Health and Child Care Practitioner Essay

Keeping children healthy and safe is very important. To ensure children’s health, safety and wellbeing every home nations has sets of standards or welfare requirements which settings must meet. The standards vary from country to country, but they all exists in order to protect children. Child care practitioner need to be familiar with minimum Welfare requirements, Safeguarding children, Promoting welfare, Suitable people, Organisation, Premises, Environments, Equipment, Documentation . Section 1 –Quality of Care. Standard 1 – Safeguarding and child protection. The safeguarding of children is best promoted through: The regular review of policies and procedures, Access to approved training for all staff on safeguarding issues on a regular three-yearly basis , If all children are resting/sleeping on mats or low beds, it is acceptable that the staffing arrangements as per required ratios, do not have to be med but a minimum of two staff must remain with the group of children. It is also important in settings that providing group-based care that a member of staff have a designed responsibility for Safeguarding and child protection. Standard 4 – Health & Safety in the Setting. The section requires settings to ensure the relevant regulations and guidance are meet, registrations with their local Environmental Health Service and compliance with their guidance, reference is made to staff/child-minders being ‘’under the influence of any substance’’, this relates to alcohol or drugs, also reference is made in the Minimum Standards to valid fire-safety risk assessment , the risk assessment should be regularly reviewed and updated in line with Northern Ireland Fire Rescue Service Guidance. Facilities that have been registered for some years may hold a Fire Safety Certificate. Standard 5- Food and Drink. The social value of children eating is recognised. Whilst it is beneficial to have a separate dining room in a full day care settings, all settings are required to register with their local Environmental Health Service and comply with all guidance issued. Level 2 Food Hygiene Certificate it should noted, the standards identifies the need for all setings to provide food and drinks for the four main food groups, for sessional care playgroups, creches and after school settings, it is acknowledged that they are not required to provide non-dairy sources of protein like meat, fish, eggs, beans Section 2- Quality of Staffing, Management &Leadership. Standard 11- Organisation of the Setting. In terms of addressing the requirements of this Standard, the following issues should be addressed: Staffing ratio, Absence of person in charge, Lead Time for applications for Managers in post, Existing Staff with qualifications, Existing Staff without qualifications, New staff without qualifications, Babies and toddlers, School aged children, Students in placement, Volunteers, Daily Registrations, Minimum number of staff available, Excursions school pick-ups, child-minders Mandatory Training , Arrangements for Emergencies, Child-minders with an assistant. Standard 12- Suitable Person. The term substantial access therefore does not refer to these employed to care for children in a child minding or day care setting, but anyone who has access to the children throughout the period of time in which care is provided and the register person. Vetting does not only refer to criminal record checks but includes medical references, employment and personal references and Social Services checks. Vetting will be carried out in line with the Regional Vetting Procedure. Section 3- Quality of Physical Environment. Standard 13- Equipment provided by all settings will be furniture, play equipment, must be sufficient and suitable for all ages. High chairs must have point harness, all outdoor play equipment must be safety secured in terms of safety, appropriate insurance cover must be held, it is also important that staff have access to comfortable seating which allow them to feed a bottle to or nurse an infant. . Section 4 –Ability of Monitoring and Evaluation Standard 15 Documentation. As all records, including those pertaining to children and staff, are accessible to the Trust’s Registration and Inspection staff, The reference to article 126 of the Children(NI) 1995 relates to the requirement to keep record of the name of: any child looked after on the register premises, any person who assist in looking after a child, any person who lives, or is likely at any time to be leaving , also providers should be aware that accidents may need to be reported to the Health and Safety Executive like work related, serious injuries, to staff or children , work related diseases , over three day injuries. Section 5- Policies and procedures. Trusts in their regulatory capacity, will wish to be satisfied that providers have the range of policies and procedures as outlined in this section, it is important that all policies and procedures including risk assessment are reviewed an annual basis . List of Policies as outlined in the Minimum Standards: Absence of the Manager, Accidents, Additional Needs, Complaints, Confidentiality, Consent, Data Protection, Equality, First aid, Infection prevention and control, Managing Emergences, Menu Planning, Mobile phones, Parents access to record, Participations, Provision for Food and drink , Security on the setting, Smoking. 1. 2 Explain the lines of reporting and responsibility within the work setting. When we are working with children it is important to understand the lines of reporting and responsibility. In some small settings the lines of reporting may be quite simple but, in a large setting certain member of the staff may be responsible for different areas. In my setting if in case of any accident, incident, illness or any other emergency I have to report to my teacher and then to others responsible, my setting also have Health and Safety officer, fire officer, child protection officer, safe guarding officer and a full qualified first aid for every stage. When an accident/ incident occurs at the setting we record it in our incident/ accident book which is kept in the office filing cabinet. .Some illnesses must be reported to the local health authority such like tuberculosis, mumps, meningitis. In my setting we have our emergency procedures displayed in every classroom, and the reception aria so all the staff, students or volunteers they will know where to report in case of any emergency. Legislation of Health and safety NI at work of order 1978 Employee responsibilities: Comply with health and safety policy and procedures, keep the safe working practise and use any or all safety equipment that is provided. Take care of yourself and the safety of others who may be affected by your actions. Employer responsibilities: Making the workplace safe and eliminate health risks is one of the many, providing adequate welfare facilities, ensure health and safety in work place ,provide training ,safety equipments ,understand the importance of regular risk assessment. 3. 1 Explain how to promote children’s health and well-being in a an early years work setting Health is a state of complete physical, mental and social well-being and not merely the absence of diseases or infirmity. Health can be thought of a bit like a jigsaw puzzle as there are various components that need to come together in order to maintain good health and well-being both for children and adults. If one part is missing health is affected. Some of the components of health are : Nutrition, Health care, Hygiene, Play opportunities, Rest and sleep, Safe guarding and protection, Positive experience, Love and attention, Fresh air and lights, Diet, Physical activities, Medical care. Rest and sleep is an essential requirement for good health and development. Sleep appears to have many vital functions required to support a healthy immune system: aids the regulation of hormones and the processing of information by the brain. If a child is not sleeping enough this can have negative impact on the child health such as: Growth, Memory and learning, Illness, Behaviour and impulsivity. The sleep amount hours will vary, depends on the child age for example a child between 1-3 years may need to sleep between 12- 14 hours per day, also children in this age they need to nap in the afternoon , we have to make sure that the nap is not to long so the children can sleep during the night, another issue about sleeping is the safety , by making sure that there are no objects that my suffocate children, also the cot have to be comfortable, worm and clean , the rom temperature should be 18-21 not too cold, not too worm . Personal Hygiene is very important for everyone but especially for young children because good hygiene prevent possible infection, children need to be kept clean but also the environment they are living in, By teaching children how to wash hands correctly, how to brush their teeth or hair we can help young children understand the importance of a good hygiene. We can teach children how to maintain a god personal hygiene by playing games, through different activities such as painting or through singing/ puppet show but also through good role model. Immunisation is the use of vaccines to give immunity for a specific diseases, the vaccinations prevent children from getting ill but also some of the diseases can be contagious for other children and also for the staff . Love and attention is about children’s emotional well- being and is linked to their health. Babies and children can become depressed if they are not given sufficient attention. The attention the babies and young children will receive is from their parents but also from the childcare practitioner, this mean that children must have a key person who can establish a special relation with them so they feel loved and protected. Diet what children eat and drink has a pivotal effect on their health. The term balanced diet is often used in connection with the healthy eating. A balanced diet is one in which there are sufficient nutrients in right quantities for children and adults. The child care practitioner can promote a healthy diet by teaching children about healthy foods, the importance of healthy food. As an child care practitioner working with the early years I am in the unique position to influence the lives of the young children by promoting healthy living in the setting I work. I have to help children understand the importance of the healthy lifestyle 5. 1 Identify balanced meals and drinks for children in their early years, following current government guidance on nutritional needs. Just like adults young children need energy ( calories) from food and nutrients such as protein, fat, carbohydrate, vitamins and minerals, to make sure their bodies work properly and can repair themselves. At this age children grow very quickly and are usually very active, so they need plenty of calories and nutrients. A healthy and varied diet should provide all nutrients the child need. A well balanced diet is who will have: Milk and dairy foods, meat, fish, beans, and lentils , bread and other cereals such as rice , pasta , potatoes, breakfast cereals, fruit and vegetables, fruit juices and water.

Philosophy of Health Education

The world that we know today has come a long way since the 1900’s. If we think about the number of philosophers and psychologists that have made discoveries and hypothesis about the things around them in connection with their ideals, principals and values, we can all clearly explain that the world is ever changing as a result of holistic approaches and expression of intelligence. With this being said, it is with certainty that I believe in the idealism philosophy. Life is about knowledge. Life encompasses internal meaning and spiritual reality. Humans exhibit this knowledge through internal thoughts of the world around them. All humans are born with an inner-good. The inner good can take something so ordinary and boring and turn it into spectacular ideals. In life, it is important to hold values, education, spirituality and creativity in the highest regard. The most valuable of these characteristics is that of education and spirituality. Holding these two characteristics of utmost importance can enable in human being to think outside the box of life itself and make all things possible. With education, one can learn and collectively approach life with understanding and competence. With spirituality, one can connect themselves with something with bigger meaning and create values. I believe that seeing everything in this world as something more than what it is in plain sight creates an attitude and understanding that is so powerful and meaningful that nothing can stop you. I believe that knowledge is the most powerful weapon in the world. Holding this near and dear to my heart I believe that anything is possible and there is nothing or no one that can stop you from learning and believing. The purpose of life is to gain knowledge and turn that knowledge into something extraordinary. It is about letting our minds take control and create something new. Life is meant to be about discovery and meaningful experiences especially with the people around us. In relation to my personal philosophy of life, health is very similar. Dictionary. com defines health as, â€Å"the general condition of the body or mind with reference to soundness and vigor: good health; poor health†. In my own words and thoughts, I think a large portion of health encompasses a certain emphasis on the mind and well being as a result of good mental health. This is all made possible though health education. However, health education does have to include all dimensions of wellness; emotional, occupational, physical, spiritual, intellectual and social. With this knowledge of health and utilizing all six dimensions of wellness each individual can successfully place their self on the wellness continuum. The wellness continuum is very simple. When you have signs or symptoms of bad health, you are placed on the side of bad health with a treatment plan. However, if you are aware of your health, continue your education on your health and look forward to growth, you are placed on the good health side. It all begins with health education; a learning opportunity to see the dangers one can face that can negatively affect their health and the positive choices one can make that can prolong their life expectancy. The purpose of health is self promotion, well-being. Health is a life of knowledge, spiritual and social connections intertwined with well being that creates a long, prosperous journey. Health education in my own words is the knowledge about personal well-being, physically, mentally and socially that encompasses a number of philosophies to truly exhibit understanding. The predominate health education philosophies are behavior change, cognitive-based, decision-making, freeing and functioning and social change. All five of these philosophies should closely be tied into health education. Wikipedia defines health education as â€Å"the profession of educating people about health. [1] Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health. 2] It can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health†. Being an idealist, with an emphasis on knowledge and the mind, I think health education is of major importance. Giving people the knowledge about good health, best practices and an understanding of why it is so important to take care of ourselves is of significant importance. With this knowledge of health education, people are able to ration ally think about the choices they make that can affect their health, good or bad. The benefits of health education are endless. People living longer, healthier, happier lives are just one of many benefits of health education. In my mind, especially as an idealist, there are no limitations to health education. Our minds are endless when it comes to creativity and with that being said; there is nothing that cannot be solved using a little creativity and healthy thinking power. However, this is only possible when we carry out all aspects of health education, from understanding and teaching the back lying hilosophies, to the predominate health education philosophies and the dimensions of wellness and everything they encompass can this take place. When society meets the ongoing goals and objectives facing health issues now and creates new goals and objectives, we know that we are achieving positive health education. Health education is ever changing and new health issues are always arising; it is overcoming these issues and setting out a template to take on the next is sues that keep our society moving in the right direction towards positive health. The purpose of health education is to promote positive life experiences, touching all dimensions of wellness. Health education creates healthy people who in return create healthy communities that stand together and fight for healthier lifestyles. A person is well educated if health education when they can describe what health is by notion of philosophies and all aspects of life that health effects. This person can also describe current health issues and can create a solution to help fix the heath issues. References Cohen, LeoNora M. 1999). Section III- Philosophical Perspectives in Education. OSU- School of Education, Section II.Retrieved from http://oregonstate. edu/instruct/ed416/ PP2. html Six Dimensions of Wellness Model (2011). National Wellness Institute.Retrieved from http://www. nationalwellness. org/index. php? id_tier=2&id_c=25 Works Cited Health Education. (2011). WikipediaRetrieved from http://en. wikipedia. org /wiki/Health_education Health. (2011). Dictionary. com. Retr ieved from http://dictionary. reference. com/browse/health

The Twilight Saga 3: Eclipse Chapter 12. TIME

â€Å"I HAVE FORESEEN . . . ,† ALICE BEGAN IN AN OMINOUS tone. Edward threw an elbow toward her ribs, which she neatly dodged. â€Å"Fine,† she grumbled. â€Å"Edward is making me do this. But I did foresee that you would be more difficult if I surprised you.† We were walking to the car after school, and I was completely clueless as to what she was talking about. â€Å"In English?† I requested. â€Å"Don't be a baby about this. No tantrums.† â€Å"Now I'm scared.† â€Å"So you're – I mean we're – having a graduation party. It's no big thing. Nothing to freak out over. But I saw that you would freak out if I tried to make it a surprise party† – she danced out of the way as Edward reached over to muss her hair – â€Å"and Edward said I had to tell you. But it's nothing. Promise.† I sighed heavily. â€Å"Is there any point in arguing?† â€Å"None at all.† â€Å"Okay, Alice. I'll be there. And I'll hate every minute of it. Promise.† â€Å"That's the spirit! By the way, I love my gift. You shouldn't have.† â€Å"Alice, I didn't!† â€Å"Oh, I know that. But you will.† I racked my brains in panic, trying to remember what I'd ever decided to get her for graduation that she might have seen. â€Å"Amazing,† Edward muttered. â€Å"How can someone so tiny be so annoying?† Alice laughed. â€Å"It's a talent.† â€Å"Couldn't you have waited a few weeks to tell me about this?† I asked petulantly. â€Å"Now I'll just be stressed that much longer.† Alice frowned at me. â€Å"Bella,† she said slowly. â€Å"Do you know what day it is?† â€Å"Monday?† She rolled her eyes. â€Å"Yes. It is Monday . . . the fourth.† She grabbed my elbow, spun me halfway around, and pointed toward a big yellow poster taped to the gym door. There, in sharp black letters, was the date of graduation. Exactly one week from today. â€Å"It's the fourth? Of June? Are you sure?† Neither one answered. Alice just shook her head sadly, feigning disappointment, and Edward's eyebrows lifted. â€Å"It can't be! How did that happen?† I tried to count backwards in my head, but I couldn't figure out where the days had gone. I felt like someone had kicked my legs out from under me. The weeks of stress, of worry . . . somehow in the middle of all my obsessing over the time, my time had disappeared. My space for sorting through it all, for making plans, had vanished. I was out of time. And I wasn't ready. I didn't know how to do this. How to say goodbye to Charlie and Rene . . . to Jacob . . . to being human. I knew exactly what I wanted, but I was suddenly terrified of getting it. In theory, I was anxious, even eager to trade mortality for immortality. After all, it was the key to staying with Edward forever. And then there was the fact that I was being hunted by known and unknown parties. I'd rather not sit around, helpless and delicious, waiting for one of them to catch up with me. In theory, that all made sense. In practice . . . being human was all I knew. The future beyond that was a big, dark abyss that I couldn't know until I leaped into it. This simple knowledge, today's date – which was so obvious that I must have been subconsciously repressing it – made the deadline I'd been impatiently counting down toward feel like a date with the firing squad. In a vague way, I was aware of Edward holding the car door for me, of Alice chattering from the backseat, of the rain hammering against the windshield. Edward seemed to realize I was only there in body; he didn't try to pull me out of my abstraction. Or maybe he did, and I was past noticing. We ended up at my house, where Edward led me to the sofa and pulled me down next to him. I stared out the window, into the liquid gray haze, and tried to find where my resolve had gone. Why was I panicking now? I'd known the deadline was coming. Why should it frighten me that it was here? I don't know how long he let me stare out the window in silence. But the rain was disappearing into darkness when it was finally too much for him. He put his cold hands on either side of my face and fixed his golden eyes on mine. â€Å"Would you please tell me what you are thinking? Before I go mad?† What could I say to him? That I was a coward? I searched for words. â€Å"Your lips are white. Talk, Bella.† I exhaled in a big gust. How long had I been holding my breath? â€Å"The date took me off guard,† I whispered. â€Å"That's all.† He waited, his face full of worry and skepticism. I tried to explain. â€Å"I'm not sure what to do . . . what to tell Charlie . . . what to say . . . how to . . .† My voice trailed off. â€Å"This isn't about the party?† I frowned. â€Å"No. But thanks for reminding me.† The rain was louder as he read my face. â€Å"You're not ready,† he whispered. â€Å"I am,† I lied immediately, a reflex reaction. I could tell he saw through it, so I took a deep breath, and told the truth. â€Å"I have to be.† â€Å"You don't have to be anything.† I could feel the panic surfacing in my eyes as I mouthed the reasons. â€Å"Victoria, Jane, Caius, whoever was in my room . . . !† â€Å"All the more reason to wait.† â€Å"That doesn't make any sense, Edward!† He pressed his hands more tightly to my face and spoke with slow deliberation. â€Å"Bella. Not one of us had a choice. You've seen what it's done . . . to Rosalie especially. We've all struggled, trying to reconcile ourselves with something we had no control over. I won't let it be that way for you. You will have a choice.† â€Å"I've already made my choice.† â€Å"You aren't going through with this because a sword is hanging over your head. We will take care of the problems, and I will take care of you,† he vowed. â€Å"When we're through it, and there is nothing forcing your hand, then you can decide to join me, if you still want to. But not because you're afraid. You won't be forced into this.† â€Å"Carlisle promised,† I mumbled, contrary out of habit. â€Å"After graduation.† â€Å"Not until you're ready,† he said in a sure voice. â€Å"And definitely not while you feel threatened.† I didn't answer. I didn't have it in me to argue; I couldn't seem to find my commitment at the moment. â€Å"There.† He kissed my forehead. â€Å"Nothing to worry about.† I laughed a shaky laugh. â€Å"Nothing but impending doom.† â€Å"Trust me.† â€Å"I do.† He was still watching my face, waiting for me to relax. â€Å"Can I ask you something?† I said. â€Å"Anything.† I hesitated, biting my lip, and then asked a different question than the one I was worried about. â€Å"What am I getting Alice for graduation?† He snickered. â€Å"It looked like you were getting us both concert tickets -â€Å" â€Å"That's right!† I was so relieved, I almost smiled. â€Å"The concert in Tacoma. I saw an ad in the paper last week, and I thought it would be something you'd like, since you said it was a good CD.† â€Å"It's a great idea. Thank you.† â€Å"I hope it's not sold out.† â€Å"It's the thought that counts. I ought to know.† I sighed. â€Å"There's something else you meant to ask,† he said. I frowned. â€Å"You're good.† â€Å"I have lots of practice reading your face. Ask me.† I closed my eyes and leaned into him, hiding my face against his chest. â€Å"You don't want me to be a vampire.† â€Å"No, I don't,† he said softly, and then he waited for more. â€Å"That's not a question,† he prompted after a moment. â€Å"Well . . . I was worrying about . . . why you feel that way.† â€Å"Worrying?† He picked out the word with surprise. â€Å"Would you tell me why? The whole truth, not sparing my feelings?† He hesitated for a minute. â€Å"If I answer your question, will you then explain your question?† I nodded, my face still hidden. He took a deep breath before he answered. â€Å"You could do so much better, Bella. I know that you believe I have a soul, but I'm not entirely convinced on that point, and to risk yours . . .† He shook his head slowly. â€Å"For me to allow this – to let you become what I am just so that I'll never have to lose you – is the most selfish act I can imagine. I want it more than anything, for myself. But for you, I want so much more. Giving in – it feels criminal. It's the most selfish thing I'll ever do, even if I live forever. â€Å"If there were any way for me to become human for you – no matter what the price was, I would pay it.† I sat very still, absorbing this. Edward thought he was being selfish. I felt the smile slowly spread across my face. â€Å"So . . . it's not that you're afraid you won't . . . like me as much when I'm different – when I'm not soft and warm and I don't smell the same? You really do want to keep me, no matter how I turn out?† He exhaled sharply. â€Å"You were worried I wouldn't like you?† he demanded. Then, before I could answer, he was laughing. â€Å"Bella, for a fairly intuitive person, you can be so obtuse!† I knew he would think it silly, but I was relieved. If he really wanted me, I could get through the rest . . . somehow. Selfish suddenly seemed like a beautiful word. â€Å"I don't think you realize how much easier it will be for me, Bella,† he said, the echo of his humor still there in his voice, â€Å"when I don't have to concentrate all the time on not killing you. Certainly, there are things I'll miss. This for one . . .† He stared into my eyes as he stroked my cheek, and I felt the blood rush up to color my skin. He laughed gently. â€Å"And the sound of your heart,† he continued, more serious but still smiling a little. â€Å"It's the most significant sound in my world. I'm so attuned to it now, I swear I could pick it out from miles away. But neither of these things matter. This,† he said, taking my face in his hands. â€Å"You. That's what I'm keeping. You'll always be my Bella, you'll just be a little more durable.† I sighed and let my eyes close in contentment, resting there in his hands. â€Å"Now will you answer a question for me? The whole truth, not sparing my feelings?† he asked. â€Å"Of course,† I answered at once, my eyes opening wide with surprise. What would he want to know? He spoke the words slowly. â€Å"You don't want to be my wife.† My heart stopped, and then broke into a sprint. A cold sweat dewed on the back of my neck and my hands turned to ice. He waited, watching and listening to my reaction. â€Å"That's not a question,† I finally whispered. He looked down, his lashes casting long shadows across his cheekbones, and dropped his hands from my face to pick up my frozen left hand. He played with my fingers while he spoke. â€Å"I was worrying about why you felt that way.† I tried to swallow. â€Å"That's not a question, either,† I whispered. â€Å"Please, Bella?† â€Å"The truth?† I asked, only mouthing the words. â€Å"Of course. I can take it, whatever it is.† I took a deep breath. â€Å"You're going to laugh at me.† His eyes flashed up to mine, shocked. â€Å"Laugh? I cannot imagine that.† â€Å"You'll see,† I muttered, and then I sighed. My face went from white to scarlet in a sudden blaze of chagrin. â€Å"Okay, fine! I'm sure this will sound like some big joke to you, but really! It's just so . . . so . . . so embarrassing!† I confessed, and I hid my face against his chest again. There was a brief pause. â€Å"I'm not following you.† I tilted my head back and glared at him, embarrassment making me lash out, belligerent. â€Å"I'm not that girl, Edward. The one who gets married right out of high school like some small-town hick who got knocked up by her boyfriend! Do you know what people would think? Do you realize what century this is? People don't just get married at eighteen! Not smart people, not responsible, mature people! I wasn't going to be that girl! That's not who I am. . . .† I trailed off, losing steam. Edward's face was impossible to read as he thought through my answer. â€Å"That's all?† he finally asked. I blinked. â€Å"Isn't that enough?† â€Å"It's not that you were . . . more eager for immortality itself than for just me?† And then, though I'd predicted that he would laugh, I was suddenly the one having hysterics. â€Å"Edward!† I gasped out between the paroxysms of giggles. â€Å"And here . . . I always . . . thought that . . . you were . . . so much . . . smarter than me!† He took me in his arms, and I could feel that he was laughing with me. â€Å"Edward,† I said, managing to speak more clearly with a little effort, â€Å"there's no point to forever without you. I wouldn't want one day without you.† â€Å"Well, that's a relief,† he said. â€Å"Still . . . it doesn't change anything.† â€Å"It's nice to understand, though. And I do understand your perspective, Bella, truly I do. But I'd like it very much if you'd try to consider mine.† I'd sobered up by then, so I nodded and struggled to keep the frown off my face. His liquid gold eyes turned hypnotic as they held mine. â€Å"You see, Bella, I was always that boy. In my world, I was already a man. I wasn't looking for love – no, I was far too eager to be a soldier for that; I thought of nothing but the idealized glory of the war that they were selling prospective draftees then – but if I had found . . .† He paused, cocking his head to the side. â€Å"I was going to say if I had found someone, but that won't do. If I had found you, there isn't a doubt in my mind how I would have proceeded. I was that boy, who would have – as soon as I discovered that you were what I was looking for – gotten down on one knee and endeavored to secure your hand. I would have wanted you for eternity, even when the word didn't have quite the same connotations.† He smiled his crooked smile at me. I stared at him with my eyes frozen wide. â€Å"Breathe, Bella,† he reminded me, smiling. I breathed. â€Å"Can you see my side, Bella, even a little bit?† And for one second, I could. I saw myself in a long skirt and a high-necked lace blouse with my hair piled up on my head. I saw Edward looking dashing in a light suit with a bouquet of wildflowers in his hand, sitting beside me on a porch swing. I shook my head and swallowed. I was just having Anne of Green Gables flashbacks. â€Å"The thing is, Edward,† I said in a shaky voice, avoiding the question, â€Å"in my mind, marriage and eternity are not mutually exclusive or mutually inclusive concepts. And since we're living in my world for the moment, maybe we should go with the times, if you know what I mean.† â€Å"But on the other hand,† he countered, â€Å"you will soon be leaving time behind you altogether. So why should the transitory customs of one local culture affect the decision so much?† I pursed my lips. â€Å"When in Rome?† He laughed at me. â€Å"You don't have to say yes or no today, Bella. It's good to understand both sides, though, don't you think?† â€Å"So your condition . . . ?† â€Å"Is still in effect. I do see your point, Bella, but if you want me to change you myself. . . .† â€Å"Dum, dum, dah-dum,† I hummed under my breath. I was going for the wedding march, but it sort of sounded like a dirge. Time continued to move too fast. That night flew by dreamlessly, and then it was morning and graduation was staring me in the face. I had a pile of studying to do for my finals that I knew I wouldn't get halfway through in the few days I had left. When I came down for breakfast, Charlie was already gone. He'd left the paper on the table, and that reminded me that I had some shopping to do. I hoped the ad for the concert was still running; I needed the phone number to get the stupid tickets. It didn't seem like much of a gift now that all the surprise was gone. Of course, trying to surprise Alice wasn't the brightest plan to begin with. I meant to flip right back to the entertainment section, but the thick black headline caught my attention. I felt a thrill of fear as I leaned closer to read the front-page story. SEATTLE TERRORIZED BY SLAYINGS It's been less than a decade since the city of Seattle was the hunting ground for the most prolific serial killer in U.S. history. Gary Ridgway, the Green River Killer, was convicted of the murders of 48 women. And now a beleaguered Seattle must face the possibility that it could be harboring an even more horrifying monster at this very moment. The police are not calling the recent rash of homicides and disappearances the work of a serial killer. Not yet, at least. They are reluctant to believe so much carnage could be the work of one individual. This killer – if, in fact, it is one person – would then be responsible for 39 linked homicides and disappearances within the last three months alone. In comparison, Ridgway's 48- count murder spree was scattered over a 21-year period. If these deaths can be linked to one man, then this is the most violent rampage of serial murder in American history. The police are leaning instead toward the theory that gang activity is involved. This theory is supported by the sheer number of victims, and by the fact that there seems to be no pattern in the choice of victims. From Jack the Ripper to Ted Bundy, the targets of serial killings are usually connected by similarities in age, gender, race, or a combination of the three. The victims of this crime wave range in age from 15-year-old honor student Amanda Reed, to 67-year-old retired postman Omar Jenks. The linked deaths include a nearly even 18 women and 21 men. The victims are racially diverse: Caucasians, African Americans, Hispanics and Asians. The selection appears random. The motive seems to be killing for no other reason than to kill. So why even consider the idea of a serial killer? There are enough similarities in the modus operandi to rule out unrelated crimes. Every victim discovered has been burned to the extent that dental records were necessary for identification. The use of some kind of accelerant, like gasoline or alcohol, seems to be indicated in the conflagrations; however, no traces of any accelerant have yet been found. All of the bodies have been carelessly dumped with no attempt at concealment. More gruesome yet, most of the remains show evidence of brutal violence – bones crushed and snapped by some kind of tremendous pressure – which medical examiners believe occurred before the time of death, though these conclusions are difficult to be sure of, considering the state of the evidence. Another similarity that points to the possibility of a serial: every crime is perfectly clean of evidence, aside from the remains themselves. Not a fingerprint, not a tire tread mark nor a foreign hair is left behind. There have been no sightings of any suspect in the disappearances. Then there are the disappearances themselves – hardly low profile by any means. None of the victims are what could be viewed as easy targets. None are runaways or the homeless, who vanish so easily and are seldom reported missing. Victims have vanished from their homes, from a fourth- story apartment, from a health club, from a wedding reception. Perhaps the most astounding: 30- year-old amateur boxer Robert Walsh entered a movie theater with a date; a few minutes into the movie, the woman realized that he was not in his seat. His body was found only three hours later when fire fighters were called to the scene of a burning trash Dumpster, twenty miles away. Another pattern is present in the slayings: all of the victims disappeared at night. And the most alarming pattern? Acceleration. Six of the homicides were committed in the first month, 11 in the second. Twenty-two have occurred in the last 10 days alone. And the police are no closer to finding the responsible party than they were after the first charred body was discovered. The evidence is conflicting, the pieces horrifying. A vicious new gang or a wildly active serial killer? Or something else the police haven't yet conceived of? Only one conclusion is indisputable: something hideous is stalking Seattle. It took me three tries to read the last sentence, and I realized the problem was my shaking hands. â€Å"Bella?† Focused as I was, Edward's voice, though quiet and not totally unexpected, made me gasp and whirl. He was leaning in the doorway, his eyebrows pulled together. Then he was suddenly at my side, taking my hand. â€Å"Did I startle you? I'm sorry. I did knock. . . .† â€Å"No, no,† I said quickly. â€Å"Have you seen this?† I pointed to the paper. A frown creased his forehead. â€Å"I hadn't seen today's news yet. But I knew it was getting worse. We're going to have to do something . . . quickly.† I didn't like that. I hated any of them taking chances, and whatever or whoever was in Seattle was truly beginning to frighten me. But the idea of the Volturi coming was just as scary. â€Å"What does Alice say?† â€Å"That's the problem.† His frown hardened. â€Å"She can't see anything . . . though we've made up our minds half a dozen times to check it out. She's starting to lose confidence. She feels like she's missing too much these days, that something's wrong. That maybe her vision is slipping away.† My eyes were wide. â€Å"Can that happen?† â€Å"Who knows? No one's ever done a study . . . but I really doubt it. These things tend to intensify over time. Look at Aro and Jane.† â€Å"Then what's wrong?† â€Å"Self-fulfilling prophecy, I think. We keep waiting for Alice to see something so we can go . . . and she doesn't see anything because we won't really go until she does. So she can't see us there. Maybe we'll have to do it blind.† I shuddered. â€Å"No.† â€Å"Did you have a strong desire to attend class today? We're only a couple of days from finals; they won't be giving us anything new.† â€Å"I think I can live without school for a day. What are we doing?† â€Å"I want to talk to Jasper.† Jasper, again. It was strange. In the Cullen family, Jasper was always a little on the fringe, part of things but never the center of them. It was my unspoken assumption that he was only there for Alice. I had the sense that he would follow Alice anywhere, but that this lifestyle was not his first choice. The fact that he was less committed to it than the others was probably why he had more difficulty keeping it up. At any rate, I'd never seen Edward feel dependent on Jasper. I wondered again what he'd meant about Jasper's expertise. I really didn't know much about Jasper's history, just that he had come from somewhere in the south before Alice found him. For some reason, Edward had always shied away from any questions about his newest brother. And I'd always been too intimidated by the tall, blond vampire who looked like a brooding movie star to ask him outright. When we got to the house, we found Carlisle, Esme, and Jasper watching the news intently, though the sound was so low that it was unintelligible to me. Alice was perched on the bottom step of the grand staircase, her face in her hands and her expression discouraged. As we walked in, Emmett ambled through the kitchen door, seeming perfectly at ease. Nothing ever bothered Emmett. â€Å"Hey, Edward. Ditching, Bella?† He grinned at me. â€Å"We both are,† Edward reminded him. Emmett laughed. â€Å"Yes, but it's her first time through high school. She might miss something.† Edward rolled his eyes, but otherwise ignored his favorite brother. He tossed the paper to Carlisle. â€Å"Did you see that they're considering a serial killer now?† he asked. Carlisle sighed. â€Å"They've had two specialists debating that possibility on CNN all morning.† â€Å"We can't let this go on.† â€Å"Let's go now,† Emmett said with sudden enthusiasm. â€Å"I'm dead bored.† A hiss echoed down the stairway from upstairs. â€Å"She's such a pessimist,† Emmett muttered to himself. Edward agreed with Emmett. â€Å"We'll have to go sometime.† Rosalie appeared at the top of the stairs and descended slowly. Her face was smooth, expressionless. Carlisle was shaking his head. â€Å"I'm concerned. We've never involved ourselves in this kind of thing before. It's not our business. We aren't the Volturi.† â€Å"I don't want the Volturi to have to come here,† Edward said. â€Å"It gives us so much less reaction time.† â€Å"And all those innocent humans in Seattle,† Esme murmured. â€Å"It's not right to let them die this way.† â€Å"I know,† Carlisle sighed. â€Å"Oh,† Edward said sharply, turning his head slightly to look at Jasper. â€Å"I didn't think of that. I see. You're right, that has to be it. Well, that changes everything.† I wasn't the only one who stared at him in confusion, but I might have been the only one who didn't look slightly annoyed. â€Å"I think you'd better explain to the others,† Edward said to Jasper. â€Å"What could be the purpose of this?† Edward started to pace, staring at the floor, lost in thought. I hadn't seen her get up, but Alice was there beside me. â€Å"What is he rambling about?† she asked Jasper. â€Å"What are you thinking?† Jasper didn't seem to enjoy the spotlight. He hesitated, reading every face in the circle – for everyone had moved in to hear what he would say – and then his eyes paused on my face. â€Å"You're confused,† he said to me, his deep voice very quiet. There was no question in his assumption. Jasper knew what I was feeling, what everyone was feeling. â€Å"We're all confused,† Emmett grumbled. â€Å"You can afford the time to be patient,† Jasper told him. â€Å"Bella should understand this, too. She's one of us now.† His words took me by surprise. As little as I'd had to do with Jasper, especially since my last birthday when he'd tried to kill me, I hadn't realize that he thought of me that way. â€Å"How much do you know about me, Bella?† Jasper asked. Emmett sighed theatrically, and plopped down on the couch to wait with exaggerated impatience. â€Å"Not much,† I admitted. Jasper stared at Edward, who looked up to meet his gaze. â€Å"No,† Edward answered his thought. â€Å"I'm sure you can understand why I haven't told her that story. But I suppose she needs to hear it now.† Jasper nodded thoughtfully, and then started to roll up the arm of his ivory sweater. I watched, curious and confused, trying to figure out what he was doing. He held his wrist under the edge of the lampshade beside him, close to the light of the naked bulb, and traced his finger across a raised crescent mark on the pale skin. It took me a minute to understand why the shape looked strangely familiar. â€Å"Oh,† I breathed as realization hit. â€Å"Jasper, you have a scar exactly like mine.† I held out my hand, the silvery crescent more prominent against my cream skin than against his alabaster. Jasper smiled faintly. â€Å"I have a lot of scars like yours, Bella.† Jasper's face was unreadable as he pushed the sleeve of his thin sweater higher up his arm. At first my eyes could not make sense of the texture that was layered thickly across the skin. Curved half-moons crisscrossed in a feathery pattern that was only visible, white on white as it was, because the bright glow of the lamp beside him threw the slightly raised design into relief, with shallow shadows outlining the shapes. And then I grasped that the pattern was made of individual crescents like the one on his wrist . . . the one on my hand. I looked back at my own small, solitary scar – and remembered how I'd received it. I stared at the shape of James's teeth, embossed forever on my skin. And then I gasped, staring up at him. â€Å"Jasper, what happened to you?†

Fundmntls of Intrntionl Businss Essay Example | Topics and Well Written Essays - 500 words

Fundmntls of Intrntionl Businss - Essay Example ctul tchnologicl dvlopmnts hv strong implictions for world trd nd output growth. Tchnologicl dvncs drsticlly rducd th trnsporttion nd tlcommuniction costs nd drmticlly chngd th structur of intrntionl trd in th sm tim. In fct, nw tchnologicl chngs lowr th nturl brrirs of spc nd tim tht sprt ntionl mrkts whil librliztion policis th rtificil brrirs to th intrntionl movmnts of goods, srvics nd cpitl. Tchnologicl dvlopmnt my b ccptd s th ngin of th conomic globliztion in th world. Th lvl of tchnology, brodly spking, cn b dfind s stock or combintion of our knowldg nd xprincs on production procss, product qulity, orgniztion of production nd mngmnt, mrkting nd srvics (Kibritcioglu, 1997). In ll countris, th primry xport sctor is mnufcturing industry, xcpt th Middl strn nd fricn countris which r rltivly rsourc bundnt nd hnc, xport minly mining sctor products or oil. Tchnologicl dvncs is th ky fctor in th growing volum of intrntionl trd of goods nd srvics. Tchnologicl gp btwn industrilizd nd dvloping countris s sourc of forign trd, on th othr hnd, my b closd ithr du to th continul dissmintion of informtion from th dvncd ons or both. Thr r mny intrntionl orgniztions tht fcilitt forign trd. mong thm th most importnt nd ctiv is World Trd Orgniztion.

Congress Essay Example | Topics and Well Written Essays - 750 words

Congress - Essay Example The second factor at play is a congressman’s political party. Particularly in an age of polarized politics, party lines are becoming far more rigid than in previous decades. So-called â€Å"party-line votes† are common, especially with issues that tend to divide Democrats and Republicans such as budgets (Hook & Bendavid, 2011). Accordingly, a congressperson’s vote is more likely to correspond to the wants and desires of the party. The third factor to be considered is a congressman’s relationship to other members of Congress, beyond party affiliations. Knowing that Congress is a large community, it is conceivable that cooperative back-scratching and returning of favors might lead some legislators to favor some bills over others if there is something to be gained from it in terms of support from other congressmen. The fourth and final factor at play is the likely position of the president. Since the passage of a bill depends on the president’s support , the votes of legislators may change if the general perception is that the president may approve. This may not be the case, of course, in cases of â€Å"symbolic votes†: votes taken with the expectation that the president will veto (Lightman, Douglas, & Clark, 2011). 4. ... ocracy that has existed since Ancient Greece is that it amounts to a â€Å"tyranny of the majority† or â€Å"mob rule.† The Founding Fathers of the United States were notoriously critical of true democracy. For instance, Benjamin Franklin once defined the term by saying, â€Å"Democracy is two wolves and a lamb voting on what to have for lunch† (Moyers, 2009, p. 314). For that reason, the framers of the Constitution put in numerous safeguards to protect the rights of the minority from the abuse of a mob rule. One important concept of protecting minorities is the separation of powers as given in the Constitution, which decentralizes power through a system of checks and balances. A President, for example, is in command of the nation’s armed forces, but he cannot officially declare war on behalf of the United States. The Congress protects the rights of the minority by serving as a voice for those opponents and by officially deciding whether to declare war or not. In addition, with the actual structure of the Congress, two senators are elected from each state, no matter its size. Rather than having a small majority of legislators from any given state, the power of the large state majority is tempered by the representatives from smaller states. However, the Congress does still promote majority rule by operating on the principle that what is moral is the greatest good for the greatest number. Accordingly, decisions are made when a majority of those in favor or opposed is established. But even a minority has the chance to speak and make its voice heard in Congress, which is its right. References Hook, J., & Bendavid, N. (2011, April 16). GOP passes budget cut. Retrieved November 1, 2011, from The Wall Street Journal:

Triple entry accounting and financial statements Assignment

Triple entry accounting and financial statements - Assignment Example Today many companies often use statements from previous periods or years in order to project the likely outcomes of current finances. This method is not always accurate. Triple-entry accounting is intended to provide predictive accounting that is more accurate than basing results solely on previous outcomes.(Henke)The process of triple-entry accounting is a complex process. It is believed that these methods may be able to predict the future of the business and, even allow, for unforeseen expenditures and happenings. The intention of the triple-entry accounting is to give businesses a clearer view of financial earnings based on an equation that takes into consideration the past, present and future; not just historical data.(Henke)This could be considered a great improvement over current financial statement methodology. Essentially the articulation of the four relevant financial statements simply means that the numbers in the statements among all the statements provided are in agreement with one another. However, there is a lot that goes along with that simple definition The four statements that need to articulate properly are the balance sheet, income statement, Statement of Stockholder Equity, and the Statement of Cash Flow. The balance sheet, is divided into three sections: assets, liabilities, and stockholders’ equity, provides the information concerning the available resources the resources to management and any claims against those resources by present creditors and shareholders. ("Cambridge Publications") All the gains and losses are recorded and then transferred to the income sheet as necessary. The Stockholders Equity reflects the all of the financing provided by the company’s owners. The stockholders hold a claim on residual interest which is accrued via, common stock, prefe rred stock, treasury stock, retained earnings, additional paid capital, any other accumulated income or loss. the statement of cash flows provides

Compostion article Essay Example | Topics and Well Written Essays - 1000 words - 2

Compostion article - Essay Example Freshman students, including those studying in AUC, also experience the same problem. In addition, since most of the students are Egyptians, English is only a second language. Thus, the present study utilized a hybrid concept/mind mapping online strategy (E-mapping) in order to enhance text comprehension and develop critical reading skills. AUC has a core curriculum course required for all students, Scientific Thinking, which emphasizes on the scientific process and scientific approach in dealing with the world. This curriculum is a basis that students do not usually read texts assigned to them, or cannot analyze the texts. With the use of E-mapping, researchers aim to explore if such strategy could enhance critical thinking and text comprehension, as well as increase student participation in the Scientific Thinking course of the school. Through this study, it will also be determined if the technique would improve the quality and quantity of interaction with text and among students a nd instructors (p. 635). Review and Analysis I. Methods Because graphic strategies are said to aid in visual approaches to reading better than the traditional linear text presentations, the researchers used concept mapping and mind mapping as strategies to help improve text comprehension and retention. ... 635). In two semesters, E-mapping was incorporated into the syllabus of three Scientific Thinking sections, introduced gradually to students due to its unfamiliar approach. Initially using a pen and paper introduction and then shifting to a free online software, the students were exposed to the mapping techniques. Assignments of increasing difficulty were given to the sample of 70 students enrolled in the course. Data gathering techniques used comprised of student E-maps, early and late semester anonymous surveys, and mid-semester small group instructional diagnosis (SGID) (p. 638). Surveys were based on students’ perceptions, the SGID on their suggestions, and the E-maps evaluated their performance. II. Results and Conclusions Outcomes of the research project show that E-mapping has several strengths. The strategy encouraged the students to read the texts assigned, and participate in class discussions. In addition, they were obliged to read the text in a critical manner in or der to come up with maps as representations of the linear text. Through the maps they construct, knowledge, perceptions, or misconceptions regarding a topic are assessed. Generally, the tool has the benefits expected from it, but student’s reaction to the approach differs. The main concern of the students regarding E-maps is the workload it demands from them. They perceive it as time-consuming, and require â€Å"too much work,† concluding that E-mapping is an active learning strategy but not a unique way of testing content or critical thinking, and presenting that such technique permits students to have improved visualization skills important in communicating ideas (p. 645). III. Strengths and limitations The goals of the research project are clearly

Chinese civilization Essay Example | Topics and Well Written Essays - 1250 words

Chinese civilization - Essay Example Outlaws of the Marsh, Monkey (Journey to the West) and Golden Lotus (Jin Ping Mei) educate readers what honor meant to the Chinese. Water Margin (In Chinese it is more commonly known as Shuihu Zhuan) or Outlaws of the Marsh was written in the 14th century and is part of the four greatest (classical) books on Chinese literature. Shi Nai’an is the creator of this marvelous text and is originally written in Chinese language. The events in the book take place during Song dynasty. One hundred eight outlaws huddle together at Mount Liang (also referred to as Liangshan Marsh). Their intentions are to build a strong and brave army and they succeed in gathering men for this job. Later they are given amnesty by the Chinese emperor. In fact they now serve the government by going on various quests to resist rebellion upsurges in the country and to fight off foreign invaders. Wu Song, Lin Chong and Lu Zhishen are some of the major characters that stamp their bravery honor and courage on the pages of the novel. The book is divided into 100 chapters and the plot is woven around many fictional characters. For instance chapters 7-12 are based on a fierce warrior by the name of Lin Chong. Chong (also goes by the name of Panther Head) and holds the 6th rank out of 36 heavenly spirits of 108 Liangshan heroes. Lin’s heroics are based on honor. For instance, Lin protects his wife many times from sexual advances of Gao Yanei, but later falls victim to a plot against him. Gao asks his father to help him frame Lin so that he could get his hands on his wife. He takes a special liking to his wife. Gao’s father Gao Qiu sells a valuable sword to Lin through a weapon trader. And later invites Lin to show him his new weapon. Through trickery Lin enters White Tiger Hall carrying a weapon which used to be a punishable crime. He gets arrested and exiled. This is where the Chinese honor manifests as when he is escorted by guards, they try to kill him (on orders from

Growing Crime Problem of Juvenile Delinquency Essay

Growing Crime Problem of Juvenile Delinquency - Essay Example We can then make a speculation on the future and offer recommendations to confront this unique challenge. In the last 200 years in the United States, children have held a special status within the framework of the law. However, the age at which they were considered juveniles has been subject to change over the years. In the early 1800s, most children that we consider to be juveniles today were treated as adults under the law. As late as 1827, a child at the age of 10 was considered to be of age to accept full adult criminal responsibility under the law in Illinois (Ferro 2003 p.3). In fact, the term 'delinquency' did not appear in US law until the turn of the twentieth century as social upheaval transformed our urban areas and juvenile crime became more prevalent and problematic. During this period, industrialization had brought people together in large urban areas from all over the country and the world seeking employment in the newly established factories in cities such as Chicago, New York, and Detroit. Social pressures and poverty fueled rising crime in the general population. This rise in crime among adults was mirrored in the juvenile population. States have often held great authority over the handling of juvenile crime. Delinquents would often be relegated to poorhouses, county farms, or reform schools. But by the 1920s, America was more cognizant of juvenile crime and its effect on the established social order. The move to the Sun Belt during the 1930s and 1940s magnified the problem in cities such as Los Angeles and Phoenix. Crime statistics from this period are largely fragmented and anecdotal. However, there was a concern among the population about the growing juvenile delinquency problem. President Herbert Hoover created the Wickersham Commission to investigate the rising crime rate. The report issued in 1931 found that, "...turf wars were being waged in America's large cities by rival criminal groups fighting for control of bootleg liquor distribution" (Ferro 2003 p.4). Gang crime and their influence on juveniles continues to dominate the juvenile delinquency issue. The post World War II era saw a beginning of the rise in adult crime that was echoed by juvenile delinquency. Access to media, technology, and mobility has contributed to the problem. Beginning in 1960, there was an increase in juvenile delinquency that peaked in the early 1990s (Ferro 2003 p.4). However, beginning in 1980 there was also a rapid escalation in the violence of juvenile crime and the reported incidents of gang activity and guns. Between 1978 and 1993 violent crime by juveniles rose 79% and the murders committed by juveniles soared by 177% (Levitt 1998 p.1156). Though the overall juvenile crime rate has gone down in recent years, the rates of more serious and violent crimes have not seen as dramatic of a decline. According to statistics complied by the Bureau of Justice Statistics, from 2001-2005 the total violent crime rate among juveniles has dropped, but forcible rape has not experienced the same decline (Sourcebook of criminal justice statistics 2006). Much of the pr evalence of violent juvenile crime has come as a result of, or can be attributed to, gang activity (Ferro 2003 p.5). Juveniles in contact with gang members, whether peers or family members, may emulate their activity even though they may not be a member of a gang. In

Fast Foods And Their Effects On Healthy Research Paper

Fast Foods And Their Effects On Healthy - Research Paper Example The fast foods also had a high content of saturated fats, which is a core factor that results in a heart attack. According to research done on monkeys in 2006, after the fast foods were fed on the monkeys, the monkeys fed the fast foods had more abdominal fats, as well as they, become more resistant to insulin as opposed to the others that fed on saturated fats which is an early sign of diabetes. This was due to the unsaturated fats in the fast foods hence there is a need to minimize the consumption of the fast foods and consumption of saturated fats. From Joshipura and US department of agriculture has pointed out that the fast foods have increased consumption of calories which is an increase from 3% to 12% of the overall calories taken in the USA. This has led to increasing the weight gain as well as increase the risk of diabetes in comparison to the ordinary foods. Tucker asserts that the effects of fast foods resulted in more intake of energy resulting in a positive energy balance thus increasing the chances of obesity. The consumption of the fast foods to both those at adolescent and the children in the United States has increased from 2% to 10% recently which is alarming as far as the health of those who use it are concerned. According to this article, those at adolescent and children who ate the fast foods such as cheeseburgers, sugar-sweetened beverages, and French fried potatoes consumed more sugars, fewer diet fibers, higher beverage energy density in comparison with those who did not eat the fast foods.

Teacher preparation is critical to providing successful quality math education Essay Example for Free

Teacher preparation is critical to providing successful quality math education Essay It is possible to make every student a successful student. Here success could mean different things to different students and their teachers. When the full potential of a student is realized in the chosen avocation, one can infer that success is achieved. Teaching and learning happen the best when there is perceived interest in both the teacher and the learner. Nurturing education through better teaching and learning methods can enhance the ability of a teacher for providing quality mathematics education1 (Chism,1998). Because of the inherent anxiety in math education, additional preparation in terms of understanding the psychology of the students is a critical success factor. Many times we find impediments to teaching and learning either because there is no evident interest in the teacher or the learner or both; or there is no proper supporting mechanism/ system to augment the teaching and learning. In the following paragraphs, an outline of various teaching / instructional methodologies for the teachers and learning strategies for the students are outlined for best possible outcomes for both sides of the equation. These are meant for any teaching including mathematics. Based on my own personal experiences of teaching and learning and professional research, I outlined a few of the many methodologies.   Mention is also made of the importance of overall learning environment. Teaching / Instructional Methodologies2 (New Horizons For Learning,2002) a. Action Research Action Research is a very powerful strategy for instructional improvement and provides teachers the necessary skills for solving problems specific to their classrooms and their schools. By using a five step process – question, data collection, data analysis, findings and action plan – teachers can improve their own teaching skills while improving their classroom/school outcomes3 (Reed, 2000) b. Differentiated Instruction Differentiated Instruction takes into account the various ways in which students learn as against Direct Instruction which focuses mainly on memorizing facts and skills. Differentiated Instruction on the other hand focuses on concepts, understanding, readiness and interest. c. Environment for Learning: The definition or perception of Learning Environment from a curriculum and instruction based learning is changing to an environment for successful learning which is based on a variety of emotional, intellectual, visual and spatial stimuli. Schools located in such environs as zoos, museums, culture are redefining the way learning takes place and learning environment is created. d. Accelerated Learning Accelerated learning is based on the original work of ‘Suggestology’4 (Dr. Lozanov, 1978) which included relaxation, visual arts and music for teaching foreign language students. Accelerated learning takes into account various beliefs/theories such as Learning is dual-planned; there is no single stimulus etc. The Core Elements for Accelerated Learning include Physical Environment, Music, Teacher, Positive Atmosphere and a teaching Frame. Teaching Frame in turn includes three phases – Preparation, Active and Passive. e. Teaching for Understanding: This approach seeks to get answers to the three key questions: 1. What does it mean to understand? 2. How do we teach for understanding? 3. How do we assess understanding? Using the concept of ‘throughlines’ a teacher can engage the students continuously and throughout the year on the goals set out for understanding the concepts based on a set of predefined questions. Classroom based Learning Continuum Tool The Northwest Evaluation Association launched a tool   DesCartes: A Continuum of Learning. This tool is designed for teachers and principals to simplify the task of translating assessment data into specific skills and concepts5 (Business Wire, 2004). The tool is used to map mathematics, reading, and language usage skills along a continuum of learning, and connects each skill with test score ranges and state standards for all the states Teachers can use DesCartes information for: †¢ Identification of specific skills and concepts students need †¢ Selection of materials based on the diversity of skill levels within a class, and find appropriate materials for students at the extreme ends of the learning spectrum. †¢ Creation of flexible learning groups based on students performance and †¢ Collaboration with staff to successfully meet the needs of all learners6 (Grasha, 1996). Conclusion Teaching and Learning have become very critical in not only realizing the full potential of the learners but in doing so have become necessary tools to build a productive workforce. Teaching styles6, improvements in technology and expectations of parents, society have contributed to the growth of new methods of teaching, learning and creating new Learning Environments. Hence it is important that we assess the teachers for their ability and aptitude and also assess the learner’s ability and aptitude. A match making of these two would most definitely produce successful teaching and learning outcomes. Many of the methods discussed above would definitely make it is possible for every student to become a successful student and every teacher a successful teacher.

Childcare and Education Essay Example for Free

Childcare and Education Essay E1- Summarise the factors which may influence the health and development of babies in the first year of their lives Environmental factors such as not having enough space in the garden for babies to move around to play and explore will influence their development as they maynot be able to expand their fine and gross motor skills. The environment can affect babies health and development as people around the baby who may smoke can transfer that smoke to the baby even if the smoke isnt directly infront of them. By having a ward and consistant home this can help the baby feel safe and secure therefore maintaining their health and development. Parents may not be able to afford toys and equipment for their child to play with, this may affect the child as the child may not get to experience different experiences. A stimulating environment for a baby is important as they will learn according to the opportunities they get, objects such as rattles, musical toys will encourage movement and interaction. Physical- This is important as babies development can be affected by this. The mother may not be able to take the baby for walks outside or carry the baby around or upstairs/downstairs due to disabilities that the mother or parents may have in general. Genetics is another factor which may influence health and development of the child as some illnessess are inherited. An example is Downs Syndrome, this is a genetic condition that causes physical and intellectual impariments. The mothers health plays a vital role in the development of a baby as women who are in good health during pregnancy are more likely of having a healthy baby, as the baby will be getting all the nurtition it needs to develop. If the mother is not healthy the baby will be affected by this. Emotional- After having a baby some mothers suffer or develop from post natal depression and this can affect how the mother and babys bond in the first few months. After a difficult birth post natal depression may develop, some women suffer generally from depression, if it has taken a mother a while to fall pregant and have children, and some women may develop this for some unkown reason. During the first month, some babies may develop faster or slower than average; this is only rarely a sign of a medical condition. Preterm babies born before the 37th week of pregnancy are physically younger than their full-term peers, so they may show signs of cognitive or physical delays. However, most preterm infants catch up to their peers during the first or second year of life. Other factors that influence a newborns development include genetics, environment and the caregivers levels of interaction. E2/C1- Describe how indoor and outdoor environments can be made safe, reassuring and stimulating Indoor and outdoor environments can be made safe by making sure children are looked after and cared for properly and never left alone, so there must be correct ratios in the setting, ratios are stated under Ofsted and the EYFS to make sure the children have the right amount of care attention they need. If theres not correct ratios the children can be put at risk, and this may cause accidents. By following all the correct policies and procedures and checking all eqiupment is safe for the child to use. Risk assessments must be done before the children can go into the environment and the environment must be adapted for all childrens individual needs so they are able to learn and achieve. From providing the correct equipment this will help develop the childrens individual skills. By having a safe and secure environment children will feel comfortable and safe which is important. The indoor environment should feel homely so the children will feel settled and comfortable in the environment. It is important to let children to give their input in the indoor areas, such as allowing them to do a display. The indoor area must have space and room for the children can move around safely, the cupboards,draws and tables must all be at the childrens level and not high up as this could cause an accident as something could fall down from above and hit the child. Radiator guards must be in setting to protect the children. Ensuring children have new experiences helps them develop in many ways, new experiences allows babies too use their imagination and copy what they see or experience in another situation. New experiences stimulate babies into wanting to learn and do more that challenges them to see what happens. The outdoor environment must provide children to have freedom and able to run around and have independance. The outdoor environment must suit all ranges of weather so the children can go outside in all weathers. All equiptment must be suitable and age appropriate, before children can go outside risk assessments must be done, if there is any unnessesary objects outdoors such as glass, litter or waste can be removed so it is safe for the children to play. The outdoor area should provide challenge as a risk is a challenge what a child can see, and are able to undertake it or not. Free flow must be introduced so children can move freely from outdoors to indoors easily. Learning activities must be provided outdoors also. Daily outdoor play is an important part of children’s learning and is required by the EYFS. It offers many new learning experiences, and boosts mental and physical wellbeing and confidence. Free-flow play adds further benefits, giving children more space and freedom to explore the world around them, letting them make decisions and assess risks while reducing the feeling of being rushed from one activity to the other. Children all have different learning styles and needs; some prefer to play and learn outside, and should be offered this opportunity wherever possible. Some may not have outdoor space at home, in which case it’s even more important. http://www. teachnursery. com/nursery-management/view/qa-free-flow-play It is important that practitoners know if children have any allergies, as children under 12 months cannot talk or communicate very well so practitioners must ask parent/carers this informaation. Having allergies on recored or on view in the setting will help anyone unfamililar coming into the setting. If practitioners do not know this information then the child/baby will be at risk. There are different things that helps reassure babies in settings which could be stability and consistancy, familar staff and practitioners, good positive relationships and things which comfort the child such as a blankets and dummies. E3- Describe the expected stage of development of babies at the chosen age and how they may be expected to develop in the next two, three months of their lives At six months babies will develop gross motor skills. When a baby is lying on their back they can roll over onto their stomach. If lyin on their stomach the child will be able to llift their head and chest, supporting themselves on their arms and hands. Babies at this age can use their shoulders to pull themselves into a sittingn position. At 6 months a baby can almost handle all their own weight. They are able to move their arms purposefully and hold them up, indicating a wish to be lifted. Babies at six months are able to kick vigersously with their legs altertaning, the baby can also lift their legs into a vertical position and grasp one or both feet with their hands. Babies at this age also have social skills as they can sime and babble when given attention and enjoy social play. Also babies will be able to mimic facial expressions and repete them. In the next couple months of the babies live their emotional skills will develop more and will be able to express pleasure and displeasure also will be able to distinguish emotions by a tone of voice. Their language will also improve as the child will be able to reconigise th ecare givers voice, and is able to respond to their name also aswell as being able to respond to other words such as mummy bye bye. Babies will be able to thurn their head in direction when spoken to. In the next few months the baby will explore more with their hands and mouth as is able to find partially hidden objects. A baby at this age will also spend longer studying and taking more interest in toys. E4- Explain how TWO different play activities/experiences can support the overall development of the baby described in E3 Treasure baskets is a good way to get babies to explore different objects and toys. From the basket having toys which are sensory this will encourage the child to use all senses. Such as having musical things in the basket which will encourage to child to listen, having toys which are colourful, and other objects in the basket which are different shapes, sizes, different textures such as a fluffy, hard, soft etc. Introducing new things will support overall experiences and have a variety of objects in basket will give the child a range of new things they can play will and learn from, having mirrors and shinny bits on the basket will attract the baby’s attention, it can help the development of fine motor skills. The child will discover that not all things are the same. This will encourage hand and eye coordination and is allowing the baby to explore and use their own imaginaton. From using treasure baskets babies will be curious and will discover that some objects feel different, look different and may be harder to hold than others, they will be curious and may try banging the toys either on the floor, the basket on against another toy. Messy play. This stimulates the senses and babies are able to use their imagination. The experience gained during messy play helps children experience a variety of textures. During messy play, babies are developing eye hand coordination and fine motor skills and is a learning experience for the child. Children can do body paint and use their bodies to do a picture or objects can be introduced such as a sponge so the child can use different materials throught the activity. This will encourage the child to see different colours and use a variety of materials. E5- Describe the role of the practitioner in meeting the particualr needs of babies in the chosen type of setting (group care or home based care) In group based care such as pre-school, Private day nursery or schools the practitioner had an inportant role. This is to ensure that all individual needs of children are met. This is so the children will develop and grow. Communication with parents/carers is important as it gives the practitoner a chance to understand what the childs rountine is at home and make sure it is as stress free and possible, as using as much as the childs routine at home as possible. This routine may include feeding and sleeping. The practitioner must be aware of the childs routine as the child will be used to certain times they have a nap and sleep, what time they have meals etc so it is important that the pracftitioner must let the child sleep and eat at what times they are used to. Routines are important for babies as it helps them know what they are doing, without routines babies can be unsettled and not sleep well. Ensuring good relationships with both parents and baby will make sure information is passed between the parents and the practitioners so that both are aware of anything that could affect the care of the child. The practitioner needs to ensure that they have an honest and professional relationship with children and parents as this is vital. Practitioners and settings also must ensure that they have stimulating activities for babies to get involved in, such as an activity which will help develop the babies senses, their sight, touch, taste, and hearing, this will help babies develop and meet important milestones. Planning is very important in settings and practitooners must be able to adapt planning when needed or if needed to suuit individual needs, babies need stimulation to keep them engaged and to ensure they develop and make progress to ensure they meet milestones in the future. The environment in the setting must be open to adaptation, indoors and outdoors. Baies must have opportunities to help their development and growth. When babies start to crawl, walk they need to have a safe environment. The safety and welfare of the children should still be the main priority of the practitioner, making sure toys are age and stage ppropriate and planning to meet the needs of all the children in the practitioners care. E6- Show how the child proctection policies and procedures in the setting protect and safeguard the babies Health and safety- This ensures all equipement and resources are safe to use and clean, sterrile for babies to use. Risk assessments must be made so all environments are safe for all children. Confidentiality This reassures parents/carers as it ensures that all the childrens information is secure and kept away, so only people who need to access it can do. Confidentiality means that all the childrens personal information must be kept in a locked cupboard or in a computter with a password to protect all the details and information. Practitioners within the setting should have up to date training to ensure they are fully aware of confidentiality and be aware if any policies and procedures have changed. Child protection policies and procedures in the settings are there to protect all children and babies. Babies cannot protect themselves so policies and procedures are to ensure children do not come to any unnessearyy harm and are cared for correctly. All babies and children must be protected from any discrimination such as gender, disability,race etc. Children must be safe and protected so practiononers must reconise abuse if they see any signs which are neglect, physical, sexual and emotional. Practitoners must know what to do if they see any of theses signs to protect the child. Child protection policies will cover all staff and those working in at setting have CRB checks, and trainign they need. Safe guarding procedures involve making sure all children are picked up from the setting by carers and not sent home with anyone without the parent/carers permission. Sharing information and team work is important when it comes to protecting babies as communication is key. If a parent tells a practitoner that another person is coming to pick their child up this must be passed on so the staff/practioners are aware of this. From working in a team this can help protect children, different professionals have different exeperiences and knowledge with children, so working together is important. It ensures a childs welfare through having knowledge from all different areas. An example is practitioners will know the childs day to day behaviour is, and will know the child well, as a GP will not know the child that well but will know medical knowledge which the practitoner wouldnt know, therefore for the childs welfare it is important for all professionals to work together. E7/D1- Explaing the importance of well planned care rountines and the key worker system Care rountines are very important for babies as by meeting babies needs carers are encouraging self-eteem and the sense of feeling valued. Care rountines are benficial as they involve identifying the needs of children so they can meet them. This can be done by observation, oberving children in groups and alsone to see how they behave. When needs of babies have been identified then you are able to move forward, planning can be done to meet these needs. If childrens needs are not met this will affect the child as the child will not be able to develop, learn and meet important milestones as they should. Care routines give babies stabiltity as having a good care routine reassures the child and gives them constiancy. By having practioners around will make the children feel more secure and safe, as the practitioner adn child will develop a relatioship and bond. This will help the baby feel settled and comfortable with a bond and may not feel safe without this bond and the babies may feel unsettled, disstressed and unhappy so a good relationship will encourage the child to develop trust and overall all will be happier and learn to develop better. Relatioships with practitoners and parents is also important as the parent knows the child best. Meal times is apart of a care routine, and the practioners must ensure children are getting the nurtition they need, and help to encourage the child to eat. Aswell as giving babies food and drink, meal times can be very enjoyable and stimualte the social and emotional development as children are able to communicate with each other during meal time and interact which is good for the babies social skills. Care routines are important for babies safety as policies will identify procedures which will ensure the children are safe and exaple is safety gates, gates must be kept shut at all times so the children cannot get out. Good hygiene is also beneficial to a good care routine as this will prevent babies and practitioners from becoming ill and prevents the spread of infection. Hygiene is a big part of a care routine for babies so practitoners must was hands after using the toilet, deadling with bodily fluids, before preparing foods and bottles. From having similar care routines at home and in settings is important as this will give children security and will understand whats happening around them and be more comfortable and confident. In every early years setting children have a key worker. Key Workers are resbonsible for their child and form good realtionships. Key worker will observe their child regualy and keep a record of how the child is developing. Planning is the key workers job and must plan to what the childs needs are. Key workers are close to their group of children and respoonsible for them, therefore will know their child more than other practitioners in the setting so key workers role is also to communicate with other professionals. The key person plays an essential role in supporting the emotional well-being of the children in their care. In doing so they take responsibility for those aspects of the child’s day which have the greatest impact on their well-being. These include personal care routines – nappy changing, toileting, rest times and meal times.

Is The Internet Destroying Tv Media Essay

Is The Internet Destroying Tv Media Essay Is the Internet demolishes the television industry or not? Internet is a way of communication betwixt the people belong from one or different countries of the world. It is a universal system betwixt the computers connected with eachother. Whereas television is also a source of communication but it is somewhat restricted as compare to internet in many aspects, but there are some pros and some cons of these restrictions discussed later on in the paper. Television is a device on which we see the videos that are transmitted in the form of signals through television stations. Critics said that the television industry is now at verge where five years earlier newspaper industry was standing, and now newspaper industry lose its market because people prefer to catch all the information on the internet. But for newspaper people have to pay some price but if they read the news on the internet then they do not have to pay extra price because they already have the internet connection. But there is much difference betwixt the television and the newspaper industry, news can be read on the internet, no doubt the fashion shows, dramas, films are all available on the internet but to see all that on the television, has its own charm. It is depicted that television industry is not taking the issue seriously, just like the affected newspaper industry, they bragged on the basis of their revenues and earnings. Now before proceeding further, there comes a question across the mind that either the television industry cannot perceive that challenge or they want to close their eyes. Basically there are brain barriers and because of these barriers we cannot judge the right path and if judge then we cannot follow that path, we can quote the example of Motorola and Nokia in this regard. Again comes to the point that what is the ground behind this topic. Everyone looks for ease and for its wellbeing, so he/she always prefer, who becomes able to take care and fulfill his/her demands. Business models on which television industry works from its existence is that there must be no other option for the people besides the television for entertainment purposes. Now as the videos and documentaries are the basis on the base of which television industry makes business, so they ever never wants that these contents must be available from some other source. There must be no alternative other than television for employers to advertize their products. Cable operators are allowed to transmit their programs. Besides this all television companies made check points in the path of cables and they spend a lot of money in order to make it sure that either all the restrictions are followed at that check points or not. Now look at the other side a lot of new options are available for the people for entertainment and creativity purposes on the internet. As on the internet mini games are available and besides this many social sites are present on the internet and on these sites you become interconnect with a lot of people belonging from all the regions, cultures and religions of the world. On these social sites you share your views and ideas with your friends and with the other people and have a lot more fun than just seeing the programs on the television. Because here you receives a sudden response of your thoughts and the questions raised in your minds from the people you care for. Beside this a lot more things are available on these sites for passing time and making fun, these sites are like Facebook, Tagged, Orkut etc. All the programs dramas and television shows are now available on the internet on the sites like YouTube, Googlevideo, Hulu, Netflix etc. On television there is restriction that everyone has to watch the program on its time and if time passed then you cannot watch that particular episode of that drama. But on the internet there is no time scheduling, whenever you have some time free and you want to have some entertainment then sit in front of your computer system and log onto the desired site and see the episode that you want or whatever other you want to see. Besides this many other videos like movies and shows are uploaded on the internet and if not bragging then whatever you want is available on the internet. If we come from entertainment side to education side then also there is no competitor that provides more help to the students. All type of books, scholarly articles, research papers and software are present on the internet. It can be said that someone using internet finds all he/she wants from education point of view to entertainment point of view, theres no need to go here and there. If simply said then there is no need to run behind the useless options. Keeping in view all these factors television industry responds to this situation by taking some turns, like the viewers should have choice and their views gets importance that which program they want to see and which not. Time schedule of the admired shows are changed so that they will be played on that time on which most of the viewer ship is available. Television industry owners start a plan that every program that runs on the television set is made available for downloading and available up to 24 hours. Educational programs are s tarted that also constitute video libraries and scholars guidance online. But besides this, who wants to pay such high licensing fees for television sets, whereas they do not have to see all the programs, in the Finland the licensing fee is betwixt 224.30 to 232.20 euro per month. Because of Satellite technology internet is available all over the world. Therefore, why someone restrict his/herself to see only 5, 10 or 50 channels? Now no matter where you are, either you are in home or you are travelling, you can see millions of television channels on your mobile set. It cannot be said that the producers or fun creators are demolished, because if they have talent and capabilities then they can post their creations to YouTube and make money, and many of the people do that. NO doubt that television remains as a decoration piece for the bed rooms, guest rooms and it considers as a symbol that provides a time in which all the members of a family sit together and watch the program but now internet gradually makes television existence unnecessary in the homes. One of the main reasons that why people love internet or give internet priority over the television is because of time. Somehow it is discussed earlier that internet can be used according to the time schedule that you made but television cannot be watched according to your time schedule. You should have to change your time table according to the programs you want to watch on the television. This is a big reason, we live in the age of machines and to exist in this world everyone have to behave like a machine otherwise someone other push him aside and takes his/her place. So in this busy schedule no one have enough time to spare in order to watch the television program and feel free. But besides this incase of internet, whenever he/she found some extra or spare time he/she sit in front of personal computer and log onto his/her desired site and watch what he/she wants to see or read newspapers, journals, blogs, play games and many other things to do. On these sites like hulu, every episode of every show that runs on the television is present. Recording shows present on these sites unlike on the television in which many commercials are present that makes the mood off, includes some commercials not with more than thirty second play time. According to a common observation YouTube is considered better among the people or viewers as compares to the television. Now, why it is better? It is better because just on one site everyone can find, whatever he/she wants. On this site every type of video include music programs, recorded and live programs of every singer, dramas and fashion shows in short all that, someone can thinks of is in front of him/her. Then who goes and sit in front of television to see the program. Every program that runs on television, after sometime usually less than one and a half day is posted and can be seen on the YouTube. Internet no doubt adversely affects the television industry, because televisions programs are present on their sites, on some sites you can see live television channels. Now when something is available all the time on the internet and everyone is sure about this, then who view that program on the television. So television industries acclaim their rights. On television most of the programs are telecasted two or three times for the viewers that who cannot see the program one time can see it again. But now if that program is found on the internet sites before its repeat telecast on the television then who see that episode. Now when the advertising companies, who give their adds to the television industries for the advertisement comes to know that this television has no viewership then they take their ads back from them and give to others. So it is a matter to worry about because no ads means no money to the television companies from this side and they cannot survive on the license fees. Internet is becoming a platform for the international businesses today and millions of ads are present on the internet on various sites. On the internet illegal or corrupt businesses is on its peak. There are lots of techniques available to cheat the people on the internet, because on internet you are not face to face with the people, whom you in contact and you can easily deceive the other person. The u torrents and bit torrents sites from which people download movies are illegal sites that cause damage to the film and television industry in millions of dollars. Because earlier when movies are released then people watched that movie in the cinema, on television and after that they purchased compact discs and digital video discs to see the movie. But now majority of the people do not go cinema and wait that when it is available on the internet. Similarly television sites available on the internet basically steal the data from televisions and illegally posted it on the internet. So te levision industries want that there must be restrict copyright laws and no one can dare to forbid those laws. Digital Rights Management (DRM) scheme is established and television industry invested a lot of money on this but no gain. This scheme restricts downloads from the illegal television sites but in spite of all this television industry squander billions of dollars because of piracy. Besides all this if television industry has to survive, then they should build their own site on which one can see the live programs. And all the programs that are being played, their saved copies must be present on the site, so that if someone misses that particular episode then they can watch it on some other time. Advertisements should be less and of short duration during the drama or show because it takes away all the charm. Advertisements must be creative that gains the attention of everyone and no one get bored. The dramas and shows must be consists of less episodes, and the time and routine of programs must be arranged by the people who go into the communities and perceive ideas from the viewers that on which time which program should be telecasted. In order to protect their selves, owners of television industries must have to take all matters seriously and be keen to sort out solution for these problems otherwise this mighty flood of internet sweep away all of them. In last it is concluded that, internet destroying the television. Internet offers so much diversity that no one can leave it. Internet becomes the need of time; everyone who wants to succeed in this life must have solid know how about internet. Internet gains the attention of people from all walks of life just because of its diversity. A student gets notes, books, research papers and a lot more knowledge regarding his/her particular subject on the internet. A businessman can found a lot of skills, techniques and paths to improve his/her business. Nowadays online business moves forward to wrap the whole world. Similarly musicians, and for those who just login to entertain their selves, internet equips all what they need. So in short it can be said that oneself sit in front of his/her personal computer and open the internet interface then he/she explore whole new world, in which he/she can visit wherever he/she wants. Now there is so much charm present in it that you lost yourself when you use internet. More precisely it can be said that people become internet worms. Whereas in case of television, it cannot be said that television has no popularity but its popularity is decreasing day by day and might be the reason is that people gets the alternative path. Because this is the nature of human beings that wherever they see some more lightening they go there. Similar is the case here, as discussed above that television has no such type of options, as offered by the internet. So people use internet because whatever they see on the television is now available on the internet, but the videos, information and options available on the internet is not in television. So automatically the side of internet becomes heavy. And gradually internet took away the business of television industries. But internet is just like a sea in which all sort of information, and all type of videos either they are good or not present. Now it is on the users that how much he/she is mature. For example internet offers option of chat and various sites allowed this as MSN, Yahoo, Facebook, Tagged and soft-wares like Skype and many more. But it depends on a particular person that he/she used these benefits in the positive way or not, like he/she interacts with his/her colleagues or classmates for discussing something relating to business or education, or he/she only chitchat with others or make others fool. This is behind approach to discuss pros and cons of internet in this paper, but just to make it clear that no doubt television industry is destroyed by the internet, but everything can be seen from two perspectives, and after seeing both sides one must have to decide that either this is wrong or not. Television industry besides some disadvantages has the advantage that all the programs telecasted on it are watchable with family members and as no one can change their schedule therefore habit to manage time is developed. And as no one can proceed forward or backward the program according to his/her will, so a sense is developed that it is impossible that everything in the life is according to our will so we have to control ourselves. But whatever the results, circumstances and facts told that the future is of internet, no television, no radio, no newspaper can compete with the internet technology. WORK CITED Keen, Andrew. The Cult of the Amateur: How blogs, MySpace, YouTube, and the rest of todays user-generated media are destroying our economy, our culture, and our values . Reprint Edition. . :Broadway Business. 2008. STELTER, BRIAN . In TV Versus Internet, TV Still Wins. New york times. 18 Oct, 2007. , Web. 27 April, 2010. . Nicholas, David . The Internet:its impact and evaluation . First. . London, UK:Aslib/IMI. 2000. Print.