Storm Born Chapter Fourteen

I saw Kiyo a couple of times in the following week. One of those occasions I was out on a vocation, doing an expulsion that ended up being an arrangement. The house I'd gone into had no soul yet rather an asag: a satanic animal that truly had a rocklike body. Kiyo had appeared amidst the battle, and keeping in mind that I'd thought I had things well close by, his assistance sure sped up issues. He didn't utilize any weapons as I did; he was all body and physical power. Watching him move was practically sleep inducing, such as respecting an artist. His different appearances were comparative, showing up when required and afterward withdrawing in the event that I needed. Once, I hesitantly consented to lunch after a battle. He watched me with those eager eyes the whole time, yet everything else was neighborly and simple between us. It resembled when we'd met in the bar, all windy chitchat and association †underscored with stewing sexual pressure. The various occasions I saw him, he trailed me around as a fox. Also, as much as I would have rather not concede it†¦he was correct. He was truly charming. Life was occupied at this point. Though before I'd had perhaps just a couple of employments seven days, I currently had in any event one consistently. Evidently the upper class and different animals wanting to get a bit of me understood they no longer needed to search me out; I would come to them in the event that they troubled the correct human. It was irritating, most definitely †and debilitating. Obviously, since these battles happened through customers and contracted occupations, I got paid for them. It turned into a rich not many weeks, however I felt somewhat awful since my customers could never have expected to pay in any case notwithstanding me. I woke up half a month prior Beltane, hurting and depleted. I'd had two employments and a â€Å"unscheduled† battle the previous evening. Gazing at my roof, at the manner in which the late morning sun sifted into clever shapes through my blinds, I lazily thought about whether I would have been ready to keep this up. I'd lose to the Otherworld not through any one experience, however essentially by means of my own weariness. I walked to the kitchen and found no early daytime offering from Tim. He more likely than not remained the night with one of his groupies. Compelled to make my own morning meal, I put two chocolate Pop-Tarts in the toaster and fixed espresso while they cooked. Looking at the table, I saw that my mobile phone showed four missed calls. I'd taken to turning it off, in light of the fact that the calls were consistently from Lara, and I didn't want to hear them any longer. She'd either need to extend to me another employment opportunity or reveal to me that Wil Delaney had left one more message. I was part of the way during my time Pop-Tart when my mother appeared. I hadn't seen her since the showdown. For a second, I considered not giving her access, however I quickly excused the idea. She was my mother, all things considered. She cherished me. Regardless of what had occurred, I was unable to relinquish that characteristic truth. She was the one who'd drenched my scratches with germ-free when I was little †and not all that little †and attempted fruitlessly to show me shopping and cosmetics as a young person. She'd attempted to shield me from the appalling facts that everybody needs to find growing up. She'd attempted to shield me from the way Roland had set me on. Also, presently it appeared she'd attempted to shield me from my own past. Thinking back, I attempted to bits together things she'd said on the uncommon events I could get her to recognize my organic dad. You're in an ideal situation without him. He wasn't the sort of man anybody could depend on. We didn't have a solid relationship when we were together. There was a great deal of feeling, a ton of intensity†¦but it finishing was generally advantageous. He's gone †simply acknowledge he'll never be a piece of your life. She'd never precisely lied, I understood, however I'd deciphered the story in a totally unique manner. I'd read it as a tornado issue, one in which her feelings blinded her. With all the awful things she'd suggested about his character, I'd quite recently figured he'd up and left one day, incapable to deal with the duties associated with dealing with me. Much to my dismay he'd urgently needed me back. I offered her a seat at the table, giving her some espresso simultaneously. She held it with two hands, binding her fingers in an apprehensive motion. Her hair was meshed down her back today, and she wore a red pullover. â€Å"You look tired,† she said after a significant lot of quietness. I grinned. It was such a mother comment. â€Å"Yeah. It's been an occupied week.† â€Å"Are you resting enough?† â€Å"I'm resting. Kind of. I'm simply too bustling when I'm conscious, that is the problem.† She looked into, apprehensively meeting my eyes as if scared of what she may discover. â€Å"Busy†¦because of†¦?† â€Å"Yeah,† I stated, recognizing what she implied. She thought down. â€Å"I'm sorry. I'm grieved pretty much all of this.† I dunked a bit of Pop-Tart into my espresso. â€Å"It's not your issue. You didn't choose to go to the Otherworld.† â€Å"No†¦but you were correct a day or two ago. I wasn't right to keep it from you.† â€Å"I was too unforgiving then.† â€Å"No.† Her eyes met mine, wide and tragic. â€Å"I think I thought†¦that on the off chance that I kept it from you, perhaps I could cause it to leave. Like imagining enough would make it with the goal that it had never occurred. I could overlook too.† I didn't care to see my mother pitiful. I don't think anybody does except if they're attempting to deliver retribution for some awful youth wrong. Possibly I had been wronged somewhat, yet truth be told, it most likely couldn't come close to what had befallen her. I realized she had been more seasoned when kidnapped, yet in my inner consciousness, I could see my mom looking like Jasmine, youthful and frightened. In view of the narratives I'd heard before the Storm King paternity news, I'd generally imagined my origination as the consequence of a torrid undertaking my slime bucket father later left. However, that wasn't it in any way. The fact of the matter was more terrible. I was an offspring of assault, conceived from brutality and control. â€Å"Every time you see me†¦do I help you to remember him? Of what happened?† Sympathy washed over her face. â€Å"Oh, infant, no. You're really great thing in my life. Try not to think like that.† â€Å"Do I appear as though him by any means? Everybody says I take after you.† She considered me just as searching out the appropriate response, however I realized she previously needed to know. â€Å"Your hair, a bit. Be that as it may, mostly†¦in the eyes. You got those from him. His eyes were like†¦Ã¢â‚¬  She needed to make a sound as if to speak to go on. â€Å"They consistently changed. They ran each shade of blue and dim you can envision, contingent upon his state of mind. Sky blue when he was glad. 12 PM blue when upset. Profound dark when he was furious and going to fight.† â€Å"And shouldn't something be said about violet?† I inquired. â€Å"Violet when he was feeling†¦amorous.† I'd never heard my mother utilize that word previously. It may have been amusing, however for the most part it caused me to consider adding a dose of bourbon to my espresso. Jesus. I'd gotten the eye shading my father had when he was in the disposition. Such huge numbers of individuals commended me on my eyes, yet to her, they needed to bring back recollections that were definitely not desirous, undoubtedly. â€Å"I'm sorry, Mom.† I connected and held her hand, our first contact since I'd raged from her home. â€Å"It more likely than not been so awful†¦but were there †were there any minutes, even a couple, when you were upbeat by any means? Or if nothing else not all that unhappy?† Surely†¦surely there had been one second when it had not all been scorn and distress between my folks. Without a doubt I was unable to have been considered and conceived out of so much dimness. There needed to have been something. Possibly he'd made her grin only a single time. Or on the other hand possibly he'd brought her a gift†¦like a neckband recuperated after some plundering and ravaging. I didn't have a clue. Simply something. Anything. â€Å"No.† Her voice was dry. â€Å"I despised everything. Each second.† I gulped back a thickness in my throat, and out of nowhere everything I could consider was Jasmine. Jasmine. Over five years more youthful than my mother had been. Jasmine had been exposed to very similar things. She needed to have those snapshots of desolation as well. Possibly her lost warmth for Aeson was the best way to adapt. Perhaps it was superior to harming constantly. I didn't have the foggiest idea. I shut my eyes quickly. Everything I could see was my mother as Jasmine and Jasmine as my mother. I opened my eyes. â€Å"We didn't get Jasmine.† I understood I'd never disclosed to her that when I'd approach converse with her. Quickly, I related the fundamental subtleties. Her face whitened as I talked, and her crude hurt tore at something within me. Jasmine as my mother. My mother as Jasmine. â€Å"Oh God,† she murmured when I wrapped up. â€Å"Yeah, I †â€Å" Cold streamed over me. The faintest electric shiver pulled at my tissue. â€Å"What's wrong?† my mother asked, seeing me solidify. â€Å"Can't you feel that? The cold?† She looked confounded. â€Å"No. Are you okay?† I held up. She was unable to feel it since it wasn't really a physical thing. It was something past typical human detects. On the counter sat my athames, firearm, and wand. I didn't go anyplace in the house without them now, not even to the restroom. I likewise didn't rest in anything too fragile any longer. The tank top I wore was as yet elegant and shaky, yet my pajama pants were cotton with a tough flexible belt. I hung my robe over a seat and thought about my weapon. I could disclose to it wasn't upper class. It was a soul or devil. Silver, at that point, not iron. The Glock previously had a silver cartridge in it however would have sketchy viability if the soul had little substance. I deliberately positioned it under my belt and afterward got the silver athame and wand. â€Å"Stay in here, Mom.† â€Å"Eugenie, what's †â€Å" â€Å"Just stay,† I directed. â€Å"Get under the table.† She took a gander at my face and consented. I surmise you were unable to be an Otherworld abductee and marri

Metabolic syndrome and its management in schizophrenia Essay

Metabolic disorder and its administration in schizophrenia - Essay Example Among different manifestations that are interrelated with schizophrenia is metabolic disorder. Metabolic disorder is a complex of certain hazard factors that are probably going to make an individual create cardiovascular infections and diabetes, and it generally incorporates stomach heaviness (with midriff boundary more than 88 or 102 cm with ladies and men correspondingly), hypertriglyceridemia, hypertension, expanded glucose level, and others. A patient's having most of these elements is viewed as a hazard to the wellbeing, anyway it has not been found how every one of the previously mentioned side effects impacts the advancement of infections. (Thakore 2005) Individuals experiencing schizophrenia are supposed to be in more peril of cardiovascular maladies than the remainder of the populace. Considering that these ailments are influencing the life of the general public the most, this issue is topical. What is the association between schizophrenia, cardiovascular sicknesses and metabolic disorder With patients experiencing schizophrenia, there are sure hazard factors related with cardiovascular infections, and a significant number of them are of a metabolic character. Such components of metabolic condition as hypertension, dislipidemy, expanded glucose level, stomach chunkiness - all these animate the improvement of cardiovascular illnesses, for instance myocardial localized necrosis.

Warnings of Effexor (Venlafaxine) for Depression

Warnings of Effexor (Venlafaxine) for Depression Bipolar Disorder Treatment Medications Print Warnings of Effexor (Venlafaxine) for Depression By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Updated on July 13, 2019 Depression Overview Types Symptoms Causes & Risk Factors Diagnosis Treatment Coping ADA & Your Rights Depression in Kids Radu Bighian / EyeEm  / Getty Images In This Article Table of Contents Expand Warnings Withdrawal Side Effects Other Precautions Other Important Facts View All Effexor (generic name: venlafaxine) is an antidepressant that is also sold in an extended-release form as Effexor XR. Effexor is in a class of antidepressants called serotonin-norepinephrine reuptake inhibitors (SNRIs). Its not related to other antidepressants, such as the selective serotonin reuptake inhibitors  (SSRIs) Prozac  (fluoxetine) and Zoloft  (sertraline), or tricyclic antidepressants  such as Elavil (amitriptyline). Effexor appears to work by preventing your body from re-absorbing two different chemicals used to transmit nerve signals: serotonin and norepinephrine. These two so-called neurotransmitters play an important role in determining a persons mood.?? The extended-release form of the drug, Effexor XR, is also prescribed for generalized anxiety disorder, panic disorder, and social anxiety disorder.?? Warnings The most important thing to know before taking Effexor is that it must not be used in combination with another type of antidepressants called monoamine oxidase inhibitors  (MAOIs) such as  Nardil  (phenelzine),  Marplan  (isocarboxazid) and Parnate.?? Serious and even fatal complications may result from such a combination. In addition, wait 14 days after discontinuing the MAOI drug before starting Effexor or Effexor XR, and wait seven days after discontinuing either form of Effexor before starting an MAOI. Withdrawal Its best to start at a low dose of Effexor and build up to the desired strength gradually. Dont ever stop Effexor abruptly. Withdrawal syndrome, which may be severe and prolonged, can occur even if the medication is tapered off, so be sure to work with your doctor if you need to go off of Effexor. Symptoms of withdrawal may include: HeadachesNauseaDizzinessUnstable moodsGastrointestinal upsetRecurrence of depressionBizarre dreamsParesthesias (abnormal sensations of burning, prickling, tingling, etc.)Auditory hallucinations Side Effects Like any medication, side effects may occur while taking Effexor. Be sure to contact your doctor if they dont go away or become bothersome. Common side effects include:?? Loss of appetiteNauseaVomitingDiarrheaHeadacheNightmaresFeeling tiredConstipationGasHeartburnDrowsiness Other Precautions Make sure your doctor knows your complete medical history. Effexor may not be a good choice if you have: Brain Disease or Damage, or Mental Retardation, or a History of Seizures:  The risk of seizures may be increased when taking Effexor.??Heart Disease or High or Low Blood Pressure: Effexor may make these conditions worse.Kidney Disease or Liver Disease: Higher blood levels of Effexor may occur, increasing the chance of side effects. Your doctor may need to adjust your dose.A History of Mania: The risk of developing mania may be increased while taking Effexor.?? Obviously, this is very important for bipolar patients to watch for. Other Important Facts These facts may be important to be aware of if youre taking or plan to take Effexor. It may take several weeks for the effects of this medication to kick in.Take as directed, with food, and do not break, crush or chew tablets or open the capsules.If you miss a dose, do not take a double dose to make up.Be cautious of side effects when taking any over-the-counter medications with Effexor or Effexor XR.Nausea is the most commonly reported side effect. The manufacturer says this will usually diminish within two weeks.??Animal test results show that the use of Effexor while pregnant or nursing may not be wise.?? Talk to your doctor about weighing the risks versus the benefits.Effexor and Effexor XR may cause weight loss. This weight loss is usually small, but if a large weight loss occurs, it may be harmful to some patients. Talk to your doctor about this if youre concerned or if you start losing too much weight.Alcohol can increase the feeling of drowsiness this medication may cause.

Why Should Internet Privacy Be Protected - Free Essay Example

Sample details Pages: 4 Words: 1233 Downloads: 6 Date added: 2019/07/01 Category Law Essay Level High school Tags: Internet Privacy Essay Did you like this example? Abstract The privacy of the Internet must be protected. Now a day all you do and all you buy is saved then stored for future references. Your bank account information or SSN anything that requires the user to provide highly delicate information is kept and can be accessed by someone who breaks into their server and steals all the information or someone who is very tech- savvy and wants to terrorize the user. In this paper, I will discuss how the protection of our privacy is not only necessary but necessary for customers. Internet Privacy 1- Introduction The web brought interaction, convenience and use at a price. With no way to defend the user, you keep yourself vulnerable to theft, fraud and, sometimes, damage to the users property. Keeping up with security measures keep you and loved ones out of danger In this paper we will go further and explore issues such as privacy and confidentiality, identity theft and one of the many ways you could use to protect yourself if youre a victim. Don’t waste time! Our writers will create an original "Why Should Internet Privacy Be Protected" essay for you Create order 2- The significance of security Since the Internet was created, there has been a lot of growth over the years, the system comes out every month to help us and improve society. But not many people tackle the problems with them. In huge companies there have been many attacks. If someone can do this for a multi- million dollar firm, imagine what they could do and who has no idea about data and internet protection. 3- How to protect yourself There a plenty of ways on which you could use to protect yourself. 1- Verify that data is encrypted When you send confidential information using the web, such as logins, user names or more personal information like credit cards. You should verify that the information you put on the website is encrypted. To check whether the data on the website is encrypted, look for a small lock in the bottom right corner of the current browser you use if the lock is visible, the data you put on this website is safe. 2- Use a safe Password Make your passwords much longer. when anyone gets a password, it really is a program that runs through massive databases of common passwords or just a random combination of characters. You must also add at least one capital letter, a precise character and a number. 4- Identity and data theft Theft of identity and theft of data are some of the most damaging attacks someone can actually make. Nobody in business offers data insurance but it can be bad for business. Theft of identity can be one of the most harmful of all of them. Without the necessary security online transactions, fraudsters can obtain your information and your ssn in the worst case. They can wipe havoc on your life with just your drivers license. Fraudsters can steal, use your credit cards or bank account and turn your life upside down while you try to recover. It could take years to fix the damage and some people may not come back from this in some extreme cases. that is why users need to be more careful if putting their information, as it could lead to a catastrophic end. Data theft is a question where personal data such as videos, pictures and sensible information are taken digitally. This information could be sold to someone else or just kept by the intruder. If this happened not only in a firm, employees would also be vulnerable. A company actually contains all your information, address and name etc. this information could be sold for a substantial amount of money to a 3rd party in the dark web. Hardware damage may also be caused by an attack. Some intruders just want to interference and damage than stealing information. Malicious software and even sometimes viruses are examples of problems faced by many computer users right now. 5-Ethical Issues of internet privacy 1- Email When you share any personal or confidential information via email, there is an email server transaction that means your information is not confidential. For ethical reasons, moreover, email service providers cannot use your information in any way which might harm the user. 2- Online You share your credit card number and sometimes bank account details in the shopping portal when you shop online. theres little potential for all these information to be used for ethical or fraudulent purposes. 3- Internet cookies Cookies are text sent to a browser mostly by the server and stored on your personal computer. Cookies might be tracked by sites or advertisers to track your preferences and serve your needs. They also spark debate because cybercriminals can also use them. 4- Internet service providers The users current IP provider can track your IP addresses. This causes other ISP providers to further know all your computers websites. They do that to track illegal downloads made by the costumer or to check whether the user shares copyrighted material on the site. 5- Europe and their Internet privacy Europe came out just with a new law called GDPR. because you just are not protected by this law if youre a European and live in America. Under this law, all companies have an internet presence which even successful professionals have to comply with. GDPR expands your massive data rights. The pictures you post on social media, gps location or your IP address, for example. GDPR gives you more data control that companies can use. One of the main concerns of this law is that it could affect business based solely on the collection of personal data. Small companies cannot keep up with the cost of protecting user data. This will make companies think wider about what kind of information they should gather while protecting the user and giving us more privacy. 6- China and their internet privacy China uses a Sesame Credit program that tracks how people in China spend their day, the websites they use, where they buy food, etc. though Chinese culture does not emphasize privacy and Chinese users are becoming accustomed to surveillance and censorship, the demand for data protection continues to grow. China has reported growing numbers of web theft and fraud cases. A 2017 survey found that personal data was the number one concern of its own users and customers. They also plan a new social credit system that will eliminate privileges based on public expenditure habits. Foreign travel, quick internet and school access might be granted or denied based on the score of a person. This way the government will at least participate in the company data collection while keeping the user a little safer. Conclusion Internet privacy should not be taken lightly. There is an epidemic about privacy right now. Personal information could be stolen at any moment if companies or the user does not protect themselves. Laws are still not in place in the US that means that your cookies, internet browsing history and purchases are being tracked and sold to advertisement agencies. That puts the citizens at a huge risk since most of the population do not know how important data privacy and internet privacy is for all of us. Protect yourself, do not trust websites unless they are encrypted. Do not give out personal information on sketchy websites. Keep pushing the privacy so that it can be better moderated by companies as well as our government.

How to Write a Great Book Report

One assignment has lasted the test of time, uniting generations of students in a common learning exercise:  book reports. While many students dread these assignments, book reports can help students learn how to interpret texts and gain a broader understanding of the world around them.  Well-written books can open your eyes to new experiences, people, places, and life situations that you may have never thought about before. In turn, a book report is a tool that allows you, the reader, to demonstrate that you have understood all the nuances of the text you just read. Whats  a Book Report? In the broadest terms, a book report  describes and summarizes a work of fiction or nonfiction. It sometimes — but not always — includes a personal evaluation of the text. In general, regardless of grade level, a book report will include an introductory paragraph that shares the title of the book and its author.  Students will often develop their own opinions about the underlying meaning of the texts through developing thesis statements, typically presented in the opening of a book report,  and then using examples from the text and interpretations to support those statements.  Ã‚   Before You Start Writing A good book report will address a specific question or point of view and back up this topic with specific examples, in the form of symbols and themes. These steps will help you identify and incorporate those important elements. It shouldnt be too hard to do, provided youre prepared, and you can expect to spend, on average, 3-4 days working on the assignment. Check out these tips to ensure youre successful: Have an objective in mind.  This  is the main point you want to present or the question you plan to answer in your report.  Ã‚  Keep supplies on hand when you read.  This is  very  important. Keep sticky-note flags, pen, and paper nearby as you read. If youre reading an eBook, make sure you know how to use the annotation function of your app/program.  Ã‚  Read the book.  It seems obvious, but too many students try to take a shortcut and simply read summaries or watch movies, but you often miss important details that can make or break your book report.Pay attention to detail.  Keep an eye out for clues that the author has provided in the form of symbolism. These will indicate some important point that supports the overall theme. For instance, a spot of blood on the floor, a quick glance, a nervous habit, an impulsive action, a repetitive action... These are worth noting.Use your sticky flags to mark pages.  When you run into  clues or interesting passages, mark t he page by placing the sticky note at the beginning of the relevant line.  Ã‚  Look for themes.  As you read, you should begin to see an emerging theme. On a notepad, write down some notes on how you came to determine the theme.Develop a rough outline.  By the time you finish  reading the book,  you will have recorded several possible themes or approaches to your objective. Review your notes and find points that  you can back up with good examples (symbols).   Your Book Report Introduction The start  of your book report provides an opportunity to make a solid introduction to the material and your own personal assessment of the work. You should try to write a strong introductory paragraph  that grabs your readers attention. Somewhere in your first paragraph, you should also state the books title  and the authors name. High school-level papers should include publication information as well as brief statements about the books angle, the genre, the theme, and a hint about the writers feelings in the introduction. First Paragraph Example: Middle School Level The Red Badge of Courage, by Stephen Crane, is a book about a young man growing up during the Civil War. Henry Fleming is the main character of the book. As Henry watches and experiences the tragic events of the war, he grows up and changes his attitudes about life. First Paragraph Example: High School Level Can you identify one experience that changed your entire view of the world around you? Henry Fleming, the main character in The Red Badge of Courage, begins his life-changing adventure as a naive young man, eager to experience the glory of war. He soon faces the truth about life, war, and his own self-identity on the battlefield, however. The Red Badge of Courage, by Stephen Crane, is a coming of age novel published by D. Appleton and Company in 1895, about thirty years after the Civil War ended. In this book, the author reveals the ugliness of war and examines its relationship to the pain of growing up. The Body of the Book Report Before you get started on the body of the report, take a few minutes to jot down some helpful information by considering the following points. Did you enjoy the book?Was it well written?What was the genre?(fiction) Which characters play important roles that relate to the overall theme?Did you notice reoccurring symbols?Is this book a part of a series?(nonfiction) Can you identify the writers thesis?What is the writing style?Did you notice a tone?Was there an obvious slant or bias? In the body of your book report, you will use your notes to guide you through an extended summary of the book. You will weave your own thoughts and impressions into the plot summary. As you review the text, youll want to focus on key moments in the storyline and relate them to the perceived theme of the book, and how the characters and setting all bring the details together. Youll want to be sure that you discuss the plot, any examples of conflict that you encounter, and how the story resolves itself. It can be helpful to use strong quotes from the book to enhance your writing.   The Conclusion As you lead to your final paragraph, consider some additional impressions and opinions: Was the ending satisfactory (for fiction)?Was the thesis supported by strong evidence (for nonfiction)?What interesting or notable facts do you know about the author?Would you recommend this book? Conclude your report with a paragraph or two that covers these additional points. Some teachers prefer that you re-state the name and author of the book in the concluding paragraph. As always, consult your specific assignment guide or ask your teacher if you have questions about what is expected of you.

The Beloved Country Free Essays

Cry, The Beloved Country, a novel by South African Alan Paton, is the story of a father’s search for his son, an experience which opened his mind to the prejudice and poverty prevalent in his country. As the story opens, Reverend Stephen Kumalo, is summoned to go to Johannesburg to help Kumalo’s sister who was very ill. He goes to help his sister and also to look for a long-lost son, Absalom, who has gone to the city and never came back. We will write a custom essay sample on The Beloved Country or any similar topic only for you Order Now When Kumalo arrives at Johannesburg, he discovers that his sister has become a prostitute and that his brother, John, has become a politician. He visits his brother for help in locating his son and from him Kumalo learns that his son worked at the Doornfontein Textiles Company with John’s own son years before. From the factory, Kumalo is forwarded to a couple of addresses until he eventually finds his son in prison. Absalom killed a white man, Arthur Jarvis, who was also a proponent and activist for racial equality. Furthermore, he also meets a girl which Absalom got pregnant and would have married before he was sent to prison. Kumalo talks to his son and finds a lawyer for him. The second part of the novel shifts to the viewpoint of James Jarvis, the father of the murdered Arthur. The police inform him of his son’s death and he flies from Ndotsheni to the city to attend his son’s funeral. There he learns the activities of his son and sets out to continue his cause. He also meets Kumalo whom he has to comfort and forgive. Absalom is found guilty of the murder and sentenced to death. Before Kumalo returns home to Ndotsheni, he marries his son to the pregnant girl and brings her and his nephew with Gertrude to the village. Back in Ndotsheni, he and Jarvis comes together to plan a way to help the village which at the time has been experiencing drought. The novel ends with Kumalo going up on a mountain on the evening of his son’s execution. As the dawn breaks, he contemplates on his life, the blessings he has received, and of South Africa and its social problems. How the novel relates to culture and values The novel takes a look at how elements in society, whether they are events or changing situations, affect the culture and values of a country. Cry, The Beloved Country explores how the social situations between the black and white races promote a culture of apartheid in South Africa, threaten the loss of the long-held values of the natives, and cause other social illnesses that plague the country even in contemporary times. Paton uses the story of Reverend Kumalo to define the larger problems discussed in the novel. The most obvious of these is how the divisions among the peoples of South Africa have been causing a series of problems that threaten to destroy the entire country. The more affluent and privileged whites are claiming the lands which the black natives have long revered and cultivated. As a result, more blacks are leaving the countryside for the cities where they believe they could find more meaningful and better-paying jobs as workers in industries. This results to a breakdown of the tribal system and the loss of previously strong-held beliefs and traditions. When these natives arrive in the city, they find that the situation is worse in that the urban areas themselves plague the black population with poverty and injustices. In retaliation, they commit violent crimes against the more privileged white people. The fear among whites against â€Å"native crime† and the hate of the blacks against â€Å"white injustice† fuels a cycle of violence and further chaos for the whole South African country. Yet, instead of being a pessimistic look at the situation, the novel would like to promote the values of kindness and cooperation among races to create change and a better future for the country. The friendship which evolves between Kumalo and the white Jarvis contains the author’s sentiments of everyone coming together instead of fighting each other to solve the basic problems of both the countryside and the urban areas. Paton promotes the values of family and religion as means by which the lost values could be reclaimed. Reference Paton, Alan. Cry, The Beloved Country. How to cite The Beloved Country, Papers

Childhood free essay sample

Introduction Purpose and aims 2 Context and legal responsibilities 2 About this document 3 A principled approach 4 Setting the standards Providing for equality of opportunity Creating the framework for partnership working Improving quality and consistency Laying a secure foundation for future learning 4 4 5 5 5 Section 2 – Learning and Development Requirements Overview of the areas of learning and development 7 The early learning goals and educational programmes Personal, Social and Emotional Development Communication, Language and Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Physical Development Creative Development 7 8 8 9 10 11 11 The assessment arrangements Assessment during the EYFS 12 `12 Assessment at the end of the EYFS – the Early Years Foundation Stage Profile 12 Assessment requirements 13 Section 3 Welfare Requirements Overview of the welfare requirements 15 Safeguarding and promoting children’s welfare Suitable people Suitable premises, equipment and environment Organisation Documentation 17 24 25 32 33 Section 4 – Other information Other legal duties 35 Competency in English 35 Exemptions Inspection and regulation Local Authorities Where to go for help 35 36 36 37 Appendix 1 Assessment Scales Appendix 2 Specific requirements for qualifications and ratios of adults to children SECTION 1 INTRODUCTION Purpose and aims 1. By the age of one a child will begin crawling and using furniture and adults for support in standing. They will be able to sit independently and become more co-ordinated with their hands. A child may have developed their first teeth and solid food will be introduced to their diet. They will begin to understand more words and respond to their name when called and may become anxious when separated from parents or carers. Jealousy of others may become apparent and they enjoy imitating actions they are shown. Between the age of one and two a child will begin walking and mark making will be explored. A child may shake their head to mean ‘no’ and they will begin to understand more words that are spoken to them. Between the ages of two and three scribbles will evolve as children start to experiment more with pencils and pens. A child will be able to throw and kick balls and build towers with blocks. Speech will have developed into longer sentences and questions will be constantly asked as they become more inquisitive. From three to four years of age children will begin to use pitch and tone in singing and their vocabulary will continue to increase. They will enjoy sorting objects into shape, colour and size and will be able to follow simple instructions. Children’s independence will continue to increase as they enjoy running, jumping, skipping and hopping. Children will now assist in dressing and undressing. From four to five years of age children’s questions become more inquisitive and their grammar more accurate. They will be able to hold pencils and pens more correctly and copy shapes and letters and draw people. Routine is very important and they will enjoy being given increasing responsibility. At six and seven years children will be able to dress unassisted and they will be ever more confident in their abilities to run, skip and hop. They may be able to do up buttons and remember events. A child will be able to hold a conversation as well as recognise sounds, words and letters. Beyond these years and heading into adolescence children will develop physically at varying rates. Children will go through puberty at very different rates. Children’s and Young People’s language and vocabulary through adolescence are greatly aided by the adults around them. From the age of seven and onwards children may begin to read aloud confidently and have an increasing knowledge of grammar and tenses. During teenage years vocabulary skills and humour will be developing in a more complex way. The use of sarcasm may be introduced. The skills to argue and debate will also progress. Teenagers will become increasingly confident in their own thoughts and ideas, however may still need reassurance as they become an adult. They will develop strong friendships and discover the opposite sex. Although Children may reach these aspects at different times and stages in their life, the same sequence will be followed. This means that a pattern of development is followed. For example, a child must learn to walk before they can develop the ability to run. 1. 2- Explain the difference between sequence of development and rate of development and why the difference is important The difference in the sequence and rate of development is important as they are used to measure a child’s development. It enables Early Years providers to monitor and track a child’s development and identify any concerns. It also allows the provider to plan at the right time for specific children. The sequence of development is the order in which a child develops. This can be different in each child. One child may begin to do things before another and skip a step in the sequence while another child may follow each step in the sequence exactly. Rate of develop is the speed in which a child develops. This can also vary from child to child as one child as one child may start doing things earlier than others. It is vital to know the difference between sequence of development and the rate of development as it helps professionals in identifying the individual needs of a child. It helps practitioners recognise where there may be special education needs and additional support required. Outcome 2Understand the factors that influence children and young people’s development and how these affect practice 2. 1- Explain how children and young people’s development is influenced by a range of personal factors. Various factors contribute to a child or young person’s development. Personal factors can include Health Problems. A child’s development begins in the Mother’s womb and can be hindered by a Mother’s drug taking or excessive alcohol consumption. It can result in premature birth and a low birth weight which consequently has an ongoing effect on the Child’s development. If a child is born with impairment such as hearing loss then this will affect their social skills and their ability to communicate. Socialising is a very important contributing factor to a child and young person’s development as children learn from each other. Learning difficulties can affect a child’s development of social skills. Children with learning difficulties will need extra support in certain areas of learning as they may become frustrated and lose confidence. A disability develops through genes. Therefore this can be a personal factor in a child and young person’s development. Physical impairments because of a disability can present social issues and different aspects of the disability can physically restrict and impair a person. 2. 2-Explain how children and young people’s development is influenced by a range of external factors. As well as personal factors, there are a number of external factors which contribute to a child and young person’s development. Poverty and deprivation can mean that a child’s life chances can often be reduced. This is especially true in other, less affluent countries where children may not have access to an education or healthcare. Family environment and background can strongly influence a child’s development. Children may not receive much support from their parents or carers and the Family may have different priorities than education for example. Personal choices can go on to affect a child and young person’s development throughout their life. If a child chooses to leave school early then this will affect their career prospects and life chances. If a young person chooses to do drugs then this will go on to affect them socially and in regards to their health. If an individual has been a ‘looked after’ Child or in care then this may be a factor in their development. Many ‘looked after’ children are moved around frequently and this can have a negative effect on their education and may cause attachment issues in childhood and throughout life. Education itself can be an external influence in an individual’s development. If a child has not attended Nursery in their Early Years then they may be held back once they begin school. The child may have learning difficulties which have not yet been identified. Explain how theories of development and frameworks to support development influence current practice. Theories of development and frameworks to support development influence current practice in various ways. Cognitive development, a theory developed by Jean Piagent, suggests that children prior to seven years of age judge their good and bad actions on the consequences of them. Children after the age of seven then begin to judge their actions on their intentions. Piagent’s theory also suggests that children’s development is sequential and that a child cannot run before they can walk, so to speak. This theory heavily influences current practice as the development of children less than five years is measured against the Early Years Foundation Stage, which recognises that the milestones which children reach may be at different times in their life but will follow the familiar pattern. Psychoanalytical Development is a theory formulated by Sigmund Freud. The theory proposes that unconscious thoughts, feelings, emotions and experiences can influence a person’s actions and that past experiences can influence and shape an individual’s future. This underlines a child’s impulses and actions. This theory influences every day practice and is demonstrated by having patience and encouraging children to share and take turns. A child must be supported in reasonable risk taking and motivation. A child must learn the skills to negotiate. This can be achieved through conflict resolution and by challenging the child’s behaviour. Abraham Maslow explained through his Humanist theory of development that individuals choices are influenced by their own perception of their experiences and that a person is able to choose their behaviour, it is not an instinctual reaction to your environment. Self-esteem, self-fulfilment and an individual’s needs are of primary importance and a person’s basic needs must be met in order to attain these. Maslow developed the ‘Hierarchy of Need’ which is utilised in current practice to measure a child’s personal development. Maslow put forward that a person’s basic needs must be met before they can achieve self-actualisation and realise their own personal potential. Albert Bandura’s theory of Social Learning advocates that children learn from others through observation and imitation. There are three aspects to this theory and these are that children learn through observation, that a child’s internal mental state is a factor and that even if a child learns something it does not mean that a child will use that learned behaviour. Bandura’s theory has had an influence on current practice as it put forward the idea that learning does not change behaviour and in order to do so both Families and Professionals need to be part of the process. It is widely understood that Parents and Teachers should be positive role models in a child and young person’s life. Burrhus Frederic Skinner’s theory of Operant Conditioning supports the concept of ‘the mind’ and that it is more productive to learn from observed behaviour than to develop from your own internal mental experience. Skinner believed that the best way to understand an individual’s behaviour is to consider the cause and effect. B. F. Skinner’s theory of Operant Conditioning was largely based on Edward Lee Thorndike’s ‘Law of Effect’ theory. Thorndike’s theory was founded through studying learned behaviour in animals. Skinner believed that reinforcement was the key to repeated behaviour and that behaviour that is encouraged will be replicated as opposed to behaviour which is not reinforced being extinguished. Operant conditioning is a theory which supports the fact that behaviour may be changed through reinforcement. This theory is demonstrated in current practice by the use of reward charts. By negatively reinforcing behaviour a child may not repeat the action so as to remove the unpleasant experience. Behaviourist theory was formulated by John B. Watson who believed that children have three main motives being fear, rage and love and the theory deals only with observable behaviour. Development is considered a reaction to given rewards and punishments. Behaviourist theory is set apart from other theories in the fact that it does not deal with internal thoughts or theories. Because of this many critics argue that Behaviourism is one dimensional and does not account for other types of learning. However, it is an effective tool in measuring a child’s behaviour and tracking their development. Although Behaviourism is widely criticised it is still a widely used notion in teaching and encouraging positive behaviour and discouraging negative behaviour. Social Pedagogy is a framework in place to support development and enforce humanistic behaviour such as respect for others, trust and equality. It promotes the development of children in areas such as emotions and feelings, intellect, and physical capability. It encourages sustained wellbeing and health, self-empowerment, to take responsibility for one’s own actions and to promote human welfare and ease social problems. This Framework supports development of children and is increasingly associated with Community and Social Work. It upholds Equality, Diversity and Inclusive practice and is enforced by looking at the child as a whole and supporting their overall development. Outcome 3Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern 3. 1- Explain how to monitor children and young people’s development using different methods. There are various methods and ways of monitoring and tracking children and young people’s development. A key system is session planning and evaluation which enables practitioners to reflect on a session and introduce scaffolded learning to meet a child’s developmental needs. Assessment Frameworks within education are in the form of SATS and GCSE exams. These exams measure a child’s ability to retain information. If a child is believed to have additional needs then a Common Assessment Framework can be completed to identify a child or young person’s educational, emotional and developmental needs. In their Early Years, children undergo regular health checks to ensure their physical development is progressing at the expected rate. The Early Years Foundation Stage is used to measure children’s milestones. Through observation it can be discerned if a child is not meeting the expected pattern of development. This should be relayed to the parent or carer and discussed to ascertain if there are any concerns at home. It is best practice to share information with other professionals, colleagues and parents and carers to ensure that all information and facts are collated and everyone is concerned with the overall development of a child or young person. 3. Explain the reasons why children and young people’s development may not follow the expected pattern There are a range of reasons why children and young people’s development may not follow the expected pattern. Factors such as disability can affect various areas of development but early intervention and support can aid in a child’s development. Positive emotional development occurs when a child receives routine and structure and feels settled. Attachment issues can cause low self-esteem and motivation in children and young people and so this may hinder them in trying new things and risk taking. Physical development can be effected due to genetics. A child may be a slow learner or have problems with physical growth. This can also affect social development. Socially a child or young person’s development may not follow an expected pattern if parents and carers do not make time or prioritise interactive play with their children. An environment can result in a child’s development being affected. If a person is born into poverty then they may not have access to opportunities and education and so life chances are reduced. Culture can also play a part as the ways in which a child is brought up differs around the world. Other cultures may have different expectations or restrictions on a child. Learning difficulties may shape a person’s development pattern as they may not be identified early on in a child’s life. This may therefore hold them back. Children who have speech problems or find it difficult to read and write will find it arduous and frustrating to communicate with others. 3. 3-Explain how disability may affect development Disability can affect development in a number of ways. Learning and social development can be affected by a number of disabilities and a child may be faced with prejudice and discrimination. Learning disabilities which can affect development can include Autism, which affects an individual’s communication and interaction with others and the world around them. Autism can lead a person to feel isolated and alone and an individual may find it hard to read facial expressions and tone of voice. Dyslexia can create development issues in relation to reading and writing. If Dyslexia is undetected in childhood then this can affect a child’s self fulfilment. Children may become angry and detached and may have difficulty attending school. This in turn will affect their education and learning development. Physical disabilities such as Cerebral Palsy affect movement and posture and co-ordination. Some individuals who suffer from this particular disability can suffer from seizures and difficulty in reading and writing. 3. 4-Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. Different types of intervention can promote positive outcomes for children and young people where development is not following the expected pattern. Social Workers are in place to help and safeguard vulnerable children and their families through Child In Need and Child Protection Plans. Speech and Language Therapists can assess and work with children and young people who have speech difficulties. The earlier the difficulty is identified the less the impact on the child’s life. Children who have behaviour and learning difficulties may be supported by a Psychologist. Once the child’s needs have been ascertained support plans can be put in place at home and within education. Psychiatrists is specialised in treating people with Mental Health issues and works alongside other professionals in supporting individuals with such issues. Youth Justice and Youth Workers work alongside Social Care in supporting young people with behavioural problems. Physiotherapists aid children in their physical development where they have restricted or little movement capability. They facilitate them in gaining the maximum movement possible. Specialist Nurses provide support to families of children with disabilities and in need of specialist medical care. Additional learning support is available to children who have specialist educational needs. Assistive technology can further aid those with learning and physical development issues. This technology can play to a child or young person’s strengths and can encourage and motivate them within their capabilities. Health Visitors are often the earliest intervention in a child’s life and the first to ascertain if development is not following the expected pattern. Regular visits from Health will ensure that the child’s development is monitored closely and any concerns are raised early on. Outcome 4Understand the importance of early intervention to support the speech, language and communication needs of children and young people. 4. 1- Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. Our speech, language and communication capabilities relate to how we interact and relate to others. It allows us to socialise and educate ourselves. If a child is identified as having speech, language and communication needs then it is often referred to as SLCN in short. If a child’s SLCN’s are not identified during their early years it may affect their early education and relationships in school. A child may be bullied or their own confidence issues may hold them back from interacting with others. If a child has a hearing or speech impediment then other forms of communication must be evolved and access to the appropriate support must be provided. There are many risks of late recognition regarding speech, language and communication needs. If they are not recognised early on then it can continue to result in problems with self-esteem, learning difficulties, a person feeling isolated and becoming withdrawn, anti social behaviour and an inability to express themselves effectively and a child or young person not fulfilling their full potential. 4. 2-Explain how multi agency teams work together to support speech, language and communication. Practitioners have an obligation to identify children’s needs and refer them into the right support to aid in their development. Multi agency teams work together to support SLCNs by meeting and discussing available support for the child. By multi agencies meeting together it allows all channels of support to be identified at once and discuss what each agency can provide. Minutes are taken at these meetings which allow all agencies to have up to date information and work together to achieve a common goal. 4. 3-Explain how play and activities are used to support the development of speech, language and communication. Children learn through play and different activities can support the development of speech, language and communication. This allows different language to be used within a context the child can enjoy. The activity should be themed on something a child enjoys doing to encourage interest and engagement. Instruments and shapes can lead into describing words and sensory experiences. Puppets can encourage children to talk and interact in dramatic play which allows children to express emotions and develop language. Outcome 5Understand the potential effects of transitions on children and young people’s development 5. Explain how different types of transitions can affect children and young people’s development. A child and young person may go through several types of transition during their development. Emotional transitions occur when a person’s emotional state is altered for some reason. It can occur when a child experiences bereavement, misses a parent/carer or begins or leaves care. A child experiencing an emotional transition may have angry outbursts if they are too young or incapable of expressing themselves in words. A child may experience physical transition when beginning or leaving a school or moving home and perhaps when shifting from one activity to another. It may result in a child becoming anxious and unable to interact with others. Physiological transition takes place when a child goes through puberty or develops a long-term medical condition. A young person may lose confidence and feel uncomfortable meeting new people or experiencing new situations as they develop physically and become an adult. Intellectual transition is when a child progresses from pre-school to primary school, for example. New faces and environments can impact on a child’s ability to feel comfortable and may make the child feel anxious and lose confidence. 5. 2-Evaluate the effect on children and young people of having positive relationships during periods of transition. Positive relationships are highly important to a person’s development and wellbeing. Positive relationships promote consistency and resilience in a child and young person. Good support can come from Parents, Carers, Siblings and extended family, Social Workers, Health Professionals, teachers and tutors. These affiliations will mean that a child or young person is more likely to achieve academic targets and build strong social links. A child will feel more loved and valued and be more prepared for future transitions. Positive relationships also mean that a child or young person’s needs and requirements are more liable to be identified and provided for. A child’s welfare can be monitored more effectively and plans for children’s development and education can be more effective in their outcomes.