next level.During this conclusion I also agreed to do a phone interview with a Newsweek writer who was putting together a piece on The New American Gothic (whatever that was, other than a phrase which might sell a few magazines), and to sit for a Publishers Weekly interview which would appear just before publication of Helens Promise. I agreed to these because they both sounded softball, the sort of interviews you could do over the phone while you read your mail. And Debra was delighted because I ordinarily say no to all the publicity. I hate that part of the job and always have, especially the hell of the live TV chat-show, where nobodys ever read your goddam book and the f irst question is always Where in the world do you get those wacky ideas? The publicity process is like going to a sushi bar where youre the sushi, and it was enormous to get past it this time with the feeling that Id been able to give Debra some good news she could take to her bosses. Yes, she could say, hes still being a booger about publicity, but I got him to do a couple of things.All through this my dreams of Sara Laughs were going on not every night but every heartbeat or third night, with me never thinking of them in the daytime. I did my crosswords, I bought myself an acoustic steel guitar and started learning how to play it (I was never going to be invited to tour with Patty Loveless or Alan Jackson, however), I scanned each days bloated obituaries in the Derry News for names that I knew. I was pretty much dozing on my feet, in other words.What brought all this to an end was a call from Harold Oblowski not more than three days after Debras book-club call. It was storming out-side a vicious snow-changing-over-to-sleet event that proved to be the last and biggest blast of the winter. By mid-evening the power would be off all over Derry, but when Harold called at five P.M., things were just getting cranked up.I just had a very good conversation with your editor, Harold said. A very enlightening, very energizing conversation. Just got off the in fact.Oh?Oh indeed. Theres a feeling at Putnam, Michael, that this latest of yours whitethorn have a positive effect on your sales position in the market. Its very strong.Yes, I said, Im taking it to the next level.Huh?Im just blabbing, Harold. Go on.Well . . . Helen Nearings a great lead character, and Skate is your best villain ever.I said nothing.Debra raise the possibility of making Helens Promise the opener of a three-book contract. A very lucrative three-book contract. All without prompting from me. Three is one more than any publisher has wanted to commit to til now. I mentioned nine million dollars, th ree per book, in other words, expecting her to laugh . . . but an agent has to start somewhere, and I always choose the highest ground I can find. I think I must have Roman military officers somewhere back in my family tree.Ethiopian rug-merchants, more like it, I thought, but didnt say. I felt the way you do when the dentist has gone a little heavy on the Novocain and flooded your lips and tongue as well as your bad tooth and the firearm of gum surrounding it. If I tried to talk, Id probably only flap and spread spit. Harold was almost purring. A three-book contract for the new mature Michael Noonan. Tall tickets, baby. This time I didnt feel like laughing. This time I felt like screaming. Harold went on, happy and oblivious. Harold didnt know the bookberry-tree had died. Harold didnt know the new Mike Noonan had cataclysmic shortness of breath and projectile-vomiting fits every time he tried to write.You want to hear how she came back to me, Michael?Lay it on me.Well, nines obvio usly high, but its as good a place to start as any. We feel this new book is a big step forward for him. This is extraordinary. Extraordinary. Now, I havent given anything away, wanted to talk to you first, of course, but I think were looking at seven-point-five, minimum. In fact No.He paused a moment. Long enough for me to realize I was gripping the phone so hard it hurt my hand. I had to make a conscious effort to relax my grip. Mike, if youll just hear me out I dont need to hear you out. I dont want to talk about a new contract.Pardon me for disagreeing, but therell never be a better time. Think about it, for Christs sake. Were talking top dollar here. If you wait until after Helens Promise is published, I cant guarantee that the same offer I know you cant, I said. I dont want guarantees, I dont want offers, I dont want to talk contract.You dont need to shout, Mike, I can hear you.Had I been shouting? Yes, I suppose I had been. are you dissatisfied with Putnams? I think Debra would be very distressed to hear that. I also think Phyllis Grann would do damned near anything to address any concerns you might have.Are you sleeping with Debra, Harold? I thought, and all at once it seemed like the most logical idea in the world that dumpy, fiftyish, balding little Harold Oblowski was making it with my blonde, aristocratic, Smith-educated editor. Are you sleeping with her, do you talk about my future while youre lying in bed together in a room at the Plaza? Are the pair of you essay to figure how many golden eggs you can get out of this tired old goose before you finally squelch its neck and turn it into pat?? Is that what youre up to?Harold, I cant talk about this now, and I wont talk about this now.Whats wrong? Why are you so lost? I thought youd be pleased. Hell, I thought youd be over the fucking moon.Theres nothing wrong. Its just a bad time for me to talk semipermanent contract. Youll have to pardon me, Harold. I have something coming out of the oven. Can we at least discuss this next w No, I said, and hung up. I think it was the first time in my adult life Id hung up on someone who wasnt a telephone salesman.I had nothing coming out of the oven, of course, and I was too upset to think about putting something in. I went into the living room instead, poured myself a short whiskey, and sat down in front of the TV I sat there for almost four hours, looking at everything and seeing nothing. Outside, the storm continued cranking up. Tomorrow there would be trees down all over Derry and the world would look like an ice sculpture.At quarter past nine the power went out, came back on for thirty seconds or so, then went out and stayed out. I took this as a suggestion to stop thinking about Harolds useless contract and how Jo would have chortled the idea of nine million dollars. I got up, unplugged the blacked-out TV so it wouldnt come blaring on at two in the morning (I neednt have worried the power was off in Derry for well two days), and went upstairs. I dropped my clothes at the foot of the bed, crawled in without even bothering to brush my teeth, and was asleep in less than five minutes. I dont how coarse after that it was that the nightmare came.It was the last dream I had in what I now think of as my Manderley series, the culminating dream. It was made even worse, I suppose, by unrelievable blackness to which I awoke.It started like the others. Im walking up the lane, listening to the crickets and the loons, looking mostly at the darkening slot of sky overhead. I reach the road, and here something has changed someone has put a little sticker on the SARA LAUGHS sign. I lean closer and see its a radio station sticker. WBLM, it says. 102.9, PORTLANDS ROCK AND ROLL BLIMP.From the sticker I look back up into the sky, and there is Venus. I wish her as I always do, I wish for Johanna with the dank and vaguely smell of the lake in my nose.Something lumbers in the woods, rattling old leaves and breaking a branch. I t sounds big.Better get down there, a voice in my head tells me. Something has taken out a contract on you, Michael. A three-book contract, and thats the worst kind.I can never move, I can only stand here. Ive got walkers block.But thats just talk. I can walk. This time I can walk. I am delighted. I have had a major breakthrough. In the dream I think This changes everything This changes everythingDown the driveway I walk, deeper and deeper into the clean but sour smell of pine, stepping over some of the fallen branches, kicking others out of the way. I raise my hand to brush the tame hair off my forehead and see the little scratch running across the back of it. I stop to look at it, curious.No time for that, the dream-voice says. Get down there. Youve got a book to write.I cant write, I reply. That parts over. Im on the back forty now.No, the voice says. There is something relentless about it that scares me. You had writers walk, not writers block, and as you can see, its gone. Now hurry up and get down there.Im timid, I tell the voice.Afraid of what?Well . . . what if Mrs. Danvers is down there?The voice doesnt answer. It knows Im not afraid of Rebecca de Winters housekeeper, shes just a character in an old book, nothing but a bag of bones. So I begin walking again. I have no choice, it seems, but at every step my terror increases, and by the time Im halfway down to the shadowy sprawling bulk of the log house, caution has sunk into my bones like fever. Something is wrong here, something is all twisted up.Ill run away, I think. Ill run back the way I came, like the gingerbread man Ill run, run all the way back to Derry, if thats what it takes, and Ill never come here anymore.Except I can hear slobbering breath behind me in the growing gloom, and overstate foot travel. The thing in the woods is now the thing in the driveway. Its right behind me. If I turn around the sight of it will knock the saneness out of my head in a single roundhouse slap. Something wi th red eyes, something slumped and hungry.The house is my only hope of safety.I walk on. The crowding bushes clutch like hands. In the light of a rising moon (the moon has never risen before in this dream, but I have never stayed in it this long before), the rustling leaves look like sardonic faces. I see winking eyes and smiling mouths. Below me are the black windows of the house and I know that there will be no power when I get inside, the storm has knocked the power out, I will flick the lightswitch up and down, up and down, until something reaches out and takes my wrist and pulls me like a lover deeper into the dark.I am three quarters of the way down the driveway now. I can see the railroad-tie steps leading down to the lake, and I can see the float out there on the water, a black square in a underwrite of moonlight. Bill Dean has put it out. I can also see an oblong something lying at the place where driveway ends at the stoop. There has never been such an object before. What can it be?Another two or three steps, and I know. Its a coffin, the one Frank Arlen dickered for . . . because, he said, the mortician was trying to stick it to me. Its Jos coffin, and lying on its side with the top partway open, enough for me to see its empty.I think I want to scream. I think I signify to turn around and run back up the driveway I will take my chances with the thing behind me. But before I can, the back door of Sara Laughs opens, and a terrible figure darting out into the growing darkness. It is human, this figure, and yet its not. It is a crumpled white thing with baggy arms upraised. There is no face where its face should be, and yet it is shrieking in a glottal, loonlike voice. It must be Johanna. She was able to escape her coffin, her winding shroud. She is all tangled up in it.How hideously speedy this creature is It doesnt drift as one imagines ghosts drifting, but races across the stoop toward the driveway. It has been waiting down here during all the dre ams when I had been frozen, and now that I have finally been able to walk down, it means to have me. Ill scream when it wraps me in its silk arms, and I will scream when I smell its rotting, bug-raddled inning and see its dark staring eyes through the fine weave of the cloth. I will scream as the sanity leaves my mind forever. I will scream . . . but there is no one out here to hear me. Only the loons will hear me. I have come again to Manderley, and this time I will never leave.The shrieking white thing reached for me and I woke up on the floor of crying out in a cracked, horrified voice and slamming my head repeatedly against something. How long before I finally realized I was no longer asleep, that I wasnt at Sara Laughs? How long before I realized that I had fallen out of bed at some point and had crawled across the room in my sleep, that I was on my hands and knees in a corner, butting my head against the place where the walls came together, doing it over and over again like a lunatic in an asylum?I didnt know, couldnt with the power out and the bedside clock dead. I know that at first I couldnt move out of the corner because it felt safer than the wider room would have done, and I know that for a long time the dreams force held me even after I woke up (mostly, I imagine, because I couldnt turn on a light and disperse its power). I was afraid that if I crawled out of my corner, the white thing would burst out of my bathroom, shrieking its dead shriek, eager to finish what it had started. I know I was shivering all over, and that I was cold and wet from the waist down, because my bladder had let go.I stayed there in the corner, gasping and wet, staring into the darkness, wondering if you could have a nightmare powerful enough in its imagery to drive you insane. I thought then (and think now) that I almost found out on that night in March.Finally I felt able to leave the corner. Halfway across the floor I pulled off my wet pajama pants, and when I did tha t, I got disoriented. What followed was a miserable and surreal five minutes in which I crawled aimlessly back and forth in my familiar bedroom, bumping into stuff and moaning each time I hit something with a blind, flailing hand. Each thing I affected at first seemed like that awful white thing. Nothing I touched felt like anything I knew. With the reassuring green numerals of the bedside clock gone and my sense of direction temporarily lost, I could have been crawling around a mosque in Addis Ababa.At last I ran shoulder-first into the bed. I stood up, yanked the pillowcase off the extra pillow, and wiped my groin and upper legs with it. Then I crawled back into bed, pulled the blankets up, and lay there shivering, listening to the steady tick of sleet on the windows.There was no sleep for me the rest of that night, and the dream didnt fade as dreams usually do upon waking. I lay on my side, the shivers slowly subsiding, thinking of her coffin there in the driveway, thinking that it made a kind of mad sense Jo had loved Sara, and if she were buy at anyplace, it would be there. But why would she want to hurt me? Why would my Jo ever want to hurt me? I could think of no reason.Somehow the time passed, and there came a moment when I realized the air had turned a dark shade of gray the shapes of the furniture in it like sentinels in fog. That was a little better. That was more it. I would light the kitchen woodstove, I decided, and make strong coffee. Begin the work of getting this behind me.I swung my legs out of bed and raised my hand to brush my sweat-hair off my forehead. I froze with the hand in front of my eyes. I must have scraped it while I was crawling, disoriented, in the dark and to find my way back to bed. There was a shallow, clotted cut across the back, just below the knuckles.

Wednesday, May 22, 2019

Ncfe Swis Assignment 1

SUPPORT WORK IN SCHOOLS Unit 01 Child and preteen Person Development As demote of my preparation to complete Unit 1 Child and Young Person Development, I involve attended taught sessions, under come ton look for using books and the internet, taken give away in group exercises and discussions and considered case studies. I impart excessively completed a sketchsheet and received ingestionful feedback from my tutor. All this has precondition me a better extrapolateing of the theories behind tike and late person emergence and the stages of growth.This information has been extremely useful, giving me the underpinning know guidege subscribeed to carry turn up my role of supporting teaching in the classroom. It has in any case alter my self-confidence curiously in the classroom. In this assignment, I lead discuss the expected prototype of phylogenesis from 0-19 socio-economic classs, including good cases of how teaching clear be advertized in children and young volume and how disparate aspects of development atomic number 18 linkd and stooge be active iodin an other.I volition look at factors which hind end influence the child or young persons development and discuss the potential solvents of different types of transitions on children and young states development and ways in which the individual back tooth be supported at such measures. I entrust also briefly examine the psychological theories put forward by some influential researchers and illustrate the development of the National platform. I pull up stakes discuss observations and assessments and their splendour in education.I will consider the role of confabulation for those who ar involved in supporting teaching and learning. I will also look at the importance of the holistic approach when engaging with pupils and their rights to be treated fairly and as individuals. 1. 1 Describe the expected pattern of children and young multitudes Development from birth to 19 y ears to include a) Physical development b) Communication and intellectual development c) Social, emotional and deportmental developmentThere is an expected pattern or sequence of children and young peoples development from birth to 19 years. This pattern or sequence can help be used to beak a childs development and aid in preparing materials in the classroom to suit the individuals needs. However, every child is unique and will non develop at the same rate in all the knowledge domains of development at the same time. There are some important factors that need to be considered when providing learning opportunities these are the age range of the individuals and the five aspects of child development.The age ranges are 0-3 months, 3-9 months, 9-18 months, and 18months 2 years, 2-3 years, 3-5 years, 5-7 years, 7-12 years, 12-16 years and 16 19 years. The five aspects of child development are Social, Physical, Intellectual, stirred and Communication and Language Development. It is h owever important to note that child and young person development is holistic with each theatre of operations being interconnected. Social development involves developing mixer skills as part of the cordialisation process. This process determines how children relate socially and emotionally to others.Its as part of social development that children will learn demeanor patterns, self-control, independence, awareness of themselves in relation to others and develop an understanding of the needs and rights of others and moral concepts. In social development children age 3-5 will play with each other but by the time they reach the age range of 7-12 years they now want to get to a group. Both age ranges will use language efficaciously to communicate, with 7-12 year olds now suit fitting to communicate very effectively. They are also less(prenominal) bear on somewhat big(a) approval and are to a greater extent concerned about the approval of their peers.Whereas the 3-5 year age gro up are still concerned with seeking adult approval. The 3-5 year olds group are gradually able to share group possessions at playgroup or nursery and 7-12 year olds are able to participate in games with rules and other cooperative activities. Social development is promoted by setting goal and boundaries to encourage socially acceptable behaviour appropriate to the childrens ages and development using praise and rewards as encouragement. It can also be promoted by using books, stories, puppets and play people to help children understand fairness, jealousy, conflict ituations or growing up. Children can also be encouraged to use their self-help skills allowing children the time to do things independently such as choosing play activities or helping to neaten up. Emotional development great power be de bookd as the development of personality and temperament. It includes how a child thinks and find oneselfs about themselves, how they think others see them, how they relate and move wi th others and to their environment and how they express their individual needs and desires. The 7-12 year old group come become less egocentric and understand the feelings, needs and rights of others.By age 12-16 this has veritable get along with the individual being sensitive to their own feelings and to those of others with a growing understanding of the possible causes for why people feel and act as they do. The 7-12 year age group whitethorn be very competitive with rivalry tip to aggressive behaviour whilst the older age group will learn more confidence in their skills and ideas and will be assertive instead than aggressive. Both will argue with others, with the 12-16 year age group having strong opinions which may lead to grudges.The junior age group, although finding it more difficult to forgive and forget than they did at a younger age, tend not to hold grudges. Emotional development can be promoted by using praise and encouragement to help pupils to focus on what they good at and maximise their individual potential. By giving pupils the opportunity to capture decisions and choices, fashioning them feel positive and important and preparing them for decision making at a later stage. Being consistent about rules and discipline so pupils know what is expected of them will further help to promote emotional development.Physical development is an important area of a childs overall development, and many aspects take place automatically as they grow and mature. However, it is crucial that children and young people are given opportunities and support in this area of development. Physical development can be promoted by providing play opportunities. Children could be allowed to explore and experiment with their gross motor skills using play equipment or practising holdome motor skills such as drawing or using play dough.In physical development a 2-3 year old will use a potty whilst a 5-7 year old will be dry apart from the occasional accident. The 2 -3 year old group will be able to undress themselves but will need help with dressing. The 5-7 year olds will now dress themselves. Fine motor skills will be developing in 2-3 year age group, they will be heart-to-heart of feeding themselves and turning pages in a book but by 5-7 years this is much improved with the child now having the fine motor skills in order to be able to use a pencil, to put together a jigsaw and spare their name.This type of development can be promoted by allowing children to be as independent as possible and by using everyday routines to develop fine motor skills such as doing fastenings themselves, setting the table or using a knife and fork. Intellectual development involves the process of gaining, storing, recalling and using information. This development includes interrelate components of perception, thinking, language, problem solving, concepts, memory, concentration and creativity. Children will be constantly gathering sweet information and formulat ing new ideas about themselves and the world around them.In intellectual development for example the 2-3 year old age group is still egocentric but the 5-7 year old begins to see other peoples points of view. Both will enjoy imaginative play. The older age group will have developed a longer attention span listening to longer stories and recalling details. The younger group will concentrate on intricate tasks but for a short length of time. Intellectual development can be promoted by providing attack to materials to increase childrens curiosity such as books, games, toys and play equipment.Participating in the childrens activities to extend their learning and development will also promote development in this area, by intercommunicate questions, providing dissolves and demonstrating how things go to together when necessary. Encouraging children to use their senses to experiment with different materials and explore their environment for example vent on outings to the park, compete with sand and water will promote intellectual development. Communication and language development involves children learning home or community language, as well as modes of language- non-verbal communication, listening, speaking, thinking, reading and writing.Language is a tonality factor in all aspects of childrens development as it gives them access to all aspects of human experience such as communicating with others, relating to others, formulating ideas or expressing feelings. In communication and language development a 2-3 year old will have a vocabulary of between 900 and 1500 dustup this will have increased to 4000-10000 language by time they reach 7-12 years old. A 3-5 year old can listen to and follow simplistic instructions but by time they reach 7-12 years of age they can listen to and follow abstruse sets of instructions and will appreciate complex jokes and word play.The 7-12 year old can give very detailed accounts of past so farts using varied expression and vo cabulary, whilst the 3-5 year old is only capable of giving very simple accounts of past events. Communication and language development in children can be promoted by simply talking to children and showing them what you are talking about by using real objects, picture books or visual/audio aids, by sharing books, stories and rhymes with them and by using straightforward sentences with words appropriate to the childrens level of understanding and development.The National Curriculum is extremely important for those who are involved in education as it is followed my many works in England, Wales and Northern Ireland (academies and private schools do not have to follow it). It was introduced into school in1988 in order to ensure that each pupil was given the same stock(a) of education. The two principal sets of the National Curriculum are 1. The school curriculum should aim to provide opportunities for all pupils to learn and achieve 2.The school curriculum should aim to promote pupil s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. Furthermore, the national Curriculum has four purposes 1. To establish an entitlement 2. To establish standards 3. To promote continuity and coherence 4. To promote public understanding. The Key stages are KS1 ages 5-7, KS2 ages 7-11, KS3 ages 11-14 and KS4 ages 14-16. There are five subjects which are required to be delivered from ages 5-16 years (KS 1- 4) these are English, Mathematics, P. E. Science and I. C. T.The National Curriculum as evolved and has had several shifts or alterations to various aspects of it. For example, The Education Act 2002 sets out the statutory, core and foundation subjects but the above aims and purposes have remained. However, a review of the National Curriculum in 2011 recommended changes which will come into effect in 2013. The review notice states that the National Curriculum will have the following aims 1. To embody rigour and graduate(prenominal) standards to create coherence in what is taught in schools 2. To ensure all children have the opportunity to acquire a core of essential knowledge in the key subject disciplines 3. eyond that core, to allow teachers the freedom to use their professional expertise to help children to realise their potential. Other areas to be considered include what subjects should be compulsory and what children should be taught in the main subjects and at what age. Communication skills are important for those who undertake the supporting teaching and learning role as it is vital in building up strong, positive relationships with colleagues, pupils and parents. Communication is a two way process with a sender (talker) and a receiver (listener). An important aspect of communication is active listening.This can be achieved by giving your satisfying attention, listen, use eye contact, seek clarification if you do not understand something that has been said. Non- verbal communication can be a powerful indicator. For example, leaning forward slightly indicates interest whilst crossing your arms can be seen as a barrier or reluctance to listen. blessed or nodding your head if appropriate are all signs that you are listening. Body stance and gestures and facial expressions are a good indicator of how the communication is progressing, for example a person may look worried or bored.Another important part of communication is asking questions. There are four types of questions and asking the right question at the right time is important. Closed questions are those that can only be answered by the word yes or no. These can be useful for testing your or the other persons understanding. Open questions are ones that cannot be answered by the word yes or no, for example what do you think? Reflective questions are ones that check understanding and allows someone to think about what they have just said. The fourth type of question is leading, this one t hat suggests what the answer might be.Lessons should include a combination of twain open and closed questions and learners should be encouraged to develop their own questioning skills with learners peer assessing each other using open and closed questions. 1. 2 Describe with examples how different aspects of development can affect one another Although development is often divided into different categories, it is important to remember that these are all interconnected and link with one another. Examples of how different aspects of development can affect one another include a.A words impediment, such as stuttering may lead to the individual being unable to communicate properly with other children. The child may get frustrated and conclude from any interaction with other children. They may have little or no self confidence. This can affect emotional and social development as well as communication development. They may be bullied or picked on because of it, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. b. A child who has difficulty in sharing may have problems with social interaction and difficulties making friendships.Other children may avoid them and this can affect the emotional and social development of the child who is unwilling to share as they may feel lonely and neglected. c. A child that is overweight or obese may have difficulties in participating in physical activities such as PE. This will affect not only their physical development but will also impact on the childs social and emotional development as they may feel self-conscious and embarrassed and could be teased or bullied by their peers. 2. 1 Describe with examples the kinds of influences that affect children and young peoples development including a) reach signal ) Health c) Environment Pupils development is influenced by a wide range of factors including, their background, health and the environment in which they are growin g up. These will all have an impact on the different areas of development and it is at that placefore important to have awareness of these factors. a. Background Parents are extremely important in childrens lives especially in the early years. Most parents do a very good job of nurturing and providing for their children, providing a good diet, caring for them and offering opportunities for play and socialisation.Offering support to their children by being involved, helping with homework and showing interest in what the child does. This care has a significant positive impact on childrens development especially in areas of social, intellectual and emotional development. Some parents are unable to provide such care and this can negatively affect childrens development. For example those with conditions such as depression, alcoholism or drug addiction may neglect their children and be unable to provide them with opportunities for play and socialisation.Older siblings may have to take o n a caring role for younger members of the family. These circumstances may cause the child concern, to become de-motivated and develop anti-social behaviour. b. Health- If pupils suffer from worthless health or physical disability or impairment, this may restrict their development opportunities. For example, a child who has a medical condition or impairment may be less able to participate in some activities than other children. This may initially affect physical development, but may also restrict social activities for example on the playground.This may then impact on emotional development. c. Environment indigence and deprivation can have a significant effect of a childs development. Families on low incomes may have little diets which can affect childrens growth, behaviour and development. They may live in poorer quality housing, and not have sufficient income to heat them properly again this can have an adverse affect on development with damp, crowed housing leading to poor he alth and lack of opportunity to play freely. Those children from low income families may lack play and vacuous opportunities, or example the family may not have transport or the financial resources to access such opportunities as playing an instrument or going swimming. Conversely, those children from more affluent backgrounds are less probably to live in poor housing, are more likely to have a better diet and have greater access to play and leisure opportunities, thus all aspects of their development is impacted positively by their environment. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young peoples development.It is important to bring in and respond to concerns regarding a childs development because if the problem is not dealt with as promptly as possible, it may have long term personal effects on all aspects of development. The sooner a problem is recognised and identified appropriate support can be given to solve t he problem or lessen its effects on the child. Problems with language development would cause concern as language is at the heart of intellectual development. A child with poor speech development may find it difficult to read and write as they may not understand the link between sounds and letter shapes.Without use of language, communication can be limited and the child may feel isolated and frustrated and consequently have behavioural issues. The child may be unwilling to speak to others and possibly find it hard to listen to instructions. The child would be affected socially as they may find it hard to make friends and interact with others. This could also affect the childs self esteem making them feel that their peers are more advanced and they are stupid which might lead them to become de-motivated.If a child was finding it difficult to interact with their peers, perhaps playing alone, this would be affecting the childs social development perhaps causing them to lack confidence and find it difficult to socialise in future. Intellectual development could be affected as the child may not feel comfortable in running(a) with their peers in class especially during group work and so not learn as effectively as possible. Consequently, accurate observations and assessments are essential to effective educational practice.They allow objective assessments relating to each pupils behaviour patterns, learning styles, level of development, existing skills, curriculum strengths and weaknesses, live learning needs and learning achievements. Information from these observations and assessments can form the basis for the ongoing planning of learning objectives and setting learning goals and objectives for each individual pupil. They can help identify if pupils need extra support or if they have Special Educational Needs. When observing children all relevant aspects of development should be considered, social physical intellectual communication and emotional.Some important points to be considered when observing children are that confidentiality must be maintained at all times, the observer must be objective, reporting what they see or hear rather than subjective opinion. Equal opportunities should be considered for example a child with English as a befriend language may have difficulty expressing themselves in English but be competent in their own language. Focus should be on strengths rather than weaknesses, and a holistic approach should be taken looking at a particular area of development in relation to the child whole development.The childs feelings, needs and abilities should be considered and the observation discussed if appropriate to the childs age and response given to their views. Distractions should be minimised and observations should be done without come in or causing unnecessary stress. Teaching and learning has been developed using research carried out by many psychologists who have studied human development and this work has influenc ed teaching and learning methods. Jean Piaget (1896-1980) theory of learning suggests that children constructed or built up thoughts according to their experiences of the world around them.He used the term dodge to refer to a childs conclusions or thoughts. He saw learning as an ongoing process with children needing to adapt their original ideas if a new piece of information contradicted their conclusion. Piaget suggests that as children develop so does their thinking. He grouped childrens cognitive development into four stages. Sensori- motor (0-2 years) includes the development of object permanence, the starting line of the use of symbols e. g. language. Pre-operational (2-7 years) Child uses symbols in play and thought, this stage involves egocentrism, centration, animism and the inability to conserve.Concrete operational (7-11 years) there is the ability to conserve, beginning of solving mental problems using practical supports such as counters The final stage is Formal Operati onal (11-15 years) young people can now think about situations they have not experienced and are able to juggle with ideas in their minds. Piagets work has lead to early years and schools settings providing more hands on relevant tasks for children and young people. With teachers starting by operative out the needs of the children then planning activities accordingly.B F Skinner (1904-90) suggested that just about humans and animals learn through exploring the environment, and then drawing conclusions based on the consequences of their behaviour, people are therefore active in the learning process. Skinner divided the consequences of actions into three groups. Positive reinforcers are likely to make people repeat behaviour when they get something they desire. This is according to Skinner the most effective way of encouraging new learning. Negative reinforcers are likely to make people repeat behaviour as well but the behaviour is repeated to stop something happening.A child going down a slide might learn to use their hands to slow them down if they were feeling unhappy about speed. Immediate positive reinforcers were considered more effective by Skinner. He also found that it wasnt endlessly clear what the primary reinforce was until after the experiment. For example a child may behave badly in order to gain attention and they will repeat the behaviour even if they are in trouble as gaining the attention is the positive reinforcer. This operant conditioning is frequently used by those working with children for example giving praise, reward stickers or certificates are positive reinforcers.Urie Bronfenbrenner (1917-2005) posited the ecological systems theory which has the individual at the centre of the homunculus which has five systems. The microsystem which includes activities and interactions in the childs present(prenominal) surroundings such as parents, school and friends. The mesosystem refers to the relationships between the entities involved in the childs microsytems parents relationships with teachers etc. The exosystem are the social institutions which affect children indirectly such as parents work setting, mass media and extended family networks. The macrosystem or the broader cultural values, law, governmental resources.The chronosytem refers to the changes which occur during a childs life both personally and culturally (or the childs transitions) In the ecological model each component interacts with other components, making a highly complex condition the child grows up in. The child isnt just a passive recipient of what goes on in his or her life. The child at the centre of the model and interacts directly with the people in the microsystems and the effects of the interaction go both ways. As people affect the child, so the child has an influence on them. 3. 1 Identify the transitions experienced by most children and young people.Transitions might simply be defined as any stage or experience in the life of a child or y oung person that can affect behaviour and/or development. They are generally linked to changes in a persons appearance, activity status, roles and relationships as well as changes of setting. Common transitions which are foreseen that most children and young people will experience include progressing from one level of development to another for example puberty, entering adulthood starting nursery or school moving schools for example primary to substitute school moving class, starting college or training entering work or first sexual experiences. . 2 Identify transitions that only some children and young people may experience Some children and young people will experience personal transitions which are often unforeseen and happen to only some individuals. own(prenominal) transitions can include death or serious illness of a family member or friend parental separation or divorce, moving house, going into hospital living with disability, death of a pet, arrival of a new baby or step- siblings, changes in their main carer such as adoption, fostering, entering or leaving the care system and the process of asylum.Family circumstance may lead to personal transitions for a child or young person some of these include, poverty environment employment status child abuse and neglect substance abuse and mental health needs. 3. 3 Describe with examples how transitions may affect children and young peoples behaviour and development Change is not always disruptive and distressing. When facing change it is natural to experience feeling of uncertainty and confusion, however, there can often be positive effects.There may be for example increased levels of motivation, promoting development, educational progress, confidence, good health improved self-esteem and increased independence. umteen children make successful transitions but for those who do not there can be problems for example decreased levels of motivation, developmental delay, educational delay, depression, ill health and poor self esteem. This can have negative implications for the future, affecting health, ability to achieve and enjoyment of childhood.Change is more likely to cause emotional distress when it is completely out of the blue(predicate) and unanticipated for example bereavement. Signs of distress might include changes in the child or young persons behaviour such as demonstrating untypical behaviour, becoming withdrawn or quiet, becoming angry, anxious, attention seeking or temporary regression in developmental and self help skills or even bed wetting. They may demonstrate their concern through play or drawings or stories and some may want to talk.High levels of distress can be further exacerbated when children are not kept informed, feel out of control and cannot access emotional support. To alleviate some this anxiety and stress, preparation is an essential part of managing transitions and most settings will have established procedures for preparing children for transfers and tr ansitions using the ten principles to support childrens transitions developed by the National Childrens Bureau for example a Transitions insurance policy stating the schools aims and procedures.The teaching assistant should keep an eye out for changes in behaviour, encourage pupils to use any school based support for example talking to an adult that they trust, work to ensure positive relationships, be sensitive to pupils needs, and ensure that there is opportunity to discuss what is happening and to ask questions. If advance notice has been given that a child or group of children may be going through a period of change, this will give the opportunity to plan how support can be given.For many children the move to nursery or primary school is a big step which can lead some children to experience anxiety and stress when they first attend the new setting. This anxiety and stress may be caused by separation from parent or carer, encountering unfamiliar children, length of time spent i n the setting, differences in culture and language from the childs previous experiences, unfamiliar routine and rules, worry about doing the wrong thing, winning part in unfamiliar activities e. . PE. The unfamiliar physical environment may seem scary. Children may have difficult in following adult direction and more structured activities or find it difficult to concentrate for longer periods than previously. Schools make these first days and weeks easier by arranging for children to have already met their new teacher, who may have visited them in their current setting or at home as well as welcoming them to their new setting.Introductory visit may have been arranged for children and their parents or carers so that they can become familiar with the setting and the adults who will support and care for them there. Children can also be helped to prepare for this change by talking and explaining what is going to happen, listening to their concerns and reassuring them. Using appropriate resources such as books on starting primary school or secondary school or watching videos or TV programmes which shows the change positively.Providing opportunities for imaginative play so children can express their feelings and fears can also help. A holistic approach is needed when engaging with pupils as outlined in the government intuitive Every Child Matters (2003). Its main aims are for every child, whatever their background or circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive plowshare and achieve economic well-being. ECM also states that everyone in our society is responsible for securing these outcomes.Families, communities, Government, public services, voluntary organisations, business, the media and others all have a part to play in valuing, protecting and promoting the interest of and listening to children. This has led to each of these themes having a detailed framework attached whose outcomes require multi-agenc y partnerships working together to achieve. The agencies in partnership may include childrens centres, early years, schools, childrens social work services, primary and secondary health services play work, and Child and Adolescent Mental Health services.In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each others roles or to work together effectively in a multi-disciplinary manner. ECM seeks to change this, stressing that it is important that all professionals working with children are aware of the contribution that could be made by their own and each others service and to plan and deliver their work with children and young people accordingly.The Equality Act 2010 states that schools cannot unlawfully severalise against anyone including pupils because of their sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy and maternity and marriage or civil pa rtnership. From April 2011 the Act introduced a single Equality Duty (public field only) which applies to schools, this requires schools to have due regard to the need toeliminate unlawful discrimination, harassment, and victimisation advance equality of opportunity and foster good relations.Advancing equality of opportunity involves removing and minimising disadvantages, taking steps to meet peoples needs and encouraging participation in any activity in which participation by such people is disproportionately low. Fostering good relations involves tackling prejudice and promoting understanding. Schools along with many other policies will now have an Equality Policy. For example the school in which I volunteer has such a policy stating its mission statement and its aims and objectives with regards to equality.As already stated there is both a legal and moral right to treat all pupils fairly and as individuals with individual needs. Consequently, it is important that all who work a s part of the school team are aware of this policy and of their responsibilities with regards to equality. In conclusion, in this assignment I have endeavoured to illustrate the importance of understanding all the aspects of child development 0 to 19 years in order to support them as they move through their time in education.