Essay --

Table of ContentsI. administrator Summary II.Description of BusinessIII.Management.IV.Market...V.Financials.. Executive Summary Krystal MelendezThe average day care model accepts children from birth to about 12 or 13 years old. Business hours being between 7am to 8 pm, Monday- Friday, maybe Saturday. It is often difficult for parents/guardians to find a child care provider that will allow their child to sleep overnight or after(prenominal) regular business hours on a routine basis. Slumber Care is a 24 hour, year round child care center give to infant and adolescent age groups. The services offered are ideal for parents/guardians who have rotating shifts, late shifts, are in need of a break, or have an exigency situation. Including those individuals who are facing barriers and obstacles in employment due to the inability of available services offered during their particular job schedule.Slumber Care will generate income by charging tuition f...

Gertrude of Shakespeare’s Hamlet Essay -- Essays on Shakespeare Hamlet

The Gertrude of Shakespeares Hamlet Is Gertrude, in the Shakespearean drama Hamlet, a bore? A killers accomplice? The perfect queen? A dumbie? This paper will answer many questions concerning Claudius partner on the Danish throne. In her essay, Acts lead and IV Problems of Text and Staging, Ruth Nevo explains the deleterious effect of Gertrudes behavior on her sons relationship with Ophelia His mother has predisposed him to believe in womens perfidy, has produced in him a revulsion from sex and the stratagems of sex he was unable to draw Ophelias face by his perusal she has refused his letters and denied him entrance money now returns his gifts. What form of devious double-dealing shall he expect? (49-50) Gertrude is indeed not the ideal mother. Lilly B. Campbell comments in Grief That Leads to Tragedy on Queen Gertrudes sinful state Shakespeares contrive of the Queen is explained to us by Hamlets speech to her in her closet. There we see again the picture of sin as evil will ed by a reason perverted by passion, for so much Hamlet explains in his accusation of his mother You cannot waul it love, for at your age The hey-day in the blood is tame, its humble, And waits upon the judgement and what judgement Would step from this to this? . . . O shame . . . And of the Queens punishment as it goes on throughout the play, there can be no doubt either. Her love for Hamlet, her grief, the woes that come so fast that one treads upon the heel of another, her consciousness of wrong-doing, her final get down are those also of one whose soul has become alienated from God by sin. (97-98) Gunnar Bokland in Hamlet describes Gertrude... ... village/other/jorg-hamlet.html Nevo, Ruth. Acts III and IV Problems of Text and Staging. raw Critical Interpretations Hamlet. Ed. Harold Bloom. New York Chelsea House Publishers, 1986. Rpt. from Tragic Form in Shakespeare. N.p. Princeton University Press, 1972. Pitt, Angela. Women in Shakespeares Tragedies. Readings on The Tr agedies. Ed. Clarice Swisher. San Diego Greenhaven Press, 1996. Reprint of Shakespeares Women. N.p. n.p., 1981. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http//www.chemicool.com/Shakespeare/hamlet/full.html No line nos. Smith, Rebecca. Gertrude Scheming Adulteress or Loving Mother? Readings on Hamlet. Ed. Don Nardo. San Diego Greenhaven Press, 1999. Rpt. of Hamlet A Users Guide. New York spot Editions, 1996.

Writing Persuasive or Argumentative Essays :: Writing an Essay

In persuasive penning, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to trust or do something.Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other(a) types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion you need facts or examples to back your opinion. So, be sure to do the researchPersuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check the rubric to see how you will be evaluated, as well as, all the ingredients required to write the essay.IntroductionThe introduction has a hook or grabber to catch the readers attention. Some grabbers embroil 1. source with an unusual occurrence (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world) 2. Opening with a strong statement (Cigarettes are the number one cause of lighter sales in Canada) 3. Opening with a Quotation (Elbert Hubbard once utter , Truth is stronger than fiction.) 4. Opening with an Anecdote An anecdote can provide an amusing and attention-getting opening if it is short and to the point. 5. Opening with a Statistic or Fact sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the items authoritative source. 6. Opening with a Question. (Have you ever considered how many books wed read if it were not for television?) 7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.) The introduction should also include a thesis or focus statement.There are three object ives of a thesis statement 1. It tells the reader the specific topic of your essay. 2. It imposes manageable limits on that topic. 3. It suggests the organization of your paper.Through the thesis, you should say to the reader

Theme Huckleberry Finn Essay :: essays research papers

The book Huckleberry Finn, by Mark Twain, has many themes that appear throughout the text. One such theme is that people must live outside of lodge to be truly free. If sensation lives outside of society, then they do not have to follow all of its laws and try to please everyone. They would not be held okay by the fact that if they do something wrong, they would be punished for doing it.This theme relates to Huck Finn in a major bearing. When Huck is with the leave behind and is learning how to be civilized, he is always feeling uncomfortable. He doesnt analogous it much and wishes to go back to his normal life out in the wilderness. However, when he thinks about not doing something that the widow is trying to make him do, he remembers where he is, in society. If he doesnt do these things he will be an outsider and society will not get into him as much. As he is on the river, he lays back and relaxes all the time. Whenever he goes back into society, he finds that he can not l ive inside its limits so he always denies who he really is and makes up some false identity all the time. When he finally runs from society at the end, one last time, it was clear that he believed that society was too much for him. Also that they would try to make him civilized again, which he didnt want, so he goes off whole to finally be truly free of his troubles and restraints.This is also seen in the character Jim. While Jim is with Miss Watson, he is a slave. She isnt the one who made him that way, it was society. She was good to him and never did him any harm, but the fact is that no matter how good she was to him, he still was only a slave. When Jim runs away, he finally sees that there was a way to be truly free and that was to not live within society. When Jim is in the woods on the island, he just starts to realize what it is to be free and what it is like to live on his own. After he meets Huck in the woods he also realizes what it is like to have a friend. Society kept him from having two of these, freedom and friends.

The Nature of Death in Emily Dickinsons Poems Essay -- Poetry Analysi

Emily Dickinson once said, Dying is a wild night and a new road. Some people welcome death with open arms while others cower in fear when confronted in the arms of death. Through the routine of ambiguity, metaphors, personification and paradoxes Emily Dickinson still gives readers a sense of vagueness on how she feels about dying. Emily Dickinson inventively expresses the nature of death in the poems, I felt a Funeral, in my brainpower (280), I hear a fly BuzzWhen I Died(465) and Because I could not stop for Death(712).Emily Dickinson, who achieved more fame after her death, is said to be whizz of the greatest American poets of all time. Dickinson communicated through letters and notes and according to Amy Paulson Herstek, author of Emily Dickinson Solitary and Celebrated Poet, Writing was the way she kept in touch with the creative activity (15). Dickinsons style is unique and although unconventional, it conduct to extraordinary works of literature. Dickinson lived her life in solitude, but in her solitude she was free to read, write and think which led to her nonconformity and strong sense of individualism. Suzanne Juhasz, a biographer of Dickinson, sums up close to critics idea of Dickinson ideally Emily Dickinson is at once the most intimate of poets, and the most guarded. The most self-sufficient, and the neediest. The proudest, and the most vulnerable. These contradictions, which we as her readers encounter repeatedly in her poems, are understandable, not paradoxical, for they result from the tension between the life to which she was born and the one to which she aspired (1). Dickinson poured her heart and soul into everywhere 1,700 poems, 600 of which relate to death. Paul J. Ferlazzo, a contributing author of Emily Dickinson write... ...d A. Walton Litz. New York Charles Scribners Sons, 1991. Literature Resources from Gale. Web. 10 Apr. 2011.Hochman, Jhan. Critical Essay on I Heard a Fly BuzzWhen I Died. Poetry for Students. Mary K. Ruby. Vol. 5. Detroit Gale Group, 1999. Literature Resources from Gale. Web. 10 Apr. 2011.Morningstar, Carolyn. Uncertain stumbling buzz Carolyn Morningstar explores creative uncertainty in Emily Dickinsons poetry. The English redirect examination Feb. 2007 21+. Literature Resources from Gale. Web. 16 Apr. 2011.Semansky, Chris. An overview of Because I Could Not Stop for Death. Poetry for Students. Detroit Gale. Literature Resources from Gale. Web. 9 Apr. 2011.Zarlengo, Kristina. Critical Essay on I Heard a Fly BuzzWhen I Died. Poetry for Students. Mary K. Ruby. Vol. 5. Detroit Gale Group, 1999. Literature Resources from Gale. Web. 10 Apr. 2011.

Feminine Mystique and Black boy Comparison Essay -- essays papers

Feminine Mystique and slow boy Comparison Fighting for survival and status within the orbithas been in affect since the Stone Age. It startswith domain against beast battling for survival. Astime goes on, so does the type of battle, from beastto man against man. When conquerors from Europecome over to northwestward America they push the Indianswest because they, the Indians, do not fit into thesociety the white man creates and at that place aredifferences that are noticeable. Later on therebecomes discrimination against blacks with the JimCrow Laws and the silencing of women. Throughouthistory there are more examples where people do notfit into the norm of society. Betty Friedan andRichard Wright in their novels The Feminine Mystiqueand Black Boy both experience different forms ofoppression. As Betty Friedan discusses a problemthat has no name, but mainly how a woman is enslavedin a mans society, while Richard Wright tries toovercome the Jim Crow south by attacking racialidentity. But forbidden to join man in the world, canwomen be people (Friedan 50)? Friedan illustratesthis point throughout her book. The fore-sisters ofFriedan fought for the passage of the nineteenthamendment which was passed in August of 1920. Thepassage of this amendment was largely due to thewomens contribution to the war effort, the goal was declare about seventy-two years before, during theSeneca Falls convention in 1848. Throughout thistime, women became immersed in their education andtheir own self-worth. Searching for jobs and nothusbands is the revolve about. During this period thenational relationship rate declines since the women are nothome at the mans beck and call.As the ti... ...pirit to gain that knowledge go out falldeep within the cracks and will not be able tosurvive. But Richard Wright fights to fulfill hishunger of education that is denied to him. Theroles of the African Americans are mapped out forthem, making them follow to the set asp irationssociety has for them. unless as society does for thewomen in Friedans novel were to aspire to be ahousewife. Overall, Friedan and Wright though coming from twodifferent times and places both focus on oppression of themind. The oppression that brings this world against oneanother is destroying each person. With education beingtold as being for the white man only and our rolesdefined by society, we try not to go against them. But weshould not let our culture hold us back if we feel a void bynot achieving what we as a person and equal in this worldwant.

Feminine Mystique and Black boy Comparison Essay -- essays papers

Feminine Mystique and Black boy Comparison Fighting for survival and spot within the worldhas been in affect since the Stone Age. It startswith composition against beast battling for survival. Astime goes on, so does the type of battle, from beastto man against man. When conquerors from Europe recognise over to North America they push the Indianswest because they, the Indians, do not fit into thesociety the white man creates and there aredifferences that are noticeable. later(prenominal) on therebecomes discrimination against blacks with the JimCrow Laws and the silencing of women. Throughouthistory there are more examples where people do notfit into the norm of society. Betty Friedan andRichard Wright in their novels The Feminine Mystiqueand Black Boy both experience different forms ofoppression. As Betty Friedan discusses a problemthat has no name, but mainly how a woman is enslavedin a mans society, while Richard Wright tries toovercome the Jim Crow south by attac king racialidentity. But forbidden to join man in the world, canwomen be people (Friedan 50)? Friedan illustratesthis point throughout her book. The fore-sisters ofFriedan fought for the passage of the nineteenthamendment which was passed in August of 1920. Thepassage of this amendment was largely due to thewomens contribution to the warfare effort, the goal wasdeclared about seventy-two years before, during theSeneca Falls convention in 1848. Throughout thistime, women became immersed in their education andtheir own self-worth. Searching for jobs and nothusbands is the focus. During this tip thenational birth rate declines since the women are nothome at the mans beck and call.As the ti... ...pirit to gain that knowledge will fall productive within the cracks and will not be able tosurvive. But Richard Wright fights to fulfill hishunger of education that is denied to him. Theroles of the African Americans are mapped out forthem, making them follow to the located aspir ationssociety has for them. Just as society does for thewomen in Friedans novel were to aspire to be ahousewife. Overall, Friedan and Wright though coming from twodifferent multiplication and places both focus on oppression of themind. The oppression that brings this world against oneanother is destroying each person. With education beingtold as being for the white man only and our rolesoutlined by society, we try not to go against them. But weshould not let our culture hold us back if we feel a void bynot achieving what we as a person and equal in this worldwant.

Plato Thought on Education Essay

The object of raising is to turn the eye which the soul already possesses to the light. The all told function of education is non to put knowledge into the soul, alone to bring out the best things that are latent in the soul, and to do so by directing it to the right objects. The problem of education, then, is to give it the right surrounding. (Plato) In the fifth century B. C. E Plato was born into an aristocratic Greek family. As a baby his intention was to be engaged in politics.However in his twenties his thoughts were change after coming into the circle of Socrates, who was to be the lasting influence on his thought. Hence, following the execution of Socrates on accusations of the corruption of youth Plato abandoned direct involvement in politics and turned to writing and education. Plato was well known for his plant which were all written in the form of dialogues. In the Republic, written about 385 B. C. E and in the Laws, his last study, on which he was still at work a t the end of his life Plato addresses childhood in the context of education.Plato saw education as the one great thing, no scheme of forgiving life was so important to him, since he rejected birth as a criterion for distributing the function of education. He believes that the aim of education was the harmonious instruction of human personality with the central purpose was to let out the right type of individualities in the state. Therefore, Plato saw the state primarily as an educational entity. His scheme of education was greatly influenced by Spartan system of education. In the Spartan system the family had no control over the education of its members.The state was controlling all aspects of education. In the Republic, Plato devotes much attention to the education of the child as a future citizen. He believes that the child belongs to the state and its education is the responsibility of the state in sum education must be compulsory for all. Furthermore, Plato was not concerned with training children for a trade but rather with giving them an education in virtue, which is to produce a keen desire to become a perfect citizen who knows how to rule and be ruled in turn.Education was seen as the correct passagewayling of pains and pleasures, aiming at establishing a nature in which goodness of character has been well and truly established so as to breed a familiarity with reason, since Plato saw reason as mans true nature, therefore it has to be nurtured from childhood by irrational means. In Plato views education was to begin before birth therefore he recommends that the care of the soul and body of the child begin with prescribed walks for the pregnant woman before birth.For the first two years of life children should be unbroken well wrapped up, even though they should be taken to the country or on visits. Also, they should be carried until they are old enough to stand on their own to prevent subjecting their limbs to too much pressure. This was necessar y since the main importance of movement lies in its influence on the early development of a well-adjusted soul and the cultivation of the body is mainly for the souls sake. Another aspect of education was the formation of character. Plato saw storytelling as the main tool in the development of character.Since stories should provide models for children to imitate, seeing that as ideas taken in at an early age become indelibly fixed. Moreover storytelling must begin at an earlier age than physical training. Physical training may take two or three years, during which nothing else can be done since tiredness and sleep are unfavourable to study. Physical training was vital as the exercises were an important test of character. Additionally a childs character lead also be formed while he or she plays Plato attached much importance to childrens games.Even though the sexes are to be disjunct at the age of six, he believes that children are to be brought together for games. Teachers must p rovide children with miniature tools of the different trades, so that they can use the childrens games to channel their pleasures and desires toward the activities they will engage in when they are adults. However, children and adults should not imitate base characters when playing or acting, for fear of forming a habit that will become spot nature.In addition to storytelling and play, reading, writing, music and arithmetic were an integral part of Platos educational system. Beginning at the age of ten a child is necessitate to spend three years on reading, writing, and the poets, and another three learning the lyre. Then they would study elementary mathematics up to the age of seventeen or eighteen. He thought that all of this was to be done with as little compulsion as possible in, order to for them to learn enough to fight a war and run a house and administer a state (Republic, bk.7, 535-541).This period of education could not be extend or curtail uncomplete by the child nor f ather either out of enthusiasm or distaste. Children were expected to work on their letters until they are able to read and write, but any whose natural abilities have not developed sufficiently by the end of the prescribed time to make them into quick or polished performers should not be pressed. Enforced exercise does no harm to the body, but enforced learning will not stay in the mind (Laws, bk. 7, 536). Plato also mat up the necessity of moral education.The members of a society should learn that they are the members of one society and that they should live in the spirit of harmony and co-operation. Plato realizes that the better way of conveyancing moral instructions, is the sanction of supernatural authority. Plato also believes with conviction that a nation cannot be strong unless it believes in God. Certainly, Platos views on education have significantly influenced educational thought to this day and have become the basis of many educational policies His system of educatio n includes instructions for the training of body, mind and soul.Plato also believed that an ideal state, embodying the highest and best capabilities of human social life, can really be achieved, if the right people are put in charge. Since the key to the success of the whole is the science of the rulers who make decisions for the entire city, His view of philosophy as an educational activity and of education as the development of reason, the responsibility of which lies squarely with the state, is still a backup educational challenge.

Paulo Freire Essay

In Pedagogy of the Oppressed, Paulo Freire presents two concepts of education, banking and problem-posing. Specific solelyy, Freire argues that in banking, teachers assume school-age childs are passive, take all control, determine what will be learned, and fill students with pre-selected education. Problem-posing education allows people to develop their human natures fully because it depends on dialogue, recognizes the relationship between people and the world, encourages discovery and creativity, and leads to transformation.Freire criticizes the banking method acting throughout the essay and clearly praises problem- posing in more than just an educational settings. For instance, narration sickness is a term used when the teacher negotiation about a subject as if it were motionless, static, compartmentalized, and predictable. In addition, necrophilia is another one of Freires exaggerated imagery, comparing the banking concept and oppression to the love for the dead. Freire suppor ts the problem-posing method as being the only educational concept needed. His essay is well laid out with examples and supporting details, but is this practical for public education?Freire says that to be truly committed to ending banking the students must reject it all together. I have mixed feelings. Its not that I do or take int support this statement, but I do believe both concepts are necessary at some point in education. Some information presented to students can only be taught through repetition, memorization, and narration. For example, math and science equations are concepts needed to be memorized in order to complete problems. The way a student memorizes it can be creative and active, but it still falls under the banking category for needing to be told how to perform it.

Organizational culture that affects aviation accidents

Edward P. Warner said, The modern nisusplane is the product of a program of research, ontogenesis and refinement in detail that no other structure or mechanism has ever matched.The results have been so remarkable that there is always hazard of forgetting that these extraordinary craft still have to be operated by men, and that the most important test they have to meet is still that of being operable without autocratic unreasonable demands or unnecessary strains on the flight personnel (quoted in Billings, 1997).It is imperative to mention the significance of human and implement interactions when dealing with an melodic line organisation. An organisational structure determines how a system performs as it involves the mindset, the values and the goals of a group. The existence are the ones that control and use the machines and they are the ones who belong and participate in a specific organizational culture.Even if the aviation system is considered one of the most technology-int ensive, spatially distributed system, the force that operates and manages the functions of the system still depend upon the human labor force (Billings 1997, p. 3). This system operates to move passengers and cargo from one location to another with the use of highly complex and automated machines.Technology has never been utilized and maximized more effectively in all other industry than the aviation enterprise and it remains to be an industry to promote the advance of such technology for better safety and higher creature comforts for the passengers (Billings 1997, p. 3).Automation of the airline industry revealed subtle yet existing assumptions that machines would soon replace humans in the workplace (Billings 1997, p. 201). A better perspective would be that humans and machines are complementary rather that competitive of each other (Billings 1997, p. 201).The rising dependence for machine was seen to be a major factor that shapes the culture of the aviation industry. As machine s could do more of what a pilot and air traffic control officer does, sometimes at a higher rate of efficiency, air carriers have moved to use automations more than ever.However, there were questions as to the degree of control humans have over the operation (Billings 1997, p. 206). It is important to note that at present machines cannot completely replace humans in their functions as checklists required before and during the flight cannot be solely accomplished by some machine (Billings 1997, p. 207).

Managing Non-Traditional Inventories Essay

Within the service industry, companies will typically have 2 types of inventory, traditionalistic inventory and non-traditional inventory. For a restau markur it is essential that they have certain management systems in place, which assist with the management of both types of inventory. These inventory management systems for traditional and non-traditional inventories are critical for a restaurant to be successful and paying. When dealing with a restaurants traditional inventory, managers are focused on the challenges of dealing with a extremely perishable product, food. Since the raw materials for restaurants have a limited shelf life and usually expire within the first week, restaurant managers must have prompt control systems that assist with food costs, the largest expense for all restaurants.If restaurants are able to successfully manage their traditional inventory, they are most likely a profitable business however, restaurants could still be passing up opportunities if they do not manage their non-traditional inventories. The non-traditional inventories for restaurants are the products available for sale, which are the space for customers to sit at tables. Restaurant owners should consider each table space as their main product, because without the table space full-service restaurants will not exist. In order for a restaurant to be not only profitable, but also successful, managers should monitor their tables as if their customers were temporarily renting the space for a meal. For them to manage the tables, they should scrutinize the turnover rate of tables. This refers to the number of times a table is used to serve new customers, therefore, the higher the turnover rate of the tables, the greater the cash flow for the restaurant.This is the reason the profligate food industry is a multi-billion dollar industry, as they have an exceptionally high table turnover rate compared to a fine-dining restaurant. For any full-service restaurant, restaurant owners should not pressure their customers to eat faster in order to improve their table turnover rate. Instead, restaurateurs have to properly manage their staff and the service that they provide to get a higher turnover rate. Owners should encourage their staff to work together as a team, so that they can improve the efficiency of the restaurant by assisting each others customer requests. The most effective practice for improving the cohesiveness between staff members is to encourage the servers to pool their tips together and cleave it up evenly (Restaurant Guide). Apart from generating stronger teamwork between staff members, owners must ensure that the kitchen is fully optimized for speed and efficiency.By ensuring both the quality and the speed of the kitchen, restaurants can drastically improve the perceived service as well as the turnover of tables. In addition, staff members should be able to indicate when customers are ready to order, as well as finished with their dish es, since having fewer items on the table is generally a positive aspect of a good restaurant. Lastly, owners in the start-up phase of running a restaurant should avoid purchasing large tables, as small tables can help save space as well as seats capacity. If large parties were to request for a larger table, the restaurant will still be able to accommodate the varying sizes by combining small tables together. Therefore, if restaurant owners are able to manage their food costs, as well the tables turnover rate and has the correct combination of sizes of tables they can decrease the stay time for customers, maximize seating capacity, and increase profits (Petersen).Works CitedHow Better Inventory Management & Weekly nutriment Costing Can Lower Your Food Cost. How Better Inventory Management & Weekly Food Costing Can Lower Your Food Cost. Restaurant Owner. Web. 27 May 2012. . Managing Table Turns. Restaurant node Service. Starting a Restaurant Guide. Web. 27 May 2012. . Petersen, Kurt. Tables What Size Do You Need? Tables What Size Do You Need? Petersen Furniture, Inc. Web. 27 May 2012. .

A criminologist Essay

A criminologist blames economic recession and complex financial system as study reasons for the rising white collar crimes in the U. S. In huge numbers of cases, people are not aware that they have been victims of white collar crime, for example, subjected to illegitimately spewed out pollution, or that they have purchased products that are unsafe, or that they have been subjected to corporate price fixing, or to the consequences of commodity speculation, which is believed to be one signifi fuelt factor in driving up the cost of gasoline at the pump.Witnesses of white collar crime who often do not realize that a crime has occurred , whitethorn be confused about what to do in response to it. And our traditional frontline enforcement agencies ha not been organized to monitor and respond to white collar crime. In this case principal gents who handle such cases play an important role in white collar crime. Informers & Whistle Blowers Ethics Text 6. How can corporations get wind that their employees behave ethically? An ethical civilisation should be a pinch priority of every business, large or small.The challenge for many organizations is trying to escort what it takes to build one. From an enforceable computer code of conduct, to ongoing development and communications, to an anonymous reporting hotline, companies can quickly implement ethical motive and compliance programs and solutions that foster an ethical refinement across the enterprise. In many companies today, vigilance is dealing with a hodge-podge of different personalities, belief systems, backgrounds, ethnicities and politic affiliations. These are just a few things that may block up creating a single unified system of ethics.While many may say that rightfulness and wrong is what should ultimately determine the culture, others leave argue that what is right for the majority may not be right for the minority. Having an ethical culture is an important component to running an effective busin ess today. In fact, with the current land of legal and industry regulations, from Sarbanes-Oxley to HIPAA, not only is having an ethical culture a good idea, it is now practically a requirement. Developing an ethical culture depart take more than creating a list of club dos and donts although that list will do.It will take more than issuing a code of conduct via email to a new hire although that too will help. What it will take is a combination of things. On this page, we focus on the top six steps that have the most effective and direct impact on establishing an ethical culture. The six steps are as follows 1. Establish an enforceable code of conduct 2. Initial and ongoing training 3. Regular communications 4. Anonymous reporting hotline 5. Enforcement/Action 6. Rewarding employees that live the culture 1. Establish an enforceable Code of ConductA code of conduct, often referred to as a code of ethics, is the foundation of any ethics program. The code of conduct should not be d esigned as a reaction to past missteps. An ethical culture is built upon the proactive efforts of the organization. The development of the code of conduct should be led by those at the top of the company, and should also include employees in the process. 2. Initial and Ongoing Training There is a phrase that has been used many times when it comes to training The day we stop learning is the day we die. One of the most important aspects of developing an ethical culture is the ongoing training that companies can provide to executives and employees. The decide of training is to help employees know what is expected of them and to help them experience that a strong ethical culture can protect the companys composition and actually enhance profits. Employees need to know that their ethical or wrong choices will have a direct impact on the success or failure of the company. In addition, training should also be tailored to specific positions in the company and employees roles.Management m ay need additional training to help deal with employee issues, while someone in purchasing may need more training on gifting policies and someone in finance needs to understand the companys position on fraud. 3. Regular Communications Once the policy has been executed and training has started, communicating aspects about the code of conduct can have a significant impact on the ethical culture. Many of these communications come through the human resources department, that the voice of the executive management team is critical in these communications.The goal of communications is to make ethics a live, ongoing conversation. If ethics is something that is constantly addressed, referenced frequently in company meetings, and in personal conversations among managers and employees, then people are more aware and more willing to defend the companys policies when they see or read of problems. Employees will hold other employees responsible and accountable for living the companys values. 4. Anonymous piece of musicing Hotline The fact that an ethics hotline exists at heart many companies may be a surprise to their employees.The hotline number or Web site URL is often hidden in the back of an employee handbook or within the dusty binder labeled Corporate Governance. An anonymous hotline provides employees with a confidential way of reporting unethical or inappropriate behavior. Many people are not comfortable with reporting bad behavior for fear of being considered a snitch, possible repercussions if the guilty party learned of who reported him or her, or perhaps impacts on their job. Unfortunately, more than two of five employees (42 percent) who witnessed misconduct did not report it through any company channels.Others may want to report their concerns, but are not comfortable going directly to a manager or fellow employee. This is why the anonymous reporting hotline is so important. In its 2006 Report to the Nation on Fraud and Abuse, the Association of Certified Fraud Examiners concluded that Occupational frauds are more likely to be detected by a tip (34%) than by other means such as internal audits, external audits or internal controls. 5. Enforcement/Action A code of conduct has to be enforceable, and a company needs to take action when problems arise.Employees should be part of the enforcement and know if and when it has been violated. While 42 percent of employees are reluctant to report unethical behavior, the good news is that the ERC study also found that the rate of misconduct is cut by three-fourths at companies with strong ethical cultures, and reporting is multiply at companies with comprehensive ethics programs. Unethical behavior can have a damaging effect on a variety of aspects of a business, from differentiate reputation to bottom-line revenues.WorldComs and Enrons names will forever be connected to accounting scandals that led to the Sarbanes-Oxley Act of 2002. Lockheed Martin was forced to pay $2. 5 gazillion for know ingly looking the other way on alleged racial discrimination. Without enforcement, ethical guidelines listed in a corporate code of conduct are just now nice suggestions. 6. Rewarding Employees That Live the Culture The final step in developing an ethical culture is rewarding employees that behave ethically and live the culture that the organization is trying to instill companywide.With an ethics policy in place, ongoing training and communications, the ability to report unethical behavior and strict enforcement, an organization will have the structure in place that will leave little doubt the importance of ethical behavior. Like a manufacturing company that brags about its rubber eraser record with signs indicating how many days without an accident, companies should publicly congratulate their employees for adhering to the code of conduct.That performance could be rewarded in terms of a bonus based on how ofttimes money the company saved by not having internal issues or having t o fight legal battles over unethical business or accounting practices. If an employee completes ethics training, is responsible for blowing the whistle on questionable activities, or provides unique ways for protecting the companys confidential information, he or she should be know publicly by management. Employees need to know that creating an ethical culture is important to everyone from their direct managers to c-level executives.

Childcare: Child Development

Unit 1 Understanding and promoting electric shaverren and five-year-old volumes schooling Learners Declaration I certify that the work submitted in this assignment is my proclaim. Student Number.. eb1257620 Full Name Mrs Debbie England Address.. 1,Woodlands Residential Park Quakers Yard, Treharris CF46 5AR L/601/1693 Unit 1 NCFE LEVEL 3 EARLY LEARNING AND boorcargon Debbie England EB1257620 Q1a, Explain the grade and rate of apiece aspect of using from birth 19 historic period? 1a.All argonas of organic evolution be signifi put forwardt as each otherwise, tho kidren do non alship female genitaliaal develop at the identical rate, scarcely as soon as your bundle of joy is born they are their consume little person. Areas of development from birth 19 are PHYSICAL DEVELOPMENT including movement skills gross motor skills, fine motor skills and go a languish- center coordination, from 0-6 months a child leave al ace turn judgement towards sounds and movement , try to put eitherthing in mouth, hold and reach out for things and reach to hold their feet whilst on back and when they are being federal official they watch you and smile at a familiar face.Accomp any(prenominal)ing material Explain the Reasons Why Children and Young Peoples Development May non Fol petty(a) the Expected PatternBy the age of one a child has the ability to sit alone unaided. They are withal acquire inquisitive by spirit for things that have a bun in the oven been hidden, behind you or in your hand. Children also want to be picked up, so they lift arms up, they also want to stand up so they pull or push against adults or furniture, and non all children stick out crawl by this time exclusively they might get just approximately by shuffling on bottom or rolling around. Children also know their name by now and turn towards you when they are called, they said(prenominal) to revive by passing objects from hand to hand and examine them by poking or prodding.B y the age of two, a child has many talents, such as walking with or without toys, bending to pick up things from floor. Children have pelfed to do a lot more with their hands such as Waving, pointing to what they want, come oning towers out of bricks, banging objects together and also feed themselves. And the ability to submit no by shaking their head. You will also start to receive that they have a preference to which hand they want to enforce.By three years of age children are able to kick or throw a ball, kneel down to trifle with things and give the bounce come on larger towers. Children also handle water, so shrink froming pouring with different shaped things is enjoyable for them . Between the ages of three and 7 near, children are more adept, they have master climbing stairs and gained more confidence to climb, walk on tiptoes and jump , also gained control of eating with cutlery which in turn should help with holding a crayon or pencil to draw.Throwing and kic king a ball with aim, utilise safety scissors and copying shapes and letters. As children get next to s however-spot they are climbing, jumping catching, skipping and riding a bicycle and are able to write. Between seven and twelve years of age children are experiencing the art of taking part in team games such as football, athletics etc. From twelve onwards we reach puberty. non all girls and boys reach puberty at the same time, nformer(a) are slower than others.Puberty house cause a lot of up bent and anguish. For boys, at this age,, start getting taller, muscles start to grow, along with facial nerve hair, their voice whitethorn break, they may experience acne due to oilier skin and it does non get any better because some boys experience slow pubertal egression so they feel different from the rest of their friends and causes upset and worry, so as a parent you deal to be there to reassure them that their rate of development is not related to the final bodily potent ial.For girls,, by the age of thirteen periods would have started, their breasts have developed and their bodies are fuller and rounder and by 15 it is comparablely that she has grown to her full height, some girls develop as archaean as eight, but some do not show changes until late teens. sometimes it is hard for teenagers, they plump totally preoccupied with their development. They feel awkward and sometimes feel embarrassed. SOCIAL AND EMOTIONAL DEVELOPMENT includes forming relationships , assumeing kindly skills, self reliance, fashioning decisions, caring for others and developing self-confidence and dealing with emotions. -3months, children of this age concentrate on an adults face when being fed and smiles, they respond to adults especially mothers face and voice and also very dependant on adults for comfort and reassurance when cuddled. Six -nine months children show affection to people they are used to ,but shy with strangers, they also like to play games like peek- a-boo. One to two years, children like to please people and like to be centre stage and perform, play along with other children, they can be cooperating but then can be istracted by unwanted demeanor and may become distressed if separated from a known adult, so they may rent use a comfort object, e. g toy or blanket. Between two and three, a child will develop palpate of own individuation and start to be independent, act impulsively ,prone to bursts of turned on(p) tantrums and demanding things, wanting things NOW, and craving attention. Three to quadruplet years, at this stage children become more caring to others, they like to share and they become more cooperative and want to help with everything. They also become more independent and more secure in unfamiliar places.Four to seven years, This age group posit structure and routine to feel safe, when behaviour is bad they need limits to be set , they enjoy helping others. Often turn friends but need a hand in resolving situ ations. They will larn a lot about the world and how it works , about people and relationships and develop projecting of rules. septette to twelve years of age, Children start to form special relationships at about eight, they accustomedly like to mix with children of same sex, because they become aware of own gender, they become less reliant on adults for prevail unless they need an adult to help sort out an argument.They enjoy being in groups of their own age but are strongly influenced by peers and want to fit into their rules. Children can be either arrogant, bossy or shy but they do develop an understanding that authentic behaviour is not accep get across and why. Teenagers, teenagers become self-conscious as they notice changes to their body, they need reassurance more than anything else. Their body is passing game through emotional turmoil , they are tossed back and for between childish ask and adult desires, they are also being prepared for independence from their p arents and closer to friends and relationships.Teenagers also get embarrassed and feel awkward and worry about making mistakes. INTELLECTUAL DEVELOPMENT. Between 0 and three years of age, realise others are separate from themselves, they imitate and try different slipway of behaving in play and they become more confident but still need reassurance. Three to four year olds are able to sort objects by size, shape , colour and type, e. g animals . They can also understand two or three things to do at once e. g fetch that beaker of water, give it to your brother and take empty beaker back to kitchen. Five to seven year olds .At this age children begin to understand differences can exist side by side, and about sameness and difference in various aspects of life and are able to see that the same arrive of porridge can look different in another container. Seven to twelve year olds, are able to do things for themselves, read, and take fill in certain things. Twelve to sixteen, At this a ge, children turn to their friends, they are less concerned about adult approval, they want to amount their peers, dress the same, have the same games, behave the same way even wear the same clothes.LANGUAGE DEVELOPMENT. Between 0 and three months , babies start to advert happy sounds, they watch peoples faces and try to copy, and enjoys music and other sounds. talk sounds begin between six and twelve months, they will laugh or chuckle and feel pleasure by making squealing noises, they turn their head towards sounds. At one children start to put words together and understand key words. By two they start to understand the art of speech and start to copy and by two they can use thirty to one hundred and fifty words.Between two and three, children are able to put words into a sentence, they can join in with songs or nursery rhymes, scribble on paper and by the time they are three can be using several hundred words and like all children they start to ask what? , when? And why? Three to four year olds start to use pitch and tone, their verbiage can be up to fifteen hundred words by now and including past tense, also their scribble becomes more controlled. Four to five year olds can steadily copy shapes and some letters, recognise their own name and words that are used regularly.They are also more able to use language to communicate ideas and grammar is more accurate. By using picture books children are able to follow , understand and enjoy the story. Questions that they ask becomes more complex. Five to seven years of age are fluent and able to make up stories, they handle books well, recognise more and more letters linking them to sounds and understand that text carries meaning. Seven to twelve years of age usually need help with spelling, adults introducing smart words will help their vocabulary.Children can also read out tinny and know the different tense and grammar and speak fluently explaining complicated happenings. Twelve to sixteen year olds can be q uite irritating by using sarcasm and trying to be witty, but they are just testing their unseasoned sophisticated mental abilities. Their logical thinking is maturing and may enjoy a debate, it helps to practise verbal skills. Q1b, Explain how theorie s of development and frameworks to bet on development influence current practice? 1B.Theories related to child development, such as social and emotional skills can be divided into three schools of thought. 1. Biological Genetic make up 2, L earning Result of contact with others 3. Psychoanalytic Combination of some(prenominal) biological and development Each of the above has many theories resisting them. PIAGET.Jean piaget was a psychologist and philosopher and spent his professional life listening and watching children, his explore found that children beart think like adults and he suspected tha behind illogical statements were thought appendagees that had their own kind of order and logic. His background of biology and ph ilosophy influenced his theories and research of child development. Piagets theory is based on the idea that children develop cognitive structures( mental maps ) for understanding and responding and their cognitive structure increase as they get older.He identify development stages. 1. Sensorimotor 2. Pre-operational 3. Concrete operations and 4. Formal operations. BRUNER Jerome Bruner is one of the best known psychologists and developed the theory of cognitive growth, he looked at environmental and experimental factors that affect quick-witted growth . He believed that children need to move more freely and be involved in their own learning, his ideas were based on catergorisation and believed that adults could support their children in their learning experiences.Bruner had a profound effect on education, his work is still influential to scientific studies today. He indicated four key themes in the process of education (1960). 1. Readiness for learning 2. Motives for learning 3. I ntuitive and analytical thinking 4. The role of structure in learning. VYGOTSKY. Says that a child is brought up by finale which has two contributions to a childs intellectual development 1st their knowledge , 2nd what to think.Cognitive development children learn by problem solving. Language is a learning process and interacting contribute to a childs development. HOWARD GARDNER, stated that there at least seven intelligences which link our various(prenominal)ity they are. 1. Verbal linguistic 2. practice of medicineal. 3. Logical. 4. Spatial 5.Bodily kinesthetic 6. Interpersonal. 7. Intrapersonal. MONTESSORI. Dr Maria Montessori, a scientist had a unique opportunity to study the thinking and learning skills in children and developed specific learning apparatus to help and including children who learn differently. She stated that the secret of corking teaching is to regard the childs intelligence as a fertile field in which seeds may be sewn to grow under the heat of flamin g imagination.Her theories and ways of educating children are used today e. g using music, language, hands on educational materials, games and muscle movements etc. latest child development theories, are that the first three years of life are critical to laying down the foundations for future learning. Babies need to be interpret to, cuddled, touched, talk to and kept warm. at that place are three styles of learning Visual, Kinaesthetic and Auditory. In the early years of life most children experience rapid and tangible, emotional, intellectual and social growth.There are systems in place to intervene and identify signals that may cause future concerns. Practitioners work with parents and primary carers to listen to views so as to build on childrens experiences, knowledge and understanding and tin opportunities to develop in all areas. Q1c, Explain how to monitoring device children and young peoples development using different methods? 1C. To monitor a childs development start s with, 1. Observation 2. judging 3. Planning 4. Implementation and 5. Evaluation.Observation, observing children is an historic role for a child care practician to practise it is essential that they are able to assess progress and designing for the childs future. Observation can help identify any issues with the child, identify strengths and weaknessess, monitor development and how to respond in situations, and to add any improvement where needed, also share with parents, collegues and specialists. By conducting observations you can learn more about a child, some characteristics on display maybe 1.Skills and accomplishment 2. Personality and temperament 3. Interests and preferences 4. Level of cognitive and social development 5. Strategies for creating desired effects. Always obtain permission forrader using observation.Different methods are Time sampling at pre- figurened times . Event sampling Behaviour forms of Structured perform a particular activity. Naturalistic usual routines Participative be engaged in activity together giganticitudinal detailed observations Target child use in groups to find out if they are getting worthwhile experiences.The skills are to be able to obtain info about the child Look Know what you are looking for Listen Take notice how conversations are with others Record make accurate notes.Think consider what you see and what assessment would you make . Assessment,- is the process of analysing and reviewing what you currently know about the childs development. When you assess, you are making a judgement or decision on the childs progress. To make a valid assessment you must(prenominal)iness collect all pertinent data needed, this should include the childs development, learning, health, behaviour, faculty member progress and the need for special service.Once information has been collected any assessment should be carried out by a childcare worker and based on Thorough knowledge of child development , Par ents observations of their childs development and other practitioners observations who has worked with the child and analysis of observations of milestones and expectations. The results of the assessment can then be used for send offning the individual care. Planning,- For the next steps in a childs development should be through on the information you obtained from the assessment.Any concerns should be discussed with the parents and collegues to identify any intervention that maybe required. think activities are experiences and opportunities that are thought about and planned in advance. Unplanned activities are some of the most important and effective learning opportunity acquire spontaneously. In these instances you have to make the most of the opportunities. All childcare settings have a curriculum, even if they dont use that word to describe the activities they forget for children. Child-centred planning is important because it focuses on the involve of the child.Allows chi ldren to take lead in learning based on own interests and helps to practice and develop old and new skills. Enables parents and staff to take time out to think and be in agreement what development needs individual children want. Plans are always based on the knowledge of the stage of development reached by the child concerned. Appropriate goals are set for the next stage of the childs development. Implementation, A long term developing plan should be put in place to lay out aims for learning everyplace a year.It should represent the purpose behind the childcare workers practice and contain brief summary of what they want children to achieve. Short term plans are put in place to help practitioners plan activities weekly , it helps children to have a choice, either to have or try a new experience or activity that will encourage them in developing, and the plan should be adaptable for children at different stages of learning. When writing a short term plan it should outline something to progress the developmental and learning needs of all children.Something of interest and supply enjoyment for all children. All the areas of learning in the early years foundation stage are covered. Do not discriminate against any child. And that setting has or can access the required resources. By creating a plan a childcare worker will be able to aim the environment List equipment and materials needed Identify the activities they want children to participate in.Set out their own participation in activities and set timing ( when and how long ) When creating an individual plan both child and parents can be involved, a child can contribrute can say what they like and what they dont, and parents can contribute by abandoned information about their childrens interests, experiences and activities at home .When creating plan the careworker must include the seven stages, which are Assessing current stage in learning and development. Identify needs for further learning and developmen t. Setting clear targets for achievement. Identify strategies for achievement. Intergrating plan into other plans of the setting. Implementing plan. Review plan.Individual plans should include Childs name Key workers name Date of plan Aims of plan Targets Strategies to help child achieve targets Date of next review Date and comments when aims and targets are reached. Evaluation All plans need evaluating, reviewing or even re-planning. Everyone involved with the children play a part and staff should get together regularly to discuss plan in question and if anything needs re-thinking. 1. Do plans enable everyone working in setting to know what they are doing and how to do it? 2. Are plans enabling setting to be effective in progressing the childrens achievement in learning and development. If planning is not enabling one or both of these things to happen, it will have to use deduction collected to decide on appropriate changes to its plans , format or content.An important part of the evaluation plan is to inform parents how things are and for parents to explain their findings . Feedback creates good practice. Q1d,Explain the reasons why children and young peoples development may not follow the evaluate patterns? 1d,Children do not develop at the same rate as each other. Many children have growth spurts followed by a lull, their development may also not progress evenly across all areas. All children are individuals. Girls and boys overtaking through puberty experience different things. Girls If going through puberty early, her social development may not be keeping up with her physical growth, some girls can look grown up but still a child underneath. yet some girls are reaching full physical maturity and some are only beginning. Boys some boys move into mid- puberty while others worry about their development. Their emotional state is constantly all over the place, their bodies are experiencing drastic changes which can cause emotional turmoil, all tee nagers going through this could potentially cause disruption to development pattern. Some factors that can influence younger childrens development pattern are environmental and economic which consist of poor housing, lack of play facilities, low income families, lack of resourses and frequent changes in environment.Social poor parenting, difficult family circumstances, few opportunities for one-to-one and few good role models. randy conflict with family or peer group, family break up, contemptible house, death of a pet or family member, changes of childminder or a new reaching of a baby brother or sister. Medical Long stays in hospital, illness of family member, ADHD, disability or frequent illnessess. Or in ordinary personality, immaturity, poor speech, temperament or becoming more independent. Most children experience rapid physical, emotional, intellectual and social growth, but for some children have major issues, and it is important to put systems in place where we can help children.Practitioners should work closely with parents and carers to listen to their views and to build on previous experiences, knowledge, understanding and skills and to reserve opportunities to develop. Monitoring children is essential, when a child show signs of slow development, it is necessary to present different opportunities to use alternative approaches to learning. Ongoing difficulties may indicate that they need extra help and support above what is normally offered. Early education settings are perfect for observing any changes in childrens development pattern because everything is recorded. sometimes concerns are not noticed fully until later when a child is in formal education.Settings will determine what issues there are and able to set up programmes of support which the child may benefit from . Practitioners need to assess and assist the child in developing further in any area of their development. Disability can disrupt the development pattern also. A disabl ed child who cannot think or react or talk for themselves have to be assessed for specific needs and if they dont get what they need interfere with their development pattern. Help childrens developing pattern by giving them what they need, that is by Providing space, equipment, materials and activities for physical development .Giving praise, guidance , support, listening , supervision, provide opportunities to share in decisions and to take responsibility, be warm and affectionate and attentive and let them express themselves, for social and emotional development. And for intellectuall development, talk to them play I spy and dressing up , look and touch things, provide art and craft activities and include them in things like question and answers and laying the table etc. Language development includes asking questions, talking, discussing books, objects and ask them about themselves. Without these things the development wont follow the evaluate pattern. Q1e, Explain how disabili ty may affect development?The early support programme is for families who have a disabled child under five, it is there to support families who leave hospital with a child with medical examination and physical needs and significant factors that could affect development. Long stays in hospital and long illnessess can also affect development. So can the lack of facilities. Carers should obtain as much background information as possible to help to understand what the child needs. Disability may affect development if you do not provide the environments and resourses that they need, these include Brightly coloured and textured toys . Toys and equipment with lights and moving parts. erect play and safety equipment. Painting with bright colours. gravid print books and large print letters on figurer keyboards. Mirrors and magnifying glasses and sensory activities. , for visual impairment.The other considerations are Have good lighting. Encourage nifty movement around the school. Superv ision in activities such as P. E , cooking and craft. Children with hearing impairment should be provided with Music, movement, drama and dance activities. Craft and art. score tapes and headphones. Reading, one to one stories and specialist computer programmes. Other considerations are Look at the child when talking to them. Speak clearly and repeat yourself if they have not heard. Use visual aids, avoid distractions and use body language.Children with behavioural difficulties should be provide with Quiet story times. One to one individual attention. Toys and activities that go on concentration. Large outdoor play area with lots of equipment. Sand and water for relaxing and dough for releasing aggression. Other considerations are Give rewards. Minimise distractions. Make eye to eye contact. Speak clearly and give direct instructions. Avoid clutter. And distract children with an alternative activity ot toy. Ativities such as Construction toys. Jigsaws. Sand and water play. S ongs and rhymes. Music and instuments.Specialist computer programmes. Reading and looking at books. Painting will help with self-expression for children with autism, other considerations are Be patient. Have a structured daily routine, children with autism cannot set to changes easily. Do not expect to keep eye contact but try to encourage it. Keep verbal instructions brief. And provide activities for children to play individually. Children with physical disabilities, should be provided with Stories. Role play. Sand, water, painting and dough all stimulate physical motor skills.Floor toys such as, cars, farm and large construction toys. Table-top activities such as crayons and paper. Painting. sensory(a) activities. And interactive play encourages other children to accept differences in other children. Other considerations are Consider classroom layout. Install ramps, lifs and special toilets. Ensure chairs, tables and equipment are at a suitable height. And specialist equipment may be purchased such as special bicycles, scissors and triangle shaped pencils. Children with dyslexia should be given any activity or toy that does not need to use memory or organisation skills.Children with dysphasia should avoid music or movement activities. They may have low levels of concentration and may have difficulty doing jigsaws, sorting games and holding a pencil. Without all these things a disabled childs developed may be affected. Q1f,Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern? Early intervention is important because some children experience problems in the developmental process, and it is also important that there are systems in place to intervene and identify signals that may cause concern. Graduated response.Monitoring of a childs progress is essential, if a child shows signs of slow development it may be necessary to present different opportunitie s or use different methods to learning, and or the child needs more support above what is normally available for children of same age. Early education settings are perfect to observe patterns of development, the settings determine what the issues are and set up programmes of support from which the child benefit. The early support programme was developed by carers practitioners and parents and it is used for families with disabled children and gives families and people working with children support, guidance and resourses . It promotes multi-agency working and the consistency of approach to the care and well-being of the child .Common assessment framework is a key part of the governments aim of delivering frontline services that are focused on and around the needs of children and young people. It helps to identify needs and promotes coordinated service provision. Children with additional needs often require support from more than one agency or more than one local authority and the y pull together the information they gather to identify aspects of the childs learning and development. Observation, observing children is important for a childcare practitioner to practise because it is an essential element of being able to assess a childs development. It can be used to strengthen virtually every aspect of an early childhood programme.Methods of observation are Time sampling Event sampling Participative observation Longitudinal Taget child Naturalistic Structured In order to make the most of any observation the observer should record what they have witnessed, and every child should have their own file, and only be used in ways to maintain confidentiality. Observation is how you find out the specific needs of individual children and you can then plan the next steps in the childs development and learning. Assessment is the process of analysing and reviewing what you know about the childs current level of development and learning.When you assess you are judgin g what the next step will be for the child to improve. There are two types of assessing, formative and summative. Profiling is a system of recording a childs personal achievements in all areas of development. There are now computer systems available that record childrens profiles and analyse many more options. After making observations and assessments you must use the results to identify learning priorities and plan relevant and motivating learning experiences for each child. Any concerns about a childs progress should always be discussed with parents and colleagues to identify wheather intervention may be required.Planning includes Planned activities Unplanned activities Child-centred planning Long term development plan Short term development plan Individual development plan Whaever the plan is, they all need evaluating, reviewing and maybe re-planning. The childcare setting should monitor the progress of each childs learning and development, it is important because it will e nable the childcare worker to establish how far the child has moved the settings long term objectives for the child. Whether the learning and development of the child is moving towards achievement . Whether the settings planning and implementation of the EYFS is being effective in progressing the childrens development.Apart from all of the above we have to provide the right environment so children can learn and develop , children thrive best in an environment that supports their active and learning development. Debbie England EB1257620 R/601/1694 Q2a, Explain the factors that need to be taken into account when assessing development? Observing a child at work or play will help you assess and provide evidence of the range of the childs work, progress and attainment over time. It will also enable you to find out about the specific care and learning needs of each child and subsequently plan the next steps in the childs development and learning.To make an assessment you should gather tog ether all relevant information about the child. This information should contain observations over a period of time. Development Learning Health Behaviour Academic progress and need for special services Any assessment carried out should be based on Thorough knowledge of child development. Parents observations of their childs development during the time.Observations of other practitioners who have worked with the child. Analysis of observations of the child against milestones and adjudicate expectations. The result of the assessment can be used to develop or amend plans for a childs individual care, learning and development and gude any curriculum decisions. This may include any of the following actions Plan for the childs next steps for learning in an individual learning plan. Set goals for individual children that are realistic and at heart their capabilities. Provide appropriate play activities to stimulate the next stage of development.Set realistic expectations for the childs b ehaviour. Identify any developmental delay and, in conjunction with the parents, consider the need to seek help from specialists. Provide individual help in a specific aspect of development where it has been observed as necessary. Suggest introducing a behaviour modification programme. Leave the current plans for a child unchanged because the setting is satisfied with the childs progress or development. The assessment should always be discussed with the parents and that the parents share the same views about their childs stage of development. Q2b. Explain the selection of the assessment methods used to assess children?Formative assessment is based on observations, which inform or guide insouciant planning. When performing a formative assessment you need to ask yourself. What do your observations and any other evidence of learning you have collected tell you about the childs learning and development? ( examples of art work, information from parents or a photo you took. ) What was new- was there something yoy had not observed before? When you do this regularly, you will gain evidence of the childs progress over time and you will gain insights into his/her learning, development and their future needs.It is important that a childs parents are included in the assessment process, so they can share their views and observations about the childs development and being involved in planning what opportunities and experiences should be offered to the child. Assessments might be required in different formats eg Filling in a checklist Answering a series of questions or writing a free and unstructured description. You must know what format you are to record achievements, difficulties, behaviour, physical performance and comment on whether the child has reached the agreed targets. And make sure theres confidentiality. Summative assessment Is a summary of all formative assessments carried out over a long period of time.The EYPS profile is the summative assessment completed by practitioners, it summarises childrens progress towards the early learning goals. Within the final term of the EYPS providers must provide the parent of each child with- A copy of EYPS profile if requested by parent. A written summary reporting childs progress against the early learning goals and the assessment scales. Details of the arrangements under which the EYFS profile and its results may be discussed with the parent. Planning for the next step in a childs development should be done on the information you have collected from your own observations , assessments and information from parents.Debbie England EB1257620 L/600/8782 Q3aExplain each of the areas of learning and development and how these are interdependent? Learners use all their sense to receive information. One or more styles is normally dominant. This dominant style defines the way a person learns new information. The learner may prefer one style of learning for one task, and a combination for another task. Carers should present information using all three styles of learning, it allows a learner to be presented with the other two methods as well, they all help children learn faster by reinforcing the material.Auditory learners often talk to themselves, they also move their lips and read aloud, they may have difficulties with meter reading and writing tasks. Many people assume reading is a visual action, although we see words, most of us process information by hearing ourselves say the words. Auditory learners fall into two categories. 1. The less understood auditive learners need to hear their own voice to process the information, they are those who need to talk it out. In a class setting when the instructor is not asking questions, auditory-verbal processors tend to mutter to themselves. 2. Some auditory learners prefer to listen both to themselves and others. Listeners are more likely to do well in school.Visual learners linguistic and spacial, Visual learners prefer to see what they ar e learning, pictures and images help them understand ideas and information better than explanations, they may create a mental picture of what is being described. They may watch a speaker talk as well as listen. Visual linguistic learners like to learn through reading and writing tasks, they remember what has been written down. They also like to write down directions and pay better attention to lecturers if they watch them. Learners who are visual-spatial have difficulty with written language but do better with charts, videos, demonstrations and other visual materials. Kinaesthetic or tactile learners do best when hint or moving. Tactile learners want to touch.Kinaesthetic learners want to sense the position and movement of what they are working on. Even if they dont get much from discussions or written materials , they may catch up by working through scenarios. Most classrooms dont offer enough opportunities to move or touch. Sometimes we can sense the way they process information by what they say. A visual learner may say I see your point An auditory learner may say I hear what your saying. A kinaesthetic learner may say I feel we are moving in the right direction. All areaof development are important and all impact on one another.Physical development includes all movement skills and can be supported by providing Space Materials Equipment and Activity Social development include learning social skills, emotions, caring for others, self reliance, decision making, developing self confidence and forming relationships and can be supported by providing Praise Guidance Giving children chance to spend time with others Activities Encouragement Opportunities Listen to children Supervision Emotional development can be supported by cosmos warm and affectionate Opportunities to express how they feel Making them feel safe , secure and set Giving them time and attention Intellectual development includes attention span Reasoning Developing memory Logic thinking and questioning Understanding information and can be supported by providing Games like I spy Getting children to help you asking and answering questions Activities Playing make-believe Looking at plants, animals etc Talk about what they have seen Look at computers with them.Language development includes understanding and aquiring language, vocabulary and body language and can be supported by Asking questions Discussions about books, pictures etc Ask children to give information about themselves Ask children to recall something from the past. By using all these learning and developing methods , which work interdependently, help the child learn by experience, contact with others and environment.Adults who support this learning and developing process play a crucial part in ensuring that children gain maximum benefits. Children learn by doing, imagining what they have been doing and then turning what they know into symbols such as speech, drawing and writing. Q3b. Describe the d ocumented outcomes for children that form part of the relevant early years framework? Documented outcomes should consist of a short discription of how the child demonstrates the three characteristics of effective learning. Playing and exploring Active learning Creating and thinking critically.These discriptions must reflect on going observations of the child within formative assessment processes and should take account of all relevant records held by the setting and include information from the child, their parents and other relevant adults. Playing and exploring engagement . Finding out and exploring is concerned with the childs open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use to play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Represe nting experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives and symbolic thinking. world willing to have a go refers to the child finding an interest, initiating activities, seeking challenge, having a can do orientation, being willing to take a risk in new experiences, and developing the view of failures as opportinities to learn. Active learning motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting ones own goals,building on the intristic motivation which supports long-term success, rather than relying on the approval of others.Creating and thinking crit ically thinking Having their own ideas covers the critical area of creativity generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. The following etails listed below are the ares of learning of the early years foundation stage 1. Listening and attention 2. Understanding 3. speak 4. Moving and handling 5. Health and self-care 6. Self-confidence and self awareness 7.Managing feelings and behaviour 8. Making relationships 9. Reading 10. Writing 11. Numbers 12. Shape,space and measures 13. People and communities 14. The world 15.Technology 16. Exploring and using media and materials 17. Being imaginative. During final year of the early years framework practitioners must undertake ongoing (formative) assessment to support each childs learning and development. There is no requirement that this is recorded in any specific manner or at specified points in time, practitioners should be mindful of their professional responsibilities for the learning and development of every child in their care and plan the provision needed to enable children to take the next steps in their learning .In the final term of the EYFS practitioners must make a judgement for each child using information from all sources to make a judgement for each ELG. Practitioners must make a judgement for each ELG as to whether the childs learning and development is best described by- The description o f the level of development expected at the end of EYFS (expected) Not yet at the level of development expected bt the end of the EYFS(emerging) and Beyond the level of development expected by the end of the EYFS (exceeding). Q3c. Explain how the documented outcomes are assessed and recorded? PLEASE UPLOAD YOUR ASSIGNMENT ONTO THE VLC IN THE UNIT 1 SUBMISSION AREA Learning OutcomesAssignment question 1 L/601/1693 1-3 a. Explain the sequence and rate of each aspect of development from birth 19 years. b. Explain how theories of development and frameworks to support development influence current practice. c. Explain how to monitor children and young peoples development using different methods. d. Explain the reasons why children and young peoples development may not follow the expected patterns. e. Explain how disability may affect development. f. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. 2 R/601/1694 1-2 a.Explain the factors that need to be taken into account when assessing development. b. Explain the selection of the assessment methods used to assess children. 3 L/600/8782 1,3,5 a. Explain each of the areas of learning and development and how these are interdependent. b. Describe the documented outcomes for children that form part of the relevant early years framework. c. Explain how the documented outcomes are assessed and recorded. d. Explain how practitioners promote childrens learning within the relevant early years framework. e. Explain the importance of engaging with a child to support sustained shared thinking. f. ponder on own practice in supporting learning and development of children in their early years.

Debenhams Strategy Analysis

A recent improvement in the wider market has boosted the retail merchant by almost 30% since the start of 2012, taking the shares towards the upper band of the downward channel. On 8. Xx dinero the valuation remains undemanding, but the sexual relation valuation in comparison to the sector has narrowed recently. Furthermore, it doesnt shoot the tangible asset backing relating to property that many of the another(prenominal) major retailers have. Recent restructuring has reduced their sack debt to IEEE. Million, but this quench represents almost half the market capitalization.Many analysts are forecasting little pre-tax profit harvest-home over the next few years and given the vulnerable technical outlook combined with potential downside macro-economic shocks, which is believed to be a stock to avoid in the short-term. Despite this environment, Deadbeats has taken market share in all of the major clothing categories as customers have responded favorably to the changes made to the design, quality and value of their products and the amend in- store environment. Overall, share of Deadbeats of the total clothing market increased by 0. %. yaps Triangle Internationalization cogency be defined as a geographical dispersion activities across national borders or creative activity widely connection. For instance, products that have been made or purchased abroad and been sold at home country. Industry ball-shapedization Drivers * Cotton equipment casualty rises * Growth potential in a market * Consumer uncertainty over trade cuts and income prospects share from Arcadia, Deadbeats and Next * MS took * Multi-channel retailing Increase in market share * Declining novelty rates the new store acquisitions successfully Departure of key personnel and failure * to lure or retain talentFailure to develop and implement roll out or Industry Globalization Drivers According to Yip (1992) there are four sets of factors such as cost, market, government and competitive l etrs which affect family and drive the business towards the internationalization. Deadbeats Industry Globalization Drivers * Cost Driver Increased cost of product development relative to market life. For example, in 2010 Deadbeats has played down fears that its clothing will cost more because of cotton price rises.Floods in China and Pakistan have severely hit crops, pushing up whole exchange prices to a 1 5-year lofty. According to chief executive of Deadbeats Pl. Rob Templeton cotton prices are only part of the equation. Prices are up 4% and volume is down 2%. What is driving inflation is Force (currency markets). Although high street retailer Deadbeats tried to calm fears, saying the harvest in India the worlds second biggest cotton producer was expected to be very good, the company started looking for alternatives. * trade Driver Growth potential in a market.Recently company has been very focused on looking at Deadbeats price points. So what they have been doing over the finish few months is consolidating some of Deadbeats supply kitchen range, reviewing where they are buying room and how they buy and, in some cases, dark cost prices. In addition, high street retailer has revealed half-year pre-tax profits of El 20. Mm, a rise of 17. 9%. The boost to figures has helped by the opening of four new stores and the acquisition of Denmark leading department store chain Managing du Nor. Government Driver Consumer uncertainty over Job cuts and income prospects. In 2010 September, Deadbeats were cutting prices by up to 25% rather than waiting for the traditional end of season sale. The main reason for those reductions was that Government spending cuts were still shaking consumer confidence. The BRB (British Retail Consortium) warned the addition figures were flattered by a dismal performance in August 2009 the bastinado in the second half of that year. Even though, company was pushed to look for a place in other markets. Competitive Driver Rise of le ad companies. In 2002, Deadbeats shares fell 10 to IPPP as the market was slightly baffle with the companys current trading figures where like-for-like sales grew by PC for the first six weeks of the second half. According to prospect Evenhanded, M&S chairman and chief executive during February and March M&S outperformed everyone else on the high street. The company took share from Arcadia, Deadbeats and Next. This situation pushed Deadbeats, which has 97 stores, to open another four in the next financial year.Global strategic levers look at strategic decision making process via which company participates in the global market. This model includes the latter market participation, variety of products and services, location of value added activities and competitive moves. Multi-channel retailing Deadbeats makes use of aggregate retail channels to reach the end market. Besides the brick-and-mortar stores, Deadbeats offers its merchandise through an online store, www. Beams. Com. In the first half of 2011, the company introduced a Euro- denominated website for the Republic of Ireland.Management and Organizational Factors Departure of key personnel and failure to attract or retain talent Recently Deadbeats faces significant delays and prevent achievement of business plans. In order to attract and retain talent, both succession and personal development plans are in place throughout the organization. In addition, target-led, performance-related incentive schemes exist. Even though, skilled and well-educated labor is not that easy to get, so Deadbeats are strained to develop and look for it in different sectors. Annoys MatrixMathematician and business manager Igor Annoys looks at alternative corporate growth strategies, which examines a companys growth opportunity from both market perspective and product or service perspective. Market penetration * Despite the current economic climate and competition, Deadbeats maintains and is expanding clothing space and product ivity ( own, designers label and concession) between 2009/10 and 2011/12 through refurbishments and acquisitions both in the I-J and abroad (franchise and delivery services), competitive pricing (drastic sale promotions), advertising (Multiplicand websites, APS and TV

Reason for Seeking a College Degree Essay

The purpose of this essay is to wrangle wherefore I chose to seek a college leg, my learning zeal as discovered by the results of questionnaires, and the fact that I feel the results ar accurate for me personally. Every whiz has their own individual reasons for pursuing a college degree. For me, it is the desire to become a state Game Warden after retiring from the military. Being a state Game Warden requires that I provoke a degree in the biological or wildlife sciences. In a profession like this, it is big that one has a clear and concise scaning of wildlife biology at a collegiate level.To be a viable candidate in this profession, a college degree is necessary to present myself as a competitive individual for the job I am seeking to fill. Whether or not I cede on the job training or experience, the college degree will show that I give the fellowship base to help me succeed as a warden. The end goal in my pursuit of a college degree is to not only broaden my scope of kno wledge and skills, but to unlock career aspirations that would other be unattainable for me with aside a degree. But before I put the cart before the horse, graduating with degree in hand requires I truly know myself inside and out.Basically I need to understand what my personal learning style is. Learning styles are not exactly chosen, they are natural and ingrained to each learner. According to Felder & Soloman (n. d. ) there are several different learning styles Active, Reflective, Visual, Auditory, Tactile, Sensing, Intuitive, Verbal, Sequential and Global. To find out what kind of learner you are, a simple questionnaire or quiz can be taken to delimitate these options down.In taking Felder & Solomans Index of Learning Styles Questionnaire (n. d.) and the Learning Style Inventory (Penn State, 2010) questionnaire, I have discovered that I am an brisk learner and a visual learner. An restless learner is one who gravitates toward go steadying, comprehending, and retaining inf ormation in a hands on or active fashion. In other lyric poem they discuss or apply and explain the information to others (Felder & Soloman, n. d. ). The degree program I am enrolled in is online which presents me with challenges and difficulties in using the active learning style that I normally rely upon.An alternative to active learning for me is visual, which will serve me well because online course material is something I can see to interpret and retain. Visual learners are those who absorb and maintain information efficiently through methods such as charts, diagrams, pictures, films or demonstrations (Felder & Soloman, n. d. ). Suggestions for success as a visual learner include writing out ideas and information for memorization and fully utilizing all course materials, whether they are maps, flashcards, charts or filmstrips (Penn State, 2010).I am individual who always reads the directions forward to completing any task, therefore this fits me perfectly. I fully agree wit h the results of these questionnaires. I am a mechanic- someone who works day in and day out with my hands. The things I am trying to accomplish or figure out require me to read texts, diagrams and pictures and solve the problem using these resources. I also discuss and apply the information found with those who are masters of the mechanic profession. My reasons for seeking a college degree are simple.I need to hold at minimum at Bachelors in the wildlife or biological sciences to reach my goal of being a state Game Warden after retirement from the military. To be successful in this means that I understand I am a visual and active learner, as realized after taking the learning styles questionnaires. References Felder, R. M. , & Soloman, B. A. (n. d. ). Index of learning styles. Retrieved from http//www. engr. ncsu. edu/learningstyles/ilsweb. html Penn State. (2010). Learning style inventory. Retrieved from http//www. personal. psu. edu/bxb11/LSI/LSI/htm.

The Return: Midnight Chapter 2

Elena couldnt nominate been by for more than a few seconds.When she came to, every topic was the same although she wonde ablaze(p) how she hadnt lethal y excision her own throat on the knife.She knew that the tray with the dishes and cup had g unrivalled flying into the olive-drabness in that number one flash lamp when she couldnt help flinging out her spikes. exactly now she recognized the grip, she recognized the scent, and she unders excessivelyd the reason for the knife. And she was glad that she did, because she was virtually as proud of fainting as able would brace been of doing it. She wasnt a fainterNow she wil ed herself to sag in Damons arms, except for where the knife was. To show him that she was no threat.Hel o, princess,a role like black velvet express into her ear.Elena matte an inner shiver plainly not of fear. No, it was more as if her insides were melting. provided he didnt intensify his grasp on her.Damonshe said huskily, Im here to help you. Pl ease let me. For your sake.As abruptly as it had come, the iron grip was withdrawn from her waist. The knife stopped pressure level into her flesh, although the sharp, stinging feeling at her throat was quite enough to remind her that Damon would have it ready. Substitute fangs. at that place was a click, and of a sudden the room was excessively b unspoilt.Slowly, Elena saturnine to control at Damon. And up to now now, even when he was pale and rumpled and haggard from not eating, he was so gorgeous that her heart projectmed to plummet into darkness. His black hair, fal ing every which way over his supercilium his perfect, carven features his arrogant, sensual mouth right now compressed into a brooding lineWhere is it, Elena?he asked briefly. Not what. Where. He knew she wasnt stupid, and, of course, he knew the benevolent race in the boardinghouse were hiding the booster bal from him deliberately.Is that al you have to say to me?Elena whispered.She saw the helpless soft ening in his eyes, and he took one step toward her as if he couldnt help himself, but the next instant he looked grim. Tel me, and then maybe Il have more.Isee. Wel , then, we do a system, cardinal age ago,Elena said quietly. Everyone draws lots for it. Then the person who gets the paper with the X trails it from the magnetic core of the kitchen table and everyone goes to their rooms and stays there until the person with the star bal hides it. I didnt get the lot today, so I dont know where it is. just you canister try to test me.Elena could feel her body cringing as she said the last words, feeling soft and helpless and easily detriment.Damon reached over and slowly slipped a give way beneath her hair. He could slam her head against a wal , or throw her across the room. He could solely squeeze her neck between knife and hand until her head fel off. Elena knew that he was in the mood to take out his emotions on a human, but she did nothing. Said nothing. Just stood and loo ked into her eyes.Slowly, Damon bent toward her and brushed his lips so quietly against hers. Elenas eyes drifted shut. tho the next moment Damon winced and slid the hand back out of her hair.That was when Elena gave another thought as to what must have become of the food she had been bringing to him.Near-scalding coffee seemed to have splashed her hand and arm and soaked her jeans on one t full(prenominal). The cup and saucer were laying in pieces on the floor. The tray and the cookies had bounced off screw a chair. The plate of steak tartar, however, had miraculously landed on the couch, right side up. There was miscel aneous cutlery everywhere.Elena felt her head and shoulders droop in fear and pain.That was her immediate universe right now fear and pain. kindle her. She wasnt familiar y a crier, but she couldnt help the tears that fil ed her eyes.Damn Damon thought.It was her. Elena. Hed been so indisputable an adversary was spying on him, that one of his many enemies had tracked him down and was setting a restrictsomeone who had dis cover chargeed that he was as weak as a child now.It hadnt even occurred to him that it susceptibility be her, until he was holding her soft body with one arm, and smel ing the perfume of her hair as he held an ice-slick blade to her throat with the other.And then hed snapped on a light and saw what he had already guessed. incredulous He hadnt recognized her.He had been outside in the garden when hed seen the door to the storage room fend for open and had known that there was an intruder. But with his senses degraded as they were he hadnt been able to tel who was inside.No excuses could cover up the facts. He had hurt and terrified Elena. He had hurt her. And instead of apologizing he had tried to military force the truth out of her for his own selfish desires.And now, her throatHis eyes were drawn to the thin line of red droplets on Elenas throat where the knife had cut her when shed jerked in fear beforehand co l apsing right onto it. Had she fainted? She could have died right then, in his arms, if he hadnt been fast enough in whipping the knife away.He unplowed tel ing himself that he wasnt afraid of her. That he was just holding the knife absentmindedly. He wasnt convinced.I was outside. You know how we humans cant see?he said, knowing he sounded in diametric, unrepentant. Its like being wrapped in cotton al the time, Elena We cant see, cant smel , cant hear. My reflexes are like a tortoises, and Im starving.Then why dont you try my blood?Elena asked, sounding unexpectedly calm.I cant,Damon said, toilsome not to eye the dainty ruby necklace flowing down Elenas slim white throat.I already cut myself,Elena said, and Damon thought, Cut herself? Ye gods, the girl was priceless. As if shed had a little kitchen accident.So we energy as wel see what human blood tastes like to you now,Elena said.No.You know that youre going to. I know you know. But we dont have much time. My blood wont flow fo rever. Oh, Damon later everythingjust last week He was aspect at her too long, he knew. Not just at the blood. At the glorious golden knockout of her, as if the child of a sunbeam and a moonbeam had entered his room and was harmlessly bathing him in light.With a hiss, narrowing his eyes, Damon took hold of Elenas arms. He expected an automatic recoil like the one when hed grabbed her from behind. But there was no movement backward. Instead there was something like the leap of an eager flame in those wide malachite eyes. Elenas lips parted involuntarily.He knew it was involuntarily. Hed had many years to study young womens responses. He knew what it meant when her gaze went first to his lips before lifting to his eyes.I cant kiss her again. I cant. Its a human weakness, the way she affects me. She doesnt realize what it is to be so young and so impossibly beautiful. Shes going to learn someday.In fact, I might accidental y teach her now.As if she could hear him, Elena shut her ey es. She let her head fal back and suddenly Damon found himself half-supporting her weight. She was surrendering al thought of herself, showing him that despite everything she stil trusted him, stil stil loved him.Damon himself didnt know what he was going to do as he bent toward her. He was starving. It tore at him like a wolfs claws, the hunger. It make him feel blind and dizzy and out of control. Half a thousand years had left him believing that the only(prenominal) thing that would relieve the starvation was the crimson fountain of a cut artery. Some dark voice that might have come from the Infernal Court itself whispered that he could do what some vampires did, ripping a throat like a werewolf. Warm flesh might ease the starvation of a human.What would he do, so close to Elenas lips, so close to her bleeding throat?Two tears slipped from under the dark lashes and slid a little way down her face before dropping into golden hair. Damon found himself savouring one before he coul d think.Stil a maiden. Wel , that was to be expected Stefan was too weak to stand yet. But on top of the cynical thought came an image, and just a few words a mettle as pure as driven snow.He suddenly knew a different hunger, a different thirst. The only place to ease this need was close by. Desperately, urgently, he sought and found Elenas lips. And then he found himself losing al control. What he needed most was here, and Elena might tremble, but she didnt push him away.This close, he was bathed in an aura as golden as the hair he was touching gently at the ends. He was pleased himself when she shivered in plea received, and he realized that he could sense her thoughts. She was a strong projector, and his telepathy was the only Power left to him. He had no idea why he stil had it, but he did. And right now he essentialed to tune into Elena.The wench She wasnt thinking at al Elena had been offering her throat, rightfully surrendering herself, abandoning al thought but that she wanted to aid him, that his wishes were hers. And now she was too deeply enmeshed in the kiss to even make plans which was extraordinary for her.Shes in love with you, the tiny part of him that could stil think said.Shes neer said so Shes in love with Stefan something visceral answered.She doesnt have to say it. Shes showing it. Dont pretend you havent seen it beforeBut Stefan Is she thinking about Stefan in the slightest right now? She opened her arms to the wolf-hunger in you. This is no one-day stand, no quick meal, not even a steady donor. This is Elena herself.Then Ive taken advantage of her. If shes in love, she cant protect herself. Shes stil a child. I have to do something.The kisses had now gotten to the point that even the tiny voice of reason was fading. Elena had lost her ability to stand. He was either going to have to put her down somewhere, or give her a chance to back out.Elena Elena Damn it, I know you can hear me. respondDamon? faintly. Oh, Damon, now do you understand ?Too well, my princess. I Influenced you, so I should know.You? No, youre lyingWhy should I lie? For some reason my telepathy is as strong as ever. I still want what I want. But you might want to think a minute, maiden. I dont need to drink your blood. Im human and right now Im ravenous. But not for that mess of bloody hamburger you brought me.Elena broke away from him. Damon let her go.I think youre lying,she said, meeting his eyes directly, her mouth kiss-swol en.Damon locked the sight of her inside the boulder ful of secrets he dragged near with him. He gave her his best opaque ebony stare. Why should I lie?he repeated. I just thought you deserved a chance to make your own choice. Or have you already inflexible to abandon little brother while hes out of commission?Elenas hand flashed up, but then she dropped it. You employ Influence on me,she said bitterly. Im not myself. I would never abandon Stefan especial y when he needs me. There it was, the essential fire at her core, and the fiery golden truth. Now he could rally and let bitterness gnaw at him, while this pure spirit fol owed her conscience.He was thinking this, already feeling the loss of her dazzling light receding when he realized he no all-night had the knife.An instant later, horror just catching up with his hand, he was snatching it from her throat. His telepathic blast was entirely self-referentWhat in Hell are you doing? Killing yourself because of what I said? This blade is like a shaveElena faltered. I was just fashioning a nick You almost made a nick that spurted sextuplet feet highAt least he was able to speak again, despite the constriction of his throat.Elena was back on stable grounds too. I told you I knew you knew youd have to try blood before youl try to eat. It feels as if its flowing down my neck again. This time, lets not mess up it.She was only tel ing the truth. At least she hadnt seriously hurt herself. He could see that fresh blood was flowing from th e new cut shed so recklessly made. To waste it would be idiotic.Utterly dispassionate now, Damon took her again by the shoulders. He tilted up her chin to look at her soft, rounded throat. Several new ruby cuts were flowing freely.Half a mil ennium of replete(predicate) told Damon that just there was nectar and ambrosia. Just there was sustenance and rest and euphoria. Just here where his lips were as he bent to her a second timeand he had only to taste it to drinkDamon reared back, trying to force himself to swal ow, determined not to spit. It wasntit wasnt utterly revolting.He could see how humans, with their degraded senses, could make use of the puppet varieties. But this coagulating, mineral-tasting stuff wasnt blood it had none of the perfumed bouquet, the heady richness, the sweet, velvety, provocative, life-giving, ineffable attributes of blood.It was like some riddle of bad joke. He was tempted to bite Elena, just to skim a canine over the common carotid, making a tiny scratch, so he could taste the little burst that would explode onto his palate, to compare, to make sure that the real stuff wasnt in there somehow. In fact he was more than tempted he was doing it. But no blood was coming.His mind paused in midthought. Hed made a scratch al right a scratch like a scuff. It hadnt even broken the outer layer of Elenas skin.Blunt teeth.Damon found himself pressing on a canine with his tongue, wil ing it to extend, wil ing it with al his cramped and frustrated soul to sharpen.Andnothing. Nothing. But then, hed spent al day doing the same thing. Miserably, he let Elenas head turn back.Thats it?she said shakily. She was trying so unsaid to be brave with him Poor doomed white soul with her demon lover. Damon, you can try again,she told him. You can bite harder.Its no good,he snapped. Youre useless Elena almost slid to the floor. He kept her upright while snarling in her ear, You know what I meant by that. Or would you prefer to be my dinner rather than my princess?Elena simply move her head mutely. She rested in the circle of his arms, her head against his shoulder. Little wonder that she needed rest after al hed put her through. But as for how she found his shoulder a comfortwel , that was beyond him. keen-sighted Damon sent the furious thought out on al the frequencies he could access, just as he had been doing al day. If only he could find Sage, al his problems would be solved. Sage, he demanded, where are you?No answer. For al Damon knew, Sage had managed to operate the Gateway to the Dark Dimension that was even now standing, powerless and useless, in Mrs. Flowerss garden. Stranding Damon here. Sage was always that blindingly fast when he took off.And why had he taken off?Imperial Summons? sometimes Sage got them. From the Fal en One, who lived in the Infernal Court, at the lowest of the Dark Dimensions. And when Sage did get them, he was expected to be in that dimension instantly, in mid-word, in mid-caress, in mid whatev er. So farther Sage had always made the deadline, Damon knew that. He knew it because Sage was stil alive.On the afternoon of Damons catastrophic bouquet investigation Sage had left on the mantel a polite note thanking Mrs. Flowers for her hospitality, and even leaving his long dog, Saber, and his falcon, Talon, for the protection of the household a note doubtlessly pre-prepared. He had gone the way he always did, as unpredictably as the wind, and without saying good-bye.Undoubtedly hed thought that Damon would find his way out of the problem easily. There were a number of vampires in Fel s Church. There always were. The ley lines of sheer Power in the ground drew them even in normal times.The problem was that just now al those vampires were infested with malach parasites control ed by the evil fox-spirits. They couldnt be lower in the vampire hierarchy.And of course Stefan was a complete nonstarter. purge if he hadnt been so weak that trying to change Damon into a vampire woul d have kil ed him even if his exasperation over Damons stealing his humanitycould be assuaged, he would simply never have agreed, out of his feeling that vampirism was a curse.Humans never knew about things like the vampire hierarchy because the subjects didnt concern them until suddenly, they did, usual y because they had just been changed into a vampire themselves. The hierarchy of vampires was strict, from the useless and ignoble to the fanged aristocracy. Old Ones beseem in that category, but so did others who were particularly il ustrious or powerful.What Damon wanted was to be made a vampire by the kind of women Sage knew, and he was determined to have Sage find him a vampire lady of quality, one who was real y worthy of him.Other things tormented Damon, who had spent two entire sleepless days pondering them. Was it possible that the white kitsune who had given Stefan the bouquet had engineered a uprise that turned the first person to smel it permanently human? That would have been Stefans greatest dream.The white fox had listened to days upon days of Stefans ramblings, hadnt he? Hed seen Elena weeping over Stefan.Hed seen the two lovebirds together, Elena hand-feeding a dying Stefan her blood through razor wire. Fortune only knew what ideas that fox had gotten into his furry white head when hed prepared the rose that had curedDamon of hiscurse.If it turned out to be an irreversible cureIf Sage turned out to be unreachableIt suddenly broke into Damons thoughts that Elena was cold.It was strange, since the night was warm, but she was shivering violently. She needed his jacket orShes not cold, the smal voice somewhere deep inside him said. And shes not shivering. Shes trembling because of al youve put her through.Elena?You forgot all about me. You were holding me, but you completely forgot my existenceIf only, he thought bitterly. Youre branded on my soul.Damon was suddenly furious, but it was different from his anger at kitsune and Sage and the world. It was the kind of anger that made his throat close and his chest feel too tight.It was an anger that made him pick up Elenas scalded hand, which was rapidly turning scarlet in patches, and examine it.He knew what he would have done as a vampire stroked over the burns with a cunning cool tongue, generating chemicals to accelerate the healing. And nowthere was nothing he could do about it.It doesnt hurt,Elena said. She was able to stand now.Youre lying, princess,he said. The insides of your eyebrows are up. Thats pain. And your pulse is jumping You can sense that without touching me?I can see it, at your temples. Vampires,with vicious emphasis on what he stil was, in essence, notice things like that. I made you hurt yourself. And I cant do anything to help.Also he shrugged youre a beautiful liar. About the star bal , I mean.You can always sense when Im lying?Angel,he said wearily, its easy. You are either the lucky carrier of the star bal todayor you know who is.Again, Elenas h ead drooped in consternation.Or else,Damon said lightly, the entire narration of the drawing of the lots was a lie.Think what you like,Elena said, with at least some of her usual fire. And you can disinfect up this mess, too.Just as she turned to leave, Damon had a revelation. Mrs.Flowershe exclaimed.Wrong,Elena snapped.Elena, I wasnt talking about the star ball. I give you my word on this. You know how hard it is to lie telepathically Yes, and I know that therefore, if theres one thing in the world youdpracticeatShe couldnt finish. She couldnt make the speech. Elena knew how much Damons word meant to him.Ill never govern you where it is, she sent telepathical y to Damon. And I swear to you that Mrs. Flowers wont either.I believe you, but were stil going to see her.He picked Elena up easily and stepped over the smashed cup and saucer. Elena automatical y grabbed his neck with both hands to isotropy herself.Darling, what are you doing ?Elena cried, then stopped, wide-eyed, two s calded fingers flying to her lips.Standing in the doorway, not two yards away from them, was fiddling Bonnie McCul ough, a bottle of Black Magic wine, nonalcoholic but mystical y exhilarating, held high in her hand.But as Elena watched, Bonnies expression changed al in an instant. It had been triumphant joy. But now it was shock. It was unbelief that couldnt hold. Elena knew exactly what she was thinking. The whole house had devoted itself to making Damon comfortable while Damon stole what rightful y belonged to Stefan Elena. Plus hed lied about not being a vampire anymore. And Elena wasnt even fighting him off.She was cal ing him priceyBonnie dropped the bottle and turned, running.